3A Unit 5 How are you（通用3篇）
3A Unit 5 How are you 篇1
(the first period)
教學目標: 1. 初步能在情境中正確運用日常交際用語how are you?及其相應的回答：fine, thank you. / not so good.
2.能聽懂、會說、會讀文具類單詞 a pen, a pencil ,a rubber,
a ruler，及其復數.
3. 通過競賽、游戲等活動，讓學生熟練掌握單詞，感知并積極運用語言。
4. 會唱歌曲《 hello, how are you? 》
5. 培養學生愛護文具的好習慣。
6. 激發學生對身邊同學、師長及家長的關愛之情。
教學重點:1. 能在情境中正確運用日常交際用語how are you?及其相應的回答：fine, thank you. / not so good.
2.能聽懂、會說、會讀文具類單詞 a pen, a pencil ,a rubber, a ruler，及其復數.
教學難點：1. how are you?兩種回答的正確運用。
2. 單詞的正確讀音。
教學準備：可錄音的多拉a夢，單詞及句子卡片,文具盒及本課的文具，用于游戲的袋子及水果,笑臉和哭臉各兩個。
教學過程：step 1: warm up:
1. sing some songs: 《hello》、《hi！nancy》、《hi! miss xiang》
(設計意圖：課前唱英語歌，創設學英語的良好氣氛，調動學生積極性，讓孩子很快融入英語課堂中來。)
2. t—s: greeting
出示四個組的標志，并貼在黑板上。（monkey, zebra, elephant,panda）
(設計意圖：三年級學生注意力持續時間不長，課堂上容易走神做小動作，針對這一特點，我一直在課堂上運用小組比賽的方法，可用于維持課堂紀律、調動學生積極性，效果很好。這一段時間運用四個較難讀的動物為標志，也是幫學生復習鞏固。以后還可以換成水果、顏色等單詞。)
3. free talk: review the sentences.
step 2: revision
（show some pictures）
review the words of animals and fruit by dialogues.
step 3: presentation and practice
1.new dialogues
how are you? fine, thank you. / not so good.
a.( show 哆啦a夢)
t：look, this is ….let’s say “hello, 哆啦a夢”
t: how are you ?
哆: fine, thank you.
t ask again. 引出“how are you ?”
show “how are you?你好嗎?”“fine, thank you.很好,謝謝.” and teach.
出示笑臉提示學生的表情，并把一個笑臉貼在答句邊上。
（注意：fine 要分開領讀，特別注意i和n 的發音，學生會發音不到位.）
b. practice: t—ss, t—groups, practise in pairs then act out.
c. the chain game: t asks a question to the students of the first row “how are you?” he or she may say: “fine, thank you.” then he or she passes the question to the students in the second row: then the students in the second row answer: ”just do it one by one. to see which group is the best.
（設計意圖：在上一環節學生表演對話的基礎上，用競賽的形式讓學生再次練習對話，學生的積極性很高。但在課堂上運用這個游戲，一定要保證學生能遵守游戲規則，否則八個組一起開始競賽，學生會混水摸魚。）
d. another new sentence: ss ask t together,
t answers:“not so good.” with body language.
show “not so good.不太好.”和哭臉and teach.（t變化表情、動作領讀——肚子痛、頭痛、牙痛、咳嗽、打噴嚏）
(注意：這三個單詞都要分開教讀，再連起來，學生接受較慢。)
e. practice: 同桌操練，然后請生起來問自己的好朋友，老師出示笑臉提示。（表演幾組后，可換成笑臉.）
f. sing, sing, sing 《 hello, how are you? 》
2. new words
a. touch and guess 引出 “a pen ”
t：哆啦a夢 has a magic bag. what’s in it ? let me see. oh, there’s a bag too. what’s in this bag ? let’s touch and guess. who can try ?
（袋子里放了桃子、橘子等水果和一個文具盒, t 抓住布袋里的文具盒，讓生最后一個摸到文具盒，打開文具盒，引出本課新單詞。）
b. teach the new words: a pen, a pencil及其復數
（復數可由學生同桌的鋼筆放在一起引出，讀單詞時可穿插 pencil, pencil, this is a pencil.句子的領讀。）
(設計意圖：運用個別讀、一組組讀、大小聲讀等多種方法來教讀單詞，既讓學生掌握了單詞正確的讀音，又能讀出趣味。把單詞放入句子中，及符合詞不離句的教學要求，也為后面說rhyme做了準備。)
c. a rubber , a ruler 及其復數
t: can you guess what in my hand is ?
t先抓鋼筆單復數，再換鉛筆，最后抓橡皮，引出新單詞
（rubbers 和rulers 可讓學生自己試讀,可穿插讀句子 rubbers, rubbers, i can see rubbers.）
d.play a game: warm and cold
( 用rulers , pencils 和 a rubber )
d. say a rhyme
rubber, rubber,
this is a rubber.
rubbers, rubbers,
i can see rubbers.
