2019-2020年三年级英语下册 13.Heres a jumper.教案 湘少版.doc

2019-2020年三年级英语下册 13.Heres a jumper.教案 湘少版一、 教学目标1、 能运用“Heres a .”谈论服装；2、 掌握语言结构：Heres a. They are too.for me.3、 掌握词汇：belts, caps, fit, jumper, pyjamas, socks, uniforms, dresses理解词汇：need, put.on, very, clothes, in, bag, wear, right, size, find, stop, yours, mine, bounce, cycle, race, dance, circle, clown, circus, unicycle.4、语法：字母Cc/s/在单词中的发音和书写。二、 教学重点及难点教学重点：能运用“Heres a .”谈论服装。教学难点：掌握语言结构：Heres a. They are too.for me.三、 教学准备：教学挂图、单词卡片、字母卡片等四、 课时安排： 教学内容课时安排A部分1课时B、C、D部分1课时E、F部分1课时Period 1一、教学目标1、 能听懂、会说新单词jumper, fit;2、 能运用句型“Heres a .”谈论服装；3、 培养学生朗读课文的能力。二、教学重点及难点重点：谈论服装。难点：对课文A部分改编或再创作。三、教学准备学生每人准备一张表示不同服饰的图片、学生穿套头外衣一件、教学挂图、教学磁带等。五、 教学步骤Step 1 Warming up师生问候。游戏Quick response (快速反应)教师说表示服饰的单词，学生迅速举起相应的图片，并大声说出该单词。Step 2 Presentation and drill1、 继续上面的游戏，教句型“Heres a.”，要求学生在游戏过程中运用句子“Heres a.”。2、 出示套头衣裳。T: Look! Heres a jumper.板书并教学单词jumper.3、 T：Do you like this jumper?S: Yes, I do.T: Put it on, please. 做动作，帮助学生理解“put it on”的含义。4、 T（待学生穿上毛衣之后）：How do you feel? Does it fit you?S: Yes.T: Its very nice.板书并教学单词fit.Step 3 Practice1、 出示课文A部分教学挂图。T：It is cold now. Lingling needs a jumper. Ling lings mother and Lingling go to a clothing market. Mum buys a beautiful jumper for her. She is very happy.关上书，听课文A部分录音，理解课文内容，回答问题。Whats the weather?2、 打开书，听录音，对正所听内容，跟读模仿。3、 自由组合进行会话练习。Step 4 Consolidation1、 创设情景，自由会话。情景：以课文A部分为情景进行会话。鼓励学生对故事情节进行改编或再创造，组织小型情景剧表演比赛。2、 评价。鼓励学生的创造性思维和大胆表演的才能，激发学生学习英语的兴趣。3、 练习。4、 家庭作业。熟读并背诵课文A部分。Period 2一、 教学目标1、 能熟练地运用句型“These shirts are too big for me.”“These dresses are too small for me”.“Its the right size”谈论服装；2、 能通过对新单词belt, cap, pyjamas, sock, uniform的学习，增加有关服装的词汇量；3、 培养学生的阅读能力。二、 教学重点及难点重点：灵活运用各种句型谈论服装。难点：服饰名词的复数形式。三、 教学准备学生准备小图片、教学准备图片、学生每人带一件衣服、老师准备装衣服的大袋子、单词卡片、教学磁带等。四、 教学步骤Step 1 Warming up1、 师生问候。2、 游戏Jumping the line(跨线游戏)将全班学生分成两队，分别选出一名代表当“老师”。两位“老师”同时出示图片，学生根据图片内容和“老师”表述的正误做出不同的动作。如左边的“老师”拿出套头衣的图片，说“Heres a jumper.”，队员由右向左跳过线；而右边的“老师”拿出大衣的图片，说：“Heres a dress”，队员则不跳。做错的学生罚出场外，最后剩下队员多的一队为胜。Step 2 Presentation and drill游戏Follow me (跟我说)教师手拿服饰图片，进行介绍。T： Heres a .若教师所说的与图片相符，则学生跟读；若不相符，则学生不做声。1、 在活动过程中教学单词cap, dress, shirt, belt, uniform。2、 出示单词卡片socks, pyjamas。T：Here are socks. 板书并教学单词socks,并用同样的方法教学单词pyjamas,解释说明该单词通常以复数形式出现。3、 出示服饰图片belts, uniforms, shirts, pyjamas, socks, caps, dresses玩“Follow me，跟我说”的游戏。4、 听课文B部分录音，跟读。游戏Marking friends（找朋友）教师出示单数服饰名词的图片，学生迅速找到该名词相应的复数形式的图片，并大声说出来。看谁找得又快又准。5、 出示一件套头外衣，让一名个头较小的学生穿上。T: Heres a jumper. Put it on.S:.T: Oh! Its too big!帮助S说“Its too big for me.”。板书并教学该句子，让不同的学生练习句子。再将套衫给一个头较大的学生。T：Its very nice! Its the right size.板书并教学句子：“Its the right size”.Step 3 Practice小组活动。让学生们将所带的衣服放入大袋子中。然后，教师将衣服随意分发给学生，学生们分组对各自的衣服进行描述。（可请一组上台表演）。S1: It is too big.S2: It is too small.S3: It is the right size.Step 4 Consolidation1、 课文D部分。阅读短文，理解课文大意，回答问题。Is it Dinos jumper?关上书，听录音，进一步熟悉短文内容。打开书，听录音，对正所听内容，跟读并模仿说故事。分角色表演。2、 评价。对学生的表现给予肯定和鼓励，特别表扬活动中表现积极的小组。3、 练习。4、 家庭作业。识记本课新单词、有感情地朗读课文D部分故事。Period 3一、教学目标1、 能掌握字母Cc在单词中的发音/s/；2、 能读出由含有字母Cc且字母发音为/s/的单词组成的句子；3、 能表演唱课文F部分英语歌曲；4、 对教育进行爱心教育。二、教学重点及难点重点：字母Cc在单词中的发音/s/。难点：理解并能读出由含有字母Cc且字母发音为/s/的单词组成的句子。三、教学准备字母转盘、教学磁带等。四、教学步骤Step 1 Warming up1、师生问候。2、学生分组表演准备好的时装表演。要求在表演的过程中对服装进行介绍。 S1: This is my dress. Its red. I like it a lot. S2: These are my shorts. Its right for me. Its very nice. .Step 2 Presentation and drill1、听课文E部分录音，感知单词的发音。