三年级英语下册 全一册教案（打包39套） 外研版（一起）.zip

1Module 10 Unit 1 Were you on the second floor？1、教学目标1. 学习用英语提问一个人过去在哪里，并回答。2. 学习 second，floor，find，first 等单词和短语。3. 正确理解，掌握对话内容。4. 能正确使用本模块所学习的单词和短语描述正在进行的动作。5. 在学习中善于利用图画等非语言信息理解主题。6. 能流利地朗读，并初步表演对话。2、教学重难点1. 初步听懂、会说、会读、会写单词 first second，floor，find。2. 引导学生运用句型 Were you on the first/second floor? Yes, we were./ No, we weren’t. Was he there? Yes, he was./ No, he wasn’t.询问他人及谈论自己过去的状态。3. 能在特定语言环境中的正确运用由 Was, were 引导的一般疑问句，并能区分人称进行回答。3、教学工具多媒体 PPT 课件 ，录音机，单词卡片。4、教学过程Step 1 热身（1）课前闲谈：I was fat then. Now I’m thin. He was short then. Now he’s tall. （课件出示图片。）（2）课文讨论：Now and Then.I was fat then. Now I’m thin.He was short then. Now he’s tall.2You were fat then. Now you’re thin.We were short then. Now we’re tall.Step 2 Activities活动 1：火眼金金 记性好好活动目的：1）操练句型“There were/was …“；2）运用这个活动让学生更加正确且深刻地理解这个时态；3）通过竞赛的方法让学生加快思考和输出语言的时间。活动准备：用课件或图片准备一幅图，图片内容为一个有两层商场的截面图：每一层中 出现各种各样的物品，最好能够品种多一些。活动过程： 1）出示图片，让学生默看 20 秒钟。 2）隐藏图片，请学生回忆图片的内容。 3）教师提问：What was there on the first floor？ What was there on the second floor？ 4）请学生回忆刚才看到的图片的内容，用 “There were/was … on the first/second floor.“活动 2：小小设计师活动目的：1）让学生来表达他们自己意愿，并通过画画的方式来增强学习的趣味性，从而激励学生乐于去表达；2）在情景和叙述中巩固序数词：first， second. Preparations 活动准备：为每个孩子准备一张白纸，白纸上有一座两层楼房的轮廓。活动过程：1）把纸发给每个孩子，告诉他们这是他们自己的房子，可是里面什么也没有，需要用画画的方式来填满它。2）给学生 3 分钟时间来画。3）鼓励学生运用句式“There is/are … on the first/second floor.“ 来介绍自己的房子。3活动 3：“找不同“竞赛活动过程：把全班学生分为两组，请他们仔细观察 AB UNit 1 练习 3 中的图片，开展“找不同“竞赛。教师可以向学生说明：图片中的小女孩一家从农村搬到了城市，他们的生活也发生了很大的变化。请两组学生根据书上的提示在最短的时间内找出两幅图片中的不同，例如：The pigs were at the farm. They are not in the city.教师可以使用练习 4 中提供的句型带领全班检查各组的回答是否正确。活动 4：记忆游戏活动过程：教师从学生那里收集一些物品，按照一定的位置关系把它们摆放在讲台上，引导学生说出相应的句子，例如：There's a blue bag on the table. The green pencil is in the blue bag. Lili's book is under the bag.然后变换这些物品的位置关系，请学生说出各个物品现在的位置和刚才的位置。例如：教师指向绿色的铅笔（现在已经被放到书包下面），学生就要说出：The green pencil is under the blue bag. It was in the blue bag.为了增强游戏的趣味性，教师可以收集更多的物品放在讲台上，增加学生记忆的难度。活动 5：“Where were you just now“ 游戏活动过程：教师把单词卡贴在教师前面的不同位置上， 创设不同场景，例如：park， supermarket. farm， zoo， cinema . 把学生分为 A 和 B 两组，请两组各派一名代表参加游戏。游戏第一步骤：请两组的代表走到教室前面。教师说：“Ready？ Go！“ 请 A 祖的代表选取一个场所并走到相应的单词卡旁边。其后，教师说：Now change！ 请该学生变换自己的位置。在这个环节中，B 组的代表提问：I am at ……now. And where was I just now？ Guess！“ B 组的代表要使用“Were you at ……？“猜测， 直到找出正确的答案为止。Step 3 总结学生与教师共同小结本课知识要点。教师对学生本节课表现进行评价，并引导学生互评。五、作业41. 读熟课文。2. 抄写单词和课文。1Module 10 Unit 1 Were you on the second floor？1、Teaching aim1. Words: second floor find first2. Sentence drills: Was he there? No, he wasn’t.Were you on the second floor? Yes, we were.3. Comparison between the cardinal and the ordinal. 4. Shops Language Functions ：Talking about the past state， Talking about the changes between the past and the present.2、Important and difficult point1. Main points: Read aloud and act out the text.2. Pattern: Was he there? No, he wasn’t.Were you on the second floor? Yes, we were.3、Teaching aidsRadio、cards、VCD、tapes4、Teaching processStep 1:Warm up and Revision （1）Free talk with the students: I was fat then. Now I’m thin. He was short then. Now he’s tall. （2） Chant: Now and Then.I was fat then. Now I’m thin.He was short then. Now he’s tall.You were fat then. Now you’re thin.We were short then. Now we’re tall.Step 2:2Presentation and Practice （1）T：Wonderful！ Boys and girls. Look, this is a beautiful supermarket. Let’s go shopping, ok? Now, you’re on the first floor.T: Well done！ Were you on the first floor?S: Yes, we were.T: Were you on the second floor?S: No, we weren’t. / Yes, we were.（2）The Second Stage: Bright Eyes （ Look and remember.） T: There are so many things in the supermarket. Let’s see where are they? T: Do you know where they were then?The.is on the.floor. T: Our friends also go to the supermarket, too. Let’s see where they were.S1: Was he / she on the ____floor?Ss: Yes, he / she was. / No, he /she wasn’t.Lead in: Was he there? Yes, he was. / No, he wasn’t.（3） The Third Stage: Big Ears （ Listen and find.） T: Look at Daming’s mother. She is very worried. She can’t find Daming. T: Let’s help her to find Daming.1. Sam and Mr. Smart were on thefirst / second floor.2. Daming was / wasn’t on the first floor.3. Daming was on thefirst / second floor.4. Ms Smart and Amy were on thefirst / second floor.5. The CD is for Daming / Daming’s mother.T: This CD is a present for Mother’s Day. Daming is a good boy. When is Mother’s Day? Step 3: Production The Fourth Stage: Clever Head （Think and guess.）（1） Hide and seek. T: Go out of the supermarket, let’s go to the zoo, go to the park, go to school. 3Were you in the ____? Yes, I was. No, I wasn’t.Was he/she in the ____? Yes, he/she was. No, he/she wasn’t.（2） Where were you then? Step 4:Sum up T: What have you learned today?S: I’ve learned.五、Homework1. Read the dialogue and the sentence.2. Think and say, where were you yesterday?1Module 10 Unit 2 It was there一、教学目标Target aims: Where was/were…?能力目标: Learn to poem；read aloud the text.情感目标:Learnt to go shopping.二、教学重难点教学重点: Read aloud and act out the text.教学难点: 运用正确语句和语法 表演情境。三、教学准备CD, some cards pictures tape四、教学过程1.教师从学生那里收集一些物品，按照一定的位置关系把它们摆放在讲台上，引导学生说出相应的句子，例如：There's a blue bag on the table. The green pencil is in the blue bag. Lili's book is under the bag.然后变换这些物品的位置关系，请学生说出各个物品现在的位置和刚才的位置。例如：教师指向绿色的铅笔（现在已经被放到书包下面），学生就要说出：The green pencil is under the blue bag. It was in the blue bag。2. “Where were you just now“ 教师把单词卡贴在教师前面的不同位置上，创设不同场景，例如：park， supermarket. farm，zoo，cinema . 把学生分为 A 和 B 两组，请两组各派一名代表参加游戏。游戏第一步骤：请两组的代表走到教室前面。教师说：“Ready? Go！“ 请 A祖的代表选取一个场所并走到相应的单词卡旁边。其后，教师说：Now change！ 请该学生变换自己的位置。在这个环节中，B 组的代表提问：I am at …now. And where was I just now? Guess！“ B组的代表要使用“Were you at …?“猜测， 直到找出正确的答案为止。3.“我的小超市“游戏：请学生用画笔画出自己心目中的超市的样子，并向全班讲述一下超市中的商品的分布情况，例如：The books are on the first floor. The clothes are 2on the secondfloor. 为了想出更多的商品类别，教师也可以请学生分组活动。4.填写“我熟悉的超市“记录表：教师设计一张记录表，提供给学生，请学生回忆过去的某一天，自己与家人去某一家超市购物时物品的分布情况，并填写在表格内。填写完成后，然后请各组选派代表向全班介绍例如：The books were on the second floor.五、课后作业1.熟记本单元的单词与句子。2.与父母演练本单元的对话。