最新科普版英语三年级下册全册教案(优质)

小学英语课程标准
根据全国小学英语课程发展的实际，以及2001年出台的《英语课程标准》对小学英语教学的指导性不够突出，对小学英语的具体学习内容目标要求得不够具体，小学阶段词汇表、语法项目没有分别列出；对小学英语教学和评价指导力度不够，缺乏可操作性建议和案例，等等问题，修订后的英语课程标准在小学阶段主要体现如下特点：
一、理念更先进
1．更符合社会发展对人才的需求。

修订稿中首次将英语课程的性质界定为具有工具性和人文性双重性质。

语言学习不仅是为了培养学生交流、沟通的能力，更重要的是在语言学习的过程中，加强人格品质和道德情操的修养。

一个人如果具有较强的语言交际能力、较高的综合人文素养，他会更快地适应社会变化，更好地服务于社会。

工具性与人文性并重的理念符合社会发展对人才培养的需求。

2．更符合语言学习的规律。

修订稿在面向全体学生、突出学生主体、尊重个体差异的基础上，更注重了语言学习的渐进性和持续性。

不仅体现在基本理念的调整上，也体现在了课程内容的设置和各级目标的描述中。

语言学习是一个长期积累的过程，学生的学习必然经历由浅入深、由易到难的渐进深入过程。

修订稿强调了语言学习的渐进性和持续性，更符合语言学习的规律。

二、目标更清晰
就小学英语教学而言，修订稿在对原有语言知识、语言技能、情感态度、学习策略、文化意识目标微调的基础上，在技能教学参考中，对各项技能教学的目的、技能要求以及主要活动都给予了分级描述，还明确了小学阶段语法教学的内容与要求，列出了小学阶段应掌握的423个基本词汇，这些也是以往教学中老师们感到比较模糊或困惑的地方，这次课标的修订能使老师们在教学中更好地把握教学目标。

三、方法更具体
课标对于一线老师而言，不仅是理念的引领，也是方法的指导，老师们看了后知道做什么、怎么做。

如实施建议中对教学和评价都给出了具体的、符合实际的建议，同时评价方式与方法的举例非常详尽，不仅例举了各项技能不同级别的评价方案，还有对评价方案的评析，对老师们在教学中的评价操作具有很强的指导性。

再如修订稿中的课堂教学用语更具体、更符合实际教学需要，语言也更具有时代气息。

备课要求
1、教学过程的四大环节：设疑自探、解疑合探、质疑再探、运用拓展四个环节后必须有时控，并且每个环节旁边必须有自己的个性化设计（添加或删去），并且每个环节要体现师生互动、生生互动，不能太简单；质疑再探环节要有问题预设；运用拓展环节有学生自编
题。

添加的内容写在每个课时教学过程边留的空白处，要注意排版整齐、美观、成行、不斜。

2、教学反思分“教师的教”和“学生的学”“改进措施”三个方面写，如：
①教师的教
②学生的学
③改进措施
每个方面结合“三疑三探”教学实践过程中成功、不足和改进来写，具体对照西峡县“三疑三探”课堂评价标准内容进行反思，每个方面至少两行。

3、备课修改一律用黑色笔迹。

教学计划
新年刚过去，我们又迎来了一个新的学期，根据学校教学工作计划的安排，现将本学期工作安排如下：
一、作为一名教师,除了要具备良好的思想品德,高尚的道德情操;还需要具备较高水平的业务技能。

要以国家《英语课程标准》为指导，认真学习新课标各理念及精神。

按照新课标和新教材的理念，积极进行课堂教学模式的改革、探索，优化课堂教学过程，重视对学生能力的培养，不断提高学生的综合素质，使每位学生自信且成功地成长。

二、学情分析
三年级的学生已经学了一学期的英语，学生还没有养成良好的学习习惯，其中有百分之十的学生学英语没有兴趣。

学困生更多，这些学生背不会单词，老师教的越多，背不会的越多，学生也越来越差。

三.教材分析
1.本册教材注重学生的综合语言运用能力，重视双向交流，融合学科知识，提高学生的综合人文素养。

教材力图激发学生学习英语的兴趣，培养他们学习英语的积极态度，使他们初步建立学习英语的自信心;培养学生具有一定的语感和良好的语音、语调、书写基础，以及良好的学习习惯;使他们初步具备用英语进行简单日常交流的能力。

