《开心学英语》三年级英语下册教学计划
2011-2012学年度三年级英语科计划
一、教学目标
1、能够根据听到的句子选出相应的图画。
2、能够回应问题和提出简单的问题，要求使用一般现在时态。
3、能够辨认单词和句子。
4、能够书写字母和主要单词。
二、学生分析
三年级学生经过半年的学习英语兴趣更为浓厚，掌握了基本的句子及单词的读音规律。
但是后进生的落后面比较大。
三年级每班均有学生43人，当中每个的班情况差不多，非常聪明的同学很少，课堂上注意不集中，爱做小动作，不知道学习的同学很多，整体同学的接收能力较差，差生面也较广。
三、教材分析
本教材教学内容包括英语常用句型及准确地运用句型进行写作，掌握音标及部分音标组合，学会拼读单词，目的是使学生达到教学大纲规定的小学英语初级水平。
训练按音标规则拼读和拼写单词，重点采用“语音拼读法”，少用或不用“字母拼读法”。
朗读课文是教学中的必要的环节，语音、语调及句子重音应予以重视，训练根据图画写简单的句子。
本册有了更丰富的歌曲、课本剧、游戏活动，开始要求学生用读和写的方法来学习英语，来逐步培养学生读写英语的能力。
会写简单的句子，根据图画或汉语提示填写单词，完成简单的英语句子和小对话等。
本教材在对话难度上有了很大的提高，从说对话提高到既要会说又要会写，并且句型长度加大。
这对于“学困生”来说加大了难度。
正确有力地把握教材、处理好教材成了关键的关键。
本册教学重点：认识更多的水果，球类运动，时间，数量
本册教学难点：几种固定句型的运用。
四、教学策略及采取的措施
【教学策略】
1.抓好常规教学，从细小的环节抓起，培养学生良好的学习习惯。
2.遵循小学英语教学的规律，有浅入深，循序渐近，注重阶段性，重复性，连续性，趣味性。
3.采取互助的方式，来解决后进生的问题。
充分利用课外活动时间对后进生进行辅导。
同时加强实效性，优秀生充当小老师，乐教，差生充当小学生，愿学。
4.搞好家长与教师的沟通，共同教育好学生。
5.充分利用现代化的教学手段，增强英语教学的趣味性，激发学生的兴趣，提高学生的学习英语的积极性。
6.开张有益的英语课外活动，培养学生对英语的学习兴趣，激发他们的学习热情。
如英语小课文，英语演讲比赛，童谣演唱，儿歌及短剧。
【采取的措施】
1.语法学习要渗透到情景教学之中，利用比较法、归纳法让学生从中感知并认识英语的语法现象。
学生多听录音，感受地道的英
语语音，模仿标准的语音语调，辅以适当的教学方法，让学生在愉快的情绪体验中轻松的获得学好外语所必须的听说能力，让学生尽可能多的接受自然的语言，通过一幅幅生动的图画，把学生带入英语的世界，用英语思维，提高英语交际能力，激发英语学习兴趣。
2.用图画、实物、形体语言和多媒体呈现情景，使语言与意义相联系，让学生感知和理解语言材料。
通过把以前的知识串连起来，排成对话和小品，激发兴趣，发挥他们的潜力，把歌曲排成文艺节目，排练出来，供师生共赏，充分发挥其潜力，培养成“小赢家”。
3.精心设计英语教学情景，让学生在情景中学，又在情景中用，通过语言描绘、游戏活动、实物、挂图、幻灯投影、录音录像等教学手段，创设特定的教学情景，使学生闻其声、观其形、临其境，触景生情，达到以情至理的深化、知情意行的统一。
4.利用图片、动作、实物等直观手段呈现并学习新的词语，并与单词的形式结合起来，训练学生按读音规则认读单词的能力。
注重视、听、说和情景教学。
通过各种电教手段以实物、简笔画等把学生带入语言使用的情景之中。
补充了一些歌谣、绕口令、游戏，让学生在活泼愉快的气氛中感受到学习英语的乐趣。
5.用汉语作辅助语言，讲解抽象的和无法用直观手段表达的内容。
从正面引导优生，让他们诫骄诫燥，不要产生妄自尊大的情绪，培养他们谦虚、活泼的品质和性格。
鼓励他们“一帮一”，利用自己的极大的空暇去关心、爱护后进的学生。
让他们在课堂上起模范带头作用，事事处处做表率。
让他们分散在各小组中，担当领导责任，辅导差生和后进生。
6.组织英语课外活动小组，利用周六进行兴趣活动；布置英语作业，每学完一课，复习巩固后，回去录一次音，老师在录音磁带上直接纠正学生发音，作口头批语。
7.组织并积极参加英语教研、教改活动，学习先进经验，付诸于英语教学上去。
在英语实验教学中，积极总结经验，写出教学体会，积极撰写英语教研、教改论文。
8.语法学习渗透于情景教学之中，运用比较法让学生从中感知英语的语法现象。
9.课前增加Free Talk. 每节课要求一组学生利用学过的或新学的内容自编一个对话，并要求每组学生尽量不重复前面学生用过的语句，也不做量上的要求，让他们根据自己的能力自由发挥。
教师。
开心学英语小学英语三年级Unit5至Unit8下学期教案
Unit 5 Clothes一、Teaching objectives:1. Ss are able to ask about and describe the location of things;2. Key words: in, on ,under, between, socks, pants, a skirt, a jacket;Sounds and words: jacket, juice, under, uncle, in, tennis, on, dog;3. Language structures:Where’s my skirt? It’s on the bed.Where are my socks? They’re under the pillow.4. Can read and write the sounds words.5. Be able to know the pronunciation of letters “Jj, Uu, Ii, Oo”.二、Teaching key points:1. Be able to listen, speak, read and write the new words.2. Be able to read and use the new language structures.3. Be able to know the pronunciation of letters “Jj, Uu, Ii, Oo”.三、Teaching difficult points:1. Can spell the new words correctly, try to remember the new words.2. Be able to understand and use the new sentences.