3A Unit 5 How are you（通用3篇）
3A Unit 5 How are you 第1篇
(the first period)
教学目标: 1. 初步能在情境中正确运用日常交际用语how are you?及其相应的回答：fine, thank you. / not so good.
2.能听懂、会说、会读文具类单词 a pen, a pencil ,a rubber,
a ruler，及其复数.
3. 通过竞赛、游戏等活动，让学生熟练掌握单词，感知并积极运用语言。
4. 会唱歌曲《 hello, how are you? 》
5. 培养学生爱护文具的好习惯。
6. 激发学生对身边同学、师长及家长的关爱之情。
教学重点:1. 能在情境中正确运用日常交际用语how are you?及其相应的回答：fine, thank you. / not so good.
2.能听懂、会说、会读文具类单词 a pen, a pencil ,a rubber, a ruler，及其复数.
教学难点：1. how are you?两种回答的正确运用。
2. 单词的正确读音。
教学准备：可录音的多拉a梦，单词及句子卡片,文具盒及本课的文具，用于游戏的袋子及水果,笑脸和哭脸各两个。
教学过程：step 1: warm up:
1. sing some songs: 《hello》、《hi！nancy》、《hi! miss xiang》
(设计意图：课前唱英语歌，创设学英语的良好气氛，调动学生积极性，让孩子很快融入英语课堂中来。)
2. t—s: greeting
出示四个组的标志，并贴在黑板上。（monkey, zebra, elephant,panda）
(设计意图：三年级学生注意力持续时间不长，课堂上容易走神做小动作，针对这一特点，我一直在课堂上运用小组比赛的方法，可用于维持课堂纪律、调动学生积极性，效果很好。这一段时间运用四个较难读的动物为标志，也是帮学生复习巩固。以后还可以换成水果、颜色等单词。)
3. free talk: review the sentences.
step 2: revision
（show some pictures）
review the words of animals and fruit by dialogues.
step 3: presentation and practice
1.new dialogues
how are you? fine, thank you. / not so good.
a.( show 哆啦a梦)
t：look, this is ….let’s say “hello, 哆啦a梦”
t: how are you ?
哆: fine, thank you.
t ask again. 引出“how are you ?”
show “how are you?你好吗?”“fine, thank you.很好,谢谢.” and teach.
出示笑脸提示学生的表情，并把一个笑脸贴在答句边上。
（注意：fine 要分开领读，特别注意i和n 的发音，学生会发音不到位.）
b. practice: t—ss, t—groups, practise in pairs then act out.
c. the chain game: t asks a question to the students of the first row “how are you?” he or she may say: “fine, thank you.” then he or she passes the question to the students in the second row: then the students in the second row answer: ”just do it one by one. to see which group is the best.
（设计意图：在上一环节学生表演对话的基础上，用竞赛的形式让学生再次练习对话，学生的积极性很高。但在课堂上运用这个游戏，一定要保证学生能遵守游戏规则，否则八个组一起开始竞赛，学生会混水摸鱼。）
d. another new sentence: ss ask t together,
t answers:“not so good.” with body language.
show “not so good.不太好.”和哭脸and teach.（t变化表情、动作领读——肚子痛、头痛、牙痛、咳嗽、打喷嚏）
(注意：这三个单词都要分开教读，再连起来，学生接受较慢。)
e. practice: 同桌操练，然后请生起来问自己的好朋友，老师出示笑脸提示。（表演几组后，可换成笑脸.）
f. sing, sing, sing 《 hello, how are you? 》
2. new words
a. touch and guess 引出 “a pen ”
t：哆啦a梦 has a magic bag. what’s in it ? let me see. oh, there’s a bag too. what’s in this bag ? let’s touch and guess. who can try ?
