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2019-2020年三年級(jí)英語(yǔ)下冊(cè) Module 3 Unit 3 Lesson 4(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 4 Look and say 1. Asking “wh-” question to obtain simple responses 2. Using pronouns to refer to people and thing. Basic aims: his, her Structures: Where’s my hat? Here’s your coat, Take my umbrella, Ben. That’s Ben. That’s his coat. Further aims: Let the students look at the pictures and say the dialogues 2. Using pronouns to refer to people and things. 培養(yǎng)學(xué)生待人接物要有禮貌，教育學(xué)生要有助人為樂，相互關(guān)心的好品質(zhì)。 教學(xué)過(guò)程Teaching Procedure Pre-task Activities Step 1 Questions: 1. What day is today? 2. What’s the weather like today? 3. What season is it? 4. How many seasons are there in a year? Step 2 1. Review: my your by holding up your belongings and your students’ belongings. Say: This is my… That is your … Students work in pairs 2. Ask: Is this my…? Is this your… to elicit Yes, it is. / No, it isn’t.. While-task Activities Step 1 Look at the picture and listen to the tape. Step 2 Students repeat the sentences. Step 3 Ask students to read the page and fill in the blanks. Step 4 Invite students to point at the pictures on the page and read aloud the sentences in Point and say. Step 5 Invite students to put their belongings on the teacher’s desk. Introduce: That’s … (a student’s name) That’s his/her … by pointing at that student as well as his/her belongings on your desk. Step6 Divide students into groups to act the story. Students vote for the best group. Post-task Activities Step 1 Workbook page 31 1. Ask students to trace the lines and find out the owner of each object. 2. Ask students to write down the owner’s name beside each object. 3. Invite students to read out the exercise. The rest of the class check answers. Step2 Play a memory game with students. Step 3 Exercise: Write my ,your, his or her (1) This is Ben. This is _______bicycle. (2) I am Kitty. ______ bag is blue (3) She’s Alice. That’s _____ umbrella. (4) You are Mr Li. ______ car is black. (5) Is this ______ hat? Yes, it’s my hat. (6) That’s my mother. That’s _____ coat. (7) Where’s ______ scarf? Here you are. (8) He’s Mr Wang. _____ gloves are new. 板書設(shè)計(jì)Blackboard Writing It’s cold today. Where’s my hat? Here it is. Take my umbrella, Ben. Thanks, Mum 課后作業(yè) Assignments 課后反思 Reconsideration 1. Read the dialogue. 2. Act out the dialogue. 附送： 2019-2020年三年級(jí)英語(yǔ)下冊(cè) Module 3 Unit 3 Lesson 5(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 5 Say and act 1. Using imperatives to give instructions. 2. Asking ‘Wh-’ questions to find out a person’s identity. 3. Using nouns to identity people. Structures: Look at the photo. Who is he? What season is it? Do you like Spring? Further aims: Using predicative adjectives to describe conditions. 培養(yǎng)學(xué)生與人交往的能力，鼓勵(lì)學(xué)生與他人的交流，發(fā)表自己的觀點(diǎn) 教學(xué)過(guò)程Teaching Procedure Pre-task Activities Step 1 Questions: 1. What day is today? 2. What’s the weather like? 3. Where’s my book? 4. Take my pen, Kitty. Step 2 Listening prehension. Step 3 Review. 1. Show students pictures of four seasons. Ask and answer (1)What can you see in spring/summer/autumn/winter? (2)Is it hot / cold / warm / cool? (3)Is it wet / dry? (4)It is hot. We can see shells. What season is it? (5)Do you like spring? (6)Which season do you like best? Why 2. Invite students to say the rhyme: Four seasons While-task Activities Step 1 Look at the picture and listen to the tape. Step 2 Talk about the season. Ask: Do you like … (season)? Play the dialogue on the cassette while students follow in their books. Students content through listening. Play the dialogue in four parts. Students follow the tape and repeat. Encourage students to say: In spring / summer / autumn / winter, it’s…/ We can see… Step 3 Show a photograph and say: Look at the photograph. To elicit: Who is he/she. Then answer: He’s my…/She’s my Take out student’s photograph and introduce the person in the photograph. Students work in pairs. Ask and answer. … Step 4 Divide students in pairs. Ask them to act out the dialogue. Post-task Activities Step 1 Listen to the tape and read dialogue. Step 2 According to the dialogue make new ones. eg: S1: Look at this photograph. Who is she? S2: She’s my big sister, Rose. S1: What season is it? S2: It is summer. It’s hot. The sun is shining. Rose has her blue sunglasses. S2: She has a nice dress. It is pink. S1: I like summer. It’s hot. I like swimming. I like ice-creams. Do you like summer? S2: No, I don’t like it. I like autumn. I like kites. It is not hot. It is cool. S1: But in autumn it is dry. The leaves fall. S2: Yes, it is. Step 3 Students write the correct words in the blanks provided. Step 4 Students exchange their work and check answers. 板書設(shè)計(jì)Blackboard Writing Look at this photo. Who is he? What season is it? Do you like spring? 課后作業(yè) Assignments 課后反思 Reconsideration 1. Listen to the tape and read the dialogue. 2. Act out the dialogue.