三年级英语下册全册教案外研版一年级起点(29页).doc

-三年级英语下册全册教案外研版一年级起点-第 29 页三年级英语下册全册教案(外研版一年级起点)Unit 2 Shes quite good at English.一 教学目标与要求 1、知识与能力目标 学生会谈论学习成绩和表现等。 认读单词：quite, good at, saa 初步认读句子：Shes good ats quite good atard atdoesnt work hard at 2、情感态度目标 通过学生的自我评价，以及互相评价，给每一位学生找到自己的优点，树立其自信心，提高学习热情和主动性。 二 教学重点及难点 重点：掌握新单词，了解新句型，在此基础上理解课文内容。并能简单的利用句型描述他人各个科目的成绩。 难点：try 的第三人称单数；quite和quiet的区别。 三课前准备 本课单词卡片，VCD。 a)教学过程Warm uReview the adjective words wardFree talk: S1: Im very naughty. But Im very clevT: Is S1 naugty in class? Ss:T：Is he quiet? Ss: Nt. 2 Presentation and pra出示一张成绩单，数学是100分。 T：This student is very good at Ma板书good at. 帮助学生理解意思。 2 T: Are you good at Maths?: Yes, I a2: No, IT: How about Lingling? Is she good at Maths? Lets wavidPlay the video and havudents answer the quT: Is she good at Maths?:good at Mad) T: Look at your paper. What abouglish? What abou? Now lets ladio and教师发给学生一份表格，引导学生通过挺对话，把表格中的信息补充完整。 Report: Lingling Maths: very good English: _: _ PE: run fast Art: _: very good e) T: How about Linglings English? Ss: quite good. (帮助学生区分quiet quite两个词) f) T：Is she goot a? Ss: Nt. T:ard a板书g) HeludThen play the VCD, and havudax) Group work: Havudll LinglingDactice2 on page 24. Look aam. Retell Samalidation and exHavudents do the exActivity Book Unit 2. First, lape, say the subdThird, ask and answ2Do a suview. 访问自己的一个朋友，完成手中的报告。注意第三人称单数。然后汇报自己的结果。运用重点句型：s good ats quite good atard atdoesnt work hard atummaT：What have you learnedlesson? Ss: 2. Readwords andgHomew三 Listen and repeax四 Ww words and2 l五 Talk about your friend with your paBlackboard design Module 6 Unit 2 Shes quite good at Engls good ats quite good atard atdoesnt work hard attitleBook6 ModulTeaching:1.Words: young who grandparent old then beautiful 2drills: They werent old then. Nwere very young. My hair wasnt long then. It was vTeaching aims: Target aims: were was 的用法。 was/were then. Now is/are 能力目标: Describing changes；Describing the features and the staast things，Comparingwast说明过去的特征与状态，比较现在和过去。 情感目标:看看小时候的我们，也看看现在的我们，通过寻找、感受自身的变化来理解语法、操练句型。 Ma:Read aloud and act ouxt. Difficul: 从这一模块开始，真正要让学生接触一般过去时了！教材通过人物随时间的变化，让学生来感受该时态的用法及特点。当然这是第一次出现过去时，所以教材中的句子只是涉及到了两个be动词 "is"和 "are"的变化形式，希望学生能从最基础的句型开始掌握。这也是本节课的难点。 Teaching aids:CDards pictuadUnit1 They were very young. 一、教学目标与要求 1、知识与能力目标 使学生能熟练掌握生词waswerewerentwasnt younggrandparents.能熟练并能在真实情景中运用本课的重点句型 They werent then. They were very.wasntthen. was 2、情感态度目标 同过对过去式的学习，提高学生听、说和交流能力、小组合作精神和学生的自学能力。让学生懂得孝敬父母，多与家人沟通的思想。 二、教学重点及难点 学生对过去是动词及其否定形式的掌握及如何运用重点句型来描述过去发生的事情。 三、课前准备 教具：单词卡片、照片、多媒体学具： 学生自己小时候的照片 四、教学过程Warm uGreeting: Say hellud2. Look at the CAI. Read the adjectives and sawords. 复习学生已经学过的形容词，为新课做准备。