沪教牛津版英语三年级下册全册教案.docx

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1、沪教牛津版英语四年级下册全册教案设计圻豕3 教师把红色石蕊试纸放到装有碱性溶液的瓶子中浸一下拿出，提问学生。T: Now look carefully. What colour is it now? (Its blue.) 用同样方法把蓝色石蕊试纸放到酸性溶液中。 出示调色板和红、黄、蓝三种颜料，向学生提问。T: (show the yellow paint) What colour is it?51: Its yellow.T: (show the blue paint) What colour is it?52: It9s blue.然后播放Say and act的对话，让学生边听边跟读。

2、3 .示范朗读Sayandact的对话，学生跟读几遍后，教师和学生分角色朗读对话。 然后让学生两人一组表演对话。邀请几对学生上来表演。4 . Look and tiy：小实验。把学生分成四人一组，拿出事先准备好的调色板和各种 颜料，分组做颜色实验。教师可以先示范。T: Lefs mix red and yellow. Ifs orange. Lefs mix yellow and blue. What colour is it?Ss: Green!然后让学生完成Colour and write,填写单词。Post-task activitiesYellow + blue = green whi

3、te + red = pinkRed + yellow = orange blue + red = purpleWhite + black = grey .1.小组比赛：将刚才小组实验(调色游戏)的结果演示给大家看，边做边说，看 哪组颜色调得好，说出的正确句子多，鼓励学生大胆运用以前所学句型。51: (put some red paint on the plate) Look, this is red. (add some blue paint)This is blue, (mix red and blue) Look carefully. Now what colour is it?52:

4、Look carefiilly! (put some yellow paint on the plate)This is yellow. This is blue. Now what colour is it?53: 学生看练习册Task的第一部分。让学生画一画自己的房间，并给房间里面的物 品着色。然后和同桌互相介绍自己的房间，根据Task第二部分的句型提示说一说，对房A flower.52: A card.53: (with the help of the teacher) A cup of tea.4.播放儿歌录音，让学生跟录音逐句模仿，模仿跟说以后，可以出现文字，让学 生进行朗读，并有感

5、情地背诵。鼓励学生用其他词替换flower,创编儿歌。学习 儿歌时，建议教师让学生配上一定的肢体语言，帮助学生理解和表达。51: .Heres a card/a cup of tea/some tea for you.Post-task activities.让学生在学习儿歌的基础上，用几句话来介绍母亲节，以帮助学生进一步加深 对母亲节文化的了解。T: When is Mother9s Day? What can you do on Mothers Day?SI: Mothers Day is in May. Its on the second Sunday of May. On Mother

6、s Day, I can say “Happy Mothers Day! and Dear Mummy, I love you/51 can give my mother a big kiss.1 .让每一位学生思考在即将到来的母亲节怎样向母亲祝愿，并表达自己的爱，使 学生能将所学的语言运用到实际生活中去。T: What do you want to do on Mothers Day?SI: On Mothers Day, I want to say “Happy Mothers Day! I love you!” to my mother And I want to kiss her.【板

7、书设计】Unitll Mothers Dayflower, tea, loveUnitll Mother为Day第2课时教学设计(内容来源三年级下册Module4 Unitl l【主题】Listen and say, Make and say【课时】第2课时十五、教学目标(Teaching aims)1 .通过对话，帮助学生进一步感受母亲节的文化。2 .学生通过亲手制作相框，来表达对妈妈和家庭的热爱。二、教学重难点(Teaching points and difficulties). 词汇：flower, photo, tea, day, do, idea, love1 .句型：What ca

8、n I do for Mum?2 .日常用语：I have a good idea. I love you. Happy Mothers Day!三、教学准备(Teaching preparation)课件、音频。四、教学过程(Teaching process)Pre-task preparations1.播放上一课时所学的儿歌，让学生配上肢体语言进行诵读，在渲染课堂教学气 氛的同时，复习所学词汇flower和tea,为本课时的后续学习做好铺垫。在复习儿歌的基础上，进一步提问学生在母亲节还能够做些什么，从而引入接下 去的学习内容。T: What can we say to our mother

9、s on Mothers Day?51: We can say Happy Mothers Day!”We can say “I love you, dear Mummy!”T: What can we do?52: We can give her a big kiss.T: What else can we do?55: We can give her a flower.56: We can give her a card. T: Lets see what Peter does on Mothers Day.While-task procedures.出示Listen and say的图片

