北师大版英语三下全册教案(2012版) 教学设计12

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《北师大版三年级下册英语教案》

三年级英语第二学期教案小学三年级英语教案（第二学期）1 Hello, Gogo!一、Objectives and Requirements:1. LanguageTarget: What’s this? It’s a butterfly. I like chicken. What do you like? I like steak.Sounds and words: / /2. V ocabularyKey: notebook, pencil case, snake, butterfly, soup, steak, pink, graySounds and words: this, these, that, those, mother, father3. Materials：Picture cards1-8,large sheet/cardboard, colored chalk二、Procedure:The first period1、Conversation:1）Getting readyA) Put picture Cards of Gogo, Tony, Jenny and other characters on the board.B) T: What’ his name? /What’s her name?C) Generate responses. Model complete sentences.D) Point to various items in the Do you know…? Picture.E) T: What’s th is? What do you like?F) Again, generate responses and model correct responses.2）Using the bookA Before opening the book, put the picture Card of Gogo in front of your face.B T: Hello, (S1’s name) I’m Gogo. How are you? [S1: I’m fine, thanks.]C Help S1 respond appropriately.D Point to the picture of Peter on the page.E Play the tape one time and ask Ss again who they think Peter is. Accept any answers at this stage.F T: Now open your books. Let’s listen again.G Have Ss follow along .If necessary, help Ss answer who Peter is .Play the tape again, pausing after each sentence and letting Ss repeat.2、V ocabulary1)Getting readyE) Point to the pictures.F) T: Look at the pictures. Repeat. Notebook. [Ss: Notebook.]G) Continue with all eight words.H) T: I can draw the vocabulary words: notebook, pencil case, snake, butterfly, soup and steak and elicit responses from Ss. Model complete sentences, e.g. It’s a butterfly.I) For pink and gray, point to objects in the room that are pink and gray and elicit responses from Ss.2) Using the bookA) T: Listen and repeat. Point to each picture as you say the word.B) Have Ss listen, repeat and point to each picture.2 Practice 11) Getting readya) Point to the picture one at a time.b) T: Who’s she? Who’s he? What is this?c) Have Ss guess what the dialogs are going to be.d) Accept all responses.2) Using the booka) Play the tape for number1, then pause.b) While Ss are responding, gradually move your hand to picture Dc) Continue, pausing after each question to allow Ss to answer on their own.The second period1 Target1) Getting readyUsing the picture cards of previously learned vocabulary and real objects in the classroom, approach Ss randomly. T: What’s this? [Ss: It’s a (pen).] Elicit responses f rom Ss and continue around the class to several Ss. T: What do you like? Again, generate responses from Ss and model if necessary.2) Using the bookd) Point to the picture and model the dialog. Play the tape, pausing after each sentence so Ss can repeat.2 Practice 23) Getting readya) Write “How are you?” on the board. T: How are you? (Point to the sentence written on the board.)b) Elicit responses such as Good. And Fine. And encourage Ss to ask you this question.c) Then proceed to ask Ss about variou s classroom items they are familiar with. T: What’s this?d) Have Ss respond. Model correct responses and complete sentences.4) Using the booka) Play the tape and have Ss answer.b) After listening and answering questions, encourage Ss to ask each other these three questions in pairs or small groups.3 Song5) Getting readya) Point to the pictures on the page. Then ask Ss Who the characters are. T: Who’s he? Who’s she?b) Elicit responses.6) Using the bookPlay the tape and point to each word and sentence as it sung.Divide class into two teams .One team sings “Hello! How are you?” part and the second team sings the “Fine, thanks.” part. Encourage Ss to join in the singing when they are ready.3 Activity 21) Getting readya) Draw an outline of a balloon on the board.b) Ask a volunteer to come up to the board.c) Show the student the colored chalk (or markers).T: Green balloon!d) Help the student get a piece of green chalk to color in the balloon. Do this with two more items and colors.2) Using the booka) Have Ss work in small groups or pairs. T: Color the balloon. Color the rabbit. Use any color you want. After Ss have finished coloring the pictured items, teach Ss how to play Slap! Call out an item and a color. T: Purple umbrella.b) Hopefully, at least one student has colored his/her umbrella purple. Ss who has purple umbrellas on their pages should slap the picture and say Purple umbrella.c) Continue until all items have been called out with a couple of different colors each.The third period1 Activity 11) Getting readyA. Draw simple sketches of previously learned vocabulary on the board.B. Using colored chalk (or markers), color in the sketches.T: What’s this? What color is it? (Ask Ss these questions while drawing and coloring them on the board.)C. Elicit responses and model responses, e.g. It’s a (ball).and It’s (pink).2) Using the bookD. Have Ss look at the pictures in this activity.T: Look and repeat. Duck. Yellow duck. Continue with the rest of the items.E. Point out the speech b ubbles above Gogo’s, Tony’s and Jenny’s heads.F. Encourage Ss to quiz one another using these questions.2 Sounds and words1) Getting readya) T: Let’s practice the sound [ ].Look at my mouth and repeat. Put your tongue out like this. (Model putting your tongue at the front of your mouth and making the sound.)b) T: [ ]. Ss: [ ].Teach the word in the book. Have the Ss repeat.2) Using the bookc) Look at the picture and say the words.d) Listen to the tape and have Ss repeat.3) Chant in the book.3 Finish the exercises in Workbook and Writing book.三、板书设计四、教学后记2 They’re big.