（袋子里放了桃子、橘子等水果和一个文具盒, t 抓住布袋里的文具盒，让生最后一个摸到文具盒，打开文具盒，引出本课新单词。）
b. teach the new words: a pen, a pencil及其复数
（复数可由学生同桌的钢笔放在一起引出，读单词时可穿插 pencil, pencil, this is a pencil.句子的领读。）
(设计意图：运用个别读、一组组读、大小声读等多种方法来教读单词，既让学生掌握了单词正确的读音，又能读出趣味。把单词放入句子中，及符合词不离句的教学要求，也为后面说rhyme做了准备。)
c. a rubber , a ruler 及其复数
t: can you guess what in my hand is ?
t先抓钢笔单复数，再换铅笔，最后抓橡皮，引出新单词
（rubbers 和rulers 可让学生自己试读,可穿插读句子 rubbers, rubbers, i can see rubbers.）
d.play a game: warm and cold
( 用rulers , pencils 和 a rubber )
d. say a rhyme
rubber, rubber,
this is a rubber.
rubbers, rubbers,
i can see rubbers.
(如果时间允许可用其他文具替换，否则可让学生课后练习。)
step 4: summary
t: today we’ve learnt so many words.(让生齐读单词)
t：他们都是我们学习的好帮手，大家要爱护他们，当然，我们也要关心、爱护身边的老师和同学，经常问问他们身体好不好，可以怎么问呢？
ss：…
t:那么，在生活中又是谁在无微不至地照顾着我们呢？
ss：…
t:所以，我们更要关心家人的身体健康。
step 5: homework
1. everyday english: listen to the tape 15 minutes.
2. read the new words after the tape three times.
3. teach your parents and make dialogues with them.
3a unit 5 how are you? 来自网。
3A Unit 5 How are you 第2篇
3a unit 5 how are you?(the first period)
教学目标: 1. 能在情境中正确运用日常交际用语how are you?及其相应的回答：fine, thank you. / not so good.
2. 能听懂、会说、会读文具类单词 a pen, a pencil ,a rubber, a ruler.
教学重点: 1. 能在情境中正确运用日常交际用语how are you?及其相应的回答：fine, thank you. / not so good.
2. 能听懂、会说、会读文具类单词 a pen, a pencil ,a rubber, a ruler.
教学难点：能听懂、会说、会读文具类单词a pen, a pencil, a rubber, a ruler.
教学准备：多媒体课件，单词及句子卡片,用于比赛的水果和果篮卡片
教学过程：step 1: warm up:
1. t—s: greeting
t puts a paper basket on the blackboard and introduce the rules of the race.
2. sing some songs: show three circles of different colors, let the students choose to sing.
3. free talk: review the sentences.
step 2: revision
review the words of animals and colors by dialogues.
step 3: presentation and practice
1. new dialogues
a. introduce two new friends to the students.
s: nice to meet you, kitty (teddy).
kitty (teddy): nice to meet you, too.
t: how are you?
kitty (teddy): fine, thank you.
show “how are you?你好吗?”“fine, thank you.很好,谢谢.” and teach.
b. practice: t—ss, t—groups, t--s
c. the chain game: t asks a question to the students of the first row “how are you?” he or she may say: “fine, thank you.” then he or she passes the question to the students in the second row: then the students in the second row answer: ”just do it one by one. the last one comes to the front and asks t: “how are you?” to see which group is the best.
d. another new sentence: when the last one asks t, t answers
:“not so good.” with body language.
show “not so good.不太好.” and teach.
e. play a game: t prepares two faces: smile and ill. if t takes smile face, ss ask and answer with “how are you? fine, thank you.” if t takes ill face, ss use “how are you? not so good.”to make dialogues. in thirty seconds, to see which group makes the most dialogues.
f. sing, sing, sing 《 hello, how are you? 》
2. new words
a. draw and guess: t draws some simple pictures on the blackboard, such as: apple, pear, orange…, then ask with“what can you see? ”, ss answers with “i can see a/an…”
b. after reviewing the old words, t draws some pictures of stationeries.
teach the new words: a pen, a pencil, a rubber, a ruler and their pl. form.
c. play a game: warm and cold
d. say a rhyme
step 4: consolidation
are you a pleasure boy (girl)?
step 5: homework
1. everyday english: listen to the tape 15 minutes.