2、教学字母Cc在单词中的发音/s/，与字母Cc发音为/k/的单词进行比较。3、 听录音，跟读单词。4、 分成前后四人小组，互相练读单词给组内其他同学听。游戏Making friends.（找朋友）将单词卡片candy, cat, can, cake, cap, bounce, cycle, race, dance, circle混杂在一起，让学生们将在单词中字母c发音相同的找出来归为一类。Step 3 Practice1、 听课文E部分录音，理解句子含义，掌握其发音。2、 自由练习朗读句子。S1: Cecil the clown is at the circus.S2: Cecil cycles on the unicycle.S3: and dances in circles.Step 4 Consolidation1、课文F部分。（1） 听录音，跟读歌词。（2） 听录音，跟唱歌曲两遍。（3） 边唱歌曲边表演动作。2、创设情景，自由会话。情景：“希望工程”活动募捐现场。 老师指“希望工程”宣传图片说：Your clothes are so beautiful. But she is poor. Her clothes are very old. Can you help her? 学生依次捐出自己的衣物。 S: Heres my.3、 评价。对学生在活动中的表现给予肯定和鼓励，培养学生听音和辨音的能力。4、 家庭作业：熟读并背诵课文。对本单元的学习进行自我总结。5、6、 附送：2019-2020年三年级英语下册 3B Module1 Unit1教案 沪教牛津版Unit1 Looking and seeingPeriod 1Teaching Aims:1. To develop an awareness and an enjoyment of the basic sounds of English through saying a poem. (Eda)2. To respond to something through making a simple object. (EDb)3. To obtain and provide objects and information through simple interactivegames. (Ide)Education Aims: Good habits.Teaching Focus:1. Using nouns to identify different parts of the body e.g. nose2. Using modal verb can/cant to talk about abilitye.g. I cant see.Teaching Aids:A tape-recorder、 a picture、 a small mirrorTeaching procedurePurposeStep One: Warming up1. Sing a song Hide and seek.2. Greetings each other.Step Two: New teaching1. Introduce: eyes, ears, mouth, nose, hair by pointing at these parts of your body. Put the picture on the board.2. Write: eyes, ears, mouth, nose, hair on the board. Read after the teacher.3. T say: Touch your nose/ears/eyes/hair/mouth. P act.4. Hold a small mirror and ask :Whats this? P answer. A mirror.Learn the word. A. Read after me. B. Read one by one. C. Spell the word.5. Ask a student to look in the mirror. Ask: What can you see? To elicit: eyes/ears/mouth/nose/hair P-P work in pairs. 6. Please open your books at page 2. Listen and read after the recording.Invite individual students to say the poem. 7. Divide the class into groups. Ask students to follow the instructions in the Students Book and mask a mask. 8. Play the cassette: Look and Say. The students follow in their books.9.One student in each group wears the mask. The others ask: What can you see? to elicit: I cant see. Then, they put some objects on a desk.The student with a mask asks each member of the group: what can you see? to elicit: I can see a/an-(classroom object)Step Three: Activities1. Workbook page 1a. Ask students to read the given words with you.b. The students match and write.c. Check answers by inviting students to label a face on the board.d. The students draw and label a face. Encourage them to share theirwork with other students. Less able students can take this chance to correct their work.2. Play Simon says with the students using eyes, ears, mouth, nose and hair.Step Four: Consolidation Grammar Practice Book 3B page 1 .Step Five: Homework Read the poem.