新标准小学英语三年级起点第六册全册教案2

新标准小学英语三年级起点第六册全册教案2
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odule 4 Library
Unit 1 Where are the books about coputers, please?
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目标：
" w0 m$ Y7 u+ w知识目标：
4 L( n- C7 E( W! F$ z* [4 s0 t1、能熟练运用Where are the…about…please?的句型，并能表演对话。
2、听、说、读、写本课的单词library find CD-RO bring use card easy
情感目标：
7 T, Z9 F2 |: |* E1、让每个学生都能积极互动参与课堂活动，增强他们学习英语的信心，从而更加热爱英语。
2、通过小组竞赛活动，培养学生的团结协作精神和竞争意识。
" M0 }# u7 t$ n2 }8 @4 H能力目标：
) \% b) h8 R6 Z: ]) T, s! w1、让学生能用英语查找资料
2、以任务活动发展学生的语言交际能力和创新能力。
, X: g+ w8 z8 f' Q/ j+ @5 |教学重点、难点：
  C# J, w8 }- ^" `- I“四会”单词和会话表演
教具准备：
单词卡片、挂图、录音机、粘贴
/ Z( Q8 T7 _4 h3 E$ c) a4 E教学过程：
Step1 Waring up
1 、Sing a song
% O+ ~- \, _0 D3 I" m, G２、Play a guessing gae
) P) ]2 I* \4 f- s1 R1 L$ q; n/ XStep2 Presentation
8 @  V: |9 c% G' o0 ]' AT: I need a book about English food. What can I do?
Ss: You can buy the book.
T: I can have it in the library.学生可能不知道library这个词，这时教师板书该单词，领读单词，请学生跟读。
T: Ay和Lingling 昨天也去了图书馆，我们一起听听她们为什么借书，是怎样借的。
- z  @8 j, T. [. yStep3 Teach new lesson
1、教师将本课的挂图贴在黑板上，播放课录音，请学生边听边理解课大意。
2、教师再次播放录音，请学生边听边用笔勾画出课中的生词、短语以及不熟悉的句子，并根据上下和图片猜生词的意思。
, v1 ?& Q2 f5 X" C3 F3、教师将生词写在黑板上，为同学示范发音，并逐个讲解。
4、教师播放录音，请学生跟读、模仿语音语调
* D- M2 O7 _( a4 j, L, q$ UStep4 Practice
2 q7 o9 f1 v% O7 Q1、让学生四人一组，分别扮演Ay, Lingling, librarian, 和s Sart，进行对话表演。教师请几组学生上台表演，比一比哪组表演的最生动，并发给每人一个小贴纸以奖励。
; F' U+ H; \4 q" g( O  f2、全班完成活动手册中的练习1和练习2。
, C& J0 v% S, \$ N% uStep5 Suary
Step6 Hoework
Ask the to ake up a dialogue with the new drills and neords.
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odule 4 Library
) q3 W+ D8 S% _6 {. EUnit 2 Where can you find out about anials?
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教学目标：
; l  h3 _; F' m% I/ W2 b知识目标：
: L' l: M4 A# v1 W3 G) x2 ^1、能熟练运用Where can you find out about….? You can find out about…in/ on…
+ E+ ^& ~. R$ I0 W0 k2 n2、听、说、读、写本课的单词：inforation tietable dictionary newspaper
情感目标：
  C' }' j3 @$ o1、在师生互动中加深彼此的信任与情感
- y0 m7 }) u& E) B( Y$ w0 ~2、激发学生的兴趣，使其树立自信心。
能力目标：
) v1 d/ {$ d3 k) C; Q- _1、培养学生听、说、表达、表演的能力。
教学重点、难点：
熟练掌握单词及表演对话。
教具准备：
挂图、卡片、磁带
, e' o. q3 `; Y0 M" I! C教学过程：
Step1 Waring up
6 x( w1 N( E+ v, Q0 D1、Sing a song
+ M* _% ]3 {5 n( i! F' k6 Y2、Show the pictures, ask the students to ake up dialogues.
Step2 Presentation
T: Today we will learn how to research the essage what we need.学完之后，大家要试着通过各种途径查询信息。
Step3 Teach new lesson
2 T, n  b# h! M7 s* ~& s. L1 Z1、T: Take out a dictionary and say: “This is a dictionary” .Ask the students say the word one by one. Tell the student we can find out about words in a dictionary. As the sae way, teach the the other neords.
2、Play the tape the student should read the text after the tape. Then they should practice the text in groups or pairs. Help the student to grasp the sentence: “You should find out about… in / on…” Ask soe groups to read in pairs.
9 P0 [# g# ^( y. HStep4 practice
/ T4 R& F3 f: j教师请几组学生自主上台表演对话，比比看哪组表达的最流利，交流的最自如，好的予以奖励。
9 B% V' D3 {1 x( e; P0 KStpe5 Suary
T: What have we learnt this class?
Step6 Hoework
According to this class, do activity book practice 1.

