牛津小学英语3B Unit4 教案（精编5篇）
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《牛津小学英语》3B Unit 1 B Look and learn1
教学内容：h. sing a song 练习册c、d、e、f部分
教学目标：
1.全面复习巩固本单元所学的单词句型。
2.理解歌曲内容，能准确唱出歌曲i wish i was taller。
3.通过练习，检查学生对所学知识的掌握情况，并以此提高学生的语言实际运用能力。
教学重点：熟练掌握并运用所学的单词、句型。
教学难点：培养学生阅读理解及书写的综合能力。
教具准备：录音机、磁带、图片、词卡等。
教学过程：
step1 warm up
1. greetings
2. sing a song.
①listen to the tape. ②简单介绍歌词大意。 ③sing after the tape.（2遍）
3. free talk
结合学生的实际情况及室内现有物品，围绕本单元词句与学生展开闲谈。
step2 revision
1. listen and repeat.（a部分）
2. listen and answer.（d部分）
①who’s younger, su hai’s aunt or su hai’s mother?
②is the man is black su hai’s uncle?
③is su hai’s father stronger than su hai’s uncle?
④who’s older, su hai’s father or su hai’s uncle?
3. listen and write.（b部分形容词及其比较级）
4. look and write. 出示c部分图片，指导生写出对话。
5. choose and write.
bird, girl, skirt, t-shirt
the tall in the yellow and the blue has a .
step 3 do exercise.（练习册）
1. look, read and write（c部分）
①指导看懂题意。 ②指导读懂表格内容及句子内容。
可采用问答形式帮助学生理解如：t: who is taller thon jack? who is younger than jack? who is heavier than tom?…
③生自由练习。 ④read and check.
2. look and write.（d部分）
①指导生看图，谈论图意。
如：p1: who’s taller the boy or the girl.
p2: who’s stronger, the policeman or the doctor?
p3: who are heavier, the oranges or the pears?
p4: whose hair is longer?…
②生自由阅读并补充句子。 ③read and check.
3. look, read and write.（e部分）
①talk a bout the pictures.
t: what are they? who’s heavier? whose ears are longer? whose nose is shorter? who’s stronger?
②read the passage in pairs.
③complete the sentences. ④read and cheek.
4. read, write and answer.（f部分）
①read the dialogues in pairs.
②指生对话 ③指导理解对话内容
④answer the questions.
a: who is taller than john? b: is marg stronger than john?
c: what is john good at? d: where are they going?
⑤生自由阅读并完成练习 ⑥check it.
step 4 homework
1. read the text two times（a部分）
2. write the words two times（b部分）
3. make dialogues use the sentences of part c.
板书内容：
b部分词组 c部分句型及图片
板书设计：
教后笔记：
牛津小学英语3B Unit4 教案2
《牛津小学英语4b》unit 4 参考教案常州师范第二附属小学 王蕾一、本单元教学内容类别语音项目要求语音辅音字母组合th在单词中的发音听读、辨认词汇apples, oranges, bananas, peaches, grapes, watermelons, pears, some听得懂、会说、会读、会拼写日常交际用语can i help you?these or those?听得懂、会说、会读句型what are these/ those?they’re….how many kilos?… kilos, please.听得懂、会说、会读、会写歌谣会朗诵二、本单元教学重点和难点：*△ 1.能听得懂、会说、会读和会拼写单词apples, oranges, bananas, peaches, grapes, watermelons, pears, some。2.能听得懂、会说和会读日常交际用语can i help you? these or those?*△ 3.能听得懂、会说、会读和会写句型what are these/those? they’re…. how many kilos? … kilos, please.*△ 4.初步掌握名词复数的词形和读音的变化。5.了解辅音字母组合th在单词中的两种不同读音。6.能有表情地流利的诵读歌谣《i like fruit》。（ *为教学难点，△ 为教学重点。）三、教材内容分析：本单元的核心教学内容是“认物”，主要学习句子what are these/ those? they’re…。book4a中已经出现what’s this/ that? it’s…句型。教学中教师可以采用以旧带新的方法，从单数句式引出复数句式，还可以通过单复数形式比较找出它们之间的区别。本单元主要出现了水果类单词，除lemons, strawberries, grapes三种水果是第一次出现以外，其余八种均在book3a第三单元中出现过。教师可通过句型do you like …? yes, i do./ no, i don’t.的问答教授这三个新单词，并适当补充一些学生感兴趣的水果单词，如甘蔗(sugar cane),荔枝(lichee)等等。本单元出现的是这些单词的复数形式，涉及到词形、读音的变化，是教学中的难点。教师可以对名词复数的词形和读音进行归类。与本单元所出现的水果类单词紧密结合的是在商店里购物的常用语can i help you? how many kilos? these or those?等。在教学中教师要注意创设购物情景，让学生熟练自如的运用这些购物的基本用语。另外可以根据学生的具体情况适当补充一些其他购物用语或让学有余力的学生课后去收集这类交际用语，以扩充他们的知识面、锻炼他们的自主学习能力。四、课时安排： 四课时五、教学过程设计：period 1teaching aims and difficulties:1. 能听得懂、会说、会读和会拼写单词apples, oranges, bananas, peaches, grapes, watermelons, pears。能听得懂、会说、会读单词pineapples, lemons, strawberries, mangoes。2. 能听得懂、会说、会读和会写句型what are these/those? they’re….3. 学会有表情的朗读歌谣《i like fruit》。teaching procedures:step 1. warming-up------- greetings.