上海牛津版三年級(jí)英語(yǔ)下冊(cè)全冊(cè)教案.doc

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. Module 1 Using my five senses Grammar: 1. Modal verbs ‘can/can’t: I can/can’t --- 2. Wh-questions: What can you see /hear? What colour is it? What is it? 3. Yes/No question: Is this your --- /Is it--- Yes, it is./ No, it isn’t. 4. Possessive adjectives: your, my, her 5. Imperatives: Listen to--- Touch --- Taste ---/Smell---/ Close --- 6. Verb ‘to be’: It’s --- /It’s a/an Vocabulary: Mirror, can, hair, brown, eye, mouth, can’t, grey, listen to, street, roof, her, cage, aeroplane, bus, car, boat, drill, telephone, hear, soft, hard, rough, smooth, touch, how, does, feel, toy, pineapple, hat, cold, lemon, sweet, sour, taste, strawberry, lime, smell, nice, fish, prawn Sounds: a ( Jane, make, aeroplane) a (fat, man, jam) e (she, see, these, tree, street) e (Eddie, ten, red, peg) Daily Expressions: Hello, this is --- (on the phone) How are you? I’m fine, thank you. How does it feel? Can I help you? Unit 1 Looking and seeing Language functions: Talking about ability Identifying and describing objects in terms of colour Asking and answering questions about possessions Saying the sound ‘a(chǎn)’ in its open syllable form Language skills:Use modeled phrases and sentences to communicate with teachers and other learner. Pronounce correctly a series of words in a sentence with the vowel sound ‘a(chǎn)’ in its open syllable form Main points: Can use the sentences: What can you see?/What colour is it? Difficult points: Yes/No questions: Is this your ---? Teaching beach: Using the old words and sentences to learn the new words and sentences. Using the things and pictures to learn the words. Teaching times: Five periods The First Period Language focus: Using nouns to identify different parts of the body Using modal verb ‘can/can’t’ to talk about ability Language skills: Use modeled phrases and sentences to communicate with teacher and other learners. Open an interaction by asking questions Main points: Can use the sentence “What can you see? I can see---.” Difficult Points: Can spell the words and using the sentence. Materials: a mirror , a mask , a tape, Book 3B Procedure Contents Methods Purpose Warming–up: Sing an English song. Sing together. 歌曲引入，使學(xué)生輕松進(jìn)入英語(yǔ)學(xué)習(xí)氛圍。 Revision: Daily talk: How are you? How old are you? What’s this? What are they? What colour is it?-- T~ P P~ T 通過(guò)問(wèn)答復(fù)習(xí)，為新授作鋪墊。 Presentation Consolidation Hair mirror What can you see? I can see --- Say a poem. 1. Revise the words: ear, head, hand, leg--- 2. Teacher point and introduce the hair. Elicit: hair 3. Read and spell the word. 4. make the phrases. Eg. the black hair 5. Say something about your body. Eg. I have two ears. I have a mouth.--- 1. T show a mirror and learn the word. mirror 2. Show the mirror and try to say. Eg. The mirror is a circle. 1. T: Look in the mirror. I can see black hair. I can see two brown eyes.--- 2. Guess the meaning and try to introduce. 3. T: What can you see? P: I can see---. Pair work. 4. P: What can you see? T. I can’t see. Guess and practise. 1. Listen to the tape and answer teacher’s questions. 2. Repeat the poem. 3. Practise the poem. 4. Act out the poem. 5. Do Grammar Practice Book P1. 在復(fù)習(xí)相關(guān)人體器官的基礎(chǔ)上新授，降低新知難度。 Assignment 1.Copy the words and sentences. 2.Listen and read poem. 3. Make a mask. 4. Do Workbook P1. Feedback:學(xué)生已經(jīng)習(xí)慣了look at對(duì)于look in 還是比較陌生的，所以在讀音上我就加強(qiáng)訓(xùn)練，培養(yǎng)他們良好的聽(tīng)得習(xí)慣。同時(shí)，hair的不可數(shù)，以及其它的可數(shù)名詞進(jìn)行比較。加深印象。 