广州版新教材三年级下学期英语教案 .pdf

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1、三年级下学期英语课教案2013 年 2 月 21 日名师资料总结 - - -精品资料欢迎下载 - - - - - - - - - - - - - - - - - - 名师精心整理 - - - - - - - 第 1 页，共 48 页 - - - - - - - - - Teaching Plans Module 1 Colours 1. Units and thematic content This module is about colours. In Unit 1, Xiaoling invites Janet to play. Janet tells her that she has a

2、 kite, and it is red in colour. Xiaoling likes the colour. They go out to play happily. In Unit 2, Jiamin and Janet have the picture of a clown. They have fun colouring the picture with different colours. They use their crayons to colour the pictures. 2. Teaching Objective of the module: Grammar and

3、 communicative functions Asking and answering about the colour of an object: -What colour is ? -It s Stating the colour of an object: (The ruler) is (blue). Asking and answering about favourite colours: Do you like (red)? -Yes, I do. / No, I don t. -I like (red). Making suggestions: :et sAgreeing wi

4、th a suggestion: That s good. Subject-verb agreement: The (eyes) are名师资料总结 - - -精品资料欢迎下载 - - - - - - - - - - - - - - - - - - 名师精心整理 - - - - - - - 第 2 页，共 48 页 - - - - - - - - - 3. Vocabulary Key words: red, blue, yellow, white, black, orange, green, purple, brown - pencil, bag, ruler, pencil-box, cr

5、ayon, hat Words in context: sun, sea, cloud, tree, desk, funny, puppet, parts, now, new 4. Phonics: Pronunciation represented by: -“ a” as in “ cat”-“ b” as in “ bus”-“ c” as in “ car”-“ d” as in “ dog”-“ a-e” as in “ name ”5. Learning outcomes Pupils will be able to: (1) Use some common colour word

6、s in talking about colours; (2) Ask about the colour of an object: What colour is ? (3) Tell the colour of an object: It s The nose is The eyes are (4) Ask Yes/No questions about others favourite colours: Do you like ? (5)Give short answers to Yes / No questions about one s favourite colour: 名师资料总结

7、- - -精品资料欢迎下载 - - - - - - - - - - - - - - - - - - 名师精心整理 - - - - - - - 第 3 页，共 48 页 - - - - - - - - - Yes, I do. No, I don t. (6) Ask about possession: Do you have ? (7) State possession: I have (8) Use colour words in noun phrases: a red pen, a yellow ship, etc. (9) State their favourite colour: I

8、like(10)Sound out words containing “ a” , “ b” , “ c” , “ d” , and “ a-e” . Unit 1 I like red 1. Learning objective Pupils will learn how to ask and answer about colours, and how to state their favourite colours. They will also learn to suggest an activity. 2. Learning and teaching focus: (1) new wo

9、rds: go to, idea, colour, red, great, like, yellow, blue, white (2) new patterns: Good idea. Let s go to play. I like red. What colour is it? It s red. I have a kite. 3. Design of the blackboard: Unit 1 Colour What colour is it? It s (red). 单词 和图片4. Steps ：（1）Preparation：Song： Do you have a little p

10、lane? Free talk and lead into the lesson: I have a kite What colour is it? (Use all the transport and go over the sounds of the colours.) 名师资料总结 - - -精品资料欢迎下载 - - - - - - - - - - - - - - - - - - 名师精心整理 - - - - - - - 第 4 页，共 48 页 - - - - - - - - - (2) Presentation: Presenting the dialogue: Ask pupils

11、 to look at the picture on page 2. Invite pupils to recall the names of the two children (Janet and Xiaoling). Tell pupils that Janet and Xiaoling want to go out to play. Draw pupil s attention to the kite in the picture, and present the word kite. Use the kite to present the word red. For example,

12、talk to the pupils, “ Look at the kite. What colour is it? It s red. ”Motivate interest in the listening by asking: Does Xiaoling like the colour red? Play the recording all the way through. Play the recording, pausing after every speech bubble for pupils to repeat in chorus , and to clarify meaning

