1BM1U3 教案

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1AM1U3教案(提供：进才实验小学唐佩玉)

Teaching Plan for Oxford English 1A M1 U3Book: Oxford English 1ATheme: M1U3 My faceTopic: Period 1〈This is my face〉Period 2〈This is your face〉Teaching Aids: multi-media, picture cards, word cards, etc教学设计说明学生情况分析：教学对象是刚入小学一年级的学生，他们对英语学习都有比较浓厚的兴趣，经过准备期的学习，能听懂基本的英语课堂用语，会唱一些英语歌曲或儿歌。

根据课前对学生英语学习的调查发现，本班学生的英语能力存在较大差异，一部分基础好的学生参加过学前英语班，已经具备一定的词汇量，如表示颜色、长短、大小等的形容词以及常见的食物、水果类词汇；能够说一些表达个人喜好或能力的简单句；而大部分学生未学习过英语，他们所掌握的词汇基本来源于准备期和M1U1&M2 等。

学生虽然在课堂常规方面还有许多有待改进的地方，但总体而言，他们已逐渐开始适应小学的学习生活，学习英语的兴趣高涨，也开始初步形成良好的课堂行为习惯。

单元教学任务分析：1AM1U3 的教学主题----我的脸部器官。

教材通过让学生学习人体五官的单词（eye, mouth, nose, ear 以及face），学会观察，进行极为简单的介绍（This is my…）；同时，能简单区分自己与对方不同的表达方式（my, your），学会观察个体脸部器官的不同，体会个体的独特和不同。

此外，教材还期望通过游戏（Touc h your …）、歌曲、小丑Jack 等形象与形式促使学生了解、操练、简单运用本单元的学习内容，在学习、互动、交流与分享的过程中，感受英语学习过程中的快乐。

单元教学目标说明：根据学生已具备的语言知识和语言技能，结合学生的生活实际，期望通过本单元的教学后，学生能用英语简单介绍自己的五官，能简单区分my 和your，能在情景中基本理解和运用This is my… 句型；学习并运用Look! This i s your…句型来介绍对方朋友，感受朋友之间五官的相似与不同。

M1U3词汇公开课教学设计

Teaching Plan1.教学目标在本节复习课后,学生将可以1.掌握本单元重点单词和词组的用法，并能在具体语篇中理解和运用相关词汇的功能,词义内涵。

2.在具体语境中使用相关词汇描述事件,表达观点。

3.通过对话题的讨论，了解中国古诗词对我们的意义,培养合作能力和创新精神。

2.学情分析中国诗词大会是今年春节很受欢迎的一个文化节目，学生关注度高，也很感兴趣。

高二学生，身心发展已比较成熟,初步具备对新鲜事物的思考、分析能力。

经过高一的学习,已经具备了基础词汇量, 并能就所给材料发表自己的看法，进行简单的讨论。

在本节课之前,已经通过前几节课学习了本单元的词汇，使在知识、语言以及能力上，都为本节课的教学活动做了很好的准备。

3.重点难点如何创新，将枯燥的词汇复习通过有趣的话题贯穿起来,设置有意义的语篇和情景,促使学生活用词汇,并带着兴趣完成一系列词汇复习任务。

为达成这一目标,本节课所选的诗歌主题，既贴合学生生活，能快速调动学生的积极性，又把原本相对孤立的词汇串联起来,在多媒体的辅助下,在主题语境下展开学习活动,完成相关的词汇任务,为学生巩固词汇提供多样化的平台。

4教学过程4.1.1教学活动活动1.BrainstormingRevision for the important words and phrases in Unit 1.设计意图：复习本单元有关单词词组，为接下去的学习活动打下词汇基础。

活动2.Play a guessing gameGuess who she is according to the following descriptions.设计意图：猜测的小游戏调动学生的积极性，激发学生对堂课的主角武亦姝的兴趣及初步了解。

活动3 .PractisingTask 1.Finish the interviewRead the interview about Wu Yishu and then fill in the blanks by using the proper forms of the words and phrases given.设计意图：练习内容的四轮设计由易到难。

M1U3教案

课时教学设计首页授课时间：年月日课题Module1 Unit3Are you Kitty?课型New第几课时1-2课时教学目标（三维）1.能听说读写字母并掌握字母Ee和Ff的书写；能流利正确地说Are youKitty? Yes,I am. 并能用Are you ….?Yes,I am和No，I am not.来回答。

