三年级英语上册 lesson20教案 (新版)冀教版
三年级上英语教案-第四单元Lesson20-冀教版
教案：三年级上英语教案第四单元Lesson 20冀教版一、教学目标1. 知识目标：（1）能够听懂、会说、会读本课的生词和句子。
（2）能够用英语简单描述动物的特点。
2. 能力目标：（1）能够运用所学的词汇和句型介绍动物的特点。
（2）能够通过图片、词语卡片等辅助材料，提高学生的观察力和表达能力。
3. 情感目标：（1）培养学生热爱动物的情感。
（2）培养学生的团队协作精神。
二、教学内容1. 词汇：cat, dog, bird, fish, turtle, panda, tiger2. 句子：What does it look like? It looks like a…What does it sound like? It sounds like…What does it like? It likes…三、教学重点与难点1. 重点：词汇的学习和运用，句型的掌握。
2. 难点：动物特点的描述。
四、教具与学具准备1. 教具：图片、词语卡片、录音机、磁带。
2. 学具：书本、练习本、彩笔。
五、教学过程1. 热身（5分钟）（1）教师与学生用英语进行简单的交流，提问学生关于动物的知识。
（2）学生自由讨论自己喜欢的动物及其特点。
2. 导入（10分钟）（1）教师出示各种动物的图片，引导学生说出动物的名称。
（2）教师播放录音，学生跟随录音朗读单词和句子。
3. 新课展示（15分钟）（1）教师出示各种动物的词语卡片，引导学生朗读并拼写单词。
（2）教师用课件展示本课的句子，引导学生跟读并理解句子的含义。
4. 课堂练习（10分钟）（1）学生分成小组，每组选择一种动物，用彩笔在练习本上画出这种动物。
（2）学生用英语描述自己所画的动物的特点，其他组的学生听后猜猜是哪种动物。
（2）学生自由发言，分享自己喜欢的动物及其特点。
六、板书设计1. 板书单词：cat, dog, bird, fish, turtle, panda, tiger2. 板书句子：What does it look like? It looks like a…What does it sound like? It sounds like…What does it like? It likes…七、作业设计1. 抄写单词和句子。
冀教版三年级上册UNIT3《Lesson20WarmCool》word教案2篇
Lesson 20 Warm Cool教学目标 :1、知识 : 掌握并运用本课单词 warm cool shoulder knee toes fingers elbow stomach2、能力 : ①能熟读本课课文 ,唱歌曲 Head shoulders knes toes② 能正确说出、指出身体各部位及名称3、情感 : 培养学生能用英语说出简单的情感和感受教学重、难点 :重点 : 掌握并运用本颗单词 warm cool shoulder knee toes fingers stomach 难点 : 英语表达简单的情感和感受学具和教具学具 : 学生词汇卡片教具 教师词汇卡片 人体部位张贴画教学过程一、 开始上课和复习1、 师生互致问候2、 唱英语歌 Do the Hikey Pokey3、 复习已学过的身体部位词汇 老师说出单词 ,学生出示词汇卡片并大声说出该单词 T: body head ear eye nose mouth arm hand leg foot4、 做游戏 Race and Do老师出示表示身体部位的词汇卡并发出指令 : Point to your (身体部位 )Open your(mouth\eyes) Clap your hands Shake your (body\head)冀教版)三年级英语上册教案 unit3 Lesson20 elbow新授1、warm cool①角色表演（复习I feel hot \cold,边说边做动作）T:（问某个同学）How are you ?S（边说边做动作）I feel hot\cold②示范:要求同学们用汉语说出一些热的或冷的东西,说明我们的身体可以感觉到的热或冷.也可用手触摸一些热的或冷的东西.让学生们想出一些热的或冷的例子如:冰雪、暖气、火焰等.告诉学生当人们感觉热或冷时可以说I ' m hot .I ' mcold.或I feel hot . I feel cold .当触摸到某种热的或冷的东西时可以说:This\That is hot\cold. L 老师可加以演示:T: I ' hfeel hot.（假装用扇子扇风）T: （假装触摸到热的东西） Ouch !This\That hot! 老师领学生一起说:Ouch! This\That is hot!2 shoulder knee toes fingers elbow stomach①示范: 教上述单词时老师将表示人体部位的张贴画贴在黑板上,指着各个身体部位和学生们一起说这些单词边说边将这些词写在黑板上.