小学冀教版三年级英语下册教案设计.docx

Lesson 1 On the Farm二次备课教学目标：（一）知识与技能目标：1.能听懂、会说、认读和书写词汇：farm, farmer, pig, cow, sheep2 .能理解并口头运用句子：Whafs this? Ifs a.3 .能唱本课歌曲。（二）情感目标：乐于模仿，敢于开口。（三）学习策略目标：注意倾听，积极思考。（四）文化意识目标：知道一些西方国家农场及农场主与中国的不同。重点、难点教学重点：1.词汇：farm, farmer, pig, cow, sheep2.句型：Whafs this? It's a.教学难点：熟练而正确地拼写五个单词。教学准备图片PPT教学过程一、复习导入上 I. Warm upGreetings:Hello, Glad to see you again. How are you?What did you do on your holiday?（因为是开学后的第一节课，教师询问学生的假期情况，可允许他们用汉语回答，或英汉混用，这样可以活跃气氛，拉近距离，让学生以愉悦的心情进入下面的学习。）II. New Conceptl.T: Today lefs go to a farm.（简单用汉语介绍一下西方国家的农场，体会中西方的差异）观看教学光盘，思考Whafs on the farm?Watch again, follow to read, introduce the new words.（教师用卡片或图片逐一介绍新词汇，并与句型结合。）What' s this? It* s a.farm-farmerworkworkerdrivedriverteachteacher（让学生仔细观察四组词，从中发现一些规律：末尾加er就成了从事这项工作的人。）pig, big, sit, sixcow, how, now sheep, three, knee, feel（让学生试着读这些词，体会划线部分的发音，简单了解一些字母的发音及字母组合的拼读规则。）l.T： What color is the pig/ cow/ sheep?S: It's.T: black sheep害群之马T: What animal do you like? pig, cow or sheep, why?（学生可以用汉语回答为什么，这样使交流更真实更有意义，）1 .Listen to the song and follow to sing.（教师可以先教给学生各种动物不同的叫声，让学生模仿。）III. Practice1. Point to the words:五张单词卡片贴到黑板上，男女生比赛，各派代表听老师指令，看谁最快指出来。2. 猜字游戏：单词卡片设计成有立体效果的，各队派代表，用手触摸卡片，其他学生问：What's this?该学生回答：It's a .最后在规定时间内，哪个队猜对的多即获胜。3. Role-play:学生四人一组，选择自己喜欢的动物头饰戴上，然后来到农场，自编自演，看哪个组演的最有创意。（此活动可允许有部分汉语）IV. Homework1. What do we learn from this lesson?2. Do you have any questions?3. homework: write the five words.Sing the song.板书设计：Lesson 1: On the FarmFarm farmer.Whafs this? Ifs apig.cow.sheep.课后反思:Lesson 2 Cats and Dogs二次备课教学目标：（-）知识与技能目标：1 .能听懂、会说、认读和书写词汇：cat, dog, chicken, duck.2 .能理解并口头运用句子：Is this a? Yes, it is./ No, it isn't.3 .能唱本课歌曲。（二）情感目标：乐于模仿，敢于开口。（三）学习策略目标：注意倾听，积极思考。重点、难点教学重点：1.词汇：cat, dog, chicken, duck.2.句型：Is this a?Yes, it is./ No, it isn't.教学难点：熟练运用所学句型进行交际交流。教学准备（-）教学光盘，词汇卡片。（二）课前与学生聊天，说说他们都知道哪些动物的英文表达，他们最喜欢的动物是什么，为什么等教学过程I. Warm upGreetings and review.What's this? It's a.(fhrm, farmer, pig, cow, sheep)II. New Conceptl.T: Today let's go to a farm again.观看教学光盘，思考 What can you see on the farm?Watch again, follow to read, introduce the new words.(教师用卡片或图片逐一介绍新词汇，并与句型结合。)What' s this? It' s a.cat hat fat bat satfat cat 指“富人，有钱的人”。dog hot pop hop top Love me, love my dog.“爱屋及乌“。It rains cats and dogs."倾盆大雨chicken 鸡 chick 小鸡 rooster 公鸡 hen 母鸡。KFC, Kentucky Fried Chicken 肯塔基州炸鸡duck desk door dog doctor2 .教师在介绍后面的词汇时，可以加入句型，Is this a?如：学习 dog 后,指着 dog 的图片,ask: Is this a cat? No, it isn't,(follow to read) Is this a dog? Yes, it is.(follow to read)3 . T: What animal do you like? Why?(学生可以用汉语回答为什么，这样使交流更真实更有意义，)Listen to the song and follow to sing.III. Practice1 .猜词游戏：拿东西遮挡住单词，然后一点一点地往外露，边做便问: Whafs this?看谁能猜对。2 .猜谜语：T: It's our friend. It says "Woof! Woof!” What is it?T: It likes to eat fish. It says " Meow! Meow! What is it ?3 .