小学牛津小学英语教材3B第5课(第一课时)译林版
译林牛津小学英语3BUnit5 备课教案
译林牛津小学英语3BUnit5 备课小学英语备课用笺小学英语备课用笺小学英语备课用笺4. eight-one-two-eight-seven-five5. three-five-nine-six-six-five参考答案：1. b2. a3. b4. b5. aB Listen and number首先让学生根据每幅图片用英语进行表达，然后再朗读听力，学生进行选择标号。
录音文字稿：1. —Are you Tom?—No，I'm not. I'm Jack.—How old are you，Jack?—I'm seven.2. —This schoolbag is for you，Kate.—Thank you，Grandpa!3. Look！She's Mimi. She's my friend. She's one.4. —Happy Birthday，Linda!—Thank you.—How old are you?—Look! I’m six.5. —Happy Birthday！This doll is for you.—Oh，how lovely！Thank you.6. —What a nice toy car!—Yes，it's for you. Happy Birthday，Mike!—Thank you，Mum.参考答案：a. 1b. 5c. 3d. 4e. 2f. 6C Listen and draw学生根据教师所指，说说英语字母，再朗读听力，学生连线。
录音文字稿：one—two—four—six—eight—ten—seven—nine—one参考答案：。
牛津译林版3B英语三年级下册 Unit5 How old are you？(第1课时)课件
亲爱的读者： 春去春又回，新桃换旧符。在那桃花盛开 的地方，在这醉人芬芳的季节，愿你生活像 春天一样阳光，心情像桃花一样美丽，感谢 你的阅读。
亲爱的读者： 春去春又回，新桃换旧符。在那桃花盛开 的地方，在这醉人芬芳的季节，愿你生活像 春天一样阳光，心情像桃花一样美丽，感谢 你的阅读。
知识小贴士
AIn: gHeonweroalld, daoren’yt oaus?k somBeo: nI’me’s..a. ge, especially
womAe:nT. his is for you./
一般情况下，不要随便问别
人的年龄H，e尤re其y是ou女a性r哦e.。
B: Thank you.
How old are you? I’m e are.
Hi!
Thank you.
Thank you.
Let’s act
表演：正确、流利，动作表情到位！
观众：认真看、仔细听，能够取长补短！
Ages:6-10
玩具博物馆里又有了许多新的玩具，快 来参观体验一下吧！ 活动规则：一名学生抽年龄卡片，并扮演抽 到的年龄卡片上的孩子，另外一名学生到台 上扮演博物馆的工作人员，并通过询问年龄 来提供适合的玩具。注意人物的性别哦！
选择自己喜欢的方式朗读课文。试着 记一记！
Read
together. (齐读)
Read by
yourselves. (自己读)
Read in four.
(四人小组， 分角色读)
Learn to say
Look!
How old are you?
This is for you.
I’m nine.
Thank you.
他们得到了什么玩具？
苏教版译林小学英语3B unit5 Story优秀课件
你几岁?
I’m nine.
Thank you !
I’m eight.
给你 / 给你们.
Thank you !
Reading time
以四人为一组，选择一种喜欢 的方式读一读课文。
Read in roles.(分 角色读)
Read
Read together.
(齐读)
after one.
W欢 Gue迎elcs来osm到! He玩otow具T博ooldy物aM馆rue!stehuemy?!
1.How old is
?
He’s nine .
2.How old is
?
She’s eight .
3.How old is
?
He’s two .
Read and match
真可爱啊!
Look !
BCD: …
A: This is for you. /Here you are…
BCD: …
BCD: How lovely!/How nice!/…
Homework：
认真完成以下的作业就 可以得到相应的星星哦！
• Listen and read the numbers.
听磁带跟读数字类单词。
• Listen and read the dialogue .
听磁带跟读课文，注意模仿语音语调。
• Talk about the ages with your family and friends, and give them gifts.
和你的家人及朋友一起谈论年龄，并赠送礼物。
在歌曲里，有几个印度男孩？
How lovely!
真可爱！
ten 十
译林版英语3BUnit5第一课时
Numbers in the Toy Museum(玩具博物馆中的数字）
I can see ...in the Toy MuseumH.ow old are you?
How lovely!
I'm...
How old are you ?
你几岁？
I’m ten/. nine / eight …
How old is he/she? He's/She's...
I’m nine.
