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人教版（PEP）英语三年级下册Thefirstperiod教案
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Recycle 2 The first period(第一课时)Page 66 & Page 67▶教学内容与目标▶教学重点1. 能够听懂､会说､认读句型“I’m big and tall/short.” “I can…” “I like…”,并能够在真实或模拟的情景中正确使用所学句型来进行交流｡2. 复习表示水果､方位的单词,做到能听懂､会说､会认读｡▶教学难点能够根据具体的情景选择相应的句子进行恰当的交流｡▶教学过程 教材分析本单元是复习巩固单元｡教学内容主要是复习第4~6单元所学的询问某人或某物在哪里､如何表达自己喜欢吃某物､如何询问看到或拥有的物品的数量以及含有简单形容词的句子等日常用语｡教学重点是能听､说､认读核心句型“I can…” “I’m…” “I like…” “—Where is…? —It’s in/on/under…” “How many…do you see?” “How many…do you have?”,进一步培养学生大胆开口､勇于在实际情景中用英语交际的能力教学目标知识目标:·复习询问物品位置并回答的句型“—Where is the…? —It’s in/on/under…”和确定物品位置的问句及其答语“—Is it in/on/under…? —Yes, it is./No, it isn’t.”·复习询问别人对水果的好恶的问句及其答语“—Do you like…? —Yes, I do./No, I don’t.”以及表达对水果的好恶的句型“I like…/I don’t like…”·复习询问看到物品的数量的问句及其答语“—How many…do you see?—I see…”以及询问或谈论拥有物品数量的句型“—How many…do you have?—I have…”·方位介词“in, on, under”·物品与玩具单词“chair, desk, cap, ball, car, boat, map”·水果单词“pear, apple, orange, banana, watermelon, strawberry, grape”·数字11~20单词“eleven, twelve, thirteen, fourteen, fifteen, sixteen, seventeen, eighteen, nineteen, twenty”·元音字母a, e, i, o, u在单词中的短音发音规则能力目标:·能够运用4~6单元所学词汇与句型询问物品位置并回答和谈论物品位置·能够运用4~6单元所学词汇与句型询问别人对水果的好恶并回答和表达对水果的好恶·能够运用4~6单元所学词汇与句型询问看到物品的数量并回答,询问或谈论拥有物品的数量并回答情感态度､文化意识､学习策略目标:·通过复习单元的学习,掌握复习､梳理和归纳的学习方法,注意发现所学语言的规律,并能够将规律举一反三地运用·在教师的引领下,逐步形成自主学习的习惯课时安排第一课时: Page 66 & Page 67第二课时: Page 68 & Page 69课时教学内容课时教学目标Page 66·能够听懂､会说､认读句型“I’m big and tall/short.” “I can…” “I like…”·能够在真实或模拟的情景中正确使用所学句型来进行交流·能够正确理解故事的意义,正确朗读故事,并能表演故事Page 67·通过听力练习复习第四单元中关于询问和描述物品位置的词汇和句型,以及第五单元中的水果词汇Step 1: Warm-up & RevisionTeaching purpose①本课时故事的中心话题是水果,因此以这首与水果相关的歌曲开始课程,为课时重点内容的学习服务,为下一环节的活动埋下伏笔｡1.Greetings.2. Sing a song—Finger Fruit Song. (出示课件)①3.Revision.The teacher takes some word cards about fruit and makes a dialogue like this:T: Do you like apples?Ss: Yes, I do./No, I don’t. Students make dialogues and act them out.Teaching purpose②通过问题引导学生观察并讨论图片,培养学生的观察能力｡让学生通过读图来了解故事发生的地点背景｡Step 2: Presentation1.Lead-in.② T: Look at the pictures on page 66. (出示课件) The animals will have a party tomorrow, so today they prepare something for the party. Where are they?Ss: They are in the orchard.T: How many animals can you see? Ss: Four.T: Who are they?Ss: An elephant, a bird, a duck and a monkey.T: What are they doing?Teaching purpose③先看动画,预测文本大意,后带着问题观察图片,帮助学生疏通文本｡Ss: They are getting some fruit. 2. Watch and answer.③(1) Let students watch the video for the first time, and get the main ideas of the dialogues. (课件出示:教材Read aloud的视频)Teaching purpose④分段呈现对话,出示问题,逐步引导学生跟随文本理解课本内容｡Show Picture 1.④T: Now answer these questions.①Who can get the grapes, why?②Who can get the bananas, why?③Who can get the strawberries, why?S1: The bird can get the grapes, because it can fly.S2: The elephant can get the bananas, because it’s big and tall.S3: The duck can get the strawberries, because it’s short.T: You’re great!Show Picture 2, 3 and 4. (课件出示:教材P66 Read aloud的第二､三､四幅图)T: The animals finish their work. Now the monkey is counting the number of the fruit. Let’s see what happens and answer the question. ①How many bananas do they get?②How many grapes do they get? ③Where are the bananas? Who likes bananas? S1: They get 13 bananas.S2: They get 20 grapes.S3: The elephant gets the bananas. The monkey and the elephant like bananas.T: You all do a good job. Excellent! (Encourage students to answer the questions by using their own words.)Teaching purpose⑤通过跟读使学生掌握对话的正确语音语调｡