广东开心版英语三年级下册教案 Unit 5(2) 第二课时

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三年级下册英语教案-Unit2Colours｜广东开心英语

三年级下册英语教案Unit 2 Colours｜广东开心英语教学内容本单元为《广东开心英语》三年级下册的Unit 2，主题为“Colours”。

教学内容主要围绕日常生活中常见的颜色展开，包括颜色的英文表达、颜色识别、颜色与物体的关联等。

学生将通过本单元的学习，掌握基本的颜色词汇，并能够运用所学进行简单的英语交流。

教学目标1. 知识目标：学生能够听懂、会说、会读本单元的单词和句子，如:red, yellow, blue, green等颜色词汇，以及"I can see"的句型。

2. 能力目标：学生能够在图片和实际情境中正确运用颜色词汇，提高英语听说能力。

3. 情感目标：培养学生对英语学习的兴趣，激发学生探索和表达生活中颜色的热情。

教学难点1. 颜色词汇的发音准确性和记忆。

2. "I can see"句型的正确使用和实际应用。

教具学具准备1. 教具：多媒体课件、颜色卡片、教学录音机。

2. 学具：学生自备彩笔、图画纸。

教学过程1. 导入：通过展示不同颜色的图片，引导学生复习已知的颜色词汇，激发学生对本课主题的兴趣。

2. 新授：利用多媒体课件展示本课的颜色词汇和句型，让学生跟读并模仿，教师进行纠音和解释。

3. 练习：学生分组进行颜色词汇的练习游戏，如“找出相同颜色的物品”等，巩固记忆。

4. 应用：学生用"I can see"句型描述自己看到的颜色，进行实际交流练习。

板书设计本课的主要颜色词汇：red, yellow, blue, green等。

重点句型："I can see"课堂练习的示例。

作业设计1. 学生完成课后的颜色词汇练习题。

2. 学生用英文写一段关于自己喜欢颜色的短文。

课后反思课后反思将围绕学生的掌握情况、教学方法的适用性以及课堂氛围等方面进行。

教师将根据学生的反馈和学习效果，调整教学策略，以便更好地促进学生的英语学习。

粤人版(开心英语)英语三年级下册Unit5Clothes第二课时

2020-2021学年粤人版（开心英语）英语三年级下册Unit5Clothes第二课时练习卷学校:___________姓名：___________班级：___________考号：___________一、单选题1．这是我的吉普车。

()A．This is my car. B．Is this my bike? C．This is my jeep. 2．我的椅子在哪儿？()A．Where is my desk? B．Where is my chair? C．Where is my car? 3．我能用你的随身听吗？()A．Can I use your walkman? B．Can I use my walkman? C．Can I use your bike? 4．它在裤子和裙子之间。

()A．It's between pants and skirts. B．It’s between the pants and the skirt. C．It’s between pants or the skirt.二、选择正确图片/词句5．它在课桌上。

（）A．It's on the chair. B．It's in thedesk. C．It's on the desk.三、排序题6．给下面的句子重新排顺序，使其成为完整的对话。

1. I don’t know.2. Where is my pencil?3. Li Hua, Where’s your pencil?4. There it is.5. Danny, where is my pencil? Can you see it?（你看见它了吗？）__________________________________________________四、句子匹配7．搭配选项。

（______）1. What colour is your T-shirt? A． Yes, it is.（______）2. What are those? B．They are my brother’s.（______）3. Is that your pencil-box? C．Those are my socks.（______）4. Are these yours? D．They are on the bed.（______）5. Where are my socks? E. It’s white and blue.五、改写句子8．根据要求写句子。

三年级下册英语教案Unit 5 Clothes广东开心英语

Unit 5 Clothes“——Where+be+物体?——主语+be+in/on/between......”句型学习本课课文，让孩子们整体把握句型“——Where+be+物体?——主语+be+i n/on/between......”的用法。

【知识目标】1、学习本单元新单词；2、了解句型：——Where+be+物体?——主语+be+in/on/between......;3、应用句型“——Where+be+物体?——主语+be+in/on/between......”;【能力目标】通过孩子结合自己的生活经验和已学的英语知识，能用句型：“——Where+be+物体?——主语+be+in/on/between......”，有条理地描述单数与复数名词。

