1、新编版冀教版英语三年级英语上册第三单元教案Lesson 13HOW DO YOU FEEL ?一、 教学目标:1、 知识目标:(1)能够说,认识和口头运用happy, sad, cold hot tired(2)使学生能理解并能口头回答How do you feel? I feel_.2、 能力目标:(1)能表达自己的高兴与悲伤,并询问别人。(2)能试唱本课的歌曲,并且做出相应的动作。3、 情感态度价值观:利用歌曲的演唱等形式让学生体会英语学习中的乐趣,敢于表达。发展其综合语言运用能力。二、 教学重、难点:教学重点:单词和句子教学难点:学生对于“How do you feel ”和“Do yo
2、u feel happy?”的区分。三、 教具准备:1、 录音机和磁带,卡片。四、教学过程:Step 1:Greeting and Review(1)Hello! How are you?(2)Sing a song“How are you?” (老师和同学之间边握手边唱)Step 2:New Concept(1) T:Do you feel happy? I feel happy! (唱完歌曲,自然引出happy,让学生先感知)Okay ,today well learn our new lesson.(2) 把表示高兴的卡片贴在黑板上,或是画一个笑脸,让学生自然的说出笑,或是高兴的,然后播
3、放录音,让学生通过录音模仿happy的读音,板书,分组读单词,并且做动作。以此方法教授sad。(3)“小老师”领读单词, “Quickly answer”快速单词卡。(两个词都比较简单,练习时间不用很长。)(4)老师做动作,带表情说句子。“Im happy(可做高兴状)”,“Im sad(可做伤心状)”。学完单词后,我们只要做出这个动作,学生就能很容易的说出这个句子,鼓励学生大胆模仿。T: Im happy接着说I feel happy! 引出feel,板书这个句子,feel用彩色粉笔写,领读feel。(5)出示歌谣:Happy、 Happy、Happy!Sad、Sad、Sad!I feel
4、happy! I feel sad! 边做表情边说歌谣。(6)利用手偶,教师可用不同的声音模仿Jenny 和Li Ming 的对话;引出句子,Do you feel happy? 学生上讲台当小老师,领读句子。(利用手偶引入新知,直观、有效)和学生做几组练习。然后,用Danny 和Li Ming 的手偶演示下一个小对话,板书How do you feel ? 练习。小组分别练习这两个句子,表演。(由于这里是难点,所以要分开练习。)(7)Game:准备两张圆片,一张画笑脸,一张画哭脸,背对背粘在一根小棍上。找一名自告奋勇者到前面转动小棍,同时全班提问How do you feel? 问完即停止转
5、动,哪一面面向大家,该生就要回答出那一面的感觉,如I feel happy.(8)T: Are you tired? 你们累了吗?学唱歌曲How do you feel?Step 3:homework1、 自己画一幅自己的画像,标出Happy 或是Sad ,板书设计Lesson 13: How do you feel?How do you feel?Happy sad hot cold tiredI feel _.Lesson 14 My Body一、 教学目标:1、 知识目标:(1)能够掌握四会单词 表达身体的部位(2)使学生能唱歌曲2、 能力目标:能试唱本课的歌曲,并且做出相应的动作。3、
6、 情感态度价值观:利用歌曲的演唱等形式让学生体会英语学习中的乐趣,敢于表达。发展其综合语言运用能力。二、 教学重、难点:教学重点:单词和句子三、 教具准备:1、 录音机和磁带,卡片。四、教学过程:1Stand up! 活动一下我们的Body!老师先领着锻炼,Head、 head 动一动,head、 head; Hand、hand摇一摇,hand、hand;arm 、arm 晃一晃,arm、arm;leg 、leg抬一抬,leg、leg;foot、foot 跺一跺,foot、foot;身体body锻炼好,妈妈夸我好宝宝。(2)然后出示利用人体挂图,放录音,学单词head, hand, arm,
7、leg, foot;出示刚才的歌谣,让学生做动作自由朗读。3)趣味操练:有三种游戏可选择:可师生一起来做“Simon says”游戏,让学生动口、动手来练习身体部位单词;也可利用 Chant 来激发兴趣,如arm-arm-hand,leg-leg-foot等边做动作边说的形式,调动学生的热情。还可以全班分组做“Joining game”游戏,当把两个部位连接起来变得困难时,就会出现有意思的场面,看看谁能首先完成这些动作而又不手忙脚乱。如:Hand and head! Foot and hand! Head and leg!4)学习第三部分英文歌曲前师生可以一起做动作练习短语:clap your