2. 能正确读写单词boy和girl，会用句型Are you a...? Yes,I am和No，I am not.来问答。

3．欣赏英文短故事The wolf and the sheep，通过故事激发学生学习英语的兴趣。

教学重点与难点Are you ….?Yes,I am和No，I am not. Are you a...? Yes,I am和No，I am not. Guessing game 的操作教学方法与手段情境教学法活动激趣法相关实物、卡片录音机使用教材的构想创设情境，在问答活动中学习句型，开展接龙游戏操练句型；用实物和图片引入新授单词，开展各种形式的活动巩固单词；再能完整朗读句子的基础上，让学生发挥想象配上动作，进行朗读表演活动，启发学生用换词的方法改写儿歌，拓展思维。

第页（总页）补充教师行为学生行为课堂变化及处理主要环节的效果Period 1Step 1 Warming upStep 2 PresentationIntroduce the words boy and girl by looking at the picturesPlay the radio.Step 3 PracticeDivide the class into groups Play the radio.Play the radio again. Play a gameRead the words boy 、 girlListen and repeat the words boy 、 girl .Read the words togetherPractice the sentences:I am a boy. I am a girl.Listen to the radio and read the dialogue following the radio.Work in groups to practice the dialogues.Two groups come to the front to show their dialogues.第页（总页）补充教师行为学生行为课堂变化及处理主要环节的效果Step 4 ExtensionStep 5 HomeworkPlay the game as illustrated on page 11.Do the exercises.1 Read the dialogues to your parents.2 Write the words boy and girl Three times.第页（总页）补充教师行为学生行为课堂变化及处理主要环节的效果Period 2Step 1 Warming upStep 2 PresentationIntroduce: You’re …; Yes; No.Teacher cover the eyes with the scarf, then touch one’s head and guess: ”You’re…”Encourage the students to answer:“Yes, I am. / No, I’m not.”Step 3 PracticeTeach the letters: Ee and FfShow the pictures to teach the words: egg fan Enjoy a story “The wolf and the sheep”S: Yes. / No.Read and circle at page 13.Play the letters game in small groups at the front of the classroom.Students learn the letters Ee and FfStudents look at the pictures and learn the words: egg fan.第页（总页）补充教师行为学生行为课堂变化及处理主要环节的效果Teacher read the letters and words.Step 4 Summarizes and EvaluationStep 5 HomeworkStudents read following the teacher.Students learn to write the letters :A a B b.Ss do the exercises.1.read the story along with the tape.2. Listen to the tape第页（总页）课时教学设计尾页☆补充设计☆板书设计Module1 Unit3Are you Kitty?…作业设计1. Read the story The wolf and the sheep to your parents.2. Write the letters Ee and Ff four times.教学后记第页（总页）。

M1 Unit 3教案新部编本

教师学科教案[ 20 – 20 学年度第__学期]任教学科：_____________任教年级：_____________任教老师：_____________xx市实验学校Unit 3 Language in useⅠTeaching modelRevision and applicationⅡTeaching methodFormal and interactive practiceⅢTeaching aims1. Key vocabulary: height, lift, view, attract, description, location2.Grammar : 英语时态复习ⅣTeaching aidsTape recorder, OHP, handoutsⅤTeaching StepsStep 1：RevisionReview the text of Unit 2Step 2：Language practice1. Read through the example sentences in the box with the whole class.2. 英语时态复习Step 3：Do exercises1 Explain the difference in meaning between Sentences a) and b) in Activity 1.2. Match the three parts of the sentences. in Activity 2 .3. Complete the passage with the correct form of the words in Activity 3.Step 4：Work in pairs1. Interview your partner and write answers to the questions in Activity 4.2. Talk about the past, present and future of the wonders of the world. in Activity 5 . Step 5：Do exercises1. Choose the best answer in Activity 6.2. Complete the passage with the correct form of the phrases in the box in Activity 8. Step 6：Work in pairs1. Look at the photos and the notes. Guess where the notes go in the table in Activity 7.2. Listen and check.Step 7：Around the worldStonehenge: a man-made wonder of the worldStep 8：Module taskMaking a poster of a wonder of the worldPlan a poster about a wonder of the world.* Work in groups of four.* Decide on the wonder of the world you'd like to write about. You can write about one of the wonders in this module or research other wonders in the world.* Find out as much information as you can in books or on websites.* Design your poster, and plan how to present the information and pictures.* Write the text of your poster. Use Unit 2 to help you.* Present your poster to the class.Step 9：HomeworkFinish the exercises in the workbook Ex. 9, 10, 11, 12&13。

