北师大版英语三下《Unit 12 lesson3》教学设计

北师大版一起小学英语三年级下册Unit 12 Review教案 4

Lesson 2PreparationYou will need:•Opposites Master1.ReviewEnsure that each child has his/her copy of the Opposites Master. •Show your own copy and point to the picture of the young turtle. Ask, “Is this a young turtle?” The children should answer, “Yes, it is.”Now ask, “Is this an old turtle?” Elicit, “No, it isn’t.”•Continue for the pictures of the birds (big/small) and boy/girl(tall/short). If necessary, repeat the procedure until all the children answer each question correctly.2.Listen for wordsStudent Book page 64•Have the children open their books and look at the picture of Ken and Mocky at the top of the page. Ask, “Where are Ken and Mocky?” Elicit the answer, “They are in a store.” Then ask, “Who is the storekeeper?”The answer is Mocky.•Have the children look at the speech bubbles in the picture, and read the words to them. Explain that Ken is asking if Mocky has the things listed on the right hand side.•Play the first dialog and stop the tape. Ask, “Does Mocky have a small train?” The answer is Yes.3.Listen for soundsStudent Book page 64•Direct the children’s attention to the bottom of the page. Show your copy of the page and point to the first picture. Say the word goat and have the children repeat it after you. Continue for the other five pictures.•Play the first word on the tape and have the children point to the matching picture. Repeat for the other words.•Play the tape again. This time have the children write the number of the word in the box next to the matching picture.4.Read, trace and matchStudent Book page 65•Show your copy of the page. Point to the picture of the hamburger and ask, “What’s this?” The children should answer, “It’s a hamburger.”Then have the children find the matching phrase.•Repeat the procedure for all the items on the table.•Read each phrase once more. This time have the children draw a 1ine connecting each phrase to its correct picture.5.Set homeworkStudent Book page 65Explain that you want the children to color the pictures.。

北师大版-英语-三年级下册-Unit 12 Review 教学简案

北师大版(三起)-英语-打印版Unit 12 Review 教学简案教学过程讲授活动 Let’s review!（1）Word Card watermelon, cookies, candy bar（2）提问:where can we buy them? Supermarket.（展示图片） when we go to the supermarket, what shall we pay attention to?（3）Today Ann and Ken go to the supermarket, what can you see in the supermarket? Can Mocky go to the supermarket? listen to the tape carefully and think about?第1幅图提问，师：where are they ？What does Mocky wear?生：第2/3幅图提问师：what does Mocky say?第4幅图提问：except cookies and candy bar. what he sees?第5幅提问:how many?第6幅提问：what is Mocky doing? eat the watermelonIs that right? Maybe he doesn’t know it. Can you do like this?第7幅提问：who’s this woman? what does she say?第8/9幅提问：then shop assistant take off its hat, what she say? how abouther?第10幅提问：Ann, Ken, Mocky go out of the supermarket, why?(5)Role-playing reading(分角色朗读)。

北师大版英语三下全册教案(2012版) 教学设计12

Unit 7 Fruits主备：郑蔡燕单元教学目标技能目标1.能询问或说出水果的名称;2.能够理解故事内容并能够分角色朗读人物对话;3.能正确抄写水果名称的单词。

知识目标1.词汇:话题词汇:能够指认、说出所学的水果:a banana, an apple, an orange, a peach, a lemon, a watermelon, a strawberry, a pear, a pineapple, a nut。

情景词汇:能在语境中理解aunt, love, this/that, sweet, sour, yum, yuk的含义。

2.句型:能够运用What's this? Is it…? 询问水果名称。

3.语音:能够区别辅音字母b, p在单词中的发音。

情感、策略、文化意识目标通过故事中Lulu认识、品尝水果的内容，培养学生勇于尝试新事物，在尝试的过程中注意方式、方法的意识。

单元内容分析本单元的话题是水果，是《英语课程标准(2011年版)》中“饮食”话题下的分话题。

本单元故事的主要内容是Mocky向Lulu介绍水果名称，呈现了询问、介绍水果名称的用法。

故事中Lulu不认识水果，因此不停地向Mocky问这、问那，自然地引出了What's this? What's that?句型。

这样的情景设计符合Lulu 的身份与特点，也很好地体现了句型的语用功能。

故事中Lulu还不停地品尝水果，引出了sweet ,sour,yum,yuk等词汇。

这一情节的设置既有利于学生在情景中理解词的含义，又为故事的高潮部分做了铺垫。

所以教师在关注故事语言的同时，也要关注故事中的兴趣点，让学生喜欢做事、体会故事学习的乐趣。

本单元的话题词汇是水果或果实，呈现的很多水果都是学生生活中比较常见的。

在词汇教学的过程中要关注两点:首先教材为了渗透名词单数概念以及冠词的用法采用了直接呈现的形式，如 a banana,an orange，可以做为语块处理，在教学中不用刻盘分开；其次，注意利用卡片组织猜、认、表演等多种词汇运用活动进行巩固Listen, Number and Say是一个比较真实的猜水果活动，学生先要观察、猜出是什么水果，然后再根据听力的内容进行判断Talk Togethe:呈现的活动则调动学生的触觉参与，学生要通过触摸猜出水果的名称。