13、 if necessary. Presenting the vocabulary items Lead-in: This is a kite. Let s look at some other things / objects / toys. Ask pupils to look at the 4 pictures on the right of page 3. Present the name of each object, e.g. This is (a car). What is this? It s a (car). For further practice, you could po

14、int at the objects ramdomly for pupils to name them. Present the colour words, making use of the printed colours at the top of page 2 and page 3. You could begin by saying, “ This is a car. What colour is it? Let s learn some colour words. ”Go through the colour words with the pupils one by one, inv

15、iting them to 名师资料总结 - - -精品资料欢迎下载 - - - - - - - - - - - - - - - - - - 名师精心整理 - - - - - - - 第 5 页，共 48 页 - - - - - - - - - repeat after you. Point to a colour randomly, and ask pupils to name the colour. (3) Practice Practice the dialogue by substituting the 4 objects (car, plane, ball, boat) and co

16、lour words (yellow, blue, white, red) for kite and red in the dialogue. (4) Development: Finish the exercises in the Fun With Langusge. Go further with the pictures and the objects. (5) Homework and end the lesson. 教学反思：词汇教学和颜色、交通工具、家具、文具都是学生很熟悉的话题，而且对于词汇学习有了一定的学习经验，所以课堂上学生表现还是很好。我由小歌曲激发学生的学习兴趣是很有利的

17、策略，还有，我的课文先整体呈现-分部解决 -整体操练的教学步骤显示出很好课堂节奏的掌握，学生学得很带劲。取得比较好的教学效果。Unit 1 Fun With Language 1. Learning objective Pupils will learn how to ask and answer about colours, and how to state their 名师资料总结 - - -精品资料欢迎下载 - - - - - - - - - - - - - - - - - - 名师精心整理 - - - - - - - 第 6 页，共 48 页 - - - - - - - - - fav

18、ourite colours. They will also learn to suggest an activity. 2. Learning and teaching focus: (1) new words: go to, idea, colour, red, great, like, yellow, blue, white (2) new patterns: Good idea. Let s go to play. I like red. What colour is it? It s red. I have a kite. 3. Design of the blackboard: U

19、nit 1 Colour Do you have ? Yes, I do./ No, I don t. Do you like ? Yes, I do./ No, I don t. I like red. I have a 4. Steps: (1) Preparation: revisioin: Ask and answer: What colour is the car? It s red. Chant: Let s go. OK! Let s go to play! Great! I like the white plane. Act out the dialogue: Involve

20、the children: sing the song (2) Listen and colour. Revise the names of the objects in the listening task. You could go through the pictures in sequence, and ask pupils. Use the new patterns to extend the learning. What can you see? P1 makes a small dialogue and then the children write down the colou

21、r words 名师资料总结 - - -精品资料欢迎下载 - - - - - - - - - - - - - - - - - - 名师精心整理 - - - - - - - 第 7 页，共 48 页 - - - - - - - - - beside the objects. (3) Ask and tick: Make 4 small dialogues with 4 chidlren and let all the children to make the survey together and then write down the answers on their books. Get t

22、he children to pay attention to the names. (4) Colour and say. Make dialogues with children and write down the colour words. Before children play this game, they need to do some colouring. To make it easier for pupils to understand, start by directly asking pupils to study the example dialogue in Ta

23、sk 4 on page 5. Conduct some initial practice on the question structure “ Do you have a red pen?” . Use the 8 coloured pictures in Task 3 on Pa ge 5. Pupils will look at each picture and ask the question. Then guide pupils to ask you those questions, demonstrating how to give a negative answer. Repe

24、at the same exchange with you asking the pupils the same question for real answer, “ Do you have a ?” Pupils will give their true answers. Explain Task 4. Give pupils enough time to colour the pictures before they start the oral practice in pairs. (5)summary: 1. The patterns 2. The vocabulary 3. Fin

25、ish some exercises. 名师资料总结 - - -精品资料欢迎下载 - - - - - - - - - - - - - - - - - - 名师精心整理 - - - - - - - 第 8 页，共 48 页 - - - - - - - - - 教学反思：国家英语课程标准 2011 版正式使用，要求我们教师注重英语教学的工具性与人文性，在颜色的教学中，我留意运用各种颜色的文化去吸引学生：冷暖色、三原色、颜色的性格，颜色的含义孩子们对此非常感兴趣。Unit 2 Let s Colour it 1. Learning objectives: (1) To learn more name

