unity万能心得体会及感悟 unity手游开发心得(九篇)

我们在一些事情上受到启发后，可以通过写心得体会的方式将其记录下来，它可以帮助我们了解自己的这段时间的学习、工作生活状态。好的心得体会对于我们的帮助很大，所以我们要好好写一篇心得体会以下是我帮大家整理的最新心得体会范文大全，希望能够帮助到大家，我们一起来看一看吧。

描写unity万能心得体会及感悟一

重点：听说认读四会单词：family parents uncle aunt baby brother

难点：理解parents uncle aunt baby brother等词的含义

教具准备：

1、本课生词的单词卡片

2、配套的教学课件

3、相配套的教学录音带

4、学生的家庭成员照片

5、视频资料

教学过程：

热身/复习(warm-up/revision)

1、播放第二册学生用书unit 2《father and mother》的歌曲，让孩子边唱边表演。

2、教师出示单词卡片，孩子抢答。教师在黑板上画出family tree，请孩子把father mother等贴在family tree相应的位置上，大声读一读。

3、教师出示课件(自己的家庭照片)，用this is my…. she/he is. …进行介绍和描述。

4、孩子把自己的照片放在投影上，尝试用this is my…. she/he is. …进行介绍和描述。

呈现新课 (presentation)

1、教师出示课件说：“do you know this is my family? 教师把family这个单词贴在黑板上family tree的顶端。 教师：i have a big family. how many people in my family? 学生回答。再问：how many people in your family.鼓励孩子回答。 this is my mother. this is my father. they are my parents. 教师带读，学生练词。教师把parents贴在family tree上相应的位置。 教师指自己的家庭成员说：“this is my uncle. this is my aunt 。”并把两个单词贴在family tree上，说：“my uncle is my father’s or mother’s brother. my aunt is my father’s or my mother’s sister.”

2、播放配套课件：教师说：“this is amy’s family. how many people in amy’s family. who are they? ”指课件中的单词认读。

3、教师分别出示amy的家庭成员的照片，让孩子说说单词。

让孩子扮演amy。其他孩子表演amy的家庭成员，孩子用“this is my….” 介绍家庭成员。

4、进行group work的练习，先让一个孩子拿着自己的家庭照片放在投影上，介绍和描述家庭成员。孩子仿照例子在小组中互相介绍。 然后学生到前面介绍。

(三)趣味操练 (practice)

1、listen to a song 《come and see my family 》

2、听一听，画一画

学生相互描述自己的家庭成员，同组同学根据描述画出来。看看描述的是否准确。

(四) 扩展性活动(add-activities)

边看视频边学唱《come and see my family 》

第二课时

重点：熟练掌握句型how many ……are there?的用法并能在实践中运用。

难点：理解let’s talk中句子的含义，并能进行初步的运用

教具准备：

配套生词的单词卡片

2.配套的教学课件 unit 4/b/ let’s talk]

3、相配套的教学录音带

4、教师和学生的家庭照片

教学过程：

(一)热身/复习(warm-up/revision)

sing the song (上节课扩展练习的中的歌曲)

鼓励孩子边唱边演

单词抢答: 教师出示单词卡片，学生快速抢答

教师少拿一张卡片，让孩子猜猜。“how many cards in my hand?”

教师将卡片码成一沓，问：“how many cards in my hand?”

教师将卡片藏在身后，问：“how many cards in my hand?”

(二)呈现新课 (presentation)

教师出示上一课let’s learn部分的课件。说：“this is amy’s family. how many people are there in my family? who are they?” 引导学生回答：“they are my father, my mother, my aunt ,…”

猜一猜：

教师分别请几名学生拿着自己的家庭照片提问：how many people are there in my family? who are they?”大家试着猜一猜，用句子:”there are …people in the picture. they are my….”来回答。小组里进行猜一猜的活动。

教师让学生猜一猜自己的照片：(把照片在孩子面前晃一下)问：how many people are there in my family?。学生说：“there are 6 people in your family.”教师说：“my family has 6 members.”

教师提问一些学生how many people are there in the picture?将答案写在黑板上，再请孩子用my family has … members.的句型说一说。

学生在小组中进行问答练习。

教师指着人数较少的家庭说：“that’s only 3”学生跟读练习。

教师出示课件：

播放课件，让孩子边听边看。但学生在最后一组对话发生疑问时，教师说：“but, that’s only 6.”学生提出疑问时，教师指着小狗说：“gee, and my little puppy.”节puppy的含义。

再放录音，让孩子跟读课文。小组分角色朗读。给课件中的人物配音。

7、let’s count

(本节课授课中，根据各小组回答问题和听讲情况，教师为每组设立一个苹果树，随时根据学生的表现贴苹果评价)

教师和学生一起总结：问：“how many apples are there on the tree?”引导学生回答。

然后看书中的练习，孩子两人一小组作问答练习

(三)趣味操练 (practice)

1、who are they?

教师快速出示amy 的家庭成员照片，让孩子猜猜who are they? 学生小组游戏。

2、猜一猜

一学生蒙上眼睛，几组学生分别clap hands、step feet、knock at the door, 让孩子猜一猜how many people are there?

(四) 扩展性活动(add-activities)

小组活动：相互了解一下同学的家庭情况

运用句型：

how many people are there in your family?

who are they?

my family has …members

小组活动时更换自己的同伴，跟新同伴做对话

板书设计：

unit 6 meet my family

how many people are there in your family?

who are they?

my family has 7 members.

but that’s only 6

第三课时

重点：熟练掌握四个单词的拼写。

难点：单词的正确拼、读、写。

教具准备：

1、本课生词的单词卡片

2.配套的教学课件 unit 4/b/ let’s learn]

3、相配套的教学录音带

4、学生的小英语练习本

5、大字母卡片，每组一套的小字母卡片

教学过程：

(一)热身/复习(warm-up/revision)

教师提问：

how many boys are there in our classroom?

how many girls are there in our classroom?

how many desks are there in our classroom?

….

针对how many …?学生在小组中进行问答练习。

listen and act

听一听，做一做。教师说出家庭成员的单词，孩子听到后表演。

看一看，传一传

各组的第一个孩子看卡片，向后耳语传单词，最后一个学生说出来，看看那个小组传得最快最准。

(二)呈现新课 (presentation)

教师出示read and write部分的课件，问“what can you see?”学生根据情况说出家庭成员的单词。

教师出示词卡，孩子抢答单词，指导每个词读音时提醒学生注意每个单词的最后尾音(mother father sister brother)

教师板书四会单词，学生边拼读，便跟着老师书空练习。每个单词，分别请每组一名同学拼拼，比一比谁拼读的熟练，快速。

教师遮盖单词，孩子试拼每一词。在小组里进行拼读练习，学生互为小老师，互相帮助。

教师出示卡片，让孩子拼出相应的单词，哪组拼出的多奖励一个苹果标志，拼出的单词最多的组获胜。

教师贴出图片，问：“can you spell these words?”学生回答并拼出单词。教师把家庭成员的单词写在黑板上的四线三格中。

6、出示单词，讨论书写中应注意的问题。请学生板书字头，及时地纠正问题。孩子自己拼写单词。

7、学生独立填写write and say.的内容，填完后，大声读一读。小组分角色朗读练习。

(三)趣味操练 (practice)

1、听一听，猜一猜

教师拼词，学生听完后猜出单词，比比谁最快，谁猜出得最多。

在小组中进行练习

2、拼一拼，传一传

教师告诉每组第一个一个词，它必须以拼读的形式告诉其他同学，比一比哪组传得又快又准。

(四) 扩展性活动(add-activities)

教师出示图画“小熊lulu的一家”，学生用句型：how many people are there in lulu’s family? who are they? 等进行对话。(一个孩子扮演lulu)

对话完成后，让孩子把家庭成员的单词写在词卡上，请几个同学分别把自己的答案贴在图画上的人物旁。

第四课时

重点：词汇：doctor, nurse, driver, farmer, baseball player.

句型：what’s your father? my father is a doctor.

难点：单词发音：baseball player

my father is a doctor.中的“a” 的强调。

教具准备：

1.人物职业的图片

2.教材相配套的教学录音带

3.单词卡片

4.第四课时配套课件

教学过程：

(一)热身/复习(warm-up/revision)

1.做“what’s missing”游戏：教师使用词卡father, mother, brother, sister, grandfather, grandmother, 让学生认读，然后抽出其中一张，让学生再次认读后说出少了哪一张。

2.教学歌谣：可爱的home。

home是我可爱的家，

墙上的picture美佳佳。

右边的woman是mother,

左边的man是father.

可爱的friend是谁呀?

是我student 人人夸。

a song《come and see my family》

(二)呈现新课 (presentation)

about the family: how many people are there in your family? who are they?

2.模仿老师说句子，做连锁游戏：my mother is thin, she likes music. what about your mother/father/brother/sister…?

3.教师指着自己说：i’m a teacher. 再指着一名学生说：he is a student.然后自问自答：what’s he? he is a student. 教师问学生：what’s he? 引导他们说出：he is a student.

4.教师分别拿出画有医生、护士和农民的图片，问学生：what’s he/she?引导他们说出：he/ she is a doctor/nurse/farmer.并教读这三个单词。

5.教师分别拿出画有baseball player和driver的图片，启发学生通过提问what’s he/she?来得知答案。并学习baseball player, driver.

6.看教学视频课件做对话练习。

可参考的对话内容：

what’s your father? my father is a doctor. he’s tall. he likes sport.

what’s your brother? he’s a baseball player. he’s strong. he likes sports.

what’s your mother? my mother is a nurse. she’s thin. she likes music.

what’s your father? my father is a driver. he’s fat. he likes playing computer games.

what’s your grandpa? he’s a farmer. he likes painting.

7.听录音，跟读课文。

8.看let’s learn(b)的动画课件，学习单词。

9.教师出示本课时所学单词卡，让学生认读单词。

10. 学生给动画配音，用其他职业单词作替换练习。

11.教师引导学生模仿从事各种职业的动作，教师发指令“act like …”

12. 让学生看let’s do的动画课件，边看边学说并模仿做动作。

13.两人一组根据操练let’s do的内容，一人发指令，一人做动作。教师可适当告诉学生一些其他职业的词汇。

(三)趣味操练 (practice)

1.猜猜看。教师请一个学生上来表演人物，要求表演出人物的职业、外貌特征和兴趣爱好，让其他学生猜：he is a…/ he’s …/he likes…

2.计时猜词竞赛

每个小组5-6人，小组之间进行计时猜词比赛。

比赛规则：教师准备好写有英文单词doctor, farmer, nurse, driver, teacher, student, baseball player的单词卡。每个小组依次到教室前面参加比赛。比赛前，小组内的第一名学生坐在椅子上，其他学生面对该名学生蹲在地上。教师站在这名学生的椅子后面，手拿单词卡放在他的头上。比赛计时3分钟，教师最好指派一名学生帮忙计时。比赛开始，教师出示第一张单词卡，蹲在地上的学生要看着这个单词用动作或语言来表述出此单词的含义。(如用语言表达则不能直接说出单词的中文意思，如果说出，视为犯规。)坐在椅子上的学生要根据组内同学的表述来说出英文单词。猜对计分并换人。第二名学生坐在椅子上，继续猜词。如有学生没猜对单词则不能换人，教师出示下一张单词卡让该学生继续猜，直到猜中单词时才可换人。按此规则小组内的学生轮流坐到椅子上进行猜词，直到计时停止，比赛结束。最后看哪个小组猜对的词最多，得分最多，哪个小组就获胜。

(四)扩展性活动(add-activities)

let’s sing: 《my father is a doctor》

教师播放歌曲，学生学唱。然后用其他词汇替换演唱歌曲，如“my mother is a teacher.”。

第五课时

重点：句型is this your…? what’s your…? he looks…

难点：句型：they look young. are they farmers?