(2)Students watch the video for the second time, then read after it. Pay attention to the pronunciation and the intonation.⑤Teaching purpose⑥通过自由读及分角色读课文,使学生在不同方式的读的活动中熟悉､巩固重点句型｡3. Ask students to read the dialogues freely and ask some students to read the dialogues in roles.⑥T: I will give you five minutes to read the dialogues freely.Ss: (read the dialogues freely)T: Now I need some students to read the dialogues in roles. Who wants to be the elephant?…Ss: (read the dialogues in roles)In the end, the teacher gives the best group stickers as the prize.Teaching purpose⑦表演课文可以使学生提高自己的综合运用语言能力｡Step 3: Practice1. Act out the story.⑦The teacher asks some groups to go to the front of the classroom. And students choose their animal headwears to act out the story. The teacher should pay more attention to the students poor in English and encourage them to act.2. What can we learn from this story?Ss: We should share things with our friends.Step 4: Consolidation & ExtensionListen and draw.Teaching purpose⑧用问题过渡,让学生观察图片,猜测听力内容,为听音画图活动做好准备｡1. The teacher shows the picture, and discusses the content with students.⑧(课件出示:教材P67 Listen and draw的图片)T: What can you see in this picture?Ss: I can see…(Answer the question freely.) Teaching purpose⑨学生听音画图,然后请学生描述所画的物品及其位置,使学生在听懂的基础上,还能用语言描述物品的位置｡2. Students listen to the recording, and draw something on the picture.⑨T: Let’s draw something on this picture. Listen and draw. (播放课件)Ss: (Listen to the recording and draw.)T: What do you draw? Where are they? Show me your pictures.In the end, the teacher shows the answer on the PPT. (课件出示：答案及听力材料)T: How many footprints do you see?Ss: (Count the footprints.) 19 footprints. ▶板书设计▶作业设计1. Practice the dialogues. ▶教学反思1.总体来说,整个教学设计基本上实现了课程教学目标｡2.在如何提高活动的有效性､把握好“放”的尺度方面,还需要进一步探索｡3.本节课目的是为了操练和巩固语言知识｡但是因为是复习课,有些学生兴致不高,离预期的教学效果还有一定差距｡因此教师还需考虑活动的趣味性,要努力让全体学生在课堂上愉快地学习英语!▶Teaching Contents & Teaching AimsPage 66·Be able to listen, speak and read the sentence structures “I’m big and tall/short.” “I can…” “I like…”·Be able to communicate in real or simulative situations by using the sentence structures correctly.·Be able to understand the main idea of the story, read the story correctly and act it out.Page 67·Be able to review the vocabulary and sentence structures of Unit 4 and the vocabulary about fruit of Unit 5 by listening exercises.▶Teaching Priorities·Be able to greet and introduce friends to others, ask and answer the questions about nationality.·Be able to understand, speak and read the sentence structures “I’m big and tall/short.” “I can…” “I like…”.·Be able to communicate in real situations by using the sentence structures correctly.·Be able to review the vocabulary about fruit and position. Be able to listen, speak and read the vocabulary.▶Teaching Difficulties·Be able to choose the appropriate sentences according to the situations for communication.▶Teaching Procedures Teaching StagesTeacher’ s ActivitiesStudents’ ActivitiesTeaching PurposesWarm-up & Revision 1. Greetings.2. Play a song—Finger Fruit Song.3. Revision.Take some word cards and make a model.1. Greetings.2. Sing the song.3. Make dialogues and act them out.Stimulate students’ learning interest. Help students review the words for the next part.Presentation1. Lead-in.Create a situation and ask some questions about the pictures to lead in the topic.Look at the pictures and answer the questions.Cultivate students’ observation ability. Make sure students can read the story correctly and fluently.2. Watch and answer.