广州版新教材三年级下学期英语教案

1、三年级下学期英语课教案2013年 2月 21日1Teaching 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 Jane

2、t 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:Grammar and communicative functionsAsking and answering about the colour of an object:-What colour is ?-It sStating the colour

3、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) are23. VocabularyKey words:red, blue, yellow, white, black, orang

4、e, 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”5. Learning outcomes Pupils will be

5、 able to:(1) Use some common colour words in talking about colours;(2) Ask about the colour of an object: What colour is?(3) Tell the colour of an object: It sThe nose isThe eyes are(4) Ask Yes/No questions about othersfavourite colours: Do you like ?(5) Give short answers to Yes / No questions abou

6、t ones favourite colour:3Yes, 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

7、. Learning objectivePupils 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 g

8、o to play. I like red. What colour is it? Its red. I have a kite.3. Design of the blackboard:Unit 1 ColourWhat colour is it?It s (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 kiteWhat colour is it? (Use all the transport and goover

9、 the sounds of the colours.)4(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 pupil s attention to the kite in the picture,

10、 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

11、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

12、(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 page2 and page 3. You could begin by saying,“This is a car. What colour is it?Lets learn some colour word

13、s”.Go through the colour words with the pupils one by one, inviting them to5repeat 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

14、 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

15、较好的教学效果。Unit 1 Fun With Language1. Learning objectivePupils will learn how to ask and answer about colours, and how to state their6favourite 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

16、) 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 ColourDo 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

17、 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

18、 to extend the learning. What can you see?P1 makes a small dialogue and then the children write down the colour words7beside 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 t

19、he 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

20、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

21、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 exer

22、cises.8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 Let s 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 fac

23、e.(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

24、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 itVocabularyLook at the green hat.Lets colour the hat purple.Crayonsa funny facea black desk4.Steps:9(1) Prepara

25、tion 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 pu

26、pils 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

27、.d. Use your own demonstration, or draw pupilsattention 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.

28、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.10(3) Presenting the new colour wordsa. Since the pupils have learnt green fr

29、om the dialogue, you can begin with the colour green, and present the other colour names in the contextual teaching.b. Say to the pupils Let s learn more colours. Then present the names of other colours. Then point to the colours randomly, and ask pupils to say the colourword.(4) Consolidation:a. te

30、ach, 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

31、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

32、信心。Unit 2 Fun with English111. 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 o

33、f the blackboard: Unit 2 Let s colour itThe 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

34、.(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

35、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：12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 contentThis module is

36、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 can tfind his English book. His mother helps him by asking Ben possible places where he may have pu

37、t it.Grammar and communicative functionsPrepositional 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)?Vocabular

38、yKey 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, web13PhonicsPronunciation represented by:- “e”as in “he”- “e”as in “bed”- “f”as in “five ”- “g”as in “gi

39、rl ”- “h”as in “hair”- “ee”as in “meet”Learning qutcomes: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 En

40、glish 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

41、, e.g., (The ball / It) is (under the table).Using where to ask about locations: Where is?14Asking 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

42、 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 positionsIn, on, under, near, pencil-box, robot, dollWhere 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:

43、a. The pupils have come across“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

44、 pupils repeat the 4 sentences.d. Choose a picture randomly and ask about the position, e.g., look at Picture 3,15where 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 rig

45、ht 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 r

46、ecording all the way through. Ask the pupils where Jiamins car is. If they dontknow, 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.

47、 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 (o

48、n the box). Pupils will then practice producing a similar dialogue, using the 4 pictures on Page 15. The final dialogue will be like:A: Let s play a game. Where is the car?B: Is it in the box?16A: No, it isn t.B: is it ?(3) Development:a. copy the new words and the new patterns.b. The exercises in t

49、he 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. Objectiv

50、es: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)?17Master the new words: near, where, wheres, r

51、obot, 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 ? ItsIs it ? Yes, it is.No, it isn t.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 It