2018上海牛津沪教版英语三年级下册全册教案
沪教牛津版三年级英语下册教案
三年级英语下册教学计划2015-2016学年第二学期一、学情分析通过上个学期的学习,学生们对英语已经有了一定的了解,并掌握了一些日常对话用语和一定量的词汇。
但是仍然有一部分学生对学习英语有一定的困难，需要本学期来加强学习英语的能力，同时本学期应该在课堂上加强学生的英语口头表达能力。
二、教材分析（一）教学内容本册教材由内容独立但具有内在联系的四个模块构成。
四个模块分别是Using my five senses( 使用我的五种器官)、My favourite thing (我最喜爱的东西)、My colourful life(我的多彩生活)、Things we enjoy(我们喜欢的事)。
每个模块包含三个单元，每单元四页，由5-6个栏目组成。
所有栏目分成核心学习栏目和辅助学习栏目，前者为新语言知识的呈现部分，学生通过插图了解单词词义，通过插图、录音和文字所提供的简单语境感知新语言（Listen andsay Look and learn栏目）；后者为语言活动部分，学生通过听、说、读、写、玩、演、唱等多种方式巩固与拓展语言知识和技能并运用语言( Say and act / Sing a song / learn the sounds/enjoy a story等栏目)。
在每个模块后还安排一个复习模块和一个课题，对该模块所学语言知识进行回顾和总结。
（二）教学目标1、逐渐形成学习英语的兴趣和爱好，形成在真实环境中使用英语进行活动的积极性。
2、能运用英语在日常生活和课堂情景中与老师和同学进行初步交际，如问候他人，家庭和朋友的简单消息。
3、能参加运用英语组织和开展的日常课堂教学和生活游戏，及其它课内外活动。
4．能听懂简单的指令并作出适当的反应，能读懂简单的配图小故事，进行口头描述，唱一些英语歌曲，背一些小诗和歌谣。
5、养成良好的学习英语的基本方法；形成英语学习的自觉性，和通过英语学习，获得更多知识的求知欲。
6．养成良好的文明行为习惯，掌握基本的英语交际礼貌策略，全面提高综合素质。
(沪教牛津版)三年级英语下册教案Module3Unit1(4)
Listen to the end of the story.
Try to help kids to understand the meaning of mama rainbow’s words.
Readthe last part, enjoy the story and get to know“Appreciateand love others.
Answer some questions about the dialogue.
Learn the sentence pattern by using it, imitate thecharacter and read a chant.
Talk about all the words that colours have boasted about.
Do a match and sing a song about rainbow.
To practice kids’listening skills and help them to get a general idea about the story.
Develop kids’speaking abilities.
（沪教牛津版）三年级英语下册教案
Module 3 Things around us
Unit 1 Colours --《Rainbow smiles》
一、Teaching aims:
a. To use the pattern“…the best…of…”to express.
b. To understand and act the story.
Arouse kids’interests to know about the story.
(沪教牛津版)三年级英语下册教案Module2Unit3Lesson3(1)
He is…
He can…
He has…
While-task Activities
Step 1: Look at the pictures then introduce; Little Lucy. Mother. Father. Grandma and Wolf
Step 2: Listen to the tape then say sth. about the story.
3B M2U3 Period 3
Story Little Lucy(I)
Let the students describe the story and act the story.
Basic Aims:
Words: take. grandma. teeth. help. come here
Structures: Take this to Grandma.
（沪教牛津版）三年级英语下册教案
Module 2 My favourite thingsUnit3PeopleIlike
Lesson 3
教学内容
Teaching Contents
功能目标
Function Targets
语言目标
Language Targets
情感目标
Emotional Targets
Who’s that?
Your teeth are big.
Come here, Little Lucy.
Further Aims:把故事中的角色用不同的语气和音调表达出来。
培养学生在生活中辨别真假的能力。
教学过程TeachingProcedure
Pre-task Activities
沪教牛津版三年级英语下册教案
三年级英语下册教学计划2015-2016学年第二学期一、学情分析通过上个学期的学习,学生们对英语已经有了一定的了解,并掌握了一些日常对话用语和一定量的词汇。
但是仍然有一部分学生对学习英语有一定的困难，需要本学期来加强学习英语的能力，同时本学期应该在课堂上加强学生的英语口头表达能力。
二、教材分析（一）教学内容本册教材由内容独立但具有内在联系的四个模块构成。
四个模块分别是Using my five senses( 使用我的五种器官)、My favourite thing (我最喜爱的东西)、My colourful life(我的多彩生活)、Things we enjoy(我们喜欢的事)。
每个模块包含三个单元，每单元四页，由5-6个栏目组成。
所有栏目分成核心学习栏目和辅助学习栏目，前者为新语言知识的呈现部分，学生通过插图了解单词词义，通过插图、录音和文字所提供的简单语境感知新语言（Listen andsay Look and learn栏目）；后者为语言活动部分，学生通过听、说、读、写、玩、演、唱等多种方式巩固与拓展语言知识和技能并运用语言( Say and act / Sing a song / learn the sounds/enjoy a story等栏目)。
在每个模块后还安排一个复习模块和一个课题，对该模块所学语言知识进行回顾和总结。
（二）教学目标1、逐渐形成学习英语的兴趣和爱好，形成在真实环境中使用英语进行活动的积极性。
2、能运用英语在日常生活和课堂情景中与老师和同学进行初步交际，如问候他人，家庭和朋友的简单消息。
3、能参加运用英语组织和开展的日常课堂教学和生活游戏，及其它课内外活动。
4．能听懂简单的指令并作出适当的反应，能读懂简单的配图小故事，进行口头描述，唱一些英语歌曲，背一些小诗和歌谣。
5、养成良好的学习英语的基本方法；形成英语学习的自觉性，和通过英语学习，获得更多知识的求知欲。
6．养成良好的文明行为习惯，掌握基本的英语交际礼貌策略，全面提高综合素质。
【上海教育版】英语三年级下册全册教案（Word版,39页）【精校版】
【上海教育版】英语三年级下册全册教案（Word版,39页）【精校版】沪教版精品英语资料（精校版）Unit 1 coloursthe first classTeaching aims1、能听懂、认读单词：black,blue,green,red,white,yellow。
2、学习What colour is…?句型，即学会使用What colour is…?来询问事物的颜色。
Developing aims能听懂、认读单词：black,blue,green,red,white,yellow。
Education aims学习What colour is…?句型，即学会使用What colour is…?来询问事物的颜色。
Learning readiness 1、单词卡片。
2、录音机。
Teaching procedurePre-task preparations1、听录音，认读单词。
2、听录音，自学课本第2页Listen and say。
3、结合课文图片，听录音，读句子，尝试翻译英语句子。
集体交流，小组汇报学习情况。
While-task procedures1、教师做必要的讲解。
What colour is…这个句型是用来询问事物的颜色的。
What’s the matter?的意思是发生了什么事？2、播放录音，学生边看书边听录音。
再放录音，学生边听边跟读。
3、学生自主朗读，教师作必要的指导，请个别学生上讲台朗读。
Post-task activities1、听写单词black, blue, green,red, white, yellow。
2、将下列单词组合成完整的句子。
colour, is, What, ball, your __________________________Is, red, It__________________________The second classTeaching aims1、能听懂、认读单词：black,blue,green,red,white,yellow。
(完整word版)沪教牛津版三年级英语下册教案.docx
年学内容学目学重点学点学准学程三学科英型新授授教授1、Colours1、能听懂、： black,blue,green,red,white,yellow。
2、学 What colour is ⋯ ?句型，即学会使用 What colour is ⋯?来事物的色。
能听懂、： black,blue,green,red,white,yellow。
学 What colour is ⋯ ?句型，即学会使用 What colour is⋯?来事物的色。
1、卡片。
2、音机。
自学感悟：1、听音，。
black, blue,green,red, white, yellow。
2、听音，自学本第 2 Listen and say 。
：1、出示卡片，你能正确？2、合文片，听音，句子，翻英句子。
集体交流，小学情况。
3、教做必要的解。
What colour is⋯个句型是用来事物的色的。
What’s the matter?的意思是生了什么事？4、播放音，学生看听音。
再放音，学生听跟。
学生自主朗，教作必要的指，个学生上台朗。
巩固：1 、听写 black, blue, green,red, white, yellow。
2、将下列合成完整的句子。
