广州版新教材三年级下学期英语教案.docx

广州版新教材三年级下学期英语教Teaching PlansModule 1 Colours1. Units and thematic contentThis module is about colours. In Unit 1, Xiaoling invites Janet to play. Janet tells her that she has a kite, and it is red in colour. Xiaoling likes the colour. They go out to play happily. In Unit 2, Jiamin and Janet have the picture of a clown. They have fun colouring the picture with different colours. They use their crayons to colour the pictures.2. Teaching Objective of the module:Asking and answering about the colour of an object:-What colour is ?-Its Stating the colour of an object:(The ruler) is (blue).Asking and answering about favourite colours:Do you like (red)?-Yes, I do. / No, I dont.-I like (red).Making suggestions: :etsAgreeing with a suggestion: Thats good.Subject-verb agreement: The (eyes) are3. VocabularyKey words: red, blue, yellow, white, black, orange, green, purple, brown - pencil, bag, ruler, pencil-box, crayon, hatWords in context: sun, sea, cloud, tree, desk, funny, puppet, parts, now, new4. Phonics: Pronunciation represented by: -“a” as in “cat”-“b” as in “bus”-“c” as in “car”-“d” as in “dog”-“a-e” as in “name”Pupils will be able to:(1)(2) Ask about the colour of an object: What colour is ?(3) Tell the colour of an object:Its The nose is The eyes are (4) Ask Yes/No questions about others favourite colours: Do you like ?(5) Give short answers to Yes / No questions about ones favourite colour:Yes, I do. No, I dont.(6) Ask about possession: Do you have?(7) State possession: I have(8) Use colour words in noun phrases: a red pen, a yellow ship, etc.(9) State their favourite colour: I like(10) Sound out words containing “a” , “b”, “c”, “d”, and “a-e”.Unit 1 I like red1. Learning objective Pupils will learn how to ask and answer about colours, and how to state their favourite colours. They will also learn to suggest an activity.2. Learning and teaching focus:(1) new words: go to, idea, colour, red, great, like, yellow, blue, white(2) new patterns: Good idea. Lets go to play. I like red. What colour is it? Its red. I have a kite. 3. Design of the blackboard: Unit 1 Colour What colour is it? Its (red). 单词 和图片4. Steps：（1） Preparation：Song： Do you have a little plane? Free talk and lead into the lesson: I have a kite What colour is it? (Use all the transport and go over the sounds of the colours.)(2) Presentation:Presenting the dialogue:Ask pupils to look at the picture on page 2. Invite pupils to recall the names of the two children (Janet and Xiaoling).Tell pupils that Janet and Xiaoling want to go out to play.Draw pupils attention to the kite in the picture, and present the word kite.Use the kite to present the word red. For example, talk to the pupils, “Look at the kite. What colour is it? Its red.”Motivate interest in the listening by asking: Does Xiaoling like the colour red?Play the recording all the way through.Play the recording, pausing after every speech bubble for pupils to repeat in chorus , and to clarify meaning if necessary.Presenting the vocabulary itemsLead-in: This is a kite. Lets look at some other things / objects / toys.Ask pupils to look at the 4 pictures on the right of page 3. Present the name of each object, e.g. This is (a car). What is this? Its a (car).For further practice, you could point at the objects ramdomly for pupils to name them. Present the colour words, making use of the printed colours at the top of page 2 and page 3. You could begin by saying, “This is a car. What colour is it? Lets learn some colour words.”Go through the colour words with the pupils one by one, inviting them to repeat after you.Point to a colour randomly, and ask pupils to name the colour.(3) PracticePractice the dialogue by substituting the 4 objects (car, plane, ball, boat) and colour words (yellow, blue, white, red) for kite and red in the dialogue. (4) Development: Finish the exercises in the Fun With Langusge. Go further with the pictures and the objects.(5) Homework and end the lesson.教学反思：词汇教学和颜色、交通工具、家具、文具都是学生很熟悉的话题.而且对于词汇学习有了一定的 学习经验.所以课堂上学生表现还是很好。我由小歌曲激发学生的学习兴趣是很有利的策略.还有.我的课文先整体呈现-分部解决-整体操练的教学步骤显示出很好课堂节奏的掌握.学生学得很带劲。取得比较好的教学效果。