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1、2021-2022年三年級(jí)英語上冊(cè) Unit 4 Period 1-2教案 上海新世紀(jì)版 教育目標(biāo)： 1. 培養(yǎng)學(xué)生大方、得體的穿著、打扮習(xí)慣。 2. 使學(xué)生初步掌握評(píng)價(jià)他人衣著的禮貌用語 知識(shí)目標(biāo)： 基礎(chǔ)目標(biāo)： 1. Words and expressions From Wonderland From Farmland From Grand Theatre *shirt * eraser *beautiful hat whose funny *coat T-shirt *too jacket *what colour try

2、 on trousers put on dress *shoes skirt 2. Sentence patterns From Farmland From Grand Theatre This is not ... This dress is not good. Whose is this eraser? Try on. 3.根據(jù)課文內(nèi)容回答Questions and Answers 中的問題，并根據(jù)實(shí)際情況回答On your own中的問題。 4. Music Box 掌握字母g和h在單詞中的讀音。通過復(fù)習(xí)含有/g/，/h/音素的單詞，讓學(xué)生體會(huì)字母g, h在

3、單詞中的發(fā)音， 強(qiáng)化并正確掌握/g/, /h/這兩個(gè)音素。 5.Disneyland 本課中出現(xiàn)繞口令Tommy Thumb的第二段，第三課中已有第一段?？梢栽趶?fù)習(xí)第一段的基礎(chǔ)上引出新內(nèi)容的教學(xué)，并且在吟誦過程中加上手指游戲，以增加趣味性。 Difficult Points 單詞trousers比較難讀，而且經(jīng)常以復(fù)數(shù)形式出現(xiàn)。表示一條褲子的說法是：a pair of trousers。 發(fā)展目標(biāo)： 能正確、熟練地運(yùn)用有關(guān)大小、顏色、特征等形容詞來描述、評(píng)價(jià)服裝及其他物品。 能力目標(biāo)： 能用This is not … Whose …?組成對(duì)話進(jìn)行初步交際。 情

4、感、策略和文化等有關(guān)目標(biāo)： 學(xué)會(huì)欣賞美，贊美別人，對(duì)別人的贊美表示感謝。 教學(xué)資源： Student’s book 3A P24~P 30 Cassette 3A Unit 4 Student’s workbook 3A P21~P26 Word and picture cards 3A Unit 4 Teaching Transparencies 3A Unit 4 Some clothes 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

5、 第二課時(shí)：Farmland 第三課時(shí)：Grand Theatre & Language Lab 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 Rhyme: Tommy Thumb Revision Free talk Say the rhyme in chorus. Talk about the favourite colou

6、r and tell the reason. 1 念首兒歌活躍一下課堂氣氛，為學(xué)習(xí)英語創(chuàng)設(shè)良好的學(xué)習(xí)氛圍。 2 討論喜愛的顏色為接下來的新課做準(zhǔn)備。 While task procedures Task 1 Fashion show Task 2 Go to the fashion house. Task3 Colour the clothes. 1.Learn the word “fashion” 2. Discuss what kind of clothes is the fashion. 3. Invite t

7、he students who think their clothes are beautiful to have a fashion show. 4. Learn the new words. 1. Show a fashion house. There are a lot of nice clothes in it. 2. Q: Which clothes do you like, why? 1. Colour the clothes. 2. Make a dialogue according to it. Eg: A: Look at his/ her/ my/ xx

8、's dress/shirt . B: How nice/ pretty/ beautiful ? 從實(shí)際生活出發(fā)，請(qǐng)學(xué)生對(duì)當(dāng)今的時(shí)尚進(jìn)行評(píng)論，并找出班級(jí)里時(shí)髦的衣服當(dāng)場(chǎng)舉行時(shí)裝展示會(huì)，在激發(fā)興趣的同時(shí)，自然引出新課內(nèi)容。 學(xué)生在選購(gòu)衣服的同時(shí)對(duì)喜歡的衣物作出評(píng)價(jià)，增加語言的輸出量。 通過給服裝著色并加以評(píng)論來幫助學(xué)生復(fù)習(xí)、鞏固單詞。 Post-task activities 1．Finish Part 2 of Language Lab 2．Try to recite some of the words. Spell the new words E

