上海版牛津英语三年级上册3A M2 Unit 3 Families 6课时表格式英文教案Word格式文档下载.docx

上海版牛津英语三年级上册3A M2 Unit 3 Families 6课时表格式英文教案Word格式文档下载.docx

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Thenewword

A.Usingthewallpicturestointroducefamilymembers.Ask“whohasbroughtaphotoofamemberoftheirfamily.”Askquestionsaboutthestudents’family.Askthestudentswhohavenotbroughtaphototodrawamemberoftheirfamilyonapieceofpaper.Rememberthatnotallstudentsaboutthenamesofvariousfamilymembers.Talkaboutmyownfamily.Showthestudentsaphotoofmyfamily.

B.1.Introduce:

mother,father,

brother,sister,

grandmother,grandfather,

meandcat.

2.Introduce:

big,little,boy,

girl,bookandbagusing

realia.Introducecat.Say

theword,studentsfollow

thenspellouttheword.

用家庭照直观教学，由于学生对本课词汇已有基础，难度就在于拼读拼写。

While-taskProcedure

Who’she?

Who’sshe?

（tall/short）

（fat/thin）

（big/small）

1.Askindividualstobringout

theirphotoandshowitto

theclass.Ask:

Who’s

he/she?

toelicit:

She’smy

mother,etc.

2.Ingroups,studentstalk

abouttheirownfamilies.

3.Individualstudentscomeout

andintroducetheirfamilies.

1.Thestudentstheneachdraw

apictureofadifferent

familymember.Thenthey

talkabouttheirnew

drawings:

Thisismy

father/mother…He/Sheis

tall/fat…

Who’s=whois

Post-taskactivity

exercises

WorkbookP16

a.Readthewordsin:

Lookandwrite.

b.Thestudentswritethewordsintheappropriatespaces.

c.ReadthewordsinthefirstdialogueinWrite,thenfillinthemissingwords.

d.Studentsaskeachotherquestions.

Consolidation

Grammarexercises

GrammarPracticeBookP19and20

Assignment

Copythenewwords.

教后感：

家庭成员是本课的重点，在单词的拼读上是一个很大的难点。

学生的错误率比较高，所以在教学的过程中，我们就进行了背单词技巧的训练。

（SecondPeriod）

1.Usingnounstoidentifyanimals

e.g.I’macat.

2.Usingadjectivestoidentifyanddescribeaminals.

e.g.Mytialislong.

Usemodeledphrasesandsentercestocommunicatewithotherlearmers.

SBP22,cassetteplayer,softtoys,ball

Askthestudentstobringsofttoyanimalstoclass.Bringasmallball,yellow.

Introduce:

catdog

Ask&

answer:

Who’sthis?

He’s/She’s…

What’shis/hername?

Listenandrepeat

A.1.Askthestudentwhohave

broughttoyanimalstobring

outtheirtoyandshowit.

catanddog,then

givenamestostudents’toy.

e.g.Susie,Spotty.

2.Ask“Who’sthis?

”toelicit:

He’s/She’smycat,etc.

3.Review:

small,fat

B.1.Playthepoemonthe

cassette.Studentslisten.

Thenplayitagain.Students

listenandfollow.

2.Askthestudentsto

completetheanswertothe

questionunderthepoem.

3.Takeoutatoycatpointto

it’searandtailrespectively,

saying“Thisisanear.This

isatail…

2.Playthecassette:

Lookand

say.Studentslistenand

follow.

5.Doasharedreading

exercise.I’marabbit.My

earsare…Mytailis…and

soon.

Agame

1.Studentsplayaguessing

game.Astudentdrawsone

ofthefouranimalsonthe

blackboard,pausingduring

drawingtoask:

Whatisit?

Otherstudentsguess.

Continuedrawinguntila

studentguessescorrectly.

2.Thestudentwhoguessed

correctlythendrawsa

differentanimal.

Post-taskactivities

Thestudentsdrawtheanimaltheylikeandlabelitsears—long/shortanditstail—long/short.

GrammarPracticeBookP21

Readthetext,andwriteananimalyoulike.

在本课教学后，学生掌握了用第一人称介绍动物的句型，让他们从观察中，描述中练习。

Unit3Myfamilies

（ThirdPeriod）

1.Askingyes/noquestionstoobtainasimpleresponse.

e.g.Areyoumymother?

2.Usingnounstoidentifyanimals

e.g.Iamouse.

3.Usingadjectivestodescribethings.

e.g.Myears/tailare/is…

4.UsingformulaicexpressionstoconfirmanddenyusingYes…/No…

Speaking:

1.Communicatewithotherlearnersbyaddinginformationtomodelledphrases

andsentences.

