北师大版英语三上 全册教案 教学设计8

一、引言长期以来，英语教学往往只关注语言功能，例如词汇、语法、句型等，这无疑割裂了单元内各语篇之间的关联性，不利于英语学科育人价值的落实。

王蔷等提出以语言学习为导向的英语学科本体的语言大观念和以学科育人为导向的跨学科主题大观念，有利于挖掘大观念对整合课程内容的意义，促进语言学习与主题意义探究相融合，落实英语学科育人整体观，从而实现能力向素养的转化。

此外，美国教育专家Ericson &Lanning 提出概念为本的课程模式的核心———KUD （Know-Understand-Do ）模式，使得学习者在事实性层面上能“知道”（Know ），在概念性层面上能“理解”（Understand ），在技能和过程层面上能“做”（Do ），能进行超越事实层面的思考，并进行跨时间、跨文化、跨情景的迁移概念的理解，帮助学生发现新旧知识间的模式和联系，为他们的终身学习提供大脑图式，也为培养学生对单元主题的迁移概念和概念性理解的能力提供支架，有助于实现英语学科育人的整合性落实。

二、基于英语学科大观念的单元整体教学设计实施路径（一）单元话题内容分析本单元位于必修系列三，系“人与自然”主题语境中的“环境保护”主题群，单元内容围绕绿色生活方式及理念展开。

除了关注单元内话题内容的逻辑性和关联性，本文也进行了KUD 模式下的跨单元主题语境关联性分析，具体如下：必修二第二单元Humans and Nature 话题倡导人与自然的和谐共生，旨在引导学生认识、敬畏自然并开始探索自然（即Know ）；本话题系必修三第八单元Green Living ，引导学生关注绿色生活、践行环保举措（即Understand ）；选择性必修一第三单元Conservation 鼓励学生节约资源并学会保护自然（即Do ）。

单元间话题的关联为人与自然的和谐共生需要每个个体（individual ）和社会公众（everyone ）的共同努力（见图1）。

在此基础上，对本单元内容进行了分析，并结合项目式教学模式和KUD 教学模式对单元———以北师大版高中《英语》必修三Unit 8Green Living 为例刘彩侠（肥西县实验高级中学，安徽合肥231200）关键词：高中英语；KUD 模式；大观念；单元整体教学中图分类号：G633.41文献标识码：B 文章编号：1009-010X （2023）26-0061-04Educational Practice and Research图1图2内容进行整合（见图2）。

北师大版三年级上册英语全册教案对新课标理解：现在的社会是向着全球化，社会化发展的英语逐渐的成为我们生活中不可缺少的一部分，越来越被人重视，作为教育发展的重要环节，作为迎接未来世界的一把钥匙。

新课标强调课程应从学生的学习兴趣、生活体验和认知水平出，倡导学生体验、实践、参与、合作与交流的学习方式和任务型的必学途径，发展学生的综合语言运用能力，使语言学习的过程成为学生形成积极的情感态度，主动思维和大胆实践，提高跨文化意识和形成自主学习能力的过程。

做到这些要求，首先需要的就是学生浓厚的对英语学习的兴趣，那怎么样培养学生学习兴趣就成了一个基础话题，这一问题要面向全体学生，特别是要关注学生的个别差异引起的情感问题。

帮助学生建立成就感和自信心。

在教学中注意创设能引导学生主动参与的教学环境，激发学生的学习积极性。

使每个学生都能得到充分的发展。

在这一过程中教学模式的转变起到了一定的作用，一定要从以老师为中心的教学模式身以学生为中心的教学模式转变。

强调学生的参与和体验，强调采用多种形式的教学活动。

比如可以利用我们学校已有的良好电教资源，听原版录音带练习发音，也可以利用网络找一些贴近课堂学习的情境对话或小动画，以更直接的方式引导学生学习英语，对英语产生浓厚的兴趣。

总的来说，新课标对发展学生自我主观能动性起到了很积极的作用。

素质教育在其中深有体现。

并且由升学教育向终身教育的转变等等都是很好的突破。

在这一新课标的指导下，希望在英语教学中可以达到更好的效果。

Teaching Aims:知识技能：1、Listening:充分利用学校的电教资源，在发展学生自主学习的基调上，让学生可以接触到更多、更直观的学习方式，比如听录音，看小动画等等。

掌握部分日常用语，如：能听懂询问名子的问及回答，或问是谁的语句。

辨别词中的字母的不同读法。

2、Speaking:根据本册书的教学要求，作为基本的主导方向，指导学生在教师为学生设计的教学情境中，能够正确运用问名子，问是谁，问是什么等等的语句，并能对所提问的句子做出适当的回答。

2017-2018学年高一英语(北师大版) 必修三全册教学案Killer whales have the second­heaviest brains among marine mammals (after Sperm whales, which have the largest brain of any animal). They can be trained in captivity (囚禁；关押) and are often described as intelligent, although defining and measuring “intelligence” is difficult in a species whose environment and behavioral strategies are very different from those of humans.Killer whales imitate others, and seem to deliberately teach skills to their kin. Off the Crozet Islands, mothers push their calves onto the beach, waiting to pull the youngster back if needed.People who have interacted closely with killer whales offer numerous anecdotes demonstrating (证明) the whales' curiosity, playfulness, and ability to solve problems. Alaskan killer whales have not only learned how to steal fish from Iong lines, but also have overcome avariety of techniques designed to stop them, such as the use of unrated (未分级的；未征税的) lines as decoys. Once, fishermen placed their boats several miles apart, taking turns retrieving (恢复；取回) small amounts of their catch, in the hope that the whales would not have enough time to move between boats to steal the catch as it was being retrieved. A researcher described what happened next: The killer whale's use of dialects and the passing of other learned behaviours from generation to generation have been described as a form of animal culture.Section_ⅠWarm­up__&_Lesson_1_—_Pre­reading[原文呈现]VIKING VOYAGES①TO AMERICAThe Vikings②were the first Europeans to reach America③. They achieved④this long before⑤Columbus ever set sail⑥.The Vikings were a group of people whose ancestors⑦came from Scandinavia⑧. They controlled the seas and coasts of Northern Europe between the 8th and 10th centuries AD⑨. By around 900 AD, there were many places in Northern Europe where the Vikings chose to live⑩. In 982 AD, when a man called Eric the Red⑪decided to set sail further⑫west, there were as many as 10,000 Vikings living in Iceland ⑬.[读文清障]①voyage/'vɔIIdʒ/n．航海；航空②Viking/'vaIkIŋ/n．维京人，北欧海盗③名词中心词被序数词或the last 等修饰时，其后通常用动词不定式作后置定语。