The Second Period Language focus: Using nouns to identify things Using predicative adjectives of colour to describe things Using modal verb ‘can’ to talk about ability Language skills: Using modeled phrases and sentences to communicate with teacher and other learners Maintain an interaction by replying to questions Main points: Can spell the words and using the sentences. Difficult points: Can recite the words and write the sentences. Materials: some colour pencils, rulers, rubbers --- The colour paper, the cassette and the tape. Procedure Contents Methods Purpose Warming-up Say the poem. Look at the mirror and say the poem. Revision The words. What can you see? I can see---. 1.T point and P spell the words. 2. Try to introduce: I have ---. 1.T asks P answer. 2.P~ P (use the things) 用舊句型復(fù)習(xí)操練，通過(guò)問(wèn)答自然而然引入新課句型。 Presentation In the classroom grey, brown 1.T.In the classroom, we can see--- Elicit: blackboard, ruler, chair, rubber, desk--- 2.Spell the words. 3.T. What can you see? P. I can see ---. 5. Pair work. 1.T Show a thing and ask: What colour is it? Elicit: red, orange, white, black, yellow, blue, green, pink 2.Show the things and do pair work. What colour is it? It’s ---. 3. Shoe the brown thing and elicit: brown say some brown things. 6. Ask and answer: 7. What colour is it? It’s brown. 7. The same teaching: grey/gray 8. T~P P~P What can you see? What colour is it? 操練句型的同時(shí)，復(fù)習(xí)已學(xué)的單詞。 句型的教學(xué)中,不單純的教書(shū)上的句型,通過(guò)在使用中使學(xué)生學(xué)會(huì)問(wèn)答,培養(yǎng)學(xué)生會(huì)話能力. Consolidation 1. Listen to the cassette and repeat several times. 2. Read in role. 3. Look at the picture and write the words in the boxes. 4. Do pair work. 5. Do Workbook P2 Assignment 1. Read and spell the words. 2. Copy the words and sentences. 3. Do Grammar Practice Book P2 Feedback: 這課的內(nèi)容還是比較簡(jiǎn)單的，大部分的單詞我們?cè)谏蠈W(xué)期都有接觸，同時(shí)，學(xué)生掌握的情況也是比較好的，所以，我在課上沒(méi)用比較多的時(shí)間，而是滲透了一些課外的單詞、詞組，以擴(kuò)充他們的詞匯量。 The Third Period Language focus: Asking ‘Wh-‘ questions to find out various colours students see. Using modal verb ‘can’ to talk about ability Language skills: Identify a series of words in a sentence with the vowel sound ‘a(chǎn)’ in its open syllable form Using modeled phrases and sentences to communicate with teacher and other learners. Main points: Can say the sentences. Pronounce correctly a series of words in a sentence with the vowel sound ‘a(chǎn)’ in its open syllable form. Difficult point: Can use the sentences. Materials: paper, toothpick, crayons and so on. Procedure Contents Methods Purpose Warming-up Say a poem 1.Act and say together. 2.Invite some pupils to act. Revision What can you see? What colour is it? 1. T ~P 2. P~P (T show the things) 3. Pair work. Presentation What colour can you see? I can see--- Make and play Learn the sound a Jane can make paper aeroplanes. 1. T show the things and say: I can see yellow. 2. Repeat and guess. 3. Practise. 4. T. What colour can you see? P. I can see --- Guess and repeat. 5. T~P P~P 1. T acts and learn: draw, cut, colour, toothpick, spin, spinner 2. Read the words and the sentences. Know the meaning. 3. Make and play. 4. Ask and answer. 1. T read the sentence and the pupil say the pronunciation. 2. Read after the teacher. 3. Say some words. Eg. name, cake,--- 鞏固掌握，　　寓學(xué)于樂(lè)，讓學(xué)生輕松、快樂(lè)、高效地學(xué)習(xí)，是我們的追求。 在元音字母a的發(fā)音教學(xué)中,注重學(xué)生的體會(huì)和單詞的舉例.在平時(shí)教學(xué)中,注重體會(huì). Consolidation 1. Open the book and read. 2. Practise: What colour can you see? I can see---. Assignment 1. Copy the words. 2. Read, copy and play. Feedback: The Fourth Period Language focus: Using possessive adjectives to show possession. Language skills: Use modeled phrases and sentences to communicate with teacher and other learners. Close an interaction by using appropriate formulaic. Main points: Can use possessive adjectives to show possession. Can ask and answer the sentences. Difficult points: Can contract my/your. Can copy the sentences. Materials: Cassette 3B and a cassette player Workbook 3B P3 Procedure Contents Methods Purpose Warming-up Quick response Eg. Wave your hand. Close your eyes. --- T~P P1~P Revision colours 1. Spell the words and make phrases. 