(1)Ask students to watch the video for the first time and get the main ideas of the dialogues.Show the pictures and ask students some questions according to these pictures.(2)Ask students to watch the video for the second time, then read after it.(1)Watch the video for the first time and get the main ideas of the dialogues. Look at the pictures and answer the questions.(2)Watch the video for the second time, then read after it.Use the questions to help students get the overall perception of the text and the useful information. Help students read the dialogue with the correct pronunciation and intonation.3. Ask students to read the dialogues freely and ask some students to read the dialogues in roles.Read the dialogues freely, then read them in roles.Make sure students can consolidate the important sentence structures by different reading activities.Practice1. Ask some groups to act out the story.Pay more attention to the students poor in English and encourage them to act.2. Ask a question “What can we learn from this story?”1. Choose their animal headwears to act out the story.2. Say something about the question “What can we learn from this story?”Improve students’ comprehensive ability of language using by acting out the story.Consolidation & ExtensionListen and draw.1. Show the picture and discuss the content with students.2. Play the recording. Ask students some questions.1. Look at the picture and discuss the content with the teacher.2. Listen to the recording and draw something on the picture. Then count the footprints and answer the teacher’s questions.Let students observe the picture to prepare for the listening and drawing activities.Homework1. Practice the dialogues.2. Do the exercises.
Recycle 2 The first period(第一课时)Page 66 & Page 67▶教学内容与目标▶教学重点1. 能够听懂､会说､认读句型“I’m big and tall/short.” “I can…” “I like…”,并能够在真实或模拟的情景中正确使用所学句型来进行交流｡2. 复习表示水果､方位的单词,做到能听懂､会说､会认读｡▶教学难点能够根据具体的情景选择相应的句子进行恰当的交流｡▶教学过程 教材分析本单元是复习巩固单元｡教学内容主要是复习第4~6单元所学的询问某人或某物在哪里､如何表达自己喜欢吃某物､如何询问看到或拥有的物品的数量以及含有简单形容词的句子等日常用语｡教学重点是能听､说､认读核心句型“I can…” “I’m…” “I like…” “—Where is…? —It’s in/on/under…” “How many…do you see?” “How many…do you have?”,进一步培养学生大胆开口､勇于在实际情景中用英语交际的能力教学目标知识目标:·复习询问物品位置并回答的句型“—Where is the…? —It’s in/on/under…”和确定物品位置的问句及其答语“—Is it in/on/under…? —Yes, it is./No, it isn’t.”·复习询问别人对水果的好恶的问句及其答语“—Do you like…? —Yes, I do./No, I don’t.”以及表达对水果的好恶的句型“I like…/I don’t like…”·复习询问看到物品的数量的问句及其答语“—How many…do you see?—I see…”以及询问或谈论拥有物品数量的句型“—How many…do you have?—I have…”·方位介词“in, on, under”·物品与玩具单词“chair, desk, cap, ball, car, boat, map”·水果单词“pear, apple, orange, banana, watermelon, strawberry, grape”·数字11~20单词“eleven, twelve, thirteen, fourteen, fifteen, sixteen, seventeen, eighteen, nineteen, twenty”·元音字母a, e, i, o, u在单词中的短音发音规则能力目标:·能够运用4~6单元所学词汇与句型询问物品位置并回答和谈论物品位置·能够运用4~6单元所学词汇与句型询问别人对水果的好恶并回答和表达对水果的好恶·能够运用4~6单元所学词汇与句型询问看到物品的数量并回答,询问或谈论拥有物品的数量并回答情感态度､文化意识､学习策略目标:·通过复习单元的学习,掌握复习､梳理和归纳的学习方法,注意发现所学语言的规律,并能够将规律举一反三地运用·在教师的引领下,逐步形成自主学习的习惯课时安排第一课时: Page 66 & Page 67第二课时: Page 68 & Page 69课时教学内容课时教学目标Page 66·能够听懂､会说､认读句型“I’m big and tall/short.” “I can…” “I like…”·能够在真实或模拟的情景中正确使用所学句型来进行交流·能够正确理解故事的意义,正确朗读故事,并能表演故事Page 67·通过听力练习复习第四单元中关于询问和描述物品位置的词汇和句型,以及第五单元中的水果词汇Step 1: Warm-up & RevisionTeaching purpose①本课时故事的中心话题是水果,因此以这首与水果相关的歌曲开始课程,为课时重点内容的学习服务,为下一环节的活动埋下伏笔｡