同时，培养学生的观察、记忆、思维、想象和创造能力，适当介绍中西文化，培养学生的爱国主义精神，增强世界意识，为学生的进一步学习奠定良好的基础。

2.教学目标是：
1> 能听、说、认读60个单词和词组，并简单运用.
2> 熟练掌握所学歌曲、chant等.
3> 能听懂、会说12组会话，并能进行简单的交流
4> 能了解简单的中西方文化知识.
5> 能听懂幽默小故事。

6> 提升学生学习英语的兴趣，养成良好的朗读书写的习惯. 7> 发音准确、朗读流利，准确掌握书中的重点内容。

3.重难点：
1> 培养学生学习英语的兴趣及习惯，逐步养成认读单词及简单句子的能力2> 培养学生正确、规范的英文书写习惯、根据例句会“举一反三”进行简单的英语造句能力.
3> 培养学生根据规律背诵单词的能力、独立进行完整的问答对话练习的能力.
四.教学措施
1、认真备课，深入研究教材教法,以学生为中心,进行课堂的有效教学，提高课堂效率，做到当堂内容当堂掌握。

2、创新运用各种不同英语教学法来辅助教学，如：情景教学法、直接教学法和全身反应法，并开展一些有趣的活动、游戏让学生在轻松的氛围中学习英语。

3、创设英语情景和环境，使学生们在一定的英语语言环境里习得“第二语言”。

做到“生活中有英语，英语中有生活”。

4、鼓励学生大胆说英语，肯定他们的进步(尤其是英语基础不好的学生)，树立学生的信心，培养学生朗读和书写的习惯。

5、注重教材的灵活性和可操作性，以满足不同层次的学生的需求。

帮助英语基础不好的学生，提升英语基础好的学生。

6、多教授chant和歌谣或小故事等促进学生多单词和句型的记忆。

充分利用教科书中的课文创设栩栩如生的情景，为学生提供使用英语进行交流的机会。

7、教学生们巧记单词。

在学习单词的过程中，渗透一些字母以及字母组合的常规发音方法，这样对他们记忆单词有不少帮助。

8、关心学习有困难的学生，尊重和信任他们，寻找他们身上的闪光点，鼓励他们自尊自爱，要求上进。

了解学生的情况，设计适合他们的课堂教学。

要做到每一堂课的内容能保证学困生学会，而对于接受能力强的学生要做到上不封顶9、做好每位家长的思想转化工作，要想孩子们学好英语，家长的态度也是非常重要的，现在英语课是主课，希望他们对这门科目要象对待语文、数学一样重视。

要求家长要给自己的孩子制定一个学习计划，确保孩子们每天都能在家里读背半个小时的英语。

五.培优辅差
1.了解后进生情况，课堂的设计应该以让中下等的学生学会为目的，让全体学生得到发展，在日常教学中注意对差生的辅导。

2.学生互助，采用“一帮一”的方法，让差生能有所提高。

3.利用课余时间进行对后进生辅导。

4.对于特优生课外适当增加一些常用的单词、词汇和句型，并加以操练和运用。

5.提高特优学生学习的内在动力，不断鼓励特优学生。

教学进度表
三年级英语（下册）教案
第一课时
Lesson 1 I can help you.
Teaching topic: Let’s talk.
Teaching material analysis:(教材分析)
1)The students can listen, say, read and write some words correctly：
again me bad English help glad
Me , too. be good at在……方面做的好
2)The students can master the pattern: I’m not good at English.
Goal request:(教学目的)
The students can master the pattern: I’m not good at English.
Key difficulty:(重点难点)
How to read and write the words:
again me bad English help be not good at
Teaching times:(教学时间)1
Teaching metheds:(教学方法)three doubts three searches Teaching aid study:(教学工具)cards, tape
Teaching process:(教学过程)
Step1设疑自探(5 minutes)
1.Write the new words on the blackboard.
again me hi bad at English help glad, Me , too be good at在……方面做的好
T:Please look at the blackboard and talk about how to pronounce the words correctly.
2.Listen to the tape carefully then answer my question.
T:Can you tell me the meaning of the text?
Ss:Sorry,we do not know
T:Now ，please talk about the meaning of the text from one to four, OK?
Ss: OK
Step 2解疑合探(15 minutes)
1．Then encourage the Ss to stand up and read the words,if all the Ss do not know how to read, the teacher should tell them.
2．The teacher choose some Ss to stand up and explain it.If there is something wrong,the teacher should correct it. 3．The teacher read the text. Then let Ss read after the teacher.
4.Then let the Ss read the dialogue by themselves,after that choose one or two teams to stand up and act it out .
S1:Glad to see you again. S2: Me ,too.
S1: Hello, Tom ! How are you? S2:I’m OK.Thank you.And you?
S1: Not bad. S2: I’m not good at English.
S1:I can help you. S2:Thank you.
S1:That’s OK.
Step 3质疑再探(10minutes)
T:Can you tell me something about the text?
S1:What is the meaning of the sentence“Me too.”?
S2:What is the meaning of the sentence“Not bad.”?
S3: What is the difference between“Not bad.”and “I’m fine,too.”?……
Step4 运用拓展(10minutes)
练习：英汉连线
我（宾格）再，又帮助英语在……坏的
again help English bad me
Bb writing desgin:（板书设计）
Lesson 1 I can help you.
again me
bad English help
be not good at在……方面不太好
Me，too. 我也是很高兴。