2 Presentation and pra通过第一个环节中的最后一个词old从而引出本课的新词young. Readby one and do the a2. 电脑出示教师小时候的照片。 T：Look. Can you guessing w? Ss:Zang. T: Yes. I was very young then. I was 5 years old. I was very very naughty, right? T: Please look at my hair, how about my hair now? Ss: Its very long. 板书：My hair is very long. 教师走到自己照片的旁边: How about my hair then? Was it very long? No, it was v引出重点词was ,was 是is 的过去式，表示的是过去是 当你要描述过去发生的动作的时候，要把is 变成was.板书It was v并教读。T: my hair was vWas it long? Nwasnt long then. Wasnt means was not. 过去不是板书my hair wasnt long then.并教读。出示Lingling小时候的照片：T：W? Do you know? Wavid解决问题：Wat girl? How old was she?Whadalk about? Her grandparents.引出新词grandparents.(grandpa, grandma, grandparents.边说边配动作)出示祖父母现在的照片，引导孩子说出：They are very old.并板书。 用同样的方式教授were和werent。板书they werent old then. They were very youngA little chant. Were, wwere very young; Werent, werenwerent oldWas, was, it was v; Wasnt, wasnt, it wasnt longLand repealidation and exDo the exactivity book P26. Tansw2. Showuudents; ldescribe them usingave learnt today. Then lguess wwures?通过描述先运用本节课所学的知识，然后让学生根据特征来猜一猜自己的同学，从而引起学生的兴趣。Homew Listen and repea2words andlearnt toda Describe the old pictuur parents and your friends alBlackboard design Module 7 Unit 1 They were very youngair wasnt long then. They werent oldIt was vThey were very young.Unit2 He was in Hong Kong.一、 教学目标与要求 1、 知识与能力目标 使学生能熟练掌握生词 flatyesterday.能熟练并能在真实情景中运用waswasntwerewerent 来描述过去发生的动作和事情。 2、 情感态度目标 提高学生的小组合作精神和学生的自学能力。培养学生多与朋友沟通与交流的能力。 二、 教学重点及难点 学生对过去是动词及其否定形式的掌握及如何运用重点句型来描述过去发生的事情。 三、 课前准备 教具：单词卡片、多媒体课件 四、 教学过程Warm ua beautiful song on page 29 “I was fat”. Sing it and do the a2. Showuage 27 part 3. Givadjectives, and ldescribures. Pay adbetween “then” and “now”.复习上节课的知识点已达到巩固的目的，为本课打好基础。2 Presentation and practiceX kbT: 教师出示几张假期出游的照片，向学生提问：W？ Iliday I was in Hainan. Do you know where Sam waliday? He wrote a ld Lucy. Lets take a look at it. Please wavid2. Q1: Where was Saliday?: He was with Daming at Damings fladay. 引出本节课的新词flat和yesterday.教读这两个新词。How about Ms Smart and Amy? WBeijing too? Nwere in London. 板书：They were in LondHow about his father? He was in Hong Kong.板书。Was Dad in London？ No，He wasnwasnt in London.强调Wasnt 的用法并板书。Land repeaxt. Then laadingFind 2 Ss read the lTellg aboualLw the dbetwletters and Western llidation and exDo the exudents book P28 part 2. First male andures, and then ldescrib2. Game: Finding dwo pictuage 29. Have aamong the 4 groups. It can be the wgroup can find more d注意提醒学生then和now的不同用法。现在式和过去式的转换。urvey: 调查全班同学五一节期间去了那些地方，把调查结果展示出来。