3A Unit 7 教案（精选12篇）
一、课题： unit9 a learn to say. 第一课时
二、教学要求：
1、能听懂、会说turn on /off … 及其应答语all right /ok等。
2 能听懂、会说常见物品：a tap ,a light ,a tv, a walkman .
三、教学重难点：
重点：能听懂、会说turn on /off … 及其应答语all right /ok等。
难点：能听懂、会说常见物品：a tap ,a light ,a tv, a walkman .
四、教学过程：
step 1 . warm up
1.sing a song : how are you ?
2.free talk .(以前几个单元学的内容来对话)
3.greeting.
step 2 presention and practice .
1.学习单词： a light ,a tv , a walkman , a tap .
a.出示图片或实物。师问： what’s this? 引出light , a tv, a walkman ,a tap .
b.教读单词并分小组唱出。
c.play a game.
心灵感应“让学生猜猜老师心里想什么单词？
2.教学句型：turn on the light .(please ) all right .turn off the light . ok .
a. 创设情境：oh ,look ,the light is shining ,it’s too waste ,, turn off the light ,please .
让学生领会turn off the light即关灯的意思。然后操练turn on /off … 句型。 边说边做动作。
b. 教师强调，请求别人干某事要加“please ”并教读。
c .练习turn on the tap .(walkman , tv)turn off the tap walkman .
d. play a game .教师请同学听口令做动作，并引导学生说出all right /ok .等如果有的学生做错了。就请到黑板前表演节目。
3.listen to the tape .
4.chant：
turn on the tv .turn on the tap .turn on the walkman .turn on the light .
you do the hockey-cokey and turn around . la,la ,la,la ,la ,la.
turn off the tv .turn off the tap .turn off the walkman .turn off the light .
you do the hockey-cokey and turn around . la,la,la,la,la,la.
5. read after the tape .
6.practise in pairs .
step 3 sing a song “good bye !”
板书设计：
unit 9 on and off
turn off light the tv please .
turn on walkman tap
all right /ok .
topic
unit 3 at a music lesson
date
sep.19
period
the first period: b. look , read and learn and c ask and answer
aims
1. words:
sing, dance, swim, skate, ski，make a puppet, make a model plane, play the violin, play the guitar
2. structures:
what can you do? i can… what can he/she /they do? can you..? can he/she/they…?
3. function: students can feel the happiness during the english study. to consolidate the knowledge they have learned. to cultivate the interesting in english study. learn to cooperate with their classmates. ss can practice their co-operation and creation.
language focus
1. correct pronunciation of the new words
2. use the new words and structures by asking and answering fluently
aids
1. picture cards 2. tape recorder 3. multi-media
procedures
contents
methods
purpose
1. pre-task preparation
. warm up
1. greetings.
revision: there are four groups in our classroom.
now let’s have a competition
today’s topic : there be…
.
2. sing a song
to guide to the topic of this lesson.
to have a revision about unit 1&2
procedures
contents
methods
purpose
2. while-task procedure
1. learn the new words:
sing
dance
swim
skate
ski
lead in :make a puppet, make a model plane, play the guitar, play the violin
2. learn the new sentence:
what can you do?
i can…
3.what can he do? what can she do?
4: lead in: i can….. i can’t….
1. show the picture: sing
learn the new word : sing
sing sing, i can sing.(using the picture)
show the sentence on the blackboard.
2. look at the screen carefully and then answer my questions.
3. listen ,look and try to remember.
(show four pictures on the screen and at the same time show four numbers)
dance, swim, skate, ski.
look at the numbers and try to say out the word behind the member.
right number ,right word
4.show the pictures and then learn the new words
5.read and spell the new words
6.exercise 1 (on the paper)
7. show the pictures and then show the new sentence: what can you do?
i can ….
read and learn the new sentence.
look at the pictures and then ask and answer between the teacher and the students
4. pair work (look at the pictures and then ask and answer in pairs)
5. show another picture: learn the new sentence: what can he do? what can she do? and their answers
6. exercises 2
7. lead in the sentence:
i can ….. i can’t…..
make a similar sentence.
8. look at the pictures and then try to say the sentence: she/he/they can…..
inspire interest in learning the new words.
using action help ss understand and remember these new words easily
procedures
contents
methods
purpose
3.post-task activities
review and exercises
1.exercise 3
2.exercise 4
3.exercise 5
4.exercise 6
to do some exercises and check the answer of them ,to text what and how they have learned in class.
assignment1. copy the words two times in english and one time in chinese.
2. choose two or four pictures of part c, and then make dialogues ,copy the dialogues on exercise book c
3. listen and then prepare part a of unit 3
board writing
unit 3 at a music lesson what can you do?