教具准备：

1. 不同人物的图片

2. 教材相配套的教学录音带

3. 单词卡片

4. 学生带父母亲的单人照和家庭相册。

5. 教材相配套的教学课件。

过程：

(一)热身/复习(warm-up/revision)

1. 教师出示单词卡，让学生认读单词：baseball player, driver, doctor, farmer, nurse

2. let’s do: act like a teacher/doctor/nurse/farmer/driver/baseball player.

(二)呈现新课 (presentation)

1. 教师提问：what’s your mother/father? 学生回答问题后，继续问其他学生。

2. let’s chant：听录音，学歌谣。可采用一问一答的形式唱歌谣。

3. 教师出示一人物图片，说：look! he looks strong.教师出示另一张人物图片问：does he look strong? 引导学生回答：no. he looks fat. 教师再出示其他人物图片，让学生用he/she looks…来表达。

4. 教师找两个较瘦的学生到前面来，指着他们说：they look thin. 然后教师出示一些图片，让学生说they look…

5. 教师指着一学生家庭照片上的人物问：is this your mother/father? 启发学生回答：yes, she /he is. no, she/he isn’t.

6. 教师指着一学生照片上的两位老人说：they look old. are they your grandpa and grandma?引导学生回答：yes, they are my grandpa and grandma. 教师再继续问：are they workers ?鼓励学生用yes, they are. no, they aren’t.来回答。

7. 教师分别出示amy的叔叔，姨，爸爸、妈妈和爷爷、奶奶的图片，问学生：who are they?

8. 让学生观看教学课件后回答问题。

出示uncle的图片问：who’s this man?

出示aunt的图片问：is this amy’s aunt?

出示father的图片问：is this amy’s father?

出示mother的图片问：what’s her mother?

出示grandpa和grandma的图片问：who are they? are they farmers?

10. 听录音，跟读课文。

11. 两人一组给对话中的人物配音。

12. 两人一组用自己的家庭照片模仿本课做对话练习。

(三)趣味操练 (practice)

猜猜看

1. 教师课前收集学生父母的照片，分别出示给全班学生看，让他们用句型is this your…?来猜照片上是谁的父母。

2. 教师每次找三至四个学生到前面来，小声告诉他们一种职业，让他们用肢体语言表现出来。其他学生通过他们的动作表情，用are they…?来猜他们所表演的是哪种职业。

(四) 扩展性活动(add-activities)

try to chant.

work, work, work, work!

people work every day.

fathers work.

mothers work.

teachers work.

nurses work.

work at home.

work at school.

work every where.

work, work, work, work!

板书设计：

unit 6 meet my family

he looks strong.

is this your…?

yes, she/he is.

what’s your…?

he/she is…

教案点评：

本课时在上一课时的基础上，进一步在情景中学习句型is this your...? he/she looks... what's he/she? they look... are they...? 本课时的内容和学生的实际生活贴近，学生对该话题感到亲切，教学新句型时教师运用学生的家庭照片，在师生的对话中自然的呈现新知和操练句型，有助于学生更好的掌握和操练对话。本堂课教学层次分明，教师引导适当，发挥了学生在学习中的主体地位。

第六课时

重点：单词nurse, doctor, farmer, driver的拼写。

难点：i’m going to be a…

教具准备：

1.图片nurse, doctor, farmer, driver

2.教材相配套的教学录音带

3.单词卡片

教学过程：

一 热身/复习(warm-up/revision)

1.口语练习：how many people are there in your family?

who are they?

what are they?

2.让学生改编b部分的chant, 然后表演出来。教师对表现出色的应即使给予奖励。

二 呈现新课 (presentation)

1.教师出示表示表职业的单词卡让学生认读，并贴在黑板上。

2.做找朋友的游戏。让学生把图片贴到相应的单词下。

3.教师：i’m a teacher , but you are students now. what are you going to be?(教师指着图片提示学生：are you going to be a driver?) 引导学生说出：i’m going to be a…

4.教师可根据学生的实际情况扩展一些职业词汇：public servant , businessman / businesswoman, soldier, tailor, architect, waiter/waitress, journalist, carpenter.

5. 当学生说出i’m going to be a driver, nurse, doctor, farmer时，问学生can you spell this word?

6.看单词卡，拼读单词。

7.教师在四线格中示范书写单词，学生在本上模仿拼写。

8. 教师出示write and say部分的内容，让学生看图独立完成短文。

9.通过read and write部分的动画来学习本部分的内容。

10.学生小组为单位，模仿write and say部分表演，拿出自己的家庭照片，介绍自己的家庭。

三 趣味操练 (practice)

1.拼读单词列队比赛

将全班分成两组，教师发给每个学生一张字母卡片，不常用的字母(如q，z)可以一人多拿几张，游戏开始，教师说一个单词，如ship，或出示一张轮船的图片，两个组持s，h，i，p字母的学生应立即站到讲台前按顺序站好队，先按正确次序排好队的为优胜。

2.字母组词。

教师准备几套与本课所学单词有关的字母，让学生以小组为单位拼出单词，看哪组拼得又快又多。

四 扩展性活动(add-activities)

1.做let’s check练习：教师播放录音，让学生勾出与录音内容相符的一项，录音内容为：

1) is this your grandpa? yes, he is.

2) how many people are there in your family? there are five.

3) my aunt is a teacher. she is pretty.

4) show me the word “brother”, b-r-o-t-h-e-r.

2.做let’s find out练习

教师让学生看图找单词，并把单词写在横线上，看谁写得又对又快。

单词有：doctor, sister, father, driver, mother, nurse, baby.

描写unity万能心得体会及感悟二

period 1：warming up, speaking & listening

step 1. greetings and warming-up

greet the students as usual.

ask the ss to talk about their hometown and their houses.

qs: where are you from, a city or a small town?

can you describe the buildings in your hometown?

what kind of buildings do you live in, a traditional house or an apartment?

show students two pictures, a tall building and a traditional yard.

t: what can you see in the two pictures?

what is the difference between them?

(when the ss describe the pictures, remind the students to think about the differences in the two pictures. the students may have different opinions. encourage them to think out reasons as many as possible. they may have a discussion.)

suggested answers:

block of flats traditional house

modern.

convenient.

the rooms are big.

every flat has a toilet and bathroom.

not much contact with their neighbors.

people often feel lonely.

flat roof.

…

old-style.

the rooms are small.

sometimes no toilet or bathroom.

life is much more interesting. neighbors get on well with each other. people can grow flowers in the yard.

the roof is sloping.(why?)

…

in which house would you prefer to live? why?

s: i like living in ….because….

i prefer living…

i’d rather live…

the students should tell others their reasons to support their choices. for example, living in the small house makes me feel warm. i like making friends with my neighbors. it looks like a big family. encourage them to express their ideas freely.

t: buildings in the different places are different. so what words and phrases do you think will be useful when you want to talk about art and architecture?

show the students some different kinds of houses , ask them to describe them.

collect their answers.( appearance: high, low, great, the palaces were large and beautiful, and they often looked like something out of a fairy tale.；materials: brick, stone, steel ,glass, wood…)

t: if you were free to design your own dream house, what would that house look like? what materials would you use? explain why you made certain choices about your dream house?

architect: one who designs the construction of buildings or other large structures.

give the students enough time to discuss the question. collect their answers.

step 2 speaking

books open, page 18. ask the students to listen to the sample dialogue and follow the tape. study the useful expressions. remind them to learn the structure how to express their preferences.

practice. ask them to look at the pictures and choose the item they prefer. try to explain the reasons.

two tasks: one is to talk about traditional and classical furniture. and the second task is choosing a picture to decorate their room.

t: in your dream houses, are there any chairs?

(show some chairs) which one do you like? why?

when they answer the question, encourage them to use expressions in the following table. a moment later, ask them to act out their own dialogue.

sample dialogue:

a: which do you like better, classical chairs or modern chairs?

b: i prefer modern chairs.

a: why?

b: in my opinion, modern chairs are lighter and more colorful. they are comfortable.

a:…

step 3 : preparation for listening

t: you have already designed your own dream house , it is time to buy some furniture. what kind of furniture will you buy? and why do you prefer them?

have a short discussion in pairs. you can introduce names of furniture, such as heater, air-conditioner and so on.

step 4. listening.

books open, page 18, listening part. it is a talk between a young married couple, danny and amy and a shop assistant.. they want to buy some furniture for their new house. ask the students to go though the exercises and make sure what to do.

play the tape twice for the students to listen and finish the exercises by themselves. they may check the answers in pairs.

then play it a third time for the students to check their answers. check them with the whole class in the end.

step rk

te your bedroom and classroom. and talk about your decoration.

out about the history of art and architecture, names of artists and architects, famous buildings and works of art in the world as much as possible. share the ideas with others.

period 2&3: reading

step1: pre-reading

----enjoy pictures of both modern architecture and classical architecture

1. greetings

t: we’ve really had a wonderful tour around the world last time, seeing the marvelous architecture home and abroad, modern and classical. i hope you enjoy that… but i wonder if all of you can recognize some of the most famous architecture.

torming or guessing game

---name the pictures: sydney house; the eiffel tower; the temple of heaven…

q: among all of these pictures, which ones are different from others? or you may say which ones belong to modern architecture.

ss: …

q: how do you know which ones belong to modern architecture? what’s the difference between modern architecture and classical (ancient) architecture?

ss: …

t: if you want to know more and to enjoy the beauty of modern architecture, you’d better join us, as we are going to have a new journey, the journey to the world of modern architecture.

step2: while-reading

1. fast- reading

----find the difference between modern architecture and classical architecture in the text.

q: what’s the difference between modern architecture and classical architecture?

difference

modern architecture classical architecture

materials steel, iron, glass… stone, brick, wood…

characteristics huge; like boxes; unfriendly beautiful, closer to nature

q: what kind of materials is used? what other materials do you know?

q: what’s the characteristic? how do people feel towards modern architecture?

2. careful-reading

----find out the information according to the key words

modern architecture

q1: when was modernism invented? -----1920s

q2: how many architects are there in the text? ---antonio gaudi/ wright

q3: where were they from? ----spanish/ american architect

q4: what did gaudi want to be used in his works? what’s the characteristic of his architecture? how is his architecture like?

