9A Unit（精选17篇）
9A Unit 第1篇
教析材分：
本课学习的是食品和饮料一类的单词，教学时应让学生分清楚哪些是可数名词，哪些是不可数名词。并要让学生掌握可数名词的复数形式。farmland中的主句型是what are these/those?可以创设各种情景，让学生在情景中操练该句型。grand theatre中主要让学生掌握的是：what’s for…?并拓展what’s for breakfast/lunch/dinner?以丰富学生语言材料。
学情分析：
本课所有的单词学生以前都学过，单词的认读没有什么问题。因此，重点应该放在单词的拼读和运用上。学生对于tea time十分陌生，教学grand theatre时，先让学生观看关于tea time的录象，对该内容有所了解。
3a unit 8 wonderland
基础目标：
1.能熟练地拼读单词：sandwiches, pizza, milk, cookies, water, tea, biscuits, coffee。
2.能区分可数名词：sandwiches, cookies, biscuits和不可数名词：pizza, milk, water, tea, coffee。
3.能在情景中灵活的运用本课可数名词和不可数名词。
4.了解西方饮食文化。
发展目标：
1.了解可数名词的复数构成方式。
2.能拼写本课单词。
3.养成良好的拼读习惯。
教学用具：幻灯片，光碟。
教学过程：
task 1
review:i like…i don’t like…
设计意图：利用多媒体出示食物的图片，让学生用i like…i don’t like…句型说一说，巩固复习学过的食物名称，为导入新课作准备。
task 2:
learn: sandwiches
1.t(创设情景): i’m hungry. i want a hamburger. suppose you are hungry. what do you want?
t: what’s this?
t: what shape is the sandwich?
2.t: what are these?
t: how many sandwiches?
t: do you like sandwiches?
3.practice: what’s this/that? what are these/those?
设计意图：创设情景，肚子饿了，引出单词sandwich.。通过what’s this/that? what are these/those?句型的操练，让学生灵活运用sandwich的单复数形式，也为farmland作铺垫。
task 3:
learn: biscuits, cookies.
1.(创设情景) tom is hungry,too. please guess: what does he want?
t: what shape is the biscuit?
t: sandy has got many biscuits. how many biscuits?
t: do you like biscuits?
t: have you got any biscuits?
2.t: are they biscuits?
t: how many cookies?
3. practice: chant: what do you want? what do you want?
i want biscuits. i want biscuits.
what do you like? what do you like?
i like cookies. i like cookies.
设计意图：学生对于biscuits和cookies容易混淆，把这两个单词放在一起教学作比较，有助于分清这两个单词的意思。最后设计了一个chant,让学生读一读，不仅操练了单词，而且提高学生的学习兴趣，活跃课堂气氛。
task 4:
学习名词单数改复数方法
出示名词单数改复数方法的幻灯片，让学生朗读。
设计意图：帮助学生归纳名词单数改复数方法，通过朗读让学生掌握一般情况加s, ch结尾加es,。
task 5:
learn: pizza.
1. t: what can you see?
2.practice: make some sentences with pizza.
设计意图：只出现pizza图片的一部分，让学生猜一猜你看到了什么，激发了学生的兴趣。操练部分让学生用pizza造句，既掌握了读音又巩固了pizza的用法。
task 6:
learn: milk, water, tea, coffee.
1.t: i’m thirsty. please give me some suggestions.
2.t: what’s your favourite drink?
3.practice: make a dialogue.
a: are you thirsty?
b: yes, i am.
a: what’s your favourite drink?
b: my favourite drink is_________.
a: ok. here you are.
b: thank you.
设计意图：这几个都是饮料一类的单词，学生都掌握的比较好，所以放在一起教学。通过编小对话来操练这些单词，丰富学生的语言，达到学以致用的目的。
task 7:
practice
1.read after the tape.
2.look and say.
3.complete the missing letters.
4.have a match: recite the words.
5.listen and complete the missing words.
设计意图：通过朗读、拼读、填入所缺字母、比赛等各种活动，让学生在课堂上尽自己的努力背出其中部分单词。
3a unit8 farmland
教学目标：
1、能用what’s this/that? what are these/those?针对不可数名词或可数名词提问。
2、能运用会话中的句型进行扩展性的情景会话。
教学用具：幻灯片，光碟。
教学过程：
task 1
review: 出示各种食物和饮料的幻灯片
t: what’s your favourite food/drink?
设计意图：通过谈论最喜爱的食物和饮料，复习前一节课学过的单词。
task 2:
learn: what’s this? what are these?
1.(出示一只三明治) t: what’s this?
(出示多只三明治) t: what are these?
2.read the sentences.
3.practice: what’s this? what are these? （work in pairs）
设计意图：通过学生已学过的句型what’s this?引出what are these?,并让学生进行比较，以掌握句子的含义。学生通过同桌问答，操练巩固所学句型。
task 3 :
learn: western foodchinese food
1.t: we call sandwiches western food.
2.s: _______ is western food.
3.t: do you like western food?
4.t: i don’t like western food. i like chinese food. i like rice. rice is chinese food.
s: ________ is chinese food.
设计意图：让学生讲一讲还有哪些食物是western food, 哪些是 chinese food, 不仅操练了这两个单词的读音，也帮助学生进行了归类。
task 4
learn: what’s that? what are these?dumplings spring rolls
1.( 出示一只饺子) t: what’s that?
(出示一盘饺子) t: what are those?
2.(出示一盘春卷) t: are they dumplings?
3.say something about dumplings and spring rolls.
4.practice: what’s that? what are those?
设计意图：spring rolls是grand theatre中的单词，它也是中国食物一种，可以放在本课和dumplings 一起教学。
task 5
learn: kiwi fruit
t: (创设情景)i eat much food. i am full. now, i am thirsty. i want to eat some fruit. do you like fruit? let’ s go to the fruit shop.
1.(出示各种水果) practice: what’s this/that? what are these/those? (work in pairs)
2.(出示kiwi fruit) t: what are these?
3.say something about kiwi fruit.
设计意图：通过情景的创设，自然的从食物引到水果店，用各种水果操练主句型，并在操练中引出单词kiwi fruit.
task 6
practice:
(1) listen and repeat.(设计意图：让学生跟读模仿录音语音，语调.)
(2) act out the dialogue.(设计意图：通过表演帮助学生感受所学句型的功能，理解对话的内容。)
(3) make a dialogue:
a: hello, _________.b: hello, _________.
a: let’s go to the supermarker. b: ok.
a: look, what’s this/that?b: it’s___________.
a: what are these/those?b: they’re ___________.
a: do you like them? b: yes.
a: let’s buy some. b: all right.
设计意图：通过创编对话，达到学以致用的目的。
3a unit 8 grand theatre
教学目标：
1、正确理解和听懂grand theatre中的语言材料。
2、会在情景中运用句型：what’s for …?
3、根据课文内容回答questions and answers中的问题，并根据实际情况回答on your own 中的问题。
4、让学生初步了解有关茶的文化，在学习过程中体验和了解中、西文化的差异。
教学用具：幻灯片，光碟。
教学过程：
task 1
review: say a chant
设计意图：活跃课堂气氛，为学习英语创设良好的学习氛围。
task 2
learn: what’s for tea?
1、watch a video.
2、（出示tommy一家喝下午茶的图片，指着茶点）t: what’s for tea?
3、practice: what’s for tea? (work in pairs)
4、拓展句型：what’s for breakfast/lunch/dinner?
5、practice: what’s for breakfast/lunch/dinner? ( 在小组中做调查)
设计意图：播放一段人们喝下午茶的录象。让学生对tea time 有初步的了解。通过在小组中调查一日三餐吃什么，巩固操练主句型，在任务中学以致用。
task 3
learn: what smells so good?
1、用一碗面条引出: what smells so good?
2、read the sentence.
3、play a game. what smells so good?
设计意图：做猜一猜what smells so good?游戏时，让全班学生问蒙住眼睛的学生：what smells so good?这样不断地提问中巩固操练该句型。
task 4make tea
1、教师给学生演示泡茶，引出make tea.
2、出示课文中妈妈在泡茶的图片，引出句子：mum is making tea for us.
3、替换操练:_____is making tea for us.(利用人物图片)
设计意图：通过教师的演示，帮助学生理解make tea的含义，同时让学生了解一些中国的茶文化。
task 5
practice:
1、listen and repeat.
2、answer the questions.
(设计意图：让学生跟读模仿录音语音，语调。通过回答on your own中的问题，帮助学生进一步理解课文内容。)
3、act out the dialogue.（设计意图：培养学生勇于表现的好习惯。）
4、make a new dialogue.（设计意图：通过创编对话，达到学以致用的目的。）
9A Unit 第2篇
一 词组翻译
1.吃月饼2。可口事物 3.看月亮 4。 许多 5.去年 6。五一劳动节
7.儿童节 8。新年 9. talk to his students10. visit your relatives 11. last year
12. dress up in costumes 13. favourite holiday 14. in china15. a popular holiday 16. go out
二 连词成句
1.date, today, is, what, it (?)___________________________________
2.to, students, talking, about, is, his, holidays, who(?)______________________________
3.the, festival, what, usually, do, spring, people, at, do(?)___________________________
4.your, did, visit, last, and, spring, relatives, festival, you, friends(?)__________________
5.holiday, your, favourite, what, is (?)_______________________________
6.the, mid-autumn, watch, you, moon, last, festival, did (?)________________________
7.playing, like, basketball, too, i , ____________________________________
8.basketball, let’s, go, play, now, and ______________________________________
三 选择填空
( )1. what date is it today? it’s ___ 1st of october.a. a b. /c. an d. the
( )2. what holiday ____ after may day?a. comeb. comes c. coming d. came
( )3. that girl___ her grandmother and her grandfather last friday.a. visit b. visitsc. visited d. visites
( )4. _______ ate many noodles last sunday?
a. mike and i b. i and mike c. i and miked. me and mike
( )5. -what ____you do ? we drew some pictures.a. did b. does c. do d. don’t
四 用所给动词的适当形式填空
1. last summer holiday, i ________(go) to a party. it _______(be) fun.
2. i like ________(eat) moon cakes at the mid-autumn festival.
3. it is the 18th of december. christmas is _________(come).
4. what holiday ________(come) after christmas?
5. we all ________(eat) delicious food last week.
6. they are________ (get) very excited now.
7. ________ (do) you go to the zoo last children’s day?
8. mr. green is ________(talk) to his students about holidays.
9. what ______ nancy _______(do) last spring festival?
10. my favourite holiday _________(be) halloween.
11. ____ you ________ (have) a good time?
五 改错
1. it is 18th of december. 2. i eat lots of delicious food last spring festival.
3. christmas is in the 25th of december. 4. did you visit your friends last week? yes, i do.
5. she usually go to school at seven o’clock.
六 翻译句子
1.去年春天你拜访了你的朋友了吗？ 是的， 我去拜访了。____________
2.五一劳动节的时候人们通常干什么？他们通常去公园。______________
3.你去年中秋节的时候吃月饼了吗？不，我没有吃。__________________
4.今天是六月一日._____________________________________________
5.他们上周乘公共汽车去公园。_________________________________
6.王兵喜欢在星期天去溜冰。_____________________________________
七 阅读理解
when tom was young, he liked to play football, and he was very good at it. but then he went to work in a town and there was no team for him, he stopped playing.
later he began to get rather fat, so he thought, “since i stopped playing football, i was getting fat. what am i going to do?” he thought about it for a few days, and then he said to himself, “i know, i’ll play tennis.”
he had a few lessons ,and then played for a few months.
he met a nice girl at the tennis club one day, and they played a tennis match against another young man and woman. tom played very badly and was very angry with himself, “i’ve never played as badly as this before,” he said to the girl, “oh,” she said, “you have not played before, have you?”
( )1. what was tom good at when he was young?a. tennis b. basketball c. volleyball d. football
( )2. then he stopped played because _____?a. he didn’t like football b. he went to work in a town
c. there was no team in the town d. both b and c
( )3. what happened to him then_______________?
a. he was ill b. he was angry c. he began to get rather fat d. he got stronger and stronger
( )4. what did he do about it? he decided to______
a. played football again b. do morning exercises
c. take part in the match d. play tennis
( )5. in a match, the girl said to tom, “ you have not played before, have you?” this sentence means_______
a. the girl know he had ever been a player
b.the didn’t believe he had ever been a player before
c.the girl was sure that he had not played tennis before\
d. both b and c
9A Unit 第3篇
teaching plan no.2
unit 84 periodsperiod 2type: new teaching
aims:
1. words: revision: three-skill: a supermarket, the great wall, park, cinema, zoo, car, bike, plane, bus.
