2016-2017学年春季学期冀教版小学三年级英语下册教案.docx

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1、Lesson 1 On the Farm一.教学目标: 知识目标:1.能正确地听、说、读、写农场中的动物单词farm ,farmer ,pig, cow, sheep, a.2.能综合运用所学的语句进行交际。Whats this? Its a 二.能力目标:通过活动培养学生能够运用所复习的词汇和句子来正确 表达周围的具体实物。情感目标:促使学生积极运用所学知识进行表达与交流。三.教学重、难点:能够运用所复习的词汇来正确表达自己喜欢的动物以 及运用所复习的句型进行语言交际。四、教具:录音机和磁带,课件,教师用卡片和本课农场的背景图画, 奖励用的小星和实物。学具:学生用小卡片。五.教学过程:1 .

2、GreetingsT: Good afternoon, boys and girls.S: Good afternoon, Miss Wang,T: Lefs sing a song, Old MacDonald Hand a Farm. OK?S: OK!（设计意图:营造活跃轻松的课前气氛,使学生带着积极的心态投入到学 习中去,英文歌曲也为下面的复习做铺垫。）2 .Review the animalsStepl. Show the animals.T: Do you want to visit Old MacDonald?Now, lets go to his farm.（课件出示Old M

3、acDonald图片和农场里的动物们。）T: Look! Old McDonald is coming! Say hello to him.Ss: Hello, MacDonald!T: Look! There are a lot of animals on his farm,what are these?Step2. Ask and answer to review the animals.T: Whafs this?Ss: Its a sheep/cow/pig板书:一Whats this?Its a pig.Ask the student to spell the important w

4、ords.Step3.Practice in pairs and present the dialogues.1Whats this? Its aStep4.Play games （课件展示游戏）1. Whats missing?2. Match the animals and the pictures.Step5.Take out the text paper and finish number 1.（设计意图:这四个步骤,通过课件给学生创设去农场参观的情境,自 然引入到本课的复习中;通过学生认读,师生对话,同桌互练,做游戏 和完成练习题等活动方式,扎扎实实的进行动物单词的听、说、读、 写训

5、练,帮助学生巩固已学知识。）3. Review the sentences六、板书:Lesson 1 On the Farmfarm ,farmer ,pig, cow, sheep,Whats this? Its a Lesson 2 Cats and Dogs一.教学目标:知识目标:1 .能正确地听、说、读、写农场中的动物单词cat, dog, chicken, duck2 .能综合运用所学的语句进行交际。Whats this? Is it a duck?No,it isnt. Wes, it is. Its a 二.能力目标:通过活动培养学生能够运用所复习的词汇和句子来正确 表达周围的具

6、体实物。情感目标:促使学生积极运用所学知识进行表达与交流。三.教学重、难点:能够运用所复习的词汇来正确表达自己喜欢的动物以 及运用所复习的句型进行语言交际。四、教具:录音机和磁带,课件,教师用卡片和本课主题图的张贴画。学具:学生用小卡片。五.教学过程:Stepl. Lets sing a song, Bingo, OK?（设计意图:营造活跃轻松的课前气氛,使学生带着积极的心态投入到学 习中去,英文歌曲也为下面的复习做铺垫Ask and answer to review the animals.T: Whats this? Is it a duck?Ss: No,it isnt. Its a s

7、heep/cow/pig板书:一Whats this?No,it isnt. Its a chicken.Is this a duck? Yes, it is.2Ask the student to spell the important words.Step2.Practice in pairs and present the dialogues.Whats this? Is it a duck? Yes, it is.Step3.Play games （课件展示游戏）1. Whats missing?2. Match the animals and the pictures.Step4.T

8、ake out the text paper and finish number 1.（设计意图:这四个步骤,通过课件给学生创设去农场参观的情境,自 然引入到本课的复习中;通过学生认读,师生对话,同桌互练,做游戏 和完成练习题等活动方式,扎实的进行动物单词的听、说、读、写训 练,帮助学生巩固已学知识。）Step5.Review the sentences六、板书 Lesson 2 Cats and Dogscat, dog, chicken, duck一Whats this?No,it isnt. Its a chicken.Is this a duck? Yes, it is.Lesson

