廣州版新教材三年級下學(xué)期英語教案

1、三年級下學(xué)期英語課教案2013年2月21日Teaching PlansModule 1 Colours1. Units and thematic contentThis module is about colours. In Unit 1, Xiaoling invites Janet to play. Janet tells her that she has a kite, and it is red in colour. Xiaoling likes the colour. They go out to play happily. In Unit 2, Jiamin and Janet h

2、ave the picture of a clown. They have fun colouring the picture with different colours. They use their crayons to colour the pictures.2. Teaching Objective of the module:Grammar and communicative functionsAsking and answering about the colour of an object:-What colour is ?-Its Stating the colour of

3、an object:(The ruler) is (blue).Asking and answering about favourite colours:Do you like (red)?-Yes, I do. / No, I dont.-I like (red).Making suggestions: :etsAgreeing with a suggestion: Thats good.Subject-verb agreement: The (eyes) are3. VocabularyKey words: red, blue, yellow, white, black, orange,

4、green, purple, brown - pencil, bag, ruler, pencil-box, crayon, hatWords in context: sun, sea, cloud, tree, desk, funny, puppet, parts, now, new4. Phonics: Pronunciation represented by: -“a” as in “cat”-“b” as in “bus”-“c” as in “car”-“d” as in “dog”-“a-e” as in “name”5. Learning outcomesPupils will

5、be able to:(1) Use some common colour words in talking about colours;(2) Ask about the colour of an object: What colour is ?(3) Tell the colour of an object:Its The nose is The eyes are (4) Ask Yes/No questions about others favourite colours: Do you like ?(5) Give short answers to Yes / No questions

6、 about ones favourite colour:Yes, I do. No, I dont.(6) Ask about possession: Do you have?(7) State possession: I have(8) Use colour words in noun phrases: a red pen, a yellow ship, etc.(9) State their favourite colour: I like(10) Sound out words containing “a” , “b”, “c”, “d”, and “a-e”.Unit 1 I lik

7、e red1. Learning objective Pupils will learn how to ask and answer about colours, and how to state their favourite colours. They will also learn to suggest an activity.2. Learning and teaching focus:(1) new words: go to, idea, colour, red, great, like, yellow, blue, white(2) new patterns: Good idea.

8、 Lets go to play. I like red. What colour is it? Its red. I have a kite. 3. Design of the blackboard: Unit 1 Colour What colour is it? Its (red). 單詞 和圖片4. Steps：（1） Preparation：Song： Do you have a little plane? Free talk and lead into the lesson: I have a kite What colour is it? (Use all the transpo

9、rt and go over the sounds of the colours.)(2) Presentation:Presenting the dialogue:Ask pupils to look at the picture on page 2. Invite pupils to recall the names of the two children (Janet and Xiaoling).Tell pupils that Janet and Xiaoling want to go out to play.Draw pupils attention to the kite in t

10、he picture, and present the word kite.Use the kite to present the word red. For example, talk to the pupils, “Look at the kite. What colour is it? Its red.”Motivate interest in the listening by asking: Does Xiaoling like the colour red?Play the recording all the way through.Play the recording, pausi

11、ng after every speech bubble for pupils to repeat in chorus , and to clarify meaning if necessary.Presenting the vocabulary itemsLead-in: This is a kite. Lets look at some other things / objects / toys.Ask pupils to look at the 4 pictures on the right of page 3. Present the name of each object, e.g.

12、 This is (a car). What is this? Its a (car).For further practice, you could point at the objects ramdomly for pupils to name them. Present the colour words, making use of the printed colours at the top of page 2 and page 3. You could begin by saying, “This is a car. What colour is it? Lets learn som

13、e colour words.”Go through the colour words with the pupils one by one, inviting them to repeat after you.Point to a colour randomly, and ask pupils to name the colour.(3) PracticePractice the dialogue by substituting the 4 objects (car, plane, ball, boat) and colour words (yellow, blue, white, red)

14、 for kite and red in the dialogue. (4) Development: Finish the exercises in the Fun With Langusge. Go further with the pictures and the objects.(5) Homework and end the lesson.教學(xué)反思：詞匯教學(xué)和顏色、交通工具、家具、文具都是學(xué)生很熟悉的話題，而且對于詞匯學(xué)習(xí)有了一定的 學(xué)習(xí)經(jīng)驗，所以課堂上學(xué)生表現(xiàn)還是很好。我由小歌曲激發(fā)學(xué)生的學(xué)習(xí)興趣是很有利的策略，還有，我的課文先整體呈現(xiàn)-分部解決-整體操練的教學(xué)步驟顯示出很好課堂節(jié)

