(北师大版)三年级英语下册教案unit11(2)

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北师大版(一起)-英语-三年级下册--Unit 11 I'm not well精品教案(第2课时)

Check answers.
4.Let’s sing.
Have the children repeat the words, touching their body parts as they do so.
Play the tape, and follow the tape to sing the song twice.
三年级下册第11单元第2课时
总6课时
本单元教材分析
Body Parts是小学阶段一个主要的话题内容。本单元在一年级学习过的五官名称的基础上再现这一内容，将身体部位名称的学习与身体状况联系起来，注重对身体哪里不舒服、疼痛的询问与表达：What’s the matter? MY head hurts.
同时在学习中还渗透了解自己的身体，注意个人卫生、不乱吃东西的习惯和意识。
Then Sing the song together。
Homework
1.Listen and read the words on page52 then copy for 3 times.
2.Sing the song to students’ parents.
• Now point to the picture of thewords. Model the word and have the children repeat it after you.
DOactions about theቤተ መጻሕፍቲ ባይዱwords.
Listen to the order and do: Touch your leg. Touch your arm.
Review the story picture by picture. Then point to the words in story:

小学英语三年级下教学设计Unit11

《Unit 11 Green berries Lesson 2》教学设计方案课型：单词教学日期：2013.12.一、教学设计思想：新课标倡导建设性学习，注重科学探究的学习，关注体验性学习，提倡交流与合作、自主创新学习，在新知识的学习过程中采取以旧代新的滚动式的学习方法。

在本节课中采用新课标倡导的任务型教学模式, 体现以学生为本的教学思想，以学生的生活经验和认知发展水平为基本出发点, 采用体验, 实践, 感悟, 探究的教学方式，小组（两人）合作等教学方法。

培养学生综合运用语言的能力，通过丰富教学活动的设计，使学生们的形象思维得以训练和发展。

注重引导学生主动参与动口，动手，动脑等活动，调动学生多种感官，强化听说两种技能的训练与提高。

激励性的评价贯穿始终，使评价既发挥激励性作用又发挥引起和集中学生注意力的双重作用。

二、教学内容与教学目标分析：（一）教学内容分析：本课为北师大版小学英语三年级下册第十一单元的第二课时单词教学。

教学内容包括关于身体部位18个单词（hair，head，ear，nose，eye, mouth，tongue，face，chest，shoulser,stomache，arm，hand，finger，knee，leg，foot，toe.）本节课的词汇量较大，但是，这些单词与孩子们自身实际结合十分紧密,学习内容易于接受。

其中mouth，nose，ear，eye在一年级教材中有所渗透。

但是，孩子们大多都局限于对这几个单词音和义的掌握。

还有“stomache、mouth”两个单词在课文中出现过学生对音和义也已经基本掌握。

但是个别单词的形很像，义的掌握对学生来讲还是有一定的难度的。

所以教师应激活他们的形象思维，运用多媒体等多种教学手段，使学生们在理解中逐步掌握单词的音、义、形。

（二）教学目标分析知识与技能：1. 使学生准确掌握身体部位（hair，head，ear，nose，eye, mouth，tongue，face，chest，shoulder,stomache，arm，hand，finger，knee，leg，foot，toe.)的核心词汇,从音,形,义三方面理解和初步运用词汇。

北师大版三年级起点小学三年级英语下册教案Unit 11 I can

Unit 11 I can【Preparation】Prepare student cards.【Teaching aims】知识与能力目标：让学生会读Talk Together 对话，能够理解对话的意义，优秀生能改编对话；全部学生能够结合图片认读本单元功能句型。