Unit 1 Hello!Lesson 1Teaching aims:Hello! What’s your name? My name’s ….Listen and talk.Teaching emphasis:Asking names and giving one’s own.Teaching process:1. Warm-up (Greetings)Give each child an English name to use in class.Give each child an English name on a light card tag to pin on. As each name is assigned, say the name and have the class repeat it after you.2. Use English namesChoose one child. Ask, “What’s your name?” The child replies using the name of his or her card.If necessary, help with pronunciation. Repeat for the whole class.3. Introduce the charactersTell the children that they are going to read some stories about these characters:Uncle Booky, Mocky, Ken, Ann.Tell the children that they are going to meet some new friends.Hold up the mask for Peter and Wang Ling.4. Model the dialogUse any two of the masks. Use one mask and say, “Hello, what’s your name?”Use the other mask and reply, “My name’s … .”5. Talk about the storyHave the children open their books and talk about the characters.（What do you think they are saying?）6. StoryHave the class look at the pictures in their books as you play the tape.Play the tape again, and encourage the children to say the words.7. Sum up.HomeworkEncourage the childre n to practice greeting their family and friends in English, “Hello, my name’s … . What’s your name?”Lesson 2Teaching aims:Hello! What’s your name? My name’s ….Listen, say, talk and sing.Teaching emphasis:Asking names and giving one’s own.Teaching process:1. Review English namesSay, “Hello! What’s your name?” Encourage children to reply in turn,“My name’s … .”2. Review the characters with the masks.Ask, “What’s your name?” The children choose one character and then reply,“My name’s … .”Repeat with all the character masks.3. Learn to sayHave the class look at the picture at the top of the page.As you play the tape, have the class point to the character that is speaking.Replay the tape while displaying your copy of the page.As the tape is played, point to the words one at a time.Without the tape, read the words together. Have the children touch each word as they say it.4. Listen to thisPoint to each picture and ask, “Look at the picture, Who is saying?”Elicit children say out the right answer.Play the tape and have the children number each picture.Listen again and check the answer.5. Let’s singRead the words to the children, pointing to each word.Play the first six lines of the song, encourage the children touch the words in their books as their sing along.Play the last two lines of the song. Ask the children to sing these lines using their own English names.Try to sing along with the tape.Lesson 3Teaching aims:Hello! What’s your name? My name’s ….Listen, talk and read.Teaching emphasis:The correct writing of each letterTeaching process:1. Warm-upSing the song along with the tape.2. Talk togetherUsing the structures, review each child’s English name.Using the masks, review the structures in a speech chain.Ask and answer one by one.Have each child turn to the top of page 6 and display the page and model the dialog, pointing to the matching character as you speak.Organize a speech chain, where children substitute their English names for those that are underlined.3. Listen and numberI ntroduce the characters to children first.Explain that you want them to listen to the tape and touch the correct characters when they hear them say,“Hello!”Play the tape again, have them write the number of the sentence in the box beside each picture.Check the answer.4. Touch and sayDraw the children’s attention to the bottom part of page 9. Display your copy of the page, and explain that when you point to a character you will ask a child to tell the c lass what that character would say.If time allows, children could repeat the activity in pairs or small groups.5. Uncle Booky’s BlackboardHold up the What’s your name? Drill card and read it to the children point to the words as you read them.Have the children repeat the question after you.Now hold up the What is your name? Drill card and repeat the procedure. Explain that both structures mean the same thing.Point to the ’s of What’s and explain that the apostrophe mark shows that a letter has been left out.In the same way, review My name’s and My name is.Now have the children open their books at the top of page 9.Model the structures by reading.6. Read, match and colorReview the structure Hello! My name’s … . Using masks and name cards.Ask the children to practice reading sentences like My name’s … by using drill cards.Ask children to read the sentences in the 4 speech bubbles and match them with the characters who have said them. Ask children to draw a line between the speech bubbles and characters.7. Divide the class into two groups. Have one group repeat the questions, and the other groups repeat the answers. Use all possible combinations.8. Sum upHomeworkColor the pictures and letters for Aa, Bb, Cc, Dd at page 7.Lesson 4Teaching aims:Hello! What’s your name? My name’s ….（Phonics and writing）Aa Bb Cc DdListen, chant and write.Teaching emphasis:The correct writing of each letterTeaching process:1. Check the children’s work for last period.2. Sing the song.3. Introduce the letter Aa, Bb, Cc, Dd.Display your copy of the page. Draw the children’s attention t the pictu re of the thing beginning with Aa.Play the tape, pointing to the matching picture of the word.Replay the tape and have the children say the words aloud.Repeat the procedure for letters Bb, Cc, Dd.4. Uncle Booky’s ABCHave the children turn to the black and white copy of Uncle Booky’s ABC. They can trace over the letters Aa, Bb, Cc, Dd and color the picture.5. Listen for the letters.Draw the children’s attention to the pictures at the bottom half of page 8.Display your page. Point to each picture in turn and say the matching word.Now play the tape. As the children repeat each word they should point to its beginning letter.6. Write the letters.Say, “Watch me write the letter A.” Stand with your back to the class. Write capital letter A in the air, using large arm movements. Ask the children write the letter in the air with you.Repeat for the small letter a.Have the children trace and copy the letter Aa.Walk around the classroom and check the children’s work.Follow the same procedure for Bb, Cc, Dd.Tell the children that they will finish tracing over the letters for homework.7. Sum up for the structures and the letters.Lesson 5Teaching aims:Hello! What’s your name? My name’s ….Listen, read and write.Teaching emphasis:Use the structures in communicationTeaching process:1Let’s chantUse the flash cards and have children practice reading these words.Read the rhyme to the children, pointing to each word.Play the tape for the whole rhyme and have children listen and point to the words on the page.Play the tape again and have children join in, encouraging them to hum or clap with the rhythm.Put pictures of dog, cat, ball and apple on the blackboard. Ask children to point to these pictures when listening to the tape again or they can add some actions and act the rhyme out.2. Clap namesIn this activity the children practice sounding out the separate syllables in their English names.Model the children’s English names for them. As you say each name aloud, clap your hands together once for each syllable. For example: My name’s David. （Two claps.）Have the children repeat all their names after you, clapping as they do so.Start a speech chain, so that the children can each ask the question and sound out their names individually.If time allows, repeat the procedure, substituting the names of the characters in this book.Lesson 6Teaching aims:Wake up! One for you. One for me.Listen, read and write.Teaching emphasis:Consolidate the structures and vocabulary learned in this unitTeaching process:1. Uncle Booky’s Story timeTell the children that they are going to listen to a story.Play the tape, ask the children to listen to the story with their books closed.Have the children open their books, and look at the pictures.Ask them to look for familiar words in the story.Have children read the story silently, encourage them to try to guess the meaning of unfamiliar words.It doesn’t matter if they don’t know the words. The requ irement for this part is to understand the story.2. BingoThis is a vocabulary drill in the form of a game.Photocopy a Bingo Game board 1 for each child.The teacher calls out the different character names/words and the children find the correct picture in their game board. （make sure that you call out the names/words in a random order）The children circle the word or letter （in pencil）when they hear the teacher call it out.The children call out “Bingo!” each time they have circled a full column down th eir Bingo boards.At the end of the game, review all the vocabulary in a class drill.3. Self-assessmentHave the children do this part in pairs or in groups by themselves.Children should assess themselves according to their own situation.They should be encouraged to compare their results with and learn from each other.Students work in pairs in the first activity, practicing introducing themselves.For the second activity, have children group the words beginning with the same letter together and say them aloud.4. Conclude for this unit.UNIT 2 This is Danny DeerLesson 1Teaching Aims:1.he student can be understand the dialogue what’s mean.2.The students like to learn English.3.The students can be read the dialogue.Teaching Emphasis:1. Review: How can use “What’s your name?” in dialogue. And answer it.2. Emphasis sentence: This is…. This isn’t….Teaching Difficulty:How can use “This is….” ”This isn’t….” in dialogue.Teaching Medium:Step 1:1. Hold up mask for Lulu. Say, “This is Lulu.”2.Have the children say Lulu. Repeat this for Danny.3.Repeat several times, and have the children say the names.Step 2:T: Hold up mask for Mocky and say, “This is Mocky.” Have the children repeat the sentence after me.Repeat the procedure for all the other masks.Hold up each of the masks in turn, and say, “This is …”S: Make it.At last, hold up a mask but say nothing. Have the children make a sentence of their own.Step 3:T: Say, “stand up.” As you say this, s tand up. Then have the children stand up.Repeat the procedure for Sit down.S: Let the children stand up and sit down in response.T: Repeat the procedure for Open your books. And Show me a pencil.Step 4:Open the books.T: Ask these questions about the pictures:Picture 1: Who can you see in the picture?What are they doing?What do you think they are talking about?Picture 3: What are Ann, Ken and Mocky doing?Picture 4/5: Who do they meet?Picture 6/7: Do they like him?Picture 8: Who does Mocky see?Picture 9: How does Mocky feel?Picture 10: Has Mocky made a mistake?Picture 11: What is happening to Mocky?Step 5:Story: The students read after the tape.Explain that people often say” Oh, no.” ”Come on!” “Super”Homework:Explain that you want the class to tell their families about the new characters, Danny and Lulu.Lesson 2Teaching Aims:1.Understand the dialogue what’s mean.2.The students like to learn English.3.The students can be read the dialogue very expertly.Teaching Emphasis:1. Review: How can use “What’s your name?” very expertly in dialogue. And answer it.2. Emphasis sentence: This is…. This isn’t….Teaching Difficulty:How can use “This is….” ”This isn’t….”very expertly.Teaching Medium:Step 1:Review: “Hello! What’s your name?”