湘鲁版小学三年级下册Unit 8 May I speak to AGrandma英语教案

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第一篇:湘鲁版小学三年级下册Unit 8 May I speak to AGrandma英语教案

角色适应期教师

May I speak to Grandma?(Period 2)教学内容:湖南教育出版社

山东教育出版社

英语

三年级下册

第八单元

第二课时 教学时数:第二课时

40分钟 教学目标:

1、知识目标:在第一课时的基础上,学习并熟练掌握如何使用功能性句子进行打电话;使学生学会说单词Grandma,Grandpa;学唱歌曲May I speak to Grandma/Grandpa?并能将Mommy,Daddy替换到歌曲中。

2、能力目标:通过学习,学生能掌握简单的打电话交际用语,并能熟练地运用于情景交际中。

3、情感目标:激发学生学习英语的兴趣;培养学生的合作精神和合作能力。教学重点:

1、理解并学说单词Grandma,Grandpa和句子May I speak to Grandma/Grandpa?

2、学习简单的打电话交际用语,并能运用于情景交际中。教学难点:

1、理解并学说Honey,I miss you.和Great!

2、掌握简单的打电话交际用语,并能运用于情景交际中。教学准备:图片(电话、爷爷、奶奶)、单词卡片、录音机、磁带、两个手机 教学过程

Step1 Warm-up activities 1.Greetings.2.Sing the song of “Glad to see you.”边唱歌曲,边做动作。3.说单词,做动作;做动作,说单词。

教师说单词(cat,monkey,bird,fish),学生做动作;教师做动作,学生说单词。通过活动,引出单词Grandma的学习。Step2 Presentation 1.出示图片,学习单词Grandma。

①教师板书单词,学生跟读。

个别读,四人小组读。演一演,说一说单词。

2.用同样的方法学习单词Grandma。

3.出示电话图片,板书电话号码,如:4678739.引导学生一起说数字拨号,打电话给Grandma,Grandpa,引出句子May I speak to Grandma/Grandpa?的学习。

板书句子,小组读,个人读。在每次读句子之前都板书一个电话号码,说数字拨号,然后再说句子,这为情景对话时体现交际的真实性打下了基础。

4.传话游戏—A big mouth.两个小组进行比赛,教师对每组第一个同学耳语句子,然后学生一个接一个地轻声传句子May I speak to Grandma?最后一个同学奔上台大声说出句子,穿得又对又快组获胜。(在游戏中巩固句子)5.学唱歌曲May I speak to Grandpa? 认读歌词。击节奏,读歌词。听录音跟唱,学生齐唱。

④用Mommy,Daddy替换歌曲中的Grandma和Grandpa。

6.听课文录音、跟读。

带着问题听:Where will they go? 回答教师提出的问题。

学生打开书,听录音,边指课文中的句子边跟读课文。在学生跟读的过程中,教师按暂停键,出示卡片,帮助学生理解Honey,I miss you.和Great!的含义并掌握读音。Step3 Practice 1.分角色读课文对话。

师生读:A、B组读;男生、女生读。2.Pre-task 教师引入任务,两个学生表演对话。3.Task 将打电话交际用语用于情景交际中。要求学生明确三点:打电话给谁;他的电话号码是多少;找他干什么。4.Planning 学生在教室中自由寻找对话伙伴进行合作,独立创设情景进行对话练习,准备如何向全班汇报。5.Report 学生上台表演,汇报任务完成的情况。6.Evaluation 自评、他评或师评。Step4 Consolidation 小结,读句型。Step5 Homework Telephone three persons after school.Welcome to call me.

第二篇:湘鲁版三年级下册英语教学计划

三年级下册英语教学工作计划

石桥九年制义务学校 王丽桃

本学期我继续担任三年级94班的英语课,在新学期开始之际,为了能更好地把握教材,了解学生,提高教学质量,特制定本学期教学计划如下:

一、教材分析:

三年级下册按单元形式整体设计和编写,采用“话题+词汇+结构+活动”建构体系。全书共9单元,3个复习单元。每单元分“AB”两个部分。教师可自由地选择并灵活地安排教学内容,提高教学效果。全书配有彩色卡通式插图,设计新颖活泼,生动有趣。本教材的设计与编写体现了对传统外语教学思想的继承和发展,在比较、分析和研究多种国内外小学英语教材的基础上,博采众长,取其精华,形成了本套教材特有的编写体系。本套教材的编写思路是以话题为纲,以交际功能和语言结构为主线,逐步引导学生运用英语完成有实际意义的语言任务,即:话题-功能-结构-任务。根据学生的实际情况,教师可以有选择地、灵活地安排教学内容,有针对性地设计课堂教学活动。

(一)、本册教材的基本知识和技能:

1)能听懂、会说12组会话,并能进行简单的交流;

2)能听说、认读(包括动物、食品、数字、同学、家庭成员、数字等6个话题)的单词,并能简单的运用;

3)能听、做、演游戏;

4)能听、做TPR活动; 5)能学会书中的小制作; 6)能唱书本里的英文歌曲;

7)能听、说、唱书中的歌谣;

8)能完成8个形成性评价活动;

9)能听懂6个幽默小故事;

10)能了解6项简单的中西方文化知识。

(二)教学重、难点

1、能使用日常交际用语,2、活用四会句型,3、进行简单的交流,做到大胆开口,发音正确。

4、能在图片、手势、情境等非语言提示的帮助下,听懂清晰的话语和录音。

二、教学目标 1.强调语言运用本套教材吸收了交际教学思想,注重学生语言运用功能的培养。教材在整体构思,内容安排,活动设计和教学方法选用等方面都紧密联系学生的生活实际,体现了语言的交际功能。.注重能力培养力求用生动简单,通俗易懂的方式渗透学习策略目标鼓励学生能动思考,主动做事,自动调整学习方式发掘他们积极求知,努力进取的潜能。.突出兴趣激发从内容、形式、方法、插图及装祯设计等方面都以最大限度地激发学生的学习动机和兴趣。教学内容紧密联系学生的生活和学习实际,选择话题充分考虑小学生的需求。.重视双向交流选编了一些与学生日常生活紧密相关,与教学内容和教学进度同步的中西方文化知识。.融合学科内容十分重视在学习内容上与其他学科知识的兼容并蓄,精选学生最需要了解的,最感兴趣的,最易学会的,最有普及价值的与学生日常生活联系最紧密的学科知识内容,融如语言材料之中。重视灵活扩展运用有效的编排形式,使教师充分发挥特长,使学生能够各得其所。实现整体设计运用整体系统的合理编排力求达到各阶段的教学内容与目标自然衔接,以确保各阶段的顺利过渡。

三、学生分析

94班共有学生65名,其中男生34人,女生31人。通过上个学期的学习,学生们对英语已经有了一定的了解,并掌握了一些日常对话用语和一定量的词汇。但是仍然有一部分学生对学习英语有一定的困难,两极分化比较严重。所以本学期应做好后进生的转化工作。教师应该面向全体学生,以学生的发展为宗旨,始终把激发学生的学习兴趣放在首位,注意分层教学,引导学生端正学习态度,掌握良好的学习方法,培养学生良好的学习习惯。

四、教学方法与措施:

1、建立和谐、民主的教学环境,形成学习对话的良好氛围。

通过复习与新授对话内容有联系的已学过的对话,为新对话教学作好辅垫,并可以以此导入新对话教学。从而达到以旧引新,更好地为新授打好基础。对话的方式可以有:教师与全班对话(个别学生也可),或是让学生问候教师,学生与学生的对话。

2、以学生为中心,设置场景,表演对话。

在教学对话前为学生设计场景,营造氛围,诱发学生的语言动机。让学生发言,教师稍稍加以引导,将他们的句子串联成对话。请学生跟读。然后操练几遍,便可让学生在设置的场景里进行表演,充分利用道具让学生有真实的体验。而下面的学生当“观众”并打分,并请打分的同学说说为什么打这个分?这样可以提高学生的听说能力,更能够体现学生学习的主体性。怎么说?对不对?应带怎样的表情?怎样演会更好?学生无论是表演的还是看表演的,都会在打分时找到他们需要的答案。

3、通过娱乐、竞赛形式激发学生的学习动机与兴趣。

小学生中,就是在高年级的学生还是非常爱玩。我们可以利用小学生爱玩的天性。在对话教学中,设计各类竞赛、游戏。让学生在比中学,猜中学,玩中学,唱、跳中学。如:藏卡片、快看快说、快听快指等。印象会特别深。

4、注重在教学中,运用手势。

把一些单词、短语、甚至是句子与手势或是肢体语言相结合,让学生全身活动,手脑并用,即加深了记忆,又能抓住学生的注意力。

五、教学进度安排

第一周----第三周 Unit 1---Unit 2 第四周----第六周 Unit 3----Recycle 1----Unit 4 第七周----第八周 Unit 5----unit 6 第九周----第十一周 Unit 7----Recycle 2 第十二周----第十四周 Unit 8----Unit 9----Recycle 3 第十三周----第十五周 复习

第十六周----第十八周 期末复习

第三篇:湘鲁版五年级英语教案(范文模版)

小学课堂网 http://> 3.了解其他西方一些节日的名称及习俗:

4.了解我国其他一些节日的名称及习俗:

听录音,让学生重复句子,是很好的练习听力的方法,同时还能让学生注意语音语调。Step 4 Intensive learning 拓展练习。

老师们应指导学生全面理解课文内容,并能作一些口、笔头的练习。对学生进行任务型教学,让学生达到会讲会说的目的。Step 5 Consolidation 复习巩固及作业。

要求学生参与到各种课堂教学活动和课外活动中。通过做练习,默单词,学唱歌,学歌谣,玩游戏,搞比赛来复习巩固旧识,在愉快的氛围中保持对英语学习的兴趣。作业可以根据不同的学生布置不同的作业,农村的孩子要多做听音,读音方面的训练,城市的孩子可以多做阅读,写作方面的作业。2.教师要熟读教材了解单元前后的联系,可以根据学生实际情况和教学需要灵活安排教学的先后顺序。

