北师大版小学三年级下册英语全英语教案
北师大小学三年级下册英语教案
北师大小学三年级下册英语教案北师大小学三年级下册英语教案1教学内容：Let’s learn教学目标：1.学习UK,Canada,USA,China,要求学生能够听、说、认读，并且能够听懂、会说“I’m from …2.Let’schant通过歌曲巩固本课单词。
3.培养学生的听说读写能力和合作学习能力。
4.情感目标：培养学生的爱国主义情感。
教学重点：学习UK,Canada,USA,China,要求学生能够听、说、认读，并且能够听懂、会说“I’m from …教学难点：通过歌曲巩固本课单词。
教学过程：1、老师出示国旗图片，让学生认识，引出单词：UK， USA， China， Canada。
2、认读单词。
3、听录音或看课件认识不同国家的标志性建筑物，并跟读单词。
4、学生小组讨论：这些图片中的建筑物名称及所属国家。
5、小组活动：把图片和国家配对。
看看谁最先完成。
教师出示事先准备好的国家国旗和建筑物的图片等，一个人出示图片，另一个人说：I’m from….让学生反复练习句子。
6、听录音，跟读对话。
趣味操练(Practice)1、两人一组用国旗或图片进行对话。
2、Let’s chant。
3、听录音，跟着说唱。
当堂对话连线:Nice toseeyou. Nice to meetyou.This is myfriend,Amy. Goodafternoon.Goodafternoon.Nice to seeyou板书：Unit 1 Welcome back to schoolpart A Let’s learnUK，USA，China， Canada。
教学反思：北师大小学三年级下册英语教案2一. 教学目标：知识目标：1.能正确地听、说、读、写农场中的动物单词cat, dog, chicken, duck2.能综合运用所学的语句进行交际。
—What’s this?Is it a duck?—No,it isn’t. \Yes, itis. It’s a …二. 能力目标：通过活动培养学生能够运用所复习的词汇和句子来正确表达周围的具体实物。
三年级英语下册 Unit 11 Lesson 6(1)教案 北师大版
Lesson 61.Uncle Booky’s storytimeStudent Book page 60•Tell the children to open their books at page 60. Tell them to look at the pictures and then talk about the story in Chinese.•Ask the children what they think the charactors are saying. Say, “Now we are going to listen to what the characters say.”•Play the tape, ask the children to listen to the story with their books closed. •Have the children open their books, and look for familiar words in the story. •Have children look at the story, encouraging them to guess the meaning of unfamiliar words.•Ask the children, “Does the boy behave good or bad? Why?”•Have the children discuss in Chinese.2.BingoUse this game to review the parts of the body. Before beginning the game revise the vocabulary by giving the children instructions in a class drill. For example, say, “Touch your (nose).” All the children should then touch their noses.3.Snap!This game reviews new vocabulary introduced in Unit 11. It is best played in pairs. •Have the children prepare their student cards.•See Unit 8, page 34, for the rules and procedure.4.Simon saysThis game is a very good activity for reviewing the parts of the body.•Use the command, “Simon says, touch your (ear).” to review this Unit’s vocabulary (stomach, tongue, head, eye, ear, nose, mouth, chest, arm， hand, finger, leg, foot, and toe).•See Unit 7, page 22, for the rules and procedure.5.Draw and fold gameDraw and Fold MasterThis is a tracing and drawing activity which reviews body parts. •Photocopy the page for each child.•Show your copy of the page and point to the word head. Ask, “Can you read this word?” The children may need some help. (The beginning sound is huh. It’s a part of the body. ) Once the children have guessed the word, have them trace over the letters.•Repeat the procedure for the other body parts.•Tell the children that they are going to play a game where they will draw the main body parts. They should begin by drawing the feet, then fold back that section of their pages, and pass it on to another child. The next child will draw the legs, then fold back that section and pass it on to a third child. Repeatthis procedure for each body part. It is important that the children fold back each section as they finish it, so that the others cannot see what has been drawn. •At the end of the game the children can unfold their pages to reveal the full drawings.6.Self-assessmentStudent Book page 61•In the first activity point to the first picture. Ask “What is the matter?” Elicit from the children, “His finger hurts.” Put them into pairs andfinish the other pictures.•Tell the children that this is a word puzzle. Pictures on the left are the horizontal words in the puzzle and pictures on the right are vertical words on the puzzle. Point to the letter c in the puzzle and ask the children to find out which word it is. Elicit the word chest. Ask them spell out the word while write it down into the boxes. Have the children work in groups of 4 and finish the puzzle7.My notes and teacher’s notesStudent Book page 61•This activity helps children have a look at what they have done in this Unit. Ask them to assess themselves according to the items in My Notes individually. Explain to them that the stars here only indicate how well they have done in their learning and the stars should not be changed to scores.•The teacher should evaluate the children positively in the part of Teacher’s Notes. The purpose is to have children realize that they are making progress and to help them build up a sense of achievement and confidence. Stickers provided at the end of the Teacher’s Resource Book can be used here.。
北师大版小学英语三年级下册教案
