刘汉的保护伞-如何美白皮肤小窍门

新版三年级下册
教学设计： Is this an orange?

教学内容（teaching materials）

句型：

A: Is this an orange?

B: Yes, it is. No, it isn’t. It’s a lemon.

单词：

apple banana pear lemon orange



教学目标：

1、能听懂、会说、新单词：apple、banana、pear、 lemon、orange、market；

2、能运用一般疑问句“Is this aan...?”询问物品（水果）的名称，并对此询问做
出相应的回答.

教学重点：

能听懂、会说新单词：apple、banana、pear、 lemon、orange、market；并能用“Is
this a an …?进行询问，做肯定和否定的回答。

教学难点：

掌握一般疑问句“Is this aan …？”的结构及回答形式，并能熟练的运用。

教学准备：

有关水果的单词和实物，多媒体课件。

教学过程：

Step 1 Warming up

1.

Greetings.

T: Now, class begins.

S1: Stand up.

T: Good morning, class.

S: Good morning, Miss Zeng.

T: Sit down, please.

2.

Free Talk

T: OK. Who wants to talk with me? Put up your hands, OK?

T: What’s your name? (你叫什么名字？)

S: My name is …

T: How are you? （你好吗？）

S: I’m fine.

T: How old are you? （你多大呢？）

S: I’m nine.

T: What color do you like? （你喜欢什么颜色？）

S: I like red.

…

T: (展示动物图片：猫)What’s this?

S: It’s a cat.

T: Is it a cat?

S: Yes, it is.（板书）

T: (展示动物图片：狗)Is it a cat?

S: No, it isn’t.（板书） It’s a dog.

3.用课件呈现市场图片，让学生看部分猜整体，引出market，并练
习:market market This is a market.

T：
There are so many fruits. Oranges, apples, bananas, grapes, pineapples, lemons and so
on.
Let’s go to the fruit market.

OK?
进入水果词汇的教学。
Step 2 Presentation

1.

New words and new sentence patterns.

1) apple(课件展示)

①T：OK. Look at the screen. What’s this？

Ss：It’s an apple.

②板书并带读新单词apple，个别读，集体读。

T：Apple, apple, It is an(重读) apple.

③出示苹果实物,并利用进行师生配合问答。

T: Apple, apple.(教师举着苹果引导读)

Ss: It is an apple.

T: Is this an apple?

Yes, it is.(当学生回答正确时，给与相应的奖励;引导学生回答并板书：Is this an
apple?本句型结构是本课的难点，从现在开始学习句型便于学生反复操练)

2) orange(课件展示)

①T: Please look at the picture. What’s this?

S: It’s an (重读)orange.（拼读并板书an orange）

②板书并带读新单词orange。个别读，开火车读。

T：Orange, orange, it is an(重读)orange.

③出示桔子的实物，引导学生对话。

T: Is this an apple?

S: No, it isn’t.(引导学生回答并板书Is this an apple? No, it isn’t.（本课难点，
逐步开始学习渗透)

T: Is this an orange?

S: Yes, it is.

3）banana(课件展示)

①T: What’s this?

S: It’s a banana.

②板书并带读新单词banana。男女读，分组读。

T: Banana, banana, it’s a banana. (强调中间a的发音)

③T: Is this an orange?

S: No, it isn’t.

T: Is this a banana?

S: Yes, it is.

4) pear(课件展示)

①T: There is a fruit in my hand. Guess, what’s this? (
以猜谜的形式引出pear.
)

It’s a pear

②板书并带读新单词pear。个别读，男女生分别读。

T: Pear, pear, it’s a pear.

③T: Is this a banana?

S: No, it isn’t.

T: Is this a pear?

S: Yes, it is.

5 ) lemon(课件展示)

①T: What’s this? (切一块尝一口，酸的皱眉头)

S: It’s a lemon.

②板书并带读新单词。个别读，分组读。

T: Lemon, lemon, it’s a lemon.

③T: Is this a lemon?

S: Yes, it is. (句型穿插在单词学习中)

6)词汇操练

①水果蹲的游戏

T: Let’s play a game, OK?

S: OK.

T: I need five students come here. Who wants to have a try?

…

T: OK. You are apple. You are pear. You are orange. You are banana. You are
lemon. Listen carefully. I point to “apple”, You say: apple蹲, apple蹲, apple蹲完…
Are you clear?

S: Yes.

②Magic Eyes

T: Look carefully, tell me: What’s missing?

③快速反应

老师先带读单词，然后把相应水果一一展示，问:Is this a …? 让学生肯定回答。
然后再快速出示手中实物再进行问答。这次则肯定、否定回答都有。

T: OK. Now, read after me.

apple apple 是苹果 一个苹果 an apple

banana banana 是香蕉 一根香蕉 a banana

pear pear 是梨子 一个梨子 a pear

lemon lemon 是柠檬 一个柠檬 a lemon

orange orange 是橘子 一个橘子 an orange

T: (柠檬)Is this an orange?

