(北师大版)三年级英语下册教案unit8

(北师大版)三年级英语下册教案Unit8
Unit 8 Big bird
一、教学内容：
1.会说This is a turtle． This is an young/old turtle．
2.单词：happy 、tall、short、big和small。
二、教学目标：
1.会说This is a turtle． This is an young/old turtle．
2.单词：happy 、tall、short、big和small。
三、教学重点：
单词：happy 、tall、short、big和small。能会说及应用
四、教学难点：
单词：happy 、tall、short、big和small。能会说及应用
五、教学用具：
单词卡片,录音机

六、教学课型：
新授课

七、教学过程：
一、让学生准备好学生用书附录小的“反义词图板”。给学生展示本页并解释
每对图片的内容都是相反的。让学生看前两张图，指着第一幅图中的箭头和箭头
所指的人，说：“He is a boy．”把句子写在黑板上。指着每个单词朗读句子。让学
生跟读。让学生看第二幅图。重复上面的步骤。用“She is a short girl．”更换。让
学生看鸟的图片。用练习tall和short的步骤练big和small。
二、引入turtle。指着每幅图里的乌龟说：“This is a turtle．”同法练习This is an
young/old turtle．
替换句型Mocky is a good／bad monkey．
情景引入问学生是否曾在公园或森林里散步，让学生描述所见到的景色。展
示tree和animals的教学卡片。示范单词让学生重复。
拿起“反义词图板。”指着鸟的图，问，“What’s this?”引导学生回答： “It’
s a bird．”。用同样的方法练习turtle。把单词turtle写在黑板L，让学生跟读。
问学生在森林中散步的感受。试着引导学生用汉语说出“快乐”这个单词，
并把英语单词happy写在黑板上。也可以画一个笑脸。
示范对话用“反义词图板”复习句型“He is a tall boy．”让学生重复。
用同样的图呈现句型“He’s not a short boy．”让学生跟着重复。用同样的方
法完成其余的图。
讲故事学生用书第14、15页，让学生打开书翻到故事这两页。把这两页给学
生展示。根据图片提问以下图片：
1．Ken，Ann和Mocky在哪儿? 他们在看什么?
2．Mocky在和谁说话? 你认为Mocky在说什么?
3．Ann和Mocky在看什么? 你认为Ann在说什么?Mocky是怎样回答
的?
4．现在发生了什么?
听故事学生用书第14、15页告诉学生：“我们现在要听听故事中的人物怎么
说。”放录音让学生边听边看图。
再放一遍录音，每—幅图后暂停。让学生重复句
三、布置作业：
让学生给“反义词图板”的图涂上颜色，下—节课还要用到。

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北师大版三年级英语下册第八单元unit

北师大版三年级英语下册第八单元unit English: Unit 8 of the third grade English textbook from Beijing Normal University Press focuses on the theme of animals. It introduces various animals, their habitats, and their characteristics.Chinese: 北师大版三年级英语教材第八单元的主题是动物。

它介绍了各种动物，它们的栖息地以及它们的特点。

English: This unit not only helps students expand their vocabulary related to animals but also enhances their understanding of different habitats and animal behaviors.Chinese: 这个单元不仅帮助学生扩充与动物相关的词汇，还增加了他们对不同栖息地和动物行为的理解。

English: Understanding the characteristics of different animals can also help students develop empathy towards living creatures and respect for nature.Chinese: 了解不同动物的特点还可以帮助学生培养对生物的同理心和对大自然的尊重。

English: By learning about animals and their habitats, students can also gain a deeper appreciation for the diversity of life on Earth.Chinese: 通过学习动物和它们的栖息地，学生还可以更加深刻地欣赏地球上生命的多样性。

北师大版三年级英语下册Unit8Bigbird教案2.doc

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。

三年级英语下册 unit8 Lesson 3教案北师大版

Lesson 31.Review•Prepare the flashcards for animals that the children have already known. Present the flashcards and elicit the animal names from the children.•Present the flashcard for duck. Cover it with a blank sheet of paper. Show the flashcard bit by bit. Have the children guess the animal.•Repeat the procedures with other animal flashcards.2.Talk togetherStudent Book page 18•Have the children turn to page 18. Draw their attention to the top of the page. Ask the children what Tommy is thinking about. Elicit, “A duck.”•Tell the children that Peter and Tommy are playing a game. Peter is trying to guess what animal Tommy is thinking about.•Show your copy of the page. Point to Tommy’s speech bubble. Read the words aloud as you touch each one. Have the children repeat the question as they touch each word in their books.•Repeat for Peter’s speech bubble．•Draw the children’s attention to the questions and answers on the right hand side of the page. Read each question aloud with the children. Elicit the correct answers (for a duck).•Draw a bird, a turtle, and a monkey on the board. Point to each picture in turn and elicit the animal’s English name.•Tell the children that you are thinking of one of these animals and that you want them to try to guess which one it is. The children must ask you questions in English. Explain that you will only answer “Yes, it is.” or “No, it isn’t.”•The children should continue to ask questions until they have guessed the correct animal.•Choose another animal on the board and repeat the procedure.•Now put the children into pairs. One of the children should think of one of the animals on the page. The other child must try to guess which one it is. •Have the children change roles so that they each have a turn asking and answering the questions.3.Listen and numberStudent Book page 18•Have the children open their books at page 18. Show your copy of the page. Point to each picture and ask what it is. For example, “What’s this?”“It’s a small bear.”•Explain to the children that they will hear a sentence on the tape, and they must match it to the correct picture.•Play the tape. Have the children point to the matching picture.•Play the tape again, stopping after each sentence. This time the children need to write the correct sentence number next to the correct picture.•Have the children repeat the sentences in a class drill.4.Trace, match, and copyStudent Book page 19•Have the children open their books at page 19. Show your copy of the page. Draw the children’s attention to the first picture. Point to the girl. Say, “Is she a tall girl?” Elicit, “No, she’s a short girl.”•Read the words in the speech bubble to the class. Have them repeat the words after you. Ask the children which word is missing. Elicit short.•Have the children trace the correct word and then copy it to complete the sentence in the speech bubble.•Repeat the procedure for the other pictures and words.5.Set homeworkStudent Book page 19Tell the children to finish the work on page 19 and then color the page.。