“ My name is …”Step 2:T: “This is … “ “This isn’t …”S: Introduce your good friend’s name each other.Step 3:T: Touch a book in the classroom. Make sure all the children can see it. Say, “A book.”Repeat for a pen.Play the tape and touch each object as you hear the words.S: Have the children look at the pictures at the top of page 16.Step 4:T: Show me a pencil and so on.S: Show itStep 5:T: What is this?S: This is a book and so on.Step 6:Play games:Have the children open their books at page 17. Drew their attention to the box at the top of the page.Point to each of the object in turn, naming them in English as you do so.Look at the picture; ask each pair in turn to give the English word for a missing object.Lesson 3Teaching Aims:1.se the dialogues explain the mind.2.Keep the students like to learn English.3.The students can be introduced these good friends.Teaching Emphasis:1. Review: How can use “What’s your name?”in live. And answer it.2. Emphasis sentence: This is…. This isn’t….Teaching Difficulty:How can use “This is….” ”This isn’t….” in live.Teaching Medium:Step 1:Introduce your good friend’s name each other.Step 2:Student book page 18:Say to the children: “Open your books.”Display your copy of the page. Read the words slowly, pointing to each word as you say it. Substitute two of the children’s English names for the underlined names in the text.Step 3:Listen and number:T: Display your copy of the page.Point to the picture of Danny Deer..Say, “This is Danny Deer.”S: Have the children repeat the words as they point to the picture in their books.Repeat another people.T: play the tape. Touch the correct picture as you hear the words.S: Explain that you want them to write the number of the sentence in the box beside each picture as they listen to the tape.Step 4:Review the second letter: a, b, c, d.Learn the new letter: e, f, g, h, i.Replay the tape, and have the children point to the matching pictures in their book.S: replay the tape and have the children say the word aloud.Step 5:Repeat the procedure that was used to introduce the letter Ee and the word eggs.Homework:Have the children open their books at page 19. Explain that you want them to: Color all the Ee letters in one colorColor letters Ff, Gg, Hh, Ii in different colors.Lesson 4Teaching Aims:e the dialogues explain the mind.2.The students like to learn English.3.The students can be expertly introduced these good friends.Teaching Emphasis:1. Re view: How can use “What’s your name?” expertly in live. And answer it.2. Emphasis sentence: This is…. This isn’t….Teaching Difficulty:How can use “This is….” ”This isn’t….” expertly in live.Teaching Medium:Step 1:Write the letter Ee-Ii:Student book page 20T: Stand with my back to the class.Write capital letter E in the air, using large arm movements.Ask the children to write the letter in the air with you.S: Learn the teacher’s.T: Repeat for the small letter e.And another letters.S: Go on doing that.T: Tell the children that they will finish tracing over the letters.S: Write the letters.Step 2:Student book page 20Listen for E-I:T: Draw the children’s attention to the pictures on the bottom half of the page.Display you copy of the page.S: Open the book and do it.T: Show the pictures for teaching.Say the matching word, for Example: elephant.S: Read after the teacher.T: Now play the tape.S: Read after the tape and should point to beginning letter.Step 3:T: Show the pictures.Stop the tape.S: Have the children point to each picture in turn and say the beginning sound. Step 4:Student book page 21T: Hold up the This is drill card and read it to the childrenPointing to the words as you read them.S: Read.T: Repeat the procedure with the Danny drill card.S: Read and think it.T: Use another mask for drills such as: Monkey, Booky and so on.S: Make it.Step 5:T: Hold up the This is not drill card and read it to the childrenPointing to the words as you read them.S: Read.T: Repeat the procedure with the Danny drill card; say, “this is Monkey”.S: Read and think it.T: Use another mask for drills such as: Monkey, Booky and so on.S: Make it.Homework:Remind the class of the work they began earlier, tracing and writing the letters.color the pictures on page 20.Lesson 5Teaching Aims:1. Understand the sentence how can use.2. The students like to learn English.3. The students can be very expertly introduced these good friends.Teaching Emphasis:1. The letters.2. Emphasis sentence: This is…. This isn’t….Teaching Difficulty:How can use “This is….” ”This isn’t….” very expertly in live.Teaching Medium:Step 1:Match the names:Student book page 22T: Ask children to say the names of the characters in the picture.If I point at one character and ask children to say its name.S: Answer it.Then color the characters.Step 2:Sing a song:<<When you are happy>>T: Tape 1-2S: sing after the tape.I think the children will enjoy learning this song.T: Repeat the tape.S: sing it again.Step 3:Let’s chant:Student book page 23T: Show the picture for new words.S: Repeat the new words.T: Make sure the children can say these things when given a picture or a real object.Tell the children that they are going to learn a rhyme about a naughty elephant.Play the tape for that.S: The children like to learn that.T: Play the tape.S: read after the tape again and have themselves join in, encouraging them to hum or clap with the rhythm.T and S:Have children point to the pictures in their books as they listen to tape again or they can add some actions and act the rhyme out.Step 4:Homework:1. Color the picture on page 22.2. Sing the song or the rhyme to their families.Lesson 6Teaching Aims:1. Use the sentence is very expertly and read the dialogue.2. The students like to learn English.3. The students can be very expert introduced these friends.Teaching Emphasis:1. The letters.2. Emphasis sentence: This is…. This isn’t…. very expert in live.Teaching Difficulty:How can use “This is….” ”This isn’t….” very expert in live.Teaching Medium:Step 1:Review:1.Review the letters.2.Review the new words.3.Review the dialogues.4.Review the emphasis sentence.This prepares the children for the game later in the lesson.Step 2:Uncle Booky’s storytime:Student book page 24T: 1. Make a scene.2. Play the tape.S: read after the tape.T and S:Divide some roles for this story and do it.Step 3:Introductions:This game reviews the structures hello! My name’s (Ann ).and This is (Ann).T: Have the children either sit or stand in a circle.Explain to the children that they are going to play a game where they introduce themselves and their friends.S: Make a circle and introduce their friends by right.T: continue until all the children have had a turn.Step 4:Self-assessmentStudent book page 25Have the children do the part in pairs or in groups by themselves.They should assess themselves according to their own situation.They should be encouraged to compare their results with and learn from each other.T: Make some terms about two children.Try to introduce the characters by book.S: Try it.T: one child points to a picture, the other says the name and then checks the box that below.They switch their roles.S: Try to do it.T: The children work in pairs and circle the letters they have learned in this unit. Homework:Introduce your friends for your parents.UNIT 3 WHO’S THAT?Lesson 1Teaching Aims:1、Use the dialogues explain the mind.2、The students like to learn English.3、The students can be ask and answer.Teaching Emphasis:1. Read the dialogue.2. Emphasis sentence: Who’s that?Teaching Difficulty:Read and understand the dialogue.Teaching process:1.Review:Ready some maskT: Hold up the Ken mask and say, “This is Ken.”S: The children repeat, “This is Ken.”T: Do the same for the other masks.T: Hold up the Ken mask and say, “This isn’t Ann.”S: Repeat: “This isn’t Ann.”T: Encourage the children to finish my sentence with “This is Ken.”. Repeat the procedure, using the other masks.2.Practice greetings:T: Hold up our hand says: “Hello!”S: Say: “Hello!” each other.T: Call a student, another children say: “Hello!” with he/she.Model the dialogT: Put the character masks along the blackboard ledge.Stand at the side of the room.Choose one child to be your helper.The helper points to each mask in turn.For each mask you ask, “Who’s that?” model the answer, This is Ken.S: Repeat.T and S: repeat for the other five masks.3Talk about the storyStudent book pages 26-27T: say to the class, “open your books.”Have the children find pages 26 and 27.Ask these questions about the pictures:Picture 1: How many children are in the playground?What are they doing?Picture 2: Where is Mocky?Picture 3-5: What is Mocky doing?What happens nest?Picture 6-7: What do our two new friends look like?Where are they from?Picture 8: What is Mocky doing?Picture 9: What happened to Mocky?Picture 10: Was he hurt?What is happening now?S: Think it and answer it.4Story:T: Play the tape.S: Listening.T: At the end, explain that we say Oh! Poor Mocky!Poor her means “unlucky” or “unfortunate.”Give the word in Chinese for ouch!S: Listen and think.T: Play the tape.At the end, encourage the children to say.“Oh! Poor Mocky!”“Join us.”“Ouch!”S: Do it.Homework:Tell their families about Cathy and Tommy.Practice greeting their family and friends in English, saying “Hi,!”Lesson 2Teaching Aims:1.Understand the dialogues what’s mean.2.The students like to learn English.3.The students can be read the dialogues.Teaching Emphasis:1. How can use “Who’s that?” in dialogue. And answer it.2. Emphasis sentence: Who’s tha t?Teaching Difficulty:How can use “Who’s that?” in dialogue. And answer it.Teaching process:1.Review:1)The students can be difference between this and that.2)Take some mask for student, who can introduce that.3)Use some object on these table for drill the sentence like T.2.Conduct.Student book page 28T: 1) Drill the classroom activities “open your books.”.2) Look the picture at the top of the page.3) Pictures for countries.S: 1) Open the book.2) Look the picture at the top of the page and think it.3) Read after teacher and tape for countries.3.Play the tape:S: Whose name you hear, then to touch the character and readT: Check the children are touching the correct pictures before moving on.T: 1) Take several masks for students in front of the classroom.2) Play the tape, play one name stop a moment for students read.Example: This is Wang Ling. She from china.S: Read after the tape and think it next one.T: Play the tape and check the students’ write.S: Write the number for these hear.T: Replay the tape.S: Check it with these heard.4.Let’s song:T: play the tape.S: song after the tape.T and S repeat this activity.Homework:Teaching your parents for the dialogue and the new words.Lesson 3Teaching Aims:1、Understand the word s what’s mean.2、The students like to learn English.Teaching Emphasis:1.How can use “Who’s that?” in live. And answer it.2. Emphasis sentence: Who’s that?Teaching Difficulty:How can use “Who’s that?” in live. And answer it.Teaching process:1.Student book page 30T: Have the children open their books. Draw their attention to the exercise at the bottom of page 30.2.Play the tape.S: listen and number the pictures according to the tapes.Repeat this act, until the students all finish the answers.T: The whole class check answers.3.Introduce the letter J j.T: Open your book page 79Review the second-hand letters for Uncle Booky’s ABC.4.Learn the new words. For example: jeep1)Read the word2)Students read after the T3)Look at the picture for “jeep ”. E ncourage all the children to say the wordaloud as they touch it in their books.T: teach the new letters:Look the picture, read after the tape.Look other letters and read after the tape.Read after the tape aloud.Letters writing.T: teach the new words:1.Look the picture, read after the tape.2.Look other words and read after the tape.3.Read after the tape aloud.Homework:1.Color each letter Jj-Nn.2.Trace over the lettersJj-Nn of Uncle Booky’s ABC and color the pictures.Lesson 4Teaching Aims:e the dialogues explain the mind.2.The students like to learn English.3.The students can be expertly introduced these good friends.Teaching Emphasis:1. Review: How can use “What’s your name?” expertly in live. And answer it.2. Emphasis sentence: This is…. This isn’t….Teaching Difficulty:How can use “This is….” ”This isn’t….” expertly in live.Teaching Medium:Step 1:Write the letter Ee-Ii:Student book page 20T: Stand with my back to the class.Write capital letter E in the air, using large arm movements.Ask the children to write the letter in the air with you.S: Learn the teacher’s.T: Repeat for the small letter e.And another letters.S: Go on doing that.T: Tell the children that they will finish tracing over the letters.S: Write the letters.Step 2:Student book page 20Listen for E-I:T: Draw the children’s attention to the pictures on the bottom half of the page.Display you copy of the page.S: Open the book and do it.T: Show the pictures for teaching.Say the matching word, for Example: elephant.S: Read after the teacher.T: Now play the tape.S: Read after the tape and should point to beginning letter.Step 3:T: Show the pictures.Stop the tape.S: Have the children point to each picture in turn and say the beginning sound. Step 4:Student book page 21T: Hold up the This is drill card and read it to the childrenPointing to the words as you read them.S: Read.T: Repeat the procedure with the Danny drill card.S: Read and think it.T: Use another mask for drills such as: Monkey, Booky and so on.S: Make it.Step 5:T: Hold up the This is not drill card and read it to the childrenPointing to the words as you read them.S: Read.T: Repeat the procedure with the Danny drill card; say, “this is Monkey”.S: Read and think it.T: Use another mask for drills such as: Monkey, Booky and so on.S: Make it.Homework:Remind the class of the work they began earlier, tracing and writing the letters.Can color the pictures on page 20.Lesson 5Teaching Aims:1. Understand the sentence how can use.2. The students like to learn English.3. The students can be very expertly introduced these good friends. Teaching Emphasis:1. The letters.2. Emphasis sentence: This is…. This isn’t….Teaching Difficulty:How can use “This is….” ”This isn’t….” very expertly in live.Teaching Medium:Step 1:Match the names:T: Ask children to say the names of the characters in the picture.If I point at one character and ask children to say its name.S: Answer it.Then color the characters.Step 2:Sing a song:<<When you are happy>>T: Tape 1-2S: sing after the tape.I think the children will enjoy learning this song.T: Repeat the tape.S: sing it again.Step 3:Let’s chant:T: Show the picture for new words.。