colour, is, What, ball, your__________________________学Is, red, It__________________________程拓展延伸：同桌之用所学句型 What colour is ⋯来物体的色。
1、 Coloursblack blue green,板red white yellow。
What colour is⋯学反思年学内容学目学重点学点学准学程三学科英型新授授教2授1、Colours1、能在真的生活情境中熟运用句型What colour is⋯来物体的色，并能正确行回答。
2、学会吟唱歌曲《 The rainbow 》。
3、复 26 个英文字母。
沪教版小学英语三年级下册全册教案
沪教版小学英语三年级下册全册教案沪教版小学英语三年级下册全册教案目录Module 1 Using my five senses《1 Colours》 (2)Module 1 Using my five senses《2 Tastes》 (5)Module 1 Using my five senses《3 Sounds》 (11)Module 2 My favourite things《4 Animals in the zoo》 (15) Module 2 My favourite things《5 Toys》 (18)Module 2 My favourite things《6 Food and drinks》 (22)Module 2 My favourite things《Revision 2》 (26)Module 3 My colourful life《7 Hobbies》 (30)Module 3 My colourful life《8 Happy birthday!》 (34)Module 3 My colourful life《9A day on the farm》 (39)Module 4 Things we enjoy《10 Funny cartoons》 (44)Module 4 Things we enjoy《11 Mother’s Day》 (47)Module 4 Things we enjoy《12 Three little pigs》 (52)Module 1 Using my five senses《1 Colours》1教学目标1.能听懂、韧认读单词black, blue, green, red, white, yellow.2.学习句型What colour is your ball?及其回答It's red and white.3.灵活运用所学句型询问身边事物的颜色。
(沪教牛津版)三年级英语下册教案MODULE3unit3
(沪教牛津版)三年级英语下册教案Module3Unit 3 The seasons【单元分析（UNIT ANALYSIS）】一、教材地位（UNIT POSITION）1．从本单元着重围绕“The seasons”这话题展开学习和讨论，学会描述一年四季的气候特征，了解不同季节里出现的不同事物。
2．字母：要求学生在复习上一单元元音字母“u”在开音节中的发音规则的基础上，继续复习巩固元音字母“u”在重读闭音节中的发音规则。
3．词汇：“The seasons”这一话题中，除了要求学生了解并掌握“Spring、Summer、Autumn、Winter”这四个季节的名称，还要求学生了解并掌握这四季的气候特征“warm、cool、hot、cold、dry、wet”以及四季中出现的一些事物的单词“plant、shell、shine、grow、kites、gloves、leaves、hats、ice-creams、nests、scarves”。
4．句型：继续复习‘Wh- question’的特殊疑问句，通过询问“ Where’s my umbrella?”等来获取有关信息。
重点学会What season is it?的问答句。
本单元还继续学习并操练一般疑问句及其回答，如:“Is it winter? Do you like it？”在单元中要求学生通过学习，学会用学过的语言和合适的形容词准确的来描述春、夏、秋、冬四季的特征。
二、学习目标（LEARNING OBJECTIVES）1．通过用“What season is it?”的询问有关四季的特征，增长对生活环境的了解，并进一步体会人与自然的和谐关系。
2．继续复习巩固元音字母在开闭音节中的发音规律，引导学生读准单词的发音和用一定的发音规则来拼记单词，掌握一定的拼记单词的方法。
3．学习Seasons（autumn、winter、hot、cold、）的基础上又增加了spring、summer、dry、wet、warm、cool、nest、scarves、grow等一些新单词。
2018上海牛津沪教版英语三年级下册全册教案
2018上海⽜津沪教版英语三年级下册全册教案年级三学科英语课型新授授课教师设计时间总课时授课时间学习内容1、Colours学习⽬标1、能听懂、认读单词：black,blue,green,red,white,yellow。
2、学习What colour is…?句型，即学会使⽤What colour is…?来询问事物的颜⾊。
学习重点能听懂、认读单词：black,blue,green,red,white,yellow。
学习难点学习What colour is…?句型，即学会使⽤What colour is…?来询问事物的颜⾊。
学习准备1、单词卡⽚。
2、录⾳机。
导学过程⾃学感悟：1、听录⾳，认读单词。
black, blue, green,red, white, yellow。
2、听录⾳，⾃学课本第2页Listen and say。
设问导读：1、出⽰单词卡⽚，你能正确认读吗？2、结合课⽂图⽚，听录⾳，读句⼦，尝试翻译英语句⼦。
集体交流，⼩组汇报学习情况。
3、教师做必要的讲解。
What colour is…这个句型是⽤来询问事物的颜⾊的。
What’s the matter?的意思是发⽣了什么事？导学过程4、播放录⾳，学⽣边看书边听录⾳。
再放录⾳，学⽣边听边跟读。
学⽣⾃主朗读，教师作必要的指导，请个别学⽣上讲台朗读。
巩固练习：1、听写单词black, blue, green,red, white, yellow。
2、将下列单词组合成完整的句⼦。
colour, is, What, ball, your__________________________Is, red, It__________________________拓展延伸：同桌之间⽤所学句型What colour is…来询问物体的颜⾊。
板书设计1、Coloursblack blue green, red white yellow。
What colour is…导学反思年级三学科英语课型新授授课教师设计时间总课时 2 授课时间学习内容1、Colours学习⽬标1、能在真实的⽣活情境中熟练运⽤句型What colour is…来询问物体的颜⾊，并能正确进⾏回答。
(沪教牛津版)三年级英语下册教案MODULE1unit2Lesson3
(沪教牛津版)三年级英语下册教案Module1Unit 2 Listening and hearingThe third period（一）任务前期准备（PRE-TASK PREPARATION）Activity 1 Rhyme1、教学辅助（Aids）纸、纸杯、铅笔等物品2、活动过程（Process）Activity 21、教学辅助（Aids）纸、纸杯、铅笔等物品2、活动过程（Process）（二）任务实施过程（WHILE-TASK PROCEDURE）了解制作一个玩具电话的大概步骤，然后用它来与朋友通话，是学习声音期间的一个有趣活动，会简短的电话问候。
1、新知识的引入（PRESETATION）Activity 1 （Sound）一个电话铃声的录音和两人简短通话的录音。
2、活动过程（Process）Activity 2 （Competition）1、教学辅助（Aids）1）已完成的玩具电话。
2）玩具电话的另一备份材料。
2、活动过程（Process）2）意义性操练（MEANINGFUL PRACTICE）Activity 1已完成的玩具电话2、活动过程（Process）Activity 21、教学辅助（Aids）已完成的玩具电话2、活动过程（Process）（三）任务后期活动（POST-TASK ACTIVITY）1、新知识的运用Activity 1活动过程（Process）Activity 2（Now listen）活动过程（Process）2、课后作业（ASSIGNMENT）口头：说说做电话的步骤。
书面：完成Write的练习附录：WriteMake the sentences in order(给下列句子编号，使一段话通顺)。
( ) Draw two dots.( ) Two plastic bottles.( ) Join the bottles with string.( ) Make two holes.( ) It’s a telephone.Keys for referenceWriteMake the sentences in order(给下列句子编号，使一段话通顺)。
沪教牛津版三年级英语下册教案
两位同学分别扮演Joe和Miss Fang用所学句子进行情境对话。
小组交流，集体评价，选出最佳表演组。
导
学
过
程
3、Colour and write
yellow+blue=green
黄+蓝=绿
( ) + black=grey
( ) +黑=灰
巩固练习：
1、听写单词和课文中的英语句子。
自学感悟：
听录音，学习课本第8页，读句子，结合图片进一步理解句子的意思。
听录音，吟唱歌曲《Apple tree》。
设问导读：
1、同桌之间运用Taste it，What is it?It’s…句型进行询问。
小组合作，创设英语情境。
2、出示梨、苹果等，小组长选出两位同学，一位同学蒙住眼睛品尝水果，另一位同学用所学句型询问水果的味道。（用所学句子进行情境对话。）
年级
三
学科
英语
课型
新授
授课
教师
设计时间
总课时
授课
时间
学习内容
1、Colours
学习目标
1、能听懂yellow。
2、学习What colour is…?句型，即学会使用What colour is…?来询问事物的颜色。
学习重点
能听懂、认读单词：black,blue,green,red,white,yellow。
黄+蓝=绿
导学反思
年级
三
学科
英语
课型
新授
授课
教师
设计时间
总课时
2
授课
时间
学习内容
1、能在真实的生活情境中熟练运用句型Taste it，What is it?It’s…。
沪教牛津版三年级英语下册教案
学习重点
能听、说、认读表示动物的六个词汇：bear、elephant、lion、monkey、panda和tiger。
学习难点
能听懂、会说句型Do you like…? Yes, I do./No, I don’t,并能在生活中使用这些句型来询问他人的喜好。
学习listen and say.（教材10页）
2、听录音，学生跟读课文。结合课本图片尝试翻译句子。
3、老师讲解重点句型。
What can you hear?