Unit 7 Is it a pear?Lesson1Prepare the Student Book used last term.1.ReviewThe following exercise reviews some of the English expressions in Units 2 and 3.Display your copy of pages 14 and 15 of Book one. Show the children the pictures and ask what they remember of the story. You may have to prompt the children by asking specific questions about each picture.Tell the children, “In Unit 2, Mocky takes Ann and Ken to meet Uncle Booky. Mocky says to them, ‘Come on!’ when they set out. What do we say when we want someone to come with us?” Elicit an appropriate expression in Chinese.Say, “Yes, and in English we say Come on!” Repeat the words Come on! and mime an appropriate gesture as you do so. Have the children do the same.Say, “Mocky says, ‘Oh, no!’ when he sees that the leopard is going to eat a lemon. What is Mocky feeling?” The children can answer in Chinese.Say, “Yes, in English we say Oh, no! when we are surprised or frightened or worried.” Elicit a similar expression in Ch inese. Have the children say Oh, no! with an appropriate expression on their faces.Display your copy of page 27 of Book One. Say, “Later in the story Mocky falls down and Ken says, ‘Oh! Poor Mocky.’” Ask, “What is Ken feeling?” Have the children ans wer in Chinese.Confirm their answer. “Yes, Ken feels sorry for Mocky. He says, ‘Oh! Poor Mocky.’” Have the children repeat Oh! Poor Mocky. with expression in their voices and on their faces.2.Model the dialogAsk the children what they say when they see something exciting or amazing. Tell them, “In English, we can say Wow!” Have the children repeat the word a few times, with expression on their faces.Ask the children what they say when they taste something really delicious. Tell them, “In English, we can say Oooh, yum!” Have the children repeat the words a few times.Ask the children what they say when they taste something very unpleasant. Tell them, “In English, we can say Yuk!” Allow the children to repeat the word a few times.Practice the expressions Oooh, yum! and Yuk! by asking, for example, “What do you think of the ice cream?” “Oooh, yum!”3.Talk about the storyStudent Book pages 2 and 3Have the children open their books at pages 2 and 3. Ask these questions about the pictures:Picture 1: “Where are Mocky and Lulu?”Picture 2: “Who has a stall there?”“What does she sell?”Picture 3: “What does Lulu taste first?”“Does she like it?”Picture 4: “What does she taste next?”Picture 5: “What is the little fruit?”Picture 6/7: “What does Lulu try now?”Picture 8: “Does she like it?”4.StoryStudent Book pages 2 and 3Say, “Now we’re going to hear what the characters said.”Play the tape once without stopping.Play the tape again, pausing after each picture. Have the children repeat each sentence after hearing it on the tape.Divide the class into two groups. One group will be Mocky, the other group will be Lulu.Play the tape again. Stop the tape after each sentence. Have each group repeat the dialog for their character. Then the groups change roles.5.Set homeworkRemind the children to practice some of the new English expressions(Wow! Oooh, yum! and Yuk!) at home.Lesson2PreparationYou will need:any six flashcards from previous Units.nguage drillChoose any six flashcards from previous Units. Hold up the first card so that the children cannot see the picture. Give one or two clues about the object on the card, for example, “It’s something big. Itfl oats on water, etc.” Have the children try to guess what it is.Model the question Is it a (bike)? Have them repeat the question with different English words. Answer, “No, it isn’t.” or “Yes, it is.”Make the clues less clear for each card. The children then have to ask more Is it a (bike)? questions.2.Words to learnStudent Book page 4Have the children open their books at page 4. Draw their attention to the “Words to learn” exercise at the top of the page.Play the tape. Stop the tape after each new vocabulary word. Ask the children to repeat it. Do this a second time.Play the tape straight through. While it is playing, hold up your copy of the page and point to each fruit as it is named.Hold up your copy of the page. Point to each fruit in turn. Ask, “What is it?” If the children cannot answer, ask, “Is it a lemon?” etc. The children should answer, “Yes, it is.” or “No, it isn’t.” Then repeat, “What is it?” Elicit, “It is a (nut).”Play the guessing game outlined in the first part of the lesson. This time, use only the words for fruit in “Words to learn”.3.Listen to thisStudent Book page 4Display your copy of the page and point to the bottom half. Tell the children, “Mocky says, ‘What’s this?’” Point to the picture ofa banana. Elicit the answer, “It’s a banana.”Repeat for the other two pictures.Display your copy of the page. Point to the first sentence. Read the words as you point to each one.Have the children repeat the sentence and touch each word.Ask, “Is it a peach?” Elicit, “No, it isn’t.”Read the next sentence and have the children repeat it as before.Ask, “Is it a banana?” Elicit, “Yes, it is.”Read the third sentence together. Ask, “Is it a strawberry?” Elicit, “No, it isn’t.”Tell the children that you are going to play a tape. Explain that you want them to put a check (??)beside the answer in their books that matches the answer on the tape.Play the first question and answer. Check that the children have chosen the correct sentence.Repeat the procedure for pear and lemon.4.Play the gameStudent Book page 5Hold up a pen. Say, “Is this a pen?” Elicit, “Yes, it