10、，让学生看图听录音，并回答问题，在检测学生对录 音内容是否理解的同时，复习教学本单元核心单词flower和tea,并教学photo。T: What does Peter give to her mother on Mothers Day?51: A flower.T: (show the flashcard for flower)This is a flower. Flower. F-L-O-W-E-R, flower.Ss: Flower. F-L-O-W-E-R, flower.T: What else?52: A card.T: (show the flashcard for card)

11、 This is a card. Card. C-A-R-D, card.Ss: Card. C-A-R-D, card.T: What can you write in the card?53: Dear Mummy, I love you!54: Happy Mothers Day! T: (show a card) In the card, you can write, draw a picture or stick a photo, (show the flashcard for photo) Look, this is a photo. Photo. P-H-O-T-O, photo

12、.55: Photo. P-H-O-T-O, photo.T: (show Peters letter) What does Peter write in his letter? Lets read together.Ss: Mum, I love you. Happy Mothers Day!2.让学生再听一遍录音，思考Peter在决定给母亲送这份礼物之前是怎么想和怎 么说的，为重点语句的学习做埋伏。T: What does Peter think and say at first?51: “What can I do for Mum?”T: What can I do for Mum?Ss

13、: What can I do for Mum?T: What else?52: Ah! I have a good idea.”T: Ah! I have a good idea.Ss: Ah! I have a good idea.3 .让学生跟录音朗读对话，然后两人一组进行角色扮演。4 .出示Make and say的制作过程图，帮助学生在课堂上了解制作过程，回家动 手制作，并在母亲节送给妈妈。T: I want to give Mum a gift on Mothers Day. Tfs a photo frame. First, I fold the paper. Then, I d

14、raw a rectangle on the card and cut it out. After that, I colour and decorate it. Finally, I put a photo in it. The photo frame is nice. If s a present for Mum on Mothers Day.Post-task activities1.让学生两两合作，把自制的照相框作为礼物，仿照Listen and say自编对话进 行表演，帮助学生将所学的语言运用到生活中去，培养学生的语言交际能力和文 化意识。51: (act as Sally) If

15、s Mothers Day. What can I do for Mum? Ah! I have a good idea.52: (act as Mum) Hi, Sally.51: Mum, heres a photo frame fbr you. Happy Mothers Day!52: Thank you!2: 让学生四人一组讨论可以送什么礼物给妈妈，后大致画出礼物的样子。一人 作旁白，一人扮演妈妈，两人分别扮演孩子，表演对话。51: (act as the narrator and point to S2) This is Mum. (point to S3 and S4) This

16、 is Tom and his sister Rose. It is Mothers Day.52: Come in, please.S3&S4: Happy Motherss Day!52: Thank you!53: Heres a card fbr you.【板书设计】Unitll Mothers Dayflower, photo, tea, day, do, idea, loveWhat can I do for Mum?I have a good idea. I love you. Happy Mothers Day!Unitll Mother为Day第3课时教学设计(内容来源三年级

17、下册Module4 Unitl l【主题】Say and act, Culture corner【课时】第3课时十六、教学目标(Teaching aims)1 .通过拓展对话的教学，帮助学生进一步了解母亲节时可以怎样用实际行动向 妈妈表达爱意，继而达成情感目标和育人目标。2 .通过Culture corner所呈现的内容，帮助学生了解母亲节的文化。3 .通过学习任务(Task),帮助学生巩固和综合运用本单元所学的知识。二、教学重难点(Teaching points and difficulties). 句型： Heres a card fbr you.1 .文化意识：母亲节的文化。三、教学准备

18、(Teaching preparation)课件、音频。四、教学过程(Teaching process)Pre-task preparations1.让学生围绕母亲节进行讨论，在巩固所学语言知识的同时，进一步帮助学生加 强对母亲节的文化意识。(1) When is Mothers Day?(2) What can you say on Mothers Day?(3) What can you do on Mothers Day?2.把挂图贴在黑板上，让学生说一说自己在母亲节时可以对妈妈说什么，做什 么。鼓励学生展示自己的作品。While-task procedures出示Sayandact图片

19、，让学生看图听录音，回答问题，帮助学生理解对话内容。T: What does Paul do for his Mum?Ss: He gives her a card.教师可以通过下面的问题，帮助学生理解Say and act的对话。What does Paul do for his Mum on Mothers Day? (He gives her a card and a cup of tea.)What does he say to his Mum? (Happy Mothers Day! I love you, Mum!)Is his mum happy? (Yes, she is.)2