odule 5 Decisions
$ a) U8 a3 a1 o( g* c  ?' ]& ]UNIT 1 It’s big and light.

Teaching objectives:
7 _  h6 z( m$ G0 F) I1.Words and phrases: light broken heavy pocket
2.Sentences: It’s big and light. It’s got two pockets.
# z4 ~; U- s' x. M+ a; }3.Graar: It is …; I have got … .Use adjectives to describe objects.
8 ~# g* K7 x* FTeaching properties: cards tape-recorder CAI
A.Songs: Poe of odule 4 Unit 2
+ U) T9 |; B- y' r, i$ tB.Free talk: Describe your bag or a picture.
C.New concepts:
Stept1. Leading and neords
Today we’re going to learn how to describe soething use big, sall, tall, short, fat, thin and so on. Take out your bag .Whose bag is big? (Students answer)Whose bag is heavy? Whose bag is light? Whose bag is broken? Whose bag has pockets? In this way, show the neords. Have the students understand and reeber the. At last, try to ake sentences with these words.
Step2. Text
1 I3 b0 \, o4 ]( bOpen the book and listen to the tape recorder , listen again and repeat, (show ppt= power point) look at the screen and read the questions1).What does Lingling need?(2).Where are Lingling and s Sart?(3).What’s the black bag like?(4).What’s the green bag like?(5).Which bag has got pockets?(6).Which bag has got wheels?(7).Which bag does Lingling like?(8).Which bag does s. Sart like?(9).Which bag did they buy? Read the text for several ties then answer the questions. At last give the answers on the screen .Read the text in groups, in pairs, one by one, boy and girl. Try to retell.
Step3. Practiceww
Show the pictures: elephant, bird, panda dog, tiger, pencils, shoes, kites, bags. Practice to describe the pictures, using the words: fat, thin, heavy, light, beautiful, big, sall, cute, new, old, broken, nice.
2 m' z  N9 W& M3 w; X, j' ?# mStept5. Hoework
0 s# o' K2 I- J0 {Describe anials.
Gaes: Draw yourself.
(Draw a picture of yourself and try to describe.)
9 k. g% }2 \9 H+ gDesigns:
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odule 5 Decisions

odule 5 Decisions
UNIT 2 It’s too big for you.