四、Teaching aids: VCD, PPT,masks, pictures and words cards;五、Teaching periods:Three periodsPeriod One一、Teaching contents:1. V ocabulary.2. Target.3. Chant.4. Practice 1.二、Teaching procedure:Step One: Warming-up.1. Greetings.T: Hello, boys and girls! Ss: Hello, Mr. Zhou .T: Nice to meet you! Ss: Nice to meet you, too.T: How are you today ? Ss: I’m fine, thanks.T: Ok! Boys and girls ,today we’ll learn Unit 5 Clothes.(Write the title)T: Boys and girls ,do you know about “clothes”? Ok, let’s remember Tony’s room. What’s in Tony’s room? Let’s see. There are some clothes in the room. What are they ? They’re shirt, jacket, pants and socks. All these things are clothes.T: Can you tell me t he meaning of “clothes”?Step Two: Presentation.1.T:In Tony’s room, there are many clothes. Where are they ? Let’s comeinto Tony’s room and see. (Play the PPT)T: What’s this ? S1: It’s a T-shirt (please listen)T: And what’s that? S2: It’s a jacket. (p lease listen)T: Where’s the jacket? It’s on the bed. (PPT演示)2. Write and teach the new words and sentences one by one. Then chanttogether like this: on, on , on the bed;----on, on ,on the book; on, on, on the desk; on, on , on the chair……After that, let’s practice these sentences with the students:Where is my……? It’s on the ……3.T: Look, what are these ? They’re socks.(listen )T: And where are the socks ? They’re in the box. (PPT演示)Then teach the new words and sentences. Attention “a sock ---socks”, where are my socks?4. Chant together like this: in, in , in the box;----in, in ,in the desk; in, in, inthe bag; in, in , in the pencil-box……After that, let’s practice these sentences with the students:Where are my……? They’re in the ……5.T: Look and listen for the last picture Page 36. Tony! Where are yourpants? (repeat again)T: Where are Tony’s pants? Let’s help Tony find them. Tony, Tony, where are your pants? Oh! They’re under the bed. (Show PPT) Then read and learn t he new words together. let’s chant like this again：under, under, under the bed, under, under, under the desk, under, under, under the chair……After that, let’s practice these sentences with the students:Where are my……? They’re under the ……6.Do actions about these position words: on, in , under. Then ask somestudents to do actions, try to remember these words.7.T: Look, who’s he ? S3: He’s Gogo.T: Where is Gogo? Is he on /in/ under the box?Ss: No, he isn’t. He’s between the boxes.Use the same way to teach the new word, Make some examples to let the students to understand the meaning of “between”:T: Where is the cat? Ss: The cat is between the desk and the chair.Step Three: Practice.1. Play a guessing game: Show some pictures of the new words or do actions, Then Ss try to say out the words quickly.2. Let’s sing a song together. Page 39 <Socks! >3. After singing, show the pictures of the song and ask Ss to answer:T: Where are my socks? Ss: They’re in /on/ under