20、.让学生看对话图片3,听一遍Paul送卡片给妈妈时说的话，让学生回答Paul 说了什么，然后拿出一些与母亲节礼物相关的实物，让学生操练，以复习句型 Here/Here are. for you.T: What does Paul say?SI: Heres a card fbr you. Happy Mothers Day!”T: (hold a card) Heres a card fbr you.Ss. Heres a card fbr you.T: (give a flower to S2) Heres a flower fbr you.52: Thank you. (give the

21、flower to S3) Heres a flower fbr you.53: .3.播放对话录音，让学生逐句模仿，在仿说的基础上让学生打开课本跟读和分角 色朗读，进一步巩固对话内容。提醒学生注意Paul对妈妈说I lo ve you.出示Culture corner的图片，问学生Sally说了什么，引导学生关注西方人的表白方式。T: What does Paul say in Picture 4?SI: He says I love you”.T: (show the picture of Culture comer”)What does Sally say to her mum?SI:

22、She says I love you too.4: 学生两人一组自编对话，可以将Listen and say中Peter的话也编进去，作为 图1的语言，可以用其他物品替换卡片和茶，然后进行表演，让学生在表演过 程中得到情感的体验和升华。51: Its Mothers Day. What can I do for Mum? Ah! I have a good idea. Have a cup of milk, Mum.52: OK. Thank you.51: Heres a present for you. Happy Mother s Day!52: Thank you. Wow! A p

23、hoto frame!51: Yes. Do you like it?52: Yes, I like it very much.SI: I love you so much, Mum.S2:1 love you too, my dear.Post-task activities.出示一些关于母亲节的图片，让学生讨论在即将到来的母亲节，他们可以对妈 妈做些什么，说些什么。(1)What can we say to Mum? (Happy Mothers Day! I love you, Mum.”)(2)What can we do for Mum? (Give Mum a card, some

24、 flowers, a photo frame, a kiss, a hug.)让学生说说母亲节的计划，将所学的母亲节的节日文化再一次用任务的方式加以 巩固,不仅培养学生的语言表达能力,同口寸对母亲节文化再次进行概括。Mothers Day is on the second Sunday in May. On Mothers Day, I say, “Happy Mothers Day, Mum. I love you!” I give Mum one presents. I make a photo frame for my mum. I Mum a card and a flower. I

25、 kiss Mum and her a big hug. Mum is happy.1 .让学生看练习册Task的第一部分，让他们想一想母亲节想为妈妈做什么 事，勾出相应的图片，然后想一想在母亲节时要对妈妈说什么，和同学一起表演 母亲节时孩子与妈妈的对话。51: Have a cup of tea, Mum.52: Thank you,.SI: Happy Mothers Day. I love you.S2:1 love you too.最后，让学生填空完成Task第三部分的母亲节卡片，向妈妈表达心意。【板书设计】Unitll Mothers DayHeres a card fbr you.

26、Unitl2 Three little pigs 第 1 课时教学设计内容来源三年级下册Module4 Unitl2【主题】图1-6【课时】第1课时十七、教学目标(Teaching aims)通过学习故事的第一部分，帮助学生了解故事人物和背景，激发阅读兴趣。二、教学重难点(Teaching points and difficulties)词匚：house, make, now1. 句型： Hello, Im Tom. This is my house. Look at my house. Ifs very strong.2. 日常用语：Hooray!三、教学准备(Teaching prepar

27、ation)课件、音频。四、教学过程(Teaching process)Pre-task preparations1 .播放一首关于动物或者小猪的歌曲，如：01dMacDonald has a farm等，让 学生跟着录音一起唱。既调节课堂气氛，同时引出故事的主人公：三只小猪。2 .出示一张猪图片，让学生用学过的语言来描述一下，为接下去的故事学习做 好铺垫。T: Look, this is a pig.Its pinkIts fatIt can run.It likes sleeping.It goes oink, oink, oink”.While-task procedures.播放故事的

28、完整动画让学生观看并说出故事的名字。然后出示故事第一部分 图1和图2的挂图，让学生看图听录音，回答问题。通过回答，了解故事的主 要人物和故事背景。(1) How many children does Mother Pig have? Who are they? (Mother Pig has three children. They are Tom, Tim and Jim.)Are they brothers or sisters?(They are brothers.)What does Mother Pig ask the children to do? (Make houses.)(2

