小學(xué)語(yǔ)文微課教案

Unit8HowMuchIsThatAltogether。

Unit8HowMuchIsThatAltogether
一、教學(xué)內(nèi)容：
Unit8HowMuchIsThatAltogether
二、教學(xué)目標(biāo)
①知識(shí)目標(biāo)熟練掌握本單元的單詞、短語(yǔ)、句型和語(yǔ)法
②能力目標(biāo)能夠熟練運(yùn)用本單元的知識(shí)進(jìn)行交流，完成購(gòu)物的交際活動(dòng)
三、教學(xué)重難點(diǎn)
重點(diǎn)：購(gòu)物的功能句
難點(diǎn)：購(gòu)物功能句的運(yùn)用
四、本單元重點(diǎn)知識(shí)：
1.單詞：本單元中單詞的音、形、意
2.詞組
1）howmuch多少（錢）
2）twodozenroses兩打玫瑰
3）apetshop寵物店
4）asportsshop體育用品店
5）Hereyouare給你
6）assoonas一……就
7）intheredcolor穿/戴紅色的……
8）looksoniceandfresh看起來(lái)又好又新鮮
9）anythingelse其他的東西
10）atthechemist’s在藥店
11）like…best最喜歡
12）whatabout怎么樣
13）coughbadly咳嗽厲害
14）havealookat看一看
15）somemedicineforcough一些治咳嗽的藥
16）ChinaDaily中國(guó)日?qǐng)?bào)
17）BeijingYouthDaily北京青年報(bào)
18）Here’syourchange找零
19）onthestreet在街上
20）ontheshelf在架子上
21）talkabout談?wù)?br> 22）somestorybooks一些故事書
23）differentkindsof不同種類
24）lookfor尋找
25）fourhundred四百
26）lookfresh看起來(lái)新鮮
27）gowithmyshirt和我襯衫匹配的
28）somedrawingpaper一些繪畫紙
29）amongallthesebooks在所有這些書中
30）apairofshoes一雙鞋
3.句子
1）①CanIhelpyou?②WhatcanIdoforyou?我能幫您做些什么？
2）Howmuch/Howmanydoyouwant?
Howmuch/Howmanywouldyoulike?你想要多少？
3）Howmuchisthataltogether?它總共多少錢？
4）Ineedatietogowithmyshirt.我需要一條和我襯衫匹配的領(lǐng)帶
5）Thesehotdogslooksoniceandfresh.這些熱狗看起來(lái)又好吃又新鮮。
6）Whichonedoyouwant?/Whichonewouldyoulike?你想要哪個(gè)？
7）Whatabout/Howaboutthisone?這個(gè)怎么樣？
8）We’vegotmanyinterestingnewspapersandmagazineshere.
我們這兒有許多有趣的報(bào)紙和雜志。
9）Therearesomestorybooksontheshelf.有一些故事書在架子上。
10）Idon’twanttobuysomuchjunkfood.我不想買如此多的垃圾食品。
五、本講的重點(diǎn)知識(shí)講解：
1.購(gòu)物的功能句：
A：售貨員：
CanIhelpyou,sir?
WhatcanIdoforyou,sir?
Howaboutthisone?
What’syoursize?
Whatcolorwouldyoulike?
Howmuchwouldyoulike?
IsthatOK?
Howmanywouldyoulike?
Here’syourchange.
Anythingelse?
Wouldyoulikeanythingelse?
Whichonewouldyoulike?
B：顧客：
Yes.I’dlikesomeapples.
Yes,Can/CouldIhavesomeapples?
Well,I’mlookingforahat.
Yes.Doyouhaveanywritingpaper?
No,thankyou.I’mjustlookingaround.
Yes,I’mlookingfor…
Howmuchisthisshirt?
I’lltakeit.
Hereyouare.
MayIhave……,please?
Arethereanyotherkindsofshoes?
Haveyougotanyotherkindsofshoes?
Idon’tlikethis.Wouldyoupleasegivemeanotherone?