2.Useappropriateintonationinquestionsandstatements.

SBP23,cassette,cardandscissorsWBP43,44and45

Askthestudentstobringtoyanimals.Collectscrapcardandscissors.

Setthesceneforthestory

Playaguessinggame.

Readthestroy

A.Setthesceneforthestory,

byaskingtheclassifthey

haveeverbeenlost.Ask

studentshowtheyfeltwhen

theycouldnotfindtheir

mother.

B.Playaguessinggame.Say“Myearsarelong.Mytailisshort.I’ma…toelicit:

Arabbit.SayMyearsaresmall.Mytailislong.I’ma…,toelicitAmouse.

C.1.Readthestory,pausingfor

thestudentstosupplythe

missingwords.

2.Givethestudentsafew

minutestolookatthe

picturesandreadthestory.

Walkaroundtheclass

checkingthatthestudents

understandwhichwordsare

missing.

3.Askindividualstudentsto

readthestory,pausingfor

otherstudentstosupplythe

鼓励每个学生都积极参与讲故事表演，与大家进行英语交流。

Groupwork

Dividetheclassingroupsoffive.Letthestudentschoosewhichanimaltheyaregoingtobe.Thegroupspractisereadingandactingthestory.

Actout

1.Ingroups,studentsuse

scrapcardandscissorsto

makefivesetsoflongand

shortears.Cutfivelongand

shorttailsfromstring:

kitten,cat,rabbit,dog,

mouse.

2.Holdeachsetofearstomy

head.Shoethestudentsmy

tail.Ask:

WhatamI?

to

elicit“You’reamouse.”etc.

3.Selectonegrouptoreadthe

story,anothertomimeit,

usingtheearsandtails.

4.Listentothetape.Readit

together.Listensometimes.

GrammarPracticeBookP22

Recitethestory.

（FourthPeriod）

Pronouncecorrectlywordsinisolationwithinitialsoundsv-,w-

x-,y-andz-.

SBP23,cassetteandplayer,WBP43-45

Reviewthedrills

Repeatthestory

1.Takeoutatoycat.,review:

Myearsare…Mytailis…

2.Repeatthestory.

3.Letthestudentschoosewhich

animaltheyaregoingtobe.

Thegroupspractisereading

andactingthestory.

Learntheletters

Learntheletters:

1.Playthecassette:

Learntheletters:

VvvanStudentslistenandfollowintheirbooks.

2.Playthecassetteagain,Studentslistenandrepeat.

3.Inviteindividualstudentstoreadoutthewords.

4.RepeattheprocesswithWwwindow,Xxx-ray,Yyyellow,Zzzebra.

5.EncouragestudentstoaddthenewwordstotheiralphabeticallyorganizedWorkBook.

6.WorkbookP43,44and45HandwritingpracticeforVv,Ww,Xx,Yy,Zz

GrammerPracticeBookP22

（FifthPeriod）

e.g.He’smyfather.

2.Askingeitherwh-questionsorsimplequestionstofindoutaperson’sidentity.

e.g.Who’sshe?

AreyouMary?

3.Usingpossessiveadjectivestoindicatepossession.

e.g.Kittyismygoodfriend.

Usemodelleddialoguetocommunicatewithotherlearners.

Reading:

Locatespecificinformationinresponsetoagiventable.

Writing:

Addinformationtowritingwhenadialogueisprovided.

SBP24,cassette,photocopiableP16

Askthestudentstobringaphotographoftheirfamily.PreparecopiesofphotocopiableP16.

1．Introducethefamilynumbers.

2.Describethestudents’bestfriends.

A.1.Showthestudentsaphotoof

myfamily.Introducemy

familymemberstostudents.

Usingthesentencestructures

studentshavelearned.

2.Askstudentstointroduce

theirfamilymemberstotheir

friendsusingthephotosthey

havebrought.Askstudents

tointeractbyeliciting

responses.

B.Askstudentstodrawa

pictureofhis/herbest

friend.Inviteindividual

studentstodescribetheirbest

friends.

1.Listentothetape.

Practiseinagroup:

actthedialogue.

2.Playthedialogueonthecassettewhilestudentsfollowintheirbooks.Studentslearnthecontentthroughlistening.

3.Playthedialogueinfourparts.Studentsfollowthetapeandrepeat.

4.Studentsactitoutingroupsofthree.

1.Actout

thedialogue.

2.Playagame

3.Extendthetaskbyhavingthesamegroupspractisethedialogue,substitutingtheirownnames.

4.Selectgroupstoactoutthemodifieddialogues.Checkstudents’pronunciationandcorrectifnecessary.

5.Studentscompletethetableinreadandtick.

6.Playaguessingg