2. sentence: let’s go…. but how? by…
all right / ok / good / great. let’s go.
let’s go to…by…
focus: aim 2.
difficulties: aim 2.
processsteps
teacher
students
“六度”体现
1 warming-up
2 revision
3 presentation
words: animal.
where are they?
in the zoo? or in the park?
words: things in the supermarket.
where can we find them?
in the supermarket? or in the park?
ting lin park. ( picture. )
what’s this?
the great wall. ( picture )
sing english songs:
oh, suzanna.
read the words.
in the zoo.
read the word: zoo.
let’s go to the zoo.
ok. let’s go.
in the supermarket.
read the word: supermarket.
let’s go to the supermarket.
all right. let’s go.
it’s a park.
let’s go to the park.
good. let’s go.
it’s the great wall.
let’s go to the great wall.
great. let’s go.
利用已经学过的单词引出现学的单词。既复习了以往的单词，同时引出单词时有趣味性。学生比较喜欢。
4 fun time
5consolidation
let’s go to the cinema.
rhyme:
park. park. go to the park.
ok. ok. let’s go.
…
play a game: guessing game.
t: shall we…?
let’s go the beijing.
play a game.
vcd.
…
(draw a map of china.)
let’s go to beijing.
but how?
let’s go to…
but how?
by…
play a game: puzzle.
sing and dance.
read the dialogue.
ok. all right. good. great.
let’s go.
(chain work. )
read the rhyme.
let’s go to the…
…
speak english.
let’s go to…
let’s go to Chinese Taiwan.
ok. let’s go.
…
by plane.
read the word: plane.
read the words: bike car bus.
read the phrase: by…
pair works.
speak english.
以儿歌的形式，让学生反复的朗读。体现练习度。
teacher’s notes:
9A Unit 第4篇
一、教学要求
1、四会单词和词组：answer, hers, his, mine, ours, yours, theirs, in front of.
2、四会句型：whose …is it/ are they?
it’s / they’re mine/ yours/ his/ hers/ ours.
3、三会单词和词组: a calculator, a comb, a diary, a hairdryer, a mirror, a wallet, a seat, a skateboard, a watch, sunny, a teapot, sat, got, saw, nobody, ask, police station, at the back of, get off.
4、三会日常交际用语: this one is from grandpa. open it for me, please.
who are they from? they’re from grandpa and grandma.
you’re welcome.
5、了解字母组合oo在单词中的另一种读音。
6、会唱歌曲my shirt’s black。
二、单元教材分析
本单元的主要话题是“谈论物品的归属”。通过jim 一家在圣诞节互赠礼物这一情景引出主要的学习内容——名词性物主代词。名词性物主代词可使语言表达更加简练。学生在理解其意思上不会有太大障碍，但是在使用时却常常和形容词性物主代词混淆。教师在教学过程中可适当地用简明扼要的语言讲明两种物主代词的区别，创设生动活泼的情景，引导学生结合生活实际记忆和巩固，并在一定的情景下正确使用名词性物主代词。本单元的词汇是一些常见的生活用品，容易引起学生的学习兴趣，教师可以结合句型和自身特色，采用不同方法引导学生学习。另外还可以对学生的语言交际活动做一些策略性的指导，如什么礼物适合送给什么人，西方在送礼和受礼时有什么样的习俗等。
unit 7 （第一课时）
一、教学内容
b look, read and learn & c look and say
二、教学目标
1、能正确地听、说、读、写单词 hers, his, mine, ours, yours, theirs.
2、能正确地听、说、读单词及词组 a calculator, a comb, a hairdryer, a mirror, a wallet, a skateboard, a watch, a teapot.
3、能正确地听、说、读、写句型whose…is it/are they?
it’s/they’re mine/his/hers/ours
4、能根据图片提供的情景，正确地用名词性物主代词进行描述，并能在实际情境中运用。
三、教学重点
1、能正确地听、说、读、写单词hers, his, mine, ours, yours, theirs.
2、能正确地听、说、读、写句型whose…is it/are they?
it’s/they’re mine/his/hers/ours.
四、教学难点
1、能正确地听、说、读、写单词 hers, his, mine, ours, yours, theirs.
2、能正确地听、说、读、写句型whose…is it/are they?
it’s/they’re mine/his/hers/ours.
3、能根据图片提供的情景，正确地用名词性物主代词进行描述，并能在实际情境中运用。
五、教学准备
1、教具准备
1）关于本课中出现的手表、茶壶、计算器等实物。
2）几个用于放置物品的盒子。
3）物主代词表（形容词性/名词性）
4）录音机和磁带。
2、板书准备：写好课题。
六、教学过程
step 1 free talk/ revision
1、sing a song.
2、从学生熟悉的物品和关于形容词性物主代词的对话入手，引出新课。
t: hello, mary. what’s that on the desk?
s: it’s a ruler.
t: whose ruler is it?
s: it’s tom’s.
t: it’s his ruler. oh, i see.
（学生用所学过的知识练习上述句型，展开对话）
step 2 presentation and pratice
1、词汇教学
（1）将学生所带的手表、皮夹、计算器、滑板、梳子、镜子、电吹风等物品放在几个不同形状、颜色的盒子里。
t: hello, boys and girls.do you know when’s christmas ?
s: it’s on the 25th of december.
t: what’s the date today?
s: it’s the tenth of december.
t: yes.the christmas is coming soon.i’ll give you some presents.
which present do you want best? let’s choose and say “i want… ”.
s1:(上台选择物品) my father’s birthday is on … it’s coming soon. i want a teapot, because my father likes drinking tea.
教师呈现teapot并带读生词，学生学习单词。
s2: look, it’s a calculator. i like it. it can help me with my maths.
教师呈现calculator 并带读生词，学生学习单词。
s3: oh, it’s a beautiful mirror. i like it. i’ll give it to my mum.
同法教授其它单词，提醒学生注意单词中元音的发音和名词复数形式的读音，教师示范朗读，学生跟读单词。重点指导calculator, skateboard，hairdryer的发音。在教学skateboard, teapot, hairdryer时，教师可借助单个单词合在一起的做法，帮助学生了解复合词，提高记忆的效率,为下面的句型教学作好准备。
（2）“b look, read and learn” 学生听录音，模仿跟读单词。
2、句型教学
（教师接着上面的话题）
t: look at these presents. they’re all from our classmates. let’s guess “whose present(s) is it/are they?”
学生进行猜物主的游戏 , 教师示范
t: whose calculator is it?
s: it’s tom’s.
t: oh, it’s his.
教师逐一呈现名词性物主代词mine, yours, his, hers, ours, theirs.
学生学习名词性物主代词并操练此句型。
(教师示范)
t: whose combs are they?
s: they’re helen’s and mary’s.
t: oh, they’re theirs.
学生操练上述句型并巩固名词性物主代词。
3、summary
呈现物主代词表（形容词性/名词性），阐述它们的区别：
this is my book. this book is mine.
pratice：t: my book s: mine ;
t: your rulers: yours; 等。
学生进行口头造句：
that is her pencil. that pencil is hers.
step 3 look and say
挂图呈现part c，学生小组讨论并交流。
step 4 exercise
1.a:whose ＿＿＿ (手表)is it?
b:it's ＿＿(我的)watch.it's ＿＿＿(我的).(你的)is yellow.
2.a:whose ＿＿＿(眼镜)are they?
b:they're ＿＿＿ (我们的)glasses. they're ＿＿(我们的).
3.a:whose ＿＿ (礼物)is it?
b:it's ＿＿ ＿＿＿ (他的礼物) .it's ＿＿ (他的) .
a:is that present ＿＿ (她的)?
b:yes, it's ＿＿ (她的).
4.a:whose ＿＿＿ ＿＿＿ (手机) are they?
b:they're＿＿＿ ＿＿＿ ＿＿＿(他们的手机).
they're ＿＿＿ (他们的).
a:are those ＿＿＿ (他们的),too?
b:no,they aren't ＿＿＿ (他们的) .
they're ＿＿＿ (你们的 ) .
step 5 consolidation
学生自编对话并表演，例如：
a: hello, what’s that on the desk?
b: it’s a calculator.
a: is it yours?
b: no, it’s not mine. it’s my classmate mary’s. it’s hers.
a: how nice!
b: yes, it’s a birthday present from her dad.
a: oh, i see.
七、 作业设计
1、 朗读并抄写b、c部分单词和句型。
2、 抄写物主代词表（形容词性/名词性）。
3、 默写本课要求四会的单词和句型。
4、 围绕本课所学的名词性物主代词，以本课最后一个环节为例，小组自 编对话（书面形式），并于下节课表演。
八、 板书设计
unit 7at christmas (b&c)
挂
图
a: whose …is it/are they?
b: it’s /they’re mine.
mine yours his hers
ours yours theirs
九、 教后反思：
美国学者波斯纳认为：“没有内反思的经验是狭隘的经验，至多只能成为肤浅的知识。如果教师仅满足于获得的经验而不对经验进行深入的思考，那么他的教学水平的发展将大受限制，甚至有所滑坡。”为此，波斯纳提出了一个教师成长的公式：教师成长=经验+反思。
这节课的要点是名词性物主代词，通过本节课的教学，要求学生能在一定的情景下正确使用名词性物主代词，刚上课时，让学生口唱一首英语歌曲，不仅能吸引学生的注意力，渲染学习英语的良好氛围，更好建立轻松和谐民主的课堂氛围，在和谐的气氛中师生用朋友式的对话，不仅复习了旧知识还渲染了学习英语的良好气氛，同时自然过渡到新单词的教学。在单词教学时，我采用实物教学法，使学生直观形象地掌握单词，并能更好的创设情景，做到词不离句，句不离文，同时利用实物练习句型whose… is it?/arethey？为了使学生更好的掌握句型，我设计了游戏环节，让他们在说说唱唱玩玩中熟练掌握知识。名词性物主代词可以使语言的表达更加简练，学生理解其意思并没有太大的障碍，但在使用时却常常与形容词物主代词混淆，我设计了一些练习，分层教学，降低难度，循序渐进，让学生在练习中巩固，在使用中提高，在感受的基础上逐步掌握。
在这节课中，由于两种物主代词的区别讲的较少，因此在练习中学生的反应不很理想，这也是我在今后的教学中应当注意的，要注意帮学生找出规律，再让学生运用规律练习。
本节课是在接受了杨老师新的教学理念指导后重新规整的一份教案，感谢杨老师批评指正。
9A Unit 第5篇
一、教材分析：
1、教材的地位及作用：
这是牛津英语9a第二模块（teenage life青少年生活）的第四单元第四课时—词汇教学（不同的电视节目）。本单元围绕做“电视节目tv programs” 这个题材开展多种教学活动，它与前三单元有一定的联系，是从青少年成长的另一个方面来拓展话题的。 2、教学目标：（德育目标、知识目标、能力目标）
德育目标： 让学生尽一步的明确青少年的生活应该是丰富多彩的，不能因为暂时的生活的压力而消极颓废。应该让自己成为一个有活力有志向有理想懂生活的青年人。 知识目标：
(1)学习、掌握六个不同的电视节目（卡通、喜剧、聊天类、游戏类、连续剧和文献片）
(2)学习单词 cartoon, documentary, chat show, comedy, drama series and so on)
能力目标：提高学生听、说、读、写及知识运用的综合能力。
确立教学目标的依据：
1.根据英语教学大纲规定，通过听、说、读、写的训练，使学生获得英语基础知识和为交际初步运用英语的能力，激发学生的学习兴趣，为进一步学习打好初步的基础。 2根据我国国情和外语教学大纲的要求，现阶段外语教学的素质教育主要包括思想素质教育、目的语素质教育、潜在外语能力的培养、非智力因素的培养等四方面。
3、重点与难点：
重点：学习了解不同节目的特点。
难点：学会用英语表达喜欢或者不喜欢的理由（相关词汇的准确表达方法）
确立重点与难点的依据：
根据教学大纲的要求，及本课在教材中所处的地位和作用。
二、教材处理：
根据以上对教材的分析，同时针对实验班学生学习外语能力的实际情况。首先与学生进行心灵的沟通。同时能够进一步对学生目前的情况表示深深的理解和支持。通过自由谈话激发学生学习兴趣，使学生在参与谈话交流中掌握语言知识。最后通过让学生用所学英语知识进行训练，从而达到巩固知识的目的。
三、教学方法：
通过任务型语言教学法，由浅入深，由易到难，由已知到未知，循序渐进地深化教学内容。展开以教师为主导，以学生为主体的师生双边活动。
四、教学手段：
主要以现代化电教手段－－多媒体辅助教学，贯穿整个教学过程。增加了直观性和趣味性，加大了课堂密度，提高了教学效果。
五、教学程序：
1、新课导入
为了激发学生的学习兴趣，引起注意，拉近师生距离，首先问学生这段时间以来感觉心情如何？学生的可能的答案是（累、困、有压力等等）。此时，问他们如果有压力的时候，你们知道如何去放松自己吗？用一个句式i can feel relaxed by doing something.其中肯定有学生说想通过看电视来放松自己？这时，就是我切入主题的时候了！---谈论电视节目。你喜欢看电视吗？每天花多长时间看电视？你最喜欢看的电视节目是什么？谁是你最喜欢的电视节目主持人？
2、新课的讲解
本课利用多媒体教学手段展示了一幅幅色彩逼真、形象生动的画面，栩栩如生。通过不同节目的展示让学生来接触了解不同的电视节目。其中多媒体展示的图画更具特色，充分地调动了学生的积极性，吸引了全体学生的注意力，达到了教育教学目的，培养学生英语语言综合素质有很好的指导作用。
3、反复操练和巩固应用
为了调动学生的积极性，利用work in pairs,in group,及boys ask,girls answer等多种不同方式操练巩固。使学生处于积极思维的状态之中，全方位、多角度培养学生运用英语的能力。同时注意让学生在练个别词汇的时候注意词不离句。
4、反馈练习 让学生在用所学的语言知识，表达自己所喜欢的电视节目。并提供给学生的一定的句子结构。给学生一定的启示。
5、归纳总结
本课除了板书所呈现的重点内容外，又开展积极的讨论，让学生学会思考。开始进行青春的思考。进一步明确青春应该是美好的。虽然没有时间看电视，但是每个人都在为自己的美丽人生编织梦想。过程是艰苦的，前途是美好的。不同的电视节目，体现不同的特色。我们每个人的爱好不一样。本身没有好坏。
6、展示板书 unit 4 tv programs period 4 vocabulary cartoon comedy chat show game show documentary drama series i like ____ because_________ i prefer _____ to ______ because _______.