Teaching objectives:
1.Words and phrase: hard has got have got
* s& K/ X1 w% o' T* Q) R2.Sentences: It’s …for…; It’s too big for you.
3.Graar: Describe objectives.
A.Songs: angoes and rice,
B.Free talk: Talk about your photo (or yourself).
C.New concepts:
( ^5 {/ v" V6 A5 k0 a4 @/ r" O$ rStep1.Warer and leading
5 ~6 D9 W' {5 `0 {; y(Look at the screen) Can you use it? Review the words and ake sentences with the.
! F' r0 u& y8 j# P; lI you we she he they it
7 G8 r/ g! ]% R: ?6 ?. }e you us her hi the it
9 O+ F+ T/ }6 V1 Q! gStep2. Words
# c7 A; C  G5 u5 }7 [* _Take out a picture of a coat, and say: I have got a red coat and a blue coat. Point to the picture and: The red one is too big for e, the blue one is too sall for e. Have the students ake sentences with you, we, she, he, they, it. They can use have got and has got .Explain hard is difficult (hard = not easy). What does Lingling want to buy?
Step3.Test. Play the tape. Listen and answer the questions
(Show ppt)
1.What does Lingling want to buy?
8 b/ A8 F% I: Y, c! ]6 q2.What can you see on it?
3.What color does Lingling buy at last?
% b* t5 ^" v" f7 Q) W4.What color does Lingling like?
6 ]/ C; E2 e" ?+ ^5.Why does she change her ind to buy another color?
$ c! @9 Y" x& R- N" d, WAt last, please the students act the dialogue.
Step4. Practice
1.Show the pictures. Have the students look, say and write. ake sentences with: It’s … for…. Draw it on the board. Then the students write the sentences on their exercise book.
2.Show the ppt. Play the tape. Have the students listen and underline the sae pronounce, and then do the AB.
! ~" ~4 Y6 _, j# ]! g# gStep5.Gae: Show any cards of fruit
5 Z  {4 m& d; R$ t! HStudents guess it. Is it … (color or shape)?
3 E; p3 @; Z1 f( U) i) W9 }  gStep6. Learn to sing.
# ~: ~% E- R2 C6 tListen to the tape for several ties. Try to sing and do the actions.
Hoework：Describe your bag.

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" m0 @/ h/ [- B, I4 D2 m0 i% y& Sodule 6 Travel
UNIT 1 I went there last year
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; T% U1 Z% @2 H( y- q  X4 b# h- I3 eTeaching objectives
1.Words and phrases: photo .stay week
2.Sentences: where/when/what/who did you ?
& S. R& h# Q) ~Teaching procedures:
A: songs: angoes and rice
B: free talk: Where did you go?
- O3 S) K- q/ f' c, v/ Q, mC: Step 1: leading
4 p! D5 M) O5 k- @(Introduce the English Where is Beijing? /London /New York /Tokyo /oscow)
3 [) Z) e* d* H+ KSay the naes of faous places in China and England
- ~4 G* \6 p2 R$ y+ pStep 2: Take out any photos
Introduce: This is a photo( 举一张 ).
* f* U4 {' Y! z& bThese are photos (举全部，多张照片)
Then have the students try to describe the photos. The teacher can say: I stay there for one /two weeks.
4 v6 o% M" g  b4 k% ~Explain: ‘stayed’ is the past tense of stay
+ o* j1 a, h9 r2 i7 ]& q! XWeek: fro Sunday and Saturday is one week.
6 F2 m' {/ t: Q9 x- `: ~Step 3: Playing the tape
% r! x9 k  N/ @, _So that the students can listen to the conversations and follow in the books
