3BUnit1(period3)富寅娟
合集下载
3B 第二周教案
Step 4 Play a game : What's in my school bag ?
1.示范问答：T ask S: What's in my school bag ? S answer T: It’s a crayon .
2. Group work .
Step5 Sing a song .
1. Listen to the tape : A B C song .
2. Sing after the tape .
3. Sing together .
Step 6 Work book .
作 业
背课文。预习第二单元
板书设计
What's in my school bag ?
It’s a crayon .
执行情况
与教学反思
3B课程教案
年级三主备人赵红霞备课时间2010年3月5日
3.复习in ,on的用法。
What’s in my hand?
What’s on my hand?
Step3 Listen and circle .
1. Listen to the tape and circle what have you heard ?
2. Check the answers .
教学目的
和要求
能听懂、会说表示日常生活用品的单词（见上）。
能听懂、会说日常交际用语What a nice……! May I come in? Come in ,please . Is this ? Yes ,it is / No ,it isn’t . It’s……
教学重点
及难点
能听懂、会说表示日常生活用品的单词（见上）。
1.示范问答：T ask S: What's in my school bag ? S answer T: It’s a crayon .
2. Group work .
Step5 Sing a song .
1. Listen to the tape : A B C song .
2. Sing after the tape .
3. Sing together .
Step 6 Work book .
作 业
背课文。预习第二单元
板书设计
What's in my school bag ?
It’s a crayon .
执行情况
与教学反思
3B课程教案
年级三主备人赵红霞备课时间2010年3月5日
3.复习in ,on的用法。
What’s in my hand?
What’s on my hand?
Step3 Listen and circle .
1. Listen to the tape and circle what have you heard ?
2. Check the answers .
教学目的
和要求
能听懂、会说表示日常生活用品的单词（见上）。
能听懂、会说日常交际用语What a nice……! May I come in? Come in ,please . Is this ? Yes ,it is / No ,it isn’t . It’s……
教学重点
及难点
能听懂、会说表示日常生活用品的单词（见上）。
3B 第十三周教案
Read after the T: Do you play the piano? Yes ,Ido ./No ,I don’t .
B. Practice in pairs .
e.g S1: Do you play the piano ?
S2: Yes ,I do /No ,I don’t .
C同法学习其余乐器类单词：a violin ,a guitar ,an accordion .(学习不同乐器类单词时注意让学生通过不同的动作区分各种乐器)
能听懂对话，并作出反应。
教学方法
及手段
创设情景模拟会话
学法指导
合作学习
集体备课
个性化修改
预习
Step 1 Warm up exercises .
Sing the songs .
Say the rhymes:《It’s his key》《Jack has a clock》
教
学
环
节
设
计
Step 2 Say a rhyme :《A red dress》
Listen to the tape and repeat .( A Learn to say前半部分)
作 业
Listen to the tape four times .( A Learn to say )
板书设计
Unit 10 Do you play…
2.能听懂、会说日常交际用语Do you play…? Yes ,I do./ No, I don’t .What do you play ? I play…
教学方法
及手段
创设情景模拟会话
学法指导
合作学习
集体备课
个性化修改
B. Practice in pairs .
e.g S1: Do you play the piano ?
S2: Yes ,I do /No ,I don’t .
C同法学习其余乐器类单词：a violin ,a guitar ,an accordion .(学习不同乐器类单词时注意让学生通过不同的动作区分各种乐器)
能听懂对话，并作出反应。
教学方法
及手段
创设情景模拟会话
学法指导
合作学习
集体备课
个性化修改
预习
Step 1 Warm up exercises .
Sing the songs .
Say the rhymes:《It’s his key》《Jack has a clock》
教
学
环
节
设
计
Step 2 Say a rhyme :《A red dress》
Listen to the tape and repeat .( A Learn to say前半部分)
作 业
Listen to the tape four times .( A Learn to say )
板书设计
Unit 10 Do you play…
2.能听懂、会说日常交际用语Do you play…? Yes ,I do./ No, I don’t .What do you play ? I play…
教学方法
及手段
创设情景模拟会话
学法指导
合作学习
集体备课
个性化修改
七年级-人教版-英语-下册-Unit-4-Section-B-(3a-Self-Check)
Try to retell the story about the mouse in the third person.
arrive late listen to be noisy follow the rules be strict
Self Check
2 Use can, can’t, have to/must and don’t to write about the rules at
Things I have to do Tidy the room
Things I can’t do Arrive late for class
Practice the piano
Stay up late
3c Write a letter to Dr. Know. Tell him about all the rules and how you feel about them.