A:Goodmorning,Madam.CanIhelpyou?
B:__________________________________
A:HereareT-shirtsforboys.________________________
B:SizeL.Heisatallboy.HelikescottonT-shirts.
A:________________________.It’smadeinChina.
B:OK,letmehavealook.____________________________________.
A:280yuan.It’spopularwithyoungpeople.
B:ButI’mafraidit’salittlemoreexpensiveandIdon’tlikethecolour.
A:Doyoulikethisblackone?It’sonly108yuan.
B:Hmm,itlooksnice._____________________________.Thankyou.
2.Thesehotdogslooksoniceandfresh.這些熱狗看上去又好吃又新鮮。
lookniceandfresh
look+形容詞看上去……
例如：
lookold
lookyoung
lookbeautiful
lookinteresting
3.Anythingelse
形容詞修飾不定代詞一定要放在后面
知識(shí)鏈接
somethingnew
somethinginteresting
somethingimportant
somethingdelicious
nothingnew
nothingserious

等我一會(huì)兒，我有重要的事情告訴你。
Waitamoment,Ihave________________totellyou.
報(bào)紙上有新鮮的事嗎？
Isthere_____________________inthenewspaper?
4.Ineedatietogowithmyshirt.我需要一條領(lǐng)帶來(lái)配我的襯衫。
gowith與……相匹配
例如：
Whatabeautifultie,itgoeswithyourshirtwell.
Thecolorgoeswithyourbedroom.
5.Ineedsomemedicineformycough.我需要一些治咳嗽的藥。

相關(guān)知識(shí)

Unit 8

teacher

PanGuiqiu

Subject

English

Time

2005-4-22

Topic

Unit8

Class

Three

教

學(xué)

目

標(biāo)

Knowledgaim

(知識(shí)目標(biāo))

1熟練掌握一些與食物有關(guān)的單詞

2學(xué)會(huì)購(gòu)物,訂餐用語(yǔ)

Abilityaim

(能力目標(biāo))

1培養(yǎng)學(xué)生獨(dú)立,合作,探究的學(xué)習(xí)方式

2在生活中運(yùn)用英語(yǔ)的能力

Emotionaim

(情感目標(biāo))

讓學(xué)生通過(guò)用餐用語(yǔ),來(lái)提高自己使用英的自信,并讓他們懂得,生活處處皆英語(yǔ)

Imporint(重點(diǎn))

Wordsandsenteces單詞與句型

Difficultpoint(難點(diǎn))

運(yùn)用句式Whatsizewouldyoulike?

Teachingisprepared

多媒體課件(computer)實(shí)物

l教學(xué)教

l學(xué)

l過(guò)

l程

教學(xué)內(nèi)容

Teacherability

(教師活動(dòng))

Studentsability

(學(xué)生活動(dòng))

Step1

Asksomewords

Lookatthecomputerandsay

words

Step2

Warm_up

SayEnglish

Sayafterme

Step3

1Ilike……

2I’dlke……

3Whatkindof……?

4whatsizeof?

Pairwok

Game

1Leadstudentssay___I’d

2usethesentencesoforderfood

Groupwork

Homework

Unit8:WhatisJohnlike?

Unit8:WhatisJohnlike?
Languagegoal
Inthisunitstudentslearntotalkaboutwhatpeoplearelike.
Newlanguage
Whosthat?ThatsMike.
Whatshelike?Hesshy.
Whatsshelike?Shesunfriendly.