sing play the guitar
i can… swim play the violin
dance make a model plane
skate make a puppet
ski
teacher’s reflection
5a unit3 教案 来自第一范文网。
title: unit 10 (1st):):) purpose: 1. review some oral english from unit 1 to unit 4. 2. review the sentences : what is he/she doing? he’s/she’s … in the … what are they doing? they’re … in the … 3. look at the pictures, read the sentences and write the letters in the boxes. focus: review the part of oral english we have learnt. review the sentence structures. difficulties: 1. command the sentence structures skillfully. teaching aids: projector, pictures, objects. preparation: tape, pictures. writing on the blackboard: unit 10 review and check what is he/she doing? he’s/she’s … in the … what are they doing? they’re … in the … summary of this lesson: 以师生问答的形式操练what is he/she doing? what are they doing?，让学生看懂图意，明白“某人在哪里做什么”，从而培养他们的观察能力和阅读能力。 process out line teacher's activities students' activities step 1 review the sentence structures 1.t: ( show the picture of p.81.) what is ben doing? what is yang ling doing? what are su hai and su yang doing? 2.t: show the pictures of page.76 and 77.) 1. he’s flying a kite. she’s opening a tin. they’re reading some magazines. look and imitate. “what is he/she doing? he’s/she’s … what are they doing? they’re …” step 2 look, read and write 1. show the pictures, ask ss look at them. 2. show the sentences, ask ss try to read them. 3. ask ss to fill in the boxes. 4. check. 5. show the pictures of p. 55. 1.look at the pictures carefully. 2.read the sentences. 3.write the letters a---h in the boxes. 5. ss: ask and answer in pairs. “is he/she …? are they …?” step 3 review some oral english and revise the dialogue . (show the pictures of p. 44 and 45.) 1. ask and answer with ss. 1)what is su hai doing? 2) what is su yang doing? 3) what is nancy doing? 2. revise the dialogue of p.44 and 45. 3. (show the pictures of p. 52 and 53.) 1)is gao shan helping miss li in the office? 2) are they playing basketball? 3)where is helen doing? 4)where is gao shan going? 5)are su hai and su yang studying in the library? 6)i’ll go and join them. 4. revise the dialogue of p.52 and 53. 1. ask and answer with t. 2. group work. act out the dialogue. 3. ask and answer with t. 4. group work. act out the dialogue. step 4 consolidation 1. listen and choose. 2. listen and answer. do the exercises. check the answer. step 5 home- work 1.copy the 4-skills of unit 6 and 7. 2. revise unit 6 and 7. title: unit 10 (2nd) purpose: 1 revise the dialogue of unit 8 and unit 9. 2. revise the sentence structures : what do/does … have? he/she has … they have … what shape is the …? it’s a/an … 3.look at the pictures and answer the questions. 4. look at the picture. draw the shapes. focus: review the part of oral english we have learnt. review the sentence structures. difficulties: 1. write the four-skilled sentences correctly. 2. look, read and complete correctly. teaching aids: projector, pictures, objects. preparation: writing on the blackboard: unit 10 review and check what does he/she have? he/she has … what do they have? they have … what shape is the …? it’s a/an … summary of this lesson: 本节课复习第九单元表示形状的词汇及相关句型，要求学生按指示语在合适的位置画出相应的形状。首先出示实物、图片等直观教具，用what shape is the ball/egg/sandwich/biscuit …? it’s a/an …等句型，复习各种形状的名称。再设计一张含有各种形状的综合图，并用how many triangles/rectangles/squares/circles/ovals …can you see?句型进行师生问答。学生掌握良好。 process out line teacher's activities students' activities step 1 speaking english. 1. (show pictures of p.71.) ask ss to ask and answer in pairs. 2. (show the picture of p. 52 of wb.) t: how many circles/squares/diamonds/rectangles/triangles/ovals/stars/hearts are there? 1.what shape is the …? it’s a/an … 2.ss: there are … step 2 draw the shapes 1.ask ss to read the sentences and draw the correct shapes in the pictures. 2.(show the pictures) check. 1.read and draw. 2.check and correct. step 3 revise the sentence structures. 1.(show the pictures of p. 64.) what does he/she have? what do they have? 2.(show the picture of p. 81.) ask ss to look at the picture and talk to their partner about it. 1. ask and answer in pairs. 2. look and talk. step 4 revise the dialogues. 1.(show the pictures of p. 60 and 61.) ask and answer with ss. 1) what does liu tao/david have? 2) where’s nancy? 3) what does helen/yang ling/mike have? 4) what do su hai and su yang/miss li and mr green have? 2. revise the dialogue of p.60 and 61. 3. (show pictures of p. 68 and 69.) the same way to revise the dialogue of p. 68 and 69. 1. look at the picture. ask and answer with t. 2. group work. act out the dialogue. 3. 1) ask and answer with t. 2) group work. act out the dialogue. step 5 consolidation. 1.look, read, draw and write. 2.look, read and complete. ss: do the exercises. t&s: check. step 6 home work. copy part. e in the workbook. revise unit 8 and unit 9. title: unit 10 (3rd) purpose: 1 revise the sentence structures : is he/she …? are they …? 2. look at the pictures. then read and complete the dialogue. 3. revise the pronunciation of the letter “i” and “o”. focus: review the sentence structures. revise the pronunciation of the letter “i” and “o”. difficulties: 1. command the sentence structures skillfully. 2. look , read and complete correctly. teaching aids: projector, pictures, objects. preparation: the pictures. writing on the blackboard: unit 10 review and check is he/she …? yes, he/she is. no, he/she isn’t. are they …? yes, they are./no, they aren’t. summary of this lesson: part c要求学生根据图意补全对话，复习句型及一些日常交际用语。在进行该项练习时，让学生通过看图造句，整体把握对话内容，根据图意先口头完成对话，再填入对话中所缺的单词。学生掌握情况良好。 process out line teacher's activities students' activities step 1 speaking english. 1. show the pictures of part. d. ( p.81) 2.t: is mike flying a kite? t: is yang ling having some fruit? t: ask ss to ask and answer in pairs. 3. t: are su hai and su yang reading some magazines? t: ask ss to ask and answer in pairs. 1.ss: ask and answer in pairs. 2.ss: yes, he is. ss: no, she isn’t. she’s opening a tin. ss: is …? 3.ss: yes, they are. ss: are …? step 2 revise the sentence structures. (show pictures of p. 55.) ask ss to ask and answer in pairs. pair work. check. step 3 look, read and complete. 1.t: show the pictures of part. c. 2. check 1.look at the pictures. ask and answer in pairs. 2. look, read and complete. step 5 consolidation. look and write. ss: do the exercises. t&s: check. step 6 home work. copy part. d in the workbook. revise unit 1-4.
一、课题： unit 8 b look and learn 第一课时
二、教学要求:
1、to understand and say the words :a zoo ,z cinema,a park ,a supermarket ,the great wall .by bike/bus /plane /car .
2、学会使用所学的词语
三、教学重难点：
重点：听懂会说交通工具和表示时间的词。
难点：听懂会说交通工具和表示时间的词。
四、教学过程:
step 1. warm-up.
1. 问候 :hello,everyone!how are you?…
2. now ,let’s sing , together ok? (“hello ,how are you ?” , “hi, nancy.”)
3. free talk .good morning”“what’s your name?”“ look at my coat .” “ look, this is a pen .” etc.
step 2. presentation .
a game :快速闪动游戏。
t: what’s this ? s: this is a bed …
t: what’s this ? s: sorry ,i don’t know…
b learn : “ a park ,a zoo ,a cinema ,a supermarket ,the great wall .
1. t: boys and girls ,this is a park .(出示图片)
2. read after the t: “a park”.
t: do you like to go to the park? s: yes .
3. check .
4. let’s sing it .(park,park,i like go to the park .i like go to the park)
5. look and say the other words .
the same method .
c play a game :look and guess :what am i saying ? (师不出声,生根据口形猜单词。)
d learn : by bike /car /bus /plane .
1. t: look at this picture ,what is this ?who can read it ?(bike ).
2. read after the t and check.“bike”、 “by bike ”( read and do )边说边做表示骑车的动作，帮助学生理解“by bike”。
3. look and say the other words . the same method .
4. check.
5. play a game : draw and guess (师画出半个图形，生猜老师画是什么？)
step 3 consolidation.
1. listen to the tape and repeat .
2. play a game : 心灵感应。
3. workbook : b listen and draw page 25.
step 4 ending : sing “goodbye!”
