新三年级英语下册教案.doc

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1、 三年级下册英语课时教学设计 总第1课时 一、 教学内容： Unit 1 I like red (dialogue)随堂备注教学目标：1、单词：go to idea colour red great like yellow blue white短语：its = it is ,good idea, lets, great句型：What colour is ? Its 2、能听说并认读本课的单词，短语和句型。3 3、通过本节课的学习，提高学生的学习兴趣和参与课堂活动的积极性，养成良好的学习习惯。教学重点：本课的单词、短语。句型与课文的教学。教学难点：本课的单词、短语。句型与课文的教学。教具 教学媒

2、体：教学图片、自制图片、录音机、录音带、实物、投影仪。教学过程一、准备活动。1、Sing a song “what is this ?”(目的：创设轻松愉快的课堂气氛，并为新课准备。)2.复习交通工具、文具或玩具等单词，为课文的学习作准备。3、教读课题，宣讲教学目标。二、呈现与操练。 1、教师把课前准备的七种颜色（red , blue , green , yellow , white, orange, purple ）彩带分发给学生，每生1条，把全班按颜色分成7组，而且教师边分边用英语说出彩带的颜色。（要求学生把彩带绑在头上，自己用英语学会说彩带的颜色。）采用TPR的教学手法，让学生学习颜色单

3、词，而且当学生做对时，老师及时用Thats right . 赞许学生。T: Look ,whats that ?P: Its a kite.T:Yes .Its a picture of a kite .板书Whats that ? 及Its a picture of a kite , 并学习相关知识，并引出新句：“What colour is it ?”引导学生回答：“Its red.”（三）、巩固与发展。看投影，听录音。看课文，听录音。学生跟读。（先跟录音后跟教师）全班齐读。小结：学生小结后，教师再补充。Game : “找朋友”让学生找自己的friends （五人以上），用彩带拼出kite

4、 。看哪组快，并给每人1个苹果贴纸。（四）作业： 1抄新单词一个一行。 2听录音读课文3次。板书设计： Unit 1 I like red go to idea colour red great like yellow blue whiteA: What colour is it ?B: Its red.教学后记：小学课时教学设计 总第2课时教学内容： Unit 1 I like red随堂备注教学目标：1、语言知识：掌握出现的新单词。2、语言技能：会唱英语歌曲及能运用颜色的单词进行对话。3、情感态度：让学生大胆交流，并勇于开口说英语的良好习惯。教学重点：单词的读音及其识记。教学难点：单词的读

5、音及其识记。教具、学具：颜色笔、录音机、录音带、吹塑纸。教学过程：一、Leading-in1利用颜色笔复习各种颜色。 2. 让学生用上一课的句型同位问答。二、Pre-task1学生与同位合作完成书本P4P5页的In pairs drawing.2. 继续与同位完成Fun With Language （教师作适当指导讲解）画完后拿出一位学生的作品展开谈论，交由学生自由谈论。3. 学习Sing Along 1) 1)教读歌名。2) 2)学生跟老师读歌曲词。3) 3）学生听歌曲录音。4) 4）学生跟录音带学唱歌曲。5) 4）让学生唱到颜色单词时拍手掌，唱到“colour”时脚踏地。（有利让学生记住单

6、词的读音及记忆） 第 页三、Development1. 指导学生记忆相关单词的方法。2. 完成活动手册P1P2练习。3. 小结。四、Sum-up教师引导学生总结本节课所学内容五、Homework1、4人小组默写颜色单词。2、唱“Colour ”给自己喜欢的人听。（最少唱1次）板书设计： Unit 1 I like red A: Do you have a?B: Yes,I do./ No,I dont.A: What colour is it?B: Its 教学后记：小学课时教学设计 总第3课时 教学内容：Unit1 I like red 随堂备注教学目标：Can speak objects

7、and sentences with colours.教学重点：To improve students listening,speaking,reading and writing abilities.教学难点：同重点。教具、学具：图片、玩具实物 教学过程：一、Warming upFree talk:A: What colour do you like? B:I like二、Revision1. Game “Simon says”.2.Read the words and have a dictation. 三、Presentation1、Listen and colour. （听录音按要求给

