陕西旅游出版社小学英语第三册文字教案.doc

Lesson 1Look at the picture of my family！一，二册我们学习了个人信息，我的name，我有how old，我在哪家school，我的teacher等。今天我们来了解一下我们的家人。我们家都有什么人哪？爸爸妈妈和我，我来告诉你我叫什么，他们叫什么，同时要学生了解平日里父母有多爱自己的孩子，引导学生也要爱自己的父母。教学目的及重难点分析：1.会说会用这些句子：This is my family.This is my Dad.His name is.2.会说会用会写这些单词 family dad mum picture 。 3. 理解会用会写物主代词my his her 。 4. 能够认读Linda Smith Ann Smith Bob Smith.课前准备：1.教师准备自己的家庭照片，一些各地名胜的照片或一些名人的照片。 父母的单人照片各一张和一张姚明的照片。 2.学生准备自己的家庭照片，爸妈的单人照片各一张 。3老师准备一个Mr Chen 的手偶。教学过程1. 热身（Warming up）教师拿出自己家庭的照片，利用手偶进行对话引出话题： A:Hello. Im Miss Smith.My name is Linda Smith. B:Im Mr Chen.My name is Chen Hua. Nice to meet you. A: Nice to meet you ,too. Whats that ? B: Oh. This is a picture. A: A picture? Let me have a look. B: OK. Look! This is my family. This is my dad.A: Whats his name? B: His name is Chen Gang. This is my mum.A: Whats her name? B: Her name is Wang Chunmei.2. 新课展示（New Presentation）对话词汇学习：教师通过自己的家庭照片和一些各地名胜的照片或一些名人的照片，父母的单人照片等来讲解句型和词汇： 学习单词时要引导学生学会按音节，按基本的读音规则来拼读单词。1）教师出示主图中的家庭照片，让学生边看，老师边反复说picture picture picture 。 然后让学生和老师一起拍着手或打着节奏读这个单词，引导学生注意这个单词有两个音节： pic-ture, picture ，pic-ture, picture 。板书时同样注意拼写的节奏，如：写出pic 读/pik /，再写出ture 读/ /。板书的同时让学生空书。接着，老师用准备的各地名胜的照片或一些名人的照片，还有一些熟人的照片向学生作介绍： This is a picture of Beijing. This is a picture of my school. This is a picture of my teacher.Is this a picture of your brother?Yes, it is./No, it isnt. 2）教师拿出自己家庭的照片，教授单词family 。 教师拿着自己家庭的照片，故装神秘的说： What picture is it? This is a picture of my family. 然后，声音从大到小，重复五遍family family family family family 。让学生学着老师重复这个单词。 学生和老师一起拍着手或打着节奏读这个单词，引导学生注意这个单词有三个音节。 fa-mi-ly family 老师随手收取几个同学的家庭照片，和自己的家庭照片放在一起，再随手拿出一张，问： Whose family is this? 某个同学一看是自己的家庭照片 ，立刻站起来回答： Its my family. 然后全班同学大声说：Its s family.3) 教师再拿出自己的家庭照片，流露出温馨的样子，指着上面的人说： Look. This is a picture of my family. This is my dad. This is my mum. 拼读拼写单词dad。教师出示自己父亲的单人照片说：Is this your dad? No, he isnt. He is my dad. He isnt your dad. 不管是 your dad还是 my dad，人称代词都是“他”,用 he来代替 。比如：He isnt your dad. He is my dad. 4) Whats his name, do you know? 他叫什么名字？ Bob Smith.鲍勃 史密斯。His name is Bob Smith. 拼读 Bob Smith 。拼读拼写单词his。 his他的。男性“他的” 都用his。老师指着班上任意一男生引导学生理解 he和his.随手用该男生的物品学习应用人称代词和物主代词。如：He is Li Dong. He is my friend. He is a good boy. His name is Tom. This is his pen/ his book / his bag. 两个同学一组一一从教室的走道走过，前一个同学先快速走过时， 用手摸摸每一个男同学的头说：he,he,he,he,he. 等他走完时，第二个同学也走过这个走道，当他快速走过时，也用手摸摸每一个男同学的头说：his , his , his , his , his . 5)This is my mum. (示主图中的家人照片，指着上面的妈妈说。) Her name is Ann Smith.安史密斯 拼读 Ann Smith 。 拼读拼写单词 mum 。 教师出示自己母亲的单人照片对学生说 ：This is my mum. Show me your mum . Please say This is my mum. 让学生们出示自己母亲的照片一起大声说 :This is my mum. 练习活动：这个活动横排同时进行。每排的第一个学生出示自己母亲的照片 ，向旁边一个同学介绍：This is my mum. Her name is Wang Ying.