翻牌游戏：两人一组，卡片朝下，甲问：Is this a?乙答：Yes, it is./ No, it isn't.4 . Listen to the song and follow to sing.IV. Production宠物秀：小组活动，学生们扮演自己喜欢的动物，摆出各种姿势，发出动听的叫声，用优美的语言介绍自己等，看哪一组表演的最好。V. Homework1. What do we learn from this lesson?2. Do you have any questions?3. homework: Read the text.Sing the song.write the four words.板书设计:Lesson 2: Cats and DogsCat.dog.Whafs this? Ifs a chicken.duck.Is this a?Yes, it is./ No, it isn't.课后反思：Lesson 3 Fish and Birds二次备课教学目标：（一）知识与技能目标：1 .能听懂、会说、认读和书写词汇：bird, fish, swim, fly, dance and sing.2 .能理解并口头运用句子：I can. Can you? Yes, I can./No, I can't.3 .能唱本课歌谣。（二）情感目标：乐于模仿，敢于开口。（三）学习策略目标：注意倾听，积极思考。重点、难点教学重点：1.词汇：bird, fish, swim, fly, dance and sing.2.句型：I can, Can you? Yes, I can./No, I carft教学难点：熟练运用所学句型进行交际交流。教学准备（一）教学光盘，词汇卡片。（二）课前与学生聊天，说说他们都看过哪些与动物有关的电影，其中的动物们都有什么本领，他们最喜欢哪一部，为什么等。教学过程I. Warm upGreetings and review.1 .用动物卡片，先师生问答What's this? Esa.然后两人组练习此句型。2 .教师用东西遮盖住卡片，让学生猜是什么动物，S： Is this a?T： Yes, it is./ No, it isn't.然后指名学生来做小老师，由师生问答变为生生问答。II. New Concept1.学生观看教学光盘，在情境中理解can的含义，can,“能，会cancat cake cold cool （渗透拼读规则）再次观看光盘，说一说你看到的人物各有什么本领？教师用手偶，学生用头饰，用第一人称介绍：lean .然后先师生问答：Can you?Yes, I can./ No, I cant接着生生问答：Can you?Yes, I can./ No, I can't.2. Listen to the song and follow to chant.III. Practice5 .看图片做动作，边做边说：lean.6 .双簧表演：两人一组，一个学生在前面演，另一个学生在后面说：lean.7 . Pair work: I can. Can you?Yes, I can./ No, I can* t.IV. Production1 . Make a survey.调查同学会做什么？ Can you?Yes, I can./ No, I can't.2 .动物辩论会:分男女生两队或小组之间比赛，各种动物畅谈自己的本领，运用句型：I can. Can you? Yes, I can./ No, I can't.V. Homework1. What do we learn from this lesson?2. Do you have any questions?3. homework: Read the text.Sing the chant.write the six words.板书设计：Lesson 3: Fish and BirdsfishbirdswimflyCan you dance ?singYes, I can./ No, I can't.课后反思：Lesson 4 Horses and Rabbits二次备课教学目标：(-)知识与技能目标：1 .能听懂、会说、认读和书写词汇：horse, run.能听懂、会说、认读词汇：rabbitjump.2 .能理解并口头运用句子：What animals can?can.Can a? Yes, it can./ No, it can't.（二）情感目标：乐于模仿，敢于开口。（三）学习策略目标：注意倾听，积极思考。重点、难点教学重点：1.词汇：horse, run.2.句型：What animals can?can.Can a?Yes, it can./ No, it can't.教学难点：熟练运用所学句型进行交际交流,能区分I与it的不同用法。教学准备（一）教学光盘，词汇卡片。（二）课前与学生聊天，说说他们都看过哪些与动物有关的电影，其中的动物们都有什么本领，他们最喜欢哪一部，为什么等。教学过程I. Warm upGreetings and review.3 .用动物卡片，先师生问答Whafs this? Ifsa.然后学生两人组练习此句型。4 .教师用东西遮盖住卡片，让学生猜是什么动物，S ： Is this a?T： Yes, it is./ No, it isn't.然后指名学生来做小老师，由师生问答变为生生问答。5 .Pair work: Can you?Yes, I can./ No, I can't.II. New Concept3 .学生观看教学光盘，介绍词汇horse, rabbit, runjumphorse, hot, hair, hand, headrunfun sun （渗透拼读规则）4 . Horses can run. What animals can run?Dogs can run. Pigs can run. Sheep can run.Rabbits can jump. What animals can jump?Dogs can jump. Cats can jump.Pair work: What animals can ?can5. T: A bird can fly. Can a horse fly? No, it can't.A fish can swim. Can a duck swim? Yes, it can.Pair work: Can a?Yes, it can./ No, it can't.III. Practice8 .