------- daily : point to the teacher, student, policeman, nurse, doctor, dentist, farmer, : teacher, student, policeman, nurse, doctor, dentist, farmer, etc.(do the action while speak out the word)t- s s- sstep 2. presentationt: do you like doctors/nurses/ policemen/ farmers/…?s: yes, i do. ( no, i don’t.)t: do you like your english/ chinese/ math teacher?s: yes, i do. (no, i don’t.)t: thank you. miss wang likes apples. do you like apples?s: yes, i do. (no, i don’t.)t: what do you like, then?s: i like pears/bananas/pineapples/watermelons/peaches/oranges/mangoes.step 3 new words, chant and structures learningwords learningt: oh, i see. now, i’ll play a game with you. it is called” touch and guess”。 who’d like to come to the front and have a try?s: i : , come here. please touch and guess what are these in the bag?s1: : let me see. oh, you’re right. now i’ll change the fruits, please wait a minute. ok, who’d like to try now?s: i : , you : (touching the fruits)t: what are these?s2: : i’m sorry you’re wrong. who can touch and guess once again?s: i : ok, , you : : i’m sorry you’re wrong, either. let me show you: what are these in the bag? ( take out the fruits in the bag) look, they’re lemons. say after me, : : lemon. ( point to one lemon)s: : lemons. ( point to all lemons)s: : ok, boys and girls. what are these in the bag?s: : yes, you can also say: they’re : they’re lemons.( teach the words “grapes” and “ strawberries” in the same way.)t: ok, now let’s do ‘’point to …” once again, but this time we don’t point to the students act in different jobs, we point to the fruits. are you ready?s: : good, here we go! point to the lemons, grapes, strawberries, : lemons, grapes, strawberries, s-s2. new chant learningt: you’ve done a great job just now. ok, it’s time to say a chant. do you like it?s: : ok. listen to the tape carefully.(play the tape recorder)s: (learn the chant)t: now, let’s say the chant by ourselves. strawberries, strawberries, red and sweet. one, two, start!s: ( say the chant and clap their hands together.) structures learningt: very good! excuse me, what are these in the bag once again?s: they’re : do you like lemons?s: yes, i do. ( no, i don’t.)t: thank you. boys and girls, can you guess what are those behind the bookcase?s1: they’re lemons, : : they’re : no, you’re wrong. ok, i can give you a hint: they’re red and : they’re : yes, how clever! you’re right. do you like strawberries?s3: yes, i : can you guess what are those behind the door? they’re yellow and : they’re : : they’re : i’m : they’re : bingo! you’re right. do you like mangoes?s3: no, i don’ 4. practicet: now, please use the fruits you brought here to make a dialogue with your desk mates. if you didn’t bring anything, you can talk about the pictures on page 33 in your english book. pay attention to use the new drills in your dialogues. now, i’d like to give you an example. please listen carefully. excuse me, what are these?s4: they’re apples?t: do you like apples？s4: yes, i : what are those over there?s4: they’re : do you like lemons?s4: no, i don’: oh, i see. i like lemons. may i have one?s4: sure, here you : thank : not at : （work in pairs.）t: ask some pairs to act their dialogues out. t: take out your books and turn to page 30, let’s read after the : (read after the tape, and then read in groups/ pairs.)step 5. consolidation