I can hear…
4、老师边读短文边讲解。
5、小组朗读，对话。
导
学
过
程
巩固练习：
1、默写单词。
2、完成练习。
课件播放声音。
What can you hear?(根据实际情况回答)
黄 + 蓝 = 绿
( ) + black=grey
( ) + 黑 = 灰
巩固练习：
1、听写单词和课文中的英语句子。
2、想想看，如果你是Joe,该怎样询问黑板的颜色？Peter该怎样回答呢？
Joe: __________________
Peter:__________________
拓展延伸：
吟唱歌曲《The rainbow》。
2、创设英语情境。
录音机播放轮船、飞机、自行车、小汽车、火车和公共汽车行驶的声音。
导
学
过
程
同桌之间使用句子What can you hear?和I can hear…进行提问和回答。
上海牛津版三年级英语下册全册教案
Module 1 Using my five sensesGrammar:1.Modal verbs ‘can/can’t: I can/can’t ---2.Wh-questions: What can you see /hear? What colour is it? What is it?3.Yes/No question: Is this your --- /Is it--- Yes, it is./ No, it isn’t.4.Possessive adjectives: your, my, her5.Imperatives: Listen to--- Touch --- Taste ---/Smell---/ Close ---6.Verb ‘to be’: It’s --- /It’s a/anV ocabulary:Mirror, can, hair, brown, eye, mouth, can’t, grey, listen to, street, roof, her, cage, aeroplane, bus, car, boat, drill, telephone, hear, soft, hard, rough, smooth, touch, how, does, feel, toy, pineapple, hat, cold, lemon, sweet, sour, taste, strawberry, lime, smell, nice, fish, prawnSounds: a ( Jane, make, aeroplane)a (fat, man, jam)e (she, see, these, tree, street)e (Eddie, ten, red, peg)Daily Expressions:Hello, this is --- (on the phone)How are you? I’m fine, thank you.How does it feel? Can I help you?Unit 1 Looking and seeingLanguage functions: Talking about abilityIdentifying and describing objects in terms of colourAsking and answering questions about possessionsSaying the sound ‘a’ in its open syllable form Language skills:Use modeled phrases and sentences to communicate with teachers and other learner.Pronounce correctly a series of words in a sentence withthe vowel sound ‘a’ in its open syllable formMain points: Can use the sentences: What can you see?/What colour is it? Difficult points: Yes/No questions: Is this your ---?Teaching beach:Using the old words and sentences to learn the new words and sentences. Using the things and pictures to learn the words.Teaching times: Five periodsThe First PeriodLanguage focus:Using nouns to identify different parts of the bodyUsing modal verb ‘can/can’t’ to talk about abilityLanguage skills:Use modeled phrases and sentences to communicate with teacher and other learners.Open an interaction by asking questionsMain points: Can use the sentence “What can you see? I can see---.〞Difficult Points: Can spell the words and using the sentence.Materials: a mirror , a mask , a tape, Book 3BThe Second PeriodLanguage focus: Using nouns to identify thingsUsing predicative adjectives of colour to describe thingsUsing modal verb ‘can’ to talk about abilityLanguage skills: Using modeled phrases and sentences to communicate with teacher and other learnersMaintain an interaction by replying to questionsMain points: Can spell the words and using the sentences.Difficult points: Can recite the words and write the sentences. Materials: some colour pencils, rulers, rubbers ---The Third PeriodLanguage focus: Asking ‘Wh-‘ questions to find out various colours students see.Using modal verb ‘can’ to talk about abilityLanguage skills: Identify a series of words in a sentence with the vowel sou nd ‘a’ in its open syllable formUsing modeled phrases and sentences to communicate with teacher and other learners.Main points: Can say the sentences. Pronounce correctly a series of words in a sentence with the vowel sound ‘a’ in its open syllable form.Difficult point: Can use the sentences.The Fourth PeriodLanguage focus: Using possessive adjectives to show possession. Language skills: Use modeled phrases and sentences to communicate with teacher and other learners.Close an interaction by using appropriate formulaic.Main points: Can use possessive adjectives to show possession.Can ask and answer the sentences.Difficult points: Can contract my/your. Can copy the sentences. Materials: Cassette 3B and a cassette player Workbook 3B P3The Fifth Period (Exercises)Language focus: Asking and answering questions about possessions Talking about ability.Language skills: Use modeled phrases and sentences to communicate with teachers and other learners.Pronounce correctly a series of words in a sentence with the vowel soundLanguage functions: Identifying objects by their soundsResponding to simple instructionsUsing telephone formulaeSaying the sound ‘a’ in its closes syllable form.Language skills: Open an interaction by eliciting a responseMaintain an interaction by using phrases to replyMain points: Can use imperatives to give instructions and directions. Can use the sentences to ask and answer.Difficult points: Can say and write the phrases .Teaching times: Five periodsThe First PeriodLanguage focus: Using imperatives to give instructions and directions Using nouns to identify things.Language skills: identify key words in an utterance by recognizing stress. Main point: Can spell and read the words.Can use imperatives to give instructions and directions.Difficult point: Can use the phrases .The Second PeriodLanguage focus: Using imperatives to give instructions and directions Using nouns to identify things.Language skills: identify key words in an utterance by recognizing stress. Main point: Can make a new rhyme. Can say and recite the words. Difficult point: Can make a new phyme.The Third PeriodLanguage focus: Using modal verb ‘can’ to talk about abilities.Asking ‘Wh-‘ questions to find out vari ous kinds of specific information about a person.Language skills: Open an interaction by asking a question.Pronounce correctly a series of words in a sentence with the vowel sound ‘a’ in its closed syllable form.Main point: Can use modal verb ‘can’ to t alk about abilities.Difficult point: Can ask ‘Wh-’ questions to find out various kinds of specific information about a person.Materials: Cassette 3B ,Workbook P5, Wallpictures 3BThe Fourth PeriodLanguage focus: Using formulaic expressions to start a telephone conversation.Using formulaic expressions to greet people and respond to greetings. Using imperatives to give instructionsLanguage skills:Using modeled phrases or sentences to communicate with other learners Maintain an interaction by replying to a question.Main point: Can use imperatives to give instructions.Difficult point: Use imperatives to give instructions.Materials: Cassette 3B and a cassette playerLanguage focus:Using moda l verb ‘can’ to talk about abilities.Asking ‘yes/no’ questions using modal verb ‘can’ .Language skills:Use modeled phrases or sentences to communicate with other learners. Open an interaction by asking a question.Main point: Can use the sentences to ask and answer.Difficult point: Asking questions using modal verb ‘can’. Materials:Unit 3 Touching and feelingLanguage functions:Identifying objects by touchAsking questions about and describing the way things feelIdentifying letters of the alphabet shapesResponding to simple instructionsSaying the sound ‘e’ in its open syllable formLanguage skills:Use modeled sentences to communicate with other learnersOpen an interaction by eliciting a responseProduce simple sentences involving listsPronounce correctly a series of words in a sentence with the vowel sounds ‘e’ in its open syllable formTeaching times: Five periodsThe First PeriodLanguage focus:Using adjectives to describe things.Using imperatives to give instructionsAsking ‘How’ questions to find out the texture of a thing.Asking ‘Wh-’ questions to find out a specific thing.Language skills:Maintain an interaction by replying to a question.The Second Period Language focus:Using adjectives to describe thingsUsing imperatives to give instructionsAsking ‘How’ questions to find out the texture of a thing Language skills:Locate specific information in response to simple questions Open an interaction by asking a questionMaintain an interaction by replying to a questionMain point:Can use the question to find out the texture of a thing Difficult point:Can use two adjectives to describe