三年级上册英语第二单元第一课时教案上海教育出版社

合集下载

(沪教牛津版)三年级英语上册教案Module1Unit2第一课

Unit 2 Greetings【教材分析（MODULE ANALYSIS）】一、单元目标（UNIT TARGETS）（一）“任务”目标（MAIN TASKS）1、让学生掌握更多的招呼和问候语。

2、学会对别人的问候和招呼作出应答。

（二）语言学习目标（LANGUAGE LEARNING OBJECTIVES）1、通过一句句问候，一声声招呼和道别，培养学生懂礼貌讲文明的好习惯，同时增进同学间的友情和互相了解，让他们积极参与合作与沟通，更拉近了老师与学生间的距离，为英语的学习创造了一个和谐的氛围。

2、学生在二年级熟悉掌握了26个字母的字形，读音和书写的基础上，掌握字母在单词中的读音，引导学生读准字音和用一定的读音规则来拼记单词，掌握一定的拼记单词的方法。

3、在一年级学习了Miss的口头表达的基础上，掌握与Mr, Mrs之间的用法比较。

4、在一年级第一学期和第二学期二次学习了How are you? Fine, thank you.的基础上，进一步学习更多的回答方法，能够用不同的句子表达不同的身体情况，并进行书面的表达，认读和书写。

5、能够区分不同的场合使用恰当的问候语或招呼语，以及当别人与你问候打招呼时能正确地应答，并进行书面的表达。

6、在掌握了Good morning! 书面的表达的基础上，根据教学实际拓展Goodafternoon! Good evening!的学习内容，学会口头或书面的表述，认读和书写。

（三）教材地位（UNIT POSITION）1、从本章节的中心“Getting to know you”为主线来看，以对话的形式呈现教材内容，内容是着重围绕“Greetings”这个主题展开的；语言的使用环境是在各场合遇见人时的问候，招呼和道别。

2、字母和词汇方面，要求学生在二年级熟悉掌握了26个字母的字形，读音和书写的基础上，增加了字母在单词中的读音和一定的读音规则；在一年级学习了Miss的口头表达的基础上增加Mr, Mrs的学习内容。

上海教育出版社小学英语三年级上册全册教案【优质教案】(完美版)

教学计划一．学情分析刚上三年级的学生因初步接触英语，对它有些陌生也有些好奇。

学生中大部分的人都积极主动的英语交朋友，大胆的去说去练。

在新学期里我会主动接近并了解学生，让他们认识到英语的兴趣，去认真的了解和学习，从而能在新学期里取得好成绩。

二．教材分析本教材的设计体现了“以人为本”的教育思想，形式多样活泼，很符合该年龄阶段的儿童。

教材以话题为纲，以交际功能和语言结构为主线，逐步引导学生运用英语完成有实际意义的语言任务。

体现了交际教学思想，注重学生语言应用能力的培养。

在整体构思、内容安排、活动设计和教学方法选用上都紧密联系学生的生活实际、贯彻了语言的交际功能和语言应用的基本原则。

三．教学目标根据教材编写的宗旨，现将教材具体分析如下：1、按“话题—功能—结构—任务”体系编写。

话题、功能、结构、任务四个方面紧密联系、融为一体，既吸取国外教材注重交际、情景真实的优点，又发扬国内以往教材结构清晰、系统性强的长处，以利于学生在掌握语言基本结构的同时获得听、说、读、写的基本技能和能力。

