2019年三年級(jí)英語上冊(cè)《Unit 3 In the park》教案 上海本地版.doc

2019年三年級(jí)英語上冊(cè)《Unit 3 In the park》教案 上海本地版Content3A M3U3 In the park Read a story (Period 2)Aims1. Using imperatives to give simple instructions e.g., Look at the boat.2. Using wh-questions to find out the colours of objects e.g., What colour is it? It’s yellow.3. Using yes/no questions to find out specific information e.g., Is this your ball? Yes, it is./No, it isn’t.Language focus1. Using imperatives to give simple instructions e.g., Look at the boat.2. Using wh-questions to find out the colours of objects e.g., What colour is it? It’s yellow.3. Using yes/no questions to find out specific information e.g., Is this your ball? Yes, it is. /No, it isn’t.Teaching aidsMulti-media, pictures, word cards .etc.ProceduresStepTeacher’s activitiesStudents’ activitiesPurposePre-task preparation1. Greetings.2. Daily talk.3. Have Ss say a rhyme.4. Ask some questions according to the rhyme.1. Greetings.2. Daily talk.(S1-Ss)3. Say a rhyme.I see green.I see yellow.I see blue.I see purple.I see the beautiful rainbow,Shining over there,Outside my window.4. Look and say.e.g., T: (point to a colour) What colour is it? Ss: It’s red.營造和諧的學(xué)習(xí)氛圍，在師生、生生互動(dòng)中進(jìn)入學(xué)習(xí)狀態(tài)。

活躍學(xué)習(xí)氣氛，同時(shí)以舊引新While-task procedure1. To teach: Look at the…(1) Show the rainbow and ask Ss to say something about it.(2) Have Ss talk about the rainbow.(3) Have Ss talk about the items of school supplies they have in pairs.2. To teach: Is this your…? Yes, it is./No, it isn’t.(1) T: (Collect some students’ items of school supplies and put them in a bag. Take out one and ask Ss to answer questions.)(2) Have Ss to ask and answer in pairs3. Have Ss listen to the recording for’ Read a story’ and ask some questions.e.g.,What colour is the kite?What colour is the boy’s ball?What colour is the girl’s ball?1. To learn: Look at the…(1) Try to say.e.g., Look at the rainbow.It’s beautiful.It’s red.It’s yellow.…(2) Talk about the rainbow in pairs.e.g., S1: Look at the rainbow. It’s beautiful.S2: What colour is it?S1: It’s red, yellow, green, blue and purple.S2: How nice!(3) Talk about the school supplies in pairs.e.g.,S1: Look at my pencil. It’s yellow.S2: It’s nice. I have a new ruler.S1: What colour is it?S2: Look! It’s pink.2. To learn: Is this your…? Yes, it is. /No, it isn’t.(1) Try to answer.e.g.,T: Here’s a rubber. Is this your rubber?S1: No, it isn’t. My rubber is yellow.T: Is this your rubber?S2: Yes, it is.(2) Pair work3. Listen and answer通過先描述rainbow到同桌說一說rainbow，來學(xué)習(xí)句型。

通過學(xué)習(xí)用品的描述，鞏固句型，同時(shí)也貼切學(xué)生生活在師生、生生互動(dòng)中習(xí)得知識(shí)讓學(xué)生帶著問題去聽、去看，便于理解故事Post-task activity1. Have Ss listen to the story again and repeat it.2. Ask Ss to act it out.3. Ask Ss to read the story and plete the following sentences.Listen and repeat the story.Role-play.Read and fill in the blanks.e.g.,Alice and Kitty are in the __.They can see a ____.It is ____. (colour)They can see a ____.It is ___ and ___.讀讀、演演、練習(xí)等方式鞏固知識(shí)，達(dá)到學(xué)以致用的效果AssignmentListen to the recording for ‘Read a story’.Try to act out the story after class.注意基礎(chǔ)型和能力型作業(yè)的兼顧。