1Module 10 Unit 2 It was there1教学目标 Knowledge aims:Review some words that have learned.Can use the sentence pattern to describe the location of things.Target language: Where were. It was there/here yesterday/last Sunday. They were here/there.Ability aims:1. To consolidate past tense.2. Talking about the changes between the past and the present.3. Can describe the location of things past and present.Emotion aims: Lead the SS to get the formation of positive attitude and use their own opinion to express things in life.2重点难点 Teaching key points:Express what happened in the past and what is it now.2. How to describe the location of things past and present.Teaching difficult points:Using the sentence patterns skillfully. Learning how to describe the state of past and present.The transformation of tense.3教学过程 活动 1【导入】教学步骤 Teaching steps:Warm Up:2Free talking.Review words and past tense that have learned last class.B. Presentation:Show a picture of a supermarket, say “Do you like shopping, if yes, today I will take you to the supermarket, let’s go.”Show new words. “sweets, vegetables, cakes, fruits, milk, eggs”sweets---high and low voicevegetables---how many fingers how many times & say out the letterscakes--pad pad (touch the back)fruits---drain a trainmilk---up and downeggs--paper, scissor, stone2. Practice the words: matching game, number game, whisper game.3. Explain the word “last”.4. Show the picture of Xiaoli and mother, what can you see in the picture? T tell the story and explain. Then listen and say.5. Sing a song. “We were in the supermarket.”(a. Listen to the song first. b. Then follow reading the lyrics. c. Follow singing. d. boys and girls PK to sing. e. Some ss sing the part of food, some sing the part of toys.)C. PracticeGroup A and Group B PK to read the dialogue.Filling the blanks.Role play.D. ProductionGuessing game: Show a picture of supermarket, ask ss to remember the place of goods, then take away the goods, SA “Where is the milk?” SB“I don’t know. It was on the second floor.” Encourage ss to participate this guessing game.Pick and say a sentence: T prepare some cards, write first or second on the back, st pick a card and guess it was on the first floor or second floor. If right, he/she can get points.3E. Wrap upOpen books and finger reading the text.Blackboard design:sweets -Where are the eggs?vegetables -They were on the firstcakes floor yesterday.fruitmilk -Where is the milk?eggs -It was here last Sunday.1《She’s very nice》教学设计一、教案背景1，面向学生： □中学 □小学 2，学科：英语2，课时：13，学生课前准备：一、初读课文，了解课文大意。二、自学新单词，拼读单词读音，了解汉语意思。二、教学课题本课为外语教学与研究出版社第六册第一模块第一单元内容《She’s very nice》三、教材分析教学分析：本课主要学习怎样描述人物特点。 学情分析：三年级学生学习英语的热情很高，但个别同学基础较差，今后应在教学中对这些同学多加提问，培养他们学习的兴趣，鼓励他们学习的积极性，使学生齐头并进，乐学、爱学。教学目标（一）、学习目标1、能听懂会说单词 nice always a bit but shy loud quiet 2、能听懂会说句子，描述别人的 This is … She’s…He’s ….3、能运用 He’s 或 She’s 自编对话。（二）、情感目标1、能过师生配合介绍新知与活动设计。激发并培养学生学习兴趣。2、 鼓励学生勇于参与课堂活动，增强其自信心。3、 充分发挥学生的主体意识，让学生在活动中培养协作精神，体验英语学习的成功感。（三）、发展智力目标能过听录间跟读，帮助学生掌握的正确的语音语调，鼓励学生自编对话，发展其良好的表达能力和创造性运用语言的能力。教学重点：21、 单词 nice、shy、a bit、always、but、loud、quiet2、 用 This is … ;He’s 及 She’s …介绍别人。教学难点：1、 单词 quiet 的音和义。2、 形容一个人的个性，He’s shy/nice/clever/naughty/和 She’s sky/nice/clever/naughty四、教学方法1． 导入法。以歌曲导入的形式，创造学习英语的氛围，培养孩子们对英语的兴趣。2． 