thingsMaterials:A soft toy, a bag, a balloon, an apple and a pineappleCassette 3B, Photocopiable P6,7The Third PeriodLanguage focus:Asking ‘How’ questions to find out the texture of a thingAsking ‘yes/no’ questions to obtain simple responsesLanguage skills:Locate specific information in response to simple questionsOpen an interaction by asking a questionMaintain an interaction by replying to a questionPronounce correctly a series of words in a sentence with the vowel sound ‘e’ in its open syllable formMaterials:Cassette 3B Wallpictures 3B Workbook P7Module 1 Unit 4 Tasting and smelling Language functions:Indentifying objects by taste and smell.Asking questions about and describing the taste and smell of objects Responding to simple instructionsSaying the sound ‘e’ in its closed syllable formLanguage skills:Use modeled sentences to communicate with teachers and other learners Open an interaction by eliciting a responsePronounce correctly a series of words in a sentence with the vowel sound ‘e’ in its closed syllable formTeaching breach: Use the fruits and the food to learn the words.Act and practice the sentences.Teaching times: Five timesThe First PeriodLanguage focus :Using nouns to identify thingsUsing adjectives to describe thingsUsing imperatives to give instructionsAsking ‘Wh-’ questions to find out a specific thingsLanguage skills:Open an interaction by asking a questionMaintain an interaction by replying to a questionMain point: Using adjectives to describe thingsTeaching beach: Using the fruits and food to taste and try to say.The Second PeriodTeaching aims: Have the students to ask and answer the questions.Have the students to read the words and sentences.Language focus: Using nouns to identify thingsUsing adjectives to describe thingsAsking ‘Wh-’ questions to find out a specific thingTeaching breach: Using the things and practice.Materials: Cassette some ap0ples , some oranges , a lemon, a banana, a strawberry, a limeThe Third PeriodTeaching aims: Have the pupils to pronounce the words and vowel ‘e’ in closed syllable correctly.Have the pupils to ask the feelings.Language focus: Using nouns to identify thingsUsing adjectives to describe thingsDifficult point: Can pronounce correctly a series of words in a sentence with the vowel sound ‘e’ in its closed syllable formMain Point: Can pronounce correctly a series of words in a sentence with the vowel sound ‘e’ in its closed syllable formMaterials: a pineapple, a prawn, a dried prawn, sweets, cakes , different kinds of fruit.The Fourth Period Teaching aims: Have the pupils to act out the dialogue.Language focus: Using formulaic expressions to start a conversation Using formulaic expressions to request somethingDifficult point: Using formulaic expressions to start a conversation Main Point: Can make a small dialogue about shopping Materials: some fruits cassetteModule 2 My favourite thingsUnit 1 Animals I likeLanguage focus: 1.Wh-questions: What are they?2. Yes/No questio n: Do you like…?3. Verb “to be〞: They are…4. Countable nouns(plual)Skills:Speaking e modelled phrases and senyences to communicate with a teacher and other learns2.Open an interaction by eliciting a response3. Maintain an interaction by providing information to factual /yes/no questions4.Pronounce correctly a series of words in a sentence with the vowel sound “i〞inits open syllable formListening 1 Identify key words in an utterance by recognizing the stress2. Locate specific information in response to simple questions3. Identify a series of words in a sentence with the vowel sound〞i〞in its opensyllable from.Writing Develop written text by reproducing sentences from teacher’s writing.Diffcult points 1.Wh-questions: What are they?2. Yes/No question: Do you like…?3. Verb “to be〞: They are…4. Pronounce correctly a series of words in a series of words in a sentence withthe vowel sound “i〞in its open syllable formTeaching aids: Pictures,tapeTeaching times fourFirst period: Look and learn, Look and say, Ask and answerSecond period: Look,red and say . Ask and answerThird period: Read and guess. Learn the soundFourth period: ReviewFirst PeriodContents: words: cats , dogs, rabbits, lizards, snakes, birdsSentences: Do you like cats? Yes, I like … No, I don’t like …I like… Language focus: Using nouns to identify different animals. E g. snakesUsing simple present tense to express interests and preferences.Ask yes/ no questions to obtain simple responses.Contents: words: lions, tigers, zebras, elephants, giraffes, pandassentences: Do you like…? Yes, I like … No, I don’t like …Language focus: Using nouns to identify different animals.eg. pandasUsing simple present tense to express interests and preferences.Ask yes/ no questions to obtain simple responses.Third PeriodContents: sentences:They’re tall/big/black/…What are they? They’re____s.Language focus: Using adjectives to describe animals. eg. They’re tall.Ask “wh〞questions to find out about animals. eg. What are they?Contents: Review Unit1Diffi cult points: Do you like…? Yes,I like… No,I don’t like…What are they? They are…Module 2 My favourite thingsUnit 2 Toys I like: Language focus: 1 .Wh-questions: What do you like?2. demonstratives: these, this3. pronoun: weSkills:Speaking e modelled phrases and senyences to communicate with a teacher and other learns2.Open an interaction by eliciting a response3. Maintain an interaction by providing information to factual /yes/no questions4.Pronounce correctly a series of words in a sentence with the v owel sound “i〞inits closed syllable formListening 1 Identify key words by recognizing the stress2. Locate specific information in response to simple questions3. Identify a series of words in a sentence with the vowel sound〞i〞in its closedsyllable from.Writing Develop written text by reproducing sentences from teacher’s writing.Diffcult points 1.Wh-questions: : What do you like?2. demonstratives: these, this3.Pronounce correctly a series of words in a sentence with the vowel sound“i〞in its closed syllable formTeaching aids: Pictures,tapeTeaching times fourFirst period: Look and say, Ask and answerSecond period: Read a story .Third period: Make a robotFourth period: Look and say, Do a survey,Learn the soundFidth period: ReviewFirst PeriodContents: words: super, beautiful, these, bicycle,dollSentences: Do you like these bicycles ? Yes, I like …No, I don’t like…These bicycles are super. I like this bear.Language focus: Using demonstratives to refer to people or things.eg:These bicycles are super.Using simple present tense to express interests and preferences.Eg: I like this bicycle.Second PeriodContents: words: skateboard(s), robot(s)sentences: like … I don’t like …Language focus:Using simple present tense to express likes and dislikes.eg: like skateboards. I don’t like robots.Contents: words: foil, glue, button, stick,sentences: Stick the foil / boxes / buttons.My name’s Ben. I’m Ron the robot.Language focus: Using nouns to identify things. Eg. Boxes, foilUsing imperatives to give instructions. Eg: Stick the foilAsk “wh〞questions to find out about animals. Eg. What are they? Materials: some boxes, glue, some buttons, foil, recorderContents: sentences: Do you like …? Yes,we like …No, we don’t like…sound: i--- / I /Language focus:Ask ‘yes/no’ questions to obtain simple responses. Eg: Do you like balls?Ask ‘Wh-’ questions to find out various kinds of specific informationabout a person. Eg. What do you like?Using simple present tense to express likes and dislikes.eg. we like …wedon’t like…Contents: Review Unit2Difficult points: Do you like…? Yes,we like… No,we don’t like…What do you like? I like…/ We like…Materials: recorderModule 2 My favourite thingsUnit 3 People I like: Language focus: 1.Wh-questions: Who’s she? Who’s that?Where’s…? What’s in your hand?What do you like?2. Possesive adjectives : his3. verb “to have〞: I have…4. How question: How are