2019年三年級英語上冊《Unit 3 In the park》教案 上海本地版.doc

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2019年三年級英語上冊《Unit 3 In the park》教案 上海本地版 Content 3A M3U3 In the park Read a story (Period 2) Aims 1. Using imperatives to give simple instructions e.g., Look at the boat. 2. Using wh-questions to find out the colours of objects e.g., What colour is it? It’s yellow. 3. Using yes/no questions to find out specific information e.g., Is this your ball? Yes, it is./No, it isn’t. Language focus 1. Using imperatives to give simple instructions e.g., Look at the boat. 2. Using wh-questions to find out the colours of objects e.g., What colour is it? It’s yellow. 3. Using yes/no questions to find out specific information e.g., Is this your ball? Yes, it is. /No, it isn’t. Teaching aids Multi-media, pictures, word cards .etc. Procedures Step Teacher’s activities Students’ activities Purpose Pre-task preparation 1. Greetings. 2. Daily talk. 3. Have Ss say a rhyme. 4. Ask some questions according to the rhyme. 1. Greetings. 2. Daily talk. (S1-Ss) 3. Say a rhyme. I see green. I see yellow. I see blue. I see purple. I see the beautiful rainbow, Shining over there, Outside my window. 4. Look and say. e.g., T: (point to a colour) What colour is it? Ss: It’s red. 營造和諧的學習氛圍，在師生、生生互動中進入學習狀態(tài)。 活躍學習氣氛，同時以舊引新。 While-task procedure 1. To teach: Look at the… (1) Show the rainbow and ask Ss to say something about it. (2) Have Ss talk about the rainbow. (3) Have Ss talk about the items of school supplies they have in pairs. 2. To teach: Is this your…? Yes, it is./No, it isn’t. (1) T: (Collect some students’ items of school supplies and put them in a bag. Take out one and ask Ss to answer questions.) (2) Have Ss to ask and answer in pairs 3. Have Ss listen to the recording for’ Read a story’ and ask some questions. e.g., What colour is the kite? What colour is the boy’s ball? What colour is the girl’s ball? 1. To learn: Look at the… (1) Try to say. e.g., Look at the rainbow. It’s beautiful. It’s red. It’s yellow. … (2) Talk about the rainbow in pairs. e.g., S1: Look at the rainbow. It’s beautiful. S2: What colour is it? S1: It’s red, yellow, green, blue and purple. S2: How nice! (3) Talk about the school supplies in pairs. e.g., S1: Look at my pencil. It’s yellow. S2: It’s nice. I have a new ruler. S1: What colour is it? S2: Look! It’s pink. 2. To learn: Is this your…? Yes, it is. /No, it isn’t. (1) Try to answer. e.g., T: Here’s a rubber. Is this your rubber? S1: No, it isn’t. My rubber is yellow. T: Is this your rubber? S2: Yes, it is. (2) Pair work 3. Listen and answer 通過先描述rainbow到同桌說一說rainbow，來學習句型。 通過學習用品的描述，鞏固句型，同時也貼切學生生活。 在師生、生生互動中習得知識。 讓學生帶著問題去聽、去看，便于理解故事。 Post-task activity 1. Have Ss listen to the story again and repeat it. 2. Ask Ss to act it out. 3. Ask Ss to read the story and plete the following sentences. Listen and repeat the story. Role-play. Read and fill in the blanks. e.g., Alice and Kitty are in the __. They can see a ____. It is ____. (colour) They can see a ____. It is ___ and ___. 讀讀、演演、練習等方式鞏固知識，達到學以致用的效果。 Assignment Listen to the recording for ‘Read a story’. Try to act out the story after class. 注意基礎型和能力型作業(yè)的兼顧。 板 書 設 計 Unit 3 In the park Look at the … It’s … A: Is this your…? B: Yes, it is./ No, it isn’t. 附送： 2019年三年級英語上冊《Unit 3 Plants》教案 上海本地版 I. Teaching contents: 1. Words and expressions: plant, leaf, leaves, root, trunk, branch 2. Sentence structures: It has … 3. Language function: Be able to talk about the plants and trees. II. Teaching difficulty: 1. The pronunciation of ‘trunk’, ‘branch’. 2. The usage of ‘It has…’ III. Culture: Inspire students to understand the nature. IV. Teaching aids: Multimedia V. Teaching procedure: 學習目標 導學方法 備注說明 能迅速進入英語學習的狀態(tài)。 I. Pre-task preparation 1. Sing a song. Fly the butterfly. 2. Talk about the butterfly. The butterfly is … 通過歌曲的演唱，創(chuàng)設了英語教學的氛圍，又引出了主線Butterfly。 能初步感知新單詞。 能正確朗讀新單詞和詞組。 能初步理解新句型，并正確朗讀新句型。 能正確運用新句型結構表達。 能初步感知新單詞。 能正確朗讀新單詞和詞組。 能正確運用新知識描述圖片。 能正確朗讀段落，并且復述。 II. While-task procedure 1. Learn Part I. Task1: plant a. Read in groups and try to read the new word. b. Read and spell: play +want plant c. Phrases: a/ an ____ plant d. Practise： This plant is… Task2: Learn the sentences. a. Elicit by the passage. b. Read and spell: hat+ his has Sound and tones: It has a flower. This plant has a flower. c. Look and say: This … has … d. Practice: Look at the plant. It has … It’s / They’re… 2. Learn Part II. Task1: Learn ‘leaf, leaves’ a. Elicit by the question. What has the plant got? b. Read and spell: leaf c. Phrases: a/an ___ leaf ________ leaves Task2: Learn ‘root’ a. Elicit by the question. b. Read and spell: root roots c. Practice: Look at the plant. It has leaves/ roots. They’re … Task3: Read the passage again. Retell: Hello, I’m Butterfly. I like … Look at this … It has… … 培養(yǎng)學生的自學能力。 通過描述植物的特點，讓學生進一步掌握plant。 由易到難，逐步展開表達。 通過回答問題，調動學生主動學習的欲望。 借助學生生活經驗，組織說話練習，充分鍛煉學生思維。 培養(yǎng)學生理解短文并根據(jù)關鍵詞匯復述的能力。 能聽錄音判斷。 能正確理解新單詞，并且能正確朗讀新單詞。 能正確理解新單詞，并且能正確朗讀新單詞。 能運用新知識點表達。 有感情的朗讀。 能正確描述the tree. 課外繼續(xù)加強新知識的運用和鞏固，能熟練靈活的運用語言交際。 III. Post-task activities 1. Learn the passage of a tree. Task 1: Listen and judge. Task 2: learn ‘trunk’ a. Read the passage in groups and try to read the new words. b. Read and spell: tree +duck +drink trunk c. Look and say: The trunk is … Task 3: Learn ‘branch’ a. Read the passage in groups and try to read the new words. b. Read and spell: brown +want +peach branch branches c. Look and say: The branches are … d. Practise: Look at the tree. It has a trunk/ branches. It’s …/ They’re… Task 4: Read the passage again. Talk about the tree. Look at the tree. It has … … 2. Assignment a. Copy the new words and sentences. b. Write about a tree or a plant (more than five sentences). 設計聽力練習，初步感知段落內容，同時培養(yǎng)學生的聽力能力。 通過已學的單詞讓學生掌握字母的發(fā)音規(guī)則，以便掌握新授單詞。 通過已學的單詞讓學生掌握字母的發(fā)音規(guī)則，以便掌握新授單詞。 利用關鍵詞讓學生能較完整的表達描述the tree，進一步培養(yǎng)學生的英語表達能力。 家作的布置是英語課堂教學的有效延伸。