S: No, it isn’t. It’s a lemon.

…

Step 3 Consolidation

1. Riddles(猜谜语)

T: There are three riddles. Let’s guess, Ok?

(1)It’s yellow. It’s long(长）. Is this a…?

(2)It’s red. It’s round（圆的） and juicy(多汁的）. Is this a….?

(3)It’s small and round. It’s yellow or green. It’s sour(酸的） and sweet. Is this a …

2. Make a dialogue.

T: There are some fruits in the desk. Take out, OK? Now, I give you two minutes, use
these sentences to make a dialogue with your partners.

S: OK.

在水果盘里装入5种水果，让其触摸水果实物，并用“Is this..”询问水果名称,
其它学生用Yes, it isNo, it isn’t.作答.

an apple?

a banana? Yes, it is.

Is this a pear?

a lemon? No, it isn’t. It is aan…

an orange?



3. Let’s chant.

Is this an apple?

Yes, it is.

Is this an orange?

No, it isn’t. It’s a lemon.

4. Sum-up

T: Do you like fruits? Look, they are eating fruits!

We should eat more fruits. They are good for our health! (出示图片和音乐)




教学反思：

这是一堂对话研讨课，在30分钟的教学过程中，我觉得有几大
亮点：

1、通过图片、实物水果来学习操练新单词、新句型，对于学生
而言，很形象、很直观。
2、通过多种操练方式学习新单词、新句型。

3、通过多个行之有效的游戏复 习巩固新单词、新句型，让学生
积极全面地参与其中，氛围活跃，为课堂增趣不少。

4、注重学生自主学习的能力和合作精神，让学生想开口并敢于
自信的开口说英语。

在短暂的课堂教学中，自己也意识到一些问题。对于自己而言，最重
要的一点就是，自信心不足 。上课的时候，感觉自己有点不自在，不
在状态，做出一些让人费解的肢体动作，又匆匆的收回来。希望 今后
的自己，更加专注于教学。

新版三年级上册
Unit 4 How old are you?



Teaching Aims:

1. To understand and master some new words: onetwo three four
five six seven eight nine ten

2. To master the dialogue of Part A

3. To use the useful sentences to ask someone’sage and respond

Teaching Important Points:

1.

To master some newwords

2.

To master the dialogueof Part A

Teaching Difficult Point:

To use the usefulsentences to ask someone’s age and respond.

eg: How old are you?I’m nine.

Teaching Aids:

CAI Head wears Word cards

Step 1: warming up

1. Greetings

T: Class begins.

S: Stand up. Please.

T: Good morning, boys and girls!

S: Good morning, Miss Zeng.

T: Sit down，please.

T: Hello! What’s your name?

S: My name is~~

T: Nice to meet you!

S: Nice to meet you, too!

T: There are some beautiful head wears. Do youlike them?

S: Yes.

T: If you do a good job. I’ll give it to you.

T: Are you clear?

S: Yes!



Step 2 Leading in

Sing an English song

T: OK, let’s sing a song



Step 3Presentation and drill

1. Learning the new words (from one to ten)

T: OK! Now, look at the blackboard. There aresome new words. Can
you read the numbers? (Hands up)

S: One two three four five six seven eight nineten.

1. Remembering these words. ----- (show wordcards)

Game: How many fingers how many times.

High and low voice

2. Let’s play a game. Guess: Which words.

3. Let’s say the special telephone number

114 120 119 110 12345

4. Listen and write

one five twoseven four two five eight nine one

5. Learning the useful sentences.

T: Look at the screen: listen and guess.

Hello! I’m nine (我9岁了)

Look at the birthday cake .There arenine candles on it .So, I’m
nine. (是我9岁了)

T: Follow me! I’m nine. How about you?

S: I’m nine.

S: I’m eight. I’m ten.

Guess: How old are you?

I’mten.

Ask some students to stand on line. Theyanswer: I’m… The other
students ask: How old are you?

6. Learning and mastering the dialogue of PartA

a. Read this dialogueby yourselves.

b. Repeat and recite.



Step4 Practice

Let’s chant.

T: OK, There’s a chant. Let’s read together.

How old are you?

I’m eight.

How old are you?

I’m nine.

How old are you?

I don’t know.


Step5 Consolidation

Today, we’ve learntsome number and useful sentences to talk
about one’s age, most of you arewonderful. Class is over. Bye-bye.



