北师大版三年级英语下册教案-Unit8 2
They sing the song.
They review the words.
They look at the first picture and try to describe it.
教学过程
教师活动
学生活动
备注
1、Warm-up
2、Presentation
3、Extending listening
4、Using languages
1、Let’s sing.
2、Review the words we have learned last time.
1、Ask them to look at the first picture of this story. And ask them to try to describe this picture.
S: They are in a forest.
S: A peacock.
S: Mocky is talking to a bird.
S: I’m sorry.
S: The little turtle can walk.
They read this story after the tape.
Then they read it by role.
2、Ask them to try to listen to the story for the first time.
T: Where are Ken, Ann and Mocky、
T: What are they looking at?
T: Who is Mocky talking to?
T: What do you think Mocky is saying?
内容（课题）
Grade3Unit8Big birds第2课时
教
学
目
标
知识、技能1、ຫໍສະໝຸດ 习功能句型：It’s a/an….
It isn’t a/an…
2、通过本课的学习，是孩子们初步感受和理解故事。
过程、
方法
1、Warm-up
2、Presentation
3、Extending listening
4、Using languages
They listen to the stories.
They will do a pair work.
板书设计
Unit8Big birds?
It is … It isn’t…
Is it a/an …?Yes, it is./ No, it isn’t.
It’s a/an ……
教学反思
情感、
态度、
价值观
通过对本课故事的学习，增加学生对动物的外部特征的认识，培养学生爱护小动物，热爱大自然等环保意识。
教学重点
初步感受和理解故事内容。
教学难点
进一步体会功能句型的具体使用情境。
教学
准备
教师准备
教材、教学卡片、多媒体课件
学生准备
教材,自己画的动物园
教学用时
一课时
教学方法
多媒体教学法、小组合作法
T: What is Mocky’s answer?
T: What is happening now?
3、Then ask them to read this story after the tape.
4、Then read it by role.
I’ll ask them to listen to some little stories.
北师大版三年级英语下册Unit8Bigbird教案2
Unit 8 Big bird!教案教学目标：知识目标：1. 词汇：1) 能够理解单词的意思：beautiful, forest.2) 能够正确地听，说，认读单词：tree, peacock, turtle.3) 能够正确地听说读写描述人或事物外部特征的主要词汇：old, young, big, small, short, tall, good, bad.2. 句型：He/she is… He /she is not…技能目标：1. 能够简单描述人活动物的特征。
2. 能过通过阅读理解本单元故事内容。
情感目标：1. 通过课文的学习，增加学生对动物的外部特征的认识。
培养学生爱护小动物，热爱大自然等保护意识。
2. 通过学习Mocky因淘气做错事但敢于承认错误并改正错误的情节，培养学生勇于承认错误的意识和品质。
3. 通过多样性的活动，激发学生学习英语的兴趣，让学生感受到学习的快乐。
4. 通过小组活动，培养学生在合作中学习的能力。
教学重难点：掌握四组反义词，并能熟练的将这四组反义词运用到新学的句子中去。
教具过程：Step 1 Warming-upLet students listen a song and then try to sing this song.通过歌曲活跃课堂气氛，引出课文中的句型。
Step 2 Presentation1. Show the picture and teach new words (forest, tree, peacock, beautiful) and review sentence (this is…).Quickly ask and answer.Let students make sentences.通过观察图片学习新单词，激发学生的学习兴趣。
2. Let students clap hands and chant.Let students do group work.通过动手动嘴相结合的方式使学生对新单词加深印象。
【精彩解读】三年级下册英语教案-UNITTWOILIKETHESHAPElesson8北京版
【精彩解读】三年级下册英语教案UNIT TWO I LIKE THE SHAPElesson 8 北京版教学内容：本课为北京版三年级下册英语UNIT TWO I LIKE THE SHAPE中的lesson 8。
教学内容主要围绕形状词汇展开，包括circle, triangle, square, rectangle等，同时学习如何用英语表达对这些形状的喜爱。
教学目标：1. 让学生掌握circle, triangle, square, rectangle等形状词汇，并能用英语准确描述这些形状。
2. 培养学生运用所学词汇表达个人喜好，提高英语口语表达能力。
3. 培养学生观察、分析、归纳的能力，激发学生对英语学习的兴趣。
教学难点：1. 形状词汇的发音及拼写。
2. 句型“I like the”的运用。
教具学具准备：1. 形状卡片：circle, triangle, square, rectangle等。
2. 彩色图片：包含各种形状的物品。
3. 录音机及磁带。
4. 黑板、粉笔。
教学过程：1. 导入利用彩色图片，引导学生观察并说出图片中的形状，为新课内容做铺垫。
2. 新课内容展示通过形状卡片，向学生展示circle, triangle, square, rectangle等形状，并教授相应的英语单词。
同时，引导学生用句型“I like the”表达个人喜好。
3. 操练学生分组，每组选一张形状卡片，用英语描述该形状，并用句型“I like the”表达喜好。
然后，组内成员交换卡片，继续进行练习。
4. 小游戏组织学生进行“形状接力”游戏。
将学生分成两队，每队成员按顺序用英语说出一种形状，并传递给下一个队员。
游戏过程中，队员不能重复已经说过的形状。
在规定时间内，说出形状最多的一队获胜。
板书设计：1. 形状词汇：circle, triangle, square, rectangle2. 句型：“I like the”作业设计：1.抄写本节课所学形状词汇，每个词汇写5遍。
北师大版英语三下《unit8》教学设计2
I can't answer…
Pic1:
Look at the pic and
Today Ann, ken and Mocky go
think about the Q
to the forest.