句型不是通过机械性的单句操练进行教学，而是溶化在有情景的对话之中，力求使学生在操练句型时就学到现实生活中有交际价值的语言。

2、内容浅显易懂、重点突出，题材结合实际、贴近生活，语言正确规范、真实地道，插图生动活泼、富有情趣，比较符合小学生的生理和心理特点，比较符合儿童学习语言的规律。

3、采用循环式编排方法，较好地体现了“由浅入深、由易到难、循序渐进，逐步扩展、点面结合、不断复现”的原则。

4、在安排词语和语法项目时采用了“早渗透”和“重积累”的方法。

所谓“早渗透”，是指某些词语和某个语法项目在进行正式教学之前，先在前面课文中少量出现，使学生对之有所接触和了解，以便正式学习时比较容易领会和掌握。

所谓“重积累”，是指把已学过的词语或语法与教授内容结合起来，以旧带新，温故知新，逐步扩展，不断积累。

四．教材重点和难点1、掌握所学单词。

2、掌握所学句型。

牛津上海版(三起)三年级上册英语Module 2 Unit4 第1课时教学设计

Unit4 My friends 第1课时教学设计【内容来源】上海教育出版社（2013年版）三上Module2 Unit4【主题】Listen and say, Look and learn, Look and enjoy【课时】第1课时一、教学目标(Teaching aims)1．呈现代表高矮胖瘦的典型人物形象，引出Look and learn中描述人物体形特征的四个形容词，帮助学生达成词汇学习的目标。

2．通过Listen and say的情景对话，帮助学生学习本单元的核心句型This is ．．．(name)和He’s/She’s．．．(adj．)二、教学重难点(Teaching points and difficulties)1．词汇：tall, short, fat, thin, friend, he, is, my, she, this2．句型：This is …(name)He’s/She’s …(adj．)三、教学准备(Teaching preparation)课件、音频四、教学过程(Teaching process)Pre-task preparations1．播放Listen and enjoy的儿歌，让学生听并跟唱，活跃课堂气氛。

2．用多媒体或挂图呈现分别代表髙、矮、胖、瘦这四种体形的典型人物形象，让学生通过图片直观地感受tall, short, fat和thin这四个形容词的意思。

While-task procedures1．分别呈现Joe和Peter的图片，但是遮住人物的脸，让学生猜猜照片中的人是谁。

通过这一活动引出一对反义词fat和thin，然后出示更多不同体形的人物图片，让学生说说谁瘦谁胖。

T: (show the picture of Joe) Who is this?S1: Peter．T: No, he isn’t Peter．S2: Joe．T: (show the full picture of Joe) Yes, this is Joe．Joe is fat．T: (show the picture of Peter) Who is he? Is he Joe? SI: No．T: Who is he?S2: Peter．T: (show the full picture of Peter) Yes, this is Peter．Peter is not fat．He’s thin．(point to the thin pupils in the class) ．．．is thin．．．．is thin too．T: (show more pictures of fat or thin people) Who is fat/thin?S1: ．．．is fat．S2: ．．．is thin．2．邀请一高一矮两个学生背靠背站在前面，量一量他们的身高并将数字写在黑板上，通过介绍引出一对反义词tall和short。

沪教版英语三年级上册《insectsandplants》教案_三年级英语教案上册

沪教版英语三年级上册《Insects and Plants》教案教材背景本教案为沪教版英语三年级上册第二单元《Insects and Plants》的教学设计。

该单元主要介绍昆虫和植物的相关知识，包括昆虫和植物的基本特征、不同种类的昆虫和植物以及它们的生活习性等。

本教案旨在通过丰富多彩的课堂活动，激发学生的学习兴趣，提高学生的英语水平和综合能力。

教学目标1.能够听懂、理解并运用本单元的核心词汇和短语；2.能够熟练使用“is”和“are”这两个基本动词，并能准确使用其单数和复数形式；3.熟悉不同种类的昆虫和植物，并了解它们的生活习性；4.发展学生的听、说、读、写四种语言技能；5.培养学生的观察能力和动手能力，培养学生的团队协作意识。

教学重点1.单词和短语：insect, plant, bee, ant, butterfly, grass, tree, flower, leaf,stem, root, grow, eat等；2.动词“is”和“are”的运用及其单数和复数形式。

教学难点学习并掌握不同种类的昆虫和植物，并了解它们的生活习性。

教学准备学生课本、教师课件、录音机等。

教学过程Step 1：Warm-up1.教师通过幻灯片或图片向学生展示几张昆虫或植物的图片，引入新课；2.教师与学生一起讨论这些昆虫或植物的名称，并通过简单的描述让学生了解它们的生活习性。