②引导学生进行操练,提醒学生们注意一些以字母a、e、o 开头的单词前要用冠词an; 要表达一个以上的东西时应该用They areT: （自己的肩） What is it ?Ss: It is a shoulder .T （摇动自己的手指） What are they ?Ss:They are fingers .T: （用手拍打自己的肘部）What is this ?Ss It is an elbow .T: （指自己的一个膝盖）What is this ?Ss It is a knee .③操练老师请一名难同学和一名女同学到前面,指着他她的身体各部位引导学生进行如下操练:T; This is . She is a girl . Is this her head?Ss: Yes. It is her head.T（指男同学的两个肩）What are they ?Ss: They are his shoulders.④播放录音No.2 让学生看书跟读两遍.⑤老师点名让部分同学读一下No.2 What is it?3、学唱本课的歌曲” Head “Shoulder Knee Toes”①播放歌曲录音,学生静听两遍.②做动作教学生唱这首歌,要求学生模仿老师的动作并学唱三、结束课堂教学1、检查理解情况2、布置家庭作业3、Say ”Goodbye ! ”to the students板书设计Lesson 20 Warm Coolwarm shoulderknee toesfingerscoolLesson 20 Warm , Cool教材分析：本课继续学习有关感知的词汇和身体部位词汇，并通过表演唱歌曲，进一步巩固练习身体各部位名词。
三年级上册英语教案-Unit4Lesson20-冀教版(三起)
教案：三年级上册英语教案 Unit 4 Lesson 20 冀教版（三起）一、教学目标1. 知识目标学生能够听懂、会说、会读本课的生词和句子，理解日常对话的意思。
学生能够通过图片和情景，理解并运用“What's this? It's ”和“What are these? They are ”进行物品的询问和介绍。
学生能够通过听力练习，提高听力理解能力。
2. 能力目标学生能够用英语简单描述日常生活中的物品。
学生能够在小组活动中，与他人合作完成任务。
3. 情感目标培养学生对英语学习的兴趣，增强自信心。
培养学生热爱生活，关注身边的事物。
二、教学内容本课的主题是“What's this? It's ”和“What are these?They are ”，主要介绍日常生活中的物品。
通过听、说、读、做等活动，学生能够熟练掌握这些句型，并用它们来描述物品。
三、教学重点与难点重点：学生能够听懂、会说、会读本课的生词和句子，理解日常对话的意思。
难点：学生能够通过图片和情景，理解并运用“What's this?It's ”和“What are these? They are ”进行物品的询问和介绍。
四、教具与学具准备教具：PPT、图片、卡片、录音机、磁带。
学具：课本、练习本、铅笔、学习用品。
五、教学过程1. 热身活动（5分钟）教师播放Unit 4的听力材料，学生听后回答问题。
2. 新课导入（10分钟）教师出示图片，引导学生用中文描述图片中的物品。
然后，教师出示卡片，引导学生用英文说出对应的物品名称。
接着，教师引导学生模仿句型“What's this? It's ”和“What are these? Theyare ”，进行角色扮演。
3. 课堂活动（10分钟）学生分角色朗读对话，模仿语音语调。
教师选取几位学生进行对话表演，给予表扬和鼓励。
学生两人一组，用“What's this?It's ”和“What are these? They are ”进行问答，练习描述物品。
三年级上册英语教案(冀教版)20 Lesson 20 LiMing’s Family
学校教师备课笔记纵观整节课为了达到新课标所要求的小学英语课程的要求，我主要通过创设教学情景进行师生互动，充分激发学生学习英语的兴趣，培养英语学习的积极态度，把情感、态度与价值观目标的实现融合在知识与能力、过程与方法目标实现的过程之中，努力为学生进一步学习英语打下坚实基础.T: T: How many people in your family? Who are they? What’s your mother’s name? What’s your mother’s name? What’s Li Ming’s father’s and mother’s name? Let’s see. S:Three.My mother,my fatherand I.Her name is …His name is ...通过问答交流，复习关于人称代词his, her.以问题引出本科内容。
