Lesson 18 教学案例（精选3篇）
Lesson 18 教学案例 第1篇
教学设计
一、教材分析：第18课是一篇阅读，是17课的延续，在17课Paul说到自己的化学学得好，主要归功于他的第一位化学老师。LiLei请他讲一讲他的化学老师如何教他们化学的。在18课中Paul以第一人称口气叙述他的第一位化学老师如何教给他们在学习和生活中学会观察。通过 这篇文章的学习，一方面让学生了解Paul的化学教师上课的独特方式，另一方面使学生明白善于观察的能力对于一个人做事情和做学问的重要性。为引导学生重视观察能力的培养，在谈前部分还安排了有关这一问题的讨论。
二、学生分析：第18课是第17课延续，所以学生在接受这一课内容是没有问题的。教学中分别为不同层面的学生设计了学习任务，让他们都能享受到用英语做事情的乐趣。
三、设计思路：本堂课采用任务型教学途径，这种途径是以应用为动力，以应用为目的，以应用为核心（为用而学，用中学，学了用）的教学途径。任务型教学是一种以人为本的，能体现语言价值的，先进的、有效的教学途径。学生带着任务学习，在完成任务的过程中逐渐生成的知识，形成的技能。本课将通过任务型教学，努力达到课堂活动目的。
四、教学目标：
1、学会使用从课本学到的句型和语进行交际。
2、在活动中自我锻炼和培养。提高听、说、读、写等方面的能
教学设计
一、教材分析：第18课是一篇阅读，是17课的延续，在17课Paul说到自己的化学学得好，主要归功于他的第一位化学老师。LiLei请他讲一讲他的化学老师如何教他们化学的。在18课中Paul以第一人称口气叙述他的第一位化学老师如何教给他们在学习和生活中学会观察。通过 这篇文章的学习，一方面让学生了解Paul的化学教师上课的独特方式，另一方面使学生明白善于观察的能力对于一个人做事情和做学问的重要性。为引导学生重视观察能力的培养，在谈前部分还安排了有关这一问题的讨论。
二、学生分析：第18课是第17课延续，所以学生在接受这一课内容是没有问题的。教学中分别为不同层面的学生设计了学习任务，让他们都能享受到用英语做事情的乐趣。
三、设计思路：本堂课采用任务型教学途径，这种途径是以应用为动力，以应用为目的，以应用为核心（为用而学，用中学，学了用）的教学途径。任务型教学是一种以人为本的，能体现语言价值的，先进的、有效的教学途径。学生带着任务学习，在完成任务的过程中逐渐生成的知识，形成的技能。本课将通过任务型教学，努力达到课堂活动目的。
四、教学目标：1、学会使用从课本学到的句型和语进行交际。
2、在活动中自我锻炼和培养。提高听、说、读、写等方面的能力。
五、教学实施过程
Step1 Revision
Revise the words: chemical, experiment, observe and observation
Step2 pre-reading
SBPage22 Part1. Discuss the oral homework by asking the class the questions in part 1. Continue discussing until they show an understanding of the meaning of observation and observing.
Step3 Presentation: Refer to the picture at the top of Page22. Ask students questions about the picture.
Step4 Reading
Answer the question: How did the students feel after thery tasted the mixture?
Step5 Practice
Wb Lesson16 Ex.1
Step6 Workbook
WbLesson18, Exx2and3
Step7 Consolidation
Discussus about the question: What can we learn from this lesson?
Step8 Homework
Write what the can learn from this lesson.
教学实录
一、Warming up
二. Revision
T: Do you still remember the words what we learned in Lesson17?
(The teacher writes words on the Bb: chemical, experiment, observe and observation)
Ss: Read together.
T: Do you know which word “observation”comes from?
S1:(Stand up) “Observation” comes from “observe”.
T: What’s the difference between them?
S2: “Observation”is n. and “Observe” is v.
T: ( 赞许地 ) .You are right.
三. Pre-reading (Task1)
T: Now let’s discussing two questions.(on Page22)
1. In what ways do you think obserevation is important?
2. How good are you at observing things? Give the examples.
(学生分组讨论，气氛热烈。教师走到学生中去，与学生交流沟通)
T：OK.Who’d like to tell us the results first?
S3: I think observation is very important in many ways. For example , in my srudy, especially,my chemistry and physics.But, I am not good at observing things.
T: Well done.
S4: I think in my composition is very important because if we give an careful observation to the things we have seen, we will write a good composition.