（2）We have to go home or play sports after school. （or 表示选择）
谋篇布局
分段 1 2 3
构思 开门见山，点明主题 主体详细描述学校的规章制度 结尾反问对方，与开头呼应
作文中除了用祈使 句的肯定式或否定式表 示规章制度以外，也可 以用can、must、have to、 can’t 表示。
（3）见到老师时向他们问好；在课堂上认真听老师讲课。 Say hello __to__ teachers when we see them. In class, __li_s_te_n_ __t_o_ the teachers carefully.
（4）不能在教室里吃东西。 __D_o_n_’_t_ ___ea_t___ in the classroom.
新概念青少版3BUnit22省名师优质课赛课获奖课件市赛课一等奖课件
Polly: ①I asked her where I could find knitting needles. →
②She said they didn’t have any. →
③I said that I always used to buy knitting needles in the first floor, next to Ladies’ Fashions. →
Grammar:
与when，where，why，how，if/wether连用 旳带“倒移”旳间接疑问句
*间接疑问句用陈说句语序,从句时态要倒移 1. Where can I buy knitting needles？（Direct question） →She asked me where she could buy knitting needles. （Indirect question） 2. Have you tried Janner’s ？ →Annie asked if Polly had tried Janner’s. 3.What did she want to know？ →She wanted to know if Janner’s had any knitting
时，描述Polly问询店员前发生旳事）
She said, ‘We don’t sell knitting needles now. Nobody asks for them any more.’
Polly: I said, ‘You’re mistaken. I’m here, and I’m still asking for them!’
①间接疑问句，引述动词为asked， Where引导从句，用陈说句语序，can→could ②间接陈说句，引述动词为said ③间接陈说句，引述动词为said，used to 用于描述过
七年级-人教版-英语-下册-Unit-3-Section-B-(3a-Self-Check)
—It’s about … kilometers from … to … （5）—How long does it take you to get to …?
—It is/takes about … minutes/hours to get to .... （6）—Do/Does you/he/she walk to …?
‣ The writing has some linking words and the logic is right. （有连词，逻辑清晰正确）
‣ There is no grammar mistake in the whole passage. （整篇文章无语法错误）
‣ All the information is in the writing. （文章包含所有信息，无信息遗漏）
How are you? Thanks for your last e-mail. You want to know how I _g_e_t_t_o_ school, right? Well, I usually _l_e_a_v_e_ my home at about 8:00 and _w__a_lk_ to the bus stop. The school bus usually comes at about 8:15. My school is about 20 _k_i_lo_m__e_te_r_s_ from my home. It _t_a_k_es_ about 40 minutes to get there by bus. The bus ride is never _b_o_r_in__g_ because I always talk to my classmates.
take the school bus
—It is/takes about … minutes/hours to get to .... （6）—Do/Does you/he/she walk to …?
‣ The writing has some linking words and the logic is right. （有连词，逻辑清晰正确）
‣ There is no grammar mistake in the whole passage. （整篇文章无语法错误）
‣ All the information is in the writing. （文章包含所有信息，无信息遗漏）
How are you? Thanks for your last e-mail. You want to know how I _g_e_t_t_o_ school, right? Well, I usually _l_e_a_v_e_ my home at about 8:00 and _w__a_lk_ to the bus stop. The school bus usually comes at about 8:15. My school is about 20 _k_i_lo_m__e_te_r_s_ from my home. It _t_a_k_es_ about 40 minutes to get there by bus. The bus ride is never _b_o_r_in__g_ because I always talk to my classmates.
take the school bus
七年级-人教版-英语-上册-Unit-5-Section-B-(3a-Self-Check)
I don’t have a baseball, but I have a soccer ball. Tom has a baseball, but he doesn’t have a baseball bat. ______________________________________________ ______________________________________________
写作
_________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________
参考范文
Hi, I’m Jimmy and my best friend is Amy. I have two tennis balls and a basketball. I don’t like tennis, but I like basketball. I think it is easy for me.