3.教学的同时要注重学生思想道德的渗透

4.教师要对每篇教材的背景知识进行了解,重视相关文化的学习。要了解东西方文化的异同与特征。

5.教师要把握教材的话题功能,不要受零散语言点的影响,要整体理解对话。6.教师要充分利用课文中的情境教学,要通过插图来帮助学生理解课文,学会看图理解。

7.教学进度建议:

a.全期按17周安排,每周3课时,共51课时,12个单元× 3――4课时=36――48课时,2个复习单元4课时,机动3课时。

b.每个单元建议用三至四个课时完成,复习课用两课时完成。每个复习课完成之后用一节课时间进行英语综合活动。课时富余的学校或班级可以开展适当的活动 的活动

第四篇:三年级下册英语教案

小学英语二年级(下册)

对新课标理解:

现在的社会是向着全球化,社会化发展的,将来的地球不管是哪一个角落都是一我们地球林的一个村民,那么语言就成了一个统一交流的媒介,尤其是英语的重要性在这一进程中日益突出。本次对于课程标准的重新更定是一次符合社会发展进程和基础教育进程的改革。重点是要改革英语课程的教学,过分重视语法和词汇知识的讲解与传授,忽视对学生实际语言运用能力的培养倾向,强调课程应从学生的学习兴趣、生活体验和认知水平出,倡导学生体验、实践、参与、合作与交流的学习方式和任务型的必学途径,发展学生的综合语言运用能力,使语言学习的过程成为学生形成积极的情感态度,主动思维和大胆实践,提高跨文化意识和形成自主学习能力的过程。做到这些要求,首先需要的就是学生浓厚的对英语学习的兴趣,那怎么样培养学生学习兴趣就成了一个基础话题,这一问题要面向全体学生,特别是要关注学生的个别差异引起的情感问题。帮助学生建立成就感和自信心。在教学中注意创设能引导学生主动参与的教学环境,激发学生的学习积极性。使每个学生都能得到充分的发展。在这一过程中教学模式的转变起到了一定的作用,一定要从以老师为中心的教学模式身以学生为中心的教学模式转变。强调学生的参与和体验,强调采用多种形式的教学活动。比如可以利用我们学校已有的良好电教资源,听原版录音带习发音,也可以利用网络找一些贴近课堂学习的情境对话或小动画,以更直接的方式引导学生学习英语,对英语产生浓厚的兴趣。利用听、说促进学生写单词,写短语,写句子,写对话,不能反其道而行,又造成以往我们说的“哑吧英语”总的来说,新课标对发展学生自我主观能动性起到了很积极的作用。素质教育在其中深有体现。并且由升学教育向终身教育的转变等等都是很好的突破。在这一新课标的指导下,希望在英语教学中可以达到更好的效果。

Teaching contents:

本册书共六个单元,其中五个单元是精读课文,一个复习单元。这册书在编排时很注意学生兴趣的培养,尤其在单词字母学习这一环节,教材把手写字母相同的单词进行了归类,并且安排了大量的听、说、读、写 等多项练习,利用图片教授学习是培养学生学习英语兴趣的主要途径。除此之外还有多首英文歌曲的学习,书后有分类清晰的词汇表,更有利学教师的教和学生的学。Teaching Aims:

知识技能:

1、Listening:

充分利用学校的电教资源,在发展学生自主学习的基调上,让学生可以接触到更多、更直观的学习方式,比如听录音,看小动画等等。掌握部分日常用语,如:能听懂询问名子的问回答,或问是谁的语句。辨别词中的字母的不同读法。

2、Speaking:

根据本册书的教学要求,作为基本的主导方向,指导学生在教师为学生设计的教学情境中,能够正确运用问这是什么,有多少个,什么颜色等等的语句,并能对所提问的句子做出适当的回答。

3、Reading:

正确,流利的朗读和使用课文对话,正确读出与课文或练习中相关的单词,认读字母和带有此字母的单词。

4、Writing:

以听、说、读的基础上,培养学生写的能力。正确描、写英语中的字母,能够摹仿老师的板书写简单的字母、单词和句子。过程方法:

1、发挥老师的指导做用的同时,充分发挥学生的自我主观调动意识,且提高他们自主学习的能力,但要注意教师在教的过程中,对学生思想的指导方向,不能一味的任学生自己发展。三年级的学生在上课时有些时候上课意识并不强烈,这要求教师不能只是教授新知而 以,在很大程度上是要引导学生的行为和思维。

2、充分运用学校已有资源,如:电子媒体进行多方位教学,网络教学等。这样不但可以提高学生的学习兴趣,又可以丰富学生对新事物的接触能力,从而更直观、方便的教和学,在潜移默化中培养学生学习英语的兴趣。

3、在英语的教学过程中,加入适当的对英、美等国家一些风俗习惯在日 常生活中的应用。主要采取同学之间互相帮助的方法,可以形成一帮一小组等方式。使学生可以在一起分享学习英语给大家带来的乐趣。鼓励学生多说,多练,尤其注意日常口语在生活中的应用。

情感态度与价值观:

