广州版三年级英语上册Module3Unit78

1、广州版小学英语三年级上册Module 3 StationeryUnit 7 Wheres my pencil?Team备课小组Author执笔 Date Module/Topic 模块及话题Module 3Unit 单元7Title 题目Work with the languagePeriod课时1Type of lesson 课型New LessonObjectives：教学目标1.Language knowledge语言知识：Vocabulary: pen, pencil, pencil-case, pencil-sharpener, ruler, rubber, box, bag, de

2、sk, chair, table, bed.Sentence pattern: where is the pencil?2.Language skill语言技能：1）The students could match the English words to the corresponding study things.2) The students could pronounce the words correctly. 3) The students could understand the rule of the pronunciation of the vowel “e”3.Affect

3、 情感态度1） The students could name the study things.2） The students are increasingly willing to participate in class to play games.3) The students form the good habit of loving their own study things.4.Learning Strategies学习策略：1）Through direct and interesting strategies, such as beautiful pictures to dr

4、aw their attraction.2) set vivid English scenes to help students learn and comprehend knowledge.Difficulties Analysis教学难点分析：The sentence pattern and some long words are new to the students. So perhaps its a little difficult for them to comprehend and memorize. TeachingAids/Media主要教学媒体 电脑多媒体，图片，投影, F

5、lash, English songs. CAITeaching Resource教学资源单词卡片， 教学软件Teaching Procedures 教学过程Teaching activity & Steps of the activity 教学活动及具体的活动操作步骤（明确教学的每一个活动的设计，写清楚活动的具体造作gg步骤。）Learning strategies 学生学习策略（每一个教学活动，所有学生或部分学生的主要学习行为/任务的具体描述。）Purpose设计意图（从为达成目标、解决难点或形成技能等方面做具体的描述。）Warming-upPerformance III. pre

6、sentationIV. Post-taskV. Homework1.Greetings2. Sing the song “where is the pencil”.3. Presentationand performance4 game5. game6. guessing game7. work with language8. development1. Play the song “where is the pencil”, and ask the students to clap their hands while singing the song “where is the penci

7、l”. (T: whats this (raise the pencil)S: pencil T: first lets sing “where is the pencil”S: )2. Create vivid English scenes such as pictures and objects and sentence patterns to lead in the words and furthermore help students to comprehend them.T: whats this (raise the pen)S: pen (stick the picture on

8、 the blackboard, read “pen, pen, p-e-n, pen” team1, please; team2; team3; team4; whole class)T: where is the pen? Its on the pencil.(stick the picture on the blackboard, “pencil, pencil, p-e-n-c-i-l, pencil” team1, please; team2; team3, team4; whole class.)T: where is the pencil? Its in the pencil-c

9、ase.(stick the picture on the blackboard. “ pencil, pencil; case, case; pencil- case, pencil-case; listen, pencil- case, pencil-case, pencil case” T: OK, now, can you? Any volunteers? )S:T: where is the pencil-case? Its on the pencil-sharpener.(show the pencil- sharpener to the students. Stick the p

10、icture on the blackboard, pencil, pencil; sharpener, sharpener; pencil-sharpenerT: now, listen! “Pencil-sharpener, pencil-sharpener-pencil-sharpener”. Can you?)S: (pen- pencil-pencil-case_ pencil-sharpener)T: whats this (show the ruler to the students)S: (stick the picture on the blackboard, ruler,

11、ruler, r-u-l-e-r, ruler, team1; team2; team3; team4; whole class.)T: where is the ruler? Its on the rubber.(show the rubber to the students)(stick the picture on the blackboard, rubber, rubber, r-u-b-b-e-r, rubber. T: first, listen, rubber, rubber, rubber. Can you?S)T: where is the rubber? Its in th

12、e box.(show the box to the students, and sick the picture on the blackboard . Box box, b-o-x, box. Ks. T: first listen. Box, box, box , box. Now can you?S: )T: where is the box? Its in the bag.(show the bag to the students, and stick the picture to the blackboard. bag, bag, b-a-g, bag. Team1, team2;

13、 team3; team4; whole class.)T: where is the bag? Its on the desk. (Show the bag to the students, and stick the picture on the backboard.T: now listen, first. Desk, desk, desk, desk. Now can you S:T: team1; team2; team3; team4, whole class.)T： where is the bag? Its on the chair.(stick the picture on

14、the blackboard, T: Listen, please, chair, chair, chair, chair, now can you?S: T: chair, chair, c-h-a-i-r, chair.)S: T: now lets see two more words. Show the word “bed” to the students, and stick the picture to the blackboard.T: now listen first: Bed, bed, b-e-d, bed Bed, bed, bed, now can you?S: T:

15、train gameT: the last one, “table”(stick the picture on the blackboard)T: now listen first, table, table, table, table, now, can you?S: T:good3. T: now lets play a game. See whats this? (show the bag to the students) You guess whats in it.Show the pencilShow the penShow the rubberShow the rulerShow

16、the pencil-caseShow the pencil-sharpenerShow the boxShow the bag4. T: OK, now lets change the role Show me your pencilShow me your rulerShow me your rubberShow me your penShow me your pencil-caseShow me your bag.5.T: now lets play a game (turn back the pictures, and then take out one of them, ask th

17、e students to guess what it is.)T: Next, lets do an exercise. Any volunteers? (how to read, follow her)6. Ask the students to do the exercise of work with language. According to the tape, the match the object to the English word.6. T: I want to ask you some questions, and you please tell me yes or n

18、o.Is the pencil on the desk?S: .T: is the pencil in the pencil-caseS: T: is the ruler in the pencil-case?S: T: is the ruler in the bag?S: T: is the rubber in the bag?S: To create a relative active and harmonious class atmosphereTo help students get familiar with the sentence pattern “where is ” thro

19、ugh vivid English scenes.Through pictures to help students practice spelling the word.To help students acquire a good command of the pronunciation of the words.To stimulate students pioneering spirit to lead them to participate in the class more actively.Through repeated practice to help students ge

20、t familiar with the word.Repeated practice of the sentence pattern “where is ” help the students to form a good English atmosphere.To learn the words.Through this interesting game to help students get familiar with the words. The students would be quite interested in this game.To check whether the students have known the meaning of the words and whether they could give correct acti