the……4. Show some other pictures and practice with the students:T: Where is the ……? Ss: It’s ……T: Where are the ……? Ss: They are ……5. Target:1)T: Boys and girls! Look, who’s she? Ss: She’s Jenny.T: Do you want to know about Jenny’s room? What clothes are in Jenny’s room ? Let’s come into and see. And tell me the answers: Q1: Where’s Jenny’s skirt ? Q2: Where are Jenny’s socks? Ok! Let’s listen and watch the target.2)After listening, Check student’s answers.Then teach the new word of “skirt”. Compare :“shirt” and “skirt”。
开心学英语三年级下册教案Unit 1 Hello
Unit1 Hello一、教材分析：本课是广东人民出版社小学新版开心学英语下册册第一单元第一课，本课时主要学习见面打招呼、自我介绍及道别用语hello./hi / goodbye/ bye/I’m ... What’s your name/这是一个和学生的实际生活有着密切联系的内容，教学目的是激发学生学习英语的兴趣，培养学生学习英语的积极态度，使他们建立初步的学习英语的自信心；培养学生一定的语感和良好的语音、语调、书写基础，以及良好的学习习惯；使他们形成初步用英语进行简单日常交流的能力，为今后的英语学习奠定良好的基础。
二、学生分析：本课时的教学对象是三年级学生，大部分三年级的学生都是初次接触英语，刚开始进行系统的学习，但在日常生活中不知不觉接触或使用某些英语词汇，如:Sofa, DVD, CD, Apple 等；也正因为初次接触，所以对英语有着浓厚的兴趣，对英语学习充满好奇，有着强烈的好奇心和学习热情；三年级学生对于打招呼和道别用语hello./hi. goodbye./bye. 的发音比较熟悉，而对于自我介绍用语I’m ...的发音不容易到位，学习起来较难，教师要适时纠正，切不可挫伤孩子的学习积极性，所以教师为学生创设见面打招呼、自我介绍以及道别等情景，使学生了解英语常用用语以及使用环境。
教学中，除让学生听懂以上日常用语以外，还应培养学生乐于开口,敢于开口讲英语的习惯，激发学生想学、乐学英语的兴趣和愿望。
三、教学目标1.知识目标：⑴学生能听说读单词：hello./hi . goodbye./bye。
⑵学生能掌握新句型：I’m…/ What’s your name?并能在实际情景中进行运用。
2.技能目标：⑴学生学会用本节课所学的单词和句型进行互动。
⑵通过见面打招呼，自我介绍以及道别等情景，让学生在模仿、学习、表演的基础上逐步达到自然与真实运用的目的。
⑶训练学生的口语交流能力。
3.情感目标：⑴让学生敢于、乐于开口，积极参与交流⑵能使用礼貌用语打招呼。
广东版开心学英语三年级下册 Unit 4《Fruit》教案
广东版开心英语三年级英语学习基础很重要，记住单词，默写单词，不要粗心大意。
广东版小学开心英语和你一起共同进步学业有成！Unit 4 FruitObjectives and requirements:LanguageTarget: What’s this? It’s a pear. Oh.Are these peaches?No,they aren’t.They’re oranges. Yum! Are thesegrapes? Yes, they are. Don’t touch!Sounds and words: /m/,/n/,/b/VocabularyKey words: bananas, pears, oranges, cherries, strawberries, peaches, grapes, watermelons. Sounds and words:monkey, watermelon, banana, nine, strawberry, balloon.Story: At the supermarketThe first period一、Teaching target:1.Learn the new words:bananas, pears, oranges, cherries, strawberries, peaches, grapes, watermelons.2.Master the sounds of “s” and “es”.二、Teaching key and difficult points:1. The new words to learn.2. “s” and “es”sounds: /s/, /z/, /iz/.三、Teaching procedure:Step 11. Greetings.2. Ask and answer: what’s this/that? It’s a banana. Whatcolor is it? It’s yellow.Is this/that a yellow banana? Yes, it is./ No, it isn’t.3. Sing the song: what’s that?Step 21. Hold up some real bananas and say: I like fruit. Look!Bananas.I like bananas.Bananas,bananas. Students read the words after the teacher again and again.2. Use the same way to teach the other fruits: pears,oranges, cherries,etc.3. Play the tape and have Ss repeat each word.4. Let students point to the pictures and read the words. Step 31. Explain the(“s” or “es”) in different words havethree sounds /s/, /z/, /iz/.2. Read the new words two times together.Step 41. Finish Activity 1. Read, match and say.2. Check the answers and read them aloud.Step 5Play a game: Touch the words.