三年级英语下册 Unit 8(3)教案 新世纪版
部编版三年级下册第八单元英语园地(优质教案)
部编版三年级下册第八单元英语园地(优质教案)教学目标- 研究并掌握关于颜色的基本词汇：红色、黄色、蓝色、绿色、橙色、紫色、黑色、白色。
- 研究并掌握以下基本句型：What color is it? It's [color].- 培养学生观察和描述物体颜色的能力。
教学准备- 教学课件或者投影仪- 展示不同颜色的物体- 关于颜色的图片或卡片- 筹备一些颜色的绘画材料教学过程导入1. 利用图片或卡片展示不同颜色的物体，引发学生对颜色的兴趣。
同时，询问学生关于颜色的问题，如"What color is the apple?"2. 学生回答问题后，老师可以进行正确认知，然后引导学生研究新的词汇。
研究新词汇1. 利用课件或投影仪展示颜色的图片，逐个介绍并教授新的颜色词汇。
2. 老师可以进行带动作的教学，比如当展示红色图片时，可以用手指示红色，然后学生跟着老师说出“red”。
3. 让学生多次重复和模仿新的词汇，巩固记忆。
研究基本句型1. 引导学生问问题"What color is it?"，并给予回答"It's [color]."的模式。
2. 老师可以用实物、图片或者课件展示一个物体，然后问学生"What color is it?"，学生回答后，老师给予鼓励和反馈。
3. 让学生进行师生问答练，以巩固句型的运用能力。
拓展活动1. 让学生分组进行游戏，每组选一个代表，老师出示一种颜色的物体，学生要快速说出物体的颜色。
2. 让学生自由绘画，并进行颜色描述，鼓励学生使用句型"What color is it? It's [color]."小结1. 复所学的颜色词汇和句型。
2. 与学生进行互动问答，确保他们对所学内容的掌握程度。
3. 鼓励学生提问并解答问题。
作业1. 完成课堂练册中与颜色相关的练题。
(湘少版)三年级英语下册《unit 8 period 1》教学设计设计
（湘少版）三年级英语下册《unit 8 period 1》教学设计一、教学目标1.学习并能正确使用单词： run, jump, skip, hop, walk2.能听懂和会说出5个动词3.能够通过模仿老师的姿势和动作来学会以上5个单词4.能够在日常生活中正确运用所学单词二、教学重难点1.教学重点：run, jump, skip, hop, walk等5个新单词的教授2.教学难点：学生能够听懂和会说出5个新单词，并能从老师的动作中学习它们三、教学准备1.单词卡片（包括run, jump, skip, hop, walk等）2.一个小的跑道，一个小的跳板以及其他一些适当的教学道具四、教学过程1. 创设情境老师把课堂布置成一个运动场的环境，让学生感受到更真实的情境，加深学生的记忆。
2. 学习新单词老师出示单词卡片，并发出相应的音频，让学生一起听读和模仿。
3. 运用所学知识老师分别模仿run, jump, skip, hop, walk等动作，并反复示范，让学生一起模仿老师的动作来学习这些单词。
4. 温习所学知识老师出示之前学过的单词卡片，并让一部分学生上前模仿动作，其他学生齐声说出对应的单词。
5. 小结老师对本课所学的重点内容进行小结，让学生更好地掌握所学知识。
6. 作业布置布置一些小练习，比如让学生在家中练习所学单词，并让家长反馈学生的学习情况。
五、教学效果评价1.通过学生对变化环境的反应和正确的运用所学单词的情况，了解学生的学习效果；2.通过日常课堂练习和课堂检测的方式，对学生的学习效果进行评价。
六、教学注意事项1.在发音时要特别注意，确保发音准确；2.在教学过程中要注意观察学生的学习情况，及时进行调整；3.常鼓励学生参与课堂互动，增强他们的学习信心。
北师大版英语三年级下册教案 unit8(3)
Unit8 big bird教学目标：1．巩固已学词汇： tall / short， young / old， big /small， girl / boy ，snake ，bear. 帮助学生理解、认读：man /woman， fat / thin ，long/ short等词汇和相关短语。
2．引导学生在学习和巩固形容词的同时，逐步学会用形容词形容名词并会运用于句子。
3．通过学习和操练，使学生能够熟练掌握本课有关的形容词词汇，能够正确地理解和认读，并能在真实的语境中运用。
通过小游戏，使学生提高学生的理解能力和主动思考的能力。
教学重点：1.帮助学生理解、认读：man / woman /fat / thin /long/short等词汇和相关短语。
2.引导学生在学习和巩固形容词的同时，逐步学会用形容词形容名词并会灵活运用于句子。
教学难点：1.old man 前面用不定冠词an.2.区分short（矮/短）两种含义以及man和woman的含义。
3.引导学生在学习和巩固形容词的同时，逐步学会用形容词形容名词并会灵活运用于句子。
教学准备：多媒体课件、录音机、图片教学流程：Step1 Warm-up让学生轻松愉快地进入英语学习的氛围，并拓展学生的日常交际用语。
让学生轻松愉快地进入英语学习的氛围，并通过新旧知识的衔接，巧妙地引入新课的教学。
Step2 Leading in and presentation引入Ann的家庭作为主线，创设一个相对真实的情境。
引导学生在回顾形容词tall， short的同时，逐步学会用这两个词形容名词。
让每个学生都有练说的机会。
在充分练习a tall… / a short…的同时，为引出新词man做准备。
帮助学生充分感知 man的含义。
让学生能够明确区分man和 woman.引导学生在巩固young / old / man / women的同时，逐步学会用形容词形容名词。
承接以上环节创设情境：Ann全家在阳光明媚的一天去参观动物园，从而引入动物。
英语三年级下册U8教案
英语三年级下册U8教案Title: Grade 3, Unit 8 Lesson Plan。
Objective: By the end of this lesson, students will be able to use the simple present tense to talk about daily routines and activities.Warm-up (10 minutes):Start the lesson by asking the students about their daily routines. Encourage them to share what they do in the morning, afternoon, and evening.Write some daily routine activities on the board and ask the students to match them with the correct time of day (e.g. eat breakfast, go to school, play with friends).Presentation (15 minutes):Introduce the simple present tense to the students. Explain that it is used to talk about things that are always true or that happen regularly.Use examples to demonstrate how the simple present tense is formed with different subjects (I, you, he/she/it, we, they) and verbs (e.g. I eat, he sleeps, she plays).Show the students how to make questions and negative sentences using the simple present tense.Practice (20 minutes):Divide