过程与方法目标：在参与、合作、体验的过程中理解Talk Together 对话,巩固对功能句型的认读和理解。

情感态度价值观目标：培养学生与他人交流的意识。

【Teaching process】1. Set the scene•Ask the children about the last time they were sick. Ask them if they went to see a doctor. Say, “What did the doctor ask you to do?”Try to elicit the equivalent expression for Open your mouth in their own language.•Introduce the word mouth. Draw a picture of a face on the board with an arrow pointing to the mouth. Write the word mouth next to the picture.•Read the word aloud and have the children repeat it after you.•Now present the expression, Open your mouth. Write the sentence on the board and have the children repeat it after you.•Ask the children what is inside their mouths (teeth, tongue). Introduce the word tongue. Draw a tongue sticking out of the mouth in your picture on the board. Write the word tongue next to the picture. Read the word aloud and have the children repeat it after you.•Ask the children how they feel if they have eaten too much fruit. In their own language, elicit the words for stomachache.•Introduce the word stomach. Point to your own stomach and say the word again. Write the word on the board. Read it aloud and have the children repeat it after you.2. Model the dialog•Ask the children what they usually ask when they meet a friend. Try to elicit an equivalentexpression for “How are you”?•Say, “In English we use the expression, How are you?”•Write the question on the board. Have the children repeat it after you.•Now present the sentence, I’m not well. Explain its meaning to the children.•Write the sentence on the board and then have the children repeat the words after you.•Repeat the procedure for My stomach hurts.•Now explain that when someone who has been sick has recovered, in English they often say, I’m better. Model the structure, write it on the board, and have the children repeat it after you.3. Talk about the story1 Have the children open their books. Ask these questions about the pictures:Picture 1: “What is Ken doing?”Pictures 2/3:“What do you think Mocky/Ken is saying?”Pictures 4/5: “What is happening now?”Pictures 6/7: “What do you think Uncle Booky /Ke n is saying?”Picture 8: “What do you think Uncle Booky is giving Ken?”Picture 9: “Does Ken like the taste?”Picture 10:“How is Ken feeling now?”4. Story Student Book•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 after each picture. Have the children repeat the words each time.•Explain the meaning of the expressions Come with me (Picture 4), Say “aaaah” .(Picture 7), and Drink this (Picture 8). Also explain the meaning of the words help and today. Write the words on the board and have the children repeat them after you.5. Set homeworkEncourage the children to tell the story to their families.。

三年级英语下册 Unit 11 Lesson 2(1)教案北师大版

Lesson 21.Review•Ask the children what they remember about the story. You may have to help by giving them clues. For example, “Was (Ken) happy?”, “What was wrong with him?”•Review the word stomach and the structure, His stomach hurts.•Ask the children, “What do you say in English when you ask about how someone is feeling?” Elicit, “How are you?”•Ask the children what you say if you are feeling ill. Try to elicit, “I’m not well.”•Now ask the children what you say when you are feeling better. Try to elicit, “I’m better.”2.Words to learnStudent Book page 52•Have the children look at the picture at the top of the page. Show your copy of the page. Point to Peter’s head and then to the word head. Say the word aloud and have the children repeat it after you.•Repeat the procedure for the other body parts.•Now play the tape. As you play the tape, have the children touch the matching body parts.•Replay the tape while showing your copy of the page. Stop the tape after each word and have the children repeat the word.•Play the tape again, this time without stopping. Have the children say the words along with the tape.•Without the tape, point to one of the body parts and elicit its English name from the children.•Repeat for all the other labeled body parts.3.Listen to thisStudent Book page 52•Have the children look at the picture at the bottom of page 52. Show your copy of the page. Point to one of the body parts that has a box next to it and ask, “What’s this?” If necessary, have the children refer to the, vocabulary at the top of the page for their answers. Repeat for the other body parts.•Explain to the children that when they listen to the tape they will hear the name of a part of the body.•Play the first word, then stop the tape. Have the children point to the part of the body that matches the word they heard on the tape. Repeat for the other words. •Play the tape again, stopping after each word. Explain that this time you want the children to write the word number next to the matching body part.•Check that the children have numbered the body parts correctly.4.Let’s singStudent Book page 53•Tell the children that they are going to learn a new song. Have children prepare the Head and Shoulders Master. Show your copy. Explain to the children that the pictures on this page represent the words of the song.•Point to the top line of pictures. Explain that the “+” sign means and. Say, “This is the first line of the song. Can you tell me the words?” Try to elicit, “Head and shoulders, knees and toes.”•Repeat the procedure for the remaining lines of the song.•Play the song straight through. Have the children sing along with the words. They can use their Head and Shoulders Masters to guide them.•Play the song again. Have the children sing along. Encourage them to touch the pictures on their Masters as they sing each line.•Have the children open their books at page 53. Say, “Now we can read the words to the song.”•Play the song again. This time encourage the children to touch the words in their books as they sing along.5 Set homeworkHead and Shoulders Master; Student Book page 79Explain to the children that you want them to:•Color the pictures on the Head and Shoulders Master, and then sing the new song to their families.。