What can you see in the
forest?
I can see Ann, Ken,
What does Ann say?
and purple.
What does Mocky say?
Beautiful forest理
解
Pic2: What are they looking at? Is this a tall tree?
引出tall与short比较What does Mocky say?
弓丨出good ---bad
做错事应该勇于承认
What can we learn from
错误
Mocky in the story?
Watch the video ,
What does Mocky say to the bird?
练习区分Big-small的用法
Pic5:Who's this?
师生年龄比较：How old are you ?
弓丨出young与old
Is it a young turtle?
Pic6: Who is comi ng?练习区分you ng ---old
Unit
教 学 目 标
知识目标：
1.能听懂理解故事大意，正确朗读故事。
2.能初步运用形容词描述物体。
能力目标：
通过学习让学生初步掌握描述物体的形状以及反义的表达方式。
北师大版三年级下册教案Unit 8 Are these tomotoes
《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.No w 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.Choos e 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 again. 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 pota toes?” 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 wordsStudent Book page 20Hold up the flashcard for tomatoes. Ask“What are these?” Elicit from the children “They are tomatoes.”Have the children open their books at page 20. Show your copy of the page. Draw their attention to the first sentence. Say, “We are going to write what we said just now.” Have the children trace the word tomatoes.On the second box, have the children copy the word tomatoes by themselves.Repeat the procedure for the other sentences.2.Read and matchStudent Book page 20Have the children open their books at page 20. Display your copy of the page. Draw their attention to the pictures and words at the bottom of the page.Point to the first word eggplants. Say, “Eggplants.” Have the children repeat after you as they touch the word in their books.Now point to the picture of eggplants. Ask, “What are these?” Elicit from the children, “They’re / They are eggplants.”Have the children draw a line from the word to the picture and repeat the word eggplants.Repeat the procedure for the other words and pictures.3.Uncle Booky’s BlackboardStudent Book page 21Attach a flashcard to the wall at the other end of the room. Stand away from the card and point to it. Ask, “What are those?” Elicit, “They’re (beans).” Repeat the procedure, using the other flashcards.Read the question aloud, pointing to each word as you do so. Have the children repeat the question.Hold up the flashcard of beans. Say, “Are these beans?” as you point to the flashcard. Elicit the answer, “Yes, they are.”Repeat the procedure, this time naming the vegetable incorrectly. Elicit the answer, “No, they aren’t.”Repeat the procedure as you point to pictures of different vegetables or fruit.Attach the beans flashcard to the board and help children to model the different structures using the drillcards, for example, Are these beans?, Yes, they are., Are these tomatoes?, and No, they are not.If time allows, repeat with different vegetable pictures.Have the children open their books at page 21. Model the structures on Uncle Booky’s Blackboard by reading them aloud to the children.Have the children repeat the questions and answers after you in a class drill, using all possible combinations.4.Guess and sayStudent Book page 21Ask the children to take out their small vegetable flashcards of this unit:Put the children in pairs. The two children mix their cards with the picture facing down.Student A puts his/her hand on one card and asks student B to guess.Student B says, “Are they (beans)?” Student A flips over the card and says Yes or No. Then he/she puts his/her hand on another card and asks, “Are these (beans)?” Student B answers, “Yes, they