is.” Now indicate an item farther away. Say, “Is that a (ruler)?”Put the children into pairs to practice each question and answer.Have the class open their books at “Play the game”. Still in pairs, have the children ask and answer questions about the numbered items, for example, What’s this? It’s a (ball). Is this a hat? Yes, it is./No, it isn’t.When you say the number of an object in Chinese, they say its name together in English. If they are uncertain of the English name for some objects,you could say the word and have the children repeat it.Extend this activity by asking the children to find any items in the picture that begin with the letter b (ball, banana, book). Repeat for the letter c (computer, cup).5.Set homeworkAsk the children to practice structures:What’s this/that? It’s a ... Is it a ...?Yes, it is./No, it isn’t.Lesson3PreparationYou will need:flashcards for the vocabulary introduced in this Unit.1.ReviewThis is a vocabulary review. Use the flashcards for this Unit.Hold up each of the flashcards in turn. Ask the children, “Is it a (nut)?” Elicit, “Yes, it is.” If necessary, give the answer to the first question. Have the children repeat it.Hold up each of the four cards in turn. Ask, “What’s this?” Elicit, “It’s a (pear).”Choose one child to hold up the cards in turn again. This time, ask, “What’s that? Is it a (nut)?” Deliberately give the wrong name for some of the fruit. Elicit No, it isn’t. It’s a (lemon). or Yes, it is.2.Talk togetherStudent Book page 6Display your copy of the page. Direct the children’s attention to the top of the page.Sa y, “Now we can read what we said.”Read the words in the speech bubbles aloud, pointing to the words as you do so. Have the children repeat the words after you.3.Listen and numberStudent Book page 6Have the children open their books at page 6. The children will number each pair of sentences on a picture.Play the tape two sentences at a time. Stop after each pair. Ask, “Which picture matches those sentences?”Have the children touch the matching picture.Play the tape a second time. This time have the children number the picturesin the order they hear on the tape.4.Sounds and lettersStudent Book page 7Draw the children’s attention to the top of the page.Play the tape for baby and ball. Ask, “Do these words have the sound /b/?”Play the tape again and have the children say the words aloud.Repeat the procedure for the/p/words.5.Listen and writeStudent Book page 7Have the children look at the two rows of pictures at the bottom of the page. Show your copy of the page. Point to the first picture and ask, “What’s this?”The children should answer, “It’s a peach.”Write the letter p in the blank.Play the tape for peach. Draw the children’s attention to the word under the picture. Say, “Which letter is missing?”Elicit from the children p.Play the tape again and this time have children write the letter p on the lineto complete the word.Repeat the procedure for the other words. Have the children write theletters in the blanks.6.Set homeworkStudent Book pages 6 and 7Tell the children to color the pictures on pages 6 and 7.Lesson4PreparationPhotocopy Drillcard Master 7(page 160)onto light card. Cut it up to make a set of drillcards.You will need:flashcards for vocabulary introduced in this Unit.1.Trace the wordsStudent Book page 8Hold up the flashcard for banana. Ask, “What is it?” Elicit from the children “It’s a banana.”Have the children open their books at page 8. Show your copy of the page. Draw their attention to the fir st sentence. Say, “We are going to write what we said just now.” Have the children trace the phrase a banana.On the second box, have the children copy the phrase a banana by themselves.Repeat the procedure for the other sentences.2.Find and circleStudent Book page 8Draw the children’s attention to the bottom of the page. Show your copy of the page. Point to the picture of the lemon and ask, “What’s this?” Elicit, “It’s a lemon.” Point to the word lemon and have the children circle the word.Repeat the procedure for the other pictures of fruit.Explain to the children that they can find all the fruit names in the puzzle.Put the children into pairs. Tell them that together they must find the other fruit names in the puzzle and circle them out.Check that the children find all the words and circle them correctly.3.Uncle Booky’s BlackboardStudent Book page 9Hold up the What’s and this? drillcards. Read the sentence aloud. Have the children repeat the words after you. Do the same with the Whatis drillcard.Repeat the procedure, substituting that? for this?Have two children stand in front of the class. Have one child holdup the It is a drillcard, and the other child hold up a flashcard for this Unit. Together they make a sentence, It is a (pear).Point to each card in turn and say the words as you point. Repeat with two other children holding up the It’s a drillcard and a different flashcard.Repeat the two procedures. Have the children say the words.Choose four different children. Give one child the Is it a drillcard. Give each