三年级英语第三册教案第 1 单元内容：Don’t walk本单元总课时：7课题：Unit 1 Don’t walk授课日期：年月日教学内容：故事教学教材分析：先锋英语教材以小学生的生活经验和认知发展水平为基本出发点，主人公都是活泼可爱的小动物和与学生年龄相仿的儿童。

书中选用的话题与学生日常生活紧密联系，并采用任务式的活动设计，让学生在完成任务的过程中，运用语言，发展思维，0发挥想象，动手动口，合作参与，在实际交流中发展交流的能力。

本单元是北师大版先锋英语第三册第一单元的第一课时故事教学，主要讲述了主人公Mocky在公共场合做了一些不文明行为，找到了Ken, Ann的阻止。

围绕这一情景展开对祈使句的学习，话题中包含的重点句子出现的频率较高，语言较简单，重在对故事的理解，了解功能句的适用场景。

学生分析：三年级学生经过2年的英语学习，已经有了一定的语言基础并且能够配合老师完成正常的教学活动。

本册书第一单元Don’t walk，密切联系实际，教育学生在生活中应该做的一些事情与不应该做的一些事情，潜移默化的把学生带入英语的世界，让他们明白英语可以在我们的日常生活中起到非常大的作用，它是必不可少的一项基本技能。

学生之前的学习中虽然没有接触过祈使句，比较生疏。

但由于语言比较简单，贴近学生生活，能够激发学生的兴趣。

设计理念：由复习动词入手，激活学生的已有知识，从学生的生活实际出发，引导学生思考生活中在公共场合看到的不文明行为，进入学习，讨论主人公Mocky的行为是否可取。

教学目标：知识与技能：能够明白故事大意。

能根据上下文理解下列词right, left, again, litter, worry, move, here's your money.过程与方法：通过做游戏，以旧引新.利用媒体技术，创造情境，利用角色扮演，进行语言实践。