一、Objectives and Requirements:1 LanguageTarget: We’re happy! They’re cold.Additional: Look! Thank you.Sounds and words: / /2 V ocabularyKey: happy, sad, heavy, light, hot, cold, big, smallAdditional; I, you, he, she, it, we, theySounds and words: thin, thick, bathroom, math, thumb, thanks3 materials; ,Picture cards9-16,,colored chalk, tape二、Procedure:The first period1 Conversation:1) Getting readya) Smile and look happy. T: I’m happy. Repeat. [Ss: I’m sad.]b) Look sad. T: I’m sad. Repeat. [Ss: I’m small.]c) Crouch down so you are barely visible to the Ss. T: I’m small. Repeat. [Ss: I’ m small.]d) Stand as tall as you can/stand on a chair and hold your arms out to your sides. T: I’m big. Repeat. [Ss; I’m big.]e) T (point to various Ss). Is (S1’s name) happy or sad? Is (S2’s name) big or small?f) As you ask the class questions, continue making clear gestures. Continue with various Ss until you have introduced the new words to Ss.2) Using the booki. Open your books. (Point to the big Gogo in the first picture.) Is Gogo small? /Is Gogo big?ii. T: Let’s listen together with your books closed.iii. Play the tape one time and ask Ss comprehension questions such as Who is small?iv. Open the books and listen again.v. Have Ss follow along.vi. Play the tape again, pausing after each sentence and letting Ss repeat.2 V ocabulary1) Getting readya) Put picture cards of happy, sad, heavy, light, hot, cold, big and small on the walls around the room.b) T: Look at the pictures and say ‘I’m happy.’c) Model point if necessary.d) Continue with other words and gestures.2) Using the bookA Play the tape and have Ss repeat each word.B Hold up the book and point to pictures and have Ss say the words.3 Practice 11) Getting readyi. Point to the pictures one at a time .and ask Ss questions about it.ii. Elicit responses and do the same for the other three pictures.iii. Have Ss guess what the dialogs are going to be.2) Using the booki. Play the tape for number1, then pause.ii. While Ss are responding, gradually move your hand to picture Ciii. Continue, pausing after each question to allow Ss to answer on their own.4 Practice21) Getting readyi. Walk around the room asking Ss questions. Move around the room and ask questions quickly to keep Ss focused.ii. T：Are you cold? Are you sad?iii. Elicit responses and encourage Ss to ask you this question with the unit’s vocabulary words..2) Using the booka) Play the tape and have Ss answer.b) Model complete sentences.C) Put Ss in pairs to ask and answer these questions.The second period1 Target1) Getting readya. Ask for several volunteers to come to the front of the room.b. Arrange them so that there is at least one boy standing alone, one girl standing alone and at least two Ss standing together.c. Hand out picture cards to the Ss and ask them to hold them up to the class. T: He’s big.(point to the boy standing alone)d. Point to the other volunteers and ask Ss in the class to make sentences about them and the picture cards.2) Using the booki. Point to the picture and model the dialog.ii. Play the tape, pausing after each sentence so Ss can repeat.2 Chant1) Getting readyiii. Point to the pictures on the page12. Ask Ss if the characters are happy or sad.iv. Elicit responses.2) Using the bookA. Play the tape and point to each word and sentences as it is chanted.B. Divide class into two teams .All Ss chant the I’m happy. Hey! Hey! I’m happy. part.C. Encourage Ss to join in the chanting when they are ready. One group chants the question while the other chants the answer .Then switch roles.3 Activity11) Getting readyv. Draw a bingo grid on the board. Write BINGO in the center square.vi. Write the vocabulary words in the eight remaining squares.vii. Demonstrate how to play Bingo.2) Using the bookb) Have Ss look at the pictures in this activity.c) Every student will put the words in different boxes. Make a statement, e.g. They’re heavy. And have Ss check off that word from their bingo grid in pencil. Continue until someone gets three words in a row and calls out Bingo! After playing as a class, have Ss play in small groups.d) One student in each group can be the announcer. Have the announcers rotate regularly.4 Activity21) Getting readyi. Draw two happy faces on the left side of the board and one sad face on the right side.ii. Write They’re and She’s at the top of the board and get a piece of chalk.iii. Help the student connect She’s at the top of the board to the illustrated sad face and then on down to the written word sad.i v. Bring up another student to complete the other picture word match for the sentence They’re happy.2) Using the bookv. T: Look at the pictures. What are they saying?vi. Point to different pictures and ask various Ss what they think is being said .Accept all responses.vii. T: OK. Let’s match the words with their pictures .Point to the picture of hot.viii. Point to I’m at the top and trance the blue line to the picture and to hot. Circulate around the classroom and check how Ss are doing. Have Ss work i n pairs to check each other’s work.The third period1、Free talk2、Sounds and wordsA Getting readya) Practice the sound [ ] (Model putting your tongue at the front of your mouth and making the sound.).Then the sound [ ]b) Teach the word in the book. Have the Ss repeat.B Using the bookix. Look at the picture and say the words.x. Listen to the tape and have Ss repeat.C Chant in the book.三、板书设计四、教学后记3 Do you like baseball?一、Objectives and Requirements:1、LanguageTarget: Do you like tennis No, I don’t. I like badminton. Hey, Tony! Do you like soccer? Yes, I do.Sounds and words: / e i /2、V ocabularyKey: soccer, basketball, baseball, dodge ball, badminton, volleyball, tennis, ping-pongSounds and words: baseball, rain, play, cake, game, airplane3、Materials：Picture cards17-24, magazine pictures of sports and sport equipment.二、Procedure:The first period1、Conversation:1）Getting readye) T: (point to various magazine pictures.)What kind of ball is that? What sport is it?f) When Ss say the name of the ball and /or the sport in Chinese, write the English words on the board.g) T: As you write various sports) Do you like (volleyball)? Me, too. I like it a lot.h) Continue with various Ss until you have covered as many sports as possible.2）Using the booki. Bring in a soccer ball.ii. T: (Show the soccer ball.)This is a soccer ball. (S1’s name), do you like soccer? [S1: Yes, I do. / No, I don’t.]iii. Model if necessary.iv. Play the tape one time and ask Ss some comprehension questions.v. T: What sport does (Gogo) like? [Ss: He likes soccer and baseball.]vi. Listen again .Play the tape again, pausing after each sentence to have Ss repeat.2、V ocabulary ( soccer, baseball, badminton, tennis)1) Getting readyA Bring in the following realia or pictures: soccer ball, baseball, badminton birdie and /or racquet, tennis ball.B T: Look at the balls and other things. Do you like badminton?C Model playing badminton.D Continue with other words.2) Using the bookE T: Listen and repeat. Point to each picture as you say the word.F Have Ss listen, repeat and point to each picture.3、Target1) Getting readyA. Write Do you like soccer? on the board . T: Repeat. point to the word soccer ?