are.” or “No, they aren’t.”Continue until all the cards are flipped over. Then the two students change their roles.5.Set homeworkStudent Book page 20Remind the class of the work they began earlier tracing and writing the words. For homework they can finish the tracing and copying tasks.Lesson5PreparationYou will need:flashcards for the vocabulary being reviewed.1.ReviewThis activity reviews the structure Is this a (lemon)? introduced in Unit 7.Hold up the flashcard for lemon. Ask,“Is this a lemon?” Elicit “Yes, it is.” Now ask,“Is this a nut?”Have the children say, “No, it isn’t.”Choose four children to come to the front of the class and repeat the questions and answers.Repeat the procedure with other children and different fruit.2.Check () the correct answerStudent Book page 22Have the children open their books at page 22. Display your copy of the page and point to Bobby Bear in the first picture. Say, “Who is this?” Elicit the correct answer.Repeat for Lulu and Mocky.Hold up the flash card for potatoes. Ask, “Are these tomatoes?” Elicit the response “No, they aren’t.”Say, “Are these tomatoes?” as you point to each word. Have the children repeat the words as they touch them in their books.Repeat the procedure for the other two speech bubbles.Now ask the children to check the correct answer. Make sure they have done this.Repeat all the procedures for the other two pictures.3.Let’s chantStudent Book page 23Use pictures or real objects to review the following words: puppet, pen, peacock, queen, rabbit, ring. 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 54Photocopy the page and give each child a copy.Point to the word onions. Say, “Onions.” Have the children repeat the word as they touch it in their copies.Now take out the flashcards of vegetables and point to the picture of onions. Say,“What are these?” Elicit, “They’re/They are onions.”Have the children draw a line from the word to the picture and repeat the word onions.Repeat the procedure for the other words and pictures.5.Set homeworkStudent Book page 22Ask the children to color the pictures on page 22.Lesson61.Uncle Booky’s storytimeStudent Book page 24Tell the children they are going to listen to the story.Play the tape. Have the children open their books at page 24 and look at the pictures.Ask them to look for familiar words in the story.Have the 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.Flashcard gameThis game reviews core vocabulary. You will need the flashcards provided for earlier units.Have the children work in groups of 4 or 5.Have them spread all the flashcards face up on the table.Have the children either sit or stand around the table, close enough to be able to reach and touch the flashcards.Explain to the children that they are going to play a game where you will call out an English word. The first child to put his/her hand on the matching flashcard wins that card. The game finishes when there are no flashcards left on the table. The winner is the child who has collected the most cards. (The children can count their cards in Chinese.)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 the vocabulary 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 25In the first activity, point to the picture of beans. Ask, “What are these?” Elicit “These are beans.” from the children. Put them into pairs. Have one child ask questions and the other provide the answer, pointing each picture.In the second activity, point to the first picture and read the question. Tell the children that you are going to read out two answers and only one answer is correct. Read the first answer and ask the childrenif it is correct. Repeat with the second answer. Tell the children to checkthe correct answer in its box. Tell the children to finish other pictures by themselves.6.My notes and teacher’s notesStudent Book page 25This 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 th e Teacher’s Resource Book can be used here.。