9A Unit 第6篇
let’s go to the zoo by bus.
张家港市兆丰实验小学 倪红
教学内容：
1、掌握句型let’s go to the zoo by bus.及回答all right./ ok. let’s go.
2、能灵活运用单词bus, plane, zoo, cinema, the great wall于句型。
教学重点：
灵活运用句型let’s go to the zoo by bus.及回答all right./ ok. let’s go.于实际生活。
教学准备：
多媒体课件 交通工具模型 录音机 磁带。
教学课时： 一课时
教学过程：
step 1. greeting
free talk.
step 2. revision.
t: now let’s play a game. “listen and do”
stand up. sit down. get up. go to school. go home. ok. all right. go to bed. good night.
by bike. by bus.
【设计意图】“教师发指令，学生做动作”这是学生最喜欢的游戏。学生在跟我说的同时，还要迅速做出动作，以此做为切入点，在游戏中复习了前几单元的重要句型和所学的单词。做到了“眼到、手到、口到、心到”，同时自然过度到by bus这一知识点。
step 3. teaching and learning
1.by bus, by bus
bus bus阿嚏
bus bus 嘟嘟嘟，bus bus公共汽车
bike bike 叮铃铃，bike bike自行车
【设计意图】为了让学生记住bus，并能与［ai］相区分，我在教学中设计打喷嚏这一动作，学生兴致盎然学生在模仿的同时也记住了这个读音。
t: i go to school by bus. how about you?
s: i go to school by bike.
i go to school by bus.
2.t: after class, i will go to an interesting place by bus. do you know where i will go? ok, i will give you a hint. now listen carefully, please tell me what you can hear. (多媒体课件中依次出现各种动物声音，学生猜对，便出现图案及单词)
s: dog cat elephant tiger monkey bird
t: where is it?
s: zoo.
t: that’s right. it’s a zoo.
【设计意图】课件中各种动物的声音让学生兴奋不已，各个都跃跃欲试，急于告诉我所听见的动物单词，在复习旧知的同时也刺激他们全身心地投入到英语学习中去，从声音自然过度到动物园，学生学得快乐、学得自然。
show the picture of a zoo.
zoo ［zu:］ a nice zoo, my zoo, a new zoo……
t: look at this zoo. oh, it’s nice. do you like it?
s: yes.
t: ok. let’s go.
go, go, go, let’s go
let’s, let’s, go, go,
let’s go to the zoo.
【设计意图】绕口令非常符合孩子的心理特点，欢快的节奏、活泼的动作、琅琅上口的语言，绕口令的朗读让孩子们进一步巩固所学的新知识点。
3.t: now, who will go to the zoo with miss ni? you can say “hello, miss ni. let’s go to the zoo.”
s1: miss ni, let’s go to the zoo.
t: all right.
s2: hello, miss ni. let’s go to the zoo.
t: ok. let’s go.
practice the two answers. play the game. “train is coming.”
4.多媒体课件出现动物园及两种交通工具，教师引导学生自己说出let’s go to the zoo by bike./ let’s go to the zoo by bus.
5.t: on my way to the zoo, we will pass a place. it’s a cinema.
cinema go to the cinema
let’s go to the cinema by bus. let’s go to the cinema by bike.
6.t: now let’s watch tv. (多媒体课件中出现万里长城，引出the great wall)
s: let’s go to the great wall.
t: let’s go to the great wall by bike. oh, it’s too tired.
let’s go to the great wall by bus. oh, it’s too far. i will feel sick.
let’s go to the great wall by plane.
s: ok. let’s go.
【设计意图】带领学生go to the zoo，引导出需经过cinema。教师设疑：电影院里放映的什么影片？画面出现巍峨的长城，导入the great wall一词的学习。这样的教学设计给学生一种真实的语言学习环境，能激起其学习兴趣，过度自然。
step 4. consolidation.
1.play the game. “high and low.”(教师轻声说一个单词或句子，学生就大声说，高低声相反)
【设计意图】游戏能进一步活跃课堂气氛，创设真实的环境，在用中教，在用中学，让学生在不知不觉中去感悟、了解、体会所学英语。通过这种在游戏中巩固英语，学生记得牢，并会觉得学有所用。
2.look at the screen. choose one place and one transportation. practice in pairs.
s1: let’s go to the zoo by bike. s2: all right.
s3: let’s go to the cinema by bus. s4: ok. let’s go.
s5: let’s go to the great wall by plane. s6: ok. let’s go.
【设计意图】英语本身是一种实践性很强的语言。课堂教学中要竭力为学生提供真实或逼真的言语交际情景，把整个教学过程搞成近乎实际的交际活动，让学生发挥主动性、创造性，学以致用，学生在活动中通过思考、交流、合作等方式，学习和使用英语，完成学习任务，在自由活动中，学生能学会灵活应变，学会创造，学会独立学习，而且，在交际和角色表演的活动中，由于学生有了极大的自我支配权，教师的权威性被淡化。教给学生独立学习的技巧。最终提高学生实际语言运用能力，发展用英语解决实际问题。
step 5. homework.
1. remember the words.
2. practice the conversation.
3a unit 8 来自网。
9A Unit 第7篇
教学方案
（第一课时）
第一部分 简要提示
一、 年级：六年级
二、 单元：unit6
三、 课题：holidays
四、 课型：新授课
五、 教学内容：part a
六、 教学目标：
⒈ 掌握单词、词组：christmas, halloween, new year's day, spring festival,mid-autumn festival, people, didn't, had, relative, delicious,favourite, dress up, went, moon cake.
⒉ 能听懂、会说、会读日常交际用语：christmas is coming. what's your favouriteholiday? my favourite holiday is halloween.
七、 重点、难点：初步了解并掌握句型：when's ...? it's in ... what do people usuallydo at/on ...? they ... did you ... last...? yes, i did. / no, ididn't.
第二部分 教学过程
第一步：重难点突破
t: hello, boys and girls. nice to meet you. 同学们，你们好。today we aregoing to learn unit 6 holidays. 今天我们将共同学习第六单元—节日。let's begin ourclass, ok？which holiday do you know?你所了解的节日有那些？(稍停)好，我们先来认识一下这几个常见节日。(ppt图片) what holiday is this? it’snew year's day. new year's day 春节。（拿出卡片）now please look and readafter me. 请看卡片，并且主义我的口型，跟我模仿。（慢读2遍）again (快读一遍)(ppt图片，同样方法学习新词halloween, spring festival, mid-autumnfestival，教授。每词三遍。)
t: there are many holidays. （ppt） what’s your favourite holiday?你最喜欢什么节日？ (教授favourite 最爱的，慢读，示范发音。简单释义：your favourite person orthing is the one that you like the most.) 请跟我读：what’s yourfavourite holiday?（2遍）you can answer: my favourite holiday is …forexample: my favourite holiday is spring festival.
t: (ppt圣诞节动画) look, what holiday is this? 这是什么节日呢？
t: yes, it's christmas.(重复读)圣诞节。my favourite holiday ischristmas.（ppt显示句型） when's christmas? 圣诞节是什么时间呢？
t: right, it's on the 25th of december. it’s in the december.
t: what do you usually do at christmas?你通常在圣诞节做些什么事情呢？ what do peopleusually do at christmas? 人们通常在圣诞节做些什么呢？（稍停, 教读）they …
t:（ppt显示短语） maybe they buy christmas presents, have a big lunch, goto a party, sing and dance ...
t: you can ask and answer like this: what do people usually do atchristmas? they go to a party.
t: did you go to a party last christmas? 上个圣诞节你去聚会了么？（重复，慢读）
if you did, you may say: yes, i did. (重复) if you did not, you maysay: no, i didn’t.（重复）
t: （ppt显示句型） did you go to a party last christmas?
yes, i did. / no, i didn't.
t: now, you can ask your classmates like this. (ppt出句型)现在请你像这样与同伴练习问答。
（本步骤设计说明：课文生词较多，要求学生掌握的句型也较多，设计此freetalk是为了要在看似不经意之中通过聚焦谈论christmas这一节日把本课重点句型进行渗透，窥一斑而知全豹，为学习其他节日埋下伏笔，在轻松的聊天气氛中帮助学生理解新知，减轻课文学习的难度。）
第二步：课文学习
1、 前言
t: (ppt出示图 上课情景和前言) boys and girls, look, the students are havingan english lesson. mr green is their english teacher. now pleaseread this passage, then answer my questions.请你听录音看文字，试着找出这些问题的答案。（ppt出示四个问题）
q1: what date is it?
q2: which festival is coming?
q3: how are the teachers and the students?
q4: what is mr green doing?
（学生听录音读前言半分钟。）
t: ok, now can you tell me: what date is it? (稍停顿，点出答案：it’s the18th of december.)
t: the second question: which festival is coming?(稍停顿，点出答案：christmas is coming.)
christmas is coming. thatmeans: 圣诞节快要到了。（重复慢读）那么，“万圣节快要到了”用英语该如何表达呢？（稍停）对了，halloween iscoming. 同样的，“国庆节快要到了”又该怎么说呢？请你来试试看。（稍停）
t: good. 回答的很好。national day is coming.
t: well. the third question: how are the teachers and the students?(稍停顿，点出答案：they are getting very excited.)
t: the last question: what is mr green doing? (稍停顿，点出答案：he’stalking to his students about holidays.)
t: now can you read it by yourself? have a try.现在请你来试着读一读这部分吧。please.
