2019-2020年三年级英语上册 Unit 4 Lesson 29Happy Birthday教案 冀教版.doc

2019-2020年三年级英语上册 Unit 4 Lesson 29Happy Birthday教案 冀教版1.学习与生日有关的单词和对话，要求发音准确，语调自然流畅。2.能力目标：联系生活实际，提高学生的语言交际能力。3.知识目标：掌握与生活有关的单词和对话。4.情感目标：创设情景，举行一个课堂生日宴会。教学重点：birthday ,birthdaycakecandles, birthday presents,birthday party教学难点：理解第一部分的对话内容。以及单词birthday ,birthdaycakeandcandles, birthday presents,birthday party教具使用：图片、录音机教学过程一、What is it?1、Greeting and sing T:Hi! How are you today? Let us sing the song I love you, you love me.OK?(Students do actions as they say.)1. Show pictures of a birthday cake(with candles),presents and a party.2. Write the word on the blackboard and ask individual students in Chinese,then in English.What day is your birthday? “Do you have birthday cake,birthday presents ,a party?” “How do you feel in your birthday?”3. Practice and act.二、Today is my birthday1. look at the picture .listen to the radio2. Ask some questions.T:What are they doing?S:They are talking.T：Is Jenny happy？S：Yes.T:Why? Why is Jenny happy? Because is JennysS：Birthday.T: How old is Jenny?S: Ten.3.Practice in pairsOne students pretends to be Jenny ,the other pretends to be LiMing.三、Sing “Happy birthday !”song .四、Activity book :L29 N2五、Class closing.课后习题： 连线： birthdaycakeandcandles 生日礼物birthday presents 生日聚会birthday party 生日蛋糕和蜡烛附送：2019-2020年三年级英语上册 Unit 4 Lesson 31 Families play and work教案 冀教版Class Opening and ReviewGREETINGGreet the class with any of the phrases the students have learned.SING “THE FAMILY IN OUR HOUSE”Teach the students the actions for this song.Ask two of the students to volunteer to be the house at the front of the class. They should face each other and join their hands to form a “roof.”Choose a boy volunteer to e to the front of the room. Explain that this student plays the father. In the second verse, this boy walks around the class and “finds” a “mother.” When the boy chooses a girl to be the mother, he holds her hand and leads her into the house.In the third verse, the girl walks around the class to choose another girl (the “mother finds a daughter”) and leads her by the hand into the house.Follow this pattern for all the verses.For the last verse about the cat, everyone claps their hands in rhythm. The “cat” refuses to go into the house.Sing the song through with the audiotape and do the actions.PLAY “WHISPER”This is a variation of “Whisper” that the class played in Unit 2. Ask five to ten volunteers to e to the front of the room. Give each student a slip of paper on which you have written an action word. Some words are different; some are the same. Ask each student to do the action on the paper and not to stop. Lead a question-and-answer drill as follows:Teacher: (Point to different individual students.) Whats he/she doing?Student: He/She is _ ing.Teacher: (Point to two students doing the same action.) What are they doing?Student: They are _ ing.Teaching TipRemember, its easy to teach word substitution in phrase such as these with word-cards placed in pocket panels. See the directions for making pocket panels in “Puppet, Posters and More” at the back of this guide.New Concepts1. Families play together, Families work together.In this part of the lesson, the students practice making meaning in new situations with vocabulary and structures that they know. The situations provide a natural way to expand vocabulary as the students search for words to express new meanings.STUDENT BOOK: L31 N1, 2Lead a class discussion about the pictures that pares play with work. For example, ask the students what Jennys family is doing. The students should suggest basketball. Say They are playing together. They are playing. Translate the meaning of together.Ask what Li Mings family is doing? The students should suggest that they are making supper together. They are making dumplings. Translate the meaning of work. Tell the students that making supper is a type of work. Point to the picture and say They are working. They are working together.Play the audiotape as the students follow in their books.PRACTICE IN PAIRS Ask the students to find partners and take turns asking each other questions about the pictures in the student book. Tell them to try to name all the actions in the word lists next to the pictures. For example:Student 1: What is he/she doing? or What are they doing?Student 2: He/She is _ ing or They are _ ing.2. Story: “Jennys Birthday.”PREPARE TO READTell the students to get out of their storybooks.Lead a class discussion about the pictures in the story. For example, ask for volunteers to say one thing (in English) about what happens in the story. If English is too difficult, the students may use Chinese to explain what they think will happen. Use questions to prompt the students, such as What do you think Jenny feels today? Why? Who do you think will e to Jennys birthday party? How old is Jenny?READ THE STORYPlay the audiotape of “Jennys Birthday” as the students read along with the pictures.Now read the story aloud, holding up your story book and pointing to the words as you read.DISCUSS THE STORYLead the class in a discussion about the storys main ideas. Use English as much as possible.Ask questions the students will understand in English such as:How does Jenny Smith feel today?Why is Jenny Smith happy?Who do you think will e to Jennys birthday party?Do Jennys family and friends give her presents?What are they?How old is Jenny?What are they doing?What is Danny doing?What does Danny want to do?Class ClosingACTIVITY BOOK: L31 N1-3The students need to cut out pictures from magazines to plete the first two exercises. Make sure the