冀教版英语三年级教案下册.doc

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1、Lesson 1 On the Farm （1课时）一、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, sheep. 2. 能理解并口头运用句子：Whats this? Its 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。二、教学重点： 1. 词汇：farm, farmer, pig, cow, sheep 2. 句型：Whats this? Its a _.三、教学难点：熟练而正确地拼写五个单词。四、教学

2、过程：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 Concept1. T: Today lets 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),老师提问：Whats on the farm?(学生思考)2.学习新单词：farm, farmer, pi

3、g, cow, sheep.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。）Whats this? Its a _.拓展： farm-farmer work-workerdrive-driver teach-teacher (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。)3. 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. Practice完成配套练习，第一题自主完成，老师对答案。第二题让

4、学生书写学到的五个单词，然后画出单词所对应的图片。IV. Homework 1. homework: write the five words on exercises book. 2.完成配套练习，然后背诵五个单词。 板书设计： Lesson 1: On the Farmfarm farmer Whats this? Its a pig/cow/sheep.【课后记】_Lesson 2 Cats and Dogs （2课时） 一、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：cat, dog, chicken, duck.2. 能理解并口头运用句子：Is this a

5、_?Yes, it is./ No, it isnt.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。二、教学重点： 1. 词汇：cat, dog, chicken, duck.2. 句型：Is this a _?Yes, it is./ No, it isnt.三、教学难点：熟练运用所学句型进行交际交流。四、教学过程：I. Warm upGreetings and review：Whats this? Its a _.(farm, farmer, pig, cow, sheep)II. New Concept1.老师提问，思考What can

6、you see on the farm?出示教学PPT 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。）Whats this? Its a _.拓展：chicken 鸡 chick 小鸡rooster 公鸡 hen 母鸡。KFC, Kentucky Fried Chicken 肯塔基州炸鸡2. 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 isnt. (follow to rea

7、d) 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：Whats this?看谁能猜对。2.猜谜语：T: Its our friend. It says “Woof! Woof!” What is it?T: It likes to eat fish. It says

8、“ Meow! Meow!” What is it ?Homework：1.Read the text. 2.write the four words.板书设计： Lesson 2: Cats and Dogs Whats this? Its a chicken/duck. Is this a _?Yes, it is. / No, it isnt.【课后记】_Lesson 3 Fish and Birds （3课时）一、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：

9、I can_. Can you _? Yes, I can./No, I cant.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。二、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 cant.三、教学难点：熟练运用所学句型进行交际交流。四、教学过程：I. Warm up: Greetings and review.1.用动物卡片，先师生问答Whats this? Its a _.然后两人组练习此句型。2.教师

10、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 isnt.（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.老师做动作，边演边说，I can swim./ I can fly./ I can run.让学生在情境中理解can 的含义，can, “能，会。”2.出示句型：I can _.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 cant.3.Listen to the song a

11、nd follow to chant.III. Practice1.看单词卡片做动作，边做边说：I can_.2.Pair work: I can_. Can you _? Yes, I can./ No, I cant.V. Homework：write new words six times.板书设计： Lesson 3: Fish and BirdsI can_Can you_?Yes, I can. / No, I cant.【课后记】_Lesson 4 Horses and Rabbits （4课时）一、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：horse,

12、 run. rabbit, jump.2. 能理解并口头运用句子：What animals can _? Yes, it can. / No, it cant.（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。二、教学重点： 1. 词汇：horse, run. 2. 句型：What animals can _? _ can _.Can you_ ? Yes, it can. / No, it cant.三、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。四、教学过程：I. Warm up: Greetings and review.1.用动物PP

13、T，先师生问答Whats this? Its a _.然后学生两人组练习此句型。2.教师用东西遮盖住PPT，让学生猜是什么动物，S： Is this a _?T： Yes, it is. / No, it isnt.然后指名学生来做小老师，由师生问答变为生生问答。3.Pair work: Can you _?Yes, I can. / No, I cant.II. New Concept1.学生观看教学PPT，介绍词汇horse, rabbit, run, jump2.老师说Horses can run.引出 What animals can run?学生回答Dogs can run./ Pi

14、gs can run. /Sheep can run./Rabbits can jump. 老师继续问：What animals can jump?Dogs can jump. Cats can jump.3.放录音带，让学生听录音读课文，学生自读一遍后，T: A bird can fly. Can a horse fly? S：No, it cant.T：A fish can swim. Can a duck swim? S：Yes, it can.4练习句型：Pair work: Can a _ _?Yes, it can. / No, it cant.5.完成第四部分，Lets play

15、.看着图表给学生解释游戏的玩法。III. Practice1.看动物图片做动作，边做边说：A _ can _.2.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 _ can _.3.Pair work: What animals can _? _ can _.Can a _ _?IV Homework ：1.Read the text. 2.Write new words on Ss exercise book. 板书设计： Lesson 4: Horses and Rabbits What animals can run? Horses can run. Can a _ _?

