unit3Whatwouldyoulike?导学案一、内容课题：Whatwouldyoulike?二、课程标准能听、说、读、写本单元的四会单词；会运用本单元主要句；初步...
unit3ChooseyourfavoriteathleteTargetLeadingSectionCurriculumstandards:1.Getandprocessthemaininformationofthepassage;2.Practiceexpr...
elephantmonkeytigerbirdmousebirdtigermonkeyelephantmouseLookatthatelephant.It’sbig.Lookatthismonkey.It’sfunny.Lookatthattiger.It...
七下unit3Writing教学反思在本节课一开始，通过短片展示，为学生创设真实的语境，激发学生的好奇心和学习兴趣，引出本课话题。在一定的环境...
四上unit3Howmany单词、词组、句型姓名__________一、单词四会单词thirteen十三can可以；会；能fifteen十五sure当然eighteen十八play玩；打...
unit3Myday辅导练习班级_____________姓名_____________一、听录音，选择你所听到的单词。（听两遍）()1.A.getupB.gohomeC.gotobed()2.A.ha...
Unit2Doyouwantsomerice?执教者：徐家井小学胡玲英语五年级上册MyKitchenwater['w:təɔ]水soup[su:p]汤vegetable[veditəbl]ʒ蔬菜pepper[...
八年级暑假作业unit3一．重点短语1.扫地2.倒垃圾3.叠衣服4.洗碗5.惊奇地6.把某物借给某人7.目的是8.依靠，依赖9.结果，因此10.在..上花费金...
unit3核心词汇助记单元词汇助记相关U2WUgraduationgraden.年级，等级grad,gress走，步，级graduaten.毕业生;研究生v.毕业(grad级+ate动词后...
陈庄镇付窝小学“目标导学”教师用导学案导学案教学内容二备教学设计课题：unit3:ALet’slearn，role-play课时：1【学习目标】：1.能够听、...
江津吴燕重大版小学英语五年级上unit3HolisticPlanningofaUnit重大版小学英语五年级（上）unit3内容介绍•单元整体设计的必要性/原因•单元...
课时课型主要教学内容教学要求第三课时字母语音课Let’sspell语音：Listenandwrite听音写字母1.能够通过听例词发音，观察例词结构中共有的...
unit3Whatwouldyoulike？导学案（A.Let’slearn&Role-play）
连词成句1.amILiuXia2.ZoomAreyou3.meyourShowruler4.yourclosebookIamLiuXia.AreyouZoom?Showmeyourruler.Closeyourbook.连词成句1.isther...
初一unit3Whatcoloristhis?教案TeachingObjectives（教学目标）：1.认识并掌握颜色及相关物品的单词、词组；2.用英语表达颜色以及对物品...
unit3Teenagersshouldbeallowedtochoosetheirownclothes.unit3Teenagersshouldbeallowedtochoosetheirownclothes.EnglishEnglishisspokenis...
ActⅠ，Scene①3NARRATOR:Itisthesummerof1903.Twooldandwealthybrothers,RoderickandOliver,havemadeabet.Oliverbelievesthatwithamillion...
Period22016里约奥运会2016里约残奥会Saywhatcolorstheyare.（说说五环的颜色）12345Saywhatcolorstheyare.（说说五环的颜色）12345Saywhat...
unit3Whatwouldyoulike?BReadandwriteRobinwillcooktoday.ChanggangPrimarySchoolXuJingⅠ.Theanalysisofteachingcontents:Thistopicisfrom...
第1页共29页unit3I’mmoreoutgoingthanmysister.SectionA1.I’mmoreoutgoingthanmysister.我比我妹妹更外向。【解析】outgoing[aʊtgəʊɪ...