然后指着旁边同学母亲的照片说： Thats your mum. Whats her name? 旁边同学接着说： This is my mum. Her name is Wang Ying. 然后再问旁边下一个同学。活动依次进行。 拼读拼写单词 her。 her她的。表示女性“她的”，我们要用her 。 (示白雪公主图片) The girl is very nice. Whats her name，do you know?Her name is Snow White.她的名字叫白雪公主。She is a nice girl. Her name is Snow White.老师出示另一女教师的照片，引导学生理解 she和her.师生问答： T: Who is she ? Ss:She is our teacher. T:Whats her name? Ss: Her name is Zhang Xi. 3.小结：我们熟悉的I you he she 是人称代词（主格），代表某人。我们可以说我，你，他，她是什么，或者怎么样。而 my your his her叫物主代词，用来表示某人的（什么东西）。 板书： I-my you-your he-his she-her4.巩固活动：（小组游戏练习人称代词和物主代词） 把学生分成小组围成圈，或直接以座位的竖行为一组进行接龙游戏。过程如下： A: Hello.I am a girl . I am a student. My name is A.(说完后转向后一 人) B: Hello.I am a boy .I am a student. My name is B. （对着A ）You are a girl 。You are a student. Your name is A. （对着大家） She is a girl . She is a student.Her name is A.(说完后转向后一 人 C ) C:Hey. I am a boy .I am a student. My name is C. （对着A ） She is a girl . She is a student .Her name is A. （对着B ） You are boy. You are a student . Your name is B . （对着大家） He is a boy . He is a student .His name is B. (说完后转向后一 人D) D: Hey. I am a girl. I am student . My name is D. （对着第 B） He is a boy. He is a student His name is B. （对着 C） You are boy. You are a student . Your name is C . （对着大家） He is a boy . He is a student .His name is C. .第一个学生只介绍自己。第二个学生介绍自己，同时介绍第一个学生。第三个学生介绍自己，同时介绍第一个学生和第二个学生。第四个学生介绍自己，同时介绍第二个学生和第三个学生。依次类推。要求学生人称代词和物主代词用得准确熟练。 5播放Listen and read部分录音。听，并跟读。注意人名Bob Smith Ann Smith Linda Smith的读音，介绍这几个人之间的关系。6. 播放Listen,look and match部分录音。听并连线，看看哪个句子和哪幅图意匹配。 7Lets practice(I)复习见人问候， 向别人介绍自己的爸爸妈妈,朋友，同学等。 这一部分可以设计一个game。先让前后两张桌子的四个同学为一组，一个同学先和另一个桌子的同学打招呼，然后把自己的同桌介绍给另一个桌子的同学，再由他们两个互相打招呼认识对方。如：A: Hello,B. This is C. C,This is B.C:Nice to meet you,B.B:Nice to meet you.这一部分还可以设计为小组表演活动。两个同学和另外两个同学相遇，其中熟悉的两个人分别介绍自己的同伴与对方认识。8Lets practice(II) 看图说话，看看缺了那些单词，你能写出来吗？ Mum Her, Dad His me MyLesson 2Come to see my uncles family!第一课我们学习了家人，我的Dad，我的Mum，他们都叫什么名字等。今天我们来了解一下我们家更多的人。我的叔叔，婶婶和堂兄妹们。 教学目的及重难点分析：1.会说会用这些句子： Who is this ? Who is that? This/That is my dad.His name is2.会说会用会写这些单词who uncle aunt cousin 。 3. 复习物主代词my his her 。 4. 学会认读Sam Smith Nancy Smith Billy Smith. 课前准备： 1准备第10页挂图。2教师准备自家的全家福照片。3学生准备自家的全家福照片 。4教师准备小女孩Ann 的手偶。5教师准备who uncle aunt cousin 单词卡片。教学过程2. 热身（Warming up）展示第10页挂图 ，让学生看图，教师(A)同小女孩Ann(B) 的手偶进行对话引出话题 。A:Is this your dad? B:Yes.A:Whats his name? B:His name is Bob Smith.A:Who is that? B:He is my uncle.A:Whats his name?B:His name is Sam Smith. A:Is that your Mum? B:No.A:Who is that? B:She is my aunt（示图中的人婶婶）. A:Whats her name? B:Her name is Nancy Smith.A:Who is the boy? B:He is my cousin. （示图中的人小男孩） His name is Billy. Billy Smith. 2. 