1、在英语教学的过程中注意培养学生的学习兴趣是一个老生常谈的问 题,因此更应引起我们的重视。于此教师可以采取多种方式,比如:多采纳、听取学生的意见,抵制学英语给学生带来的负面压力,努力创设一个轻松的学习环境。

2、在英语教学中也应时时渗透思想道德教育的重要性。确立良好的价值 观和积极向上的人生观,形成同样积极的学习态度。

Teaching Emphasis:

1、对于一些日常用语的应用,如:①What’s this?及回答②What color?及应答。③ How many?及应答④I can的应用

2、二十六个字母的读写。

3、提高学生对单词的掌握。

Teaching Difficulty:

1、对日常用语的应用和学生听力的培养。

2、对二十六个字母的读写。

注:Teacher’s activities=T Student’s activities=S

UNIT ONE

Is it a pear?

Lesson one Teaching Aims:

1、Understand the dialogue what’s mean.2、The students like to learn English.3、The students can be ask and answer the dialogue.Teaching Emphasis:

1、How can use “What’s this?” in the dialogue.And answer it.2、Emphasis sentence: Is it a„„? Yes,it is./ No,it isn’t.Teaching Difficulty: The children can be use the “What’s this?” in dialogue.Answer it.Teaching step:

一、Greetings: Haven’t seen you for a long time!

二、Presentation and practice.Step 1

Model the dialog

1.Ask the students what they say when they see something exciting or amazing.Tell them,“In English, we can say Wow!” Have the Ss repeat the word a few minute.2.Hold up the card, ask students to answer what they can see.3.Choose one student.Ask,“What’s this ?”The student replies.4.Learn the new words in the same way.Step 2

Talk about the story

Have the students open their books, ask these questions about the pictures:

1.Where are Lulu and Mocky?

2.Who has a stall there ?

3.What is the litter fruit?

4.Does she like it?

T: We are going to talk about the story.1.Hold up a card.Say,“What’s this ?”Elicit the answer,“peach”.2.Repeat this for pear, orange, and nut.Step 3

Story

1.T: We are going to meet some new friends.Play the tape once without stopping.2.Play the tape again, pausing after each picture.Have the students repeat each sentences after hearing it on the tape.3.Divide the class into two groups.One group will be Mocky, the other group will be Lulu.4.Play the tape again.Stop the tape after each sentences.Step 4

Talk about the story in group.1.Have students talk about the story after thacher.2.Encourage the children to talk about the story in group.3.Choose some students to act it out.三、Homework :

教学后记:

Lesson two Teaching Aims:

1、Understand the dialogue what’s mean.2、The students like to learn English.3、The students can be ask and answer the dialogue.Teaching Emphasis:

1、How can use “What’s this?” in the dialogue.And answer it.2、Emphasis sentence: Is it a„„? Yes,it is./ No,it isn’t.Teaching Difficulty:

The children can know the fruit words.Teaching step:

一、Greetings.二、Presentation.Step 1

Words to learn

1、Have the students open their books.Draw their attention to the “ Words to learn ”.2、Play the tape.Stop the tape after each new words.Ask the Ss to repeat it.Do this a second time.3、Play the tape straight through.While it is playing, hold up the book.Point to each words in turn.4、Play the guessing game outlined in the first part of the lesson.This time, use only the words for fruit in “Words to learn”.Step 2

Listen to this

1、Display copy of the page and point the bottom half.Tell the children Mocky says, What’s this? Point to the picture of a banana.Elicit the answer, “It’s a banana.”

2、Learn the new words and sentences.Have the students repeat the sentences and touch each word.Ask, Is it a peach? Answer, No, it isn’t.Read the sentences and have the students repeat it before.Ask, Is it a banana? Answer, Yes, it is.3、Read the sentences together.Tel the Ss that I am going to play a tape.Play the first question and answer.Check that the students have chosen the answer on the page.Step 3

Play the game

1、Hold up a pen.Say, Is this a pen? Elicit, Yes, it is.Now indicate an item farther away.Say, Is that a „?

2、Put the Ss into pair to practice each question and answer.3、Have the Ss open their books at “Play the game”.Still in pairs, have the Ss ask and answer questions about the numbered items.4、Group work.Play the game in group.Step4

Sing a song.Sing a song in class.Then sing the song group by group.Step 5

Play a game

Play a guessing game to practice the new words and sentences.三、Homework :

教学后记:

Lesson three Teaching Aims:

1、Understand the dialogue what’s mean.2、The students like to learn English.3、The students can be ask and answer the dialogue.Teaching Emphasis:

1、How can use “What’s this?” in the dialogue.And answer it.2、Emphasis sentence: Is it a„„? Yes,it is./ No,it isn’tTeaching Difficulty:

The children can know and read the words.Teaching step:

一、Greetings.二、Presentation.Step 1

Talk together.1、Direct the students’ attention to the top of the page.Say: Now we can read what we said.2、Read the words in the speech bubbles aloud, pointing to the words as you do so.Have the students repeat the words after you.Step 2

Listen and number.1、Have the Ss open the books at page 6.Draw their attention to the bottom half of the page.2、T: We are going to listen to the tape.You touch the correct characters when you hear them say “Hello.”