课 后 随 笔Module 1 Unit 1 Period 2Basic Aims:To obtain and provide objects and information in simple classroom situations through interactive games (Ide)Developing Aims: Talk about something in the classroom(Free talk).Education Aims: To care for something around us.Teaching Focus:1. Using nouns to identify things e.g. a blackboard2.Using predicative adjectives of color to describe things e.g. red3.Using modal verb can to talk about abilitye.g. I can seeTeaching Aids:a tape- recorder, objects. Teaching Procedure PurposeStep One: Warming-up Sing a song Say a rhymeStep Two: Revision T: What can you see in the mirror? P1: I can see P2: What can you see? P3: I can seeStep Three: New teaching T: Look, whats this? S: Its a classroom. T: O.K. We are in the classroom. Learn: In the classroom T: What can you see in the classroom? S1: I can see Work in pairs according to the pictures. T: Look, what colour is it? S: Its yellow. Work in pairs about the objects. T: Look, this time. Please make short dialogues about The picture. e.g. What can you see? I can see a desk. What colour is it?Its brown.T-P work in pairs.P-P work in pairs.P-P act out the dialogue. T: This is a mask. I will put it on. Oh, I cant see. Learn: cant, cant see, I cant see Work in pairs: What can you see? I cant see.Step Four: Consolidation 1.Listen and read after the tape. S1: What can you see? S2: I can see S1: What colour is it? S2: Its 2.Play the guessing game with the students. Choose an object in the classroom. Say: I can see something beginning withletter.Its colour. The students guess what the object is.Step Five: Homework1. Read “In the classroom” fluently2. Copy these words 3. Revision活跃气氛运用所学内容进行对话练习，培养学生的运用能力和口头表达能力。板书设计： In the classroomWhat can you see? I can see I cant see.课 后 随 笔Period 3Basic Aims:To respond to something through making and using a simple object(Edb)Developing Aims: Can make the spinner, play and say sth. about it.Education Aims: Dont leave rubbish.Teaching focus:1. Asking Wh-questions to find out various colours students seee.g. What colour can you see? 2. Using modal verb can to talk about abilitye.g. I can seeTeaching Aids:A tape-recorder, cards, scissors, colours, glue and toothpicks.Teaching Procedure PurposeStep One: Warming up Say a poem.Step Two:Revision What can you see? 复习can句型。 1.I can see 2.I cant see. What colour is it? Its orange/blue/blackStep Three: New teaching Look, this is the spinner. Lerarn: spinner Now, I will spin the spinner. Look carefully. T: What colour can you see? S1: I can see red. S2: I can see yellow. T: Spin the spinner again. What colour can you see? Learn: What colour can you see? T: This time, you try, spin it. Then ask a question.several groups Are you all happy? S: Yes. T: Do you like the spinner? S: Yes. T: O.K. Lets learn how to mask it. 激发学生的学习1) Make a circle. 兴趣，培养学生2) Cut the circle. 的动手动脑，动3) Colour the circle. 口能力，并养成良4) A toothpick. 好的卫生习惯。5) Spin the spinner.Step Four: Consolidation Spin your spinner and do pair work. Students makea spinner per group. They can stick the circle on a card. Students spin the spinner. Members in a group ask and tell each other about the colours. What colour can you see? I can seeStep Five: Learn the sound1. Play the cassette. Students listen.2. Play the cassteet again. Students follow.3. Students repeat after you.4. Ask individuals to read the sentence. Step Six: Homework1. Copy “ Picture 6”.2. Make and play.板书设计： Spinner What colour can you see? I can see课 后 随 笔 Period 4Basic Aims:1. To recognize and solve simple problems in a given situation(KDd)2. To obtain and provide information in classroom situations through role-play (Ide)Developing Aims: Free talk.Education Aims: To care for something around us.Teaching Focus: