新版pep小学英语三年级下册教案全册.docx
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新版pep小学英语三年级下册教案全册
教学计划
一、基本情况
英语第二册是供小学三年级下学期使用,以激发学生学习英语的兴趣,培养他们学习英语的积极性,使他们建立初步的学习英语的自信心,为进一步学习英语打下基础。
二、教材分析
《九年义务教育小学英语用书》供三年级起使用,它根据小学生的心理和生理特点以及他、发展要求,培养他们学习英语的积极态度,使他们建立初步的学习英语的自信心。
本册供以小学三年级为起点、开设英语的学校第一学年第二学期使用。
《九年义务教育小学英语用书》的设计和编写体现了外语教学思想的继承和发展。
在分析、研究许多种国内外小学英语教材的基础上,取其精华,博采众长,形成了本套教材特有的编写体系。
同时,有吸收了当今国内外英语作为外语教学的理论和成功经验,把这些教学理论和实践经验同我国的小学外语教学实际相结合,以形成我国小学英语的外语教学模式和教学方法。
本册教材具有以下几个特点:
1、注重学生语言运用能力的培养,突出语言的实践性和交际性,同时也突出语言的真实性和实用性。
2、注重学生自学能力和学习策略的培养,为学生的进一步学习或终身学习奠定基础。
3、注重中外文化的双向交流,使学生通过学习,培养未来跨文化交际所需要的能力。
4、注重学生学习兴趣的培养,以不同方式最大限度的激发学生的学习动机。
5、注重融合学科内容,加强学科之间的整合和渗透,让学生通过英语学习来获得其他学科的知识。
6、注重教材的灵活性和可操作性,以满足不同层次的学生的需求。
7、注重教学资料的配套,为学生提供良好的英语学习环境,帮助学生拓展自我发展的空间。
8、注重中小学各阶段的衔接,以保证各学段的顺利过渡,全面提高中小学英语教学的整体质量。
三、方法措施
1、认真备课,钻研教材,抓紧课堂教学,做到当堂内容当堂掌握。
2、运用各种不同的肢体语言来辅助教学。
3、在课堂上多开展一些有趣的活动、游戏让学生在活动中学习英语,在生活中学习英语。
4、多为学生营造一些学习氛围,如:
创设英语角等等。
5、要求学生在课余时间尽量的运用已经学习的英语进行对话。
6、多看英语画报,多读英语故事,多看英语书籍。
7、多与学生交流,进行口语交际训练。
四、教学内容与课时安排
Lesson1Backtoschool3课时
Lesson2It’stoshort3课时
Lesson3Somanyanimals3课时
Lesson4Whereismydoll?
3课时
Lesson5Let’srunarace3课时
Lesson6Revision3课时
Lesson7Pleasehaveacake3课时
Lesson8Whoisshe?
3课时
Lesson9Ihaveakite3课时
Lesson10It’scold4课时
Lesson11Visitingafriend3课时
Lesson12Revision2课时
全书十二单元新授课,两单元复习课。
新授课3课时完成,复习单元2节课完成,书本知识不排除因为课文难,学生接受较慢而增加课时。
计划本期安排2到4次英语原声动画欣赏,还有数次作业、考试的评析。
由于放假、学生差异、教学容量等客观因素的影响,我将按实际需要进行适当调整。
教学进度表
周次
教学内容
课时数
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
目录
Lesson1Backtoschool---------------12
Lesson2It’stoshort----15
Lesson3Somanyanimals-----------------18
Lesson4Whereismydoll?
-------25
Lesson5Let’srunarace-----------33
Lesson6Revision----------------------------39
Lesson7Pleasehaveacake--------47
Lesson8Whoisshe?
--------55
Lesson9Ihaveakite-------64
Lesson10It’scold----------------72
Lesson11Visitingafriend----------------82
Lesson12Revision----------------------------91
Teachingtopic:
Theteachingoftheletters.(A-M)
(1)
累计课时数1
Teachingmaterialanalysic:
1)Howtopronouncetheletters?
Aa Bb Cc Dd Ee Ff Gg
Hh Ii Jj Kk Ll Mm
2)Howtowritetheminthethreeblanksandfourlines.
Goalrequest:
1)After reading.Theycanreadbythemselvescorrectly.
2)TheycanwritetheselettersonthebookofEnglishexercisecarefully.
Keydifficulty:
Theletterof Aa[ei] Ee[i:
] Ii[ai]weshouldlettheSsknowtheyareveryimportant.
Teachingpreparation:
aradio,sometapes,somepicturessomecards
Teachingmethods:
threedoubtsthreesearches
Teachingprocess:
Step1
1.Theteachershowthecardsandaskthestudents:
Whocanfindtheletterscorrectlyandquickly.
2.Question:
WhichoneisA?
WhichoneisB?
WhichoneisC?
WhichoneisDEF…M?
Step2
(Therearesomecardsoflettersareinmyhands.)
WhentheteacherputtheletterAa.
T:
Whocanreadthiscard?
Ifsomebodyputuphisorherhand,theteacheraskhim(or)hertostandinfrontoftheBbtopointtothisletterandread.Thistime,thestudentsreadAa[ei] Thecardsareinmyteacher'shandarecolourful(red,yellow,w hite,blue,black,green,pink,orange,brown,purple,golden ,sliver,dark ,light,gray)
Thesecoloursareverycuteandbeautiful,theycanmakealltheboysandgirlshappy.Sotheyareveryhappyandtrytoanswer.
WhentheycanreadAa[ei].TheymustwanttoreadBandotherletters,thenshowthemB—M.
Step3
Payattentiontotheletters:
a e i f lGuessingisimportantforalltheboysandgirlstostudyEnglish.TheycanmakeboysandgirlsknowalltheknowledgeinEnglishandothersubjects.
1.T:
Whoknowwhat’sinmyhand?
Aa,Bbor Cc?
S1:
It’sAa,Bb…
2.Whatcolourisit?
S2:
It’sred,yellow,white…IfAisright,nextaskBtodolikethemit.
Step4
Findfrinds.
___Bb___ ___Mm____ ___Ll___ ___Ee___
Gg ___ Ii____Kk ___ Mm
Singthesongaftertheteacherthattheyhavestudiedlasttime.Whentheystudy,theteachermustwritesomelettersontheBb.
Aa[ei] Ee[i:
] Ii[ai]
Bbwritingdesign:
TostudythelettersA-M
Aa Bb Cc Dd Ee Ff Gg
Hh Ii Jj Kk Ll Mm
教后反思:
成功之处:
不足之处:
方法措施:
Teachingtopic:
Theteachingoftheletters.(N-Z)
累计课时数2
Teachingmaterialanalysic:
1.Howtopronouncetheletters
Nn Oo Pp Qq Rr Ss Tt
Uu Vv Ww Xx Yy Zz
2.Howtowritetheminthethreeblanksandfourlines.
Goalrequest:
1)Aftertheteacher’sreading.Theycanreadbythemselvescorrectly.
2)TheycanwritetheselettersonthebookofEnglishexercisecarefully.
Keydifficult:
Thelettersof Oo, Uu, Rr, Ss, Zz
Howtopronounceandwritethemcorrectly.
TeachingPreparation:
aradio,sometapes, somepictures andsomecards
TeachingMethods:
threedoubtsthreesearches
TeachingProcess:
Step1
Step1
1)Theteacherask:
CanyoufindtheletterZz.?
(withsomecardsinherhands
2)Guess:
WhichoneisU?
WhichoneisX?
andWhichoneisY ?
SingthesongofABC.
Step2
Therearesomecardsinmyhand,anothersareinthebag(undertheteacher’sdesk).Whentheteacherputthiscard(Uu).Whocanreadit?
Whocan?
Pleaseputupyourhandsquickly.
IfSsputuptheirhands,theteacheraskhim(orher)standinginfrontoftheblackboard,thistimestheteachershowthecardOo,
thenlethimorherread.Thecardsinmyhands.Theyarecolourful(red,yellow,white,blue,green,blueandsoon).Thosecoloursarebeautiful,andtheymakealltheboysandgirlshappy.Sotheyareveryhappyandthinkingtosay.WhentheycanreadOo.TheymustwanttoreadPandotherletters,thenshowP-Z. Pp Qq Rr Ss Tt Uu Vv Ww Xx Yy Zz
Step3
T:
Canyoutellmesomethingaboutthesecardsinmyhands?
1)AskSsputtinguptheyhands.Whoknowwhat’sinmyhand?
Oo?
Pp?
orQq?
S1:
It’sAa,Bb…
2)Whatcolor?
S2:
It’sred,yellow,white…
3)Whichcolordoyoubest?
Why?
S3:
Ilikered,becauseitisbeautiful.
Step4
Singthesongaftertheteacherthattheyhadstudiedatlast.
Findfrindsfreelyandquickly.Like:
__Oo__ Qq __ Ss
Tt__Vv __ Xx __ Zz
Lastaskthemtoreadandpronounceclearly
Blackboardwritingdesign:
TostudytheletterN-Z
Nn Oo Pp Qq Rr Ss Tt
Uu Vv Ww Xx Uu Zz
Payattentiontotheletters:
o,u,v
教后反思:
成功之处:
不足之处:
方法措施:
Teachingtopic:
PhoneticSymbol(Vowel)
累计课时数3
Teachingmaterialanalysic:
LettheSsknowhowtoreadthevowelcorrectly,lettheSs
listen,sayandwritethem.
Goalrequest:
LettheSsknowhowtoreadthemandcanusethemtoreadEnglish
words.
Keydifficulty:
Howtoreadthem?
(Vowel)
Letthemreadthewords.
Thedifferences betweenlongvowelandshortvowel.
Teachingmethod:
threedoubtsthreesearches
Teachingpreparation:
Somecards
Teachingprocess:
Step1Warmer
T:
Goodmorning,class.
Ss:
Goodmorning,teacher.
T:
Ihopeyouenjoyedyourholiday.Englishismoreandmoreimportant,buthowtolearnEnglishwell.FromtodaywewilllearnsomephoneticsymbolstohelpustolearnEnglish.OK?
Ss:
OK.
T:
Noa e i o uw,lookattheblackboard:
Canyourememberthem?
Ss:
Yes,fivevowels.
T:
OK,youareveryclever.
Step2
T:
LookattheBb,weknowtheyarefivevowels,doyouknowhowtoreadthem?
Putupyourhands?
a e i o u
LettheSstrytoreviewandreadthem,theSsthinkaboutby
themselves.
Step3
ChooseS1andS2standupandtrytoreadthem.
T:
Look here,weknowtheyarevowels,butdoyouknow
their pronounciation?
a e i o u
T:
Doyouknowhowtoreadthem?
(theteacherfindouttheotherphoneticsymbols[ei] [i:
] [ai] [u ][ju:
].Whocantrytoreadthem?
Sstrytoreadthem[ei][i:
][ai][u][ju:
]
Step4
T:
Pleaselookatthephoneticsymbols,canyoufindsomerules?
[i:
] [u:
] [a:
][i] [u] [e]
Pleasethinkaboutbyyourselvesfortwominutes.
Step5
T:
Canyoufindoutsomething,pleasetellus.
ChoosetwoSsstandupandtrytotellus.
S1:
Theyarelongphoneticsymbolsandshort phoneticsymbols.
T:
Yes,youareright.Nowwhocanreadthem.
S2:
longphoneticsymbols:
[i:
] [:
] [u:
] [:
][a:
]
short phoneticsymbols:
[i] [] [u] [] [] [] [e]
ThenletSsreadaftertheteacher.
Step6
Look here,therearesomewords,Whocantrytofindouttherightpronounciation?
bamboo lucky copy oftenclean never ruler
Bbwritingdesign:
vowel
[e][i][u][i:
][a:
][u:
]
教后反思:
成功之处:
不足之处:
方法措施:
Teachingtopic:
PhoneticSymbol(Consonant)
累计课时数4
Teachingmaterialanalysic
Thestudentscanreadtheconsonantcorrectly,theycanlistensayandwritethemcorrectly.
Goalrequest:
ThestudentcanusetheconsonanttoreadsomeEnglishwords.
Keydifficulty:
Howtoreadtheconsonant?
Thedifferencesbetweenthevowelandtheconsonant.
Teachingmethods:
threedoubtsthreesearches
Teachingpreparation:
Somecards
Teachingprocess:
Step1
T:
Goodafternoon,boysandgirls.Nicetomeetyou!
Ss:
Nicetomeetyou,too.
T:
Next,let’ssingtheABCsong,OK?
Ss:
OK!
T:
Nowlet’sbegin.
Step2设疑自探1(5minutes)
T:
PleaselookattheBb.HowtoreadtheminChinese?
b d g s
p t k z
m n h w
f l r v
Givethem3minutestothinkbythemselves.
Step3:
解疑合探1(7minutes)
T:
DoyouknowhowtoreadtheminChinese?
Ss:
Sorry,wedon’tknow.
T:
Practiseinfour.
(aftertwominutes)
T:
Whocanread?
letthemread.
Step4:
设疑自探2(5minutes)
T:
Doyouknow:
howtoreadtheminEnglish?
Ss:
Sorry,wedon’tknow.
Next,lettheSsthinkbythemselves.
Iftheycan’tknow,then