[Ss: Soccer?] T: Like soccer? (point to the words ) Ss repeat. T: You like soccer? Ss repeat. T: Do you like soccer? Ss repeat.B. Then practice with the natural speed.2) Using the bookA. Point to the picture and model the dialog.B. Play the tape, pausing after each sentence so Ss can repeat.The second period1、V ocabulary (basketball, ping-pong, dodge ball, volleyball)1) Getting readyA Bring in the following realia or pictures: basketball, ping-pong, dodge ball, volleyball.B T: Look at the balls and other things. Do you like ping-pong?C Model playing ping-pong.D Continue with other words.2) Using the bookE T: Listen and repeat. Point to each picture as you say the word.F Have Ss listen, repeat and point to each picture.2、Practice 11) Getting readyA. Point to the picture A.B. What sport is this? [Ss: badminton.] Yes, badminton. Do you think she likes badminton? Generate responses and do the same for the other three pictures.B. Have Ss guess what the dialogs are going to be.2) Using the booki. Play the tape for number1, then pause.ii. While Ss are responding, gradually move your hand to picture Ciii. Continue, pausing after each question to allow Ss to answer on their own.3、Practice 21) Getting readyiv. T: Open your books. Look at Gogo. (point to Gogo.)v. T: Gogo is asking you a question .What is he saying?vi. Walk around the classroom, eliciting responses.2) Using the booka) Play the tape and have Ss answer.b) After listening and answering questions, encourage Ss to ask each other these three questions in pairs or small groups.4、Song1) Getting readyA Point to the pictures of Gogo and Tony. Then ask Ss questions.B Elicit responses.2) Using the bookPlay the tape and point to each word and sentences it sung.Divide class into two teams. One team sings the questions and the second team sings the responses in the first verse .Both groups sing the second verse.Have Ss hold up realia or pictures of the vocabulary as they sing.Model like by nodding and dislike by shaking your head.5、Activity 21）Getting readyA Point to the pictures and have the Ss identify each one. T:(S1’s name ),do you like ice cream?(point to ice cream)B Elicit the response and continue with other items and Ss.C Hold up a button or coin .Toss it on the page .Ask a student if he /she likes the item in the space where the button lands.D Ask a volunteer to come up to the front, follow the previous procedure and then ask you if you like the item on which she /he landsd.2) Using the bookA Pass buttons or coins around to Ss. Have Ss work in small groups or pairs.B TELL Ss that one person drops the button on the page and asks another student a question based on the picture where the button lands. Demonstrate.C Circulate around the room and check how Ss are doing.Make sure Ss asking and answering in complete sentences.6. Activity1—Make a survey after school.The third period1、Report: Activity11) Getting readyA Draw a chart on the board and put up the picture cards like the survey grid on the page.B Write your name in the top row. T: I like baseball. (Put a “mark”.) I don’t like soccer. (Put a mark.) Ask a volunteer to come up and make a model.C Continue until Ss understand the survey style.2) Using the bookE T: First, you can answer the questions and then ask three other Ss the same questions.F When Ss have finished surveying, ask them questions about their findings.G Encourage Ss to quiz one another using these questions.2、Sounds and words1) Getting readya) Write the alphabet letter A on the board. Practice the sound[ e i ] (Which is the same sound as the letter A)b) Teach the word in the book. Have the Ss repeat.2) Using the booki. Look at the picture and say the words.ii. Listen to the tape and have Ss repeat.3) Chant in the book.三、板书设计四、教学后记4 Review 1一、Objectives and Requirements:1 LanguageTarget: What’s this? It’s a butterfly.I like chicken. What do you like? I like steak.We’re happy! They’re cold.Do you like tennis? No, I don’t I like badminton.Hey, Tony! Do you like soccer? Yes, I do.Sounds and words: / /, / /, / /2 V ocabularyKey: notebook ,pencil case, snake ,butterfly ,soup, steak, pink ,gray, happy, sad, heavy, light, hot, cold, big ,small, soccer, basketball, baseball, dodge ball, badminton, volleyball, tennis, ping-pong.Sounds and words: this, these, that, those, mother, father ,thin, thick, bathroom, math ,thumb, thanks, baseball, rain, play, cake, game, airplane3 Materials: Picture cards1-24,chalk/makers二、Procedure:The first periodPart 11 Getting readyA T: Point to the pictures.) What sport is this? Is he happy?B Continue until you have covered all six pictures.2 Using the bookA T: Now, let’s listen.B Play A, then pause.C T: Which picture is it? Is it this one? How about this one?D T: Let’s match the letter and the picture.E Model drawing a line from the letters to the pictures.Part 21) Getting readyA Write a__e, ay, and th at the top of the board.B Also write g__m__ and mo__ __er at the bottom.C Ask Ss to match the letters and make the words.D Invite three Ss up and have them draw a line to match the letters and then say their words.2）Using the bookE T: Look at the letters and try to match them .Next, match the words to the pictures. .F Trance the line between a__ e and b__s __ball and another line between b__s__ball and the picture.G Have Ss work in pairs to help each other do the rest.Part 31) Getting readyA Put the picture cards on the board.B Ask S1 to come to the board.C Make a sentence that corresponds with one of the picture cards.D T: Point to the picture.E S1 tries to point to the card.2) Using the bookF Ask Ss to describe the pictures.G T: Listen and circle the correct picture.H Stop after each sentence and let Ss repeat.Part 41) Getting readyA Write this, that and those on the board.B Ask S1 to come up to the board.C Say one of the three words and have S1 circle the word.2) Using the booka) Point to the words in the boxes.b) T: Listen and circle the correct word.c) Have Ss repeat the words as they are circling them.Part 51) Getting readyA T: (point to the picture of tennis.) What’s the word? [Ss: Tenn is.]B Continue with the rest of the pictures.2) Using the booka) T: I see the word “happy”. Circle the word.b) Ss find and circle the words in the word search.The second period1 Finish the exercises in Unit 4 in Workbook and Writing book.2 Talk about the picture of Bonus 1.The third periodHave a test from Units 1-4.三、教学后记5 What’s that ?一、Objectives and Requirements:1. LanguageTarget: What’s that? It’s a pink lamp. Is that a black pillow? No, it isn’t. It’s a white pillow. Is that a brown door? Yes, it is.Sounds and words: / /2、V ocabularyKey: bed, mirror, pillow, blanket, window, door, clock, lamp, black, white, brownSounds and words: shirt, shark, shoes, sheep, shorts, fish3、Materials：Picture cards25-32, magazine pictures of bedrooms, classroom objects, crayons/makers in brown, gray, black, white, blue, green, purple, yellow, red and orange二、Procedure:The first period1、Conversation:1）Getting readyA T: (point to various items in the classroom and name them.) This is a desk.B T: Do you know what this is? (point to a familiar object.)How about this? (point to a new object and name it.)C Continue with other items and model responses for new vocabulary.