三年级英语上册 Module3 unit1(1)教案 外研版

《英语》(新标准)（三起）第一册Module 3
Unit 1
Purpose:
Knowledge aim: New words: door, window, blackboard, bird.
New sentences: Stand up! / Sit down! / Point to ~!
Ability aim: 1. Help the students can understand the orders: “Stand up”/“Sit down.”
/ “Point to~!” and can do the corresponding responses and actions of
them clearly.
2. Help the students not only can say “window，door
bird blackboard” in English but also can read the words
of them.
Ideological aim: Improve the students’ self-confidence
Main points: New words: door window blackboard and bird.
Instruction phrases: Stand up! Sit down! Point to~ !
Difficult points: Let the students can be clear about these three instruction phrases “Stand up. Sit down. A nd Point to~!” and try to use them expertly in the
daily life.
Teaching materials: pictures, cards, tape recorder, pieces of paper, courseware Teaching process:
Step One: Warm up
*Before the class, I divide the class into 3 groups. And tell them if they have a good job. They will get a beautiful card. and they can stick it on their wall.
Greeting:.
T: Shall we begin our English class?
S: Of course. Let’s begin.
T: Good morning, boys and girls.
S: Good morning, Tracy.
T: How are you today?
S: I’m fine. Thank you, and you?
T: I’m wonderful. Sit down please.
Free talk.
Around the class, I talk with the individual student using the sentences that we have learned such as “ Good morning! How are you today? Are you happy today? What’s your name?”
与学生贴近的互动的交谈,不但可以轻松地营造民主、和谐、宽松的教学环境，还充分体现学生是课堂教学的主体.在拉进师生距离的同时也使学生获得兴趣感、参与感、期待感和满足感.
Sing a song
T: You are great, now let’s sing a song. Ok? And When you sing it, you can perform the actions. And I will find out the best one. Let’s look who is the music star! Are you ready?
One, Two, Go!
(I play the courseware.)
(The students sing and do the actions that they like. After that I’ll choose the best one. And say)
T: you are the best. You can get a present ( ) and you
can stick it on your wall. Step Two: Representation
T: Oh, this team has got a present! The other teams don ’t be nervous! You have many chances. Now look here, I will fly some sentences and words quickly, and you ’d better tell us which sentence or word you can see. Ready? The first one is coming. ( I fly Cards of “ ” quickly. If no one can see it clearly, I will fly it once more.)
S1: Good morning.
T: Le t’s look. Is he/she right? Great, you are right. You can get it, and you can stick it on your wall.
(Review the sentences “Hello ! Hi! How are you? I ’m fine. Thank you! Sam, Amy, Lingling, Daming in the same way.)
从形式上讲,通过这个”比眼力的游戏”，不但可以营造英语学习的气氛，激发学生的学习兴趣，更重要的是它使学生的注意力从相对分散的歌曲表演中,迅速集中到课堂上来,在无意识下的情况下快速的进入学习状态. 从内容上讲这样的复习方式,可以带领学生从热身阶段的听说交流练习,递进到了对句子和单词的认读能力培养,避免了单纯的温故,而是在故有的基础上做到了拓展,以最有效的方式提高了课堂效率. Step Three: New course
A. New sentences: “Stand up! Sit down!”
(I will fly the sentence ” Stand up!” Maybe no one can read it. So I will be excited and say.)
T: Oh, This time I am the winner. I can read it. “Stand up!
(I read and do the actions; help the students know the exactly meaning of “stand ” and “up ”)
T: Read after me please. (The students read after me sometimes. Then I’ll choose some student read it individual)
T: I am the winner so I will write it on the blackboard. ( Here, I will accentuate “blackboard ” ,because it ’s our new words today.)
T:I show the cards of “ Stand up!” and say: do you want to get this one? I will give it to the best team. Now let us have a competition. The team which I point will stand up and read this sentence. Let ’s look which team is the best. Ready one, two, go. (At last I will choose the best one and allow them to stick it on the wall.) I will be very sad. And say:
Good morning!
T: Now there is only one present in my hand, it’s the last chance, are you ready? S: yes.
I fly the sentence “Sit down!” and if no one can read it. I will read it and tell the students that it is the opposite sentence of “stand up!” because I use this sentence in every class, so they have know the meaning of it.
T: I am the winner, so read after me please! “Sit down!”
S: Sit down!
T: I can write it on the blackboard, too. Do you want to challenge me?
S: Yes.
T: Ok, this time let’s look who can read it fast and clearly. I will read “sit “and you will read “down”. Then we read it let’s look who is faster.
(The first, I must to win. The second time, I will lose. And I will choose the faster student.) T: He is very fast. Do you want to challenge him?
At last choose the fastest one and give the cards to him.
T: Oh, you are so clever. You have got so many presents. I proud of you!
So! My smart kids, I will play a game with you. Do you want to play with me?
S: Yes.
用起立和坐下这两种肢体语言讲解Stand up. 和Sit down.边说边做边领读，帮助学生理解和记忆。