Step 2：Presentation1.教师通过课件等工具向学生介绍、展示Insects及Plants的图片，并逐一为学生讲解相应的英文名称；2.教师讲解动词。

(沪教牛津版)三年级英语上册教案 Module1 Unit2 (2)(1)

Module 1 Getting to know youUnit 2 GreetingsPeriod OneTeaching contents: Look and sayTeaching Aims:1.知识目标：Learn to say : Good morning,学习字母Aa , Bb, Cc , Dd在单词中的发音2.能力目标：能与同学老师打招呼3.情感目标：教育学生要做一个有礼貌的好孩子Different and key point:1.单词与字母的发音2.能灵活运用招呼语Teaching aids:一幅教学挂图；录音磁带教学步骤方法与手段补充与修改Warming up 1. Sing a song.（The alphabet song.）2.Daily talk.Ask and answer.Presentation . 1.Introduce the new friends:a)Eg. Miss Fang, Eddie, Danny.2.Ask and answer:T: W ho’s this? S: Miss Fang.3.Say hi/hello to Miss Fang and so on.4.T: If you are Miss Fang. How tointroduce yourself.5.Situation: In the morning. Eddie meetsMiss Fang on his way to school. How do they greeting ?6.Listen to the tape.7.listen again and imitation.8.How do you say good morning to me ? Oneby one.9.Say good morning to each other.10.Show an apple and ask: Who can tell methe English for “苹果”11.Show them the picture and word card.12.Listen to the tape and pay attentionto the sound “Aa” in “apple”.13.Listen again and imitate thepronunciation.14.Say some sentences with “apple”.e the same way to learn “Bb, bag,Cc. cat , Dd, dog “.Consolidation1.情景：a.早晨你起床后对妈妈第一句可以说什么她会怎么说b.在上学的路上你遇见了你的好朋友Eddie，他会怎么说你会对他说什么c.上课了，你对Miss Fang 怎么打招呼她会怎么与你打招呼课后随笔板书设计applebagcatdogPeriod TwoTeaching contents: Look and sayTeaching aims:1.知识目标：学会问好、道别利用Hi 打招呼2.能力目标：能主动正确地与他人打招呼3.情感目标：做一个懂礼貌的好学生Different and key point:正确使用招呼语Teaching aids:录音磁带；图片与头饰教学步骤方法与手段补充与修改Warming up 1.sing a song.2.T：In the morning. How do you say “Goodmorning “to Miss Fang/Eddie/Danny….Revision 1. Review the sound” Aa Bb Cc Dd “in thewords and read the words.Presentation 1.Put a mask on my head and say : I amAlice. Good morning, S1. Let S1 say:Good morning, Alice.2.Let’s say “Good morning” toAlice/Ben/Peter/Kitty/Miss Fang.3.Put the mask on students’ head and askthem to say “Good morning” eachother.4.Between classmates or friends we canalso say” Hi ”each other.5.Wear the masks and listen to the tape.6.Listen again and imitate the dialogue.7.Say “ Hi “ each other.笔计Period ThreeTeaching contents: Say and act.Teaching aims:1.知识目标：认识新朋友: Mrs Wang, Mr Li, Mrs Li, Grandma.学会用比较正式的问候语” Hello” .学会用 How are you ? Fine, thanks. 进行问答2.能力目标：能正确运用所学的语言进行招呼，并能正确使用” Hello,Hi “ .3.情感目标：教育学生做一个从小懂礼貌的好孩子Teaching aids:教学挂图, 单词卡片与图片教学步骤方法与手段补充与修改Warming up 1.Sing a song.2.Daily talk.Revision e soft toy to greeting each other.2.Pair work.3.Say “Good morning. Hi. Goodbye” toyour classmates,Presentation 1.Wearing a mask and say: I’m Mrs Wang.Hi, everybody. Good morning, boys and girls. Then put the mask on students’ head and ask them to say : I’m…2.Who can say ” Good morning “ to me.The same way to teach “Mr Li, Mrs Li”.3.Wearing a mas k and say : I’m Grandma.4.Suppose you’re grandma . Can you say“I’m Grandma.”?e masks and listen to the tape.6.Listen again and ask students to。