29、) What does she say? (Now you can go and make your houses.)Do the children like this idea?(Yes, they do.)What do they say? (Hooray!)2 .播放录音让学生模仿，在模仿跟说的基础上出示句子让学生有感情的朗读，然 后让学生分别戴上猪妈妈和三只小猪的头饰，进行小组表演，进一步巩固故事开 头的学习，为后续的学习和表演打好基础。3 .出示图片3-5的挂图，让学生看图听录音，回答问题，通过问题检测学生对这 一部分内容的理解；然后，教师再出示图6,让学生再听录音回答问题，最终解

30、决第一部分的故事内容，为后续学习做好铺垫。T: (show Pictures 3-5 and play the recording)Whose houses are ready? /Who finishes first? (Tom and Tims houses./Tom and Tim.)(1) What do they want to do? (Go fishing.)What about Jim? Can he go? (Hes making his new house. He cant go.)T. (show Picture 6) At last, Jim finishes his

31、new house. How is his new house? Lets listen! (play the recording)How is Jims new house? (Its very strong.)(1) Can the wolf get in his new house? Why? (No, it cant. The house is very strong.)4.播放图1-6的录音，让学生进行模仿跟说、跟读，并有感情地朗读，然后让学 生戴上头饰，三人一组进行表演，以进一步巩固所学内容。Post-task activities1.教师出示Jim的房子图，让学生思考问题，然后拓

32、展三只小猪所造的房子的 材料分别是什么，为后面故事的学习打下埋伏。T: Look at Jims house. Why is his house strong? Jims house is very strongs because Jim makes his house with bricks, (show a picture of bricks)Ss: Bricks.T: Jim makes his house with bricks.Ss: Jim makes his house with bricks.T: How about Toms house? Tom makes his hous

33、e with straw, (show a picture of straw) Ss: Straw.T: Tom makes his house with straw.Ss: Tom makes his house with straw.T: Look, this is Tims house. Tim makes his house with wood, (show a picture of wood) Ss: Wood.T: Tim makes his house with wood.Ss: Tim makes his house with wood.T: Look at these thr

34、ee houses. Which house do you like? Why?SI: I like Jims house. Its strong.S2:l like .2.让学生朗读故事的第一部分内容，然后进行小组讨论，概括所学的故事内谷。 教师可以把故事梗概中间的部分内容留白让学生补充完整，也可以给出每句开头 的几个单词进行提示，让学生补充完整。Mother Pig has three children. They are Tom, Tim and Jim. Theyre brothers. One day, Mother Pig asks the three little pigs to

35、 make their houses. The little pigs are very happy. Tom makes his house with straw. Tim makes his house with wood. They make their houses quickly. Then they ask Jim to go fishing with them. But Jim cant. He is still making his house. He makes his house with bricks. Its very strong.【板书设计】Unitl2 Three

36、 little pigshouse, make, nowHello, Tm Tom.This is my house. Look at my house. Its very strong.Hooray!间内物品的颜色进行回答。51: Look! This is my room. This is my desk.52: What colour is it?S1: Its white.【板书设计】Unitl Using my five sensesWhat colour is it? Its green.Unitl2 Three little pigs 第 2 课时教学设计内容来源三年级下册Mod

37、ule4 Unitl2【主题】图7-12【课时】第2课时十八、教学目标(Teaching aims)通过学习故事的第二部分，帮助学生理解故事大意，思考故事的后续发展，为后 续学习做铺垫。二、教学重难点(Teaching points and difficulties)词汇:go, very, strong1. 句型： Open the door. You cant come in.三、教学准备(Teaching preparation)课件、音频。四、教学过程(Teaching process)Pre-task preparations1.播放故事图片1-6的多媒体动画，让学生观看以进入学习状

38、态。出示故事图片 2,让学生介绍，然后出示三只小猪各自的房子图让学生介绍，复习故事的第一 部分内容。T: (show Picture 2) Look at the picture. Who are they?51: They are Mother Pig and her three children.T: What are their names?52: They are Tom, Tim and Jim.T: Are they boys or girls?53: They are boys.T: What does Mother Pig say to them?54: “Now you ca