2、 正文
t: ok. now we know mr green is talking to his students aboutholidays. 现在我们已经知道 mr green 正在和他的学生们谈论有关节日的话题。what holidays arethey talking about? 请看课文动画，看看能不能找出文中所提到的节日。ready? let’s go.(ppt动画一分钟。)
t: 你找到了么？来看看你的答案与老师的一致么？（ppt显示第一栏正确答案, 教读四个节日。注意口型示范。）
holiday
new year’s day
spring festival
halloween
mid-autumn festival
（ppt显示表格第二栏）
holiday when
new year’s day january
spring festival january or february
halloween october
mid-autumn festival september or october
t: when’s new year’s day?
t: yes, it’s in january.
t: when’s spring festival? (稍停) right, it’s in january orfebruary.
t: what about halloween? (稍停) good, halloween is in october.
t: when’s mid-autumn festival? (稍停) it’s in september oroctober.
t: are you right? 相信你也一定答对了吧。well, what do people usually do atthose holidays? 人们通常在以上节日中会做些什么呢？now please listen to it again, andthen answer my questions. 请仔细听对话，试着完成表格第三栏。（ppt）表格
holiday when what do people usually do?
new year’s day january go to parties
have a big lunch
spring festival january or february visit relatives andfriends
eat delicious food
halloween october dress up in costumes
go to parties
mid-autumn festival september or october eat moon cakes
play with lanterns
watch the moon
t:你完成的怎么样？让我们来看看正确答案。请跟我读这些词和词组delicious，relatives，dress up, mooncake, watch the moon 简单解释词义）relatives, that means members of yourfamily. 亲戚。delicious, that means very pleasant to taste orsmell.可口的，美味的。 dress up,装扮，for example: dress up in costumes,教读)
t: now work in pairs. make dialogues like this 现在，请仿照下面的例句做对话：a:when’s new year’s day?
b: it’s in january.
a: what do people usually do on new year’s day?
a: they go to parties and have a big lunch.
现在请同学们两人一组，用所给句型进行交换问答。请先跟我读读这几个句子。下面开始吧。
t: good. did david go to parties last year? david去年有没有去参加聚会呢？读正文1～6行，然后回答问题：did david go to parties lastyear?（稍停）
t: no, he didn’t. （ppt）he had a big lunch with his family lastyear. (点击出现句子，教have的过去式had.) (ppt显示have的三种时态进行比较，读例句。)
t: well. did su hai visit her relatives and friends last springfestival? 苏海去年春节有没有去拜访亲戚和朋友呢？读正文7～13行，然后回答问题
t: yes, she did.
t: did ben go to a party last halloween?ben去年万圣节有没有去参加聚会呢？读正文14～18行，然后回答问题
t: yes, he did.（ppt）he went to a party last halloween.went是go的过去式。
t: did yang ling watch the moon last mid-autumn festival?杨玲去年中秋节有没有去赏月呢？读正文19行至结束，然后回答问题
t: yes, she did.
t: good job.同学们回答的很好。（ppt）通过刚才这张表格，我们已经对课文有了比较详细的了解，现在，请你用自己的话，说一说每位同学都在哪些不同的节日里做了什么事for example: david had a big lunch with his family last new year’sday. it’s your turn. have a try.（参考答案：su hai visited her relativesand friends last spring festival. ben went to a party lasthalloween. yang ling watched the moon last mid-autumnfestival.)
t: ok. now let’s listen and repeat. (ppt，放录音请学生逐句跟读，注意其发音。)
t: please read it by yourself. 请你自己读一读课文。注意本课生词。（ppt）请跟我读 people,didn’t, had, relative, delicious, favourite，dress up，mooncake.
t: then work in groups. read the text by roles.请以小组为单位，进行角色分配，按角色共同完成课文的朗读。please.
（本步骤设计说明：此部分开始教师创设上课情境，以几个“w”或“h”开头的问句，引导学生了解引言部分。正文部分篇幅较长，教师从听录音完成表格这一任务着手层层深入，使学生逐步加深对课文的整体感知与理解。先听有哪些节日，再听节日中的活动，最后听每个同学进行了哪项活动。在听录音完成表格过程中，学生要同时关注人物、节日名称以及相关活动三方面的内容，这有一定难度。因此在后半部分，采取分段听录音的方法，聚焦重点，帮助学生清楚地、有条理地了解课文内容。在完成表格后，让学生看着表格，用自己的语言来描述所知，既扣紧中心，又给了学生自主发展的空间。最后采取分角色朗读课文的方法，增强学习的趣味性与真实性。教师在教学中应耐心示范，给学生足够的练习时间。）
第三步：巩固操练
t: ok. we have known a lot about the holidays. 我们已经了解了不少有关节日的知识，andnow mike is telling his sister helen what his friends did ondifferent holidays last year. 现在mike正在告诉helen他的朋友们都在去年的节日中做了什么。please join the dots.（ppt） let’s see if you havea good memory. 请你根据课文内容连线，看看你的记忆力好不好。
t: let’s check out the answer.你的答案正确么。（ppt出答案）
（结束语）
t: 同学们，这节课我们一起谈论了有关节日holidays的话题，希望你在课后能够认真复习，我们下次课再见。bye!
第三部分 说明
在本课开头，教师通过freetalk，在闲谈中引入课文重难点，帮助学生学习了when's ...? it's in ... what do peopleusually do at/on...? they ... did you ... last...? yes, i did. /no, i didn't.减轻了课文学习负担。在教学过程中，利用多媒体教学课件辅助教学，使各个节日变的更为直观，学生们较喜欢此形式。本课对话，篇幅较长，涉及到的节日以及人物较多，学生在理解和学习课文的过程中有一定的难度。我们采用了分层教学的做法，在呈现课文内容之前，通过师生交谈，复习有关节日的知识，并教学、操练了本课的日常交际用语。处理课文时，理清课文思路，将本课内容逐步呈现，有效分解课文学习的难度，突出本课的重点与难点内容。
9A Unit 第8篇
lesson planschool: north chong qin road primary school, huang pu districtname: liu zhenbook: oxford english (shanghai edition) 2a unit 5 topic: crossing the roadaims: 1. vocabulary: light, stop, wait, go 2. function: using imperatives to give simple instructionslanguage focus: using imperatives to give simple instructions.aids: pictures, computers，word cardsprocedurescontentsmethodspurposei. pre-task preparation:1.warming-up:rhyme2.guessing gamewhat is it?what color is it?ps: recite(computer)t: ask pupils to guess what it is and what color it is.1.通过复习已学儿歌，吸引学生注意力。2.帮助学生复习与本节课相关的单词，激发学生的学习兴趣。ii. while-task procedures:content 1: light1. introduction:2. imitation:light3. quick response:content 2: go, stop, wait1. introduction:2. imitation:3.activitychange the position4. gamedancing machine(computer)t: introduce the light to the pupils.1) t: ask pupils to follow.t-ps2) t: ask pupils to change their voices to say the word.pn(computer)t: ask pupils to say the color on the screen . 1.从猜谜的游戏中引出本课的新单词。2.学生通过机械性的模仿，正确掌握单词的读音。3.借助多媒体课件模拟交通灯，帮助学生熟悉新单词的运用。1.通过观看录像引出新单词，并使学生对基本的交通规则有所了解。2.学生经过机械性模仿正确掌握单词的读音。将休闲活动与操练结合起来，增加学生学习兴趣。(vcd)t: tell the pupils when they cross the road they should go/stop/wait if they see the green/red/yellow light.1) t: ask pupils to follow.t-ps2) t: ask pupils to clap and say the words.t: invite three pupils come in front of the blackboard. give everyone a word card. ask them stand in a line and keep changing their position in the line according to what they hear. ask more capable pupil to say the word. who can’t find his/her position correctly will lose the game.(computer)ask individual pupil to step on the word cards according to what he/she hears. the rest of the pupils could watch the screen and say the word. change the pupil when he/she makes a wrong step.iii. post-task activity1. make a rhyme2. make the traffic rules.3.traffic rule propagandistgroup workt: ask pupils to make a rhyme with the words we have learned today.ps: discuss and try to make a rhyme.pa:( free talk)t: arrive at a conclusion on the traffic-light rules.group workt: ask pupils make several traffic-light rule posters.pg: act as a traffic rule propagandist and introduce the traffic-light rules for class.让学生运用已学单词自主编儿歌。教师指导学生归纳出交通灯规则。以小组形式制作交通规则宣传标语，并为学生尝试使用所学语言进行表达提供舞台。iv. assignmentintroduce traffic-light rules to family members.以口语表达方式巩固课堂学习内容。教案设计说明：
本课内容选自2a unit5 let’s act, 由于它的主要内容与交通灯有关，因此在教学设计时首先从单词light入手。为了激发学生的学习兴趣，在引出新单词light后，运用多媒体课件创设出交通灯变幻闪烁的情景，使学生在真实直观的情景中以相应单词快速应答。学生在强烈的感官刺激下注意力高度集中，在不知不觉中正确掌握单词的读音，并且较好地巩固与本课相关的颜色类单词。随后，通过观看行人过马路的录像自然引出go,stop,wait 三个动词并使学生对红灯停绿灯行这一交通规则具有初步的印象。在操练阶段，将学生感兴趣的休闲活动——跳舞机和单词的操练结合起来。伴随着节奏轻快的音乐，学生根据听到的指令脚踩不同的单词卡片，轻松愉快的游戏气氛，来让学生完全忘却学习的紧张，在强烈的兴趣驱动下牢固掌握新授单词同时也使学生更熟悉了解红灯停，绿灯行这一交通规则。接着，让学生以小组形式自编儿歌，这样不仅为了充分调动学生学习的主动性和积极性而且也为了加强学生对所学知识的理解和运用能力。最后，在学生概括出交通规则的基础上，创设交通宣传员这一角色让他们体验宣传。从宣传标语的制作到扮演宣传员，学生亲手制作，亲身体验，通力合作，最终在学会运用本课语言的同时也为他们自己遵守交通规则上了生动的一课。
2a unit 5 来自网。
9A Unit 第9篇
5a unit 7 e look and read
海门市通源小学 陆 健
1.teaching aims
(1) understand and can use : running after, sitting, jumping, eating, crying, laughing, dancing
(2) understand and can use the sentences to practice in the real condition: … is doing ….
(3) understand and speak out the words clearly , fluently and correctly : mouse, food, cry, laugh,head, after
2.main points:
(1) understand and can use : v+ing
(2) can use the sentences to practice in the real conditions.
… is doing….
3.difficult points
running after, crying, laughing
4.preparation:
toy dog/tiger/elephant, a paper frog, a toy mouse, pictures, cards, tape recorder
5.process:
a.warming up
t: good afternoon, boys and girls!
ps: good afternoon, miss lu!
t: let’s do some exercise, ok?
ps: ok!
(follow the teacher)
eating, eating, i am eating,
reading, reading, i am reading,
writing, writing, i am writing,
dancing, dancing, i am dancing,
running, running, i am running,
sitting, sitting, i am sitting
(pupils sit on their chairs)
b.review
t: now guess what am i doing? (teacher acts and let the pupils guess)
p: eating, sitting, running, dancing
t: good!
(write the four words on the blackboard)
c.presentation
a. teach crying, laughing and jumping
t: look at this boy, he is crying.
(draw a crying face on the blackboard)
(write “my”, “by” next to the word)
t: read after me, my, by, cry, crying.
crying, crying, wu… crying.
(pupils practise this word and act)
t: now the boy is happy. (draw a smiling face)
laughing, laughing, ha-ha-ha-ha laughing.
t: (take out a paper frog) what’s this? it’s a paper frog.
look, it’s jumping.
(write “umbrella” on the blackboard) jump, jumping
(practise this word and jump on the floor)
game: 1. high and low voice (read in different voices)
2. maggic eyes
(look at the teacher’s mouth and guess which word)
3. ask some pupils to come to the blackboard and act the words, others guess.
b. teach …is doing ….
t: boys and girls, i have some pictures here. let’s make sentences. for example: the mouse is sitting.
(put this picture on the blackboard)
(take out other pictures)
p1: the dog is jumping.
p2: the mouse is eating.
p3: the mouse is dancing.
p4: the dog is crying and the mouse is laughing.
p5: the dog is running. the mouse is running, too.
t: yes, the dog is running after the mouse.
(write “after” on the blackboard, practise “running after”)
(show some toys, let them running)
t: look! the tiger is running after the dog.
the elephant is running after the tiger.
c. teach phrases: on the dog’s head, the dog’s food
t: now i wil draw a picture for you.
(draw a room with a bed, desk and a door)
t: (show a toy mouse) where is the mouse?
p1: the mouse is under the desk.
p2: the mouse is behind the door.