在这两句话的操练中避免了单纯的机械操练,而是采用竞赛的方式, 调动学生的积极性,使学生不但敢于说,更勇于说,便被动学习为主动学习.
B. New sentences: “Point to~!”
T: I say: point to good morning! You need to repeat and point to the card of “Good morning.
(I write point to on the board and do the actions and help the students to know the exactly
meaning of it.)
T: Point to Good morning! / How are you?/ I’m fine./ Daming/ Lingling/ Amy.
T: After some times I say: point to the door.
以活动的为线，体现学生的好动性和以动求学的语言观。

在本阶段，以活动为主，学生通过动作来进行操练，让他们在玩中学，在学中玩，使他们多感官参与教学，以提高学习效率，变有意识地学习语言为无意识地习得语言。

C. New words: “door/ window/ blackboard/bird”
(Maybe some student cannot point to the door. I will help them to find the door and write it on the blackboard.)
T: Look, this is a door. Read after me please, door. door, door,
T: Then I point to the door and say the sentence:” Point to~!” and help the students complete the whole sentence.
S: the door!
T: I also can go to the door and say the sentence:”Go to ~!”and help the students complete the whole sentence.
S: the door.
T: I also can say the sentence: close the door. open the door. touch the door. ( when I say these sentences I must to do the corresponding actions)
Teach the words “window”“blackboard” in the same way.
按照以教师为指导，体现教师的辅助性和以学为主的教学观的教学原则，在本阶段，采用直接输入的方法，利用教室内的桌椅、门窗等实物及卡片等进行直观教学。

通过指认实物来学习新单词door，
window blackboard及短语Point to，
C. New words: “bird/”
T: Now lets play a guessing game ok?
T: I will show a part of the picture and you guess what it is?
I will show the part of dog/ cat/ ,at last I will show the picture of bird. And have them guess it.
T: Teach the word bird. Let the student read it and write it on the board.
T: I’m a little tired. are you tired? Now stand up, and say a chant with me, ok?
S& T：“One Two, Point to the window；Three Four, Point to the door；Five Six, Point to the desk；Seven Eight, Point to the bird；Nine Ten, Stand up and Sit down.”。

根据低年级学生心理生理特点及整体设计目标体现灵活多样的基本念，设计了猜谜游戏,继续抓住学生注意力. 操练活动后，利用自编的chant与学生一起练习,本课的主要内容,以强化学生记忆.“E. Learn the contents of the text
T: Are you happy?
S: yes,
T: you’re very happy in our class. Are Lingling and her friends happy in their class? Now, let’s go and see what’s happened in their class. ( Look at the courseware.)
T: Are the happy?
S: Yes, they are.
T: Ok this time open your book, listen and point to the sentence that you heard.
T: Now this time let’s point and repeat.
Step Four: Knowledge extension.
Dud for the pictures, show some pictures and have the students add the sound for them! 根据以学生为中心，体现学习的主体和以人为本的教育观和以能力为目标，语言交际性和以能为本的人材观的教学原则，通过学生的分组练习，达到巩固强化知识的目的，同时通过小组合作，团队精神。

Step Five: Homework.
T: So today’s homework. Read and point the text for your parents.
Step Six: Handwriting on blackboard
Point to the door.
Stand up! window
blackboard
Sit down!
bird。