8、 hands, stamp your foot, wave your arm, shake your leg;歌曲曲调学生已经很熟悉,在歌词读熟练的情况下,可放音乐学生自己跟唱。Lesson 16:Warm,Cool一、教学目标语言知识趋于掌握词汇:warm,cool以及身体各部位名称的词汇。语言技能能在日常生活中熟练运用表示感觉的词汇和身体部位名称的词汇。情感态度(1)通过亲身感知体验、巩固新知,培养学生学习英语的兴趣及自信心。(2)大胆实践,勇于开口说英语,积极参与交流。二、教学重点(1)能听、说、认读warm,cool以及身体各部位名称的单词。(2)让学生懂得warm与hot,cool与
9、cold的区别。教学难点(1)如何引导学生完成一系列任务。(2)个别新单词的发音。如:shoulder,stomach,elbow。三、教具、学具一块冰、一杯温开水、酒精灯、扇子、口腔侧面图、单词卡片、复读机四、教学过程Step I Class OpeningSing a song “Do the Hokey Pokey”.Step II New Concepts1 Warm or cool?(1)Let the students touch a piece of ice and ask“How do you feel?”S1:I feel cold.S2:Im cold.(学生表现出寒冷哆嗦
10、的样子)(2)Let the students get close to the flame and ask “How do you feel?”S1:I feel hot.S2:Im hot.S3:Ouch, hot!(学生们边说边表现出被火烤烫的样子。)(3)Let the students touch a glass of warm water and ask“How do you feel?Do you feel warm?”Ss:Yes,I feel warm.(4)Let the students pass the glass of warm water.The one who g
11、ets it should tell his/her feelings.S1:I feel warm.S2:Im warm.(5)Fan the students and ask“How do you feel?Do you feel cool?”S1:I feel cool.S2:Im cold.(6)Let one student fan another one and ask “How do you feel?/Do you feel cool?/Are you cool?”引导前面的同学用扇子给后面的同学扇风。边扇动扇子边问:a:How do you feel?b:Do you fee
12、l cool?c:Are you cool?(7)Write the new words on the blackboard and practice. read by themselves read in pairs(找几组同学到前面来演示。一个说单词warm,一个表现出冬天穿上棉衣时温暖的感觉;一个说单词cool,一个表现出炎热的夏季吃冰淇淋的样子。学生配合得很默契。) read one by one read together2 What is it?(1)Let the students touch my hands and ask“How do you feel?”Then put
13、up two hands and ask“What are they?”Ss:I feel warm.Ss:They are hands.(2)Point to the shoulder and ask“What s this?”(学生摇摇头,显出疑问的样子。)T:It s a shoulder.(手指一个肩膀)Ss:Shoulder.(学生惊喜地瞪大了眼睛)T:They are shoulders.(双手指两个肩膀)Ss:Shoulders.(3)Put a picture of body on the blackboard and teach the new word“shoulder”.