2. Ask and answer. What colour can you see? I can see --- 3.T.Look.This is my book. This is your book. Elicit: my, your Presentation my , your Is this your ---? Yes, it is . No, it isn’t. 1. Read the words. 2. Make some phrases. 3. Try to say: This is my/ your ---. 1. T give the things back to the pupils and ask: Is this your ---? Elicit: Yes, it is./ No, it isn’t. It’s my ---. 2.T asks and P answer. 3.Guess the meaning: Is this your ruler, P1? Repeat several times. 4. P ask and T answers. 5. Pair work. 通過(guò)演示使學(xué)生學(xué)會(huì)用英語(yǔ)思維方式思考,在學(xué)習(xí)中培養(yǎng)自主學(xué)習(xí)的能力. Consolidation Look and say 1. Play the cassette and answer the questions. 2. Repeat the dialogue. 3. Ask and answer. 4. Make a new dialogue. 5. Do Workbook P3 Assignment 1. Copy the words and sentences. 2. Listen and read the dialogues ten times. 3. Do Grammar Practice BookP3 Feedback: 看似簡(jiǎn)單的課文，其實(shí)句型的難度還是很大的，學(xué)生對(duì)于人名放在最后不影響還是分不清楚。而且對(duì)于this, that用it回答還是不能理解，改句型的時(shí)候也總是出現(xiàn)錯(cuò)誤。對(duì)于所有格的運(yùn)用也總是遺漏字母。 The Fifth Period (Exercises) Language focus: Asking and answering questions about possessions Talking about ability. Language skills: Use modeled phrases and sentences to communicate with teachers and other learners. Pronounce correctly a series of words in a sentence with the vowel sound ‘a(chǎn)’ in its open syllable form. Procedure Contents Methods Purpose Warming-up Say a poem Look at the mirror.--- Act and say. Revision. 1.Daily talk. What can you see? What colour is it? What colour can you see? Is this your ---? 2.Words. 1. T (show the pictures and ask) P answer. 2. P~P 1. Read the words together. 2. Try to spell the words. 3.Contrast: I--- my you---your Exercises 一． 翻譯詞組。 二.辯音。 黑頭發(fā) 兩只大眼睛 Jane paper ( ) 一個(gè)小鼻子 一塊灰色的橡皮 aeroplane make ( ) 兩根長(zhǎng)的牙簽 三個(gè)圓形 can apple ( ) 我的書(shū)包 你的短鉛筆 make can ( ) 三.看圖，完成句子。 S1: What can you see? ( 一把椅子) S2: I can see ___ ____. S1: Is this your chair? S2: Yes, ___ ____. It’s ____ ____. S1: What colour is it? S2: It’s ____. Unit 2 Listening and hearing Language functions: Identifying objects by their sounds Responding to simple instructions Using telephone formulae Saying the sound ‘a(chǎn)’ in its closes syllable form. Language skills: Open an interaction by eliciting a response Maintain an interaction by using phrases to reply Main points: Can use imperatives to give instructions and directions. Can use the sentences to ask and answer. Difficult points: Can say and write the phrases . Teaching times: Five periods The First Period Language focus: Using imperatives to give instructions and directions Using nouns to identify things. Language skills: identify key words in an utterance by recognizing stress. Main point: Can spell and read the words. Can use imperatives to give instructions and directions. Difficult point: Can use the phrases . Materials: Procedure Contents Methods Purpose Warming-up Say the rhyme. Say and act together. Revision 1. Daily talk. 2. 2.2.The animals y you known. T~P P~P 1. Say the names of the animals. 2. Talk about the different sounds animals make and invite some pupils to make the sounds. 以動(dòng)物的叫聲引入新課，激發(fā)學(xué)生學(xué)習(xí)興趣。 Presentation Learn the rhyme. an aeroplane a bus a car 1. Look at the pictures and answer: What are they? Where are they? Eg. tree street roof cage 2. Read the words and the phrases. in the tree/ in the street/on the roof/ in her cage/listen to 3. Listen to the tape and read after it. 4. Say the rhyme together. 5. Act and read . 1. show the pictures and learn the words. 2. Contrast: a/an 3. Make the sounds. 4. Where can you see them? 5. Try to make a rhyme. 為新單詞拓展詞組，增加詞匯量。 Consolidation 1. Listen to the cassette and read the rhyme. 2. Read and act. 3. Spell and read the words. 4. Group work. Try to make a rhyme and act. Assignment 1. Listen and read the rhyme and words. 