2019-2020年三年级英语下册 unit11(4)教案 苏教牛津版.doc

2019-2020年三年级英语下册 unit11(4)教案 苏教牛津版 Teaching Contents:EFun house & WB Teaching Aims:The Ss can understand what they have listened.The Ss can use the words correctly .Encourage the Ss to have good cooperation with one another . Teaching Steps: Step 1 Warm up Listen and do : rowingjogging …Say a rhyme after the tape:Enjoy the day .Sing and dance . Step 2 Motivation .字母接龙（分四小组竞赛）游戏：抢座位。游戏规则见第一课时。操练本单元单词及句型。 Step 3 Fun house .Listen and circle. Act and guess .Model: S1在S2耳边说： Let’t go skating .S2模拟动作。S3猜测：skating/…?S2评价：Yes or no .Say a rhyme: Enjoy the day .要求：多听多读 多说 Step 4 Do the workbook. 附送： 2019-2020年三年级英语下册 unit11教案 人教新起点 教学模式： 1．热身激趣：激发动机，回忆复习。 2．呈现任务：让学生明确本节课的任务目标和要求，呈现学习完成任务所需要的语言知识，为完成任务而进行知识和能力的培养。 3．执行任务：学生运用语言项目进行表达、询问和说明等形式的交际来完成任务。 4．趣味操练：让学生学习后在游戏中巩固练习所学的短语，激发他们学习的愿望。 教学目标： 语言知识目标： 1．能听、说、读、写play the drum ,sing songs,等五个短语，并能运用这五个短语进行简单造句。 2．使学生掌握问答他人课外活动的句型： What do they do on Monday ?They …on Monday.等句子，并能通过学习来问答他人在什么时间做什么活动。 语言技能目标： ①．根据图片和情境说出单词和短语。 ②．在图文或场景下进行简单的英语交流和表演。 情感态度目标： 通过本课学习使学生有兴趣，听说英语、唱歌谣，做游戏、敢开口，在小组活动中积极参与合作，从而意识到交流对于学习英语的重要意义。 教学重点： 1.让学生通过看图和听音歌谣学习五个表示课外活动的短语，以及What do they do on Monday并回答。 教学难点： 1.Chant 的演唱 2.短语do art projects的读法。 教学过程： Step 1 热身激趣 1．Sing a song I am a music man. 2．Greetings 3．Play a game T :First let’s play a game Ok? Ss :Ok. T:Look,I have a magic tree,because it grows many different fruits,and there are so many different words on these fruits,can you pick them up? Ss:Yes T: But you must according to these words say some sentences.can you ？ Ss:Yes S1:When do you have Chinese? S2:I have Chinese on Monday . S3:Do you like English ? S4:Yes ,I do. S5:Can you play pingpong on Monday ? S6:Yes I can S7:It’s fun. （设计意图：英语歌曲深受小学生的喜爱,学生在课前唱唱歌,既活跃课堂气氛,又能营造出一种英语学习的氛围。学生能在轻松愉快的气氛中开始今天的学习。同时渗透相关新知,为今天的新知的学习提供服务。） Step 2呈现任务 T:Just now I said it’s a magic tree,look ,what’s happens? The tree changed a drum. (师生互动) T:Can you play the drum? S1: yes,I can S2:I can play the drum(take out a drum play it and learn to say) T:Can you play “the”drum .you must say “the”before the instruments.for example:play the violin;play the harp;play the guitar;play the piano…. （设计意图：让学生们知道乐器前面要加the。给予简单的渗透） T:Look at these instruments ,what do you want to do ?(teacher can do action and lead out “sing songs”) Ss:sing songs T:Can you sing songs? S1:Yes I can T:Do you like to sing songs? S2: Yes ,I do S3:I like to sing songs T:Really?can you sing songs ? sing for us.ok? S4:Yes. (sing a song) （设计意图：让学生在歌声中体验短语并进行问答，激发学生们的学习兴趣。） Ss: … T:I always sing songs after school.what do you do after school?(teacher can do actions to explain “after” means the opposite of before then make sentences to to consolidate the phrase) S1:I sing songs after school T:what do you do after school? S2:I play puter games after school. … T:I have a friend .do you want to know what does she do after school? Ss:yes. T:Look, who is she? She is a cat.ask her together Ss:What do you do after school? T:I play chess after school.