8、图上颜色。如：a blue ruler,给尺子涂成蓝色。）2、Ask and tick.同桌对话 A:Do you like red? B:Yes,I do.() No,I dont.()在对话的同时完成表格，用Yes回答的画“”，用No回答的画“”。3、Look and say (利用实物或图片做对话)A: Do you have a?B:Yes,I do. No,I dont.A:What colour is it?B:Its 4、Colour and say（先让学生将物体涂自己喜爱的颜色，再与同桌对话）四、Development1让学生对自己喜爱的颜色作综合的陈述。如：I like r

9、ed, I like blue, I like yellow, I dont like white五、Sum up 小结本课时的内容。六、Homework:1、家庭听写单词（U1的单词）2、四人小组互相检查听写情况，组长向老师汇报成果。板书设计： Unit 1 I like red A: Do you have a?B: Yes,I do. No,I dont.A: What colour is it?B: Its 教学后记：小学课时教学设计 总第4课时 教学内容：Unit 1 I like red随堂备注教学目标：1.巩固新单词：red, yellow, blue, white, like,

10、 great, colour, idea, go, to 2.学会运用句型：What colour is it? Its red.3.学习字母a b c d “a-e” 的发音规律教学重点：1.单词和句型。 2.字母的发音。教学难点：颜色单词前不能用 a ，an 或the等词。教具、学具：小黑板 、录音机 、单词卡片 多媒体课件教学过程：一、热身与复习：1.Sing a song Colour2.Review:快速出示单词卡片，让学生迅速大声读单词，然后拿掉一张问：“Whats missing?”二、呈现与操练:1. 老师拿出一架玩具飞机问：“Do you have a plane?” 学生答

11、：“Yes, I do.”老师再问：“What colour is it?”学生答: “Its blue.”2. 让学生利用身边实物或文具进行同位操练。3. 让学生出来用颜色在全班同学进行自由问答。4. 以两人一小组进行竞赛。5. 鼓励学生就颜色用英语讲一段话，如：I am Amy. I am a pretty girl. I like red. I like yellow. I like blue. I dont like white.6. 学习字母a, a-e, b, c, d在单词中的自然拼读。7. Rhyme time: 练习a的发音通过rhyme.读时注意音调节奏。三、巩固运用：1.

12、 归纳学过含有元音a的单词，让学生拼读。2. 出示含有元音a的新单词，尝试让学生去拼读。 3. 让学生总结发音的规律。 四、作业 1读书本P7的sound family, Rhyme. 2. 与同桌自编对话。板书设计：Unit 1 ColourA: What colour is it?B: Its yellow.教学后记：小学课时教学设计 总第5课时 教学内容：Unit 2 Lets colour it 随堂备注教学目标：1.学习新单词：green , purple, orange, brown, black, crayon,funny, hat 2.学会运用句型: Lets colour g

13、reen/orange/.教学重点：1.单词和句型。 2.对课文的理解。教学难点：colour作名词和动词在句中的不同用法。教具、学具：小黑板 、录音机 、单词卡片、多媒体课件教学过程：一、热身与复习：1用.TPR全身反应复习身体部位单词。2.Review:以开火车形式复习已学颜色单词。二、呈现与操练:1. 老师拿出一张彩色的脸问：“Look at this picture. Whats it?” 学生答：“Its a face.”老师：“Yes. Its a funny face.”引出新单词：“funny”2.以介绍图画的方式引出新单词green,orange,purple,brown,b

14、lack.3.以游戏的形式操练新单词：把全班分成5个小组，每组给一个colour name，老师手拿5种颜色的转盘，让学生大声喊自己组的名字，老师叫“stop”转盘停在哪种颜色则那个小组胜。4. 新课呈现：（1）看图听录音，理解对话。 （2）老师带读。（3）学生分小组读。（4）学生分角色读。（5）让学生表演对话。三、巩固运用：1. 让学生运用固定句型与同桌自编对话。2. 拿出图画纸与蜡笔边说边画，把固定句型运用于实际情景中。 四、作业1. 抄新单词。2. 跟录音读课文3次。 3. 与同桌自编对话。板书设计：Unit 2 Lets colour it green orangeA: Lets co