of the other children a “fruit” drillcard.Have two of the children form a sentence, Is it a (nut)? Read the words to the class as you point to each word. Hold up the appropriate flashcard next to the drillcard. Elicit the answer, “Yes, it is.”Repeat the procedure, but this time have the children say the wordsas you point to each one.Now hold up the banana flashcard. Say, “Is it a pear?” Elicit the answer, “No, it isn’t/is not.”Repeat the procedure for the other flashcards. Occasionally holdup the matching flashcard. Make sure that all the children change to Yes, it is.Have the children open their books at page 9. Say, “Now we will read these words t ogether.” Encourage the children to touch the wordsas they read them. Use all possible combinations.4.Guess and sayStudent Book page 9Ask the children to take out their small fruit flashcards in this unit.Put children in pairs. Have each pair mix their cards together and then spread them face down on the desk.Student A puts his/her hand on one card and asks student B to guess. Student B says, “Is it a (lemon)? ” Student A flips over the card and answers, “No, it isn’t. It’s a (pear).” or “Yes, it is.”Continue the game until all the cards are flipped over. Then the two students change their roles.5.Set homeworkAsk the children to finish tracing words on page 8.Lesson51.ReviewReview the flashcards for this unit. Hold up one of the flashcards and ask, “What’s this?” Elicit, “It’s a pear.”Repeat this for peach, lemon, orange, nut, strawberry, banana.2.Read and check ()Student Book page 10Have the children turn to page 10. Display your copy of the page. Point to the first picture. Then point to the question Is it a lemon?. Read the words aloud as you point to each one. Elicit the answer, “Yes, it is.”Now ask the children to point to the answer in their books. Have them read the words with you.Repeat the procedure for the other pictures. Check each answer.Put the children into pairs. Have one child in each pair ask the other child the first question. The other child then checks () the box beside the correct answer.Have the children change roles for the second question, and so on. Repeat until every child has asked and answered all questions.Now hold up your copy of the page and read the questions and the correct answers. Have the children check their own answers.3.Let’s chantStudent Book page 11Use pictures or real objects to review the following words: orange, pear, apple, lemon, nut, strawberry, kite, bird. Make sure the children can say these things when given a picture or a real object.Read the rhyme to the children, pointing to each word.Play the tape for the whole rhyme. Have children listen and point to the words and the matching pictures on the page.Play the tape again and have children join in, encouraging them to hum or clap with the rhyme.Have children point to the pictures in their books as they listen to the tape again. They can also add some actions and act the rhyme out.4.An additional activity: Match the namesTeacher’s Book page 28Photocopy the page and give each child a copy.Ask the students to say the words and color the pictures.Have the children use their fingers to follow the ant trail between the pictures and the words.Note: An additional activity is provided at the end of Unit 7 through Unit 11. You can decide to use or not to use according to your own situation.5.Set homeworkStudent Book page 10Explain to the children that you want them to:ask their families about the fruit, using the structure Is this a (pear)?, and the correct English names.color the pictures on page 10.Lesson61.Uncle Booky’s storytim eStudent Book page 12Tell the children that they are going to listen to a story.Play the tape, ask the children to listen to the story with their books closed.Have the children open their books, and look at the pictures.Ask them to look for familiar words in the story.Have children read the story silently, encourage them to try to guess the meaning of unfamiliar words.It doesn’t matter if they don’t know the words. The requirement for this part is to understand the story.2.I spyThis game reviews the beginning sounds of some of the vocabulary introduced in Units 1 through 7. It also reviews the structures Is it a(desk)?, No, it isn’t., and Yes, it is.Display some of the flashcards from Unit 1 through 7 around the room.Tell the children they will play a game called I spy. Explain that you will secretly write down the English for one of the flashcards and you want them to guess what it is. Tell the children that the only clue you will give them is the beginning letter of the object’s English name.Have the children say, “Is it a (book)?” each time they make a guess. Answer only: “Yes, it is.” or “No, it isn’t.”For example, begin by saying, “I spy something beginning with the letter (C).”When a child guesses correctly, show him or her the piece of paper with the name written on it. Then write the name on the board.Repeat the procedure, choosing another flashcard for something with a different beginning letter.You