Unit 1 Fun With Language1. Learning objective Pupils will learn how to ask and answer about colours, and how to state their favourite colours. They will also learn to suggest an activity.2. Learning and teaching focus:(1) new words: go to, idea, colour, red, great, like, yellow, blue, white(2) new patterns: Good idea. Lets go to play. I like red. What colour is it? Its red. I have a kite. 3. Design of the blackboard: Unit 1 Colour Do you have ? Yes, I do./ No, I dont. Do you like ? Yes, I do./ No, I dont. I like red. I have a 4. Steps:(1) Preparation: revisioin: Ask and answer: What colour is the car? Its red. Chant: Lets go. OK! Lets go to play! Great! I like the white plane. Act out the dialogue: Involve the children: sing the song(2) Listen and colour. Revise the names of the objects in the listening task. You could go through the pictures in sequence, and ask pupils. Use the new patterns to extend the learning. What can you see? P1 makes a small dialogue and then the children write down the colour words beside the objects.(3) Ask and tick: Make 4 small dialogues with 4 chidlren and let all the children to make the survey together and then write down the answers on their books. Get the children to pay attention to the names.(4) Colour and say. Make dialogues with children and write down the colour words.Before children play this game, they need to do some colouring. To make it easier for pupils to understand, start by directly asking pupils to study the example dialogue in Task 4 on page 5. Conduct some initial practice on the question structure “ Do you have a red pen?”. Use the 8 coloured pictures in Task 3 on Pa ge 5. Pupils will look at each picture and ask the question.Then guide pupils to ask you those questions, demonstrating how to give a negative answer.Repeat the same exchange with you asking the pupils the same question for real answer, “Do you have a ?”Pupils will give their true answers. Explain Task 4. Give pupils enough time to colour the pictures before they start the oral practice in pairs.(5)summary:1. The patterns2. The vocabulary3. Finish some exercises.教学反思： 国家英语课程标准2011版正式使用.要求我们教师注重英语教学的工具性与人文性.在颜色的教学中.我留意运用各种颜色的文化去吸引学生：冷暖色、三原色、颜色的性格.颜色的含义孩子们对此非常感兴趣。Unit 2 Lets Colour it1. Learning objectives: (1) To learn more names of colours and the expression “Lets ” “Look at ” (2) To practice telling the colours of things through describing a funny face. (3) Go over the words of parts of body, stationary and appliance. (4) Motivate and encourage the pupils to enjoy English learing.2. Learning and teaching focus:(1) new words: look, at, look at, brown, black, purple, orange, green, hat, crayon, funny, (2) new patterns: Lets colour the nose red. Look at the picture. (3) Some other cultural conciousness. The colours of the faces in Chinese Beijing Opera and in crowns of the western world.3. The design of the blackboard: Unit 2 Lets colour itVocabulary Look at the green hat. Lets colour the hat purple. Crayons a funny face a black desk4. Steps:(1) Preparation and warming up:a. Involve the kids by singing an old song of Grade 1: Rainbow.b. Go over the colours by songs and rhymesc. Free talk to go over the patterns in Unit 1.(2) Presenting the main dialoguea. in the dialogue, the colour name red is learnt, while the colour name green is new.b. Have pupils look at the picture. Ask simple questions to help them understand the picture, for example, Who can you see in the picture? Who is the boy? Who is this girl? What does Janet have?c. Draw the picture that Janet is holding on the board, or use the picture on the page, to present funny face and hat.d. Use your own demonstration, or draw pupils attention to colouring crayons that Janet and Jiamin are holding, to show that the two children want to colour the picture.e. Tell pupils that they are going to listen to the dialogue. Ask them to listen for the colours that Janet and Jiamin will choose.f. Play the recording once all the way through.g. Play the recording again, pausing after every sentence to check understanding and for pupils to repeat.h. Sum up by asking the two colours that Janet and Jiamin have chosen.