9、3 Fish and Birds一.教学目标:知识目标:1.能正确地听、说、读、写Swim,fly,dance,sing,see2.能综合运用所学的语句进行交际。Can a chicken fly? Yes, it can./ No, it cant.Can you sing? Yes, I can A No, I cant.二.能力目标:通过活动培养学生能够运用所复习的词汇和句子来正确 表达周围的具体实物。情感目标:促使学生积极运用所学知识进行表达与交流。三.教学重、难点:能够运用所复习的词汇来正确表达自己喜欢的动物以 及运用所复习的句型进行语言交际。四、教具:录音机和磁带,课件,教师用卡片

10、和本课主题图的张贴画。学具:学生用小卡片。五.教学过程:Step 1.Play a game. Lets do it.（教师出示英语单词卡片,学生起立,做错动作的学生坐下。看有几个学生留到最后。教师可以找部分学生到前面来做.）Swim/fly/dance/sing/see,板书几个动词。（设计意图：通过看卡片做动作,让学生动起来,使他们在玩中复习这 些动词短语,最后胜利的学生还有机会优先参加下一个游戏,这中竞争 机制对学生也是种激励和鼓励.）Step2.Ask and answer3T: Youre very good, now lets look at the animals, what c

11、an they do? Whats this?Ss: Its a chicken.T: Can a chicken fly?Ss: Yes, it can./No, it cant.板书:-Can a chicken fly? Yes, it can/No, it cant.Step3: Practice in pairs and present their dialoguesWhats this? 一!ts a Can you ? Yes, I can. / No, I cant.Step4.Review: Can you,? Yes, I can/No. I cant.T: Good wo

12、rk, boys and girls.The animals can do many things, but what can you do? Can you sing? SI: No, I cant/Yes, I can.T: Can you sing? S2: Yes, I can.T: Show me,板书:Can you sing ? Yes, I can./ No, I cant.Step5.Practice and present their dialoguesCan you dance? Yes, I can./ No, I cant.（设计意图:这五个步骤将动物单 词和句型有机

13、的结合在起,让学生用英语谈论他们喜欢的小动物,之 后从谈论动物之中自然的过度到谈论自己,培养学生语言综合表达的能 。）IV. ConsolidationStep 1 .DemonstrateT: Whats this? SI: Its a chicken.T: Can a chicken fly? SI: Yes, it can.T: Can you fly? SI: No, I cant.Step2. Take out the text paper and finish number 2.（设计意图:这几个步骤设计的目的是从短语到句子,即部分到整体循 序渐进,创设真实的语言情境,让学生把复习

14、过的动物和句型整合在 起,以对话形式展示学生综合表达的能力,同时,完成练习题二,在学 生能用英语对话的基础上又考察了学生认读句子的能力。）V .Class ClosingT: Are you happy? lets chant !I can dance六、板书:Lesson 3 Fish and Birdsdance sing swim fly Can a duck fly? Yes, it can.No, it cant.4Lesson 4 Horses and Rabbits一.教学目标:知识目标:1.能正确地听、说、读、写animals, horse, yes, no.2.能综合运用所学

15、的语句进行交际。Horse can run. Rabbits can jump. Can a horse run?二.能力目标:学生能说出哪些动物可以swim, jump, fly, run.情感目标:促使学生积极运用所学知识进行表达与交流。三.教学重、难点:能够运用所复习的词汇来正确表达自己喜欢的动物以及运用所复习的句型进行语言交际。四、教具:录音机和磁带,课件.五.教学过程:Step 1、 (1) Greeting:Hello, boys and girls! How are you today ?(2)师生同唱“Old MacDonald Hand a Farm”,(可以边做动作边唱)S