39、n make your houses.”T: Do they like her idea?55: Yes, They are very happy.T: (show Pictures3, 4and6) Who makes his house with wood?56: Tim.T: Who makes his house with straw?57: Tom.T: What about Jim?58: Jim makes his house with bricks. Its very strong.While-task procedures.教师出示故事图片7 (但将石头后面的狼先遮住，根据学

40、习的需要再出现)， 以引出本课时故事学习的内容，让学生先讨论图片，再跟录音朗读。朗读时教师 要提醒学生注意语音、语调和语气，把狼要吃小猪的语气读出来。T: (show Picture?, without the wolf) Who are they? What are they doing?51: Theyre Tom and Tim. Theyre fishing.T: Look! Whos coming?52: A wolf is coming.T: How is the wolf?53: Its big.54: Its grey.55: Its hungry.T: Yes. Here c

41、omes the big bad wolf. What does he want to do?56: He wants to eat the pigs.2 .让学生根据狼来了以后两只小猪会做些什么的问题进行两两讨论，进一步梳 理故事发展的线索，为故事的后续学习打下埋伏。(1) Who is coming? (A wolf is coming.)Are Tom and Tim afraid of the wolf? (Yes, they are.)(2) What can they do? (They can run.)Where can they go? (They can run to th

42、eir houses.)(3) Are their houses strong? (No, they arent.)T: Tom and Tims houses are not strong. The wolf huffs and puffs, (mime blowing) He blows down the houses!3 .出示故事图片8-12的挂图，让学生边看边图片边听录音，听后说一说录音当 中小猪和狼分别说了些什么，以模仿和学习课文中的故事语言。T: What do the pigs say?51: Help! Help!”T: Help! Help!Ss: Help! Help!T

43、: What else?52: “You cant come in, big bad wolf!”T: You cant come in, big bad wolf!Ss: You cant come in, big bad wolf!T: What about the wolf? What does he say to the pigs?53: “Open the door, little pigs.”T: Open the door, little pigs.Ss: Open the door, little pigs.4.让学生思考大坏狼毁掉两所房子的方式有什么区别，以此帮助学生思考房子

44、 被轻易毁掉的原因，为后续故事学习做铺垫。T: Toms house is not strong. The big bad wolf blows it down. Tims house is not strong. The wolf knocks it down.Post-task activities.让学生以小组为单位，从头开始分角色朗读，朗读完毕以后，可以让学生戴上 头饰进行表演，以巩固所学的故事内容。1 .让学生根据所学故事，进行故事梗概的概括，可以是个别活动，也可以对子讨 论；可以以填空方式完成，也可以根据句子开头的提示补充完整。使学生能够把 所学的故事进行梳理，并加以转述，培养他们

45、的语言表达和语言概括能力。【板书设计】Unitl2 Three little pigsgo, very, strongOpen the door. You cant come in.Unitl2 Three little pigs 第 3 课时教学设计内容来源三年级下册Module4 Unitl2【主题】图13-16【课时】第3课时十九、教学目标(Teaching aims)1 .学生以各种方式呈现故事，如角色扮演、复述故事等。2 .通过复习和讨论，帮助学生理解故事的寓意，学习做事踏实的态度，明白遇到 困难需要想办法解决，并知道团结就是力量。3 .通过学习任务(Task),帮助学生巩固和综合运

46、用本单元所学的知识。二、教学重难点(Teaching points and difficulties).词汇：there, bad, afraid (of), wolf1 . 句型: My house is very strong.2 .日常用语:I have a good idea.三、教学准备(Teaching preparation)课件、音频。四、教学过程(Teaching process)Pre-task preparations1.出示故事图片16并播放录音。T: Who are they?51: Tom, Tim and Jim.T: What are they doing?52

47、: Theyre singing.T: Do you know the song? Lefs listen again.(play the recording of the song)Ss: (listen to the song)2.让学生说说图片16中歌词的内容并跟读。再次播放录音，让学生跟着歌曲一 起唱，学生可以边唱边手舞足蹈，渲染歌曲快乐的气氛。T. What can you hear?SI: Whos afraid of the big bad wolf?T: Whos afraid of the big bad wolf?Ss: Whos afraid of the big bad wolf?T: Lets sing with the recording.Ss. (sing) Whos afraid of the big bad wolf? . While-task procedures1 .出示故事图片13,让学生先说说图片中的狼和小猪会说些什么，然后播放录 音，让学生模仿，最后让学生从图片7到图