15、lour the nose red . brown blackB: OK. purple教学后记：小学课时教学设计 总第6课时 教学内容：Unit 2 Lets colour it 随堂备注教学目标：1. can read, listen and write the words of colour. 2. can talk about the colours of things.教学重点：1.单词和句型。 2.把本课句型运用于实际中。教学难点：区分What与What colour的不同回答。教具、学具：小黑板 、录音机 、单词卡片、多媒体课件教学过程：一、热身与复习：1出示某些不同颜色的实物问

16、：“What colour is it?”复习颜色单词。2.Review:以开火车形式复习已学颜色单词。二、呈现与操练:1. 老师拿出一张彩色的脸问：“Look at this picture. Whats it?” 学生答：“Its a face.”老师：“Yes. Its a funny face.”引出新单词：“funny”2.以介绍图画的方式引出新单词green,orange,purple,brown,black.3.以游戏的形式操练新单词：把全班分成5个小组，每组给一个colour name，老师手拿5种颜色的转盘，让学生大声喊自己组的名字，老师叫“stop”转盘停在哪种颜色则那个小

17、组胜。4. 新课呈现：（1）看图听录音，理解对话。 （2）老师带读。（3）学生分小组读。（4）学生分角色读。（5）让学生表演对话。三、巩固运用：1. 让学生运用固定句型与同桌自编对话。2. 拿出图画纸与蜡笔边说边画，把固定句型运用于实际情景中。 四、作业1家庭听写颜色单词。2.用英语写一段话描述一张图画。 板书设计：Unit 2 Lets colour it green orangeA: What colour do you like? . brown blackB: I like Lets colour itA:OK. 教学后记：小学课时教学设计 总第7课时 教学内容：Unit 2 Lets

18、 colour it 随堂备注教学目标：1. To grasp the names of colours.2. To grasp the sentences and expressions.教学重点：1.单词和句型。 2.把本课句型运用于实际中。教学难点：区分What与What colour的不同回答。教具、学具：小黑板 、录音机 、单词卡片、多媒体课件教学过程：一、热身与复习：1.Free talk.2.Review:出示卡片背面让学生猜出颜色，生问：“Is it blue?”师：“No”让学生不断说出颜色单词，老师适当给出提示：“The first letter is “p”学生根据字母发

19、音说：“purple”，复习单词的同时练习字母的发音。二、呈现与操练:1呈现一些色彩图片，让学生描绘出图片的颜色。2让学生出来，指着教室的物品描述其颜色。3小组合作出示图中某些图片或桌面上的文具互相描述。4边听边做，训练学生英语综合动手操作能力(Listen and colour)P10.5. 边说边做(Colour and say)P106看图说画(Point and say)P11三、Development：1. 让学生出示某些图片进行综合描述：This is a , Its red/ Ilike it. Do you like it?2.Do the project(P11):可由小组合

20、作制作手工，或用橡皮泥捏造，然后向全班展示并解说。 四、作业1默写颜色单词。2.画一张脸涂上颜色并用英语进行综合描述。 板书设计：Unit 2 Lets colour it A: What colour is it? This is a , Its I like it. B: Is it purple?A:Yes,it is. /No,it isnt. 教学后记：小学课时教学设计 总第8课时 教学内容：Unit 2 Lets colour it. 随堂备注教学目标：1. To improve pupils reading, listening, speaking and writing abi

21、lities of English.2. 把所学单词和句型灵活运用于实际生活中。教学重点：1.单词和句型。 2.把本课句型运用于实际中。教学难点：颜色的混合。教具、学具：小黑板 、录音机 、单词卡片、多媒体课件教学过程：一、热身与复习：1.Free talk.2.Sing a song with some action.3.以游戏方式复习颜色单词：小组为单位，接力赛说单词，说得最多最快的小组为胜。二、呈现与操练:1.Story time: Introduce the story by talking about picture1(P12):Who are in the picture? Wha