看动物图片做动作，边做边说：A can.9 .双簧表演：两人一组，一个学生在前面演，另一个学生在后面说：A 一 can.10 . Pair work: What animals can? can.Can a?Yes, it can./ No, it can't.IV. Production“动物导购员”招聘会:分男女生两队或小组之间比赛，教师给出范例让学生参考，两名招聘人员，两三种动物，对话如下：51: Can a horse fly? S2: No, it can't. Horse: I can run.52: Can a duck swim? S2: Yes, it can. Duck: Yes, I can swim.53: I think the horse is good. S2: Ok!V. Homework1. What do we learn from this lesson?2. Do you have any questions?3. homework: Read the text.Make the animal cards.板书设计：Lesson 4: Horses and RabbitsWhat animals can run?rabbitHorses can run. jumpCan a?Yes, it can./ No, it can't.课后反思:Lesson 5 Where?二次备课教学目标：（-）知识与技能目标：1 .能听懂、会说、认读和书写词汇：in, on,能听懂、会说、认读词汇：under2 .能理解并口头运用句子：Where is the_? Ifs（二）情感目标：乐于模仿，敢于开口。（三）学习策略目标：注意倾听，积极思考。_ the.重点、难点教学重点：1.词汇：in, on, under2.句型：Where is the? It'sthe.教学难点：熟练运用所学句型进行交际交流.教学准备（一）教学光盘，词汇卡片,盒子，动物毛绒玩具。（二）课前与学生聊天，说说他们都爱玩什么游戏，比如捉迷藏等。教学过程I. Warm upGreetings and review.6 .教师用东西遮盖住卡片，让学生猜是什么动物，T： Is this/it a?S： Yes, it is./ No, it isn't.然后指名学生来做小老师，由师生问答变为生生问答。7 . Pair work: Can a?Yes, it can./ No, it can't.II. New Concept1. 学生观看教学光盘或图片，教师自制活动的教具等方式，介绍词汇in, on, under.T: Where is the cat/rabbit?It's in/ on/ under the box.教师将准备的毛绒玩具放置于教室的不同地方，提问学生：T: Where is the monkey?S: It's in/on/under the desk/chair.指名学生到前面来放置玩具，然后生生问答：Where is the?Ifsthe.2. Letters and sounds学生跟着光盘读这些单词，尤其关注标注的字母的发音及规律，并试着想想学过的类似的单词，如：m: farm, arm, mothern: nine, nice, name1: left, look, flyi: nice, hi, whiteIII. Practice11.看图片，生生问答：Where is the? Ifsthe12.Play a game:"Hide it”.请一名同学到门外，其他学生藏好一个东西，然后该生进入教室，其他学生问他：Where is the?该生猜：It's the.看看谁能在最短的时间内猜对。IV: ProductionGuessing game:51: Whafs in/on/under the box/desk/chair?52: It's an animal.53: Is it a?S2: Yes, it is./No, it isn't.54: Can it?S2: Yes, it can./ No, it cant55: Oh, I see! It's a.V. Homework1. What do we learn from this lesson?2. Do you have any questions?3. homework: Read the text.板书设计：Lesson 5: Where?Where is the?It's in / on/ under the.课后反思:Lesson 6 Can I Help You?二次备课教学目标：（-）知识与技能目标：1 .学生能在图片和教师的帮助下听懂故事。2 .学生能在图片和教师的帮助下读懂故事。3 .学生能在图片和教师的帮助下表演故事。（二）情感目标：乐于模仿，敢于开口。（三）学习策略目标：注意倾听，积极思考。重点、难点教学重点：1.学生能在图片和教师的帮助下听懂故事。2.学生能在图片和教师的帮助下读懂故事。教学难点：学生能在图片和教师的帮助下表演故事。教学准备（-）教学光盘，动物头饰。（二）课前与学生聊天，说说他们都喜欢什么动物，为什么？知道或看过哪些有关动物的电影或故事，与大家分享一下。教学过程I. GreetingsTalk about some films or stories about the animals.(说一说你看过的有关动物的电影或故事)II. Pre-reading (prepare to read)1. Lead in: What animals do you like?Why?(你喜欢什么动物，为什么？)2. Talk about the pictures.讨论书中的图画，学生看图，能说出关于故事的哪些情况？在故事中会发生什么事情？教师要鼓励学生推测故事的发展。Where is the rabbit in picture 1?Who can you see in picture 2?What is the farmer doing in picture 3?What animals can you see in picture4-9?What do they say?Where is the rabbit in picture 10?III. While-reading (read the story)阅读前，教师提出一些任务，让学生带着任务去阅读，以体现阅读策略及阅读理解情况。