【情感目标】通过对本课的学习,让学生懂得使用本课重点句式与同学们进行交流,教会学生用使用句型“——Where+be+物体?——主语+be+in/on/between......”，来表达名词的【教学重点】（1）本单元新单词（2）句型：——Where+be+物体?——主语+be+in/on/between......【教学难点】——Where+be+物体?——主语+be+in/on/between......Tape recorder, MultimediaStep 1. Greetings and warm-up activitiesPlease describe them with“——Where+be+物?——主语+be+in/on/between......”. ——Where is Gogo?He is in the box——Where is Gogo?He is on the box——Where are my socks?They are on the box........Step 2 Learn new words播放新单词视频Step 3.Listen and say听录音，学习新单词Step 4. Watch the cartoon and answer the questionsT: Tony is looking for things.. （课文导入）Questions: （1）Where is my book?（2）Where are my pencils?（3）Where are my socks?Step 5. Read and retellGogo：Good morning.Tony!Tony：Hi,Gogo.Where is my book?Gogo：______________________Tony：Where are my pencils?Gogo：______________________Tony：Where are my socks?Gogo：______________________（Good morning，class.Open your books，please.）Teacher：Tony!____________________Step 6.Can you describe them with“——Where is+物体?——It´s in/on/under.........”Show some pictures of things,and tell it with “——Where is+物体?——It´s in/on/under.........”Step 7.Practice 1Show some pictures,and describe them wi th“——Where is+物体?——It´s in/on/under.........”Step 8. Practice 2（1）Show some pictures,an d describe them with“——Where are+物体?——They are in/on/under.........”Step 9.Relax播放视频Step 10.Activity（1）Listen and number.（2）Read and match（3）Play and sa yShow some pictures of things，and describe them with“——Where+be+物体?——主语+be+in/on/between......”Step 11.Homework1.2.Recite the text well.3.Practice the sentence“——Where+be+物体?——主语+be+in/on/between......”略。