利用多媒体教学方法，吸引同学们的注意力，使学习的内容形象化，更适合于三年级学生的思维模式。3． 游戏教学法：使学生寓学于乐，在活泼、轻忪、愉快的气氛中自然而然地获得英语知识与技能。4． 交际法：为了让学生能运用言语进行交流，重要的是使学生能够考虑到进行相互交流的人们的作用和地位，考虑到所涉及的题目和情景，从而能恰如其分地运用语言。五、教学过程第一课时Step 1. Warming-up sing a song http://music.baidu.com/song/10495259 Everyday EnglishT: Who’s on duty today?S1: I am. Today is Thursday. It’s mar, 9th. Today is sunny. It’s a nice day.Ss: (repeat). Today is Thursday. It’s mar, 9th. Today is sunny. It’s a nice day.T: What’s meaning of nice day?Ss:好天气。T：Ok, very good.当 nice 用来形容天气的时候可以翻译成好天儿。那当两个人初次见面的时候通常说什么呢？Ss: Nice to meet you.T: Nice to meet you, too.那在这里 nice 就翻译成高兴的意思了。那你知道当 nice 用来形容人的时候，翻译成什么吗？Ss:友善的，好的。3T：Well done.下面我们就请一名友善的同学来介绍他的好朋友吧。S1: Hello, I’m ××. I’ve got a friend. She likes …. Her favourite … . She can …. She usually goes to school by …. She always … at the weekend. Who’s she? T: If you want to know more, ask ××,please.T: 出示问题 Is she…?(提示学生,板书 adj: tall ，clever, naughty). S1:Yes,she is/No, she isn’tSs: Is she… ? T: Well done. Here is your present.Step 2. Presentation1. Lead-inT: ×× has got her friend. Have you got your friends ? S: Yes, I’ve got friends. 2. 出示 photoT: I’ve got many friends, too. Look! This is my friend, Miss Lily. She is not very tall. But she’s very pretty. And she’s very nice. Because she always helps me with my English. So I can speak English well. → nice (友善的)S: nice (repeat with action) (女孩男孩)T: She helps me. And she also helps her with her English. She helps her with her English, too. She helps people. 出示 help people 帮助人们 S: help people (开火车)T: My friend helps me. She is nice. And she helps everyone. So she is very, very nice. Read after me. Very very nice.S: very, very nice.T/S: Miss Lily is very, very nice, I think. She always help Tian Jun and Wang Chao.T: come here, Jia AoT: I want to give you a present. T: Close your eyes. (口红，kiss 脸颊)T: Oh. Look! She is shy. （出示 shy） S: shy (同桌)T/s: shy(捂半个脸颊)4T/S: very shy (捂整个脸颊)害羞的图片A bit shy (食指指脸颊)T: I say , you do the action. S: Group A: Group B: T: She’s a bit shy. But she is very clever. Because she can write e-mail.T/S: mail →e-mail 电子邮件 (实物：mail)T: And she can make e-cards, too. (实物 card)S: card → e-card → e-cards 电子贺卡 S: card → e-card → e-cards →make e-cards(小小组：大小声操练)T: loud、lowT/S: Everyone “make e-cards” (loudly)Well done. You speak loudly. You are loud. S: loud (排)T: loud 、loud (quick ,quick ) S:T: please be quiet. Li Yang is quiet. T/S: quiet ,quiet …Step 3.Practise. 1．Task: listen and act the words: nice, clever, shy, quiet, loud, naughty1) T: repeat after me. T: nice, nice … shy, shy… clever, clever…loud, loud… quiet，quiet… naughty，naughty S: 2) T: I say the words. You do the action.2. Say a chant 《This little boy is quiet》 T/S: repeat after teacher Sentence→ word →“cry”T/S: chant (twice) 5Step 4. ConsolidationTask: Act the text1) T: Now Look Who is he ? T: Panpan has got some friends. Who are they ? Look at the screen. (播放 flash) http://www.tudou.com/programs/view/x4Bhtx0qS24/ T: How many friends has Panpan got? Who are they? S:answerT: Who is very nice? Who is a bit shy? Look and listen again.S answer2) S: (listen and repeat after the tape twice sentence→paragraph )S: (read before the tape and comparing with the tape paragraph)G1 and G2 配音 paragraphS: (prepare to act the text )S: (act) Step 5. ExtensionTask: Introduce friendsT: 4 Students in a group. Make a introductionT: I’ll give you a model. Who can help me? (加外貌形容词)T: Three students come here. You helps me.Homework 1. 