the students into pairs and give them a worksheet with sentences in the simple present tense. Ask them to work together to identify the subjects, verbs, and whether the sentences are positive, negative, or questions.After completing the worksheet, ask the students to take turns creating their own sentences in the simple present tense and sharing them with their partners.Production (20 minutes):Have the students work in small groups to create a daily routine poster. Provide them with magazines, newspapers, and art supplies to cut out pictures and words to illustrate their daily routines.Encourage the students to use the simple present tense to write sentences about their daily routines on the poster. They should include at least 5 different activities and times of day.Review (10 minutes):Bring the class back together and have each group present their daily routine poster to the class. Encourage the students to use the simple present tense when describing their routines.After each presentation, ask the class to provide feedback and ask questions about the routines presented.Homework (5 minutes):Assign the students to write a short paragraph about their own daily routines using the simple present tense. They should include at least 5 different activities and times of day.Assessment:Observe the students' participation and understanding during the lesson activities.Review the students' completed worksheets and daily routine posters for correct usage of the simple present tense.Evaluate the students' homework for their ability to use the simple present tense to talk about their daily routines.Closure:Summarize the lesson by reviewing the key points about the simple present tense and its use in talking about daily routines and activities. Encourage the students to practice using the simple present tense in their everyday English conversations.。
新世纪大学英语系列教材综合教程教材讲解资料unit8book3competition
Unit 8 Book 3Competition and CooperationI. Difficult Sentences1. “Dog-eat-dog” rivalries are fueled by “greedy self-interests”operating according to “the law of the jungle” in which“survival of the fittest” is the only rule.(1) What do the phrases “the law of the jungle” and “survival ofthe fittest” mean?(=a. “The law of the jungle” means everyone cares for himself only.b. “Survival of the fittest” means only the strongest creatureswill stay alive.(2) Translate the sentence into Chinese.(=“贪婪的私利”遵循“丛林法则”中“适者生存”这唯一的一条定律，使“互相倾轧”的竞争变本加厉。
)2. But those who deplore free-market competition simply do not understandit.What is the author’s attitude toward the people who are strongly against free-market competition?(=In the author’s opinion, they don’t really know what competition means.)3. Competitive markets excel at promoting cooperation.Paraphrase the sentence.(=Competitive markets do quite well in encouraging people to cooperate.)4. Competition and cooperation exist side by side.(1) Translate the sentence.(=竞争与合作并存。
三年级英语下册 unit8 period3教案 湘少版