SectionA
Additionalmaterialstobringtoclass:
picturesfromnewspapersandmagazinesforFollow-upactivity1.
Askastudenttostandinfrontoftheclass.Askstudentsquestionsaboutthisstudentusinglanguagetheyalreadyknow.Forexample,Whatshis/hername?Whereisbe/shefrom?Whatshis/heraddress?Whatshis/herfavoritekindofmusic?
Thensay,Inthisunitweregoingtolearntosaymoreaboutpeople.Writethesixnewwordsfrompage47ontheboardanduseoneortwoofthewordstodescribethestudentstandinginfrontoftheclass.Forexample,Hes/Shesfriendly.Hes/Shessmart.Usegestures,facialexpressionsand/ortranslationtoclarifythemeaningofeachstatement.Pointtoeachwordontheboardasyou
useittodescribethestudent.
1aThisactivityintroducesthekeyvocabulary.
Focusattentiononthepicture.Askstudentstotellwhatthepeoplelooklike.Theymaymentionthatsomeoneistall,hasblondhair,etc.Thenpointtoapersoninthepicture,namethekindofpersonalityheorsherepresents(smart,funny,serious,friendly,shy,orunfriendly)andaskstudentstorepeateachword.Sayasentenceortwoabouteachkindofpersonality.Shessmart.Shestudiesalot.ShegetsAsinallherclasses.
Pointoutthenumberedlistofwords.Sayeachoneandaskstudentstorepeatthesewords.,-
Thenaskstudentstomatcheachwordwithoneofthepeople.Say,Writetheletterofeachpersonnexttooneofthewords.Pointoutthesampleanswer.
Checktheanswers.
1bThisactivitygivesstudentspracticeinunderstandingthetargetlanguageinspokenconversation.
Pointtothepicture.Askstudentstoidentifythepersonalitytypeofeachperson.Forexample:Shessmart.Hesfunny.
Playtherecordingthefirsttime.Studentsonlylisten.
Playtherecordingasecondtime.Thistime,pointtothesixpeople.Askstudentstowritethenumber1nexttoBilly,thenumber3nexttoJaneandthenumber2nexttoAngela.Youmaywishtowritethesenamesandnumbersontheboardforstudentstolookatastheywork.
Correcttheanswers.
1cThisactivityprovidesguidedoralpracticeusingthetargetlanguage.
Pointtotheexampleinthespeechbubblesinactivityla.Asktwostudentstoreadit.
Say,Nowworkwithapartner.MakeyourownconversationsaboutBillyandJane.StudentAtalksaboutBilly.StudentBtalksaboutJane.
HavestudentsworkinpairsmakingconversationsaboutBillyandJane.Astheytalk,movearoundtheroommonitoringtheirwork.Offerlanguageorpronunciationsupportasneeded.
Asksomepairstopresenttheirconversationstotheclass.
2aThisactivityprovidesguidedlisteningpracticeusingthetargetlanguage.
Pointoutthechart.Readthecolumnheadingstotheclass.Thenhaveonestudentreadthelistofnamestotheclass,anotherstudentreadthelistofrelationshipstotheclass,andathirdstudentreadthelistofpersonalitywordstotheclass.
Say,Youwillheararecordingoffourconversations.Inthechart,circleallofthewordsthatyouhear.
Playthetapethefirsttime.Studentsonlylisten.
Playthetapeasecondtime.Say,Circleallthewordsyouhearinthesethreecolumns.
Youmaywanttoplaythetapeseveraltimessostudentscanfinishandchecktheiranswers.
Correcttheanswers.
2bThisactivityprovideslisteningpracticeusingthetargetlanguage.
Callattentionagaintothechart.Pointoutthelinesthataredrawnbetween"Mike","Petersbrother",and"shy"!
Say,Iwillplaythetapeagain.Thistime,drawlinestomatchthewordsthatareabouteachpersoninthechart.MikeisPetersbrotherandheisshy,solinesaredrawntoconnectallthosewords.Pleasedothisfortheotherthreepeople.
Playthetape.Studentsdrawlinesconnectingtherelatedwords.
Checktheanswers.
2cThisactivityprovidesguidedoralpracticeusingthetargetlanguage.
Pointtotheexampleinthespeechbubbles.Asktwostudentstoreadthedialogue.Showstudentshowthisdialogueconnectswiththechartinactivity2a.
Say,Nowworkwithapartner.Makeyourownconversationsaboutthechart.Youcanusesentencesliketheonesinactivity2c.
Asstudentsworkinpairs,movearoundtheroommonitoringtheirwork.Offerlanguageorpronunciatiolsupportasneeded.
3aThisactivityprovidesguidedoralpracticeusingthetargetlanguage.
Pointoutthefoursentencesnexttothepicture.Askdifferentstudentstosayoneofthesentenceseach.
Say,Nownumberthesentencessothattheymakeaconversation.Thefirstoneisdoneforyou.Thefirstlineoftheconversationis"Whosthetall,thinboywithcurlyhair?"Pleaseworkinpairs.Asstudentswork,movearoundtheroommonitoringprogress.
Afterstudentshavefinishednumberingthesentences,checktheanswer.Thensay.Nowpleasepracticetheconversation.TaketurnsaskingaboutJack.
Askseveralpairsofstudentstoreadthedialoguetotheclass.
3bThisactivityprovidesoralpracticeusingthetargetlanguage.
Callattentiontotheexampleinthechart.Askonestudenttointroduce"Anne"totheclass(Annessmartandinteresting.ShelikesmoniesandKungFu).