最新广东版开心学英语三年级英语下册U5教学设计及练习

最新广东版开心学英语三年级英语下册U5教学设计及练习TeachingObjectives2. Be able to use the sentences. Where’s ... ? It’sWhere are ...? They’re under /...Teaching Key Points/DifficultPoints 1. Be able to listen , speak , read and write the words.2.Be able to master and use the sentences. Where is /are ... ? It’s /They’re in/on/under/between ...)3. Master the method of using of between .Teaching aids pictures , cards , disc , objects , e.g. boxes , socks,etc.Teaching procedureReview 1. Listen to the tape and learn to chant . Socks.2. Lead in the topic. Hello , class ! I have some clothes. Look here. (Show them.)There are pants , a skirt ,a jacket and socks. They are my clothes. Repeat the word clothes Let Ss guess the Chinese meaning. Then read all together.on Put Gogo on the box . T: Where’s Gogo ? He’s on the box. Repeat on , on , on , on the box . Read and make gestures . (Put the skirt on the box. ) T: Class , where’s my skirt ? (Guiding) Ss : It’s on the box . under Put Gogo under the box. T: Where’s Gogo ? He’s under the box. Repeat under,under,under,under the box. Make gestures,read and spell it. socks T: Look at the socks . They’re my socks. (Put the socks under the box. ) Where are my socks ? ( Guiding) Ss : They’re under the box. pants T: These are my pants. Where are my pants ? (Put the pants under the box. ) Ss : They’re under the box. Read and spell the word . jacket T: Where’s my jacket ? Ss : It’s in the box. Repeat jacket jacket . Read and spell it. (Guiding) Ss : Where’s my jacket ? It’s in the box. between Put the jacket between the boxes. T: Where’s my jacket? between the boxes . Repeat between , between, between the boxes . Readexpressing directions. And the back of the between has to have both, and socks , pants , skirt and jacket are clothes .8. Do Practice 2. P38 Question and answer according to the pictures.Do Practice 1. P38 Check the answer.Exercise C Look and say the prepositions.8.Summary: Today we have learned the 4 prepositions and 4 clothing words, go back to review, use the sentence Where's...? It's... /Where are...? They're... to make dialog with your partner.Exercises A.Do Practice 2 . P38 Question and answer according to the pictures. a. Where’s the pencil ? It’s in the desk. b. Where are the oranges and the bananas?They’re on the table.c.Where’s the jacket ? It’s on the chair.A.Do Practice 1. P 38 Listen and number .5 6 7 8 Picture 1 : Where are the socks ? They’re in the box.Picture2 : Where’s the jacket ? It’s on the chair .Picture 3 : Where’s the pillow ? It’s on the bed.Where’s the skirt ? It’s under the bed .Picture4 :Where’s the cat ? It’s between the boxes .Picture 5 : Where’s Gogo ? He’s under the box .Picture 6 :Where’s the jacket?Between the table and theclock. Picture7 : Where are the pants ? They’re under the table . Picture 8 : Where’s the dog ? It’s under the chair .A. Translate the sentences . 1. Where is the skirt ? It’s in the box . 2. Where’s my jacket ? It’s on the bed . 3. Where are your pants ? They’re on the chair . 4. Where are my socks ? Under the desk . 5. Where are my apples?They between the box and the book .Writing on board:Unit 5 Clothesin on under betweensocks pants a skirt a jacket Where’s the/my/... + 单数名词? It’s +地方Where are the/my/... +复数名词?They’re+地方(in/on/under/between the... )TeachingObjectivesWhere are my socks ?They’re under the pillow. Be able tomaster the sentences .Teaching Key Points/DifficultPoints 1.Be able to master the target . Where’s my skirt ?It the box. Where are my socks ?They’re under the pillow.2.Have Ss demonstrate the prepositions using the realia.Teaching aids Objects , disc , pictures , socks, pillow, skirt , jacket ...Teaching procedureA.(Show cards.) Read and spell the words . Socks , pants ,skirts , jacket , etc. And make gestures and read theprepositions in / on / under/ between . Let Ss come toplatform and do the action and read the prepositions .B. Practice in groups.Say a preposition phrase set, for example:In the box[(When Ss find the socks )Ss: They’re under the pillow. ]2.Learn the target. Listen to the disc and read after.A.D raw a bed on the blackboard . T: What’s this ? [Ss : It’s a bed . ] Draw a skirt on the bed . T: This is my skirt. Where’s my skirt ?[ Ss : It’s on the bed . ]Draw a pillow on the bed . T: Where is the pillow? [ Ss : It’s on the bed. ] Draw a pair of socks under the pillow .T:These are my socks .Where are my socks?[Ss:They’re under the pillow. ] 3. Repeat the sentences. Where’s my skirt ? It’s on the bed.Where are my socks ? They’re under the pillow.4. Listen and chant. Socks ! Chant all together. Make several Ss chant to platform . Then Substitute different persons .5. Practice in groups. (Activity 2) Question and answer according to theExercises 1.__________ _________ the pants ? _______ the desk.2.________ my watermelon? It’s _____ _____ the chair .3.______ jacket is _______ the table ______ the clock .4.Your __________ are _________ the books .5. ---Good _________ , Miss Li .6. _________ your---Hi !Morning , boys and girls . books , _________ .C. Replace the phrases.1.Where is my skirt ? A. ____ B. _____ C._____2.These oranges are on the box . A.____ B._____ C. ____3.Where are the oranges ? A. ____ B. _____ C._____4.My pencil is between the book and the clock .A._____________B. ______________C._______________ A. Follow example to write sentences .Writing on board .Unit 5 ClothesWhere’s my skirt ? It’s on the bed.Where are my socks ? They’re under the bed .draw a big pictureContent of course 2. Study the story .P36 Good morning ,class ./ Where my ... ? It’s ... / Where are my...? They’re ... / Open your books , please . Act out the dialog .Teaching Objectives Be able to master the story. Good morning , class /Where’s my ... ? It’s ... / Where are my...? They’/ Open your books , please . Act out the dialog .Teaching aids Objects , disc , pictures , socks , pants , box , bookTeaching procedureWarming up A.Chant together.Where’s my skirt ? It’s on the bed.Where’s my jacket? It’s on the chair.Where’s my book ? It’s on my desk.Where’s my pen ? It’s under my book.Where are my socks ? They’re under the pillow.answer most quickly . Show with the screen. For example: Where’s my book ?/Where are my socks ?/... Let several students find out an item, then answer: It’s on the desk . /They’re under the chair./...3. Make gestures to demonstrate the meanings of in , on , under and between . T and Ss do the action and say all together.4. Before opening the book , put a Character Card of Tony on a student shirt and put a book on the desk , some pencils in a pencil-box and a pencil-box between two pens . T: (Role playing wth S1.)Hello,Tony. [S1:Hi, Gogo.] Where’s my book ? [ S1:It’s on the book . ]5.Continue the role play and have S1 respond appropriately.T: Open your books and let’s listen.6.Play the tape one time and ask Ss comprehension questions. T:Where Tony’s socks? [ Ss:They’re under the chair.] Listen again, read afterExercises 3.The cherrys are between desk and chair.4.This green clock is on table .5.Where is my blue pants ? on the bed ?B. Fill in the blanks .1. 2. 3.5. 6. 7.1._____ is Gogo ? He is ______ the box .2. ______ are the strawberries ?They’re ______ the box .3. Where’s _______ ________ ? _________ the table.4. Where’s my ? It’s ______ _______ _______ .Writing on board .Unit 5 ClothesWhere’s the/my/... + 单数名词? 日常用语：It’s +地方(in/on/under/between ... ) Good morning , ... !Where are the/my/... +复数名词? Open your books , please. They’re +地方(in/on/under/between ...)Content ofcoursein/ on/ under/ between the ... / Where’s my/the ... ? Itunder/ on / in / between the ...Teaching Objectives Be able to master and use the sentences .Where’s the ... ? It’s in/on/under/between the .../ Where are the ... ?They’re in/ on / under/ between the ...Teaching aids Objects , pictures , cards , pants , box , book ...Teaching procedureReview 1. Read the words (P37) and the story (P36).2.Sing a song. Where are my pants ?They’re on table./ Where’s my skirt ? It’s on the bed. /Where are my socks? They’re under the pillow./ Where’s my jacket? It on the chair . Sing all together and do the action .New Lesson5.Practice in groups. Where’s the /my ... ? It’s on/ in /under/ betweenthe ... /Where are the / my ... ? They’re in/on/ under/ between the ...6.Act out the target and the story .7.Game. The blind man looks for person . Use the sentence. Where am I ? You’re on / in /under /between the ...8.Do Exercise B. Answee the questions.9.The teacher reads out several sentences, and Ss must draw the pictures in the appropriate locations.For Example : A book is on the table. A pencil box is on the chair . The peaches are on the desk . The socks are under the table.10 . Summary . Be able to demonstrate the prepositions using the realia...A.Fill the letters and write Chinese meaning .1.__ __ nts ( )2. s__ ___ ks ( )Exercises 1.My clock is on the desk .2.His shirts are on the bed .3.Your jacket is under the box .4. The cat is between the desk and the chair .5. Her pencil is in the box .B. Correct mistake .1.You socks are on table . 4.Open you book please .2.Where’s these grapes . 5. gogo is between chair and table.3. Where’s the my book ? 6.The skirt are on desk . Write the sentences .１.当你看不到你的裤子时，你会问：____________________ ２.你告诉别人，你的夹克在床上。

