冀教版小學英語三年級下冊教案

1、精選優(yōu)質文檔-傾情為你奉上Lesson 1教學設計一、教學目標：（一）知識與技能目標：1. 能聽懂、會說、認讀和書寫詞匯：farm, farmer, pig, cow, sheep 2. 能理解并口頭運用句子：Whats this? Its a _. 3. 能唱本課歌曲。（二）情感目標：樂于模仿，敢于開口。（三）學習策略目標：注意傾聽，積極思考。（四）文化意識目標：知道一些西方國家農場及農場主與中國的不同。二、教學重點： 1. 詞匯：farm, farmer, pig, cow, sheep 2. 句型：Whats this? Its a _.三、教學難點：熟練而正確地拼寫五個單詞。四、教學過

2、程：I. Warm upGreetings:Hello, Glad to see you again. How are you? What did you do on your holiday? (因為是開學后的第一節(jié)課，教師詢問學生的假期情況，可允許他們用漢語回答，或英漢混用，這樣可以活躍氣氛，拉近距離，讓學生以愉悅的心情進入下面的學習。)II. New Concept1.T: Today lets go to a farm. (簡單用漢語介紹一下西方國家的農場，體會中西方的差異)觀看教學光盤，思考 Whats on the farm? Watch again, follow to read

3、, introduce the new words. （教師用卡片或圖片逐一介紹新詞匯，并與句型結合。）Whats this? Its a _.farm-farmer work-workerdrive-driver teach-teacher (讓學生仔細觀察四組詞，從中發(fā)現(xiàn)一些規(guī)律：末尾加er 就成了從事這項工作的人。)pig, big, sit, six cow, how, now sheep, three, knee, feel（讓學生試著讀這些詞，體會劃線部分的發(fā)音，簡單了解一些字母的發(fā)音及字母組合的拼讀規(guī)則。）1.T： What color is the pig/ cow/ shee

4、p?S: Its _.T: black sheep 害群之馬T: What animal do you like? pig, cow or sheep, why?(學生可以用漢語回答為什么，這樣使交流更真實更有意義，)1.Listen to the song and follow to sing.(教師可以先教給學生各種動物不同的叫聲，讓學生模仿。)III. Practice1. Point to the words:五張單詞卡片貼到黑板上，男女生比賽，各派代表聽老師指令，看誰最快指出來。2. 猜字游戲：單詞卡片設計成有立體效果的，各隊派代表，用手觸摸卡片，其他學生問：Whats this?

5、該學生回答：Its a _. 最后在規(guī)定時間內，哪個隊猜對的多即獲勝。3. Role-play: 學生四人一組，選擇自己喜歡的動物頭飾戴上，然后來到農場，自編自演，看哪個組演的最有創(chuàng)意。（此活動可允許有部分漢語）IV. Homework 1. What do we learn from this lesson? 2. Do you have any questions? 3. homework: write the five words. Sing the song.板書設計： Lesson 1: On the Farm farm. farmer. Whats this? Its a pig.

6、 cow. sheep.Lesson 2教學設計一、教學目標：（一）知識與技能目標：1. 能聽懂、會說、認讀和書寫詞匯：cat, dog, chicken, duck. 2. 能理解并口頭運用句子：Is this a _? Yes, it is./ No, it isnt. 3. 能唱本課歌曲。（二）情感目標：樂于模仿，敢于開口。（三）學習策略目標：注意傾聽，積極思考。二、教學重點： 1. 詞匯：cat, dog, chicken, duck.2. 句型：Is this a _? Yes, it is./ No, it isnt.三、教學難點：熟練運用所學句型進行交際交流。四、教學過程：I.

