北京版英语二下第三单元教学教案

1、二年级下 3 单元 英语 学科单元教学计划第（ 3 ）单元课时数：7授课时间：3月2日3月16日单元目标1：能在一定情境中运用“Would you like to-?” 礼貌地询问对方的意愿或发出邀请，能用“Can I use -,please?”提出自己的请求并作出相应的回答。2：能听懂并认读有关餐具类的单词spoon, bowl, chopsticks, glass (dish, fork, knife), 洗漱用品的单词（towel, soap, shampoo, toothpaste (toothbrush, mirror), 能能听懂认读有关人物日常活动的短语， 如：come to

2、my room, read my books, ride my bike, play with my toys, sit on the chair等， 并能在相应情境中应用。3：感知元音字母e及字母组合ea在单词中的读音/e/， 能认读符合语音规则的单词。如: bed, pen red等。4：能模仿录音中的语音、语调朗读和表演韵文，感受韵律及发音。5：懂得在征求对方意愿、提出邀请及请求时要有礼貌、讲礼仪。单元重点学生能够在熟悉的生活场景中使用目标语言“Would you like to-?”“Can I use -, please?”来询问对方的意愿或提出自己的请求，并结合实际情况作出回应。同

3、时还要懂得做客或参观时的礼仪。单元难点学生能够在熟悉的生活场景中使用目标语言“Would you like to-?”“Can I use -, please?”来询问对方的意愿或提出自己的请求，并结合实际情况作出回应 课时授课教案学科：英语 第（3）册 （3）单元 备课人： 第（ 1）课时课型：新授教学内容Lesson 9 : listen and say教学目标1:能够在情境中理解对话内容，能正确朗读并表演对话。2：能在一定情境中听懂、会用“Would you like to-?”礼貌地邀请对方并作出回答“Yes,-love to.”3:能理解认读本课的单词及动词短语room, love,

4、 bed, chair, sit, come to my room.4:知道对别人的赞美表示感谢，懂得在别人家做客时不能随便动主人的物品。教学重点1:在情境中理解对话内容，能正确朗读并表演对话。2：用“Would you like to-?”礼貌地邀请对方并作出回答“Yes,-love to.”教学难点句型“Would you like to-?”的连贯朗读和停顿。教学准备单词图片， 短语词条，教学课件，人物头饰。教学过程一.Leading in:1：教师呈现毛毛和果果走在路上的图片，引导学生说出图中的人物，预测人物要去的地方。2：教师播放录音，引导学生听录音，验证学生的猜测，引出本课主题图。

5、（Maomao: Today is Sunday.We dont go to school.Lets play with Lingling.Guoguo: Ok! Lets go!）二：Dialouge 1:1：了解图中人物，观察对话情景，预测人物语言：出示第一幅图：Who are they? Where are they? What will Lingling say to Maomao and Guoguo?2：初听理解对话：播放两遍录音：鼓励学生快速捕捉对话中人物的话语：Welcome To my house! Thank you. Would you like to come to m

6、y room?Yes ,I d love to.3:学习第一轮对话。重点理解“Welcome To my house!”创设情境：教师扮演玲玲，在找两个孩子扮演果果和毛毛。当他们从外面进来时，教师说“Welcome To my house!”，鼓励学生猜猜果果和毛毛会说什么？4：再次播放录音，引导学生观察插图，说出房子内的物品如果学生说不出，教师可以介绍：The house is clean. Oh,here is a sofa.启发学生玲玲对毛毛有说了些什么呢？（讨论之后再听录音）5：学习第二轮对话，理解”Would you like to come to my room?”“Yes, we

7、d love to.的意思。教师扮演玲玲，指着房间门并作出邀请的动作说：This is my room. Would you like to room?启发学生理解room 的意思并猜测句意。然后再分角色扮演。6：听录音，跟读。7：分角色扮演。:三：Dialouge 21：引导学生识别对话情景：Now,Maomao Guoguo go to Linglings room.Guess: What will they see in Linglings room?2：学习理解bed, chair, toys教师出示玲玲的房间图，将学生谈到的book,bed, chair ,toys等单词贴在相应的位

