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北师大小学一起点英语三年级下册《Unit 8 Big bird》教案 (4)

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！（北师大版）三年级英语下册教案Unit 8 Big bird!Lesson 3一、教学目标：1.读课文，了解课文内容2.认识反义词tall. short. big和small. Young /old并能用其做描述。

二、教学过程：1. Review，复习　准备学生学过的动物的教学卡片。

给学生展示，让学生说出动物的名称。

　拿出鸭子的卡片，用一张白纸盖住画面。

每次露出一点画面，让学生猜是什么动物。

　用同样的方法完成其余的动物卡片。

2.一起说学生用书第18页让学生翻开书第18页，看本页上部的图。

问学生Tommy心里想的是什么。

引导回答：“A duck.”告诉学生Tommy和Peter正在玩一个游戏。

Peter试着猜出Tommy心里想的动物。

把这一页展示给学生。

指着Tommy的对话框，边读边指每个单词。

让学生重复，并在书上指出每个单词。

用同样的方法完成Peter的对话框。

让学生看右边的问题和回答。

和学生一起朗读每个问题，引导学生说出答案。

在黑板上画一只鸟.一只乌龟和一只猴子。

依次指每一幅图，让学生说出动物的英语名称。

告诉学生现在你心里正在想其中一只动物，看他们能否猜出是什么。

学生必须用英语问问题，告诉学生你只回答：“Yes，it is.”或“No，it isn’t.”学生继续提问问题，直到猜出正确的动物。

再从黑板上选一种动物，用同样的方法进行游戏。

把学生分成两人一组。

其中一个学生心里想一种书上列出的动物，另一个学生试着猜是什么动物。

让学生互换角色，使每个学生都有机会提问和回答问题。

3.听一听，标顺序学生用书第18页让学生翻开书第18页，把这一页展示给学生。

指每一幅图让学生说出名称。

例如：“What’s this?”“It’s a small bear.”告诉学生他们将听到一句话，他们根据听到的录音找出对应的图。

三年级下英语学案-Unit 8 Big bird! 北师大版

Unit 8 Big bird！【学习目标】1．学会听、说、读下列句子：This is a turtle. This is a young an old turtle.2．单词：happy, tall, short, big和small。

【学习重难点】1．掌握单词：happy, tall, short, big和small。

2．功能句的理解。

3．对课文的理解。

【学习过程】一、新知学习。

1．课文预习。

阅读课文，将自己不认识的单词写下来。

_________________________________________________________________________________________________________________________________________________________________________________2．学习单词和句型。

（1）朗读词汇：forest, birds, peacock, turtle, tall, young, short, fast。

（2）朗读句型：①What is this?②This is……③These are……（3）小组活动，练习上述句型。

S1: What is this?S2: This i s……S3: This is……二、达标检测。

1．翻译下列单词或者词语。

thin：_____long：_____slow：_____old：_____tall：_____年幼的：_____高兴的：_____美丽的：_____2．翻译下列的句子。

（1）It is a young bird.___________________________________________（2）These are big animals.___________________________________________（3）He is a tall man.___________________________________________（4）这是一只美丽的蝴蝶。

北师大【一起】小学英语三下册《Unit 8 Big bird》教案 (3)

（北师大版）三年级英语下册教案Unit 8 Big bird!Lesson 2一、教学目标：1.读课文，了解课文内容2.认识反义词tall. short. big和small. Young /old并能用其做描述。