Usingl: Ilidaudents were aFive students were in BeijingBeijingShanghaiLondLanlan LiliHomew Listen and repeat the l2words andlearnt todaTry to write a lur friend and tell them where your families wlidaBlackboard designModule 7 Unit 2 He was in Hong Kong. He was in Hong Kong. Dad wasnt in LondThey were in London. TitleBook6 Module8 unit 1 Were youd floor.Teaching:1.Words: second floor find2drills: Wa? No, he wasnt. Were youd floor? Yes, we wTeaching aims: Target aims: were was 的用法。 Target Language： You were 。 Were you？arison betwardinal and the ordinal . 基数词和序数词的比较； 能力目标: Shops Language Fu：Talking about the past state， Talking abouanges betwast and谈论过去的状态；谈论过去与现在的变化. 情感目标: 在通过上一模块首次让学生接触一般过去时后，这一模块通过对人物所处地点的变换和回忆物品放置地点的情境，向学生进一步来展现这个内容。 Ma:Read aloud and act ouxt. Difficul: Were, was 的一般疑问句及其回答。 Teaching aids:CDards pictures tape Teaching steps: SuggActivity ONe活动1：火眼金金 记性好好Aims 活动目的：1）操练句型"There were/was "；2）运用这个活动让学生更加正确且深刻地理解这个时态；3）通过竞赛的方法让学生加快思考和输出语言的时间。 Preparation活动准备：用课件或图片准备一幅图，图片内容为一个有两层商场的截面图：每一层中出现各种各样的物品，最好能够品种多一些。 Procedures活动过程： 1）出示图片，让学生默看20秒钟。 2）隐藏图片，请学生回忆图片的内容。 3）教师提问：What waloor？ What wad floor？ 4）请学生回忆刚才看到的图片的内容，用 "There were/was /second floor."（这里可以进行小组之间的比赛，从而增强竞争性，激励学生努力用英语去表达） Activity Two活动2：小小设计师Aims 活动目的：1）让学生来表达他们自己意愿，并通过画画的方式来增强学习的趣味性，从而激励学生乐于去表达；2）在情景和叙述中巩固序数词：first， second. Preparations活动准备：为每个孩子准备一张白纸，白纸上有一座两层楼房的轮廓。 Procedures活动过程：1）把纸发给每个孩子，告诉他们这是他们自己的房子，可是里面什么也没有，需要用画画的方式来填满它。2）给学生3分钟时间来画。3）鼓励学生运用句式"There is/are /second floor." 来介绍自己的房子。 Activity Three活动3："找不同"竞赛Procedures活动过程：把全班学生分为两组，请他们仔细观察AB UNit 1 练习3中的图片，开展"找不同"竞赛。教师可以向学生说明：图片中的小女孩一家从农村搬到了城市，他们的生活也发生了很大的变化。请两组学生根据书上的提示在最短的时间内找出两幅图片中的不同，例如：The pigs were at the farm. They a教师可以使用练习4中提供的句型带领全班检查各组的回答是否正确。 Activity Four活动4：记忆游戏Procedures活动过程：教师从学生那里收集一些物品，按照一定的位置关系把它们摆放在讲台上，引导学生说出相应的句子，例如：There's a blue bagable. The glblue bag. Lili's book is under the bag.然后变换这些物品的位置关系，请学生说出各个物品现在的位置和刚才的位置。例如：教师指向绿色的铅笔（现在已经被放到书包下面），学生就要说出：The gl is under the bloue bag. It wablue bag.为了增强游戏的趣味性，教师可以收集更多的物品放在讲台上，增加学生记忆的难度。 Activity Five活动5："Where were you just now" 游戏Procedures活动过程：教师把单词卡贴在教师前面的不同位置上， 创设不同场景，例如：park， supermarket. farm， zoo， cinema . 把学生分为A 和B 两组，请两组各派一名代表参加游戏。游戏第一步骤：请两组的代表走到教室前面。教师说："Ready？ Go！" 请A祖的代表选取一个场所并走到相应的单词卡旁边。其后，教师说：Now change！ 请该学生变换自己的位置。在这个环节中，B组的代表提问：I am at now. And where was I just now？ Guess！" B组的代表要使用"Were you at ？"猜测， 直到找出正确的答案为止。 Blackboard Writing: Wa? Were youd floor? No, he w awe wTitleBook6 Module8 unit 2 It waTeaching:1.Words: vegetable last milk 2drills: Where .? They wlast Sunday. It waLets go and findTeaching aims: Target aims: Where was/were？ 能力目标: Lea； read aloud the text. 情感目标:Learnt to gg. Ma:Read aloud and act ouxt. Difficul:运用正确语句和语法 表演情境。 Teaching aids:CDards pictures ta活动过程： 1.教师从学生那里收集一些物品，按照一定的位置关系把它们摆放在讲台上，引导学生说出相应的句子，例如：There's a blue bagable. The glblue bag. Lili's book is under the bag.然后变换这些物品的位置关系，请学生说出各个物品现在的位置和刚才的位置。