----natural materials/ like a dream, full of fantastic colors and shapes.

q5: what inspired wright? ----japanese seashells

q6: how many examples are there in the text?

----the opera house/ the new olympic stadium

q7: how do they look like? ----seashell/ nest

q8: why do we call the olympic stadium in beijing” the bird’s nest”?

q9: what do they (two architects / two examples) have in common? ---nature

3. listening

----while listening, pay attention to the key points in the text.

step3. post-reading

1. task 1: interview (group work)

2. task2: design (group work)

--- design the architecture of a new school.

---report four elements: what kind of materials is used? / why do you design in this way? / how do the architecture look like? / what’s the style?

step4. homework

1. exchange designs with your classmates and exhibit them.

2. report what you have learned about modern architecture next time.

period 4: language study

step 1, lead-in

t: hello, everybody, yesterday we have seen a lot of wonderful modern architectures and got to know some famous architects. today i’d like to introduce you one of my friends. he is an architect. who can tell me the meaning of “architect”. (a person who designs buildings). he lived in this house when he was young. do you think this house beautiful or not beautiful? (not beautiful) can you use another word to replace “not beautiful”. (ugly). so when he became an architect, he designed some pretty houses. not long ago he designed a new house for me. let’s go and see my new house.

step 2, vocabulary

t: welcome to my new house. could you say something about my new home?

t: i’m not alone here, because i have two neighbors. do you know who are they and where they live? (nest, dog house)

t: let’s learn some new words of house.

(balcony concrete nest brick roof)

try to remember these new words, then fill in the blanks.

an area with a wall or bars around it, joined to the outside wall of a building ________________.

a strong construction material which is a mixture of stone, and sand and water _________________

a shelter made by a bird to hold its eggs and young ____________

the structure on the top of a building to keep the rain out_________

step 3, word study

t: can you tell me which is the most ancient building in my yard? (nest)

a nest is to a bird what a house to a man.

who can tell me the meaning of this sentence?

(鸟剿和鸟的关系就和房子和人的关系一样)

t: good. let’s try another one

water is to fish what air is to men.

(水和鱼的关系就于空气和人的关系一样)

t: well done. these two sentences have something in common-they are using the same sentence pattern. what is it?

→a is to b what c is to d

t: very good. now i will show you more pictures, you should find out the relationship between these pictures, and create sentences using the above pattern.

fur is to a fox what the_____is to a banana.

____are to a house what words are to a text.

an architect is to____________what a painter is to art.

a___is to a boat what an engine is to a car.

a____is to a fisherman what a gun is to a hunter.

arms are to the body what_______are to a tree.

step 4, grammar

t: i’m very glad that you like my new home. our new school is far away from the downtown, so a new market is build near our school. i’ll guide you to the market to see what you can do there.

show the ss the picture and ask them to describe it.

--what can you see in the market?

--let’s see what can we do here?

give examples: i can have my hair cut here.

i can have my bike mended.

ask the ss to make similar sentences.

t: in all these sentences we use a sentence pattern-“have something done”.

now let’s see the pairs of sentences, and compare a and b.

a: i can have my bike mended

b: i can have the car waiting for me.

a: i found myself tied to a tree.

b: i found myself walking in a forest.

watch more sentences on page 22.

examine all the sentences carefully, and find out when we use –ing form and when we use –ed form.

→ passive voice: -ed

active voice: -ing

look at the pictures, can you find out another difference between –ing form and –ed form.

let’s do some exercises.

matching

did you find the city done?

when will he ever get the work greatly changed?

she can’t make herself called.

next week i’ll have my bedroom understood.

you’ve got to keep the door locked.

i got the watch repaired.

she heard her name decorated

completing

i don’t want any bad words____(say) about him behind his back.

please get the work____(do) as soon as possible.

i’ll have the materials_____(send) to you next monday morning.

she won’t have her long and beautiful hair____ (cut) short.

you should make your voice______(hear).

i want you to keep me_________(inform) of how things are going with you.

the rent sounds reasonable. how would you like it________(pay).

at last i succeeded in making myself__________(understand).

we’ll move to the new school, and four people will share one room. there will be a competition on decorating your room. the most beautiful and most special room will he the winner. now work in groups of four to design your room. five minutes later the group leaders should give a simple report. and pay attention to use –ed form in your report. here are some phrases to help you:

step 5, homework

ok page 97, exercises 1-5

ok page 98, exercises 1-2

period 5: integrating skills

step 1. revision:

( talk about new house decoration to revise the grammar: have… done)

--- dear class, i’m especially happy these days, because i’ve just bought a new house. it’s very beautiful. look, here it is. i want to share my happiness with you. so would you like to help me design my house? how should i decorate my room? please discuss it and give me some advice, ok?

--- you should have your walls painted white.

--- you had better have … done.

a few minutes later, call out some pairs to report their design.

--- ok, which group will give me good suggestions?

--- thank you very much! you’re good designers. i’ll decorate my room according to your design.

step 2. lead-in

( talk about how to deal with the old house.)

--- now after i finished decorating the rooms, i moved into my new beautiful house. but what should i do to deal with my old house? should i pull it down? no, i don’t want to do that. anyway it’s so lovely a house. should i let it stand empty? no, not a good idea. i want to give it a second life. what shall i do? please discuss again in groups and this time give me advice on how to deal with the old house.

ss discuss and give advice.

--- wow, you have so many wonderful ideas! i think i like to change it into a beautiful teahouse and i can rent it to somebody else since i am too busy to run it myself. and thus i can give my old house a second life. thank you very much! would you like to come in and have a cup of tea in my teahouse some day?

step 3. fast reading on “ factory 798 ”

--- thank you for your ideas to give my old house a second life. and the same story goes with another old factory which is no longer used in beijing. it is the famous place called “factory 798”. has anybody ever heard of that? if no, let’s open our books and read the passage on page 23. try to find out: “what is factory 798? ”

ss fast reading for a few minutes.

--- who has found out the answer?

→ an old army factory ; an arts centre;

step 4. careful reading

--- now let’s get some detailed information about factory 798. please read the second paragraph of the passage carefully again and find out:

--- what was factory 798 like?

→ huge factory halls of bricks

→ small round windows that remind you of ships

→ bent roofs

→ 20-foot high walls of glass

more questions on the screen to guide the reading:

1. when was factory 798 built? who designed it? who built it?

2. why is it very different from chinese architecture?

--- we’ve known that factory 798 was built in 1950s. as time went by and things developed, what happened to it then?

→ no longer used/ needed

→ stood empty

--- what has happened to it now?

→ turned into an arts center

more questions:

3. how did factory 798 turn into an arts center?

4. why was factory 798 welcomed by painters, music bands, artists and musicians?

step 5. listening and reading

--- now, let’s listen to the tape and get a better understanding of the text. please follow the tape in a low voice and pay attention to the pronunciation of the new words and phrases which you’re not sure of. at the same time, please try to find out the following new language points in the text and see how much you can understand them in english.

show the language points on the screen.

1. pull down

2. stand

3. with… aid

4. remind … of

5. set aside

step 6. retelling

--- now it’s time for you to read the text by yourselves and try to summarize the text. that is to say, suppose you are a journalist from cctv 9 and you’ve just paid a visit to the famous factory 798. please make a tv program to introduce factory 798 to our citizens in your own words. i’ll give you three minutes to read through the text by yourselves and get prepared for the retelling, ok?

step 7. discussion

--- in almost every city around the world, there are old buildings which are no longer used, such as schools, hospitals, factories or even churches. what do you think people should do with them? why?

→to pull down the old buildings and set up new modern ones to keep up with the pace of the society.

→new uses should be given to old special buildings. it’s a great way to save the architecture from the past.

step 8. writing.

--- since we all agree that giving the old special buildings new uses is a great way to save the architecture from the past, now it’s time for you to have a practice and show your ability. you know our school is moving to the new campus now and the old campus will be left empty then. suppose you are young painters, artists, musicians, and you can rent some parts of the school building to practice. how do you want to change the school buildings? what new uses can be given to the old school buildings? please work in groups and make a plan about it.

step 9. homework.

1. finish the program about factory 798 as a tv reporter.

2. finish your plan about how to reuse our old school buildings.

in this unit you have learnt about art and architecture. how comfortable do you feel doing each of the skills below?

the things i can do evaluation

i can understand and read about art and architecture. 5 4 3 2 1

i can describe buildings and works of art. 5 4 3 2 1

i can tell the differences between traditional architecture and modern architecture. 5 4 3 2 1

i can express my preferences in english. 5 4 3 2 1

i can draw and talk about floor plans of a building. 5 4 3 2 1

i can use the past participle as the object complement. 5 4 3 2 1

i can remember and use the new words and expressions in new situations. 5 4 3 2 1

描写unity万能心得体会及感悟三

topic: art and architecture

ate the students’ interests in talking about art and architecture

ate the students’ ability of speaking, reading, discussing.

the students to learn some useful words and expressions: architecture, architect, prefer, design, style

i would not feel happy if …

i would not feel happy if ….

i don not get very excited about …

i really prefer…

i can not stand

teaching important point:

1. enable the students to master the ways of discussing differences between modern and traditional things, to encourage them to talk about their preference.

2. help the students to learn about the past participle: used as object complement

teaching difficult point:

inspire the students to express their design of house.

teaching methods: free talk, communicative method to improve students’ speaking ability and communicative skills.

teaching aids: multimedia. recorder.

teaching procedures:

period 1: warming-up and speaking

period 2: reading

period 3: language study

period 4: listening and writing

period 5: integrating skills

period 1：warming up and speaking

step 1. greetings and warming-up

t: good morning, class.

s: good morning, miss qiu.

t: where are you from, a city or a small town?

can you describe the buildings in your hometown?

what kind of buildings do you live in, a traditional house or an apartment?

s: …

(show students two pictures, a tall building and a traditional yard.)

t: what can you see in the two pictures?

s: we can see two different styles of house: block of flats and traditional house.

t: what is the difference between them?

suggested answers:

block of flats traditional house

modern.

convenient.

the rooms are big.

every flat has a toilet and bathroom.

not much contact with their neighbors.

people often feel lonely.

flat roof.

… old-style.

the rooms are small.

sometimes no toilet or bathroom.

life is much more interesting. neighbors get on well with each other. people can grow flowers in the yard.

the roof is sloping.(why?)

…

t: in which house would you prefer to live? why?

s: i like living in …. because….

i prefer living…

i’d rather live…

(for example, living in the small house makes me feel warm. i like making friends with my neighbors. it looks like a big family. encourage them to express their ideas freely.)

t: buildings in the different places are different. so what words and phrases do you think will be useful when you want to talk about art and architecture?

