2019年三年級(jí)英語(yǔ)上冊(cè)《Unit 3 In the park》教案 上海本地版.doc

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2019年三年級(jí)英語(yǔ)上冊(cè)《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(yíng)造和諧的學(xué)習(xí)氛圍，在師生、生生互動(dòng)中進(jìn)入學(xué)習(xí)狀態(tài)。 活躍學(xué)習(xí)氣氛，同時(shí)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(guò)先描述rainbow到同桌說(shuō)一說(shuō)rainbow，來(lái)學(xué)習(xí)句型。 通過(guò)學(xué)習(xí)用品的描述，鞏固句型，同時(shí)也貼切學(xué)生生活。 在師生、生生互動(dòng)中習(xí)得知識(shí)。 讓學(xué)生帶著問(wèn)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(xí)等方式鞏固知識(shí)，達(dá)到學(xué)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(chǔ)型和能力型作業(yè)的兼顧。 板 書 設(shè) 計(jì) 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(jí)英語(yǔ)上冊(cè)《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(xué)習(xí)目標(biāo) 導(dǎo)學(xué)方法 備注說(shuō)明 能迅速進(jìn)入英語(yǔ)學(xué)習(xí)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(guò)歌曲的演唱，創(chuàng)設(shè)了英語(yǔ)教學(xué)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(yùn)用新句型結(jié)構(gòu)表達(dá)。 能初步感知新單詞。 能正確朗讀新單詞和詞組。 能正確運(yùn)用新知識(shí)描述圖片。 能正確朗讀段落，并且復(fù)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(xué)生的自學(xué)能力。 通過(guò)描述植物的特點(diǎn)，讓學(xué)生進(jìn)一步掌握plant。 由易到難，逐步展開表達(dá)。 通過(guò)回答問(wèn)題，調(diào)動(dòng)學(xué)生主動(dòng)學(xué)習(xí)的欲望。 借助學(xué)生生活經(jīng)驗(yàn)，組織說(shuō)話練習(xí)，充分鍛煉學(xué)生思維。 培養(yǎng)學(xué)生理解短文并根據(jù)關(guān)鍵詞匯復(fù)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(yùn)用新知識(shí)點(diǎn)表達(dá)。 有感情的朗讀。 能正確描述the tree. 課外繼續(xù)加強(qiáng)新知識(shí)的運(yùn)用和鞏固，能熟練靈活的運(yùn)用語(yǔ)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(shè)計(jì)聽力練習(xí)，初步感知段落內(nèi)容，同時(shí)培養(yǎng)學(xué)生的聽力能力。 通過(guò)已學(xué)的單詞讓學(xué)生掌握字母的發(fā)音規(guī)則，以便掌握新授單詞。 通過(guò)已學(xué)的單詞讓學(xué)生掌握字母的發(fā)音規(guī)則，以便掌握新授單詞。 利用關(guān)鍵詞讓學(xué)生能較完整的表達(dá)描述the tree，進(jìn)一步培養(yǎng)學(xué)生的英語(yǔ)表達(dá)能力。 家作的布置是英語(yǔ)課堂教學(xué)的有效延伸。