上海版牛津英语三年级上册3A M2 Unit 3 Families 6课时表格式英文教案.docx
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上海版牛津英语三年级上册3A M2 Unit 3 Families 6课时表格式英文教案.docx
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上海版牛津英语三年级上册3AM2Unit3Families6课时表格式英文教案
Unit3Families
(FirstPeriod)
Languagefocus:
1.Usingnounstoidentifypeople.
e.g.mother
2.Askingwh-questionstofindoutaperson’sidentity.
e.g.Who’she?
3.Usingpossessiveadjectiviestoindicatepossession.
e.g.He’smybrother.
Languageskills:
Speaking:
Usemodelledphrasesandsentencestocommunicatewithotherlearners.
Listening:
Locatespecificinformationinresponsetoquestions.
Materials:
SBP21,cassette,wallpictures,WBP16
Preparation:
Askthestudentstobringaphotographofamemberoftheirfamily.Bringsomepaperandglue.
Procedures
Contents
Methods
Purpose
Pre-taskPreparation
Introducethemembers
Introduce:
Thenewword
A.Usingthewallpicturestointroducefamilymembers.Ask“whohasbroughtaphotoofamemberoftheirfamily.”Askquestionsaboutthestudents’family.Askthestudentswhohavenotbroughtaphototodrawamemberoftheirfamilyonapieceofpaper.Rememberthatnotallstudentsaboutthenamesofvariousfamilymembers.Talkaboutmyownfamily.Showthestudentsaphotoofmyfamily.
B.1.Introduce:
mother,father,
brother,sister,
grandmother,grandfather,
meandcat.
2.Introduce:
big,little,boy,
girl,bookandbagusing
realia.Introducecat.Say
theword,studentsfollow
thenspellouttheword.
用家庭照直观教学,由于学生对本课词汇已有基础,难度就在于拼读拼写。
While-taskProcedure
Who’she?
Who’sshe?
Introducethemembers
(tall/short)
(fat/thin)
(big/small)
1.Askindividualstobringout
theirphotoandshowitto
theclass.Ask:
Who’s
he/she?
toelicit:
She’smy
mother,etc.
2.Ingroups,studentstalk
abouttheirownfamilies.
3.Individualstudentscomeout
andintroducetheirfamilies.
1.Thestudentstheneachdraw
apictureofadifferent
familymember.Thenthey
talkabouttheirnew
drawings:
Thisismy
father/mother…He/Sheis
tall/fat…
Who’s=whois
Post-taskactivity
exercises
WorkbookP16
a.Readthewordsin:
Lookandwrite.
b.Thestudentswritethewordsintheappropriatespaces.
c.ReadthewordsinthefirstdialogueinWrite,thenfillinthemissingwords.
d.Studentsaskeachotherquestions.
Consolidation
Grammarexercises
GrammarPracticeBookP19and20
Assignment
Copythenewwords.
教后感:
家庭成员是本课的重点,在单词的拼读上是一个很大的难点。
学生的错误率比较高,所以在教学的过程中,我们就进行了背单词技巧的训练。
Unit3Families
(SecondPeriod)
Languagefocus:
1.Usingnounstoidentifyanimals
e.g.I’macat.
2.Usingadjectivestoidentifyanddescribeaminals.
e.g.Mytialislong.
Languageskills:
Speaking:
Usemodeledphrasesandsentercestocommunicatewithotherlearmers.
Listening:
Locatespecificinformationinresponsetoquestions.
Materials:
SBP22,cassetteplayer,softtoys,ball
Preparation:
Askthestudentstobringsofttoyanimalstoclass.Bringasmallball,yellow.
Procedures
Contents
Methods
Purpose
Pre-taskPreparation
Introduce:
catdog
Ask&answer:
Who’sthis?
He’s/She’s…
What’shis/hername?
Listenandrepeat
A.1.Askthestudentwhohave
broughttoyanimalstobring
outtheirtoyandshowit.
Introduce:
catanddog,then
givenamestostudents’toy.
e.g.Susie,Spotty.
2.Ask“Who’sthis?
”toelicit:
He’s/She’smycat,etc.
3.Review:
small,fat
B.1.Playthepoemonthe
cassette.Studentslisten.
Thenplayitagain.Students
listenandfollow.
2.Askthestudentsto
completetheanswertothe
questionunderthepoem.
3.Takeoutatoycatpointto
it’searandtailrespectively,
saying“Thisisanear.This
isatail…
2.Playthecassette:
Lookand
say.Studentslistenand
follow.
5.Doasharedreading
exercise.I’marabbit.My
earsare…Mytailis…and
soon.
While-taskProcedure
Agame
1.Studentsplayaguessing
game.Astudentdrawsone
ofthefouranimalsonthe
blackboard,pausingduring
drawingtoask:
Whatisit?
Otherstudentsguess.
Continuedrawinguntila
studentguessescorrectly.
2.Thestudentwhoguessed
correctlythendrawsa
differentanimal.
Post-taskactivities
exercises
Thestudentsdrawtheanimaltheylikeandlabelitsears—long/shortanditstail—long/short.
Consolidation
exercises
GrammarPracticeBookP21
Assignment
Readthetext,andwriteananimalyoulike.
教后感:
在本课教学后,学生掌握了用第一人称介绍动物的句型,让他们从观察中,描述中练习。
Unit3Myfamilies
(ThirdPeriod)
Languagefocus:
1.Askingyes/noquestionstoobtainasimpleresponse.
e.g.Areyoumymother?
2.Usingnounstoidentifyanimals
e.g.Iamouse.
3.Usingadjectivestodescribethings.
e.g.Myears/tailare/is…
4.UsingformulaicexpressionstoconfirmanddenyusingYes…/No…
Languageskills:
Speaking:
1.Communicatewithotherlearnersbyaddinginformationtomodelledphrases
andsentences.