例如：教师指向绿色的铅笔（现在已经被放到书包下面），学生就要说出：The gl is under the blue bag. It wablue bag。 2. "Where were you just now" 教师把单词卡贴在教师前面的不同位置上，创设不同场景，例如：park， supermarket. farm， zoo， cinema . 把学生分为A 和B 两组，请两组各派一名代表参加游戏。游戏第一步骤：请两组的代表走到教室前面。教师说："Ready？ Go！" 请A祖的代表选取一个场所并走到相应的单词卡旁边。其后，教师说：Now change！ 请该学生变换自己的位置。在这个环节中，B组的代表提问：I am at now. And where was I just now？ Guess！" B组的代表要使用"Were you at ？"猜测， 直到找出正确的答案为止。我的小超市"游戏：请学生用画笔画出自己心目中的超市的样子，并向全班讲述一下超市中的商品的分布情况，例如：The books aloor. The clothes ad floor. 为了想出更多的商品类别，教师也可以请学生分组活动。 4.填写"我熟悉的超市"记录表：教师设计一张记录表，提供给学生，请学生回忆过去的某一天，自己与家人去某一家超市购物时物品的分布情况，并填写在表格内。填写完成后，然后请各组选派代表向全班介绍例如：The books wd fl英语（新标准）小学一年级起始第6册Module 9 模块整体分析： 语言功能：询问和描述即将要做的事情 学习任务： 能够听说认读抄写或仿写下列句子： 能够仿说和运用下列句子： What day is after? Its willon. 能听说读写的词语: take, why, after, ball (1-4)(4-7) 运用任务： “will do ” 与 “ be going to do” 这两种句式之间的转换；掷骰子完成书上的棋子游戏；说童谣；朗读、表演课文；说说自己近一周的打算。 模块分析：在本册的前几个模块已经向学生展示了将来时态，在这一模块中对于这部分的知识又有了一些延伸和提高，具体体现在以下两个方面：第一，引进了 “be going to do”这个同样也可以表示将来的动作的句式；第二，在表示将来要做的事情的句子的后面加上了表示具体时间的词语或短语。这样一来，便使得学生在描述将来要做的事情的语言就更加丰富和具体了！ Unit 1 Tomorrow is Friday.一、 教学目标与要求： 1、 知识与能力目标 1）能够听懂、会说、认读和运用下列词汇: take, why, after, ball (1-4)(4-7) 2）能够听懂、会说、认读和运用下列句型： Will you take youw? No, I wont. Will you take your ballw? No, I won）能够初步了解课文情景，跟读课文。 4）能够运用Will you ? No, I wont .描述即将要做的事情。 2、情感态度目标 通过学习描述即将要做的事情，培养学生形成做事要有计划性的人生态度。 二、 教学重点及难点 重点： 1）能够听懂、会说、认读和运用下列词汇: take, why, after, ball (1-4)(4-7) 2）能够听懂、会说、认读和运用下列句型： Will you take youw? No, I wont. Will you take your ballw? No, I won难点： 能够运用Will you ? No, I wont .描述即将要做的事情。 三、 课前准备 课件、卡片、图片、实物（ball, kite,） 四、 教学过程Warm uay a chant : Module 3 Unit 2 Activ2.Free talk : T: What are you going to do this weekend , children ? Will you ? 引导学生谈论他们周末的安排, 借机引出Will you ?的问答。2 Presentation and praT: Good job. Today Sam and Amys father tell them aws. Lets see what newWatch and anwer: Dad: Were going to have aaturday. Learn :郊游 have a去郊游 2. T: Are Sam and Amy happy? Ss:T: Please guess, what will they take on Saturday? Learn : take 带着，拿着 S: take T: O.K. Watch TV , please . Answer: 1) Will Amy taw? 2) Will Amy take her ballw? Learn:w to-mo-rrow (row) Watch and answer： 1) Amy: No , I won2) Amy: No , I wonT: Why not ? Learn : why =y(tellwhy=ys pronunciation) Cleaaning. Watch and answer: Tomorrow is Friday. T:re going to go on SaturdaRepeat asking individual studat the utteraLape and repeat. ActivRepeat activity 2lidation and exatch and say. Aldren to look at pictuldren and to draw a laathletics event that they are going to do. 完成活动手册活动 P35 2 2. Now look and wNow alalabout what each child is going to do. 完成活动手册活动 PPlay a guessing game:w some verb phrases havad and considerado on Saturday. Guess in grouA,B,C: Will you on Saturday? D: Yes, I will. / No , I wonummary T: What did we learn today? S: 谈论将来的计划。