板书设计:
unit 8 let’s go to the park.
图1 a park 图6 bike 图2 a zoo
图7 car 图3 a cinema
图8 bus 图4 a supermaket 图9 plane
图5 the great wall .
zoo park cinema supermarket great wall by
car bus plane bike good but how
上课时间2005年10月14日 总第29课时
一、课题： unit 8 a learn to say. 第二课时
二、教学要求:
1. the ss can understand and say the communion parlance :let’s go to …but how? by ...
2.to encourage the ss to talk in english.
三、教学重难点：
重点：the ss can understand and say the communion parlance :let’s go to …but how? by ...
难点：to encourage the ss to talk in english.
四、教学过程 :
step1. warming-up
1.greating the ss : good morning /afternoon ,class?glad to see you !how are you ?
2.say a rhymeabcdefgoooo, have some tea .
3.free talk:
e.g t: hello ,how are you ? s: fine ,thank you ,and you ?
t: i’m fine ,too .let’s go to school ,ok?s:ok./all right.
4.review the words : zoo, park ,cinema, supermarket ,the great wall ,zoo , go to the zoo.
复习go to school ,go home ,go to bed ,get up及答语ok. all right .
step2 presentation :
1. play a game :look and guess.
e.g : look ,what’s this? this’s a zoo .
2. learn to say : let’s go to … ok/all right /good /great .
1)s1: miss yan ,this’s a park .
t: let’s go to the park ,ok?
s1: ok . t: let’s go to the park,all right?
s2: all right…. (using the body language )
2) read after the t. “let’s ….”
3)practice and check. t-s s-s work in pairs .
4)sing and dance (let’s go to …)
(t takes out the picture ,ss look ,sing and dance )
3.have a rest : play a game: “listen and do ”
e.g (t:show me your sweater .ss do it )
4.learn to say “but how? by ……”
t: let’s go to the zoo .s:ok.
s: miss yan ,let’s go to the park .
t: good /great ,but how ?by bike ,by car .by bus or by plane? (using the body language )
s: by bike .
1)read after the t but how?
2) practice and check. t-s s-s work in pairs .
3)sing and dance (let’s go to ,let’s go…great/good,but how ?but how? by …)
(the t takesout the picture ,the s look ,sing and dance )
5.have a rest .
sing “hi ,nancy.”
step3 consolidation .
1.listen to the tape and repeat .
2.look at the picture and act .
step4 .home work .
listen to the tape and repeat four times .
step5. ending: sing “good bye !”
板书设计 :
unit 8 let’s go to the park .
let’s go to图片
ok / all right /good /great ,but how ?
by…… 图片。
上课时间2005年10月17日 总第30课时
一、课题： unit 8 c d 第三课时
二、教学要求：
1、能听懂会说let’s go to …by …”及其答句。
2、能熟练运用let’s go to …by …表达自己的意思。
三、教学重难点：
重点：能听懂会说let’s go to …by …”及其答句。
难点：能熟练运用let’s go to …by …表达自己的意思
四、教学过程:
step1.问候 :
t: hello, boys and girls ,how are you ?ss: fine ,thank you ,and you ?
t: me ,too .
step2 revision .
1.play a game :look and guess (复习第八单元单词)
2.let’s talk in english . hello /hi, good morning /afternoon .this is … what’s your name ? how are you ?…look at my … it’s nice.
3.ask and answer (t-s) let’s go to the park .ok,but how ? by bike …..
4.ss make a dialogue .
5.play a game: listen and do
step 3 pre sentation
1.t: boys and girls ,what’s this ? ss: this is a park .this is a bike .
t: let’s go to the park . ss: ok ,but how ?t: by bike .
2.贴图游戏。let’s go to …by …
3.t shows the teaching picture and asks :
a. how many people in the picture? b. what’s this /that? c.what are they talking about?
4.ss discuss .
5.check and modify .
6.group works .
e.g picure1.
girl: let’s go to school by bike . boy : all right /ok /good/great .
7.action .
step4 have a rest .
sing “hello !how are you ?”
step 5.listen a match :( work book page 26)
step6 ending .
sing “goodbye !”
step 7 homework : listen to the tape and repeat .
板书设计：
unit 8 let’s go to the park.
let’s go to …by …
all right./ok./good./great.
教后记：
一、教学目标:
1 会听说读水果单词apples, oranges, pears, bananas, peaches, mangoes, pineapples, watermelons并能分清水果单词的单复数的读音及运用。
2 能听懂会说 i can see….
3 能听懂并有韵律地诵读歌谣they are all very good.
二、教学重点：
1 会听说读水果单词apples, oranges, pears, bananas, peaches, mangoes, pineapples, watermelons并能分清水果单词的单复数的读音及运用。
2 能听懂会说 i can see….
三、教学难点：
1 会听说读水果单词apples, oranges, pears, bananas, peaches, mangoes, pineapples, watermelons 并能分清水果单词的单复数的读音及运用。
3 能听懂并有韵律地诵读歌谣they are all very good.
四、教学过程：
step 1 revision
1 letters:
复习发音含有/1/的9个字母，学生读这9个字母时要求声音响亮。
2 revise the numbers 1-10.
用手势来给小朋友们练习。
3 sing a song.
‘indian boys ‘
step 2 presentation
a 呈现单数
1 用 “how many…”句型，并利用猜的游戏来引出所授内容-----one apple ----an apple.
2 用“摸一摸”的游戏来呈现 an orange.
3 用“闻一闻”的游戏来呈现 a pear, a banana
4 用图片直接出示来呈现 a mango. 并可引出句子”i can see a…”
5 用尝一尝的游戏来呈现a watermelon，a pineapple
利用magic ear游戏来巩固单词。利用实物巩固i can see a ….
(单词和句型板书)
b 呈现复数
1 利用图片来呈现i can see some watermelons. 黑板上呈现watermelons.
2 用同样方式来呈现mangoes, pineapples并练习句型。
3 用“猜一猜”的游戏来引出apples, oranges, pears, bananas, peaches.
4 猜出后可操练句型。
5 利用抢图片游戏来巩固复数
c 句型练习
出示水果总图，让学生说说练习句型。
d say a rhyme
1 拿出水果教big and small.---- big fruit and small fruit. they are all very good.
2 写出pears, bananas, and pineapples , oranges, peaches apples.