四、Practice:1. 用a 或an 填空___ pear ____ banana ____ orange _____cherry ___ apple____ grape _____ peach _____ watermelon _____ strawberry五、Homework:1.Copy the new words for eight times.2. Read the new words for three times.六、Write on the blackboard:Unit 4 Fruit单数 a banana a pear an orange a cherry复数 banana s pear s orange s cherr ies单数 a strawberry a peach a grape a watermelon 复数 strawberr ies peach es grape s watermelon sThe second period一、Teaching target:1.Can read and use the new words to practice.2.掌握名词的单数与复数的形式变化。
开心版(广东版开心学英语)三年级下册全册教案教学设计
Unit1 Big or Small 教学设计教学目标(Teaching aims)●知识目标：1.词汇要点：描述事物大、小、高、矮的词big , small, tall , short ;描述情感的词happy , sad .2.学习要点：对话，小诗Big or Small.3.交际要点：人称代词she , he , we , they和be动词的搭配；描述事物big , small , tall , short ; 表达情感：I’m happy / sad.●能力目标：1.能根据指令做动作；2.能根据图片、实物和情境说出单词和句子；3.在图文或场景下进行简单的英语交流和表演。
●情感目标：1.培养学生注意观察，认真模仿的良好习惯；2.激发学生学习英语的兴趣和竞争意识，树立自信心；3.培养合作交流能力。
教学过程：I: Warm-up and review·Greetings 增进师生间的感情。
· Let’s sing (展示课件：歌曲“Glad to Meet You”)让学生在轻松愉快的氛围中进入新课学习。
· Review 1)Review the animals .（fox,ducking,tadpoleBabyBear ,lion)T:Look!What’ s it? Ps:It’s a …2) Review the colour words (展示课件，奥运五环)T: What colour are they ? 复习所学动物,颜色词。
Ps: Blue,black,red,yellow,green.T: What’s it ? Ps：奥运五环图T: Yes . The Olympic ringsII. Presentation and practice .1. 创设情景，导入单词学习(1) (出示篮球和乒乓球实物道具) T：Look!What’s it?Ps: It’s a ball.T: Good! The basketball is big . The ping-pong 实物教学法更形象直观，促ball is small (板书 big , small )教读 big , small（手势辅助）进学生对词义的理解。
开心学英语三年级下册第四单元fruit第一课时教案
U4 fruit Period II 教学内容分析（Analysis of the teaching contents）本课是选自广东人民出版社开心学英语三年级下册Unit 4 Fruit 本课将学习水果单词及简单的句型。
水果，常出现在我们的日常生活中，通过学习这些单词和句型，学生将提高使用英语进行交流的的能力。
II．学生分析（Analysis of the students）本次教学的对象为小学三年级的学生，他们已有一个学期学习英语的经验，对学习英语知识有一定的认知能力；他们活泼好动，思维活跃，乐于与人交流合作，喜欢玩游戏，对学习英语有浓厚的兴趣；但自制力不足，注意力容易分散，缺乏一套自我学习英语的方法，需随时留意并控制课堂气氛，提高教学质量。
III．教学目标(Objectives)1．语言知识目标(Language knowledge)1）能够听说认读单词: pear; watermelon; grape; cherry 及其复数2）掌握并运用句型: Are these ...? Yes, they are. No, they aren’t .2．语言技能目标(Language skills)学生能听说认读单词，能够运用句型.3.学习策略目标 (Learning strategy)通过图片，游戏，多媒体，pair work等，让学生更好的融入课堂。
4.情感态度目标(sentiment)1）能够学会用英语去辨认水果，并且运用到实际交流当中。
2）培养学生的自主学习能力和合作精神，要求学生用所学词汇、句型开展小组活动。
ＩＶ．教具(Teaching Aims): 录音，幻灯, 图片Ｖ．教学过程T代表老师 Ss代表全体学生 S代表学生1．热身准备（Warming –up）1)热身并与学生相互问好T:Good morning,boys and girls.2）播放歌曲apple treeT:Let’s enjoy a song.2.呈现与操练（Presentation and practice）1) 导入T：today,gogo and Jenny go to the supermarket and buy some fruit（水果）. What will they buy? Yes,today we are going to learn unit4 Fruit.2)呈现展示各种水果的图片T：What’s this? You can say in Chines.T:Yes,It a cherry/pear...跟读单词两遍。
开心版三年级英语下册教学计划
开心版三年级英语下册教学计划
一、课程目标：
1. 能够听懂，会说、会读和会拼写句子中的单词：weather, class, family, errand, English.