14、(齐读,小组读,个别读,一条龙读)(4)Let the students look at the picture and study the other new words:stomach, elbow,knee,toe and finger.(个别学生发音困难。针对这一问题,我用口腔侧面图来演示舌头在口腔里的运动,使学生准确发音。)shoulder(舌头向上卷曲、口形枣圆状)elbow(舌头平放、口呈椭圆形)(学生惊奇地瞪大了眼睛观看口腔侧面图来纠正自己的发音。)设计思路:学生对口腔侧面图很感兴趣,他们很快掌握了准确的发音,使教学达到了事半功倍的效果。(5)Put the cards on
15、the picture of body and practice. read one by one read by themselves read in pairsStep III Consoliation1 Play a game.老师说单词,学生指向相应的身体部位;老师指身体部位,学生说出对应的单词。可以加上head,eye,ear,mouth,nose,left,right这些已经学过的词。2 Sing a song.(边唱边指向身体的各个部位)3 引导学生换掉身体部位的词语填上自己的歌词。(边唱边表现出相应的表情)Step IV Class ClosingLet the studeat
16、s put the feeling words in their new song.Sing the song to their friends and their parents.六、板书设计Lesson 16:Warm,Coolwarm-coolshoulder stomach elbowknee finger toe课后反思:Lesson 17 Are You Okay ?一、教学目标:1、知识与技能:能理解并口头应答下列句子:How are you? I feel sick. My _hurts./ I have a _ache.Are you okay?Yes/No.Whats th
17、e matter? I curt/hurt my _.2、情感与态度:在学习中学会合作,学会关心他人。3、过程与方法:采用合作式的方法进行学习。二、教学重点:能够理解并口头应答下列句子:How are you? I feel sick. My _hurts./ I have a _ache.Are you okay?Yes/No. Whats the matter? I curt/hurt my _.三、教学难点:能针对不同句式进行准确回答。四、教具:椅子、录音机、手偶、医用白大褂教学过程:一、问候:Hello,boys and girls.How are you?How do you fee
18、l?二、唱达到既复习又活跃课堂气氛的目的。三、游戏:1、SIMON SAYSHow are you? I feel sick. My _hurts./ I have a _ache.Are you okay?Yes/No.Whats the matter? I curt/hurt my _.可用Touch your _.句式进行此游戏,以复习身体部位单词。2、CHARADES用此游戏复习sad,happy,tired,hot和cold等表示感觉的词汇。四、教授How are you? I feel sick. My _hurts./ I have a _ache.1、示范2、利用一手偶与师完成
19、下列对话:手偶:How are you,today?师:I feel sick.Sick.I am sick. Sick.(配合动作和表情)让学生重复sick .用自己的身体部位演示:My _hurts./ I have a _ache (ear, head ,stomach) 如可捧着头说:My head hurts./I have a headache.出示句子及单词让学生重复说。解释ache通常表示阵痛,尤其指耳朵、头和肚子的疼痛。还可以用hurts表示任何疼痛。五、教授Are you okay?Do you feel sick?Whats the matter? I curt/hurt
20、 my _.1、示范利用手偶与师进行对话师:How do you feel? Do you feel sick?手偶:My _hurts./ I have a _ache./I cut my _.2、教给学生用How do you feel?或Are you okay?作为一般问候语来询问别人的健康状况,以示关心。关心他人是我们应具有的一种美德。向学生说明cut 用来描述任何如小刀之类锋利东西的动作。Whats the matter?一般是护士或医生询问病情时的句子。出示nurse,认读。3、学说句子与师进行对话。4、看书听录音跟读5、分组编对话设计背景和情况,编一个关于受伤或生病的对话6、小
21、组展示对话板书设计:Lesson17: Are You Okay?I feel sick.My _hurts.How are you?I feel sick. I have a _ache.Are you okay?Yes/No.Whats the matter?Lesson18:Look atME教学目标:知识目标:通过本课的学习,使学生掌握(说、认识、口头运用)单词hair及相关的描述头发的词汇long,short,straight,curcle,blond等。能力目标: 通过本课的学习,使学生能正确表述头发的颜色、曲直、长短。情感目标: 通过过游戏、歌曲等多种活动,激发和培养学生学习英语
22、的兴趣。教学重、难点:教学重点:使学生掌握hair,long,short,straight,curcle,blond,big,little等词汇。教学难点:使学生能正确表述头发的颜色、曲直、长短。教具、学具:自制头饰、poster、录音机等等教学过程Step 1:Class Opening and Review1.Sing “Head,shoulders,knees,toes”2.Greetings: Hello! Nice to see you again!3.Game: “Simon says”垫。Step 2:New Concepts1、 hair(1)呈现新知识:教师由上一环节的游戏引
23、出:“Simon says,touch your head.”“Class, whats on your head? Do you know?”“hair, this is hair,”教师引导学生练习hair。(2)教师在黑板画简笔画,呈现几个小朋友的头部,边画头发,边呈现新单词long, short, straight, curly.例如:“Look at the girl, her hair is long.”“ Look at the boy, his hair is short.”“Look! She has straight hair.” “Look! He has curly h
24、air.”(3)练习:a.Look, listen and judge:教师手指简笔画,让学生在最短的时间内判断出“long or short”“straight or curly”b.Listen and draw: 学生根据教师提示在纸上画不同的头发。c.Describe the different hair: 让学生们把自己画的头发用英文描述出来。(4)What colour is your hair?a.回到黑板上的四副简笔画,先让学生集体描述不同的头发:“He/She has _长短_ _曲直_ hair.”然后教师继续提问“What colour is his/her hair?”