一年级M1U3教学设计

Period 1
I．Unit 3 Period 1教学内容
ing the key words in context. e.g. eye, mouth, face, nose, ear
ing pronouns to show which item is being referred to. e.g. This is my…
II．学情分析
这个单元的内容完全是新授，学生没有基础。

一年级的小朋友他们活泼好动，注意力持久的时间不长，要加强对学生良好的学习习惯的培养，并创设情景让学生运用英语，提高学生学习英语的兴趣。

III．教学目标
知识与技能
1. 掌握eye,ear,mouth,nose,face5个单词的发音。

2. 学会用This is my…来介绍自己的脸部。

过程与方法
1. 通过多媒体为学生创设情境，使学生理解所学单词和句型，学会在情景中运用句型。

2.通过儿歌、歌曲、说说点点等方法来激发学生的学习兴趣，使学生在愉快的氛围中操练句型。

情感态度、价值观
1. 通过学习体验学习英语的快乐。

2. 通过互动游戏增强学生之间的情感。

IV．重点、难点分析
重点：
1. 掌握eye,ear,mouth,nose,face5个单词的发音。

2. 学会用This is my…来介绍自己的脸部。

难点：
1、能够将5个单词运用到正确的语境中去并且辨别其含义。

2、能够用This is my…来介绍自己的脸部。

M1U3(1)教学文档

1.掌握四会单词短语：rise,go down,shadow,lawn,bench,path,hill, at noon, high
2.会用behind, in front of,beside表达和辨别事物的方位。
3.学会观察影子变化。
Teaching difficulties:
学会观察环境、注意影子变化。
S2:
the girl’s shadow
the tree’s shadow
Read:lawn
Dialogue:
How is the tree’s shadow?It’s long.
Where’s the tree’s shadow?It’s on the lawn.
Read:bench
Dialogue:
shadow The tree’s/… shadow is ….
rise/z/The sun rises…
go down Where is the tree’s shadow?
How is the tree’s shadow?
Daily exercises:
回答问题：
1.Is your shadow long or short in the morning?
Say sth. about go down.
复习介词，为后文铺垫。
用图片营造各种情景操练新单词，让学生具体感知其意。
Stage 2
While-task
1. The sun’s shadow
1)T:The sun goes down. Now where is the sun?
2)T:The sunБайду номын сангаасis behind the hill.My shadow is behind me.

1BM1U3 教案

多媒体制作脚本文稿
脚本编号：制作单位：徐汇区教育局年级：1
课题名称：Oxford English1BModule1Unit3Taste and smell period1
脚本作者：朱青秀完成日期：______脚本审核：_____审核日期：______
媒体作者: __朱青秀__完成日期：______媒体审核：_____审核日期：______
(点击出现图片，再点击图片旋转并消失一张)
生：noodles
3-2（方法同3-1）
egg
3-3师：Try again. What’s missing?
(点击出现单词，再点击单词旋转并消失一个)
生：soup
3-4（方法同3-3）
rice
4-师播放Look and say的flash
The Wangs are having dinner.
生：观看
5-1师：出示相关的图片
You can taste with your tongue. Say ‘taste’
生：朗读单词taste
5-2师：Taste the noodles.老师边说词组边模仿吃面的动作
生：集体跟读
5-3师：做出好吃的表情Yummy. Yummy.
生：集体跟读
5-4师：Taste the noodles.生：Yummy. Yummy.
What do you see at the snack bar?
生：I see..
1-2生：朗读单词hamburger hot dog pizza cake pie
2-1师：出示快餐店背景图
和一个学生演示购买食物的过程
2-2生：同桌按照提示句型复习购物的过程
3师：出示餐厅的背景图

1AM1U3教案+反思

1A M1U3 My face (period2)Jack and his faceTheme: My faceTopic: Jack and his faceClass: Class1 Grade1Teacher: 徐伟军Date: Sep 29thTeaching aims:1.通过看图片，唱歌，念儿歌，做游戏等方式巩固第一课时中的重点词汇eye，ear，mouth，nose，face。