(如果時間允許可用其他文具替換，否則可讓學生課后練習。)
step 4: summary
t: today we’ve learnt so many words.(讓生齊讀單詞)
t：他們都是我們學習的好幫手，大家要愛護他們，當然，我們也要關心、愛護身邊的老師和同學，經常問問他們身體好不好，可以怎么問呢？
ss：…
t:那么，在生活中又是誰在無微不至地照顧著我們呢？
ss：…
t:所以，我們更要關心家人的身體健康。
step 5: homework
1. everyday english: listen to the tape 15 minutes.
2. read the new words after the tape three times.
3. teach your parents and make dialogues with them.
3a unit 5 how are you? 來自第一范文網。
3A Unit 5 How are you 篇2
3a unit 5 how are you?(the first period)
教學目標: 1. 能在情境中正確運用日常交際用語how are you?及其相應的回答：fine, thank you. / not so good.
2. 能聽懂、會說、會讀文具類單詞 a pen, a pencil ,a rubber, a ruler.
教學重點: 1. 能在情境中正確運用日常交際用語how are you?及其相應的回答：fine, thank you. / not so good.
2. 能聽懂、會說、會讀文具類單詞 a pen, a pencil ,a rubber, a ruler.
教學難點：能聽懂、會說、會讀文具類單詞a pen, a pencil, a rubber, a ruler.
教學準備：多媒體課件，單詞及句子卡片,用于比賽的水果和果籃卡片
教學過程：step 1: warm up:
1. t—s: greeting
t puts a paper basket on the blackboard and introduce the rules of the race.
2. sing some songs: show three circles of different colors, let the students choose to sing.
3. free talk: review the sentences.
step 2: revision
review the words of animals and colors by dialogues.
step 3: presentation and practice
1. new dialogues
a. introduce two new friends to the students.
s: nice to meet you, kitty (teddy).
kitty (teddy): nice to meet you, too.
t: how are you?
kitty (teddy): fine, thank you.
show “how are you?你好嗎?”“fine, thank you.很好,謝謝.” and teach.
b. practice: t—ss, t—groups, t--s
c. the chain game: t asks a question to the students of the first row “how are you?” he or she may say: “fine, thank you.” then he or she passes the question to the students in the second row: then the students in the second row answer: ”just do it one by one. the last one comes to the front and asks t: “how are you?” to see which group is the best.
d. another new sentence: when the last one asks t, t answers
:“not so good.” with body language.
show “not so good.不太好.” and teach.
e. play a game: t prepares two faces: smile and ill. if t takes smile face, ss ask and answer with “how are you? fine, thank you.” if t takes ill face, ss use “how are you? not so good.”to make dialogues. in thirty seconds, to see which group makes the most dialogues.
f. sing, sing, sing 《 hello, how are you? 》
2. new words
a. draw and guess: t draws some simple pictures on the blackboard, such as: apple, pear, orange…, then ask with“what can you see? ”, ss answers with “i can see a/an…”
b. after reviewing the old words, t draws some pictures of stationeries.
teach the new words: a pen, a pencil, a rubber, a ruler and their pl. form.
c. play a game: warm and cold
d. say a rhyme
step 4: consolidation
are you a pleasure boy (girl)?
step 5: homework
1. everyday english: listen to the tape 15 minutes.
2. read the new words after the tape three times.
3. make dialogues with new sentences in pairs.
3a unit 5 how are you? 來自第一范文網。
3A Unit 5 How are you 篇3
一、teaching aim:
1. words: a rubber, a pencil box , a ball pen , a pencil sharpener 及復數形式。
2.sentences: 1)how are you ? not bad , thank you .
2) 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 rubber , a pencil box , a ball pen , a pencil sharpener 及復數形式。
2.sentences: 1)how are you ? not bad , thank you .
2) 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 process:
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 : presentation
1.教學not bad , thank you
s2: hello , miss bao . how are you ?
t: not bad , thank you . ( 教師做表情， 和fine , thank you 的表情類似）
如此幾遍以后，教學not bad , thank you .（板書）
practise : 1) train practise .
2) pair work and act .
2.教學not so good . i'm sorry.
s1: how are you ?
t: not so good .( 做生病的狀態， 可咳嗽，打噴嚏 ， 捂肚子……）
t: how are you ?
s1: not so good . (也做生病的狀態）
t: i'm sorry .
practise : 1) train practise .
2) pair work and act .
3.小黑板出示三組對話,貼上不同表情。
學生操練三組句型。練習前教師指令一定要清晰:按自身實際情況進行操練。
4.學生相互評價
step 3 :sing a song “hello,how are you?”
step 4:
1.game : today,i’m not so good. so i take a bag . i put some medicine in it .and i have many other things in it .please guess, what’s in my bag?
(準備一個裝有一盒藥片以及八種學具的包。)
2. 通過游戲teach the new words .
rubbers
ball pens
pencil sharpeners
pencil boxs
分別操練單詞，先拿出一個表示單數，再出示兩三個表示復數（板書：單詞后加“s” ）
3.show me your things（強調單復數）
教師報單詞，學生展示自己的文具。
4.do fun house : 第一部分中的a,b,c,d.