Thank you !
I’m eight.
给你 / 给你们.
Thank you !
Welcome to Toy Museum.
How old are you? I'm eight.
Look!
How lovely ! How old are you?
This is for you.
How old are you? What can you do?
We are growing up(我们在成长)
I am 1. I can smile(微笑). I can see. I like to sleep with my mum.
I am 5. I can run. I can draw. I can play with my doll.
Now I am 10. I can read. I can make. I can go to school with my friend.
Thank you Daddy. Thank you Mum. Thank you teacher and my friend.
Word bank(单词银行）： talk, sing, dance, stand，sit jump, swim, skate, play football, shout, eat, drink, open the..., close the ... clean the... walk（走）,write（写）, think(思考）
译林版小学英语四上Unit5 Our new home (第一课时)story time教案(1)
教学内容Unit5 our new home (Story time) 教材版本译林版教学课时共 4 课时第 1 课时课型语篇教学教学目标1.能听懂、会说、会读home, bedroom, living room, kitchen, bathroom, sofa,fridge, table, clock.2.能听懂、会说、会读、会初步运用句型Where’s the/my…? Where are the/my…?并会用It’s …和They’re…来回答3.能理解故事大意并有感情地朗读4.敢于想象，大胆表达，能自信大方的表演，并能正确评价自己的语言学习教学重点1.阅读、理解文本，并能体会故事的surprising ending2.能认读理解新单词和句型教学难点能流利准确地朗读单词和句子，并进行表演教学准备PPT，图片，导学案修注栏Step 1 Enjoy a songT: It’s time for our English class. I’m ready. Are you ready?S: Ready.T: OK. Now let’s sing a song ‘in my home’.Try to follow the music and try to sing, OK?S: OK.师生看动画尝试跟唱T: Boys and girls, do you like this song?S: Yes.T: Me too.【设计意图】利用歌曲引入本课情境，帮助学生集中注意力Step2 Lead inT: What’s the song about?S: Home.T: Yes. Bingo! You’re so clever. It’s about home. Look, today our friends Su Hai and Su Yang have a new home.T: ‘o’ here pronounced ‘/əu/’, 带读homeT: Look at their new home, what do you think of their new home?S1: It’s very beautiful.S2: It’s nice.S3: It’s big.S4: It’s lovely!Step3 Pre-reading1. 1. Learn the new words about rooms.T: T: It’s very big and beautiful. I think so. Look, there are eight… in it. Who can read this new word, ‘r-o-o-m’, who can read it?S1: Room.T: Yes, ‘-oo-’ pronounced ‘/u:/’, 带读room.T: It’s ready big, because there are eight rooms in it. Can you guess what rooms do they have? You can say ‘Maybe they have…’, ‘They have…’S1: Maybe they have a kitchen.T: Look at here, ‘i’ pronounced /i/, kitchen.Who can read it? （听录音一遍，跟读三遍）S1: Kitchen.T: Read after him/her.T: What other rooms do they have?S2: Living room.T: Yes, you can read it very well. They really have a big living room. Now S2 read it again. Let’s read after him/her.Ss: Living room.T: Clever. OK. We also call this room… sitting room.S3: Maybe they have a bedroom.T: How many bedrooms do they have?Ss: They have three bedrooms.T: Yes, they have three bedrooms. Look, the big one is for Mum and Dad, two small ones are for Su Hai and Su Yang. Oh, look, in each bedroom, there is a bed. So we call it bedroom, who can read it?Sx: Bedroom.T: Follow him/her.T: What about the others home?S4: Maybe they have a bathroom.T: Yes, bathroom. They can take a bath every day. ‘a’ here pronounced ‘/a:/’.T: What about the last one?Ss: Dining room.T: Here ‘i’ pronounced ‘/ai/’. Dining room.T: Oh, look, this is Su Hai and Su Yang’s new home, they have a living room, a bathroom, a kitchen, a dining room and two bedrooms.T: Can you remember their rooms now?Ss: Yes, I can.T: OK. Let’s play a game about it. Try to say what you see. You should look carefully and try to say it quickly and loudly, OK?Ss: OK.T: Are you ready?