2.Useappropriateintonationinquestionsandstatements.
Listening:
Locatespecificinformationinresponsetoquestions.
Materials:
SBP23,cassette,cardandscissorsWBP43,44and45
Preparation:
Askthestudentstobringtoyanimals.Collectscrapcardandscissors.
Procedures
Contents
Methods
Purpose
Pre-taskPreparation
Setthesceneforthestory
Playaguessinggame.
Readthestroy
A.Setthesceneforthestory,
byaskingtheclassifthey
haveeverbeenlost.Ask
studentshowtheyfeltwhen
theycouldnotfindtheir
mother.
B.Playaguessinggame.Say“Myearsarelong.Mytailisshort.I’ma…toelicit:
Arabbit.SayMyearsaresmall.Mytailislong.I’ma…,toelicitAmouse.
C.1.Readthestory,pausingfor
thestudentstosupplythe
missingwords.
2.Givethestudentsafew
minutestolookatthe
picturesandreadthestory.
Walkaroundtheclass
checkingthatthestudents
understandwhichwordsare
missing.
3.Askindividualstudentsto
readthestory,pausingfor
otherstudentstosupplythe
missingwords.
鼓励每个学生都积极参与讲故事表演,与大家进行英语交流。
While-taskProcedure
Groupwork
Dividetheclassingroupsoffive.Letthestudentschoosewhichanimaltheyaregoingtobe.Thegroupspractisereadingandactingthestory.
Post-taskactivities
Groupwork
Actout
1.Ingroups,studentsuse
scrapcardandscissorsto
makefivesetsoflongand
shortears.Cutfivelongand
shorttailsfromstring:
kitten,cat,rabbit,dog,
mouse.
2.Holdeachsetofearstomy
head.Shoethestudentsmy
tail.Ask:
WhatamI?
to
elicit“You’reamouse.”etc.
3.Selectonegrouptoreadthe
story,anothertomimeit,
usingtheearsandtails.
4.Listentothetape.Readit
together.Listensometimes.
Consolidation
exercises
GrammarPracticeBookP22
Assignment
Recitethestory.
教后感:
鼓励每个学生都积极参与讲故事表演,与大家进行英语交流。
Unit3Families
(FourthPeriod)
Languageskills:
Speaking:
Pronouncecorrectlywordsinisolationwithinitialsoundsv-,w-
x-,y-andz-.
Materials:
SBP23,cassetteandplayer,WBP43-45
Procedures
Contents
Methods
Purpose
Pre-taskPreparation
Reviewthedrills
Repeatthestory
1.Takeoutatoycat.,review:
Myearsare…Mytailis…
2.Repeatthestory.
3.Letthestudentschoosewhich
animaltheyaregoingtobe.
Thegroupspractisereading
andactingthestory.
While-taskProcedure
Learntheletters
Learntheletters:
1.Playthecassette:
Learntheletters:
VvvanStudentslistenandfollowintheirbooks.
2.Playthecassetteagain,Studentslistenandrepeat.
3.Inviteindividualstudentstoreadoutthewords.
4.RepeattheprocesswithWwwindow,Xxx-ray,Yyyellow,Zzzebra.
5.EncouragestudentstoaddthenewwordstotheiralphabeticallyorganizedWorkBook.
6.WorkbookP43,44and45HandwritingpracticeforVv,Ww,Xx,Yy,Zz
Consolidation
exercises
GrammerPracticeBookP22
Assignment
Copythenewwords.
Unit3Families
(FifthPeriod)
Languagefocus:
1.Usingnounstoidentifypeople.
e.g.He’smyfather.
2.Askingeitherwh-questionsorsimplequestionstofindoutaperson’sidentity.
e.g.Who’sshe?
AreyouMary?
3.Usingpossessiveadjectivestoindicatepossession.
e.g.Kittyismygoodfriend.
Languageskills:
Speaking:
Usemodelleddialoguetocommunicatewithotherlearners.
Listening:
Locatespecificinformationinresponsetoquestions.
Reading:
Locatespecificinformationinresponsetoagiventable.
Writing:
Addinformationtowritingwhenadialogueisprovided.
Materials:
SBP24,cassette,photocopiableP16
Preparation:
Askthestudentstobringaphotographoftheirfamily.PreparecopiesofphotocopiableP16.
Procedures
Contents
Methods
Purpose
Pre-taskPreparation
1.Introducethefamilynumbers.
2.Describethestudents’bestfriends.
A.1.Showthestudentsaphotoof
myfamily.Introducemy
familymemberstostudents.
Usingthesentencestructures
studentshavelearned.
2.Askstudentstointroduce
theirfamilymemberstotheir
friendsusingthephotosthey
havebrought.Askstudents
tointeractbyeliciting
responses.
B.Askstudentstodrawa
pictureofhis/herbest
friend.Inviteindividual
studentstodescribetheirbest
friends.
While-taskProcedure
1.Listentothetape.
Practiseinagroup:
actthedialogue.
2.Playthedialogueonthecassettewhilestudentsfollowintheirbooks.Studentslearnthecontentthroughlistening.
3.Playthedialogueinfourparts.Studentsfollowthetapeandrepeat.
4.Studentsactitoutingroupsofthree.
Post-taskactivities
1.Actout
thedialogue.
2.Playagame
3.Extendthetaskbyhavingthesamegroupspractisethedialogue,substitutingtheirownnames.
4.Selectgroupstoactoutthemodifieddialogues.Checkstudents’pronunciationandcorrectifnecessary.
5.Studentscompletethetableinreadandtick.
6.Playaguessingg
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