沪教牛津版三年级英语下册教案
上海牛津三年级英语下册全册教案
Module 1 Using my five senses Grammar:1.Modal verbs ‘can/can’t: I can/can’t ---2.Wh-questions: What can you see /hear What colour is it What is it3.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/anVocabulary: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 youUnit 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 formLanguage skills:Use modeled phrases and sentences to communicate with teachers and other learner.Pronounce correctly a series of words in asentence with the vowel sound ‘a’ in its opensyllable formMain points: Can use the sentences: What can you see/What colour is itDifficult 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 ability Language 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.Language 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 ---Language 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 sound ‘a’ in its open syllable for mUsing 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.Language 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.Language focus: Asking and answering questions about possessionsTalking 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 theLanguage functions: Identifying objects by their sounds Responding to simple instructionsUsing telephone formulaeSaying the sound ‘a’ in its closes syllable form.Language skills: Open an interaction by eliciting a response Maintain an interaction by using phrases to replyMain points: Can use imperatives to give instructions anddirections.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 directionsUsing 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 .Language focus: Using imperatives to give instructions and directionsUsing 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.Language 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 var ious kinds of specific information about a person.Language 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 learnersMaintain 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 playerPreparation: Ask students to bring paper cups and pieces ofLanguage 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 feel Identifying letters of the alphabet shapesResponding to simple instructionsSaying the sound ‘e’ in its open syllable form Language skills:Use modeled sentences to communicate with other learners Open 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.Locate specific information in response to simple questions.The Second PeriodLanguage 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 questionsOpen an interaction by asking a questionMaintain an interaction by replying to a question Main point:Can use the question to find out the texture of a thing Difficult point:Can use two adjectives to describe things Materials:A soft toy, a bag, a balloon, an apple and a pineapple Cassette 3B, Photocopiable P6,7The Third PeriodLanguage focus:Asking ‘How’ questions to find out the texture of a thing Asking ‘yes/no’ questions to obtain simple responses Language skills:Locate specific information in response to simple questions Open 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’ i n its open syllable formMaterials:Cassette 3B Wallpictures 3B Workbook P7a cup of hot tea and some iceModule 1 Unit 4 Tasting and smellingLanguage functions:Indentifying objects by taste and smell.Asking questions about and describing the taste and smell of objectsResponding to simple instructionsSaying the sound ‘e’ in its closed syllable formLanguage skills:Use modeled sentences to communicate with teachers and other learnersOpen 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 thin gs Language 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.Materials: a lemon , an apple, an orange, some chocolate, a knifeThe 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 thing Teaching 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 correc tly.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 form Materials: a pineapple, a prawn, a dried prawn, sweets, cakes , different kinds of fruit.The Fourth PeriodTeaching aims: Have the pupils to act out the dialogue. Language focus: Using formulaic expressions to start a conversationUsing formulaic expressions to request somethingDifficult point: Using formulaic expressions to start a conversationMain 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 they2. 