you?How is Ben?5. Demonstratives: this / thatSkills:Speaking e modelled phrases and senyences to communicate with a teacher and otherlearns2.Open an interaction by introducing oneself.3. Pronounce correctly a series of words in a sentence with the vowel sound “o〞in its open syllable formListening 1 Identify main ideas2. Locate specific information in response to simple questions3. Identify a series of words in a sentence with the vowel sound〞o〞in its opensyllable from.Writing Add personal ideas and information to writing when a framework is provided. Diffcult points 1. Wh-questions: What do you like?2. How question: How are you?3. Possesive adjectives : hisTeaching aids: Pictures,tapeTeaching times SevenFirst period: Say and act, Ask and answerSecond period: Look and say, Draw and write .Third period: Read and act a storyFourth period: Read and act a storyFifth period: Say and act,Sixth period: Review soundSeventh period TestFirst PeriodContents: senten ces:How old are you? How old is she / he/ Ben /…What’s your / his / her/ your brother’s /your sister’s name? Language focus:Usingformulaic expressions to instroduce oneself and others.Asking ‘Wh’ questions to find out a person’s identity.eg.Who’s she?Asking ‘How’ questions to find out their age. eg.How old are you?Difficult points: What’s your / his / her/ your brother’s /your sister’s name?Contents: sentences: How old is she / he/ Ben /…What’s his / her name?I have two friends.Language focus: Using adjectives to describe people.eg: Ben is tall and thin.Asking ‘Wh’ questions to find out a person’s identity.Asking ‘How’ questions to find out a person’s age.Using connectives to link information.eg. I have two friends. Difficult points: Using adjectives to describe people.eg: Ben is tall and thin.Contents: sentences: Take this to Grandma,little Lucy.Your… are… Go to bed.Are you all right? I don’t know.Language focus: Using imperatives to give instructions. eg.Take this to Grandma,Little Lucy.Asking ‘Wh-’questions to find out a person’s identity.Using adjectives to describle things. eg. Your eyes are big.Using nouns to identify things. eg. Your teeth are big.Diffiuclt Points: 1.Take this to Grandma,Little Lucy. 2.Act the story.Contents: sentences: Take this to Grandma,little Lucy.Your… are… Go to bed.Are you all right? I don’t know.Language focus: Using imperatives to give instructions. eg.Take this to Grandma,Little Lucy.Asking ‘Wh-’questions to find out a person’s identity.Using adjectives to describle things. eg. Your eyes are big.Using nouns to identify things. eg. Your teeth are big.Contents: sentences: May I come? Come in,please.What’s in your hand?What do you like? I / We like…I / We don’t like… They’re…Language focus: Using formulaic expressions to ask for permission.eg. May I come in?Asking ‘wh’questions to find out various of specific informationabout a person.eg. What do you like?Diffiuclt Points: Using formulaic expressions to ask for permission.eg.May I come in?Contents: 1. Learn the sound2.Review Unit 3Language focus: Pronounce correctly a series of words in a sentence with the vowel sound “o〞in its open syllable formDiffiuclt Points: What’s his/ her name? What do you like? I/ We like…Module 3 Things around usUnit 1 ColoursLanguage focus: 1.Wh-questions:What colour is / are…?Who is she / he?2. Verb “to have〞: She/ He has…Skills:Speaking e modelled phrases and sentences to communicate with a teacher and other learners2. Use appropriate intonation in questions and statements3..Open an interaction by eliciting a response. E.g. what’s that house?4.. Pronounce correctly a series of words in a sentence with the vowelsound “u〞in its open syllable formListening 1 Identify key words in an utterance by recognizing stress2. Recognizing rhyming and onomatopoeic words3. Identify a series of words in a sentence with the vowel sound “u〞in its open syllable from.Difficult points : What colour is / are…?Verb “to have〞: She/ He has…Teaching aids: Pictures, tapeTeaching times: Four PeriodsFirst period: Sing a song, Look and tickSecond period: Look and say, Ask and answerThird period: Look and learn, Read and guessFourth period: Review, Learn the soundFirst PeriodContents: Sing a song “The rainbow〞Words and express: rainbow, violet, in the sky, Look at the ... Language focus:Using predicative adjectives of colour to describe things. E.g. purpleUsing prepositions to indicate position/place/direction. E.g. Look at the rainbow. Difficult points:Pronounce the words correctly.Teaching breach: Using the song to learn the words.Materials: pictures, recorder。
(沪教牛津版)三年级英语下册教案Module2Unit2Lesson4(1)
T: Do you know another words pronounced [I]?
P: SIX, SIT, CHICK, DIG
Post-task Activities
Step 1
Listento the tape and read after it.
课后作业Assignments
. What do you like?
Do you like ----?
Yes, we like-----
No, we don’t like------.
a survey
Copy the sentences.
Step 2
Do a survey
T:What do you like?
S1:We like-----
S2: We don’t like-----
Find your friends do a survey.
Step 3
Do exercises. Work book page 13
板书设计Blackboard Writing
Step 1
Look and say
T: Let’s do a survey. What toys do you like? Dolls, boats, cars, kites, robots
P1: What do you like?
P2: I like dolls.
P3: like dolls.
Do you like----?
Further aims:
根据发音规则，归纳单词读音
3B M2U2
Period 4
Look and say
(沪教牛津版)三年级英语下册教案MODULE1unit4Lesson2
(沪教牛津版)三年级英语下册教案Module1Unit 4 Tasting and smellingThe second period（一）任务前期准备（PRE-TASK PREPARATION）Activity 1 ( Look and say )1、教学辅助（Aids）1）图片2、活动过程（Process）Activity 2 （Taste and say）1、教学辅助（Aids）1) 实物2、活动过程（Process）（二）任务实施过程（WHILE-TASK PROCEDURE）1、新知识的引入（PRESETATION）Activity 1 （Quick response）1、教学辅助（Aids）1)图片2、活动过程（Process）Activity 2 （Pair work）1、教学辅助（Aids）1）实物2、活动过程（Process）Activity 3 （Smell and say）1、教学辅助（Aids）1）实物2）图片2、活动过程（Process）2）意义性操练（MEANINGFUL PRACTICE）Activity 1 （Matching game）1、教学辅助（Aids）1)食品2)单词卡片2、活动过程（Process）活动过程（Process）Activity 3 （Smell and guess）活动过程（Process）Activity 3 （Change things）活动过程（Process）（三）任务后期活动（POST-TASK ACTIVITY）1、新知识的运用Activity 1活动过程（Process）Activity 2（Write）活动过程（Process）2、课后作业（ASSIGNMENT）口头：1. 模仿跟读M1U1P14。
2. 描述你所喜欢的一种水果。
书面：完成Write的练习附录：WriteI. Look and copy.（加上标点符号，正确书写下列句子。
上海牛津版三年级英语下册全册教案
Module 1 Using my five sensesGrammar:1.Modal verbs ‘can/can’t: I can/can’t ---2.Wh-questions: What can you see /hear? What colour is it? What is it?3.Yes/No question: Is this your --- /Is it--- Yes, it is./ No, it isn’t.4.Possessive adjectives: your, my, her5.Imperatives: Listen to--- Touch --- Taste ---/Smell---/ Close ---6.Verb ‘to be’: It’s --- /It’s a/anV ocabulary:Mirror, can, hair, brown, eye, mouth, can’t, grey, listen to, street, roof, her, cage, aeroplane, bus, car, boat, drill, telephone, hear, soft, hard, rough, smooth, touch, how, does, feel, toy, pineapple, hat, cold, lemon, sweet, sour, taste, strawberry, lime, smell, nice, fish, prawnSounds: a ( Jane, make, aeroplane)a (fat, man, jam)e (she, see, these, tree, street)e (Eddie, ten, red, peg)Daily Expressions:Hello, this is --- (on the phone)How are you? I’m fine, thank you.How does it feel? Can I help you?Unit 1 Looking and seeingLanguage functions: Talking about abilityIdentifying and describing objects in terms of colourAsking and answering questions about possessionsSaying the sound ‘a’ in its open syllable form Language skills:Use modeled phrases and sentences to communicate with teachers and other learner.Pronounce correctly a series of words in a sentence withthe vowel sound ‘a’ in its open syllable formMain points: Can use the sentences: What can you see?