三年级下英语学案-Unit 8 Big bird! 北师大版

Unit 8 Big bird！【学习目标】1．学会听、说、读下列句子：This is a turtle. This is a young an old turtle.2．单词：happy, tall, short, big和small。

【学习重难点】1．掌握单词：happy, tall, short, big和small。

2．功能句的理解。

3．对课文的理解。

【学习过程】一、新知学习。

1．课文预习。

阅读课文，将自己不认识的单词写下来。

_________________________________________________________________________________________________________________________________________________________________________________2．学习单词和句型。

（1）朗读词汇：forest, birds, peacock, turtle, tall, young, short, fast。

（2）朗读句型：①What is this?②This is……③These are……（3）小组活动，练习上述句型。

S1: What is this?S2: This i s……S3: This is……二、达标检测。

1．翻译下列单词或者词语。

thin：_____long：_____slow：_____old：_____tall：_____年幼的：_____高兴的：_____美丽的：_____2．翻译下列的句子。

（1）It is a young bird.___________________________________________（2）These are big animals.___________________________________________（3）He is a tall man.___________________________________________（4）这是一只美丽的蝴蝶。

北师大版英语三年级下册Unit8 第3课时参考教案

Unit8 第3课时参考教案教学目标知识目标：Are these/those…? Yes, they are. No, they aren’t.〔Phonics〕/t/ /d/情感目标：乐于模仿，敢于开口，积极参与，主动请教。

教学重难点：Have the children practice the sounds and letters.教学过程：1. Warm-upLanguage drillAre these …? Yes, they are. / No, they aren’t.2. Talk togetherHave the children open their books at page 18. Draw their attention to the pictures at the top of the page. Say, now we will read a dialog about Ann’s toys.Display the copy of the page and then read aloud the words, pointing to the sentence as you say it.Read the words again, and have the children repeated 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.First time: listen to the tape.Second time: listen and repeat.Read by themselves. Then elicit some students to read it.3. Listen and numberTalk about the pictures first.Play the tape, have the children number the pictures in the correct order.Check the answer.4. Sounds and lettersDraw 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 sounds.Read all the words in the circle and have the children touched 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 sound.6. Set homeworkRead the dialog and the words.7. 教学后记：对话局部黑体字掌握比拟熟练，首尾阅读稍有些困难，听力做的不错，单词发音也能根本掌握。

三年级下册英语学案-Unit8Vegetableslesson2｜北师大版

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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；

2019年春学期小学英语(北师大版)三年级下册《Unit 8 Big bird》教案 (11)word版教案

Lesson 61.Uncle Booky’s storytimeStudent Book page 24•Tell 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 themeaning of unfamiliar words.•It doesn’t matter if they don’t know the words. The requirement for thispart is to understand the story.2.Snap!Snap is best played in pairs. Always be sure that one child in each pair isfamiliar with the vocabulary．•Have the children take out their cards for Unit 7 and Unit 8.•Put the children in pairs and have each pair mix their cards together and thenspread them face down on a table.•The children in each pair take turns to flip over the cards, one by one, sothat they are facing up. As soon as they see two cards with identical pictureson them, they must call out“Snap!” and say the correct English word for thepicture, for example, “Snap! Kite.” when two cards with pictures of kitesappear. •The first child to call out “Snap!”and the correct word keeps the twomatching cards. The children continue playing until there are no cards lefton the table. The winner is the child with the most cards at the end of thegame.•If a child calls “Snap!” by mistake, for example when two cards do not match,or when he or she says an incorrect word, the game turns on to the nextplayer.Note: In later Units this game can also be used for matching writtenwords and pictures.3.Flashcard gamesA. Divide the class into two teams. Put all the flashcards facedown on a table between the teams. (Use the flashcards for Units ７through8.)•Have a child in Team A pick up a card and show it to Team B. (The childrenshould take turns picking up the cards.) The child should ask, “Are these(dolls)?/Is this a (train)?” or “What’s this?/What are these?”•Together, Team B must answer “They’re (dolls).” or “It’s a (train).”•Points are scored for every correct question and correct answer.B. Children will need their flashcards provided for earlierUnits.•Spread all the flashcards face up on the table.•Have the children either sit or stand around the table, close enough to beable 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 their 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.4.BingoUse this game to review the core vocabulary.•See Unit 7, page 24, for the rules and procedure.5.Self-assessmentStudent Book page 25•In the first activity, have the children work in pairs. Tell them to take turns asking and answering questions about the pictures. Before that the teacher should provide a model using the pictures or children in the class.•In the second activity, have the children talk about the pictures first. Then read out the sentences. Tell them to check the correct words to finish the sentence.6.My notes and teacher’s notesStudent Book page 25•This 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 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 a sense of achievement and confidence. Stickers provided at the end of the Teacher’s Resource Book can be used here.7.Set homeworkStudent Book page 24 Tell the children that you want them to read the story in Uncle Booky’s Storytime with their parents at home.。