2. 能用正确的语法结构回答：What's the weather like? It's sunny.
3. 能够正确地讲述“家庭”的各种职责。
4. 能用正确的语法结构。
谈论自己的家庭成员的职责。
5. 能够理解并能正确使用介词短语：on errands, in English.
二、教学步骤：
（一）准备阶段：
1. 热身：唱英文歌曲，让同学们感受英语学习的趣味性。
2. 同学们谈论自己在家里的职责，以及为什么要学习英语，以培养英语学习兴趣。
（二）认知阶段：
1. 老师教授weather, class, family, errand, English单词的发音及含义，让学生掌握新单词
2. 使用课本让学生学习介词短语，让学生能够借助图片和文字理解短语的意思。
3. 让学生用现学到的单词填空，并发表自己的观点。
开心学英语三年级下册教学计划
三（3）班英语教学计划一．学生情况分析：三(3)班共有学生49 人。
这个班的学生纪律感很强。
他们具有好奇、好活动、爱表现、善模仿等特点，喜欢新鲜事物，对陌生语言的好奇心能激起他们对外语的兴趣。
他们的记忆力好，形象思维好、模仿力、可塑性强，但缺乏理性思维，逻辑思维不强。
他们中大部分学生已经接触过英语了，有的是刚开始学，但对英语都有着浓厚的兴趣。
二．课程教学目的：根据小学生的生理和心理特点以及发展需求，小学阶段英语课程的目的是激发学生学习英语的兴趣，培养他们英语学习的积极态度，使他们建立初步的学习英语的自信心；培养学生一定的语感和良好的语音、语调基础；使他们形成初步用英语进行简单日常交流的能力。
同时，注重培养学生的观察、记忆、思维、想象和创造能力。
在英语课堂上，适当地介绍中西文化，培养学生爱国主义精神，增强世界意识，为进一步学习打下基础。
三．教材编写思路：以话题为纲，交际功能为主线，兼顾结构，运用英语去完成任务为目的。
四．教材结构与内容：按单元形式整体设计和编写，采用“教案式”编排体系。
第一册全书共6个单元（Unit1---Unit6）,2个复习单元（Recyle1---Recyle2）。
每单元分“ABC”三个部分。
教师可自由地选择并灵活地安排教学内容，提高教学效果。
别具一格的开头---不是“零”的零起点“Welcome to English ”。
五．内容安排：单元内容Unit 1 Hello，GogoUnit 2 they’re bigUnit 3 Do you like baseballReview1Unit 4 what’s thatUnit 5 what are theseUnit 6 where’s my bookReview2Unit7 what time is itUnit8 how many are thereUnit9 do you have platesReview3Culture1:clothingCulture2:my room六．总目标要求：1）能听懂、会说12组会话，并能进行简单的交流；2）能听说、认读73 个单词（包括文具、人体部位、颜色、动物、食品、数字等6个话题），并能简单的运用；3）能听、做、演18个游戏；4）能听、做12个TPR活动；5）能学会8个小制作；6）能唱14首歌曲；7）能听、说、唱10首歌谣；8）能完成8个形成性评价活动；9）能听懂6个幽默小故事；10）能了解6项简单的中西方文化知识。
最新广东版开心学英语三年级英语下册U5教学设计及练习
最新广东版开心学英语三年级英语下册U5教学设计及练习TeachingObjectives2. Be able to use the sentences. Where’s ... ? It’sWhere are ...? They’re under /...Teaching Key Points/DifficultPoints 1. Be able to listen , speak , read and write the words.2.Be able to master and use the sentences. Where is /are ... ? It’s /They’re in/on/under/between ...)3. Master the method of using of between .Teaching aids pictures , cards , disc , objects , e.g. boxes , socks,etc.Teaching procedureReview 1. Listen to the tape and learn to chant . Socks.2. Lead in the topic. Hello , class ! I have some clothes. Look here. (Show them.)There are pants , a skirt ,a jacket and socks. They are my clothes. Repeat the word clothes Let Ss guess the Chinese meaning. Then read all together.on Put Gogo on the box . T: Where’s Gogo ? He’s on the box. Repeat on , on , on , on the box . Read and make gestures . (Put the skirt on the box. ) T: Class , where’s my skirt ? (Guiding) Ss : It’s on the box . under Put Gogo under the box. T: Where’s Gogo ? He’s under the box. Repeat under,under,under,under the box. Make gestures,read and spell it. socks T: Look at the socks . They’re my socks. (Put the socks under the box. ) Where are my socks ? ( Guiding) Ss : They’re under the box. pants T: These are my pants. Where are my pants ? (Put the pants under the box. ) Ss : They’re under the box. Read and spell the word . jacket T: Where’s my jacket ? Ss : It’s in the box. Repeat jacket jacket . Read and spell it. (Guiding) Ss : Where’s my jacket ? It’s in the box. between Put the jacket between the boxes. T: Where’s my jacket? between the boxes . Repeat between , between, between the boxes . Readexpressing directions. And the back of the between has to have both, and socks , pants , skirt and jacket are clothes .8. Do Practice 2. P38 Question and answer according to the pictures.Do Practice 1. P38 Check the answer.Exercise C Look and say the prepositions.8.Summary: Today we have learned the 4 prepositions and 4 clothing words, go back to review, use the sentence Where's...? It's... /Where are...? They're... to make dialog with your partner.Exercises