3 操练整个rhyme。
3a unit 3 教案 来自第一范文网。
一、教学目标
1、能正确地听、说、读、写januaryfebruary …december表示12个月份的单词。
2、能正确地听、说、读、写whens your birthday? my birthdays in …
二、教学重点
能正确地听、说、读、写表示12个月份的单词。
三、教学难点
january february september november december 的听、说、读、写
四、课前准备
1、教具准备
单词、句型卡片、录音机、磁带
2、板书准备：预先写好 unit 2 bensbirthday
五、教学过程
step 1free talk(约3分钟)
t:how are you?
s:fine, thank you.
t:please look out of the window.whatsthe weather like today?(用肢体语言表示“请看窗外”，中文翻译：今天天气怎样？)you answer me in chinese.
【设计意图：我的学生基础不够好，对please look out of the window.whatsthe weather like today?不理解，所以运用肢体语言外加中文翻译，目的是帮助学生实现清晰的理解，消除紧张感。允许学生用中文回答，可以明显看出学生既感觉简单，又感觉新奇：英语课也可以说汉语。此举，提高了学生的积极性，为下面英语课的顺利进行服务。】
s: …
t: 板书：sunny
t:what day is it today?
t:what date is it today?(随即教读数遍date)
【设计意图：sunny 为6b 的单词，本节课出现，为的是“早渗透”，降低6b 学习时的难度，在以后的英语课堂上，继续渗透表示天气的单词，为学生以后的英语学习服务。】
step 2 presentation and practice
1、引导学生学习januaryfebruary …december（约15分钟）
a.课件出示一本日历：whats this? its a calendar.简单教读calendar.
b.the calendar can tell us the date.learn：date(日期)读韵律词：calendar, calendar, tell me the date.
c.翻开日历直接问：what month is this? \which is the first month of a year? learn:january
d.which month comes after january?learn:february
e. 同法引导学生学习其他10个表示月份的单词。
f.read after the tape two times
g. 操练词汇（约15分钟）
a.play a game: what’s missing?
b. listen and guess（课件出示）
ⅰ)in this month, we’ll start our new term.teacher’s day is in this month,too. what month is it?(september )
ⅱ)christmas is in this month.what month is it?(december)
ⅲ)children’s day is in this month.what month is it?(june)
ⅳ)our country’s (国家的) birthday(生日) is in this month. what month is it?(october)
【设计意图：既训练了学生的听力，又巩固了本课所学单词。正确说出答案的学生可以得到一颗星星，刺激了学生学习的积极性，活跃了课堂气氛。总之，这一游戏的设计与实施，为学生巩固单词服务，为激发与保持学生学习英语的积极性服务。】
c.learn:birthday ask:my birthday is in? do you know? guess.引出 a:when’s your birthday?b: my birthday’s in …learn :when
【设计意图：创设了信息差，激活学生的思维，使学生的交际行为不停留在假交际层面上，课堂教学效果也因此更好。】
d.work in pairsa:when’s your birthday?b:my birthday’s in …
step 3do a survey(约5分钟)
use the dialogue:a:when’s your birthday?
b:my birthday’s in…
namebirthday
【评析：学英语的最终目的是用来交际，understand each other，运用所学对话去进行调查，完成任务，体现了任务型教学的原则。此项设计旨在为学生巩固、运用本课所学单词、句型服务。】
step 4 homework
1、跟磁带读单词5遍。
2、抄写单词3+1遍。
3、预习b部分的序数词。
六、板书设计
unit 2 ben’s birthday
calendar january july
sunny datefebruary august
monday birthday march september
the 16th of septemberwhen april october
may november
june december
a: when’s your birthday?
b: my birthday’s in…
七、教后小记
本节课的容量相当大，由于教学设计较为科学合理，基本收到了预期的效果。
一、 活动内容与教学内容紧密相关，为教学目标服务
科学、有效的活动设计都应将教学内容融于教学活动中，使每个活动都具有明确的目的性，从而帮助学生学习语言知识、掌握语言技能和提高语言运用能力。如：what’s missing?游戏的设计旨在帮助学生认读单词、记忆单词，拼读正确的学生还可以得到一颗星星作为奖励，有效激发、保持了学生学习英语的兴趣与积极性。
二、 在活动中注重创设信息差，将活动由“假交际”变为“准交际”
交际性语言实践活动应具有以下四个基本特征：①具有信息差，即参与交际的双方存在需要交流的未知信息；②具有语言运用的情景，即学生不是死记硬背；③具有得体性，即所用语言符合谈话人的身份、地位和谈话场合；④具有即席性，即不是以背诵代替讲话。本课中，教师让学生猜自己的生日在哪个月，创设了一个信息差，激起了学生想了解老师的欲望，学生经过思考，用英文进行猜测，师生之间的问答活动就成了有意义的互动，不是为说而说，不是假交际。
unit 7 （第一课时）
一、教学内容
b look, read and learn & c look and say
二、教学目标
1、能正确地听、说、读、写单词 hers, his, mine, ours, yours, theirs.
2、能正确地听、说、读单词及词组 a calculator, a comb, a hairdryer, a mirror, a wallet, a skateboard, a watch, a teapot.
3、能正确地听、说、读、写句型whose…is it/are they? it’s/ they’re mine /his/hers/ours.
4、能根据图片提供的情景，正确地用名词性物主代词进行描述，并能在实际情境中运用。
三、教学重点
1、能正确地听、说、读、写单词hers, his, mine, ours, yours, theirs.
2、能正确地听、说、读、写句型whose…is it/are they?it’s/they’re mine /his/hers/ours.
四、教学难点
1、能正确地听、说、读、写单词 hers, his, mine, ours, yours, theirs .
2、能正确地听、说、读、写句型whose…is it/are they? it’s/ they’re mine /his/hers/ours.
3、能根据图片提供的情景，用名词性物主代词进行正确描述，并能在实际情境中运用。
五、教学准备
1、教具准备
1）关于本课中出现的手表、茶壶、计算器等实物。
2）一张用于放置物品的桌子。
3）物主代词表（形容词性/名词性）
4）关于本课时的多媒体课件。
5）录音机和磁带。
2、板书准备：写好课题和日期。
六、教学过程
step 1 free talk/ revision
从学生熟悉的物品和关于形容词性物主代词的对话入手，引出新课。
t: hello, mary. what’s that on the desk?
s: it’s a ruler.
t: whose ruler is it?
s: it’s tom’s.
t: it’s his ruler. oh, i see.
（学生用所学过的知识练习上述句型，展开对话）
step 2 presentation and pratice
1、词汇教学
（1）将学生所带的手表、皮夹、计算器、滑板、梳子、镜子、电吹风等物品放在一张空桌子上
t: hello, boys and girls. let’s suppose your birthday is coming soon, or your parents’, friends’ birthdays are coming soon. which present do you want best? let’s choose and say “i want… ”.
s1:(上台选择物品)my father’s birthday is on … it’s coming soon. i want a teapot, because my father likes drinking tea.