S5: I’m not good at observing things . For example, When I write English words. I always makes some mistakes.
S6: Neither am I.
……
(教师能鼓励学生大胆地开口说英语，学生能用自己学过的知识进行口语表达，这在英语课堂上是很可贵的，尽管学生的口语表达不是很准确)
T：Thank you. All of you gave me many examples.I hope you are good at observing things. It is important for your study and work in the future.
四. Presentation(Task2)
T: Today,let’s look at an examples about observation. Now look at the picture at the top of Page22. Give me the answers to my questions. Who is the man? What is the man doing?
S7: He is a chemistry teacher. He is having a chemistry class.
T: Good! Let’s go on looking at picture at the bottom of the page: Who are these boys? Where are they? What are they doing?
S8: They are students . They are in their classroom. They are tasting something.
(教师通过看图谈论，直观地将本课的内容展现出来。学生很自然地被迁移到了新课中来)
五. Reading(Task3)
T: Today we’re going to read a passage written by a student. It’s about a chemistry lesson. The student learnt something very important in this lesson. Read the passage and find the answer to this question: How did the students feel after they tasted the mixture?
(Students read the passage silently and quickly to find the answer. They check the answer with apartner.)
T:Who’d like to tell me the answer?
S9: The students did not like the taste of the mixture. They thought it was terrible.
六、Practice(Task4)
T:OK. Let’s go through the questions in Wb Lesson18.Ex1.
Ss: Do the exercise. Check the answers first in pairs, then with the whole class.
T: Let’s deal with the language problem that arise in the passage. And tell me your questions.
1. One was filled…vinegar.
2. You must do everything as I do.
3. … looking rather pleased.
4. The mixture tasted terrible.
5. But the finger I put…the cup.
(教师能很好地利用这个时间让学生用英语做事情，并且让学生提出问题，解决问题。)
七、Workbook (Task5)
T: Now let’s read over the passage. And do Wb Lesson18, E.2and3. You may discuss in pairs.
(Check the answers with the whole class.)
八、Consolidation
1.The students act out the story .The teacher asked one group to demonstrate to the class first.
2.Discuss the question: What can we learn from this lesson?
3.Write the answer in exercise books.
九、Homework.
教学反思
这节课是阅读课，我觉得完成了本课的教学目标。在课堂上全面的训练了学生的能力。让学生用英语做事情方面，导得不够充分，这是今后教学中要改进的。
点评
英语课堂最重要的是让学生开口说，用英语去完成任务，这节课达到了这样的目的，让学生大胆地说，鼓励学生说，让学生在赞扬中说，课堂上能做到全面提高学生的英语能力，通过师生，生生的交流，合作，探究，取得很好的教学效果。
五、教学实施过程
Step1 Revision
Revise the words: chemical, experiment, observe and observation
Step2 pre-reading
SBPage22 Part1. Discuss the oral homework by asking the class the questions in part 1. Continue discussing until they show an understanding of the meaning of observation and observing.
Step3 Presentation: Refer to the picture at the top of Page22. Ask students questions about the picture.
Step4 Reading
Answer the question: How did the students feel after thery tasted the mixture?
Step5 Practice
Wb Lesson16 Ex.1
Step6 Workbook
WbLesson18, Exx2and3
Step7 Consolidation
Discussus about the question: What can we learn from this lesson?
Step8 Homework
Write what the can learn from this lesson.
教学实录
一、Warming up
二. Revision
T: Do you still remember the words what we learned in Lesson17?
(The teacher writes words on the Bb: chemical, experiment, observe and observation)
Ss: Read together.
T: Do you know which word “observation”comes from?
S1:(Stand up) “Observation” comes from “observe”.
T: What’s the difference between them?
S2: “Observation”is n. and “Observe” is v.
T: ( 赞许地 ) .You are right.
三. Pre-reading (Task1)
T: Now let’s discussing two questions.(on Page22)
1. In what ways do you think obserevation is important?
2. How good are you at observing things? Give the examples.
(学生分组讨论，气氛热烈。教师走到学生中去，与学生交流沟通)
T：OK.Who’d like to tell us the results first?
S3: I think observation is very important in many ways. For example , in my srudy, especially,my chemistry and physics.But, I am not good at observing things.
T: Well done.
S4: I think in my composition is very important because if we give an careful observation to the things we have seen, we will write a good composition.
S5: I’m not good at observing things . For example, When I write English words. I always makes some mistakes.