（bed, pillow, window, clock）2）Using the bookA T: Which picture has a red chair? [Ss: Number 2.] That’s right. Number 2.Where is the green pencil? [Ss: Number4.]B T: Let’s listen together.Play the tape one time and have Ss repeat after the tape.C T: Get into two groups. One plays Gogo and the other plays Tony. Are you ready?D Model the role playing once with a volunteer.E Play the tape again, pausing after each line so Ss can repeat.2、V ocabulary1）Getting readyA Pass out magazine pictures of bedrooms to small groups of Ss.B Introduce vocabulary（bed, pillow, window, clock）with picture cards and have groups point out the items in their pictures.C Ask questions about the various colors, e.g. Point to the bed. What color is it? Review old colors and introduce the new colors: black, brown and white.2）Using the bookA T: Listen and repeat. Point to each picture as you say the word.B Have Ss listen, repeat and point to each picture.3、Chant1）Getting readyPoint to the pictures. Ask Ss what they are.Elicit responses and encourage complete sentences.2）Using the book3）Play the tape and point to each word and sentences it is chanted.4）Divide class into groups .One group chants the questions and the other group chants the statements.The second period1、Target1）Getting readyA. Pass out some of the picture cards（mirror, blanket, door, lamp）. Have Ss hold up their cards and ask them questions about their cards.T: What’s that? [S1: It’s a (brown door).]Is that a (black lamp)?[S2: Yes, it is. / No, it isn’t.]B. Continue asking other Ss about their picture cards.2）Using the bookA. Point to the picture and model the dialog.B. Play the tape, pausing after each sentence so Ss can repeat.2、Practice 11）Getting readyA Point to the picture A and ask Ss Qs about it.B T: What’s Gogo pointing to? Is it a bed?What color is it?C Generate responses and do the same for the other pictures.2) Using the bookA Play the tape for number 1, then pause.B While Ss are responding, gradually move your hand to picture A.C Continue, pausing after each question to allow Ss to answer on their own.3、Practice21）Getting readyA Walk around the room，asking Ss questions about items in the classroom. Move around the room quickly and ask questions quickly to keep Ss focused.B T：(Point to the window.) Is that a window? What’s that? Is it a blue lamp?C Elicit and model responses if Ss necessary.2) Using the bookA Play the tape and have Ss answer the questions.B After listening and answering questions, encourage Ss to ask each other these three questions in pairs or small groups.4、Activity11）Getting readyA Put several objects on a table close to you and several more objects at a distance. If you do not have much realia, use picture cards in their place.B （Hold up a pencil.) What’s this?[Ss: It’s a pencil.]C （Point to an item at a distance.）What’s that? [Ss: It’s a (clock).]2）Using the bookA Put the Ss into pairs.T: Ask your partner questions. Answer in complete sentences.B Model the desired sentence forms and point out additional vocabulary, e.g. dog.C As Ss are asking and answering questions, circulate and check for accuracy. If time permits, have Ss change partners and do it again.The third period1、Activity21) Getting readyA Make sure Ss have makers or crayons of the colors learned to this point—brown, gray, pink, black, white, blue, green, purple, yellow, red and orange.B Have Ss hold up different colors as you call them out.2) Using the bookA T: Look at the pictures. Color them with your makers.B Tell Ss not to let anyone see what colors they are coloring the various items.C Circulate around the room and check how Ss are doing.D Put Ss in pairs and have them ask each other questions to find out what colors their partners used. Model the activity with one pair first.2、Sounds and words1）Getting readya) T: Let’s practice the sound [ ] Look at my mouth and repeat. T: [ ]. Ss: [ ]b) Look at Ss’ mouths and make sure the lips are rounded and the teeth are almost closed together. 2）Using the bookA Have Ss look at the pictures next to the lyrics.B T (Point to the shirt.) Is it a shirt？[ Ss：Yes, it is.] What color is it? [Ss: It’s pink.]C Then point to the other pictures and teach them.3）Chant in the book.3、Finish the exercises(Unit 5) in the Workbook and Writing book.4. 板书设计5. 教学后记6 What are these?一、Objectives and Requirements:1、LanguageTarget: What are these? They’re pears. Oh. Are these peaches? No, they aren’t. They’re oranges. Yum! Are these grapes? Yes, they are.Additional: Don’t touch!Sounds and words: / s /, / z /, / / (plural noun endings)2、V ocabularyKey: strawberries, cherries, pears, oranges, peaches, mangoes, grapes, pineapplesSounds and words: cups, books, watermelons, plums, boxes, buses3、Materials:Picture cards 33-40, real/plastic fruit, ball/stuffed animal, two of each of the following: cups, plums and boxes; coins, paper/plastic bags, tape, scissors and crayons/makers, jump ropes二、Procedure:The first period1、Conversation:1）Getting readyA Bring in variety of real plastic fruit covered in this unit.B T: (point to various fruits.) I like fruit. Oh, look! Pears. I like pears. (Offer a pear to S1.) Do you like pears? [S1: Yes, I do.]C T: (Motion for class to repeat.) I like grapes. [Ss: I like grapes.]D Continue with other fruits. After Ss have repeated the new vocabulary, address various Ss.E Ask several, more Ss questions with these new sentence structures.2）Using the bookA T: (Point to the first picture.) What are these? [Ss: They’re apples.] That’s right. They’re apples.B T: Let’s listen.C Play the tape.D Listen again and repeat.E Play the tape, pausing after each sentence and letting Ss repeat.F Put Ss into groups of three. Have Ss act out the dialog.2、V ocabulary1）Getting readyA Put picture cards on the board.B T: Look at the cards. They are strawberries, cherries, pears, oranges, peaches, mangoes, grapes and pineapples. Are you hungry?C T: Listen to the new words.D Show each picture card, say the word and have Ss listen.2) Using the bookA Play the tape and have Ss repeat each word.B T: (Point to the strawberries.) What are these? [Ss: strawberries.]C Continue with other pictures.3、Activity 11）Getting readyA Have Ss look at the words on the page.。