26、s of colours and the expression “ Let s ” “ Look at ”(2) To practice telling the colours of things through describing a funny face. (3) Go over the words of parts of body, stationary and appliance. (4) Motivate and encourage the pupils to enjoy English learing. 2. Learning and teaching focus: (1) ne

27、w words: look, at, look at, brown, black, purple, orange, green, hat, crayon, funny, (2) new patterns: Let s colour the nose red. Look at the picture. (3) Some other cultural conciousness. The colours of the faces in Chinese Beijing Opera and in crowns of the western world. 3. The design of the blac

28、kboard: Unit 2 Let s colour it Vocabulary Look at the green hat. Let s colour the hat purple. Crayons a funny face a black desk 4. Steps: 名师资料总结 - - -精品资料欢迎下载 - - - - - - - - - - - - - - - - - - 名师精心整理 - - - - - - - 第 9 页，共 48 页 - - - - - - - - - (1) Preparation and warming up: a. Involve the kids b

29、y singing an old song of Grade 1: Rainbow. b. Go over the colours by songs and rhymes c. Free talk to go over the patterns in Unit 1. (2) Presenting the main dialogue a. in the dialogue, the colour name red is learnt, while the colour name green is new. b. Have pupils look at the picture. Ask simple

30、 questions to help them understand the picture, for example, Who can you see in the picture? Who is the boy? Who is this girl? What does Janet have? c. Draw the picture that Janet is holding on the board, or use the picture on the page, to present funny face and hat. d. Use your own demonstration, o

31、r draw pupils attention to colouring crayons that Janet and Jiamin are holding, to show that the two children want to colour the picture. e. Tell pupils that they are going to listen to the dialogue. Ask them to listen for the colours that Janet and Jiamin will choose. f.Play the recording once all

32、the way through. g. Play the recording again, pausing after every sentence to check understanding and for pupils to repeat. h. Sum up by asking the two colours that Janet and Jiamin have chosen. 名师资料总结 - - -精品资料欢迎下载 - - - - - - - - - - - - - - - - - - 名师精心整理 - - - - - - - 第 10 页，共 48 页 - - - - - - -

33、 - - (3) Presenting the new colour words a. Since the pupils have learnt green from the dialogue, you can begin with the colour green, and present the other colour names in the contextual teaching. b. Say to the pupils Let s learn more colours. Then present the names of other colours. Then point to

34、the colours randomly, and ask pupils to say the colour word. (4) Consolidation: a. teach, or revise the words hair, nose, eyes, mouth, and earsb. Invite pupils to imagine that they are Janet and Jiamin. They will continue the dialogue by talking about how to colour the hair, nose, eyes, mouth, and e

35、ars, of the person in Janet s picture. Note that there are no absolute right or wrong answers. Give one example to the pupils using hair. Pupils then continue the dialogue in groups or in pairs. c. Copy the colours in class. (5) Homework: (6) End the lesson: 教学反思：将各种话题的内容有效组合和运用，课堂会更加高效。针对三年2 班学生的两极

36、分化比较严重的状况，我特意放缓了速度，逐个检查课本中的习题和笔记，确保全部落实，一个不落下。还有，颜色词变得难背记，一定要充分调动孩子的积极性，运用已有的知识水平，激发孩子的学习自信心。Unit 2 Fun with English 名师资料总结 - - -精品资料欢迎下载 - - - - - - - - - - - - - - - - - - 名师精心整理 - - - - - - - 第 11 页，共 48 页 - - - - - - - - - 1. Learning objective: To practice the colour words through a listening a

37、ctivity. To go further and know more about the culture in colours. To learn by doing and more activities. 2. The learning and teaching focus: The vocabulary and the patterns in the context. 3. The design of the blackboard: Unit 2 Let s colour it The pictures of the faces 4. Steps: (1) Revision of th

38、e vocabulary and the patterns in the dialogue. (2) Revision and practice of the dialogue and then let some of the children to act out the dialogue. (3) Revise the names of colours that pupils have learnt so far. (4) Pupils will have been familiar with the listen and colour routine by now. If that is