Self Check 1 List all the sports you know. Write what you think of them.
写作
_________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________
参考范文
Hi, I’m Jimmy and my best friend is Amy. I have two tennis balls and a basketball. I don’t like tennis, but I like basketball. I think it is easy for me.
Self Check 1 List all the sports you know. Write what you think of them.
牛津版教材3B第三模块第七单元Hobbies (3)
3B第三模块第七单元教学设计课题：牛津版教材3B第三模块第七单元Hobbies一、学情分析三年级学生已有了一定语言知识的积累，单词、句子的书写以及语音的掌握是三年级学生学习的重点。
三年级的学生能听懂老师简单的指令，也乐于展示自我，有着极强的求知欲以及表现欲，爱唱，爱演，爱玩游戏。
但由于其生性活泼，直观形象思维较抽象思维还占优势，注意力不是特别集中，对与自己生活相联系的话题特别感兴趣。
所以在本单元的教学中，创设了当下特殊疫情时期，人们都抗疫在家，抵抗病毒的情境。
通过创设悬念重重的故事情境吸引学生走进课堂，用直观的图片、生动形象的视频、歌曲律动编创、复述故事、思维导图等有趣的教学活动点燃学生求知火花，引导学生全身心投入到教学活动中来。
二、教材分析本单元是《深圳版牛津英语》三年级下册Module 3 My colourful life Unit7 Hobbies。
学生在过去已经学习了不少关于动作的词汇，以及Do you like (doing)...? Yes. / No. I like (doing). I can (do)…等句型，本单元将继续学习有关爱好的动词：其中很多有关爱好的动词在以前已经学过，已达到听说读认的学习目标，在学习本课后，单词达到听说读写“四会”目标。
如下图：三、单元设计整体思路和依据（一)设计依据本单元设计依照《深圳市义务教育阶段小学英语“停课不停学”春季教材在线教学工作通知》的设计要求，进行单元整体教学设计。
明确各课时授课内容、教学目标及重难点，厘清各课时间逻辑关系，由浅入深、循序渐进，体现单元整体设计的整体性与递进性。
（二）单元整体故事情节设计Virus一直在寻找在家无聊的人，想诱惑他们出来。
故事主人公小女孩Sally通过展示自己的爱好，朋友Zara的爱好，她的宠物的爱好，让Virus无计可施，Virus后面又开始对其他小朋友及其家人进行诱惑，而每个人都有自己不同的爱好和梦想，他们的生活充实而愉快，最终Virus落荒而逃。
人教版英语七年级上册教案：Starter Unit1 Period3(3a-3d)
Starter Unit1 Period3〔3a-3d〕教案【教材版本与册数】新目的人教版七年级上册【单元名称】Starter Unit 1 Good morning！【课时】3a-3d 〔第3课时〕【课型】Listening ,Speaking and Writing〔听说写作课〕【本课时教学设计】第 1 页第 2 页第 3 页第 4 页第 5 页第 6 页第 7 页深度加工知识6 评价学生Step 7Writing1.If you meet your friend on your way home,please write down the conversation.A: …B: …2.Write down the conversation.Keys：A：Hi, Helen! How are you?B：Hi, Eric! I’m fine. Thank you. How are you?A：I’m OK!1.运用刚学的句型，并用自己的英文名字来互相问候。
到达学以致用。
2.写下刚练习的对话，到达以说促写的目的。
【提示：此处课堂上老师可让学生使用优教同步学习卡进展抢答，根据结果反应，进展精准教学。
】学生是否结合上节课的知识，正确书写目的语言的内容Step 8SummaryT: Class, what do we learn today? Let’s have asummary.Ss: afternoon, evening, how, are, you, I, am,I'm, fine, thanks, OKS1: Good afternoon!Good evening!S2: — How are you?— I'm OK. / I'm fine. Thanks.1.让学生学会总结归纳本单元的语言知识点。
2.培养学生总结归纳的才能。
学生是否已经掌握本节课的知识点。
第 8 页第 9 页。
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三年级下册Unit1In class（Period3）
教学内容：
sound time，rhyme time，checkout time
教学目标
1.能熟练的掌握字母Bb的发音.