Unit 8 Is this a mango?Period 3Basic aims of this lesson:1.To know the sound of “w” and understand words in Part A2.Review the words and sentences3.Listen and say the sentences4.Learn to write “w”5.Finish Part FTeaching difficulties:Finding out the Pronunciation of WRead the words and sentence in part ETeaching aids:Tape-recorder word cardsStep 1 warming up1.Greetings:How are you? I’m fine, thank you.How about you?I’m not very well.I’m sorry.Thank you. You are kind.2. Sing and chantsing the song “Hello, teacher”Chant: The sun shines brightly on the sand and the sea.3. Free talkHello, good morning, how are you? How old are you? How many books are there?Step 2 Revision1.To review the words of this unit, show the word cards and read2.To go over the sentences: is this a /an …?It’s sweet. It’s not nice. I don’t like oranges.To act the dialogue of Part C and Part D Step 3 Presentation and Practice1.Listen to the tape of Part E2.Draw the picture and learn the wordsPay attention to the pronunciation of w3.Help ss to find the Pronunciation rule of w4.write Ww in the exercise bookStep 4 Consolidation1.Part F: Let’s have fun2.Exercise book1 / 1。
三年级英语下册unit8教案
Unit 8 I’m hungry一教学内容牛津小学英语3B第八单元二教学目标1 能正确地听、说、读、写字母O o、Pp 、Qq2、能听懂、会说以下饮料和食物类单词a hot dog, a sandwich, a pie, some bread, some rice, soft drinks, a bar of chocolate, a carton of milk3、能听懂、会说日常交际用语I’m hungry/thirsty. What would you like? What about…?Sounds good./No, I’d like … Thank you/Thanks.并能熟练运用日常交际用语进行问答。
4、能理解并正确运用a bar of，a carton of以及some5、能初步理解不可数名词的意义和用法。
6、会唱歌曲Hot cross buns!三教学重点1、能正确地听、说、读、写字母O o、Pp 、Qq2、能听懂、会说以下饮料和食物类单词a hot dog, a sandwich, a pie, some bread, some rice, soft drinks, a bar of chocolate, a carton of milk3、能听懂、会说日常交际用语I’m hungry/thirsty. What would you like? What about…?Sounds good./No, I’d like … Thank you/Thanks.并能熟练运用日常交际用语进行问答。
四教学难点1、能理解并正确运用a bar of，a carton of以及some2、能初步理解不可数名词的意义和用法。
一教学内容牛津小学英语3B第八单元第一教时二教学目标1 能熟练运用日常交际用语I’m hungry. What would you like? A hot dog? Sounds good.2 能听懂,会说表示食物的单词some bread, a sandwich , some rice, a pie ,a bar of chocolate. 四教学难点学生对于some 的正确理解和运用。
三年级英语下册Module3Unit8Lesson3(1)教案广州版
（广州版）三年级英语下册教学设计Module 3 Nationalities Unit 8 Where are they from?Lesson 3一、 Objectives：1.To introduce and review vocabulary of nationalities and countries.2.To extend student’s knowledge of the world.3.To practice and reinforce language related to countries and nationalities.4.To have fun.二、 The important point:Australia Germany Japan France CanadaDrills:Do you have a Germany toy?Yes, I do.三、 The difficult point:Chinese Japanese German Candian American French Australian四、 The course:（一） Revision老师出示国旗，学生说出国家国旗下加上人头像，学生说出国籍（二）稳固复习1. Presentation (1)Draw lines after the modelTell students to put their name under the picture. They are the child in the picture .theycan choose 5 toys from the selection on the page. They should draw lines between themselves and their toys. (自己选择 5 个玩具在所给的图中)Pair the students and ask them to write their partners name aside. At this stage it'simportant not to look at each other’s books. (写出父亲母亲的名字)Demonstrate the dialogue students will have in their pairs. (模拟例子演练)2. Presentations (2)专心爱心专心 11 / 2Students can play the board game in group of about 5 .each group needs a dice and each player needs a counter. (5人一小组)The aim of the game is to get home to china first. If students land on a square with a flagon they should say the name of the country. If they land on a square with a picture on.They should say what it is. (模拟飞翔棋的弄法小组进行)（三） Sum up:The countryJapan ChinaAmerica AustraliaCanada GermanyBritainThe nationalityChinese JapaneseAmerican AustralianCanadian GermanBritish五、 Homework:Do the workbookRead the dialogue专心爱心专心 22 / 2。
2019-2020年三年级英语下册 Unit 8(4)教案 新世纪版
2019-2020年三年级英语下册 Unit 8(4)教案新世纪版
教学内容
本课教学内容为 Unit 8 I Like Cartoons 的 Wonderland 部分。
教学目标
一、认知目标
1）通过听、说、认等多种学习方式，学生能看图或词形说出单词：library, newspaper, storybook, picture book, magazines, shelf, art-and-craft book .