15、奏的掌握，學(xué)生學(xué)得很帶勁。取得比較好的教學(xué)效果。Unit 1 Fun With Language1. Learning objective Pupils will learn how to ask and answer about colours, and how to state their favourite colours. They will also learn to suggest an activity.2. Learning and teaching focus:(1) new words: go to, idea, colour, red, great, like, yell

16、ow, blue, white(2) new patterns: Good idea. Lets go to play. I like red. What colour is it? Its red. I have a kite. 3. Design of the blackboard: Unit 1 Colour Do you have ? Yes, I do./ No, I dont. Do you like ? Yes, I do./ No, I dont. I like red. I have a 4. Steps:(1) Preparation: revisioin: Ask and

17、 answer: What colour is the car? Its red. Chant: Lets go. OK! Lets go to play! Great! I like the white plane. Act out the dialogue: Involve the children: sing the song(2) Listen and colour. Revise the names of the objects in the listening task. You could go through the pictures in sequence, and ask

18、pupils. Use the new patterns to extend the learning. What can you see? P1 makes a small dialogue and then the children write down the colour words beside the objects.(3) Ask and tick: Make 4 small dialogues with 4 chidlren and let all the children to make the survey together and then write down the

19、answers on their books. Get the children to pay attention to the names.(4) Colour and say. Make dialogues with children and write down the colour words.Before children play this game, they need to do some colouring. To make it easier for pupils to understand, start by directly asking pupils to study

20、 the example dialogue in Task 4 on page 5. Conduct some initial practice on the question structure “ Do you have a red pen?”. Use the 8 coloured pictures in Task 3 on Pa ge 5. Pupils will look at each picture and ask the question.Then guide pupils to ask you those questions, demonstrating how to giv

21、e a negative answer.Repeat the same exchange with you asking the pupils the same question for real answer, “Do you have a ?”Pupils will give their true answers. Explain Task 4. Give pupils enough time to colour the pictures before they start the oral practice in pairs.(5)summary:1. The patterns2. Th

22、e vocabulary3. Finish some exercises.教學(xué)反思： 國家英語課程標(biāo)準2011版正式使用，要求我們教師注重英語教學(xué)的工具性與人文性，在顏色的教學(xué)中，我留意運用各種顏色的文化去吸引學(xué)生：冷暖色、三原色、顏色的性格，顏色的含義孩子們對此非常感興趣。Unit 2 Lets Colour it1. Learning objectives: (1) To learn more names of colours and the expression “Lets ” “Look at ” (2) To practice telling the colours of thing

23、s through describing a funny face. (3) Go over the words of parts of body, stationary and appliance. (4) Motivate and encourage the pupils to enjoy English learing.2. Learning and teaching focus:(1) new words: look, at, look at, brown, black, purple, orange, green, hat, crayon, funny, (2) new patter

24、ns: Lets colour the nose red. Look at the picture. (3) Some other cultural conciousness. The colours of the faces in Chinese Beijing Opera and in crowns of the western world.3. The design of the blackboard: Unit 2 Lets colour itVocabulary Look at the green hat. Lets colour the hat purple. Crayons a

25、funny face a black desk4. Steps:(1) Preparation and warming up:a. Involve the kids by singing an old song of Grade 1: Rainbow.b. Go over the colours by songs and rhymesc. Free talk to go over the patterns in Unit 1.(2) Presenting the main dialoguea. in the dialogue, the colour name red is learnt, wh

26、ile the colour name green is new.b. Have pupils look at the picture. Ask simple questions to help them understand the picture, for example, Who can you see in the picture? Who is the boy? Who is this girl? What does Janet have?c. Draw the picture that Janet is holding on the board, or use the pictur

27、e on the page, to present funny face and hat.d. Use your own demonstration, or draw pupils attention to colouring crayons that Janet and Jiamin are holding, to show that the two children want to colour the picture.e. Tell pupils that they are going to listen to the dialogue. Ask them to listen for t

28、he colours that Janet and Jiamin will choose.f. Play the recording once all the way through.g. Play the recording again, pausing after every sentence to check understanding and for pupils to repeat.h. Sum up by asking the two colours that Janet and Jiamin have chosen.(3) Presenting the new colour wo

29、rdsa. Since the pupils have learnt green from the dialogue, you can begin with the colour green, and present the other colour names in the contextual teaching.b. Say to the pupils Lets learn more colours. Then present the names of other colours. Then point to the colours randomly, and ask pupils to