Not bad.我也很好。

教后反思：
教师的教：
学生的学：
第二课时
Lesson 1 I can help you.
Teaching topic: Let’s learn ; Let’s chant ;Let’s read. Teaching material analysis:(教材分析)
1)Review the new words: again, me, bad,English,help.
2)Mster the new words: maths,Chinese
3)Make the sentences using the forms:I’m not good at……./I can help you.
Goal request:(教学目的)
Make the sentences using the forms:I’m not good at……. /I can help you.
Key difficulty:(重点难点)
Master the Phonetic Symbols:[k] [t] [r] [p] [h] [b] [g] [m] [l] [æ]
Teaching times:(教学时间)1
Teaching methods :(教学方法)three doubts three searches Teaching aid study:(教学工具)cards, tape
Teaching process:(教学过程)
Step 1设疑自探一(3 minutes)
1.复习导入：
T: Good afternoon,class.
Ss: Good afternoon,teacher.
T: Hi, How are you?
Ss: I’m OK. Thank you. And you?
T: Not bad.
T: Today we go on learning Lesson One.Please turn to Page 3 and let’s learn the part of “Let’s learn”.
2.Write the new words on the blackboard.
English maths Chinese
T:Please look at the blackboard and talk about how to pronounce the words correctly.
Step 2解疑合探一(10 minutes)
1．Then encourage the Ss to stand up and read the words,if all the Ss do not know how to read, the teacher should tell them.
2．The teacher choose some Ss to stand up and explain the meaning of the song.If there is something wrong,the teacher should correct it.
Step 3设疑自探二(5 minutes)
The teacher write these Phonetic Symbols on the Bb：[k] [r] [p] [h] [b] [t] [g] [m] [l] [æ ].
T:Cany you read these Phonetic Symbols?
Ss:Sorry,we don’t know.
Then the teacher write these words on the Bb.
cat rat cap hat bag bat map lamp
T:Can you read these words? Ss:Sorry,we don’t know.
T:Now please talk about the meaning of the text in four,OK? Ss:OK
Talk about them in pairs, OK? Ss: OK.
Step 4解疑合探二(15 minutes)
1．Then encourage the Ss to stand up and read these Phonetic Symbols,if all the Ss do not know how to read, the teacher should tell them.
2．The teacher choose some Ss to try to read these words and
explain the meaning of the words.If there is something wrong,the teacher should correct it.
3．After that ask the students to read the me,to make sure all the sudents to read these Phonetic Symbols and these words. Step 5质疑再探(3 minutes)
T:Can you tell me something about the text？
S1:Can you tell me the English name of some subjects,such as“体育”“科学”“计算机”and so on?
……
Step 6 运用拓展(4 minutes)
连线。

