2021-2022年三年級(jí)英語(yǔ)上冊(cè) Module 2 Unit2 Whats your name？教案 （新版）外研版

《2021-2022年三年級(jí)英語(yǔ)上冊(cè) Module 2 Unit2 Whats your name？教案 （新版）外研版》由會(huì)員分享，可在線閱讀，更多相關(guān)《2021-2022年三年級(jí)英語(yǔ)上冊(cè) Module 2 Unit2 Whats your name？教案 （新版）外研版（10頁(yè)珍藏版）》請(qǐng)?jiān)谘b配圖網(wǎng)上搜索。

1、2021-2022年三年級(jí)英語(yǔ)上冊(cè) Module 2 Unit2 Whats your name？教案 （新版）外研版 一、教學(xué)目標(biāo) 1、 技能與知識(shí)目標(biāo)： （1）能聽懂并會(huì)說(shuō)、會(huì)讀Good afternoon 和What’s your name? I’m x x的句型。 （2）能聽懂并會(huì)說(shuō)、會(huì)讀詞匯 your, name, afternoon. （3）能利用所學(xué)的對(duì)話進(jìn)行語(yǔ)言交流。如：Good morning! / Hello! / How are you? I’m fine .And how are you?I’m fine ,too . Thank you. 2、運(yùn)用能力目

2、標(biāo)： 能在不同時(shí)間段，正確地向他人問(wèn)好。（上午：Good morning! 下午：Good afternoon!)能用What’s your name?來(lái)詢問(wèn)他人姓名。并可以用I’m x x. 對(duì)他人的提問(wèn)進(jìn)行回答。 3、素質(zhì)教育目標(biāo): 使孩子在英語(yǔ)交流中能理解并尊重他人，做到有禮貌；使學(xué)生知道Mr.不僅可以指男教師，還可以表示對(duì)男士的尊稱； Ms.不僅可以指女教師，還可以表示對(duì)女士的尊稱。通過(guò)歌曲的學(xué)習(xí)培養(yǎng)孩子的樂(lè)感與美感，增強(qiáng)學(xué)科間的融合。 二、教學(xué)重點(diǎn) 能聽懂并會(huì)說(shuō)會(huì)讀Good afternoon! What’s your name? I’m… 及詞

3、匯your ,name, afternoon 三、教學(xué)難點(diǎn) name 中的 /m/ 與 afternoon中 /n/的發(fā)音。 四、教學(xué)過(guò)程 1.啟動(dòng) 運(yùn)用所學(xué)問(wèn)候語(yǔ)進(jìn)行師生間，生生間對(duì)話練習(xí)。 “Good morning! I’m …” “How are you? I’m fine. And how are you? I’m fine ,too. Thank you.” 同學(xué)們今天表現(xiàn)不錯(cuò)，那我們一起來(lái)做個(gè)游戲吧。當(dāng)老師說(shuō)“boys”時(shí)男生起立，再說(shuō)“boys”時(shí)男生坐下。同樣說(shuō)“girls”時(shí)女生起立，再說(shuō)“girls”時(shí)女生坐下，此活動(dòng)是幫助學(xué)生分清“boys與girl

4、s”的用法?；顒?dòng)速度由慢到快，老師指令可交替進(jìn)行，活動(dòng)進(jìn)行一段時(shí)間后可讓學(xué)生來(lái)發(fā)指令。 2.導(dǎo)入（任務(wù)呈現(xiàn)） OK!boys and girls you’ve done a good job. Look老師左右手各持一手偶，通過(guò)變換音調(diào)來(lái)演一段對(duì)話，引出本課重點(diǎn):What’s your name ? 手偶1：Hi, I’m Ms.Li . What’s your name? 手偶2: Hello, I’m Sam.(此活動(dòng)可進(jìn)行遍。) 3．呈現(xiàn)（2分鐘） 同學(xué)們現(xiàn)在我是Mr.Li不是Ms.Yu,老師說(shuō)話的聲音變粗。老師將Mr. Li的頭飾帶在頭上與學(xué)生對(duì)話： Mr. Li: He

5、llo! Good morning. Ss: Good morning. Mr. Li: what’s your name? Ss: I’m x x.(老師提醒) 4. 操作指導(dǎo) 放一遍錄音，要求學(xué)生聽錄音指圖片。 再次播放對(duì)話，要求學(xué)生跟讀2—3遍； 老師糾正學(xué)生的發(fā)音。 讓學(xué)生以小組為單位開始朗讀對(duì)話內(nèi)容，并對(duì)個(gè)體學(xué)生進(jìn)行抽查； 5．完成任務(wù)1 傳話游戲 同學(xué)們大家在班里男女生之間要用禮貌的語(yǔ)言互相問(wèn)候，下面這個(gè)游戲就是看男生與女生誰(shuí)的禮貌用語(yǔ)說(shuō)的最好。向?qū)W生解釋當(dāng)老師說(shuō)：“Good morning.”時(shí)女孩向男孩問(wèn)好：“Good morning, boys.”男孩回