三年级英语下册 unit11(2)教案北师大版

(北师大版)三年级英语下册教案Unit11Unit 11 Green berries教学目标：能力目标：1、能够使用How are you today?询问别人身体状况及其回答。

2、能够根据相应的场景向别人介绍受伤或生病的情况。

3、能够通过阅读，理解故事内容。

知识目标：1、词汇：能正确地听说认读单词stomach, mouth 以及一些表示身体各部位的名称的单词。

2、句型：What’s the matter? My /His/Her …hurts.How are you? I’m well./not well.3、语法：能够使用询问别人身体状况的表达法及其回答。

情感态度：1、通过掌握询问别人身体状况的表达法及其回答，让学生能关注别人的情况。

2、教育学生不要随便吃野果；教学重点：客人及主要句型的学习。

教学难点：新句型What’s the matter? My /His/Her …hurts.这一组对话的准确表达和应用。

新词stomach的准确认读。

教学准备：单词卡片光盘实物：一枚绿色的浆果一杯水教学过程：一、情景导入1、师生问候T: Good morning ,everybody! S : Good morning, Miss Zhang!2、.师与生利用以前学过的询问身体状况的问语及答语进行问候对话。

T: Hello, Peter. How are you? S: I’m fine,thank you.依次询问几位同学。

3、引出新句型。

（1）Who can ask me? (Hello,Miss Zhang. How are you?)（2）S: Hello,Miss Zhang. How are you? T: I’m well.（板书）（3）理解单词well.用单词卡片（做身体健康样子的动作）并进行对话操练。

（4）T: Oh ,today is really hot(师做热的样子) I’m thirsty. I want to drink something.师扮成喝完水后肚子疼的样子。

三年级下英语学案-Unit 11 I'm not well Lesson 2 北师大版

Unit 11 I’m not well【第二课时】Lesson 2【学习目标】1. 熟练运用单词：hair、head、foot、arm和stomach等。

2. 熟练运用句式“What’s the matter？”【学习重难点】1. 单词hair、head、foot、arm和stomach的发音。

2. 句式What’s the matter？的实际运用。

【知识探究】一、导学：1. Greeting2. Review（1）利用单词卡片，复习上课时的单词。

（2）利用课件展示的图片，简单复数上课时的小故事。

二、知识构建：1. 新课呈现（1）观察老师贴在黑板上的图片，根据老师的口令，回答老师的问题。

跟着老师的节奏跟读。

（2）学生根据教师的口令，触碰对应的身体部位。

2. Read and match（1）全班齐读单词（2）将单词贴入对应的位置3. 选择情景，创编对话，利用已知句式表达图片（1）选择情景进行小组创编对话：—What’s the matter? ——My…hurts.（2）个别小组进行展示。

4. 听录音（1）听录音，写出对应序号。

（2）逐图播放录音，问：Which one is it? 进行反馈。

5. Let’s Sing三、巩固训练：1. 你认识下列单词吗？（1）leg _____________ （2）hair _____________（3）head _____________ （4）arm _____________（5）stomach _____________ （6）face _____________2. 写出下列单词的复数形式。

（1）face ________________（2）leg ________________（3）foot ________________（4）head ________________3. 猜一猜，将正确的词语写在横线上。

（1）You take it on a rainy day. If you forget it, you will get wet. It is an ________.（2）This is a season. It's warm and rainy. The flowers bloom. It is ________.（3）It's a man. It is made of snow. It's a ________.（4）It's a kind of vegetables. It's round. When you cut it, it can hurt your eyes. It's an ________.（5）It can blow the leaves off the tree. It's ________.4. 从Ⅱ栏选出与I栏相对应的应答。

Unit11Ican北师大版(三起)三年级下册教案

Unit 11 I canLesson 6 Round up一、教材分析：本课是北师大版英语教材三年级下册Unit 11 I Can的第六课时，为复习及故事拓展教学，教学活动围绕本单元的主题“我能”展开，侧重于运用前几个课时中所学的表示活动或动作的动词，进行个人、他人或动物能力的说明与介绍。