could divide the class into teams and keep score on the board to make the game more competitive. Give one point for each correct answer.If the children appear confident in playing this game, allow a child to stand in your place and choose a flashcard. Have the child whisper its English name to you so that you can write it down. Then have the child say, “Yes, it is.”or “No, it isn’t.”in answer to the other children’s questions.3.BingoUse this game to review the vocabulary introduced in Unit 7.Tell the children to take out their student cards and get ready for the game.See Unit 1, page 24, for the rules and procedure.4.Snap!This game reviews new vocabulary and letters introduced in Unit 7. It is best played in pairs.Ask the children to take out their small flashcards for Unit 7.See Unit 1, page 24, for the rules and procedure.5.Self-assessmentStudent Book page 13Have the children do this part by themselves. Children should assess themselves according to their own situation. They should be encouraged to compare their results with their classmates and learn from each other.Children could work in pairs to do the first activity. One child points to a picture, the other says the name. The first child checks his/her answer in the box below each picture. Then they change their roles. Children can also do this part individually.Have children do the second part individually. Encourage them to compare their results with his/her classmates.6.My notes and teacher’s notesStudent Book page 13This activity is to help children have a look at what they have done in this unit. Ask them to assess themselves according to the items in My Notes individually. Explain to them that the stars here only indicate how well they have done in their learning and they should not be changed to scores.The teacher should evaluate the children positively in the part of Teacher’s Notes. The purpose is to have children realize that they are making progress and to help them build up a sense of achievement and confidence. Stickers provided at the end of the Teacher’s Book can be used here.Unit 8 Are these tomotoes?Lesson1Prepare gameboards and cards.You will need:flashcards for the vocabulary introduced in Units 2 and 5.1.ReviewUse this activity to review structures introduced in Unit 7, and the vocabulary introduced in Units 2 and 5.Hold up the flashcards one by one. Ask, “What’s this?” Elicit the answer, “It’s a (pen).”Hold up the card again. Ask, “Is it a (car)?” giving the wrong word. Elicit, “No, it isn’t. It’s a (computer).”2.Model the dialogBorrow three pens, pencils, and rulers from the children.Hold up one pen and ask, “What’s this?” Elicit the answer, “It’s a pen.” Repeat the procedure for pencil and ruler.Hold up a pen and repeat the question, “What is this?”Now hold up two or three pens and say, “What are these?”Repeat the procedure using the pencils and rulers.Now have the children repeat each sentence as you hold up first one object, and then more than one. Explain that we use these when we are referring to more than one object.Now place one pen at one end of the table, and a group of pens at the other. Make sure the children can see them clearly. Move away from the table. First point to the single pen. Say, “What’s that?” Have the children repeat the question and give the answer.Now point to the group of pens. Say, “What are those?” Repeat the question as the children listen. Then have the children say the words as you point first to the single pen and then to the group.Repeat the procedure using the pencils and rulers.Choose a child to hold up some pens and have the child ask, “What are these?” You answer, “They are pens.” Repeat your answer and emphasize the final /s/.Choose another child to repeat the procedure with pencils. This time you answer, “They’re pencils.” Explain that They are and They’re mean the same thing.3.Talk about the storyStudent Book pages 14 and 15Have the children open their books at the story. Display your copy of the page and ask these questions about the pictures:Picture 1:“Where are Ann, Ken, and Mocky?”“What are they going to do?”Picture 2: “What is Mocky looking at?”Picture 3: “What is Mocky holding?”Pictures 4/5/6: “What other vegetables does Mocky find?”Picture 7: “What does Mocky do with the vegetables?”Picture 8: “Which vegetables are these?”Picture 9: “What does Mocky do?”