教师呈现teapot并带读生词，学生学习单词。
s2: look, it’s a calculator. i like it. it can help me with my maths.
教师呈现calculator 并带读生词，学生学习单词。
s3: oh, it’s a beautiful mirror. i like it. i’ll give it to my mum.
同法教授其它单词，提醒学生注意单词中元音的发音和名词复数形式的读音，为下面的句型教学作好准备。
（2）“b look, read and learn” 学生听录音，模仿跟读单词。
2、句型教学
（教师接着上面的话题）
t: look at these presents. they’re all from our classmates. let’s guess “whose present(s) is it/are they?”
学生进行猜物主的游戏 , 教师示范
t: whose calculator is it?
s: it’s tom’s.
t: oh, it’s his.
教师逐一呈现名词性物主代词mine, yours, his, hers, ours, theirs
学生学习名词性物主代词并操练此句型。
(教师示范)
t: whose combs are they?
s: they’re helen’s and mary’s.
t: oh, they’re theirs.
学生操练上述句型并巩固名词性物主代词。
3、summary(多媒体呈现)
呈现物主代词表（形容词性/名词性），阐述它们的区别
this is my book. this book is mine.
学生进行口头造句：
that is her pencil. that pencil is hers.
step 3 look and say
多媒体呈现part c，学生小组讨论并交流
step 4 consolidation
学生自编对话并表演，例如：
a: hello, what’s that on the desk?
b: it’s a calculator.
a: is it yours?
b: no, it’s not mine. it’s my classmate mary’s. it’s hers.
a: how nice!
b: yes, it’s a birthday present from her dad.
a: oh, i see.
七、 作业设计
1、朗读并抄写b、c部分单词和句型。
2、抄写物主代词表（形容词性/名词性）。
3、默写本课要求四会的单词和句型。
4、围绕本课所学的名词性物主代词，以本课最后一个环节为例，小组自编对话（书面形式），并于下节课表演。
八、 板书设计
unit 7at christmas (b&c)
课
件
a: whose …is it/are they?
b: it’s /they’re mine.
mine yours his hers
ours yours theirs
九、 教后记
本单元的主要话题是“谈论物品的归属”。名词性物主代词可使语言表达更加简练。教师在教学过程中可适当地用简明扼要的语言讲明两种物主代词的区别，创设生动活泼的情景，引导学生结合生活实际记忆和巩固，并在一定的情景下正确使用名词性物主代词。
6a unit7(第一课时)教案 来自第一范文网。
step1. warming up
free talk
t: good morning, … how are you?
s:fine, thank you. and you?
t: not bad, thank you. look at my new coat.
s: it’s pretty.
t: hello,… this is …
s: nice to meet you.
s: nice to meet you, too.
t: look at his jacket.
s: oh, how nice
t: look, this is my new sweater.
s: it’s nice.
t: thank you.
t: look, that’s her blouse.
s: it’s pretty.
step2. presentation
1）teach “let’s go to the park.. all right. let’s go.”
sing the “colour song”.
teach “let’s…让我们。。。”(ppt) read together, group by group, two by two, one by one.
show the word card of “a park”(ppt), teach “park”. read in the same way.
show a beautiful park and “go to the park” (ppt)
t: look, how beautiful, how nice! let’s go to the park.
teach “the”, “the park”, explain the difference between “a park” and “the park” in chinese.
read “go to the park” and “let’s go to the park.”
t: who can say “let’s go to the park”,try!
s1: let’s go to the park.
s2: let’s go to the park
s3: let’s go to the park.
t: all right.
s4: let’s go to the park.
t: all right.
s5: let’s go to the park.
t: all right. let’s go.
teach “let’s go.”
t: let’s go to the park.
s6: all right. let’s go.
t: like this, practice in pairs.
2）teach “cinema”, “ok. let’s go.”
show the word card of “a cinema”(ppt). teach and read “cinema” in the same way.
show the picture of jingmen cinema and “the cinema”. read “the cinema”.
t: let’s go to the cinema.
ss: all right. let’s go.
sing the song “cinema”, using the rhythem of “goodbye”.
cinema, cinema, it’s half past nine.
let’s go to the cinema,cinema,cinema,cinema,cinema.
t: ask me to go to the cinema. try!
s1: let’s go to the cinema.
t: all right. let’s go.
s2: let’s go to the cinema.
t: ok. let’s go.
teach “ok. let’s go.”
t: let’s go to the cinema.
ss: ok. let’s go.
t: boys, let’s go to the cinema.
sb: ok. let’s go.
t: girls, let’s go to the cinema.
sg: ok. let’s go.
t: let’s go to the cinema.
s2: ok. let’s go.
t: ask your deskmate.
s2: let’s go to the cinema.
s3: ok. let’s go.
……
3) teach “zoo”, “great. let’s go.”
t: listen carefully please.
show the sound of birds. then show two birds, an elephant, a pandar, a monkey and some zebras.
t: what’s this?
ss: 动物园/zoo.
t: yes, it’s a zoo.
teach the word “zoo”, read “a zoo”, “the zoo”.
t: let’s go to the zoo.
ss: all right/ok. let’s go.
t: ask me to go to the zoo.
s1: let’s go to the zoo.
t: ok. let’s go.
s2: let’s go to the zoo.
t: great. let’s go.
s3: let’s go to the zoo.
t: great. let’s go.
teach “great.” , read it in the same way.
t: let’s go to the zoo.
ss: great. let’s go.
t: boys, let’s go to the zoo.
sb: great. let’s go.
t: girls, let’s go to the zoo.
sg: great. let’s go.
t: let’s go to the zoo.
s4: great. let’s go.
t: ask your deskmate.
s4: let’s go to the zoo.
s5: great. let’s go.
……
4) say a chant
park, park 是公园。
zoo, zoo 动物园。
cinema, cinema 电影院。
5）teach “supermarket” and “good. let’s go.”
show the word card of “a supermarket”(ppt).
t: next, let’s go to the supermarket.
teach the word “supermarket”. first, read “market”, then “super”, “supermarket” and “the supermarket”.
t: let’s go to the supermarket. show the sentence on the screen.
t: ask miss sun to go to the supermarket.
s1: let’s go to the supermarket.
t: great. let’s go.
s2: let’s go to the supermarket.
t: great. let’s go.
s3: let’s go to the supermarket.
t: good. let’s go.
teach “good. let’s go.”
t: let’s go to the supermarket.
ss: good. let’s go.
t: boys let’s go to the supermarket.
sb: good. let’s go.
t: girls let’s go to the supermarket.
sg: good. let’s go.
t: let’s go to the supermarket.
s4: good. let’s go.
t: ask your deskmate.
s4: let’s go to the supermarket.
s5: good. let’s go.