在此学习过程中，通过教师引导，有利于学生认识、发展个人能力，提升自我意识，对学生从小就树立良好的、健康的自我认识具有积极作用。

二、学情分析：本课的教学对象是三年级的学生，通过半年的英语学习，能听懂简单的英语指令，在故事学习中具备了一定的观察、思考、想象和推测的能力，能在图片的帮助下理解故事内容。

三年级的学生是英语学习兴趣最浓厚的时期，喜欢运用自己新学的英语进行表达，并且不怕出错。

但由于年龄特点，上课注意力容易分散，不易持久保持，需要丰富多彩的教学活动充分保持他们的学习热情。

三、教学目标：1、知识目标：（1）能尝试使用句子：What can ... do? 询问自己或他人能做什么，并能正确使用I/You/He/She/It can ...这一句型表达自己或他人能做的事；（2）能熟练使用句子Can you/ he/ she/ it ...?询问他人，并能正确回答。

（3）能根据故事内容理解、认读情境词join。

2、技能目标:（1）能介绍自己能做的事，询问和介绍他人能做的事；（2）能理解故事主要内容，并朗读故事人物对话。

（3）能独立完成练习。

3、情感目标：（1）培养学生良好的、健康的自我认识，并认识学习的作用，主动发掘个人潜力。

（2）激发学生主动了解周围同学，并用英语进行表达的意识。

四、教学重、难点：重点：能理解故事内容，并能够正确朗读故事。

难点：能正确进行人称代词的转换。

五、教具准备：课本，多媒体课件，视频，单词卡，句型卡，磁扣，彩色粉笔。

六、教学过程Step 1: Warming up1. Greeting.2.Sing the first section of the song "I can". Then have them join me to sing this song. (Stick the word card of "sing", "join" on the blackboard.)3. Sing the song and do the actionsStep 2 Review1.Point to the robot and ask: What can he do? (Stick the word card on the blackboard when they mention it.)2.PPT shows a boy whose finger hurts and ask: Can he draw?He can't ____, too.3.PPT shows another little boy who holding the book upside down and ask:Can he read? Why? Then explain the reason: Because he i s only a little boy. PPT shows a picture of little cat, h ave them try to describe it: It's a ____ cat.4.Have them turn to page 60 and finish practice 2 by th emselves.5.Have them discuss with their partners, explain the reaso ns why they choose that answer. Then check the answers toge ther. (Stick the word cards of "speak" and "climb".)6.Introduce myself: I can sing, jump…Then ask them:What can you do?(Write the key sentences on the blackboard.)Step 3: Reading1.T: You know what you can do. But a little turtle does n’t know. Look! (PPT shows pictureLet’s watch and listen. Then answer his question：What can I do?2. Play CAI. Then check the answer.3. Ask two questions in advance:①What other animals are there in the story?②What can they do?Play CAI. Have them listen and repeat.4. Have them turn to page 61 and discuss about question 1 with their partners. Then check the answers together.(Stick the animal picture card on the blackboard when th ey mention it.)5. Have them answer question 2, then listen and repeat. (Re move the word cards according to their answers.)6. Have them guess the meaning of "join" according to the context.7. Play the tape. Have them listen and repeat by roles. Step 4: Post Reading1.Grouping. Have them act out the story by roles together .2. T: The little can't sing, climb, dance and jump. But h e can swim. But he is happy. Because:No one can do everything.3.T: I can't swim and climb.But I can jump and run.This is me.How about you?Step 5 Watch the video(视情况选用)1. T：If we can't do something. We can learn.2. Make a brief introduction about Nick Vujicic.3. Play the video. Ask: What can he do?4. Summarize: He can.All people can.If you learn, you can!Step 6: Set Homework(视情况选其1)A: 1. Read the story.2. Interview your parents: What can you do?B: 1. Tell the story of Nick to your parents.2. Talk about your feelings.七、板书设计：Unit 11 I canWhat can you do?I can ____.sing jump swim dance walk run draw write join little read speak climb ↓Unit 11 I canWhat can I do?You can swim.singclimbdancejumpswim walk run draw write joinlittle read speak。