22、t is Aki saying ? Does Ben like red?2.看图听录音，理解故事。3跟录音读故事。4分角色读对话。5表演故事对话：把各种颜色挂在黑板上，让一学生出来扮演Aki，另一同学问，问到哪种颜色?Aki就站在那种颜色前变成那种颜色。6. Did you know:把各种颜色挂在黑板上，用箭头和标示出两种颜色的混合，让学生猜并动手操作得出答案。三、Development：1. 玩“变变变”游戏：让学生拿出各种颜色笔混合变色并用英语说：“red and yellow equals（is） orange”等。2以小组合作进行竞赛，在规定时间内说出最多颜色组合为胜。四、作业1听录

23、音读故事3次。2完成活动手册P4-5 板书设计：Unit 2 Lets colour it A:Do you like red?B:Yes,I do.red + yellow = orange 教学后记：小学课时教学设计 总第1 课时教学内容： Unit 3 Wheres my car?随堂备注教学目标：1、学生能够运用 Where is the？Is it.? It is. 进行情景 交际活动, 向其他同学询问物体的位置。2、在情境中学生能有礼貌地询问物体位置。3、学生能在情景交际活动中相互合作。教学重点：学会询问物体位置，同时灵活运用in, on, under, near 。教学难点：in

24、, on, under, near回答物体位置。教具、学具：实物、图片 、头饰、电脑教学过程：I. Warming up1. Greeting2. Song and RhymeII. Presentation and Practise1. The teacher show a box and a toy dog. Ask the students to describe the position. They learnt in, on, under last year. T: Where is the toy dog?S: It is on/ in/ under the box. 2. Pla

25、y a game. The teacher ask a group of students to stand on the dai and face to the class, while the teacher stands behind with the box and the toy dog.T+Ss: Where is the toy dog? S1: Its in the box. S2: Its on the box.3. Lets do the exercise 2 in page 16.4. Ask the students to show their answer by re

26、ading to the others on the dai.III. Development1. Task: Please describe the positions of the stationery in Exercise 3 in page 17.Ex. The bage is on the desk. The ruler is on the chairIV. Homework1. Try to read the dialogue.2. Copy the new words in Unit 3.3. Please describe the positions of the stati

27、onery in Exercise 3 in page 17 to your parents.板书设计： Unit 3 Where is my car? The ruler is on the chair. The book is in the desk.教学后记：小学课时教学设计 总第2 课时教学内容：Unit 3 Wheres my car? 随堂备注教学目标：1、学生能够理解本课对话意思，并且能够熟练读出课文对话。2、在情境中学生能有礼貌地询问物体位置。3、学生能够很有礼貌地运用英语询问物体的位置。教学重点：对课文对话的认读和理解。教学难点：表演对话时能够摆脱课文的影响，能最大限度地改编

28、。教具、学具：实物、图片 、头饰、电脑教学过程：I. Warming up1. Greeting2. Song and RhymeII. Presentation and Practise1. Play the game to review the sentence structure they learnt in the last period only to change the toy dog into a doll and a robot to present the new words.2. Ask the students to watch the video twice and

29、learnt to read the dialogue.3. Please read the dialogue in groups. 4. Devide the students into three groups and ask the to have a compitition. Praise the group that reads the best.III. DevelopmentTask: Ask the students to mimic the diogue and try to make a new dialogue. Ex: A: Lets play a game.B+C+D

30、: OK. A: Where is my doll? B: Is it ? C: Is it ? A: Yes. It is. /No, it isnt.IV. Homework.1. Ask your parents about the position of your stationery.(选做)2. Copy the new words in this unit.3. Read the dialogue.板书设计： Unit 3 Where is my car?A: Lets play a game. robotB+C+D: OK. A: Where is my doll? B: Is

31、 it ? A: Yes. It is. /No, it isnt. 教学后记：小学课时教学设计 总第3 课时教学内容：Unit 3 Fun with language 随堂备注教学目标：1、理解字母e, ee的发音规律。2、学生能够能够用英语熟练完成Fun with language中的任务。3、学生能够在游戏中体会到英语学习的快乐。教学重点：掌握字母e, ee, f, g, h的发音规律。教学难点：让学生把发音规律熟练运用到对单词的发音判断过程中。教具、学具：实物、图片 、头饰、电脑教学过程：I. Warming up1. Greeting 2. Song and Rhyme II. Pr