5 q" P( a( Q# N) |Tell each pupil to get a piece of paper and draw a question on it.
! W' _$ C4 i% g$ v, P- DAsk the students to close their books
4 |2 y: H4 @  I0 I1 ~- RPlay the dialogue part by part and have to listen. If they have a question, they have to hold up their pieces of paper and say questions .
Now tell the students to open their books and underline all the questions in the dialogue
/ i. \6 J' C3 Z* E1 gHave the students answer the questions
Do Activity book Exercise 1
) H1 s' S8 d8 H5 M- k5 y- kStep 4: Show the pictures and have the student try to say and write.
  v' n* |& E& o3 b) h- e/ q  `Use the drills. At last give the answers
! L' H! z8 @. y( V* u& k' {Who has got soe photos?
& M7 [% H( w4 N- M5 K$ x( jWhere is Lingling?
When did Lingling go there?
1 K9 W* j* M/ O# YWho did she go with?
Where does her uncle live?
' c: g) h7 H) z4 C4 BSteps 5: Activity book Exercise 3
/ e5 x" B* Z! b4 mHoework: Talking about where you went? And write down
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odule 6 Travel
Unit 2 It is in the north of China
- I/ O* r* ^7 B$ m+ H( ITeaching objectives
! l6 ?) K5 u' {; y. g. F* W# v% K1. Words and phrases: parent rode horse clib
2. Sentences: It is in the north of China
Where is ? It is in
7 d7 @$ g  c* FTeaching procedures:
: s/ o2 g+ g/ T- R- V9 mA: Songs: angoes and rice
4 S0 s9 J0 g+ D7 e2 SB: Free talk: Where did you go?
C: New concepts
* Q: ]8 m" m0 s, j4 vStep1. Neords
" ^% |% Z% j. o& G4 _# DShow the cards of the neord. Have the student read and reeber the
Then explain the word: parent eans other or father; Holiday eans the day that you do not work or study, you are free.
9 g' I/ N" x9 D* S6 y4 m% T. iStep 2. Test
6 c/ f+ @8 g6 p: Q; APlay the tape, have the students open their books listen and read then answer the questions
6 ?8 z5 H, P: k1.Where did Lingling go?
$ R# S3 U5 m, }2 a+ y6 Y1 x' f9 n# q2.When did she go?
+ Z1 A! H7 o* \; L$ O( k5 e+ [8 x3.Who did she go with?
& X; v0 m+ J5 I: G4 @/ ~0 z2 _4.Where is Xinjiang?
5.What did she ride?
/ t/ ^# u2 U/ U) V6.What ountain did she clib?
7.What lake did she visit?
% P" F9 q+ B$ u8.Did she have a good tie?
At last give answer to the students
Step3. On the blackboard, ark north at the top, south at the botto, west on the left, east on the right. Read and point
Show a ap of China on the blackboard and ask: Where is Haikou? /Yinchuan/Shanghai/Hetian /Hong Kong
Practice: Have the students talk about their holiday. If they did not go anywhere, iagine.
1 v( l$ a0 E# i  M1 M+ {( h+ A' fStep4. Listen and repeat again, then do Activity book Exercise 4
Step5. Sing a song
8 q0 L& N  j; ^Play the tape and the student learn to sing
+ G3 y! c, E2 ^/ @- p7 PGae: Draw a picture (in the south draw soe ountains, in the north draw a river, in the east draw a road, in the west draw a kite )
& i+ s: T" X( z7 ]; Y- w8 W( q: IHoework: Write and draw
8 y2 ~; ~2 r7 x$ _7 V1. Where is your favourite place? 2. When did you go there?
3. What did you do there? 4. Who did you go with?
' |3 j2 _) z% S+ B