(show the students some different kinds of houses, and ask them to describe them.)

s: appearance: high, low, great. the palaces were large and beautiful, and they often looked like something out of a fairy tale.；materials: brick, stone, steel, glass, wood…

t: if you were free to design your own dream house, what would that house look like? what materials would you use? explain why you made certain choices about your dream house?

s: ……

step 2 speaking

t: now let’s move to the speaking part. turn to p18. please listen to the sample dialogue .pay attention to the ways how to express their preferences.

(after listening to the dialogue for once)

t: ok! the dialogue is about two persons talking about their preference for styles of architecture. the noun form of “prefer” is “preference”. the stress should be put on the first syllable. please read the word after me .

s: ……

t: there are some useful expressions in the dialogue. such as “i wouldn’t feel happy if …”

“i prefer something that…” “i don’t get very excited…”

t: now please look at the pictures and talk with your partner which of the things below you prefer. try to explain why you prefer one thing to another.

s: …

(show some chairs on the screen)

t: in your dream houses, are there any chairs? which one do you like? why?

sample dialogue:

a: which do you like better, classical chairs or modern chairs?

b: i prefer modern chairs.

a: why?

b: in my opinion, modern chairs are lighter and more colorful. they are comfortable.

step 3 . homework

decorate your bedroom and classroom. and talk about your decoration.

period 2: reading

step1: pre-reading

(show pictures of both modern architecture and classical architecture)

t: we’ve really had a wonderful tour around the world last time, seeing the marvelous architecture home and abroad, modern and classical. i hope you enjoy that… but i wonder if all of you can recognize some of the most famous architecture.

s: sydney house; the eiffel tower; the temple of heaven…

t: among all of these pictures, which ones belong to modern architecture?

s: …

t: how do you know which ones belong to modern architecture? what’s the difference between modern architecture and classical architecture?

s: …

t: if you want to know more and to enjoy the beauty of modern architecture, you’d better join us, as we are going to have a new journey, the journey to the world of modern architecture.(show modern architecture on the screen)

step2: while-reading

1. fast- reading

t: q1:wha’s the difference between modern architecture and classical architecture?

q2: what kind of materials is used? what other materials do you know?

q3: what’s the characteristic? how do people feel towards modern architecture?

difference

modern architecture classical architecture

materials steel, iron, glass… stone, brick, wood…

characteristics huge; like boxes; unfriendly beautiful, closer to nature

2. careful-reading

t: now please find out the information according to the key words on the screen.

modern architecture

q1: when was modernism invented? -----1920s

q2: how many architects are there in the text? ---antonio gaudi/ wright

q3: what did gaudi want to be used in his works? what’s the characteristic of his architecture? how is his architecture like?

----natural materials/ like a dream, full of fantastic colors and shapes.

q4: what inspired wright? ----japanese seashells

q5: how many examples are there in the text?

----the opera house/ the new olympic stadium

q6: how do they look like? ----seashell/ nest

q7: what do they (two architects / two examples) have in common? ---nature

3. listening

t: while listening, please pay attention to the key points in the text. (show the key points on the screen)

step3. post-reading

interview (group work)

step4. homework

report what you have learned about modern architecture next time.

period 3: language study

step 1 lead-in

t: hello, everybody, yesterday we have seen a lot of wonderful modern architectures and got to know some famous architects. today i’d like to introduce you one of my friends. he is an architect. who can tell me the meaning of “architect”. (a person who designs buildings). he lived in this house when he was young. do you think this house beautiful or not beautiful? (not beautiful) can you use another word to replace “not beautiful”. (ugly). so when he became an architect, he designed some pretty houses. not long ago he designed a new house for me. let’s go and see my new house.

step 2 vocabulary

t: welcome to my new house. could you say something about my new home?

t: i’m not alone here, because i have two neighbors. do you know who are they and where they live? (nest, dog house)

t: let’s learn some new words of house.

(balcony concrete nest brick roof)

try to remember these new words, then fill in the blanks.

1. an area with a wall or bars around it, joined to the outside wall of a building ________________.

2.a strong construction material which is a mixture of stone, and sand and water _________________

3.a shelter made by a bird to hold its eggs and young ____________

structure on the top of a building to keep the rain out_________

step 3 word study

t: can you tell me which is the most ancient building in my yard? (nest)

a nest is to a bird what a house to a man.

who can tell me the meaning of this sentence?

(鸟剿和鸟的关系就和房子和人的关系一样)

t: good. let’s try another one

water is to fish what air is to men.

(水和鱼的关系就于空气和人的关系一样)

t: well done. these two sentences have something in common-they are using the same sentence pattern. what is it?

s: →a is to b what c is to d

t: very good. now i will show you more pictures, you should find out the relationship between these pictures, and create sentences using the above pattern.

fur is to a fox what the_____is to a banana.

____are to a house what words are to a text.

an architect is to_______what a painter is to art.

a___is to a boat what an engine is to a car.

a____is to a fisherman what a gun is to a hunter.

arms are to the body what_______are to a tree.

step 4 grammar

t: i’m very glad that you like my new home. our new school is far away from the downtown, so a new market is build near our school. i’ll guide you to the market to see what you can do there.

(show the ss the picture and ask them to describe it.)

t: what can you see in the market? let’s see what can we do here?

for examples: i can have my hair cut here. i can have my bike mended.

please make similar sentences.

s:…

t: in all these sentences we use a sentence pattern-“have something done”.

now let’s see the pairs of sentences, and compare a and b.

a: i can have my bike mended

b: i can have the car waiting for me.

a: i found myself tied to a tree.

b: i found myself walking in a forest.

t: when we use –ing form, we are using passive voice. when we use –ed form, we are using active voice.

→ passive voice: -ed

active voice: - ing

t: now let’s do some exercises.

matching

did you find the city done?

when will he ever get the work greatly changed?

she can’t make herself called.

next week i’ll have my bedroom understood.

you’ve got to keep the door locked.

i got the watch repaired.

she heard her name decorated

completing

i don’t want any bad words____(say) about him behind his back.

please get the work____(do) as soon as possible.

i’ll have the materials_____(send) to you next monday morning.

she won’t have her long and beautiful hair____ (cut) short.

you should make your voice______(hear).

i want you to keep me_________(inform) of how things are going with you.

the rent sounds reasonable. how would you like it________(pay).

at last i succeeded in making myself__________(understand).

we’ll move to the new school, and four people will share one room. there will be a competition on decorating your room. the most beautiful and most special room will he the winner. now work in groups of four to design your room. five minutes later the group leaders should give a simple report. and pay attention to use –ed form in your report.

step 5 homework

ok page 97, exercises 1-5

ok page 98, exercises 1-2

period4: listening and writing

step 1 : greeting and warming up

t: the national day is coming. i know most students in our class are waiting for the exciting day, so am i .on holiday ,we can do many exciting things. such as going shopping, visiting beautiful place, visiting good friends…now i will ask some students to share your ideas. **, please, what are you going to do on the national day?

s: …

t: what about you? what’s your opinion?

s: …

t: on national day, what cloth will you put on? school uniforms or cloth with personal style?

t: …

t: i think most students in our class will put on cloth with personal style ,because this kind of cloth can make us feel confident .right?

s :…

t: it is time to buy some furniture. what kind of furniture will you buy? and why do you prefer them?

s:…

t: for most young person, their choices in buying furniture is very much like buying clothes, while old people often choose traditional furniture that is made of strong materials and can be used for a long time .

step 2. listening

t: today, we are going to learn the listening part . turn to p18. this dialogue is about a young married couple, danny and amy and a shop assistant.. they want to buy some furniture for their new house. they visit a shop and talk with a shop assistant about their tastes and preferences.

(play the tape twice for the students to listen and finish the exercises by themselves. they may check the answers in pairs. then play it a third time for the students to check their answers. check them with the whole class in the end..)

step 3. writing

t: do you think the building in our school is beautiful?”

s1: it is very beautiful…

s2: the school looks like a desert ,the walls are white-washed and there aren’t any art works on them.

t: we think the building would be more beautiful if the school would be decorated with paintings ,photos and art works. we think art in the school could give us many new experiences and enrich our lives. but suppose that the school does not have a lot of money. how can our school be decorated? now please work in groups of 4 to make a plan that show how the whole school can be decorated? i will give you 3 minutes to have a discussion.

suggest answer:

1. mangy art works ca be made by teachers and students.

2. art posters can be used for decorating.

step 4. homework.

t: please write a letter to the headmaster explaining how you want to decorate the school with art works. describe the art of your choice, what function it should have in your school and why it is important to have art in school buildings.

paragraph1. explain why the school should be decorated.

paragraph2. explain what function the art should have in the school.

paragraph3. describe different types of art works that could be chosen and where they should be hung up in the school.

paragraph4. discuss the different prices of different art works and write a plan to decorate the school as well as possible using little money .

period 5: integrating skills

step 1. revision:

t: dear class, i’m especially happy these days, because i’ve just bought a new house. it’s very beautiful. look, here it is. i want to share my happiness with you. so would you like to help me design my house? how should i decorate my room? please discuss it and give me some advice, ok?

(show them the sentence pattern on the screen to revise the grammar.

--- you should have your walls painted white.

--- you had better have … done. )

t: now i will call out some pairs to report their design. which group will give me good suggestions?

s:…

t: thank you very much! you’re good designers. i’ll decorate my room according to your design.

step 2. lead-in

t: now after i finished decorating the rooms, i moved into my new beautiful house. but what should i do to deal with my old house? should i pull it down? no, i don’t want to do that. anyway it’s so lovely a house. should i let it stand empty? no, not a good idea. i want to give it a second life. what shall i do? please discuss again in groups and this time give me advice on how to deal with the old house.

s:…

t: wow, you have so many wonderful ideas! i think i like to change it into a beautiful teahouse and i can rent it to somebody else since i am too busy to run it myself. and thus i can give my old house a second life. thank you very much! would you like to come in and have a cup of tea in my teahouse some day?

step 3. fast reading on “ factory 798 ”

t: thank you for your ideas to give my old house a second life. and the same story goes with another old factory which is no longer used in beijing. it is the famous place called “factory 798”. has anybody ever heard of that? if no, let’s open our books and read the passage on page 23. try to find out: “what is factory 798? ” i will give you 2 minutes.

(a few minutes later. )

t: who has found out the answer?

s: → an old army factory ; an arts centre;

step 4. listening and reading

t: now, let’s listen to the tape and get a better understanding of the text. please follow the tape in a low voice and pay attention to the pronunciation of the new words and phrases which you’re not sure of. at the same time, please try to find out the following new language points in the text and see how much you can understand them in english.

( show the language points on the screen. )

1. pull down

2. stand

3. with… aid

4. remind … of

5. set aside

step 5. careful reading

t: now let’s get some detailed information about factory 798. please read the second paragraph of the passage carefully again and find out:

q1:what was factory 798 like?

→ huge factory halls of bricks

→ small round windows that remind you of ships

→ bent roofs

→ 20-foot high walls of glass

q2:when was factory 798 built?

--- we’ve known that factory 798 was built in 1950s.

q3:as time went by and things developed, what happened to it then?

→ no longer used/ needed

→ stood empty

q4: what has happened to it now?

