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2019-2020年三年級(jí)英語(yǔ)下冊(cè) Module 3 Unit 2(1)教案 外研版（一起） 教學(xué)目標(biāo)與要求 1.知識(shí)與能力目標(biāo) 學(xué)會(huì)使用下列句子： Will you play with me this weekend? Yes, I will. /No, I won’t. 能聽(tīng)說(shuō)讀下列句子△Will … phone …? Yes,…will./No,…won’t.并能用學(xué)過(guò)的句子談?wù)搶?lái)發(fā)生的事情。 2.情感態(tài)度目標(biāo) 培養(yǎng)學(xué)生的表達(dá)及交際能力。使學(xué)生了解并掌握英語(yǔ)表達(dá)上的一些語(yǔ)言特點(diǎn)，以及英語(yǔ)表達(dá)語(yǔ)言順序（時(shí)間、地點(diǎn)狀語(yǔ)）與中文表達(dá)的簡(jiǎn)單區(qū)別。 教學(xué)重點(diǎn)及難點(diǎn) 一般將來(lái)時(shí)態(tài)的一般疑問(wèn)句的使用及回答：Will …? Yes,…will./No,…won’t. 課前準(zhǔn)備 TAPE\TV\HEADDRESS\ TEXTBOOK/ACTIVITYBOOK 教學(xué)過(guò)程 Step 1 Warm up Good morning, boys and girls. What will you do with your parents this weekend? Let’s free talk. Step 2 Presentation and practice Boys and girls, Daming will visit his grandpa in the countryside. Will Sam go to the countryside this weekend? Let look at the video: Now, watch the video, please. Are you ready? Let’s see.(課件全課) （Watch TV） Headdress. The student will be Sam and Daming.呈現(xiàn)SB Unit 2活動(dòng)1。 教師一課件的形勢(shì)向?qū)W生以下問(wèn)題，幫助學(xué)生理解課文第一部分。 Will Daming play with Sam? Will Daming phone Sam? ( phone 一次教師可以通過(guò)打電話(huà)的動(dòng)作演示繳獲學(xué)生，重點(diǎn)注意ph的發(fā)音，可與elephant作比較，發(fā)音一樣。) 通過(guò)看課件，使學(xué)生找出答案。 給學(xué)生適當(dāng)?shù)奶崾?，讓兩名學(xué)生一組根據(jù)答案表演這一部分。 在給出另外一些問(wèn)題，讓學(xué)生帶著問(wèn)題再看課件并找出答案。 Who will Daming visit? Where does Daming’s grandpa live? Is there a phone there? 在學(xué)習(xí)的過(guò)程中，穿插復(fù)習(xí)有關(guān)助動(dòng)詞do\does 的一些用法及特點(diǎn)。以及There be…句式的用法及特點(diǎn)。 因?yàn)樯弦徽n時(shí)已經(jīng)學(xué)習(xí)過(guò)有關(guān)visit, countryside有關(guān)的句子，因此上述問(wèn)題的答案學(xué)生基本上能后比較流利的表達(dá)。 根據(jù)學(xué)生的學(xué)習(xí)情況播放幾遍課文錄音，請(qǐng)學(xué)生跟讀。隨后可以同位分角色表演。 學(xué)習(xí)詩(shī)歌。可先讓學(xué)生找出自己不理解或不會(huì)的部分，由教師或同學(xué)們講解，然后播放錄音讓學(xué)生跟讀。鼓勵(lì)學(xué)生模仿動(dòng)作，使學(xué)生情景交融，更有助于學(xué)生對(duì)詩(shī)歌的理解和掌握。 Step 3 Consolidation and extension 1. Look and say about your weekend. Then talk about your friend.(書(shū)P13) 通過(guò)學(xué)生的掌握情況，可以考慮是否增加同樣形式的練習(xí)內(nèi)容。 2. Let’s do exercises to check up what you have learned. Now open the activity book. (Part 1) 教師首先播放一遍錄音，讓學(xué)生完整的聽(tīng)一邊對(duì)華錄音。再次有間隔的播放錄音，讓學(xué)生有比較充足時(shí)間填寫(xiě)答案?？梢宰寣W(xué)生先互對(duì)一遍答案，在以實(shí)物投影或直接在課件上直接完成答案。 3. 語(yǔ)音教學(xué) 完成課堂活動(dòng)用書(shū)語(yǔ)音題部分。在這一部分首先盡量鼓勵(lì)學(xué)生自己去聽(tīng)、分辯黑體字母及字母組合的發(fā)音，但應(yīng)注意，如果有問(wèn)題一定要馬上糾正，教師可以重點(diǎn)、突出的慢慢讀出要糾正黑體部分的發(fā)音，以使學(xué)生能夠清楚、明了地聽(tīng)出發(fā)音。經(jīng)過(guò)不斷地、多次地練習(xí)，學(xué)生就會(huì)比較準(zhǔn)確地確定出字母及字母組合的發(fā)音。 Step 4 Summary 同學(xué)們，今天我們學(xué)習(xí)了一般將來(lái)時(shí)態(tài)的句子的表達(dá)方法。如果我們要談?wù)搶?lái)發(fā)生的事情，比如：周末的打算、想法，我們就可以使用這種表達(dá)的方式。 Step 5 Homework 1. Listen to the tape recorder. 2. Let’s talk about what you will be. The teacher: I’m a teacher now. What will you be in the future? Let’s think.讓學(xué)生想一想，自己將來(lái)希望從事的職業(yè)。從而復(fù)習(xí)teacher, doctor, nurse, pupil, driver等單詞。