Explainthatstudentshavetowritewordsthatdescribetheirriendspersonalitiesandhobbies.Ask,Aretheyfriendlyornfriendly?eriousorfunny?Smartorshy?Whatsportsdotheylike?Whatdotheyliketodointheirleisuretime?Whatclothesdotheyliketowear?Whatelsecanyousayaboutthem?
Havestudentscompletethechartindividually.Astheywork,movearoundtheclassroommonitoringprogress.
Whentheyhavecompletedthechart,askstudentstointroducetheirfriendstotheirpartners.
Askseveralstudentstointroduceoneoftheirfriendstotherestoftheclass.
4Thisgameprovidesguidedlistening,speaking,andwritingpracticeusingthetargetlanguage.
Pointoutthequestionsandanswersinthespeechbubbles.Asktwostudentstoperformthedialogue.
Reintroducethequestion,Whatareyoulike?byaskingoneortwostudentsthequestionandpromptingareasonableanswer,suchas,ImseriousorImfriendly.
Readtheinstructionstotheclassorhaveastudentdothis.
Pointoutthelistofsixpersonalitytypesandthesampleanswer,Dave.Say,Nowtalktoyourclassmates.Askthequestion,"Whatareyoulike?"Getasmanyanswersasyoucanintenminutes.
Answeranyquestionsstudentshaveabouthowtoplaythegame.Remindstudentsthatyouwillstopthegameintenminutes.
Whenthegameisover,ask.Whohastennamesonyourchart?Whohastwelvenames?Continueuntilyoufindthestudentwiththemostnames.Thatstudentisthewinnerofthegame.
Askthewinnertoreadhis/herlistofpersonalitytypesandnamestotheclass.
Alternative:Ifyoudonotwantstudentstogetupandwalkroundtheclass,thenyoucanaskthemtodo?theactivitysittingdown.Theyanaskstudentssittingnearthem,"Whatareyoulike?"Thestudentwhofindsthelargestnumberofdifferentpersonalitytypesisthewinner.