8、置，带学生读一读。 3：初听理解对话。 A：播放录音，引导学生重复对话。 B:引导学生看图理解：Your bed is big./ You have a nice chair. 的意思。 (创设情景，帮助学生理解句意) C：引导学生说出玲玲的话：Maomao say the chair is nice,guess:What will Lingling say? 4：听录音模仿跟读并分角色扮演。 A:播放对话录音，边看主题图边听录音。 B：分角色跟读对话。 C:分组练习对话。 D：小组展示。五：完整听对话录音，分角色朗读或角色扮演。六：Homework.板书设计Lesson 9 Would yo

9、u like to come to my room？ House-room-a big bed A nice chair课时授课教案学科：英语 第（3）册 （3）单元 备课人： 第（ 2）课时课型：新授教学内容Lesson 9 : Lets act and Lets say教学目标1:进一步巩固本课对话内容。2：能在一定情境中听懂、会用“Would you like to-?”礼貌地邀请对方并作出回答“Yes,-love to.”3:能理解认读动词短语 come to my room, read my books, play with my toys4:懂得在别人家做客时不能随便动主人的物品。

10、教学重点在情境中用“Would you like to-?”礼貌地邀请对方并作出回答“Yes,-love to.”教学难点句型“Would you like to-?”在情境中的灵活运用。教学准备单词图片， 短语词条，教学课件，人物头饰。教学过程一:Warming up-review the textT: Whose house does Guoguo and Maomao come?S: Linglings house. T: What does Lingling say when Guoguo and Maomao come?S: Welcome to my house. T:Then t

11、hey come to Linglings room.玲玲是如何邀请毛毛和果果进自己的房间的呢？S:引导学生说出 Would you like to come to my room？T；果果和毛毛很愿意去，他们是怎么回答玲玲的呢？S：Yes,wed love to. T:What does Lingling have?S: A big bed and a nice chair. T:What does Lingling have eles:二:Presentation and practice(1) ：新词呈现 1；出示23页主题图： In this room,what does Lingli

12、ng have? (She has books,bike and toys.) 2: 复习动词：read, ride,play. (1)教师做动作学生马上说出单词。 (2) 出示动词及三个单词books, bike,toys.让学生搭配。 (3) 接着引导学生说出短语：read my books, play withe my toys, ride my bikes. 3:玲玲想邀请朋友读书，她该怎么说呢？ （引导学生说出：Would you like to come to read my books?) 猜猜朋友们愿意么？他们会怎么说呢？ （Yes. Wed love to.)4:接着在情景中

13、引导学生说出： Would you like to come to ride my bike? Would you like to come to play with my toys?5：听录音，跟读对话。6：分角色扮演。 三:读一读，比一比T: First, lets read the words together.S: T: Who can read one word?(把单词卡贴在词旁，让学生选择自己会读的一个单词)S: T: Who can read two words?(让学生选择自己会读的两个单词)S: T: Who can read three words?(让学生读全部三个单词

14、，对积极发言，读得好的学生进行鼓励、表扬)S: 四：学习韵文1：看一看，说一说(出示韵文的主题图） Who is in the picture?(Kate) Where is he?(He is in the bed.) Is she sleeping?(No) What time is it? (At night.) Lingling 想让Kate睡觉了，咱们听一听她是怎么说的？ 2.听一听，说一说。T: Now listen to the tape. Then tell me what you hear.(通过动作帮学生理解问题)S: T：We have learned the two r

15、hymes, right? S：Yes.T：Lets clap your hands and say the rhyme.S：Yes.3) 听一听，练一练T：Listen and repeat the sentences.S：.（创编动作, 说第一、三行单词时拍手，第二、四行句子拍腿，帮助学生记忆）3：表演韵文T: Now make in groups and practice the rhyme.S: T: Which group will have a try?S: Let me try. / Ill try. （最后让学生选出表演最好的小组）设计意图:让学生通过表演进一步理解和巩固所学韵