7、Warm upGreetings and review.Whats this? Its a _.(farm, farmer, pig, cow, sheep)II. New Concept1.T: Today lets go to a farm again.觀看教學光盤，思考What can you see on the farm? Watch again, follow to read, introduce the new words. （教師用卡片或圖片逐一介紹新詞匯，并與句型結合。）Whats this? Its a _.cat hat fat bat sat fat cat指“富人，有

8、錢的人”。dog hot pop hop top Love me, love my dog. “愛屋及烏”。It rains cats and dogs. “傾盆大雨”。 chicken 雞 chick 小雞rooster 公雞 hen 母雞。KFC, Kentucky Fried Chicken 肯塔基州炸雞duck desk door dog doctor2. 教師在介紹后面的詞匯時，可以加入句型，Is this a _? 如：學習dog 后，指著dog的圖片，ask: Is this a cat? No, it isnt. (follow to read) Is this a dog?

9、Yes, it is. (follow to read)3. T: What animal do you like? Why?(學生可以用漢語回答為什么，這樣使交流更真實更有意義，)Listen to the song and follow to sing.III. Practice4. 猜詞游戲：拿東西遮擋住單詞，然后一點一點地往外露，邊做便問：Whats this?看誰能猜對。5. 猜謎語：T: Its our friend. It says “Woof! Woof!” What is it?T: It likes to eat fish. It says “ Meow! Meow!” W

10、hat is it ?6. 翻牌游戲：兩人一組，卡片朝下，甲問：Is this a _?乙答： Yes, it is. / No, it isnt.7. Listen to the song and follow to sing.IV: Production寵物秀：小組活動，學生們扮演自己喜歡的動物，擺出各種姿勢，發(fā)出動聽的叫聲，用優(yōu)美的語言介紹自己等，看哪一組表演的最好。V. Homework 1. What do we learn from this lesson? 2. Do you have any questions? 3. homework: Read the text. Sing

11、 the song. write the four words.板書設計： Lesson 2: Cats and Dogs Cat. dog. Whats this? Its a chicken. duck. Is this a _? Yes, it is. / No, it isnt.Lesson 3 教學設計一、教學目標：（一）知識與技能目標：1. 能聽懂、會說、認讀和書寫詞匯：bird, fish, swim, fly, dance and sing. 2. 能理解并口頭運用句子：I can_. Can you _? Yes, I can./No, I cant. 3. 能唱本課歌謠。（

12、二）情感目標：樂于模仿，敢于開口。（三）學習策略目標：注意傾聽，積極思考。二、教學重點： 1. 詞匯：bird, fish, swim, fly, dance and sing.2. 句型：I can_.Can you _? Yes, I can./No, I cant.三、教學難點：熟練運用所學句型進行交際交流。四、教學過程：I. Warm upGreetings and review.1. 用動物卡片，先師生問答Whats this? Its a _.然后兩人組練習此句型。2. 教師用東西遮蓋住卡片，讓學生猜是什么動物，S： Is this a _?T： Yes, it is. / No,

13、 it isnt.然后指名學生來做小老師，由師生問答變?yōu)樯鷨柎?。II. New Concept1. 學生觀看教學光盤，在情境中理解can 的含義，can, “能，會?！眂an cat cake cold cool （滲透拼讀規(guī)則）再次觀看光盤，說一說你看到的人物各有什么本領？教師用手偶，學生用頭飾，用第一人稱介紹：I can _.然后先師生問答：Can you _? Yes, I can./ No, I cant.接著生生問答：Can you _? Yes, I can./ No, I cant.2. Listen to the song and follow to chant.III. P

14、ractice8. 看圖片做動作，邊做邊說：I can_.9. 雙簧表演：兩人一組，一個學生在前面演，另一個學生在后面說：I can_.10. Pair work: I can_. Can you _? Yes, I can./ No, I cant.IV: Production1. Make a survey.調查同學會做什么？Can you _? Yes, I can./ No, I cant.2. 動物辯論會:分男女生兩隊或小組之間比賽，各種動物暢談自己的本領，運用句型：I can_. Can you _? Yes, I can./ No, I cant.V. Homework 1. W