2) 能用What’s … ? Are these/those … ? 等句型进行对话，使学生在日常生活中了解并灵
活运用所学的单词，通过句型的深入使学生更为熟悉和灵活运用语言，使之成为自己的语言。
二、情感目标
通过各种教学手段，如奖励、竞争、小组合作，交流激发他们学习英语的兴趣和热情，体验成功的快乐，注重培养积极向上、自信、善于交际的优良品质
通过了解各类书籍，培养学生从小爱读书的好习惯。
三、能力目标
通过大量的语言实践活动, 让英语成为学生进行交际的一种技能,并在交际中培养他们的自信心和口语表达能力。
教学重点:
To be able to make some sentences with these words．
教学难点
1．利用读音规则教学单词，掌握shelf 和library的复数形式shelves, libraries.
2．区别paper, newspaper 的不同。
教学资源
多媒体各类教科书
教学过程
附送：
2019-2020年三年级英语下册 Unit 8(5)教案苏教牛津版
小学教育资料
好好学习，天天向上！
第8 页共8 页。
英语：Unit8《Career preparation》教案(上海新世纪版3SB)
Unit 8 Career Preparation一、单元分析(Unit Analysis)(一) 单元地位(Unit Position)1.本课在对职业准备中相关问题进行讨论时，具体涉及到工作态度，求职时如何面试，怎样选择适合自己的职业等。
重点介绍了职业人如何在平凡的职业中有所成就的关键在于对工作认真努力的态度。
教师可围绕“工作态度”这一主题，设计活动让学生讨论。
了解每一个人都具备许多从职业中获得工作成就感的潜力，但至关重要的是对工作积极的态度，从而加强对职业态度重要性的了解。
2.围绕本课主题“职业准备”，可以引导学生就如何选择职业展开讨论，并让学生考虑如何通过自我评估去了解自己, 从而确定最适合自己个性的职业。
3.本单元的语法复习是虚拟语气。
虚拟语气是语法中比较复杂的内容，教师要引导学生正确分析不同语境，不同语气。
通过创设不同的语言活动，让学生在语境中理解虚拟语气和真实语气陈述的区别，以及虚拟语气在各种句型中的运用。
4.通过模拟面试等形式，鼓励学生在任务型教学模拟情境中操练面试中的常用句型。
(二) 单元目标(Unit Target)1.巩固对虚拟语气的认识和理解。
理解虚拟语气和真实语气陈述的区别，从而达到在阅读中能理解虚拟语气的目的。
2.能进行简单的职业面试。
3.能描述自己的兴趣，能力，技能等。
(三) 单元重点(Unit Points)1.关键词：♦语言知识类in despair, supply sb. with sth., catch one’s eyes, show sb. up, set one’s own standard, asksth. of sb., make impression on, be dressed in♦交际功能类1)职业promote, better-paying, low-paying, professional, uniform, temporary, mindless,dead-end----2)人物心情: despair, awful, composed, depressed, hopeless----3)工作表现: outstanding, admirable2.功能：1) Talking about the future and possibility (描述“未来”和“可能性”) 参考课本第138页Useful LanguageDo you think you will ever study abroad?Have you ever thought about working part time?Where do you see yourself in five years?I’m hoping to take a major in computer science.So have you decided what you are going to do after graduation?What are your choices now?I’l l most likely be studying economics in a university.I’m certainly going to get a job after graduation.2)Applying for a jobI’d like to apply for the cashier position that you advertised in the newspaper.I’d like to become a store manager..3.语法点：虚拟语气的复习。
北师大版英语三年级下册教案 unit8 Lesson 3
Lesson 31.Review•Prepare the flashcards for animals that the children have already known. Present the flashcards and elicit the animal names from the children. •Present the flashcard for duck. Cover it with a blank sheet of paper. Show the flashcard bit by bit. Have the children guess the animal. •Repeat the procedures with other animal flashcards.2.Talk togetherStudent Book page 18•Have the children turn to page 18. Draw their attention to the top of the page. Ask the children what Tommy is thinking about. Elicit, “A duck.”•Tell the children that Peter and Tommy are playing a game. Peter is trying to guess what animal Tommy is thinking about.•Show your copy of the page. Point to Tommy’s speech bubble. Read the words aloud as you touch each one. Have the children repeat the question as they touch each word in their books.•Repeat for Peter’s speech bubble．•Draw the children’s attention to the questions and answers on the right hand side of the page. Read each question aloud with the children. Elicit the correct answers (for a duck).•Draw a bird, a turtle, and a monkey on the board. Point to each picture in turn and elicit the animal’s English name.