情感态度价值观：通过对故事的学习，教育学生要遵守交通规则，别人遇到困难时要主动帮助。

英语教案（三年级）河南省邓州市彭桥镇丁冲小学教师：周立鹏2008.8Unit 1 HelloStructure:Hello, my name's...Hello,my name'sWhat's your name?What is your name?Vocabulary:hello,what's , your, name ,my , children , what , is ,hi ,good ,morning, Goodbye.apple, ant, ball, baby, boy, cat, carrots, deer, dog , door. Let's go! Be careful.Lesson 11.起英文名字In Chinese, explain that you are going to give each child an English name to use in class.2.使用英文名字Choose one child . Ask ,"What 's your English name?" The childreplies using the name on his or her card.3.介绍本单元主要人物Tell the children that they are going to read some stories about these characters.4. 示范对话（1）Hold up the masks of Wang Ling and Mocky."（2）Use Wang Ling's mask and say,"Hello,what's your name?"Use Mocky's mask and say ,"My name's Mocky."Use any two of the masks. Use one mask and ay,"Hello,what'syour name ?"Use the other mask and reply,"My name's .5.讲故事Have the children open their books. Aak these questions.Picture 1: "Where are the children?"Picture 2: "Who sees them?"Picture3/4/5: "What is the monkey doing?"Picture6: "How are they getting across the river?"Picture7/8" Where are they all going?"6.听故事Encourage the children to practice greeting their family and friends in English,"Hello,my name's (Jane). What's your name?"7、教学后记：Lesson 21.复习英文名字Have the children pin on their English name tage.Say,"Hello! What's your name?" Encourage children to reply in turn,"My name's ."Now hold up one of the name flashcards.Have the child wearing the matching name tagstandp.Say,"Hello!What's your name?"The child should reply,"My name's …"2.做面具Hold up one of your own masks. Say to the class,"Hold up your mask for this character.Ask,”What's your name?"The children reply,"My name's ..."Repeat with all the character masks.3.学一学，说一说Have the class look at the picture at the top of the page.As you play the tape, have the class point to the character that is speaking.Without the tape, read the words together .Have the children touch each word as they say it.4．听一听Display your copy of the page. Ponint to the six pictrues and say, 'Look at the first picture. Who is talking?"The children should answer ,"Mocky."Repeat for the other five pictures.Now have the children poen their books. As you play the tape, have them touch each matching picture as they listen to the dialog.Play the tape again , stopping after each sentence .Have the children njmber each picture.5.唱一唱Let's sing a song about our new friend."6、教学后记：Lesson 31.一起说Use the structures , review each child's English name.Revisit page 4 to review the character names and the structure ,My name's .....2.听一听，标顺序Have the children open their books at page 6. Draw their attention to the bottom half of the page.Tell the children that you are going to play a tape.Explain that you want them to listen to the tape and touch the correct characters when they hear them say,"Hello!"Play the tape and have the children touch the correct pictures.Display your copy of the page. Point to the fourth picture and say ,"Hello.My name's LULU."Have the children touch the picture in their books and repeat the words.Repeat the procedure for the other pictures.3.学习字母AaAsk the children to find a picture of Ann in their books .Write Ann on the board and say,"This is Ann's name .Look at the first letter. This letter is called Letter A."Display your copy of the page. Draw the children's attention to the picture of the thing beginning with AaPlay the tape , pointing to the matching picture of the word.Now replay the tape, and have the children point to the matching pictures in their books.4. 学习字母 Bb,Cc ,Dd.Have the children find a picture of Uncle Booky in their bookd.Write Booky on the board, point to the first letter, and say,"Look at this letter. This is the letter Bb."Draw the children's attention to the pictures of words beginning with Bb.Play the tape , repeating the procedure that was used to model the sound of the letter Aa.Repeat the procedure for letters Cc and Dd.5. Set homeworkExplain to the children that their homeword assignment is to: color the pictures and letters for Aa,Bb, Cc, Dd.6、教学后记：Lesson 41. 书写字母 Aa, Bb, Cc,Dd.Say,"Watch me write the letter A.'Stand with your back to the class.Write capital letter A in the air, using large arm movements .Ask the children to write the letter in the air with you.Repeat for the small letter a.Have the children turn to the "Trace and copy"activity in their booksHave the children trace over half of the capital A.On the next line,they should write capital As by themselves.Repeat for the small letter a.Follwo the same procedure for Bb,Cc, Dd.Tell the children that they will finish tracing over the letters for homework.2. 听录音，找字母 A, B, C and DDraw the children's attention to the pictures at the bottom half of the page.Display your page . Point to each pictrue in turn and say the matching word.Now play the tape. As the children repeat each word they should point to its beginning letter.Without the tape , have the children point to eac picture in turn and say the beginning sound.Have the children trace the letters beside the pictures .They can finish the exercise for homework.3 Bookey大叔的板书Hold up the What's your name?drillcard and read it to the children pointing to the words as you read them.Have the children repeat the question after you.Divide the class into two group . Have one group repeat the questions, and the other group repeat the answers . Use all possible combinations .Have the groups change places.4、指一指，说一说Have the children practise saying the sentences frome the previous activety.Draw the children's attention to the bottom part of the page. Display your copy of the page, and explain that when you point to a character you will ask a child to tell the class what that character would say.5.布置作业Remind the class to finsh tracing and writing Aa, Bb, Cc, Dd.5、教学后记：Lesson 51 读一读，连一连，涂一涂(Student Book page 10)Review the structure Hello.My name's(Uncle Booky),using masks and name cards.Ask the children to practise reading sentences like My name's...by using drillcards.Ask children to read the sentences in the 4 speech bubbles and match them with the characters who have said them. Ask chirldren to draw a line between the speech bubbles and the characters.Ask chirldren to color the characters.2.说一说 (Student Book page 11)Use picures or real objects and review the follwingwords:dog,cat ball and apple.Make sure the children can say these things when given a picture or a real object.Useflashcards and have children practise reading these words.Read the rhyme to the children, pointing to each words on the page.Play the tape again and have children join in , encouraging them to hum or clap with the rhythm.Put pictures of dog, cat , ball and apple on the blackboard. Ask children to point to these pictures when listenting to the tape again or they can add some actions and act the rhyme out.3.边说名字边拍手Midel the children's English names for them. As you say each names aloud, clap your hands together once for each syllable.Have the children repeat all their names after you , clapping as they do so.Review What's your name?My name's . Have the children repeat the question and sound out their names indivedually.4、家庭作业Listen to the tape page from 10 to 11.Say the chant “up and down”to their parents.5、教学后记：Lesson 61 Uncle Booky’s 故事Student Book page 12Tell the children that they are going to listen to a story.Play the tape, ask the childen to listen to the story with their books closed.Have the children open their books ,and look at the pictures. Ask them to look for familiar words in the story.Have the children read the story silently ,encoruage them to try to guess the meaning of unfamiliar words.2、游戏This is a vocabulary drill in the form of a game.Photocopy a Bingo Gameboard 1 for each child(page 167 of this book )The teacher calls out the different character names/words/and the children find the correct pictures in their gameboard and circle them.(make sure that you call out the letters/words in a random order.)The children call out “Bingo!”each time they have circled a full column down their Bvingo boards.At the end of the game ,review all the vocabulary in a class drill.3、家庭作业Listen to the tape about Unit 1,and read after the tape.4、教学后记：Unit 2 This is Danny DeerLesson 1Structure:This is (Mocky).This isn’t (Ken).Nice to meet you!What a lovely (deer)!Come on!Important points:This is (Mocky).This isn’t (Ken).1 复习Hold up Mocky and ask, “Who’s this?”Elicit,“Mocky.” Hold up Ann and ask, “Who’s this?” Elicit, “Ann.” Repeat the steps until the children review all the characters that they have learned.2 介绍新人物Hold up my mask for Lulu. Say, “This is Lulu.”Have the children say Lulu. Repeat this for Danny.Repeat several times, and have the children say the names.3 示范对话Hold up my mask for Mocky and say, “This is Mocky.” Have the children repeat the sentence after me.Repeat the procedure for all the other masks (Ann, Ken, Mocky, Uncle Booky, Lulu, and Danny).Hold up each of the masks in turn, and say, “This is (Lulu).”Hold up the Mocky mask. Say, “This isn’t Ken. This isMocky.” Say the sentences again, and have the children repe at them.Repeat the same procedure, using the Ann mask, andsubstituting another name. Repeat the procedure using the remaining masks.Hold up a mask but say nothing. Have the children make a sentence of their own.4 讲故事Student Book page 14 and 15Say to the children, “Open your books.” Show them what to do. Repeat the command and have the children open their books at pages14 and 15.Ask these questions about the pictures:Picture 1: “Who can you see in the picture?”