……
6) teach “the great wall”
show the word card of “the great wall”
teach “the great wall”
show the sentence model: let’s go to the …
all right./ok./great./good. let’s go.
t: ask your deskmate to go to the great wall.
s1: let's go to the great wall.
s2: all right. let’s go.
t: good. answer in different ways, you can get a star.
……
step3 practice and consolidation
1)play a missing game
2)say a chant
park, park, let’s go to the park.
cinema, cinema, let’s go to the ciname.
zoo, zoo, let’s go to the zoo.
supermarket, supermarket, let’s go to the supermarket.
great wall, great wall, let’s go to the great wall.
3)转盘游戏
step 4 homework
read the learned words and dialogue after the tape 10 times.
一、teaching aim:
1. words: a pen , a book , a rubber , a pencil , a pencil box , a ruler , a ball pen , a pencil sharpener 及复数形式。
2. sentences: 1) how are you? fine, thankyou. / not bad, thank you.
2) how are you? fine, thank you. and you? i’m fine, too.
3) how are you? not so good. i’m sorry.
3. sing a song: hello! how are you?
二、difficult and important teaching points :
1. words: a pen , a book , a rubber , a pencil , a pencil box , a ruler , a ball pen , a pencil sharpener 及复数形式。
2. sentences:1) how are you ? fine, thankyou. / not bad, thank you.
2) how are you? fine, thank you. and you? i’m fine, too.
3) how are you? not so good. i’m sorry.
三、teaching aids:
1. tape recorder
2. cards with sentences, pictures of the school things
3. dolls
四、teaching times:
three lessons
五、teaching process:
lesson 1
step 1. listen to the tape "hello! how are you?"
导入：how are you?
teach: “how are you?”
practise: 1) train practise
2) boys read, girls read.
step 2. s-t: s1: how are you?
t:(card:我很好; bodylanguage) fine, thank you .
s2, n -t asks and answers
teach “fine, thank you.”
practise: 1) pair work t-s （教师纠正发音）s-s
2) listen to the tape, ss read after the tape
step 3. (教师模仿对话）
doll1: how are you? doll2: fine, thank you. and you?
doll1: i’m fine, too.
(repeat it)
teach this dialouge.
pratise : 1) pair work t-s （教师纠正发音）s-s
2) listen to the tape, ss read after the tape
step 4. teach the words.
1. t: today, let's meet some new friends. they’re five brothers. now let's have a look at no.2 pen.今天，让我们认识五位新朋友，他们是兄弟哦。现在我们来看一看老二 pen .
then teach “pen”
practise: 1) train practise
2) a pen, a pen, this is a pen.
2. the same way to teach " ball pen (老大)" , " pencil（老三）" , "pencil box（老四） " , "pencil sharpener（老五）"
3. play games.
1. what’s missing? 1) quick respond
2) what’s missing?
2. touch and guess.
step 5 .教学复数形式
教师左手拿一枝钢笔，说a pen , 右手拿一枝钢笔，说a pen , 把两枝钢笔和起来说pens.继续拿一枝钢笔说a pen , 再三枝合起来说 pens 。 依次类推，引出复数的概念。
要注意 pencil boxes 的读音 。es读/iz/
lesson 2
step 1: free talk
t: hello! good morning.
ss: hello! good morning.
t: hello, how are you?
s1: fine, thank you. and you?
t: i’m fine, too.
step 2: exchange
s1: hello, miss deng. how are you?
t: fine, thank you. and you?
s1: i’m fine, too.
s2: hello, miss deng. how are you?
t: not bad, thank you. ( 教师做表情， 和fine , thank you 的表情相似）
如此几遍以后，教学notbad , thank you .
practise: 1) train practise.
2) pair work and act.
3)listen to the tape , read after it and act .
step 3: 事先安排一学生与教师对话
1. s1: how are you?
t: not so good. ( 做生病的状态， 可咳嗽，打喷嚏 ， 捂肚子……）
2. t: how are you?
s1: not so good. (也做生病的状态）
teach “not so good.”
practise: 1) train practise.
2) pair work and act.
在s-s 的pair work 中， 教师在旁引出"i'm sorry . " 并手拿哭脸卡片。
teach “i’m sorry “.
t-s: t: how are you?
s1: not so good.
t: i’m sorry.
学生以这样的形式操练此句型。并听录音跟读。
step 4:
1. review the words that wehave learned.
we can play a game: quick respond.
2. 用实物呈现单词
t: what's this? it’s a ruler.
同法教学rubber , book 及其复数。
注意： books/buks/
3. play a game: guess
呈现某件东西的一小部分让学生猜是什么。
4.do fun house : 第一部分中的a,b,c,d.
）认识图中的物品。
2）听录音。
3）师生分析答案。
unit 5 第三课时
step 1 free talk
t: good morning. s: good morning.
t: good afternoon.s: good afternoon.
t: get up, . s: all right.
t: how are you?s: fine, thank you. and you?
t: i’m fine, too.
t: go to bed now, . s: ok. good night.
step 2 1) listen to the song.
2) sing the song.
step 3 take out the picture, think (guess) what they are saying? 以第二幅图为
例，教师分析，学生来说。学生表演：
s: go to school, mike.
s: all right. bye, dad.
教师对学生的表演予以评价，学生再次表演。四人一组练习，评一评哪位是表演天才。
step 4 fun house (e f g h)
1.look at the picture.
2.talk (students).
3.listen to the tape.
4.check it out.
step 5 workbook
1.look at the picture.
2.listen to the tape, and number it. ( 在这个过程中重复内容 )
3.check it out.
step 6 review the word.
1.认识书中东西。
2.listen to the tape.