开心学英语三年级下册unit 5 作业设计

开心学英语三年级下册unit 5 作业设计一、课文导入1.1、播放本单元课文的录音，让学生听一遍熟悉课文的内容和语音语调。

1.2、让学生看图并简单描述图片内容，引导学生进入课文的主题。

1.3、教师可以提出一些问题，引导学生思考，比如：“Do you like sports? What sports do you like?”等。

二、词汇学习2.1、教师可以将本单元的词汇以图片的形式展示，并带领学生大声朗读每个单词。

2.2、教师可以设计一些词汇游戏，让学生在游戏中轻松记住单词。

三、语法学习3.1、本单元主要学习动词短语的用法，教师可以通过举例让学生理解动词短语的意思和用法。

3.2、教师可以设计一些句子操练，让学生在实践中掌握动词短语的用法。

四、听力训练4.1、教师可以准备一些听力练习题目，让学生听录音并做出相应的选择或填空。

4.2、可以设计一些听力游戏，提高学生的听力水平和专注力。

五、口语练习5.1、教师可以设计一些角色扮演的活动，让学生在模拟情景中练习口语表达。

5.2、可以安排小组讨论活动，让学生就某个话题展开讨论并表达自己的观点。

六、阅读训练6.1、给学生发放阅读材料，让学生在规定时间内阅读并回答相关问题。

6.2、可以设计一些阅读理解题目，让学生在阅读中提高自己的理解能力。

七、写作练习7.1、教师可以布置一些写作作业，让学生根据题目展开想象并进行书面表达。

7.2、可以设计一些写话题的活动，让学生在写作中提高自己的表达能力。

八、课文复习8.1、教师可以让学生自由复述本单元课文的内容，巩固所学知识。

8.2、可以设计一些小组竞赛活动，让学生在活动中复习课文并互相切磋。

九、课后作业9.1、布置一些书面作业，让学生复习所学知识并巩固记忆。

9.2、可以在家庭作业中设计一些创新性的题目，让学生发挥自己的想象力和创造力。

通过以上设计的作业，可以充分调动学生的学习积极性和主动性，让学生在轻松愉快的氛围中学习英语，提高他们的听说读写能力。

三年级下册英语教案-Unit 2 Colors 第二课时广东开心英语

三年级下册英语教案-Unit 2 Colors 第二课时广东开心英语教学内容本课时是《广东开心英语》三年级下册Unit 2 Colors的第二课时。

教学内容主要包括复习第一课时学过的颜色单词，学习如何用英语描述颜色，并通过各种活动让学生熟练掌握和运用这些单词和句型。

教学目标1. 学生能够熟练掌握和运用颜色单词（red, yellow, blue, green, black, white）。

2. 学生能够用英语简单描述物体的颜色，如"It's red"或"The sky is blue"。

3. 学生能够在日常对话中运用所学颜色单词和句型。

教学难点1. 颜色单词的记忆和运用。

2. 描述颜色的句型的正确使用。

教具学具准备1. 颜色卡片2. 彩色气球或彩纸3. 彩色画笔和纸张4. 课本和练习册5. 多媒体设备教学过程Step 1: 复习颜色单词1. 教师出示颜色卡片，学生快速说出对应的颜色单词。