要求其能够清晰分辨五官所相对应的英文单词，并且发音标准。

2.能够运用新词汇和句型进行儿歌改编。

3.学习新句型This is…来表达脸部的五官。

4.能够简单运用句型This is来向他人介绍自己的五官。

反思阐述：（一）童谣是符合儿童年龄特点说唱形式童谣是有韵脚、有意境、有节奏、充满情趣、朗朗上口的一种说唱形式。

说童谣、唱童谣对儿童语言发展所起的作用是不可低估的，在给童谣配以节奏性很强的音乐，这就能使儿童学习语言的更为方便快捷。

在小学英语教学中，使用童谣教授英语，符合小学生的年龄特点，有利于他们学习英语。

首先，童谣的教学可以使课堂更加富有乐趣，生动活泼；其次，有助于学生形成良好的语音、语调，增强节奏感。

经常唱英文童谣、说英文童谣、创英文童谣等形式，能使小学生对英语的重音、节奏有一个初步的认识，久而久之，语感也就慢慢形成了。

最后，童谣在教学中不仅激发学生学习英语的成就感，同时也能学生提高对英语学习的兴趣。

在每次学完同谣后，给时间和机会让同学们上台表演，教师尽可能地给予他们鼓励、表扬，让同学们在表演完后有一种成就感，在以后的英语学习中，他们会表现得更为积极。

（二）童谣是帮助儿童有意识记的诵读形式小学生学习的一个很明显的特点就是直观，因为他们的思维是以形象思维为主，在教学的过程中我们就会发现，要是单独出示单词或中文意思，学生就是读了很多遍，还是记不起来的。

但是要是我们在教学单词的时候能以有节奏、有意义的儿歌童谣，把单词进行诵读，学生就很快在情景中想起来所学过的内容，单词的学习就变得生动，不会单调。

2BM1U3单元整体教案单元整体识字教案

2BM1U3单元整体教案单元整体识字教案单元】Using my five senses 课题】Wht cn you her? 教学任务与设计意图】〔一〕教学内容分析模块教学任务分析：2BM1的单元主题分别是Wht cn you see? Touch nd feel以及Wht cn you her?，都是日常生活中的常见话题，接近学生的生活实际。

通过三个单元的学习，能用Wht colour re they？They re…来询问颜色〔复数事物〕并回答；能用Is it…?询问事物的属性并用Yes,it is/ No, it isn’t. 来回答；能用Wht cn you her? 询问听见的事物并用I cn her …来回答。

在此过程中，调动人体的多种感官，关注事物的更多属性，学会观看、擅长倾听，积存肯定的生活阅历。

语音方面，稳固2所学的26个字母，学习若干常见的辅音字母在单词中的发音，举一反三，初步感受语音。

单元教学任务分析：2BM1U3的单元主题是Wht cn you her？〔你能听见什么？〕通过本单元的学习，能运用交通工具类词汇，如：trin, bus, cr, vn, bicycle和ship等；能运用Wht cn you her? I cn her …对听到的事物进行问答与沟通，在感受交通工具不同的同时，感受其发出的声音的差异，积存肯定的生活阅历。

此外，感受字母Tt和Dd在单词中的发音。

〔二〕基础学情分析经过一年多的英语学习，学生们渐渐适应了小学的学习生活。

大多数学生学习兴趣深厚、课堂活动参加主动，良好的学习习惯也在渐渐养成。

他们求知欲强，擅长仿照，喜爱听故事、唱儿歌、做游戏、肢体表演等活动形式，有较强的表现欲。

但是，部分学生的留意力集中还不够长久，观看习惯与倾听习惯也有待进一步训练。

在学习本单元内容之前，学生学习了有关动物的单词，如snke, frog等；学习了一些有关交通工具的单词，如：bicycle, cr和vn等；在句型方面，1BM1U2曾用Wht do you her? I her..来问答听到的物品；2M1U2曾用You’re ...和I’m ...来自我描述与描述对方......〔三〕设计意图第一课时，Ming来到城市中，听到了各种交通工具的声音，由此展开疑问，其间自然带出trin, bus, cr, vn, bicycle和ship等交通工具类词汇的学习，运用I cn her (I)goes...等进行描述和沟通，感受交通工具的不同，初步感受其发出的不同声音。