15、hat do we learn from this lesson? 2. Do you have any questions? 3. homework: Read the text. Sing the chant. write the six words.板書設計： Lesson 3: Fish and Birdsfish bird swim flyCan you dance ? singYes, I can. / No, I cant.Lesson 4 教學設計一、教學目標：（一）知識與技能目標：1. 能聽懂、會說、認讀和書寫詞匯：horse, run. 能聽懂、會說、認讀詞匯：rabbit

16、, jump. 2. 能理解并口頭運用句子：What animals can _? _ can _.Can a_ _? Yes, it can. / No, it cant.（二）情感目標：樂于模仿，敢于開口。（三）學習策略目標：注意傾聽，積極思考。二、教學重點： 1. 詞匯：horse, run. 2. 句型：What animals can _? _ can _.Can a_ _? Yes, it can. / No, it cant.三、教學難點：熟練運用所學句型進行交際交流,能區(qū)分I 與it 的不同用法。四、教學過程：I. Warm upGreetings and review.3.

17、用動物卡片，先師生問答Whats this? Its a _.然后學生兩人組練習此句型。4. 教師用東西遮蓋住卡片，讓學生猜是什么動物，S： Is this a _?T： Yes, it is. / No, it isnt.然后指名學生來做小老師，由師生問答變?yōu)樯鷨柎稹?. Pair work: Can you _? Yes, I can. / No, I cant.II. New Concept3. 學生觀看教學光盤，介紹詞匯horse, rabbit, run, jumphorse, hot, hair, hand, headrun fun sun（滲透拼讀規(guī)則）4. Horses ca

18、n run. What animals can run? Dogs can run. Pigs can run. Sheep can run. Rabbits can jump. What animals can jump? Dogs can jump. Cats can jump. Pair work: What animals can _? _ can _.5. T: A bird can fly. Can a horse fly? No, it cant.A fish can swim. Can a duck swim? Yes, it can. Pair work: Can a _ _

19、? Yes, it can. / No, it cant.III. Practice11. 看動物圖片做動作，邊做邊說：A _ can _.12. 雙簧表演：兩人一組，一個學生在前面演，另一個學生在后面說：A _ can _.13. Pair work: What animals can _? _ can _. Can a _ _? Yes, it can. / No, it cant.IV: Production“動物導購員”招聘會:分男女生兩隊或小組之間比賽，教師給出范例讓學生參考，兩名招聘人員，兩三種動物，對話如下：S1: Can a horse fly? S2: No, it cant

20、. Horse: I can run.S1: Can a duck swim? S2: Yes, it can. Duck: Yes, I can swim.S1: I think the horse is good. S2: Ok!V. Homework 1. What do we learn from this lesson? 2. Do you have any questions? 3. homework: Read the text. Make the animal cards.板書設計： Lesson 4: Horses and Rabbits What animals can r

21、un? rabbit Horses can run. jump Can a _ _? Yes, it can. / No, it cant.Lesson 5教學設計一、教學目標：（一）知識與技能目標：1. 能聽懂、會說、認讀和書寫詞匯：in, on, 能聽懂、會說、認讀詞匯：under 2. 能理解并口頭運用句子：Where is the _? Its _ the _.（二）情感目標：樂于模仿，敢于開口。（三）學習策略目標：注意傾聽，積極思考。二、教學重點： 1. 詞匯：in, on, under 2. 句型：Where is the _? Its _ the _.三、教學難點：熟練運用所學句

22、型進行交際交流.四、教學過程：I. Warm upGreetings and review.6. 教師用東西遮蓋住卡片，讓學生猜是什么動物，T： Is this/it a _?S： Yes, it is. / No, it isnt.然后指名學生來做小老師，由師生問答變?yōu)樯鷨柎稹?. Pair work: Can a _ _? Yes, it can. / No, it cant.II. New Concept1. 學生觀看教學光盤或圖片，教師自制活動的教具等方式，介紹詞匯in, on, under.T: Where is the cat/rabbit?Its in/ on/ under t