二、教学过程：1. PreparationYou will need:•children’s homework (Opposites Master) from Lesson 1.•flashcards for man, woman, and animals.2. Review•Have the children look at their Opposites Master. Show your own copy.•Point to the first picture. Elicit the sentences, “(He) is a (tall boy).”“(He) isn’t a (short boy).”Repeat for the other pictures.•Put the children in pairs to practice the structures. They should point to the matching pictures as they do so.Collect the children’s Opposites Master and keep them for use in Lesson 4.2. Words to learnStudent Book page 16Present the flashcards for man and woman. Model the words and have the children repeat them after you.Review the flashcard for animals.Have the children look at the pictures at the top of the page. Before you play the tape, review the words girl and boy. Then point to each picture in turn and elicit the correct word.Play the tape and have the children touch the matching pictures.Replay the tape. Stop the tape after each phrase and have the children repeat the phrase. Play the tape again without stopping. Have the children say the words along with the tape. Without the tape, point to one of the pictures and elicit the correct phrase from the children. Repeat for the other pictures.3. Listen to thisStudent Book page 16Have the children look at the picture at the bottom of the page.Show your copy of the page. Point to the first bear and ask，“What’s this?”Try to elicit，“It’s a fat bear.”If necessary, refer the children to the vocabulary (a fat bear) at the top of the page to help them answer the question.Repeat the procedure for the other bears in the picture.Explain to the children that they will hear a phrase on the tape and that they must match it to the correct bear in the picture.Play the tape，stopping after each phrase, and have the children point to the corresponding bear. Make sure they are indicating the correct bear before continuing.Play the tape again，stopping after each phrase.Explain that this time you want the children to write the sentence number next to the matching bear.4. Let’s singStudent Book page 17Have the children open their books at page 17.Show your copy of the page. Point to the bear. Say,“What’s this?”Elicit, “It’s a bear.”Repeat for the deer and the fish.Now read the first line of the song，pointing to each word as you do so. Have the children repeat the words and touch them in their books.Repeat the procedure for the rest of the lines in the song.Play the tape straight through. Have the children listen and clap along with the words.Play the song again from the beginning. Encourage the children to sing along and touch the words in their books as they listen.Play the tape again. Have the children sing along and clap in time.Divide the class into three groups，bear，deer，and fish. Have each group sing the verse that matches their animal as they listen to the tape.Have the groups change roles to give all the children a turn to sing all the lines.5. Set homeworkStudent Book page 17Explain to the children that you want them to: Sing the new song to their families.。

北师大版(一起)-英语-三年级下册--Unit 8 Big bird 精品教案(第1课时)

课题
Unit 8 Big bird
备课人
教
学
目
标
1.能读懂故事主要内容，并能模仿人物对话；
2.能在图片提示下，指认、说出动物的特征；
3.培养爱护动物的意识。
教学重点
1.正确理解课文意思。2.会认读peacock，turtle等动物类单词和这些动物的特征。
教学难点
用形容词表达动物的特征。
课前准备
课件，单词卡片
2.Pay attention to the new words. Repeat by several times.
3.Listen to the tape and read the story.
4.The main sentences: a beautiful forest a tall tree
5.Make sentences with the words.
Step two: Learn the new story.
1.Read the story by yourself. Ask questions: Where are they?
What can you see? Trees and Animals.
a big bird a small bird an old turtle a young turtle
a small turtle a bad monkey a good monkey
a happy monkey a good girl a happy turtle
4. Learn the story picture by picture.:
6. Read the story in characters.
Step three: Homework:

北师大小学一起点英语三年级下册《Unit 8 Big bird》教案 (4)

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。

二、教学过程：1. Review，复习　准备学生学过的动物的教学卡片。

给学生展示，让学生说出动物的名称。

　拿出鸭子的卡片，用一张白纸盖住画面。

每次露出一点画面，让学生猜是什么动物。

　用同样的方法完成其余的动物卡片。

2.一起说学生用书第18页让学生翻开书第18页，看本页上部的图。

问学生Tommy心里想的是什么。

引导回答：“A duck.”告诉学生Tommy和Peter正在玩一个游戏。

Peter试着猜出Tommy心里想的动物。

把这一页展示给学生。

指着Tommy的对话框，边读边指每个单词。

让学生重复，并在书上指出每个单词。

用同样的方法完成Peter的对话框。

让学生看右边的问题和回答。

和学生一起朗读每个问题，引导学生说出答案。

在黑板上画一只鸟.一只乌龟和一只猴子。

依次指每一幅图，让学生说出动物的英语名称。

告诉学生现在你心里正在想其中一只动物，看他们能否猜出是什么。

学生必须用英语问问题，告诉学生你只回答：“Yes，it is.”或“No，it isn’t.”学生继续提问问题，直到猜出正确的动物。

再从黑板上选一种动物，用同样的方法进行游戏。

把学生分成两人一组。

其中一个学生心里想一种书上列出的动物，另一个学生试着猜是什么动物。

让学生互换角色，使每个学生都有机会提问和回答问题。

3.听一听，标顺序学生用书第18页让学生翻开书第18页，把这一页展示给学生。

指每一幅图让学生说出名称。

例如：“What’s this?”“It’s a small bear.”告诉学生他们将听到一句话，他们根据听到的录音找出对应的图。

北师大【一起】小学英语三下册《Unit 8 Big bird》教案 (5)