“Is Ken pleased with Mocky?”Picture 10: “Who chases Mocky?”4.StoryStudent Book pages 14 and 15Say, “Now we’re going to hear what the characters said.”Play the tape, pausing at each new picture. Have the children repeat the words before you move on to the next picture.Play the tape again, this time without stopping.Divide the class into three groups. One group will be Mocky, the second group will be Ken, and the third group will be Ann. You read the vendor’s line.Play one sentence at a time and point to the matching story picture. Have each group repeat its character’s sentence.5.Set homeworkTell children that you want them to:find some of the vegetables at home (beans, cabbages, carrots, mushrooms, onions, potatoes, and tomatoes)tell their families the English names for the vegetables.Lesson2PreparationYou will need:the“vegetable”flashcards listed.1.ReviewHold up one of the flashcards and ask, “What are these?” Have the children repeat the question after you. Now elicit the correct answer, “They are/They’re (beans).”Repeat the procedure for the other six flashcards.Choose two children to come to the front of the class. Have one child hold up a flashcard and ask, “What are these?” and the other child answer, “They’re (onions).” After they have presented three cards, choose two more children and repeat the procedure.Pin up one of the six flashcards. Move away and point to the flashcard. Say, “What are those?” Elicit the correct answer.2.PluralsHold up the beans flashcard. Ask, “What are these?” Make sure the children say the final /s/ in They’re beans.Explain to the children that, when we talk about more than one thing, we usually add an s at the end of the word.Draw one tomato and one mushroom on the board. Point to the tomato and have the children say tomato. Then hold up the flashcard and have them say tomatoes, emphasizing the final /s/sound.Repeat the procedure for mushroom/s.3.Words to learnStudent Book page 16Have the children open their books at page 16.Display your copy of the page. Play the tape once. Point to the picture of each vegetable as it is named.Play the tape again. Have the children touch the correct picture as they hear each vegetable’s name.Without the tape, read the words together. Encourage the children to touch each word as they say it.Read the names again, and this time have the children repeat the words.4.Listen to thisStudent Book page 16Display your copy of the page. Point to the picture. Say, “Who is talking to Mocky?” The children should answer Ken.Point to the first speech bubble. Read it aloud to the children, pointing to each word as you say it. Have the children repeat the sentence after you. Repeat the procedure for the second speech bubble.Now point to each basket of vegetables. Ask, “What arethese?”Elicit the correct answer, “They are/They’re (tomatoes).”Have the children open their books. Play the tape, pausing after each pair of sentences. Have them repeat Ken’s question, then point to the correct vegetables.5.Teach the songStudent Book page 17Use the flashcards of the vocabulary being reviewed.Hold up the flashcard for potatoes. Say, “Are these potatoes?” Elicit “Yes, they are.”Ask the question again and encourage the children to answer, “Yes, they are potatoes.”Now hold up the flashcard aga in. Say, “Are these cabbages?” Elicit,“No, they aren’t.”Repeat the question and encourage the children to answer, “No, they aren’t cabbages.”Repeat these procedures for the other flashcards.These new structures will prepare the children for the song.Have the children turn to page 17. Tell the children they are going to learn another song. Read the words aloud to the children, pointing to each word as you do so.Play the first two lines of the song and encourage the children to join in by singing and clapping. Play the rest of the song, two lines at a time, and encourage the children to join in.6.Sing the songStudent Book page 17Play the song from the beginning. Encourage the children to sing along and to clap in time.7.Set homeworkTell the children you want them to sing the song to their families.Lesson3PreparationYou will need:flashcards for vocabulary introduced in this Unit.nguage drillHold up a flashcard of beans. Point to the card in your hand. Ask, “Are these potatoes?” Give the answer, “No, they are not.”Have the children repeat the question after you, and then give the answer.Introduce No, they aren’t. Explain that aren’t and are not mean the same thing.Now put the card on a chair. Point to the card and ask, “Are those potatoes?” Have the children repeat the question and then give the answer.Repeat the procedure, but this time use the flashcard for potatoes. Elicit the answer, “Yes, they are.”Use the other flashcards in a class drill, following the steps above.2.Talk togetherStudent Book page 18Have the children open their books at page 18. Draw their attention to the pictures at the top of the page. Say, “Now we can read what we said.”Display your copy of the page and then read aloud the words in the speech bubbles, pointing to each word as you say it.Read the words again, and have the children repeat them after you. Encourage the children to touch the words in their books as they say them.If time allows, the children could substitute other vegetable names for onions.3.Listen and numberStudent Book page 18Draw the children’s attention to the bottom half of the page. Explain that you want them to number each sentence on the tape on its picture.Play the tape, one sentence at a time. After each sentence, say, “Which picture matches that sentence?” Have the children touch the matching picture. Watch that the children choose correctly.Play the tape again. This time have the children number the pictures in the correct order.4.Sounds and