30、say the colour word.(4) Consolidation:a. teach, or revise the words hair, nose, eyes, mouth, and earsb. Invite pupils to imagine that they are Janet and Jiamin. They will continue the dialogue by talking about how to colour the hair, nose, eyes, mouth, and ears, of the person in Janets picture. Note

31、 that there are no absolute right or wrong answers. Give one example to the pupils using hair. Pupils then continue the dialogue in groups or in pairs.c. Copy the colours in class.(5) Homework:(6) End the lesson:教學(xué)反思： 將各種話題的內(nèi)容有效組合和運用，課堂會更加高效。針對三年2班學(xué)生的兩極分化比較嚴重的狀況，我特意放緩了速度，逐個檢查課本中的習(xí)題和筆記，確保全部落實，一個不落下。還

32、有，顏色詞變得難背記，一定要充分調(diào)動孩子的積極性，運用已有的知識水平，激發(fā)孩子的學(xué)習(xí)自信心。Unit 2 Fun with English1. Learning objective: To practice the colour words through a listening activity. To go further and know more about the culture in colours. To learn by doing and more activities.2. The learning and teaching focus: The vocabulary an

33、d the patterns in the context.3. The design of the blackboard: Unit 2 Lets colour it The pictures of the faces4. Steps:(1) Revision of the vocabulary and the patterns in the dialogue.(2) Revision and practice of the dialogue and then let some of the children to act out the dialogue.(3) Revise the na

34、mes of colours that pupils have learnt so far.(4) Pupils will have been familiar with the listen and colour routine by now. If that is the case, briefly explain the activity, and start playing the recording for pupils to do the colouring.(5) Play the recording, pausing after every sentence for pupil

35、s to do the colouring. Make sure pupils have enough time to do the colouring.(6)Point to the object and tell its colour.5. Homework:6. End the lesson.教學(xué)反思： 課堂中完成的部分，因為放緩了腳步，孩子比較有自信，生活中的經(jīng)歷與課程內(nèi)容緊密結(jié)合，孩子們學(xué)習(xí)起來很輕松?；顒邮謨灾饕菫榱思ぐl(fā)學(xué)生的多元智能而是用的，因此我認為還需要給孩子們選擇一本適合的練習(xí)冊，適當(dāng)?shù)恼n外閱讀內(nèi)容，幫助孩子拓寬視野，不要只局限于課本和課堂。 Module 2 Posit

36、ionsUnits and thematic content This module is about positions. In Unit 3, the children are playing a guessing game. One child hides an object for the other children to guess where it is. In Unit 4, Ben is getting ready to go to school. However, he cant find his English book. His mother helps him by

37、asking Ben possible places where he may have put it.Grammar and communicative functions Prepositional phrases of location, e.g., in the box, under the chair. Statements for telling positions, e.g., (The ball / It) is (under the table). Using where to ask about locations: Where is? Asking Yes/No ques

38、tions about locations: Is it (in the box)?VocabularyKey words: robot, doll, pencil-box, English, TV, schoolbagPrepositions: near, in front of, behind, besideWords in context: back, game board, start, finish, animal, home, bat, live, cave, spider, webPhonicsPronunciation represented by:-“e” as in “he

39、”-“e” as in “bed”-“f” as in “five”-“g” as in “girl”-“h” as in “hair”-“ee” as in “meet”Learning qutcomes:Pupils will be able to:1. refer to positions using prepositional phrases of location.2. ask Yes/No questions about the location of an object, e.g., Is it under the table?3. use Where to ask about

40、the location of an object, e.g., Where is my English book?4. tell the position of an object, e.g., The ruler/ It is behind the book.5. sound out word containing “e”, “g”, “ee”, “f”, and “h”. Unit 3 Wheres my car?1. Teaching and learning objectives: Prepositional phrases of location, e.g., in the box

41、, under the chair. Statements for telling positions, e.g., (The ball / It) is (under the table). Using where to ask about locations: Where is? Asking Yes/No questions about locations: Is it (in the box)? Master the new words: near, where, wheres, robot, doll, pencil-box. Patterns: Wheres ? Is it? Ye

42、s, it is. No, it isnt.2. The important items: Master the new words: near, where, wheres, robot, doll, pencil-box. Patterns: Wheres ? Is it? Yes, it is. No, it isnt.3. Design of the blackboard: Unit 3 positions In, on, under, near, pencil-box, robot, doll Where is the car? Its on the table. 圖片Is it i

43、n the box? Yes, it is. / No, it isnt. 圖片4. Steps：(1)Preparation: a. The pupils have come across “in, under and on” in the dialogue. Begin by pointing to the cat in the first picture. Ask what is this animal?b. Using the 4 points, present the 4 prepositional phrases of location, such as: In picture 1

44、, the cat is in the box. In picture 2, the cat is near the box.c. Let pupils repeat the 4 sentences.d. Choose a picture randomly and ask about the position, e.g., look at Picture 3, where is the cat?(2) Presentaion:a. begin by presenting the names of the toys in the picture on Page 14&Page 15.b.

