人教版第三册英语导学案

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Unit 3 Look at me Part A Let’s learn(导学案导学案)人教PEP

Unit 3 Look at me Part A Let’s learnIntroductionThe Unit 3 of PEP (People’s Education Press) English textbook for third-grade students is titled “Look at me”. In this unit, the students will learn to describe physical appearance and personality traits of people. The lesson plan for Part A, “Let’s learn” will introduce the basic vocabulary and phrases for describing people’s physical appearance, build the students’ knowledge base of English language, and improve their listening, speaking, and reading skills.Goals and ObjectivesBy the end of Part A, “Let’s learn”, students will be able to:•Describe people’s physical features, such as hair, eyes, nose, and mouth.•Identify people through the descriptions of their physical features.•Recognize the basic English words and phrases for describing physical appearance.•Pronounce the English words and phrases accurately.•Understand and communicate with their classmates in English through basic Q&A exchanges.Teaching TechniquesThe Part A of Unit 3 will be taught using the following teaching techniques:•Total Physical Response (TPR)•Listen and Repeat Exercises•Pair Work and Group Work•Q&A InteractionLesson PlanWarm-up: TPR GameThe teacher will start the lesson with Total Physical Response (TPR) game to energize t he students. The game is called “Simon Says”. The students will need to listen and follow the teacher’s instructions. For example, if the teacher says “Simon Says, touch your nose”, all the students need to touch their own noses.Input: Let’s LearnIn this section, the teacher will introduce key vocabulary for describing physical features with visual aids, such as flashcards, pictures, or videos. The following English words and phrases should be taught:•Hair: long hair, short hair, curly hair, straight hair.•Eyes: big eyes, small eyes, round eyes, almond-shaped eyes.•Nose: big nose, small nose, sharp nose, flat nose.•Mouth: big mouth, small mouth, thin lips, full lips.To help the students learn the words and phrases, the teacher can conduct listen and repeat exercises or encourage students to repeat the words and phrases with gestures.Comprehension: Match and SayIn this section, the teacher will help the students to practice and consolidate their understanding of the vocabulary. The teacher can prepare a set of flashcards with pictures of people and physical features’ labels. The students will need to match the labels with the correct pictures and say out loud the features’ names.Practice: Pair Work and Group WorkIn this section, the teacher will encourage pair work and group work for students to practice describing people’s physical features. The teacher can prepare worksheets with pictures of people and questions, such as “What color is the hair?”, “What shape is the nose?”, “What size are the eyes?”. The students will work in pairs or in groups to answer the questions. The teacher can provide feedback or correction on pronunciation and sentence structure.Production: Q&A InteractionIn this section, the teacher will conduct Q&A interaction to help the students consolidate their learning and improve their speaking and listening skills. The students will work in pairs or in groups to ask and answer questions about each other’s physical features. For example:•Student A: What color is your hair?•Student B: My hair is black.•Student A: What shape are your eyes?•Student B: My eyes are almond-shaped.The teacher can encourage the students to use the vocabulary and phrases learned in the earlier sections.ConclusionPart A of Unit 3 “Look at me” aims to teach elementary English vocabulary and phrases for describing physical features through a step-by-step approach. The lesson plan involves a variety of teaching techniques to cater to the students’ different learning styles and to facilitate their language acquisition. By the end of Part A, the students will be able to recognize and use basic English words and phrases to describe people’s physical appearance, which lays the foundation for more comprehensive language learning in the future.。

