2019-2020年三年級(jí)英語(yǔ)下冊(cè) Module 3 Unit 3 Lesson 3(1)教案 滬教牛津版.doc

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2019-2020年三年級(jí)英語(yǔ)下冊(cè) Module 3 Unit 3 Lesson 3(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 3 Play a game 1.Asking“wh-“questions to find out the time of year 2. Asking ‘yes/no’ questions to obtain simple responses. Basic aims: .Learn the sound /Q/ /U/ Structures: What season is it? Is it winter? Yes, it is. /No, it isn’t. Further aims: 1. What season is it? 2. Is it winter? 陶冶熱愛自然的情感, 要求學(xué)生大膽模仿，善于觀察。 教學(xué)過(guò)程Teaching Procedure Pre-task Activities Step 1 Describe the season you like. Step 2 Read the new words Answer the following questions: In spring, what can you see? What can you see in summer? What can you see in autumn? In winter, what can you see? warm---cool hot---cold wet---dry Tick the correct box season warm cool hot cold wet dry Spring Summer Autumn 5. Students check the answer by asking and answer While-task Activities Step 1 Teaching: What season is it? Look at the picture. There are four seasons in a year. Students are having a picnic. What season is it? Students answer: It’s spring. Step 2 We can see plants. We can hear the raindrops. What season is it? To elicit: Is it spring? (summer) It is wet. It is warm. What season is it? To elicit: Is it spring (summer)? Write “What season is it?” on the board. Ask and answer/S1: It is wet. It is hot. What season is it? S2: Is it summer? S3: Yes, it is. Step 3 Students say the characters of the season. Then guess what season is it? Eg: P1: I can swim.What season is it? P2: It’s summer. Step 4 T: Is it ….? T: I wear gloves. Is it winter? P: Yes, it is. Step 5 Practice in pairs: Is it …? Play the cassette. Students listen and repeat. Ask and answer (1) Which do you like? Spring or summer? Why? (2) Which season do you like best? Why? Post-task Activities Step 1 Students discuss What season each picture represents. Step2 Invite individual students to e to the board and demonstrate the actions of the characters on the book. Prompt those students to ask: What season is it? To elicit guesses from the class: Is it…? They then respond to their classmates’ guesses: Yes, it is. /No, it isn’t. Step 3 Learn the sound /Q/ /U/ (1)Play the cassette. Students listen (2)Play the cassette again. Students listen and repeat. (3) Find out the words of the sound /Q/ /U/ (4) Read the sentences loud. 板書設(shè)計(jì)Blackboard Writing What season is it? Is it winter? No, it isn’t. 課后作業(yè) Assignments 課后反思 Reconsideration 1. Listen to the tape. 2. Copy the text. 附送： 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.