•Tell the children that you are thinking of one of these animals and that you want them to try to guess which one it is. The children must ask you questions in English. Explain that you will only answer “Yes, it is.”or “No, it isn’t.”•The children should continue to ask questions until they have guessed the correct animal.•Choose another animal on the board and repeat the procedure.•Now put the children into pairs. One of the children should think of one of the animals on the page. The other child must try to guess which one it is.•Have the children change roles so that they each have a turn asking and answering the questions.3.Listen and numberStudent Book page 18•Have the children open their books at page 18. Show your copy of the page. Point to each picture and ask what it is. For example, “What’s this?”“It’s a small bear.”•Explain to the children that they will hear a sentence on the tape, and they must match it to the correct picture.•Play the tape. Have the children point to the matching picture. •Play the tape again, stopping after each sentence. This time the children need to write the correct sentence number next to the correct picture. •Have the children repeat the sentences in a class drill.4.Trace, match, and copyStudent Book page 19•Have the children open their books at page 19. Show your copy of the page. Draw the children’s attention to the first picture. Point to the girl. Say, “Is she a tall girl?” Elicit, “No, she’s a short girl.”•Read the words in the speech bubble to the class. Have them repeat the words after you. Ask the children which word is missing. Elicit short. •Have the children trace the correct word and then copy it to complete the sentence in the speech bubble.•Repeat the procedure for the other pictures and words.5.Set homeworkStudent Book page 19Tell the children to finish the work on page 19 and then color the page.。
英语三年级下册Unit8教案
B: He’s / She’s….
A: Who’s this / that boy/girl/man/woman?
B: He’s / She’s….
作业设计
课堂作业：.
练习与测试第二课时练习
家庭作业：
Read Cartoon time five times.
T: (指着Su Hai) And who’s this girl?
S3: She’s Su Hai.
T: (指着Su Yang) Is this Su Hai?
S4: No, she’s Su Yang.
T: Yes, they’re twins. (Teach‘twins’)
T:继续出示课文中另外两个成年人物图Who’s she? Who’s he?
教学目标
1、通过全家福照片及纸偶的展示学习句型Who’s she / he? Who’s that girl / boy? He’s / She’s….。
2、通过学习Story time，能正确地听懂、会说、会读单词aunt, twins, we’re。
3、.通过学习Story time，能正确理解并朗读对话内容，在教师的引导和帮助下尝试朗读对话、表演对话。
4. Make the family tree(参照Fun time)
英语三年级下册教案
课题
Unit8
课时
第二课时备课人：刘丽使人：刘丽教学目标1、通过制作讨论家谱，学生能够熟练运用句型Who is she/ he? She’s / He’s my….
2、在教师的引导和训练下，学生能正确理解和朗读cartoon time中的故事，能读懂其中趣味之处，并养成良好的阅读习惯。
新世纪大学英语 (第二版) 综合教程3 电子教案 BOOK3 UNIT8
Unit 8
I do not want my house to be walled in on all sides and my windows to be stuffed. I want the cultures of all the lands to be blown about my house as freely as possible. But I refuse to be blown off my feet by any. — Mahatma Gandhi Interpretation: This quotation reveals Gandhi’s attitude towards cultural exchanges. He warmly welcomes the introduction of foreign cultures into his nation, but refuses to give up his own cultural identity or be carried away by them. Here, he compares his cultural origin to the ground he is standing on.
immodest a.