北师大版(三起)三年级下册英语全册教案

北师大版三年级下册英语教案小学英语三年级（下册）全册备课对新课标理解：现在的社会是向着全球化，社会化发展的，将来的地球不管是哪一个角落都是一我们地球林的一个村民，那么语言就成了一个统一交流的媒介，尤其是英语的重要性在这一进程中日益突出。

本次对于课程标准的重新更定是一次符合社会发展进程和基础教育进程的改革。

重点是要改革英语课程的教学，过分重视语法和词汇知识的讲解与传授，忽视对学生实际语言运用能力的培养倾向，强调课程应从学生的学习兴趣、生活体验和认知水平出，倡导学生体验、实践、参与、合作与交流的学习方式和任务型的必学途径，发展学生的综合语言运用能力，使语言学习的过程成为学生形成积极的情感态度，主动思维和大胆实践，提高跨文化意识和形成自主学习能力的过程。

做到这些要求，首先需要的就是学生浓厚的对英语学习的兴趣，那怎么样培养学生学习兴趣就成了一个基础话题，这一问题要面向全体学生，特别是要关注学生的个别差异引起的情感问题。

帮助学生建立成就感和自信心。

在教学中注意创设能引导学生主动参与的教学环境，激发学生的学习积极性。

使每个学生都能得到充分的发展。

在这一过程中教学模式的转变起到了一定的作用，一定要从以老师为中心的教学模式身以学生为中心的教学模式转变。

强调学生的参与和体验，强调采用多种形式的教学活动。

比如可以利用我们学校已有的良好电教资源，听原版录音带练习发音，也可以利用网络找一些贴近课堂学习的情境对话或小动画，以更直接的方式引导学生学习英语，对英语产生浓厚的兴趣。

利用听、说促进学生写单词，写短语，写句子，写对话，不能反其道而行，又造成以往我们说的“哑吧英语”。

总的来说，新课标对发展学生自我主观能动性起到了很积极的作用。

素质教育在其中深有体现。

并且由升学教育向终身教育的转变等等都是很好的突破。

在这一新课标的指导下，希望在英语教学中可以达到更好的效果。

Teaching contents:本册书共六个单元，其中五个单元是精读课文，一个复习单元。

北师大版英语三年级下册全册教案

Unit 7 At restaurant
Function
Structure
the Asking and Do you like (hot dogs)?
answering
Yes, I do.
questions
No, I don ’t
about likes What food do you like?
and dislike
I like (chicken).
I don ’t like (vegetables).
(Ken) likes (bananas).
Vocabulary Core: food, fruit, vegetables, chicken, hot dog, French fries, fired rice, hamburger, noodles, corn, restaurant, menu Phonics: camera, cat, kite, cabbage, circle, circus, CD, cent, kangaroo Contextual: Here ’s the restaurant.
11 Green berries
Asking and answering questions about health
12 Review
Review
Unit 7 At the restaurant
He is a tall boy. He’s not a short boy. Is she a short girl? Yes, she is. No, she isn’t. What animal is it? Is it a big animal?
8 Big bird!
Describing people and animals

北师大版小学三年级下册英语全册教案

小英语二年语（下）学册全语语册语新语语理解：语在的社是向着全球化，社化语展的，的地球不管是一角落都会会将来哪个是一我语地球林的一村民，那语语言就成了一语一交流的媒介，尤其是英语的重个个要性在语一语程中日益突出。