A.Do Practice 2 . P38 Question and answer according to the pictures. a. Where’s the pencil ? It’s in the desk. b. Where are the oranges and the bananas?They’re on the table.c.Where’s the jacket ? It’s on the chair.A.Do Practice 1. P 38 Listen and number .5 6 7 8 Picture 1 : Where are the socks ? They’re in the box.Picture2 : Where’s the jacket ? It’s on the chair .Picture 3 : Where’s the pillow ? It’s on the bed.Where’s the skirt ? It’s under the bed .Picture4 :Where’s the cat ? It’s between the boxes .Picture 5 : Where’s Gogo ? He’s under the box .Picture 6 :Where’s the jacket?Between the table and theclock. Picture7 : Where are the pants ? They’re under the table . Picture 8 : Where’s the dog ? It’s under the chair .A. Translate the sentences . 1. Where is the skirt ? It’s in the box . 2. Where’s my jacket ? It’s on the bed . 3. Where are your pants ? They’re on the chair . 4. Where are my socks ? Under the desk . 5. Where are my apples?They between the box and the book .Writing on board:Unit 5 Clothesin on under betweensocks pants a skirt a jacket Where’s the/my/... + 单数名词? It’s +地方Where are the/my/... +复数名词?They’re+地方(in/on/under/between the... )TeachingObjectivesWhere are my socks ?They’re under the pillow. Be able tomaster the sentences .Teaching Key Points/DifficultPoints 1.Be able to master the target . Where’s my skirt ?It the box. Where are my socks ?They’re under the pillow.2.Have Ss demonstrate the prepositions using the realia.Teaching aids Objects , disc , pictures , socks, pillow, skirt , jacket ...Teaching procedureA.(Show cards.) Read and spell the words . Socks , pants ,skirts , jacket , etc. And make gestures and read theprepositions in / on / under/ between . Let Ss come toplatform and do the action and read the prepositions .B. Practice in groups.Say a preposition phrase set, for example:In the box[(When Ss find the socks )Ss: They’re under the pillow. ]2.Learn the target. Listen to the disc and read after.A.D raw a bed on the blackboard . T: What’s this ? [Ss : It’s a bed . ] Draw a skirt on the bed . T: This is my skirt. Where’s my skirt ?[ Ss : It’s on the bed . ]Draw a pillow on the bed . T: Where is the pillow? [ Ss : It’s on the bed. ] Draw a pair of socks under the pillow .T:These are my socks .Where are my socks?[Ss:They’re under the pillow. ] 3. Repeat the sentences. Where’s my skirt ? It’s on the bed.Where are my socks ? They’re under the pillow.4. Listen and chant. Socks ! Chant all together. Make several Ss chant to platform . Then Substitute different persons .5. Practice in groups. (Activity 2) Question and answer according to theExercises 1.__________ _________ the pants ? _______ the desk.2.________ my watermelon? It’s _____ _____ the chair .3.______ jacket is _______ the table ______ the clock .4.Your __________ are _________ the books .5. ---Good _________ , Miss Li .6. _________ your---Hi !Morning , boys and girls . books , _________ .C. Replace the phrases.1.Where is my skirt ? A. ____ B. _____ C._____2.These oranges are on the box . A.____ B._____ C. ____3.Where are the oranges ? A. ____ B. _____ C._____4.My pencil is between the book and the clock .A._____________B. ______________C._______________ A. Follow example to write sentences .Writing on board .Unit 5 ClothesWhere’s my skirt ? It’s on the bed.Where are my socks ? They’re under the bed .draw a big pictureContent of course 2. Study the story .P36 Good morning ,class ./ Where my ... ? It’s ... / Where are my...? They’re ... / Open your books , please . Act out the dialog .Teaching Objectives Be able to master the story. Good morning , class /Where’s my ... ? It’s ... / Where are my...? They’/ Open your books , please . Act out the dialog .Teaching aids Objects , disc , pictures , socks , pants , box , bookTeaching procedureWarming up A.Chant together.Where’s my skirt ? It’s on the bed.Where’s my jacket? It’s on the chair.Where’s my book ? It’s on my desk.Where’s my pen ? It’s under my book.Where are my socks ? They’re under the pillow.answer most quickly . Show with the screen. For example: Where’s my book ?