北师大版英语三年级下册教案 unit8 Lesson 6

Lesson 61.Uncle Booky’s storytimeStudent Book page 24•Tell the children that they are going to listen to a story.•Play the tape, ask the children to listen to the story with their booksclosed.•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 guessthe meaning of unfamiliar words.•It doesn’t matter if they don’t know the words. The requirement forthis part is to understand the story.2.Snap!Snap is best played in pairs. Always be sure that one child in each pairis familiar with the vocabulary．•Have the children take out their cards for Unit 7 and Unit 8.•Put the children in pairs and have each pair mix their cards togetherand then spread them face down on a table.•The children in each pair take turns to flip over the cards, one by one,so that they are facing up. As soon as they see two cards with identicalpictures on them, they must call out“Snap!” and say the correct Englishword for the picture, for example, “Snap! Kite.” when two cards withpictures of kites appear. •The first child to call out “Snap!”and the correct word keeps the twomatching cards. The children continue playing until there are no cardsleft on the table. The winner is the child with the most cards at the endof the game.•If a child calls “Snap!” by mistake, for example when two cards do notmatch, or when he or she says an incorrect word, the game turns on to thenext player.Note: In later Units this game can also be used for matchingwritten words and pictures.3.Flashcard gamesA. Divide the class into two teams. Put all the flashcardsface down on a table between the teams. (Use the flashcards for Units７through 8.)•Have a child in Team A pick up a card and show it to Team B. (The childrenshould take turns picking up the cards.) The child should ask, “Are these(dolls)?/Is this a (train)?” or “What’s this?/What are these?”•Together, Team B must answer “They’re (dolls).” or “It’s a (train).”•Points are scored for every correct question and correct answer.B. Children will need their flashcards provided forearlier Units.•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 their 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.4.BingoUse this game to review the core vocabulary.•See Unit 7, page 24, for the rules and procedure.5.Self-assessmentStudent Book page 25•In the first activity, have the children work in pairs. Tell them to take turns asking and answering questions about the pictures. Before that the teacher should provide a model using the pictures or children in the class. •In the second activity, have the children talk about the pictures first. Then read out the sentences. Tell them to check the correct words to finish the sentence.6.My notes and teacher’s notesStudent Book page 25•This 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 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 a sense of achievement and confidence. Stickers provided at the end of the Teacher’s Resource Book can be used here.7.Set homeworkStudent Book page 24 Tell the children that you want them to read the story in Uncle Booky’s Storytime with their parents at home.。

三年级英语下册 unit8 Lesson 5教案北师大版

Lesson 5PreparationYou will need:•flashcards for this Unit1.Review•Review the flashcards for this Unit. Hold up each flashcard in turn and elicit the correct word.2.Read and checkStudent Book page 22•Have the children open their books at page 22. Show your copy of the page. Explain that you will read the questions and answers together. Tell the children that only one answer is correct for each question.•Point to the first picture. Say, “What is this?” Elicit, “It’s a bear.”•Read the question aloud as you point to each word. Have the children repeat the question as they touch each word in their books.•Read the first answer with the children in the same way. Ask the children if the sentence is correct. The children should say, “Yes, it is.”•Now read the second answer. Again, ask if the sentence is correct. The children should say, “No, it isn’t.”•Now ask the children to check (??) the box beside the correct answer.•Repeat the procedure for the other questions and answers.3.Let’s chantStudent Book page 23•Have children open their books at page 23. Draw their attention to the picture on the top of the page. Say, “We are going to learn a chant about animals.”•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. •Play the tape again and have children join in, encouraging them to hum or clap with the rhyme.•Play the tape again. Encourage the children to add actions and act the rhyme out.4.Let’s doStudent Book page 23•Tell the children to open their books at page 23. Say, “We are going to draw some pictures.”•Draw their attention to the picture Mocky is holding. Ask the children to tell you about the picture.•Read out the sentence under the picture pointing each word. Have children repeat after you.•Now read the first sentence on the right. Draw a simple tall figure on the board. •Repeat the procedure and have the children draw the pictures.5.Set homeworkStudent Book page 22Ask the children to color the pictures on page 22.。

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