…
t: (put the mouse on the toy dog) now where is the mouse?
ps: the mouse is on the dog.
t: yes, the mouse is on the dog’s head.
(write the phrase on the blackboard)
t: look at these words: room, zoo, too, can you read “food”?
ps: yes, [fu:d] .
t: (take out a bone) this is dog’s food.
(write this phrase on the blackboard)
t: (draw a banana) this is …
ps: monkey’s food
t: (draw a carrot)
ps: this is rabbit’s food.
t: look at this picture. the mouse is eating the dog’s food.
d.consolidation
a. move the pictures.
t: now listen to the story, put these 6 pictures in correct order. (pupils listen and move the pictures)
b. read after the tape.
c. put the words in correct order.
t: i have some cards. each group will get some cards. please work in groups and make a sentence.
t: now let’s check the sentences.
d. retell this story.
e. homework
a. listen to the tape and read the story.
b.try your best to tell your parents or friends about this story.
9A Unit 第10篇
第一单元教学计划
unit one
一、teaching aims：
1.can listen,speak,read these new words and
sentences:
① miss han,peter,sally.
② hello!/hi!/good moring. i am miss han./good moring, miss
han./good afternoon. i’m peter./
good bye./ bye-bye.
③ can sing and perform <
2.can use idioms to talk freely.
二、teaching contents of each period
in the first period ,learn section a.
in the second period,learn section b.
in the third period,complete section c.
teaching important and difficult points:
1.激发学习兴趣,养成良好的学习习惯。
三、teaching methods and aids:
a. situational teachings, practising,playing games to arouse the
student’s interests.
b.word card,teaching pictures,tape recorder and tape
四、teaching times: three periods.
3a unit1教学设计(一)
the first period
一、teaching aims:
1.learn to greet and farewell.
2.learn to introduce yourself in english.
3.can perform section a.
二、teaching material analysis:
section a introduces how to greet ,farewell and introduce yourself
in english.this is the first english class.so the teaching important
point is to arouse the student ‘s interests. the pronunciations of
good moring.good afternoon are teaching difficult points.
三、teaching methods: situational teachings,practising.
四、teaching steps::
(一)new teachings
1 . learn to greet.
(1) when the teacher enter the classroom,say hello.\hi to the
students.praise those students who can greet to the teacher in
english.
(2) read hello and hi.
(3) t: hello,. stand up , please.(手势示意)
t: sit down ,please.（手势示意）
(4) read these two sentences.
(5) ask students to talk about the importance of studying english.
2. learn i am ….
(1 ) t: point to the ear,listen! i am miss zou. i’m your teacher.
(2) explain the chinese meaning and read i am miss zou.
(3) inviting several students to stand up and introduce themselves
in english.using i am…
(4) teacher supply some english names for the students,ask them to
choose one favorite name for themselves.
(5) practise to make a similar dialoge in pairs.practise those
students who does best.
3. learn good moring, good afternoon, good bye.
(1) teacher show a model clock,(将指针指向上午的不同时刻) say:now let’s begin
our class,stand up,please.good morning,class. (手势示意)
ss: good moring,miss zou.(with the help of the teacher. )
(2) repeat several times and guess out the chinese meaning.
(3) read this sentence after the teacher,pay attention to the
pronunciation of morning.
(4) teaching good afternoon with the same method.
learn to sing <
(5) t:now school is over,(将表针指向5点) good bye.(边向门外走边说)
ss: good bye. (bye -bye)
(6) read this sentence.
(7) play a game to consolidate these three sentences.
rule: teacher require several students to come to the front and
introduce themselves first, when the teacher call one person’s name,
he(she ) must say out the proper greetings or farewells quickly
according to the time of the clock.
(二)summary:
this is our first english class.what do you learn in this
class?who can tell us?
(三) exercises:
1.look at the picture,listen to the tape and read after it .
2.look at your book, listen to the tape and read after
it.imitating the pronunciation and the tune.
3.practise to perform the dialog in a group of four.
4.ask the students to act it out .
(四) blackboard design.
unit one hello
a listen and say
hello.
hi.
i’m miss han.
good morning.
good afternoon.
good bye.
bye-bye.
(五) homework for today:
（六）teaching feedback and postscrips:
部分学生将good morning读成good morming ,师要注意纠正。
3a unit1教学设计(二)
the second period
teaching aims:
1.to consolidate section a.
2.to listen .speak. read and write letters aa .bb.
一.teaching material analysis:
in this period,.we’re going to consolidate section a. then we’ll
learn two letters: aa and bb.ask students to talk freely is teaching
important points. in the meanwhile,letters are also the teaching
important and difficult points.
teaching methods:situational teachings,practising.
二.teaching steps:
(一)lead- in
1. greetings
2. sing a song <
3. freely talk for three minutes.
(二)consolidating section a
look at the picture of section a ,listen to the tape and read after
the tape.
1.practise to perform the dialog in groups.
2.ask students to act it out group by
group.commmenting the best one.
3.complete the exercises of the workbook
(page1~3)
4.check up on the exercises.
(三)learn the letters aa and bb.
1 t:show letter cards.there are 26 letters in english.
2.listen to the recorder(26 letters)
3.show the card of aa
t:listen,look at my mouth [ei] [ei]
4. read after the teacher ,then check up one by one.
5. teach the students to write aa.
6. remember:大写a,头儿尖尖象宝塔;小写a椭圆的身体小尾巴.
7. learn letter bb with the same method.
8. remember:大写 b象耳朵,小写 b剪刀右边尖朝上.
9. learn to write aa and bb.
10.ask students to make a new dialog in pairs.
for example:
s1: hello!
s2:hi!
s1: i’m letter aa.
s2: i’m letter bb
s1: good morning ,aa
s2: good morning,bb
s1: good bye, bb
s2:bye-bye, aa..
11. ask students to act out the dialog in pairs.
(四) summary:
in this class,we learned two letters and reviewed section a.everyone
is active.i think if you study hard,you can learn english well.
(五) blackboard design:
a abb.
(六) homework for today
(七) feedback
大部分学生能够掌握本课时的知识内容.
（八）the postscript:
学生初次接触字母，很容易与汉语拼音混淆，因此采用歌谣的形式教学，有利于学生记忆字母的音和形。
3a unit1教学设计(三)
the third period
一.topic: unit one sectionb
二.teaching aims:
1.learn to sing and act<
2.to listen ,speak,read and write letters cc dd.
三.teaching material analyse:
section b is a song .it can not only consolidating what we learned
further in the last period,but also helping the students with their
pronunciations,tones ect. in the meanwhile,we’ll learn two
letters:cc and dd. singing the song correctly and grasping the
letters are teaching important and difficult points.
四.teaching methords:singing and acting
五.teaching steps:
(一)preparation:
1.sing a song<
2.review the greetings and farewells.
(二) learn to sing and act.
1.read the sentences of the song two times.
2.play the tape,ask students to listen carefully.
3.play the tape once more,ask students to sing after the tape.
4.play a game.
rule:此游戏可以在室外进行。学生们分两排围成圆圈，外圈学生边唱边安逆时针转圈，内圈学生边唱边安顺时针转，，当唱完“good
mrning. good
afternoon”时，全体学生停止转圈，外圈学生和内圈学生手拉手，互换位置，，同时唱“hello.i’m…”（请学生们换成自己的名字）然后，随着音乐继续进行游戏。
5.learn the terrers aa and bb.
1)t:show the card cc and read [si:]. stress: don’t read [sei]
2)rrad after the teache. then check up.
3)remember:字母cc像月牙，半个月亮挂天上.
4)show the card dd.
5)read the letter[di:], then check up.
6)remember:弯弯的月儿大写d，小写d剪刀左边尖朝下。
(三) exercises:
1.learn to write the letters.
2.learn to make up a similar dialog,using greetings and
farewells and i’m cc,i’m dd..
(四) summary:
in this class,we learned a new song.are you happy? now let’s sing it
again to end our class ,ok?
(五) homework:
(六) blackboard design:
ccdd
(七) postscript:
全部学生都很喜爱本首歌,边唱边游戏,课堂气氛活跃,兴趣倍增.因此课堂上教师要多动脑筋，采用丰富多彩的形式来调动学生的学习兴趣，使素质教育在英语教学中得到贯彻执行。
3a unit1教学设计(四)
the fourth period
一.topic: unit one section c
二.teaching aims:
1.consolidating aa bb cc dd four letters.
2.learn to make a student card.
3.can use the student card to talk freely.
三.teaching material analyse:
section c ask students to make a student card.
目的是让学生运用所学英语完成真实任务，让学生在使用中学，培养团结合作精神和运用英语进行创造的成绩感。this is the
teaching important point. can use the student card to talk freely is
teaching difficult point.
四.teaching methods:doing,drawing ,talking.
五.teaching procedures:
(一) organizing the teaching:
1.greeting.
2.sing a song.
(二) revision the letters:
1.read the letters: aa bb cc dd.
2.show me capital letter a…,show me small letter b…
3.listen carefully ,write down the letters you hear and then
quickil show me.
4.t:i’m bb,who is my neighbour ,come and stand beside me.
5.do you know the meaning of these capital letters?
abc, ad ,bbc, bc, caac, cba, cbc, cd .
(三) learn to make a student card.
1.take out your paper card,glue,watercolor pens ,photo ect.
2.first stick your photo in the middle of the paper card.
3.write down your name at the bottom of the card.for
example:hello,i am chen feifei
4.encourage students to draw some beautiful designs around the
picture.
5.teacher supply some english names for the students ,ask them
to select one favorite name for himself.
6.write the english name behind the chinese name.
7.thread a string and wear the card.
8.ask students to talk freely according their cards in pairs.
(四) summary:
in this class,we learned to make a student card.you ‘ve done very
well,i’m satisfied with you.
(五) homework for today:
(六) the postscripts:
部分学生没有带任何制作材料,学习习惯特别差,教师要想法培养学生养成良好的学习习惯,按时完成作业.
9A Unit 第11篇
教学目标：
1. 能听懂、会说、会认单词father、mother、brother、sister、me
2. 能用this is my …来介绍自己的家庭成员。
教学重点
目标1、2
教学准备：
课件、学生带全家福照片、 手指套 、单词条、录音机。
教学过程：
一、warm up
1. greeting t: good morning.
hello, this is … .
how are you?
2. listen and do：
raise your hand. wave your hand. put it down. show me your pen/ ruler/ pencil/book. touch your nose/ mouth/ eye/ ear/ face/hand/
3. free talk
t: now, please introduce your body. this is my……让学生介绍自己的身体部位。
二、presentation
（一）teach: me family
（1）t show the family photo: now, boys and girls, look, who is she ?this is me .教me由慢到快。
ss read one by one
ss say : me ,this is me.（手指自己说）
(2)老师指着旁边的儿子自问自答：look, guess who is he? this is my son .dangdang.师带当当的头饰扮演儿子说：hello, i’m dangdang.并与学生问候。
（3）dangdang show the family photo ：i’m dangdang. look ,this is me ,this is my mother, this is my father .this is my family photo .师拿下头饰解释中文。并说：now,i’m dangdang’s mother, this is my family . 教family由慢到快。
ss read one by one
（二）teach: father, mother,
（1）指着爸爸的照片问学生，look, guess who is he?
s: father. (给予学生适当的奖励)
t: yes. this is my father。
t show the card : father 贴于bb, 领读几遍，注意th 的发音。
ss read : father， father ，my father （一小组传卡片挨个读; 一组一组读，）
t : look, this is my father. 出示句型卡片this is my …… 学生跟读遍。
t：who can follow me ?introduce your father学生手指着照片练说。
(2) 教师指着自己母亲的照片问：guess who is she?. is this my father?
s: no.(若学生能说出mother, 则给予奖励)
t: this is my mother. 出示卡片mother 贴于bb上，领读。
ss read : mother, mother, my mother.
t: now, please introduce your mother 教师手指黑板上的句型this is my …让学生明白用此句型说。
（3） 再让学生手指照片练说： this is my mother, that’s your mother.
t: my father, my mother and me .this is my family.手指板书。
now, please work in pairs,this is my father,this is my mother,this is me. 同桌小朋友互相介绍。
(4) 抽几组小朋友说
(三) teach : sister brother
(1) 在学生介绍的基础上，若发现学生有兄弟、姐妹，教学brother、sister
t: is this your father? is this your mother? teach: brother, 这个单词发音较难，let’s play a game “louder and lower”.
t：is this your brother?
s: no.
teach : sister.
ss introduce their brother and sister.