北师大版英语三下《Unit 11 lesson1-2》教学设计

Unit 11 Green berriesLesson 1教学内容：Structures:How are you?I’m not well.My (stomach) hurts.I’m better.Vocabulary:Core: mouth, tongue, stomach, todayContextual:Come with me.Uncle Booky can help you.Drink this.Open your mouth.Say (aaaah).You’re a good boy.教学目标：通过对句型与单词的学习正确理解课文并能正确朗读。

教学重点：课文中出现的新单词及句型的意思与发音。

教学难点：个别单词的发音，如drink, stomach, tongue……教具准备：本单元的学生卡片。

教学过程：一、情景引入1.让学生讲一讲他们最近一次生病的情景。

问他们是否去看医生了。

问：“医生让你干什么？”试着引导学生说出Open your mouth对应的汉语。

2.介绍单词mouth。

在黑板上画一个面部示意图，用箭头指向嘴，并写出单词mouth。

3.朗读单词，让学生跟读。

4.呈现表达法Open your mouth。

把句子写在黑板上，让学生跟读。

5.问学生他们嘴里都有什么(teeth, tongue)。

介绍单词tongue，在画的脸部示意图上画出伸出的舌头，把单词tongue写在旁边，朗读并让学生跟读。

6.问学生如果吃了过多的水果有什么感觉。

引导学生用汉语说出肚子痛。

7.介绍单词stomach。

指着自己的肚子，说单词stomach，并写在黑板上。

朗读让学生跟读。

二、示范对话1.问学生遇到朋友通常说什么。

引导说出How are you?相对应的汉语表达。

2.告诉学生：“在英语里我们说How are you?”3.把问题写在黑板上，让学生跟读。

4.呈现句子“I’m not well.”给学生解释句子的意思。

北师大版(三起)三年级英语下册教案Unit 11 I can Lesson 2 Ann cant walk.教案2

Unit 11 I can Lesson 2 Ann can“t walk.教学设计教学目标1.能够询问别人、说明自己是否能做某事：sing, dance, draw.2.能够跟随录音，有节奏地演唱歌谣。

3.能够理解故事主要内容，朗读故事人物对话。

教学重点1.在故事情境中学习can与can’t的用法；2.运用Canyou…?句型询问他人能做的事情。

教学难点根据实际情况运用can或can’t介绍个人能力。

教具准备配套教学光盘，教学卡片。

教学过程一、复习动作（1）让学生把书翻到第51页，复习学习过的动作。

（2）做出各种动作，或者指定学生上台表演各种动作，然后让其他学生猜是什么动作并用英文说出来。

（3）将例外动作的单词写在黑板上，强调它们的写法和读音。

大声朗读并让学生跟读。

二、讲故事让学生把书翻到52页，根据图片提问下列问题。

教师可尝试用英语提问。

如果学生理解有困难，再改用汉语提问：图片6：Ann怎么了？（She fell down.）图片7：Ann还可以走路？（No, she can’t.）图片8：Uncle Booky怎么询问Ann的伤势的？（What’s the matter?）图片9：Uncle Booky能帮助Ann吗？（Yes, he can.）图片10：Ann不能走路了，但是她可以干什么？（She can listen.）三、听故事让学生把书翻到第52页。

（1）对学生说：“我们现在听听这些人物都说了什么。

”（2）统统地放一遍录音。

（3）再放一遍录音，每幅图后暂停，让学生重复每句话。

（4）把全班分为两组，一组扮演Ann,一组扮演Ken,老师扮演Uncle Booky.（5）再次放录音。

每次放一句话，让每组重复相应人物所说的话。

然后两组交换角色。

四、一起说（1）让学生把书翻到第53页，看看小男孩和小女孩在做什么。

（2）让学生看插图，说一说小男孩会什么，小女孩会什么。

（3）学生分成小组扮演小男孩和小女孩，练习对话。

北师大【一起】小学英语三下册《Unit 11 Green berries》教案 (4)

(北师大版)三年级英语下册教案Unit11Unit 11 Green berries教学目标：知识：1、阅读理解，初步感知故事内容。

2、结合故事内容学习句型How are you ? I’m not well.What’s the matter? My stomach hurts.技能：1、能够根据课文插图、录音、课件等阅读理解故事。