/Where are my socks ?/... Let several students find out an item, then answer: It’s on the desk . /They’re under the chair./...3. Make gestures to demonstrate the meanings of in , on , under and between . T and Ss do the action and say all together.4. Before opening the book , put a Character Card of Tony on a student shirt and put a book on the desk , some pencils in a pencil-box and a pencil-box between two pens . T: (Role playing wth S1.)Hello,Tony. [S1:Hi, Gogo.] Where’s my book ? [ S1:It’s on the book . ]5.Continue the role play and have S1 respond appropriately.T: Open your books and let’s listen.6.Play the tape one time and ask Ss comprehension questions. T:Where Tony’s socks? [ Ss:They’re under the chair.] Listen again, read afterExercises 3.The cherrys are between desk and chair.4.This green clock is on table .5.Where is my blue pants ? on the bed ?B. Fill in the blanks .1. 2. 3.5. 6. 7.1._____ is Gogo ? He is ______ the box .2. ______ are the strawberries ?They’re ______ the box .3. Where’s _______ ________ ? _________ the table.4. Where’s my ? It’s ______ _______ _______ .Writing on board .Unit 5 ClothesWhere’s the/my/... + 单数名词? 日常用语：It’s +地方(in/on/under/between ... ) Good morning , ... !Where are the/my/... +复数名词? Open your books , please. They’re +地方(in/on/under/between ...)Content ofcoursein/ on/ under/ between the ... / Where’s my/the ... ? Itunder/ on / in / between the ...Teaching Objectives Be able to master and use the sentences .Where’s the ... ? It’s in/on/under/between the .../ Where are the ... ?They’re in/ on / under/ between the ...Teaching aids Objects , pictures , cards , pants , box , book ...Teaching procedureReview 1. Read the words (P37) and the story (P36).2.Sing a song. Where are my pants ?They’re on table./ Where’s my skirt ? It’s on the bed. /Where are my socks? They’re under the pillow./ Where’s my jacket? It on the chair . Sing all together and do the action .New Lesson5.Practice in groups. Where’s the /my ... ? It’s on/ in /under/ betweenthe ... /Where are the / my ... ? They’re in/on/ under/ between the ...6.Act out the target and the story .7.Game. The blind man looks for person . Use the sentence. Where am I ? You’re on / in /under /between the ...8.Do Exercise B. Answee the questions.9.The teacher reads out several sentences, and Ss must draw the pictures in the appropriate locations.For Example : A book is on the table. A pencil box is on the chair . The peaches are on the desk . The socks are under the table.10 . Summary . Be able to demonstrate the prepositions using the realia...A.Fill the letters and write Chinese meaning .1.__ __ nts ( )2. s__ ___ ks ( )Exercises 1.My clock is on the desk .2.His shirts are on the bed .3.Your jacket is under the box .4. The cat is between the desk and the chair .5. Her pencil is in the box .B. Correct mistake .1.You socks are on table . 4.Open you book please .2.Where’s these grapes . 5. gogo is between chair and table.3. Where’s the my book ? 6.The skirt are on desk . Write the sentences .１.当你看不到你的裤子时，你会问：____________________ ２.你告诉别人，你的夹克在床上。