人教版高中英语必修三unit3 reading导学案

Book 3 Unit 2 Healthy eatingLesson One (warming-up & reading)【学习目标】1.Learn words or phrases related to food.2.Get students to learn different reading skills.【教学重难点】1.Master the words and the expressions：cucumber, eggplant, pepper, mushroom,peach,lemon, spaghetti, diet......2.Let students have a good understanding of the passage【课前准备】1.连线（翻阅工具书）healthy diet 均衡饮食energy-giving food 使身体强壮的食物body-building food 饮食习惯protective food 健康的饮食balanced diet 给与能量的食物eating habit 保护性食物2.Can you write down your daily eating food for breakfast, lunch, supper? breakfast:_______________________________________lunch:supper:【课堂演练】I.Warming upName the foodEnergy-giving food:Body-building food:Protective food:Specialties:II. Pre-readingLook at the title of the passage and the picture, predict what the passage is about?III. While-Readingi. Skimming:Go through the passage and find out some information.1.Who were mentioned in the text?2.Where did the story happen?3.What’s the main idea of the passage?A.Yong Hui opened a small restaurant near Wang Peng’s restaurant.B.Wang Peng visited Yong Hui’s rest aurant with curiosity.C.Wang Peng found out the reason why he lost his customers and wanted to winthem back.D .Wang Peng was unhappy because people came to Yong Hui’s restaurant.ii. Scanning:1. Divided this passage into three parts and search for the main ideasPart 1( para1)Part 2( para2-3)Part 3( para4)2.True or False1.The food in Yon g Hui’s restaurant cost more than that in Wang Peng’s restaurant.( )2.Yong Hui’s menu gave customers more energy-giving food. ( )3.Wang Peng’s regular customers often became fat. ( )4.Yong Hui’s menu gave customers more emery-giving food. ( )5.Wang Peng’s menu gave customers more protective food.( )6.Wang Peng decided to compete with Yong Hui by copying her menu.( )iii. Careful reading: Choose the correct answer.1.When Wang Peng thou ght “Nothing could be better”, he meant .A.his food and drinks were the bestB.his food and drinks were the worstC.his food should have been improvedD.he could do nothing with his food and drinks2. Why did Wang Peng go into the newly-opened restaurant?A.Because he was angry.B.Because he was curious.C.Because he wanted to blame its owner.D.Because he wanted to ask for advice.3. According to the passage, we can infer that .A.Wang Peng fel t frustrated because his restaurant wasn’t full of people.B.Wang Peng was amaze d at the menu and prices in Yong Hui’s restaurant.C.Yong Hui’s menu gave customers more energy-giving food.D.Wang Peng foun d out Yong Hui’s restaurant served more fat than his.4.How do you think the story will end?A.FightB.ReconcileC.Close downD. win-winIV. Post-reading, summary.Wang Peng felt frustrated his customers didn’t come to his restaurant as they (usual) did.Out of (curious), he (follow) Li Chang,was his friend, to a newly-opened restaurant. He was amazed the menu and the prices. Then he went to the library (do) some research. He found that Yong Hui’s customers didn’t eat enough energy-giving food to keep (health). Wang Peng felt hopeful when he drove back home. Perhaps with a discount and a new sign he could win his customers .The (compete) between the two restaurants was on.V. HomeworkPrepare for the language learning and do Using Words and Expressions on Page 49 and 50.课后反思：（你在本节课学到了什么？还有哪些疑问？）。

人教版(2019)新教材高中英语第三册第五单元词汇导学案

人教版(2019)新教材高中英语第三册第五单元词汇导学案UNIT FIVE1.basis [ 'beɪsɪs ]: n. 基础; 根据; 基点(复数：bases )base: n. 底部; 基础; (军事)基地1)Is money the basis of a happy life?2)The basis of a good marriage is trust.3)This report will form the basis for our discussion.2.on the basis of: 在某事的基础上; 根据某事1)Scholarships are given mainly on the basis of grades.2)He was chosen for the job on the basis of his ability.3. loan [ləʊn ]: n.贷款;借款You can pay back the loan in three years.4. take out a loan: 取得贷款get/receive a loan: 获得贷款apply for a loan: 申请贷款pay back a loan: 偿还贷款pay off a loan: 还清贷款1)Tom spent all his savings and took out a large loan.2)We're going to take out a small business loan.3)I will have to take out a loan to buy a house.4)She wants to take out a loan for school.5. plastic [ 'plæstɪk]: n. 塑料;塑料学(plastics)adj. 塑料制的;塑料的1)Chen Liyan found 10,000 yuan in a small plastic bag in Taiyuan Railway Station.2)A plastic bottle is floating in the water.3)The pipes are made of plastic. 6. apologise [ə'pɒlədʒaɪz] (= apologize): v. 道歉;谢罪apology: n. 道歉;谢罪apologise for...: 因...而道歉apologise to sb (for...): (因...而)向某人道歉make an apology to sb: 向某人道歉1)Wang Zheng apologised to Chen because he couldn’t offer her more money.2)If you hurt someone's feelings, you should apologise.3)You should apologize for your mistake.7. ignore [ɪɡ'nɔː(r)]: v. 忽视;对…不予理会leave/let…alone/be: 不打扰...; 不惊动...leave alone: 更不用说1)Also, while listening don’t ignore the speakers’ tone and intonation----these can beimportant clues. too2)She ignored him and carried on with her work.3)The government has ignored his views on the project.8. in return(for...): 作为回报;作为回应in turn: 依次; 轮流; 转而1)When we help someone, should we expect to get something in return?2)He sent me a present; I should give him something in return.3)In return, they expect you to work hard and make a contribution to the factory.4)She will buy you a car in return for your help in the past.5)If we drive in turn, we will not be tired.9. judge [dʒʌdʒ ]: v. 评价;评判;判断n. 法官; 审判员; 裁判员judgement/judgment : n. 判断(力); 判决; 评价judging by/from…: 从…判断coach: n. 教练athlete/ player : n. 运动员- 1 -1)Should we judge people based on how much money they have?2)Don't judge a book by its cover. 不要以貌取人。