還可拓展學(xué)習(xí)新的單詞。 Step 6 Blackboard design Module3 Unit 2 Will you phone me? Will you play with me this weekend? No,I won’t. Will …phone…? No,…won’t./Yes,…will. 附送： 2019-2020年三年級(jí)英語(yǔ)下冊(cè) Module 3 Unit 3 Lesson 1(1)教案 滬教牛津版 教學(xué)內(nèi)容 Teaching Contents 功能目標(biāo) Functional Targets 語(yǔ)言目標(biāo) Language Targets 情感目標(biāo) Emotional Targets 3B M3U3 Period 1 Four seasons .Students can describe Spring and summer. Basic aims: Words: season, spring, warm, wet, plant, grow, nest, summer, cool, shine, shell, hot. Structures: In spring, it’s warm. It’s not cold. In summer, it’s hot. It’s wet. Further aims: 1. Plants grow and grow. 2. The sun shines and shines. Using predicative adjective to describe conditions. Using verb to describe conditions. 培養(yǎng)學(xué)生熱愛(ài)大自然的情感。 教學(xué)過(guò)程Teaching Procedure Pre-task Activities Step 1 Daily Talk. Questions: 1. What day is today? 2. What’s the weather like today? 3. What do you like? 4. What do you see in the classroom? Step 2 Talk about the picture. T: What can you see in the picture? P: I can see trees, flowers and umbrellas. T: Do you like it? P: Yes, we do. While-task Activities Step 1 Teaching: “plant, nest” show a picture of spring T: Look at the picture. What can you see? Introduce: trees flowers Introduce plant using the picture. Write “plant” on the board Step 2 Teaching “spring” T: The weather is warm. The grass is green. The swallow is ing. Now the spring is ing. Write “spring in spring” on the board. Step 3 Write “warm, cold” on the board. Introduce: warm, cold by inviting students to touch a glass of warm water and a can of cold coke. Introduce: wet. Ask students to look at the water vapor on the can. Draw three pictures which show the growth of a plant on the board. Introduce: grow and write it on the board. play the cassette: In spring…Students listen and repeat Step 4 In spring, we can see… (1) I can see the trees.(plants, birds, flowers) (2) In spring, we can’t see umbrellas. (3) In spring, is the weather cold? No, it’s warm. warm---cool In spring, it’s wet. Plants grow and grow. Step 5 Teaching: summer, shells Show summer on the picture. Encourage the students to predict what they can see in summer and tick the appropriate boxes. Introduce: shells , summer Write them on the board Post-task Activities Step 1 Listen to the tape. Step 2 Look at the pictures, talk about spring and summer. Step 3 Play the cassette: In summer…Students listen and check the prediction. Draw: the sun on the board. Introduce: shines by drawing lines out from the sun. Add a match stick figure wearing a pair of sunglasses. Step 4 Divide students into groups. Invite each group to read page 36 aloud. 板書(shū)設(shè)計(jì)Blackboard Writing In spring, it’s warm. It’s not cold. Plants grow and grow. 課后作業(yè) Assignments 課后反思 Reconsideration 1. Listen to tape. 2. Copy words and sentences. 3. Draw pictures of spring and summer.