t: i know my father and mother like apples. do you know what fruit do you father and mother like? after class, use the words and sentences we have learnt today to ask your father and mother what do they like. if you don’t know how to say the fruits’ names, you can go and ask the greengrocers or bring them to the school and ask me. then finish this table. next class, i’ll check it out. that’s all for this class.homeworkoral work: 1)read the content on page 30 and 32 . 2) practise the chant on page 37 and try to make a similar ) finish the table below:fruitsfathermothergrandfathergrandmotherlike don’t like written work: copy the new words and finish part e of the 2teaching aims and difficulties:1. 能听得懂、会说、会读和会拼写单词some。2. 能听得懂、会说和会读日常交际用语can i help you? i’d like some…how many kilos?…kilos, please. 渗透询问价格的日常交际用语： how much …? … 能正确表达每重量单位的单价。teaching procedures:step 1. warming-up and practise: point to…. (review the new words which are taught in last period)) say the chant with ) ask some students to say the chants which are written by : watermelons, watermelons, red and : lemons, lemons, yellow and : grapes, grapes, purple and :…3) check the table which should be finished after last : excuse me, . what do you father and mother like?s1: they like : excuse me, . what do you grandfather and grandmother like?s2: they’re like : oh, i see. i like peaches, 2. presentationt: with the table in your hand, i think we can do some shopping now. we can buy some fruits for our father and mother. boys and girls, what are these on the desk?s1: they’re : they’re : they’re : they’re : they’re : look, i also put some fruit over there. d o you know their names? if you don’t know, you can ask : excuse me, miss wang! what are those over there?t: they’re sugar : what are those over there, miss wang?t: they’re lichees. s3: what are those over there?t: they’re :….step 3. new structures learning1. 重量单位和每重量单位单价的正确认读1公斤/千克：one kilo (1 kg) 公斤/千克： three point five kilos1磅：one pound (1 p) 5元/千克：five yuan a kilo (5元/kg)元/磅：three yuan five jiao a pound (元/p) i help you? i’d like some…. how many kilos? …kilos, : now, i’m a shop assistant. you can buy fruits from me. can i help you?s: i’d like : how many kilos?s: two kilos, : ok, here you : thank you. goodbye!t: bye!t-st: i also like to buy some fruits for my father and mother. who’d like to be the shop assistant?s: i : ok. you, : can i help you?t: i’d like some strawberries for my mother. s1: how many kilos?t: one kilo, please. how much are they?( take out the purse in order to help the student understand the meaning of this sentence.)s1:ten : here you are. and i’d like some sugar canes for my father, too. s1: how many kilos?t: three kilos, please. how much are they?s1: ten : no, eight : : here you : thank you. goodbye!t: see s-sstep 4. practicet: now i’ll divide you into four groups. you can do some shopping in the classroom. the students of group one are the shop assistants in lianhua supermarket. group two are the shop assistants in rt-market. group three and four are the customers. ok, you can go : (do the shopping.)t: ok, the students of group one and group two also like to buy some fruits. so let’s exchange now. the students of group three are the shop assistants in lianhua supermarket. group four are the shop assistants in rt-market. group one and two are the : (do the shopping.)step 5. consolidationt: now please open your books and turn to page 31. let’s read after the tape. are you ready?s: : ok, here we : ( read after the tape, then read in groups/ pairs.)today we have learnt how to buy fruits in english. that’s all for work: 1) read page 30-32 after the tape . 