1.4 Reading and Thinking 导学案(2)-人教版高中英语必修第三册

Unit 1 Festivals and CelebrationsPeriod 4 Reading for Writing导学案1. Read quickly to get main idea; read carefully to get the detailed information about Naadam Festival.2.Learn the structure of the reading article and language.3.Write an article about a festival experience4.Learn to use the psychology, emotions and feeling in the writing.1. Write an article about a festival experience.e the structure of the reading article and language.Step 1 Lead in ---Small talkFor Chinese, there are many important traditional festivals such as the Spring Festivals and Mid-autumn Day, at that time people always gather together to have a big meal and do something together. But what do the ethnic people do in their local festivals like the Dai people ?Step 2 Before reading---Analyze the titleMy amazing Naadam ExperienceFrom the title, we can know the article is about that ________________________________________ _____________________________________________________________________________________ Step 3 While reading ---Task 11.Find out the main idea of each paragraph.Para 1 A. the wrestling competition at the Naadam Festival.Para 2 B. something about the Naadam FestivalPara 3 C. the horse races and the riders at the Naadam FestivalPara 4 D. many people attended the Naadam FestivalPara 5 E. the author’s feeling2.The article is about_______________________________________________________. Step 4 While reading ---Task 2Read the text again and answer the following questions:Q1: What does “Naadam” mean ? Which event does it include ?Q2: What Naadam Festival customs did you learn about ?Q3: What in you opinion is the most impressive thing about the festival ?Q4: What else would you like to know about the festival and the writer’s experience ?Step 5 Post reading---Study the organisation and language features1.Read the sentence patterns below and use them to rewrite the opening sentence of the article.2.Underline the sentences that describe the writer’s emotions and feelings.3. Study the organisationStep 6 Writing ---organise the outlineoutline The name of the festival/celebration:___________________Step 7 Writing假设你是李华，你留学在美国，2019年7月4日---美国独立日那天，你和你的寄宿家庭一起去乡下进行了一次烧烤、制作冰淇淋、游泳和骑马活动，看了焰火表演，你感觉很惬意。

Unit 2 Morals and Virtues(3)(导学案)-英语人教版(2019)必修第三册

UNIT 2 MORALS AND VIRTUES导学案(三)重点语法1.动词-ing形式作宾语补足语教材原句①The new People's Republic of China saw Dr Lin Qiaozhi playing a key role．新中国成立后，林巧稚医生发挥了重要的作用。

（playing...作宾语补足语）②I saw her whispering something into his ear, obviously not wanting to be heard．我看见她在他耳边悄声说了些什么，显然是不想被听见。

(whispering... 作宾语补足语)①动词-ing形式作宾语补足语时，宾语往往是其逻辑主语，该动词与宾语存在逻辑上的主动关系，表示一个正在进行的主动性的动作，强调一个过程或一种状态。

●They use computers to keep the traffic running smoothly.他们使用电脑让交通顺畅。

②当转换为被动结构时，原来作宾语补足语的动词-ing形式便转换为主语补足语。

●A cook will be immedi ately fired if he is found smoking in the kitchen．如果厨师被发现在厨房吸烟，他会被立即开除。

③能用动词-ing形式作宾语补足语的几类动词(1)表示感觉和心理状态的感官动词，常见的有see，hear，feel, find, notice, observe等。

●One day, when she was five years old, Hannah and her mother saw a man eating out of a garbage can.汉娜五岁时，有一天她和妈妈看到一个人从垃圾箱中翻找东西吃。

●Listening to music at home is one thing；going to hear it being performed live is quite another．在家里听音乐是一回事，去现场听又是另一回事。

