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1、三年級(jí)英語(yǔ)上冊(cè) Unit 3 Period 1-2教案 上海新世紀(jì)版 教育目標(biāo)： 培養(yǎng)學(xué)生關(guān)心和愛(ài)護(hù)小動(dòng)物的情感。 知識(shí)目標(biāo)： 基礎(chǔ)目標(biāo)： 1. Words and expressions From Wonderland From Farmland From Grand Theatre *goldfish lovely an alarm clock lizard today at midnight turtle *parrot frog *cat *rabbit *dog 2. Sentence patterns From Farmlan

2、d From Grand Theatre How is ...? She sings very well. He/She/It is 3.根據(jù)課文內(nèi)容回答Questions and Answers 中的問(wèn)題并根據(jù)實(shí)際情況回答On your own中的問(wèn)題。 4.Music Box 掌握字母e和f在單詞中的讀音。元音字母e在單詞重讀音節(jié)中一般發(fā)/i?和/e/。引導(dǎo)學(xué)生分辨這兩種發(fā)音的不同之處和在單詞中拼寫(xiě)時(shí)的特點(diǎn)。 注意f在單詞中發(fā)音時(shí)要上齒碰觸下唇。 5.Disneyland 本單元出現(xiàn)手指兒歌的第一段。先讓學(xué)生學(xué)說(shuō)各手指的名稱(chēng)，然后教兒歌，再換用其他手指名，包括index

3、finger(食指)、middle finger(中指)、ring finger(無(wú)名指)、little finger(小指)，進(jìn)行拓展練習(xí)，改編兒歌。 Difficult Points 讓學(xué)生知道“How is ...?”的句型既可用來(lái)詢(xún)問(wèn)身體狀況，又可用來(lái)問(wèn)人們對(duì)經(jīng)歷過(guò)的事有什么反應(yīng)。例如：How was the film? How's your new job? 發(fā)展目標(biāo)： 能根據(jù)實(shí)際情況，用學(xué)過(guò)的句型圍繞pet這個(gè)話(huà)題展開(kāi)一系列的討論和對(duì)話(huà)。 能力目標(biāo)： 能用How is …?句型組成對(duì)話(huà)進(jìn)行初步交際。 情感、策略和文化等有關(guān)目標(biāo)： 懂得我們?nèi)祟?lèi)要和動(dòng)物

4、和諧相處。 教學(xué)資源： Student’s book 3A P15~P 21 Cassette 3A Unit 3 Student’s workbook 3A P13~20 Word and picture cards 3A Unit 3 Teaching Transparencies 3A Unit 3 教學(xué)時(shí)間：5課時(shí)（每課35~40分鐘） 課時(shí)安排：建議本單元安排5教時(shí)。 第一課時(shí)：Wonderland & Language Lab 第二課時(shí)：Grand Theatre & Language Lab 第三課時(shí)：Farml

5、and 第四課時(shí)：Language Lab & Music Box 第五課時(shí)：Disneyland Lesson Plan ( 1 ) Procedures Contents Methods Purpose Pre-task preparation Warming-up Song: Bingo Revision Free talk Sing the song in chorus. Talk about your favourite animal. 1 唱一首簡(jiǎn)單的英語(yǔ)歌曲，為學(xué)習(xí)英語(yǔ)創(chuàng)設(shè)良好的學(xué)習(xí)氛圍。 2 運(yùn)用學(xué)到的語(yǔ)言進(jìn)行溝通討論。 Whi

6、le task procedures Task 1 Game: What have you got? Task 2 Make riddles Task3 Classify the words according to the pronunciation 1. Put some pictures of animals in a bag. 2. Ask the students to guess what’s in it. T: I have got something in this bag. Do you know

7、 what they are? Guess what I have got. 3. Elicit the students to ask by using “Have you got…? 4. Learn the words 1. Encourage the students to make riddles. 2. Eg: It is an animal. It's big. It's grey. It has two big ears and a long nose. What is this? (It's an elephant.) 1. Classify the wo

8、rds according to the pronunciation such as: cat, rabbit, parrot; frog, dog. 2. Experience the pronunciations 通過(guò)猜謎語(yǔ)的的方式引出有寵物單詞的教學(xué)，提高了學(xué)生的學(xué)習(xí)興趣。 學(xué)生通過(guò)編寫(xiě)謎語(yǔ)對(duì)動(dòng)物的習(xí)性有更進(jìn)一步的了解。 將單詞根據(jù)發(fā)音進(jìn)行分類(lèi)，讓學(xué)生感受部分元音的發(fā)音。 Post-task activities 1. Finish Part 2 of Language Lab 2. Try to recite so

