三年级英语下册 MODULE3 unit1 Lesson3教案 沪教牛津版

(沪教牛津版)三年级英语下册教案Module3 Unit 1 Colours The third period一、主要新授内容(New contents)1. Vocabulary: dress, blouse, shirt, T-shirt, trousers.2. Structures: Who is he/she ? She/He has.二、学习目标(Learning objectives)1. 通过Who is he/she ? She/He has.的询问来了解同学的穿着以及他们所喜爱的颜色，培养学生一定的观察能力和表述能力。2. 学习服装类名词的复数形式及s的正确发音。三、教学建议(Teaching Suggestion)1、任务前期准备阶段（Pre-task preparation section）这个环节主要让学生获得对新语言材料的第一次感知，也包括复习以前的课程，但是，更主要的目的在于创设情景，给学生以引入新授知识的内容框架。同时，也要使学生熟悉学习任务及其本身所需要使用的语言，如词汇，句型，功能表达等。Activity 1 （Sing a song）1 教学辅助：1） 电脑2） 录音机2活动过程（Process）StepsContentsMethodsPurpose1Warmer1. Ask the students to look at the screen and sing the songWhat is blue.活跃课堂气氛,，引入主题。Activity 2 ( Ask and Answer)1、活动过程（Process）StepsContentsMethodsPurpose1 Daily talk1.Discuss what they can see in spring and what colour they are？2. Discuss what they can see in the classroom and what colour they are？3. Lead in the theme of the lesson.从自然界的景物到班级中学生能看见的真实东西或人物来创设真实的操练情景，既巩固了旧知识，又为后面的新授做好了准备。2 任务中期实施阶段（While-task procedure section）While-task Procedure，这是指语言技能的习得过程。其中分为机械性操练和意义性操练两部分。机械性操练可以让学生准确地模仿、复说新授的语言，让他们经过从模仿到识记的过程，使新知识由感知、理解、模仿直到储存。Activity 1 (Ask and answer)1、教学辅助(Aids)1) 图片 2）彩色蜡笔2、活动过程（Process）StepsContentsMethodsPurpose1A game：Chain drillsP1：Look at the girl in green.P2：She is. Look at the boy in blue.P3: He is. Look at(Note: There should be no repetition.)运用游戏来使学生循序渐进地过渡到课文内容。2New words: T-shirt, blouse,dress, shirt, trousersT( Show pictures) What is he/she wearing? Have you got a T-shirt/ a blouse/ a dress/a shirt/a pair of trousers?What colour is your T-shirt/ blouse/ dress/shirt/trousers?通过看图片，引出新授单词，提高学生的兴趣。Activity 2 （ Read and spell ）1、教学辅助(Aids)1）图片2活动过程（Process）StepsContentsMethodsPurpose1 Read and spell1) Pupils.2) Groups3) Individual.通过不同形式的拼读识记新单词。2Recite the words.1. Ask the students to listen to the words and try to recite them.即时记忆，帮助学生尽快识记单词。Activity 3 （Think and say）1、教学辅助(Aids)1）图片2活动过程（Process）StepsContentsMethodsPurpose1New pattern: He / She has Who is he/she?1. Divide the class into two teams. Choose and say an item of clothing that one of the students is wearing, for example, a red shirt-He has a red shirt. The first team to say the name of the student wearing that item gets a point. Continue for about ten items of clothing. You can let a volunteer from the class call out items of clothing.通过从词组到句的游戏形式引出新授句型，既活跃课堂气氛，又自然而然过渡到新授环节。Activity 4 （Listen, guess and match ）1、教学辅助(Aids)1）图片2) 录音机 2活动过程（Process）StepsContentsMethodsPurpose1Listen , guess and match1. Ask the students to listen to a short passage.2. Divide the class into two groups. Group A keeps some picture cards of clothing while Group B keeps the other picture cards of clothing. After listening to the passage, they guess and match the pictures.One score for the correct answer. The group with the highest score will be the winner. 蕴涵新旧知识的综合运用，激发兴趣，有效训练学生的语言表达能力和反应能力。3任务后期完成阶段（Post-task activity section）Post-task Activity，这是指经过机械性操练和意义性操练，引导学生运用他们所获得的知识与技能来完成一个交际性的任务“task”，也就是语言的输出：output。学生通过前两个阶段的学习，在知识和能力上已具备综合新旧知识进行交际的能力，教师可以根据学生的实际水平设计或选用提供的活动，使学生在相应的尽可能贴近生活的语境中，正确有效使用习得语言，完成交际性的任务。Activity 1（Do exercises）1、教学辅助(Aids)1）语法训练册2活动过程（Process）StepsContentsMethodsPurpose1Exercises语法训练册P.291) Read, look and write2) Check从口头落实到笔头，进一步巩固新授内容。Activity 2（Do a survey ）1、教学辅助(Aids)1）纸2活动过程（Process）StepsContentsMethodsPurpose1Do a survey1. Give them a time limit and then each student walks around asking as many other students as possible the question: “Have you a dress/ a shirt/ a pair of trousers?What colour is it / are they?” They write the answers on the paper.2. Report.Eg: Linda is my classmate. She has a pink and yellow blouse让学生发挥他们的主观能动性，通过调查进一步熟练句型，同时也自然地与他人进行交际。通过汇报自己的调查报告，培养学生如何将所获得的信息组织结构并进行表达。Activity 3（Listen and Guess）1、教学辅助(Aids) 1）纸2活动过程（Process）StepsContentsMethodsPurpose1Listen and Guess1Select five students and make a note of what they are wearing , both the type and the colour of their clothes.(This is so that you do not have to look at them directly while you are describing them later on.)2. Tell the students to write the numbers 1 to 5 on their paper. Tell them you are going to describe five people in the class. The students task is to write the names of those people beside the numbers.3. Describe each of the students you have selected, in turn, without looking at them, for example: Number one is wearing a blue T-shirt and grey trousers. He is also wearing a pair of shoes. They are white and black. Repeat your descripti