1.How do you do? 谢谢。

2.Glad to see you,again. 我的语文不太好
3.I’m not good at Chinese. 你好。

4.Thank you. 对不起
5.Sorry. 再次见到你很高兴
Bb writing design:（板书设计）
Lesson I can help you.
Chinese English maths
I’m good at Chinese (English / maths ).
I can help you.
[k] [r] [p] [h] [b] [t] [g] [m] [l] [æ ].
cat rat cap hat bag bat map lamp
教后反思：
教师的教：
学生的学：
第三课时
Lesson I can help you.
Teaching topic:
Teaching material analysis:(教材分析)
1)Review the new words: again,me, bad,English,help.
2)Mster the new words: maths,Chinese
3)Make the sentences using the forms:I’m not good at……./I can help you.
4)Review the Phonetic Symbols:[k][t][r][p][h][b][g][m][l][æ] Goal request:(教学目的)
Make the sentences using the forms:I’m not good at……. /I can help you.
Key difficulty:(重点难点)
Master the Phonetic Symbols:[k][t][r][p][h][b][g][m][l][æ]
Teaching times:(教学时间)1
Teaching metheds:(教学方法)three doubts three searches Teaching aid study:(教学工具)cards, tape
Teaching process:(教学过程)
Step 1设疑自探一(3 minutes)
1.复习上节课所学音标: [k][t][r][p][h][b][g][m][l][æ].
2.谈话导入：
T:Good afternoon,class.
Ss:Good afternoon,teacher.
T:Hi,How are you?
Ss:I’m OK. Thank you. And you?
T: Not bad.
T:Today we go on learning Lesson One.Please turn to Page 4 and let’s learn the part of Let’s act..
Step 2解疑合探一(10 minutes)
1．Then encourage the Ss to stand up and read the words,if all the Ss do not know how to read, the teacher should tell them.
2．The teacher choose some Ss to stand up and explain the meaning of the song.If there is something wrong,the teacher should correct it.
Step 3设疑自探二(5 minutes)
1. Group work .Please ask and answer in pairs .
E.g:-- Hello, Li Gang ! Are you good at English?
--Yes, I am .
2. Then say :
……is / isn’t good at English / Chinese / maths.
Step 4解疑合探二(15 minutes)
1.Then encourage the Ss to stand up and read these sentences ,if all the Ss do not know how to read, the teacher should tell them.
2.The teacher choose some Ss to try to read these sentences in pairs .If there is something wrong,the teacher should correct it.
3.After that ask the students to answer the question:“……is / isn’t good at English / Chinese / maths.
”,to make sure all the sudents can understand it.
4.Listen and number.把所听的材料和图片对应起来并排序。

Step 5质疑再探(3 minutes)
Can you tell me something about the text？
Step 6 运用拓展(4 minutes)
英汉连线。

1.How do you do? 谢谢！
2.I can help you. 我能帮助你。

3. I’m not good at Chinese. 你好!
4.Thank you. 对不起。

5.Sorry. 我不擅长语文。

Bb writing design:（板书设计）
Lesson I can help you.
……is / isn’t good at English / Chinese / maths.
教后反思：
教师的教：
学生的学：
第四课时
Lesson 2 It’s too short. Teaching topic:
Teaching material analysis:(教材分析)
1)The students can listen,say, read and write some words correctly.
dress ,skirt, like ,vest, let’s= let us , but , short, then , let , us , make ,
short反义词:long
2)The students can master the patterns:It’s a dress. It’s short. Goal request:(教学目的)
The students can master the pattern: It’s a dress. It’s short. Key difficulty:(重点难点)
How to read and write the words: dress, skirt, like , vest, let’s= let us , but , short, then , let , us , make ,
short反义词:long
Teaching times:(教学时间)1
Teaching metheds:(教学方法)three doubts three searches Teaching aid study:(教学工具)cards, tape
Teaching process:(教学过程)
Step1设疑自探(5minutes)
1.Write the new words on the blackboard.
Dress skirt, like ,vest, let’s= let us , but , short, then , let , us , make ,
short反义词:long
T: Please look at the blackboard and talk about how to pronounce the words correctly.
2.Listen to the tape carefully then answer my question.
T:Can you tell me the meaning of the text?
Ss:Sorry,we do not know.
T:Now please talk about the meaning of the text in four,OK? Ss:OK.
Step 2解疑合探(15 minutes)
1.Then encourage the Ss to stand up and read the words,if all
the Ss do not know how to read, the teacher should tell them.
2.The teacher choose some Ss to stand up and explain the meaning of the text.If there is something wrong,the teacher should correct it.
3.The teacher read the text. Then let Ss read after the teacher. Then let the Ss read the dialogue,choose a student read the text with me.
Step 3质疑再探(10minutes)
T:Can you tell me something about the text？
S1:Can you tell me the other names of the clothes,such as“裙子”“连衣裙”and so on?
Step4 运用拓展(10minutes)
练习。