SectionB

Newlanguage
morewordstodescribepeoplespersonalities:generous,outgoing,easygoing,moody
1Thisactivityintroducesmorekeyvocabulary.
Focusattentiononthefourpictures.Askstudentstotellwhattheyseeineachpicture.Guidestudentstounderstandthemeaningofeachwordthroughfacialgesturesand/ortranslation.
Thenreviewthefourwordsagain,addingasentenceortwodescribingeachpersonalitytype.Forexampleyoumightsay,Shesgenerous.Shegivespeoplethings.Shedoesntkeepeverything/orherselfShesagenerousperson.
Pointoutthenumberedlistofwords.Sayeachoneandaskstudentstorepeat.
Thenaskstudentstomatcheachwordwithoneofthepictures.Say,Writetheletterofeachpicturenexttooneofthewords.Pointoutthesampleanswer.
Checktheanswers.
2aThisactivityprovideslisteningpracticeusingthetargetlanguage.
Say,Youaregoingtohearaconversation.Maryistalkingwithafriend.Listentotheconversationandfluintheblanksinthechartunder"Personality".Thesewordstellwhatthepeoplearelike.
Playtherecordingthefirsttime.Studentsonlylisten.
Playtherecordingasecondtime.Thistimeaskstudentstofillinthewordsunder"Personality"thatdescribethepeoplespersonalities.
Checktheanswers.
2bThisactivityprovidesmoreguidedlisteningpracticeusingthetargetlanguage.
Say,Nowyouaregoingtoheartheconversationagain.Thistimelistentotheconversationand/illintheblanksunder"Appearance."Thesewordstellwhatthepeoplelooklike.
Playtherecordingthefirsttime.Studentsonlylisten.
Playtherecordingasecondtime.Thistimeaskstudenttofillinthewordsunder"Appearance"thatdescribewhatpeoplelooklike.
Checktheanswers.
2cThisactivityprovidesguidedlisteningandspeakingpracticeusingthetargetlanguage.
Pointtotheexampleinthespeechbubbles.Asktwostudentstoreadittotheclass.
Askstudentstoworkinpairs.Say,Usethechartinactivity2atoaskandanswerquestionsaboutthepeopleinthepicture.
Asstudentswork,movearoundtheroommonitorinprogress.
Asksomepairstopresenttheirconversationstotheclass.
3aThisactivityprovidesreadingandwritingpracticeusingthetargetlanguage.
Callattentiontotheletterandaskstudentstoreadonesentenceeachtotheclass.Asksomecomprehensionquestionstobesurestudentsunderstandthemainideasintheletter.Forexample,Whatisthegirlsname?Wheredoesshewanttogo?Howoldisshe?
Pointouttheapplicationform.Pointtoandreadthefiveheadingstotheclass.Say,Nowusetheinformationinthelettertofillintheapplicationform.Askstudentstoworkindividually.
Correcttheanswers.
3bThisactivityprovidesmorereadingandwritingpracticeusingthetargetlanguage.
Callattentiontotheapplicationform.Pointoutthatitlooksjustliketheonetheyjustfilledin.
Say,Nowreadtheinformationonthisformandwritealetterliketheletterinactivity3a.Youcanlookbackatthatletter/orideas.
Askstudentstoworkindependently.Astheywork,movearoundtheroommonitoringprogressandofferingassistancewhereeeded.
Askastudenttoreadhisorherlettertotheclass.
3cThisactivityprovideswritingpracticeusingthetarget
language.
Ontheboard,makeafive-partchartsimilartotheonesinactivities3aand3b.Include1.Name,2.Age,3.Nationality,4.Likes,5.Personality.
Say,Copythischartonseparatepaperandfillintheinformationaboutyourselfbeforeyoustartwritingtheletter.Offerspellingandpronunciationhelpwithanynewlikesorpersonalitytypesstudentswishtouseintheirletters.Writeeachnewwordontheboardandhavetheclassrepeatit.
AskstudentstoworkIndependently.Astheywork,movearoundtheroommonitoringprogressandofferingassistancewhereneeded..
Askseveralstudentstoreadtheirletterstotheclass.
4Thisactivityprovideslisteningandspeakingpracticeusingthetargetlanguage.
Readthedirectionstotheclass.
Say,Whatdoweasktofindoutsomeonesname?Guidestudentstoanswer.Whatsyourname?Writethisontheboard.Elicitmoretopicstoaskabout.
Afterward,pointtoeachofthequestionsontheboard.Askstudentstorepeateachoneafteryou.ComparetheWhatdoyoulike?andWhatareyoulike?questionsandpointoutdifferentanswerstoeach.
Askstudentstoworkwiththeirpartnerstoaskandanswerquestions.Suggestthattheyeachtakethestudentandtheteacherroleonce.
Askseveralpairstopresenttheirconversationstotheclass.

Reviewunit8
1.Question
What’she/she/FanJianqianglike?
He/Sheis----
2.Personality
Heisserious
Shefunny
GongYadongsmart
Theyarefriendly
Mysistershy
unfriendlyquiet
gentleandquietintroverted
outgoinggenerous
stingystupidmoody

Unit8Whydoyoulikekoalas?

教案課件是老師需要精心準(zhǔn)備的，到寫教案課件的時(shí)候了。在寫好了教案課件計(jì)劃后，才能夠使以后的工作更有目標(biāo)性！有沒(méi)有好的范文是適合教案課件？以下是小編收集整理的“Unit8Whydoyoulikekoalas?”，希望能為您提供更多的參考。

Unit8Whydoyoulikekoalas?
一.[話題](Topic)Likeordislike
二.[重點(diǎn)詞組](KeyPhrases)
kindof
eatgrass
playwithherfriends
bequiet
intheday
atnight
eatleaves
otheranimals
三.[交際用語(yǔ)]
1.Whydoyoulikepandas?Becausethey’reveryclever.
2.Whydoeshelikekoalas?Becausethey’rekindofinteresting.
3.Wherearelionsfrom?TheyarefromSouthAfrica.
4.Whatotheranimalsdoyoulike?
Ilikedogs,too.
Why?
Becausethey’refriendlyandclever.
5.Mollylikestoplaywithherfriendsandeatgrass.
6.She’sveryshy.
7.HeisfromAustralia.
Hesleepsduringtheday,butatnighthegetsupandeatsleaves.
8.Heusuallysleepsandrelaxes20hourseveryday.