16、文, 检查学生的掌握情况。板书设计 What would you like to read my books? ride my bike? Play with my toys? Yes, wed love to.课时授课教案学科：英语 第（3）册 （3）单元 备课人： 第（3 ）课时课型：新授教学内容Lesson 10：Would you like to use the glasses? Listen and say.教学目标1:能够在情境中理解对话内容，能正确朗读并表演对话。2：能在一定情境中听懂“Would you like to use-?”礼貌地邀请对方并作出否定回答“No,thank

17、 you.”3:能理解认读本课的有关单词glass,kitchen, fridge,table,apple juice,thirsty.4:知道对别人的赞美表示感谢，懂得在别人家做客时不能随便动主人的物品。教学重点1:能够在情境中理解对话内容，能正确朗读并表演对话。2：能在一定情境中听懂“Would you like to use-?”礼貌地邀请对方并作出否定回答“No,thank you.”3:能理解认读本课的有关单词glass,kitchen, fridge,table,apple juice,thirsty.教学难点正确理解并运用“Would you like to use-?”礼貌地邀

18、请对方并作出否定回答“No,thank you.”教学准备单词图片， 教学课件，人物头饰。教学过程一：Warming upRevision（1） Review some words about food and drink. 教师出示PPT要求学生猜测并说出图片中 所表示的单词。（2） Review the text about Lesson 91：出示Lesson9主题图：T: Boys and girls,this is linglings house.Mao and Guoguo go to her house. 她邀请果果和毛毛去她的房间，她是怎么说的呢？ S:Would you li

19、ke to come to my room?T: 他们一起来到了玲玲的房间，他们都看到了什么（What can they see？）S: （对说得又对又快的学生进行表扬）T：玲玲邀请好朋友一起做了很多有意义的活动（What do they do?）。(再出示23页图，一起复习相关句型及短语）下面我们来看一看接下来又发生了什么事情？二：Presentation and practice学习课文看一看，说一说T: Look at the picture of the text. Who are they?S: They are Maomao, Guoguo and Lingling.T:What

20、are they doing?S:They are playing with the toys.2) 听一听，说一说T: What wrong with Guoguo? What does Lingling say? Lets listen to the tape. (听录音两遍后请学生回答)S: What things does Lingling have?S:A big fridge.T:What things are there in the fidge? What does Lingling drink?S: Some apple juice. T:Would Guoguo like

21、to use the glasses on the table? T: Listen to the tape again and repeat the sentences.S: 三：课文练习T: First Ill be Lingling, boys will be Guoguo and girls will be Maomao. Lets practice the text.S: T: Now make in groups and act out the dialogue. S: （学生以小组为单位进行练习，教师巡视指导）T: Which group will have a try?S: (

22、小组上台朗读课文，教师予以评价)四：Sum up:五：homework板书设计 Would you like to use the glasses? No, thank you.学科：英语 第（3）册 （3）单元 备课人： 第（4 ）课时课型：新授教学内容Lesson10:Lets act and Lets say教学目标1：能在一定情境中运用“Would you like to use-?”礼貌地邀请对方并作出否定回答“No,thank you.”2:能认读并运用本课的有关单词glass,kitchen, fridge,table,apple juice,spoon, bowl, chops

23、ticks, thirsty.3:理解并学习韵文。教学重点1：能在一定情境中运用“Would you like to use-?”礼貌地邀请对方并作出否定回答“No,thank you.”2:能认读并运用本课的有关单词glass,kitchen, fridge,table,apple juice,spoon, bowl, chopsticks, thirsty.教学难点1：重点句型的理解与运用。2：单词的识记。教学准备单词图片， 短语词条，教学课件，人物头饰。教学过程一：Warming up:（一）Review some old words and sentences.出示单词图片，学生马上说

24、出英文。（2） Review the text.1:Read the text together.2：Act the text show us.(3） What things are there in the kitchen? （引导学生说出相关的厨房用品）二：Presentation and practice（一）：新词呈现the spoon, the chopsticks, the bowl,the glasses T: 出示勺子图片的一部分问：Whats this? (板书spooon，带领学生拼读) S: spoon(跟读)T: Look, This is a bowl. (拿碗的单词