2. read the new words after the tape three times.
3. make dialogues with new sentences in pairs.
3a unit 5 how are you? 来自网。
3A Unit 5 How are you 第3篇
一、teaching aim:
1. words: a rubber, a pencil box , a ball pen , a pencil sharpener 及复数形式。
2.sentences: 1)how are you ? not bad , thank you .
2) how are you ? not so good . i'm sorry .
3.sing a song : hello !how are you ?
二、difficult and important teaching points :
1. words: a rubber , a pencil box , a ball pen , a pencil sharpener 及复数形式。
2.sentences: 1)how are you ? not bad , thank you .
2) how are you ? not so good . i'm sorry .
三、teaching aids:
1. tape recorder
2. cards with sentences , pictures of the school things
3. dolls
四、teaching process:
step 1: free talk
t: hello!good morning .
ss: hello! good morning .
t: hello , how are you ?
s1: fine , thank you . and you ?
t: i'm fine , too .
step 2 : presentation
1.教学not bad , thank you
s2: hello , miss bao . how are you ?
t: not bad , thank you . ( 教师做表情， 和fine , thank you 的表情类似）
如此几遍以后，教学not bad , thank you .（板书）
practise : 1) train practise .
2) pair work and act .
2.教学not so good . i'm sorry.
s1: how are you ?
t: not so good .( 做生病的状态， 可咳嗽，打喷嚏 ， 捂肚子……）
t: how are you ?
s1: not so good . (也做生病的状态）
t: i'm sorry .
practise : 1) train practise .
2) pair work and act .
3.小黑板出示三组对话,贴上不同表情。
学生操练三组句型。练习前教师指令一定要清晰:按自身实际情况进行操练。
4.学生相互评价
step 3 :sing a song “hello,how are you?”
step 4:
1.game : today,i’m not so good. so i take a bag . i put some medicine in it .and i have many other things in it .please guess, what’s in my bag?
(准备一个装有一盒药片以及八种学具的包。)
2. 通过游戏teach the new words .
rubbers
ball pens
pencil sharpeners
pencil boxs
分别操练单词，先拿出一个表示单数，再出示两三个表示复数（板书：单词后加“s” ）
3.show me your things（强调单复数）
教师报单词，学生展示自己的文具。
4.do fun house : 第一部分中的a,b,c,d.
1）认识图中的物品。
2）听录音。
3）师生分析答案。
step 5:
（课前给每位学生发三张表情纸）
今天你学得怎么样？可用
fine , thank you .
not bad , thank you .
not so good . i'm sorry .句子表示，并展示表情纸。
学科教学现状观测课例实录班级 三（2） 学科 英语 教者 包玉 记录人 包玉 课题3a unit 5 how are you ?课型常态课时间2007.11.6过程实录1. t: class begins.s: stand up. t: good morning, class. s: good morning, miss bao.2. t: how are you? s: i’m fine, thank you.t: your pair, please.t:（正音）i’m fine, too.…t:（正音）and you?t: 出示小黑板。3. t: look, who is coming?(出示布偶) s: sisi. t: sisi is coming. how are you, sisi? t: not bad.(出示小黑板)ss learn “not bad.”, read it one by one.t: how are you?s: not bad, thank you.…4. make this dialogue with your partner.5. t: zheng li, you ask me. s: how are you? t: i’m not so good.（肢体语言表示难受）(出示小黑板)ss learn “not so good.”, read it one by one.not － so －good. (正音) t: now, work in pairs. t: xia ziqiang, how are you? s: not so good. t: i’m sorry. t: sorry. s: sorry. t: i’m sorry. s: i’m sorry.6. t: use these sentences to make dialogues.① a: how are you?b: fine, thank you. and you?a: i’m fine, too. ② a: how are you?b: not bad, thank you.③ a: how are you?b: not so good.a: i’m sorry.小组展示练习。（第一轮）t:stop here. if you feel good, you can use this. if you don’t feel so good, you can use this.根据自己的实际情况选一组进行练习。work on it again.小组展示练习。（第二轮）7. t: let’s have a rest. let’s sing a song .ok? s: ok. t: s: sing “hello！how are you?”8. t: today i’m not so good . so i take a bag. i put some medicine in it. there are some other things in it. guess , what’s in it? s: ruler pencil sharpener pencil sharpenersball pen ball pens t: what else? s: pencil box pencil boxes s: learn the new words.t: show your pencil box to me. this isn’t a pencil box. this is a pencil case. these are pencil boxes.s: pencil boxes(正音)t: look at the blackboard, read it.9. t: look at my mouth. say what is it?10.t: please show me your school things. show me your ...