9、me of the words. Spell the new words Encourage the students to recite some of the words. 通過(guò)朗讀和拼讀能在課堂中盡自己的努力背誦出其中部分單詞。 Lesson Plan ( 2 ) Procedures Contents Methods Purpose Pre-task preparation Revision 1. Review the words about the pets. 2. Free talk about the lovely animal. 1 R

10、ead and spell the words. 2 Talk about the lovely animals and tell the reasons. 通過(guò)拼讀單詞復(fù)習(xí)前節(jié)課學(xué)到的內(nèi)容。 通過(guò)討論可愛(ài)的動(dòng)物讓學(xué)生感受到人與動(dòng)物的和諧關(guān)系。 While task procedures Task 1 Survey: Have you got a pet? What/How is it? If not, what do you want ? Task 2 How is he/she in certain situation?

11、 1.Learn the sentence “ How is…?” 2.Understand how to use the sentence. 3. Do a survey: Ask your best friend: Have you got a pet? What/How is it? If not, what do you want ? 4. Feedback 1.Show sth pictures to provide some situations such as : A boy is wearing a thin coat in a very cold da

12、y. 2.Discuss the character’s feeling in such situation. 3.Encourage the students to describe some kinds of situation. 4. Make a dialogue according to the situation by using the new sentence. 通過(guò)布置給學(xué)生的任務(wù)引出目標(biāo)句型，學(xué)生能及時(shí)地把所學(xué)的知識(shí)運(yùn)用到現(xiàn)實(shí)生活中。 通過(guò)設(shè)置情景讓學(xué)生感受不同的情況下人物的感覺(jué)，體驗(yàn)句型不同的功能。 Post-task activities

13、 Learn the dialogues on the course book. 1. Listen to the tape and repeat the sentences. 2. Act out the dialogues. 學(xué)習(xí)課文內(nèi)容，進(jìn)一步了解所學(xué)句型的功能。 附送： 2019-2020年三年級(jí)英語(yǔ)上冊(cè) Unit 3 Period 3-5教案 上海新世紀(jì)版 教育目標(biāo)： 培養(yǎng)學(xué)生關(guān)心和愛(ài)護(hù)小動(dòng)物的情感。 知識(shí)目標(biāo)： 基礎(chǔ)目標(biāo)： 1. Words and expressions From Wonderland From Farmland From Gr

14、and Theatre *goldfish lovely an alarm clock lizard today at midnight turtle *parrot frog *cat *rabbit *dog 2. Sentence patterns From Farmland From Grand Theatre How is ...? She sings very well. He/She/It is 3.根據(jù)課文內(nèi)容回答Questions and Answers 中的問(wèn)題并根據(jù)實(shí)際情況回答On your own中的問(wèn)題。 4.Mu

15、sic Box 掌握字母e和f在單詞中的讀音。元音字母e在單詞重讀音節(jié)中一般發(fā)/i?和/e/。引導(dǎo)學(xué)生分辨這兩種發(fā)音的不同之處和在單詞中拼寫(xiě)時(shí)的特點(diǎn)。 注意f在單詞中發(fā)音時(shí)要上齒碰觸下唇。 5.Disneyland 本單元出現(xiàn)手指兒歌的第一段。先讓學(xué)生學(xué)說(shuō)各手指的名稱(chēng)，然后教兒歌，再換用其他手指名，包括index finger(食指)、middle finger(中指)、ring finger(無(wú)名指)、little finger(小指)，進(jìn)行拓展練習(xí)，改編兒歌。 Difficult Points 讓學(xué)生知道“How is ...?”的句型既可用來(lái)詢(xún)問(wèn)身體狀況，又可用來(lái)問(wèn)人們對(duì)

16、經(jīng)歷過(guò)的事有什么反應(yīng)。例如：How was the film? How's your new job? 發(fā)展目標(biāo)： 能根據(jù)實(shí)際情況，用學(xué)過(guò)的句型圍繞pet這個(gè)話(huà)題展開(kāi)一系列的討論和對(duì)話(huà)。 能力目標(biāo)： 能用How is …?句型組成對(duì)話(huà)進(jìn)行初步交際。 情感、策略和文化等有關(guān)目標(biāo)： 懂得我們?nèi)祟?lèi)要和動(dòng)物和諧相處。 教學(xué)資源： Student’s book 3A P15~P 21 Cassette 3A Unit 3 Student’s workbook 3A P13~20 Word and picture cards 3A Un