9、ncourage the students to recite some of the words. 通過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 clothes. 2. Free talk about the favourite clothes. 1 Read and spell the words. 2. Talk a

10、bout the favourite clothes. 通過對(duì)前一課單詞的復(fù)習(xí)鞏固所學(xué)的知識(shí)。 While task procedures Task 1 1. Find out whose pencil is it. Task 2 Change the form of “This is not…” Task 3 Make a dialogue 1. Show a pencil and tell the students that nobody knows whose it is. 2. Elicit the sentence “

11、 This is not my pencil. 3. T: Is this your pencil? S: No, this is not my pencil. 4. Repeat the dialogue until finding the owner. 1. Give the students an example: This is not a beautiful dress. →This dress is not beautiful. 2. Finish more exercises. 1. Set a scene such as “in the clas

12、sroom”. 2. Provide a model dialogue: Eg: Mary: Whose is this blue jacket? Is this your jacket, Mike? Mike: No, this is not my jacket. My jacket is yellow. Maybe it's Tom's. Tom's jacket is blue. Mary: Is it your jacket, Tom? Tom: Yes, it is. Thank you very much. Mary: You're wele. 3. Make

13、a new one and act out it. 在完成尋找失物主人的過程中，學(xué)生用學(xué)到的語言描述真實(shí)的狀況，達(dá)到學(xué)習(xí)的目的。 通過練習(xí)掌握句型結(jié)構(gòu)。 通過設(shè)置的情景請(qǐng)學(xué)生編寫對(duì)話并且進(jìn)行表演，用英語描述事物的狀況，達(dá)到練習(xí)的目的。 Post-task activities 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。

14、 附送： 2021-2022年三年級(jí)英語上冊(cè) Unit 4 Period 3-5教案 上海新世紀(jì)版 教育目標(biāo)： 1. 培養(yǎng)學(xué)生大方、得體的穿著、打扮習(xí)慣。 2. 使學(xué)生初步掌握評(píng)價(jià)他人衣著的禮貌用語 知識(shí)目標(biāo)： 基礎(chǔ)目標(biāo)： 1. Words and expressions From Wonderland From Farmland From Grand Theatre *shirt * eraser *beautiful hat whose funny *coat T-shirt *too jacket *what col

15、our try on trousers put on dress *shoes skirt 2. Sentence patterns From Farmland From Grand Theatre This is not ... This dress is not good. Whose is this eraser? Try on. 3.根據(jù)課文內(nèi)容回答Questions and Answers 中的問題，并根據(jù)實(shí)際情況回答On your own中的問題。 4. Music Box 掌握字母g和h在單詞中的讀音。通過復(fù)習(xí)含有/g/，/h/音素的單詞，讓學(xué)生體會(huì)

16、字母g, h在單詞中的發(fā)音， 強(qiáng)化并正確掌握/g/, /h/這兩個(gè)音素。 5.Disneyland 本課中出現(xiàn)繞口令Tommy Thumb的第二段，第三課中已有第一段?？梢栽趶?fù)習(xí)第一段的基礎(chǔ)上引出新內(nèi)容的教學(xué)，并且在吟誦過程中加上手指游戲，以增加趣味性。 Difficult Points 單詞trousers比較難讀，而且經(jīng)常以復(fù)數(shù)形式出現(xiàn)。表示一條褲子的說法是：a pair of trousers。 發(fā)展目標(biāo)： 能正確、熟練地運(yùn)用有關(guān)大小、顏色、特征等形容詞來描述、評(píng)價(jià)服裝及其他物品。 能力目標(biāo)： 能用This is not … Whose …?組成對(duì)話進(jìn)行初步交

17、際。 情感、策略和文化等有關(guān)目標(biāo)： 學(xué)會(huì)欣賞美，贊美別人，對(duì)別人的贊美表示感謝。 教學(xué)資源： Student’s book 3A P24~P 30 Cassette 3A Unit 4 Student’s workbook 3A P21~P26 Word and picture cards 3A Unit 4 Teaching Transparencies 3A Unit 4 Some clothes 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 & Languag

