三年级英语下册3BModule2Unit3教案沪教牛津版

Module2 My favourite thingsUnit3 People I likeThe First Teaching Plan知识目标1.Asking ‘Wh-‘ questions to find out a person’s identify.2.Asking ‘How’ questions to find out their age.ing formulaic expressions to introduce oneself and others.能力目标1．会用Who’s she ? She’s …提问及回答；2．会用How old are you ? I’m … 提问及回答。

教学过程pre-task preparation1.Sing an English song.2.Daily talk: How are you ? How old are you ? What’s your name ?3.Stick the pictures on the board.(1)Introduce the children in the picture.T: This is Ben / Mark / Kitty / Alice / my dog,Sam(2)Write the names on the board. Then ask the students to introduce theirdeskmates or friends.4.Ask the students to count the candles on the cake in front of a certain characterin the picture with you.(1)Say: He’s /She’s … with your student. Then ask students: How old are you ?to elicit: I’m …(2)Work in pairs. S1: How old are you ? S2: I’m …While-task procedure:1.Play the cassette. Students listen and follow in their books.2.Play the cassette again. Students listen and repeat.3.Students form into groups of four and read the story.4.Invite groups of students to act out the story with a toy dog.5.Ask questions about the story.e.g. How old is Ben / Mark / Kitty / Alice / Sam?Students work in pairs. Ask and answer.6.Divide students into pairs. They take turns to ask and answer the questions fromabout you.What’s your name ?How old are you ?What’s your sister’s name ? How old is she ?What’s your brother’s name ? How old is he ?Post-task activityWorkbook page 14(1)Invite pairs of students to read out the first dialogue.(2)Students work in pairs to plete the exercise orally.(3)Students write down the answers.(4)Ask pairs of students to read the dialogues. The rest of the class checks answers.Homework1. Copy the drills twice.2. Read page 24.The Second Teaching Plan知识目标：1.Ask ‘Wh-‘ questions to find out a person’s identity.2.Asking ‘Wh-‘ questions to find out a person’s age.ing adjectives to describe people.ing connectives to link information.教学过程：Pre-task preparation1.Warming up: Sing a song.2.Say and act, (Page 24)3.Ask students to tell the other children about their age.4.Talk about friends or classmates.e.g. This is ×××. She’s / He’s …While-task procedure1.Show a slide of page 25 and introduce.T: This is Mark and his mother. They’re talking about Mark’s two friends, Benand Kitty. Now let’s listen. What are they talking about ?2.Play the cassette. Students listen and following in their books.3.Play the cassette again. Pausing after the questions. Students are encouraged toread Mark’s part.4.Form more able and less able students into pairs. Let the more able students playMark’s role and the less able students play Mum’s role. Encourage them to usetheir own personal information while reading the dialogue.5.Ask individual students to act out the dialogue.6.Ask students to draw their best friends on the paper and write the sentencesaccording Draw and write. Leave their friends name blank for guessing game.e.g. She’s / He’s tall. She’s / He’s ten. Her / His name is … She / He has …7.Collect the pictures from the students and put them on the teacher’s desk. Askindividual students to pick any picture they like and read out the sentences, The rest of the class guess who the person is.8.The students who drew that picture stands up and tells the class who the person is. Post-task activityDo exercise: Workbook page 15(1)Ask students to read the description of the characters.(2)Students plete the first exercise orally in pairs.(3)Ask students to ask and answer. Then write down their answers.(4)Students draw the picture and finish the second exercise.The Third Teaching Plan知识目标：ing imperatives to give instructions.2.Asking ‘Wh-‘ questions to find out a person’s identity.ing adjectives to describe things.能力目标：1.学会讲一个故事，语音语调正确。

教学过程：Pre-task preparation1.Say a rhyme <Look in the mirror>.2.Ask and answer.T: What’s your name ?S1:My name is … I’m …T: How old are you ?S2: I’m…T: How old are you ?S3: He’s / She’s …T: Is S2 tall ?S4: Yes, he / she is. …3.Stick the wallpicture on the board.(1)Introduce: Little Lucy, Mother, Father, Grandma, wolf.(2)Write and read: Little Lucy, Mother, Father, Grandma, wolf.(3)Describe the wolf. (Wear the mask of a wolf)T: I’m a wolf. My ears are big. My eyes are big. My teeth are big.While-task procedure1.Play the cassette. Students listen and follow in their books. Then write downthese sentences.(1)Write. Talk this to Grandma, Little Lucy.(2)Learn: take.(3)Say some sentences with ‘take’. e.g. Take this book to S1, S2.2.Listen again and repeat.(1)Listen and repeat.(2)Write: help.(3)Tell students the meaning of ‘help’.(4)Read: help3.Read the story to the class, pointing to the pictures on the wallpictures.4.Form students into groups of five. Each student takes part in reading the story.5.Invite groups to act the story in front of the class. (Wear the masks)Learn the sound1.Play the cassette. Students listen and follow in their books.2.Listen again and repeat.3.Read the sentences.Post-task activities1.Point, ask and answer. (Page 27)S1: Who’s this ?S2: This is …2.Workbook page 16.(1)Ask students to read number 1 together.(2)plete the first exercise orally.(3)Students write in the answers.(4)Do the second exercise.(5)Check answers.Homework1.Read the story and act out a story.2.Recite the story.The Fourth Teaching PlanTeaching aims:Basic aims：1、Using formulaic expressions to ask for permission.Eg: May I e in ?2、Ask ‘wh’ questions to find out various kinds of specific information about a person.Eg: What do you like? I like dolls.3、Asking ‘yes’\ ‘no’ questions to obtain simple responses. Eg: Do you like dolls?4、Using demonstratives to refer to people or things.Eg: We like bears. Look They are superDevelop aim： Act out the dialogue.Important point: How to act out the dialogue fluently.Difficult point: Pay attention the pronunciation of the sentence. Teaching procedure:一、Pre-task preparation:1.Warming up:2.Daily talk: Act a story of Page 273.Review:Do you like …?Yes, I like ….\No, I don`t like ….(1)T: (Hold up a toy) Do you like cars?S1: Yes, I like the cars.\No, I don`t like the cars(2)Hold up any of the toys and ask individualStudents: “Do you like …?” to elicit:“Yes, I like….\No,I don`t like …(3)Using the same toy, ask a pair of students:T: Do you like …?S1 and S2: Yes, we like ….\No,we don`t like …(4)Work in groups of three students:S1: Do you like …?S2 and S3: Yes, we like ….\No, we don`t like ...4.Describe their toys, using the adjectives whatthey learned.Eg: beautiful superT: I like cars. They`re super.Can you say?S: I like rabbits. They`re beautiful.二、While-task procedure:1. Show a slide and listen to the tape .2.Listen again and repeat:(1)May I e in?e in, please.(2)Hi,Kitty. What`s in your hand ?Oh, my beautiful doll. I like dolls.(3)Do you like dolls?No, we don`t like dolls.(4)What do you like?We like bears. Look They are super3.Act out the dialogue in four parters.Students follow the tape and repeat.4.Students act it out in groups of three, theninvite the students to perform it in the front ofthe classroom.三、Post-task activities:1.Extend the task by having the same groups practise thedialogue, substituting dolls and bears with other toys.Eg: May I e in?e in ,please.Hi,Kitty. What`s in your hand?Oh, my beautiful rabbit. I like rabbits.Do you like rabbits?No, we don`t like rabbits.What do you like?We like robots. They are super2.Select groups to act out the modified dialogues.四、Homework:1.Read: Page 282.Make a new dialogue according the text on Page 28.。