“What are they doing?”“What do you think they are talking about?”Picture 3: “What are Ann, Ken, and Mocky doing?”Picture 4/5: “Who do they meet?”Picture 6/7: “Do they like him?”Picture 8: “Who does Mocky see?”Picture 9: “How does Mocky feel?”Picture 10: “Has Mocky made a mistake?”Picture 11: “What is happening to Mocky?”5 听故事Student Book page 14 and 15Say, “Now we’re going to hear what the characters said.” Play the tape. Have the children look at the pictures as the tape is played.Play the tape again, pausing at each new picture. Have the children repeat the words before I move on to the next picture.Explain that people often say “Oh, no!” when they are surprised or worried. Come on! means that you want someone to come with you. Super means you feel wonderful.6 布置作业Student Book page 14 and 15: Listen to the tape for three times.7教学后记：Unit 2 Lesson 2Structure:This is (Mocky).This isn’t (Ken).What is this?Important points:This is (Mocky).This isn’t (Ken).a book a pen a pencil an eraser a ruler a pencil sharpenera pencil box1 复习Write “This is (Mocky). This isn’t (Ken). Nice to meet you! What a lovely (deer)! Come on!” on the board and draw a bomb on one of them. When I point to the word with the bomb, the children can’t read it out, or they will lose a point.2 用面具，说英语Hold up my Lulu mask. Say to the children, “This is Lulu.” Have the children repeat, “This is Lulu.”Then say, “This isn’t Ann…” Have the children finish my sentence with “This is Lulu.”Repeat the activity using all the character masks.3 学单词Student Book page 16Touch a book in the classroom. Make sure all the children can see it. Say, “A book.” Repeat the procedure fora pen.Play the tape and touch each object as I hear the words.Have the children repeat theh words as I touch each object again.Have the children look at the pictures at the top of page 16.As I play the tape again, have the children touch the matching picture. Replay the tape while displaying my copy of the page. As the tape is played, point to the words one ata time.Without the tape, read the words together.Encourage the children to touch each word as they say it.Play the tape again without stopping. Have the children say the words along with the tape.Put on Uncle Booky’s mask and say, “Show mea pencil.” Then put on Mocky’s mask and show out a pencil.Repeat the step for other wordsI give the commands and have the children do it.4 用卡片学单词Hold up one of the flashcards and say, “What is this?” Have the children repeat the question after me. Now elicit the correct answer (for example, This is a book).Have the children repeat the questions and answers after me in a class drill, using all the flashcards for Lesson 2.Have a child touch or hold up a book, an eraser, or a pencil, etc. and say, “What is this?” Have a second child give the correct answer. Repeat the procedure so that each child has a turn at asking and answering the question.5 做游戏Student Book page 17Have the children open their books at page 17.draw their attention to the box at the top of the page.Point to each of the objects in turn, naming them in English as I do so.Point to the objects again, but this tme have the children name them.Now draw the children’s attention to the pictures of the desks.Have the children work in pairs to check their answers.Ask each pair in turn to give the English word for a missing object.6 听一听Student Book page 16As I point to each picture at the bottom of the page say, “This is (Danny Deer).”Play the tape. Stop after the first sentence, and have the children touch the correct picture.Repeat the same procedure for the remaining five sentences.Play the tape again, stopping after each sentence. Have the children number each correct picture.7 布置作业Student Book page 16: Listen to the tape for three times.8教学后记：Unit 2 Lesson 3Structure:This is (Mocky).Show me (a pen).How are you?Nice to meet you!What’s his/her name?Important points:How are you?Nice to meet you!What’s his/her name?1、复习I give out the commands and have the childrendo it. (For example, I say, “Show me a pencil.” Then the children must show their pencil.)2、一起说Student Book page 18Say to the children, “Open your book.”Draw the children’s attention to the top of the page.Display my copy of the page. Read the words slowly, pointing to each word as I say it.Play the tape, the children point to each word while listening.Have the children read the dialog after the tape.Substitute two of the children’s Englis h names for the words that are printed in bold type.3 听一听，排顺序Student Book page 18Have the children open their books at page 18.Draw their attention to the bottom of the page.Display my copy of the page. Point to the picture of Danny Deer. Say, “This is Danny Deer.”Have the children repeat the words as they point to the picture in their books.Repeat the procedure for the other pictures, for example, “This is Finny.”Tell the class I will play a tape. Ask them to listen carefully.Play the tape. Touch the correct picture as I hear the words.Play the tape again. Have the children touch the correct pictures.Explain that I want them to write the number of the sentence in the box beside each picture as they listen to the tape.4 、布置作业ent Book page 18: Listen to the tape for three times.5 教学后记:Unit 2 Lesson 4Structure:This is (Cathy).This isn’t (Ken).Important points:EeFfGg1 复习Hold up the mask of Mocky and say, “This isn’t Ken.” Have the children finish the sentence. Elicit, “This is Mocky.”Repeat the procedure for the other masks.2 做游戏Write Aa, Bb, Cc and Dd on the board and drawa bomb on one of them. When I point to the letter with a bomb,the children can’t read it out, or the bomb will bomb.3 学习字母Ee开头的词Student Book page 79Hold up the picture of eggs. Have the children read it out. Ask them what is the first letter of “eggs”.Say, “This is letter e.” Write the le tter e on the board.Write the capital letter of e on the board, tell them, “This is the capital letter E.Repeat the procedure that was used to introduce the letter Ee and the word egg to introduce Ff, Gg, and the words flowers and girl..4 学习字母发音Have the children look at my copy. Play the tape, pointing to the matching picture of the word.Now play the tape, and have the children point to the matching pictures in their books.Replay the tape and have the children say the word aloud.5 Booky叔叔的黑板Hold up the mask of Danny Deer and have the children say, “This is Danny Deer.”Hold up the mask of Uncle Booky and have the children say, “This is Uncle Booky.”Hold up the mask of Ann and say, “This isn’t Mocky.” Have the children say, “This is Ann.”Explain to the children that “isn’t” is the same of ” “is not”.Listen to the tape and have the children to read after the tape.6 布置作业Write Letter Ee, Ff and Gg, each for one line.Listen to the tape of page 19 for three times.7教学后记：Unit 2 Lesson 5Structure:This is (Lulu).This isn’t (Mocky).Important Points:EeFfGgHhIi1 复习Write Letter Ee, Ff and Gg on the blackboard.Pl ay the game “Bomb.”Have the children to write the LetterEe, Ff and Gg in the air.2 学习字母 Ff、Gg、Hh 和 IiHold up the picture of “hat”, have the children read it out.Ask the children what is the first letter of “hat”. Say, “This is Letter h.” Write “h” on theblackboard.Tell the children the capital letter of “h”is “H”, and write it on the blackboard.Repeat the procedure to introduce the Letter Ii and the word “ink”.3 听录音，找字母 E, F, G, H an dIStudent Book page 20Draw the children’s attention to the pictures on the bottom half of the page.Display my copy of the page. Point to each picture in turn and say the matching word, for example,elephant.Now play the tape. As the children hear each word they should point to its beginning letter.Without the tape, have the children point to each picture in turn and say the beginning sound.Have the children trace the letters beside the pictures.4 指一指，说一说Student Book page21Have the children practice saying the sentences from the previous activity.Give the command, “Open your books.” Draw the children’s attention to the bottom part of the page.Display my copy of the page, and model the first statement.Explain that when I point