→ turned into an arts center

q5:why was factory 798 welcomed by painters, music bands, artists and musicians?

(check the answers with ss one by one, explain the language points meanwhile. explain some difficult sentences in the text at the same time)

step 6. retelling

t: now it’s time for you to read the text by yourselves and try to summarize the text. that is to say, suppose you are a journalist from cctv 9 and you’ve just paid a visit to the famous factory 798. please make a tv program to introduce factory 798 to our citizens in your own words. i’ll give you three minutes to read through the text by yourselves and get prepared for the retelling, ok?

s: …

step 7. discussion

t: in almost every city around the world, there are old buildings which are no longer used, such as schools, hospitals, factories or even churches. what do you think people should do with them? why?

s1: to pull down the old buildings and set up new modern ones to keep up with the pace of the society.

s2: new uses should be given to old special buildings. it’s a great way to save the architecture from the past.

step 8. homework.

1. finish the program about factory 798 as a tv reporter.

2. make your plan about how to reuse our old school buildings.

描写unity万能心得体会及感悟四

教学目标与要求

初步学习过去完成时态;初步掌握用so…that引导状语从句和总结、归纳有关购物的用语，是本单元的教学重点。经过学习，学生应能掌握这种状语从句的结构和用法，掌握《教学大纲》中规定有关购物的用语和应答，并能较为熟练地运用在交际中，口头表达流畅，书面表达正确。学生应能从顾客的角度，对所需购买物品的名称、尺寸、颜色、价格等进行询问和表示意见;也能从售货员的角度接待顾客、提供服务及方便等。学生应能独立完成练习册编排的各种形式的练习，正确率不低于70%。

二、教学重点与难点

1.句型：the suit was so expensive that he could not buy it. 2) we were so busytalking that i forgot to pay.

2.语法：过去完成时态(1)(the past perfect tense)

3.日常交际用语：〔购物(shopping) 〕1) can i help you? 2) i'm looking for a pair ofshoes. 3) what size do you want? 4) how much does it (do they) cost? 5) have yougot any other colour/size/kind? 6) can i try it (them) on, please? 7) that's tooexpensive. have you got anything cheaper? 8) that's cheap. i'll have it, please.9) that's a bit expensive. i'll think about it. i don't think i'll take it. 10)none of them are the right size. they are either too big or too small.

三、课时安排

本单元共用4课时，每课书用1课时。

参考教案 unit 21 shopping 第八十一课 示例一

第八十一课 lesson eighty-one

一、教学内容

1.词汇(略)。

2.日常交际用语：学习以下购物用语(shopping): 1) can i help you? 2) i'm looking for a pairof shoes. 3) what size do you want? 4) how much does it (do they) cost? 5) haveyou got any other colour/ size/kind? 6) can i try it (them) on, please? 7)that's too expensive. have you got anything cheaper? 8) that's cheap. i'll have(take) it, please. 9) that's a bit expensive. i'll think about it. 10) i don'tthink i'll take it.

二、教具

录音机;一双旧鞋;投影仪。

三、课堂教学设计

1.复习 值日生报告。

2.教师用如下语言引出本课要学的内容：

t: today i'm going to do some shopping after school. what am i going tobuy? now look at these shoes of mine.(出示事先准备好的旧鞋。如果穿在脚上，可增加表演效果。)they are tooold. or we may say they are worn out. so i want a new pair of shoes. what sizedo i need? oh, i know, i need size eight.

通过以上演示介绍生词以后，反复领读生词。

3.准备听课文第1部分录音，教师用投影仪打出听前提问 (pre-listening questions): 1) what's wrong withthe man's shoes? 2) what does the woman ask him to do?

听录音一至两遍，学生回答上述问题。

教师再用投影仪打出课文第2部分的听前提问 (pre-listening questions): 1) what size of the shoesdoes the man want? 2) how much do the shoes cost?

听这部分录音两遍，学生回答上述问题。

再听录音，学生跟读一至两遍。

4.学生两人一组，练习表演这段对话，请几组同学到前面演示。

要求学生利用课本上提供的替换练习，编写一、两个购物的小对话，教师予以讲评。

5.请学生挑出本课中出现的有关购物用语，并抄写一遍。

6.布置作业

1)练习朗读本课对话，抄写生词及有关购物用语;2)书面完成练习册习题。

四、难点讲解

shoes are worn out. 我的鞋穿坏了。

wear out是“穿破、穿坏”的意思。

在这个句子中，包含有一个系表结构。

被动结构的形式是助动词be+过去分词。但并非所有的be+过去分词都是被动结构。由于过去分词具有形容词的特点，某些过去分词可以用作句子中的表语。所以be+过去分词可能是连系动词be+表语结构，而不是被动语态。系表结构与被动语态的区别是：被动语态表示以主语为承受者的动作;而系表结构则表示主语的特点或所处的状态。请比较以下例句：

the window was broken by a boy just now. 窗户刚才被一男孩打破了。(被动语态)

the window is broken. 窗子是破的。(系表结构)

everything was done by his parents. 一切都是由他父母干的。(被动语态)

everything was done. 一切就绪。(系表结构)

2.i'm afraid we haven't got any black shoes in than size at the moment. butwe've got some brown ones. 恐怕我们眼下还没有这种尺寸的黑鞋，但我们有些棕色的。

ones是代词one的复数形式。在句中指上文提到过的名词shoes。

参考教案 unit 21 shopping 第八十二课 示例一

第八十二课 lesson eighty-two

一、教学内容

1.词汇(略)。

2.句型：1) they were either too big or too small. 2) that's much tooexpensive.

3.语法：初步学习过去完成时态的用法。

二、教具

录音机;投影仪。

三、课堂教学设计

1.复习 值日生报告。

2.教师用以下语言引导出本课生词：

t: yesterday i went to do some shopping. i wanted to buy a pair of shoesbecause my shoes were worn out. first i went to a small shop, but they didn'thave any shoes. they sold out all the shoes. then i went to another shop. butthe shoes there were either too big or too small (借助手势加以说明). the shopkeeper saidperhaps (or: maybe) they would have more shoes soon. i'll go there again andhave a look.

反复领读生词，直到学生初步掌握为止。

3.布置学生阅读课文。给学生六分半钟时间(本课计约264个词)，允许学生查阅其它个别生词。教师用投影仪打出读前提问 (pre-readingquestions): 1) what was the boy going to do a week later? 2) what did he decideto buy at last?

规定时限过后，学生回答上述问题。

4.听课文录音，学生跟读一至两遍。

5.做练习册习题1，先要求学生予以口头回答，再布置为书面家庭作业。

6.扼要解释课文难句(见难点讲解)和过去完成时的构成及用法。

7.布置作业

1)练习朗读本课课文，抄写生词;2)准备复述课文; 3)书面完成练习册习题。

四、难点讲解

shop was quite new, for it had opened only the week before.商店很新，因为它上一周刚刚开张。

for是连词，表示：因为。

were either too big or too small. 它们(指鞋)要么太大，要么太小。

either…or…意思是：或者……或者。这是一组表示选择的并列连词。当连接两个并列的主语时，动词与最接近的主语保持数的一致。例如：

either you or i must go. 你和我总要有一个人去。

you can either do it yourself, of you can ask someone else to do it.要么你自己做，要么你找人来做。

either the teachers or the head master is in the office.或是老师们，或是校长在办公室。

's cheap. i'll have it, please. 这东西便宜，我买下了。

that's much too expensive. i don't think i'll take it. 这东西太贵了，我不想买。

注意，两句中动词have和take均表示“买下”的意思，而不用“buy”这个词。

much可以和too连用，修饰名词或形容词，但位置不同：修饰名词时，用too much;修饰形容词时，用much too。例如：

the doctor asked the fat lady not to eat too much food every day.医生告诫那个胖女士每天不要吃太多的食物。

we can't go out. it's much too cold today! 我们不能出去，今天太冷了!

参考教案 unit 21 shopping 第八十三课 示例一

第八十三课 lesson eighty-three

一、教学内容

1.词汇(略)。

2.句型： 1) they were so pleased to see each other that they forgot everythingelse. 2)the jacket cost so much that they didn't buy it.

3.语法：初步学习由so…that…引导的表示结果的状语从句。

4.日常交际用语：复习已经学过的购物用语。

二、教具

录音机;投影仪。

三、课堂教学设计

1.复习 教师就第82课课文内容进行提问，学生迅速地给予回答(问题设计可参阅第82课练习1)。

2.集中讲解本课生词，反复练习，直到学生初步掌握为止。

3.给学生四分半钟时间默读课文(本课文计约186个词)，教师用投影仪打出读前提问 (pre-reading questions): 1) whatwere john and his friend busy doing in the shop? 2) what did john almost forgetto do?

规定时限过后，学生回答上述问题及阅读提示中的提问，教师予以评判。

4.听课文录音，学生跟读一至两遍。

教师用投影仪打出下表，组织学生归纳课文。

5.做练习册习题1(方法同前)。

6.扼要解释课文难句(见难点讲解)。

7.布置作业

1)练习朗读课文，抄写生词;2)书面完成练习册习题。

四、难点讲解

were so pleased to see each other that they forgot everything else.他们又见面了，高兴得把其它的事都忘了。

句中so…that引导的是表示结果的状语从句。so既可以修饰形容词，也可以修饰副词。例如：the coat was so expensive thathe didn't buy it. 这件外衣太贵了，他没有买。

so…that的中文意思是：如此……以致……，但通常都不译出。例如本课第2部分的三个句子可以分别译为：

1)这套衣服太贵了，他买不了。

2)这件夹克很便宜，他决定买下了。

3)他的鞋太脏了，必须涮洗。

talked on and on very happily. 他们都很高兴，不停地聊起来。

句中 on and on是副词短语，表示“不停地做某事”。

参考教案 unit 21 shopping 第八十四课 示例一

第八十四课 lesson eighty-four

一、教学内容

1.词汇(略)。

2.听力训练(见练习册)。

3.语法：小结不规则动词;小结本单元所学的语法内容。

二、教具

录音机;投影仪。

三、课堂教学设计

1.复习 检查第82、83课课文复述。检查前，可将两部分课文录音再放一遍。

2.准备做听力训练。学生一分钟准备。听录音三遍，当堂核对答案。

3.学生独立阅读课文第2部分内容。允许学生查阅生词。阅读结束后，按课本要求，做造句练习。

组织全班同学归纳已经学过的过去式和过去分词与原形相同的不规则动词。允许学生查阅书后不规则动词表。

4.学生过一遍复习要点中所列的内容，教师回答学生的疑问，小结过去完成时态的构成及用法;小结由so…that引导的表示结果的状语从句。

5.当堂完成练习册习题2、3，并核对答案。

6.布置作业

预习下一单元内容。

描写unity万能心得体会及感悟五

一、指导思想：

教学工作，紧紧围绕着本校的教学工作计划，结合本学期工作要点，以新课程标准为指针，全面落实认真贯彻落实教师的“备、教、批、辅、考”。全面提高教育教学质量，突出工作创新，开展切合实际的教学活动，提高课堂教学水平，促进自身发展，提升学生的综合素质，特制定本学期的教学工作计划。