(北师大版)三年级|英语下册教案Unit 8 Big bird!Lesson 4一、教学目标：知识目标:1.进一步稳固复习句型It ,s a tall giraffe . It ,s tall .2.学习字母 g 在单词中的不用发音..技能目标：1. 能运用功能句型描述人.物的特征.2.学生能区分字母g 的不同发音.情感目标：1.鼓励学生积极运用所学知识与他人交流.2.培养学生良好的学习习惯,培养学生观察.归纳能力.二、重难点：1.学习字母 g 在单词中的不用发音.2.能区分字母g 的不同发音.三、教学过程：(一)认读句型1. T: 出示句型卡片,练习说.He is short.She is tall.Is he a tall boy?Yes, he is.Is she a short girl?No, she isn ,t.2. Pair work3. Uncle Booky ,s blackboard1)引导学生读句子2)Ask and answer(二)Touch and say1.引导学生看图Q: What can you see in the picture?2. Touch and say师做示范：It ,s a tall giraffe.The giraffe is tall.Pair work(三)Sounds and letters1. 教师出示含有Gg字母的单词卡片.2. 教师引导学生发现字母Gg在单词中 d的读音特点.3. 引导学生练习1)listen and repeat.引导学生看图识词放录音重复播放2) Listen for Gg .引导学生看图识词放录音重复播放,教师核对答案.3) Read with Uncle Booky.引导学生自由人独放录音重复播放教师指导学生读单词.(四)布置作业：抄写P21黑板上的句子.复习语音单词。

北师大【一起】小学英语三下册《Unit 8 Big bird》教案 (6)

Lesson 1PreparationPrepare student cards.You will also need:•flashcards for tree and animals.1.Introduce opposites•Have children turn to the Opposites Master at the back of Student Book. Show your own copy. Explain that the pairs of pictures are of opposites. Draw the children ,s attention to the first two pictures. Ask them to describe what they see. Introduce the words girl(s) and boy(s). •Indicate the arrow and the person it is pointing to in the first picture. Say, "He is a tall boy.〞 Write the sentence on the board. Read it aloud as you point to each word. Have the children repeat the sentence. •Now have the children look at the second picture. Repeat the procedure substituting the structure, She is a short girl.•Draw the children ,s attention to the pictures of the birds. Follow the procedure used for tall and short, substituting big and small. •Introduce the word turtle. Point to each of the pictures of a turtle and say, "This is a turtle.〞 Have the children repeat the word. •Repeat the procedure for This is a young/old turtle.•Draw the children ,s attention to the pictures of Mocky. Ask, "Who ,s this?〞 Elicit, "It ,s Mocky.〞 Then ask the children what he is doing. In their own language tell them that he is being good because he is doing his homework.•Repeat the procedure used for the other pictures. Substitute the structure, Mocky is a good/bad monkey.2.Set the scene•Ask the children if they ever go walking in a park or a forest. Have them describe what they can see there. Present the flashcards for tree and animals. Model the words and have the children repeat them after you. •Hold up your Opposites Master. Point to the picture of a bird. Say, "What is this?〞 Elicit, "It ,s a bird.〞•Repeat for turtle. Write turtle on the board and have the children repeat the word after you.•Ask the children how they would feel walking in the forest. Try to elicit "happy〞 in their own language. Present the English word, happy. Write it on the board. You could also draw a smiling face.3.Model the dialog•Using the Opposites Master, review the structure, "He is a tall boy.〞Have the children repeat the sentence.•Use the same picture to present the structure, "He ,s not a short boy.〞Have the children repeat the sentence.•Repeat the procedure for the other pictures.4.Talk about the storyStudent Book pages 14 and 15Have the children open their books at pages 14 and 15.Ask thesequestions about the pictures:Picture 1: . "Where are Ken, Ann, and Mocky?〞Picture 2:. "What are they looking at?〞Picture 3: . "Who is Mocky talking to?〞Pictures 4/5: . "What do you think Mocky is saying?〞Pictures 6/7: . "What are Ann and Mocky looking at?〞Picture 8: "What do you think Ann is saying?〞"What is Mocky ,s answer?〞Pictures 9/10: "What is happening now?〞Student Book pages 14 and 15•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.6.Set homeworkExplain that you want them to color the pictures on Opposites Master and bring them to the next lesson.。

北师大【一起】小学英语三下册《Unit 8 Big bird》教案 (2)