odule 7 Counications
Unit 1 Let’s send an eail.
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教学目标：1、单词及短语：essage，another，idea，office，busy
* r. c$ z0 B5 C3 O. }2、重点句子：Let’s send an eail to dad.
Click on ‘eail’.
Write your essage.
9 `  O: K& R! z- R! X+ e3、情景运用：学习如何发送电子邮件。
+ a3 k; P+ n; _) }  N* }6 Q# A4、教学用具：录音机，单词卡片，多媒体
9 x# X6 ^: Q! a4 B( z' n6 Q教学程序：
一、一首英歌曲：y hoe’s the place
: Z& O3 z; O( ?; W二、自由讨论:描述方位
三、新课教学;
1、问候与复习；请学生分小组讨论各自同亲朋好友保持联系的方式，教师引导他们说出电话，书信等方式，学生可能会说出电子邮件这种方式，由此引出本课教学主题。
2、课导入：利用多媒体展示一幅电脑图片，询问学生我们可以用它做什么，然后告诉学生我们可以用它和别人交流，今天我们就学习如何发送电子邮件给你的亲朋好友。
3、课教学：
( S5 K& a- N" V1 S- G+ i( Z（1）、板书单词“eail”，同时向学生讲解什么是电子邮件：“它是从一个电脑到另一个电脑的信息。”用展示动画从一个计算机到另一个计算机的过程。并出示图片。请学生读单词，可以齐读，分小组读，或者男女生分组读。
; r, P9 ~) S8 Z: ~7 M（2）、播放录音，呈现活动1，请学生听录音熟悉课内容。
再放录音，请学生找到问题的答案：What’s an eail? Where is the eail fro?
(3)、 教师将重点句子板书在黑板上：
: j5 K. N- E- A1 l9 E  aLet’s send an eail to dad.
6 Q/ ?1 }1 B6 k5 M- Y9 {Click on ‘eail’.
8 Y) l  ~" B  Q0 f0 O: PClick on ‘write’.
Write your essage.
$ W, g% `2 f2 B# A9 N/ pClick on‘send’.
（4）、 请学生回答上面的问题，教师 进行总结。继续提问；怎样发送电子邮件？
  N, H. J# ?) u; j8 o" b展示发送电子邮件全过程的图片，打乱顺序，请学生再听录音，按正确地顺序把
0 w% u3 R* q0 ~" a5 W图片排列好。然后再听一遍录音，让学生熟悉发送电子邮件的过程。
8 ^/ ]! k4 l9 ?4 G6 C3 S+ o（5）、领读重点句子，让学生重复，找单个学生复述句子，然后自由练习如何发送电子邮件。教师将图片打乱顺序贴到黑板上，找学生将图片与句子连线。
$ d% i/ M6 |6 X6 R（6）、再放一遍录音，请学生跟读课。再让学生复述如何发送电子邮件。对复述好的学生给予奖励。
, L+ }9 c8 C9 z（7）、完成活动手册练习1，练习2，先让学生听录音，再找学生说出自己的答案。并找学生对错误的论断进行改正。
% Z7 B8 n' n, Y, n6 J; v  a4、任务完成
* S# ~/ @2 R8 m- a4 w- C（1）、听一听，画一画
请每位学生准备一张白纸，教师发出指令请学生画画：draw your friend，write soe words on your poster，put the poster on the wall！让学生课后将自己的海报粘贴到墙上，并描述一下自己的作品，评选出好的作品给予奖励。
（2）、完成活动手册练习3 ，全班同学分两组进行，读一封电子邮件，独立回答问题。并将远电子邮件讲述给另一组学生听。
（3）、游戏：我说你做
" i: v2 Q) c7 o% D两人一组，艺人说指令，另一个人做动作，比比看谁的反应快。
  i) R( C- ?4 P9 U% ~. T: ]5、课后作业
（1）、熟悉发送电子邮件的 过程。
6 K/ P, x' }$ n& D! y7 ^（2）、建立一个自己的邮箱，试着给自己的朋友发送一封电子邮件。
6、板书设计
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ODULE 7 Unit 1 Let’s send an eail.
Let’s send an eail to dad.
$ P, k" ]* c; MClick on ‘eail’.
: H. |! R- w2 X6 x; l. t" `) x6 KClick on ‘write’.
  K) s  \/ @7 ?. V  W4 q1 CWrite your essage.
Click on ‘send’.
7、结束课堂教学
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2 z5 t( ]2 _0 _odule 7 Counications
' w% x4 f, V. [UNIT 2 I will be hoe at seven o’clock.
% h" }# N4 ^$ p教学目标:
1、重点句子: I a working very hard.
I will be hoe at seven o’clock.
% K7 c) g, `/ P( D8 q# \' L( q" P6 [2、运用:通过电子邮件进行交流
教具：录音机,卡片
教学程序：
- s4 ?; W7 K9 h/ }7 L一、歌曲
二、自由交谈:关于旅游
三、新课教学
1、问候与复习
) n2 M( E+ e8 C! G# E请学生朗读自己的电子邮件
将全班分为两组扮演AY 和TO，看图配音。
2、新课导入：
8 G* m/ }* E2 p+ C5 N- `让我们一起看看汤姆回复给SART的电子邮件。
5 P/ b$ `; R2 b% R1 b3、课教学
（1）、播放录音，呈现活动1，教师提问：“what’s an eail ？”请学生回答.
(2)、再放一遍录音，请学生模仿跟读，直至读的熟练为止。
( L. L2 K- ~1 e/ [! R" p3 [（3）、请学生复述电子邮件的内容，教师将重点句子板书在黑板上：
I a working very hard.
I will be hoe at seven o’clock.
# D2 o' r0 d) o. c) A  @+ B* P(4)出示活动2的图片，请学生描述一下，对说的好的学生给予奖励。让学生良人一组进行描述。教师给予指导。
# g/ U: h( g  J# S! `. c（5）、播放活动3的录音，请全班跟读，熟悉每个单词的发音。把单词卡随意粘贴到黑板上，教师一边贴，学生一边读。然后将其分组。
（6）、组织全体学生听录音，完成活动手册练习4。
4、任务完成
完成活动5，教师发出指令，学生记住之后，按座位顺序进行动作，哪组同学先完成哪组就是获胜组，进行奖励。
活动手册练习1和2，请学生听录音给图片按正确地顺序排列出。然后看图说话。
游戏：角色大调换。让学生将自己和父母的角色进行调换，然后，以爸爸妈妈的身份给自己写一封电子邮件。对写的好的学生进行表扬。
5、课学习
* l5 Z8 b6 Z$ q# P- ^6、学习歌曲。逐句播放录音，请学生跟唱。再播放录音，将学生分为男生和女生两组，分角色演唱歌曲。
4 f& ]( F; O/ G( e# [  ~9 A4 `/ v6 V7、课后作业
+ E5 v" B& J' v" o/ J! o, R（1）活动手册练习3
（2）请学生根据上一节课后收到的邮件，给对方回复一封电子邮件。
8、结束课堂教学
# y- D  P& f7 r. ]! m7 b! X7 i( S9、板书设计
. f) Q+ _) Q; g& {* f6 Z- TUNIT 2 I will be hoe at seven o’clock.