25、图片)S: 同样方法学习the chopsticks(二)：读一读，比一比T: First, lets read the words together.S: T: Who can read one word?(把单词卡贴在词旁，让学生选择自己会读的一个单词)S: T: Who can read two words?(让学生选择自己会读的两个单词)S: T: Who can read three words?(让学生读全部三个单词，对积极发言，读得好的学生进行鼓励、表扬)S: (3) 在情景中学习并运用句型：Would you like to use the-?Yes, Id love to./

26、No, thank you,三：Lets say1) 看一看，说一说T：Look at the picture on P25. Are the girl happy?S：Yes.Why?T:Look at the picture: What things are there on the table?2) 听一听，说一说。T：Listen to the tape and then tell me why the children are happy.S：They can drink some apple juice and orange juice. (引导学生回答)3）听一听，练一练T: N

27、ow listen and repeat the sentences. （创编动作帮助学生理解、记忆）S: .四：表演韵文T: Now make in groups and practice the rhyme.S: T: Which group will have a try?S: Let me try. / Ill try. （最后让学生选出表演最好的小组）设计意图:让学生通过表演进一步理解和巩固所学韵文, 检查学生的掌握情况。（三）ProductionFollow meT: Look at the words on the blackboard.S: spoon, spoon, (通过手

28、势高低，引导学生分别用升降调来读单词)T: Would like to use the spoon? (引导学生拍手说句子)S: .(通过同样方法，练习bowl, bowl, Would like to use the bowl?. No, thank you. -)设计意图：通过说唱与表演，激发学生的学习兴趣；将单词及相关句子联系在一起，加深学生的记忆，进一步巩固所学单词、句型。五：Sum up:六：Homework板书设计 Would you like to use the spoon? chopsticks? bowl?No,thank you.学科：英语 第（3）册 （3）单元 备课人

29、： 第（ 5）课时课型：新授教学内容Lesson 11: Listen and say教学目标1:能够在情境中理解对话内容，能正确朗读并表演对话。2：能在一定情境中运用“Can I use-?”提出自己的意愿，并作出否定回答“Sure./Sorry, you cant.”3:能理解认读本课的有关单词bathroom,want, call, mum, phone,4:懂得在别人家做客时不能随便动主人的物品,如果自己有需要一定要经过别人的同意。教学重点1:理解对话内容，能正确朗读并表演对话。2：能在一定情境中运用“Can I use-?”提出自己的意愿，并作出否定回答“Sure./Sorry, y

30、ou cant.”3:能理解认读本课的有关单词bathroom,want, call, mum, phone.教学难点课文的理解与单词的识记。教学准备单词图片， 短语词条，教学课件，人物头饰，玩具电话。教学过程一:Warming up : 1:播放第十课课文录音，学生跟读。 2：请2-3组学生表演对话。 3：导入新课： 出示Lesson 10主题图:伴着动作描述并总结对话：Guoguo is thirsty.So,they go to the kitchen.They see a big fridge there.Guoguo wants to drink some apple juice.

31、Does shi use the glasses on the table?学生回答：No.教师接着说：Guoguo drinks some apple juice.She is not thirsty now.Maybe Maomao has some food.Look!(教师出示本课第一幅图）二：Dialouge 1:1：了解图中人物，观察对话情景，预测人物语言：出示第一幅图：Who are they? Where are they? What will Lingling say to Maomao and Guoguo?2：初听理解对话：播放两遍录音：鼓励学生快速捕捉对话中人物的话语：

32、Can I use the bathroom,please. Sure, its over there.3:学习第一轮对话。重点理解“Can I use the bathroom,please. Sure, its over there.!”创设情境：找1个学生扮演吃了很多东西的毛毛，教师扮演玲玲。Maomao说“Can I use the bathroom,please?”鼓励学生猜猜Lingling会说什么？4：再次播放录音，引导学生观察插图，说出bathroom在哪里，教师可以介绍：The house is clean. Oh,here is a bathroom.启发学生玲玲对毛毛又说