1.Greetings.2. Sing a song—Finger Fruit Song. (出示课件)①3.Revision.The teacher takes some word cards about fruit and makes a dialogue like this:T: Do you like apples?Ss: Yes, I do./No, I don’t. Students make dialogues and act them out.Teaching purpose②通过问题引导学生观察并讨论图片,培养学生的观察能力｡让学生通过读图来了解故事发生的地点背景｡Step 2: Presentation1.Lead-in.② T: Look at the pictures on page 66. (出示课件) The animals will have a party tomorrow, so today they prepare something for the party. Where are they?Ss: They are in the orchard.T: How many animals can you see? Ss: Four.T: Who are they?Ss: An elephant, a bird, a duck and a monkey.T: What are they doing?Teaching purpose③先看动画,预测文本大意,后带着问题观察图片,帮助学生疏通文本｡Ss: They are getting some fruit. 2. Watch and answer.③(1) Let students watch the video for the first time, and get the main ideas of the dialogues. (课件出示:教材Read aloud的视频)Teaching purpose④分段呈现对话,出示问题,逐步引导学生跟随文本理解课本内容｡Show Picture 1.④T: Now answer these questions.①Who can get the grapes, why?②Who can get the bananas, why?③Who can get the strawberries, why?S1: The bird can get the grapes, because it can fly.S2: The elephant can get the bananas, because it’s big and tall.S3: The duck can get the strawberries, because it’s short.T: You’re great!Show Picture 2, 3 and 4. (课件出示:教材P66 Read aloud的第二､三､四幅图)T: The animals finish their work. Now the monkey is counting the number of the fruit. Let’s see what happens and answer the question. ①How many bananas do they get?②How many grapes do they get? ③Where are the bananas? Who likes bananas? S1: They get 13 bananas.S2: They get 20 grapes.S3: The elephant gets the bananas. The monkey and the elephant like bananas.T: You all do a good job. Excellent! (Encourage students to answer the questions by using their own words.)Teaching purpose⑤通过跟读使学生掌握对话的正确语音语调｡(2)Students watch the video for the second time, then read after it. Pay attention to the pronunciation and the intonation.⑤Teaching purpose⑥通过自由读及分角色读课文,使学生在不同方式的读的活动中熟悉､巩固重点句型｡3. Ask students to read the dialogues freely and ask some students to read the dialogues in roles.⑥T: I will give you five minutes to read the dialogues freely.Ss: (read the dialogues freely)T: Now I need some students to read the dialogues in roles. Who wants to be the elephant?…Ss: (read the dialogues in roles)In the end, the teacher gives the best group stickers as the prize.Teaching purpose⑦表演课文可以使学生提高自己的综合运用语言能力｡Step 3: Practice1. Act out the story.⑦The teacher asks some groups to go to the front of the classroom. And students choose their animal headwears to act out the story. The teacher should pay more attention to the students poor in English and encourage them to act.2. What can we learn from this story?Ss: We should share things with our friends.Step 4: Consolidation & ExtensionListen and draw.Teaching purpose⑧用问题过渡,让学生观察图片,猜测听力内容,为听音画图活动做好准备｡1. The teacher shows the picture, and discusses the content with students.⑧(课件出示:教材P67 Listen and draw的图片)T: What can you see in this picture?Ss: I can see…(Answer the question freely.) Teaching purpose⑨学生听音画图,然后请学生描述所画的物品及其位置,使学生在听懂的基础上,还能用语言描述物品的位置｡2. Students listen to the recording, and draw something on the picture.⑨T: Let’s draw something on this picture. Listen and draw. (播放课件)Ss: (Listen to the recording and draw.)T: What do you draw? Where are they? Show me your pictures.In the end, the teacher shows the answer on the PPT. (课件出示：答案及听力材料)T: How many footprints do you see?Ss: (Count the footprints.) 19 footprints. ▶板书设计▶作业设计1. Practice the dialogues. ▶教学反思1.总体来说,整个教学设计基本上实现了课程教学目标｡2.在如何提高活动的有效性､把握好“放”的尺度方面,还需要进一步探索｡3.本节课目的是为了操练和巩固语言知识｡