I a working very hard.


9 \3 D' V* O- {6 h) T3 w/ lI will be at hoe at seven o’clock.

! `/ C5 K/ O7 j$ O! O- ~& V


) ]( T. U! M$ `& bodule 8 Discussion
! U$ u' a. h% U; q& V0 Q7 fUnit1 What do you suggest?
. s6 w6 L$ O1 O- D教学目标：
# J9 n4 k1 w) Y% e, W1.单词和词组：
& A0 r& ]" B# Z$ b9 }. D- s% {9 hsuggest quickly excited Aerica Chinese kind dragon
( ^$ u6 ~. D* Y" a' j+ G2.重点句子：
What do you suggest? What about……?
Why don’t you ……? How about……?
语法：特殊问句的用法。
教具：Cards Pictures Tape-recorder
4 h" @$ X! c3 I教学程序：
& M, J8 W4 b- G  b6 G9 R; OA: Song: We are clever boys and girls.
% b- e- c, {, h1 _  E5 jB: Free Talk: How to send an eail?
$ ]3 {+ }+ e% AC: New concepts:
一.热身复习
1)Greetings.
. V$ V, d& r+ i+ b3 p2)Sing an English song.
1 Q2 F" p& S. b7 l2 |8 W7 m" f0 v& u9 N二.课导入
1)热身复习后,教师对学生说:I a going to visit a foreign friend this weekend .And I want to take a present for hi .What do you suggest?
请学生提出建议.
2)教师：“我们已经知道Daing 要去美国啦，那么他要去拜访谁呢？Sa 又是如何给Daing 提出建议的呢？下面让我们一起学习今天的课。
  x% I; o$ ]( i8 [三．课教学
" o; C7 l: C$ {! X! [6 m1）把挂图贴在黑板上，播放课录音。
呈现SB Unit 1Activities 1的内容，请学生边听边看挂图。听过后，教师指着挂图上的人物，引导学生说出对话发生的场景。
2）再次播放录音，请学生根据录音说一说图片的内容，并总结出本课的重点句型，将其写在黑板上：
What do you suggest?
What about chopsticks?
Why don’t you give hi a kite?
8 h" G/ f( a1 q4 ]/ gHow about a dragon kite?
将“What do you suggest?” “What about… ？”“Why don’t you…?”和“How about…?”用方框框起。告诉学生给别人提供建议时，可以使用这些句型。然后将一些画有物品的图片贴在表示建议的各个句型后面，请学生通过替换原有的单词练习这些句型。
四．完成SB Unit 1 Activities 2
: }7 t: r6 i- h6 t% i" R( J五．任务完成
1）游戏：“打电话”。
* o' X: ~& ^3 `% I选择一些道具。分几个小组设想任意一个打电话的场景，通过小组成员扮演不同的角色。
2）游戏“小小购物车”
准备一个购物车模型，以及一些物品的实物或模型放在讲台上。请学生到讲台上随意拿起某件物品，使用提供建议的句型建议教师购买。
六．完成活动手册
! a+ x8 z1 I: e, _) I0 k! m1 i七．课后作业
1 O+ o& [9 w  ^1 G, L- C, _组织学生课后三人一组，分别扮演s Sart, Sa和Daing ,将课编排成英品，在班上表演。
& X4 J1 G" z7 x& e' b八、板书设计：
6 {4 e# s7 U2 D0 `6 P- x8 yodule 8 Discussion
Unit1 What do you suggest?