三年级英语上册教案Module 1 Unit2 第1课时牛津上海版(三起)

Unit2 How are you? 第1课时教学设计【内容来源】上海教育出版社（2013年版）三上Module1 Unit2【主题】Listen and say, Look and learn【课时】第1课时一、教学目标(Teaching aims)1．帮助学生了解本单元Look and learn中的人物：Mr Wang, Mrs Wang, Alice, Mr Li, Mrs Li, Ben和Kitty。

2．通过开展多种游戏活动，帮助学生达成词汇学习的目标。

3．通过简短对话让学生学会用英语与别人问候及道别。

二、教学重难点(Teaching points and difficulties)1．词汇：Mrs, Mr, are, fine, goodbye, hi, thank, you2．句型：How are you? I’ m fine．Thank you．3．日常用语：Goodbye!三、教学准备(Teaching preparation)课件、音频四、教学过程(Teaching process)Pre-task preparations1．播放歌曲I’m Dolly!的录音。

全班学生合唱。

邀请个别学生将Dolly换成自己的英文名字，用歌曲形式向全班同学打招呼。

I’ m ．．．Hello, hello．I’ m ．．．Hello, hello．Hello! Hello! Hello!2．逐一出示人物（如Alice, Peter, Joe, Kitty)图片或手偶，模仿人物向学生作自我介绍并打招呼，让学生作出回应。

T: (show Alice’s picture) Hello, I’ m Alice．Ss: Hello, Alice．T: (show Peter’s picture) Good morning．I’m Peter．Ss: Good morning, Peter．While-task procedures1．出示课本Look and Learn的第一张图片并作介绍，让学生仿说，借助图片帮助学生理解单词Mr和Mrs。

三年级上册英语教案Module2 Unit1My friends沪教版

三年级上册英语教案Module2 Unit1My friends沪教版
教学目标：
1. 知识目标：能听懂、会说、会读Goodbye，my，friend。

She’s/He’s…,理解my, class。

2. 技能目标：能熟练自如地运用告别用语Goodbye.和交际用语She’s/He’s…
3. 情感目标：培养学生学习英语的兴趣，培养学生的交际能力。

教学重点：
能听懂、会说、会读交际用语Goodbye. She’s/He’s…
教学难点：
能理解并运用She’s/He’s…
教学过程：
Step1 Presentation and practice
A．学习句型：She’s…She’s my friend. He’s…
He’s my friend.
1. 课件出示美羊羊多半遮住的图片，让学生猜猜图片中人物，引出句型She’s…的学习。

4.通过猜说第三、四幅图人物，指导学生朗读句型，练说句型。

巩固第
二、四图主要句型
Step2 Colidation 创设情境，练习巩固句型She’s…She’s my friend. He’s… He’s my friend.
1.Listen and match（听音连线）巩固课文主要内容
2. 拓展运用。

Doing 选出适合情境的表达，相信你一定行
Step3 Summary
1. 总结本节课主要内容。

2. 关于朋友人生格言： a life without a friend is a life without a sun.
人生在世无朋友，犹如生活无太阳。

新牛津沪教三年级上册module 2《unit 1 my friends》优秀教案(重点资料).doc

Module 2 Unit 1 My friends3rd period: Two fat boys in the rain活动介绍（ACTIVITIES）（一）任务前期准备（PRE-TASK PREPARATION）Activity 1 Quick response说出你听到单词的反义词。

fat , short, beautiful, big, long, strong（二）任务实施过程（WHILE-TASK PROCEDURE）1、新知识的引入（PRESETATION）Activity 1 Talk about our hands在黑板上画一只大手，回答问题：1. How many hands have you got?2. How many fingers have you got?3. Which finger is small?4. Which finger is short?5. Which finger is tall?6. Which finger is thin?7. Which finger is fat?黑板上的一个大手，老师不说，学生已经表现出了浓厚的兴趣，现在用一些形容人的词来形容它们，学生肯定会感觉很有趣，很新鲜，当他们将手指的特征记住后，我们就可以顺利的开展下面的教学。