牛津小学1BUnit3教案第一课时的课程内容概述

牛津小学1BUnit3教案第一课时的课程内容概述本文将为大家介绍牛津小学1B Unit 3教案第一课时的课程内容概述。

本课是一节学习动物的课程，教师将通过多种形式引导学生了解动物的特点、生活习性、栖息地以及与人类之间的关系。

一、热身环节教师可以用图片、视频、音乐等多种形式呈现动物图像，并引导学生语言描述和感性认知动物的特征，如颜色、形状、特殊标志等。

在让学生理解的同时，还可以增加学生的记忆力和语言表达能力。

二、语言输入教师可以向学生呈现一系列有趣的动物短片或故事，以发展学生的听力、阅读理解和语言表达能力。

在观看完视频后，教师可以让学生讲述自己所看到的内容以及对动物的认识。

三、知识掌握通过阅读资料、图书以及观察实物等多种形式，教师引导学生学习动物栖息地、习性和生活习惯。

学生在老师的引领下能够感性认识到动物的生存环境和生活方式，同时学生也会通过现实生活的示例对所学到的知识进行概括和总结。

四、模拟活动为了让学生更好地理解动物的习性，教师可以让学生模拟某些常见的动物活动，如一只松鼠在树枝上爬行、一只蜜蜂采蜜等模拟实验。

通过模拟活动，学生不仅可以感性认识到动物的生存环境和生活方式，同时也能够增强学习动物的兴趣和主动性。

五、课堂互动在学习过程中，教师还可以分组进行学习和讨论。

让学生进行互动探讨，从前人所取得的理论知识中获取生活经验和概括思维。

通过小组互动交流和展示，学生能够有效地分享知识，同时也能够激发学生间的竞赛意识，提升学生学习的积极性。

通过以上五个方面的学习，学生可以感性认识动物特征与生存环境，从而更好地掌握动物知识，并进行熟练掌握和应用。

此外，教师还可以通过多种评估方式，如测验、口头表达、演示等，来检验学生对所学知识的掌握度，从而进一步调整教学方法和教学效果。

1BM2U3DrinksIlike教案

Teaching PlanTeacher：Rainy YangDate：Mar 23rdBook：Oxford English 1B M2U3Topic：Drinks I like Period1Contents:(1) words: drink, cola, water, juice, tea(2) structure: What do you like?--- I like ….What do you like to drink? --- I like to dr ink….Targets (Aims): 1. Get to know the words: drink, cola, water, juice, tea2. Learn to use wh-questions to ask for specificinformation about a persone.g: What do you like? What do you like to drink?3. Learn to use the key pattern to express preferencese.g: I like …. I like to drink …4. Have students acquire more kinds of drinks.Main and difficult points:1.Have students pronounce the words correctly. e.g: cola, water2.Have students use the new words to make a dialogueMaterials: Multi-media Time: 35minProcedure：Step Contents Methods PurposePre-task preparation 1. Sing asongSs sing a song togetherwith the help of T.<Apple tree>To make a warmand delightedatmosphere oflearning English.While-task procedure 2. Show thesituationT Show two boys.One is Danny. The other isEddie.To arouse thestudents’ learninginterest andprepare for the newteaching.Lead-in1. drinkShow a drink vending machine.2. cola Show a bottle of cola3. water4.What do you like? 1. drink1) Present the word: drink2) Practice the new wordwith actionsLet students look andlisten to get know fourkinds of drinks.2. cola1) Present the word: cola2) Read the word3) Practice the word bydrinking cola4) Practice the word withthe rhyme.Drink me. Drink me.I am cola. I am cool.3. water1)Present the word: water2) Imitate: wa-ter3) Read the word. ( Usingdifferent volumes to read)4) Practice the word withthe rhyme.Drink me. Drink me.I am water. I am good4. What do you like?Show a situationT: Cola and waterWhat do you like?1) Present the sentence:What do you like?2) Read the sentence:T: What do you like?S1: I like cola.S2: I like water.T: Who can ask Nancy?3) Practice the sentencewith many things.通过Danny andEddie 的情境引出drink 一词，让孩子们初步感知。