What about chopsticks?

Why don’t you give hi a kite?

9 U6 I  R* R6 a/ WHow about a dragon kite?

, D8 n$ K( K! X. i  ?

odule 8 Discussion
Unit 2 Line A is longer.
1 b4 S6 B0 F% b- N+ U9 [4 ?教学目标：
1.单词和词组：Sae circle
2.重点句子：
) p& D' y! F& v/ s- _' YLine A is longer.
Is line A the sae as line B?
. J% z. k9 g; ]9 f/ W8 zI think so. /I don’t think so.
3.语法：形容词的比较级。
教具：
Cards 、 Pictures 、 Tape-recorder.
教学程序：
1 B/ ~9 A; T9 E3 r# ^A: Sing an English song.
B: Free talk:
设想教师购物，让学生为教师购物提供建议。
C; New concepts:
  ]: _9 _1 {0 \0 T% S% [/ {9 M0 [1．热身复习
请学生表演上一节课的课编排成的英小品。并给予奖励。
2．课导入
热身复习后，教师在黑板上画一个大圆和一个小圆，一条长线段和一条短线段。把两个圆分别标记为A和B，用同样的方法标记两条线段。教师指着两条线段说 ‘long’。提示学生们说：“line A is longer than line B ”。教师可以利用教室里的物品，如钢笔，书本等做更多的示范，复习学过的形容词的比较级。
教师对学生说：“今天我们将要学习如何通过比较判断发表自己的看法，同时也要比一比谁的眼力好。
% ^1 c" X2 j. X4 E# ?3、课教学
8 X$ {% ~! U3 R' W" y教师把挂图贴在黑板上，指向挂图中的线段问学生：“what are these？”学生回答：“they are lines ”指着圆圈问同样的问题，并选择一个自己认为正确的答案。
7 M$ S* H3 c1 k8 I请学生独立完成其中两个问题，最后订正答案。
/ y3 I# O5 y: n$ |0 K3 o教师在黑板上写出下列单词；big ，sall，tall ，short ，long ，请几个学生写出他们的比较级。把line A is the sae as line B 和 circle A is the sae as circle B 这两句话写在黑板上，把 the sae as 用方框圈出，告诉学生可以用这个表达方式说明两个相同的事物。然后用图画引导学生巩固这一句型，。
完成活动2
, n" g5 R0 g, t2 F: s完成活动3 ；用图片完成他们的发音。
组织学生听录音完成活动手册练习5
4、任务完成
组织全班学生完成“排排队”游戏。
$ f0 u; e/ O- B, U. R  r" I5、课学习
( `5 a# v9 H# W- Z组织全体学生看图并描述图中发生的事物。
放录音，请学生看图画听诗歌，把握整体内容，学生跟读并引导学生掌握诗歌的节奏。请学生表演诗歌，并给予奖励。
) x' \$ h* ~9 G- z6、课后作业
“猜猜我的画”游戏：教师请学生完成一幅画，画面要有许多隐蔽的事物。每种事物不能超过6中种。然后学生两人一组，学生先看一分钟，然后他