16、tep 2、引入课题:用张贴画出示本课主题图.引导学生:Whats this? Its a horse.Step 3.学生模仿读音,找同学领读,分组读。依次学习 Horse can run. Rabbits can jump.Can a horse run?鼓励发音不标准的学生多练习几遍,至读音标准。采用多种形式全班练习,直至读熟。Step 4 Game： (1) Quickly answer.(快速抢答)(2) Guessing words.(猜动物)Step 5、小组之内练习句子。表现好的组奖励金星。What animals can fly ? Birds can fly.St叩6、小组讨

17、论对本课内容总结汇报,完成活动手册,练习完成写单词的部分。Step 、Class ClosingT: Are you happy? Now, lets sing a song.六、板书:Lesson 4 Horses and Rabbits animals, horse, yes, no.swim, jump, fly, run.Horse can run. Rabbits can jump.Can a horse run?What animals can fly ?Birds can fly.5Lesson 5 where?一.教学目标:知识目标:1.能正确地听、说、读、写on in und

18、er box2.能综合运用所学的语句进行交际。Where is the cat ? Its oninunder the box.Whats in the box? Its aan.二.能力目标:学生能了解字母m,n,l,i在单词中的发音极其规则。情感目标:促使学生积极运用所学知识进行表达与交流。三.教学重、难点:能够运用介词on in under来正确表达动物在什么地方。四、教具:录音机和磁带,课件.五.教学过程：Step 1、 ( 1) Greeting: Hello, boys and girls!(2)师生同唱Lets chant”,(可以边做动作边唱)Step 2.引入课题：用张贴画出

19、示本课主题图.引导学生:on in underStep 3学生模仿读音,找同学领读,分组读。学习 in the box, on the box, under the box.Step 4 Whats in the box?Whats in the box? An animal.Is it a cat? No, it isnt.Can it swim ? Yes, it can.Step 5、Letters and sounders练习单词的读音部分。m mouth swimn dance nose 1 leg lakei nine fiveStep 6练习师生互动,采取不同的形式做本课句型的练

20、习。如分组说,男女生交换 说等。设计意图:使学生能比较熟练地说句型。Step 7、Class Closing六、板书:Lesson 5 where?on in underWhere is the cat ? Its on the box. Whats in the box? An animal.Is it a cat? No, it isnt.Can it swim ? Yes, it can.6Lesson 6 Can I Help You?、教材分析本课故事讲述了一只兔子陷进了淤泥里,其他动物来帮忙,终于把兔子 拉出来的事情,教育学生在生活中要互相帮助。本单元的主题是Animals on

21、the Farm,故事中出现的动物名称均是学生 在本单元中接触到的新词汇,故事中重复使用的What happened? Im stuck. The pulled the 等用语学生可以借助老师的表情、动作,课件的 演示进行猜测、理解。英语课程标准一级目标要求学生能看图识字,能 在指认物体的前提下认读所学词语,能在图片的帮助下读懂英语小故 事,因此我将本节课的教学重点设为:读懂故事,理解并能表演故事。二、学情分析通过本单元的学习,学生已能较熟练地认读些常见农场动物,能介绍 它们的一些特征。本课的动物话题是他们比较感兴趣的内容,学生会有 较高的学习热情。三、教学目标1 .知识与技能目标(1)通过对

22、故事的学习,复习巩固本单元的动物词汇;(2)学生能理解故事内容,并在教师引导下讲述故事、表演故事;(3)学生能利用上下文、借助课件及肢体语言推测生词yelled, heard, asked,said, ouch, out.的意思,培养学生初步的阅读能力。2 .情感目标培养学生乐于助人的品德;培养学生的阅读兴趣。3 .学习策略目标 通过对故事的学习,渗透阅读策略培养,训练学生根据上下文推测生词 的能力。四、教具和学具1 .故事材料Can I Help You?52 .多媒体课件及动物图片、头饰;五、教学过程（一）导入1 .师生互致问候,然后齐唱歌曲Old MacDonald Had a Farm

23、。2 .教师利用歌曲与学生进行如下对话:T: What animals did you hear in the song?（引导学生用I heard”回答）S: I heard,3 .出示谜语:It is white and small. It has four legs and a short tail.It has two red eyes and two long ears.T: Guess. What is it?74 .继续引导学生进行如下对话:T: Its a lovely rabbit. Can you say something about the rabbit? SI: It