lettersStudent Book page 19Draw the children’s attention to the pictures on top of the page.Play the tape for taxi and tomatoes. Ask, “Do these words have the sound /t/? ”Play the tape again and have the children say the words aloud.Repeat the procedure for the /d/ words.5.Match the soundsStudent Book page 19Have the children open their books at page 19. Draw their attention to the pictures at the bottom of the page. Show your copy of the page. Point to the picture of taxi. Ask, “What’s this?” Elicit the word from the children.Repeat the procedure for other pictures.Now point to the words taxi and tomatoes. Read the words and have children repeat after you. Tell the children that there is a line joining the two words together because they have the same beginning sound /t/.Read all the words in the circle and have the children touch the words that have all the same beginning sound with taxi.Read the words again and have the children repeat. This time have the children match the words that have the same beginning sound with taxi to its picture by lines.Repeat the procedure with the /d/ sound. Tell them that there might be pictures that do not match either sounds.6.Set homeworkStudent Book pages 18 and 19Ask children to color the pictures on pages 18 and 19.Lesson4PreparationPhotocopy Drillcard Master 8 and 9(pages 161 and 162)onto light cards. Cut them up to make a set of drillcards.You will need:flashcards for the vocabulary introduced in this Unit.1.Trace the words。
新北师大版三年级英语下册全册教案
新北师大版三年级英语下册全册教案
一、教学目标
1. 掌握下册课本中的所有英语单词，并能正确运用于句子中。
2. 能听懂并流利朗读下册课文，并能理解所听到的信息。
3. 能用正确的语音、语调和语速进行简单的英语对话交流。
4. 能熟练运用下册所学语法知识，构建基本的句子结构。
5. 能够进行简单的英语书写，包括日常用语和简单的句子。
二、教学内容
本教案内包含下册课本的所有教学内容，包括词汇、语法、听力和口语等。
三、教学步骤
1. 课前准备：引入新课内容，激发学生研究英语的兴趣。
2. 课堂互动：通过多种教学方式，如听力训练、口语练、小组合作等，帮助学生巩固所学内容。
3. 教学评价：通过课堂练、小测验等方式，检测学生对所学知识的掌握情况。
4. 课后复：布置相关练作业，巩固学生的研究成果。
四、教学资源
1. 新北师大版三年级英语下册课本和练册。
2. 多媒体设备和教学投影仪。
3. 课堂练和小测验的相关试卷。
五、教学评价
通过学生的课堂表现、作业完成情况以及小测验的成绩来评价
学生的研究效果和掌握程度。
六、其他注意事项
1. 在课堂教学中，应尽量营造积极、轻松的研究氛围，鼓励学
生勇敢发言，并相互尊重。
2. 针对学生的个别差异，进行灵活的教学安排，提供个性化的
辅导和帮助。
以上为新北师大版三年级英语下册全册教案的大致内容和安排。
更详细的教学内容和具体的教案编写请参考课本和教学大纲。
在教
学过程中，教师可以根据实际情况进行适度调整和优化。
祝教学顺利！。
北师大版三年级英语下册全册教案1
北师大版三年级英语下册全册教案1一、教学目标1.通过本节课的学习，学生能够掌握并正确使用词汇key words: swim, read, sing, dance。
2.学生能够听懂、会说、会读、会写以下句型：–Can you swim?–Yes, I can. / No, I can’t.–Can you read?–Yes, I can. / No, I can’t.–Can you sing?–Yes, I can. / No, I can’t.–Can you dance?–Yes, I can. / No, I can’t.3.学生能够通过练习，培养合作意识，提高语言表达能力。
二、教学准备1.教师：教学课件，教学录音。
2.学生：课本，练习册，绘本。
三、教学过程导入新课 (5分钟)1.教师出示图片，引导学生用英语表达对图片中人物的活动，如swim, read, sing, dance等。
2.学生跟着老师的示范，模仿老师的动作，并以英语表达。
新课讲解 (15分钟)1.教师出示关于swim, read, sing, dance的图片，将单词板书在黑板上。
2.教师用示范和解释的方式介绍单词的意思，并引导学生一起朗读。
3.教师带领学生进行语音对比练习，确保学生正确发音。
听力训练 (15分钟)1.教师播放录音，要求学生听录音，判断录音中的人物是否具备某种活动能力。
2.学生听录音后，回答问题并做出判断，例如：Can the girl swim? Yes or No?3.教师逐个点名学生回答问题，并及时给予鼓励和指导。
口语练习 (20分钟)1.教师以Can you…的形式对学生进行提问，要求学生用Yes, I can. 或 No, I can’t.回答。
2.学生之间进行问答练习，互相检查并纠正错误回答。
3.鼓励学生发挥创造力，以及扩展对其他活动能力的提问。
读写训练 (25分钟)1.教师读出Can you…的句型，学生跟读并听音辨认正确与否。
北师大版小学三年级下册英语全英语教案
Have the students open their books, ask these questions about the pictures:
1. Where are Lulu and Mocky?
2. Who has a stall there ?
The children can be use the “What’s this?” in dialogue. Answer it.
Teaching step:
一、Greetings: Haven’t seen you for a long time!
二、Presentation and practice.
2、Play the tape. Stop the tape after each new words. Ask the Ss to repeat it. Do this a second time.
3、Play the tape straight through. While it is playing, hold up the book. Point to each words in turn.
Step 1 Model the dialog
1. Ask the students what they say when they see something exciting or amazing. Tell them,“In English, we can say Wow!” Have the Ss repeat the word a few minute.
2. Repeat this for pear, orange, and nut.
三年级英语下册 Unit 11 Lesson 1(1)教案 北师大版
Lesson 1PreparationPrepare student cards.1.Set the scene•Ask the children about the last time they were sick. Ask them if they went to see a doctor. Say, “What did the doctor ask you to do?” Try to elicit the equivalent expression for Open your mouth in their own language.•Introduce the word mouth. Draw a picture of a face on the board with an arrow pointing to the mouth. Write the word mouth next to the picture.•Read the word aloud and have the children repeat it after you.•Now present the expression, Open your mouth. Write the sentence on the board and have the children repeat it after you.•Ask the children what is inside their mouths (teeth, tongue). Introduce the word tongue. Draw a tongue sticking out of the mouth in your picture on the board. Write the word tongue next to the picture. Read the word aloud and have the children repeat it after you.•Ask the children how they feel if they have eaten too much fruit. In their own language, elicit the words for stomachache.•Introduce the word stomach. Point to your own stomach and say the word again. Write the word on the board. Read it aloud and have the children repeat it after you.2.Model the dialog•Ask the children what they usually ask when they meet a friend. Try to elicit an equivalent expression for How are you?