新课展示（New Presentation）句型词汇学习：1） Who is that? “ Who ” is to ask something about a person. Who 是个疑问代词，问人的身份，谁。学习这个单词时，引导学生学习字母组合wh/ h / 的读音。 我们询问某人的身份时会问：Who is this? Who is that? Who is he? Who is she? Who is the girl? Who is the boy?等。The answer can be：He is She is 2） He is my uncle（指示主图中对应的人）. She is my aunt. （指示主图中对应的人） .按音节拼读拼写单词：un-cle uncle 注意单词重音。在英语中，叔叔，伯伯，舅舅等与父母同辈的男性 都是uncle 如：That is my uncle. He my dads brother.爸爸的兄弟This is my uncle,too. He is my Mums brother妈妈的兄弟 . Hello, Uncle Liu.你好，刘叔叔。 老师指着主图中的叔叔问答：-Whats his name? -His name is Sam Smith.他叫山姆。板书：uncle- Sam Smith. 老师指着主图中的婶婶问答： Who is that? She is my aunt. 师生一起拍着桌子大声读：aunt aunt aunt 出示词卡，拼读拼写单词： aunt 在英语中，婶婶，姨姨，姑姑等与父母同辈的女性都是aunt 。如：Mums sister is my aunt. Dads sister is also my aunt. 再指着主图中的婶婶问答：Whats her name? Her name is Nancy Smith.他叫南希。板书： aunt- Nancy Smith. 3）Who is the boy? He is my cousin. 向学生出示词卡，师生一起拼读拼写单词： cou-sin cousin cousin 是堂兄妹 ，children of my uncle and aunt.叔伯家的子女，男孩女孩都叫cousin 。如： The boy is Billy. Billy is my cousin . The girl is my cousin,too .Her name is Sue. 比利是我的堂兄 ，那女孩是我的堂妹，她叫苏。3播放Listen and read部分录音.听，并跟读这些句子。4. 巩固活动： 1) Ask and answer in pairs.可让学生看着第10页的挂图两人一组进行问答。 Who is this? This is Who is that? That is Who is he? He is Who is she? She is Who is the girl? Who is the boy? 2）游戏活动： Guess活动。把一个学生蒙上眼睛，班上另一个学生跟他打招呼 “Hello!”，其他同学问：Who is he/she? 让他听声音猜：Is he /she ? 猜对了，大家给予鼓励“Yes.You are clever.”“You are right.” 猜错了，大家可以给他更多的信息，让他再猜两次 “No.He is tall . Try again.” “Sorry.He has big eyes. Try again.”一次猜对了给3 分，两次猜对了给2分，三次猜对了给1分。 5. 播放Listen,look and match部分录音.听并连线，看看哪个句子和那幅图意匹配。 6Lets practice(II) 看图说话。读一读这段文字，看她是怎么介绍她的家庭的。小组活动： 每个同学先把自己的家庭成员的情况列出来，再拿出自己的全家福在小组内把家庭成员给大家逐一介绍。 要尽量多的介绍他们的个人情况，如年龄，职业，高矮,胖瘦，眼睛大小，头发长短等。 Name age what else I: Dad: Mum: Uncle: Aunt: Cousin:7.Lets play.做做玩玩说说：让学生把自己的家庭成员和叔叔家或姑姑家的家庭成员如图那样列出来，写上他们的名字。 My family Uncles family Dad Mum uncle aunt I cousin 然后把一个家庭做成一个小卡片，两人一组，玩石头剪子布。 赢家在对方（输家）的卡片里随意挑一张，读出上面的人名，输家要立即说出这个人是自家的什么人，如： He is my uncle . Or:She is my Mum.Lesson 3I love them!前两课我们学习了my family. 学会了 my dad， my mum，my uncle， my aunt， my cousin，以及他们的names。这一课我们来了解一下我们家还有什么人。当然还有我的爷爷grandpa和奶奶grandma。现在我们有a big family,一大家子人了。 教学目的及重难点分析：1.会说会用这些句子： Who are they? They are kind.I love them.2.会说会用会写这些单词grandpa grandma love kind 。 3. 学会用 lovely kind friendly来描述某人怎么样。4了解they和them的用法区别，还可拓展到he-him, she-her,I-me的用法。 课前准备：1教师准备第18页挂图。 2教师准备自家的全家福照片。3学生准备自家的全家福照片 。4教师准备grandpa grandma love kind lovely friendly 单词卡片。教学过程3. 热身（Warming up）展示第10页挂图 ，让学生看图，教师同学生进行对话引出话题 。