2.能够有节奏的朗读rhyme time.
3.能够进一步的掌握重点句型。
4.懂得在生活中使用礼貌语。
教材分析
这课时是在本单元的第三课时，学生已进行了重点句型的学习，本次的学习内容重要是sound time，rhyme time，checkout time.这三部分的内容比较零散，所以要对其进行整合，让他们成为一个整体，而不是让学生分散的学习三块内容。
3.做一份/b/的发音单词卡。
(PPT展示老师制作的/b/发音单词卡)让学生在完成第3项作业时能够有方向
教学反思：在上Rhyme时虽然始终让学生跟着rhyme的节奏，想让学生念出Rhyme的特色，但是由于我在自己示范时缺少了激情，所发的指令也不够清晰，所以整堂课最大的败笔就是在学习rhyme上。怎样去上好rhyme呢？我想我应该从2方面着手，第一是要让自己先被rhyme所感染，rhyme一般都是比较轻快地，所以在教授rhyme时，不管是发口令还是朗读时，都应该是轻快、简洁的；第二是教授rhyme的方法也应该注意：在教授时可以让学生感知、跟读、断句到朗诵，而且应该始终跟着节奏。
2. Recite the story time.
T:Now, let’s play a game. To be a good dubbing. Boys first. Look at the Screen.
4.T: Good dubbing.(Give the Stars of the Group1 or Group2)Can you remember the instructions in the story time. Who can try?
(3).T:This time, let’s try to say with Miss Fu’srhythm.
(4) T: Great! Boys and girls .Now, please open your books turn to page 10 and read the rhyme by yourself follow the CAI’s rhythm.
T：Great! He’s name is Bob. He has big eyes.
Teach :Bob
(2).T: Any others?
T: Are the books big?
T: So here are the words：Bob big books
Who can try to make a sentence.
Step2 Presentation
1.Checkout time.
(1)T: Boys and girls you done well. You know so many instructions, Now please open your books and turn to page11 Try to finish the check out time. Fish it in 4 person a group . Please look say and write down in 2 Minutes.
Ss work in groups and Finish the exercise.
(2).The boys and girls show the answers in turn and to get the stars.
Ss enjoy the rhyme and try to follow it .
S1: A boy.
Ss learn Bob from Bobby.
S2:Book/Books/ Two books
Ss: Yes, they are big books.
S3: Bob has two big books.
Ss read the rhyme in groups.
(3)The Ss read the rhyme tog2ther.
教学背景
教材：译林版《英语》三年级起点下册，Unit 1《In class》第三课时。2.教学时间和班级：2013年3月10日。三（1）班53人。
教学方法
探究式、合作式、自主式
【教学过程】
教师活动
学生活动
媒体运用及设计意图
Step 1 Warming up
1. Greeting
T: Good afternoon, boys and girls.
SS: Good afternoon, Miss Fu.
The Ss try to understand the rules of this lesson. And the Ss can read，listen and know the word “polite”
Boys follow the flash of the story time and dub the story time.
(5). Please read the three words by yourself and try to get the pronunciation of the letter “b’
(8). T: Can you say some other words with b pronounced /b/
Step4.Extension.
1. This is a polite robot.(有礼貌的机器人)Let’s listen what is she saying?
Hello, I’m Mr robot. I can use ‘please’ and ‘I’m sorry’. Can you ? Finish the exercise to get more polite stars.
(2).Try to understand the meanings of ‘say’ and ‘off we go’.
Ss read the rhyme follow the teacher.
The Ss read the rhyme by themselves.
Boys and girls read the rhyme in turn and to get the stars.
Ss finish Exercise1 Discuss in groups (小组讨论你们还会哪些礼貌用语)
Ss finish Exercise2
Fill the blankets for the “polite book”.(根据绘本上的图片和句子，在空白出填上礼貌用语)
PPT出示Look and say的任容，同时播放2分钟的轻音乐，让学生在音乐声中完成任务，同时音乐的停止就意味这时间到。
S4: B.