三、consolidation
1. 复习黑板上的句子。
2. read after the tape
3. play a game : the finger family 带上手指套示范介绍人物。
t：带上手指套，快速给其他学生看，让小朋友们猜单词。(注意教育小朋友不要将手指套乱丢)
4. t：please open your book.,turn to page 34. draw your family
9A Unit 第12篇
lesson plan
school: north chongqin road primary school, huang pu district
name: liuzhen
book: oxford english (shanghai edition) 2a unit 6
topic: christmas
aims: 1.structures: put…under…
2.vocabulary: under
3.function: using introductory “ put…under…” to express facts.
language focus: using imperatives to give simple instructions.
aids: pictures, computers, cassette, cassette player
procedures
contentsmethodspurposei. pre-task preparation
1. warming-up
2. questions & answers
what do you see in the room?
what do you like?
where is the star?
chant
(computer)
t: ask pupils to answer the ques-
tions according to what they see on the screen.
pn: answer
1. 通过节奏感强烈的说唱使学生注意力集中，引发学生学习本课内容的兴趣。
2.利用多媒体课件呈现出圣诞节家中节日场景。 以问答形式，帮助学生回忆已学单词。
ii. while-task procedure:
content1: under
1. introduction:
2.imitation:
under
3. game
the mosquito bites me.
(computer)
t: ask pupils where the present is.
1) t: ask pupils to follow.
t-ps
2) t: ask pupils to clap hands and say the word.
ps
pn: the pupils play in pairs.
one pupil puts his/her hand under the other pupil’s hand and says “under”. who can’t continue to play will fail in the game.
1.从问答中引出新单词。
2. 学生经过机械性的模仿正确掌握新单词的读音。
3.让学生在两两活动中，以简单的游戏方式进一步巩固所学新单词。
4. activity
making phrases
5. game
memory game
content2
put…under…
1.introduction:
2. imitation:
put…under…
3.activity
1) match
2) making sentences
4. listening comprehension:
t: ask pupils to make phrases with ‘under’
pa-pb-pn
(computer)
ps: watch and try to remember where the present/star/bell is.
（computer）
t: show pupils a present and put it under the tree.
1) t: ask pupils to follow.
t-ps
2) t: ask pupils to imitate different voices (mother’s, granny’s,etc.) to say the sentence.
pa-pb-pn
(wall pictures)
have a match between boys and girls. invite a more capable student to say the commands, the boy and the girl mime the actions. whoever responds more quickly will win the match.
(free talk)
t: ask pupils to make sentences with “put…under”
ps
(cassette)
t: ask the pupils to decorate the tree according to what they hear.
ps
以看看记记的方式让学生用新学介词来表达具体位置。
1.利用多媒体课件演示将礼物放在树下的过程从而引出新句。
2.学生通过机械性模仿熟悉新句型的基本结构和表达方式。
通过比赛形式操练新句型，激发学生的学习热情。
用听力形式强化训练学生，使他们能牢固掌握新句型的用法。同时帮助学生复习已学介词。
iii. post-task activity:
1.match
(pictures)
group work.
t: tell the pupils we will hold a christmas party in our classroom. ask pupils to decorate the classroom.
ps: decorate the classroom and discuss with the group mates and try to describe the classroom.
pa: make a report.
ps: choose the best design.
为学生自主学习提供空间，让他们按自己的想法设计布置教室并通过小组合作的方式运用所学语言口头表达。同时，利用小组比赛激发学生的创新意识
iv. assignment:describe your room
decorate and describe your room.
巩固课堂学习内容，并通过笔头作业落实。
教案设计说明：
圣诞节是西方国家传统的盛大节日。作为这一节日重要内容之一是装饰圣诞树。而本课的语言点正是围绕着它展开的。因此，在pre-task preparation时，利用多媒体课件创设出圣诞节家中浓厚的节日场景，学生被营造的强烈气氛所感染仿佛也置身于节日之中。此时，根据屏幕上呈现的场景设计了一些有针对的问题如：what do you see?/ where is the star? 等。旨在帮助学生复习巩固已学单词（bell,star,tree,on,in）同时引出新单词under。随后，在操练阶段运用传统的游戏“蚊子咬我”形式，让学生两人一组，在说说玩玩做做中很快理解掌握under的意义和读音。在把操练活动带入意义操练阶段时，除了让学生造词组扩充词汇外，还引入了记忆游戏从而将已学介词on,in融入其中综合运用表达。听说训练是小学生学习英语的关键，而这两项恰好又是学生的薄弱环节。因此，在学习了新句型put…under..后，利用比赛，造句等多种形式鼓励学生大胆说，然后让他们根据录音内容装饰圣诞树，强化学生听力能力，帮助他们巩固新句型的用法。最后在post-task activity 中，通过装饰设计大奖赛充分调动学生的积极性，发挥学生的创造力。让他们通过亲身参与，亲手设计装饰，在共同合作中尝试运用所学语言介绍设计作品从而体会到学习英语的无穷乐趣，同时也对西方国家的传统文化有了更深刻的了解。
2a unit 6 来自网。
9A Unit 第13篇
单元教材分析
单元主题
give me the corn
单元介绍
l 本单元学习食物和饮料：potatoes, sausages, pork, chicken, corn, beans, tomatoes, eggs。要求学生掌握可数名词的单复数变化，及不可数名词。
l 听说读写give… 句型，灵活运用词语仿说对话。
l 本单元中grand theatre的语言材料，要求学生根据图片、录音理解课文内容，培养学生小组合作表演课文的能力，同时激发学生热爱小动物的情感。
l 能流利地朗读笑话。划出生词，理解笑话内容。能根据图片或上下文，猜猜单词的意思，然后教师给予提示(作选择choose)或回答一些问题。
l 掌握辅音音标/ l /, / r /的正确发音。
l 本单元的project部分，要求学生做到"三会"，（会听、会说、会读），对于学习能力较强的学生，要求他们能用英语表达制作水果色拉的步骤。
学情分析
单元教学目标
1.学习表达食物及饮料的八个单词：potatoes, sausages, pork, chicken, corn, beans, tomatoes, egg, 掌握其拼读规则。
2.运用八个单词组词、造句。
3.学习掌握句型：give me…?
4.听说和阅读grand theatre的语言材料，并理解其意思。
5.能听音写出字母/l /, / r /
6.流利地朗读笑话，划出生词，理解笑话内容。
7.通过英语学习培养学生爱护动物，保护动物的优秀品德。
8.教育学生养成良好的饮食、卫生习惯。
9.教育学生使用礼貌用语，真诚地感谢别人。
单元课时安排
序号 类型 内容 课时
1 单词教学 wonderland 1课时
2 句型语法教学 farmland 1课时
3 课文教学 grand theatre 1课时
4 音标教学 music box 1课时
5 儿歌教学 disneyland 1课时
课时教学设计
第一课时
l 预习：课前要求学生预习unit 8 wonderland，了解所学单词的基本读音及意思。
l 课前准备：ppt演示文稿制作、单词卡片。
l 第一课时目标
1、 知识目标
l 单词认读potatoes, sausages, pork, chicken, corn, beans, tomatoes, eggs.
l 学习包含这些单词的短语和句子。
2、 能力目标
l 学生能够用其中的形容词组词造句。
l 了解不可数名词及用法。
3、情感目标
激发学生爱惜粮食品质，养成良好的饮食习惯的情感。
l 课型：单词教学。
l 课堂活动（参见下表）
活动过程 教师活动 学生活动
pre-task preparation l review:1. what time is it ?2. i'm hungry. are you hungry?3. what do you want to eat?4. i want to have some rice and dishes. can you help me with the cooking? l discuss what to eat.l help the teacher with the cooking.
while-task procedure 活动一 教师出示pork, chicken, corn的图片：1. what's this? 2. do you like it? 3. are there any … in your fridge?活动二 教师出示potatoes, sausages, beans, tomatoes, eggs的图片：1. what are these? 2. what colour are the …? 3. what shape is the …?4. do you like ...?5. have you got any …?6. are there any … in your fridge?7. how many … are there on the desk?活动三 教师提醒学生注意可数名词（单复数）和不可数名词； 朗读单词时注意 a e ea or ch ge 正确发音。 l 学生回答。l 学生拼读单词。l 学生回答。l 学生拼读单词。l listen to the tape.(p55)l read the new words.
post-task activities l talk about the pictures. what's in the picture? how many…? what colour…? do you like…? ……l do a survey: what's in your fridge? what do you like? l 学生讨论回答。l 学生做调查。
教学反思与重构
第二课时
l 预习：复习一些食物和饮料。
l 课前准备：ppt演示文稿制作、单词卡片、食物和饮料。
l 第二课时目标
1、知识目标
l 学习掌握句型：give me…?
l 理解、掌握p56词语，并能组词。
2、能力目标
3.灵活运用词语仿说对话。
l 课型：句型教学
l 课堂活动
活动过程 教师活动 学生活动
pre-task preparation l review:1. what can you see in the picture? give me a pencil, please.2. what do you like to eat?3. do you like cooking? what do you need for your cooking?4. do you like picnics? what do you want for the picnic? l 同桌讨论。l 学生回答问题。
while-task procedure 活动一 make a shopping list.1. tomorrow we'll have a picnic. let's get ready for the picnic. ok.first, we must write a shopping list. peter, have you got a pencil?(yes, i have.)give me a pencil, please. (ok. here you are.)thank you.what do we need, children?(……)sorry, i made a mistake. peter, give me a rubber, please.(ok. here you are.)thanks. any else?(……)be quiet! be quiet!peter, i'm thirsty. give me some water, please.(ok. here you are.)thanks.板书划线的句子。活动二1. act and say: i'm hungry. give me some cakes, please.2. look at the sentences. what's the meaning for chinese? l 学生在回答问题中复习旧知识，学习新知识。l 学习give me……l 学习它的应答：o.k. here you are.l listen and read.
post-task activities 1. showing the cards: a pie cakes biscuits sweets fruit water a cup of tea a glass of water look and say: i'm thirsty /hungry, give me ….,please.ok, here you are. thanks.2. practise with the study tools. l students read the cards loudly.students work in pairs.
教学反思与重构
第三课时
l 预习：课前要求学生听课文录音，了解课文的大意。
l 课前准备：flash、ppt, 图片。
第三课时目标
1、知识目标
l 听说和阅读grand theatre的语言材料，并理解其意思。
l 学习课文中的生词和短语。
2、能力目标
l 小组合作表演课文。。
3、情感目标
激发学生爱护小动物的情感。
l 课型：课文教学
l 课堂活动
活动过程 教师活动 学生活动
pre-task preparation l review:1 daily talk2 act out the dialogue3 read the new words l students read the new words and act out the dialogue.
while-task procedure 活动一 引出句子give me…..1 ask the teacher questions.have you got any books?have you got any pork?have you got any corn?2 t: (1) please give me some books. (2) please give me some pork. (3) please give me some corn.活动二 引出no, molly doesn't like pork.l t: do you like pork?does molly like pork? no, molly doesn't like corn.活动三 引出句子have some corn.l does the parrot like corn?yes, it does.l have some corn, parrot.活动四 read the text.l listen to the tape and read after it.l work in pairs.l read and act out the sentences. l students ask some question.l students read the sentences.l students work in pairs and read and act out the sentences.
post-task activities l answer the questions according to the sentences. (p57)l work in pairs. l students answer the questions.l students practice the questions.
第四课时
l 课前准备：ppt演示文稿制作。
第四课时目标：
l 正确朗读、拼写、默写所有单词，复习已学过的大量词汇。
l 能运用这些单词看图说话、写话。
l 掌握辅音音标 的正确发音，能听音写出字母。
l 课型：音标教学
l 课堂活动
活动过程 教师活动 学生活动
pre-task preparation l review wonderlandl review farmland & pair work. l read the words and sentences.l read the new phrasesl read the short dialogues.l read the new words and phrases.l make short dialogues .
while-task procedure 活动一 review grand theatre 活动二 show the phonetics on ppt.l play the cassette.l ask the students to find out the sound of the letters.l learn the phonetics according to the sound they have heard.l ask the students to do some exercises. l read the text twice.l read the new words and phrases.l remember the text.l students listen and repeat.l students listen and fill in the blanks.