25、同时用彩色粉笔在头发上涂色,引出black, brown, red, blond ,重点教读blond.b.Song(自编): (用“两只老虎”的曲调)A Long hair ,short hair; Long hair ,short hair, My hairs _ My hairs _B Straight hair, curly hair; Straight hair, curly hair; Straight hair, curly hair; My hairs _ My hairs _.C What colours your hair? What colours your hair?M
26、y hairs _ My hairs _.(5)Play the audiotape as the students follow in their books.(L21,N1N2)(6)综合运用:A. 教师出示自制头套(不同颜色、不同样式),让学生带上头套到前面来表演。例如:Look!My hair is long/short. My hair is curly/straight. My hair is _颜色 .B.拓展:(机动)让学生描述一下自己的头发。 例如: I have _长短_曲直_ _颜色 hair.设计意图:综合运用学习的新知识,并能用完整的句子描述自己的头发,达到真正的学习
27、致用。2、long short big little教师呈现图片,提问:Look at them. Who are they? 让学生用中文说出,从而引出big , little.Drill:老师在黑板上话一排圆圈代表脸,然后在每张脸上画些大的或小的东西,如:鼻子、嘴、耳朵、眼睛,引导学生进行问答操练: T: What is this?(画上一个器官) Ss: It is a . T: Is it a big or a little ? Ss: It is a big It is a little . T: Yes. It is a big little .Say it after me. S
28、s: A big little .然后给一些脸画上长的或短的胳臂、腿、手指、脚趾,给一些头上画上长短发继续引导对话: T: What is this? Ss: It is long short hairarmslegs.出示poater(同书上L21,N3),让学生们用英文描述。Step3: Class closing1、完成课后练习题。2、Homework: 画一画你及你家人的头(头发),讲学习的新单词在图上标出,并用英文给自己的家人描述一下。板书设计Lesson18 Look at Melong hair short hair straight hair curly hair课后反思:Ag
29、ain,Please!教学目标:1、知识目标:(1) 复习arm,body,ear,foot,hand,elbow,eye,finger,head,knee,leg,mouth,nose,toe,shoulder等身体部位名称的单词 (2)复习cold,hot,happy,sad等表示感觉的单词(3)复习标准用语:How are you? I am(Im)_. How do you feel? I feel_. Are you okay?Yes/No. Whats the matter? I cut /hurt my _.等句式。2、能力目标:使学生牢固掌握和较熟练运用本单元所学知识。3、情感目标:通过游戏、歌曲等多种活动,激发和培养学生学习英语的兴趣,训练听、说、读、写能力,调动学生学习的积极性,让学生充分体验成功的快乐,增强学好英语的自信心。教学重、难点:1、教学重点:学生能掌握(说、认识、口头运用)本单元所学单词。2、教学难点:使学生能将所学的新知识在生活中运用。教具、学具:自制教具,录音机,教学课件,学生自制单词卡等教学过程:Step 1:Class OpeningGreeting:“How are you? Boys and girls! Do you feel happy or sad?”Sing“If you are happy an
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