6、答說(shuō)：“Good morning, girls.” 用“Good afternoon”做同樣的練習(xí)。 解釋“Whisper”和“l(fā)ow”的意思告訴全班，當(dāng)你說(shuō)“whisper”時(shí)，他們就耳語(yǔ)，向別人問(wèn)好；你說(shuō)“l(fā)ow”時(shí)，他們低聲向別人問(wèn)好。 舉例： 老師：Girls whisper. 女孩：（耳語(yǔ)）Good morning, boys. 老師：Boys low. 男孩：（低聲說(shuō)）Good morning, girls. 用“Good afternoon”做同樣的游戲。 6.完成任務(wù)2 游戲：你是誰(shuí)？（5分鐘） 老師站在教室中間說(shuō)：“I’m Miss Yu. What’s

7、 your name? ”，學(xué)生集體拍手說(shuō)“I’m x x. what’s your name?”，老師走到其中一位同學(xué)面前問(wèn)：“what’s your name?”，學(xué)生回答“I’m xx.”如果他/她回答對(duì)了，老師就坐在這個(gè)學(xué)生位子上當(dāng)學(xué)生，這位學(xué)生做老師剛才做的活動(dòng)。 7．完成任務(wù)3 歌曲“Good morning!”（5分鐘） 同學(xué)們今天我們要學(xué)習(xí)一首好聽的英文歌曲“Good morning”。學(xué)完后讓學(xué)生四人小組把歌詞進(jìn)行改可將“Good morning!”改為“Good afternoon”。由四人小組向大家表演改編后的歌曲，評(píng)出優(yōu)秀小組。 8．復(fù)習(xí)總結(jié)（4分

8、鐘） 讓學(xué)生將今天所學(xué)的新語(yǔ)言進(jìn)行總結(jié)讓學(xué)生在早起時(shí)用英語(yǔ)跟他們的父母問(wèn)候，比如：“Good morning .”如果他們?cè)谙挛缈匆姼改?，他們?yīng)說(shuō)：“Good afternoon.”恰當(dāng)?shù)剡\(yùn)用“What’s your name?”來(lái)向他人詢問(wèn)姓名，并且可以用I’m xx”回答別人的問(wèn)語(yǔ)。 [教學(xué)反思] 附送： 2021-2022年三年級(jí)英語(yǔ)上冊(cè) Module 3 Unit 7(3 periods)教案 廣州版 The 1st period Language knowledge: 1. new words: pencil, desk, bed, pencil-case, ta

9、ble, in, on, 2. new drills: Where is my …? Is it …? No, it isn’t. Here it is. Language skill: 1. be able to look at the objects or pictures to tell the words 2. be able to ask and answer questions with those drills Affect: 教育學(xué)生要養(yǎng)成自己的學(xué)習(xí)用品要自己放好的習(xí)慣，做一個(gè)愛護(hù)自己的財(cái)物的好學(xué)生 Learning strategies Raise

10、the abilities of speaking and reading Procedure: Warm-up 1. Sing two songs: this is the way and clap, clap, clap our hands Presentation 2. learn “pencil” and “pencil-case” 1) T: (take a new pencil behind) I have a pencil, where is my pencil? Here it is. (show pencil) 2) Read the “pencil” in

11、different ways 3) Sing a song: I have a pencil 4) T: look, I have a pencil. I put my pencil in my pencil-case. (do the action) this is my pencil-case. 5) Read “pencil-case” in different ways 6) Game: listen and show, T can speak out the words quicker and quicker. E.g. show me your pencil. 3. Le

12、arn: “Where is my …? It’s in/on … “ 1) Ps look and listen for at least 3 times. T: Where is my pencil? It’s in my pencil-case.(do action when speaking) 2) Kids try to understand “in”, read the word with gestures 3) Ps look and listen for at least 3times. T: where is my pencil? It's on my pencil-c

13、ase.(do action when speaking) 4) Kids try to understand “on”, read the word with gestures. 5) Practice: A: Where is my pencil? B: It’s on/in the pencil-case. 4. Learn: “Is it on/in …? No, it isn’t.” 1) show 3 different pencils, this is Janet’s pencil, this is Sally’s pencil, this is Ben’s penci