23、he box. 教師將準備的毛絨玩具放置于教室的不同地方，提問學生： T: Where is the monkey? S: Its in/on/under the desk/chair. 指名學生到前面來放置玩具，然后生生問答：Where is the _? Its _ the _.2. Letters and sounds學生跟著光盤讀這些單詞，尤其關注標注的字母的發(fā)音及規(guī)律，并試著想想學過的類似的單詞，如：m: farm, arm, mother n: nine, nice, namel: left, look, fly i: nice, hi, whiteIII. Practice14.

24、 看圖片，生生問答：Where is the _? Its _ the _.15. Play a game: “Hide it”.請一名同學到門外，其他學生藏好一個東西，然后該生進入教室，其他學生問他：Where is the _? 該生猜：Its _ the _.看看誰能在最短的時間內猜對。IV: ProductionGuessing game: S1: Whats in/on/under the box/desk/chair? S2: Its an animal. S1: Is it a _? S2: Yes, it is./No, it isnt. S1: Can it _? S2: Y

25、es, it can./ No, it cant. S1: Oh, I see! Its a _.V. Homework 1. What do we learn from this lesson? 2. Do you have any questions? 3. homework: Read the text. 板書設計： Lesson 5: Where? Where is the _? Its in / on/ under the _.Lesson 6 教學設計一、教學目標：（一）知識與技能目標：1. 學生能在圖片和教師的幫助下聽懂故事。 2. 學生能在圖片和教師的幫助下讀懂故事。 3. 學

26、生能在圖片和教師的幫助下表演故事。（二）情感目標：樂于模仿，敢于開口。（三）學習策略目標：注意傾聽，積極思考。二、教學重點： 1. 學生能在圖片和教師的幫助下聽懂故事。 2. 學生能在圖片和教師的幫助下讀懂故事。三、教學難點：學生能在圖片和教師的幫助下表演故事。 四、教學過程：I. GreetingsTalk about some films or stories about the animals. (說一說你看過的有關動物的電影或故事) II. Pre-reading (prepare to read) 1. Lead in: What animals do you like? Why?

27、(你喜歡什么動物,為什么？)2. Talk about the pictures. 討論書中的圖畫，學生看圖，能說出關于故事的哪些情況？在故事中會發(fā)生什么事 情？教師要鼓勵學生推測故事的發(fā)展。 Where is the rabbit in picture 1? Who can you see in picture 2? What is the farmer doing in picture 3? What animals can you see in picture4-9? What do they say? Where is the rabbit in picture 10? III. Wh

28、ile-reading (read the story) 閱讀前，教師提出一些任務，讓學生帶著任務去閱讀，以體現(xiàn)閱讀策略及閱讀理解情況。 1.What happened with the rabbit? (兔子怎么了) 2. Who helps the rabbit? Please write in order. (請按順序寫出來) _, _, _ and _, _ and _. 3. What do they say ? _? (What happened?) _? (Can I help you?) IV. Post-reading (after reading) 1. 討論故事：Do y

29、ou like the story? Why? 2. 續(xù)編故事： What will happen next? (后面將會發(fā)生什么事呢？) 3. 表演故事V. Homework 1. What do we learn from this lesson? 2. Do you have any questions? 3. homework: Read the story. Act out the story. 板書設計： Lesson 6: Can I help you? 教師板畫：一只坐在泥中的兔子，后面依次畫出farmer, cow, horse and pig, duck and mouse

30、.旁邊配上文字： Help! What happened? Can I help you? Pull! Im stuck. Im out.Lesson 7 教學設計一、教學目標：（一）知識與技能目標：1. 能聽懂、會說、認讀和書寫詞匯： zoo, panda, monkey, elephant, big, small, thin.能聽懂、會說、認讀詞匯：fat. 2. 能理解并口頭運用句子：The _ is _.（二）情感目標：樂于模仿，敢于開口。（三）學習策略目標：注意傾聽，積極思考。二、教學重點： 1. 詞匯：zoo, panda, monkey, elephant, big, small