人教版新课标 BOOK3 UNIT 3 Grammar 导学案

课题Book3 Unit3 Period Three Grammar核心目标：1.学习并掌握宾语从句和表语从句的用法2熟练运用宾语从句和表语从句当堂训练（15分钟）：一．用适当的连接词或所给动词的适当形式填空（5分钟）1.My suggestion is that you (apologize)to your mother.2.He worked on the plan for almost a month but couldn’t see any progress. That’she (lose)his patience.3.I am very interested in he (earn)his passage in such a short time.4.We are glad so many old friends (attend)our party tomorrow.5.I want to know you can repair the computer or not.二．单句填空（5分钟）1.After ten years,she changed a lot and looked different from she used to be.2.Everything depends on they will support you about it.3.You can’t imagine terrible weather we had.4.—I lost my cellphone yesterday. Can you tell me I can buy one?—Well, there is a department store just around the corner.5.He insisted that he (not break)the law and that he(set)free.三．完成句子（5分钟）1.No one in the office knew (她为什么如此生气).2.From space, the earth looks blue. This is___________________________________.(因为它的表面的大约71%被水覆盖).3.We haven’t discussed (我们将把这些旧书放在哪儿).4.Do you know (汤姆什么时候去北京)?5.Our success will depend on (她是否愿意加入我们).课后检测（20-30分钟）：一、选用括号内合适的词补全下列句子。

高中英语人教版必修第三册Unit5WordsandExpressions单词导学案

Book3 Unit 5 Words and Expressions导学案一、词性转换1. base v. 以…为据点；以…为基础n.底部；根据→based adj. 以(某事)为基础的；以……为重要部分(或特征)的→basic adj.基本的；基础的→basis(pl.bases) n. 基础；根据；基点(复数)2. apology n. 道歉；谢罪→apologize/apologise vi.道歉；谢罪3. ignore vt.忽视；对……不予理会→ignorance n.无知；愚昧→ ignorant adj.无知的4. judge vt.&vi.评价；评判；判断n.法官；审判员；裁判员→judgement n. 判决；判断5.serve vt.提供(食物)，端上(饭菜)；服务→servant n.仆人；用人→service n.服务6. sail vi.&vt.(船)航行；(人)乘船航行→sailor n.水手，海员7. patient adj.有耐心的→patience n.耐心；忍耐力；毅力8. indicate vt.&vi.表明；显示vt.象征；暗示→indication n. 象征；迹象；标示9.intend vi.&vt.打算；计划；想要→intention n.打算；计划；意图；目的10. music n.音乐；乐曲→musical n.音乐剧adj.音乐的→ musician n.音乐家11. hesitate vi. 犹豫；迟疑；顾虑→ hesitation n. 犹豫12. eventual adj.最后的；最终的→eventually adv.最后；终于13. option n. 可选择的事物；选择；选择权→optional adj.可选择的14. willing adj.愿意；乐意→willingnessn.愿意；心甘情愿→ unwilling adj.不愿意的；不乐意的15. permit v允许；准许；使有可能→permission n.准许；许可；批准；许可证16. normal adj. 典型的；正常的；一般的n. 常态；通常标准→normally adv. 通常17. narrator n.叙述者；幕后解说员→narration n.叙述；解说→narrate v.叙述18. obligation n.义务；职责→obligate v.强迫；迫使→obligated adj.有义务的；有责任的二．用所给词的适当形式填空。

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学习目标：1．能听说读写下列单词：skirt blouse pants shirt sweater2．运用句型：What is he/she wearing?学习重难点：重点：掌握本课重点词汇和句型。

难点：运用所学知识进行交际交流。

学习流程：一、自主学习1．小组合作，学习单词，读一读，拼一拼。

Skirt blouse pants shirt sweater2．小组汇报学习情况3．默写单词4．听录音，跟读课文，边听边画出不理解的句子。

5．借助字典解决自己不理解的词汇和语句，并熟读课文。

6．小组朗读大PK。

二、合作探究，展示交流1．听写单词裙子——男式衬衫——毛衣——裤子——女式衬衫——2．小组合作学习课文，理解下列句子的含义。

What is he wearing?He is wearing a green sweater.3．Play Games小组合作，派一个代表到讲台上说说某个同学衣着，其他同学来猜猜是谁。

三、拓展延伸1．小组做调查，列出本组成员的衣着，并说一说。

2．小组表演对话，谈论衣着。

四、总结评价今天你收获了什么学习目标：1、能听说读写下列单词new old2、能灵活运用new old 来描述衣物的新旧。

学习重、难点：重点：本课重点词汇及短语句型。

难点：能运用所学知识进行交际交流。

学习流程：一、自主学习1、小组合作学习单词，读一读New 、old 、new pants 、old pants 、new sweater、old sweater2、小组合作记单词，并默写。