学生看图片快速说出单词2. Learn the new words about household things.T: This is their new home. It’s really nice. Oh, today is a sunny day, Su Hai’s family want to move to this new home. Wow, they’re coming. What can yousee?S1: I can see a sofa.T: What about you?S2: I can see a clock.T: You try.S3: I can see a fridge.T: What else?S4: I can see a table.……T: Yes, in their home, they have a clock, a table, a fridge, a sofa and two chairs. 教师边说边将物品贴在黑板上T: Who can read it?S: fridge.T: Good! ‘I’ here pronounced ‘/i/’, fridge. 跟读T: Who can read it?S: Sofa.其他学生跟读T: Yes, they have these things and they want to put them in their home.（教师在黑板上张贴大房子）【设计意图】直接进入本课的主题，借助图片和动画，在师生的问答互动中教学本课的房间和家具新词，帮助学生从音形义的角度感知、理解单词3. Ask and answer ‘Where the household things are’T: Let’s look, where are these things?Where’s the sofa?S1: It’s in the living room.T: Is it in the living room? Is he/she right?Ss: Yes.T: OK. I will stick the sofa in the living room.T: Where are the chairs? There are two chairs, so we can say ‘They’re in the…’S2: They’re in the bedroom.T: Who can help me stick it?T: What about the fridge? There is only one fridge, so we can use ‘Where is…?’Who can try?教师请一个学生上台，其他学生问：Where is the fridge?该生回答：It’s in the kitchen.并把冰箱贴在正确的位置….【设计意图】借助黑板上的图片场景，在游戏中，让学生初步感知where 的两个不同句型，并尝试运用Step4 While-reading1. Look and answer.T: Yes, we put the things in the right place now. These thing are big, so we can find them easily. But there are some personal stuffs. Do you know personal stuffs? Such as the skirt, sweater, cap. They are small, so what happened?Let’s see.T: What happened? You can say Chinese, never mind.（引导学生观察苏海和苏阳的表情）S1: Su Hai 找不到她的短裙了S2: Su Yang 找不到她的包了T: Yes, they can’t find their things.（板书…can’t find…）Su Hai can’t find her skirts. Su Yang can’t find her bag.So if you’re Su Yang, you can’t find your bag, what can you say?S1: Where’s my bag?T: Different ideas? What else can you say?S2: I can’t find my bag.S3: Where’s my yellow bag?T: If you’re Su Hai, what will you say?T: Now if you’re Su Yang, what will you say?S1: Where are my skirts?S2: I can’t find my beautiful skirts.T: Yes. Now their mother can help them, please try to watch and answer the questions. First let’s read the questions together: Q1: Where’s Su Yang’s bag? Now you should pay attention here, where are…? Ready? Go! Q2: Where are Su Hai’s skirts? Well, let’s watch.师生看动画中的P1和P2T: OK. Where’s Su Yang’s bag?S: It’s in Su Yang’s bedroom.T: Where are Su Hai’s skirts?S: It’s/They’re in the living room, on the sofa. (it’s or they’re? There are two skirts)S: They’re in the living room, on the sofa.【设计意图】阅读前借助动画进行预测，带着问题，整体感知图1和图2在师生问答中，补全板书，理清故事脉络2. Look and imagine.T: They can find their bag and skirts. But look here, what’s this?S: It’s a white cap.T: This is Su Yang’s favorite cap, but now she can’t find it. She is asking Su Hai.Now I will be Su Hai, who will be Su Yang?Su Yang: Su Hai, where’s my bag?T: Is it in your living room, on the sofa?Su Yang: No.T: Is it in the…?Su Yang: I’m not sure. Let’s go and see.Oh, it’s there. It’s in the bedroom.教师板书句型：I’m not sure. Let’s go and see.T: This time, work in pairs and guess where is the cap? One is Su Hai, one is Su Yang.学生两人组活动，教师提问其他同学：Where’s the white cap, in their group? S: It’s in the living room.【设计意图】鼓励学生看图3想象，自编对话，尝试运用并巩固本课的新句型，并为学生充分体会surprising ending 做好铺垫3. Listen and answer.T: We don’t know where is the cap? Let’s listen.T: Is the white cap in the living room?S: No.T: Where’s the white cap? Let’s say together.S: It’s in the kitchen.4. Look and findT: Oh, why is the white cap in the kitchen? I think it’s very special. Who took the cap? Let’s have a look.S: The little dog.T: Now, look at Su Hai, what’s the matter with Su Hai? Is she angry? Is she surprised?S: Surprised.T: Yes, she’s so surprised, so she says sth, who can read and act?