18、e Lab 第二課時(shí)：Farmland 第三課時(shí)：Grand Theatre & Language Lab 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 Revision 1. Review the words about the clothes. 2. Talk about the clothes the student wear today.. 1 Rea

19、d and spell the words. 2 T: Please say something about what you are wearing today. 通過自由談話的形式營(yíng)造輕松的學(xué)習(xí)氛圍，復(fù)習(xí)前一節(jié)課學(xué)到的內(nèi)容。 While task procedures Task 1 Listen and act Task 2 Quick response Task 3 Learn the text on course book. 1. T: Listen carefully, ev

20、erybody. I want you to do something. Now please stand up / sit down / look at me / raise your hand / put it down / show me your book / take off your scarf / put on your scarf 2. Learn the orders. 3. Invite an individual student to give the order. 1. The teacher says “big”, the students should r

21、espond with the antonym “small”. 2. Show the couples of words and encourage the students to remember them. 3. Learn the words: beautiful, funny, good, handsome, nice, pretty 1. Listen to the story and do exercise “True or False”. 2. Read the questions of Questions and Answers, then listen to t

22、he story again. 3. Read after the tape. 通過聽指令做動(dòng)作使學(xué)生對(duì)相應(yīng)的英語有直接的反應(yīng)，從而促進(jìn)他們學(xué)習(xí)相關(guān)的內(nèi)容。 通過快速反映的活動(dòng)幫助學(xué)生復(fù)習(xí)形容詞的反義詞，也引入了課文中的一些主要詞匯。 Post-task activities Act out the dialogue. Act out the story. Do it paragraph by paragraph. 培養(yǎng)敢于表現(xiàn)的好習(xí)慣。 Lesson Plan ( 4 ) Procedures Contents Methods

23、Purpose Pre-task preparation Revision 1. Review the words about the clothes. 2. Act out the dialogue “ too Beautiful” 1 Read and spell. 2. Invite several groups of students to act. 通過表演檢查學(xué)生對(duì)前面知識(shí)的學(xué)習(xí)情況。 While task procedures Task 1 Task 2 Experience the phoneme /g/ Task 3

24、 Experience the phoneme /h/ Task 4 Exercise 1.Read the rhyme. 1.Show the sentence “The girl’s got a golden goose.” 2. Underline the latter e. 3.Learn the phoneme. 1.Show the sentence “Who says hello to Helen” *Steps 2 and 3 are same with those of task 1. Listen and fill in th

25、e blanks: Eg: c_t c_rrot _ello 通過朗讀兒歌感受字母的發(fā)音。 通過繞口令的句子感受g 在單詞中/g/的發(fā)音。 通過繞口令的句子感受h 在單詞中/h/的發(fā)音。 通過練習(xí)了解學(xué)生掌握所學(xué)音素的情況。 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

26、-task preparation Revision 1. Rhyme: Tommy Thumb 2. Act out the dialogue “ too Beautiful” 1 Say the rhyme in chorus. 2. Invite several groups of students to act. 通過表演檢查學(xué)生對(duì)前面知識(shí)的學(xué)習(xí)情況。 While task procedures Task 1 Learn the rhyme Task 2 Finish the exer

27、cise on Students’ workbook 1. Game: Hide-and-seek (1) At the first time, only one student hides. Eg: SSS: Mary, Mary, where are you? Mary: Here I am. (2) At the second time, two or more students hide. Eg: SSS: Sandy, Tom, where are you? Sandy, Tom: Here we are. 2. Learn the sentence “Here

28、 we are.” 3. Listen to the tape and repeat the sentences. 4. Read the rhyme in chorus and individual. Do the exercises of Unit 1 on Students’ workbook Page 21~26. 通過游戲?qū)⒕湫?“Where are you? Here I am.” 拓展到“Where are you? Here we are.”學(xué)生能比較輕松地掌握句型結(jié)構(gòu)。 通過完成練習(xí)鞏固所學(xué)內(nèi)容 Post-task activities Check the answer. Check the answer on Students’ book. 通過校對(duì)了解學(xué)生完成的情況。