StepII New concepts Part 1: Letters(1)Show the cartoonT:What’s Li Ming’s father’s name? His name is LiDaming.T:What’s Li Ming’s mother’s name? Her name is Liu Yun.T:Where do they live? China.教师可以出示地图(2)Watch the cartoon again.Follow it.跟读录音；分角色朗读课文让学生进一步熟悉文本。
What is Li Daming? He is ateacher.What is Liu Yun? She is adoctor.What is Li Ming? He is astudent.What are you? I’m a student.(3)What is yourfather/mother?帮助学生拓展worker,housewife, businessman,clerk等职业名词。
2023年冀教版三年级上册英语《Lesson 20 Li Ming’s Family》教案及教学反思
冀教版三年级上册英语（Lesson 20: Li Ming’s Family）教案及教学反思Lesson 20: Li Ming’s Family教学目标：1 知识目标：掌握词汇tall short2 能力目标：能够用以前学过的词汇和新学的词汇描述自己家成员3 感情态度：通过对家庭成员的介绍以及对职业的细致描述，增进学生与家庭中其他成员的了解与熟悉，培养他们互敬互爱的家庭观念。
教学重点难点：掌握词汇tallshort教具学具：Cards,radio教学过程：一、Greetings:T: Good morning, Class!Ss: Good morning, Teacher!二、Warm-up:Free talk.让学生结成三人一组，练习对话。
Sa: (Do an action.)Sb: (To Sc.) What is he doingSc: Jumping.三、Learn threenew words:3. Ask the students to look at the picturein the student book and describe what they know in English. (Li Ming , family ,China, son , school , father, mother……)4. Ask the students introduce their ownfamily.5.通过比拟图片、实物，在黑板上画图并说明short/tallIs Li Ming’s father tall or shortIs Li Ming’s mother tall or short四、Song: I loveyou, you love me.1．先听录音2．把这首关于李明家庭的个歌曲一句一句的放给学生，让学生跟唱。
五、做（活动手册）六、Classopening.Lesson 20: Li Ming’s FamilyI am a tall man.I am a short woman.We are a happy family.课后反思：。
三年级上册英语教案-Lesson20LiMing’sFamily冀教版
教案名称：三年级上册英语教案Lesson 20: Li Ming’sFamily（冀教版）一、教学目标1. 知识目标：（1）学生能够听懂、会说、会读本课的生词和句子。
（2）学生能够运用所学的词汇和句型介绍自己和家人的职业。
2. 能力目标：（1）学生能够通过听、说、读、做等活动，提高自己的语言运用能力。
（2）学生能够借助图片和情景，正确使用一般现在时描述家人的职业。
3. 情感目标：（1）学生能够积极参与课堂活动，提高学习英语的兴趣。
（2）学生能够了解不同职业的特点，尊重他人的选择。
二、教学内容1. 词汇：teacher, doctor, farmer, policeman, parent, brother, sister2. 句型：What does your mother/father do? She/He is a teacher/doctor/farmer/policeman.3. 情景：介绍家人的职业。
三、教学重点与难点1. 重点：学生能够听懂、会说、会读本课的生词和句子，运用所学的词汇和句型介绍自己和家人的职业。
2. 难点：一般现在时在描述家人职业的运用。
四、教具与学具准备1. 教具：课件、图片、家庭职业卡片、录音机、磁带2. 学具：课本、练习册、铅笔、橡皮五、教学过程1. 热身（5分钟）教师与学生用英语进行简单的问候，然后引导学生谈论家庭成员。
例如：What’s your mother? She’s a teacher. 引导学生回答并练习相关词汇和句型。