教学反思：

整堂课学生回答问题积极，课堂氛围较好，但课没有达到自己 预
期的效果，单词教学所花时间过长，而语篇教学所花时间过短，有点
虎头蛇尾的感觉，如果能 精心地对教学环节再进行微调，把Part A
换成两句话的教学How old areyou? I’m nine. 而不接触课文。教学

效果应该会很大程度上的不同。一堂课让我知 道：好课要去细细琢磨，
才会经得起推敲，才能收到意想不到的教学效果。



老版六年级上册
Unit 3 let’s go to the Underwater
World.
Teaching Aims:

1．To understand and say the new words and phrases: picnic, library,
watch, Underwater World, science story; key master: picnic, library,
science.

2．To understand and repeat Part A.

3．To use the useful sentence to express their wishes:

Let’s go to…

Teaching Important Points:

1.

To understand and say the new words and phrases

2．To understand and repeat Part A

Teaching Difficult Points:

To use the useful sentence to express their wishes:

Let’s go to…

Teaching Aids:

CAI word cards

Teaching Steps:

Step 1 Warming up

1. Greetings.

T: Hello everyone!

S: Hello, Miss Zeng.

T: Nice to meet you!

S: Nice to meet you, too!

2. Free conversation：Describe yourselves.

T: Let’s talk. You can say like this: Hello, everyone! My name is… I’
m 27 years old. I’m 158 centimetres tall. I’m 50 koligrammes. I like…
Thank you!

Step 2 Presentation and drill

T：Ok, boys and girls. Look at the pictures. There are some beautiful
places. Like: HongKongMacaoShenzhenShangsha and so on. Tell me:
Where do you want to go?

S: I want to go to…

Ss: ...

T: I must work and look after my baby. I don’t have more free time. So I
want to go out. Can you guess where I want to go?

You can say: You want to go to the…

S: …

T: I want to go to the Underwater World(CAI展示并板书).

Read after me: the [ði] Underwater

[ˈʌndəˌwɔ:tə] World

[wɜrld ]

T: I want to see the fish. Do you want to go?

S: Yes.

T: Ok. Let’s go to (板书，CAI展示海底世界)the Underwater World.
Read: Let’s let’s 让我们

T: Guess where I want to go?

S: …

T: I want to go to the Binhu Park(CAI展示并板书).

Read after me: park park 是公园

公园 公园 park

Park park park

T: We can have a picnic(CAI展示并板书) in the park.

Read after me: picnic picnic 野餐

野餐 野餐 picnic

picnic picnic picnic

T: Let’s go to the park for a picnic(CAI展示并板书).

T: Guess where I want to go?

S: …

T: I want to go to the library(CAI展示并板书).

Read after me: library library 图书馆

T: We can read science storys. (CAI展示并板书).

Read after me: science storys 科学故事

T: But, we are having an English lesson. So, we can’t go anywhere now.
(CAI展示并板书)

Step 3 Fast reading and listening

1. To read Part A and answer the question.

T: Today we'll learn Unit Three: Let’s go to the Underwater World. Turn
to Page 9. First, Watch the cartoon, and then answer my question:

Where did they go?

Check the students’ answer: They didn't go anywhere.

2. Read the Part A find out and underline the words you can’t read.

3. Read after the CAI

T: Read after the radio, imitate their language, tone. Pay attention to
pronunciation of the new words.

Step 4 Intensive reading

1.

Complete the form below.

T: Look at this form, complete together.

Answers:

People

Peter

Lingling

Suggestion（建议）

Let’s go to the Underwater World.

Let’s go to the park for a picnic.

Let’s go to the shopping centre.

Mingming

Anne

Let’s go to the library.

Let’s go to the beach.

Result（结果）

2.

Act.

They can’t go anywhere.

T: According to the form, act with your partners. Give you two minutes
to prepare.

T: Let’s act.

T: Don’t be shy. I’ll help you

Step 5 Consolidation

T: OK. Time flies. Today, and we’ve learnt some words and some useful
sentences. You are so clever! Thank you! Bye- bye!

评价:Thank you! smart clever cute Give me five. Come on very
good excellence congratulation



教学反思

在这堂课的教学过程中，让我意识到自己教学设计不够用心，所教
内容过多，整体布局不够严谨，在施教 过程中有些仓促，过多流于形
式，急于完成所有的教学流程，从而忽略了学生承载知识的能力。如
果将教学内容缩减三分之一，把单词教学、句型教学放在首位，最后
展示出的教学效果应该会好很多。 如将单词Underwater
Worldparklibrarypicnicscience story等通过各种游戏教学，让学生掌
握后，再扩充如：Let’s go to the …I want to …等句子中去，通过反
复的操练，让学生达到熟悉的程度，在后面的拓展练习中就能达 到水

到渠成的效果。自己从中总结出，在今后上课时，应把握一个原则：
“从点 到面、由易到难、由浅到深”。