(means …) Ss:下棋 (say and make sentences) T:This is Chinese chess.What do you do after school? Ss :I play chess after school. T:Who can ask me? S1:what do you do after school? T:I run after school. S2:What do you do after school? T:I draw pictures after school.(lead out draw pictures and do actions) look, I can draw a rabbit.what can you draw? S1:I can draw pictures. I can draw a pig T:A pig?draw please. S2:I can draw pictures .i can draw a flower. … T:Wow .so many beautiful pictures,I have a beautiful thing ,do you want tosee it? Ss:Yes (T take out a kind of art projects and make sentences) (本环节设计意图：从好心情自然引出第一个单词，不但让学生有明确的任务目标，而且在“魔术”中激起学生的好奇心和积极参与的欲望。在这种积极性中进行操练。出示实物，以会话形式将短语和句型融为一体，这样既复习句型不让短语孤立存在，又可让学生通过直接感受，加深印象，强化记忆，调动学生多种感官参与学习,激发学生主动参与教学活动，并采用了不同的引入方法，让学生们的思维不断变化，边思考边学习边造句，最后达到活学活用的目的。） Step 3 巩固短语 T:Let’s play a game.Ok? Ss:Ok. T:Can you guess ,what is it? … （设计意图：把所学短语的图片盖住，只露出一个小角，让学生他能够过记忆和学习，看能否猜出是哪个短语。本环节能激发学生的积极性，完全符合中年级学生好强、好胜的心理。） Step 4 执行任务 （According to the last phrase “sing songs”and lead out new sentence “what do they do after school?”） T:What do they do after school? S1:They sing songs after school. T:What do they do after school? S2:They play chess after school. T:What do they do on Monday ? S3:They sing songs on Monday . T:What do they do on Tuesday ? S4:They draw pictures on Tuesday . … T:Practice by yourselves.ask and answer:What do they do on…? They …on …. (设计意图：练习过问答What do you do after school?后通过游戏直接引入新句型What do they do after school?学生们很容易明白应回答they…而且在本环节我采用了学生们的照片形式更能激发学生们学习的兴趣，把快乐带进英语课堂) Step 4 歌谣巩固 Boys:What do they do on Monday ? Girls:They play the drum on Monday . What do you do on Tuesday ? I draw a picture on Tuesday . What do you do on Wednesday ? We do art projects on Wednesday . What do they do on Thursday ? They sing a song on Thursday . What do you do on Friday ? I play chess on Friday . What do you do on Sunday ? Sunday is sunny .happy happy happy （设计意图：在操练重点句型时,我运用自编的一首押韵诗这一集体性活动形式,能促使学生大胆开口说,不但提高了学生口语表达能力,还可以灵活转换学习内容,活跃学生思维, 让学生在这种轻松的环境中巩固句型，强化记忆,对于学生掌握新句型大有帮助。并未下一环节做准备。） Step 5 游戏巩固句型 T:Look ,can you according to these jigsaw to guess what are they? Ss:Yes. S1:What do they do on Monday ? S2:They play the drum on Monday . S3:What do they do on Thursday 、 S4:They do art projects on Thursday . S5:What do they do on Friday . S6:They draw pictures on Friday . (设计意图：学习后，让他们在游戏中巩固句型，并把所学短语代入句型中，并在生生间这种轻松愉快的日常会话交流形式,充分调动其学习的积极性,使每一个学生都动起来、说起来,尽快地参与课堂、融入课堂,从而培养学生用英语思维、用英语交际的能力。) Step 6 引入主题 T:Playing the drum is the one of activity,they are … Ss:Activities T:Look ,how to change.you must change ‘y’ to ‘i’ and add ‘es’.who can say it? S1:把y变i加es T:Yes.show me your hands. [ k `ti vi ti z] Ss:After school activities Step 7加强书写 T:Take out your paper and fill in the blanks （设计意图：将句型变为填空形式,学生在不知不觉中达到掌握、运用的要求,能使他们深切地感受到学习英语的轻松,从而激发他们学习的兴趣,增强他们学习的自主性，并让学生们在优美的音乐中完成） Step 8 歌谣结束 T:Are you happy today? Ss:Yes T:Because activities can make us happy. （以本课的歌谣结束本课） 板书设计 Unit 11 after school activities play the drum sing songs They play the chess on … draw pictures do art projects