2. 引入（10分钟）教师出示Li Ming的照片，引导学生说出Li Ming的名字，然后询问学生是否认识Li Ming的家人。
接着，教师展示Li Ming的家庭成员图片，引导学生说出他们的职业。
3. 呈现（10分钟）教师播放课文录音，让学生跟读。
在学生熟悉课文内容后，教师提问学生关于Li Ming家庭成员的职业。
例如：What does LiMing’s mother do? She’s a teacher. 引导学生回答并练习句型。
(最新冀教版三年级英语上册)Lesson_20_Li_Ming’s_Family
冀教版三年级上册设计主题Lesson 20 Li Ming’s Family1.整体设计思路、指导依据说明本教学设计的指导依据是《英语课程标准》。
标准中明确指出，基础教育阶段英语课程的任务之一是：激发和培养学生学习英语的兴趣，使学生树立自信心，养成良好的学习习惯和形成有效的学习方法，发挥自主学习的能力和合作精神，使学生掌握一定的语言综合运用能力，倡导体验、实践、参与、合作与交流的学习方式和任务型的教学途径。
本教学设计的教学重点是家庭成员。
主要句型是： My father/mother is a ______.He/She is ______.(tal/short)要求学生能对句型中的具体信息进行替换，来获得家庭成员的详细信息。
在这之前学生已经学习过相关的词汇如family,father,mother,teacher。
学生在此基础上开始接触其他职业相关单词。
从吟唱歌谣入手，展现与本文相关的信息，直接切入主题。
激发学生兴趣，活跃课堂气氛；另一方面，为新知的呈现起了很好的铺垫作用。
新课导入层层深入，让学生联系实际理解新知识指导学生小组合作说说自己的家庭。
培养学生合作精神，自主探究意识，增强了语言学习交际的氛围，促进学生的语言实践能力。
通过不同层次的教学活动，关注了全体学生的发展，进行的活动有师生对话、生生对话，小组对话等，活动效果明显。
2.教学背景分析教学内容分析：本单元重点学习一些描述家庭成员的用语和词汇，其中包括家庭关系、职业的名词和更多的描述外貌的词汇。
本课时是一节单词句型教学课，进一步学习家庭成员的职业，学习如何来介绍家人，及形容词高、低。
内容简单，内涵丰富。
学生情况分析：三年级的学生，由于年龄小，又加上生性活泼好动，喜欢直观形象思维，对游戏、竞赛特别感兴趣。
三年级是小学生学习英语的基础阶段，这一阶段的重要任务在于激发并保持学生学习英语的兴趣。
因此，在设计课堂教学活动时根据学生的情况，采用灵活多样的教学方法来吸引学生的注意，努力营造玩中学、学中玩的教学情境。
三年级上册英语教案-Unit 4 Lesson 20-冀教版(三起)
三年级上册英语教案-Unit 4 Lesson 20-冀教版（三起）一、教学目标1.学生能够听、说、读、写并理解本课所学的新单词：swing, slide, monkey bars, seesaw, jungle gym。
2.学生能够掌握并运用新单词来描述游乐场里的器具。
3.学生能够听懂并回答与游乐场上的器具有关的问题。
4.学生能够在情境中完成一些游戏和活动，加深对课文的理解。
二、教学重点与难点教学重点1.学习并理解所学的新单词：swing, slide, monkey bars, seesaw, jungle gym。
2.能够用所学单词熟练描述各类游乐场器械。
教学难点1.需要学生掌握并正确使用所学的新单词。
2.需要学生在游戏和活动中进行口语交流，加深对课文的理解。
三、教学准备1.教师准备：课件、图片、卡片、教案。
2.学生准备：课本、笔、纸。
四、教学内容及过程Step 1：Warming-up1.与学生互动打招呼，引入课文主题。
2.利用PPT展示一些游乐场的图片，引导学生对游乐场设施有了解。
Step 2：New Words1.展示新单词：swing, slide, monkey bars, seesaw, jungle gym。
2.多次重复单词并带读音，让学生跟读并熟记。
Step 3：Presentation1.展示课文内容，并试着用自己的话解释。
2.细讲和教授关于游乐场器械的相关单词，比如：–A swing is a chair that moves back and forth.–A slide is a piece of equipment that you slide down.–Monkey bars are bars that you can swing on.–A seesaw is a board that goes up and down.–A jungle gym is a big toy with lots of places to climb and play.3.加上相关的图片让学生更易于理解这些器械。
三年级上册英语Lesson20 LiMing's Family教案(冀教版)
short She’s short.