T: Look at this picture again. The girl is lovely. Who is the girl?Ss:She is Linda Smith.T:Who is the man?Ss:He is Lindas dad.T:Whats his name?Ss:His name is Bob Smith.T:The lady is friendly.Who is she?Ss:She is Lindas mum. Her name is Ann Smith.T:Is this lady Lindas aunt?Ss:Yes, she is.Her name is Nancy Smith.T:This is her uncle,am I right?Ss:Yes. His name is Sam Smith.T:The boy is lovely.Who is he?Ss:His name is Billy Smith.He is Lindas cousin.2. 新课展示（New Presentation） 学习句型和词汇：1）老师指着自己全家福上的家人，同学生采取谈话的方式介绍生词：Who is he ? Who are they? He is my dad . Who is she? She is my mum.Who are they?They are my mum and dad. They are my parent. I love them. parent 是父或母中的任意一方。 pa-rent有两个音节。 注意这个单词的读音：第一个音节中的元音字母a 读双元音 / / 。 2）They are friendly. 教单词friendly 时，老师热情的跟几个同学一一握手或拥抱，边做边说: Im friendly. Im friendly to A.我和A 同学友好。 等A 同学作出友好地反应后，老师继续说：A is friendly to me.再让A和B做出同样的友好的举动，老师说：A is friendly to B. B is friendly to A. They are friendly.出示词卡，师生拼读单词：friend-ly friendly 。学生们已经学过了朋友friend这个单词，这里老师要重点介绍friend 和 friendly 的关系和区别。friend是名词，朋友。 如：We are your friends . Let us be friends.让我们成为朋友。 friend-ly friendly是形容词，友好的，友善的。 如：Chinese people are friendly .中国人民是友好的。His Mum is friendly to me.她妈妈对我很友善。 3）教单词 love时， 老师教学生一起用双手作成心形，放在左胸前，口中说着：I love you. You love me. We love each other. Dad loves me. Mum loves me .My parents love me. I love my Dad. I love my Mum. I love my family.4） Who is the boy? The boy is Billy .He is my couson. Billy is lovely. 刚刚学过love之后，再学习 lovely ，主要是理解这两个单词的用法区别：love是动词，爱，喜欢的意思。 love-ly lovely 是形容词，意思是 可爱的。 如：The doll is lovely. These monkeys are lovely.Is the panda lovely? Yes. It is lovely. 5） Who are they? They are my grandpa and grandma（老师指着全家福中的两位老人分别介绍） grandpa and grandma 是两个合成词，这两个词都比较长。教的时候把他们分成两部分grand 和pa ，就好记多了。 隔辈人常用grand 来合成。如： grand-pa grand-ma, grand-son孙子 grand-daughter 孙女. 6）kind（示词卡）老师作出和蔼可亲的样子对学生，让学生也作出和蔼的样子，大家一起拼读单词。 Miss Li is kind to her students. Miss Li 对他的学生和蔼可亲。She is a kind teacher.Look at my grandpa and grandma.They are old. They are kind. 3.巩固活动：1）举例，归纳本课词法： n. adj.love lovelyfriend friendlykind 说说做做： T: Show a lovely way . 让学生作个可爱的样子。大声说 : Im lovely. T: Show a friendly way . 作出个友好的样子 大声说 : Im friendly. T: Show a kind way . 作出和蔼的样子 大声说 : Im kind. 2）归纳代词： 主格 宾格 I me You you They them He (him) She (her) 填空练习：（1) Billy is a _( love, lovely ) boy.We all _ ( love, lovely ) _(he,him). （2) My grandpa and grandma are old._( They,Them ) love _( I, me) and _( I, me) Love _( they,them ) 4播放Listen and read部分录音.听，并跟读这些句子。5. 播放Listen,look and match部分录音.听并连线，看看哪个句子和那幅图意匹配。 6做Lets practice(I)。两人一组,指指说说，看着图中的这些人，你能说说他们是谁吗？用:Who is this/that? He/She is. His/Her name is. 这些句子。