fml showing or tending to express a high opinion of oneself and one’s abilities, perhaps higher than is really deserved 〖正式〗傲慢的，不谦虚的
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新世纪大学英语系列教材（第二版）综合教程3
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新世纪大学英语系列教材（第二版）综合教程3
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新世纪大学英语(第二版)综合教程第3册(试用版)第8单元 unit8
Enhance Your Language AwarenessWords in Action▇Working with Words and Expressions1. Listed in the box below are some of the words you have learned in this unit. Complete the following sentences with the words given. Change the form where necessary.▇Answers:1) proof2) slice3) were delayed4) rejected5) abroad6) dictate7) splashes8) tender9) burst10) flavor11) transmitted12) tremendous13) slippery14) transplanted2. In the boxes below are some of the expressions you have learned in this unit. Do you know how to use them in the proper context? Now check for yourself by doing the blank-filling exercise. Change the form where necessary.▇Answer:1) a fish out of water2) from head to toe3) orient myself to4) as such5) on the … side6) by means of7) build up8) win … over9) identify themselves with10) get over11) enter into12) opening up13) resulted from14) held our breath▆Increasing Y our Word Power1. Study the following confusable words and fill in the blanks in the following sentences with the proper words. Be sure to use them in their proper forms.▇Answers for reference:1) charged2) condemn3) scold4) blame5) accused of6) condemned7) blames8) criticized2. The prefixes super(-) and ultra(-) mean “extremely, above, etc.” Study the box below and then dothe exercise.Now fill in each blank with a word from the box below. Change the form where necessary. Consult a dictionary if necessary.▇Answers:1) ultraclean2) superstructure3) supersonic4) superheroes5) superstar6) ultra-stylish7) ultraconservative8) ultravioletGrammar in Context1. Study the following sentences containing double negation:Now rewrite the following statements using double negation after the examples.▇Answers:1) The announcement was followed by a not unexpected silence.2) Exhausted and hungry, she could not walk without my help.3) There’s nobody who makes no mistakes in his lifetime.4) You can’t search my house without a warrant.5) A life lived without dreams can’t be as rich and rewarding as life can be.6) The American West is a region where farming is impossible/not possible without irrigation.2. Examine the structure “The more…, the more…” in the following sentences.Now translate the following sentences into English.▇Answers for reference:1) The longer I am at this job, the happier I am.2) The more risky it is, the more I like it.3) The sooner you start, the earlier / sooner you’ll finish it.4) The more people you know, the less time you’ll spend with them.5) The more you learn, the less you find you know.Cloze▆Complete the following passage with words and phrases chosen from Text A. The initial letter of each target word is given.(1) transplanted(2) cues(3) tendency(4) frustration(5) attributed(6) cures(7) capacity(8) built up(9) by means of(10) due to(11) orient … to(12) get over(13) opens up(14) In additionTranslation1. Translate the following sentences into English, using the words and expressions given in brackets.▇Answers for reference:1) As a proof of our hospitality, we Chinese will habitually urge our guests to helpthemselves to more dishes on the table.2) When you move to a new land, you can / may orient yourself to the local culture bymeans of listening to what people say and observing how they act.3) Familiarity with the environment gives a person a sense of security; so people have thetendency to resist or avoid new situations, consciously or unconsciously.4) Prejudice against or even hostility towards people from a certain region often results fromthe fact that we know very little about them /we know virtually nothing about them.5) I believe it is polite to decline directly, while my parents seldom say “No”so as not toembarrass others.6) There are two means to build up knowledge: to get it personally or by second-handexperience. Reading, which opens up a new world of different cultures for us, belongs to second-hand experience.2.Translate the following paragraph into English, using the words and expressions in the box below.▇Answers for reference:Once transplanted abroad, we will feel anxious and uneasy and even unable to deal with daily routines. As a matter of fact, these “symptoms” result from losing our familiar environment. Such a feeling of confusion and anxiety is referred to as “culture shock”. We used to feel free, easy and happy with a life style built up over so many years. Now, to get over a series of bad feelings caused by culture shock, we must act positively/take a positive attitude. First, ask ourselves to be broad-minded: accepting all cultural differences as normal. Then, try to orient ourselves to the new surroundings. The local culture will become more understandable if we actively participate in community activities. As the saying goes, “When in Rome, do as the Romans do”. Stepping into a new country means opening up a new world. Though it takes time for the feeling of “a fish out of water”to fade/disappear, yet, believe me, you’ll regain confidence and happiness in