北师大【一起】小学英语三下册《Unit 12 Review》教案 (2)

Lesson 1PreparationYou will need:•flashcards for the vocabulary being reviewed in Units 7 through 11. 1.Structure review: it ,s o (red) train; his, her, my•Hold up the flashcard for train. Ask, "What ,s this?〞 Elicit, "It ,s a train.〞 Ask, "Is it a big train?〞 The children should answer, "Yes, it is.〞•Ask what other words they can use to describe it. Elicit words like old, new, small, long, red, and yellow, in a sentence, for example, "It ,s an (old) train.〞•Collect some classroom objects from the children (books, erasers, pencils, pens, rulers). Hold up one object and have the children makea sentence to describe it. For example, "It ,s a (new) (book).〞 Repeat the procedure with the other items.•When returning the items to the children, ask, "Whose pen is it?〞Elicit, "It ,s (her) pen.〞 Repeat the procedure with other items., asking children by name to ensure the use of their. For example, "They ,re (their) books.〞2.Set the scene•Say, "What do we say to someone if we don ,t want them to do something?〞Elicit the term in English, Don ,t!•Present the flashcard for ticket. Model the word and write it on the board. Have the children repeat the word after you.•Ask the children what they say when they are at the train station and want to buy some tickets. Try to elicit, "I want some tickets, please.〞or "How much are the tickets?/How much is the fare?〞 All of these are correct.3.Talk about the storyStudent Book pages 62 and 63Have the children open their books at pages 62 and 63. Ask these questionsabout the pictures:Picture 1: "What do you think Danny is asking Bobby?〞Picture 2: "What are the friends waiting for?〞"What color is the train?〞Picture 3: "What color is this train?〞 "Is this the train the friend are waiting for?〞Pictures 4/5: "What is Mocky looking at?〞Pictures 6/7/8: "What is happening now?〞Picture 9: "What is Mocky doing?〞Picture 10: "Is Mocky better now?〞4.Story Student Book pages 62 and 63•Say, "Now we will hear what the characters said.〞 Play the tape and have the children look at the pictures as they listen.•Play the tape again, pausing at each picture. Have the children repeat the words each time.•Explain that in English people say Ouch! when they are hurt.5.Flashcard gameThis game reviews the core vocabulary introduced in Units 7 through 12. You will need the flashcards for the vocabulary being reviewed. Do not use the flashcards for numbers or action verbs.•Divide the class into two teams. Put all the flashcards face down on a table between the teams.•Have a child in Team A pick up a card and show it to Team B.(The children should take turns picking up the cards.) The child should ask, "Are these (dolls)?/Is this a (train)?〞or "What ,s this?/What are these?〞•Together, Team B must answer, "They ,re (doffs).〞 or "It ,s a (train).〞•Points are scored for every correct question and correct answer.。

三年级下册英语教学设计-Unit 12 I go to school by bus Period 3

三年级下册英语教学设计-Unit 12 I go to school by bus
Period 3 湘少版（三起）
一、教学背景
本节课是三年级下册英语课程中 Unit 12 的第三个课时，主要是让学生练习
运用一些交通工具的名称，并学会描述自己每天上学的方式。