3.check it out.
step 7 play a game.
guess and say: 教师先示范，将文具放在文具盒里面，学生在教师配合下完成这个游戏，注意这里单词需升调，安排学生利用自己的文具同桌操练。
一、教学内容
《义务教育课程标准实验教科书 牛津小学英语》6a第四单元第四教时（do a survey）。
二、教学目标：
（1）通过调查表格进行句型及日常用语的复习。
三、教学重点
（1）能正确地掌握日期英语表达方法。
（2）能就生日开展正确的问答。
四、教学难点
（1）引导学生正确掌握日期英语表达方法。
五、课前准备
（1）教具准备
调查表 图片 胸卡 多媒体课件 投影仪 练习纸
（2）板书准备：预先写好课题unit 4 review and check
六、教学过程：
step 1 free talk (ask and answer) (约4分钟)
t: what day is it today?
s: it’s …
t: what date is it today?
s: it’s …
t: what does this /that sign mean?
s: ….
t: what would you like as a birthday present?
s: i’d like ….
step 2 practice(约26分钟)
1、多媒体出示多个节日，如教师节，儿童节，国庆节，中秋节等，进行师生问答，以此来复习巩固他们对月份及日期的英文表达方法，并拓宽学生思路。(约6分钟)
例 t: what festival is it?
s: it’s teachers’ day.
t: when’s teachers’ day?
s: it’s on the tenth of september. 或 s: it’s in …. （只知道月份的节日)
以同样的方法对其余常见的节日进行问答。
2、在此基础上，将话题逐步引入birthday,通过信息交流，激发学生语言表达的欲望和参与活动的热情。(约5分钟)
t: pardon, what date is it today?
s: it’s ….
t: oh, my birthday is coming. my birthday is in …. it’s on the …of ….
whose birthday is in this month? you can stand up and tell me.
good! one, two,….
（接着可逐个与站起来的学生进行问答）
t: when’s your birthday?
do you usually have a birthday party?
what would you like as a birthday present?
3、小记者采访活动(约5分钟)
安排学生运用when’s your birthday? 进行采访，并进行记录。要求课后制作同学生日表，今后每逢某个同学过生日的那一天，全班同学应该向他/她表示祝贺，并唱happy birthday歌。
4、do a survey(约10分钟)
（1）divide the students into four groups, and each group has a survey paper.
（2）小组间互相问答“when’s your birthday? it’s on ….”,由组长记录问答结果。
（3）每组将调查记录交给老师，并用投影仪显示调查结果。
t: how many students have their birthdays in january/ february/ march…?
s: ….
（4）教师将四组调查表合并在一起，再进行问答：
t: how many students have their birthdays in january/ february/ march…?
s: ….
step 3 do some exercises(约10分钟)
1、根据上下文，完成下列句子
（1）----is your birthday in may?
----no, _____ birthday is ________ in may.
（2）yesterday _______ my birthday. i got a lot of _________ from my friends.
（3）----______ is ben’s birthday?
---- his birthday is _____ july. it’s _____ the 18th _____ july .
2、根据要求写句子
（1） please do it like that.（改否定句）
please _____ ______ it like that.
（2） it’s the 18th of april today.（对划线部分提问）
______ the ______ today?
（3） today is wednesday. （对划线部分提问）
what ______ is it ______?
（4） i was born on the fifth of august.（改同义句）
______ ______ ______ on the fifth of august.
step 4 homework
1、 用英语了解家人的生日，以表格形式记录下来，并在家人生日时送上良好的祝愿。
2、 听写句型when’s your birthday? my birthday’s on …
（1）[设计理念]
面向全体学生，围绕素质教育，把语言训练融入于各种情景及活动之中，营造轻松愉快的教学氛围，培养学生热爱学习，团结协作，学会和谐相处与相互欣赏的精神，使学生学会主动学习，增强自信心和成就感。我将本节课设计为第二课时，学生在第一课时初步掌握了八种服装类单词的基础上，来进行日常的交谈，来欣赏赞美别人的衣服！
（2） [教学过程]
step 1 free talk
1. sing a song :《hello! how are you?》
2. free talk: hi/hello/how are you?/nice to meet you!/good morning!
教师面带微笑的走到学生们面前，边与学生握手边问候。
3.show a toy cat.
the teacher introduces the toy cat to the students.
t: hello, boys and girls, this is kitty, now i’m kitty.
nice to meet you, boys and girls.
ss: nice to meet you, kitty.
t: who want to be kitty? let’s make a dialogue.
t: look, what’s this? .
sk: it’s a ….(课件中出现前面学过的服装和文具类图片)
t: what colour is it?
sk: it’s….
t: yes, it’s smart/pretty/nice.
[设计思路：一个简单的微笑、问候，让师生成为了最亲密的朋友。在这种宽松的氛围中，每个学生都勇于说英语，增强了自信。而且，此对话可反复操练多遍，使学生逐步感知赞美的句子。]
step2 presentation
1. teach: look at my…. it’s nice.
a.在free talk操练熟练的情况下，课件中出现教师的一张穿着新衬衫的照片:
t: look, what’s this? ss: it’s a blouse.
t：look at my new blouse. it’s pretty. yes or no?
ss: yes.
t:(point to my jacket) look at my jacket. it’s nice.
b. (point to own jacket)
read after t: look at my jacket. it’s pretty/nice.
t: who wants to show your clothes? s-t work in pairs:
s1:look at my jacket. t: it’s nice.
s2:look at my sweater. t: it’s nice.
s3:look at my skirt. t: it’s pretty.
2. teach: look at his/her…. it’s smart/pretty.
a.出现了liu tao穿了一件漂亮的 shirt，教师指着shirt
t: look, what's this? it's very smart.
ss: it’s a shirt.
t: look at his shirt.
ss: it’s nice.
b.出现了yang ling穿了一件漂亮的 jacket，教师指着jacket
t: look, what's this? it's very pretty.
ss: it’s a jacket.
t: look at her jacket.
ss: it’s pretty.
c. read after t: look at his shirt. it’s smart.
look at her jacket. it’s pretty.
t:(point at a boy’s/girl’s clothes)
look at his /her….
ss: it’s smart/pretty.
ss practice in pairs.
3.teach: look, this is/that’s…. how nice!
a. t:(point at a girl’s jacket) look, this is her jacket.
ss: it’s nice.
t: can you try to show your clothes?
ss: look, this is my ….
t: it’s nice!
出现了liu tao叫helen看yang ling的jacket，教师指着jacket:
read after me: look, this is her jacket. it’s nice.
ss practice in pairs
b. t:(手指远处一学生桌上教师的毛衣) oh! look, that’s my sweater.
how nice! yes or no?
ss: yes! how nice!
read after me: look, that’s my sweater. how nice!
s1 points at the clothes. s2 praises that clothes.
s1: look, that’s his jacket.
s2: how nice! ……
[设计思路：语言学习的目的是运用于真实的生活中。英语学习也不例外，目的要培养学生交际的能力。在课堂上，教师为学生设计较为真实的语言环境，激发他们使用英语交流的欲望，并鼓励他们养成在日常生活中使用英语的习惯。]
step3 consolidation.