3、小组汇报学习情况。

4、听录音，跟读课文。

5、边听边画出不理解的语句，小组合作解决疑惑。

6、再次听录音，并跟读，注意语音和语调。

7、自己练习，把课文读熟。

8、小组朗读大Pk二、合作探究，展示交流1、汉译英新裤子旧裤子新毛衣旧毛衣新裙子就男式衬衣2、小组合作理解课文内容，理解下面句子。

Birthday giftFrom my momIt was a birthday gift from my mom..They are my favorite pants.They are nice.三、拓展延伸1、小组合作，谈论组员的服装是新还是旧。

2、小组调查，以表格形式，把组员的新旧衣服归类，并展示给全班。

四、总结评价今天你学会了什么学习目标：1、能听说读写下列单词：coat、scarf、hat、gloves、boots、whose、mine2、能用英语询问物主关系，掌握重点句型：Whose….. is this?It is my/his/her/your……It is mine.学习重、难点：重点：本课重点四会词汇和句型。

难点：物主代词；用英语来询问物主关系，用所学知识进行交际交流。

学习流程：一、自主学习1、小组合作学习单词，读一读，拼一拼。

Coat scarf hat gloves boots whose mine2、单词记忆大比拼，看谁默写单词又快又准。

3、小组汇报自学情况。

4、听录音，试着跟读课文，注意读音和语调。

5、在自学课文的过程中找到不理解的短语和句子，小组合作解决问题。

6、自己练习，熟读课文。

7、小组朗读大ＰＫ。

二、合作探究，展示交流1、连线coat 围巾his 她的scarf 大衣her 他的hat 靴子my 你的gloves 帽子your 我的boots 手套mine 我的2、连词成句hat、whose、this、is？are、whose、gloves、these？三、拓展延伸1、收集同学的学习用品，做游戏猜猜是谁的？四、总结评价今天你收获了什么Lesson 4 Shoes and socks学习目标：1、掌握单词：shoes、socks、dress、shorts2、掌握用a pair of 的服装名词。

3、进一步学习询问物主关系的句型。

Whose shorts are these? Are these her shorts4、区分her 和his学习重、难点：重点：本课重点单词和句型。

难点：能运用所学知识进行交际交流。

学习流程：一、自主学习1、小组合作学习单词，读一读，拼一拼Shoes socks dress shorts2、小组记忆单词大比拼，默写单词。

3、学习短语 a pair of 的用法，它的含义是一双、副、对你想想学过哪些词是可以用这个短语的（）4、小组合作，试着读读课本含有a pair of 的句子，并用它自己造句。

5、听录音，跟读课文，注意读音和语调。

6、借助工具书解决自己发现的问题。

7、自己练习，熟读课文，小组比赛看谁读得好。

二、合作探究，展示交流1、汉译英一条裤子一副手套鞋一双袜子一条短裤她的他的连衣裙2、翻译句子这是他的短裤吗？这是她的连衣裙吗？这是谁的短裤？三、拓展延伸1、小组成员分角色朗读课文2、参照课本利用实物编一个新的对话，并展示。

四、总结评价今天我收获了什么？Lesson 5 Days of the week学习目标：1、能听说读写表示星期的词2、掌握提问今天星期几的句型：What day is it? It is学习重、难点：重点：本课表示星期的词和重点句型。

难点：星期的首字母应该大写，及其缩写形式的掌握。

学习流程：一、自主学习1、小组合作学习单词，读一读，拼一拼Sunday Monday Tuesday Wednesday Thursday Friday Saturday2、小组比赛，看谁记单词又快又准，并默写单词。

3、看看日历，你发现了什么没有。

日历上有没有英语的星期一到星期日，是怎么写的。

这是星期的什么形式？4、听录音，纠正自己的读音，试着大声朗读。

5、What day is it ?是用英语提问今天星期几，熟练运用这个句型，进行问答。

6、小组朗读大PK。

二、合作探究，展示交流1、回答下面问题。

（1）、表示星期的单词，第一个字母应该（2）、写出星期一到星期日的缩写形式。

3、你想知道今天是星期几时你应该说：4、补全单词Sun Tues M dayW day Th day Sa day Fri5、翻译句子今天我们不上学。

我喜欢星期日。

三、拓展延伸1、学唱歌曲，复习以前学过的表示颜色和服装的词汇。

2、根据实际情况，两人一组，对今天的日期进行问答，并展示给同学们。

四、总结评价今天你学到了什么Lesson 6 Pyjamas学习目标：1、能听说读写下列单词：housecoat pyjamas slippers2、掌握短语：too big、too small、just right3、掌握本课句型学习重、难点；重点：本课重点单词、短语和句型难点：能运用所学知识进行交际交流。