该课时所在单元的教学目标是让学生能够熟练运用所学单词和句型描述自己的上学方式和路线，并能够跟同学们进行简单的交流。

二、教学目标
1.学生能够熟练掌握所学交通工具的名称和对应图片。

2.学生能够用简单的英语句子描述自己每天上学的方式，如“I go to
school by bus.”。

3.学生通过上课的互动交流，能够更好地理解自己同学所说的句子。

三、教学重点和难点
重点
1.掌握几种交通方式的单词和图片。

2.能够用正确的句式描述自己每天上学的方式。

难点
如何鼓励学生多与同学们交流，提高英语交流的自信心。

四、教学准备
1.教师准备教材和教案。

2.各自准备一张带有自己上学方式的图片。

3.课件和图片PPT。

五、教学过程
1. Warming-up & Review
教师可以准备一些图片，让学生根据图片和单词来判断这些人是怎么去上学的，以复习上节课所学的内容。

比如：。

北师大版-英语-三年级下册-Unit 12 Review 英文教案

北师大版(三起)-英语-打印版Unit12Review 英文教案教学目标Review all the Units of this term.学情分析Children can describe the items with colors and numbers;Children can say some fruit and vegetables.重点难点Describe the objects with colors.教学过程I.WarmerSing a song .II. Guessing gameDivide the whole class into two groups:Girls team and Boys team.Play PPT, have the children watch and guess “How many…”. The group who can guess right can get one score.III.Do some actions.Have the children all stand up and follow the teacher do the action.Then play “I say ,you do ”and “I do , you say” game.Change the tune to elicit their interest.Show them some pictures and ask “What he/she can do ?” Have the children answer.IV.Let’s drawThe teacher describe some fruits or vegetables in simple English, have the children draw them out.Ask some children to come out to the front. Show their pictures to the class. Have the others judge.V．Write the lettersShow the children some pictures and words with the capital letter missing. Have them to complete the capital letter as quickly as they can.Have the children write down 26 letters ,then check with each other.。

Unit12InnovationLesson3StephenHawking教学设计-高二下学期英语北

北师大版（2019）选择性必修第四册Unit 12 InnovationLesson 3 Stephen Hawking教材分析：《北师大版（2019）选择性必修第四册Unit 12 Innovation Lesson 3 Stephen Hawking》是北师大版高二英语教材中的一篇文章。

这篇文章介绍了物理学家史蒂芬•霍金的生平经历和科学成就。

教学目标：1. 知识目标：学生能够了解史蒂芬•霍金的生平和科学贡献。

2. 能力目标：学生能够通过阅读理解文章中的细节、推理作者的意图和探究科学家的职业道德。

3. 情感目标：培养学生对科学探索的兴趣和对科学家的敬佩之情。

教学重点：1. 学习和理解文章中的生词和句子。

2. 理解文章的结构和主旨，捕捉文章的关键信息。

教学难点：1. 阅读理解中的推理和细节题。

2. 理解科学家的职业道德及其重要性。

学情分析：学生经过高中一年的英语学习，基本掌握了阅读理解和词汇的基本技能。

他们对科学家的生平和科学贡献可能了解并不多，对科学家的职业道德也较为陌生。

但是，他们已经具备了较强的阅读理解能力和英语学习的兴趣。

教学策略：1. 激发学生的兴趣：利用多媒体资料，引入课题，激发学生对史蒂芬•霍金的兴趣。

2. 合作学习：设计小组活动，使学生能够相互讨论和合作，共同解决问题，提高学生的综合能力。

3. 激发思考：通过提出问题，引导学生思考并回答问题，培养学生的思考能力。

教学方法：1. 阅读导向的教学方法：在教学当中，注重培养学生的阅读理解能力，注重让学生理解和把握文章的结构和中心思想。

2. 合作学习法：教师组织学生小组讨论问题，共同解决问题，培养学生的团队意识和合作精神。

3. 提问引导法：通过提问让学生思考，引导学生发现问题、解决问题，激励学生主动学习和思考。

通过以上设计，可以使学生在这节课中更好地了解和理解史蒂芬•霍金的生平和科学贡献，培养他们对科学的兴趣和敬佩之心，提高他们的阅读理解能力和综合素质。

英语：Unit12《Culture Shock》Lesson3 Living Abroad-Grammar课件(1)(北师大版必修4)

, him in his his partner who was waiting for killing car. Climbing difficulties in front of their children. their financial
4. To my great surprise, I found the couple were discussing
We saw the buildings ________. falling down
shaking We felt the earth _________. crying We heard people _________.
encouraging What the children did was____________ . moving What the soldiers did was ___________. 表示主语的特征
The doctors sat on the floor
chatting the kids. _______with
Seeing the number "5,12", ________
we will think of giving love to others.
We have made some cards, telling the children we _________ care about them.
Read the texts from Martin, Wang Lei, and Jin Li aloud. Answer theபைடு நூலகம்questions.
1. What did Martin think of the Chinese? 2. What experience did Wang Lei have? 3. What did Wang Lei notice? 4. Why did Jin Li feel he was not welcome?