45、 Ask pupils to study the picture. Point out that the boy on the right is Jiamin. Invite them to guess the identity of the other three blindfolded children.c. Using the picture, present the names of the toys and objects: Pencil-box, robot, doll, and car.d. Introduce the situation by saying What are t

46、he children doing? They are playing a (guessing) game.e. Play the recording all the way through. Ask the pupils where Jiamins car is. If they dont know, play the recording again to check understanding. Use the picture to show the meaning of in the box, under the chair and on the table.f. Hve pupils

47、repeat the dialogue live by line either after you or after the tape. And then divide the class into groups with each group taking the role of one child, or have pupils practice within small groups.g. Make new dialogues with new questions: Where is the robot? Where is the pencil-box? Where is the dol

48、l?h. Substitute the car in the dialogue (on the table) with a cat (on the box). Pupils will then practice producing a similar dialogue, using the 4 pictures on Page 15. The final dialogue will be like: A: Lets play a game. Where is the car?B: Is it in the box?A: No, it isnt.B: is it ?(3) Development

49、:a. copy the new words and the new patterns.b. The exercises in the activity book.(4) Homework and end the lesson.教學(xué)反思：Unit 3單詞比較少，學(xué)生學(xué)習(xí)的時候?qū)@個情景和學(xué)習(xí)內(nèi)容很熟悉，也有濃厚興趣，掌握得輕松。句型方面，仍然有些學(xué)生沒有能夠掌握Is it?的問句，將它和陳述句混淆。詞匯的運用，真正的交際和語用，真實的情景對于學(xué)生來說是急迫需要教師的幫助的。還有，在課文的學(xué)習(xí)中，學(xué)生上學(xué)期在猜物品的時候?qū)W會了Is it a cat?實際上，學(xué)生在這里類似的句子中顯示出他們并不熟

50、練，而且語言的重現(xiàn)和提升，對他們來說，新教材非常棒！ Unit 4 Is it in your bag?1. Objectives: Prepositional phrases of location, e.g., in the box, under the chair. Statements for telling positions, e.g., (The ball / It) is (under the table). Using where to ask about locations: Where is? Asking Yes/No questions about locations

51、: Is it (in the box)? Master the new words: near, where, wheres, robot, doll, pencil-box. Patterns: Wheres ? Is it? Yes, it is. No, it isnt.2. The important items: Master the new words: near, where, wheres, robot, doll, pencil-box. Patterns: Wheres ? Is it? Yes, it is. No, it isnt.3. Design of the b

52、lackboard: Unit 4 Is it in your bag? Where is the ? Its Is it ? Yes, it is. No, it isnt. 4. Steps:(1) Revise the names of the 6 objects using the pictures: Pen, ruler, book, bag, pencil and rubber. Explain the task by using the pen as an example. Ask pupils to look at the top of the desk and ask Whe

53、re is the pen? Guide them to answer Its in the pencil-box. Demonstrate how to draw line linking the pen to the pencil-box. Play the recording, pausing after each answer for pupils to draw the linking line. Then play the whole recording a second time for pupils to check their answers.(2)Look and choo

54、se: With less able pupils, you may ask them to complete the task in writing first before inviting them to tell the position of the objects orally. With more able pupils, ask them to try telling the position of the objects orally first, using the writing for consolidation. Use the first sentence as a

55、n example. Ask pupils Where is the red book? Is it on the chair? Is it near the chair? Guide pupils to find the correct answer in the picture. Show them that they are fill in the blank with the correct preposition. At last, ask the children to cover the completed sentences, and tell orally the position of the objects in the picture. 教學(xué)反思：Unit 4的句型是和Unit3相同的，在學(xué)習(xí)和訓(xùn)練的過程中，學(xué)生學(xué)得比較輕松和自信。而形近、音近字behind 和beside的區(qū)分方面，還不算理想。盡管我已經(jīng)用了hind, hind-and-seek，以及side等