•Say, “In English we use the expression, How are you?”.•Write the question on the board. Have the children repeat it after you. •Now present the sentence, I’m not well. Explain its meaning to the children. •Write the sentence on the board and then have the children repeat the words after you.•Repeat the procedure for My stomach hurts.•Now explain that when someone who has been sick has recovered,in English they often say, I’m better. Model the structure, write it on the board, and have the children repeat it after you.3.Talk about the storyStudent Book pages 50 and 51Have the children open their books at pages 50 and 51. Ask these questions about the pictures:Picture 1: “What is Ken doing?”Pictures 2/3:“What do you think Mocky/Ken is saying?”Pictures 4/5: “What is happening now?”Pictures 6/7: “What do you think Uncle Booky/Ken is saying?”Picture 8: “What do you think Uncle Booky is giving Ken?”Picture 9: “Does Ken like the taste?”Picture 10:“How is Ken feeling now?”4.StoryStudent Book pages 50 and 51•Say, “Now we will hear what the characters said.” Play the tape and have the children look at the pictures as they listen•Play the tape again, pausing after each picture. Have the children repeat the words each time.•Explain the meaning of the expressions Come with me (Picture 4), Say aaaah (Picture 7), and Drink this (Picture 8). Also explain the meaning of the words help and today. Write the words on the board and have the children repeat them after you.5.Set homeworkEncourage the children to tell the story to their families.。
【英语教案】北师大版三年级英语下册全册教案3
【英语教案】北师大版三年级英语下册全册教案3北师大版三年级英语下册全册教案3unit9hotsoup!lesson1内容：structures:isthis(soup)(hot)?havesoe(ilk).(he)isa(tallboy).yes,(he)is.no,(he)isn’t.vocabulary:core:ahaburger,soup,water,ilk,rice,anicecrea,anorange,hungry,thirsty,hot,cold,favoritecontextual:i’allrightnowait!ajug,abowl目标：通过对句型的认知，全面认知课。
教学重点：理解新单词的意思。
教学难点：认知句子的意思，例如：isthis(soup)(hot)?havesoe(ilk).教具准备：学生第8单元采用的“反义词图板”。
本单元soup,haburger,rice,water,ilk的教学卡片。
教学过程：1．复习（1）使学生掏出“反义词图板”，备考第8单元的词汇和结构（tall/short,big/sall,young/hot,good/bad,long/short）。
（2）拎起至“反义词图板”给学生展现。
指第一幅图，鼓励学生讲出句子：“heisatallboy.”（3）还所指第一幅图反问学生：“isheashortboy?”鼓励学生提问：“no,heisn’t.”提问：“isheatallboy?”引导回答：“yes,heis.”2．情景导入（1）让学生说一说他们最喜欢吃的食物，再说一说最喜欢的饮品。
告诉学生在英语里“最喜欢的”概念用“favorite”抒发。
把单词写下在黑板上，大声朗读，让学生跟读。
（2）掏出本单元的教学卡片。
掏出haburger的卡，说道：“thisisahaburger.”重复单词haburger，让学生跟读。
（3）用同样的方法顺利完成其余的卡片。
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Teachingstep:
一、Greetings:Haven’t seen you for a long time!
二、Presentation and practice.
2. Hold up the card, askstudentsto answer what they can see.
3. Choose one student. Ask，“What’s this ?”The student replies.
4. Learn the new words in the same way.
北师大版小学三年级下册英语全英语教案
师生活动过程
集体备课方案
个人调整意见
Is it a pear?
Lesson one
Teaching Aims:
1、Understand the dialogue what’s mean.
2、The students like to learn English.
1、The students can beask and answerthe dialogue.
Step 4 Talk about the story in group.
1.Havestudentstalk about the story after thacher.
2. Encourage the children to talk about the story in group.
3.Choose somestudentsto act it out.
2、Play the tape. Stop the tape after each new words. Ask the Ss to repeat it. Do this a second time.
3、Play the tape straight through. While it is playing, hold up the book. Point to each words in turn.
2. Repeat this for pear, orange, and nut.
Step 3 Story
1.T: We are going to meet some new friends.
Play the tape once without stopping.
2.Play the tape again, pausing after each picture. Have thestudentsrepeat each sentences after hearing it on the tape.
Step 2 Talk about the story
Have thestudentsopen their books, ask these questions about the pictures:
1. Where are Lulu and Mocky?
2. Who has a stall there ?
3. Divide the class into two groups. One group will be Mocky, the other group will be Lulu.
4. Play the tape again. Stop the tape after each sentences.
4、Play the guessing game outlined in the first part of the lesson. This time, use only the words for fruit in “Words to learn”.
3. What is the litter fruit?
4. Does she like it?
T: We are going to talk about the story.
1. Hold up a card. Say,“What’s this ?”Elicit theanswer,“peach”.
2、The students can beask and answerthe dialogue.
Teaching Emphasis:
3、How can use “What’s this?” in the dialogue. And answer it.
4、Emphasissentence:Is it a……? Yes,it is./ No,itisn’t.
Step 1 Model the dialog
1. Ask thestudentswhat they say when they see something exciting or amazing. Tell them,“In English, we can say Wow!” Have the Ss repeat the word a few minute.
三、Homework
Encourage thestudentsto tell the story to their families.
Lessontwo
Teaching Aims:
1、Understand the dialogue what’s mean.
2、The students liBiblioteka e to learn English.
Teaching Emphasis:
1、How can use “What’s this?” in the dialogue. And answer it.
2、Emphasissentence:Is it a……? Yes,it is./ No,it isn’t.
Teaching Difficulty:
Teaching Difficulty:
The children canknow the fruit words.
Teachingstep:
一、Greetings.
二、Presentation.
Step 1 Words to learn
1、Have thestudentsopen their books. Draw their attention to the “ Wordsto learn ”.