本次语于语程语准的重新更定是一次符合社语展语程和基语育语程的改革。

重会教点是要改革英语语程的，语分重语语法和语语知语的语解语授，忽语语生语语语言用教学与学运能力的培语语向，强语语程语生的语语趣、生活语和语知水平出，倡语生语、从学学体学体语、、合作交流的语方式和任语型的必途，语展生的语合语言用能践参与与学学径学运力，使语言语的语程成语生形成语的情感语度，主语思语和大语语，提高跨文化学学极胆践意语和形成自主语能力的语程。

学做到语些要求，首先需要的就是生语厚的语英语语的语趣，那语语培语生学学怎学学语语趣就成了一基语语语，语一语语要面向全生，特语是要语注生的语差引起个体学学个异的情感语语。

助生建立成就感和自信心。

帮学在中注意语语能引语生主语的语境，激语生的语语性。

使每语教学学参与教学学学极个生都能得到充分的语展。

在语一语程中模式的语语起到了一定的作用，一定要学教学以老语语中心的模式身以生语中心的模式语语。

强语生的和语，从教学学教学学参与体强语采用多语形式的活语。

比如可以利用我语校已有的良好语语源，原版语教学学教听音语语语语音，也可以利用语一些语近语堂语的情境语语或小语语，以更直接的方式网找学画引语生语英语，语英语语生语厚的语趣。

学学利用、语促语生语语，短语，句子，语语，不能反其道而行，又造成听学写写写写以往我语语的“语英语”。

吧语的语，新语语语语展生自我主语能语性起到了语的作用。

素语语育在其中深来学很极教有语。

且由升育向语身育的语语等等都是好的突破。

在语一新语语的指语下体并学教教很，希望在英语中可以到更好的效果。

教学达Teachi ng contents:本语共六语元，其中五语元是精语语文，一语语语元。

(北师大版)三年级英语下册教案 Unit 12 lesson1

小学英语学习材料金戈铁骑整理制作小学英语学习材料金戈铁骑整理制作Unit 12 ReviewLesson 1教学内容：Structures:Can I help you?Can I have (three tickets), please?They’re (big) cows.What’s matter?My (eye) hurts.Is this (our) train?This is (our) train.It’s a (red) train.Our train is (blue).Don’t!How are you?I’m better.Vocabulary:Core: ticket, cowyellow, red, green blue, big, small, cow, eye, train, see, old, new book, penContextual: Look!, Ouch!, Wow!教学目标：通过本节课复习What’s this? Is it a big train? Whose pen is itI want some ticket…….等句型。

教学重点：区别疑问词的意思及用法。

教学难点：各个句型的意思及使用环境。

教具准备：7-11单元已学词汇的教学卡片教学过程：一、句型复习：It’s a (red) train.1.拿出教学卡片train，问：“What’s this?”引导学生回答：“It’s a train.”再问：“Is it a big train?”学生应回答：“Yes, it is.”2.问学生火车还可以是什么样的，用哪些词描述。

通过例句“It’s an (old)train.”引导说出单词old, new, small, long, red, yellow。

3.从学生那里拿几件文具，例如书、橡皮、铅笔、钢笔和尺子等。

拿起一种文具让学生描述，例如“It’s a (new) (book).”用同样的方法练习其余的物品。

北师大版(一起)-英语-三年级下册--Unit 12 Review精品教案(第1课时)

3.Homework：1. Listen and read the story.
2. Copy the sentences：What’s the m I … ?
Picture 10/11: “ Is he all right now? What does he want?”
2.Listen to the tape.Follow the recorder.
Have the children read the story in groups and act the story in characters.
Listen to the story and watch the video. Have the children understand the meaning of the story.
Have the children open their books at pages 62 and 63. Follow the teacher and read, pay attention to the difficult word. Pause at the difficult words and repeat for several times.
三年级下册第12单元第1课时
总4课时
本单元教材分析
本单元是本学期最后一个单元，主要复习整个学期的主要学习内容。在故事教学中通过Mocky所见所闻呈现了端午节传统活动和食物，复现了前几个单元主要表达法以及主要话题词汇，以学生自主学习为主；听力活动则复习了文体用品、形容词以及购物的表达法；语音活动综合了本学期学习的字母发音情况。本单元的学习内容杂而不乱，多而不繁，教师可根据学生情况灵活调整活动的先后顺序。
课题
Unit 12 Review

北师大版-英语-三年级下册-Unit 12 Review 英文教案

北师大版(三起)-英语-打印版Unit12Review 英文教案教学目标Review all the Units of this term.学情分析Children can describe the items with colors and numbers;Children can say some fruit and vegetables.重点难点Describe the objects with colors.教学过程I.WarmerSing a song .II. Guessing gameDivide the whole class into two groups:Girls team and Boys team.Play PPT, have the children watch and guess “How many…”. The group who can guess right can get one score.III.Do some actions.Have the children all stand up and follow the teacher do the action.Then play “I say ,you do ”and “I do , you say” game.Change the tune to elicit their interest.Show them some pictures and ask “What he/she can do ?” Have the children answer.IV.Let’s drawThe teacher describe some fruits or vegetables in simple English, have the children draw them out.Ask some children to come out to the front. Show their pictures to the class. Have the others judge.V．Write the lettersShow the children some pictures and words with the capital letter missing. Have them to complete the capital letter as quickly as they can.Have the children write down 26 letters ,then check with each other.。