the end.Theme-related Writing■Do either of the following two tasks after class.1.Cultural differences may cause problems in intercultural communication. However, we should also be aware of the advantages brought about by cultural differences. Think about the advantages and disadvantages of cultural differences and write an essay entitled My Views on Cultural Differences. The following outline may be of some help:1) Cultural differences have more advantages than disadvantages:— Cultural differences make the world colorful and delightful;— Cultural differences enrich the civilization of mankind;— Cultural differences give each culture its unique identity.2) Your attitude to cultural differences:— Be more tolerant to other cultures;— People of different cultures should learn to live together and join hands in making the world a harmonious place to live in.▆ Sample essay 1:My Views on Cultural DifferencesIn my opinion, cultural differences have more advantages than disadvantages. First of all, it is cultural differences that make our world so colorful. If you go to a foreign country, you will be impressed not only by its physical environment but also by its cultural environment—its foods, clothes, customs, social practices, etc. Differences between cultures have always been a source of joy and inspiration.Secondly, differences in culture enrich human civilization. Different cultures compete with as well as learn from each other. Roman culture was modeled on Greek culture, which had once borrowed a lot from Egyptian culture. American culture is also a blend of many different cultures.Thirdly, differences in culture give each culture its unique identity. A culture is usually seen in relation to other cultures. Chinese culture distinguishes itself from others by its peculiar concepts and things that can hardly be found elsewhere.Of course, cultural differences may cause conflicts and misunderstandings. But interdependence, common interests and mutual goals of different nations always outweigh differences in culture. Nations with different cultures should learn from each other and live peacefully together. To this end, we should be more tolerant to other cultures while preserving, protecting and developing our own. (202 words)2. In the face of globalization (全球化), we tend to be more and more tolerant towards other cultures. As a result, the influence of Western culture is strongly felt in our everyday life today. Write an essay entitled My Views on the Influence of Western Culture. Your essay should at least include the following two aspects:1) Instances showing the influence of Western culture;2) Your attitude towards Western culture.▇ Sample essay 2:My Views on the Influence of Western CultureOn Weekends, I gather with my friends at MacDonald’s or KFC. We eat fried chicken, drink Coco-cola and talk about the latest release of Hollywood movies. We read foreign novels, listen to Western music and watch NBA. We admire Bill Gates, George Michael and Princess Diana. We dress ourselves in the Western style and celebrate Christmas and Valentine’s Day. Our way of life has thus changed. Indeed, the influence of Western culture is strongly felt in our everyday life.This influence in turn prepares us well to blend into the modern world and participate in the world market competition. But we should not ignore its side effects. Our national culture may gradually lose its ground if our attention is focused only upon Western culture. In following the trend of globalization we should maintain our own cultural identity, cherish our cultural tradition and develop our own culture. What Mahatma Gandhi once said can best sum up my views on the influence of Western culture: “I do not want my house to be walled in on all sides and my windows to be stuffed. I want the cultures of all the lands to be blown about my house as freely as possible. But I refuse to be blown off my feet by any.”(211 words)。
2021年新世纪英语三年级下 UNIT8《I LIKE CARTOONS》的教案设
新世纪英语三年级下 Unit8《I Like Cartoons》的教案设新世纪英语三年级下 Unit8《I Like Cartoons》的教案设计教学目标1. To know the singular and plural of nouns in different senten s.2. To learn the new senten s: These/ Those are…3. To ke senten aording the given patterns.1. To drill the new senten s.2. To ke dialogue aording the new senten s.1. To enable the students can describe some things.2. To train the capacity of intercourse each other.教学重点1. Letting the students drill different senten about “these/those”。
2. Knowing the use of plural form in the senten s.教学难点1. To contract the use of the pattern” these / those” in the plural form.2. To learn how to changing the different form of the senten s.教学过程1. Warming up: Sing a song “Shoo fly”。
2. Free talk: Ask and answer.3. Review: the use of singular and plural form in different senten s1. Show a picture: Say as the following patterns: This is and that is. These are and those are.2. Create different s nt to practi the drills: 1） These aren’t . Those aren’t .2） Are these? Are those? Yes, they are. / No, they aren’t.3） What are these / those? They are .1. Fill the missing letters.2. Colligate these senten s and ke dialogues with two new pictures.1） A: Let’s go to our classroom. S: OK. A: Look, These are blackboards. Those are ps. S: What are those? A: They are tables. S: Do you like your classroom? A: Yes, I do. Group Work: Make new dialogues with “our library”。