17、it 3 Teaching Transparencies 3A Unit 3 教學(xué)時(shí)間：5課時(shí)（每課35~40分鐘） 課時(shí)安排：建議本單元安排5教時(shí)。 第一課時(shí)：Wonderland & Language Lab 第二課時(shí)：Grand Theatre & Language Lab 第三課時(shí)：Farmland 第四課時(shí)：Language Lab & Music Box 第五課時(shí)：Disneyland Lesson Plan ( 3 ) Procedures Contents Methods Purpose Pre-task preparation Wa

18、rming up: 1. Sing “Bingo” 2. Free talk. 1 Sing the song in chorus. 2 Use the sentence “How is…?” 通過(guò)歌曲和自由談話(huà)創(chuàng)造英語(yǔ)氛圍。 While task procedures Task 1 Role play Task 2 Learn the text on course book. 1. Say something based on the questions: Have you got a pet? What's its

19、 name? What colour is it? What can your pet do? 2. Make a dialogue according the content which the students discuss before. 3. Act out the dialogue. 4. Feedback 1. Listen to the story and do exercise “True or False”. 2. Read the questions of Questions and Answers, then listen to the story again

20、. 3. Read after the tape. 4. Act out the story. Do it paragraph by paragraph. 通過(guò)自己編寫(xiě)對(duì)話(huà)并進(jìn)行表演，提高學(xué)生運(yùn)用語(yǔ)言的能力。 分層學(xué)習(xí)故事，通過(guò)了解故事情節(jié)、理解故事內(nèi)涵、分角色表演故事幾個(gè)步驟幫助學(xué)生學(xué)習(xí)課文中的語(yǔ)言材料。 Post-task activities Write a passage about a pet. 1. Provide a model passage such as: My Pet I have got a pet .

21、He is a small dog. His name is Spotty. He is white. He likes to eat bones. He can run fast. Spotty is my friend. Now I am playing with Spotty. He is very lovely. I like him very much. 2. Write a passage about a pet. 通過(guò)提供給學(xué)生的例文，鼓勵(lì)學(xué)生模仿學(xué)寫(xiě)作文，逐步提高學(xué)生的寫(xiě)作能力。 Lesson Plan ( 4 ) Procedures Contents Metho

22、ds Purpose Pre-task preparation Warming up Act out the story “An alarm clock”. 通過(guò)分角色表演營(yíng)造英語(yǔ)課堂氛圍。 While task procedures Task 1 Task 2 Experience the phoneme /i:/ Task 3 Experience the phoneme /e/ Task 4 Experience the phoneme /f/ 1.Read the rhyme. 2. Pay attention to the pro

23、nunciation of letter “o” 1.Show the sentence “Who’s Chinese, Peter or me?” 2. Underline the latter e. 3.Learn the phoneme. 1.Show the sentence “My pet is sitting on my bed” *Steps 2 and 3 are same with those of task 1. Same with Task 1 通過(guò)朗讀兒歌感受字母的發(fā)音。 通過(guò)繞口令的句子感受e 在開(kāi)音節(jié)單詞中/i:/的發(fā)音。

24、 通過(guò)繞口令的句子感受e 在閉音節(jié)單詞中/e /的發(fā)音。 通過(guò)繞口令的句子感受f 在單詞中/f/的發(fā)音。 Post-task activities Do Language Lab part 3 and part 4. Write down the answers and check. Lesson Plan ( 5 ) Procedures Contents Methods Purpose Pre-task preparation Warming-up Song: Head, shoulders, knees and toes.. Si

25、ng the song in chorus. 通過(guò)邊唱邊做動(dòng)作復(fù)習(xí)身體部位，為新課打下鋪墊。 While task procedures Task 1 Learn the rhyme Task 2 Finish the exercise on Students’ workbook 1. Learn the new word “thumb”(Pay attention to the pronunciation) 2. Teach the other words according the fingers: first fing

26、er, middle finger, ring finger, little finger. 3. Game: Guess what the finger is. Elicit: Thumb, thumb, where are? Middle finger, middle finger, where are you? Here I am. Here I am. 4. Listen to the tape and repeat the sentences. 5. Read the rhyme in chorus and individual. Do the exercises of Unit 1 on Students’ workbook Page 13~20. 通過(guò)學(xué)習(xí)英語(yǔ)兒歌擴(kuò)展學(xué)生的詞匯量，同時(shí)，通過(guò)模仿發(fā)音培養(yǎng)學(xué)生的語(yǔ)感。在朗讀富有節(jié)奏的兒歌時(shí)學(xué)生容易產(chǎn)生積極的情感態(tài)度，從而促進(jìn)英語(yǔ)的學(xué)習(xí)。 通過(guò)完成練習(xí)鞏固所學(xué)內(nèi)容 Post-task activities Check the answer. Check the answer on Students’ book. 通過(guò)校對(duì)了解學(xué)生完成的情況。