2. 教师播放颜色单词的歌曲，学生跟唱。

Step 2: 学习描述颜色的句型1. 教师用多媒体展示不同颜色的物品，引导学生用"It's..."来描述颜色。

2. 学生两人一组，用颜色卡片练习描述物品的颜色。

Step 3: 游戏活动1. 颜色接力：学生分成小组，每组第一个学生跑向指定位置，拿起一个颜色卡片，然后用句型"It's..."描述卡片上的颜色，跑回交给下一个学生，以此类推，最快完成的小组获胜。

2. 彩虹绘画：每个学生获得一张白纸和彩色画笔，教师播放音乐，学生根据音乐节奏用不同颜色绘画，音乐停止时，学生展示自己的彩虹绘画。

Step 4: 小结和作业布置1. 教师和学生一起回顾本节课所学内容。

2. 布置作业：让学生回家后，用所学颜色单词和句型描述家里的物品，并写在小本子上。

板书设计```Unit 2 Colors- 颜色单词：red, yellow, blue, green, black, white- 句型：It's...```作业设计1. 用所学颜色单词和句型描述家里的物品，并写在小本子上。

三年级下册英语教案-Unit5Clothes广东开心英语

三年级下册英语教案Unit 5 Clothes教学内容1. 词汇：Tshirt、skirt、pants、dress、shoes、hat等；2. 句型： What are you wearing? I'm wearing3. 常用表达：This is my 、I like教学目标1. 学生能够听懂、会说、会读本单元的单词和句型；2. 学生能够运用所学词汇和句型进行简单的日常交流；3. 学生能够通过本单元的学习，提高英语学习的兴趣和自信心。

教学难点1. 单词发音：部分单词的发音对学生来说可能有一定难度，如pants、dress等；2. 句型运用：学生需要学会如何运用所学句型进行问答。

教具学具准备1. 单词卡片：Tshirt、skirt、pants、dress、shoes、hat等；2. 图片：与单词对应的实物图片；3. 录音机：播放教材配套录音。

教学过程1. 热身活动：播放一首与本单元主题相关的英文歌曲，让学生跟随音乐唱跳，调动课堂氛围；2. 新课导入：出示单词卡片，引导学生跟读并学习新单词；3. 句型学习：通过出示图片，引导学生用所学句型进行问答；4. 小组活动：学生分组，用所学词汇和句型进行角色扮演；5. 巩固练习：完成教材中的练习题，检测学生对本节课内容的掌握程度；板书设计Unit 5 Clothes1. 词汇：Tshirt、skirt、pants、dress、shoes、hat等；2. 句型： What are you wearing? I'm wearing3. 常用表达：This is my 、I like作业设计1. 听录音，跟读并熟记本节课所学单词和句型；2. 用所学句型和家长进行简单对话；3. 画一幅关于衣服的图画，并用所学句型进行描述。

课后反思本节课结束后，教师应认真反思教学效果，针对学生的掌握情况，调整教学方法和策略，以提高学生的学习兴趣和自信心。

同时，关注学生的学习需求，及时给予指导和帮助，确保每位学生都能跟上教学进度。

三年级下英语教案-Module 5 Unit 2 This Is My House in English广州版

Unit 14 This Is My House in English （第一课时）New words:Garden, England, messy, upstairs, downstairs, bathroom, computer, study, * ice creamSentences:(1)Is there a + 可数名词…..?(2)Is there any +不可数名词….?I. Teaching aims(1)Review(2)The vocabulary and the sentences(3)TextII. Process1.review:(1)act out the dialogue(2)Dictation2.Presentation(1)provide the model reading(2)read the dialogue(3)Let them read the dialogue(4)Let them pair act the dialogue(5)Listen to the tape and understand the text3.Practice(1)Is there a sofa in the house?(2)Are there any apples on the tree?(3)What’s in the picture?(4)Is there any juice in the bottle?(5) e tree?(6)What’s in the picture?(7)Is there any juice in the bottle?4.Sum up(1)Is there…?Yes, there is. / No, there isn’t.(2)Are there any….?Yes, there are . / No, there are n’t.(3)What’s….?There is …. / There are…..5.DevelopmentLook at the pictures and make sentences.6.Homework14 This Is My House in English （第二课时）I. Teaching aims1.review: U142.sing a song3.RhymeII. Process1.Revision(1)Act out the dialogue of U14(2)Dictation2.Presentationa.Sing along(1)Sing the song myself(2)Let the pupils point to the things in the illustrations that they are singing about cey, river, tree,…..In the picture you can seeHouse & garden, flowers & treesRiver, clouds & hillsb.Rhyme3.Practice4.Sum up5.Development6.HomeworkU 14 This Is My House in English （第三课时）I.Teaching aims(1)Review(2)Let’s learn together(3)Fun with languageII. Teaching process1. Revision(1)Act out the dialogue of U14(2)Sing a song & chant1.Presentationa.let’s learn together(1)Read aloud the words and see if the pupils can point to the right objects.(2)Let them practise in pairs.(3)Let them to do the list from room to room.Pictures and wordsUpstairs, garage, garden dining room, study, downstairsb.Fun with English(1)Tell the pupils to form pairs and practise.(2)Tell them to spot the similarity and differences.(3)Fill in the tables as shown in the model.3. sum up4. Development(1)Is there a table in the dining room?Yes, there is .(2)Is there a bedroom in the garden?Yes, there isn’t.Words ( bedroom, bathroom, living room, kitchen )5. Homework:(1)listening(2)Exercises(3)Copy the words。