Activity 2用多媒体制作一个男孩在雨中，问：Is this a boy or a girl? ( A boy)Where is he? ( In the rain) , 接着出现另一个男孩，问：How many boys? ( Two) How are they? ( Fat) What are the boys doing? (Bow) What are the boys saying?( How are you?)问答结束，出现板书：Two fat boys in the rain. Bow and bow and bow again. How are you?最后让学生操练：Two fat boys in the rain. Bow and bow and bow again. How are you? How areyou? How are you again?2、新知识的操练（PRACTICE）1）机械性操练（MECHANICAL PRACTICE）Activity 1 Make a chantBaby, babies.One and two.One baby, two babies.We are babies.名词的复数对于刚上三年级的学生来讲是一个重点，也是一个难点，如何让学生更好的记住和正确的使用呢？我们可以利用一些chant 或顺口溜等，便于让学生掌握，让学生在有趣的教学活动中记住原本很枯燥的语法知识。

三年级上册英语教案Module 2 Unit5 My family 第1课时牛津上海版(三起)

Unit5 My family 第1课时教学设计【内容来源】上海教育出版社（2013年版）三上Module2 Unit5【主题】Listen and say, Look and learn【课时】第1课时一、教学目标(Teaching aims)1．通过一个有趣的找词游戏引出本单元的话题family。

2．呈现家谱图，引出Look and learn中家庭成员的称谓，帮助学生学习词汇。

3．通过Listen and say的情景对话，帮助学生学习本单元的核心句型Who is he/she? He’s/She’s．．．二、教学重难点(Teaching points and difficulties)1．句型:Who is he/she?He’s/She’s my．．．2．词汇：father, mother, brother, sister, me, beautiful, who三、教学准备(Teaching preparation)课件、音频四、教学过程(Teaching process)Pre-task preparations1．与学生互相问候拉开课堂的帷幕，引导学生用不同的句子回答。

T: Hello,…How are you today?S1: I’m fine．Thank you．How are you today, Miss …？T: I’m great, thank you．2．找词游戏。

在黑板上写出或用多媒体呈现下面这句话：然后突出这句话中各个单词的首字母，提示学生找出单词family，从而引出本单元的话题。

While-task procedures1．出示本单元Look and learn的家谱图，引导学生识记表示家庭成员称谓的单词。

T: (show the family tree in “Look and learn”) This is a family tree．And this is the Browns．T: (point to Peter Brown in the picture) Look at this boy．Who is he?Ss: Peter Brown．T: (point to the father in the picture) Who is he?He is Peter’s father．Father, father．Ss: Father, father．T: (point to the mother in the picture) Who is she? She is Peter’s mother．Mother, mother．Ss: Mother, mother．T: (point to the boy on the right in the picture) Who is he? He is Peter’s brother．Brother, brother．Ss: Brother, brother．T: (point to the girl in the picture) Who is she?She is Peter’s sister．Sister, sister．Ss: Sister, sister．2．出示Unit2的Look and Learn中Kitty一家的图片，然后将这个图片借助多媒体变成一棵family tree,然后让学生操练家庭成员的称谓。

牛津上海版(三起)三年级上册英语Module 2 Unit6 Me 第1课时教学设计

Unit6 Me 第1课时教学设计【内容来源】上海教育出版社（2013年版）三上Module2 Unit6【主题】Listen and say, Look and learn, Sing a song【课时】第1课时一、教学目标(Teaching aims)1．通过Sing a song的歌曲活跃课堂气氛，并让学生初步感知本单元要学习的内容。

2．呈现Look and learn人物头像，引出有关五官和头发的单词，帮助学生学习词汇。

3．通过Listen and say的情景对话，引导学生学习本单元的核心句型My… is/are．．．二、教学重难点(Teaching points and difficulties)1．词汇：hair, eye, ear, nose, mouth, face, big, long, look, small2．句型：My hair is long．My ears are small．三、教学准备(Teaching preparation)课件、音频四、教学过程(Teaching process)Pre-task preparations1．在黑板上画出或用多媒体呈现几组图片（一只老鼠和一头大象；Mr Li 和Kitty, Ben等等）。