S6: Neither am I.
……
(教师能鼓励学生大胆地开口说英语，学生能用自己学过的知识进行口语表达，这在英语课堂上是很可贵的，尽管学生的口语表达不是很准确)
T：Thank you. All of you gave me many examples.I hope you are good at observing things. It is important for your study and work in the future.
四. Presentation(Task2)
T: Today,let’s look at an examples about observation. Now look at the picture at the top of Page22. Give me the answers to my questions. Who is the man? What is the man doing?
S7: He is a chemistry teacher. He is having a chemistry class.
T: Good! Let’s go on looking at picture at the bottom of the page: Who are these boys? Where are they? What are they doing?
S8: They are students . They are in their classroom. They are tasting something.
(教师通过看图谈论，直观地将本课的内容展现出来。学生很自然地被迁移到了新课中来)
五. Reading(Task3)
T: Today we’re going to read a passage written by a student. It’s about a chemistry lesson. The student learnt something very important in this lesson. Read the passage and find the answer to this question: How did the students feel after they tasted the mixture?
(Students read the passage silently and quickly to find the answer. They check the answer with apartner.)
T:Who’d like to tell me the answer?
S9: The students did not like the taste of the mixture. They thought it was terrible.
六、Practice(Task4)
T:OK. Let’s go through the questions in Wb Lesson18.Ex1.
Ss: Do the exercise. Check the answers first in pairs, then with the whole class.
T: Let’s deal with the language problem that arise in the passage. And tell me your questions.
1. One was filled…vinegar.
2. You must do everything as I do.
3. … looking rather pleased.
4. The mixture tasted terrible.
5. But the finger I put…the cup.
(教师能很好地利用这个时间让学生用英语做事情，并且让学生提出问题，解决问题。)
七、Workbook (Task5)
T: Now let’s read over the passage. And do Wb Lesson18, E.2and3. You may discuss in pairs.
(Check the answers with the whole class.)
八、Consolidation
1.The students act out the story .The teacher asked one group to demonstrate to the class first.
2.Discuss the question: What can we learn from this lesson?
3.Write the answer in exercise books.
九、Homework.
教学反思
这节课是阅读课，我觉得完成了本课的教学目标。在课堂上全面的训练了学生的能力。让学生用英语做事情方面，导得不够充分，这是今后教学中要改进的。
点评
英语课堂最重要的是让学生开口说，用英语去完成任务，这节课达到了这样的目的，让学生大胆地说，鼓励学生说，让学生在赞扬中说，课堂上能做到全面提高学生的英语能力，通过师生，生生的交流，合作，探究，取得很好的教学效果。
Lesson 18 教学案例 第2篇
一、教学内容：牛津小学英语 5a unit3 part a
二、教学目标：
1.认知目标：
(1)能听懂、会说、会读和会拼写单词：learn, sing, dance, together, start .
(2)能比较熟练地掌握句型：can you…? yes, i(we) can. / no, i (we) can’t.
(3)能听懂、会说、会读日常交际用语：listen to … , please. now , follow me, please. yes. / ok. / all right. let’s sing it together.
2.能力目标：给学生充分的交流时间和机会，提高综合运用语言的能力和表演能力。
3.情感目标：
(1)通过本课学习培养学生与人交往的合作精神。
(2)鼓励学生进行分组表演对话，从中培养学生的竞争意识。
三、教学重点：能熟练掌握四会单词及正确运用日常交际用语。
四、教学难点：能灵活运用日常交际用语并能在模拟情景中进行对话表演。
五、教具准备：头饰、明星照、小提琴、花、书签、录音机、磁带、幻灯片。
六、教学过程：
1. free talk and revision
1) greetings
2) t: today there are a lot of teachers in our classroom. can you see them?
ss: yes, we can. (引导生答)
t: can you sing the song “in the classroom” for the teachers?
ss: yes, we can.
板书：yes, we can. (领读三遍)
2. presentation and drill
1)t: listen to the tape and sing together.
ss:(sing the song together)
t: you can sing and i can dance. (师做舞蹈动作)
出示单词 dance
2)t: can you dance?
s1: yes, i can.或no, i can’t. (引导生答)
板书：yes, i can.和no, i can’t.（各领读三遍）
3) ask some students “ can you …?”using the words and phrases they learnt.
such as: swim/ skate/ ski/ cook/ sing / dance
play basketball/ football/ table tennis
play the piano/violin/guitar
(此环节旨在操练句型can you…？的答句 yes, i can. / no, i can’t.)