(连线)
dress 我们(宾格) then 制作
let 连衣裙nice 但是
us 喜欢but 那么
like 让make 好的
Bb writing desgin:（板书设计）
Lesson 2: It’s too short.
dress skirt, like ,vest, let’s= let us , but , short, then , let , us , make ,
short反义词:long
A: It’s a dress. It’s for you. B: It’s too short.
A:Then let’s make a skirt. B:I like it.
教后反思：
教师的教：
学生的学：
第五课时
Lesson 2 It’s too short.
Teaching topic: Let’s lean; Let’s read.
Teaching material analysis:(教材分析)
1)The students can master the patterns:It’s a dress. It’s too short.
Is it short? Yes, it is./No, it’s long.
2)Review the Phonetic Symbols:[dr][s][v][n] [t] [b] [k] [h] [g] [p] [r] [d][e].
Goal request:(教学目的)
The students can master the patterns:
It’s a dress./It’s long
Key difficulty:(重点难点)
Review the Phonetic Symbols: [dr] [s][v][n] [t] [b] [k] [h] [g] [p] [r] [d] [e]
Teaching times:(教学时间)1
Teaching methods :(教学方法)three doubts three searches Teaching aid study:(教学工具)cards, tape
Teaching process:(教学过程)
Step1设疑自探一(5 minutes)
1.Write the new words on the blackboard.
skirt, dress, vest, coat, shirt, T-shirt, short ,old, new. Please look at the blackboard and talk about how to pronounce the words correctly.
Step 2解疑合探一(10 minutes)
1.Then encourage the Ss to stand up and read the words,if all the Ss do not know how to read, the teacher should tell them.
2.The teacher choose some Ss to stand up and explain the meaning of the song.If there is something wrong,the
teacher should correct it.
Step 3设疑自探二(5 minutes)
1.The teacher write the Phonetic Symbols on the Bb.
[dr][s][v][n] [t] [b] [k] [h] [g] [p] [r] [d][e]
T: Can you read them? Ss:No..
2.Write these words on the blackboard:
skirt, dress, vest, coat, shirt, T-shirt, short ,old, new.
T: Can you read them?
Ss: Sorry, we don’t know.
Now please talk about these Phonetic Symbols and these words in four,OK?
Step 4解疑合探二(10 minutes)
Choose someone to read them. If there is something wrong, the teacher should correct it.Then let the Ss read after the teacher, make sure all of the students can read them fluently. Step 5质疑再探(5 minutes)
T:Can you tell me something about the text?
S1:The difference between coat and shirt.
S2:The difference between dress and skirt.
……
Step 6 运用拓展(5 minutes)
情景搭配。

( )1.What’s this? A.yes
( )2.Are you Mr Bear? B.Too short?Let’s make a blouse. ( )3.Colour it green. C.OK.
( )4.My dress is too short. D.How do you do?
( )5.How do you do? E.It’s a bird.
Bb writing design:（板书设计）
Lesson 2 It’s too short
skirt裙子coat外套shirt衬衫
It’s a dress./It’s short.
It’s a dress./It’s too short.
Is it short? Yes, it is./ No, it’s long
教后反思：
教师的教：
学生的学：
第六课时
Lesson 2 It’s too short.
Teaching topic: Ask and answer; Draw and say ;Look and write ;Listen and number .
Teaching material analysis :(教材分析)
1)Review the words which have learned last class.
2)The students can master the patterns:
It’s a …
What color is your dress?
It’s red.
Is it short?
Yes, it is.
3)Review the Phonetic Symbols: [dr][s][v][n] [t] [b] [k] [h] [g] [p] [r] [d][e]
Goal request:(教学目的)
The students can master the patterns:
1)It’s a dress./It’s too short.
2)Is it short?Yes,it is./No,it’s long
.
Key difficulty:(重点难点)
Review the Phonetic Symbols:[dr][s][v][n] [t] [b] [k] [h] [g] [p] [r]
[d] [e].
Teaching times:(教学时间)1
Teaching methods :(教学方法)three doubts three searches Teaching aid study:(教学工具)cards, tape
Teaching process:(教学过程)
Step1设疑自探一(5 minutes)
1.Revise the words in last lesson.
2.设疑自探:Look at “Ask and answer”. Can you ask and
answer in pairs? Please practice together.(利用所穿衣服) Step 2解疑合探一(10 minutes)
1.Then encourage the Ss to ask and answer in pairs. if all the Ss do not know how to practice, the teacher should tell them.
2.Play a game : Which is the winner?
Step 3设疑自探二(5 minutes)
1.Draw and say .画一画自己的衣服，并介绍一下。