教
学
反
思
本教学设计的教学重点是学生能对重点句型中的具体信息进行替换，来介绍家庭成员的详细信息。在这之前学生已经学习过相关的词汇如family, father, mother, teacher。学生在此基础上开始接触其他职业相关单词。
从游戏入手，复习导入，直接切入主题。激发学生兴趣，活跃课堂气氛；另一方面，为新知的呈现起了很好的铺垫作用。
This is my father.
His name is.
He is a __________.
This is my mother.
Her name is.
She is a ________.
This is my________ .
He/She is short/tall.
My name is.
I am a student.
Lesson 20 Li Ming’s F下载）
年级
三年级
学科
英语
备课教师
复备教师
课题
Lesson 20 Li Ming’s Family
课型
新授课
课标分析
三年级上学期的英语学习应达到课标中一级目标的要求：对英语有好奇心，喜欢听他人说英语，能根据教师简单的指令做动作、做游戏、做事情。能做简单的角色表演。能唱简单的英文歌曲，能说简单的英语歌谣。能在图片的帮助下听懂和读懂简单的小故事，能模仿范例书写词句。在学习中乐于模仿，敢于表达，对英语具有一定的感知能力。
教材分析
本单元重点学习一些描述家庭成员的用语和词汇，其中包括家庭关系、职业的名词和更多的描述外貌的词汇。本课时是一节单词句型教学课，进一步学习家庭成员的职业，学习如何来介绍家人，及形容词高、低。内容简单，内涵丰富。
三年级英语上册 lesson20教案 (新版)冀教版
Lesson 20 Li Ming’s Family教学目标1.Students will be able to aurally understand, orally use and recognize thefollowing vocabulary: China, short, tall2.Students will be able to aurally understand and respond orally to the followingsentence: My father/mother is a . He/She is .（tall/short）3.Student will be able to sing the song I love you, you live me.教学重点：Understand, use and recognize the words: China, short, tall教学难点：Understand and respond the sentences: My father/mother is a . He/She is .(tall/short)Sing the song: I love you, you love me.教具准备：Audiotape/Multimedia CD教学过程：Class Opening and reviewGreeting and reviewGreet the class with any phrases the students have learned.Play the audiotape for The family in our house and sing it along with the students. Talk a bit about family. Ask questions such as : Is a brother a boy or a girl? Lesson HookTell the students that today they will meet Li Ming’s family. They will also meet Danny’s family and learn a new song about families!New Concepts1.Meet Li Ming’s family.Introduce the new sentences structures: We live in . This is my . I’m a . My father/mother is a.Teach the new words teacher, doctor and student. For example, ask the students to recall and say the name of the person who helps them if they hurt(doctor). Explain what a doctor does and that Li Ming’s mother is a doctor. Ask if anyone has a doctor in the family. Discuss teacher(Li Ming’s father) and student(Li Ming). Link the concept of student with school. Ask the students to say the words a few times with you.Ask the students questions about the story. Encourage them to make observations about the story from the pictures. Use English where you can, using gestures and the pictures to make yourself understood. Encourage the students to answer in English when they can. For example:Where does Li Ming’s family live?Who is in Li Ming’s family? How many people?What work do his father and mother do?What work does Li Ming do?2.Let’s do it!Ask the students to open their books to page 52. Take some time to talk about the pictures. You can ask questions such as How many people are in Li Ming’s family?What is his father’s/mother’s name? What does his father do? What about his mother? When you are sure the students have a good understanding of Li Ming’s family, ask them to take out their paper, pencils and crayons. They can draw a picture of their own family. Be sure to mingle and talk about the pictures being created by the students. You can collet these pictures and post them around the classroom when the avtivity is completed.3.Tall or short?Introduce new concepts: tall, short.Compare pictures, objects and drawings you make on the blackboard to demonstrate short/tall. For example, pick two students, one short and one tall, to come to the front of the class and lead the class as follows:T: Short/Tall. Short/Tall. Say it, please.C: Short/Tall.T: IS he/she short or tall?C: He/She is .4.Let’s sing!Song: I love you, you love meAsk the students to listen to the audiotape of the song as the students follow in the student book. Point to the pictures as you say short, tall with the class.Play the audiotape. Ask questions about the pictures such as:Is Li Ming’s father tall or short?Is Li Ming’s mother tall or short?Let the students sing the song together.Check for understandingClass Closing Sing the song I love you, you love me.。