2. Copy the words and phrases. Feedback: 其實(shí)本課的重點(diǎn)還是在于人名前面不添加，但我發(fā)現(xiàn)班級(jí)的同學(xué)在朗讀的時(shí)候就有明顯的錯(cuò)誤，學(xué)生由于語(yǔ)法上畢竟薄弱，所以我在旁邊反復(fù)提出，也看到了一定成效。語(yǔ)法還真是讓人暈。 The Second Period Language focus: Using imperatives to give instructions and directions Using nouns to identify things. Language skills: identify key words in an utterance by recognizing stress. Main point: Can make a new rhyme. Can say and recite the words. Difficult point: Can make a new phyme. Materials: Procedure Contents Methods Purpose Warming-up Sing a song. 1. Listen and learn the words. 2. Sing after the tape. 3. Sing and act. 用歌曲激發(fā)學(xué)生學(xué)習(xí)英語(yǔ)的興趣。 Revision Words. Rhyme. 1. Show the words and spell. 2. Make the phrases. 3. Say the sounds. 1. Read the rhyme. 2. Read in role. 3. Act and read. 以組詞的方式拓展學(xué)生知識(shí)的積累。 Presentation a drill a boat a telephone 1. Show the pictures and learn the word. 2. Make the phrases. 3. Contrast:a/an 4.Try to say: Listen to the ---. It’s ---. 1.The same teaching. 2.Pay attention the pronunciation. 3.Contrast: telephone/elephant 4.Ask and answer: What can you see? I can see ---. 比較listen to the 和 listen to 加人名的用法。 Consolidation Look and learn. 1. Listen and repeat. 2. Spell the words. 3. Group work.(Try to make a rhyme.) 4. P~ P What can you see ? I can see ---. 5. Do Workbook P4 在創(chuàng)作小詩(shī)的過(guò)程中操練新句型。 Assignment 1. Listen and read ten times. 2. Copy the words and recite the words. The Third Period Language focus: Using modal verb ‘can’ to talk about abilities. Asking ‘Wh-‘ questions to find out various kinds of specific information about a person. Language skills: Open an interaction by asking a question. Pronounce correctly a series of words in a sentence with the vowel sound ‘a(chǎn)’ in its closed syllable form. Main point: Can use modal verb ‘can’ to talk about abilities. Difficult point: Can ask ‘Wh-’ questions to find out various kinds of specific information about a person. Materials: Cassette 3B ,Workbook P5, Wallpictures 3B Procedure Contents Methods Purpose Warming-up Say the rhyme. 1. Say and act. 2. Invite some pupils to act and say. Revision Words. 1. Show the words and spell. 2. Recite the words. 3. Contrast: a/an 4. Translate the phrases to English. 5. Ask and answer: What can you see ? I can see---. Presentation ear hear What can you hear? I can hear ---. 1. Invite a pupil to make a sound like a bird. T: I can hear a bird. Guess and read the word. 2. Read the words: pear/ near/ bear 1.Read the sentence. I can hear ---. 2.Guess the meaning. 3. Make the sound and try to say. 4. T asks and P answer. 5. Read the question. 6. T~P P~P 用ear 和hear 的變化來(lái)記憶單詞，既有意義上的關(guān)聯(lián)，又容易記住。 Consolidation Listen and say a The fat man likes jam. 1. Listen to the cassette and repeat. 2. Ask and answer. 3. Learn the sounds. 1. Read in groups. 2. Try to read. 3. Known the vowel. 4. Grammar Practice Book P4,5 Assignment 1. Listen and read sentences. 2. Do Workbook P5 Feedback: The Fourth Period Language focus: Using formulaic expressions to start a telephone conversation. Using formulaic expressions to greet people and respond to greetings. Using imperatives to give instructions Language skills: Using modeled phrases or sentences to communicate with other learners Maintain an interaction by replying to a question. Main point: Can use imperatives to give instructions. Difficult point: Use imperatives to give instructions. Materials: Cassette 3B and a cassette player Preparation: Ask students to bring paper cups and pieces of string. Procedure Contents Methods Purpose Warming-up Sing a song. Act and sing. Revision Daily talk: What can you see? What can you hear? Is this your ---? T~ P P~ T Presentation paper cups dot hole join string Look and say 1. Show the paper cup and learn the words. 2. Read the sentences. 3. Make and say together. 1. T acts and introduce the sentence: Hello, this is Kitty. Contract: I’m Kitty. This is Kitty. 