3、Play the tape and have the children touch the correct pictures.4、Play the tape two sentences at a time.Stop after each pair.5、Repeat the procedure for the other pictures.Step 3

Sounds and letters

1、Draw the Ss’ attention to the top of the page.2、Play the tape for baby and ball.Ask : Do these words have the sound /b/

3、Play the tape again and have the Ss say the sound.4、Repeat the procedure for others.Step 4

Listen and write.1、Display the page and have the Ss turn to the matching page in their own books.2、Have Ss point to the words.Play the tape for peach, draw the Ss attention to the word under the picture.3、Repeat the procedure for the other words.Have the Ss write the letter in the blanks.三、Homework.教学后记:

Lesson four Teaching Aims:

1、Can use the sentences and write the words correctly.2、The students like to learn English.3、The students can be ask and answer the dialogue.Teaching Emphasis:

1、How can use “What’s this?” in the dialogue.And answer it.2、Emphasis sentence: Is it a„„? Yes,it is./ No,it isn’t.Teaching Difficulty:

The children can read and write the words.Teaching steps:

一、Greetings.二、Presentation.Step 1 Trace the words

1、Hold up the card for banana.Ask “What is it?” Elicit from the students, It is a banana.2、Have the students open their books at page 8.Draw their attention to the first sentences.Say, We are going to write what I said just now.3、T: Watch me write the word.Stand with my back to the class.Write the word in the air, using large arm movements.4、Ask the students to write the word in the air after me.Repeat it.5、Have the students turn to the “ Trace the words” activity in their books.6、Have the students trace over other words by themselves.Step 2

Find and circle

1、Display my book.Point to each picture in turn and say the matching word.Ask, What is this? And have the Ss circle the word.2、Repeat the procedure for the other pictures of fruit.3、Put the Ss into pair, tell them that they must find the other fruits names in the puzzle and circle them out.Step 3

Uncle Book’s blackboard

1、Hold up the card, what and this , read it to the Ss, point to the words as I read them.2、Have the Ss repeat the words after teacher.3、Now hold up the What is this? , explain the meaning of this sentence.4、In the same way, review Is it and introduce It is.5、Now have Ss open the book, model the structures by reading.6、Divide the class into two groups.Have one group repeat the question, and for the other group repeat the answer.Have the group change places.Step 4

Guess and say.1、Have the students practice saying the sentences of this unit.2、Display my book, and explain that when I point to a fruit, I will ask a child to guess and say.三、Homework

教学后记:

Lesson five Teaching Aims:

1、Can use the sentences and write the words correctly.2、The students like to learn English.3、The students can be ask and answer the dialogue.Teaching Emphasis:

1、How can use “What’s this?” in the dialogue.And answer it.2、Emphasis sentence: Is it a„„? Yes,it is./ No,it isn’t.Teaching Difficulty:

The children can read and write the words.Teaching step:

一、Greetings.二、Presentation.Step 1

Read and check

1、Review the sentences:What is it?

2、Ask the students to practice reading sentences like, this is h..., then ask the students to read the sentences on page 10.3、Display the book, point to the first picture.Then, point to the question, Is it a lemon? Read the words aloud as you point each one.Elicit the answer, Yes, it is.4、Ask students to point to the answer in their books.Have them read the words whit you.5、Put the students into pair, do this exercise.Step 2

Let’s chant.1、Use the cards and have students practice reading the words.2、Read the rhyme to the students, point to each word.Then play the tape for the rhyme and have students listen and point to the words on the page.3、Play the tape again and have students join in, encouraging them to hum or clap with the rhyme.Step 3

Match the names.1、Model the word for them, and color the pictures.2、Have the students use their fingers to follow the ant trail

between the pictures and the words.四

.Homework.教学后记:

Lesson six Teaching Aims:

1、Can understand the story.2、The students like to learn English.3、The students can be ask and answer the dialogue.Teaching Emphasis:

1、How can use “What’s this?” in the dialogue.And answer it.2、Emphasis sentence: Is it a„„? Yes,it is./ No,it isn’t.Teaching Difficulty:

The children can read and write the words.Teaching steps:

一、Greetings.二、Presentation.Step 1

Uncle Book’s storytime

Tell the students that they going to listen to a story.1.Play the tap, ask the students to listen to the story.2.Have the students open the book, and look at the pictures, ask them to look for the familiar words in the book.3.Have the students read the story silently, encourage them to try to guess the meaning of unfamiliar words.4.Try to tell the story in groups.Step 2

Review the sentences and words.1、Use the picture cards.2、What’s this? It’s **.Is it ** ? Yes, it is.No, it isn’t.Step 3

Bingo

1、Use this game to review the words and sentences in this Unit.Tell the Ss to take out their cards and get ready for the game.2、Play the game in group.Step 4

Self-assessment

1、Have the students do this part in pairs or in groups by themselves.2、Students should assess themselves according to their own situation.3、Check the answer.四.Homework.教学后记:

Unit 8

Are these tomatoes?