39、 the case, briefly explain the activity, and start playing the recording for pupils to do the colouring. (5) Play the recording, pausing after every sentence for pupils to do the colouring. Make sure pupils have enough time to do the colouring. (6)Point to the object and tell its colour. 5. Homework

40、: 6. End the lesson. 教学反思：名师资料总结 - - -精品资料欢迎下载 - - - - - - - - - - - - - - - - - - 名师精心整理 - - - - - - - 第 12 页，共 48 页 - - - - - - - - - 课堂中完成的部分，因为放缓了脚步，孩子比较有自信，生活中的经历与课程内容紧密结合，孩子们学习起来很轻松。活动手册主要是为了激发学生的多元智能而是用的，因此我认为还需要给孩子们选择一本适合的练习册，适当的课外阅读内容，帮助孩子拓宽视野，不要只局限于课本和课堂。Module 2 Positions Units and themat

41、ic content This module is about positions. In Unit 3, the children are playing a guessing game. One child hides an object for the other children to guess where it is. In Unit 4, Ben is getting ready to go to school. However, he can t find his English book. His mother helps him by asking Ben possible

42、 places where he may have put it. Grammar and communicative functions Prepositional phrases of location, e.g., in the box, under the chair. Statements for telling positions, e.g., (The ball / It) is (under the table). Using where to ask about locations: Where is ? Asking Yes/No questions about locat

43、ions: Is it (in the box)? Vocabulary Key words: robot, doll, pencil-box, English, TV, schoolbag Prepositions: near, in front of, behind, beside Words in context: back, game board, start, finish, animal, home, bat, live, cave, spider, web 名师资料总结 - - -精品资料欢迎下载 - - - - - - - - - - - - - - - - - - 名师精心整

44、理 - - - - - - - 第 13 页，共 48 页 - - - - - - - - - Phonics Pronunciation represented by: -“ e” as in “ he”-“ e” as in “ bed”-“ f” as in “ five”-“ g” as in “ girl”-“ h” as in “ hair”-“ ee” as in “ meet”Learning qutcomes: Pupils will be able to: 1. refer to positions using prepositional phrases of locati

45、on. 2. ask Yes/No questions about the location of an object, e.g., Is it under the table? 3. use Where to ask about the location of an object, e.g., Where is my English book? 4. tell the position of an object, e.g., The ruler/ It is behind the book. 5. sound out word containing “ e” , “ g” , “ ee” ,

46、 “ f” , and “ h” . Unit 3 Where s my car? 1. Teaching and learning objectives: Prepositional phrases of location, e.g., in the box, under the chair. Statements for telling positions, e.g., (The ball / It) is (under the table). Using where to ask about locations: Where is ? 名师资料总结 - - -精品资料欢迎下载 - - -

47、 - - - - - - - - - - - - - - - 名师精心整理 - - - - - - - 第 14 页，共 48 页 - - - - - - - - - Asking Yes/No questions about locations: Is it (in the box)? Master the new words: near, where, where s, robot, doll, pencil-box. Patterns: Where s ? Is it? Yes, it is. No, it isn t. 2. The important items: Master th

48、e new words: near, where, where s, robot, doll, pencil-box. Patterns: Where s ? Is it? Yes, it is. No, it isn t. 3. Design of the blackboard: Unit 3 positions In, on, under, near, pencil-box, robot, doll Where is the car? It s on the table. 图片Is it in the box? Yes, it is. / No, it isn t. 图片4. Steps

49、：(1)Preparation: a. The pupils have come across “ in, under and on” in the dialogue. Begin by pointing to the cat in the first picture. Ask what is this animal? b. Using the 4 points, present the 4 prepositional phrases of location, such as: In picture 1, the cat is in the box. In picture 2, the cat

50、 is near the box . c. Let pupils repeat the 4 sentences. d. Choose a picture randomly and ask about the position, e.g., look at Picture 3, 名师资料总结 - - -精品资料欢迎下载 - - - - - - - - - - - - - - - - - - 名师精心整理 - - - - - - - 第 15 页，共 48 页 - - - - - - - - - where is the cat? (2) Presentaion: a. begin by pres