2) 利用33页上给出的句型，根据33上四幅图的情景与同桌合作编一个小对话，要求真实可信。written work: finish part d of the workbook. period 3 teaching aims and difficulties:1.熟练掌握“四会”单词apples, oranges, bananas, peaches, grapes, watermelons, pears。2.能听得懂、会说和会读日常交际用语these or those?3.能结合实际情景正确运用can i help you? i’d like some…these or those?how many kilos? …kilos, please. 等句型。teaching procedures:step 1. warming-up and revisions1. review the chant < i like fruits>.2. review how to say the kilos and : how much a kilo? ( take out the card: 5元/kg)s: five yuan a : how much two kilos?s: ten yuan two : how much a pound? ( take out the card: 元/p)s: two yuan five jiao a : how much four pounds?s: ten yuan four : (more practise.)step 2. presentationt: some students told me they haven’t bought fruits last class. so let’s give them a chance to continue. , come here, : can i help you？s1: i’d like some strawberries for my : ok. how many kilos?s1: one kilo, : ok, here you are. s1: how much are they?t: eight yuan five : ok, here you : thank you. goodbye!s1: bye-bye!t-s s-sstep 3. new structures learning1. how about…? here’s the : ok, all of us have bought things in the classroom now. i’m very happy. oh, i forgot one important thing, i haven’t bought things for you, my students. i must buy something for you. who can be the shop assistant now?s: i : ok, you : can i help you?t: i’d like to buy some sugar canes for my students. how much a kilo?s1: six yuan a : en, how about five yuan a kilo?s1: ok. how many kilos?t: let me see. five kilos, : here you : how much are they?s1: twenty-five yuan, : here’s the : thank you. goodbye!t: see you!t-s 2. these or those? the … ones, : i have bought some sugar canes for my students, they’re so heavy. i still want to buy some pineapples and strawberries for my students. who can buy them for me?s: i : ok, you please. t: ( act as the shop assistant.) can i help you?s2: i’d like to buy some pineapples for my teacher. t: these or those?( point to the pineapples.)s2:the big ones. how much a kilo?t: the big ones are ten yuan a : five kilos, : ok, here you are. fifty yuan, : here’s the : thank you. goodbye!s2: bye!s-t step 4. practicet: thank you. you’ve done a good job. now, class, i’ve opened a company. the customers can book all kinds of fruits in it. i have to buy the fruits for them now. oh, the telephone is ringing. i have to answer the telephone. who can buy the fruits on the cards for me : i : ok, this card is for you. …( give the cards to some students.)card 1: apples 3元/kg 2 kilos card 2: pears 元/kg 4 kiloscard 3: strawberries 4元/kg 1 kilo…s-sstep 5. consolidations: hand in the fruits to : thank you very much. the fruits are for you. that’s all for this work: read and practise unit 4written work: copy the new words and drills. period 4teaching aims and difficulties:1. 了解辅音字母组合th在单词中的两种不同读音。2. 能在实际情景正确综合运用can i help you? i’d like some…these or those?how much …？ … about…?how many kilos? …kilos, please. 等句型。teaching procedures:step 1. free talkwhat are these/ those?how much …? … many kilos? … kilos, 2 act the chant < i like fruits>step 3了解辅音字母组合th在单词中的两种不同读音。thin think three thank …ththere those that this…step 4 listening practise !. finish the workbook of unit the 5 practice可结合四年级的综合实践活动，开展一次购物实践活动。由学校统一批发一些水果，然后把这些水果分到若干个水果专营店里，英语老师（或邀请学校内其他英语较为流利的老师）担任售货员，让学生在实际情景中用英语购买他们喜欢的水果。