Lesson 1

⑴教学目标 1.知识目标:

What are these/those? They’re/ They are „.Are these„? Plural nouns(regular)2.能力目标: Listen and talk.3.情感目标:鼓励学生大胆开口说英语,培养学生的自信心。⑵

教学重难点:

Asking and answering question about plural objects ⑶教学过程: 1.Review

Use this activity to review structures introduced in Unit 7, and the vocabulary introduced in Unit 2 and Unit 5.What’s this? It’s a „

Is it a „? Yes, it is./ No, it isn’t.2.Model the dialog

Borrow three pens, pencils, and rulers from the children.Hold up one pen and ask, “What’sthis?” Elicit the answer, “It’s a pen.” Repeat the procedure for pencil and ruler.Hold up a pen and repeat the question, “What’s this?”Now hold up two or three pens and say, “What are these?”Repeat the procedure using the pencils and rulers.Now have the children repeat each sentence as you hold up first one object, and then more than one.Explain that we use these when we are referring to more than one object.Practice the structure “What are these/those? They’re „” with some objects.3.Talk about the story

Have the children open their books at the story.Display your copy of the page and ask these questions about the pictures.:

Where are Ann, Ken, and Mocky? What is Mocky looking at? What is Mocky holding?

What other vegetables does Mocky find? Who chases Mocky? 4.Story

Play the tape, pausing at each new picture.Have the children repeat the words before you move on to the next picture.Play the tape again, this time without stopping.Divide the class into three groups.One group will be Mocky, the second group will be Ken, and the third group will be Ann.Teacher read the vendor’s line.Play one sentence at a time and point to the matching story picture.Have each group repeat its character’s sentence.Read after the teacher。

5.Set homework。

6.教学后记

Lesson 2

⑴教学目标

①知识目标:

What are these/those? They are „.vegetables ②能力目标:

Listen, say and sing.③情感目标:在歌曲中激发学生学习的兴趣,寓学于乐。

⑵教学重难点:

Asking and answering question about plural objects.⑶教学过程:

1.Warm-up

Choose two children to come to the front of the class.Have one child hold up a flashcard and ask, “What are these?” and the other child answer, “They’re „” After they have presented three cards, choose two more children and repeat the procedure.Pin up one of the six flashcards.Move away and point to the flashcard.Say, “What are those?” Elicit the correct answer.2.Plurals

Hold up the beans flashcard.Ask, “What are these?” Make sure the children say the final /s/ in They’re beans.Explain to the children that, when we talk about more than one thing, we usually add an s at the end of the word.Draw one tomato and one mushroom on the board.Point to the tomato and have the children say tomato.Then hold up the flashcard and have them say tomatoes, emphasizing the final /s/ sound.Repeat the procedure for mushroom/s/.3.Words to learn

Display your copy of the page.Play the tape once.Point to the picture of each vegetable as it is named.Play the tape again.Have the children touch the correct picture as they hear each vegetable’s name.Without the tape , read the words together.Encourage the children to touch each word as they say it.Read the names again, and this time have the children repeat the words.4.Listen to this

Talk about the pictures first.Play the tape, pausing after each pair of sentences.Have them repeat Ken’s question, then point to the correct vegetables.5.Teach the song Use the flashcards of the vocabulary being reviewed.Practice the structures “Are these „? Yes, they are./ No, it isn’t.” with the flashcards.These new structures will prepare the children for the song.Tell the children they are going to learn another song.Read the words aloud to the children , pointing to each word as you do so.Play the song.Encourage the children to sing along and to clap in time.6.Set homework。

7.教学反思:

Lesson 3 ⑴教学目标 1.知识目标:

Are these/those„? Yes, they are.No, they aren’t.2.能力目标:

Listen, talk and read.3.情感目标:乐于模仿,敢于开口,积极参与,主动请教。

⑵教学重难点:

Have the children practice the sounds and letters.⑶教学过程:

Phonics)/t/ /d/

(1.Warm-up

2.Language drill

Are these „? Yes, they are./ No, they aren’t.3.Talk together

4.Have the children open their books at page 18.draw their attention to the pictures at the to

of the page.Say, “Now we can read what we said.” Display the copy of the page and then read aloud the words in the speech bubbles, pointing to each word as you say it.Read the words again, and have the children repeat them after me.Encourage the children to touch the words in their books as they say them.If time allows, the children could substitute other vegetable names for onions.First time:listen to the tape.Second time:listen and repeat.Read by themselves.Then elicit some students to read it.3.Listen and number

Talk about the pictures first.Play the tape, have the children number the pictures in the correct order.Check the answer.4.Sounds and letters

Draw the children’s attention to the pictures on top of the page.Play the tape for taxi and tomatoes.Ask, “Do these words have the sound /t/?”Play the tape again and have the children say the words aloud.Repeat the procedure for the /d/ words.5.Match the sounds.Read all the words in the circle and have the children touch the words that have all the same beginning sound with taxi.Read the words again and have the children repeat.This time have the children match the words that have the same beginning sound with taxi to its picture by lines.Repeat the procedure with the /d/ sound.Tell them that there might be pictures that do not match either sounds.5.Set homework

7.教学反思:

Lesson 4

⑴教学目标 ① 知识目标: ② Are these „? Yes, they are./ No, they aren’t.(Phonics and writing)tomatoes, onions, potatoes and beans.②能力目标:

Listen, read and write.③情感目标:乐于模仿,敢于开口,积极参与,主动请教。

⑵教学重难点:

the correct writing of each word ⑶教学过程:

1.Trace the words

Hold up the flashcard for tomatoes.Ask “What are these?” Elicit from the children “They are tomatoes.”