如：This is my dress. It’s red. It’s new. I like it.
2.Look and write. 看一看，填一填。

Step 4解疑合探二(10 minutes)
1.小组内交流汇报学习成果。

2.全班交流汇报。

（各小组派代表汇报并评出优胜者。

）
3.Listen to the tape and number .(完成听录音排序)
Step 5质疑再探(5 minutes)
Do you have any questions?
Step 6 运用拓展(5 minutes)
1.Translation.
egg_______ vest________ bed________ desk_________
背心________ 外套_________母鸡_________ 钢笔________
2.找出下列单词的反义词,将其序号填在对应的横线上.
A.small
B.long
C.new
D. not
1.old________
2.yes_________
3.big_________
4.no_________
Bb writing design:（板书设计）
Lesson 2 It’s too short
skirt裙子coat外套shirt衬衫
It’s a dress./It’s short.
A:What colour is your dress? B: It’s red.
A:Is it short? B: Yes, it is.
教后反思
教师的教：
学生的学：
第七课时
Lesson 3 Is that a pig ?
Teaching topic: Let’s talk.
Teaching material analysis:(教材分析)
1)To study the new words: on, ship , many, animal ,elephant, where ,there, so ,
2)The students can master the pattern:
Is that a big pig? No, it isn’t a pig .It’s an elephant.
Goal request:(教学目的)
The students can master the patterns: The students can master the pattern:
Is that a big pig? No, it isn’t a pig .It’s an elephant.
Key difficulty:(重点难点)
How to read and write the words: on, ship , many, animal ,elephant, where ,there, so.
Teaching times:(教学时间)1
Teaching metheds:(教学方法)three doubts three searches Teaching aid study:(教学工具)cards, tape
Teaching process:(教学过程)
Step 1设疑自探(10 minutes)
1.复习对话导入。