牛津小学英语3B Unit4 教案3
牛津小学英语4b/unit9教案 常州市怀德苑小学黄蕙颖 教学内容：《牛津小学英语》4b / unit 9第一教时教学目标：1. 能听懂、会说、会读、会拼写单词 a knife, a plate, a glass, a cup, a bottle, a table, an egg, bread, 能听懂、会说、会读、会拼写句型where’s the/ my…?it’s …3.能听懂、会说和会读日常交际用语 what’s for breakfast?教学重点：1.能听懂、会说、会读、会拼写单词 a knife, a plate, a glass, a cup, a bottle, a table, an egg, bread, 能听懂、会说、会读、会拼写句型where’s the/ my…?it’s …教学难点：where’s the/ my…?it’s …课前准备：教具准备：课前准备本课单词图片、一些餐具及食品、录音机和磁带。教学过程：step 1: review1. free 复习句型 what’s in /on /near …? there’s / there are … step2: presentation and practise1. (1)t: what’s for your breakfast?s: milk / eggs / noodles / bread / rice…教单词的拼写 bread, rice, an egg.学生用what’s for your breakfast?问答 （2）t：exceuse me, where’s the milk? it’s in the bottle.(指着桌上的实物说) （3）老师出示图片用同样的方法教cup和 t: when we eat some western food, we always use these things. 老师拿出餐具放在桌上，左手拿*，右手拿刀，做吃西餐的样子，说 “this is a plate / a knife / a fork.” 学生模仿老师说。3. （1）t：where’s my glass?it’s on the desk.看着实物教单词glass s1: where’s the glass ?s2: it’s on the desk.. 学生问答。（2）老师拿出图片要求学生看图用“where’s the …?”句型问答。（3）t：where’s my / your egg? it’s in the desk /near the book.. 要求学生拿出自己的东西用“where’s my / your / his / her …?”进行问答。step3: a short break1. sing a play a game.听音，让学生说出该餐具的名称，小组比赛，哪组说得既快又准确。step4: learn to say1. 学生听录音机，跟读课文。2. 老师拿出一张图片，图片中有许多东西摆放在某个位置上，要求学生练习where’s the …? it’s on / in /near …句型。3. play a game要求学生把带来的餐具或食物放在老师准备的一个包的上面、里面和旁边，另一个学生去猜，分组比赛。step5: homework1. copy the words and read the drills after the tape.板书设计： unit 9 breakfast where’s the / my …? it’s on / in / near … 教学内容：《牛津小学英语》4b / unit 9第二教时教学目标：1. 能听懂、会说、会读、会拼写单词 a 能听懂、会说、会读、会拼写句型where are the/ my…?they’re on / in / near …there’s no … on / in / near…3. 能听懂、会说和会读日常交际用语 have some juice 了解字母组合wh在单词中的读音。 教学重点：能听懂、会说、会读、会拼写句型where are the/ my…?they’re on / in / near …there’s no … on / in / near… 教学难点：正确使用where are the/ my…?they’re on / in / near …句型。 课前准备：教具准备：课前准备本课单词图片、教学挂图、录音机和磁带。教学过程：step 1: review1. free play a at the picture and spell the words. step2: presentation and practise1. t: where’s the rice? it’s in the bowl.(出示图片) 用实物教单词bowl, spoon和chopsticks。 出示图片要求学生用where’s the spoon / rice…?句型问答。 : where’s the spoon?s: it’s in the : where are the chopsticks? they’re near the bowl.学生问答“where are the chopsticks?”句型。 3.（1）老师出示一些图片 s1: where are the …? s2: they’re on / in / near…（2）t: look, this is my fridge.(出示图片) 教授单词fridge t: where are my apples? they’re in the fridge. t: where are your bananas. s: they’re in the desk. 要求学生拿出自己的东西用“where are my / your / his / her …?”进行问答4. (1) t: where’s my tea? s:it’s in the cup. (老师拿过空杯) t：there’s no tea in the cup. 学生用there’s no… on/ in / near…造句。 (2) s: there’s no milk in the glass. t: have some juice ’s a carton of juice on the desk.. 学生模仿对话练习。step3: a short breaksing “in the classroom.”step4: learn to say1. t: what’s for lunch?s: :where’s the rice?s: it’s in the white bowl.出示单词what where which white，归纳字母wh 组合的发音wh 发/w/还有：wheel, why…wh 还可发/h/的音有：who, whose…2. listen and repeat. read after the open the books, read unit 9 after the : the words and unit 9.板书设计： unit 9 breakfast where are the / my …?they’re on / in / near …there’s no … in /on / near …教学内容：《牛津小学英语》4b / unit 9第三教时教学目标：1.复习本单元所学的食物和餐具用品单词。2.进一步掌握句型where’s / where are …?和there’s no…in/ on…3.熟练运用本单元的句型及日常用语。教学重点：1.熟练掌握食物和餐具用品类单词。2.能综合运用本单元学过的单词、句型和日常交际用语。教学难点：能正确运用where’s / where are …?及其答语。课前准备：1.教具准备：课前准备12张图片、录音机、磁带和实物投影仪。2.教学准备：教师准备好盘子、鸡蛋、香蕉等，学生自带一些与本课内容有关的食物和餐具等。3.