三年级下册英语优质教案-Unit 4 Time 第一课时 牛津译林(一起)

3B Unit 4 Time
一、教学要求
１、能正确地听、说、读，写数词one, two及three。

２、能听懂、会说数词1-12。

应特别注意正确掌握数词3，7，11和12 的发音。

３、能听懂、会说以下交际用语“What’s the time ? It’s …. ，Shall we watch TV? It's time to …,You can …”并能灵活自如的运用于实际生活中去。

４、能背诵歌谣Jack has a clock.
二、单元教材简析
本单元围绕“询问时间”这一功能项目按照时间顺序创设了一个真实自然的场景，并由此展开了数词1-12的教学。

本单元除要求学生比较熟练地掌握时刻表达法What’s the time? It's …o’clock以及数词1-12外，还出现了常用句型Shall we …? It’s time to …,You can …再加上Let’s …的复现，知识点较多，任务较重。

在教学中教师应尽量利用情景帮助学生整体理解课文，把重点放在培养学生实际运用语言的能力上，而不要过多地讲解语言知识。

3B Unit 4（第一课时）
一、教学内容: A Learn to say
二、教学目标
1、能听懂、会说数字seven, twelve, four, eight.
2、听懂、会说日常交际用语What’s the time? It’s …Shall we …? It’s time to …You can …
3、使学生能正确理解课文，并熟练朗读课文。

三、教学重点
使学生在熟练掌握本课词汇和句型的基础上正确理解课文并熟练朗读课文。

使学生理解Shall we…? It’s time to…You can…的区别。

四、教学准备
PPT、金太阳光盘、图片、头饰、挂钟。

五、教学过程
Step 1、Warming up
1. Greeting
2. Sing a song: Family song.
Step2、Presentation.
1.T: First, let’s play a game. OK? Please look and guess what number is missing? (可以用英文或中文猜)
2. Teach: four, seven, eight, twelve
3. T: Now, do you know what it is? Yes, it’ s a clock.
Teach: clock.
T: It can tell us the time. Today, we will talk about the time. (Teach: time)
Read: Unit 4 Time
4. T: Now look: What’s the time, please? (反复，然后带读)
T/S: Oh, it’s four.
T: We can also say “It’s four o’clock”. (Read the dialogue.)
5. T: Look at these three clocks. Can you talk about the time like this? Please ask and answer in pairs.(最后出示7点)
6. T: Oh, it’s seven o’clock. Let’s go to school.
S: OK.
T: Shall we go to school?(出示并有中文意思)
S: All right.
T: It’s time to go to school. (出示并有中文意思)
S: OK.
Read: Shall we go to school?
It’s time to go to school.
Step 3: A Learn to say:
1. T: Su Hai and Su Yang are twins. Look, this is Su Hai. This is Su Yang. 现在，我们去看一看苏海和苏阳的一天吧！Watch the cartoon.
2. T: Everyday, Su Hai and Su Yang go to school, go home, watch TV, have lunch.(边出示图片或中文,边让学生复习前三个词组,并教have lunch).And they are the time(Read the time)
T: What time do they go to school\have lunch? Let’s watch again !
Line the answer.
Read picture 1 and 2.
3. T: What time do they go home /watch TV? Go on watching !
Line the next answers.
4. T: When Miss Li asks Su Yang go home, she says: You can go home now.(出示中文意思及用法.) Read: You can go home now.
Practice: You can go home now! OK, Miss Li.
5. Read the whole dialogue.
6. Choose one of the picture. Practice to act it.
Step 4 Summary
1. T: 今天我们学习了第4单元Time A部分.学习了四个新句型,也复习了一个旧句型.请思考并回答以下问题:
(1) 如何用英语询问时间并正确回答?
(2) 提醒别人做某事,意思是”该干……了”、“是干……的时候了”，可以说：
(3) 表示征询对方意见，可以说：
(4) 允许对方做某事，可以说：
(5) 邀请别人一起干某事，可以说：
2．Read the sentences.
七．Homework
1.熟读A部分课文。