板書設(shè)計(jì)Unit 3 In the parkLook at the … It’s …A: Is this your…?B: Yes, it is./ No, it isn’t.附送：2019年三年級(jí)英語上冊(cè)《Unit 3 Plants》教案 上海本地版I. Teaching contents:1. Words and expressions: plant, leaf, leaves, root, trunk, branch2. Sentence structures: It has …3. Language function: Be able to talk about the plants and trees.II. Teaching difficulty: 1. The pronunciation of ‘trunk’, ‘branch’.2. The usage of ‘It has…’III. Culture: Inspire students to understand the nature. IV. Teaching aids: Multimedia V. Teaching procedure:學(xué)習(xí)目標(biāo)導(dǎo)學(xué)方法備注說明能迅速進(jìn)入英語學(xué)習(xí)的狀態(tài)。

I. Pre-task preparation1. Sing a song.Fly the butterfly.2. Talk about the butterfly.The butterfly is … 通過歌曲的演唱，創(chuàng)設(shè)了英語教學(xué)的氛圍，又引出了主線Butterfly 能初步感知新單詞能正確朗讀新單詞和詞組能初步理解新句型，并正確朗讀新句型能正確運(yùn)用新句型結(jié)構(gòu)表達(dá)能初步感知新單詞能正確朗讀新單詞和詞組能正確運(yùn)用新知識(shí)描述圖片能正確朗讀段落，并且復(fù)述II. While-task procedure1. Learn Part I.Task1: planta. Read in groups and try to read the new word.b. Read and spell: play +want plantc. Phrases: a/ an ____ plantd. Practise： This plant is…Task2: Learn the sentences.a. Elicit by the passage.b. Read and spell: hat+ his has Sound and tones: It has a flower. This plant has a flower.c. Look and say: This … has …d. Practice:Look at the plant.It has … It’s / They’re…2. Learn Part II.Task1: Learn ‘leaf, leaves’a. Elicit by the question. What has the plant got?b. Read and spell: leaf c. Phrases: a/an ___ leaf ________ leavesTask2: Learn ‘root’a. Elicit by the question.b. Read and spell: root rootsc. Practice: Look at the plant. It has leaves/ roots. They’re …Task3: Read the passage again.Retell: Hello, I’m Butterfly. I like …Look at this …It has……培養(yǎng)學(xué)生的自學(xué)能力。

通過描述植物的特點(diǎn)，讓學(xué)生進(jìn)一步掌握plant由易到難，逐步展開表達(dá)通過回答問題，調(diào)動(dòng)學(xué)生主動(dòng)學(xué)習(xí)的欲望借助學(xué)生生活經(jīng)驗(yàn)，組織說話練習(xí)，充分鍛煉學(xué)生思維培養(yǎng)學(xué)生理解短文并根據(jù)關(guān)鍵詞匯復(fù)述的能力能聽錄音判斷能正確理解新單詞，并且能正確朗讀新單詞能正確理解新單詞，并且能正確朗讀新單詞能運(yùn)用新知識(shí)點(diǎn)表達(dá)有感情的朗讀能正確描述the tree.課外繼續(xù)加強(qiáng)新知識(shí)的運(yùn)用和鞏固，能熟練靈活的運(yùn)用語言交際III. Post-task activities1. Learn the passage of a tree.Task 1: Listen and judge.Task 2: learn ‘trunk’ a. Read the passage in groups and try to read the new words. b. Read and spell: tree +duck +drinktrunk c. Look and say: The trunk is …Task 3: Learn ‘branch’ a. Read the passage in groups and try to read the new words. b. Read and spell: brown +want +peach branchbranches c. Look and say: The branches are … d. Practise: Look at the tree. It has a trunk/ branches. It’s …/ They’re…Task 4: Read the passage again. Talk about the tree. Look at the tree. It has … …2. Assignmenta. Copy the new words and sentences. b. Write about a tree or a plant (more than five sentences).設(shè)計(jì)聽力練習(xí)，初步感知段落內(nèi)容，同時(shí)培養(yǎng)學(xué)生的聽力能力。

通過已學(xué)的單詞讓學(xué)生掌握字母的發(fā)音規(guī)則，以便掌握新授單詞通過已學(xué)的單詞讓學(xué)生掌握字母的發(fā)音規(guī)則，以便掌握新授單詞利用關(guān)鍵詞讓學(xué)生能較完整的表達(dá)描述the tree，進(jìn)一步培養(yǎng)學(xué)生的英語表達(dá)能力家作的布置是英語課堂教學(xué)的有效延伸。