33、了些什么呢？（讨论之后再听录音）6：听录音，跟读。7：分角色扮演。:三：Dialouge 21：引导学生识别对话情景：，理解”I want to use your phone.Can I use your phone?”“Yes, go ahead.的意思。教师扮演玲玲，指着电话门并作出邀请的动作说：“Yes, go ahead.启发学生理解go ahead 的意思并猜测句意。然后再分角色扮演。2：学习理解want, phone,go ahead教师出示玲玲的房间图，将学生谈到的phone,bed, chair ,bathroom等单词贴在相应的位置，带学生读一读。 3：初听理解对话。 A：播

34、放录音，引导学生重复对话。 B:引导学生看图理解go ahead (创设情景，帮助学生理解句意) C：引导学生说出玲玲的话：Maomao say :Can I use your phone,please.guess:What will Lingling say? 4：听录音模仿跟读并分角色扮演。 A:播放对话录音，边看主题图边听录音。 B：分角色跟读对话。 C:分组练习对话。 D：小组展示。五：完整听对话录音，分角色朗读或角色扮演。六：Homework. Can I use the bathroom? phone? Sure./Yes.学科：英语 第（3）册 （3）单元 备课人： 第（ 6）课

35、时课型：新授教学内容Lesson 11: Can I use the bathroom? Lets act and Lets say.教学目标1:能够在情境中理解对话内容，能正确朗读并表演对话。2：能在一定情境中运用“Can I use-?”提出自己的意愿，并作出否定回答“Sure./Sorry, you cant.”3:能理解认读本课的有关单词bathroom,soap, towel,shampoo, toothpaste.4:能够理解并说唱韵文。教学重点1：能在一定情境中运用“Can I use-?”提出自己的意愿，并作出否定回答“Sure./Sorry, you cant.”2:能理解认

36、读本课的有关单词bathroom,soap, towel,shampoo, toothpaste.3:能够理解并说唱韵文。教学难点单词shampoo, toothpaste的朗读与识记。教学准备单词图片， 短语词条，教学课件，人物头饰。教学过程一:Warming up看一看，说一说 活动目标：继续帮助学生回忆所学单词,运用句型Can I use your ? 并且回答。1. 学生根据教师提供的图片任选两幅，进行对话练习T: Boys and girls, please make sentences with your partner with 2 pictures. S: Can I use

37、your ?2. 通过图片进一步复习单词和句子。（1） 教师出示图片，学生迅速说出英文。（2）教师将卡片发给各组，然后学问：Can I use your spoon? 如果他们手里有这张卡片，孩子们就可以说：Sure./ Yes.反之，他们就要回 答:Sorry, you cant.二:Presentation and practice(一)：学习认读单词towel, soap, shampoo, toothpaste1. 出示21页主题图：T: Can you tel me where is it?S: Its a bathroom.T: What things are there in t

38、he bathroom?2. 出示毛巾，学习towelT: Look at this new picture. This is a towel.(学习单词towel, 跟读单词)T: Please say a whole sentence. (point the blackboard and read it)S: Can I use the towel?T: Why? You can explain this with Chinese.3. 通过课件学习单词soap, shampoo, toothpaste. (二)：play a game 找对手-快速抢答活动目标：在游戏活动中巩固所学单词和

39、句型。教师请一名学生在教室里走动寻找对手（对手可以自己选定），找到后，站在对方的旁边，这时教师问一个问题，这两名同学一起回答，首先准确的回答问题的同学坐下，另一个同学继续在班里寻找对手。三：学习韵文1 Listen 2 times, what do you listen ?2 Listen and repeat the sentence.3 听课文录音，质疑。4 Read the rhymes by yourself 2 times(认读课文)5 Read the text with your partner.6 Distinguish the text and the rhymes. Get up, Kate. Wake up,Kate. Awake or not, Get up Kate.设计意图：通过反复听课文录音，锻炼学生的耳朵听力，同时培养学生较强的语感和语言的理解能力。四：Sum up:五：Homework:板书设计Can I use the towel/shampoo/soap/toothpaste?Sure./ Sorry, you cant. 学科：英语 第（3）册 （3）单元 备课人： 第（7 ）课时课型：新授教学内容Lesson 12：Review教学目标1：进一步复习巩固本单元重点单