2．预习B，C部分
八．板书设计
Unit 4 Time (A)
A: What’s the time, please? B: It’s … o’clock.
A: Let’s ……. .
It’s time to …… . B: All right./ OK./ Great!
Shall we …… .
You can …… . B: All right./ OK.
九、教后记
Recycle 1
教材分析
本单元是复习巩固单元,专门针对第1~3单元所学习的核心句型和词汇设计的综合复习单元,由情景对话､歌曲歌谣､看图阅读以及找词游戏等不同形式的活动组成｡本单元以情景教学为主,将前三个单元的核心句型和词汇串联起来,帮助学生在新的语境中将相对独立的知识点串成线､连成片､结成知识网络图,从而达到巩固､迁移和提高语言综合运用能力的目标
教学目标知识目标:
·复习询问他人籍贯或国籍的句型及其答语“—Where are you from? —I’m from…”“He’s from…”·复习询问远处陌生人的句型及其答语“—Who’s that man/woman? —He’s/She’s my…”“—Is he/she your…? —No, he/she isn’t.”
·复习描述动物特征的句型“It is (so)…” “It has…”
·国家名:the UK, Canada, the USA, China
·人称代词:he, she
·家庭成员:grandfather(grandpa), grandmother(grandma), father(dad), mother(mum), brother, sister ·形容词:thin, fat, tall, short, long, small, big
·其他:teacher, student, pupil, man, woman
·元音字母a, e, i在单词中的短音发音/æ/, /e/, /I/
能力目标:
·能够运用1~3单元所学词汇和句型介绍自己､家人以及朋友的籍贯或国籍等
·能够运用1~3单元的词汇与句型询问和回答他人国籍或籍贯
·能够运用1~3单元的词汇和句型描述动物的特征
情感态度､文化意识､学习策略目标:
·能够掌握复习､梳理和归纳的学习方法,注意发现所学语言规律,并能够将规律举一反三地运用､表达
The first period(第一课时)
Page 32 & Page 33
▶教学内容与目标
课时教学内容课时教学目标
Page 32 ·复习初次见面时的常用问候语以及向别人介绍自己朋友的句型
·在教材创设的情景中复习询问并回答来自哪个国家的句型
·培养学生的观察能力和模仿能力,进一步培养学生大胆开口､勇于在实际情景中运用语言的能力
Page 33 ·复习有关动物的单词和描述动物的形容词·听懂､会唱与动物有关的歌谣
▶教学重点
复习初次见面时的问候语､向别人介绍自己的朋友､询问并回答来自哪个国家等几个交际句型,要求做到听懂､会说｡
▶教学难点
熟练运用本课句型在情景中自然得体地进行会话｡
▶教学过程
Step 1: Warm-up & Revision
1. Greetings.
2. Sing a song—At the zoo.(播放课件)
3. Sharp eyes.
Show the words of the last three units on the PPT one by one. (出示课件) T: If you know the word, you can stand up and read it. One, two, three, go!
Step 2: Presentation Teaching purpose
通过歌曲热身,激发学生的学习兴趣｡通过“眼疾口快”的活动帮助学生复习学过的单词,活跃课堂氛围｡
Teaching purpose
记忆力测试第一关,让学生根据典型的建筑图片说出对应的国家,利用各国的代表性动物让学生复习､操练表示国家的单词和句型“I’m from…”｡根据课件人
Memory test.
1. Round 1.
(1) Students say the names of the nations.
Show some pictures of different countries: Big Ben, the CN Tower, Golden Gate Bridge, the Great Wall. Let students say the names of the nations. (出示课件)
(2) Guessing game.
Show some animals on the PPT: panda, beaver, bald eagle, kangaroo. Lead students to guess the nations of the animals by the following sentence structure: I’m from… (出示课件)
(3) Can you say?
Show some pictures of Chen Jie, Mike, Wu Yifan and Miss White. Let students make sentences according to the following words: teacher, he, she, student. (出示课件)
Give an example:
Chen Jie: She’s a student.
2. Round 2.
(1) Let’s say.
Show a family tree of Mike on the PPT. (出示课件)
Lead students to describe the family tree.
T: Hello, I’m Mike. This is my family. Look, this is my…
S1: Sister!
S2: Brother!
…
(2) Practice.
Show a family tree of Sakura on the PPT. (出示课件)
Let students make dialogues by the following sentences:
A: Who’s that man/woman/boy/girl?
B: He / She is my…
3. Round 3.
(1)I can choose.
Show some pictures on the PPT. Let students look at the pictures carefully. Circle one of the pictures and let students choose the corresponding word. Students read the word three times. Teaching purpose
记忆力测试第二关,通过呈现Mike的家庭树带领学生复习关于家人的单词和询问及介绍家人的句型｡在活动中复习,避免形式单一的操练,可以激发学生的兴趣,为后面阅读的教授奠定基础｡用学生熟悉的“樱桃小丸子”的家庭树加以操练,激发学生的学习兴趣｡
Teaching purpose
记忆力测试第三关,利用课件图片的呈现,引导学生复习描述动物特征的形容词和句型“Look at that… It’s…”,为后面的拓展活动做好准备｡
(2)I can say.
Show some pictures of different animals on the PPT: giraffe, elephant, panda, monkey, rabbit, pig… Let students choose one and describe it by the following sentence structures:
Look at that ________. It’s ________. (出示课件)
Step 3: Practice
1. Read aloud.
(1) Watch and answer.
①Let students look at the pictures on page 32 carefully. (课件出示:教材P32 Read aloud的图片) Students predict the main ideas of the dialogues. Then answer the questions. Students can discuss in groups.
②The teacher plays the cartoon for the first time. (播放课件) Students watch
the cartoon and answer the questions.
T: Where is John from?
Ss: He is from the USA.
T: Who is the tall girl?
Ss: Wang Tong.
T: Yes. She’s tall and she likes sports.
(2) Read and act. Teaching purpose
教师播放录音,学生听录音跟读｡引导学生按照正确的语音､语调及意群朗读对话,并能在小组中进行角色表演｡
①Students read after the recording. Pay attention to the pronunciation and the intonation.