【全英课堂】Unit8They'retomatoes北师大版(三起)三年级下册教案
Unit8 VegetablesLesson1 They're tomatoesTeaching aims:1.Be able to understand and say: What are these?They are tomatoes. I like tomatoes.2.Be able to listen and say the words: carrots, potatoes, tomatoes, beans,cabbages.Teaching key and difficult points:1.To understand the application of plural.2.To use the new sentence pattern.Teaching aids:1.Word cards.2.Vegetables3. PPTTeaching procedures:Step 1 Warm up Greetings.Step 2 Lead in1.Divide the students into groups to have a competition i n the class.2.Let’s review.Step 3 Presentation1.Show the second picture and teach the word “potatoes”.1).Teach the students to read the word.2).Show two potatoes ,lead the students to understand the pl ural of the word, and write the word “potatoes”on the b lackboard.3).Guide students to answer the question by using the senten ce pattern:What are these?They are tomatoes.4).Ask students to read the words with the methods of loudness.2.Show the third picture and teach the word “tomatoes”.1).Teach the students to read the word.2).Show two tomatoes ,lead the students to understand the pl ural of the word, and write the word “tomatoes”on the b lackboard.3) Help the students understand the different pronunciation of this word.4) Practice the new sentence pattern.5) Ask students to read the words in “boys and girls”3.Show the third picture and teach the word “carrot”.1).Teach the students to read the word.2).Show two carrots ,lead the students to understand the plu ral of the word, and write the word “carrots”on the bla ckboard.3).Practice the new sentence pattern.4).Ask students to read the words one by one.4.Show the forth word “beans”.1).Teach the students to read the word.2).Lead the students to understand the plural of the word, and write the word “beans”on the blackboard.3).Practice the new sentence pattern.4).Ask students to read the words in groups.5.Show the last word “beans”.1).Teach the students to read the word.2).Lead the students to understand the plural of the word.3).Practice the new sentence pattern.4).Ask students to read the words together.6.Let’s do a surveyDo a survey about the students’favourite vegetable,and then show a picture of a strong man and a sick man.Provide the students not to be picky about food.7.Play the flash of “Learn to say”. The first time stu dents only watch and listen, the second time students repeat after the video. Then divide the students into groups to role play the conversation.Step 3 Practice1.Listen and circle.2.Let’s writeT: I have a paper for you.Firstly,you should observe the wo rds carefully, Secondly, you need write the words follow the templates,and then write your own words. Correct students’writing posture.Step 4 ProductionLet students watch a video about wasting food.Call for child ren to save the food.Step 5 HomeworkGive three different tasks and ask students to choose two b y themselves.1.Write the new words in your notebook five times.2.Share the dialogues with your friends or parents.。
Unit8 北师大版(三起)三年级下册教案
Unit 8 VegetablesLesson 2 Are these mushrooms?教学目标1. 能听懂会读故事，并在教师的指导下让学生能够通过循序渐进的学习理解课文。