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新世纪版三年级英语下册教案Unit 8 I Like Cartoons教学目标一、能力目标1. 能用These are..... Those are......造句。
2. 能用What are these/those? 提问的方式及其他们的回答。
3. 听懂或读懂某个场所的简单话语。
（pair work）二、知识目标1. 学习掌握单词8个。
2. 能用8个单词造句。
3. 学习掌握基本句型及相关的语法知识 These are..... Those are....4. 听、读后能理解课文内容，完成Language Lab 中的练习。
5. 了解Disneyland, kids palace 中的语法内容。
三、基础目标Wonderland：library, storybook, newspaper, picture book, Magazines, shelf, art-and-craft bookFarmland：These are/ Those are…Grand Theater：I Like CartoonsLanguage Lab：1.通过拼读单词进一步巩固字母和单词。
2.根据课文内容回答Questions and answers中的问题，并根据实际情况回答On your own中的问题。
Music Box：掌握字母组ere, ear和eir在单词中的读音。
引导学生分辨/I?, /e? 的发音，通过复习含有这些音素的单词，强化并掌握这两个音素。
引导学生分辨字母组ere和ear在单词中的两种不同发音。
Disneyland：这是一首以时间为主题的儿歌，教师可以通过提问让学生知道时间的表示方法和什么时间干什么事情，培养学生珍惜时间的好习惯。
例如：What time is it? Whattime do you get up?在教授过程中，教师可告诉学生时间的重要性，同时可补充一句谚语Time is money. (时间就是金钱。
也可解释为“一寸光阴一寸金”。
) 在教完儿歌后，教师还可补充其他有关时间的儿歌。
四、发展目标1.鼓励学生整合已有的语言知识，模仿在图书馆借书的对话，根据不同的情景场所自编对话，进行小品表演。
例如：In the toy store, In the bakery等。
2.补充更多有关场所的单词，教会学生用英语礼貌地表达自己的需要和喜好，培养学生与人交往的能力。
五、情感目标：通过学习，教育学生积极参加体育运动。
六、学习策略目标：在学习过程中做pair / group work 时要积极开动脑筋，介绍自己记忆单词的方法，培养合作完成的意识。
七、文化目标：了解these, those 的用法。
教学难点1.让学生知道These / Those are…句型? 并掌握these和those与名词复数连用的特点。
2.让学生知道要表示“想要做某事”是在动词want 后加上 to do， do表示动词原形。
如：I want to go to the library. 我想要去图书馆。
I want to have a picnic in the park. 我们想去公园野餐。
第一课时 Wonderland In the library教学目标基本目标：(1) To learn how to pronounce and spell the new words properly. (shelf story books, art-and–craft books, newspapers, magazines picture books.)(2) To understand the words.(3) To be able to make some phrases with these words.发展目标：(1) To understand(2) To put the new words into the practice.教学过程Pre-task PreparationDaily talkWhile –task procedure1. Go over the world “library”T: Let’s guess a riddle. There are many books in it. Such as Chinese books, English books, picture books and so on. We can read books in it, what is it?S: Library2. Learn picture books1）T: There are many picture books in the library.This is a picture book. These are picture books.2) Describe the picture books: the funny picture books, the nice picture books.3) Make sentences with this word.4）T: How many picture books have you got?3. Learn story books1) T: Are they picture books.S: No.T: Right. Those are story books.(Show one). That’s a story book.2) Describe the story books.3) Do you like picture books or story books?4）Say this sentence: Story books, story books, I like reading story books.4. The same way to learn the other words: newspaper, magazines, art-and-craft books.5. Learn shelf1）T: In the library. Where are the books? (show a picture) They are on the shelf.2) Spell the word and recite the word.3) (Show another picture) T: Is this a shelf?S: No.T: It’s not a shelf. It’s a book case.4) Make sentences with the words.Post-task ActivitiesMatch the words and the pictures.第二课时 Grand Theatre教学目标基本目标: (1) To understand the sentences.Can I help you? I want......Where are.....? They are......(2) Mine the pronunciation in the tape to act out the dialogue.发展目标：Have the students to make a new dialogue.重点和难点Where is/are.........?教学过程Pre-task preparation1. Daily talk2. Make sentences with: These are…. Those are........While-task procedure1. Can I help you? I want.......1）T: Do you like fruit?S: Yes, I do.T: Let’s buy some.S: OK.(In the fruit shop) T: Can I help you? What do you want to buy?S: I want to buy some apples?T: These are apples, try some.S: Mm. It’s nice.2) Learn what can I do for you?3）Pupils make new dialogues and act the dialogues2. learn borrow1）T: Where’s my pencil? I want to borrow a pencil. May I borrow your pencil?B: Pupils make sentences with borrow3. Learn where are....? They are.....1）(in the library) T: Can I help you?S: I want to borrow some booksT: What books do you like?S: I like story books.T: Where are the story books? Oh, they are over there. They are on the desk.2）Practice: Where are.....? They are.....4. 1）Listen to the tape and answer some questions.2）Make a new dialogue第三课时 Farmland These /Those......教学目标基本目标：(1) Learn the new sentences: These /Those are....(2) Talk about the pictures with the new sentences.发展目标：(1) Practise the new drills.(2) Using some sentences to make a dialogue.教学过程Pre-taskReview the things in the picture, and describe them. This is..... That is..... While-task1. Show picturesT: What are these/those?S: They are books.T: Yes, these /those are books.2. Pupils practise: These /Those are.....3. Make dialogues.4. Act out the dialogues.5. Talk about classroom.Picture 1Alice: Hi, Superkid.Superkid: Alice.A: This is my classroom, is it beautiful?S: Yes, it’s very beautiful. What’s this?A: It’s a blackboard. It’s big.S: Is that a map?A: Yes, it is. Look, there are many books on the desk. These are Chinese books. Those are English books.S: I know. These flowers are big. Those flowers are small. But they are nice. Picture 2Tom: Good morning, Superkid.Superkid: Good morning, Tom.T: Sit down, please. Are you thirsty?S: Yes, I am.T: Have a cup of tea.S: Thank you. Oh, this Birdie is very lovely.T: Yes, she’s clever, too. Look, these are big glasses.Those are small cups. Do you like tea?S: Yes, and I like your home, too.第四课时 Language Lab ,Music-box教学目标1. 理解并灵活运用学过的单词。