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Lesson 20 Li Ming’s Family
教学目标
1.Students will be able to aurally understand, orally use and recognize the
following vocabulary: China, short, tall
2.Students will be able to aurally understand and respond orally to the following
sentence: My father/mother is a . He/She is .（tall/short）
3.Student will be able to sing the song I love you, you live me.
教学重点：Understand, use and recognize the words: China, short, tall
教学难点：Understand and respond the sentences: My father/mother is a . He/She is .(tall/short)
Sing the song: I love you, you love me.
教具准备：Audiotape/Multimedia CD
教学过程：
Class Opening and review
Greeting and review
Greet the class with any phrases the students have learned.
Play the audiotape for The family in our house and sing it along with the students. Talk a bit about family. Ask questions such as : Is a brother a boy or a girl? Lesson Hook
Tell the students that today they will meet Li Ming’s family. They will also meet Danny’s family and learn a new song about families!
New Concepts
1.Meet Li Ming’s family.
Introduce the new sentences structures: We live in . This is my . I’m a . My father/mother is a
.
Teach the new words teacher, doctor and student. For example, ask the students to recall and say the name of the person who helps them if they hurt(doctor). Explain what a doctor does and that Li Ming’s mother is a doctor. Ask if anyone has a doctor in the family. Discuss teacher(Li Ming’s father) and student(Li Ming). Link the concept of student with school. Ask the students to say the words a few times with you.
Ask the students questions about the story. Encourage them to make observations about the story from the pictures. Use English where you can, using gestures and the pictures to make yourself understood. Encourage the students to answer in English when they can. For example:
Where does Li Ming’s family live?
Who is in Li Ming’s family? How many people?
What work do his father and mother do?
What work does Li Ming do?
2.Let’s do it!
Ask the students to open their books to page 52. Take some time to talk about the pictures. You can ask questions such as How many people are in Li Ming’s family?
What is his father’s/mother’s name? What does his father do? What about his mother? When you are sure the students have a good understanding of Li Ming’s family, ask them to take out their paper, pencils and crayons. They can draw a picture of their own family. Be sure to mingle and talk about the pictures being created by the students. You can collet these pictures and post them around the classroom when the avtivity is completed.
3.Tall or short?
Introduce new concepts: tall, short.
Compare pictures, objects and drawings you make on the blackboard to demonstrate short/tall. For example, pick two students, one short and one tall, to come to the front of the class and lead the class as follows:
T: Short/Tall. Short/Tall. Say it, please.
C: Short/Tall.
T: IS he/she short or tall?
C: He/She is .
4.Let’s sing!
Song: I love you, you love me
Ask the students to listen to the audiotape of the song as the students follow in the student book. Point to the pictures as you say short, tall with the class.
Play the audiotape. Ask questions about the pictures such as:
Is Li Ming’s father tall or short?
Is Li Ming’s mother tall or short?
Let the students sing the song together.
Check for understanding
Class Closing Sing the song I love you, you love me.。