/What colour is it? Difficult points: Yes/No questions: Is this your ---?Teaching beach:Using the old words and sentences to learn the new words and sentences. Using the things and pictures to learn the words.Teaching times: Five periodsThe First PeriodLanguage focus:Using nouns to identify different parts of the bodyUsing modal verb ‘can/can’t’ to talk about abilityLanguage skills:Use modeled phrases and sentences to communicate with teacher and other learners.Open an interaction by asking questionsMain points: Can use the sentence “What can you see? I can see---.”Difficult Points: Can spell the words and using the sentence.Materials: a mirror , a mask , a tape, Book 3BThe Second PeriodLanguage focus: Using nouns to identify thingsUsing predicative adjectives of colour to describe thingsUsing modal verb ‘can’ to talk about abilityLanguage skills: Using modeled phrases and sentences to communicate with teacher and other learnersMaintain an interaction by replying to questionsMain points: Can spell the words and using the sentences.Difficult points: Can recite the words and write the sentences. Materials: some colour pencils, rulers, rubbers ---The Third PeriodLanguage focus: Asking ‘Wh-‘ questions to find out various col ours students see.Using modal verb ‘can’ to talk about abilityLanguage skills: Identify a series of words in a sentence with the vowel sound ‘a’ in its open syllable formUsing modeled phrases and sentences to communicate with teacher and other learners.Main points: Can say the sentences. Pronounce correctly a series of words in a sentence with the vowel sound ‘a’ in its open syllable form.Difficult point: Can use the sentences.The Fourth PeriodLanguage focus: Using possessive adjectives to show possession. Language skills: Use modeled phrases and sentences to communicate with teacher and other learners.Close an interaction by using appropriate formulaic.Main points: Can use possessive adjectives to show possession.Can ask and answer the sentences.Difficult points: Can contract my/your. Can copy the sentences. Materials: Cassette 3B and a cassette player Workbook 3B P3The Fifth Period (Exercises)Language focus: Asking and answering questions about possessions Talking about ability.Language skills: Use modeled phrases and sentences to communicate with teachers and other learners.Pronounce correctly a series of words in a sentence with the vowel soundLanguage functions: Identifying objects by their soundsResponding to simple instructionsUsing telephone formulaeSaying the sound ‘a’ in its closes syllable form.Language skills: Open an interaction by eliciting a responseMaintain an interaction by using phrases to replyMain points: Can use imperatives to give instructions and directions. Can use the sentences to ask and answer.Difficult points: Can say and write the phrases .Teaching times: Five periodsThe First PeriodLanguage focus: Using imperatives to give instructions and directions Using nouns to identify things.Language skills: identify key words in an utterance by recognizing stress. Main point: Can spell and read the words.Can use imperatives to give instructions and directions.Difficult point: Can use the phrases .The Second PeriodLanguage focus: Using imperatives to give instructions and directions Using nouns to identify things.Language skills: identify key words in an utterance by recognizing stress. Main point: Can make a new rhyme. Can say and recite the words. Difficult point: Can make a new phyme.The Third PeriodLanguage focus: Using modal verb ‘can’ to talk about abilities.Asking ‘Wh-‘ questions to find out various kinds of specific information about a person.Language skills: Open an interaction by asking a question.Pronounce correctly a series of words in a sentence with the vowel sound ‘a’ in its closed syllable form.Main point: Can use modal verb ‘can’ to talk about abilities.Difficult point: Can ask ‘Wh-’ questions to find out various kinds of specific information about a person.Materials: Cassette 3B ,Workbook P5, Wallpictures 3BThe Fourth PeriodLanguage focus: Using formulaic expressions to start a telephone conversation.Using formulaic expressions to greet people and respond to greetings. Using imperatives to give instructionsLanguage skills:Using modeled phrases or sentences to communicate with other learners Maintain an interaction by replying to a question.Main point: Can use imperatives to give instructions.Difficult point: Use imperatives to give instructions.Materials: Cassette 3B and a cassette playerLanguage focus:Using modal verb ‘can’ to talk about abilities.Asking ‘yes/no’ questions using modal verb ‘can’ .Language skills:Use modeled phrases or sentences to communicate with other learners. Open an interaction by asking a question.Main point: Can use the sentences to ask and answer.Difficult point: Asking questions using modal verb ‘can’. Materials:Unit 3 Touching and feelingLanguage functions:Identifying objects by touchAsking questions about and describing the way things feelIdentifying letters of the alphabet shapesResponding to simple instructionsSaying the sound ‘e’ in its open syllable f ormLanguage skills:Use modeled sentences to communicate with other learnersOpen an interaction by eliciting a responseProduce simple sentences involving listsPronounce correctly a series of words in a sentence with the vowel sounds ‘e’ in its open syl lable formTeaching times: Five periodsThe First PeriodLanguage focus:Using adjectives to describe things.Using imperatives to give instructionsAsking ‘How’ questions to find out the texture of a thing.Asking ‘Wh-’ questions to find out a specific th ing.Language skills:Maintain an interaction by replying to a question.The Second Period Language focus:Using adjectives to describe thingsUsing imperatives to give instructionsAsking ‘How’ questions to find out the texture of a thing Language skills:Locate specific information in response to simple questions Open an interaction by asking a questionMaintain an interaction by replying to a questionMain point:Can use the question to find out the texture of a thing Difficult point:Can use two adjectives to describe thingsMaterials:A soft toy, a bag, a balloon, an apple and a pineappleCassette 3B, Photocopiable P6,7The Third PeriodLanguage focus:Asking ‘How’ questions to find out the texture of a thingAsking ‘yes/no’ questions to obtain simple responsesLanguage skills:Locate specific information in response to simple questionsOpen an interaction by asking a questionMaintain an interaction by replying to a questionPronounce correctly a series of words in a sentence with the vowel sound ‘e’ in its open syllable formMaterials:Cassette 3B Wallpictures 3B Workbook P7Module 1 Unit 4 Tasting and smelling Language functions:Indentifying objects by taste and smell.Asking questions about and describing the taste and smell of objects Responding to simple instructionsSaying the sound ‘e’ in its closed syllable formLanguage skills:Use modeled sentences to communicate with teachers and other learners Open an interaction by eliciting a responsePronounce correctly a series of words in a sentence with the vowel sound ‘e’ in its closed syllable formTeaching breach: Use the fruits and the food to learn the words.Act and practice the sentences.Teaching times: Five timesThe First PeriodLanguage focus :Using nouns to identify thingsUsing adjectives to describe thingsUsing imperatives to give instructionsAsking ‘Wh-’ questions to find out a specific thingsLanguage skills:Open an interaction by asking a questionMaintain an interaction by replying to a questionMain point: Using adjectives to describe thingsTeaching beach: Using the fruits and food to taste and try to say.The Second PeriodTeaching aims: Have the students to ask and answer the questions.Have the students to read the words and sentences.Language focus: Using nouns to identify thingsUsing adjectives to describe thingsAsking ‘W h-’ questions to find out a specific thingTeaching breach: Using the things and practice.Materials: Cassette some ap0ples , some oranges , a lemon, a banana, a strawberry, a limeThe Third PeriodTeaching aims: Have the pupils to pronounce the words and vowel ‘e’ in closed syllable correctly.Have the pupils to ask the feelings.Language focus: Using nouns to identify thingsUsing adjectives to describe thingsDifficult point: Can pronounce correctly a series of words in a sentence with the vowel sound ‘e’ in its closed syllable formMain Point: Can pronounce correctly a series of words in a sentence with the vowel sound ‘e’ in its closed syllable formMaterials: a pineapple, a prawn, a dried prawn, sweets, cakes , different kinds of fruit.The Fourth Period Teaching aims: Have the pupils to act out the dialogue.Language focus: Using formulaic expressions to start a conversation Using formulaic expressions to request somethingDifficult point: Using formulaic expressions to start a conversation Main Point: Can make a small dialogue about shopping Materials: some fruits cassetteModule 2 My favourite thingsUnit 1 Animals I likeLanguage focus: 1.Wh-questions: What are they?2. Yes/No question: Do you like…?3. Verb “to be”: They are…4. Countable nouns(plual)Skills:Speaking e modelled phrases and senyences to communicate with a teacher and other learns2.Open an interaction by eliciting a response3. Maintain an interaction by providing information to factual /yes/no questions4.Pronounce correctly a series of words in a sentence with the vowel sound “i” inits open syllable formListening 1 Identify key words in an utterance by recognizing the stress2. Locate specific information in response to simple questions3. Identify a series of words in a sentence with the vowel sound”i” in its opensyllable from.Writing Develop written text by repr oducing sentences from teacher’s writing.Diffcult points 1.Wh-questions: What are they?2. Yes/No question: Do you like…?3. Verb “to be”: They are…4. Pronounce correctly a series of words in a series of words in a sentence withthe vowel sound “i” in its open syllable formTeaching aids: Pictures,tapeTeaching times fourFirst period: Look and learn, Look and say, Ask and answerSecond period: Look,red and say . Ask and answerThird period: Read and guess. Learn the soundFourth period: ReviewFirst PeriodContents: words: cats , dogs, rabbits, lizards, snakes, birdsSentences: Do you like cats? Yes, I like … No, I don’t like …I like… Language focus: Using nouns to identify different animals. E g. snakesUsing simple present tense to express interests and preferences.Ask yes/ no questions to obtain simple responses.Contents: words: lions, tigers, zebras, elephants, giraffes, pandassentences: Do you like…? Yes, I like … No, I don’t like …Language focus: Using nouns to identify different animals.eg. pandasUsing simple present tense to express interests and preferences.Ask yes/ no questions to obtain simple responses.Third PeriodContents: sentences:They’re tall/big/black/…What are they? They’re____s.Lan guage focus: Using adjectives to describe animals. eg. They’re tall.Ask “wh”questions to find out about animals. eg. What are they?Contents: Review Unit1Difficult points: Do you like…? Yes,I like… No,I don’t like…What are they? They are…Module 2 My favourite thingsUnit 2 Toys I like: Language focus: 1 .Wh-questions: What do you like?2. demonstratives: these, this3. pronoun: weSkills:Speaking e modelled phrases and senyences to communicate with a teacher and other learns2.Open an interaction by eliciting a response3. Maintain an interaction by providing information to factual /yes/no questions4.Pronounce correctly a series of words in a sentence with the vowel sound “i” inits closed syllable formListening 1 Identify key words by recognizing the stress2. Locate specific information in response to simple questions3. Identify a series of words in a sentence with the vowel sound”i” in its closedsyllable from.Wri ting Develop written text by reproducing sentences from teacher’s writing.Diffcult points 1.Wh-questions: : What do you like?2. demonstratives: these, this3.Pronounce correctly a series of words in a sentence with the vowel sound “i”in its closed syllable formTeaching aids: Pictures,tapeTeaching times fourFirst period: Look and say, Ask and answerSecond period: Read a story .Third period: Make a robotFourth period: Look and say, Do a survey,Learn the soundFidth period: ReviewFirst PeriodContents: words: super, beautiful, these, bicycle,dollSentences: Do you like these bicycles ? Yes, I like …No, I don’t like…These bicycles are super. I like this bear.Language focus: Using demonstratives to refer to people or things.eg:These bicycles are super.Using simple present tense to express interests and preferences.Eg: I like this bicycle.Second PeriodContents: words: skateboard(s), robot(s)sentences: like … I don’t like …Language focus:Using simple present tense to express likes and dislikes.eg: like s kateboards. I don’t like robots.Contents: words: foil, glue, button, stick,sentences: Stick the foil / boxes / buttons.My name’s Ben. I’m Ron the robot.Language focus: Using nouns to identify things. Eg. Boxes, foilUsing imperatives to give instructions. Eg: Stick the foilAsk “wh”questions to find out about animals. Eg. What are they? Materials: some boxes, glue, some buttons, foil, recorderContents: sentences: Do you like …? Yes,we like …No, we don’t like…sound: i--- / I /Language focus:Ask ‘yes/no’ questions to obtain simple responses. Eg: Do you like balls?Ask ‘Wh-’ questions to find out various kinds of specific informationabout a person. Eg. What do you like?Using simple present tense to express likes and dislikes.eg. we like …wedon’t like…Contents: Review Unit2Difficult points: Do you like…? Yes,we like… No,we don’t like…What do you like? I like…/ We like…Materials: recorderModule 2 My favourite thingsUnit 3 People I like: Language focus: 1.Wh-questions: Who’s she? Who’s that?Where’s…? What’s in your hand?What do you like?2. Possesive adjectives : his3. verb “to have”: I have…4. How question: How are you?How is Ben?5. Demonstratives: this / thatSkills:Speaking e modelled phrases and senyences to communicate with a teacher and otherlearns2.Open an interaction by introducing oneself.3. Pronounce correctly a series of words in a sentence with the vowel sound “o” inits open syllable formListening 1 Identify main ideas2. Locate specific information in response to simple questions3. Iden tify a series of words in a sentence with the vowel sound”o” in its opensyllable from.Writing Add personal ideas and information to writing when a framework is provided. Diffcult points 1. Wh-questions: What do you like?2. How question: How are you?3. Possesive adjectives : hisTeaching aids: Pictures,tapeTeaching times SevenFirst period: Say and act, Ask and answerSecond period: Look and say, Draw and write .Third period: Read and act a storyFourth period: Read and act a storyFifth period: Say and act,Sixth period: Review soundSeventh period TestFirst PeriodContents: sentences:How old are you? How old is she / he/ Ben /…What’s your / his / her/ your brother’s /your sister’s name? Language focus:Usingformulaic expressions to instroduce oneself and others.Asking ‘Wh’ questions to find out a person’s identity.eg.Who’s she?Asking ‘How’ questions to find out their age. eg.How old are you?Difficult points: What’s your / his / her/ your brother’s /your sister’s name?Contents: sentences: How old is she / he/ Ben /…What’s his / her nam e?I have two friends.Language focus: Using adjectives to describe people.eg: Ben is tall and thin.Asking ‘Wh’ questions to find out a person’s identity.Asking ‘How’ questions to find out a person’s age.Using connectives to link information.eg. I have two friends. Difficult points: Using adjectives to describe people.eg: Ben is tall and thin.Contents: sentences: Take this to Grandma,little Lucy.Your… are… Go to bed.Are you all right? I don’t know.Language focus: Using imperatives to give instructions. eg.Take this to Grandma,Little Lucy.Asking ‘Wh-’questions to find out a person’s identity.Using adjectives to describle things. eg. Your eyes are big.Using nouns to identify things. eg. Your