4)guessing game:
t: look at this picture, who is he?(show the picture of zhou jielun)
s1:he is jay.
t: clever.
t: i’m not miss yin, i’m jay. guess: what can i do?
who can ask me?
s1: can you…?
t: yes, i can. / no, i can’t.
（同法依次出示姚明、杨丽萍、菲尔普斯、杨阳等明星照，让学生猜，旨在操练句型yes, i can. / no, i can’t.的问句：can you…?）
5)the students ask and answer in pairs, using the sentences “can you…? yes, i can. / no, i can’t.”
6) t: christina, can sing, can dance, can cook.
what can you do ?
christina: i can play the violin.
t: really? do it at once.
christina: (play at once)
t: wonderful! this present is for you.
christina: thank you.
t: christina can play the violin. what can you do, ?
s: i can…
板书句型： what can you do ?
i can…
（结合词组领读三遍）
7）discuss in groups and complete the form. (四人一组)
name activity
（此环节旨在操练句型what can you do ? i can…）
after discussion, ask one member of the team to sum up.
8) 有奖竞答游戏
t: boys and girls , i can sing, i can dance , i can also make flowers.
look, there are many beautiful flowers in my hand, each flower has a bookmark. if you can answer the questions on the bookmark, you’ll get the flower and the flower. who wants to have a try?
（在课堂教学进行一半时，孩子们似乎有点倦意，美丽的鲜花重新吸引了孩子们的眼球，书签上神秘的问题唤醒了他们的好奇心，奖品的诱惑更是刺激了他们争强好胜的神经，这一游戏的穿插，使得课堂气氛再次掀起一段小小的热浪。）
书签问题：
a.can you sing the song “two jackets”?
b.can you sing “color song?”
c.can you sing “ in the classroom?”
d.what can you sing?
e.can you sing the song “ we can sing and dance”?
(书签上的问题与本节课a部分内容密切相关，也为师教授歌曲“ we can sing and dance”作好铺垫。)
3.read and say
(1)t: can you sing the song “ we can sing and dance”?
ss: no, we can’t.
t: shall we learn the song “ we can sing and dance” now?
ss: yes.
t: listen to the song, please.
ss: ok.
t: now, follow me, please.
ss:( sing after the teacher)
t: can you sing it now?
ss: yes, we can.
t: good. let’s sing it together.
ss: (sing together)
(2)t: you did a good job. you can sing, can ben sing？ （手拿头饰）
now listen to the tape, and answer the questions:
出示幻灯片：
1.can ben sing?
2.what can ben do?
(3) t: ( check the answer)
(4) read after the tape
(5) read by themselves
(6) ask some students to act the dialogue.
4.consolidation
t: do you like having a pe/ an art lesson?
ss: yes , we do.
t: think about your pe/ art lesson, try to make dialogues like this.
出示幻灯片：a task: think about your pe/ art lesson, try to make dialogues like this:
t: boys and girls, can you …?
ss: no, we can’t.
t: what can you do?
s1:i can …
s2: i can…
s3: i can…
t: shall we learn …?
ss:ok.
t: now, follow me , please.
ss: all right.
t: can you…,now?
ss: yes, we can .
t: let’s … together.
ss: all right.
（此环节体现任务型教学途径，旨在让学生能灵活运用日常交际用语并能在模拟情景中进行对话表演。）
5.homewok:
1.听录音，跟读课文，并背诵课文。
2. do a survey: 2008 北京奥林匹克运动会刚刚胜利落下帷幕，请上网查查自己喜欢的奥运冠军，除了会自己擅长的体育项目，他们还会其他什么运动项目，写在笔记本上，准备下节课为全班作汇报。
七、板书设计：
unit3 at a music lesson
can you(你们)…? can you (你)…?
yes, we can. yes, i can./ no, i can’t.
no, we can’t. what can you do?