(3) Presenting the new colour wordsa. Since the pupils have learnt green from the dialogue, you can begin with the colour green, and present the other colour names in the contextual teaching.b. Say to the pupils Lets learn more colours. Then present the names of other colours. Then point to the colours randomly, and ask pupils to say the colour word.(4) Consolidation:a. teach, or revise the words hair, nose, eyes, mouth, and earsb. Invite pupils to imagine that they are Janet and Jiamin. They will continue the dialogue by talking about how to colour the hair, nose, eyes, mouth, and ears, of the person in Janets picture. Note that there are no absolute right or wrong answers. Give one example to the pupils using hair. Pupils then continue the dialogue in groups or in pairs.c. Copy the colours in class.(5) Homework:(6) End the lesson:教学反思： 将各种话题的内容有效组合和运用.课堂会更加高效。针对三年2班学生的两极分化比较严重的状况.我特意放缓了速度.逐个检查课本中的习题和笔记.确保全部落实.一个不落下。还有.颜色词变得难背记.一定要充分调动孩子的积极性.运用已有的知识水平.激发孩子的学习自信心。Unit 2 Fun with English1. Learning objective: To practice the colour words through a listening activity. To go further and know more about the culture in colours. To learn by doing and more activities.2. The learning and teaching focus: The vocabulary and the patterns in the context.3. The design of the blackboard: Unit 2 Lets colour it The pictures of the faces4. Steps:(1) Revision of the vocabulary and the patterns in the dialogue.(2) Revision and practice of the dialogue and then let some of the children to act out the dialogue.(3) Revise the names of colours that pupils have learnt so far.(4) Pupils will have been familiar with the listen and colour routine by now. If that is the case, briefly explain the activity, and start playing the recording for pupils to do the colouring.(5) Play the recording, pausing after every sentence for pupils to do the colouring. Make sure pupils have enough time to do the colouring.(6)Point to the object and tell its colour.5. Homework:6. End the lesson.教学反思： 课堂中完成的部分.因为放缓了脚步.孩子比较有自信.生活中的经历与课程内容紧密结合.孩子们学习起来很轻松。活动手册主要是为了激发学生的多元智能而是用的.因此我认为还需要给孩子们选择一本适合的练习册.适当的课外阅读内容.帮助孩子拓宽视野.不要只局限于课本和课堂。 Module 2 PositionsUnits and thematic content This module is about positions. In Unit 3, the children are playing a guessing game. One child hides an object for the other children to guess where it is. In Unit 4, Ben is getting ready to go to school. However, he cant find his English book. His mother helps him by asking Ben possible places where he may have put it. Prepositional phrases of location, e.g., in the box, under the chair. Statements for telling positions, e.g., (The ball / It) is (under the table). Using where to ask about locations: Where is? Asking Yes/No questions about locations: Is it (in the box)?VocabularyKey words: robot, doll, pencil-box, English, TV, schoolbagPrepositions: near, in front of, behind, besideWords in context: back, game board, start, finish, animal, home, bat, live, cave, spider, webPhonicsPronunciation represented by:-“e” as in “he”-“e” as in “bed”-“f” as in “five”-“g” as in “girl”-“h” as in “hair”-“ee” as in “meet”Pupils will be able to:1. refer to positions using prepositional phrases of location.2. ask Yes/No questions about the location of an object, e.g., Is it under the table?3. use Where to ask about the location of an object, e.g., Where is my English book?4. tell the position of an object, e.g., The ruler/ It is behind the book.5. sound out word containing “e”, “g”, “ee”, “f”, and “h”. Unit 3 Wheres my car?1. Teaching and learning objectives: Prepositional phrases of location, e.g., in the box, under the chair. Statements for telling positions, e.g., (The ball / It) is (under the table). Using where to ask about locations: Where is? Asking Yes/No questions about locations: Is it (in the box)? Master the new words: near, where, wheres, robot, doll, pencil-box. Patterns: Wheres ? Is it? Yes, it is. No, it isnt.2. The important items: Master the new words: near, where, wheres, robot, doll, pencil-box. Patterns: Wheres ? Is it? Yes, it is. No, it isnt.3. Design of the blackboard: Unit 3 positions In, on, under, near, pencil-box, robot, doll Where is the car? Its on the table. 图片Is it in the box? Yes, it is. / No, it isnt. 