二、主要工作任务

1、认真学习“新课程理念”，了解新的教育教学资源查阅相关教学活动信息，观看学校组织的课堂教学实录及教学理论讲座录像，学习《有效教师》、《有效研修》和我所教的英语学科课程标准，写好自学笔记，并有一定的质量，全学期8次。在本学期末上交一篇高质量的教学论文、案例或教学反思。

2、端正态度、提高认识，了解新课程理念，以适应新课程理念下教学工作的需要，虚心向他人学习，取长补短，相互促进共同提高。在本学期按学校要求听课18节以上，内容真实，并有一定质量的评语。积极参加本学期两周一次的计算机远程培训，并写好记录，做好自学笔记，按时完成。

3、认真理解掌握“备、教、批、辅、考”的基本要求。

4、认真做好学校“三、五”工程“基础型”队伍建设实施细则的制定工作，做好“基础型”教师的初评工作。

三、英语教学工作

在本学期我继续担任四年级的英语教学。教学小学低年级英语，面向全体学生，以学生的发展为宗旨，始终把激发学生的学习兴趣放在首位，注意分层教学，引导学生端正学习态度，掌握良好的学习方法，培养学生良好的学习习惯。本学期的英语教学，我从以下几个方面做起：

(一)教学目的任务

1、能按四会、三会的要求掌握所学单词。

2、能按四会要求掌握所学句型。

3、能使用日常交际用语，活用四会句型，进行简单的交流，做到大胆开口，发音正确。

4、能在图片、手势、情境等非语言提示的帮助下，听懂清晰的话语和录音。

5、进一步养成良好的书写习惯。

6、进一步养成听英语、读英语和说英语的良好习惯。

7、能运用相关的语言知识和技能，完成某项任务。

8、能演唱已学过的英语歌曲，已学过的歌谣。

(二)教材重点难点

1、能按四会、三会的要求掌握所学单词。

2、能按四会要求掌握所学句型。

3、能使用日常交际用语，活用四会句型，进行简单的交流，做到大胆开口，发音正确。

4、能在图片、手势、情境等非语言提示的帮助下，听懂清晰的话语和录音。

(三)主要措施

1、以活动为课堂教学的主要形式，设计丰富多彩的教学活动，让学生在乐中学、学中用，从而保证学生英语学习的可持续性发展。

2、通过听、说、读、写、唱、游、演、画、做等形式，进行大量的语言操练和练习。

3、培养学生拼读音标的能力，确保学生自主学习的质量。

4、设计全面、高效的课外作业，培养学生良好的书写习惯，做到整洁、规范、正确地书写。

5、根据“备、教、批、辅、考”的基本要求，每堂课结束后进行检测，努力提高学生的英语成绩。毕业班的英语教学要全面进行，在新课结束后做好详细的复习计划，提高英语教学质量。

四、加强学习提高素质

利用业务学习和业余时间学习先进的教育教学理念，不断反思和向名师学习，切实提高自身素质。

五、教学进度安排

2月13号——3月1号 unit 6

3月2号——3月15号 unit 7

3月16号——3月30号 unit 8

4月1号——4月20号 unit 9

4月21号——5月4号 unit 10

5月5号——期末 总复习

描写unity万能心得体会及感悟六

教学过程 批注

一、warm-up & revision

the song “where is the toy car?”

2.利用自己的文具，两人轮流问对方文具的位置。如：

s1:where is my bag?

s2:it’s in the desk.

二、presentation & practice

1.在课件上展示盒子图片,说:“this is a box.”板书box并带读。

2.在课件上展示小狗在盒子里面的图片。

t:what’s this?(用手指着小狗)

ss:it’s a dog.

t:where is the dog?

ss:it’s in the box.

板书dog并带读。

3.在课件上呈现一个橙子的图片，说：“this is an ’s orange.”板书orange并带读。

4.教师拍拍自己的身体说：“look!this is my body.”板书body并带读。

5.播放listen,repeat and chant.部分的录音，学生跟读。

6.让学生自己读一读黑板上的四个单词，让学生找出这四个单词的共同字母并思考这个共同字母的发音，可相互讨论。

7.教师讲解字母o在闭音节中的发音。o在闭音节中发短元音/?/，发音时嘴张大，舌头向后缩，双唇稍收圆。教师给学生示范发音口型，学生学发音。

8.点学生读read,listen and number.部分的八个单词，提醒学生注意字母o的发音。

9.播放两遍read,listen and number.部分的录音，完成题目。播放第三遍录音，检查题目的答案。

10.教师在黑板上的四线格内慢速书写单词，学生观察抢答是什么单词。

教授单词后让学生自己去发现规律，教师再讲解相应的发音知识，培养学生探索问题的能力。

作业设计 在家庭作业本上规范地将本课单词各抄写两行。 板书设计 unit 4 where is my car?

box dog orange body

在本单元的前三个课时，教授了字母o在闭音节中的发音，教授了三个方位介词及两个物品词汇，教授了如何问答物品的位置。利用了三年级学生好动、爱表现的特点，在学习了单词与句型后结合各种活动帮助学生巩固了所学的知识。三个方位介词意思的区别，有个别学生还是容易弄混淆，在b部分的教学中，我会结合游戏、创设的情境帮助学生区分。

part b

教学内容 let’s talk let’s play let’s learn let’s do start to read let’s check (c story time)

教学目标 【知识目标】

能够掌握let's learn中的三会单词和let's talk中的重点句子。

【能力目标】会利用句型“—is it in/on/under...?—yes,it is./no,it isn’t.”猜测物品的位置。

【情感目标】养成收拾自己的物品的好习惯。

教学重点 1.掌握词汇cap，ball，car，boat，map的听、说、认读;

2.句型“—is it in/on/under...?—yes,it is./no,it isn’t.”的运用。

教学难点 1.更加熟练自如地运用where询问物品的方位;

2.进一步学习一般疑问句。

教学准备 课本、录音机、磁带、相关单词卡片、相关物品、课件等。 课时安排 3课时。

第一课时

教学过程 批注

一、warm-up & revision

1.日常交际问候。

2.向学生展示on或in或under的单词卡片，让学生根据单词卡片造句。教师先做示范，如展示on的卡片，可以说：“the ruler in on the book.”

通过造句检测学生是否掌握了方位介词的使用。

二、presentation & practice

’s learn

(1)教师展示一幅地图，说：“it’s a ,map,map.”板书map并带读。教师利用同样的方法教授cap，ball。

(2)教师展示小汽车图片，说：“it’s a ,car,car.”板书car并带读。利用同样的方法教授boat。

(3)游戏：找朋友。教师将生词图片发给五名学生，让学生将图片贴到黑板上相应的单词下方。

(4)展示let’s learn部分的教学挂图，根据图片中物品的位置问答。如:

t:is the car in the box?yes or no?

s1:yes.

t:is the map on the desk?yes or no?

s2:no.

t:where is it?

s2:it’s under the desk.

教师讲解上面对话中的两个一般疑问句的完整回答分别为“yes,it is.”与“no,it isn’t.”

(5)播放录音，跟读。

(6)教师在课件上出示几幅展示物品位置的图片，让看图选取一个物品，两人仿照let’s learn部分对话(可适当改编)编对话。如：

(展示球在椅子下方的图片)

s1:where is the ball?is it under the chair?

s2:yes,it is.

’s do

(1)教师一边假装做划船的动作，一边说：“row a boat.”然后反复说三遍，示意让学生跟读。利用同样的方法帮助学生理解“drive a car.”。

(2)教师利用实物球一边做拍球的动作，一边说：“bounce a ball.” 然后反复说三遍，示意让学生跟读。利用同样的方法帮助学生理解“put on a cap.”与“read a map.”。

(3)播放第一遍录音，听录音假装做动作。播放第二三遍录音，学生跟读。

(4)游戏：我说你做。教师说英文，学生做相应动作。

实物、图片教学单词，更直观。

刚开始学习一般疑问句“is it...?”学生不能回答其完整句子，先引导学生用yes或no回答，再教授其完整答语。

用动作帮助学生理解句子意思。

作业设计 1.熟读五个生单词，读给家长听。

2.自主预习let’s talk部分的对话。 板书设计 unit 4 where is my car?

map cap ball car boat

—is it in/on/under the...?

—yes,it is./no,it isn’t.

第二课时

教学过程 批注

一、warm-up & revision

游戏：低声传话。五人一组进行游戏，第一个学生在第二个学生耳边小声说一个单词，第二个学生在第三个学生耳边说刚听到的单词，再从第三个学生传到第四个学生，第四个学生传到第五个学生，第一个与第五个学生同时说出单词，若说的不一样，整组要受惩罚——合唱“where is the toy car?”

要求学生说的单词是上节课所学的生词。

二、presentation & practice

’s talk

(1)展示运动帽、包的图片，让学生看图说英语。

(2)展示玩具盒(里面装有玩具)的图片。

this is a is a toy,too.(指着玩具盒里的玩具)

this is a ’s a toy box.(指着玩具盒)

(3)教师介绍对话情境：“mike will go can’t find the is the cap?is it in the toy box?”

(4)播放第一遍录音，了解大意。

(5)播放第二遍录音，回答问题：where is the cap? is it in the toy box?

(6)播放第三遍录音，跟读。

(7)给学生三分钟读一读对话，让学生试着理解每一句话的意思，在不懂的句子下画线与同桌讨论或者寻求教师帮助。

(8)讲解“have a good time!”的用法。对于询问较多的句子教师要在全班进行讲解。

(9)角色扮演表演对话。比一比哪一组表演得好。

’s play

(1)请两名学生读一读对话。

(2)两人一组，一人快速藏起自己的文具，另一人闭眼。仿照课文对话利用自己的文具问答。如：

s1:where is my pencil box?

s2:is it in the desk?

s1:no,it isn’t.

s2:is it on the desk?

s1:yes,it is.

先复习或学习对话中的词汇，理解句子更容易。让学生带着问题听录音，培养学生的阅读习惯。

作业设计 将let’s talk部分的对话读给家长听。

板书设计 unit 4 where is my car?

have a good time!

—where is...?

—is it in/on/under...?

—yes,it is./no,it isn’t.