师生听录音读最后一句：Come and look, Su Yang. Your cap is in the kitchen. T: Who can act Su Hai? Now practice.Try to read with emotion and surprise.T: Who can read better?（3组学生表演：高兴的苏海/兴奋的苏海/惊讶的苏海）5. Read and imagine.T: Wow, so great! This is Su Hai’s white cap, but why is it in the dog’s mouth, what do you think of the dog?S1: 他很饿S2: 他很调皮，在和主人捉迷藏呢！S3: 他想帮助主人找到帽子T: Your ideas are fantastic. Look at the dog, his name is Peter. If Su Hai wants to get it back. What will she say?T: Now I’m Peter, who will be Su Hai?（教师戴小狗的头饰）（教师和学生表演苏海要回帽子的场景）T: This time think it by yourself and also discuss in groups.T: Act the little dog and Su Hai.S1: Don’t eat Su Yang’s white cap.S2: Woof, woof./ All right./ I’m sorry.S1: The cake is for you. Give me!T: Finally, Su Hai and Su Yang get the cap back.6. Read the whole story.T: Now let’s review the whole story, read after the tape. Don’t forget the mark. T: Very good. This time I’ll act Mum. This group, you’re Su Hai, and this group, you’re Su Yang.【设计意图】通过听力整体感知图3图4，验证刚才自己的猜测充分发挥孩子们的想象力，续编故事，鼓励孩子积累运用，丰富语言Step5 Post-reading1. Acting time.T: Yes, you can read well and I think you can act well too.OK, here are three tasks for you. Task 1: Read in roles. Task 2: Act it out.Task 3: Act creatively. Got it?【设计意图】将任务分级，以学生为中心，让他们根据自己的情况自主选择配音，表演或创编T: OK. I want to try the three stars. I want to act Mum and little Tom. Who can be my partner? I need Su Hai and Su Yang.教师拿出一个包：Look, what’s this?S: It’s a bag.T: Yes, it’s Su Yang’s bag. Where’s the bag?S: It’s in the bedroom.教师将物品放在一处：Yes, this is a bedroom.T: What are these?S: They’re skirts.T: Whose skirts? Su Hai’s or Su Yang’s?S: Su Hai’s.T: Where are her skirts?S: They’re in the living room, on the sofa.T: OK. Here’s the living room, and this is Su Yang’s white cap.Where’s the white cap?S: It’s in the kitchen.T: Here’s the kitchen.（师生三人戴头饰表演课文）T: This time try to choose one and finish it. Work in four and act.T: Who wants to show? Which one do you choose?【设计意图】通过听录音跟读，分角色朗读，全班齐读等方式，再一次帮助学生熟悉文本，规范发音2. Ticking time.T: Time for ticking. How many stars can you get? （学生自评）(1) I can name some rooms and household things in Su Hai’s home.(2) I can use ‘Where’s...? Where are...?’ to talk about Su Hai’s home.(3) I can read and act the story.【设计意图】围绕本课的学习内容制定评价内容，鼓励学生回顾本课所学，在与同伴的互评中扬长补短3. Show your homeT: Boys and girls, now let’s look at Su Hai and Su Yang’s new home,Is it nice? S: Yes.T: Yes, it’s nice and clean. Do you like it?S: Yes, I do.T: Do you like your home?S: Yes, I do.T: Now, please show your picture in your group, and introduce your home.T: OK, who’d like to introduce your home to us?（学生上台投影自己家的图片并介绍）T: I can feel your love of your home, and I love my home, too. Boys and girls, home is not only a house, it is a place that full of love, warm and smile.Home is hope,. Home is happiness and home is you, I and the world. So East or west, home is best! Love your home!Step6 Assignment1. 继续表演和创编故事；2. 在小组内了解成员的家居用品的位置，You may use: Where’s the…/ Whereare the…?【设计意图】养成良好的课后听读习惯以及复习习惯，为下一课时的学习做好准备板书设计Unit5 Our new homeLearning AimsEnglish Corner教学反思。
Unit 5 What do they do？第1课时教学设计-小学英语五年级上册-译林版(三起)
Read after the tape.
6.Learn P49.
Read and underline.
Q1: Su Hai’s father is a?
Q2: Su Hai’s mother is a?