广东开心版英语三年级下册Unit 5第二课时教学设计

It’s .......
2.Practice1: I say you do
As directed by the teacher, students put their books in/on /under/between the desk.
Put yourbookunder your chair.
Put yourbookon yourdesk.
Put yourbookonyour chair.
Put yourpencilin your desk.
Put yourpencil between two chairs.
3.Game: Sharp eyes
4.Practice2: Rotating game
Talking with partner with the sentences after rotating.
LanguageTarget: Where’s my skirt ? It’s on the ….
VocabularyKey: in , on , under , between ,
Key point
Master the new words:on, in ,under,between
Difficult point
广东开心版英语三年级下册unit5第二课时教学设计课题unit5clothes授课者学科英语年级objectivesandrequirements
广东开心版英语三年级下册Unit5第二课时教学设计
课题
Unit5Clothes
授课者
刘嘉欣
学科
英语
年级
三
Objectivesand Requirements:
A: Where’s my pencil box ?

(广东版)开心英语三年级下册教案Unit5(2)第二课时

（广东版）开心英语三年级下册教案Unit 5 What’s that? Lesson 2一、Objectives and Requirements:1. LanguageTarget: What’s that? It’s a pink lamp. Is that a black pillow? No, it isn’t. It’s a white pillow. Is that a brown door? Yes, it is.Sounds and words: / /2. VocabularyKey: bed, mirror, pillow, blanket, window, door, clock, lamp, black, white, brown Sounds and words: shirt, shark, shoes, sheep, shorts, fish3. Materials：Picture cards25-32, magazine pictures of bedrooms, classroom objects, crayons/makers in brown, gray, black, white, blue, green, purple, yellow, red and orange二、Procedure:1. Target1）Getting readyA. Pass out some of the picture cards（mirror, blanket, door, lamp）. Have Ss hold up their cards and ask them questions about their cards.T: What’s that? [S1: It’s a (brown door).]Is that a (black lamp)?[S2: Yes, it is. / No, it isn’t.]B. Continue asking other Ss about their picture cards.2）Using the bookA. Point to the picture and model the dialog.B. Play the tape, pausing after each sentence so Ss can repeat.2. Practice 11）Getting readyA Point to the picture A and ask Ss Qs about it.B T: What’s Gogo pointing to? Is it a bed?What color is it?C Generate responses and do the same for the other pictures.2) Using the bookA Play the tape for number 1, then pause.B While Ss are responding, gradually move your hand to picture A.C Continue, pausing after each question to allow Ss to answer on their own.3. Practice 21）Getting readyA Walk around the room，asking Ss questions about items in the classroom. Move around the room quickly and ask questions quickly to keep Ss focused.B T：(Point to the window.) Is that a window? What’s that? Is it a blue lamp?C Elicit and model responses if Ss necessary.2) Using the bookA Play the tape and have Ss answer the questions.B After listening and answering questions, encourage Ss to ask each other these three questions in pairs or small groups.4. Activity 11）Getting readyA Put several objects on a table close to you and several more objects at a distance. If you do not have much realia, use picture cards in their place.B （Hold up a pencil.) What’s this?[Ss: It’s a pencil.]C （Point to an item at a distance.）What's that? [Ss: It's a (clock).]2）Using the bookA Put the Ss into pairs.T: Ask your partner questions. Answer in complete sentences.B Model the desired sentence forms and point out additional vocabulary, e.g. dog.C As Ss are asking and answering questions, circulate and check for accuracy. If time permits, have Ss change partners and do it again.。