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 informationto factual /yes/no questions4.Pronounce correctly a series of words in asentence with the vowel sound “i〞in its opensyllable 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 thevowel sound〞i〞in its open syllable from.Writing Develop written text by reproducing sentencesfrom teacher’s writing.Diffcult points 1.Wh-questions: What are they2. Yes/No question: Do you like…3. Verb “to be〞: They are…4. Pronounce correctly a series of words in a seriesof words in a sentence with the 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 sound Fourth period: ReviewFirst PeriodContents: words: cats , dogs, rabbits, lizards, snakes, birds Sentences: 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 simpleresponses.Materials: pictures, recorderSecond PeriodContents: 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.Materials: pictures of animals, recorderThird 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 theyMaterials: pictures of animals., recorderFourth PeriodContents: Review Unit1Difficult points: Do you like… Yes,I like… No,I don’t like…What are they They are…Materials: recorderModule 2 My favourite thingsUnit 2 Toys I like: Language focus: 1 .Wh-questions: What do you like2. 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 informationto factual /yes/no questions4.Pronounce correctly a series of words in asentence with the vowel sound “i〞in its closedsyllable 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 thevowel sound〞i〞in its closed syllable from.Writing Develop written text by reproducing sentencesfrom teacher’s writing.Diffcult points 1.Wh-questions: : What do you like2. demonstratives: these, this3.Pronounce correctly a series of words in asentence with the vowel sound “i〞in its closedsyllable formTeaching aids: Pictures,tapeTeaching times fourFirst period: Look and say, Ask and answerSecond period: Read a story .Third period: Make a robot。
(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教案
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。
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bear、elephant、lion、monkey、panda和tiger。
2、听录音，自学课本第18页（教材18页Listen and say）,认读句子。
设问导读：
1、自己尝试认读单词bear、lion、elephant、monkey、panda和tiger。
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。
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Listen
and 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。
(沪教牛津版)三年级英语下册教案MODULE2unit1Lesson1
(沪教牛津版)三年级英语下册教案Module2Unit 1 Animas l I likeThe first period（一）任务前期准备（PRE-TASK PREPARATION）Pre-task Preparation包括复习已学的相关内容、知识点，并以旧引新，让学生获得对新语言材料的第一次感知。
习语竞猜，调动学生学习积极性，拓宽学生知识面，引出主题；谜语竞猜，复习旧知，并通过教师编的谜语引出新知识。
Activity 1 （Play a guessing game）1、教学辅助（Aids）Word Card: It is raining, cats and dogs.2、活动过程（Process）Activity 2 （Play a guessing game）1、教学辅助（Aids）Picture Cards: rabbit dog cat bird lion tiger zebra elephant panda monkey snake 2、活动过程（Process）（二）任务实施过程（WHILE-TASK PROCEDURE）While-task Procedure，这是指语言技能的习得过程。
其中分为机械性操练和意义性操练两部分。
机械性操练可以让学生准确地模仿、复说新授的语言，让他们经过从模仿到识记的过程，使新知识由感知、理解、模仿直到储存。
1、新知识的引入（PRESETATION）Activity 1 （Describe the snakes）1、教学辅助（Aids）实物投影，蛇年邮票2、活动过程（Process）Activity 2 （Describe the lizards）1、教学辅助（Aids）实物投影，水彩笔，画画纸，磁铁2、活动过程（Process）Activity 3（Practice the sentences）1、教学辅助（Aids）Small picture cards of animals2、活动过程（Process）（三）任务后期活动（POST-TASK ACTIVITY）Post-task Activity，这是指经过机械性操练和意义性操练，引导学生运用他们所获得的知识与技能来完成一个交际性的任务“task”，也就是语言的输出：output。
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 it3.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/anVocabulary: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 youUnit 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 asentence with the vowel sound ‘a’ in its opensyllable formMain points: Can use the sentences: What can you see/What colouris itDifficult 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 ability Language 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 things Using 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 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 vowelLanguage functions: Identifying objects by their sounds Responding to simple instructionsUsing telephone formulaeSaying the sound ‘a’ in its closes syllable form.Language skills: Open an interaction by eliciting a response Maintain 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 directionsUsing 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 directionsUsing 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 learnersMaintain 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 playerPreparation: Ask students to bring paper cups and pieces ofLanguage 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 otherlearners.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 feel Identifying letters of the alphabet shapesResponding to simple instructionsSaying the sound ‘e’ in its open syllable form Language 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.Locate specific information in response to simple questions.