Pair work.Talk about the family.A:Look at this picture. （示照片） This is a party on my birthday.All my family are here.B:Who are they? Lets say.Oh,I know.This is you.The man is your Dad and this is your Mum.Am I right? A:Yes.You are right.This is my uncle,Sam.He is friendly. B:Who is that?A:Thats my aunt Nancy.She is nice. B:Who is the boy?A:My couson,Billy.He is lovely. B:Who are they? They are old. A:Yea.He is my grandpa and she is my grandma. B:They look very kind. A:Yea.They love me.And I love them,too. 7Lets practice(II) 看图中的人物都是谁，填出这些空。再把你的家庭成员象这样列成家庭树。Lesson4How many people are there in your family?这一课我们通过学习询问家里有多少口人，学习某处有某人或某物的表达。教学目的及重难点分析：1.会说会用这些句子：How many people are there in your family?There are three people in your family . 2.会说会用会写这些单词people beach cinema 3. 复习10以内数词。 学会用happy描述某人的心情。理解会用代词 each other。4会用介词 in. on表示地点 。 课前准备：1.第18页挂图。 2.教师准备自家的全家福照片。3.学生准备自家的全家福照片 。4.教师准备grandpa grandma love kind lovely friendly 单词卡片。教学过程4. 热身（Warming up）1)游戏复习数字：(1) 手指数数:老师扳着手指和学生一起复习10以内数词。Whats this? Its a finger. Its a finger,too. fing-er,finger finger How many ? How many fingers?Lets count. One,two,three,four,five,six,seven, eight, nine, ten.There are ten fingers. (2) 手指游戏：老师先教学生用一只手表现十个数。然后由老师发指令，学生做。 Show me one. Show me four.Show me seven.Show me nine.然后作简单加法：由老师发指令，学生用两只手表现老师说出的两数之和，而且要尽快说出答案。做法如下： T:Show me two and three.Ss:Its five.学生双手分别表现出two and three，并快速说出它们之和。 T:Show me four and two.Ss:Its sixT:Show me one and nine.Ss:Its ten.T:Show me eight and two.Ss:Its ten.T:Show me. 3)展示第18页挂图 ，让学生看图，教师同学生进行对话引出话题 。T:I have a big family.Do you know them all? Who are they?Ss: Your grangpa grandma,Dad, Mum,uncle, aunt,cousin and you.T: How many people are there in my family? Lets count. Grangpa, grandma,Dad, Mum,uncle, aunt,cousin and me. One,two,three,four,five,six,seven. There are seven .How many people are there in your family,A? Lets count.A:My grangpa, grandma,Dad, Mum and me.T/Ss: One,two,three,four,five. There are five people in your family.2. 新课展示（New Presentation）讲解句型和词汇： 1) 讲解句型 How many people are there in your family?你家有多少人？ many许多，很多。老师可数着全班男生 说，One,two,three,four,five .many boys数着全班女生 说，One,two,three,four,five .many girls 数着全班学生 说 many ，many students 拿出图片，或拿许多同类型的实物边展示边讲解。 many students ，many monkeys， many elephants， many pencils and pens。 how怎样.如: How are you? Fine .Thank you. 而how many 就成了固定搭配了，用来询问数量，是“多少”的意思。对可数名词的数量进行提问。老师拿一把钢笔，边数边说：-How many pens? Lets count. -Five. There are five pens in my hand.之后进行师生对话，让学生根据自己有的东西进行回答。 How many erazers are there in the box? Please guess. . There are in the box. How many books are there in my bag? Please guess. . There are five books in my bag.板书句型： How many are there on / in ? There are .2)讲解词汇： （1）出示词卡 people ： peo-ple ,many men, women and chidren.人，人们。这个词本身是个集合名词，只能表示多人，不能表示单个的人。 读写单词people 让每个学生数数自己的全家福，答出自己家有多少人。 How many people are there in your family? Please count. 