在语境中理解出现的新词汇和句型，能领悟故事中一般疑问句复数的回答方式。
2.通过学习能初步在一定的场景中运用句型Are these ...?Yes,they are./No,they aren’t. 通过小组练习，培养学生合作学习的能力。
3. 能通过指正Mocky拿走别人东西的不足，引导学生懂得不经别人允许不能随便拿走别人东西的道理。
通过学习,教育学生多吃蔬菜和水果有益健康。
教学重难点1.理解并正确朗读故事；2.指认并读出词汇mushrooms，onions,carrots。
3.询问或请别人确认蔬菜的名称。
学情分析三年级孩子活泼，爱交流，爱表演，并且孩子们在上册已有一些英语知识的积累，所以在这单元蔬菜教学上我引导孩子们用表演和游戏的方式来学习新语言。
小学生活泼爱动，竞争意识强，分组来比赛得蔬菜的方式会很大程度激励他们参与课堂,同时,蔬菜和学生们的实际生活联系密切,学生很有兴趣讨论和表达自己对蔬菜的喜好,也有利于教育学生们健康均衡饮食。
教前准备配套教学光盘，自制课件，教学卡片。
教学过程一．激趣导入Greeting：T:Hello,everyone!Nice to meet you!Ss:Nice to meet you,too!T:Today,We will learn Unit8 Lesson2 Are these mushrooms? Doyou love vegetables?Ss:Yes!T:OK!Let’s have a competition.Which group can get more veget ables? Guessing gameT:Sharp eyes,When you see the picture,say the word as quickl y as you can,ready? Ss:tomatoes、potatoes…二．创景识词Let’s sing a song:Vegetables songL: Look,In the song,we meet two new friends,one is onion,t he other one is mushroom. (学生观看图片）Ss:onion、mushroom…2. Can you help the monkey to get the peach?T:When you say the word,the monkey can climb the ladder o ne e on!Ss:carrots、onions、potatoes…(复习上节课所学单词及句型）3.Learn new sentencesYou are all kindhearted kids,WangLi is a kindhearted girl,t oo.She helps her uncle to make the vegetables in order. Let’s listen!W:Are these onions?U:No,they aren’t.They are potatoes.W:Are these onions?U:Yes,they are.Good,thank you!①. 师出示卡片，学生问答；②. 同桌两人一组互相练习句型；③. 两人上台来展示。
北师大版(一起)-英语-三年级下册-Unit 8 Big bird! 教案
Unit 8 Big bird!教学目标：1.掌握形容人或物大小、长短、好坏等形容词。
2.掌握Is it a (fat) (bear)? 这一句型。
3.掌握句型：What animal is it?4.复习描述某人或某物的陈述句及一般疑问句。
5.5.学会用形容词描述某物或人。
6.教学重点：1.正确运用句型：(He) is a ( tall boy). (He’s) not a (short boy).2.物与人在用词上的区别。
3.陈述句与疑问句在意义上的区别。
4.is, he, she, it的正确搭配。
教学难点：1.i s, isn’t的运用。
2.is与he, she, it的搭配与读音。
3.如何帮助学生把所想的用英语表述出来。
4.4.陈述句与疑问句在用法上的区别。
教学过程：1．介绍反义词（1）让学生准备好学生用书附录中“反义词图板”。
给学生展示本页并解释每一对图片的内容都是相反的。
让学生看前两张图，并说一说看到了什么。
引出词汇girls, boys。
（2）指着第一幅图中的箭头和箭头所指的人，说：“He is a tall boy.”把句子写在黑板上。
指着每个单词朗读句子，让学生跟读。
（3）让学生看第二幅图。
重复上面的步骤，用“She is a short girl.”替换。
（4）用同样的方法练习This is a young/old turtle.2．示范对话（1）用“反义词图板”复习句型“He is a tall boy.”让学生跟读。
（2）用同样的图呈现句型“He’s a not a short boy.”让学生跟读。
（3）用同样的方法完成其余的图。
3．讲故事学生用书第14、15页（1）让学生打开书翻到书的这两页，给学生展示。
根据图片提问以下问题：图1：Ken, Ann, Mocky在哪儿？图2：他们在看什么？图3：Mocky在和认说话？图4/5：你认为Mocky在说什么？图6/7：Ann,Mocky在看什么？图8：你认为Ann在说什么？Mocky是怎样回答的？4．学单词学生用书第16页（1）拿出man, woman的教学卡片，示范朗读单词并让学生跟读。
三年级下册英语教案-Unit8Vegetableslesson2｜北师大版
三年级下册英语教案－Unit8Vegetableslesson2｜北师大版教学设计课题名称 Unit8 Vegetables 教学内容分析本节课主要复习复数单词：eggplants, tomatoes, cabbages, potatoes, peppers, beans, mushrooms, onions，以及学习新句型：Are these/ those...? Yes, they are./ No, they aren’t.学生特征分析班上的学生已经学了一年半的英语，对于简单的日常口语交流已经没有问题，在上节课学了句型What are these/those? They are....的基础上然后学习一般疑问句，为孩子们降低了难度。
教学目标技能目标学生能够运用学过的单词和句型进行听说读写，并运用于日常生活中。
知识目标 1，学生能够完全掌握好蔬菜的单词（复数形式）2，学生能够掌握目标句型，并运用目标句型于实际生活中。
情感、策略文化意识目标培养学生的合作精神和创新精神。
教学重点掌握本单元的词汇单词和目标句型教学难点词汇：eggplants，cabbages的认读，以及tomatoes和potatoes的区分，句型Are these/ those...? Yes, they are./ No, they aren’t.的灵活运用。
教学媒体与教学资源准备电视，投影，PPT，教学课件教学过程技术融合设计与意图 Let me know 1.T flashes cards on the powerpoint, and ask: What are these/those? Ss: They are....And then have one student come to the front to choose the corresponding word and read it loudly.2.Have one student come to the front and choose one card, coverring it.T: Are these beans? S1: No.T: Are these cabbages? ...S1: Yes.T put down the sentences: Yes, they are./ No, theyar en’t.3.Ss do TPR and read the sentences. a.T do, Ss read. b.T say, Ss do. c.T do, Ss do and say.Have another student come to the front and make the dialogues, and