24、 is white.S2: It has fur.，（二）呈现故事1 .播放卡通片,学生看故事。学生看故事前,教师提出以下问题:How many characters are there in this story? What are they?2 .学生看完故事后,完成Exercisel的练习,选出故事中出现的角色。（三）阅读故事,完成Exercise2。学生开始阅读故事,读完后分组讨论,将Exercise2中的八个句子按照故事的内容重新排序。 The rabbit came out. The farmer pulled the rabbit.（3） The horse pulled the

25、 cow. The mouse pulled the duck. The cow pulled the farmer. The duck pulled the pig. The rabbit was stuck. The pig pulled the horse.展示学生的排序结果,帮助学生理清故事的脉络。（四）学讲故事带领学生,利用图片将故事讲一遍。（要求学生注意语气、语调的变化）（五）小组练习和表演学生自己练习讲故事并在组内进行表演。请学生表演故事。（六）布置作业（学生二选）A.将故事讲给父母听或表演给父母看。B.仿照故事的结构,扩写一段故事。六、板书:Lesson 6 Can I Hel

26、p You?yelled, heard, asked, said,ouch, out, welcome, stuck,What happened? Im stuck. Can I Help You?The pulled the 8Again, Please!、教学目标:复习本单元重点词汇和句型。知道并能运用本单元所学知识。培养学生及时总结复习的良好学习习惯。二、教学重点、难点:复习本单元重点词汇和句型。学生能了解字母在单词中的发音极其规则。三、教具准备:单词卡片,录音机。四、教学过程:Class opening and review1、问候。2 .唱 Lets sing a song, Old

27、 MacDonald Hand a Farm. Bingo. I can dance.3 .游戏:Whats missing.（复习本单元词汇）4 .复习本单元句型。用角色扮演形式。学生能理解故事内容,并在教 师引导下讲述故事、表演故事;Can I Help You?五、Class closing唱一首他们喜欢的歌曲。六、板书:Again, Please!farm ,farmer ,pig, cow, sheep,cat, dog, chicken, duck, dance ,sing swim flyanimals, horse, yes, no.swim, jump, fly, run.

28、on in underWhats this? Is this a duck?Yes, it is.No,it isnt. Its a chicken. Can a duck fly? Yes, it can/No, it cant. What animals can fly ?Birds can fly.Where is the cat ?Its on the box.Whats in the box? An animal. Can I Help You? Yes, I can.Lesson 7: At the zoo一.教学目标:知识目标:能正确地听、说、读、写zoo, panda, mon

29、key,elephant, big, small二.能力目标:学生能用Theis.来描述动物情感目标:促使学生积极运用所学知识进行表达与交流。三.教学重、难点:能够运用形容词来正确描述动物。四、教具:录音机和磁带,课件.五.教学过程1、导入 Greeting.T: Hello boys and girls.Ss: Hello Miss Wang.T: Are you ready for English class?Ss: Yes.T: Ok, lets go.2、新授,出示实物或挂图T: Whats this?（指 panda）Ss: panda板书并领读,生拼读（学生可能读音不准,教师适当纠

30、正。）T: Whats this?（指 monkey）Ss: monkeyAThis is .T: Whats this?（指 elephant）Ss: elephantAThis is .T: The.is3、围绕四个单词（big, small ,fat, thin ）师生进行对话练习。Theis还可以举起不同的图画。每举起一张问Big or small? Thin or fat?给学生 时间回答,必要时进行纠正。4、游戏（猜单词,用手语表示）zoo, panda, monkey, elephant, big, small ,fat, thin看一看哪个同学反应最快,回答最准确。5 Clas

31、s closing唱一首他们喜欢的歌曲。六、板书设计:Lesson 7: At the zoo zoo, panda, monkey, elephant, big, small ,fat, thinTheis10Lesson 8: Tigers and Beats教学目标:一.知识目标1. vocabulary: tiger , wolf, bear, snake, long, short2. sentence: Its. Itsis.3. Song: Big and Small二、能力目标通过学习本课知识,学生能够熟练运用句型Its. Itsis.并用有趣、恰当的动作演唱歌曲“big and