Think and choose
Q1:What do doctors usually do?
Q2: What do factory workers usually do?
Talk in groups.
Read after the tape.
Step3: Post-reading
(1)Work in groups to introduce the four people.
Step5: Homework
让学生通过阅读的文本信息选择医生和工厂工人的工作内容。
Talk our parents、aunt and uncle.
What do they do in a factory?
跟读并注意语音语调。
小组合作，选择一个人物进行介绍，并展示。
明确作业要求。
What do they do?
2.Read and underline.
Come to the front, put the words of jobs under the correct pictures.
3. learn the words of jobs and find the rule.
教学资源
1.学生已有的学习经验：学生在前几个单元的学习中，对动词第三人称单数已经有了初步的接触。
2.学生已有的生活经验：职业的话题较贴近生活。
小学英语牛津译林苏教版三年级上册(新版)3A Unit5 Look at me课件
Learning aims:
1.学生能初步听懂、会说、会读单词： skirt, T-shirt, jacket，cap 。 2.学生能初步听懂、会说、会读句型Look at…, 并且能用It’s nice./How nice! It’s great./Great!来回答。 3.学生能在实际的情境中运用所学的句型和单词。
Try to say How does Mum praise her T-shirt? 妈妈怎么称赞她的T恤衫？
它真好看。
How does Mum praise her skirt?
妈妈怎么称赞她的短裙？
真好看！
读一读，下面哪一句表达好看的程度更深。
A: It’s nice. B: How nice!
Make a chant!
____, ____. look at my ____. ____, ____. look at my ____.
闯关行动之二：
小羊们，学会课文并会表演， 我把懒洋洋放回村子里。
Yang Ling
Mum
Watch and find
看动画,注意Yang Ling 试穿了哪些衣服。
( A ) 1. 当朋友穿了件新衣服时，你应该说什 么？ A. How nice! B. Fine. C. See you. ( A ) 4.你想让别人看你的短裙时，你会说： A. look at my skirt. B. look at my T-shirt.
( A )1.----Look at my T-shirt. —--______________. A. It’s nice. B. Yes ( A ) 2. Look at ____skirt. A. my B. I ( B )3. Oh, ____ nice. A. this B. it’s ( A )4. Look ___ my new (新的）cap. A. at B. in
新译林 苏教版 牛津小学英语3B unit1In class 公开课课件
W同h桌o读o一pe读n吧s ，th注e意d语oo气r哦? ！
Who is late(迟到)?
hot not dog
brother mother
同桌读一读吧，注意语气哦！
Unit1 In class 在上课
• Stand up. • Good morning,class. • Good morning, Mr Green. • Sit down, please.
a door 一扇门 a window 一扇窗
a blackboard 一块黑板 in class 在课堂上
stand up 起立 sit down 坐下
come in 进来
sorry 抱歉,对不起
open 打开 close 关上,合上
Mr 先生 please 请
1 In class 在上课
2 起立。
•
, please.
• LiuTao,please
.
• , Mr Green.
U下ni面t1 的In图cla片ss和在上句课型提示能帮助你快速背诵课文哦！
•
, Mr Green.
•
, Mike.
• WangBing,please
.
• Yes,
.
Read and act.
以小组为单位 进行分角色表演。
4 请开门。
3 请坐下。
5
对不起，格林先生。
6
进来，迈克。
。
7
请关上窗户。
1. Copy 4+1: 划线句子. 2. Read ‘Story time’ and recite.
Learning tip
Mr Miss Mrs 英语中的称谓： 先生 小姐 女士
牛津译林版3A英语三年级上册Unit5 Look at me! Cartoon and ticking time课件
写出所给字母的左邻右舍。
Nn Oo Pp Ii Jj Kk
Mm Nn Oo Oo Pp Qq
Ticking time.
I can talk about clothes. I can use ‘nice’ and ‘great’ to give praise.
I can say and write the letters, O, P and Q.
(Cartoon and ticking time)
a T-shirt
a cap
a skirt
a jacket
魔力眼
How does mother give praise?
妈妈是如何赞扬的？
It’s nice.
How nice! It’s great.
Great!
你会用英文赞扬别人了吗？
What colour is my T-shirt ?
什么颜色
It's...red.
colour 颜色
What colour is …? ……是什么颜色？ What colour is my T-shirt? 我的T恤衫是什么颜色？
Angry! 生气的
ห้องสมุดไป่ตู้
It’s ---red.