2、能够使用How are you today?询问别人身体状况及其回答。

3、能够根据场景的不同，向别人介绍受伤或生病的情况。

情感：1、向学生渗透主动帮助、关爱他人的情感教育。

2、使学生明白吃东西前要洗手、不能能贪多，要形成良好的生活习惯。

教学重点：1、根据课文插图、录音、课件等阅读理解故事。

2、结合故事内容学习句型How are you ? I’m not well.What’s the matter? My stomach hurts.教学难点：能够正确运用功能句型进行口语交际。

教具准备：教学卡片、录音、课件教学过程：一、reviewWe compele: say sentence.二、Warming upT：Hello,girls, how are you today?girls: I’m fine. (板书：I ’m fine.)T: boys, how are you doday?Boys: I’m fine.T: “I’m fine” may also say “. ” (板书：I ’m well.)指生问：How are you today, Yang Yu Chun?引导生用两种不同形式回答：I ’m fine\ I’m well (How can also say?)T: Who can ask me?S: How are you today, miss Qin? (板书：How are you ?)T: I ’m not well. (补充板书：I ’m not well.)My chest hurts.引导：If you are uncomfortable, I will ask: What’s the matter? (板书)试与一生进行对话：Who can talk with me? Try again.T: What’s the matter?指生身体相应部位对生进行询问：The head huts? The chest huts? The stomach huts?Open your mouth , please. Say aaaaah.S: 根据师的询问和动作暗示进行回答。

小学英语北师大三年级下册(2022年新编)Unit11ICanUnit11Ican教案

What will happen to Mocky? What do you want to say to him?
What does Ken want to do? Is it safe?
三、Read the story （PO3,DO3）
三、Listen and number （PO4,DO3）
Ss answer the questions.
Ss watch and find out the answers.
Work in 2
Read and Perform the story.
Role play the conversation.
Ss answer.
Read the words.
Ask and answer.
Can Ann climb the tree?
Can they see the house?
Why can Mocky see the house?
Pair work: What does Mocky want?
What will Ann say?
Listen and repeat.
Answer the questions.
Ss look at the pictures.
Listen and check the answers.
Listen and repeat.
Lead-in the topic of this unit.
Lead Ss to read the picture,get information from the picture by themselves.
单元目标
1.通过视听、读图和问答学习故事，能听懂并理解故事内容，参与多种形式的朗读，能正确、流利、有感情地朗读故事。

三下北师大版英语Unit 11 I Can Lesson 2 Ann cant walk 学案

Lesson 2 Ann can’t walk. (学案1)学习目标1. 能指认、说出表示动作的单词：sing, dance, draw, swim, write2. 能运用句型“...can/can’t....”来描述会或不会做某事，用句型“Can you...?”来询问对方会（能）做某事吗？并当别人询问自己时能够运用句型“Yes, I can./ No, I can’t.”来回答。

3. 能理解故事的主要内容并正确朗读故事。

4. 会唱本课歌曲。

学习重点1. 理解并正确朗读故事;2. 指认并读出词汇dance, draw, swim, write学习难点运用句型询问别人会不会做某事。

Get Ready一起回忆上一课中学过的机器人能做哪些事情，说出相应的动词。

（2）看老师出示的词汇卡片，读单词或做相应的动作。

Listen and Read1．导入故事（1）老师在机器人的图旁边贴上write的卡片，学生想一想机器人是否会写字。

说出自己的意见，在老师的带领下学习句型It can’t write.Can it write?（2）预测故事内容。

看图6，说一说Ann怎么了，猜一猜他们是否还能去Uncle Booky家。

2.学习故事（1）观看故事动画，说一说谁能帮助受伤的Ann。

（2）理解故事具体内容。

看图6、图7，思考Ann现在不能做什么。

看图8、图8，说一说Ann不能走路怎么办，谁能帮助他们。

最后看图10说一说Ann能做什么。

（3）内容回顾。

看图6、图9、图10贴在黑板上，回忆故事主要内容。

老师提供关键词can, can’t, 学生说一说Ann不能做什么，谁能帮助他们，最后在Uncle Booky家他们又在做什么。

3.模仿表演（1）听录音，跟读人物对话。

（2）分小组练习朗读对话。

可以选择主要的插图，朗读其中的人物对话。

Talk Together（1）学生先读一读对话，听老师解释游戏的要求。

（2）分成小组，让学生玩对话接力的游戏。