14、l, 2) Show a picture on the blackboard, in the picture there is a table, desk and a bed; it’s a picture of bedroom. 3) Put those pencils in different places in the picture, talk to the kids, “where is Janet’s pencil? Is it in the pencil-case?” lead the kids to answer: No, it isn’t. It’s on the ta

15、ble. (use this method to learn “table, desk, bed”) 4) Read words in different ways 5) Use picture and pencils to practice “Is it on/in …? No, it isn’t.” 5. present the text 1) one day, Ben can’t find his pencil, he asked his mum Mrs Webb, and his sister Janet, can Ben find his pencil at last?(st

16、ick the pictures of Ben, Janet, Mrs Webb) 2) Listen for the first time; give them some notes such as gestures to help them more easily to understand the text. 3) Listen for the second time, try to answer these: Where is Ben’s pencil? Where is Ben’s pencil-case? 4) Read the text in different way

17、s, such as read together, in groups, in roles, in pairs. Develop 6. Try to act out the dialogue in three. 7. Kids look, listen and give ment on their acting. Homework 8. read the text at least 3 times 9. copy the new words and text The 2nd period Language knowledge: 1. new words: pen,

18、chair, box, rubber, pencil-sharpener, ruler, bag 2. Drills: 1) Where is …? It’s on/in … 2) The … is on/in the …. Language skill: 1. Be able to speak out the words with pictures or objects. 2. Be able to look at the picture in P33 and tell where the stationeries are. 3. Be able to loo

19、k at the words and do the sticker correctly without looking at the books. Affect: 學(xué)會(huì)愛惜自己的學(xué)習(xí)用品，要養(yǎng)成保持自己的房間整齊的好習(xí)慣 Learning strategies: Raise the abilities of speaking and reading Procedure: Leading-in: 1. Sing a song: Where is the Pencil? (text book P32) 2. play a guessing game: 1) Show the pi

20、cture of a bedroom, there is a bed, a desk and a table in it. (it’s the picture you used in last period) 2) ask P1 e out and cover his or her eyes 3) The others look at the picture; T puts pencil on the desk. Ps: ‘where is the pencil?’ P1 guess: ‘Is it on the table?’ Ps: ‘No, it isn’t. It’s on the

21、 desk.’ 4) If the answer is right, the kid can get points. Pre-task: 3. Try to recite the unit 7 with some meaningful gesture or pictures. 4. learn the new words: 1) Do you want to visit Janet’s bedroom, let go and have a look, ok? 2) Draw as you speak. T: look, there is a bed in Janet’s bedro

22、om, here is a table and here is a chair, where is Janet’s pencil? Look, it’s on the bed; the pencil is on the bed. Where is Janet’s pencil-case? Look, it’s on the table; the pencil-case is on the table. Where is Janet’s rubber? It’s in the pencil-case. The rubber is in the pencil-case. Where is Jane

23、t’s ruler? Look, it’s on the chair. The ruler is on the chair. Where is Janet’s pen? It’s on the ruler. The pen is on the ruler. Where is Janet’s pencil-sharpener? It's in the box. The pencil-sharpener is on the box. Where is Janet’s bag? It’s on the table. The bag is on the table. 3) Listen and sh

24、ow. T: show your pen. (you can ask all the kids listen and show their own stationeries, or you can ask some kids e out , listen and show, which one is faster will get point) 4) Read the words in different ways. 5) Look back the picture of Janet’s bedroom; tell what you can see, such as: the bag is

25、 on the table. 6) Cover the picture. Kids try to tell what you remember. 7) Janet’s bedroom is messy.(教育學(xué)生要學(xué)會(huì)自己整理自己的房間，做一個(gè)自己的事情自己做的人) While-task and post-task 5. Do work with language P33. 1 1) Show the pictures of those stationeries, read them quickly. 2) Cover them on the blackboard. Play a

26、remember game. T:’where is the pen?’ P1 (e out and point): it is here. 3) Books open, do the sticker. 4) check 6. Do work with language P33. 2 1) Look at the picture and tell what you can see in the picture in groups. 2) Try to write down what your can see in the picture in groups 3) Ask some

27、kids e out and write. 4) Check. Homework 7. copy the new words 8. Tell your parents how do the stationeries call in English? The 3rd period Review the words and drills, and then do the exercises in activity book, pay attention to know the kids if they have known the methods of doing exercises. (在做練習(xí)的過(guò)程中要注意培養(yǎng)學(xué)生讀題和做題的能力，學(xué)會(huì)獨(dú)立理解題目的要求)