1、(沪教牛津版 )三年级英语下册教案 Module2Unit 3 People I likeThe second period1、任务前期准备阶段（Pre-task preparation section）Activity 1 （Chant ）1、教学辅助(Aids)1)电脑2）屏幕2活动过程（Process）Steps Contents Methods Purpose1 ChantStudents read together. 轻松的儿歌使学生很快投入到学习英语的氛围中，同时，朗读儿歌也是为本课中让学生用英语介绍他人作单词上的复习准备。2 Question 从儿歌中引出问题：Have you
2、good friends?有关朋友的问题的讨论可以激发学生的表达欲望， 激活学生的思维， 有利于课堂的展开， 为下一个环节的展开作好铺垫。Activity 2 (Talk about their friend)1、教学辅助(Aids)1)电脑2）屏幕2活动过程（Process）Steps Contents Methods Purpose1 Introduce your friend. Ask some students to describe their friend with the sentences of “He / She is His/ Her is ”.训练学生用英语介绍人的能力。
3、其余同学学会听，并能根据提供的信息猜测名字。Activity 3(Talk about the teacher and deskmate)1、教学辅助(Aids)1)电脑2）屏幕2活动过程（Process）Steps Contents Methods Purpose1 Talk about the teacher.Ask students to say something about the teacher with the sentences of You or “Your训练学生用 You are或 Your .的单句来描述对方的长相，为下面的说话训练做准备，同时解决课文中重点句型的语法结
4、构上的教学。2 Talk about the deskmate.Oral practice: Ask students to look at their desk-mate and say with the sentences of “You are or Your 让学生通过观察同桌用填空的形式说对方的特征，训练学生的多句说话能力，同时，采用这种方式减少练习的时间，适当的提示降低部分学困生的语言障碍，再次解决了课文中的重点句型的运用。2、任务中期实施阶段（While-task procedure section ） Activity 1 （Talk about Lucys family）1、
5、教学辅助(Aids)1)电脑2）屏幕2活动过程（Process）Steps Contents Methods Purpose1 Asking practice Teacher describes Little Lucy and asks Sts to guess.Show the picture of “Little Lucy” and ask “Whos this? This is”承接上一个描述环节， 同时引出今天的故事的主人公和主要句型。2 Talk to Little LucySay Hello to Little Lucy or ask questions培养学生能养成主动用英语向对
6、方问候，打招呼的习惯，并能用英语简单询问对方的一些情况,即培养学生英语话题意识。Activity 2 (Learn new words)1、教学辅助(Aids)1) 电脑2）屏幕2活动过程（Process）New Sentence:Who is this?Learn words:mother1) motherT: Whos this?Say-Spell-Talk about Lucys mother1) Talk about your mother.How is your mother?What is your mother?Word: father拓展词汇：big and strong1)S
7、how pictures and guessing games: Whos he?2)Teach:fatherSay-DescribeHes is big and strong.3)What do you think of your father?1.2.Words:grandmaSentences:Shes all right.1)Riddle:Whos she?Shes old. Shes motheror fathers mothe.Whos she? Shes .Teach:grandma2)Show picture:Ask:How is she?(old/kind/sad)3)Lis
8、ten:Whats wrong with grandma?Why is she sad?让学生通过观察猜测人物之间的关系，提高他们学习的主动性，激发他们的参与热情。同时，让部分课外知识丰富的学生有机会展示他们的知识，增加大家相互学习的机会。拓展词汇，丰富语言内容，引导学生尝试运用该词组描述人。补充知识，丰富学生的学习内容。为以后的模仿奶奶的声调和拓展阅读做准备。S:She is ill.T:Yes, She is ill. Shes not fine. She s in bed.4)Look and say:She is sad. She is not fine.Shes ill. Shes
9、in bed.2) Pair work:Makd short dialogue L:Grandma,are you all right?G:No,Im ill. Im in bed.5)Grandma is ill.What can we do?What can we say?Discuss in group.Listen and act 1.Listen to the tape.2.Do action.培养学生关心他人、主动帮助他人的意识和初步尝试运用所学知识来表达的能力。进行民族文化教育：帮助、关心需要帮助的人Activity 3（Talk about the wolf）1、教学辅助(Ai
10、ds)1) 电脑2）屏幕2活动过程（Process）Steps Contents Methods Purpose1 wolf Show the picture of wolf.Say something about the wolf.让学生再次用第三人称描述特征，训练语言表达能力。2 Imitate the voice of wolf.Say like the wolf.激发学生的思维想象，丰富狼这个角色的语言，并有意识地引导学生模仿狼狡猾、凶恶的语音语调，培养学生表演时表现出不同人物不同语音语调的能力， 同时为下文故事的开展作好铺垫。3 Role-play Make a dialogue b
11、etweenthe wolf and Little Lucy通过角色体验，培养学生合作能力和对话能力。Activity 4（Listen and read）1、教学辅助(Aids)1)电脑2）屏幕2活动过程（Process）Steps Contents Methods Purpose1 Picture 1-8 1) Listen to the tape and read after or together with the tape.2) Read the part in groups.3) Show Picture 8What can you do?Group work.培养学生听录音朗读能
12、力。通过假设的情景让学生以小组合作讨论的形式得出正确的逃生方法，进行生存技能教育。2 Picture 9-12 1) Students read by themselves 培养学生在阅读中理解生词的能力。2) MatchGo away.Here she is.Go to bed.3) Read after the tape3、任务后期完成阶段（Post-task activity section）Activity 1（Read and act）1、教学辅助(Aids)1)电脑2）屏幕2活动过程（Process）Steps Contents Methods Purpose1 Read the whole storyShow three sections of the story and let students make a dialogue with friends.提供学生本故事中的三个片段，让学生进行片段表演，减轻由于篇幅过长，学生语言及表演上的难度。2 Make a dialogueAsk some groups to act out. 通过学生的表演，模拟这类情景及学生的反应和做法。Homework:与父母一起制作人物头像，并一起表演。