to a character, I will ask a child to tell the class a correct sentence for that character. Let the children use different names for the second part of each statement.If time allows, the children could repeat the activity in pairs or small groups.5 布置作业Write Letter H h and Ii on the exercise book, each for one line.Listen to the tape of page 19 and 20 for three times.6 教学后记：Lesson 61复习Review the vocabulary for this Unit by holding up the flashcards one by one and eliciting the correct words. This prepares the children for the game later in the lesson2 Booky大叔的故事Student Book page 243游戏This game reviews the structures Hello! My name’s (Angela). And This is (Tommy)Have the children either sit or stand in a circle. Explain to them that they are going to play a game where they introduce themselves and their friends.Model the structures Hello! My name’s (your own name), and This is (the English name of the child on your right).Now have the child on your right say,” Hello, my name’s (Diana).”, substituting his or her name. The speech chain is continued as the child introduces the next child in the circle, “This is (Bobby).” Continue until all the children have had a turn .You can make this game more challenging by having the children use the following structures in a speech chain, Hello, My name’s (Angela ). This is Tommy. This is (Bobby). And so on.4 自我评价Page 25Have the children do this part in pairs or in groups by themselves.They should assess themselves according to their own situation. They should be encouraged to compare their results with learn from each other.5 My notes and teacher’s notesPage 25This activity is to help children to have a look at what they have learned in this unit. Ask them to assess themselves according to the items in My Notes individually or in pairs. Explain to them that the stars here only indicate how well they have done their work and they should not be changed into scores.6 教学后记：Unit 3 Who is that?Lesson 1Structures:Hi, Ken! Who’s that? That’s (Tommy). He’s from (Britain). Contextual: Who is this?Structures (Review): This isn’t (Ann).Contextual: No. Come on. Join us! Poor (Mocky)! Ouch.1. 复习This activity reviews the structures This is (Ken) and This isn’t (Mocky). Use the masks.▲Hold up the Ken mask and say, “This is Ken.” Have the children repeat, “This is Ken.” Do the same for the other masks.▲Now hold up the Ken mask and say, “This isn’t Ann…” Encourage the children to finish your sentence with “This is Ken.”▲Hold up the Lulu mask, and encourage the children to say，“This is Lulu.” Say, ”Ann?” and try to elicit, “This isn’t Ann. This is Lulu.”▲ Repeat the procedure, using the oth er masks.2. 练习打招呼▲ Gather the six character masks of Ken, Ann, Mocky, Uncle Booky, Lulu, and Danny. Say, “Here are your friends again. Let’s greet them. Say, “Hello, Ken.” Hold up the Ken mask.▲Hold up the other five masks in turn. Have the children gre et each one.▲ Remain the children that we can also say. “Hi!” Hold up the Tommy mask and say, “Hi, Tommy.” Have the children repeat this. 3. 示范对话▲ Put the character masks along the blackboard ledge. Stand at the side of the room. Choose one child to be your helper. The helper points to each mask in turn. For each mask you ask, “Who’s that?” Model the answer. That’s (ken).▲ Repeat for the other five masks.4. 介绍新人物▲Display the Cathy and Tommy masks on the other side of the room. Encourage the children t o ask, “Who’s that?” and replay, “That’s (Tommy).” Repeat for the other mask.▲Have the children ask and answer the questions in pairs.5.讲故事▲Student Book pages 26 and 27. Say to the class, “Open your books.” Have the children find pages 26 and 27. Ask th ese questions about the pictures: Picture 1: How many children are in the playground? What are they doing? Picture 2: Where is Mocky? Picture 3/4/5: What is Mocky doing? What happens next? Picture 6/7: What do our two new friends look like? Where are they from? Picture 8: What is Mocky doing? Picture 9: What happened to Mocky? Picture 10: Was he hurt? What is happening now?6.听故事▲Student Book pages 26-27. Now play the tape. At the end, explain that we say “Oh! Poor Mocky.” Because he fell down. Poor here means “unlucky” or “unfortunate”.▲Give the word in Chinese for Ouch!▲Play the tape twice more, at the end, encourage the c hildren to say, “Oh! Poor Mocky!”, “Join us.” And “Ouch!” each time.7. 布置作业▲Tell the class that you want them to:Tell their families about Cathy and Tommy.Practice greeting their family and friends in English, saying “Hi, _“.8．教学后记：Lesson 2Structures:Who’s that? That isn’t (Danny). That’s (Lulu.) Vocabulary: Core America China Canada Britain Japan1．复习This activity reviews the different between this and that.▲Give one child Mocky’s mask, have the child stand at one side of the room. H old up Uncle Booky’s mask and say, “This is Uncle Booky.” Indicate the child across the room and say, “That’s Mocky.”▲Hold up a different mask and repeat the sentences. Make it clear with your gestures that this is used for someone near you and that is for someone farther away.▲Have the objects from Unit 2, Lesson 2 on your table, hold up a pen, for example, and move away from your table. Say, “This is a pen.” Then point to another object on the table and say, “That is a pencil.”2. 学一学说一说 (Student Book page 28)▲ Give the command, “Open your books.” Draw the children’s attention to the picture at the top of the page.▲Have the children look at the national flags on the characters’ T-shirts. Ask them if they can tell where they are from.▲ Explain to the children that you want them to touch the characters whose name they hear when youplay the tape.▲ Play the tape, pausing after each character’s name. Check the children are touching the correct pictures before moving on. ▲ Choose four helpers to stand in front of the class. Add the Wang Ling’s mask to the collection Replay the tape. Pause after the first name on the topic.▲Say, “This is Wang Ling. She’s from China.” Children repeat after you.▲ Continue with the remaining names.3. 听一听 (Student Book on page 28)▲ Have the children open their books at page 28. Draw their attention to the “Listen to this”. Pictures.▲ Display your copy of the page and point to Tommy in the first picture. Ask, “Who’s that?” Thechildren should answer “Tommy”.▲ Repeat thi s for the rest pictures.▲ Explain to the class that you will play the tape and that you want them to write the number of the sentence pairs in the box beside each picture as they listen to the tape.▲ Play the tape, pausing 2 or 3 seconds after one pair o f sentences at a time.▲ Tell the children that you will play the tape again, and that this time you want them to check their answers.▲ The whole class check answers: the teacher says a number and the children say the name of the character.4. 唱一唱 (Student Book page 29)▲ Have the children open their books at page 29. Say, “We are going to learn a song about Mocky and Luu.” Read the words to the children, pointing to each word.▲ Have the children ask and answer the questions in pairs.▲ Play the first two lines of the song several times, and encourage the children to join in by singing, humming or clapping. ▲ Play the rest of the song, two lines at a time, and each time encourage the children to join in.▲ Play the tape. From the beginning, this time witho ut stopping. 5．教学后记：Lesson 3Structures: (复习) My name’s (Ken). This is (Peter). That’s (Wang Ling).Phonics: Jj Kk Ll Mm Nn1．语言练习▲ Have the children to pin on their English name tags, ask them to say their English names in turn.▲ Divide the cl ass into groups of three or four. Have one small group stand in a row in front of the class. Have the child at one end begin, “Hello. My name’s (Ben).”and indicating the next child in the row, say, “This is (Rose).” Then the child should gesture towards th e farthest child and say, “That’s Sam”.▲ Repeat the procedure in the other groups.2. 一起说 (Student Book page 30)▲ Have the children open their books at the top of page 30.▲ Display your copy of the page and read the words in the speech bubbles aloud, pointing to each word as you say it.▲ Exp lain to the children that you want them to touch the characters whose name they hear when youplay the tape. Read the words again, and have the children repeat them after you. Encourage them to touch the words as they say them. ▲ Organize a speech chain, w here children substitute their English names and the name Tommy and Cathy for those that are underlined.3. 听一听连一连 (Student Book on page 30)▲ Have the children open their books at page on page 30. Draw their attention to the exercise at the bottom of page 30.▲ Explain to the children that you will play a tape, and that you want them to number the pictures according to the tapes. ▲ Play the tape one sentence at a time. Ask, “Who’s that?” Have the children touch the matching picture. Then ask, “Where。