板书准备：黑板上预先写好unit 9 breakfast教学过程：step 1: sing a songsing “ in the classroom.”step 2: review3. free t: draw some pictures and write their names.老师说本单元学习过的食物和餐具，学生画出来，然后拼出这个英语单词。step3: ask and answer1. (1) t: i’m hungry. i want to eat eggs. but where’s the egg?学生看到放在盘中的鸡蛋回答。学生问答“where’s the egg?”(2) 老师在盘中再加上一个鸡蛋。t: where are the eggs?s: they’re on the 老师用实物投影仪打出小刀在沙发上的图片，要求学生问答。s1: where’s the knife?s2: it’s on the sofa.然后出示其余五幅图片用where’s / where are the …?句型问答。3. t: where’s my banana?s: it’s on the : where are her apples? s: they’re in the fridge. 老师要求学生用where’s my / your / his / her …?句型和 where are my / your / his / her …?句型进行问答。4. say a rhymepizza and bread , they are western and noodles, they are chinese and juice, they are soft and pears, they are nice fruitsstep4: look and : i’m thirsty. i want to drink some : there’s some coffee in the : oh, there’s no coffee in the : have some juice “there’s no coffee in the cup.”2.用实物投影仪打出瓶中没有牛奶等六幅图片，要求学生练习句型there’s no … in/ on… a dialogue要求学生用where’s / where are the …？句型和there’s no … in/ on…句型编写小对话，并表演。step5: homework1. copy the the dialogue.板书设计： unit 9 breakfast where’s the egg / knife…? it’s on the plate / sofa… where are my eggs / apples…? they’re on the plate / sofa… there’s no … in / on/ near… 学内容：《牛津小学英语》4b / unit 9第四教时教学目标：1. 复习巩固本单元单词 a knife, a plate, a glass, a cup, a bottle, a table, a fridge, an egg, bread, 复习巩固本单元句型 where’s the/ my…?it’s … where are the / my…?they’re … there’s no … in / on/ near…3. 能听懂、会说和会读日常交际用语 can you use chopsticks ? no, i can’t. but i’d like to try. watch me. let me try again. 4. 会诵读歌谣 it’s one in the afternoon.教学重点： 复习和巩固本单元的单词和句型。课前准备：教具准备：课前准备本课单词图片、学生自带实物。教学过程：step 1: review1. sing a song: western food and chinese act the dialogue.学生用自带的实物表演对话。step2: presentation and practise1.(1)t: look, here’s a pair of chopsticks. can you use : yes, i can.学生问答“can you use ….? （2）s: can you use the knife?t：no, i can’t .but i’d like to try. please you me. is this right? s:no. t: let me try again. is it right?s:yes.老师在对话中可解释i’d like to try.和watch me.等句的意思。2.听录音，理解对话，并分角色朗读。 and students look at the pictures. read they translate the meaning. at last, they read the : a short breakplay a gamet: close your eyes. where’s / where are the…?step4: a rhyme. learn to say the rhyme“it’s one in the afternoon.” off the workbook./estep5: a the drills.板书设计： unit 9 breakfast can you use chopsticks? no, i can’t. but i’d like to try. watch me. let me try again.
《牛津小学英语》3B Unit3案例4
教学内容：《牛津小学英语》6b unit 3 asking the way e read and number及f play a game
教学目标：
1. 进一步巩固本单元所学的与问路有关的词汇和句型。
2. 正确地听、说、读单词bookshop，out of，follow，shout，stop thief及不规则动词过去式的读音。
3. 复习巩固一般过去时态，注意新旧知识的滚动训练。
教学重难点：
1. 培养学生初步的阅读能力。
2. 归纳并掌握本部分出现的不规则动词过去式及其读音。
3. 鼓励并培养学生讲述自己身边曾发生的故事。
教具准备：e部分的教学挂图，磁带、录音机、与f部分游戏相关的卡片、地图。
教学过程：
step1 warm up
1. listen to the song：excuse me
2. free talk
请学生表演问路。
how can i get to the…？
can you tell me the way to…?
how far is it from here?
how many stops are there?
step2 revision
1. 出示a部分挂图，师生问答，讨论会话。
2. 让学生分段复述a部分内容。
3. 分角色有感情地朗读课文。
4. 出示本单元的四会单词，请学生朗读并拼读（开火车进行）。
5. 教师指地图请学生接龙问路。
step3 presentation
1. 学习e read and number。
①复习一般过去时态的句式结构。
②复习、归纳动词过去式。
③展示e部分出现的几个不规则动词的过去式，进行学习指导。
see→saw steal→stole run→ran
hear→heard come→came say→said
begin→began catch→caught get→got
④出示e部分挂图，创设情景让学生理解，并引出三会单词的学习。（suddenly, out of, shout, thief.）
⑤让学生看图试着用英语描述图中内容。
⑥让学生打开书，仔细阅读e部分内容，在理解的基础上给图编号。(指导学生用斜线把每幅图所表达的文字内容隔开。)
⑦学生完成后，集体校对，然后再集体朗读e部分内容。
2. play a game.