Have the children open their books at page 20.Show your copy of the page.Draw their attention to the first sentence.Say, “We are going to write what we said just now.” Have the children trace the word tomatoes.Repeat the procedure for the other sentences.2.Read and match

Draw the children’s attention to the pictures and words at the bottom of the page.Point to the first word eggplants.Say, “Eggplants.” Have the children repeat after you as they touch the word in their books.Now point to the picture of eggplants.Ask, “What are these?” Elicit from the children, “They’re / They are eggplants.”

Have the children draw a line from the word to the picture and repeat the word eggplants.Repeat the procedure for the other words and pictures.3.Uncle Booky’s Blackboard

Attach a flashcard to the wall at the other end of the room.Stand away from the card and point to it.Ask, “What are those?” Elicit, “They’re„” Repeat the procedure, using the other flashcards.Read the question aloud, pointing to each word as you do so.Have the children repeat the question.Attach the beans flashcard to the board and help children to model the different structures using the drillcards, for example, Are these beans? Yes, they are.Are these tomatoes? No, they aren’t.Model the structures on Uncle Booky’s Blackboard by reading them aloud to the children.Have the children repeat the questions and answers after you in a class drill, using all possible combinations.4.Guess and say

Ask the children to take out their small vegetable flashcards of this unit: Put the children in pairs.Then two children mix their cards with the picture facing down.Student A puts his/her hand on one card and asks student B to guess.Student B says, “Are these„?” Student A flips over the card and says Yes or No.Then he/she puts his/her hand on another card and asks, “Are these „?” Student B answers, “Yes, they are.” Or “No, they aren’t.”

Continue until all the cards are flipped over.Then the two students change their roles.5.Set homework.6.教学反思:

Lesson 5 ⑴教学目标 ①知识目标:

Be able to chant and check the correct answer.②能力目标:

Listen, read and write.③情感目标:有学习英语的愿望,乐于参与各种英语实践活动。

⑵教学重难点:

use the structures in communication ⑶教学过程:

1.Warm-up

This activity reviews the stucture Is this a „? Introduced in Unit 7.Hold up the flashcard for lemon.Ask, “Is this a lemon?” “Yes, it is.” Now ask, “Is this a „?” Have the children say, “No, it isn’t.”

Choose four children to come to the front of the class and repeat the questions and answers.Repeat the procedure with other children and different fruit.2.Check(√)the correct answer Talk about the pictures.Who is this? Are these „?

Have the children repeat the words the speech bubbles.Now ask the children to check the correct answer.Make sure they have done this.Repeat all the procedures for the other two pictures.3.Let’s chant

Read the rhyme to the children, pointing to each word.Play the tape for the whole rhyme.Have children listen and point to the words and the matching pictures on the page.Play the tape again and have children join in, encouraging them to hum or clap with the rhyme.Have children point to the picture in their books as they listen to the tape again.They can also add some actions and act the rhyme out.4.Game: Find the vegetables out in the classroom 5.Set homework

6.教学反思:

Lesson 6

⑴教学目标

①知识目标:

Let’s make „.What are these? They are „.②能力目标:

Listen, read and write.③情感目标:体会英语学习中的乐趣,乐于接触英语读物。

⑵教学重难点:

consolidate the structures and vocabulary learned in this unit Elicit ⑶教学过程:

1.Uncle Booky’s storytime

Tell the children they are going to listen to the story.Play the tape.Have the children open their books at page 24 and look at the pictures.Ask them

to look for familiar words in the story.Have the children read the story silently, encourage themto try to guess the meaning of unfamiliar words.It doesn’t matter if they don’t know the words.The requirement for this part is to understand the story.2.Flashcard game

This game reviews core vocabulary.You will need the flashcards provided for earlier units.Have the children work in groups of 4 or 5.Have them spread all the flashcards face up on the table.Have the children either sit or stand around the table, close enough to be able to reach and touch the flashcards.Explain to the children that they are going to play a game where you will call out

an English word.The first child to put his/her hand on the matching flashcard wins that card.The game finishes when there are no flashcards left on the table.The winner is the child who has collected the most cards.(The children can count their cards in Chinese.)3.Self-assessment

In the first activity, point to the picture

of beans.Ask, “What are these?” Elicit “These are beans.” from the children.Put them into pairs.Have one child ask questions and the other provide the answer, pointing each picture.In the second activity, point to the first picture and read the question.Tell the children that you are going to read out two answers and only one answer is correct.Read the first answer and ask the children if it is correct.Repeat with the second answer.Tell the children to check the correct answer in its box.Tell the children to finish other pictures by themselves.4.Homework:

6.教学反思:

第五篇:鲁湘版小学英语四年级下册

鲁湘版小学英语四年级下册 Unit4 What’s the weather like?