广东版开心英语三年级下册全册教案

广东开新版小学三年级英语第二学期教案Unit 1 Big or Small一、Objectives and Requirements:1 LanguageTarget: We’re happy! They’re cold.Additional: Look! Thank you.2 V ocabularyKey: happy , sad , tall , short , hot , cold ,big , smallAdditional; I, you, he, she, it, we, theyAlphabet: happy , hello , sad , animal , big , good , tall , table3 materials; Picture cards,,colored chalk, tape二、Procedure:The first period1 Conversation:1) Getting readya) Smile and look happy. T: I’m happy. Repeat. [Ss: I’m sad.]b) Look sad. T: I’m sad. Repeat. [Ss: I’m small.]c) Crouch down so you are barely visible to the Ss. T: I’m small. Repeat. [Ss: I’ m small.]d) Stand as tall as you can/stand on a chair and hold your arms out to your sides. T: I’m big. Repeat. [Ss; I’m big.]e) T (point to various Ss). Is (S1’s name) happy or sad? Is (S2’s name) big or small?f) As you ask the class questions, continue making clear gestures. Continue with various Ss until you have introduced the new words to Ss.2) Using the booki. Open your books. (Point to the big Gogo in the first picture.) Is Gogo small? /Is Gogo big?ii. T: Let’s listen together with your books closed.iii. Play the tape one time and ask Ss comprehension questions such as Who is small?iv. Open the books and listen again.v. Have Ss follow along.vi. Play the tape again, pausing after each sentence and letting Ss repeat.2 V ocabulary1) Getting readya) Put picture cards of happy, sad, heavy, light, hot, cold, big and small on the walls around the room.b) T: L ook at the pictures and say ‘I’m happy.’c) Model point if necessary.d) Continue with other words and gestures.2) Using the bookA Play the tape and have Ss repeat each word.B Hold up the book and point to pictures and have Ss say the words.3 Practice 11) Getting readyi. Point to the pictures one at a time .and ask Ss questions about it.ii. Elicit responses and do the same for the other three pictures.iii. Have Ss guess what the dialogs are going to be.2) Using the booki. Play the tape for number1, then pause.ii. While Ss are responding, gradually move your hand to picture Ciii. Continue, pausing after each question to allow Ss to answer on their own.4 Practice21) Getting readyi. Walk around the room asking Ss questions. Move around the room and ask questions quickly to keep Ss focused.ii. T：Are you cold? Are you sad?iii. Elicit responses and encourage Ss to ask you this question with the unit’s vocabulary words..2) Using the booka) Play the tape and have Ss answer.b) Model complete sentences.C) Put Ss in pairs to ask and answer these questions.教学后记：1、在教新单词的过程中，对各个单词都配以相应的动作教学，学生学习积极性很高，而且大部分学生很快就掌握了该课单词的发音。

三年级下册英语教案-Unit 5 Clothes 第二课时广东开心英语

三年级下册英语教案-Unit 5 Clothes 第二课时广东开心英语教学内容本课时为《广东开心英语》三年级下册 Unit 5 "Clothes" 的第二课时。

教学内容主要围绕衣服的词汇、颜色词汇以及询问衣服的简单句型展开。

通过本课时的学习，学生将能够识别并运用关于衣服和颜色的英语词汇，并能进行简单的英语对话。

教学目标1. 知识目标：学生能够听懂、会说、会读本课时所学的衣服和颜色词汇。

2. 能力目标：学生能够运用所学词汇和句型询问和描述衣服。

3. 情感目标：培养学生对英语学习的兴趣，增强他们用英语进行日常交流的信心。

教学难点1. 词汇发音：准确掌握新词汇的发音，尤其是颜色词汇的发音。

2. 句型构造：正确使用询问衣服的句型，如 "What color is it?" 和 "CanI try it on?"3. 语言运用：在实际对话中灵活运用所学词汇和句型。