教师拿出课前准备好的a—f六张本部分中表示场所的小卡片，从中抽取一张，告诉学生自己的位置，再用进行时态描述自己的行走路线。让学生猜出自己的目的地。
t：now, i’m at the hotel. i’m going along guangzhou road, turning right at nanjing road. then i’m going along nanjing road. the place is on my left. guess! where am i now?
s：you are at / in …
t：you’re right.
①请一位学生上台抽一张卡片，进行游戏示范介绍游戏规则。
②让学生自由组合进行游戏。
③找几组学生上台表演，教师强调进行时态的用法。
step4 consolidation
1. 复习e部分出现的几个不规则动词的过去式。
2. 分组比赛朗读e部分内容。
3. 强调几个三会单词及动词过去式的读音。
step5 homework
1. 背诵本单元四会单词、句型，达到能默写的程度。
2. 熟读课文，并试着背诵对话。
3. 巩固不规则动词的过去式。
板书内容：unit3 asking the way
1. bookshop, out of, follow, shout, thief.
2. see→saw steal→stole run→ran
hear→heard come→came say→said
begin→began catch→caught get→got
板书设计：
牛津小学英语3B Unit4 教案5
教学目标：
1、review numbers: one; two; three; four; five; six; seven; eight; nine; ten; eleven; twelve.
2、new phrases: have lunch; watch tv
3、new sentences: what’s the time?
it’s …
it’s time to …
教学重难点：
1、new phrases: have lunch; watch tv
2、new sentences: what’s the time?
it’s …
it’s time to …
教学具准备：
1、课件； 2 、material things.
教学过程：
一、exchange greetings:
二、warming up:
step 1
have free talk with ss:
1、good afternoon. good afternoon.
how are you? fine, thank you.
2、excuse me. what’s this in english? it’s a …
3、who’s she / he? she’s / he’s …
三、presentations:
step 1
review numbers: one; two; three; four; five; six; seven; eight; nine; ten; eleven; twelve.
1、(1)(课件)show a picture: 7;
(2)ask 2 or 3 ss to read it one by one.
2、(1)(课件)show a picture: 2;;
(2) ask 2 or 3 ss to read it one by one.
3、in this way, review the numbers left.
step 2
teach and learn to say dialogue: what’s the time?
it’s …
1、(1)(课件)show a number: 4:00
(2)ask ss, what does it mean?
teach word: time (时间)
(3)make a dialogue: what’s the time?
it’s …
<1> t asks, s answers.
<2> teach the sentence: it’s …
<3> teach the sentence: what’s the time?
<4> s asks, t answers.
<5> work in pairs.
step 3
teach new phrases and learn to say dialogue:
new phrases: have lunch, watch tv.
dialogue: what’s the time?
it’s …
it’s time to …
1、(课件)show a picture: 表示7点的钟
make a dialogue: what’s the time?
it’s …
(1) work in pairs.
2、同一幻灯片上出示另一张图片：go to school.
make a dialogue: what’s the time?
it’s seven.
it’s time to go to school.
all right. / ok.
(1) s asks, t answers.
(2) teach the sentence: it’s time to … (是…的时候了。)
(3) s asks, t answers.
(4) t asks, s answers.
(5) work in pairs.
3、(课件)show a picture: have lunch 且时间为12:00
make a dialogue: what’s the time?
it’s twelve.
it’s time to have lunch.
all right. / ok.
(1) t asks, s answers.
(2) teach the phrase: have lunch.
(3) work in pairs.
4、(课件)show a picture: watch tv 且时间为8:00
make a dialogue: what’s the time?
it’s eight.
it’s time to watch tv..
all right. / ok.
(1) t asks, ss answer.
(2) teach the phrase: watch tv
(3) work in pairs.
5、(课件)show a picture: go to school, have lunch, get up, go home, watch tv.
且有时间：6:00, 7:00, 12:00, 4:00(下午), 8:00(晚上)
make a dialogue: what’s the time?
it’s …
it’s time to …
all right. / ok.
(1) work in pairs. (choose one picture or one time, make a dialogue in paies)
四、homework:
1、review numbers from 1 to 12.
2、read new phases .
3、learn to make dialogues using sentences learnt.
板书内容：
unit 4 time
what’s the time?
it’s …
it’s time to go to …
教学反思：通过本单元的学习，学生们掌握了时间的询问“what’s the time?”及数字1-12等。在教授过程中，学生对情景式的教学掌握很快，并能将所学编成对话灵活运用