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 pineapple Cassette 3B, Photocopiable P6,7The Third Period Language focus:Asking ‘How’ questions to find out the texture of a thing Asking ‘yes/no’ questions to obtain simple responses Language skills:Locate specific information in response to simple questions Open 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 P7a cup of hot tea and some iceModule 1 Unit 4 Tasting and smellingLanguage functions:Indentifying objects by taste and smell.Asking questions about and describing the taste and smell of objectsResponding to simple instructionsSaying the sound ‘e’ in its closed syllable formLanguage skills:Use modeled sentences to communicate with teachers and other learnersOpen 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 things Language 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.Materials: a lemon , an apple, an orange, some chocolate, a knifeThe 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 form Main Point: Can pronounce correctly a series of words in a sentence with the vowel sound ‘e’ in its closed syllable form Materials: a pineapple, a prawn, a dried prawn, sweets, cakes ,different kinds of fruit.The Fourth PeriodTeaching aims: Have the pupils to act out the dialogue. Language focus: Using formulaic expressions to start a conversationUsing formulaic expressions to request somethingDifficult point: Using formulaic expressions to start a conversationMain Point: Can make a small dialogue about shopping Materials: some fruits cassetteModule 2 My favourite thingsUnit 1 Animals I likeLanguage focus: : What are they2. Yes/No question: Do you like…3. Verb “to be”: They are…4. Countable nouns(plual)Skills:Speaking modelled phrases and senyences to communicate with a teacher and otherlearnsan interaction by eliciting a response3. Maintain an interaction by providing information to factual /yes/noquestionscorrectly a series of words in a sentence with the vowel sound “i”in its 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 open syllable from.Writing Develop written text by reproducing sentences from teacher’s writing.Diffcult points : What are they2. 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 asentence with the vowel sound “i” in its open syllable form Teaching 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.Second PeriodContents: words: lions, tigers, zebras, elephants, giraffes, pandas sentences: Do you like… Yes, I like … No, I don’t like …Language focus: Using nouns to identify different . 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 theyFourth PeriodContents: 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 like2. demonstratives: these, this3. pronoun: weSkills:Speaking modelled phrases and senyences to communicate with a teacher and other learnsan interaction by eliciting a response3. Maintain an interaction by providing information to factual /yes/noquestionscorrectly a se ries of words in a sentence with the vowel sound “i”in its 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 closed syllable from.Writing Develop written text by reproducing sentences from teacher’s writing.Diffcult points : : What do you like2. demonstratives: these, thiscorrectly a series of words in a sentence with th e 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.Third PeriodContents: 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 foil Ask “wh”questions to find out about animals. Eg. What are theyFourth PeriodContents: sentences: Do you like … Yes,we like …No, we don’t like…sound: i--- / I /Language focus:Ask ‘yes/no’ questio ns to obtain simple responses. Eg: Do you like ballsAsk ‘Wh-’ questions to find out various kinds of specificinformation about a person. Eg. What do you likeUsing simple present tense to express likes and . we like …wedon’t like…Fifth secondContents: Review Unit2Difficult points: Do you like… Yes,we like… No,we don’t like…What do you like I like…/ We like…Module 2 My favourite thingsUnit 3 People I like: Language focus: : Who’s she Who’s thatWhere’s… What’s in your handWhat do you like2. Possesive adjectives : his3. verb “to have”: I have…4. How question: How are youHow is Ben5. Demonstratives: this / thatSkills:Speaking modelled phrases and senyences to communicate with a teacher and other learnsan interaction by introducing oneself.3. Pronounce correctly a series of words in a sentence with the vowelsound “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 open syllable from.Writing Add personal ideas and information to writing when a framework is provided.Diffcult points 1. Wh-questions: What do you like2. How question: How are you3. 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 nameLanguage focus:Usingformulaic expressions to instroduce oneself and others.Asking ‘Wh’ questions to find out a person’s sheAsking ‘How’ questions to find out their age. old are you Difficult points: What’s your / his / her/ your brother’s /your sister’s nameSecond PeriodContents: sentences: How old is she / he/ Ben /…What’s his / her nameI have two friends.Language focus: Using adjectives to describe : 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 . I have two friends.Difficult points: Using adjectives to describe : Ben is tall and thin.Third Period。
(沪教牛津版)三年级英语下册教案Module1Unit2Lesson4(1)
1. Let’s play a guessing game.
What can he/she hear?