1B M1U3 Listen and enjoy P12-P13 教案

序号19
(图片链接flash)
Read the rhyme.
序号20
Make a new rhyme.
序号21
Enjoy another rhyme.
序号22
(图片链接flash)
Assignment
Say the rhyme.
Make a new rhyme.
序号23
序号13
Say a chant to review the nouns of food.
Look at the movie and say the chant.
序号14
(图片链接flash)
Review the words of food items.
Look at the pictures and answer the question: What can you see?
小学英语电子教案
OxfordEnglish (ShanghaiEdition)
上海民办彭浦实验小学余杰
年级
课题
页码
1B
M1 U3 Listenandenjoy
P12-13
教学目标
知识与技能
过程与方法
情感态度与价值观
1.复习单词：egg, rice, soup, noodles
2.根据所给指令快速反应，例：Touch your nose.
序号17
Group work: Look and say
Look at the movie, practice the sentences in the group.
序号18
(图片链接flash)
Post-task activities
Listen and enjoy P13

仁爱英语八上u3t1b教案

仁爱英语八上u3t1b教案Introduction。

In this article, we will explore the teaching plan for Unit 3, Topic 1B in the Renai English 8th grade textbook. This teaching plan aims to provide a comprehensive and effective approach to teaching English to students, focusing on developing their language skills and promoting a love for the English language.Teaching Objectives。

The teaching objectives of this unit are to:1. Introduce students to new vocabulary related to sports and leisure activities.2. Develop students' listening and speaking skills through engaging activities and discussions.3. Enhance students' reading and writing skills through comprehension exercises and writing tasks.4. Foster a positive attitude towards learning English and encourage students to actively participate in classroom activities.Teaching Procedures。

初二外语学科课程资源库M1 U3 教案

__________________________________________________________________
Yours,
Li Hua
Homework
继续完善作文。
七、教学板书设计
板书设计：M1Writing
We should do
Let’s do
Why not do
Why don’t we do
It’s a good idea to do
How about doing
You need to do
We can do
__________________________________________________________________
_________________________________________________________________________________________________________________________________________________________________________________________________________
（1）观看M1单词，能够默写单词
（2）观看作文视频，初步了解写作文的步骤。
五、合作探究学习任务设计
活动一：微课反馈
头脑风暴（请尽可能多的说出你在微视频中所学到的内容）
活动二：书面表达。（要求：50词）
假如你是李华,最近和美国朋友Tom通过邮件谈论各自的学习，他想了解你是如何学习英语的，请你根据他的问题回复邮件。
Practicethe vocabulary
Practice theskillof asking for and giving advice

M1U3L1教学设计

Teaching planModule 1 Unit 3 CelebrationLesson1 Festivalsby Chen JinfengYuying Middle SchoolNovember8, 2012 Teaching objectives1. Knowledge objectivesTo know something about traditional Chinese festivals.To learn some new words & phrasespower, darkness, battery, tradition，celebrate, include, destroy, decorate, burn down, boil, serve, take part in，traditional, sticky, nowadays, lunar2. Ability objectivesTo practise intensive and extensive reading skillsTo practise the ability of describing a festival.3. Moral objectivesTo know something about traditional Chinese festivals and feel proud of our culture.To realize the importance of cooperation.Teaching important pointsTo read three texts quickly to find specific information.Teaching difficult pointsDescribe how their family celebrates traditional Chinese festivals.Teaching methodsTask-based approachTeaching aidsMulti-media；BlackboardTeaching proceduresStep1 Before- readingT: Today, we will learn Lesson One Festivals. First, let’s watch a video.T: What are the people in the video celebrating?S: The Spring Festival.T: Yes.You’re right. As we all know, the Spring Festival is the most important traditional Chinese festival(write on the Bb).T: Can you think of other traditional Chinese festivals?Please say them in order of time.What traditional Chinese festivals happen in spring?…T: Now let’s enjoy some pictures related to the texts we will learn.…T: From the pictures we enjoyed just now, can you guess what festivals the texts are about.…Step2 While- readingT: Please open your books and turn to page 36.Read the three articles quickly to check your guess /prediction.…3minutes later…T: Have you finished reading?S: Yes.T: What festivals are the three texts about?S: Text A--- the Mid-Autumn FestivalText B--- the Lantern FestivalText C---the Dragon Boat FestivalT: Now, please take out the material we handed out just now.Look at task 2.Read the texts again and fill in the table.T: Have you finished the task?S: Yes.T: Any volunteers to complete the information of the Mid-Autumn Festival? S:T: What about the Lantern Festival? Who would like to try?S:T: Now, let’s look at Task3.Complete the passage according to the texts. Please do it in pairs.I spent a year in China when I was a student and I loved all the Chinese celebrations. In (1)____, I ate moon (2)_____filled with bean paste at theMid-Autumn Festival. Then in summer it was the Dragon Boat Festival and I ate (3)_____ rice in fresh bamboo leaves. Then in winter there was the Lantern Festival. Lanterns (4) ______ in many different (5)_____ and sizes and some were(6) _____ with pictures of birds and flowers. Some were lit by (7) ____ but most were made with light bulbs and batteries. At this festival I ate sweet (8)_____ that were( 9) _____ and (10)_____ in hot water.…five minutes later…T: Have you finished the task?S:T: Are there any volunteers to share your answers with us.S:Answers:(1) autumn (2) cakes (3) sticky (4)came (5) shapes (6)decorated (7) candles(8)dumplings (9) boiled (10) servedStep3 Post-readingT: Now, it’s time for group work.Please look at Task4. Work in groups of four and discuss how your family celebrates traditional Chinese festivals?Your discussion should include the following:1.Choose one festival to talk about.2.When do you celebrate it?3.The activities and the food.4.Do you like it, why?Do you understand what to do?…I hate to interrupt you,but time is up.Any volunteers to share your discussion?Don’t tell the name of the festival so that other students will be interested in guessing what it is.Step4 HomeworkWrite a letter.Your pen friend, Tom, expresses a keen interest in Chinese culture. Please write him a letter and introduce to him one of the traditional Chinese festivals.。