小学英语北师大版(三年级起点)三年级下册Unit 12 Review教案

Unit 12 ReviewGet Ready（1）呈现几幅超市的图片，让学生说一说是哪里，呈现supermarket的单词。

让学生说一说在超市可以买到哪些商品。

T: Look, where is it? What can we buy in the supermarket? Can we buy vegetables/ fruits?（2）让学生说一说进超市时应注意什么，可以让学生用汉语。

Listen and Read1. 导入故事（1）呈现第一幅图，让学生看图，说一说Ken他们要去哪里。

（2）让学生注意Mocky,猜一猜Mocky为什么这样打扮。

可以让学生用汉语说一说。

2. 学习故事（1）教师播放故事动画，然后让学生说一说Mocky又认识了哪些物品。

教师将candy,cookies,watermelon的图片贴到黑板上。

鼓励学生想一想Mocky想要什么。

T: What does Mocky see in the supermarket? What does he want?（2）再放一遍故事动画，让学生说一说谁把Mocky请出了超市，原因是什么。

T: Who is this woman? Why can’t Mocky stay in the supermarket?（3）播放图6-图8的内容，教师指着图8的警示语，引导学生理解No animals.的意思。

让学生观察Mocky的表情，体会Mocky的心情。

（4）让学生看图8，猜一猜Ken 去哪里了。

接着看图9、图10的内容，说一说Mocky现在的心情。

（5）回顾故事主要内容。

把Mocky面具贴在黑板上，让学生回忆Mocky看到的商品，并贴上卡片。

然后再出示超市女店员的图，带领学生回忆人物对话内容。

3. 模仿练习（1）让学生独立阅读故事。

之后，问问学生是否有不懂的语句。

（2）教师播放录音，让学生跟读、模仿对话。

（3）教师播放录音，可以让学生跟读。

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Unit 7 Fruits主备：郑蔡燕单元教学目标技能目标1.能询问或说出水果的名称;2.能够理解故事内容并能够分角色朗读人物对话;3.能正确抄写水果名称的单词。

知识目标1.词汇:话题词汇:能够指认、说出所学的水果:a banana, an apple, an orange, a peach, a lemon, a watermelon, a strawberry, a pear, a pineapple, a nut。

情景词汇:能在语境中理解aunt, love, this/that, sweet, sour, yum, yuk的含义。

2.句型:能够运用What's this? Is it…? 询问水果名称。

3.语音:能够区别辅音字母b, p在单词中的发音。

情感、策略、文化意识目标通过故事中Lulu认识、品尝水果的内容，培养学生勇于尝试新事物，在尝试的过程中注意方式、方法的意识。

单元内容分析本单元的话题是水果，是《英语课程标准(2011年版)》中“饮食”话题下的分话题。

本单元故事的主要内容是Mocky向Lulu介绍水果名称，呈现了询问、介绍水果名称的用法。

故事中Lulu不认识水果，因此不停地向Mocky问这、问那，自然地引出了What's this? What's that?句型。

这样的情景设计符合Lulu 的身份与特点，也很好地体现了句型的语用功能。

故事中Lulu还不停地品尝水果，引出了sweet ,sour,yum,yuk等词汇。

这一情节的设置既有利于学生在情景中理解词的含义，又为故事的高潮部分做了铺垫。

所以教师在关注故事语言的同时，也要关注故事中的兴趣点，让学生喜欢做事、体会故事学习的乐趣。

本单元的话题词汇是水果或果实，呈现的很多水果都是学生生活中比较常见的。

在词汇教学的过程中要关注两点:首先教材为了渗透名词单数概念以及冠词的用法采用了直接呈现的形式，如 a banana,an orange，可以做为语块处理，在教学中不用刻盘分开；其次，注意利用卡片组织猜、认、表演等多种词汇运用活动进行巩固Listen, Number and Say是一个比较真实的猜水果活动，学生先要观察、猜出是什么水果，然后再根据听力的内容进行判断Talk Togethe:呈现的活动则调动学生的触觉参与，学生要通过触摸猜出水果的名称。

这个活动本身比较有趣.也很好地体现了语言真实运用的情景，在教学中注意体会。

这里呈现的水果名称也是要重点学习的内容，是让学生根据提示模仿对话的语料。

Listen and Repeat呈现的是语音训练内容，培养学生拼读能力，渗透语音知识。

本册教材主要呈现清辅音与浊辅音的对比。

清、浊辅音以成对的形式出现，教学中重点在于学生能区别两者在单词中的不同发音，渗透语音意识。

教材把发音不同的字母用阴影标出来，作为视觉提示。

教学中教师可以引导学生观察阴影部分的字母，使学生注意到两者发音有所不同，培养学生的语音意识。

上学期学生已经学习了字母的书写，本册Trace and Copy安排了词汇的抄写活动。

示例中呈现完整的句子，体现了基本的英语书写规范，例如单词之间的间隔，单词中字母之间的间隔，句首字母大写，句尾加句号等。

Uncle Booky's Storytime提供了一个扩展阅读的小故事，故事中出现的语言结构以本单元所学为主，适合学生独立阅读。

第一课教学目标1.能够指认、说出水果或果实的名称;2.能运用以下句型询问或介绍水果名称:What's this? It's…. Is this …？Yes, it is .No, it isn’t.3.能在插图的帮助下理解故事主要内容并能朗读人物对话。

教学重点1.朗读故事人物对话，2.询问和说明水果名称的句型:What'.s this? It's……，Is this……? Yes, it is? / No,it isn't.教具准备纸袋或布袋,水果卡片或实物(香蕉、苹果、橘子、桃子)，人物面具，配套教学光盘教学建议Get Ready猜水果(1)把水果放进布袋里，让学生摸一摸、猜一猜里面有什么水果。

T: There are some fruits in my bag. Touch and guess.T: What's this? A banana? That's right. lt's a banana.(2)教师将布袋中的水果摆放在讲台桌上，让全班学生都能看到。