开心英语三年级下册教案
开心英语三年级下册教案教案标题：开心英语三年级下册教案教案目标：1. 通过本教案的教学活动，学生将能够掌握三年级下册开心英语的相关词汇和句型。
2. 培养学生对英语学习的兴趣和积极性，提高他们的听、说、读、写能力。
3. 培养学生的团队合作精神和互助意识。
教学重点：1. 学习并掌握三年级下册开心英语的相关词汇和句型。
2. 培养学生的听、说、读、写能力。
教学难点：1. 帮助学生理解并正确运用学过的词汇和句型。
2. 培养学生的自主学习能力和团队合作精神。
教学准备：1. 教材：开心英语三年级下册教材。
2. 多媒体设备：投影仪、音响设备。
3. 教具：图片、卡片、小黑板、彩色粉笔等。
教学过程：Step 1：导入（5分钟）1. 利用图片或实物引导学生回忆上节课学过的内容。
2. 通过问答的方式激发学生的学习兴趣，预测本节课的主题。
Step 2：新课呈现（15分钟）1. 使用多媒体设备播放本节课的教学视频或音频，引入新的词汇和句型。
2. 呈现新词汇和句型的图片，逐个进行解释和示范。
3. 利用示范和反复操练，帮助学生正确理解和掌握新词汇和句型。
Step 3：合作学习（20分钟）1. 将学生分成小组，每个小组选择一个小组长。
2. 小组合作完成课本上的练习题，鼓励学生相互帮助和讨论。
3. 小组长负责组织小组成员展示答案，并与其他小组进行比较。
Step 4：巩固练习（15分钟）1. 利用小黑板或白板，出示练习题，让学生口头回答或书写答案。
2. 鼓励学生主动提问，解答他们的疑惑。
3. 对于答错的学生，及时给予指导和纠正。
Step 5：拓展延伸（10分钟）1. 利用多媒体设备播放相关的英语歌曲或动画，激发学生对英语学习的兴趣。
2. 分发相关的绘本或读物，鼓励学生自主阅读，并简单介绍书中的故事情节。
3. 鼓励学生用英语进行角色扮演，模拟真实情境，提高他们的口语表达能力。
Step 6：作业布置（5分钟）1. 布置适当的课后练习，巩固学生在本节课中学到的知识。
广东版开心英语三年级下册)教案
（广东版）开心英语三年级下册教案Unit 9 What time is it? Lesson 1一、Objectives and Requirements:1. LanguageTarget: What time is it? It’s eleven o’clock.Is it twelve o’clock? Yes, it is.Sounds and words: / ai /2. VocabularyKey: one o’clock, two o’clock, three o’clock, four o’clock, five o’clock, six o’clock, seven o’clock, eight o’clock, nine o’clock, ten o’clock, eleven o’clock, twelve o’clock Sounds and words: ride, kite, bike, rice, white, light3. Materials：Picture cards 49-60, ball / soft object, digital watch / clock, chalk / maker, paper cards, paper / plastic bag, dice, hole punch / scissors, paper二、Procedure:1. Conversation1) Getting readyA. (Hold a soft ball or soft object.) One! (Toss the ball to a student.)B. Prompt the student to say Two. And toss the ball to the next student who says Three. Model if necessary.C. Continue up to twelve.D. Write the word o’clock on the board and have Ss repeat.E. Now add o’clock after the numbers, e.g. one o’clock, two o’clock. Point to the numbers around a clock.F. Using the soft ball or object, toss it around as you and the Ss say the hours of the day.G. T: (Pointing to the 1 on a clock.) What time is it?Ss: It’s one o’clock.Model if necessary.2) Using the bookA. T: (Point a watch or a clock.) What’s this? Ss: It’s a watch / clock.B. Listen to the tape and have Ss repeat after each sentence.C. Play the tape again and have Ss follow along.D. T: Get into groups of three. One plays Gogo, one plays Tony and one plays the shopkeeper.Point out who the shopkeeper is in the picture.E. Have Ss listen and speak their roles as the tape plays.2. Vocabulary1) Getting readyA. Hold up each Picture Card and say the time.B. Listen and repeat the time.C. Say each time again in random order.2) Using the bookA. Listen to the tape and have Ss repeat each time phrase. Point to each picture as you say it.B. T: (Point to the eleven o’clock picture.) What time is it?Ss: It’s eleven o’clock.C. Hold the book up and point to other time pictures and have Ss answer.3. Practice 11) Getting readyA. T: (Point to Picture A.) What time is it?B. Generate responses and do the same for the other three pictures.2) Using the bookC. Play the tape for number 1, then pause. T: Which picture is it?D. While Ss are responding, gradually move your hand to Picture B. B is No.1.E. Continue with the other three, pausing after each one.4. Practice 21) Place Picture Cards around the room in various places.2) Walk around the room posing Qs to Ss. Move around the room quickly and pose Qs to keep Ss focused.3) T: (Point to a Picture Card.) What time is it? Ss: It’s …o’clock.4) Model responses if necessary.5) Invite a student to take your place.。