小学英语北师大版(三年级起点)三年级下册Unit 12 Review教案

Unit 12 ReviewGet Ready（1）呈现几幅超市的图片，让学生说一说是哪里，呈现supermarket的单词。

让学生说一说在超市可以买到哪些商品。

T: Look, where is it? What can we buy in the supermarket? Can we buy vegetables/ fruits?（2）让学生说一说进超市时应注意什么，可以让学生用汉语。

Listen and Read1. 导入故事（1）呈现第一幅图，让学生看图，说一说Ken他们要去哪里。

（2）让学生注意Mocky,猜一猜Mocky为什么这样打扮。

可以让学生用汉语说一说。

2. 学习故事（1）教师播放故事动画，然后让学生说一说Mocky又认识了哪些物品。

教师将candy,cookies,watermelon的图片贴到黑板上。

鼓励学生想一想Mocky想要什么。

T: What does Mocky see in the supermarket? What does he want?（2）再放一遍故事动画，让学生说一说谁把Mocky请出了超市，原因是什么。

T: Who is this woman? Why can’t Mocky stay in the supermarket?（3）播放图6-图8的内容，教师指着图8的警示语，引导学生理解No animals.的意思。

让学生观察Mocky的表情，体会Mocky的心情。

（4）让学生看图8，猜一猜Ken 去哪里了。

接着看图9、图10的内容，说一说Mocky现在的心情。

（5）回顾故事主要内容。

把Mocky面具贴在黑板上，让学生回忆Mocky看到的商品，并贴上卡片。

然后再出示超市女店员的图，带领学生回忆人物对话内容。

3. 模仿练习（1）让学生独立阅读故事。

之后，问问学生是否有不懂的语句。

（2）教师播放录音，让学生跟读、模仿对话。

（3）教师播放录音，可以让学生跟读。

英语：Unit12《Culture Shock》Lesson3 Living Abroad课件(1)(北师大版必修4)

It is common to speak loudly in a restaurant. The host keeps on putting more food in the guest’s bowl.
Chinese
culture
situation
When praised
American culture Chinese culture
True, False or No Information?(Ex 2) 1. Jin Li got used to the American way of doing things soon after her arrival in the USA. F 2. We know Jin Li has at least one T American friend. 3. Wang Lei never went back to the restaurant in New York again. NI
Voice your opinion
What do you think is the most interesting to you when you visit a city for the first time , its people , its food , or its architecture? Use the new words in this lesson to help you.
closed the door as soon as they said goodbye.
(5) Tina
E felt embarrassed because she talked loudly with her friend in an American restaurant.

(北师大版)三年级英语下册教案Unit12lesson3

Unit 12 Review
Lesson 3
教学内容：
Structures:
Don’t!
Can I have (three tickets), please?
They’re (big) cows.
What’s the matter?
My (eye) hurts.
It’s his/her (eye).
Vocabulary:
Core: big, small, eye, face, nose, hair, head, mouth, hand, foot, arm, leg, knee, stomach, a cat, a cow
Contextual: Here you are.
教学目标：复习身体部位单词及句型How are you?
教学重点：区别身体各个部位单词。

教学难点：单词的正确发音及句型的运用。

教具准备：第7到12单元学生卡片。

教学过程：
一、说一说
1.让学生翻到第66页。

让学生看本页上部的图。

把这一页给学生展示，指第一幅图问：“在故事里是谁买的票？”引导学生说出：“Danny.”再问：“售货员是谁？”引导学生说出：“Bobby.”
2.示范第一个对话，让学生跟读。

3.把全班分成两组，让学生分角色朗读对话。

4.把学生分成两人一组练习对话。

鼓励学生用不同的票数替换。

5.练习第二个对话，指着图问：“Mocky在火车里看见外面是什么动物？”用第一个对话练
习的方法。

鼓励学生用不同的动物和动物叫声。

6.练习第三个对话时，指图提问：“Mocky怎么了？”用练习上面的方法练习。

让学生用不。

(湘少版)三年级英语下册《unit 12 period 3》教案设计

（湘少版）三年级英语下册《unit 12 period 3》教案设计一、教学目标1.学生能够掌握词汇：cup, saucer, jug, plate, bowl, spoon, knife, fork, and, or。

2.学生能够听懂、理解并运用以下句子：–Where are the cups?–They’re in the cupboard.–Where’s the plate?–It’s in the sink.–Do you want a cup of tea or coffee?3.学生能够观察图片，描述图片中的场景。