S5: /b/
（6）Learn the pronunciation of /b/.
(7) Read /b/ /b/ big
/b/ /b/book
/b/ /b/ Bob
T: Ss say the words.
Until get the words ball birthday book robot.
让学生跟着rhyme的节奏自己读，让学生能够读出rhyme的特点。
(PPT show BobBobby)
(PPT显示Bob big book以及书上的插图)让学生根据单词和图片自己造句，即培养的学生的语言运用能力，同时更好的让学生理解书上的句子。
(PPT显示/b/ /b/ big
/b/ /b/book
T: Wonderful! Now I can use the words make a rhyme: Big books, big books. Bob has two big, big books. Can you read it? Please read four in group.
(4) Here are the words big books Bob. Can you find out the same letter in them?
/b/ /b/ big
/b/ /b/________)
让学生进一步巩固/b/的读音，同时让学生明白自己编新词。
idu搜索图片制作礼貌小绘本，让学生补全绘本对话，对学生进行礼貌情感教育。
1.流利的朗读rhyme 运用
（PPT逐一展示7张图片）让学生进行回答。
PPT展示Tip：Use “Please” to be a polite person.
（PPT播放rhyme time的flash,让学生enjoy the rhyme.）
(PPT播放say hello和off we go的动画，让学生明白是其意思。
跟着老师的节奏又慢到快来学习，在朗读的过程中纠正发音，以及让学生明白book and say以及book and off的连读。(在PPT上出示连读符和重音符，帮助学生的朗读)
（男生根据PPT显示的名单，对号入座分别为Mr Green, Liu Tao, Wang Bing, Mike, The students.）这样的名单显示既解决了角色分配的问题，省去了学生讨论分角的时间。让学生给story time配音，既复习了课文内容，还检查了学生的语音语调。
（PPT根据学生的回答出示指令）让学生通过回忆来复述story time的指令，让学生复习了各项指令。
2(1).T: Well done, in picture1 it show us “please, open the window’. Now I have a rhyme of “open the window”. Pleaselisten and enjoy it. You may follow it if you want.
教学内容：
sound time，rhyme time，checkout time
教学目标
1.能熟练的掌握字母Bb的发音.
2.能够有节奏的朗读rhyme time.
3.能够进一步的掌握重点句型。
4.懂得在生活中使用礼貌语。
教材分析
这课时是在本单元的第三课时，学生已进行了重点句型的学习，本次的学习内容重要是sound time，rhyme time，checkout time.这三部分的内容比较零散，所以要对其进行整合，让他们成为一个整体，而不是让学生分散的学习三块内容。
3.做一份/b/的发音单词卡。
(PPT展示老师制作的/b/发音单词卡)让学生在完成第3项作业时能够有方向
教学反思：在上Rhyme时虽然始终让学生跟着rhyme的节奏，想让学生念出Rhyme的特色，但是由于我在自己示范时缺少了激情，所发的指令也不够清晰，所以整堂课最大的败笔就是在学习rhyme上。怎样去上好rhyme呢？我想我应该从2方面着手，第一是要让自己先被rhyme所感染，rhyme一般都是比较轻快地，所以在教授rhyme时，不管是发口令还是朗读时，都应该是轻快、简洁的；第二是教授rhyme的方法也应该注意：在教授时可以让学生感知、跟读、断句到朗诵，而且应该始终跟着节奏。
2. Recite the story time.
T:Now, let’s play a game. To be a good dubbing. Boys first. Look at the Screen.
4.T: Good dubbing.(Give the Stars of the Group1 or Group2)Can you remember the instructions in the story time. Who can try?
(3).T:This time, let’s try to say with Miss Fu’srhythm.
(4) T: Great! Boys and girls .Now, please open your books turn to page 10 and read the rhyme by yourself follow the CAI’s rhythm.
T：Great! He’s name is Bob. He has big eyes.
Teach :Bob
(2).T: Any others?
T: Are the books big?
T: So here are the words：Bob big books
Who can try to make a sentence.
Step2 Presentation
1.Checkout time.