图片4. Steps：(1)Preparation: “in, under and on” in the dialogue. Begin by pointing to the cat in the first picture. Ask what is this animal?b. Using the 4 points, present the 4 prepositional phrases of location, such as: In picture 1, the cat is in the box. In picture 2, the cat is near the box.c. Let pupils repeat the 4 sentences.d. Choose a picture randomly and ask about the position, e.g., look at Picture 3, where is the cat?(2) Presentaion:a. begin by presenting the names of the toys in the picture on Page 14&Page 15.b. Ask pupils to study the picture. Point out that the boy on the right is Jiamin. Invite them to guess the identity of the other three blindfolded children.c. Using the picture, present the names of the toys and objects: Pencil-box, robot, doll, and car.d. Introduce the situation by saying What are the children doing? They are playing a (guessing) game.e. Play the recording all the way through. Ask the pupils where Jiamins car is. If they dont know, play the recording again to check understanding. Use the picture to show the meaning of in the box, under the chair and on the table.f. Hve pupils repeat the dialogue live by line either after you or after the tape. And then divide the class into groups with each group taking the role of one child, or have pupils practice within small groups.g. Make new dialogues with new questions: Where is the robot? Where is the pencil-box? Where is the doll?h. Substitute the car in the dialogue (on the table) with a cat (on the box). Pupils will then practice producing a similar dialogue, using the 4 pictures on Page 15. The final dialogue will be like: A: Lets play a game. Where is the car?B: Is it in the box?A: No, it isnt.B: is it ?(3) Development:a. copy the new words and the new patterns.b. The exercises in the activity book.(4) Homework and end the lesson.教学反思：Unit 3单词比较少.学生学习的时候对这个情景和学习内容很熟悉.也有浓厚兴趣.掌握得轻松。句型方面.仍然有些学生没有能够掌握Is it?的问句.将它和陈述句混淆。词汇的运用.真正的交际和语用.真实的情景对于学生来说是急迫需要教师的帮助的。还有.在课文的学习中.学生上学期在猜物品的时候学会了Is it a cat?实际上.学生在这里类似的句子中显示出他们并不熟练.而且语言的重现和提升.对他们来说.新教材非常棒！ Unit 4 Is it in your bag?1. Objectives: Prepositional phrases of location, e.g., in the box, under the chair. Statements for telling positions, e.g., (The ball / It) is (under the table). Using where to ask about locations: Where is? Asking Yes/No questions about locations: Is it (in the box)? Master the new words: near, where, wheres, robot, doll, pencil-box. Patterns: Wheres ? Is it? Yes, it is. No, it isnt.2. The important items: Master the new words: near, where, wheres, robot, doll, pencil-box. Patterns: Wheres ? Is it? Yes, it is. No, it isnt.3. Design of the blackboard: Unit 4 Is it in your bag? Where is the ? Its Is it ? Yes, it is. No, it isnt. 4. Steps:(1) Revise the names of the 6 objects using the pictures: Pen, ruler, book, bag, pencil and rubber. Explain the task by using the pen as an example. Ask pupils to look at the top of the desk and ask Where is the pen? Guide them to answer Its in the pencil-box. Demonstrate how to draw line linking the pen to the pencil-box. Play the recording, pausing after each answer for pupils to draw the linking line. Then play the whole recording a second time for pupils to check their answers.(2)Look and choose:objects orally first, using the writing for consolidation. Use the first sentence as an example. Ask pupils Where is the red book? Is it on the chair? Is it near the chair? Guide pupils to find the correct answer in the picture. Show them that they are fill in the blank with the correct preposition.教学反思：Unit 4的句型是和Unit3相同的.在学习和训练的过程中.学生学得比较轻松和自信。而形近、音近字behind 和beside的区分方面.还不算理想。尽管我已经用了hind, hind-and-seek.以及side等等内容去教behind 和beside.还讲了很多自然拼读法的知识去加深认识.实际情况还是不理想。也许这两个单词对于学生来说的确是有点困难.因为语境少.语言环境比较贫乏。在课堂上要反复巩固.运用和操练.熟能生巧。Module 3 Personal informationUnit 5 Happy Birthday!1. Units and thematic content This module is about how to say numbers, especially in talking about age and telephone numbers. In Unit 5, Ben is holding a birthday party, and his friends guess his age. In Unit 6, ben asks Ms Whites telephone number. Asking someone about his/her age: How old are you? Telling someones age: Im/ Youre Stating the quantity of somethi