2019-2020年三年級英語下冊 Recycle2 第3課時教案 人教PEP（標(biāo)準(zhǔn)版）.doc

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2019-2020年三年級英語下冊 Recycle2 第3課時教案 人教PEP（標(biāo)準(zhǔn)版） 【學(xué)習(xí)內(nèi)容】Recycle 2 Let’s make Let’s sing 【學(xué)習(xí)目標(biāo)】 1、 通過Let’s make部分制作鍵盤，讓學(xué)生熟悉鞏固26個英語字母。 2、 通過學(xué)唱英文歌曲 “A B C Song ”，復(fù)習(xí)字母。 【學(xué)習(xí)難點】復(fù)習(xí)過程中的興趣培養(yǎng)。 【學(xué)習(xí)準(zhǔn)備】 1、 教師和學(xué)生分別準(zhǔn)備廢舊的硬紙盒/紙版、剪刀、膠水。 2、 教師準(zhǔn)備一個自己已制作好的鍵盤。 3、 教師準(zhǔn)備字母卡片和真正的鍵盤一個。 【學(xué)習(xí)過程】 1 熱身、復(fù)習(xí) (Warm-up/Revision) （1）師生之間進行英語對話或進行日?？谡Z活動。 （2）學(xué)生之間自編對話并表演。 （3）教師播放Unit 6 B Let’s chant 的錄音，讓學(xué)生邊拍手邊說歌謠。 （4）游戲：Silent Speech 教師換一種方法說字母------唇說，說字母的時候不發(fā)出聲音。學(xué)生看教師的口形，猜教師“說”的內(nèi)容。說的字母為Aa----Zz。 2 呈現(xiàn)新課 (Presentation) （1）教師出示字母卡片，學(xué)生認(rèn)讀字母Aa----Zz。 （2）學(xué)生字母背誦Aa----Zz。 （3）教師播放歌曲 “A B C Song ”，告訴學(xué)生“試一試”“比一比”，看看誰能通過自己試唱學(xué)會歌曲。 （4）學(xué)生間相互練唱，再次讓學(xué)生掌握歌詞和節(jié)奏。 （5）教師出示一個真正的鍵盤，教師說字母，讓學(xué)生在鍵盤上找到字母?？蓪⒋嘶顒幼鳛楸荣惖男问匠霈F(xiàn)，Boys Group and Girls Group. 誰先找到誰獲勝。 （6）教師出示自己已制作好鍵盤：This is a Keyboard. 重復(fù) a Keyboard，學(xué)生跟讀 a Keyboard This is a Keyboard.并貼在黑板上。 教師指著制作所需的工具建議：Let’s make a Keyboard. （7）教師按照課本上呈現(xiàn)的制作程序，一邊用英語講解，一邊給學(xué)生做示范。 3 趣味操練 (Practice) （1）請學(xué)生拿出他們事先準(zhǔn)備的材料，教師指導(dǎo)學(xué)生按步驟制作鍵盤。鍵盤上的字母教師可以事先復(fù)印好發(fā)給學(xué)生。告訴學(xué)生鍵盤上的字母排列順序是固定的，不能任意排列組合。 （2）鍵盤游戲： 按照書中的程序，分三種游戲進行操練。 找出字母的位置。 在鍵盤上敲擊出單詞。請學(xué)生先跟著教師學(xué)習(xí)正確的指法，再玩游戲。 一邊敲，一邊唱 “ABC Song”. （3）展覽學(xué)生的作品。評出最優(yōu)秀的鍵盤。 4、擴展性活動(Add-activities) 小組對抗賽 教師將學(xué)生分為6個組，教師說英文，小組成員共同畫出相應(yīng)內(nèi)容，又快又準(zhǔn)的加一分。如教師說：Draw a blue eye. Draw an orange mouth. Draw the green ears. … 教師還可出示圖片，讓學(xué)生說單詞，說對的加分。 作業(yè)：1、完成學(xué)習(xí)評價。 2、抄寫26個字母大小寫各2次 【板書設(shè)計】 Recycle 2 教師出示一個自己已制作好鍵盤貼在黑板上。 【教學(xué)反思】 附送： 2019-2020年三年級英語下冊 Unit 1 Where’s my new cap教案 湘少版 Periods: Contents Periods Part A、B、C. Exercise A、B One Period Part D、E、F. Exercise C、D One Period Language Function: Where’s …? Language structure: Where’s my blue shirt, Munny? Your blue shirt is in your drawer. Vocabulary: Understanding words: For my students: articles as “a duawer, a pair of new shoes, behind, a new shirt, an old dress, a new tie.” grammar should be grasp: where’s …, where are…. Sounds: Know the all-’s sound in the words. Chant of greetings. Period 1 Basic aims of this lesson: Can listen and say: Where ‘s my blue shirt? Finish the task the teacher given in the lessons. Can understand the conversation the text given. Can speak and say Part A and Part B. Can art with others with part C. Teaching difficulties: Where’s …? Where are …? Teaching points: Where’s my blue shirt? Your blue shirt is in your drawer. Where are my brown shoes? Your brown shoes are in the cupboard. Teaching aids: Type-recorder, picture, puter Step 1 Warming up: Listen to songs: Good morning to you. How are you? Step 2 Presentation and drill Greeting with the students. Task 1: Teacher let the children introduce their dress. Speak: My cap is on my head./ My tie is in my hand./… Task 2： Guess: Where is it? (With the given picture on the text.) Good morning, How are you? Good afternoon. Good evening. Where is my blue shirt? / Where are my brown shoes? Cultivate their openness thinking. The more sentence they can speak, the higher points the teacher give the group. Task 3: Matching game on dress、shirt、 shoes、coat、cap. Step 3. Practice Listen to the tape. Retell the text A、B according to what they hear. Read after the tape Read in different role. Read in different group. Step 4. Consolidation Do the act according to Part C. Teacher give the assessments. Do the Part A、B in the Exercise. Homework: Listening to the tape, recite the text. Blackboard drawings: Where’s my blue shirt, Mummy? Your blue shirt is in your drawer Where are my brown shoes, Mummy? Your brown are in the cupboard. Teaching Notes Period 2 Basic aims of this lesson: 1. Finish the task the teacher given in the lessons. 2. The ability to read Part D with the given picture. 3. Retell the story on Part D. 4. The ability to know the sound in “all-”. 5.The ability to read the sentence. 6.The ability to write the word in correct form 7.The ability to say the sentence, P4. 8.The ability to identify “where’s …? Where are …?” Teaching difficulties: Find the ruler of the sound in “all-”. Help the student cultivate their reading ability in Part D. Teaching aids: Type-recorder, picture, puter Student’s aids: Everyone make a picture of dinosaur , Tim and a book.. Step 1 Warming up: Sing the song “who is wearing red today?” Step 2 Reading Task 1: Everybody listen the tape and arrange the picture. Task 2: Retell the story in groups. Retell in class. Step 3 Practice Task 3: Read the words aloud ball, wall, fall, tall, call. Then find the ruler, who will find it will be the winner. Task 4: Read the sentence. It’s a small, small, stall after all. Who read it right and quick who gets the blue ribbon. Step 4. Consolidation Do the writing part. Do the role-play on tongue twist. Teacher give the assessments. Do the Part C、D in the Exercise. Homework: 1. Listening to the tape, recite the text. 2. act the story with the partents. Blackboard drawings: Where’s my new cap? ball, wall, fall, tall, call It’s a small, small, stall after all. Teaching Notes