（北师大版）三年级英语下册教案Unit 8 Big bird Lesson 1一、教学目标：1.知识目标：通过整体理解故事和讲故事的环节，初步感知和理解本单元主句型He is a tall boy 和This is a(young) turtle..”的用法。

以及对人体形态特征进行描述的形容词2.能力目标：通过本课时的学习，整体理解故事，培养学生听、读懂故事的能力。

3.情感目标：①激发和培养学生学习英语的兴趣。

②树立学生学好英语的自信心。

二、教学过程：（一）引入：本课时话题是讲述去大森林的故事需要准备的背景知识：大小、高矮、胖瘦、长幼等形容词对人物的形体特征进行描述。

1.开课之初，选唱一首上一单元学过的歌谣，边唱边拍手，营造一种英语学习的氛围，引领学生尽快投入到英语语境中来。

2.上课铃声响起，教师停止音乐。

让学生准备反义词图版，学生看图，请他们自己比较并找出每幅图的异同，让学生理解每一对图都是相反的。

学习反义词词汇拿出鸟和乌龟的图片，引入单词turtle与学生随意讨论他们是否去森林或公园散步，展示tree animal与他们聊聊去森林的感受，可以提示学生：Are you happy? 可以画一个笑脸，并将的Happy单词写在旁边。

（二）整体理解故事的环节直接呈现本课时的课题——Big bird。

告诉学生我们要学习一个新的故事。

在学生整体看故事之前，提出问题：1. Where are Ken, Ann and Mocky?2. Does Mocky a bad boy?让孩子带着问题观看课件，在看得过程中整体感知课文大意。

（三）讲故事：逐图理解故事，教师通过提问，引导学生观察、思考、推测，理解故事情景、对话、人物说话意图等图1～2为第一场景（通过回答刚才的整体感知故事，学生已经理解旁白“This is a beautiful forest,Mocky. ”）呈现图1: Where are Ken, Ann and Mocky?图2 :What are they looking at? （引导学生读图中的句子回答）图三：Who is Mocky talking to?Is it a big bird?Do you like the big bird?（引起他们对动物的兴趣）What is the big bird name?图4：Is it a big bird?图5：Is it a old turtle?（适当的肢体语言表示，引出后边的故事）What are Ann and Mocky looking at?（引导学生读出图中的句子）图8：What do you think Ann is saying?What is Mocky’s answer?（引出图中句子）图9：What does Ann do?图10：Does Mocky a bad boy? 引出学生对Mocky行为进行评论，Ken, Ann对Mocky 因调皮犯的错误持理解、宽容的态度，帮组Mocky改正，并没有嘲笑或另眼相看。

北师大版一起小学英语三年级下册Unit8Bigbird教案8

北师大版一起小学英语三年级下册Unit8Bigbird教案8Lesson 31.ReviewPrepare the flashcards for animals that the children have already known. Present the flashcards and elicit the animal names from the children. ?Present the flashcard for duck. Cover it with a blank sheet of paper. Show the flashcard bit by bit. Have the children guess the animal. ?Repeat the procedures with other animal flashcards.2.Talk togetherStudent Book page 18Have the children turn to page 18. Draw their attention to the top of the page. Ask the children what T ommy is thinking about. Elicit, “A duck.”Tell the children that Peter and Tommy are playing a game. Peter is trying to guess what animal T ommy is thinking about.Show you r copy of the page. Point to Tommy’s speech bubble. Read the words aloud as you touch each one. Have the children repeat the question as they touch each word in their books.Repeat for Peter’s speech bubble．Draw the children’s attention to the questions a nd answers on the right hand side of the page. Read each question aloud with the children. Elicit the correct answers (for a duck).Draw a bird, a turtle, and a monkey on the board. Point to each picture in turn and elicit the animal’s English name.Tell the children that you are thinking of one of these animals and that you want them to try to guess which one it is. The children must ask you questions in English. Explain that you willonly answer “Yes, it is.”or “No, it isn’t.”The children should continue to ask questions until they have guessed the correct animal.Choose another animal on the board and repeat the procedure.Now put the children into pairs. One of the children should think of one of the animals on the page. The other child must try to guess which one it is.Have the children change roles so that they each have a turn asking and answering the questions.3.Listen and numberStudent Book page 18?Have the children open their books at page 18. Show your copy of the page. Point to each picture and ask what it is. For example, “What’s this?”“It’s a small bear.”Explain to the children that they will hear a sentence on the tape, and they must match it to the correct picture.Play the tape. Have the children point to the matching picture. ?Play the tape again, stopping after each sentence. This time the children need to write the correct sentence number next to the correct picture. ?Have the children repeat the sentences ina class drill.4.Trace, match, and copyStudent Book page 19Have the children open their books at page 19. Show your copy of the page. Draw the children’s attention to the first picture. Point to the girl. Say, “Is she a tall girl?” Elicit, “No, she’s a short girl.”?Read the words in the speech bubble to the class. Have them repeat the words after you. Ask the children which word is missing. Elicit short. ?Have the children trace the correct word and then copy it to complete the sentence in thespeech bubble.Repeat the procedure for the other pictures and words.5.Set homeworkStudent Book page 19Tell the children to finish the work on page 19 and then color the page.。