学习流程：一、自主学习1、小组合作学习单词，读一读，拼一拼2、小组比赛记单词，看谁记得又快又准，默写单词3、小组汇报自学情况4、听录音，跟读课文，注意读音和语调5、在读课文的过程中，理解too big、too small、just right的含义及其用法6、熟读课文，小组比赛读课文，看谁读得好二、合作探究，展示交流1、连线too big 太小too small 太大just right 正合适2、参照同步练习册，完成第十一页第2题3、翻译句子这件大衣太大了这条裤子太小了这双鞋正合适三、拓展延伸1、用上学过的表示服装的名词，用too big、too small、just right来造句子，看谁造的又多又正确。

2、描述小组成员的服装是大，是小，还是合适。

四、总结评价今天你收获到了什么Lesson 9 Bedroom学习目标：1、能听说读写下列单词：bed bedroom dresser lamp closet2、学会运用There is/are来说明自己房间的都有什么东西学习重、难点：重点：本课的重点单词、短语和句型难点：能运用所学知识进行交际交流学习流程：一、自主学习1、小组合作学习单词，读一读，拼一拼bed bedroom lamp dresser closet there is/are2、小组比赛记单词，看谁记的又快又准，并默写单词3、听录音，跟读课文，注意语音和语调4、小组合作借助工具书解决在读课文时发现的问题5、自己练习把课文读熟，理解对话的含义6、小组朗读大PK。

二、合作探究，展示交流1、连线bed 卧室bedroom 床lamp 柜子dresser 台灯closet 衣橱2、翻译句子What is in your bedroom?There is a bed in my bedroomThere are three teddy bears三、拓展延伸1、学习课本上的Let us chant2、小组合作，谈论自己的卧室里都有什么，并展示。

四、总结评价今天你学到了什么Lesson 10 Homework学习目标：1、能听说读写下列单词：homework read write draw2、熟练掌握本课的句子学习重、难点：重点：本课的重点单词、短语和句型难点：能运用所学知识进行交际交流学习流程：一、自主学习1、小组合作学习单词，读一读，拼一拼homework read write draw2、单词拼写大赢家，默写单词，一分钟内完成3、听录音，跟读课文，注意读音和语调4、借助工具书解决你发现的问题5、自己练习，理解句子大意6、小组朗读大PK二、合作探究，展示交流1、汉译英做作业（）读（）写（）画（）2、翻译句子在晚上，我写作业我读书我写故事我为我的故事画了一幅图3、完成同步训练中本课的练习题三、拓展延伸1、学唱歌曲，复习星期一到星期日2、用本课所学的知识，谈论自己晚上都干了什么四、总结评价今天你学到了什么Lesson 11 TV and telephone学习目标：1、能听说读写下列单词和短语：TV telephone radio watch TV listen to computer2、掌握句型，学会用英语谈论自己在家都干了什么学习重、难点：重点：本课重点的单词、短语和句型难点：能运用所学知识进行交际交流学习流程：一、自主学习1、小组合作，学习单词短语，读一读，拼一拼TV telephone radio watch TV listen to computer2、小组比赛记单词，看谁记得又快又准，默写单词和短语3、听录音，跟读课文，注意读音和语调4、边读边画出本课的重点单词和短语，理解他们的含义。

5、试着翻译整个句子6、自己练习熟读课文，小组互评。

二、合作探究，展示交流1、连线TV 电话telephone 电视radio 收音机computer 电脑2、汉译英在家里看电视听玩电脑3、熟读课文后，回答下面的问题What do you do at home?How does Jenny go home ?What does Jenny do at home ?4、翻译句子I walk home after schoolI listen to the radio in my bedI watch TV after supper三、拓展延伸1、看课本25页的Pair work,两人一组，完成表格2、小组合作谈论What do you do at home?四、总结评价今天你收获到了什么Lesson 12 In bedroom学习目标：1、掌握表示方位的单词：above below beside between…and…across from2、学会用英语描述物体的位置学习重、难点：重点：表示方位的单词和句型难点：能运用所学知识进行交际交流学习流程：一、自主学习1、小组合作，学习单词短语，读一读，拼一拼above below beside between…and…across from2、小组比赛记单词，看谁记得又快又准，默写单词和短语3、听录音，跟读课文，注意读音和语调4、边读边画出本课的重点单词和短语，理解他们的含义。