制作完成好友像册2. 把好友像册展示给父母看，向父母介绍自己的好友。或者邀请这些好友到自己家做客，并用英语把他们介绍给父母认识。六、教学反思She’s a nice teacher.是新标准英语一年级起点第六册第一模块第一单元的教学内容。本节课我创设了一个生动活泼的语言学习环境，主要是对于简单的形容词的理解和运用，整节课的内容相对简单。整节课学生能够比较容易的掌握单词和句型，并能够对单词和句型加以运用，并能够进行简单的拓展活动。展示身边6人物的图片，让学生在玩中学，做中学，有效地激发和提高了学生学习的兴趣，进行分组练习极大的调动了学生学习的积极性。在课堂教学环节中，我让学生用以前学过的单词和简单的句型就教室的物品进行造句练习，学生在操作和练习中较好的掌握来单词和句型，课堂教学的效果较好。以活动为方式，变课堂为生活，促使学生在活动中互相学习，互相帮助，鼓励学生大胆地使用英语，对他们在学习过程中的失误和错误采取宽容的态度，体验成就感，发展合作精神，并逐步提高自己的综合语言运用能力。七、教师个人介绍省份：辽宁省 学校：辽宁省本溪市明山区华厦小学 姓名：王翘楚职称：小学一级 电话： 18841422277 电子邮件：455547257@qq.com通讯地址：辽宁省本溪市明山区华厦小学王翘楚，本科学历，毕业于辽宁师范大学，2011 年参加工作以来，一直从事英语教学工作，在我的工作中，我会尽我最大的努力，或许成为最好的有点儿困难，但是成功或失败并不是唯一的事情，只要我努力了，就不会后悔。所以，“尽我所能”是我的座右铭。1Unit2 I’m going to help her.(Period 2)教学目标：1）认知目标：1、学习 helpful, plus; 复习 Science, Maths 等科目名称。2、语言结构：I’m helpful. This little girl can’ do her Maths.I’m going to help her.What’s ten plus eleven?2）技能目标：能运用 This little girl can’ do her Maths. I’m going to help her.这一语言结构叙述他人的困难和自己打算提供的帮助。3）情感目标：培养学生助人为乐的思想。教学重点： I’m helpful. This little girl can’ do her Maths.I’m going to help her.What’s ten plus eleven?教学难点： This little girl can’t do her Maths.I’m going to help her.教学方法： 听说法，交际法，游戏教学准备： 录音机/带，图片教学程序： Warmer1. Ask some questions about the text in unit1.T: What is Maomao like?Ss: She’s very nice. But she’s a bit shy.2. Encourage Ss to show their good friends photos and describetheir characters.3. review numbers.1) T: Now I’m going to call out two numbers. Count from the firstto the second number, please.T: 5 and 8Ss: 5, 6, 7, 8.T: 6 and 11Ss: 6, 7, 8, 9 , 10, 11.2) T writes and says like this:1+4=5 one plus four is “o five.”7+3=10 “ seven plus three is ten.”Then T asks Ss : “ What’s two plus two?”“What’s three plus six?”After that, T writes and asks Ss to read it:10+11=? What’s ten plus eleven?T: “ Can you do it? But a little girl can’t do it. Parrot is helpful. He is going to help2Her. Let’s open our books and see.”Learning the text1. Ss listen and repeat the dialogue.2. T divides Ss into 2groups. One is Parrot, the other is the girl. T plays the tape, Ss repeat their part of the dialogue.[提醒学生注意 Parrot 助人的方式，启发学生不但要乐于助人，还要用正确的方式帮助人。]3. T shows some pictures of subjects quickly and asks Ss to read..3. T writes some words on the board and tells Ss: “ I am going to point at a boy or a girl and say a subject, you have to say the correct sentences.”Example: T: (Points at a boy) Science.Ss: This little boy can’t do his Science. I’m going to help him.4. T: Now look at the pictures. I want you to talk about them. Lookat the example. Let me do some Examples.T: ( Points at S1) This little boy can’t do his Science. I’m going to help him. It’s this.S1: It’s a ball. Thank you . Parrot.Then Ss