四.[重點(diǎn)難點(diǎn)釋義](LanguagePoints)
1、kindof有點(diǎn)，稍微
Koalabearsarekindofshy.考拉有點(diǎn)害羞。
kind還有“種類”的意思
如：各種各樣的allkindsof
Wehaveallkindsofbeautifulflowersinourschool.
2、Chinan.中國(guó)African.非洲
China和Africa都是專有名詞，首字母都應(yīng)該大寫，而且和介詞in連用。
TherearemanykindsoftigersinChina.
TherearemanykindsofscaryanimalsinAfrica.
3、friendlyadj.友好的，和藹可親的
它是名詞friend的形容詞形式，常常和be動(dòng)詞連用,befriendly。
ThepeopleinChengduareveryfriendly.
4、withprep.跟，同，和…在一起
Iusuallyplaychesswithmyfather.
注意區(qū)別與and的用法，and通常用于連接主語(yǔ)或賓語(yǔ)，連接主語(yǔ)時(shí)，
如果有I,I通常放在and之后，如：
MyfatherandIusuallyplaychesstogether.
Playwith“和…一起玩?！薄巴妗?br> Ioftenplaywithmypetdog.
Don’tplaywithwater!
5、day和night是一對(duì)反義詞，day表示白天或一天，night表示夜或夜晚。
通常說(shuō)intheday,duringtheday,atnight。
Koalabearsoftensleepduringthedayandeatleavesatnight.
6、leafn.葉子
復(fù)數(shù)形式為：leaves,類似的變化還有：wife—wives,wolf—wolves,
knife—knives等。
7、hourn.小時(shí)；點(diǎn)鐘
hour前邊通常加上冠詞an表示“一個(gè)小時(shí)”，即：anhour。
Thereare24hoursinadayand60minutesinanhour.
8、befrom來(lái)自…
befrom=comefrom
PandasarefromChina.=PandascomeformChina.
9、meatn.（食用的）肉，為不可數(shù)名詞，表示“許多”時(shí)，使用much來(lái)修
飾，即：muchmeat
Heeatsmuchmeateveryday.
10、grassn.草，為不可數(shù)名詞，表示“許多”時(shí)，使用much來(lái)修飾，即：muchgrass。
Thereismuchgrassontheplayground.
五.語(yǔ)法知識(shí)
特殊疑問(wèn)句通常以“what”、“who”、“which”、“when”、“where”、“how”、“howold”、“howmany”等開頭，對(duì)某一具體問(wèn)題進(jìn)行提問(wèn)。
　特殊疑問(wèn)句的基本構(gòu)成有兩種情況：
　1.疑問(wèn)句+一般疑問(wèn)句結(jié)構(gòu)。這是最常見的情況。例如：
　What’syourgrandfather’stelephonenumber?
　你爺爺?shù)碾娫捥?hào)碼是多少？
　Whoisthatboywithbigeyes?
　那個(gè)大眼睛的男孩是誰(shuí)？
　Whichseasondoyoulikebest?
　你最喜歡哪個(gè)季節(jié)？
　Whenishegoingtoplaythepiano?
　他什么時(shí)候彈鋼琴？
　Wheredoeshelive?
　他住在哪兒？
　Howareyou?
　你好嗎？
　Howoldareyou?
　你多大了？
　Howmanybrothersandsistersdoyouhave?
　你有幾個(gè)兄弟姐妹？
2.疑問(wèn)句+陳述句結(jié)構(gòu)。這時(shí)疑問(wèn)詞作主語(yǔ)或修飾主語(yǔ)。例如：
　Whoisondutytoday?
　今天誰(shuí)值日？
　Whichmanisyourteacher?
　哪位男士是你的老師？
　我們學(xué)過(guò)的What/Howabout+名詞/代詞+其他？也是特殊疑問(wèn)句，它是一種省略結(jié)構(gòu)。
例如：
IlikeEnglish.What/Howaboutyou?
我喜歡英語(yǔ)。你呢？
Whataboutplayingbasketball?
打籃球怎么樣？