Eg: P: What can he hear?(卡片)
P: Can he hear a bus?
P: Yes, he can hear a bus
What can Ming hear?
T: Who’s he?
He’s Ming.
Ming is a cat.
T: Listen and guess. What can Ming hear? (狗的声音)
P: Ming can hear a dog.
T: What can Ming hear? (drill)
（沪教牛津版）三年级英语下册教案
Module 1 Using my five sensesUnit 2 Listening and hearing
Lesson 4
教学内容
Teaching Contents
功能目标
Function Targets
语言目标
Language Targets
情感目标
Emotional Targets
Play the game in the group.
课后作业
Assignments
板书设计
1. Copy the words.
2. Do exercises.
What can Ming hear?
Ming can hear an aeroplane.
M1U2
Look and tick
What can Ming t hear,
1. Using modal verb can to talk about abilities.
(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。
(沪教牛津版)三年级英语下册教案MODULE3unit3Lesson1
(沪教牛津版)三年级英语下册教案Module3Unit 3 The seasonsThe first period一、主要新授内容(New contents)1.Vocabulary:, spring, summer, warm-cool, wet-dry, shell, nest, grow, shine2.Structures: Structures: It is ______.It’s not_____.In spring/summer, we can see……二、学习目标(Learning objectives)1. 通过介绍春夏两季的特征，培养学生一定的观察能力和表述能力。
2．学习spring, summer, warm-cool, wet-dry, shell, nest, grow, shine这些单词的正确发音及拼写。
三、教学建议(Teaching Suggestion)1、任务前期准备阶段（Pre-task preparation section）Activity 1 （Song）1．教学辅助：录音机图片2．活动过程（Process）Activity 2 ( Daily talk )1.教学辅助：图片或媒体2.活动过程（Process）2.任务中期实施阶段（While-task procedure section）Activity 1 (Introduction)1、教学辅助(Aids) 图片或媒体2、活动过程（Process）Activity 2 （Read and say）1、教学辅助(Aids) 图片或媒体2、活动过程（Process）Activity 3 （Read and spell）1、教学辅助(Aids) 图片或媒体2、活动过程（Process）Activity 4（Chant）1、教学辅助(Aids) 节奏音乐，媒体2、活动过程（Process）Activity 5（Introduction）1、教学辅助(Aids) 图片或媒体2、活动过程（Process）Activity 6 （Read and say）1、教学辅助(Aids) 图片或媒体2、活动过程（Process）Activity 7 （Read and spell）1、教学辅助(Aids) 图片或媒体2、活动过程（Process）Activity 8 （Spell and play）1、教学辅助(Aids) 图片或媒体2、活动过程（Process）Activity 9 （Ask and answer ）1、教学辅助(Aids) 图片或媒体2．活动过程（Process）3. 任务后期完成阶段（Post-task activity section）Activity 1（Listen and repeat ）1、教学辅助(Aids) :录音机挂图2．活动过程（Process）Activity 2（Hand work）1、教学辅助(Aids)：活页纸2．活动过程（Process）Activity 3（Assignment）1、教学辅助(Aids):练习册2．活动过程（Process）。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
Colours 1、…What colour isyellow+blue=green
=绿蓝黄+
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
What is
1、能在真实的生活情境中熟练运用句型Taste it，it?It'…。sApple tree》。2、学会吟唱歌曲《
导学过程
、播放录音，学生边看书边听录音。再放录音，学生边听4边跟读。教师作必要的指导，请个别学生上讲台朗读。学生自主朗读，巩固练习：black, blue, green, 1、听写单词
。red, white, yellow、将下列单词组合成完整的句子。2colour, is, What, ball, your
学习难点