用21页图片问答：How many people are there in Toms family?There are.How many people are there on the beach?There are .(2)用20页图片学单词: beach Beach 海滩， on the beach 是个介词短语，在海滩上。,The beach is very nice.There are three people on the beach.(3）How many people are there in the cinema? ci-ne-ma cinema 电影院的意思。 在电影院是 in the cinema We see movies in the cinema.我们在电影院看电影。There are many people in the cinema. 电影院有很多人。去看电影可以说：go to the cinema 3巩固活动： 疑问句How many are there?对某处的物品数量提问， 回答用There is/are1)把学生分成两组，用教室里的物品进行对抗问答.具体这样做： 老师指向教师里的一样物品,A组先问,B组回答，老师指向教师里的另一样物品组 B来问,A组回答。表现好的组获胜。所问的物品如下： How many doors are there in the classroom?How many windows?How many blackboards?How many desks?How many chairs?How many teachers?How many boys are there in our class?How many girls? 2)Pair work.先由两人自己问答练习，然后老师请几位同学在全班做。 Ask and answer with your deskmate. How many pens/pencils/erazers/rulers are there in your box?How many books are there on your desk?How many books/boxes in your bag?只有一个物品时，用There is 这种单数形式。如： There is only one. 有两个以上时用There are这种复数形式。 4播放Listen and read部分录音.听，并跟读这些句子。5. 播放Listen,look and match部分录音.听并连线，看看哪个句子和那幅图意匹配。 6做Lets practice(I)。两人一组，指指数数，看着图中有多少只猴子。 7做Lets practice(II)。 看图中的人物你还能记得清他们吗？问答。 How many people are thereWhos this/that? Who are they? Whats his/her name? Lesson 5My father is an engineer. 前面我们学习了my family，my dad，my mum，my uncle，my aunt，my cousin，my grandpa,my grandma以及他们的名字。这一课我们来看看他们人都怎么样？是干什么的？学习表达某人的身份，职业。 教学目的及重难点分析：1. 会说会用这些句子：Is that man your father? What is he ? He is an engineer. How old is he?2. 会说会用会写这些单词engineer girl sister housewife taxi driver3会说会用 boy brother课前准备:1.师生准备头饰或可表现职业特征的道具 。2.教师准备engineer girl sister housewife taxi driver 单词卡片。3.第10页挂图。教学过程5. 热身（Warming up）1)老师与学生A,B各自带一身份牌进行对话引出话题： 老师跟学生A 对话。T:Hello. Who are you? A:Im Chen Hua.Who are you ? T:Im Linda Smith.What are you? Are you a teacher?A: No.Im not. Im a pupil .老师跟学生B 对话。 T:Are you Chen Hua? B:No, Im not.T:Who are you?B:Im Li Dong.T:What are you? Are you a pupil ? B:Yes,I am. What are you? T:Im a teacher.2. 新课展示（New Presentation）讲解句型和词汇： 1）Who are you?Im Linda Smith. Im your friend. 你是谁？Who ,谁，用来问姓名,身份 。比如你想知道那个人是谁，就问：Who is the man?你想得到的回答是： He is my dad.His name is Wang Jian.What are you?你是什么？问职业。回答是，teacher, pupil，worker, farmer等表示职业的名词。 老师指着自己问：What am I? 然后反复说：Im a teacher. To the stadents:老师指着学生们大声问：What are you?学生们也大声回答：Im a pupil .We are pupils。2） 老师戴起安全帽，手里拿一份图纸，扮工程师的样子，再指着自己跟学生问答： T:Am I a pupil? Ss:No, you are not. T:Am I a teacher? Ss:No, you are not. T:What Am I? Ss:?T:Im an engineer.(老师慢悠悠的对学生说)出示图片，拼读拼写单词：en-gi-neer en-gi-neer 这个单词是多音节词，一定要引导学生先划分音节，再拼读拼写单词，以降低记单词的难度 。我们已经学过，以元音开头的名词单数前用an表示一个。 那么一位工程师 就应该是an engineer 。让学生想想看，还有那些我们学过的但单词是这种情况： an orange一个桔子 an egg一个鸡蛋 ，还