描写unity万能心得体会及感悟七

一、指导思想：

教学工作，紧紧围绕着本校的教学工作计划，结合本学期工作要点，以新课程标准为指针，全面落实认真贯彻落实教师的“备、教、批、辅、考”。全面提高教育教学质量，突出工作创新，开展切合实际的教学活动，提高课堂教学水平，促进自身发展，提升学生的综合素质，特制定本学期的教学工作计划。

二、主要工作任务

1、认真学习“新课程理念”，了解新的教育教学资源查阅相关教学活动信息，观看学校组织的课堂教学实录及教学理论讲座录像，学习《有效教师》、《有效研修》和我所教的英语学科课程标准，写好自学笔记，并有一定的质量，全学期8次。在本学期末上交一篇高质量的教学论文、案例或教学反思。

2、端正态度、提高认识，了解新课程理念，以适应新课程理念下教学工作的需要，虚心向他人学习，取长补短，相互促进共同提高。在本学期按学校要求听课18节以上，内容真实，并有一定质量的评语。积极参加本学期两周一次的计算机远程培训，并写好记录，做好自学笔记，按时完成。

3、认真理解掌握“备、教、批、辅、考”的基本要求。

4、认真做好学校“三、五”工程“基础型”队伍建设实施细则的制定工作，做好“基础型”教师的初评工作。

三、英语教学工作

在本学期我继续担任四年级的英语教学。教学小学低年级英语，面向全体学生，以学生的发展为宗旨，始终把激发学生的学习兴趣放在首位，注意分层教学，引导学生端正学习态度，掌握良好的学习方法，培养学生良好的学习习惯。本学期的英语教学，我从以下几个方面做起：

(一)教学目的任务

1、能按四会、三会的要求掌握所学单词。

2、能按四会要求掌握所学句型。

3、能使用日常交际用语，活用四会句型，进行简单的交流，做到大胆开口，发音正确。

4、能在图片、手势、情境等非语言提示的帮助下，听懂清晰的话语和录音。

5、进一步养成良好的书写习惯。

6、进一步养成听英语、读英语和说英语的良好习惯。

7、能运用相关的语言知识和技能，完成某项任务。

8、能演唱已学过的英语歌曲，已学过的歌谣。

(二)教材重点难点

1、能按四会、三会的要求掌握所学单词。

2、能按四会要求掌握所学句型。

3、能使用日常交际用语，活用四会句型，进行简单的交流，做到大胆开口，发音正确。

4、能在图片、手势、情境等非语言提示的帮助下，听懂清晰的话语和录音。

(三)主要措施

1、以活动为课堂教学的主要形式，设计丰富多彩的教学活动，让学生在乐中学、学中用，从而保证学生英语学习的可持续性发展。

2、通过听、说、读、写、唱、游、演、画、做等形式，进行大量的语言操练和练习。

3、培养学生拼读音标的能力，确保学生自主学习的质量。

4、设计全面、高效的课外作业，培养学生良好的书写习惯，做到整洁、规范、正确地书写。

5、根据“备、教、批、辅、考”的基本要求，每堂课结束后进行检测，努力提高学生的英语成绩。毕业班的英语教学要全面进行，在新课结束后做好详细的复习计划，提高英语教学质量。

四、加强学习提高素质

利用业务学习和业余时间学习先进的教育教学理念，不断反思和向名师学习，切实提高自身素质。

五、教学进度安排

2月13号——3月1号 unit 6

3月2号——3月15号 unit 7

3月16号——3月30号 unit 8

4月1号——4月20号 unit 9

4月21号——5月4号 unit 10

5月5号——期末 总复习

描写unity万能心得体会及感悟八

预习提纲

1. 课前让学生准备以前学过的五个字母的大写和小写卡片。

2. 让学生准备与本节课相关的单词卡。

一. 热身/复习(warming up)

1. 随着录音机唱一唱abc的歌曲。

2. 猜一猜

把学过的字母a-e 写在卡片上，依次展示卡片的背面，让学生猜字母。对猜对的同学给于口头表扬。

二. 新课呈现(presentation)

1. 游戏(game)：

将两张字母卡连同前面学过的五张让学生准备好。教师每念到一个字母，持有这张字母卡的学生便站起来，响亮的读出来。

2. 教师将学过的字母一一展示在黑板上，让学生认读，引出字母ff，教读并将大小写出后再教授几遍。用同样的方法教学g g。

3. 出示以这些字母为首字母的单词的相关图片，问what’s this? father和girl在前面已学过，复习一下。

4. 出示图片让学生看let’s say 的部分。问：what can you see、引导学生回答：i can see a man .问;what is he doing?然后指着鱼：what’s this ?can you tell me? 教学教读it’s a fish.用同样的方法教goose，并不时出示单词卡片让学生认读。

三. 趣味操练(practice)

1. 游戏：找朋友

将学过的七个字母按大小写分开，一部分学生拿大写字母卡，一部分拿小写字母卡。让拿大写字母卡的学生分别起立读出手中的字母，那对应小写字母卡的学生跟到他前方举起手中的字母，说：i’m… 两人握手并说：nice to meet you.

2. 将图片与单词卡片同时呈现，让学生找出本课刚学的字母。

3. 教师在四线三格上教写字母，强调学生注意占格，学生观察后在活动手册上描红。

4. 听let’s chant部分的歌谣，学生跟着节奏一起拍手说，

注意under和tree的发音。

四. 拓展活动(extension)

1.找出我们所学过的单词中分别含有字母f和g的单词(good goodbye girl food friend)

五. 课堂总结(assessment)

1. 让学生总结本课要求会读的单词。

2. 听录音，跟着说唱 chant。

3. 把字母学会。

课 题 unit 2 my family (第四课时)

教学目标 1. 学习本课句型：is she/he your…?. yes, she’s my sister. / no, she’s my mom..

词汇(短语)：come on! really? watch tv.

2. 使学生掌握一些感叹词来表达心中的想法，如cool!great!wow!及常用口语 come on!really?

教学重点 1.使学生进一步巩固句型：who’s this girl/boy? she’s/he’s…

is she/he your….? yes，shehe is. no, shehe isn’t.

2.词汇(短语)：come on! really? watch tv.

教学难点 本课句型：is she/he your…?及回答yes, she’s my sister. / no, she’s my mom.

教具准备 教材相配套的教学录音带

导学过程 二次备课

预习提纲：

1. 课前让学生听录音，复习part a let’s talk的内容：who’s that woman/man? she’s/he’s…

2. 课前让学生准备了一张自己的全家福并练习对话。

一. 热身/复习(warming up)

学生各自拿出自己的全家福，根据part a的句型，两人一组进行操练，表现好的同学奖励贴花。

s1：this is my family。

s2：who’s that woman?

s1：she’s my mother.

s2: who’s that man?

s1: he’s…

二. 新课呈现：(presentation)

1. game: i say you do

让学生在游戏中学习新知识。教师发号口令，学生做动作。教师说：come on, children!

stand up, please! cool!

sit down, please.

open your books.

watch tv. (手指电视，做按遥控器的动作)等。对于学生完成的动作，教师及时给予学生表扬和肯定。如：great!cool!等。

2. 领读词组 come on! watch tv. 并板书。

3. 对读的好的同学适当表扬，用上语气词：wow, cool.

4. 板书wow, cool.，教授几个感叹词，其实此词学生已大多数知道cool! great! wow! 的意思。

5. 让学生看书，听录音边跟读，并注意新授词组 watch tv, come on, 并讲授中文“really?”“how funny!”的发音和释义。特别是语气词一定要读出语气来。

三. 趣味操练(practice)

1. 让学生拿出课前准备的图画，教师指着画中人物问： is she/he your…? 反复问几次，提示学生用yesno 做简单回答。

2. 教读句子：is she your mom? yes, she’s my mom. no, she’s my sister. 表扬读的好的学生：cool/great.

3. listen and number.要求学生根据录音内容及顺序，给对应的图标标号，教师放录音，指导学生标号。

4. 游戏(game)

学生用自己课前准备的画分小组完成let’s practice.中的游戏活动。

四. 课堂总结(assessment)

1. 让学生总结本节课所学的感叹词和常用口语。

总结本节课需掌握的句型，并能在实际情景中运用。

课题 unit 2 my family (第五课时)

教学目标 1.能够听、说、认读本课时的主要单词：sister, brother

2.在学习let’s chant 中的歌谣时，要让学生通过有节奏地说唱，复习和巩固本课所学单词。

教学重点 1. 单词sister, brother。

2. 学习let’s chant 中的歌谣

教学难点 能够听懂本单元的小故事。

教具准备 1.教材相配套的教学录音带

2. 本课相关的照片，挂图

导学过程 二次备课

预习提纲

1. 课前先让学生复习本单元part a let’s learn 部分的内容。

2. 让学生准备好与本课相关的照片。

一.热身/复习(warming up)

用句型：is she your …?来做对话。

教师作示范：教师拿出自己家庭成员的不同照片，让学生提问，教师根据提问回答。小组合作：学生以小组为单位(变换小组成员)，拿着家庭成员的照片互相询问：“is she/he your …?”

做的好的同学贴画奖励!

二.呈现新课(presentation)

1.教师出示b let’s learn的挂图

教师提问：what can you see? what are they doing? 在挂图中有几个人?他们什么关系?引出单词brother, sister，指导学生认读。

告诉学生：在英语中，brother既可作哥哥讲，也可作弟弟讲，而sister既可作姐姐讲，也可作妹妹讲。

2.在挂图上，你还看到什么?what’s this?依次引出单词“fish，boat，goose，flower”

学生回答：fish, boat, goose, flower等并板书。

教师领读单词。

教师指着鱼说：wow! what a big fish! 教师做动作并领读句子，提醒学生注意语调，体会句子的意思。

出示句子，试着理解：

what a big goose!

what a tall tree!

what a nice girl!

3.出示17页上的感叹句，读一读，体会感叹句的语调。齐读并做动作表示一下这些词。

great! cool! oh! look! how funny!

4.听录音，教读单词。

5. 教师出示家庭成员的单词卡片，请读的最好的学生到前面来带读，让学生开火车认读。。

6..师在黑板上画出一棵大树，在树上贴出家庭成员的单词卡片。让学生一起读一读。

三、趣味操练(practice)

1. listen and do听一听，做一做

教师和学生一起问一问，答一答。问到那个人物，就让学生举起相应的卡片。

t: who’s he? who’s he?s: he’s my father.

t: who’s she? who’s she?s: she’s my mother. ….

’s chant

展示let’s chant的挂图，先帮助学生理解chant的意思。

边看边跟读。

以小组为单位，表演chant，表现好的哪一组加小红花。

四、扩展性活动(extension)

学生们做自己的family tree.

学生们自由走到其他同学那里，谈论家庭成员，运用句型“who’s he/she? is she/he your …?”进行问答。

课题 unit 2 my family (第六课时)

教学目标 1.能够听、说、读、写字母h h, ii,并能听说认读以这些字母为首字母的单词：hamburger, hot dog ,ice-cream, ice.

2.听懂let’s do 中的字母和短语，并做出相应的动作。如：a b c, look and see.

3.听懂story time 的内容。

教学重点 掌握字母h h, i i单词：hamburger, hot dog ,ice-cream, ice。

教学难点 1.能够听懂一些指令性短语，并做出相应的动作。

2. story time 的内容

教具准备 1.本课时相关的单词卡和图片

2. 教材相配套的教学录音带

导学过程 二次备课

预习提纲

1. 课前了解一些食物英语的名称。

2. 课前先让学生复习三年级上册unit 5 food part a let’s learn 部分的单词：cake ,bread, chicken…

一.热身/复习(warming up)

1. 游戏：找朋友

将学过的七个字母按大小写分开，一部分学生拿大写字母卡，一部分拿小写字母卡。让拿大写字母卡的学生分别起立读出手中的字母，那对应小写字母卡的学生跟到他前方举起手中的字母，说：i’m… 两人握手

2.让学生听三年级上册unit 5 part a let’s learn部分的录音，了解相关的食物的名称。.