16、Yes, it can. / No, it cant.【课后记】_Lesson 5 Where （5课时）一、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：in, on, under2. 能理解并口头运用句子：Where is the _? Its _ the _.（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。二、教学重点： 1. 词汇：in, on, under 2. 句型：Where is the _? Its _ the _.三、教学难点：熟练运用所学句型进行交际交流.四、教学过程：I. Warm up:Greetings and re

17、view.1.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 isnt.然后指名学生来做小老师，由师生问答变为生生问答。2.Pair work: Can a _ _?Yes, it can. / No, it cant.II. New Concept1.学生观看教学PPT，介绍词汇in, on, under.T: Where is the cat/rabbit? S: Its 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

18、? S: Its 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 _? Its _ the _.2.Letters and sounds.学生跟着PPT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, mother n: nine, nice, namel: left, look, fly i: nice, hi, whiteIII. Practice1.看图片，生生问答：Where is the _? Its _ the _.2.Play a game: “Hide

19、 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：Its _ the _.看看谁能在最短的时间内猜对。IV: Homework:1.Read the text. 2. Write new words on Ss exercise book.板书设计： Lesson 5: Where? Where is the _? Its in / on/ under the _.【课后记】_Lesson 6 Can I Help You? （6课时）一、教学目标：（一）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

20、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。二、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。三、教学难点：学生能在图片和教师的帮助下表演故事。四、教学过程：I. Greetings: Talk 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

21、 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 pict

22、ure 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 readin

23、g) 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. Homework 1. 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? Help! What happened? Can I help you? Pull! Im stu

24、ck. Im out.【课后记】_ Again, please! （7课时）一、教学目标：（一）知识与技能目标：1. 复习与回顾。 2.完成本课的练习题。（二）情感目标：查找问题，弥补不足。（三）学习策略目标：注意倾听，积极思考。二、教学重点：1. 复习与回顾。 2. 完成本课的练习题三、教学难点：学生能在复习回顾中找到自己的不足，查缺补漏，对一单元的知识有所总结。四、教学过程：1. Listen and talk 播放录音，讨论故事中发生的事情。再听一遍，并分角色朗读。并让学生回答一下问题：What is LiMing pointing to in Panel 1? Can a cow fl

25、y? Can a bird fly? What is LiMing pointing to in Panel 4 ?2.Listen and circle. 让学生听录音，根据说明圈出答案。3.Find and write.找出图中的动物并在数字标号后面写出正确的单词。4.Look, read and write. 看图读句子，根据此表填空。5.评价自己所学。【课后记】_ Dictation and Do exercise （8课时）一、教学目标：（一）知识与技能目标：1. 复习与回顾，听写本单元的单词和短语。 2.完成本单元练习册。（二）情感目标：查找问题，弥补不足。（三）学习策略目标：注意

26、倾听，积极思考。二、教学重点：1. 复习与回顾，听写本单元的单词和短语。 2. 完成本本单元练习册三、教学难点：学生对自己的疑难题，能找到解决的方式。四、教学过程：1.听写。2.配套练习的讲解与订正。【课后记】_ Text Unit 1 （9课时）【单元检测的目的】1. 查缺补漏，温故知新。2. 从测试卷中找到自己的不足，总结学习方法，力求下一单元掌握的更好。【检测手段】Unit1测试卷【检测时间】45分钟【课后记】_Lesson 7 At the Zoo (10课时)一、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： zoo, panda, monkey, elepha

27、nt, big, small, thin.能听懂、会说、认读词汇：fat.2. 能理解并口头运用句子：The _ is _.（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。二、教学重点：1. 词汇：zoo, panda, monkey, elephant, big, small, thin, fat.2. 句型：The _ is _.三、教学难点：熟练运用所学句型进行交际交流。四、教学过程：I. Warm up：Greetings and review.1.用农场的动物卡片，先师生问答Whats this? Its a _.然后学生两人组练习此句型。2.What c

28、olor is the _（农场动物或文具）?The _ is _.(颜色)II. New Concept1.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：Lets go to the zoo. I see many animals at the zoo. Look! This is a panda. The panda is fat. Its a monkey. The monkey is thin. Look! I see an elephant. The elephant is big. This is a bird. The bird is small.学生多听多看几遍，然后