do the pair work.Game: Choose cards from boxes and make sentences.S1 takes two cards from two boxes and uses the two words to makesentences . the others offer help.Example: Words: Tom, EnglishS1: Tom can’t do his English.S2: I can help him. I’m going to help him.Learning the poem1. Have Ss recall some adjectives in Unit1.2. Have Ss read the poem and underline all the adjectives in the poem.Then call them out.3. T plays the poem line by line . After each line, Ss call out the adjectivesat the end of the sentenceAdjectives: good, bad, happy, sad, naughty, shy, nice,[ 提醒学生：cry is not an adjective. It’s a verb]4．The boys read the first four lines of the poem and point at the This little _______can’t do his/ her_______.I’m going to help him/her.3girs.The girls read the second four lines and point at the boys. 5. Ss say the poem together.板书设计Unit2 I’m going to help her.(period 3)教学目标：1）认知目标：掌握一些形容词 nice, clever, shy, quiet, loud ,naughty, helpful,good, bad, happy.掌握几个语言结构：This is Lily. She’s nice and clever.This is Tom. He’s very clever. But he’s a bit quiet.Sam can’t do his Chinese. I’m going to help him.2）技能目标：能熟练使用形容词描述人或事物；能简单叙述他人的困难并 提供帮助 can’t …. I’m going to help … .3) 情感目标：通过形式多样的语言练习活动，使学生能熟练运用语言知识，树立自信心，感受学习乐趣。教学重点： 学生能熟练使用形容词描述人或事物；能简单叙述他人的困难并 提供帮助。…can’t …. I’m going to help … .教学方法： 交际法，活动法，游戏。教学准备： 图片，CAI教学程序： Warmer1. Revise some adjectives.1) Write some words on the board:big smallfat thintall shortred greennew old2) Encourage Ss to describe something in the room.Example: The classroom is big. The desk is small.3) Have Ss look at the pictures on the screen and describe them,.2. T gives a statement about this character. Ss have to agree or disagree.Example:T: (points to Parrot) He’s clever.Ss: No, he isn’t.T: He’s naughty.Module1 Unit1 I’m going to help her.1+4=5 This little____can’t do his/her_____.7+3=10 I’m going to help him/her.10+11=? What’s ten plus eleven?4Ss: Yes, he is.Activity1Show these sentences on the screen:AndShe’s tall and…They can swim and…The dog is naughty and…ButI can’t dance but…The tree is very small but…My book is cheap but…1) Do some examples and have Ss to complete them.Example: She’s tall and thin.I can’t dance but I can run2) Have Ss work in pairs and complete the sentences.Activity2T points to objects on different pages in the book and say what each one is. Ss have to make a statement using an adj.Example:T: This is a dog.Ss: It’s very small.Game: a memory game.1) Ask some Ss to write a word on a piece of paper.2) These Ss quickly show their words to the others.3) The others try to remember more.4) T calls their names, Ss say the sentences.Example: T: SallyS1: Sally is nice.T: Sally, show your word. Yes, Sally is nice.Maria.S2: Maria is quiet.Maria: (Show her word) I’m not quiet. I’m helpfulWords training1) Show the following on the screen:Fulhelp, yaghtun, vcelre, djou, iteuq, yhs, mstha2) Explain that the letters are in the wrong order.3) Put Ss in pairs and have them guess the words.板书设计Module1 Unit2I’m going to help her.big smallfat thintall shortred greennew old5教后记：