小朋友们,快来挑选自己喜欢 的角色，表演一下吧！注意表 情、神态和语气哟！
1.当你向别人展示自己的物品时，可以说： Look at my…
2. 当你赞扬别人的物品时，可以说：
It’s nice! How nice! It’s great !Great!
3.你还可以这样评价：
cool (酷） smart （时尚的） pretty（漂亮的）
4.当别人赞美你时不要忘记说谢谢,“Thank you!”
牛津小学英语教材 3B 第5课(第一课时)译林版教学设计
牛津小学英语教材 3B 第5课（第一课时）译林版教学设计Teaching design of Yilin edition of Oxford pri mary school English textbook 3B lesson 5 (fir st class)牛津小学英语教材 3B 第5课（第一课时）译林版教学设计前言：小泰温馨提醒，英语作为在许多国际组织或者会议上都是必需语言，几乎所有学校选择英语作为其主要或唯一的外语必修课。
英语教学涉及多种专业理论知识，包括语言学、第二语言习得、词汇学、句法学、文体学、语料库理论、认知心理学等内容。
本教案根据英语课程标准的要求和针对教学对象是小学生群体的特点，将教学诸要素有序安排，确定合适的教学方案的设想和计划、并以启迪发展学生智力为根本目的。
便于学习和使用，本文下载后内容可随意修改调整及打印。
【教学实录】一、热身T:Let’s sing a song 《ABC song》,Ok?（Ok用升调）Ss:Ok.（Sing the song.）T:Good morning, Everyone，Stand up!Ss:Good morning, Mr He!T:Now ,sit down!T:Stand up!T:Sit down!（教师说，学生做）在这里教师和学生做了一个“stand up”和“sit down”的游戏，速度由慢到快，教师的眼神和语气要具有神秘感，明明你要说：stand up，但就是不说，牢牢的抓住了学生（满足其好奇的心理）并且和接下来整个的课堂节奏是一致的。
二、导入T:（Taking some word-cards）Now,look at me.What’s this?Who is the fas ter?（游戏导入）S1:Grandfather.T:Good.在表扬的时候教师的语气和眼神中充满了赞美，并且在该组的加分表格上加一分，树立榜样。
接下来教师就不需要动嘴了，主要通过动作，神态，眼神让学生完成这个“who is the faster?”的游戏。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
牛津小学英语教材3B第5课（第一课时）译林版一年级英语教案
【教学实录】
●一、热身
T:Let’s sing a song 《ABC song》,Ok?(Ok用升调)
Ss:Ok.(Sing the song.)
T:Good morning, Everyone，Stand up!
Ss:Good morning, Mr He!
T:Now ,sit down!
T:Stand up!
T:Sit down!（教师说，学生做）
在这里教师和学生做了一个“stand up”和“sit down”的游戏，速度由慢到快，教师的眼神和语气要具有神秘感，明明你要说：stand up，但就是不说，牢牢的抓住了学生(满足其好奇的心理)并且和接下来整个的课堂节奏是一致的。
●二、导入
T:(Taking some word-cards) Now,look at me.What’s this?Who is the faster?（游戏导入）
S1:Grandfather.
T:Good.
在表扬的时候教师的语气和眼神中充满了赞美，并且在该组的加分表格上加一分，树立榜样。
接下来教师就不需要动嘴了，主要通过动作，神态，眼神让学生完成这个“who is the faster?”的游戏。
在游戏中，为了更好的进行教学复习，把接下来的一小段作为“调料穿插其中”，时间长短根据课堂需要决定，但是设计who is the faster?这个游戏是为下一个“magic eyes”的游戏服务的，一定要把握好一个度。
T:Well done.But how to spell the word?(教师作疑问状)
Ss:m-o-t-h-e-r.
T:What do you do after school?
S:I play the piano.
Ｔ:Does your mother teach you ?
S:Yes,she does.(Then,T and Ss ask and answer by each other.)