北师大小学一起点英语三年级下册《Unit 8 Big bird》教案 (14)

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 8 Big bird!Lesson 1教学内容：Structures:(He) is a (tall boy).(He’s) not a (short boy).Vocabulary:Core: happy, tall, short, big, small, young, old, good, bad, a girl, a boy, animal, a birda turtle, a treeContextual: a peacock, You’re welcome. Beautiful, forest教学目标：掌握形容人或物大小、长短、好坏等形容词。

教学重点：正确运用句型：(He) is a ( tall boy). (He’s) not a (short boy).教学难点：is, isn’t的运用。

教具准备：本单元的学习卡片；教学卡片tree, animals教学过程：1．介绍反义词（1）让学生准备好学生用书附录中“反义词图板”。

给学生展示本页并解释每一对图片的内容都是相反的。

让学生看前两张图，并说一说看到了什么。

引出词汇girls, boys。

（2）指着第一幅图中的箭头和箭头所指的人，说：“He is a tall boy.”把句子写在黑板上。

指着每个单词朗读句子，让学生跟读。

（3）让学生看第二幅图。

重复上面的步骤，用“She is a short girl.”替换。

（4）让学生看鸟的图片。

用练习tall, short的步骤练习big, small.（5）引入单词turtle。

指着每幅图里的乌龟说：“This is a turtle.”让学生重复。

（6）用同样的方法练习This is a young/old turtle.（7）让学生看Mocky的图。

问：“Who’s this?”引导回答：“It’s Mocky.”再问他在干什么。

北师大【一起】小学英语三下册《Unit 8 Big bird》教案 (6)

Lesson 1PreparationPrepare student cards.You will also need:•flashcards for tree and animals.1.Introduce opposites•Have children turn to the Opposites Master at the back of Student Book. Show your own copy. Explain that the pairs of pictures are of opposites. Draw the children’s attention to the first two pictures. Ask them to describe what they see. Introduce the words girl(s) and boy(s). •Indicate the arrow and the person it is pointing to in the first picture. Say, “He is a tall boy.” Write the sentence on the board. Read it aloud as you point to each word. Have the children repeat the sentence. •Now have the children look at the second picture. Repeat the procedure substituting the structure, She is a short girl.•Draw the children’s attention to the pictures of the birds. Follow the procedure used for tall and short, substituting big and small. •Introduce the word turtle. Point to each of the pictures of a turtle and say, “This is a turtle.” Have the children repeat the word. •Repeat the procedure for This is a young/old turtle.•Draw the children’s attention to the pictures of Mocky. Ask, “Who’s this?” Elicit, “It’s Mocky.” Then ask the children what he is doing. In their own language tell them that he is being good because he is doing his homework.•Repeat the procedure used for the other pictures. Substitute the structure, Mocky is a good/bad monkey.2.Set the scene•Ask the children if they ever go walking in a park or a forest. Have them describe what they can see there. Present the flashcards for tree and animals. Model the words and have the children repeat them after you. •Hold up your Opposites Master. Point to the picture of a bird. Say, “What is this?” Elicit, “It’s a bird.”•Repeat for turtle. Write turtle on the board and have the children repeat the word after you.•Ask the children how they would feel walking in the forest. Try to elicit “happy” in their own language. Present the English word, happy. Write it on the board. You could also draw a smiling face.3.Model the dialog•Using the Opposites Master, review the structure, “He is a tall boy.”Have the children repeat the sentence.•Use the same picture to present the structure, “He’s not a short boy.”Have the children repeat the sentence.•Repeat the procedure for the other pictures.4.Talk about the storyStudent Book pages 14 and 15Have the children open their books at pages 14 and 15.Ask thesequestions about the pictures:Picture 1: .“Where are Ken, Ann, and Mocky?”Picture 2:.“What are they looking at?”Picture 3: .“Who is Mocky talking to?”Pictures 4/5: .“What do you think Mocky is saying?”Pictures 6/7: .“What are Ann and Mocky looking at?”Picture 8: “What do you think Ann is saying?”“What is Mocky’s answer?”Pictures 9/10:“What is happening now?”5.StoryStudent Book pages 14 and 15•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.6.Set homeworkExplain that you want them to color the pictures on Opposites Master and bring them to the next lesson.。