Unit 8 Green LivingLesson 1 Period 1教材分析本节课是第八单元第一课Roots & Shoots的第一课时阅读课。

阅读文章是一篇说明文，介绍了世界著名动物行为学家珍·古道尔创办的环保组织“根与芽”。

文章从“以自我为中心”（Just-me-ism）的概念及危害出发，引出“根与芽”环保组织成立的初衷和重要性。

运用排比、重复、引用、对比等修辞手法增强感染力，号召年轻人行动起来，为环保事业献出自己的一份力。

希望学生通过阅读本文，能改变“个体行为微不足道”的错误观念，意识到点滴力量汇聚起来能改变世界，主动承担环保责任。

教学目标在本课学习结束时，学生能够：1.了解并口头介绍“根与芽”环保组织的基本信息（成立背景、创始人、时间、目的、名称意义、社会贡献等）；2.掌握说明文语篇典型结构及本文语言风格特点；3.理解“以自我为中心”、“命运共同体”等概念内涵并发表个人见解。

教学重难点【教学重点】1.“根与芽”环保组织关键信息的获取与解读；2.说明文语篇结构及语言风格分析。

【教学难点】1.对举例、排比、重复、口语化表达、引用等修辞手法的识别和作用的理解；2.对“以自我为中心”、“命运共同体”等概念内涵的理解及表达。

教学过程Step 1 Warming-upPair Work: Look at the pictures. Discuss the following questions.1. What is happening in each picture?2. Have you ever done any of these things?3. What would happen if everybody did the same things?设计意图：图片激活学生生活经验，引导学生简单表述日常生活中常见的不良习惯和后果。

Step 2 Pre-readingLook at the picture and the title. Make a guess: what is the passage about?设计意图：通过图片和标题预测语篇话题，让学生带着预测和疑问有目的地阅读。

Unit One Hello!第一课时教学目标: 1. 学习句子: Hello! What’s your name?2. 学会如何有礼貌地问别人的名字。

教学重难点：Hello! What’s your name?教具：图片，挂图教学过程：1．Give English namesa. Give each child an English name.b. Hold up the flashcards one at a time.2. Use English names Ask: What’s your name? Elicit: My name’s ….3. Introduce the characters.a. T: Who’s this? Ps: Ann.b. Revise: Uncle Booky,c. Study: Peter.d. Repeat this for Wanglin.4. Model the dialoga. Make a dialog: Hello! What’s your name? My name’s (Mocky).b. Practice the dialog.5. Talk about the story.：Ask the children some questions about the text.6. Story.a. Listen to the tape, and look at the pictures.b. listen again ,and try to read after the tape.c. Read the text together.7 Homework:Listen to the tape, and try to talk about the dialog.板书：What’s your name? My name’s ( Ken).教学后记：学生基本上都能运用“What’s your name? My name’s ( Ken).”于情景交际中。