学科教学现状观测课例评议记录班级 三（2）班 学科 英语 教者 包玉 记录人 徐育娥 课题unit 5 how are you ? 课型常态课 时间2007.11.6评议内容详录课堂是小学生用英语交际的主要场所，在课堂上他们有很多听英语的机会。但小学生有意注意能力较弱，而且注意力维持时间较短，特别是在听同学发言时容易走神。例如：在3a unit 5 how are you ?教学中…s1: how are you ?t: not so good .( 做生病的状态， 可咳嗽，打喷嚏 ， 捂肚子……）t: how are you ?s1: not so good . (也做生病的状态）t: i'm sorry . practise : 1) train practise . 2) pair work and act .3.小黑板出示三组对话,贴上不同表情。4.学生操练三组句型。5.学生对话表演。…往往此环节学生都是只顾自己小组的对话，而忽略其他小组的表演。因此在本课教授完后，我在调整教案中加了“学生评价”一环节，让学生学会倾听同学的发言。另外在小组合作学习过程中，可以四人一组，一个人问，三人回答（正好是三种不同的回答方式，这样每个人都能操练到新的知识点。）可以四人一起上台进行表演，也可以进行找对手表演。此时让学生及时评价，是学生养成倾听习惯的一个很好的途径。当然在培养学生倾听习惯的过程中，教师不要吝啬赞扬，要让学生体会到学习成功的喜悦。同时，教师还要关注那些在学习方面暂时落伍的学生，捕捉他们的点滴进步，让这些学生也能够感受到学习成功的喜悦，从而更快地进步。在高效的课堂上，教师不仅要鼓励学生多讲，还要引导学生多听和多思。教师要追求课堂的生动活泼，不仅是追求外在的形式的多样性，更重要的是追求一种内在的、深层次的思维灵动。引导学生参与评价后，教学组织形式呈现多样化，学生自主活动的时间增多了。在小组内、在班里有了机会大胆表达自己的感受、意见和结论，而不是去揣度教师期待的标准答案，课堂上就会出现不同的声音，引发争论，甚至还会出现一些教师意想不到的“奇谈怪论”。如果在这时候，我们以教师的权威去压制这些“奇谈怪论 ”，以自己的标准答案来做最终的评价，那只会限制学生的思维，导致学生好奇、探究、创造的内在动力的减退，最终扼制了学生个性的自由发展。这样一来，即使是课堂上有了让学生参与评价的时间，可学生也不敢大胆地说出自己的心里话，“给予学生参与评价的机会”只能成为流于形式的一句空话。所以作为教师，我们注意充分理解和尊重学生的发言，学会放下教师的架子，学会少“讲”多“听。教师只有学会倾听学生的评价意见，善于发现学生问答中富有价值和意义的充满童趣的世界，体验学生的情绪，学生才会在课堂上敢说，敢议，敢评。
3a unit 5 how are you 来自网。