i can…
八、教后记：
1.歌曲导入，启发学生参与
英语歌曲是提高学生英语学习兴趣和学习效率的有效方法之一。“in the classroom”这首歌曲动听悦耳，既能感染学生，调动学生的情绪，又能复习前一个单元的there be句型。
2.创设情景，引导学生参与
创造性地利用课堂空间，把日常生活中的对话和情景搬进课堂中来，激发学生内在主观能动性。
3.利用游戏教学手段，提高教学效率
本节课中的两个小游戏为学生营造了浓厚的热情高涨的英语学习气氛，充分调动学生各种智力因素和非智力因素，使学生不知不觉地积极投入学习过程，兴趣盎然地进行学习。让学生在玩中学，学中玩，从而获得课堂教学的高效率。
Lesson 18 教学案例 第3篇
第一教时一、教学内容：牛津小学英语5a unit3 part b（部分）,part c二、教学目标：1. 认知目标：(1)能听懂，会说，会读和会拼写单词：lesson, sing, song, dance, play. 能听懂，会说，会读: swim, skate, ski.(2)能听懂，会说，会读和会写句型： can you…? yes, i(we) can. / no, i (we) can’t. what can you do? i can … 能听懂，会说，会读日常交际用语：ok. let’s start.2.能力目标: 运用本课所学的会话进行简单的实景交际，培养学生运用所学知识完成某一任务及解决实际生活问题的综合能力。3.情感目标：努力创造和谐、平等、宽松的课堂氛围，让学生在真实的情景中产生强烈的表达愿望，获得成功与自信，从而激发学生的学习热情。三、教学重点：四会单词及句型can you…? yes, i(we) can. / no, i (we) can’t. what can you do? i can …。四、教学难点：能理解并熟练地把句型运用到交际情景中去。五、教具准备：l 多媒体课件六、教学过程：1. free talk and revision1) greetings.2) try to say something about your own bedroom. (show the picture)2.presentation 1) t: boys and girls, can you sing some english songs?s: yes.t: you can say “ yes, we can.”s: yes, we can.t: what can you sing? (show the songs) 出示单词： sing songs: 跟读。t： what can you sing?s: “abc song” , “ in the classroom”…t: i can sing “aeiou”, what can you sing?s: i can sing “ how are you?”t： good. let’s sing “ how are you?” first.s: all right. / ok.t: can you sing “we can sing and dance”?s: no, we can’t.2) t: shall we learn the song “we can sing and dance” now?s: yes.t： listen to the song, please.s: ok.t: ( play the song.)s: enjoy the song.t: boys and girls, can you sing?s: yes, we can.t: can you dance? (教师以动作示意)s: yes, we can.t: can you swim?s: yes, we can.t: (问单个学生) can you swim?s: yes, i can. / no, i can’t.出示句型： can you…? yes, i can. / no, i can’t.3)t: can you ski?s: yes, i can. / no, i can’t.t: can you skate?s: yes, i can. / no, i can’t.t: i can play the violin. what can you do?s: i can play the piano. / i can play the guitar.出示单词： swim, ski, skate , ride, play the guitar, play the violin出示句型： what can you do? i can …3.practice1) show the pictures ask and answer in pairs: i can … what can you do? i can …2) say a chant.出示： a music lesson4. consolidation1） look and listen to‘part a’and try to understand it.5. homework 1) copy the words: lesson, sing, song, dance, play 2)do some written work (part c )板书设计： unit 3 at a music lesson （period 1）sing a song dance can you …?swim skate ski yes, i can./no, i can’t.play the violin/guitar what can you do? i can … 第二教时一、教学内容：牛津小学英语5a unit3 part a，part b（部分）二、教学目标：1. 认知目标：(1)能听懂、会说、会读和会拼写单词：learn, listen, make, can.(2)能比较熟练地掌握句型： can you…? yes, i(we) can. / no, i (we) can’t. (3)能听懂、会说、会读日常交际用语：listen to … , please. now , follow me, please. yes. / ok. / all right. ok. let’s sing it together.2. 能力目标：给学生充分的交流时间和机会，提高综合运用语言的能力和表演能力。3. 情感目标：(1)通过本课学习培养学生与人交往的合作精神。(2)鼓励学生进行分组表演对话，从中培养学生的竞争意识。三、教学重点：能熟练掌握四会单词及正确运用日常交际用语。四、教学难点：能灵活运用日常交际用语并能在模拟情景中进行对话表演。五、教具准备：l 多媒体课件.六、教学过程：1. free talk and revision1) greetings2) sing the song