但是因为是复习课,有些学生兴致不高,离预期的教学效果还有一定差距｡因此教师还需考虑活动的趣味性,要努力让全体学生在课堂上愉快地学习英语!▶Teaching Contents & Teaching AimsPage 66·Be able to listen, speak and read the sentence structures “I’m big and tall/short.” “I can…” “I like…”·Be able to communicate in real or simulative situations by using the sentence structures correctly.·Be able to understand the main idea of the story, read the story correctly and act it out.Page 67·Be able to review the vocabulary and sentence structures of Unit 4 and the vocabulary about fruit of Unit 5 by listening exercises.▶Teaching Priorities·Be able to greet and introduce friends to others, ask and answer the questions about nationality.·Be able to understand, speak and read the sentence structures “I’m big and tall/short.” “I can…” “I like…”.·Be able to communicate in real situations by using the sentence structures correctly.·Be able to review the vocabulary about fruit and position. Be able to listen, speak and read the vocabulary.▶Teaching Difficulties·Be able to choose the appropriate sentences according to the situations for communication.▶Teaching Procedures Teaching StagesTeacher’ s ActivitiesStudents’ ActivitiesTeaching PurposesWarm-up & Revision 1. Greetings.2. Play a song—Finger Fruit Song.3. Revision.Take some word cards and make a model.1. Greetings.2. Sing the song.3. Make dialogues and act them out.Stimulate students’ learning interest. Help students review the words for the next part.Presentation1. Lead-in.Create a situation and ask some questions about the pictures to lead in the topic.Look at the pictures and answer the questions.Cultivate students’ observation ability. Make sure students can read the story correctly and fluently.2. Watch and answer.(1)Ask students to watch the video for the first time and get the main ideas of the dialogues.Show the pictures and ask students some questions according to these pictures.(2)Ask students to watch the video for the second time, then read after it.(1)Watch the video for the first time and get the main ideas of the dialogues. Look at the pictures and answer the questions.(2)Watch the video for the second time, then read after it.Use the questions to help students get the overall perception of the text and the useful information. Help students read the dialogue with the correct pronunciation and intonation.3. Ask students to read the dialogues freely and ask some students to read the dialogues in roles.Read the dialogues freely, then read them in roles.Make sure students can consolidate the important sentence structures by different reading activities.Practice1. Ask some groups to act out the story.Pay more attention to the students poor in English and encourage them to act.2. Ask a question “What can we learn from this story?”1. Choose their animal headwears to act out the story.2. Say something about the question “What can we learn from this story?”Improve students’ comprehensive ability of language using by acting out the story.Consolidation & ExtensionListen and draw.1. Show the picture and discuss the content with students.2. Play the recording. Ask students some questions.1. Look at the picture and discuss the content with the teacher.2. Listen to the recording and draw something on the picture. Then count the footprints and answer the teacher’s questions.Let students observe the picture to prepare for the listening and drawing activities.Homework1. Practice the dialogues.2. Do the exercises.
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