2.设疑：Write the new words on the blackboard：
on, ship , many, animal ,elephant, where ,there, so
T: Please look at the blackboard and talk about how to pronounce the words correctly.
Listen to the tape carefully then answer my question.
T:Can you tell me the meaning of the text?
Ss:Sorry,we do not know
T:Now please talk about the meaning of the text in four,OK? Ss:OK
Step 2解疑合探(12 minutes)
1．Then encourage the Ss to stand up and read the words,if all the Ss do not know how to read, the teacher should tell them.
2．The teacher choose some Ss to stand up and explain it.If there is something wrong,the teacher should correct it. 3．The teacher read the text. Then let Ss read after the teacher. 4．Then let the Ss read the dialogue by themselves,after that choose one or two teams to stand up and act it out .
T:Please look at the pictures and ask a student to answer my questions.
T:(An elephant)Is it an elephant? S1:Yes, it is.
T:(A deer)Is that an elephant? S2:No, it isn’t. Step 3质疑再探(10 minutes)
T:Can you tell me something about the text?
S1:What is the meaning of the sentence“How nice on a ship!”?
S2:What is the meaning of the sentence“So many animals.”? S3:Why do we use “an”before “elephant”,but use “a”
before “pig”?……
Step 4运用拓展(8 minutes)
一翻译.
on___________ so__________ many__________ there________
轮船_________动物_________不__________象_________
二单项选择.
1.———What’s_________name?
———Mname is Pete.
A.you
B.your
C.my
2.——_______ it a pig?———No,it isn’t.
A.Is
B.Does
C.Can
Bb writing design:（板书设计）
Lesson 3 So many animals
on ship so many animal no elephant there
Is that a big pig?
No, it isn’t a pig.
It’s an elephant.
教后反思
教师的教：
学生的学：
第八课时
Lesson 3Is that a pig ?
Teaching topic: Let’s learn; Let’s sing; Let’s read Teaching material analysis:(教材分析)
1)Go over the words that we study last time.
2)Learn some new names about animals: tiger, rabbit, deer, bear.
3)Sing the “Old MacDonald has a farm”song.
Goal request:(教学目的)
1)Know some words about animals .
2)Make the sentences using the patterns:
Is this/that a bear? Yes, it is./No, it isn’t.
Key difficulty:(重点难点)
The students can master the patterns:
Is this/that it a bear?
Yes, it is./ No, it isn’t.
Teaching times:(教学时间)1
Teaching methods :(教学方法)three doubts three searches Teaching aid study:(教学工具)cards, tape
Teaching process:(教学过程)
Step 1设疑自探一(8 minutes)
1.谈话导入：
T: Good afternoon everyone.
Ss: Good afternoon ,teacher.
T:How are you? Ss:Not bad.
T: Now class begins. Today we go on learning Lesson 3.Think about some names of the animals with English.
2、The students say some names of the animals with English the teracher write them on the blackboard.Then the teacher write the names of the animals which the teacher don’t know.
tiger rabbit deer bear
T: Please look at the blackboard.How to pronounce the world correctly? T alk about them.
Step 2解疑合探一(10 minutes)
1．Then encourage the Ss to stand up and read the words,if all the Ss do not know how to read, the teacher should tell them.
2．The teacher choose some Ss to stand up and explain the meaning of then song.If there is something wrong,the teacher should correct it.
T: Please look at the pictures and ask a student to answer my questions.
T:(a bear) Is this a pig?
S1:No,it’s a bear.
T:(a elephant)Is that a elephant?
S2:Yes, it is.
T:(a monkey) Is that a dog?
S3:No, it isn’t. It is a monkey.
T: Very good, sit down, please.
3. Next work in pairs to practice these after that I’ll choose some students to act them.
Step 3设疑自探二(5 minutes)
The teacher write the Phonetic Symbols on the Bb.
[f] [∫][t∫][ks] [i]
T:Can you read them? Ss:No..
Write these words on the blackboard
pig sit fish chips ship chick hill six
T:Can you read them?
Ss:Sorry,we don’t know.
T:Now please talk about these Phonetic Symbols and these words in four,OK?
Ss:OK
Step 4解疑合探二(6 minutes)
Choose someone to read them. If there is something wrong, the teacher should correct it.Then let the Ss read after the teacher, make sure all of the students can read them fluently. Step 5质疑再探(5 minutes)
T:Can you tell me something about the text?
S1:Can you tall me the different names about the animals,such as:cow horse and so on?
S2:The difference between it is and it’s.
……
Step 5运用拓展(6 minutes)
1.Translation.
pig__________ hill__________
轮船________ 坐_________
6________ 薯条________
Bb writing design:（板书设计）
Lesson 3 So many animals
rabbit bear deer tiger
Is this/that a pig? Yes, it is./ No, it isn’t.
[f] [∫][t∫][ks] [i]
pig sit fish chips ship chick hill six
教后反思：
教师的教：
学生的学：
第九课时
Lesson 3 Is that a pig ?
Teaching topic: A game ;Let’s make and act; Listen and choose.
Teaching material analysis:(教材分析)
1)Go over the words that we study last time.
2)Learn some new names about animals:tiger,rabbit,deer,lion.
3)Sing the “Old Mac Donald has a farm”song.
4)Make the sentences using the patterns:Is this/that a pig? Yes, it is./ No, it isn’t.
5)Master the Phonetic Symbols:[f][∫][t∫] [ks][i]
Goal request:(教学目的)
1)Know some words about animals .
2)Make the sentences using the patterns:
Is it a pig? Yes,it is./No,it isn’t.
Key difficulty:(重点难点)
Master the Phonetic Symbols:[f] [∫][t∫] [ks][i]..
Teaching times:(教学时间)1
Teaching methods :(教学方法)three doubts three searches Teaching aid study:(教学工具)cards, tape
Teaching process:(教学过程)
Step 1设疑自探一(8 minutes)
1.复习导入：Is this /that a bear? Yes ,it is ./No ,it isn’t
2.设疑：Can you make a bear/panda/ rabbit?
Let’s Ss learn to make together.
Step 2 解疑合探一(10 minutes)
1.四人一组试着做动物头饰。

2.展示自己的作品。

3.两人一组分别充当bear/panda/ rabbit进行操练：I’m a bear. Are you a panda ? No, I’m a rabbit.
4.到讲台上表演对话，看谁表演的好。

Step 3设疑自探二(5 minutes)
1、A game .拿出事先准备好的学过的动物图片。

师先出示一张图片,学生A看完图片后，有自己的动作表演出来，让学生B猜是什么单词，利用本课的重点句型Is that…提问来进行猜测。

2、两人一组试着进行操练。

Step 4解疑合探二(6 minutes)
1、Choose someone to act them. If there is something
wrong, the teacher should correct it.Then let the Ss read after the teacher, make sure all of the students can read them fluently.
2、Listen and choose
Step 5质疑再探(5 minutes)
Do you have any questions?
Step 6运用拓展(6 minutes)
一. Link.
1. What’s this? A. 给你一件红裙子。