32、esentation and Practise1. Teach the rhyme in page 19, ask the students to find out the words with the same sound. Red, bed, pen 2. ask the tudents to read out the following wordsme, he, meet, feet and find out the same sounds. 3. Ask the students to sumerize the rule. Then read out the following wor

33、ds.Be heFed bedDeed feed4. Ask the students to sumerize the rule. Then read out the following words.Be heFed bedDeed feed5. Ask the students to make more words, ex: teed, weed, ted, get, wet, we6. Do the exercise in page 16 and 17.III. DevelopmentTask: show us the pictures of your bedroom and please

34、 describe the position of the things inside.IV. Homework1. Read the dialogue2. Finish the exercise in the activity book.板书设计： Unit 3 Wheres my car?Be heFed bedDeed feed 教学后记：小学课时教学设计 总第4课时教学内容：Unit 3 Wheres my car ? （复习课）随堂备注1、 复习本课的单词和课文及重点句型，帮助学生巩固与整理本课 的知识。2、 指导学生完成相关的练习。教学重点：复习本课的单词和课文及重点句型，帮助学生

35、巩固与 整理本课的知识。教学难点：指导学生完成相关的练习。教具、学具：实物、图片 、头饰、电脑教学过程：I. Warming up1. Greeting2. Song and RhymeII. Presentation and practise1. The teacher show a box and a toy dog. Ask the students to describe the position. They go over in, on, under nearT: Where is the toy dog?S: It is on/ in/ under/ near the box. 2

36、. Play a game. The teacher ask a group of students to stand on the dai and face to the class, while the teacher stands behind with the box and the toy dog.T+Ss: Where is the toy dog? S1: Its in the box. S2: Its on the box.3. Lets do the exercise 1 in Activity book page 6.4. Ask the students to show

37、their answer by reading to the others on the dai.III. Development1. Task: Please describe the positions of the stationery in Exercise 5 Activity book in page7.Ex. The toy car is on the desk. The doll is in the boxIV. Homework1. Read the dialogue and the new words.2. Do the exercise 1 in Activity boo

38、k page 6.3. Please describe the positions of the stationery in Exercise 3 in page 17 to your parents.板书设计： Unit 3 Where is my car? Where is . ? Its in/on/under/near/ the . Is the . in/on/under/near/ the . ? Yes, it is , / No, it isnt . 教学后记：小学课时教学设计 总第5课时教学内容：Unit 4 Is it in your bag?随堂备注教学目标：1、学生能够

39、运用 in front of, behind, beside 描述物体位置。2、学生能在情景交际活动中相互合作。3、学生了解不同动物的居住环境。教学重点：学习介词in front of, behind, beside表示物体的位置。教学难点：学习介词in front of, behind, beside表示物体的位置。教具、学具：实物、图片 、头饰、电脑教学过程：I. Warming up1. Greeting2. Song and Rhyme3. Play a game “ Listen and do”T: Put your pencil on the desk/ in the bag.II

40、. Presentation and Practise1. Play a guessing game to lead in the content. The teacher put a robot inside a bag, ask one students to touch and guess what it is. Then ask the question, T: What is it? S: It is a robot. T: Where is it? S: Its in the bag. T: Yes, its inside the bag. 2. Put the robot bes

41、ide, behind and in front of a box and then ask the position to elicit the new words. All: The robot is beside/ behind/ in front of the box.3. Play a guessing gameS: Where is the robot?S123: Is it beside the box?S: Yes, it is. / No, it isnt.III. Development Task: Show a picture of some animals in dif

42、ferent positions and ask the students to describe their positions. Ex. The dog is behind the door. The cat is under the desk.IV. Homework1. copy the new words.2. Try to read the dialogue.板书设计： Unit 4 Is it in your bag? S: Where is the robot? besideS123: Is it beside the box? In front ofS: Yes, it is. / No, it isnt. behind 教学后记：小学课时教学设计 总第6课时教学内容：Unit 4 Unit 4 Is it in your bag?随堂备注教学目标：