北师大小学一起点英语三年级下册《Unit 8 Big bird》教案 (12)

forest.
butterflies …..
What color are the flowers?
Are they beautiful?
They are red, orange
What does Ann say?
and purple.
What does Mocky say?
Beautiful forest 理
北师大小学英语一起点
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！
TB:小初高题库
Unit 8 Big bird!
北师大小学英语一起点
知识目标： 1.能听懂理解故事大意，正确朗读故事。
教
2.能初步运用形容词描述物体。
气)
Mocky turns the
What does Ann say to Mcoky young turtle over.
? Can you guess?
Don’t touch
No!
Pic8:Is the young turtle Ann helps him
北师大小学英语一起点
四、Practice
bird?
It’s red.
Hale Waihona Puke 练习区分 Big –small 的用 Listen
and
法
understand
TB:小初高题库
Pic5:Who's this?
师生年龄比较：How old are
you ?
This is a turtle
引出 young 与 old
I’m _____years old

(三年级英语教案)北师大版三年级英语下册Unit8Bigbirds教案

北师大版三年级英语下册Unit8Bigbirds教案三年级英语教案内容（课题）grade3 unit8 big birds 第6课时教学目标知识、技能1、学习故事：uncle booky’s story time 2、学会客观的评价自己和他人。

3、进一步体会本单元功能句型的具体使用情境。

过程、方法1、warm-up2、presentation3、extending listening4、self-assessment情感、价值观鼓励学生敢于开口说英语，并通过一系列活动的参与，建立起其对英语学习的信心。

教学重点学习故事：uncle booky’s story time 试着客观的评价自己和别人教学难点进一步体会本单元功能句型的具体使用情境。

教学准备教师准备教材、多媒体课件学生准备教材教学用时一课时教学方法多媒体教学法、小组合作法教学过程学生活动备注1、warm-up2、presentation3、extending listening4、self-assessment 1、let’s sing. 2、review the words and key sentences in this unit. 1、t: now, let’s listen to a story. 2、ask them to listen to the story with their books closed for the first time. 3、have the children open their books, and look at the pictures. then ask them to look for familiar words in the story. 4、have children read the story silently, encourage them to try to guess the meaning of unfamiliar words. ask students to listen to some little stories. 1、in the first activity, have the children work in pairs. tell them to take turns asking and answering questions about the pictures. before that the teacher should provide a model using the pictures or children in the class. 2、in the second activity, have the children talk about the pictures first. then read out the sentences. tell them to check the correct words to finish the sentence. they sing the song. they review the words and the key sentences. they listen to the story. they open their books and look at the pictures. they read this story silently. they listen to the stories. they do the exercise one in pairs. they talk about the pictures and read out the sentences.板书设计unit8 big birdstall big young small old thin fat short教学反思内容（课题）grade3 unit8 big birds 第1课时教学目标知识、技能1、词汇：能听说读写词汇：tall, short, young, old, long, short, fat, thin, big, small2、初步涉及句型：the … is …过程、方法。

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Unit 8 Big bird!
教案
教学目标：
1.掌握形容人或物大小、长短、好坏等形容词。