二.呈现新课(presentation)

1. 教师出示肯德基海报，问这是什么，在这些食物中你最喜欢吃什么?引出“hamburger”领读。

同样的方法教hot dog, ice-cream和ice并总结出这些单词的首

字母h h，ii，教师出示字母h h,反复教读几遍，然后，出示hamburger, hot dog, ice-cream和ice的图片，教师可出示其中一张问：what’s that? oh ,it’s a hamburger.教师先让学生跟读单词，然后模仿回答。

2.出示图片背后的单词，让学生认读，并让他们从中找到本课学过的字母。

3.放let’s say 部分的录音，学生跟读两遍。

三.趣味操练(practice)

1. 放let’s do录音，学生先听两遍，然后教师讲解并示范。

2.学生在理解的基础止作出相应的动作，然后边说边跟教师一起做动作。

3. 听录音教师讲解part c story time的内容意思。

四.课题总结(assessment)

1.让学生总结本节课主要学习的内容。

2.听录音，跟读字母，单词和句子。

描写unity万能心得体会及感悟九

教学重点：学习this is my classroom the wall is white. the floor is green…;学习单词computer, teacher’s desk, fan, wall, floor

教学难点：the 的发音与运用,表达复数时be动词的运用

教具准备：

1.教材相配套的教学课件[unit 1 let’s learn/b]

2.教材相配套的教学录音带

3.教师自制的单词卡

oint

教学过程：

(一)热身、复习 (warm-up / revision)

1.复习所学过的颜色单词。

(二)呈现新课(presentation)

1.复习本单元a部分let’s learn的内容。

t：look!this is our classroom. what’s in the classroom?

学生利用所学知识回答问题。然后教师补充说：there is a floor, a teacher’s desk, a computer, two fans and four walls in the classroom, too.

2.教本课所学的单词。(教师分别指着教室中的讲台桌，地面，墙，风扇和计算机问学生：what’s this? 让学生试着回答问题。)

3.利用课件显示英文单词并教读。及时纠正学生的发音。

4.教师播放课件中的句子部分。

5.教师提出问题：what colour is the wall? what colou is the floor.通过让学生回答问题，学说句子the wall is white. the floor is green.

6.学生跟读并模仿“let’s learn” 部分。

7.对课文中的句子进行扩展练习。教师可用提问的方式加以引导：what colour is the fan/computer/teachers’ desk?

8.引导学生完整的表达：look! this is my classroom. the wall is white. the floor is fan is green, too. the computer is blue. the teacher’s desk is yellow.(可小组互相说一下)

9.让学生在本班教室的实际场景中进行操练句子。

10.复习本单元所学有关classroom的所有单词。教师出示单词卡让学生认读，并把单词卡贴到黑板上。

(三)扩展性活动(add-activities)

talk about it in your group.(适当增加句型，进行扩展会话练习。)

如：this is my classroom. it’s very big. the door is yellow. the windows are green… i like my classroom.

(四)课后作业

1.背诵该课的单词。

2.一个单词抄写两行。

(五)课后小结

(六)板书设计

unit 1 my classroom

look! this is my classroom.

unit 1 my classroom

课题： unit one my classroom

课时：第五课时

教学重点：

1.学习let’s… 和let me…及其表示赞同的回答：good idea.和all right.

2.学习词组clean the classroom, clean the desks and chairs, clean the window, clean the board.

教学难点：

1.区分和正确使用let’s…与let me…

在本课中具有两种含义，教师要在学生不理解时进行解释。

单词job的发音有些难，特别是字母j的发音。

教具准备：

1.教材相配套的教学课件[unit 1 let’s talk/b]

2.教材相配套的教学录音带

3.教师自画的图片(图片可表示出本课所学的词组)

教学过程：

(一)热身、复习 (warm-up / revision)

1.复习本单元a部分let’s do的内容，让学生听指令做动作。教师也可把这一练习改为simon says的游戏。如果听到教师说simon says: open the door.学生必须要做出相应的动作，如果教师的指令中没有说simon says，学生则不必做出相应的动作，而应保持原来的姿势不动。

2.让学生翻开课本，看一看，说一说p4页和p5页黄颜色部分的标题都是什么。通过这一环节让学生熟悉let’s...这一句型。

(二)呈现新课(presentation)

1.(课件15-16)用学过的词组clean the window导出新词组。教师先出示卡片，让学生认读clean the window并做出相应的动作或说出中文意思。然后分别出示卡片并贴到黑板上：clean the classroom, clean the desks and chairs, clean the board， 让学生认读词组，并启发学生说出中文。

2.教师创设情景，呈现新知。教师指着书本的人物，让学生使用this is…介绍这些人物：wu yifan, sarah, amy, zhang peng, john, mike, chen jie 和miss white.教师创设情景：they are classmates. one day they are going to clean the classroom. every one wants to do something . now let’s look! what do they want to do?

3.师生共同观看教学课件2遍[unit 1 let’s talk/b]

4.教师提问，学生回答：(课件18)

(1)who says: let’s clean the classroom? (wu yifan)

(2)who says: let’s clean the desks and chairs? (zhang peng)

(3)sarah 和 amy 同意他们提出的建议吗? 他们是怎么回答的呢?(good idea. all right)

告诉学生在表示同意别人提出的建议时可用good idea和all right来表示，让学生学说这两个句子。(课件19)

(4)who want to clean the window. (mike)

(5)who want to clean the board? (chen jie)

(6)is the picture nice? (yes. it’s nice.) nice在nice to meet?you.句子中曾经学过，教师可稍做解释，与good同义。(课件20)

(7)is the classroom nice and clean? (’s nice and clean.让学生用完整句回答问题) (课件21)

(8)what does miss white say? (good job!并板书)

5.教师提出问题让学生思考：wu yifan, zhang peng与mike, chen jie所说的句子相同吗?有什么区别?让学生带着问题再看一遍教学件。

6.学生回答问题，教师进一步做讲解。let’s…是建议让我们做什么事情，是一个人对其他人说的话，意思是让大家和自己一同做一件什么事。而let me…也是一个人对其他人说的话，但是只是让自己做某事，没有让大家一起做的意思。(课件22)

7.让学生看黑板读出词组和句子。

8.看书听录音并跟读。(使用教材相配套的教学录音带，unit 1 let’s talk/b)

9.让学生观看教学课件，给学生分小组，扮演对话中的人物进行实际交流。(此时，学生可以运用教材中的人物头饰。 )

10.学生展示练习情况，教师要做适当的表扬和鼓励，进一步培养学生敢于开口、勇于运用英语的习惯并形成浓厚的学习兴趣。

11.让学生以小组为单位运用本课所学知识自编情景对话。

12.教师要在教学中对学生进行热爱班集体和热爱劳动的教育。

(三)趣味操练(practice)

游戏1 猜词游戏 (老师出示单词，一学生猜，一学生)

clean the window, clean the desk, clean the chair, clean the board, clean the classroom, open the door, turn on the light, put up the picture, sweep the floor.

(四)扩展性活动( add-activities)

你能用let’s…或let me…说出多少个句子?

(五)课后总结

(六)板书设计

unit 1 my classroom

let’s clean the window.

all right.

let me clean the window.

unit 1 my classroom

课题：unit one my classroom

课时：第六课时

教学重点：学习书写英文字母ff, gg, hh, ii的大小写;学习单词farmer, hat, ice water。

教学难点：大写c和g, 大写e和f的外形易混。容易错的地方：大写f, h和小写i的笔顺，小写f, g, i的占格位置。

教具准备：

1.写有大小写ff, gg, hh, ii的字母卡

2.写有本课单词的单词卡

3.教材相配套的教学录音带

4.自制课件(见媒体素材)

教学过程：

(一)热身、复习(warm-up/revision)

1.复习所学过的字母aa—ee。教师出示字母卡，学生认读字母。教师出示字母卡时可单独呈现大写或小写，让学生认读。

2.游戏：教师念一个字母，学生迅速从字母卡中找出相应的字母，举起来并大声朗读。教师奖励反应最快的学生。

3.让学生说出所学过的含有以上字母的单词。

(二)呈现新课(presentation)

1.播放教学课件(字母f)

1)教师分别用鼠标点击鱼和薯条，让学生回答：what’s this? 随着学生回答出：it’s a fish.和french fries时，用鼠标操作显示英文单词。点击农民，让学生模仿发音。再次点击，显示英文单词，教师教读。然后问学生这三个词的第一个字母是什么，让学生说出ff。

2)先让学生认读和区分大小写字母ff。并让学生说出大小写ff的笔顺。(第二册教材已学过，与之相配套的活动手册上印有字母的书写笔顺)对学生回答正确的及时给与表扬，并让学生进行书空练习。学生如回答错误，再找其他学生帮助说出正确答案，然后进行书空练习。

3)教师在黑板上画好的四线三格中教写大小写字母ff。让学生在练习本上抄字头，然后给时间让学生多写几个以达到学会的目的。教师在这一时间内要在学生中进行巡视，以便及时发现和纠正错误。

2.同样步骤学习字母g、h、i

3.看课本听录音跟读单词和字母。[使用教材相配套的教学录音带，unit 1, read and write/b]

4.教师出示单词卡，让学生大声朗读。培养学生认读能力。

5.教师出示部分图片，下面写有不完整的单词，让学生通过看图填入所缺字母后朗读出来。此活动与“write and say”相结合。

(三)趣味操练(practice)

游戏1：看谁敲得快

学生准备好铅笔、尺子等可以用来敲打物品的东西，教师说单词学生要用最快的速度去敲击与所听相符的单词或图片，最快最准的获胜。

游戏2：bingo

学生将所学的字母卡随意排成三列，每列三个，如图：

___

___

___

教师每念一个字母, 学生便将该字母找到并背朝上摆好。教师共念三个字母，最快使把好的字母成一直线(横线、竖线、斜线皆可)的学生就喊：bingo!在其他学生检查无误后给予以分奖励，游戏继续进行，看谁的分数最多。

游戏2：猜字母

学生两人一组。一个学生在另一个学生的后背上用手书写字母，让他凭着感觉来猜出书写的是哪个字母。 然后相互交换。

(四)扩展性活动(add-activities)

1.让学生回家教家长书写大小写字母ff, gg, hh, ii

2.把所学单词综合在一起，进行归类

(五)课后总结

板书设计：

unit 1 my classroom

黑板上方：上课前打好的四线三格，在课堂上随讲随写的字母ff, gg, hh, ii

黑板下方： ___ ce—cream ___ ish ____ oose ___ amburger