1）認識圖中的物品。
2）聽錄音。
3）師生分析答案。
step 5:
（課前給每位學生發三張表情紙）
今天你學得怎么樣？可用
fine , thank you .
not bad , thank you .
not so good . i'm sorry .句子表示，并展示表情紙。
學科教學現狀觀測課例實錄班級 三（2） 學科 英語 教者 包玉 記錄人 包玉 課題3a unit 5 how are you ?課型常態課時間2007.11.6過 程 實 錄1. t: class begins.s: stand up. t: good morning, class. s: good morning, miss bao.2. t: how are you? s: i’m fine, thank you.t: your pair, please.t:（正音）i’m fine, too.…t:（正音）and you?t: 出示小黑板。3. t: look, who is coming?(出示布偶) s: sisi. t: sisi is coming. how are you, sisi? t: not bad.(出示小黑板)ss learn “not bad.”, read it one by one.t: how are you?s: not bad, thank you.…4. make this dialogue with your partner.5. t: zheng li, you ask me. s: how are you? t: i’m not so good.（肢體語言表示難受）(出示小黑板)ss learn “not so good.”, read it one by one.not － so －good. (正音) t: now, work in pairs. t: xia ziqiang, how are you? s: not so good. t: i’m sorry. t: sorry. s: sorry. t: i’m sorry. s: i’m sorry.6. t: use these sentences to make dialogues.① a: how are you?b: fine, thank you. and you?a: i’m fine, too. ② a: how are you?b: not bad, thank you.③ a: how are you?b: not so good.a: i’m sorry.小組展示練習。（第一輪）t:stop here. if you feel good, you can use this. if you don’t feel so good, you can use this.根據自己的實際情況選一組進行練習。work on it again.小組展示練習。（第二輪）7. t: let’s have a rest. let’s sing a song .ok? s: ok. t: s: sing “hello！how are you?”8. t: today i’m not so good . so i take a bag. i put some medicine in it. there are some other things in it. guess , what’s in it? s: ruler pencil sharpener pencil sharpenersball pen ball pens t: what else? s: pencil box pencil boxes s: learn the new words. t: show your pencil box to me. this isn’t a pencil box. this is a pencil case. these are pencil boxes. s: pencil boxes(正音) t: look at the blackboard, read it.9. t: look at my mouth. say what is it?10.t: please show me your school things. show me your ...
學科教學現狀觀測課例評議記錄班級 三（2）班 學科 英語 教者 包玉 記錄人 徐育娥 課題unit 5 how are you ? 課型常態課 時間 2007.11.6評 議 內 容 詳 錄課堂是小學生用英語交際的主要場所，在課堂上他們有很多聽英語的機會。但小學生有意注意能力較弱，而且注意力維持時間較短，特別是在聽同學發言時容易走神。例如：在3a unit 5 how are you ?教學中…s1: how are you ?t: not so good .( 做生病的狀態， 可咳嗽，打噴嚏 ， 捂肚子……）t: how are you ?s1: not so good . (也做生病的狀態）t: i'm sorry . practise : 1) train practise . 2) pair work and act .3.小黑板出示三組對話,貼上不同表情。4.學生操練三組句型。5.學生對話表演。…往往此環節學生都是只顧自己小組的對話，而忽略其他小組的表演。因此在本課教授完后，我在調整教案中加了“學生評價”一環節，讓學生學會傾聽同學的發言。另外在小組合作學習過程中，可以四人一組，一個人問，三人回答（正好是三種不同的回答方式，這樣每個人都能操練到新的知識點。）可以四人一起上臺進行表演，也可以進行找對手表演。此時讓學生及時評價，是學生養成傾聽習慣的一個很好的途徑。當然在培養學生傾聽習慣的過程中，教師不要吝嗇贊揚，要讓學生體會到學習成功的喜悅。同時，教師還要關注那些在學習方面暫時落伍的學生，捕捉他們的點滴進步，讓這些學生也能夠感受到學習成功的喜悅，從而更快地進步。在高效的課堂上，教師不僅要鼓勵學生多講，還要引導學生多聽和多思。教師要追求課堂的生動活潑，不僅是追求外在的形式的多樣性，更重要的是追求一種內在的、深層次的思維靈動。引導學生參與評價后，教學組織形式呈現多樣化，學生自主活動的時間增多了。在小組內、在班里有了機會大膽表達自己的感受、意見和結論，而不是去揣度教師期待的標準答案，課堂上就會出現不同的聲音，引發爭論，甚至還會出現一些教師意想不到的“奇談怪論”。如果在這時候，我們以教師的權威去壓制這些“奇談怪論 ”，以自己的標準答案來做最終的評價，那只會限制學生的思維，導致學生好奇、探究、創造的內在動力的減退，最終扼制了學生個性的自由發展。這樣一來，即使是課堂上有了讓學生參與評價的時間，可學生也不敢大膽地說出自己的心里話，“給予學生參與評價的機會”只能成為流于形式的一句空話。所以作為教師，我們注意充分理解和尊重學生的發言，學會放下教師的架子，學會少“講”多“聽。教師只有學會傾聽學生的評價意見，善于發現學生問答中富有價值和意義的充滿童趣的世界，體驗學生的情緒，學生才會在課堂上敢說，敢議，敢評。
3a unit 5 how are you 來自第一范文網。