1. say a rhyme:
this is a shirt. this is a shirt. look at his shirt.
that's a blouse. that's a blouse. look at my blouse.
this is a jacket. this is a jacket. look at her jacket.
that's a sweater. that's a sweater. look at my sweater.
oh！how nice！
2.listen to the tape and read after it. then ss read the text together .（出示课文）
a. 跟读课文
b. 齐读课文
c. 分角色表演, 小组竞赛
[设计思路：对于学习英语起始年级的学生来讲，成就感能够培养其在学习中的自信心。通过小组竞赛的游戏，既能培养学生的团结合作精神，增强学生的竞争意识，激发学生的学习热情，同时也能够令胜利者获得成就感，从而更加热爱学习，相互学习。]
3.play a game: fashion show 时装秀
让学生在课前搜集一些日常生活中的废旧物品（如报纸等），让他们几人一小组，进行手工制作，通过自己灵巧的小手，充分发挥自己的想象，设计出美丽大方、款式各异的服装，然后将其展示给大家。
t—s1示范
t: hello, boys and girls. look at my coat!
ss: how nice!
s1: look, this is my…. that’s my….
t: how beautiful! how nice!
… …
4.sing a song 《colour song》
[设计意图：小学生好奇、好乐、好胜、好玩，对游戏、比赛、小诗情有独钟，在这个环节中我设计了fashion show这个游戏，不仅符合学生年龄特征，使他们全身动起来，更能促进学生迎接挑战，勇于竞争的良好心理素质的形成。]
step4 homework
要求学生到生活中去说衣物类单词，回家后用今天学的句型向爸爸妈妈朋友介绍自己设计的衣服，也可以在爸爸妈妈的帮助下设计制作更加漂亮的衣服。可以在自己的或家人的衣橱里为衣物挂上卡片。让我们感受到在生活中英语无处不在，从而更好地学习英语，常用英语。
（3）[教学反思]
本课的对话为学生提供了一个展示服装的情景。通过几个人物的对话，让学生掌握look at … 、 look ，this is…和 look ，that’s… 的句型，并学会简单的赞美别人的回答。在教学过程中，我采取了多样化的教学方法，促使学生听觉、视觉、动觉共同参与，学生们充满了学习的热情。开头的歌曲热身活跃了课堂气氛，营造了轻松自如、快乐活泼的学习氛围，最后以游戏的形式巩固拓展，不但吸引了学生的注意力，还让学生真正体验到学习的快乐，促使学生乐学、好学。
主 题：let’s go to the park 第二课时
教材分析：本单元主要围绕交通工具和地点类单词，让学生学会如何表达“去某处”和“如何去某处”，要求学生能在显示生活中较自如的运用let’s go to…表达自己的意愿。
教学目标：
1. 认知目标：
（1）能听懂、会说let’s go to the park (zoo, cinema, supermarket) 以及回答：
ok, let’s go./ great./ good./ all right.
（2）能熟练地运用let’s go to …by…表达自己的意愿
（3）能听懂，会说交通工具类单词bike ,bus, car, plane
（4）学会表达“去某处”和“如何去某处”，以及如何对别人的建议进行回答。
2.能力目标：
(1) 通过模仿、唱、游、角色扮演等活动，学生能够在教师创设的“let’s go to the park”情境中运用所学的语言知识。
(2) 在特定的语境中自然地邀请朋友一起去游玩。
3.情感目标：通过语言的交际活动，使学生产生用英语交流的就积极情感。
4.教学过程：
（一） free talk and greetings
(1) t: good moring,boys and girls!
s:good morning ,miss ji
t: hello,,how are you?
s1: i’m fine ,thank you !and you?
t:not bad ,thank you
(2) sing a song“hello, how are you!” (边唱边作动作，调动学生学习情绪)
（二）revision
t: hello,,let’s go to the park.
s1: ok/all right/good,let’s go.
t: (复习park,出示图片)
t: do you like tiger/zebra/monkey…?(运用手势动作适当翻译，让学生明白其意思，并引导其用yes回答)
ss: yes!
t: let’s go to the zoo
ss: good,let’s go/ok/all right.
practise:学生复习单词句型。
（二） presentation
（1） t: (出示图片cinema,让学生问
s1：let’s go to the cinema!
t: good ,let’ s go . but how?(引出新句型)
（在黑板上贴上交通工具，并有一个大大的问号）
t: ( 示范)by bike!(通过手势和动作帮助学生理解)
板书bike，学习bike ，开火车方式朗读单词
practise:师生示范
work in pair
学习儿歌： cinema cinema
let’s go to the cinema
but how but how
let’s go by bike
a. 教学句型：let’s go to the supermarket. good, let’s go. / but how? by…
/ let’s go to… by…
b. pair work./ group work.
（2） 创造性运用（要点：注意培养学生综合运用语言的能力）
师：春天来了，同学们你们最想干什么？
生：春游。
师：那你最想到哪里去玩呢？
生：红梅公园，中华恐龙园……
师：那下面就请同学们邀请你的好朋友、你的家人一起去常州的一些有趣的地方去感受春的魅力。
（教师提供一些旅游场所的英文注解如：hongmei park, red star cinema, china dinosaurs park, times supermarket，the people’s park, lanling park，dongpo park。
也可让学生讨论：（1）用什么方式去最快（2）用什么方式去最省钱（3）最喜欢和谁一起去（4）怎样鼓动别人和你一起去（5）几点去在哪里见面等）
（四）评价任务
学生各自表演自己的对话后，由学生小组投票评选出“最佳表演组”。教师予以物质表扬（常州旅游地图一幅）。
“任务型”教学模式的效果与分析
经过教学实践，笔者体会到，运用上面的“任务型”教学模式进行教学，学生在明确的任务目标的驱动下，主动参与课堂实践，真正实现了以话题为核心，以任务为主线，任务以活动为载体，活动以学生为中心。学生有了“做”的机会，有了自主学习的空间，有利于培养学生自主学习的能力，从而使学生形成有效的学习策略。在教学中，教师的价值在于组织学生开展适时的活动，及时提供并调整学生学习运用交流过程中的问题，通过结合教学目标设计有意义的情景任务活动，引起学生的共鸣，促进学生积极主动地投入英语学习。如上述例子从设计如何说去公园地任务入手，不但让学生有明确的任务目标，而且引起学生的好奇心和积极参与的欲望；然后在课件创设的逼真的情景中学生感知语言（let’s go to the park.）教学过程中再通过创设去动物园、电影院、超市的任务情景，让学生习得这个对话。在执行任务的过程中，待时机成熟时创设假期春游的真实活动场景，使学生学之能用，学之即用。这样既培养了学生在逼真的情景中自编对话、相互交际的能力，又培养了学生的协作精神，充分发挥了个人的作用。