1. .What happened with the rabbit?(兔子怎么了)2. Who helps the rabbit?Please write in order.(请按顺序写出来),and,and.3. What do they say ?(What happened?)?(Can I help you?)IV. Post-reading (after reading)1 .讨论故事：Do you like the story? Why?2 .续编故事：What will happen next?(后面将会发生什么事呢？)3 .表演故事V. Homework1. What do we learn from this lesson?2. Do you have any questions?3. homework: Read the story.Act out the story.板书设计：Lesson 6: Can I help you?教师板画:一只坐在泥中的兔子,后面依次画出farmer, cow, horse and pig, duck and mouse.旁边配上文字：Help!What happened?Can I help you?Pull!I'm stuck.I'm out.课后反思：Lesson 7 At the Zoo二次备课教学目标：（-）知识与技能目标：1 .能听懂、会说、认读和书写词汇：zoo, panda, monkey, elephant, big, small, thin.能听懂、会说、认读词汇：fat.2 .能理解并口头运用句子：Theis.（二）情感目标：乐于模仿，敢于开口。（三）学习策略目标：注意倾听，积极思考。重点、难点教学重点：1.词汇:zoo, panda, monkey, elephant, big, small, thin, fat.2.句型：Theis.教学难点：熟练运用所学句型进行交际交流。教学准备（一）教学光盘，课件，词汇卡片。（二）课前与学生聊天，说说他们去过动物园吗？在那里看到了哪些动物，长什么样子呢？教学过程I. Warm upGreetings and review.8.用农场的动物卡片，先师生问答Whafs this? Ifs a.然后学生两人组练习此句型。9. What color is the（农场动物或文具）？Theis.（颜色）II. New Concept学生观看教学光盘或教师录制的游览动物园短片，介绍新词汇：Let's go to the zoo. I see many animals at the zoo. Look! This is a panda. The panda is fat. a monkey. The monkey is thin. Look! I sec an elephant. The elephant is big. This is a bird. The bird is small.学生多听多看几遍，然后提出问题，What animals we see at the zoo?Is the panda/elephant. fat/ small.?与学生一起交流探讨，期间引入新词汇，同时渗透拼读规则等知识。zoo, too, room, school, cool, moon,panda, What color is the panda? What else do you know about the panda?fat, cat, bat, sat, hatMonkey, donkey. A monkey is clever. What can a monkey do?Elephant. An elephant 一头大象 What does an elephant look like?big, dig, pig, hit, fitall, mall, small, tall, fall,III. Practice13. 看动物图片描述：Theis.What else do you know?让学生拓宽思维，多角度应用这两组对应词表述。如：_'s eye is big.'s eye is small.My（衣服）is big. Myis small.14. Listen and draw.15. Let's do it.（Part 3）IV. ProductionGroup work:教师给出两个地点farm, and zoo,各组选择一个地方去游览，描述所见所闻。如：Let's go to the. I see a. Theis.V. Homework1. What do we learn from this lesson?2. Do you have any questions?3. homework: Read the text.Write the words.板书设计：Lesson 7: At the Zoo教师板画动物园的大门，进入后依次画出这些动物，在画的旁边板书单词，（画的时候要突出动物们的fat, thin, big, small的特征，更加形象宜观。）课后反思：Lesson 8 Tigers and Bears二次备课教学目标：（一）知识与技能目标：1 .能听懂、会说、认读和书写词汇：tiger, bear, long, short.能听懂、会说、认读词汇:wolf, snake.2 .能理解并口头运用句子：It's long/short. Itsis/are long/short.（二）情感目标：乐于模仿，敢于开口。（三）学习策略目标：注意倾听，积极思考。重点、难点教学重点：1.词汇：tiger, bear, long, short, wolf, snake.2.句型：It，s long/short.Itsis/are long/short.教学难点：Ms与its的区别。教学准备（一）教学光盘，课件，词汇卡片。（-）课前与学生聊天，说说他们去过动物园吗？在那里看到了哪些动物，长什么样子呢？