teeth are big.Diffiuclt Points: 1.Take this to Grandma,Little Lucy. 2.Act the story.Contents: sentences: Take this to Grandma,little Lucy.Your… are… Go to bed.Are you all right? I don’t know.Language focus: Using imperatives to give instructions. eg.Take this to Grandma,Little Lucy.Asking ‘Wh-’questions to find out a person’s identity.Using adjectives to describle things. eg. Your eyes are big.Using nouns to identify things. eg. Your teeth are big.Contents: sentences: May I come? Come in,please.What’s in your hand?What do you like? I / We like…I / We don’t like… They’re…Language focus: Using formulaic expressions to ask for permission.eg. May I come in?Asking ‘wh’questions to find out various of specific informationabout a person.eg. What do you like?Diffiuclt Points: Using formulaic expressions to ask for permission.eg.May I come in?Contents: 1. Learn the sound2.Review Unit 3Language focus: Pronounce correctly a series of words in a sentence w ith the vowel sound “o” in its open syllable formDiffiuclt Points: What’s his/ her name? What do you like? I/ We like…Module 3 Things around usUnit 1 ColoursLanguage focus: 1.Wh-questions:What colour is / are…?Who is she / he?2. Verb “to have”: She/ He has…Skills:Speaking e modelled phrases and sentences to communicate with a teacher and other learners2. Use appropriate intonation in questions and statements3..Open an interaction by eliciting a response. E.g. what’s that house?4.. Pronounce correctly a series of words in a sentence with the vowelsound “u” in its open syllable formListening 1 Identify key words in an utterance by recognizing stress2. Recognizing rhyming and onomatopoeic words3. Identify a series of words in a sentence with the vowel sound “u” inits open syllable from.Diffi cult points : What colour is / are…?Verb “to have”: She/ He has…Teaching aids: Pictures, tapeTeaching times: Four PeriodsFirst period: Sing a song, Look and tickSecond period: Look and say, Ask and answerThird period: Look and learn, Read and guessFourth period: Review, Learn the soundFirst PeriodContents: Sing a song “The rainbow”Words and express: rainbow, violet, in the sky, Look at the ... Language focus:Using predicative adjectives of colour to describe things. E.g. purpleUsing prepositions to indicate position/place/direction. E.g. Look at the rainbow. Difficult points:Pronounce the words correctly.Teaching breach: Using the song to learn the words.Materials: pictures, recorder。
沪教牛津版三年级英语下册教案(可编辑修改word版)
温故互查：两人一组互查上节课所学单词。
自学感悟：1、听录音，认读单词 flower 、photo 、tea 。
2、听录音，自学课本第 54 页 Listen and say,认读句子。
设问导读：1、Listen and say.（教材 54 页）2、听录音，看对话，默读。
3、教师领读，学生跟读。
4、再放录音，学生模仿跟读。
5、学习重点句型。
What can I do for …? 我能为……做什么？导 学过程三年级英语下册教学计划2015-2016 学年第二学期一、学情分析通过上个学期的学习,学生们对英语已经有了一定的了解,并掌握了一些日常对话用语和一定量的词汇。
但是仍然有一部分学生对学习英语有一定的困难，需要本学期来加强学习英语的能力，同时本学期应该在课堂上加强学生的英语口头表达能力。
二、教材分析（一）教学内容本册教材由内容独立但具有内在联系的四个模块构成。
四个模块分别是 Using my five senses( 使用我的五种器官)、My favourite thing (我最喜爱的东西)、My colourful life(我的多彩生活)、Things we enjoy(我们喜欢的事)。
每个模块包含三个单元，每单元四页，由 5-6 个栏目组成。
所有栏目分成核心学习栏目和辅助学习栏目，前者为新语言知识的呈现部分，学生通过插图了解单词词义，通过插图、录音和文字所提供的简单语境感知新语言（Listen andsay Look and learn 栏目）；后者为语言活动部分，学生通过听、说、读、写、玩、演、唱等多种方式巩固与拓展语言知识和技能并运用语言( Say and act / Sing a song / learn the sounds/enjoy a story 等栏目)。
在每个模块后还安排一个复习模块和一个课题，对该模块所学语言知识进。
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年级三学科英语课型新授授课教师设计时间总课时授课时间学习内容1、Colours学习目标1、能听懂、认读单词：black,blue,green,red,white,yellow。
2、学习What colour is…?句型，即学会使用What colour is…?来询问事物的颜色。
学习重点能听懂、认读单词：black,blue,green,red,white,yellow。
学习难点学习What colour is…?句型，即学会使用What colour is…?来询问事物的颜色。
学习准备1、单词卡片。
2、录音机。
导学过程自学感悟：1、听录音，认读单词。
black, blue, green,red, white, yellow。
2、听录音，自学课本第2页Listen and say。
设问导读：1、出示单词卡片，你能正确认读吗？2、结合课文图片，听录音，读句子，尝试翻译英语句子。
集体交流，小组汇报学习情况。
3、教师做必要的讲解。
What colour is…这个句型是用来询问事物的颜色的。
What’s the matter?的意思是发生了什么事？导学过程4、播放录音，学生边看书边听录音。
再放录音，学生边听边跟读。
学生自主朗读，教师作必要的指导，请个别学生上讲台朗读。
巩固练习：1、听写单词black, blue, green,red, white, yellow。
2、将下列单词组合成完整的句子。
colour, is, What, ball, your__________________________Is, red, It__________________________拓展延伸：同桌之间用所学句型What colour is…来询问物体的颜色。
板书设计1、Coloursblack blue green, red white yellow。
What colour is…导学反思年级三学科英语课型新授授课教师设计时间总课时 2 授课时间学习内容1、Colours学习目标1、能在真实的生活情境中熟练运用句型What colour is…来询问物体的颜色，并能正确进行回答。
2、学会吟唱歌曲《The rainbow 》。
3、复习26个英文字母。
学习重点能在真实的生活情境中熟练运用句型来询问物体的颜色，并能正确进行回答。
学习难点能在真实的生活情境中熟练运用句型来询问物体的颜色，并能正确进行回答。
学习准备录音机。
英语磁带导学过程温故互查：1、同桌互相检查单词。
2、同桌之间用句型What colour is…来询问物体的颜色。
自学感悟：Say and act(课本第4页)。
听录音，读句子，结合图片，理解句子的意思，尝试进行翻译。
听录音，吟唱歌曲《The rainbow》。
设问导读：1、复习26个英文字母，同桌之间互相听写。
2、小组合作，创设英语情境。
两位同学分别扮演Joe和Miss Fang用所学句子进行情境对话。
小组交流，集体评价，选出最佳表演组。
导学过程 3、Colour and writeyellow+blue=green黄 + 蓝 = 绿( ) + black=grey( ) + 黑 = 灰巩固练习：1、听写单词和课文中的英语句子。
2、想想看，如果你是Joe,该怎样询问黑板的颜色？Peter 该怎样回答呢？Joe: __________________Peter:__________________拓展延伸：吟唱歌曲《The rainbow》。
板书设计1、Colours What colour is…yellow+blue=green 黄 + 蓝 = 绿导学反思年级三学科英语课型新授授课教师设计时间总课时 2 授课时间学习内容1、能在真实的生活情境中熟练运用句型Taste it，What isit?It’s…。
2、学会吟唱歌曲《Apple tree》。
学习目标能在真实的生活情境中熟练运用句型Taste it，What is it?It’s…。
学习重点能在真实的生活情境中熟练运用句型Taste it，What is it?It’s…。
学习难点录音机，英语磁带。
学习准备1、能在真实的生活情境中熟练运用句型Taste it，What isit?It’s…。
2、学会吟唱歌曲《Apple tree》。
导学过程温故互查：听写单词candy, ice cream ,lemon。
自学感悟：听录音，学习课本第8页，读句子，结合图片进一步理解句子的意思。
听录音，吟唱歌曲《Apple tree》。
设问导读：1、同桌之间运用Taste it，What is it?It’s…句型进行询问。
小组合作，创设英语情境。
2、出示梨、苹果等，小组长选出两位同学，一位同学蒙住眼睛品尝水果，另一位同学用所学句型询问水果的味道。
（用所学句子进行情境对话。
）小组交流，集体评价，选出最佳表演组。
巩固练习：1、英汉互译。
Taste it它是什么？导学过程 It’s a lemon.酸的甜的2、将下列水果分类。
apple orange lemonbanana pearsour:____________________sweet:___________________拓展延伸：课后吟唱英语歌曲《Apple tree》。
板书设计2、TastesTaste it，What is it? It’s…导学反思年级三学科英语课型新授授课教师设计时间总课时授课时间学习内容2、Tastes学习目标1、能听、说、读、写词汇：candy，ice cream ,lemon以及表示味道的两个词汇sweet和sour，并能在生活中正确运用这些词汇来描述水果或其他事物。
2、能听懂、会说Taste it，并能用What is it? It’s…来进行回答。
学习重点能听、说、读、写词汇：candy，ice cream ,lemon以及表示味道的两个词汇sweet和sour。
学习难点能听懂、会说Taste it，并能用What is it? It’s…来进行回答。
学习准备录音机，英语磁带，单词卡片。
导学过程自学感悟：1、听录音，认读单词candy，ice cream ,lemon。
2、听录音，自学课本第6页Listen and say, 认读句子。
设问导读：1、出示单词卡片candy，ice cream ,lemon。
你能正确认读吗？2、教师领读课文6页，学生跟读。
3、听录音并模仿跟读。
4、自由轻声读课文。
要求：发音要准确。
5、学习重点词句。
Taste it，What is it?It’s…导学过程小组合作：结合课文图片，读句子，尝试翻译英语句子。
讨论交流不理解的词句。
巩固练习：1、听写单词candy，ice cream和lemon。
2、完成对话。
Joe蒙住眼睛，品尝柠檬。
Taste it，Joe.What is it?It’s________拓展延伸：请试着用所学英语句子询问水果的味道。
板书设计2、Tastescandy ice cream lemonTaste it，What is it?It’s…导学反思年级三学科英语课型新授授课教师设计时间总课时授课时间学习内容3、Sounds学习目标1、能听、说、认读生活中会用到的词汇：bike,bus,plane,ship,car,train。
2、能在生活中的真实情景中，熟练使用句型What can youhear?和I can hear…要求模仿正确，语调自然。
学习重点能听、说、认读生活中会用到的词汇：bike,bus,plane,ship, car,train。
学习难点能在生活中的真实情景中，熟练使用句型What can you hear?和I can hear…要求模仿正确，语调自然。
学习准备单词卡片，录音机，英语磁带。
导学过程自学感悟：1、听录音，认读单词bike,bus,plane,ship,car和train。
2、听录音，自学课本第10页Listenand say，认读句子。
设问导读：1、出示单词卡片bike,bus,plane,ship, car和train。
同桌互相认读检查。
学习listen and say.（教材10页）2、听录音，学生跟读课文。
结合课本图片尝试翻译句子。
3、老师讲解重点句型。
What can you hear?I can hear…4、老师边读短文边讲解。
5、小组朗读，对话。
导学过程巩固练习：1、默写单词。
2、完成练习。
课件播放声音。
What can you hear?(根据实际情况回答)拓展延伸：小组之间用所学句型What can you hear?进行提问，并根据具体情况进行回答。
板书设计3、Soundsbike bus plane, ship car train。
What can you hear?I can hear…导学反思年级三学科英语课型新授授课教师设计时间总课时授课时间学习内容3、Sounds学习目标1、学会在日常生活中熟练使用句子What can you hear?I can hear…。
2、听英语故事《Go Dong is coming》，并能进行复述。
学习重点学会在日常生活中熟练使用句子What can you hear?I can hear…。
学习难点听英语故事《Go Dong is coming》，并能进行复述。
学习准备录音机，英语磁带。
导学过程温故互查：默写单词bike,bus,plane,ship,car，train。
自学感悟1、听录音，读句子，进一步理解课文内容。
（教材10页）2、听英语故事《Go Dong is coming》，自己尝试朗读，并试着进行翻译。
设问导读：1、自由朗读英语故事《Go Dong is coming》，你能进行复述吗？2、创设英语情境。
录音机播放轮船、飞机、自行车、小汽车、火车和公共汽车行驶的声音。
导学过程同桌之间使用句子What can you hear?和I can hear…进行提问和回答。
巩固练习：1、默写单词和本课所学句子。
2、翻译下列句子。
What can you hear?I can hear…。
拓展延伸：向你的家人讲述英语故事《Go Dong is coming》。
板书设计3、Sounds《Go Dong is coming》导学反思年级三学科英语课型新授授课教师设计时间总课时授课时间学习内容5、toys学习目标1、能听懂、认读单词ball、kite 、robot和toy bear。
2、学会使用句型What do you like?去询问别人，并会用Ilike…来进行回答。
学习重点能听懂、认读单词ball、kite 、robot和toy bear。
学习难点学会使用句型What do you like?去询问别人，并会用I like…来进行回答。