2.掌握Is it a (fat) (bear)? 这一句型。

3.掌握句型：What animal is it?
4.复习描述某人或某物的陈述句及一般疑问句。

5.学会用形容词描述某物或人。

教学重点：
1.正确运用句型：(He) is a ( tall boy). (He’s) not a (short boy).
2.物与人在用词上的区别。

3.陈述句与疑问句在意义上的区别。

4.is, he, she, it的正确搭配。

教学难点：
1.is, isn’t的运用。

2.is与he, she, it的搭配与读音。

3.如何帮助学生把所想的用英语表述出来。

4.陈述句与疑问句在用法上的区别。

教学过程：
1．介绍反义词
（1）让学生准备好学生用书附录中“反义词图板”。

给学生展示本页并解释每一对图片的内容都是相反的。

让学生看前两张图，并说一说看到了什么。

引出词汇girls, boys。

（2）指着第一幅图中的箭头和箭头所指的人，说：“He is a tall boy.”把句子写在黑板上。

指着每个单词朗读句子，让学生跟读。

（3）让学生看第二幅图。

重复上面的步骤，用“She is a short girl.”替换。

（4）用同样的方法练习This is a young/old turtle.
2．示范对话
（1）用“反义词图板”复习句型“He is a tall boy.”让学生跟读。

（2）用同样的图呈现句型“He’s a not a short boy.”让学生跟读。

（3）用同样的方法完成其余的图。

3．讲故事
学生用书第14、15页
（1）让学生打开书翻到书的这两页，给学生展示。

根据图片提问以下问题：图1：Ken, Ann, Mocky在哪儿？
图2：他们在看什么？
图3：Mocky在和认说话？
图4/5：你认为Mocky在说什么？
图6/7：Ann,Mocky在看什么？
图8：你认为Ann在说什么？Mocky是怎样回答的？
4．学单词
学生用书第16页
（1）拿出man, woman的教学卡片，示范朗读单词并让学生跟读。

（2）让学生看16页上方的图片。

放录音前先复习单词girl, boy，依次指着
每一幅图，引导学生说出正确的单词。

（3）放录音，让学生指出相对应的图片。

（4）再放一遍录音，每个短语之后停顿，让学生跟读。

（5）完整地放一遍录音，让学生跟着录音重复单词。

5．听一听
学生用书第16页
（1）让学生看第16页下半部分的图。

给学生展示这一页。

指着第一只熊问：“What’s this?”试着引导学生回答：“It’s a fat bear.”如需要，可以借
助该页上方的单词提示学生回答这个问题。

用同样的步骤完成其他几
幅图。

（2）告诉学生接下来要听一个短语并把它和正确的图片连在一起。

（3）放一遍录音，每个短语之后停顿，让学生指出对应的熊。

继续进行之前，确保每个学生都能找出正确的熊。

6. 听一听，标顺序
（1）让学生翻开书第18页，把这一页展示给学生。

指每一幅图让学生说出
名称。

例如：“What’s this?”“It’s a small bear.”
（2）告诉学生他们将听到一句话，他们根据听到的录音找出对应的图。

（3）放录音，让学生指对应的图。

7．描一描，写一写
（1）让学生翻开书第19页。

把这一页展示给学生。

让学生看第一幅图，指
着小女孩问：“Is she a tall girl?”引导学生回答：“No, she’s a short girl.”
（2）读对话框里的句子，让学生跟读。

问学生少哪个单词。

引出short。

（3）让学生描出正确的单词，再抄写在对话框中，补全句子。

（4）用同样的方法完成其余图和单词。

8．语音学习
（1）把字母g写在黑板上，告诉学生你将说出两个带有字母g的单词，其中的g发音各不相同（gate, page）。

让学生认真听、仔细看示范，注意区别两个音的不同。

让学生跟读。

（2）让学生把书翻到Uncle Booky ABC一页，看g行的单词。

依次读每个单词，示范字母g的不同的发音。

9．发音和字母
（1）让学生看第20页上端的图。

（2）播放gate, goat的录音，问学生这两个单词中g 的发音是硬还是软。

（3）再放一遍录音，让学生大声跟读。

（4）用同样的步骤练习其他的单词(giraffe, cabbage, orange, page)。

10．句型练习
（1）让学生拿出“反义词图板”，教师展示自己的图板。

指第一幅图，问：“Is he a tall boy?”引出答案：“Yes, he is.”
（2）把相应的句型卡帖起来。

给学生读句子，教师指每个单词让学生跟读。

（3）用同样方式练习“Is she a short girl?”
（4）再指个矮的小女孩。

这次说：“Is she a tall girl?”引出回答：“No, she
isn’t.”
（5）用以上步骤练习替换句型卡练习。

（6）用同样的方法完成bear (old), snake (fat), tree (tall/short), monkey (thin),girl (small)。

Homework:
1.仿照课文编对话游戏。

2.抄写四遍单词。

3.新学的单词每个造句。

4.向父母汇报今天学了什么新内容。

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