32、 small.”,从而培养学生运用英语 的能力。Emotional Attitude:培养学习英语的兴趣,能积极的学习英语,养成爱听、爱说英语的习惯。 Teaching Key Points:1. Students can listen, speak, read and write the words: tiger , wolf, bear, snake,2. Students can use the sentences: Its. Itsis.4. Students can sing the song: Big and Small.Teaching Difficulties:Students

33、 can use the sentences: Its. Itsis.三、Teaching Preparation:教学准备Some pictures, ppt.四、Teaching Procedure:教学步骤（一）.Lead in 导入1. Greeting.2. Review.1. sing the song “ big and small”2. game: the missing gameWhat do you see? I see. Now, whats missing?（一）.New conceptsStepl: 1. tiger , wolf, bear, snake,当学生找不

34、到再有什么动物有皮毛的时候,引出wolfT: look, this is a wolf.在四线格里板书wolf,领读并安排学生不同形式 的读,强调”在单词中的发音。渗透这个单词复数的特殊变法。T: look, who is coming? 弓I 出 tigerS:板书并领读T: what do you see? I see a tigerT: is it thin?Ss: No. its fat.（三）Riddle: its brown or black.学生试着猜猜。Its very fat.11引出bear板书并领读,生拼读,用手盖上字母“b”,帮助学生记忆。Step2: practice

35、Game:教师准备组动物的单词条和一组身体部位的单词条,让生分别 抽出个,组成句子,（教师引导学生自己问些问题,开动脑筋,结合以前 学过的知识,教师可以提示tail, paws, wings, feathers, beak培养学生综 合语言运用能力）Step3: pair work:完成书上的表格,教师先与生做示范。T: does a wolf have小组合作时,教师监督生用英语交流,培养学生爱说英语的习惯。Step 4.学习歌曲 big and smallHomework:1 .制作其他身体部位的表格,和同学交流。2 .把歌曲唱给同伴或家人。五、板书设计:Lesson 8: Tigers

36、and Beatstiger , wolf, bear, snake, long, shortIts. Itsis.Lesson 9 How Many?一.教学目标:知识目标:能正确地听、说、读、写onetenHow many.are there?二.能力目标:学生能用How many .are there?句型交流。情感目标:促使学生积极运用所学知识进行表达与交流。三.教学重、难点:能够运用How many are there?来正确问动物的数量。四、教具:录音机和磁带,课件.五.教学过程：（一）、1、导入 Greeting.T: Hello boys and girls.Ss: Hello

37、 Miss Wang.T: Are you ready for English class?Ss: Yes.T: Ok, lets go.2.复习以前学过的有关数字的单词。3、新授介绍句型 How many are there?There are（数字）12T: Whats this?SI:T: How many are there?SI: Ten.T: There are ten monkeys.4.同学二人之间对话练习T: How many are there?SI: Ten.T: There are .5、教师边读单词边在黑板上进行板书:How many are there?There

38、are（数字）.（二）、Chant:The Zoo Is Fun”1、听录音让学生不看歌词听录音。让学生认真听并尽力找出他们已知的英语单 词。设计意图:练习学生的听,复习学过的单词。2、看书让学生看着图画和歌词。让他们找出他们刚在这首歌谣中听到的单 词。教学生说几个出现的生词。设计意图:学生进步熟悉歌谣的内容。3、跟读再次播放录音,学生一起跟读,学习歌谣。4、练习师生互动,采取不同的形式做第二部分的chant练习。如分组说,男女 生交换说等。设计意图:使学生能比较熟练地说歌谣。六、板书设计:Lesson 9 : How Many?One - tenHow many are there?Ther

39、e are（数字）Lesson 10 Where Do you live?一.教学目标:知识目标:能正确地听、说、读、写river, tree, grass, forest,二.能力目标:学生能用Where does a. live? In a.句型交流。学生能 了解字母s,z,x,o在单词中的发音极其规则。情感目标:促使学生积极运用所学知识进行表达与交流。13三.教学重、难点:能够运用Where does a. live? In a.来正确问动物住在哪里。四、教具:录音机和磁带,课件.五.教学过程：1、Greeting.T: Hello boys and girls.Ss: Hello Mi