b: i can make , make a kite.b: what can you do? what can you do?c: i can make, make a model plane.c: what can you do? what can you do?d: i can make, i can make a cake.…(开火车问答练习)2）look at the pictures and do some exercise3）show the picture of part a. the students look at the picture and answer the questions:who can you see in the picture?what are they doing? 4) 分小组表演对话，师生评价学生表现。板书设计： unit 3 at a music lesson ( period 2)make a puppet listen to …, please.make a model plane now , follow me, please. yes. / ok. / all right. let’s sing it together.第三教时一、教学内容：牛津小学英语5a unit3 part d& e二、教学目标：1. 认知目标：(1)能听懂、会说、会读、会拼写单词：ride, put.(2)进一步熟练掌握句型 what can you do? i can … can you…? yes, i/ we can. no, i/ we can’t.2.能力目标：(1)能正确掌握情态动词can的正确用法。(2)熟读对话，并初步改编或扩充本单元所学的对话。 3.情感目标：让学生通过感知、体验、实践、参与和合作等方式，积极进行语言表达，感受成功。 三、教学重点：熟练掌握句型，正确掌握情态动词can的正确用法。四、教学难点：改编或扩充本单元所学的对话，提高学生的语言运用技能。五、教具准备：多媒体课件六、教学过程：1.sing a song “we can sing and dance”2.free talk and revision1) greetings.2) look at the word pictures and say the words quickly.3) read the text together. 3.presentation and practice1) review the words and the sentences:t: the boy can sing. what can the girl do?s: she can…（老师先给出示范，然后让学生看图编对话）2) try to learn a funny story:t: the bear can ride a bike. can you ride a bike? （身体语言表示）s: yes, i/ we can. no, i / we can’t.t: the bear can put a book on his head. can you put a book on you head?s: yes, i can.板书： 词组： ride a bike, put…on …并试用所给词组造句。句型：i can … can you …? yes, i can. / no, i can’t.( practice those sentences using the verbs we’ve learned before.)4 read a short passage and try to understand .5. learn d & e1) the students look at the picture of part d and fill in the blanks.2) look at the pictures of part d and try to make some sentences.3) read part e by yourselves and try to understand.4) explain the dialogue and try to act it.5.have a dictation of the words6.homework:copy the words: listen, learn, ride, put make some sentences on copybook: can ,but can’t. can .板书设计： unit 3 at a music lesson （period 3）play the piano can ,ride a bike but can’t.put…on … can . 第四教时一、教学内容：牛津小学英语5a unit3 part f, part g二、教学目标：1. 认知目标：(1)复习本单元所学词汇。(2)能听懂、会说、会读、会写句型：can you…? yes, i(we) can. / no, i (we) can’t. what can you do?i can…(3)能较熟练地在情景中运用所学句型和日常交际用语listen to … , please. now, follow me, please. yes. / ok. / all right. ok. let’s sing it together.。(4)了解元音字母a在单词里的读音。2.能力目标：让学生从语言片断训练整合到语篇的交际运用，培养学生的思维能力和对语言的组合、调控驾驭能力。2. 情感目标：(1)能有表情地演唱 ‘ we can sing and dance’,培养学生乐学向上的情感。 (2)在交际过程中，使学生学会与他人相处，建立友谊。三、教学重点：能综合运用本单元的日常交际用语及了解元音字母a在单词里的读音。四、教学难点：能熟练运用句型并能在具体情景中以口、笔头形式进行交流。五、教具准备：l 多媒体课件六、教学过程：1.sing a song “we can sing and dance”2.free talk 3.learn f&g1）t: boys and girls, let’s play a game ‘ hide and seek’. (介绍游戏规则：捉迷藏) where’s li hong? who can find him? s: i can. he’s behind the door, i think. t: oh, no. s: he’s beside the window, i think. t：oh, no. s: …(继续猜测)t: yes, you’re right.(此游戏也可以扩展为找东西，一学生藏，其他学生找)4.rewiew part at: guess:where is gao shan now?s: he is in the music room.t: listen to the tape please, and try to answer my questions:a. what time is it now?b. where are the students?c. what are they doing? s: 试着复述课文。t: can you act part a now?s: yes, we can.邀请同学上讲台表演，可分旁白、老师、高山等角色5 t： show the words on the blackboard:after, basketball, class, dance引导学生总结元音字母a在这些单词里的发音。并请学生举其他同类例子。理解并朗读句子：we often dance and play basketball after class.板书单词，让学生比较元音字母a的其他发音：apple plane6.learn a short passage 7. homework1) review the words and expressions, prepare for the dictation.2) written work: part c. make sentences and translate them.板书设计： unit 3 at a music lesson （period 4）where’s…？ （写a的音标）after basketball class dancewho can find…？（拓展例词）fast ask afternoon aunt i can. he’s… （比较发音）apple plane
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