第五课时
l 预习：听p59--61录音，生词查字典。
l 课前准备：ppt演示文稿制作。
l 第五课时目标
1、 知识目标
l 朗读joke，语音语调基本正确。
l 能流利朗读project，理解其内容。
2、 能力目标
l 用英语表达制作水果色拉的步骤。
3、情感目标
告诉学生要从小热爱劳动，为家长分担家务。
活动过程 教师活动 学生活动
pre-task preparation review
while- task procedure l 活动一 a jokea. listen to the recording.b. read after the recording.c .do the actions and understand the joke.l 活动二 project 4a. underline the new words.b. read the new words.c. read the projectd. let the students say how to make a fruit salad. l students read them.l act out the joke. l activity: act and say the joke each other.
post-task activities
相关参考资料
l 到下载有关内容。
l 建议学生上课时将食物饮料带到课堂上。
教学反思
请您就课前预习要求、课堂教学设计、课堂生成动态资源利用、家庭作业布置、个别辅导等进行反思。
4a unit 8 来自网。
9A Unit 第14篇
lesson plan
school: penglai no.2 primary school
name: li ting
book: oxford english (shanghai edition)2a unit 2
topic: a snack bar
aims: 1. structures: may i have a…?
2. words: pizza, hotdog
3. function: using formulaic expressions to buy
something .
language focus: use modeled phrases to communicate with
other learners
aids: a computer , some fruit , some artificial food
procedurescontentsmethodspurposei. pre-taskpreparation1. warming-upt: greet to the pupils.p: say a rhyme about food.e.g. biscuit, biscuit, a round biscuit.juice, juice, the sweet juice.…1. 以朗诵儿歌的方式让学生回忆起前一课时所学的食品单词。2. 观看录像 “老师的一天”，了解她一天的就餐情况，这样不仅了解了有关食物的单词，同时也激发了学生的好奇心，拉近了师生间的距离。3.让学生看了老师的所做的事后回忆并拼写这些单词，达到巩固旧知的目的。2. questions and answerswhat do i eat?what do i like to eat?what time is it? (vcd)t: ask pupils to watch the video about the teacher’s daily life and answer the questions. (the teacher eats breakfast, lunch and supper.)pn: answer.3.revision the words learned beforenoodles, soup, juice, water, milk（show the pictures）t: spell these words.ii. while-taskprocedure:content 1: hot dogintroduction: (computer)t: ask pupils to remember what’s in the fridge.to elicit: hot dog.学生要记住在冰箱中出现的（快速切换的）水果和食物，并一一说出来,在自然的实景中引出新知。2. imitation: t: ask pupils to follow.t-pst: spell the word.pa-pb-pnpair work: smell a hot dog, eat a hot dog.学生通过机械的朗读及拼读，对所学单词基本掌握。substitutionwords: nice, hot, spicy…(computer and some objects) t: ask pupils to say how the hot dog tastes. teach the words: nice, hot, spicy ps: taste the hot dog.it’s_____./the hot dog is ____.pa-pb-pc-pn用实物：热水、辣椒酱来引出hot这个单词用来描述食物的味道。再让学生看不同hot dog的图片来描述它们的不同味道。4. activityt: show the food in the fridge. ask pupils to make a simple rhyme about a hot dog and some other food or fruit they like.以编儿歌的形式让学生在实践中操练单词、词汇和句型，以增强语感。content2: may i have a pizza?1. introduction:(computer)t: ask pupils to watch a picture of a snack bar.2. ask and answerquestions:where are they?what do you see?(what do you want? )a. look and sayt: ask pupils to describe the stuffs in picture. ps: look and say or answer teacher’s questions.e.g. the boy in red is hungry. i can see a ____. (food)b. look and listen(computer：may i have a hotdog? may i have a pizza?)t: ask pupils to look at the picture and listen to what the boy and the girl say.p: look and listen .括号中的内容可用于英语基础比较好的班级，让学生描述一下图片。2.结合看图听音来培养学生的观察能力和对语言的初步自学的能力。3. imitation:ps: read the word ‘pizza’ and spell it.ps: follow the teacher:‘pizza, pizza, a tasty pizza. may i have a pizza?’substitution:make a rhymet: give the pupils an example for how to make a rhyme.e.g. a pizza is round.a hot dog is long.may i have a pizza?may i have a hot dog?p: make a simple rhyme in pairs.通过学生自编儿歌将一些原本学过的单词或句子由学生自己组合编排，培养他们的自主学习的能力。4. read and match(computer: show the pictures about the story of the snack bar.)t: ask pupils to read several sentences and match them to the pictures 让学生在认真观察的基础上将图片与句子连线配对，从而来锻炼他们的阅读能力，拓展他们的词汇量。5. activityfind your friends and buy some food you like. ps: write the words about what they like to do on their palms and go to tell other pupils the sentence. e.g.pa: i like to eat a pizza.pb: i like to eat a pizza too.papb: we are friends.pa-pb-pnt: teacher acts as a shop assistant.让学生去寻找有共同爱好的朋友，进行情感与语言的交流。其中学生也可根据自身的水平来发挥，不同水平的学生能够在交流中取长补短。6. listen and read.ps: listen to the tape and read the text.iii. post-task activity:1.make a little menu2.activity: in a snack bart: ask pupils to make a menu ,‘ delicious food’.p: fold the paper to make a little book. then, fill in the blanks.ps: show their menus to all the class.ps: act out a dialogue.自己动手做一本菜单。让他们通过所学的句型与实际生活相联系，达到学用结合的目的。同时也通过写单词来巩固所学的单词。iv. assignmentlisten to the tape and use the sentences in daily life.把课堂中学到的知识带入生活。
教案设计说明：
在教学过程中，师生间的关系是影响课堂教学效果的主要原因之一。这堂课中新知的导入是以观看我日常生活的一段录像开始的，这种引入方式能有效地拉近教师与学生间的距离，也使学生对接下来要学的东西有所期待。这节课的新授知识是句型：may i have…?及单词hot dog和pizza，而其教学目标是要让学生学会表达自己喜欢的事物及想得到它的愿望。在教授新单词的时候，多媒体又充分地发挥了它的优势，即将录像、录音、照片及动画融为一体。灵活，直观，内容多，生动有趣的形式为教师的教学提供大量有效的帮助。从一开始以看录像的方式了解我的日常生活，到学生看到自己很多喜欢的图片，再到最后的阅读练习都借助多媒体以直观的形象呈现在学生眼前。此外，这堂课中游戏与活动的设计也将新授的内容及已学知识紧密地联系起来，如，利用已学过的儿歌形式来操练这堂课中新授的单词：pizza ‘pizza, pizza, a round pizza.’而在教授另一单词hot dog时，我利用多媒体的优势，先给学生强烈的视觉刺激，再引出单词hot dog。最后，需要提及的是针对低年级学生学习英语时间短、积累少、不能有大量的语言输出的特点，我在课堂上给予学生更多的语言输入的机会，让学生多听，多看。在这堂课的ask and answer中我并没有局限于学生所学知识的限制进行提问，而是以一些有效的肢体语言作为辅助，向学生提出各种问题，如，问学生do you like to eat…? what can you see? what do you want? 等及其他一些问题，让学生在不知不觉中拓展语言的信息量。
英语学习的目的是要让学生能在实际生活中运用，所以本堂课中我借助多媒体创设大量贴切学生生活的情境，让学生在实际的情景中掌握运用语言，以培养他们用英语思维的好习惯。
2a unit 2 来自网。
9A Unit 第15篇
主题：Let’s go to the park
教学目标：
1.认知目标：能听懂、会说Let’s go to the park (zoo ,cinema ,supermarket)以及回答：
OK, let’s go./Great./Good./All right.
2.能力目标：
(1)通过模仿、唱、游、角色扮演等活动，学生能够在教师创设的“Let’s go to the park”情境中运用所学的语言知识。
(2)在特定的语境中自然地邀请朋友一起去游玩。
3.情感目标：通过语言的交际活动，使学生产生用英语交流的就积极情感。
4.教学过程：
（一）热身激趣
(1)Sing a song “If you’re happy”.(边唱边作动作，调动学生学习情绪)
(2)Free talk
（二）呈现任务
（出示图片）星期天，阳光明媚，Helen一家准备出去游玩，Helen想去公园，她该怎么向大家建议去公园呢？
（三）执行任务（要点：1.情景要真实，具有普遍性 2.语言形式和功能要结合3.任务要有坡度，环环相扣）
（1）引导学习
任务情景1：用多媒体课件展示上述情境中Helen的建议。
a.引出“Let’s go to the park. OK ,let’s go.”
b. Pair work. /Group work.
任务情景2：Nancy与她妈妈一起去看电影，她该怎么说？
a.教学句型：Let’s go to the cinema .Good ,Let’s go.
b. Pair work./Group work.
任务情景3：刘涛约王兵一起去动物园，他该怎么说？用什么方式去？
a.教学句型：Let’s go to the zoo. Great .Let’s go./But how ?By…
b. Pair work./Group work.
任务情景4：Mr Black和Mrs Black一起去超市，他们怎么说的？他们乘坐什么
交通工具？
a.教学句型：Let’s go to the supermarket .Good ,Let’s go./But how ?By…
/Let’s go to…by…
b. Pair work. /Group work.
（2）创造性运用（要点：注意培养学生综合运用语言的能力）
师：春天来了，同学们你们最想干什么？
生：春游。
师：那你最想到哪里去玩呢？
生：红梅公园，中华恐龙园……
师：那下面就请同学们邀请你的好朋友、你的家人一起去常州的一些有趣的地方去感受春的魅力。
（教师提供一些旅游场所的英文注解如：Hongmei Park ,Red Star Cinema ,China Dinosaurs Park, Times Supermarket The People’s Park, Lanling Park， Dongpo Park。
也可让学生讨论：（1）用什么方式去最快（2）用什么方式去最省钱（3）最喜欢和谁一起去（4）怎样鼓动别人和你一起去（5）几点去在哪里见面等）
（四）评价任务
学生各自表演自己的对话后，由学生小组投票评选出“最佳表演组”。教师予以物质表扬（常州旅游地图一幅）。
“任务型”教学模式的效果与分析
经过教学实践，笔者体会到，运用上面的“任务型”教学模式进行教学，学生在明确的任务目标的驱动下，主动参与课堂实践，真正实现了以话题为核心，以任务为主线，任务以活动为载体，活动以学生为中心。学生有了“做”的机会，有了自主学习的空间，有利于培养学生自主学习的能力，从而使学生形成有效的学习策略。在教学中，教师的价值在于组织学生开展适时的活动，及时提供并调整学生学习运用交流过程中的问题，通过结合教学目标设计有意义的情景任务活动，引起学生的共鸣，促进学生积极主动地投入英语学习。如上述例子从设计如何说去公园地任务入手，不但让学生有明确的任务目标，而且引起学生的好奇心和积极参与的欲望；然后在课件创设的逼真的情景中学生感知语言（Let’s go to the park.）教学过程中再通过创设去动物园、电影院、超市的任务情景，让学生习得这个对话。在执行任务的过程中，待时机成熟时创设假期春游的真实活动场景，使学生学之能用，学之即用。这样既培养了学生在逼真的情景中自编对话、相互交际的能力，又培养了学生的协作精神，充分发挥了他们的各项职能特征。
9A Unit 第16篇
4年级上aunit3 how many? 教学设计
[课题] 译林版小学英语4aunit3 how many?story time
[教材简解]
本套教材以话题为核心，以功能和结构为主线，以任务为目标，设计和编排了大量形式多样、情景真实、语言自然、趣味性强的语言实践活动。教科书每单元中的7个板块主次分明，脉络清晰，联系紧密。
本单元story time的场景是在mike的家里，yangling和liutao来做客，他们在一起谈论玩具汽车和贴纸。主要学习如何用英语询问和表达数量。在三年级下册中的第五单元已经出现过数字1—10，同册第六单元出现过数字11和12。
[目标预设]
（一）知识目标：
1.学生能听懂、会说、会读，尽量会拼写单词：thirteen、fourteen、fifteen、sticker、can
2.学生能够了解句型：how many ... do you have? ; can i ... ?及其回答 sure. yes. ok.