other students should listen carefully and get the question sentence: Are these...? Let metry Engagement Individual work a.Have the students open their books to page 17, listen to the song, and sing it aloud.b.Have the children read the sentencesof Uncle Booky’s blackboard after CD sentence by sentence. c.Repeat the sentences.Group work a.Divide the whole students into two groups and one group ask: Are these..? The other one answer: Yes, they are./ No, they aren’t.b.Two Ss in a group, ask and answer with these sentences.Let me do Consolidation and e_tension Play the song from the beginning, and encourage the children to sing along. Homework Have the children repeat the structures in a class drill.Blackboard design Unit 8 Vegetables Lesson 2 --- Are these mushrooms? --- Yes, they are. ---No, they aren’t. 用PPT 将上节课所学单词进行复习，利用PPT的展示可以变换老师提问所站的位置来提问复习句型：What are these/those? 两位同学随机在电脑上操作选择，并用所学的目标句型Are these...? Yes, they are.No, they aren’t. 利用多媒体课件播放本单元的歌曲，学生们边看边跳边唱，动静结合，寓教于乐。
三年级下册英语学案-Unit8Vegetableslesson2｜北师大版
3.能理解故事的主要内容并正确朗读故事。 过程与方法目标 通过讲授、游戏、课件、练习题和五步教学法，使
学生对每一节课所学的单词和课文内容都可以把握，从而到达每一节课的 学习目的。
情感看法与价值目标 通过商量 Mocky 拿别人胡萝卜的情节，渗透不 拿别人东西的意识培育。
教学重点 1.理解并正确朗读故事；
Steps Get Ready 看图片猜蔬菜 (l)教师出示 tomatoes, carrots, beans, potatoes, cabbages 的图片，遮住一部分画面让学生猜名称。
T: Look! What are these？ S: They are…. Revision (1)表演 上一课故事。全班分成六组，分别扮演 Mocky, Ann 和 Ken, 教师扮演售 货员。
Wang Li 正在关心蔬菜销售员做什么。可以给学生说明，他们在包装蔬菜，
(4)学生分组练习、学唱歌曲。可以请几名学生随着音乐边唱边做动
预备运往市场。让学生看一看 Wang Li 手里的标签上写着什么，销售员搬 作。
的是什么蔬菜。
Drill and Practice 教师播放录音，让学生逐句跟读。
2.学习对话 (1)教师指 Wang Li 手上 onions 的标签，让学生读一
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8、图 9，问学生这些蔬菜是否是 Ken 需要购置的，Mocky 是否认识这些蔬 放录音，让学生跟读、仿照。
菜。
(3)告知学生接下来还有几箱蔬菜未贴标签。拿出一张蔬菜的卡片，
(3)出示图 10、图 11，引导学生留意 Mocky 的表情，让学生说一说 只给学生看反面。学生扮演 Wang Li，教师扮演销se mushrooms？ 第 8 单元 课 型:New Lesson 课 时:Lesson2 教学目标 学问与技能目标 1.能指认、说出蔬菜名称 mushrooms, onions, carrots. 2.能运用句型 Are these/those . . . ？ Yes, they are. /No, they aren＇t.询问、确认蔬菜的名称；
北师大版三年级英语下册Unit8Bigbirds教案【DOC范文整理】
北师大版三年级英语下册Unit8Bigbirds教案内容Grade3Unit8Bigbirds第6课时教学目标知识、技能学习故事：UncleBooy’sstorytie学会客观的评价自己和他人。
进一步体会本单元功能句型的具体使用情境。
过程、方法ar-upPresentationExtendinglisteningSelf-assessent情感、态度、价值观鼓励学生敢于开口说英语，并通过一系列活动的参与，建立起其对英语学习的信心。
教学重点学习故事：UncleBooy’sstorytie试着客观的评价自己和别人教学难点进一步体会本单元功能句型的具体使用情境。
教学准备教师准备教材、多媒体学生准备教材教学用时一课时教学方法多媒体教学法、小组合作法教学过程教师活动学生活动备注ar-upPresentationExtendinglisteningSelf-assessentLet’ssing.Revietheordsandeysentencesinthisunit.T:No,let’slistentoastory.Asthetolistentothestoryiththeirboosclosedforthefirs ttie.Havethechildrenopentheirboos,andlooatthepictures.Th enasthetolooforfailiarordsinthestory.Havechildrenreadthestorysilently,encouragethetotryt oguesstheeaningofunfailiarords.Asstudentstolistentosoelittlestories.Inthefirstactivity,havethechildrenorinpairs.Tellthe totaeturnsasingandanseringquestionsaboutthepictures .Beforethattheteachershouldprovideaodelusingthepict uresorchildrenintheclass.Inthesecondactivity,havethechildrentalaboutthepictu resfirst.Thenreadoutthesentences.Tellthetochectheco rrectordstofinishthesentence.Theysingthesong.Theyrevietheordsandtheeysentences.Theylistentothestory.Theyopentheirboosandlooatthepictures.Theyreadthisstorysilently.Theylistentothestories.Theydotheexerciseoneinpairs.Theytalaboutthepicturesandreadoutthesentences.板书设计Unit8Bigbirdstallbigyoungsalloldthinfatshort教学反思内容Grade3Unit8Bigbirds第1课时教学目标知识、技能1、词汇：能听说读写词汇：tall,short,young,old,long,short,fat,thin,big,sall2、初步涉及句型：The…is…过程、方法ar-up2、Presentation3、Exercises情感、态度、价值观通过学习，激发认识，辨别常见水果的名称、形状、味道的兴趣，主动了解不同水果的食用方法，以及了解水果对身体的作用，养成常吃水果的习惯。