教具学具准备1. 多媒体设备：用于播放课件和视频。

2. 词汇卡片：用于词汇教学和游戏活动。

3. 实物衣服：用于实物展示和模拟对话。

4. 颜色盘：用于颜色识别练习。

教学过程第一阶段：导入- 通过简单的日常对话，复习上节课的内容，引入新课主题。

- 展示一些衣服的图片，让学生尝试用英语说出它们的名字。

第二阶段：新授- 利用课件和词汇卡片，教授新衣服和颜色词汇。

- 通过听力练习，让学生辨别和重复新词汇。

- 教授如何使用询问衣服的句型，并进行角色扮演练习。

第三阶段：实践- 分组进行对话练习，让学生在实际语境中使用所学词汇和句型。

- 进行“找出丢失的颜色”游戏，巩固颜色词汇。

第四阶段：巩固- 进行全班性的角色扮演活动，模拟在服装店的购物场景。

- 教师提供反馈，纠正发音和语法错误。

第五阶段：总结- 总结本课时所学内容，强调重点词汇和句型。

- 鼓励学生在日常生活中尝试使用所学英语。

板书设计板书将清晰地展示本课时的重点词汇、句型以及对话示例。

开心版(广东版开心学英语)三年级下册全册教案教学设计

Unit1 Big or Small 教学设计教学目标(Teaching aims)●知识目标：1.词汇要点：描述事物大、小、高、矮的词big , small, tall , short ;描述情感的词happy , sad .2.学习要点：对话，小诗Big or Small.3.交际要点：人称代词she , he , we , they和be动词的搭配；描述事物big , small , tall , short ; 表达情感：I’m happy / sad.●能力目标：1.能根据指令做动作；2.能根据图片、实物和情境说出单词和句子；3.在图文或场景下进行简单的英语交流和表演。

●情感目标：1.培养学生注意观察，认真模仿的良好习惯；2.激发学生学习英语的兴趣和竞争意识，树立自信心；3.培养合作交流能力。

教学过程：I: Warm-up and review·Greetings 增进师生间的感情。

· Let’s sing (展示课件：歌曲“Glad to Meet You”)让学生在轻松愉快的氛围中进入新课学习。

· Review 1)Review the animals .（fox,ducking,tadpoleBabyBear ,lion)T:Look!What’ s it? Ps:It’s a …2) Review the colour words (展示课件，奥运五环)T: What colour are they ? 复习所学动物,颜色词。

Ps: Blue,black,red,yellow,green.T: What’s it ? Ps：奥运五环图T: Yes . The Olympic ringsII. Presentation and practice .1. 创设情景，导入单词学习(1) (出示篮球和乒乓球实物道具) T：Look!What’s it?Ps: It’s a ball.T: Good! The basketball is big . The ping-pong 实物教学法更形象直观，促ball is small (板书 big , small )教读 big , small（手势辅助）进学生对词义的理解。

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（广东版）开心英语三年级下册教案
Unit 5 What’s that? Lesson 2
一、Objectives and Requirements:
1. Language
Target: What’s that? It’s a pink lamp. Is that a black pillow? No, it isn’t. It’s a white pillow. Is that a brown door? Yes, it is.
Sounds and words: / /
2. V ocabulary
Key: bed, mirror, pillow, blanket, window, door, clock, lamp, black, white, brown
Sounds and words: shirt, shark, shoes, sheep, shorts, fish
3. Materials：
Picture cards25-32, magazine pictures of bedrooms, classroom objects, crayons/makers in brown, gray, black, white, blue, green, purple, yellow, red and orange
二、Procedure:
1. Target
1）Getting ready
A. Pass out some of the picture cards（mirror, blanket, door, lamp）. Have Ss hold up their cards and ask them questions about their cards.
T: What’s that? [S1: It’s a (brown door).]
Is that a (black lamp)?
[S2: Yes, it is. / No, it isn’t.]
B. Continue asking other Ss about their picture cards.
2）Using the book
A. Point to the picture and model the dialog.
B. Play the tape, pausing after each sentence so Ss can repeat.
2. Practice 1
1）Getting ready
A Point to the picture A and ask Ss Qs about it.
B T: What’s Gogo pointing to? Is it a bed?
What color is it?
C Generate responses and do the same for the other pictures.
2) Using the book
A Play the tape for number 1, then pause.
B While Ss are responding, gradually move your hand to picture A.
C Continue, pausing after each question to allow Ss to answer on their own.
3. Practice 2
1）Getting ready
A Walk around the room，asking Ss questions about items in the classroom. Move around the room quickly and ask questions quickly to keep Ss focused.
B T：(Point to the window.) Is that a window? What’s that? Is it a blue lamp?
C Elicit and model responses if Ss necessary.
2) Using the book
A Play the tape and have Ss answer the questions.
B After listening and answering questions, encourage Ss to ask each other these three questions in pairs or small groups.
4. Activity 1
1）Getting ready
A Put several objects on a table close to you and several more objects at a distance. If you do not have much realia, use picture cards in their place.
B （Hold up a pencil.) What’s this?
[Ss: It’s a pencil.]
C （Point to an item at a distance.）What's that? [Ss: It's a (clock).]
2）Using the book
A Put the Ss into pairs.
T: Ask your partner questions. Answer in complete sentences.
B Model the desired sentence forms and point out additional vocabulary, e.g. dog.
C As Ss are asking and answering questions, circulate and check for accuracy. If time permits, have Ss change partners and do it again.。