然后教师针对每组图片提问引导学生回答问题，通过问答复习一些形容词和已学句型。

T: (show the picture of a mouse and an elephant) Big, big，big．What is big?S1: Big, big , big．The elephant is big．T: (show the picture of Mr Li and Kitty) Short, short, short．Who is short?S2: Short, short, short．Kitty is short．T: Very good!2．播放Sing a song的歌曲，让学生先听后跟唱，初步感知本单元将要学习的有关五官和头发的词汇。

三年级英语上册《Unit 2 What’s your name》教案上海本地版

Unit 2 What’s your name?Period 1教具准备Teaching Aids Cassette 3A, pictures, tape, tape recorder ,活动主题The theme 活动内容The contents活动目标The objectivesModule 1 Unit 2 P6 P7 Words and phrases:stand up, sit down, open,Patterns: What’s yournam e? My name’s Peter.Write your name, please.ing the key words and phrases in context.Eg, stand up, sit down, open, booking modelled sentences tofind out aperson’s name. Eg, What’s your name? Myname’s Peter.ing imperatives to give simpleinstructions. Eg, Write your name, please.活动过程 Teaching StepsPre-task ActivitiesStep 1Say a rhytme: Hello, hello. My name’s Lucy. My name’s Lucy.Hello, hello. My name’s Tommy. My name’s Tommy.Hello, hello. How are you?Hello, hello. Fine, thank you.Step 2Have the students to say the rhyme use their own names.While-task ActivitiesStep 1Introduce the new words and phrases by miming. Have the students to repeat.T: (sitting down) Sit down.S: Sit down.T: (Standing up) Stand up.S: Stand up.…Step 2Play ‘simon says’ to practise the new phrases.Step 3Have the students listen to the recording for ‘Look and say’ on P6 and read after the tape. Step4Invite individual students to practise the dialogue with teacher.T: Good morning, boys and girls.Ss: Good morning, Mr Zhang.T: Sit down, Please. What’s your name?S1: My name’s Peter.T: Open your book. Write your name, please.Step5Encourage the students make a new dialogue using their own names in groups.S1: Good morning, boys and girls.S2&S3&: Good morning, Mr Zhang.S1: Sit down, Please. What’s your name?S2: My name’s ...S1: Open your book. Write your name, please.S1: What’s your name?S3: My name’s ...S1: Open your book. Write your name, please.Post-task ActivitiesStep 1Encourage students to make a new dialogue.Eg,S1: Good morning, boys and girls.S2&S3&: Good morning, Mr Zhang.S1: Sit down, Ple ase. What’s your name?S2: My name’s ...S1: How are you?S2: …S1: Open your book. Write your name, please.Step 2Play a gameS1: My name’s … What’s your name? (Point to student S2.)S2: My name’s … What’s your name? (Point to studen t S3)S3:…板书设计Blackboard WritingWhat’s your name? Sit down. Stand up.My name’s Peter.课后作业 Assignments 课后反思 Reconsideration 1.Read the words and the sentences after the tape.Unit 2 What’s your name?Period 2教具准备Teaching Aids Cassette 3A,p ictures, tape, tape recorder ,活动主题The theme 活动内容The contents活动目标The objectivesModule 1 Unit 2 P7 Words and phrases:colse, open the door.classroom,blackboradPatterns: Open thedoor, please. OK.ing the key words and phrases incontext. Eg,ing imperatives to give simpleinstructions. Eg, Open the door,please.3.Responding to simple instructions.Eg, OK.活动过程 Teaching StepsPre-task ActivitiesStep 1Play a game: Teacher say the instructions, the students do the actions.and make respond to the instructions.Eg, T: Stand up.S: OK. (Students stand up.)Step 2Have the students to say the instructions and have the rest of them do the actions.While-task ActivitiesStep 1Introduce the new words and phrases by miming. Have the students to repeat.T: (opening the door) Open the door.S: Open the door.T: (Closing the door) Close the door.S: Close the door.