教学设计

台前县城镇小学乔海红

教学内容:

Unit4 It is windy today

教学理念:

《新课程标准》指出:“英语课程应积极倡导体验、实践、参与、合作与交流的学习方式和任务型的教学途径。”本课以构建主义为依据,构建信息环境下主体参与任务型教学模式设计,以学生原有经验为基础,利用多媒体课件,为学生提供多样化学习资源,创设生动有趣的自主学习环境,引导学生在合作中积极、主动参与学习,真正成为学习的主人。教学目标:

知识与技能:

1.能听懂、会说、认读单词sunny, rainy, cloudy windy.cool, warm。

2.能在小调查中运用句子It’s sunny...进行交流,培养学生能够在实际情景中运用句子谈论天气。情感、态度价值观:

在情境中,使学生感受到学习英语的乐趣.通过教学中的活动,进一步培养学生热爱自然的情感 教学重难点:

1.正确拼读sunny,rainy,cloudy,windy.warm.cold

2.理解并运用新学句子进行交流。

教具准备:课件,单词卡、句型卡片,采访表。

教学过程: 一.Warmmer 1.Greetings: T: Good morning, boys and girls.Nice to see you.How are you?...(通过自我介绍,拉近彼此的距离)

2.Sing a song old Mcdonald had a farm.呈现课件1.(歌曲热身导入,激发学生的学习兴趣,活跃课堂气氛)。(通过模仿动物的叫声,复习上一课的生词为后面的教学作好准备。

3.通过蚂蚁上树,蜻蜓低飞,鱼儿浮出水面等现象引出天气情况rainy,成功导出新课题。)

二.Preparation 1.唱一唱(由歌曲Thunder引出课题,完成知识目标1)T: Today we will learn It is windy today.(出示课件,指导读音,引出课题并板书。)跟着课件读生词。

三.Presentation and drill 1.T:今天天气不错,大家抬头看一下天空,你看到了什么?对了,大大的太阳。谁能帮老师画一个大太阳?

It’s a sun.It is sunny。认识晴朗的符号。

呈现课件.一个大太阳。通过播放形象直观的多媒体课件,全班同学都能投入到课堂教学活动中来。引出sunny.the sun is hot.(以各种方式操练sunny:摇头晃脑,升降调,拼读单词.依次画出风的图片

This is wind.The wind is blowing the tree.How is the weather? Yes ,it is windy.Is it cool? Yes,it is。呈现课件.风。认识风的符号。

2.练一练,依次画出各种天气图,学习单词rain rainy /cloud cloudy/wind windy。作出评价。通过评价,激发学生学习积极性,缓解学习单词的枯燥。用课件以多种方式教授其他天气单词用直观的多媒体课件进行教学,学生接受得快,而且记忆深刻。加之各种鲜明的色彩对比,引起学生视觉效应,注意力相对集中,提高了教学效果。rainy(two by two, stop游戏),cloudy(一触即发,男女生读)(.做出总结,注意:sun rain cloud wind 是名词,sunny rainy cloudy windy是形容词。回放四种天气,练习应用。展示课件.3. 画一画

(1)画各种天气情况图,看谁画的好。表扬好的,鼓励差一点的。对获胜组给予奖励,使课堂评价有始有终。进一步巩固学生学习英语的兴趣,增强其自信心。通过图画以及画面中爱护自然的语言,进一步培养学生保护自然的意识。

(2)拍图标读单词,考查学生对所学单词掌握程度,帮助巩固所学句型,同时又营造了紧张而活跃的课堂气氛。可以达到生生积极参与学习的效果。并为下一步的小调查做好准备。

4.练一练,出示天气课件,各地区的天气预报,巩固生词。课件呈现练习新单词的读音)引出It’s sunny/cloudy/rainy/的回答。此为本课重点句型。

5. 小采访(课件呈现练习新单词的读音,完成知识目标2)

引出It’s sunny/cloudy/rainy/的回答。创设情境目的是在活动中创设信息差,让学生通过采访了解同学的喜好。这是一个拓展性练习,目的是让学生将所学到的新旧知识结合在一起,运用到生活中。这样既可以培养其学习能力,又可以使学生学以致用。

6.做一做,连词成句。检验学生的学习效果。

四.小剧场 story time 通过小熊的故事练习单词cold warm sunny cloudy 等 五.小结

六.Homework

将所学的有关天气的单词以及歌谣读给父母听.这一环节既可让学生巩固了知识,又让学生懂得关心父母,了解他们的喜好。板书设计 :

sunny rainy cloudy rainy(四线三格书写)

教学反思:

本节课学习目的是通过这节课的学习,学生可以理解并且运用新授的句 型 和单词谈论天气。在教授单词的过程中我运用了多种操练方式,生生互动、师生互动,课堂气氛活跃。但本节课还存在很多缺点与不足: 1.在操练巩固时课件的运用不够得心应手,2.在教学过程中,课堂用语的使用还不到位,教师的语言组织还不够自然流畅。

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