?…句型，即学会使用What colour is…学习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：、听录音，认读单词。1black, blue, green,
red, white, yellow。Listen and say。22、听录音，自学课本第页设问导读：、出示单词卡片，你能正确认读吗？1结合课文图片，听录音，读句子，尝试翻译英语句子。2、集体交流，小组汇报学习情况。3、教师做必要的讲解。…这个句型是用来询问事物的颜色的。What colour is 'Whats the matter?的意思是发生了什么事？
级年
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
Colours
1、
学习目标
。black,blue,green,red,white,yellow1、能听懂、认读单词：is…?is…?句型，即学会使用What colour 2、学习What colour
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
并能能在真实的生活情境中熟练运用句型来询问物体的颜色，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。…来询问物体的颜色。What colour is2、同桌之间用句型自学感悟：。4页)Say and act(课本第听录音，读句子，结合图片，理解句子的意思，尝试进行翻译。》。The rainbow听录音，吟唱歌曲《设问导读：个英文字母，同桌之间互相听写。、复习261 2、小组合作，创设英语情境。用所学句子进行情境对Miss Fang两位同学分别扮演Joe和话。小组交流，集体评价，选出最佳表演组。
学习目标
What is Tasteit，能在真实的生活情境中熟练运用句型's…。it?It
学习重点
What is Taste it，能在真实的生活情境中熟练运用句型it?It's…。
学习难点
录音机，英语磁带。
学习准备
What is
、能在真实的生活情境中熟练运用句型Taste it，1 s…。it?It'》。、学会吟唱歌曲《Apple tree2
学习重点
以及表，ice cream ,lemon能听、说、读、写词汇：candy示味道的两个词汇sweet和sour。
学习难点
…s并能用What is it? It'会说能听懂、Taste it，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：ice cream ,lemon。candy1、听录音，认读单词，页、听录音，自学课本第6Listen and say,认读句子。2设问导读：。你能正确认，ice cream ,lemoncandy1、出示单词卡片读吗？页，学生跟读。62、教师领读课文、听录音并模仿跟读。3、自由轻声读课文。要求：发音要准确。4 5、学习重点词句。，Taste itWhat is it?
__________________________ Is, red, It __________________________拓展延伸：What colour is…来询问物体的颜色。同桌之间用所学句型
板书设计
Colours
、1black blue green,。red white yellow What colour is…
导学过程
Colour and write、3 yellow+blue=green
=蓝绿黄+
( ) + black=grey
=灰( ) +黑巩固练习：1、听写单词和课文中的英语句子。Peter该怎样询问黑板的颜色？Joe,2、想想看，如果你是该怎样回答呢？Joe: _________________he rainbow》。
导学过程
温故互查：candy, ice cream ,lemon。听写单词自学感悟：页，读句子，结合图片进一步理解句8听录音，学习课本第子的意思。》。Apple tree听录音，吟唱歌曲《设问导读：…句型s'Taste it，What is it?It、同桌之间运用1进行询问。小组合作，创设英语情境。、出示梨、苹果等，小组长选出两位同学，一位同学蒙住眼2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。
板书设计
Tastes 2、Taste it，What is it?
s…' It
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
Tastes
2、
学习目标
以及表，ice cream ,lemon1、能听、说、读、写词汇：candy，并能在生活中正确运用这和sour示味道的两个词汇sweet些词汇来描述水果或其他事物。…What is it? It's2、能听懂、会说Taste it，并能用来进行回答。
导学反思
级年
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
Colours、1
学习目标
…来询What colour is1、能在真实的生活情境中熟练运用句型问物体的颜色，并能正确进行回答。The rainbow》。2、学会吟唱歌曲《个英文字母。3、复习26
学习重点
并能能在真实的生活情境中熟练运用句型来询问物体的颜色，正确进行回答。
巩固练习：1、英汉互译。Taste it
它是什么？
导学过程
s a lemon. ' It
酸的甜的、将下列水果分类。2apple orange lemon
banana pear
sour:____________________ sweet:___________________拓展延伸：》。课后吟唱英语歌曲《Apple tree