29、提出问题，What animals we see at the zoo?Is the panda/elephant fat/ small?2.学习第二部分，看到了什么？有些学生应该能够回答，手指每幅图画问学生Whats is it? Is it a ?,教授单词big和small.在教室走动，边指出大的物体和小的物体边说出单词。3.播放录音让学生跟读，教授fat和thin.手指图画大声朗读单词，让学生跟读，指着熊猫，然后用手势表示有一个肥胖的肚子，手指猴子，然后用手势表示很瘦的肚子。4.学习第三部分Lets do it！让学生自主完成，然后检查。看动物图片描述：The _ is _.What

30、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. My _ is small.Homework： 1.Write the words. 2.Read the text. 【课后记】_Lesson 8 Tigers and Bears (11课时)一、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：Its long/sho

31、rt. Its _ is/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。二、教学重点： 1. 词汇：tiger, bear, long, short, wolf, snake.2. 句型：Its long/short. Its _ is/are long/short.三、教学难点：Its 与its 的区别。四、教学过程：I. Warm up：Greetings and review.1.Play a game“ Simon says” to review the parts of the body.2.Look at the card

32、s of the animals, talk about them.Whats this? Its a/an _. Look at the _. The _ is big/small/fat/thin.II. New Concept1.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：Lets go to the zoo. I see many animals at the zoo. Look! This is a tiger. Its big. Its tail is long. Look! I see a wolf. The wolf is big. This is a bear.

33、Its brown. Its tail is short. Look! This is a snake. Its long. I like the zoo. Its fun.学生多听多看几遍，然后提出问题，What animals we see at the zoo?Is the _long/ short?2.学习唱歌曲“Big and Small”.3.学习第三部分，教授单词long和short。Look at the pictures and say(课件)：Its long/short. Show the pictures of some animals, talk about them

34、：Look at the _. Its _ is _.4.学习第四部分，让学生听录音。然后老师指着身边的动物图片，请一位学生上来不能看图画，其他学生提供线索，猜出谈论的动物。 Homework：1. Read the text。2.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 snake Its long/short. Its _ is/are long/short.【课后记】_Lesson 9 How Many? (12课时)一、教学目标：（一

35、）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, eight, nine, ten.2. 能理解并口头运用句子：How many _ are there? There are _ _s.（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。二、教学重点： 1. 词汇：one, two, three, four, five, six, seven, eight, nine, ten.2. 句型：How many _ are there? There are _ _s.三、教学难点：正确运用

36、所学句型进行交际交流。四、教学过程：I. Warm up:Greetings and review.Whats it? Its a _. (Review the animals)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.Lets chant. Look at the pictures and discuss.Pair work: How many _ are there?There are _ _s. Lis

37、ten to the chant and sing it.III. Practice1.Use the number cards to say the numbers, who is fast?2.Look at the pictures and say(课件)：Pair work: How many _ are there? There are _ _s. Homework:1.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。 2.Write new words.板书设计： Lesson 9： How Many? one, two, three, four, five six,

38、 seven, eight, nine, ten.How many _ are there?There are _ _s.【课后记】_Lesson 10 Where Do They Live？（13课时）一、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 a _ live? 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。二、教学重点： 1. 词汇：river, tree, grass.2. 句型：Where does a _ live? In

39、 a _.三、教学难点：熟练运用所学句型进行交际交流。四、教学过程：I. Warm up：Greetings and review.用动物卡片，先师生问答Whats this? Its a _.然后学生两人组练习此句型。Where is the book? Its in the desk.II. New Concept1.What s this?学生观看教学光盘，教师介绍新词汇：Whats this? Its a forest.Whats in a forest?Look at the pictures, 依次介绍三个新词：river, fish, swim, thin, big.2.学习第二

40、部分Where does it live?播放录音，指导学生看每幅小图，指出每幅图中有什么，尽可能指出grass, trees和river。再次听录音，让学生跟读，教师读句子让学生跟读。例如：图一手指鱼，说Where does a fish live? In a river.重复这个句子让学生跟读。图二手指鸟，说Where does a bird live? In a tree.重复这个句子让学生跟读图三手指熊猫，说Where does a panda live? In a forest.重复这个句子让学生跟读3.看课本第三部分Lets do it！解释活动的做法，把动物和它相应的生活地方连线。Homework：1.Read the text. 2.Write the words.板书设计： Lesson 10: Where