复习环节教师从词汇复习入手，并适当地将词汇复习扩展到常用句型的复习中来，将二者有机地结合起来，真正做到了英语语言学习的“词不离句”的认知规律。
三、新授
T:Look there, We will play a very interesting game !(教师的语气、语调要有煽动性)magic eyes !(实际操作是教师让学生闭上眼睛，教师在黑板上写一个单词或者句子，教师用黑板擦拍桌子，学生睁眼抢答或者单个回答。
在玩游戏的时候一定要强调教师不拍桌子不能睁眼！另外就是这个游戏不要去追究学生是不是真的闭上了眼睛，游戏是为教学目标服务的！)
（教师在黑板上写上一个“1”，为了给学生一个适应的过程，教师慢点拍桌子。
）
Ss:One !(对于学生比较熟悉的知识采用抢答，不熟悉的知识采用举手回答！增加操练的人数。
)
（教师在１后面间隔一个空格后写上２）
Ｓs:Two.
（教师在１和２之间写上一个“＋”,写好后教师不要急着拍桌子，而是故作严肃的在下面寻找“偷偷”睁开眼睛的同学，其实是给学生一个思考的时间，然后突然一拍桌子！）
Ss:加号！
Ss:十！
（教师摇头，用询问的眼神看着学生。
）
S:plus !
T:Very good !（表扬加分）It’s plus !(特别要强调plus)Now,read after me ,please!plus.
Ss:plus .
T:It’s ……(用手指着加号，点学生回答)
S1:plus.
S2:plus.
T:Good !(教师用手突然指着１)
Ss:One.
(教师依次指“＋”、“２”，目的在于让学生完整的说出“１＋２”的英语，以达到操练句子的目的。
)
按照这样的方法依次教授和操练剩下的单词和句型。
在实际操作中，我也穿插了下面的一些小游戏和操作方法：
Trick(陷阱)
学生集体反复说“１＋２＝３”，为了训练学生的熟练程度，因为熟练句子必然是多次操练。
但是为了调节气氛，当学生说得快一点的时候，教师指向单词的手不动了，而学生因为惯性继续要读，这个时候老师微笑着看着他们，告诉他们老师并没有用手指啊，他们为什么读呢？学生会心地一笑。
Who can hear me ?（魔耳）
这是我为了更好的让学生说好“plus”和“minus”而设计的。
教师教授完这两个单词后，教师的眼神突然一变：who can hear me ?看谁能听到老师的话。
在说话的时候，教师可以有多种操练形式，比如躲在门后说，躲在桌子下面说，可以假说，当学生的兴趣被调动上来后不说，多种操练形式灵活运用。
新授环节，教师给学生一个整体感知的教学思路，让学生了解学习的全过程及学习的知识，使其能灵活地把握学习的主动权，从而充分体现了素质教育的宗旨。
四、操练
T:(T takes two pictures ) What are they ?
在操练前教师把加号和减号做成卡片挂在胸前，起到强化的作用。
S1:One plus three is four.
(T shows another two pictures)
S2:Ten minus seven is three.
……
依次操作，在操练的时候可以让学生挂图片，请别的同学回答。
注意在操作的时候保持高效高频，同时尽量照顾那些教师黄金视野以外的同学，让他们有充分的表达机会。
五、复习巩固
T:What’s one plus one?
S1:It’s 2
T:Yes,you are right.(将“Yes,you are right and No,you are wrong”运用到对话当中，形成完整的对话.)
T:What’s two plus two ?
S2: It’s 4
……
T:What’s ten minus two ?
S3: It’s 8.
T: What’s twenty minus eleven?
S4:9.
……
T:Wonderful! You can ask me ?
S5:What’s one hundred minus twenty ?
T:It’s eighty.
……
在实际操作中，教师可以选择教师问学生回答，学生问学生回答，也可以采用学生问老师回答。
但教师要注意速度快。
另外，尽量增大操练面，争取让每一个学生都有操练的机会；当学生说错了，也不要着急去纠正，而是通过全班操练来解决，切记不要盯着孩子嘴巴纠正错误！
六、结束
T:同学们今天学习了用英语来问数学问题，下课后，我们看谁掌握的数字最多？下节课比赛！（为下一节课的学习做好铺垫，同时激发学生回家复习的兴趣）
【教学后记】
这堂课把语言学习的快乐还给了孩子，整个教学环节以游戏为载体，淡化过渡痕迹，学生参与程度高，兴趣浓。
当然，这堂课如果照抄会存在一些误区，特提出供大家借鉴：
1．学生对游戏的关注大于对知识的关注，在实际操作的时候教师要注意多变换操作形式。