②Students read after the teacher. Then the teacher invites some students to act as little teachers to lead the others to read.
③Practice the dialogues in groups. Then students wear the headwears to act
out the dialogues.
2. Listen and chant.
(1) Let students look at the picture. (课件出示:教材P33 Listen and chant的图片)
T: Look at that baby panda! It’s…?
Ss: It’s fat.
T: How about the bird?
Ss: It’s small.
(2) Watch and answer.
Students watch the cartoon, then answer the questions. (播放课件)
T: Who is small and fast?
Ss: The bird!
T: Who is a little bit fat and has a short tail?
Ss: The panda!
(3) Students read after the recording and chant in groups. Then clap their hands and chant together.
Step 4: Consolidation & Extension
Match and read aloud.
1. Talk about the animals.
(课件出示:教材P33 Match and read aloud的图片)
Students look at the pictures and describe the animals.
S1: Look at that elephant. It’s fat. It has a long nose.
S2: Look at that bird. It’s small.
…
2. Read and match.
Let students read the sentences aloud and match them. Students read together to check the answers.
3. Make a new chant. Teaching purpose
教师引导学生观看图片､讨论panda和bird的特征,并带着问题观看动画,整体感知chant,一起学唱歌谣｡
Teaching purpose
先引导学生讨论和描述动物特征,再完成连线活动｡鼓励学生仿写chant,开放性的练习有利于培养学生的发散性思维｡
Let students try to make a new chant. Give an example:
Little monkey, little monkey. You are small and fast.
Baby elephant, baby elephant. You are a little bit fat.
▶板书设计
▶教学反思
1.实施单元整体教学,把握单元教学目标的整体性,挖掘单元教学内容的整体性,设计单元教学过程的整体性,充分体现新课程教学理念｡
2.复习活动设计多样化,较全面地兼顾到了各个单元的重点知识｡
3.看图说话､口语交流､看图练习､唱歌等多种形式充分调动了学生的积极性,使学生在不知不觉中完成了复习任务,达到了较好的效果｡
Recycle 2
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 yo u 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
The first period(第一课时)
Page 66 & Page 67
▶教学内容与目标
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
▶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｡
▶教学准备
相关动物的头饰､用来评价奖励的小贴画､PPT课件､课文录音､视频等｡
▶教学过程
Step 1: Warm-up & Revision
1.Greetings.
2. Sing a song—Finger Fruit Song. (出示课件)
3.Revision.
The teacher takes some word cards about fruit and makes a dialogue like this: T: Do you like apples? Teaching purpose
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｡
Ss: Yes, I do./No, I don’t.
Students make dialogues and act them out.
Step 2: Presentation
1.Lead-in.
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?
Ss: They are getting some fruit.
2. Watch and answer.
(1) Let students watch the video for the first time, and get the main idea of the dialogue. (课件出示:教材Read aloud的视频)
Show Picture 1.
T: 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) Teaching purpose
教师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｡
Teaching purpose
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｡
T: The animals finish their work. Now the monkey is counting the number of t he 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.)
(2)Students watch the video for the second time, then read after it. Pay attention to the pronunciation and the intonation.
3. Ask students to read the dialogue freely and ask some students to read the dialogue in roles.
T: I will give you five minutes to read the dialogue freely.
Ss: (read the dialogue freely)
T: Now I need some students to read the dialogue in roles. Who wants to be the elephant?…
Ss: (read the dialogue in roles)
In the end, the teacher gives the best group stickers as the prize.
Step 3: Practice
1. Act out the story.
The 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?
We should share things with our friends.
Step 4: Consolidation & Extension
Listen and draw. Teaching purpose
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｡
Teaching purpose
通过跟读使学生掌握对话的正确语音语调;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｡
Teaching purpose
表演课文可以使学生提高自己的综合语言运用能力｡
Teaching purpose
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. (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.)
2. Students listen to the recording, and draw something on the picture. T: 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
▶
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 purpose
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｡。