…Step 2Inrtoduce ‘classroom’ and ‘blackborad’Step 3Have the students listen to the recording for ‘say and act’ on P7 for twice and repeat the tape.Step4Invite individual students to practise the dialogue with teacher.T: Close the door, please.Girls: OK, Miss Fang.T: Thanks. Look at the blackborad, please. Clean the blackboard, please.Ss: OK.T: Open the door, please.Boys: Yes, Miss Fang.T: Thank you, Peter.Have the students practise in pairs.Post-task ActivitiesStep 1 Encourage students to make a new dialogue to practise the responding to the instructions.Eg, S1: Close the door, please.S2: Ok. S1S2: Clean the blackboard, please. S3: Yes,S2.板书设计Blackboard WritingOpen the door, please. OK. colse, open, classroom, blackborad 课后作业 Assignments 课后反思 Reconsideration1.Read the words and the sentences afterthe tape.Unit 2 What’s your name?Period 3教具准备Teaching Aids Cassette 3A ，pictures, tape, tape recorder ,活动主题The theme 活动内容The contents活动目标The objectivesModule 1 Unit 2 P8 Patterns: Hello,What’s your name?ing modelled sentences to find out aperson’s name. Eg, What’s your name?My name’s Peter.ing imperatives to give simpleinstructions.3.Responding to simple instructions.Eg, OK.活动过程 Teaching StepsPre-task ActivitiesStep 1Practise “What’s your name?”“I’m …”While-task ActivitiesStep 1Play the multimedia for ‘Play a game’ onP8.Have the students repeat the recording.Step 2Make a name card with students.Step 3Have the students practise the dialogue of ‘ask and answer’Post-task ActivitiesStep 1 Encourage students to make a new dialogue to practise.板书设计Blackboard WritingMake a name card.课后作业 Assignments 课后反思 Reconsideration 1.Read the words and the sentences afterthe tape.Unit 2 What’s your name?Period 4教具准备Teaching Aids Cassette 3A ，pictures, tape, tape recorder ,活动主题The theme 活动内容The contents活动目标The objectivesModule 1 Unit 2 P9 Learn the rhyme.Learn the sound./ae/municate with others,2. Learn the sound./ae/活动过程 Teaching StepsPre-task ActivitiesStep 1Review the rhyme ‘One two three, touch your knee.’Play a game with students.T: Pick up your pencil.S: (Do the actions.)…While-task ActivitiesStep 1Play the multimedia for ‘Listen and enjoy’ onP9.Have the students repeat the recording.Step 2Make the students say the rhyme in their groups of four. Ask some group to say the rhyme in front of the classroom.Step 3Listen to the re cording for ‘Learn the sound’ and have students repeat after the tape.Step4:Distinguish the pronounciation of the letter ‘a ’by playing a game ‘The hens and theeggs’.Post-task ActivitiesStep 1 Encourage students to act out the rhyme..板书设计Blackboard WritingJam hand课后作业 Assignments 课后反思 Reconsideration 1.Read the words and the sentences afterthe tape.。

三年级英语上册《Module 2 Me, my family and friends》教案上海本地版

1)Minnie: He can play football well. He can ride a bicycle well.
In my eyes, he is smart.
2)sm_ _t
hard farm card
spell : smart
Try to say:
I think ___ is smart in our class. He/She can ___well.
Methods
Purpose
Ⅰ.Pre-task
Warming up.
1.Say a chant
2. Daily talk
< Tall girl, short girl>
Introduce yourselves
通过儿歌来复习本课中所需要运用的形容词，同时引起学生注意。
Ⅱ. While-task
procedure
T: Yes, he is. / No, he isn’t.
进行对子操练,运用所学词句。
2. Reading material.
1）Read and read.
2）Ask and answer:
What is ‘friend’?
1) read: well
He can play football well.
He can ride a bicycle well.
2) Ask and answer
T: Paul, what can you do well?
S1: I can ... well.
T: What can he do well?
Yes, he / she is. (No, he / she isn’t. )