2. Read the dialogue. 3. Act and say. 4. Make a new dialogue. 在telephone的制作中，學(xué)生興趣濃厚，邊說(shuō)邊做，饒有趣味。 在玩打電話的過(guò)程中，教學(xué)電話中對(duì)話，注意this is …的用法。 Consolidation 1. Play the cassette. Listen and read. 2. Invite individual students to say the dialogue with you using the telephone. 3. Work in groups. 4. Copy the words. Assignment 1. Listen and read. 2. Recite the words. Feedback: 制作電話對(duì)于學(xué)生來(lái)說(shuō)還是比較簡(jiǎn)單的，考慮到課堂效果等，我在屏幕上進(jìn)行了演示，其它的就讓同學(xué)在家完成。針對(duì)他們的實(shí)際情況，我就下面的電話用語(yǔ)進(jìn)行了擴(kuò)充，這個(gè)將來(lái)五年級(jí)還是要遇到的。 The Fifth Period Language focus: Using modal verb ‘can’ to talk about abilities. Asking ‘yes/no’ questions using modal verb ‘can’ . Language skills: Use modeled phrases or sentences to communicate with other learners. Open an interaction by asking a question. Main point: Can use the sentences to ask and answer. Difficult point: Asking questions using modal verb ‘can’. Materials: Cassette 3B Workbook 3B P5 Photocopiable P5 Procedure Contents Methods Purpose Warming-up Say a rhyme. Say and act. Revision 1. Make a phone call. 2. What can you hear? 3. I can hear---. 1. T~ P 2. P~ P 1. T asks and P answer. 2. P ~ P Presentation 1. What can Ming hear? Ming can hear---. 2. Can Ming hear ---? Yes, he can. Yes, he can hear ---. No, he can’t. No, he can’t hear ---. 1. T. What can you hear? Elicit: What can sb. hear? Elicit: Sb. can hear ---. 2. Read the sentences. 3. T ~ P 4. Show the question. Read and practise: 5. T~ P P ~ P 6. Act the dialogue. 1. Listen and T asks. Elicit: Yes, he can. No, he can’t.--- 2. Practise the sentences. 3. Show the questions. 4. Work in pairs. 5. Do ask and answer. 用身邊的同學(xué)作為新句型教授的利用對(duì)象，學(xué)生說(shuō)的更歡快。 Consolidation 1. Listen and read. 2. Work in pairs. 3. Ask and answer. Assignment 1. Listen and read. 2. Do ‘ Now listen!’ 3. Copy the sentences. Feedback: Now listen的內(nèi)容相對(duì)還是太簡(jiǎn)單，對(duì)學(xué)生的聽(tīng)力還是幫助不大，但從實(shí)際來(lái)看，平時(shí)也沒(méi)有時(shí)間對(duì)學(xué)生的聽(tīng)力進(jìn)行指導(dǎo)，要想聽(tīng)力成績(jī)提高快，還是有很大難度。 Unit 3 Touching and feeling Language functions: Identifying objects by touch Asking questions about and describing the way things feel Identifying letters of the alphabet shapes Responding to simple instructions Saying the sound ‘e’ in its open syllable form Language skills: Use modeled sentences to communicate with other learners Open an interaction by eliciting a response Produce simple sentences involving lists Pronounce correctly a series of words in a sentence with the vowel sounds ‘e’ in its open syllable form Teaching times: Five periods The First Period Language focus: Using adjectives to describe things. Using imperatives to give instructions Asking ‘How’ questions to find out the texture of a thing. Asking ‘Wh-’ questions to find out a specific thing. Language skills: Maintain an interaction by replying to a question. Locate specific information in response to simple questions. Procedure Contents Methods Purpose Warming-up Say a song. Say the song together. Revision What can you see/hear? I can see/ hear---. Can you/he, she, see/hear-- -? Ask and answer one by one. 復(fù)習(xí)舊知，讓學(xué)生進(jìn)入輕松的英語(yǔ)學(xué)習(xí)氛圍。 Presentation soft hard rough smooth Touch this. How does it feel? It’s ---. 1. show the things and tough and feel. 2. Elicit: soft 3. Read the word . 4. Try to say. E.g. The hair is soft. The same teaching (hard rough smooth) 1. T acts and show the word: touch 2. Read the word. 3. Try to say: Touch the ---. It’s ---. 4. T asks and show the question. 5. Repeat the question. 6. Do quick response. 7. Practice the dialogue. 在觸覺(jué)的感受中先體驗(yàn)，加深學(xué)生對(duì)單詞的意義記憶。 Consolidation 1. Listen and read the words and the dialogue. 2. Practice the dialogue. 3. Act out the dialogue. 4. Play a game. Touch the things and guess: What is it? 5. Grammar Practice Book P9.