然后让学生闭上眼睛，教师拿走一个水果，让学生说哪个水果不见了。

T: Children, please close your eyes. OK, open your eyes. What's missing?Learn the story1.导入故事出示故事第一幅图，带着学生认识Aunt Booky。

让学生看一看Aunt Booky 的水果摊上都有哪些水果。

T: Who's this? This is Aunt Booky.(指水果)What's this?2.学习故事(1)告诉学生Lulu不认识水果。

播放动画，问学生Lulu吃了哪两种水果。

(2)出示图3、图4，让学生说一说Lulu在Mocky的帮助下认识了哪两种水果。

(3)让学生看故事内容，说一说工Lulu品尝的这两种水果味道如何，让学生模仿Lulu的语言或动作。

(4)回顾故事主要内容把Lulu的面具贴在黑板上，让学生说一说Lulu认识了哪些水果。

把水果的图贴在面具旁边，让学生模仿Lulu吃水果的情景。

3.模仿表演(1)让学生独立阅读故事。

(2)放录音，让学生指人物，跟读对话。

(3)学生两人一组，分角色朗读人物对话。

(4)鼓励学生分小组朗读或表演故事。

Learn to Say1.呈现情景出示learn to Say中的图片，告诉学生Lulu到Mocky家玩，她又认识了许多水果让学生扮演Lulu,教师扮演Mokcy。

T: Now，you are Lulu，and I am Mocky.2.学习词汇(1)教师扮演Mocky，学生扮演Lulu，让学生问水果的名称，教师回答，呈现水果的词汇。

S1:What's this，Mocky?T:It's a peach.(2)拿出水果的卡片，教师示范，学生跟读。

然后教读单词，让学生指卡片。

3.练习运用(1)放录音，让学生听对话，指相应的水果。

(2)学生两人一组，分角色练习对话。

(3)教师拿出一张水果卡片，用一张纸遮住，让学生猜。

(4)把学生分成小组，在小组中玩猜卡片的游戏。

Listen and Say(1)教师出示Listen and Say中的四幅图。

先让学生仔细看一看。

(2)放录音，让学生边听边指出相应的图。

(3)放录音，让学生给图标上序号。

(4)再放一遍录音，每次放一句，教师重复，让学生说出是哪一幅图。

全班一起核对完成情况。

(5)把学生分成小组，用水果的小卡片玩猜卡片的游戏。

第二课教学目标1.能指认、说出本课的水果名称;2.能询问或判断水果的名称:Is this . . .？Yes, it is. /No, it isnt.3.能理解故事主要内容并朗读人物对话。

教学重点1.正确朗读故事人物对话;2.询问或判断水果名称的句型:Is it/this…？3.水果的名称:a watermelon, a lemon, a pear, a strawberry, a pineapple。

教具准备本课的教学卡片，故事卡片，布袋和水果玩具或实物，配套教学光盘。

教学建议Get Ready1.猜水果。

教师出示水果图片，用纸遮挡部分画面，让学生猜是什么水果。

T:I have many fruits. Look，what's this?S1:1t’s a/an.…2.出示所有的卡片，请学生看图说单词。

T:Let’s read them together.Ss:It's a banana. It's a peach …Learn the Story1.导入故事(1)复习上一课的故事。

教师拿出主要的故事插图，让学生回忆故事内容和人物对话。

(2)告诉学生继续学习故事，看一看Lulu又认识了什么水果。

T: Today Lulu learns some new fruits. Let's watch.2.学习故事(1)让学生看故事动画。

最后把画面定格在最后一幅图上，问学生Lulu最后吃的是什么水果、感觉如何。

(2)让学生看前三幅图，告诉学生Lulu想尝一尝梨，看她是否能找到梨。

教师先呈现第5幅图，让学生说一说，指一指。

T: Look, is this a pear? What's this？(3)再呈现后两幅图，问学生同样的问题，结合插图让学生指一指、说一说。

T: Look, is this a pear? What's this? Is it yummy?(4)用同样的方法呈现后三幅图，让学生结合插图指一指柠檬的图，说一说柠檬的名称与味道，学习相应的词汇。

(5)回顾故事的主要内容。

把Lulu的图贴在黑板上，拿出草葛、梨和柠檬的图，让学生回忆人物的对话，然后把图贴在Lulu图的周围。

也可以准备Mocky 笑或惊讶表情的图，根据故事的主要情节贴在相应水果旁边。

3.模仿表演(1)教师播放一遍录音，让学生指人物的对话、逐句跟读。

T: Now let's read the story. Please listen carefully and read after.(2)学生逐图朗读人物对话，并分角色扮演。

(3)学生两人一组练习分角色朗读故事。

(4)请几组学生朗读或表演部分故事对话。

Talk Together(1)告诉学生Cathy和David在玩一个游戏，让学生看教材上的图。

告诉学生，在游戏中David要通过触摸猜出Cathy手里是什么水果。

(2)播放两遍录音，让学生看图，听一听、指一指。

(3)教师拿出水果的卡片，可以用纸遮挡住部分画面，先让学生猜，然后呈现水果的名称学生跟读。

(4)拿出卡片，让学生看图说名称或读单词、指水果。

(5)教师把水果(或水果玩具)放人准备好的布袋里，让学生摸一摸、猜一猜。

(6)最后，可以让学生分成小组玩摸水果、猜水果的游戏，也可以用学习卡片玩猜卡片的游戏。

Let's Sing(1)教师告诉学生今天要学习的歌曲是关于某种水果的，让学生听一听是哪种水果。

T: Today we'll learn a song about a fruit. What fruit is it? Let's listen.(2)教师播放两遍歌曲，鼓励学生小声跟唱。