U3T1B教学设计

Section BI. Material analysis本节课是本话题的第二课时，主要活动是1a。

通过Jane和Kangkang 谈论笔友的对话场景，学习实义动词live/say/visit在第三人称单数的一般现在时的陈述句、一般疑问句及肯定和否定回答等，同时也进一步巩固人称代词的主格和宾格的用法。

II. Teaching aims1. Knowledge aims能按照已学语音、音标及发音规则，正确朗诵和拼写下列辞汇并运用于情景对话中：lot, a lot, about, live, say,visit；能在Section A的语法基础上，正确运用speak, live, say, want等实义动词第三人称单数的一般此刻时的陈述句、一般疑问句及其肯定和否定回答，同时巩固人称代词的主格和宾格的用法；能在情景对话与人物汇报中，运用“表达询问、谈论喜好、结交笔友”等交际功能的大体表达形式，如：（1）—Does he speak Chinese?—No, he doesn’t.（2）—Does he live in England? —Yes, he does.（3）—Does Lucy like China?—Yes, she does.2. Skill aims能听懂有关表达询问的简单对话或叙述；能按照图片就表达询问话题进行交流、陈述或问答训练；能正确地朗诵对话，并按照图文理解相关话题，抓住大意，并按照要求进行学习活动；能写出表达询问的简单句子，能用第三人称单数写出一篇介绍人物的短文。

3. Emotional aims在对话、汇报、问答等课堂活动中，提高学习英语的兴趣，并勇于开口说英语，踊跃参与课堂活动。

III. The key points and difficult points在对话操练、短文汇报呈现、两两问答等活动中，能够熟练运用实义动词live/visit的第三人称单数的一般此刻时的陈述句、一般疑问句及其肯定、否定回答和人称代词的主格和宾格的用法。

1BM1U3 教案

1AM1U3教案(提供：进才实验小学 唐佩玉)

M1U3词汇公开课 教学设计

M1U3教案

M1 Unit 3教案新部编本

一年级M1U3教学设计

M1U3(1)教学文档

1BM1U3 教案

1AM1U3教案+反思

最新牛津英语_2BM1U3教案新部编本

2BM1U3单元整体教案 单元整体识字教案

牛津小学1BUnit3教案第一课时的课程内容概述

1BM2U3DrinksIlike教案

1B M1U3 Listen and enjoy P12-P13 教案

仁爱英语八上u3t1b教案

初二外语学科课程资源库M1 U3 教案

M1U3L1教学设计

U3T1B教学设计

1AM1U3教案(提供：进才实验小学唐佩玉)

M1U3词汇公开课教学设计

2BM1U3单元整体教案单元整体识字教案