2. A red dress for you. B.让我们把这个苹果涂成红色。

3. Can you see a tiger? C. 你能看见一只老虎么？
4. Let’s color the apple red. D.这是什么？
5. How nice on a ship! E. 在船上真好啊！
二.Translation.
pig__________ hill__________
轮船________ 坐_________
Bb writing design:（板书设计）
Lesson 3 So many animals
I’m a bear .
Are you a panda ?
No ,I’m a rabbit .
教后反思：
教师的教：
学生的学：
第十课时
Lesson 4 Where is my doll?
Teaching topic: Let’s talk
Teaching material analysis:(教材分析)
1)The students can listen,say,read and write the new words correctly: bed ,see, she , with, doll.
2)The students can master the forms:Where is ……?
Is it on your bed?
Goal request:(教学目的)
The students can master the patterns: The students can master the forms: Where is ……?
Is it on your bed?
Key difficulty:(重点难点)
How to read and write the words: bed ,see, she , with, doll: where , my, doll, bed, box, with.
Teaching times:(教学时间)1
Teaching methods :(教学方法)three doubts three searches Teaching aid study:(教学工具)cards, tape
Teaching process:(教学过程)
Step 1:设疑自探(5 minutes)
1.Warmer
T: Good afternoon.
Ss: Good afternoon.
T: Glad to see you.
Ss: Not bad.
T: Now class begins .Now let’s learn Lesson Four.
2.Write the new words on the blackboard.
bed ,see, she , with, doll
T: Please look at the blackboard and talk about how to pronounce the words correctly.
Listen to the tape carefully then answer my question.
T:Can you tell me the meaning of the text?
Ss:Sorry,we do not know
T:Now please talk about the meaning of the text in four,OK? Ss:OK
Step 2解疑合探(15 minutes)
1.Then encourage the Ss to stand up and read the words,if all
the Ss do not know how to read, the teacher should tell them.
2.The teacher choose some Ss to stand up and explain it.If there is something wrong,the teacher should correct it.
3.The teacher read the text. Then let Ss read after the teacher.
4.The boys play T om, the girls play Eve,I play Lulu.
Then let the Ss read the dialogue by themselves,after that choose one or two teams to stand up and act it out .
5.Ask and answer:
T: Please look at me and ask a student to answer my questions. Where is my pen?
S1:It’s on the pencil-box.
T: Where is my pencil-box?
S2:It’s in the bag.
T: Look at the picture and answer my question.Where is Luly? S3:She is with Kate.
Then let the Ss make a dialogue in three. Then choose one or two teams to stand up and act it out.
Step 3质疑再探(10 minutes)
Can you tell me something about the text?
S1:What is the meaning of the sentence“I can’t find it.”? S2:What is the difference between“in”and “on”?
……
Step 4运用拓展（10 minutes）
1.练习.
where doll bed box with
和床哪里玩具娃娃盒子
2.单项选择题.
1)Miss Fox is ________Mr Frog.
A. in
B. on
C. with
2)The apple s are ________the box.
A.no
B. in
C. at
Bb writing design:（板书设计）
Lesson 4 Where is my doll?
bed ,see, she , with, doll
Where is my doll?
Is it on your bed?
No, it isn’t.
教后反思
教师的教：
学生的学：
第十一课时
Lesson 4 Where is my doll?
Teaching topic: Let’s learn, Let’s chant; Let’s read Teaching material analysis:(教材分析)
1) Review the new words: bed, see, she , with, doll.
2)Make the sentences using the forms:
Where is ……?It’s on/in…….
Is it in/on the box?Yes,it is./No,it isn’t.
Goal request:(教学目的)
Make the sentences using the forms:
Where is ……?It’s on/in…….
Is it in/on the box? Yes, it is./No, it isn’t.
Key difficulty:(重点难点)
The students can master the patterns:Is it a pig?Yes,it is./No,it isn’t.
Teaching times:(教学时间)1
Teaching methods :(教学方法)three doubts three searches Teaching aid study:(教学工具)cards, tape
Teaching process:(教学过程)
Step 1设疑自探一(8 minutes)
1、复习导入：
T: Good afternoon,class. Ss:Good afternoon,teacher. T:How are you? Ss:I’m OK. Thank you. And you? T:Not bad.Now class begins.We go on。