(1)T: Boys and girls you done well. You know so many instructions, Now please open your books and turn to page11 Try to finish the check out time. Fish it in 4 person a group . Please look say and write down in 2 Minutes.
Ss work in groups and Finish the exercise.
(2).The boys and girls show the answers in turn and to get the stars.
Ss enjoy the rhyme and try to follow it .
S1: A boy.
Ss learn Bob from Bobby.
S2:Book/Books/ Two books
Ss: Yes, they are big books.
S3: Bob has two big books.
Ss read the rhyme in groups.
(3)The Ss read the rhyme tog2ther.
教学背景
教材：译林版《英语》三年级起点下册，Unit 1《In class》第三课时。2.教学时间和班级：2013年3月10日。三（1）班53人。
教学方法
探究式、合作式、自主式
【教学过程】
教师活动
学生活动
媒体运用及设计意图
Step 1 Warming up
1. Greeting
T: Good afternoon, boys and girls.
SS: Good afternoon, Miss Fu.
The Ss try to understand the rules of this lesson. And the Ss can read，listen and know the word “polite”
Boys follow the flash of the story time and dub the story time.
(5). Please read the three words by yourself and try to get the pronunciation of the letter “b’
(8). T: Can you say some other words with b pronounced /b/
Step4.Extension.
1. This is a polite robot.(有礼貌的机器人)Let’s listen what is she saying?
Hello, I’m Mr robot. I can use ‘please’ and ‘I’m sorry’. Can you ? Finish the exercise to get more polite stars.
(2).Try to understand the meanings of ‘say’ and ‘off we go’.
Ss read the rhyme follow the teacher.
The Ss read the rhyme by themselves.
Boys and girls read the rhyme in turn and to get the stars.
Ss finish Exercise1 Discuss in groups (小组讨论你们还会哪些礼貌用语)
Ss finish Exercise2
Fill the blankets for the “polite book”.(根据绘本上的图片和句子，在空白出填上礼貌用语)
PPT出示Look and say的任容，同时播放2分钟的轻音乐，让学生在音乐声中完成任务，同时音乐的停止就意味这时间到。
S4: B.
S5: /b/
（6）Learn the pronunciation of /b/.
(7) Read /b/ /b/ big
/b/ /b/book
/b/ /b/ Bob
T: Ss say the words.
Until get the words ball birthday book robot.
让学生跟着rhyme的节奏自己读，让学生能够读出rhyme的特点。
(PPT show BobBobby)
(PPT显示Bob big book以及书上的插图)让学生根据单词和图片自己造句，即培养的学生的语言运用能力，同时更好的让学生理解书上的句子。
(PPT显示/b/ /b/ big
/b/ /b/book
T: Wonderful! Now I can use the words make a rhyme: Big books, big books. Bob has two big, big books. Can you read it? Please read four in group.
(4) Here are the words big books Bob. Can you find out the same letter in them?
/b/ /b/ big
/b/ /b/________)
让学生进一步巩固/b/的读音，同时让学生明白自己编新词。
idu搜索图片制作礼貌小绘本，让学生补全绘本对话，对学生进行礼貌情感教育。
1.流利的朗读rhyme 运用
（PPT逐一展示7张图片）让学生进行回答。
PPT展示Tip：Use “Please” to be a polite person.
（PPT播放rhyme time的flash,让学生enjoy the rhyme.）
(PPT播放say hello和off we go的动画，让学生明白是其意思。
跟着老师的节奏又慢到快来学习，在朗读的过程中纠正发音，以及让学生明白book and say以及book and off的连读。(在PPT上出示连读符和重音符，帮助学生的朗读)
（男生根据PPT显示的名单，对号入座分别为Mr Green, Liu Tao, Wang Bing, Mike, The students.）这样的名单显示既解决了角色分配的问题，省去了学生讨论分角的时间。让学生给story time配音，既复习了课文内容，还检查了学生的语音语调。
（PPT根据学生的回答出示指令）让学生通过回忆来复述story time的指令，让学生复习了各项指令。
2(1).T: Well done, in picture1 it show us “please, open the window’. Now I have a rhyme of “open the window”. Pleaselisten and enjoy it. You may follow it if you want.