教学过程I. Warm upGreetings and review.1. Play a game “ Simon says“ to review the parts of the body.2. Look at the cards of the animals, talk about them.What's this? It's a/an.Look at the. Theis big/small/fat/thin.II. New Concept学生观看教学光盘或教师录制的游览动物园短片，介绍新词汇：Let's go to the zoo. I see many animals at the zoo. Look! This is a tiger.Ifs big. Its tail is long. Look! I see a wolf. The wolf is big. This is a bear. It's brown. Its tail is short. Look! This is a snake. It's long. I like the zoo. It's fun.学生多听多看几遍，然后提出问题，What animals we see at the zoo?Is thelong/ short?与学生一起交流探讨，期间引入新词汇，同时渗透拼读规则等知识。tiger, five, fine, like, bike, kite, bear, pear, fear, hear, near, snake, make, cake, lake, takeIII. Practice16. Look at the pictures and say(课件)：It's long/short.17. Show the cards of some animals, talk about them.e.x. Look at the. Itsis.18. Sing a song (part 2)19. Play a guessing game (part 3)IV. ProductionGroup work:教师给出三个地点farm, school and zoo,各组选择一个地方去游览,描述所见所闻。如：Let,s go to the. I see a. Theis.V. Homework1. What do we learn from this lesson?2. Do you have any questions?3. homework: Read the text.Write the words.板书设计：Lesson 8: Tigers and Bears教师板画动物园的大门，进入后依次画出这些动物，在画的旁边板书单词，Tiger wolf bear snakeIt's long/short.Itsis/are long/short.课后反思:Lesson 9 How Many?二次备课教学目标：（一）知识与技能目标：1 .能听懂、会说、认读和书写词汇:one, two, three, four, five, six, seven,2 .能理解并口头运用句子：How manyare there?There ares.（二）情感目标：乐于模仿，敢于开口。（三）学习策略目标：注意倾听，积极思考。重点、难点教学重点：1.词汇:one, two, three, four, five, six, seven, eight, nine, ten.2.句型：How manyare there?There ares.教学难点：正确运用所学句型进行交际交流。教学准备教学光盘，课件，教师自制数字卡片，上面可以是阿拉伯数字，可以是英文数字单词，可以是各种形式的数学算式等。教学过程I. Warm upGreetings and review.1. What's it? It's a.(Review the animals)2. How many?(Review the numbers from 1 to 10)II. New Concept1 .学生观看教学光盘呈现新知。学生多听多看几遍，然后提出问题， Look at the pictures:How many ducks/ fish/ birds/ pandas are there?2 .Let's chant.Look at the pictures and discuss.Pair work: How manyare there?There ares.Listen to the chant and sing it.III. Practice20. Use the number cards to say the numbers, who is fast?21. Look at the pictures and say(课件)：Pair work: How manyare there?There ares.22. Listen and draw, then talk about our pictures: How manyare there?There ares.IV. ProductionGroup work:四人一组，共同完成一幅画，然后讨论图画中的动物或其他东西等，运用今天所学的句型，也可以加入以前学的知识。如：How manyare there? There ares.Look at the.It's.V. Homework1. What do we learn from this lesson?2. Do you have any questions?3. homework: sing the chant.Fill in the blanks （课件）学生之间用不同方式练习数字。发现你身边的数字如门牌号，车次等。板书设计：Lesson 9： How Many?one, two, three, four, fivesix, seven, eight, nine, ten.How manyare there?There ares.课后反思:Lesson 10 Where Do They Live?二次备课教学目标：（一）知识与技能目标：1 .能听懂、会说、认读和书写词汇：river, tree, grass.2 .能认读、理解并使用句式：Where does alive?In a.（二）情感目标：乐于模仿，敢于开口。（三）学习策略目标：注意倾听，积极思考。重点、难点教学重点：1.词汇：river, tree, grass.2.句型：W