40、ss Wang.开始上课与复习。2、出示动物图片复习学过的动物名称和上节课学过的数词的单词卡片。设计意图:复习学过的内容,为本节课的学习做准备。3、新授,引入课题:用张贴画出示本课主题图。引导学生:学生看着图画能说些什么?老虎生活在哪里?鱼生活在哪里? Where Do they live?学生可以说出些动物,也可以用汉语回答,从而引出本课要学的内容。（板书课题:Lesson 10）4、图 1,手指鱼,说 Where does a 行sh live? In a river.重复这个句子,让学生跟读。图 2,手指鸟，说 Where does a bird live? In a tree.重复这个

41、句子,让学生跟读。图 3,手指熊猫,说 Where does a panda live? In a forest.重复这个句子,让学生跟读。再次听录音,教师读句子,让学生跟读。5. Lets do it.让学生连线同时用Where does a live? In a.练习造句六:板书设计:Lesson 10 Where Do you live?river, tree, grass, forest,Where does a. live? In a.Lesson 11 What Do They Eat?教学目标:知识与能力:掌握单词banana , meat的拼读。学生能了解字母s,z,x,o在

42、单词中的发音极其规则。过程与方法:设计请客的情景展开教学。情感、态度与价值观：让学生体会学英语的乐趣。教学重难点:运用句型What do they eat?eat 来讨论动物的食物。教具准备:bananas、grass meat fish的词卡及动物的卡片。教学过程:、开始上课与复习141、Greeting.T: Hello class!Ss: Hello Miss Wang.T: Are you ready for English class?Ss: Yes.T: Ok, lets go.2、出示动物图片复习学过的动物名称和上节课学过的数词的单词卡片。设计意图:复习学过的内容,为本节课的学习

43、做准备。二、新授1、设置情景:今天,老师邀请了小猴子弟弟、牛伯伯、可爱的小猫、 老虎大王会餐,嘉宾门都到齐后请小熊开始给每个来宾分配午餐,把 bananas放到了小猫面前,把grass放到了老虎面前,把meat放到牛前 面,把fish放到了猴子的面前。可四位客人都没有吃,而是皱起了眉头。（在黑板上画一个足够大的table ）把四个动物的卡片贴在饭桌的周围, 像上面的对应关系在饭桌上贴上食物。）2、以这种情景展开本课教学并提问学生:为什么动物们不吃东西?学 生会说小熊把食物分错了!接下来教师和同学展开讨论:Teacher: Does a cow eat meat?Class: No.Teache

44、r: What does a cow eat?Class: Grass.Teacher: Yes. A cow eats grass. Say it, please.Class: A cow eats grass.依次完成其他动物的讨论。设计意图:用情景开展教学可以吸引学生的注意,激发学生的学习兴趣, 而且比较形象生动,有利于达到较好的教学效果。三、练习让学生认真听,努力思考,然后回答问题。引导学生进行如下讨论: 教师:What does a cow eat?全班: Grass 或 A cow eats grass.教师：What do they eat?eathorse,sheep,elep

45、hant.cow尽量多的讨论各种动物吃什么。设计意图:在讨论中熟悉、使用本课所学的知识,但不能只局限于课本 上的四种动物,要让学生也描述出其他动物的食物。四、Letters and sounders练习单词的读音部分。九、Class closing六、板书设计:Lesson 11 What Do They Eat?banana, meatWhat do they eat?eat15lesson 12 The Clever Monkey教学目标:掌握clever bad nice能力目标:通过情景表演感知故事wolf sheep and monkey之间发生了什么事情。教学重点:学生能在图片和教师的帮助下读懂,表演故事。教学过程:一, Greet with the students .二 Review.复习方位词in , on , under ,动物的名称;sheep , monkey , wolf.Give word card questions?What is this? Is this a or a?Where is the? Is