二、教学重点1.新词汇的学习与掌握。

2.句子的听说能力培养。

三、教学难点1.句子的听说能力培养。

四、教学准备材料1.教师PPT。

2.学生课本。

五、教学过程1. 导入新课•展示一张厨房图片，引导学生用英语描述图片中的物品。

2. 新词汇学习•展示图片，将新词汇逐个进行教授。

过程中进行示范、发音和讲解。

3. 句型学习•展示图片，引导学生问句和答句的搭配。

•引导学生模仿和练习。

4. 图片观察•展示一组图片，引导学生观察图片，描述图片中的物品和情景。

5. 游戏环节•制作一个宝箱，里面放有各种图片。

分别让学生抽出一张图片，然后进行自我介绍或配对游戏。

6. 课堂总结•复习本课所学内容，提醒学生作业要求。

六、作业布置1.翻译新词汇。

2.练习新句型，家里进行实践运用。

七、教学评价本次教学内容贴近生活，能够使学生更好地掌握英语口语表达，教学过程生动有趣，达到了预期的教学效果。

在教学过程中，学生积极参与，反馈良好。

小学英语三年级下册《Unit 12 Review》教案 (1)

Unit12 I can swim【教学内容】本课属于北师大版先锋英语3B,Unit12．本课是第1课时．本课主要教学内容是动作单词jump, run, walk,dance,swim,主要语言结构是I can... Can you…? Yes, I can.【设计理念】以语言运用为中心，借助现代信息技术，努力为学生创设理想的英语学习环境，提供丰富的网络资源，倡导体验、实践、参与、交流与合作的学习方式。

倡导任务型教学，把语言综合运用能力的培养落实在教学过程中。

面向全体学生，突出“以人为本”的素质教育理想，使语言教学的过程同时成为提高人文素养、增强实践能力、培养创新精神的过程。

【教学目标】1、知识目标：⑴学习与各种动作有关的词汇：jump, run, walk,dance,swim, 巩固句型I can…学习功能巨型Can you…? Yes, I can.⑵复习和回顾各种小动物的名称。

⑶拓展词汇： fly, games, 拓展句型：否定回答No, I can’t. What can you do?2、能力目标：训练学生在情景中运用所学的语言进行交际对话的能力，培养学生对语言信息的筛选能力，和对话中语言交际的逻辑性。

3、情感目标：培养学生对于各种运动的判断和认识，建立恰当的体育运动观念。

【教学重难点】1、教学重点：本单元的主要语言结构和动作词汇，会表达自己能做的动作，并根据交际对象进行询问和回答。

2、教学难点：训练学生根据创设的情景灵活使用语言结构，理解并掌握各种动作的表达方式，能针对会做的动作进行自主地询问和回答。

【学习者特征分析】本课中涉及到的单词大部分学生已经有所熟悉，因此学习单词并不困难。

I can.. Can you…句型的虽有所渗透，但并没有学会，也不能完全掌握，因此通过此课时的学习，让学生完全理解并掌握这些动作的单词，和语言结构的使用方法和情景是本课力求达到的学习目的，也是学生重点体验的过程。

北师大小学一起点英语三年级下册《Unit 12 Review》教案 (5)

北师大小学英语一起点三年级英语知识需要巩固背诵单词和课文，不要粗心大意。

北师大小学英语一年级起点伴你成长快乐学习！Unit 12 ReviewLesson 2教学内容：Structures:Do you have (a small train)?Yes, I do.No, I don’t.What color is this (pencil)?Vocabulary:Core: small, big, old, new, young, blue, long, short, green, rice, a hamburger, a banana,soup, milk, an ice cream, somePhonics: hard and soft /c/; hard and soft /g/教学目标：通过本节课复习反义词；句型：Does Mocky have a small train? 教学重点：正确使用反义词。

教学难点：句型Does Mocky have a small train?的人称变化。

教具准备：反义词图板教学过程：一、复习1.把这一页给学生展示，指小乌龟的图，问：“Is this a young turtle?”学生应该回答：“Yes, it is.”再问：“Is this an old turtle?”引导学生回答：“No, it isn’t.”2.继续进行完成birds (big/small)和boy/girl (tall/short)的图。

如果需要，重复以上步骤直到学生能正确回答为止。

二、听单词1.让学生翻开书看本页上部Mocky和Ken的图。

问：“Ken, Mocky在哪里？”引导学生回答：“在一个商店里。

”再问：“谁是售货员？”答案是Mocky。

2.让学生看图中的对话框，给学生朗读。

告诉学生Ken问Mocky是否有图右边列出的物品。

3.放第一个对话录音，问：“Does Mocky have a small train?”回答是“Yes.”4.再放第二个对话的录音，问：“Does Mocky have a big train?”答案是“No.”5.再放一遍录音，这次告诉学生如果答案是“Yes, I do.”就在方格里画勾，反之画叉。