（二）能力目标：
1.能理解课文内容，并复述课文；
2.复习并掌握数字1~19，能发现13~19数字拼写规律。
（三）情感目标：
创设贴近学生生活的场景，教会学生用英语数数，培养学生在日常生活中积极运用英语数数的兴趣。
（四）发展目标：
学生能在任务型学习的过程中运用相关的语言知识，完成特定任务，并促进运用语言能力的提高。
[重点、难点]
1.学生能够了解句型：how many ... do you have? ; can i ... ?及其回答 sure. yes. ok.
2.能理解课文内容，并复述课文；
3.学生能在任务型学习的过程中运用相关的语言知识，完成特定任务。
[设计理念]
story time是课文或对话教学，通过情景对话，着重训练学生的听说技能，提高会话能力，同时呈现新的单词、句型、功能和话题。在本课教学过程中，坚持以听说为主，以学生学会常用的词汇和日常交际用语为根本目的，通过口语训练的形式来完成。充分借助教材中图文并茂的文本情景图，引导学生感悟重点词句和语言功能，激活学生的语言图式，促进对文本内容的理解，从而产生更真实、更深刻的体会，激发学生学习的兴趣和参与的热情，有效地促进学生的语言输出。同时，以活动、游戏为课堂教学的主要形式，设计丰富多彩的教学活动，让学生在乐中学，在学中用，从而保证学生英语学习的可持续性发展。
[设计思路]
在课堂教学中，运用任务教学法、层次教学法，多采用师生间、生生间的互动合作来呈现、操练重点句型，体现学生的主体地位。始终遵循“快节奏、高频率”的原则来展开教学，并注重教学内容的层次性，由浅入深，循序渐进,扫清知识盲点的同时, 注重激发学生学习潜能，发展学生的多元智能,从而促进课堂教学的有效性。
[教学过程]
step1. greeting and warming up
1. greeting.
t: good morning/ afternoon, class.
t: how are you?
ss: fine,thank you.
2. warming up
enjoy the song “do you like grapes?”
t: look at the grapes.do you like grapes?
ss: yes ,i do.
t: let’s enjoy the song “do you like grapes?”
【设计意图】在教师的带领下欣赏歌曲，以积极的心态投入到英语学习中，并通过最后定格的歌曲画面问答为新授内容作铺垫。
t: i have some grapes here. how many? let’s count.
通过数葡萄，来复习数字。在free talk中，自然导入，并在语境中帮助其理解新授内容，并尝试做简单回答
t:i have a pencil. do you have any pencils?
s1: yes, i do.
t: how many pencils do you have? let’s count. one, two, three…nine.
s1: i have nine.
t: do you have any crayons?
s2: no, i don’t.
t: what do you have?
s2: i have some books.
t: how many books do you have?
s2: i have ...
在free talk中若有学生回答提前涉及到新授内容，比如数字13~19，教师可以展开新授。
t：if you want to know the number of things, you can ask “how many?”
新授：how many
【设计意图】在师生问答交流过程中渗透how many … do you have?/can i have a look?句子的教学，让学生在游戏中感知、理解并学会做正确回答i have… 同时揭题unit3 how many?
3.出示本课时教学目标并揭题(ppt呈现)
【设计意图】学生通过本课学习目标了解今天该学什么内容，明确学习目的。
step 2 presentation
1.t: look! i have many things. can you guess what i have?
(ppt分三个气泡呈现：分别是toy animals, fruit, ?)
引导学生用句型：do you have any…?来猜测
引出how many … do you have？丰富对话让学生继续追问
s1 do you have any…?
t: yes, i do.
s1: how many toy monkeys do you have?
t: i have 11 toy monkeys.
【设计意图】教师提供生活真实情景，如屏幕上出现娃娃、书等物品，学生用句型询问，谁说的又对又好，教师用耳语的形式告知答案，形成信息沟激发学生积极性。
2.同法引出13 oranges新授单词：thirteen 13
3.t: can you guess what i have?(教师给出？气泡询问)so you can ask with this sentence “ what do you have?”
新授并操练： what do you have?
t: i have some stickers.
新授：sticker 贴纸
s: how many stickers do you have?
t: let’s count. ok? my god, too many. boys and girls, if we want to count them, we should know more numbers.
(ppt 分两组呈现1~19的数字拼写，个位数相同数字两两对应)
t: what’s this new number? (教师指着13让学生朗读出新单词) can you try to read the other new numbers? 新授：14~19
【设计意图】新授其他数字时，让孩子自己尝试读一读，观察一下数字间的特征，从而自己得出发音和记忆规律。并强调拼写特殊的几个单词：thirteen, fifteen, eighteen.在新授过后，可利用板书，教师点学生读来巩固。
t：let’s count the stickers.
t: fifteen./ i have fifteen stickers.
step3 story time
t: you did a good job! it’s story time now.
1. 先引导学生看图
t: who are they?
t: where are they?
t: what are these? (指着图画中玩具和贴纸)
【设计意图】通过指导看图，帮助学生学会学习策略，学会抓住重点，并进行合理猜测，有助于听力找出答案。
1. watch and answer.
t: great! maybe you can get the stickers. you know miss wu has fifteen stickers. today mike and helen show their things to their friends too. let’s have a look who has fifteen stickers, too.
q: who has 15 stickers?
第一遍让孩子看动画，对文章内容了解大概找出问题答案。“谁也有15张贴纸？
2. listen and fill
what does mike have? how many?
?
stickers
mike
helen
15
第二遍听录音，并完成表格，整体把握课文内容，尝试了解细节。
3. read and find.
t: please find out the sentences that begin with “can…”and try to guess the meaning.
can i have a look?
can i have one?
新授词汇：can, have a look以及答句 sure.
第三遍让孩子自读课文，找出请求允许的两句“can…？”开头的句子，并根据语境猜测含义。
4.listen and repeat
解决tip, 引导一般疑问句的升调读法。
新授very 很，非常（读出语气）
第四遍听录音跟读课文，根据tip指导朗读。
5.look and say
第五遍逐图朗读对话，留出空格给学生填写，检测学生理解和记忆。
6.read the story
a. read after the teacher
b. read together
c. read in roles
step4.consolidation
1.ask and answer互借文具
t: ask and answer with your partner.
a: do you have a ruler? b: yes, i do.
a: how many rulers do you have? b: i have…
a：can i have one? b: sure.
a:thanks.
2.summary
t: what do you learn from this lesson?
a.数字13~19
thirteen fourteen fifteen sixteen
seventeen eighteen nineteen
b.当你想问对方有什么可以问：
what do you have?
do you have a/an/any…?
c.当你询问对方拥有物品的数量，可以问：
how many …s do you have?
d. 当你想看一看对方东西，征求意见时可以说：
can i have a look?
step5 homework
1.read the story after the tape more than five times .
(听录音跟读课文五遍)
2. spell and remember the numbers from 1to19 and find the rule of the numbers.
(拼读并记数1至19，并找出数字规律)
9A Unit 第17篇
unit 9 shapes 如东县桂芝小学 周小莉一：教学目标 1、能听得懂、会说、会读和会拼写单词circle， square , diamond , rectangle , triangle , star，及其相应复数形式 。 2、能听得懂、会说、会读和会用句型what shape is …? it's a…和 what shapes are …?they’re …. 3、使学生学会灵活运用新知识，很好地完成交际任务二、教学重难点 1、能熟练掌握每一种图形的读音，认识相应图形。 2、能熟练掌握句型what shape is …? it's a …和what shapes are …?they’re …. 三、教学准备多媒体课件、图形、组别、连线纸、小绒玩具、相应代表图形、卡片等。四、教学过程： step one : warm up 1、hello,boys and girls. 2. nice to see you. 3.i like english. what about you? 4. do you like english songs? (sing a song: little star ) step two: learn and read t: now, my children ,look. there are some shapes in my hands. do you have any shapes? now,please take out your shapes.(学生拿出事先给他们准备的图形) good. oh, we all have many shapes.right?(板书课题： shapes) 一. 教学 shape shapes 1. shapes shapes i like shapes 2.（分跟读、男生读、女生读、小组读、两个一起读等方式教会学生读法） 3. 介绍上课比赛规则：what colour is this shape? these shapes are very beautiful, and they’re very useful. they can make many beautiful pictures. look, (课件出示有各种图形拼出的漂亮的图片) are they beautiful? do you like them? now, listen, this class, if you are good, you can make a beautifui picture too. look, every group has a paper and many shapes. if you are good,you can choose your favourie shape to your paper. and at last, let’s see, which picture is the best beautiful, if you do it, you will be the winner,ok?i think, all of you will be the best. 二、教学过程： 1、教学 star stars t: now, look, this is my friend “gaffey cat”, do you know him? look, this is his pocket, aah, there’s something in it? what’s this? guess? now, please come here and touch it. (在这边回答时，部分学生可能会回答it’s a star.，要注意区分好两者的不同之处) t：oh, yes, it’s a rubber.but what shape is the rubber?(板书what shape is it? it's a…)同时，教学字母ar组合，通过car等单词进行疏通理解。 (操练句型) t: (出示两个五角星) what shapes are …?they’re ….（板书）运用五角星、国旗等操练句型：齐读、男生问，女生问，分小组问，两人问，学生问，开火车问等方式操练。（本部分重点不在于教学单词star stars，这个单词学生并不陌生，关键是句型的操练，为接下来的新授单词作好铺垫）2、教学rectangle rectangles t: boys and girls, look, this is a rubber, do you have a rubber?now please take out your rubber. (快速找到一块长方形橡皮)look, this is a star, is this a star? oh, no, what shape is this? it’s a recangle.（板书）运用课本、桌子、国旗直尺等操练句型what shape is it? it's a…。what shapes are …?they’re …在这一环节，可让学生自己去发现生活中的长方形，运用句型进行work in pairs. 因为rectangle这个单词对于学生来讲，掌握起来稍微有点困难，我把这个单词做了音标上的分解，并且，angle的发音对于后面的triangle的发音会有很大的帮助，故而须把这个单词基础打好，打实。3、教学square squares t:(出示两张能拼成正方形的长方形)now, look, what shapes are they?is this a rectangle?(no) but what shape is this? it’s a square.(板书),讲解并举例轻辅音浊化skate ski start, 通过动作演示，出示实物学生找等方式练习句型，拼读单词。4、教学diamond diamonds t:(通过一个可以活动的正方形框架来演示拉出一个菱形)now,boys and girls, look,this is a square, but is his a square?(no.) yes,this isn’t a square, this is a diamond. (这个单词学生较难读好，特别是ia的发音，须多举例如violin quiet等，还有ds的发音，举例如birds,hands等并告诉学生发音规律。通过扑克牌复习长方形rectangle,并运用方牌里菱形标志，和三菱汽车（课件）等练习句型，并简单介绍三菱汽车。5、教学triangle triangles t:(通过菱形对折后成三角形进行教学)is this a diamond?(no)it’s a triangle.(可让学生在前面的基础上自己先猜读) 通过三角板，红领巾，礼品盒等物品练习句型what shape is it? it's a…。what shapes are …?they’re … 6、教学circle circles t:(教这个单词时，我直接通过一个圆圆的笑脸导入)oh,boys and girls, this class,you’re all very good.now,i want to give you a present.look,a smiling face,give all of you,so every group can get a shape.now,please look here, what shape is this face?(it’s a circle.) 通过奥运五环，奥迪汽车等练说句型。在新授完六个单词后，我设计了如下练习：五、巩固练习 step one:play the game t:now, let’s play a game,ok?(ok) look, there are some shapes here.what shape do you like?(i like___) 这个游戏中，我给出六个贴着各种图形的小纸盒（里面装着各种形状的礼物），通过师问生答，生问生答，小组问生答等方式进行句型的巩固操练。 step two:look and match t:ok.now please take out your paper,listen i’ll give you one minute to do it :look and match.i think you are all very good,now let’s begin. t:are you ready?now please look here.(校对答案)if you’re right,please put up your hands. step three:look read count and answer t:ok.now boys and girls,this class,which group is the winner?please take out your pictures,let’s count it and then answer the questions.now,listen !all of you must speak english ,ok?(ok) 1.how many shapes do you have? we have____________shapes. 2.what are they? they’re________star(s),________triangle(s), _________rectangle(s),_______diamond(s), ________circle(s) and ________square(s). t:so today,group… is the winner. 六、homework 1.copy the new words three times. 2.draw a picure with some shapes.
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