HomewRead aape and read the text fluently. 2. Make a plaweekendBlackboard desigdule 9 UWill you take youw? No, I wont. Will you take your ballw? No, I wont. Unit 2 He will slunday.一、 教学目标与要求： 1、知识与能力目标 1）能够听懂、会说、认读下列词汇: day aday Tuesday Wednesday Thursday Friday Saturday Sunday 2）能够仿说和运用下列句型： What day is after? Its willon. 3）能够初步了解课文情景，跟读课文。 4）能够运用What day is after ?Its 来谈论一周递进的每一天。 2、情感态度目标 通过学习一周的七天，渗透西方的周文化，培养学生的跨文化意识。 二、 教学重点及难点 重点： 1）能够听懂、会说、认读下列词汇: day aday Tuesday Wednesday Thursday Friday Saturday Sunday 2）能够仿说和运用下列句型： What day is after? Its willon. 难点： 能够运用What day is after ?Its 来谈论一周递进的每一天。 三、 课前准备 课件、卡片、图片 四、 教学过程Warm uBra: Havay the verb phraad a book , watch TV , go swimming , play the drums , play the flute , do homewde a bike , 引导学生充分回顾学过的动词词组。 2. Have a free talk T: Will you on Saturday? S: Yes, I will./ No, I wont. T-S S1-S2Listen anday a chant about a wunday，Monday，Tuesday， Wednesday， Thursday， Friday， Saturday， Saturday，Saturday， I will play , play , play , pla2 Presentation and praT:ur work is very good . You know Sams family will have aW? S: On Saturday. T: (Pboard) What day is after Saturday? S: Its Sunday. T: Whataning of after? S: 在。之后 Read the question and answPractice asking and answering in pa2. T：Today some boys and girls are playing a game. Do you waw what ga? Ss:Watch and describe the ga: (can spea) 3.T: How many questions? S: 3 Watch agad out the quand answQuestions: a. What day is after Tuesday? Its Wednesday. b. What day is after Thursday? Its FridaWhat day is after Sunday? Its MondaLape and repealidation and exPlay this ga) Give an exampla: What day is after Tuesday? b: Its Wednesda: What day is after Thursday? d: Its Frida: What day is after Sunday ? f: Its Monday. 2) Praa通过玩课本上的游戏，加深对课文的理解和加强对课文的巩固。 2. Fxactivity book P在书写练习中，进一步巩固。ant: English Book P36 活动2Game What will they do ? 完成书上P37 活动ummary T: What did we learn today? S: 谈论一周的七天，以及每天的计划。 怎样问答某天后面的一天是星期几HomewRead aape and read the text fluently. 2. Try to talk about the plan for everyday of a wBlackboard desigdule 9 Unit 2 He will slundaday Tuesday Wednesday Thursday Friday Saturday Sunday What day is after Saturday? Its Sunday. 英语（新标准）小学一年级起始第6册Module10Unit1 There aldlass一、教学目标与要求 1、 知识与能力目标 (1) 能够用英语描述数字 20，30， 50。 (2) 能够听、说、读、写句子 How many children alass? There a（3）能用英语询问数量，并回答。 2、情感态度目标 （1） 学生通过学习了解中西方文化的差异。 （2） 培养学生团结友爱的良好品质。 二、教学重点及难点 1、 重点：句子 How many ? 的运用和回答 2、 难点：数字十几和几十的区分 三、课前准备 1、 教具：单词卡片、 配套课件、PowerPoint课件、教学挂图 2、 学具： 课本、活动手册 四、教学过程Warm up 1、Sing a chant. 教师请学生跟课件一起演唱 第六册 Module5 Unit2的儿歌 2、Review the words. 教师出示单词卡片 1320,Ludents look at the cards and read the words tog2 Pres