2019-2020年三年級(jí)英語(yǔ)下冊(cè) Module 3 Unit 3 Lesson 1(1)教案 滬教牛津版.doc

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2019-2020年三年級(jí)英語(yǔ)下冊(cè) Module 3 Unit 3 Lesson 1(1)教案 滬教牛津版 教學(xué)內(nèi)容 Teaching Contents 功能目標(biāo) Functional Targets 語(yǔ)言目標(biāo) Language Targets 情感目標(biāo) Emotional Targets 3B M3U3 Period 1 Four seasons .Students can describe Spring and summer. Basic aims: Words: season, spring, warm, wet, plant, grow, nest, summer, cool, shine, shell, hot. Structures: In spring, it’s warm. It’s not cold. In summer, it’s hot. It’s wet. Further aims: 1. Plants grow and grow. 2. The sun shines and shines. Using predicative adjective to describe conditions. Using verb to describe conditions. 培養(yǎng)學(xué)生熱愛(ài)大自然的情感。 教學(xué)過(guò)程Teaching Procedure Pre-task Activities Step 1 Daily Talk. Questions: 1. What day is today? 2. What’s the weather like today? 3. What do you like? 4. What do you see in the classroom? Step 2 Talk about the picture. T: What can you see in the picture? P: I can see trees, flowers and umbrellas. T: Do you like it? P: Yes, we do. While-task Activities Step 1 Teaching: “plant, nest” show a picture of spring T: Look at the picture. What can you see? Introduce: trees flowers Introduce plant using the picture. Write “plant” on the board Step 2 Teaching “spring” T: The weather is warm. The grass is green. The swallow is ing. Now the spring is ing. Write “spring in spring” on the board. Step 3 Write “warm, cold” on the board. Introduce: warm, cold by inviting students to touch a glass of warm water and a can of cold coke. Introduce: wet. Ask students to look at the water vapor on the can. Draw three pictures which show the growth of a plant on the board. Introduce: grow and write it on the board. play the cassette: In spring…Students listen and repeat Step 4 In spring, we can see… (1) I can see the trees.(plants, birds, flowers) (2) In spring, we can’t see umbrellas. (3) In spring, is the weather cold? No, it’s warm. warm---cool In spring, it’s wet. Plants grow and grow. Step 5 Teaching: summer, shells Show summer on the picture. Encourage the students to predict what they can see in summer and tick the appropriate boxes. Introduce: shells , summer Write them on the board Post-task Activities Step 1 Listen to the tape. Step 2 Look at the pictures, talk about spring and summer. Step 3 Play the cassette: In summer…Students listen and check the prediction. Draw: the sun on the board. Introduce: shines by drawing lines out from the sun. Add a match stick figure wearing a pair of sunglasses. Step 4 Divide students into groups. Invite each group to read page 36 aloud. 板書(shū)設(shè)計(jì)Blackboard Writing In spring, it’s warm. It’s not cold. Plants grow and grow. 課后作業(yè) Assignments 課后反思 Reconsideration 1. Listen to tape. 2. Copy words and sentences. 3. Draw pictures of spring and summer. 附送： 2019-2020年三年級(jí)英語(yǔ)下冊(cè) Module 3 Unit 3 Lesson 2(1)教案 滬教牛津版 教學(xué)內(nèi)容 Teaching Contents 功能目標(biāo) Functional Targets 語(yǔ)言目標(biāo) Language Targets 情感目標(biāo) Emotional Targets 3B M3U3 Period 2 Autumn and winter Using predicative adjectives to describe conditions. Using verb to describe conditions. Basic aims: Words: dry, fall, autumn, bicycle, scarf, winter, wind, gloves scarves autumn, winter, cool, hats Structures: In autumn, it’s cool. It’s not hot. It’s dry. In winter, It’s cold. It’s not warm. 1. Leaves fall and fall. 2. The wind blows and blows. Further aims: 1. Students can describe autumn and winter. 2. Using nouns to identify things words. 培養(yǎng)學(xué)生熱愛(ài)大自然。 教學(xué)過(guò)程Teaching Procedure Pre-task Activities Step 1 Warming-up 1. Listen and act 2. Ask and answer Questions: 1. What day is today? 2. What’s the weather like today? 3. Do you like spring? Why? 4. Do you like summer? Why? Step 2 Look at the picture, talk about spring. In spring, what can you see? I can see…/ I can’t see… How is the weather in spring? Is it cold? Read “In spring” In summer, what can you see? I can see…/I can’t see Step 3 Look at the picture, talk about summer. While-task Activities Step 1 Teaching “autumn, dry” Show the picture of autumn. (1) What can you see? I can see kites, slides, bicycles… Is it spring? No, it isn’t. It is autumn Write “autumn in autumn” on the board. (2) Ask students to feel the wet tissue and a dry one. Introduce: dry Step 2 1. Teaching: fall Introduce: fall by drawing some falling leaves. Add an arrow to show that they are falling down from the tree to the ground. Say : Leaves fall and fall 2. Play the cassette: In autumn…Students listen and repeat 3. Look at the picture, ask and answer (1) In autumn. What can you see? We can see…We can’t see… (2) Is it hot (cool, warm, wet, dry)? Yes, it is. No, it isn’t. Step 3 Teaching: winter, scarves, gloves Show the picture of autumn. (1) What can you see? I can see hats, coats… Is it autumn? No, it isn’t. It is winter Write “winter in winter” on the board. Say after teacher (2) Introduce: gloves scarves using the picture Write “scarf scarves” on the board Step 4 Teaching: wind, blow (1)T: In winter, is it hot? No, it’s cold. Is it wet? No, it’s dry. Imitating the sounds of the wind and draw some lines on the board to introduce “wind” What can you hear? Write wind on the board (2) Ask students to imitate the sounds of the wind loudly or quietly. Introduce: The wind blows and blows. Post-task Activities Step 1 Listen to the tape and read the text. Step 2 Talk about autumn and winter with classmates. Step 3 Do exercises. 板書(shū)設(shè)計(jì)Blackboard Writing In autumn, it’s cool. It’s not hot. Leaves fall and fall. 課后作業(yè) Assignments 課后反思 Reconsideration 1. Listen to the tape. 2. Copy words and sentences. 3. Draw pictures of autumn and winter.