31、, thin, fat.2. 句型：The _ is _.三、教學難點：熟練運用所學句型進行交際交流。四、教學過程：I. Warm upGreetings and review.8. 用農場的動物卡片，先師生問答Whats this? Its a _.然后學生兩人組練習此句型。9. What color is the _（農場動物或文具）?The _ is _.(顏色)II. New Concept學生觀看教學光盤或教師錄制的游覽動物園短片，介紹新詞匯：Lets go to the zoo. I see many animals at the zoo. Look! This is a pand

32、a. The panda is fat. Its a monkey. The monkey is thin. Look! I see an elephant. The elephant is big. This is a bird. The bird is small.學生多聽多看幾遍，然后提出問題，What animals we see at the zoo?Is the panda/elephant fat/ small?與學生一起交流探討，期間引入新詞匯，同時滲透拼讀規(guī)則等知識。zoo, too, room, school, cool, moon, panda, What color i

33、s the panda? What else do you know about the panda? fat, cat, bat, sat, hatMonkey, donkey. A monkey is clever. What can a monkey do? Elephant. An elephant 一頭大象 What does an elephant look like? big, dig, pig, hit, fit all, mall, small, tall, fall, III. Practice16. 看動物圖片描述：The _ is _.What else do you

34、know? 讓學生拓寬思維，多角度應用這兩組對應詞表述。如：_s eye is big. _s eye is small.My _ (衣服) is big. My _ is small.17. Listen and draw.18. Lets do it.(Part 3)IV: ProductionGroup work:教師給出兩個地點farm, and zoo，各組選擇一個地方去游覽，描述所見所聞。如：Lets go to the _. I see a _. The _ is _.V. Homework 1. What do we learn from this lesson? 2. Do

35、you have any questions? 3. homework: Read the text. Write the words.板書設計： Lesson 7: At the Zoo 教師板畫動物園的大門，進入后依次畫出這些動物，在畫的旁邊板書單詞，（畫的時候要突出動物們的fat, thin, big, small的特征，更加形象直觀。）Lesson 8 教學設計一、教學目標：（一）知識與技能目標：1. 能聽懂、會說、認讀和書寫詞匯：tiger, bear, long, short.能聽懂、會說、認讀詞匯：wolf, snake. 2. 能理解并口頭運用句子：Its long/short

36、.Its _ is/are long/short.（二）情感目標：樂于模仿，敢于開口。（三）學習策略目標：注意傾聽，積極思考。二、教學重點： 1. 詞匯：tiger, bear, long, short, wolf, snake.2. 句型：Its long/short.Its _ is/are long/short.三、教學難點：Its 與its 的區(qū)別。四、教學過程：I. Warm upGreetings and review.1. Play a game“ Simon says” to review the parts of the body.2. Look at the cards o

37、f the animals, talk about them.Whats this? Its a/an _.Look at the _. The _ is big/small/fat/thin.II. New Concept學生觀看教學光盤或教師錄制的游覽動物園短片，介紹新詞匯：Lets go to the zoo. I see many animals at the zoo. Look! This is a tiger. Its big. Its tail is long. Look! I see a wolf. The wolf is big. This is a bear. Its br

38、own. Its tail is short. Look! This is a snake. Its long. I like the zoo. Its fun.學生多聽多看幾遍，然后提出問題，What animals we see at the zoo?Is the _long/ short?與學生一起交流探討，期間引入新詞匯，同時滲透拼讀規(guī)則等知識。tiger, five, fine, like, bike, kite, bear, pear, fear, hear, near,snake, make, cake, lake, takeIII. Practice19. Look at th

39、e pictures and say(課件)：Its long/short.20. Show the cards of some animals, talk about them.e.x. Look at the _. Its _ is _.21. Sing a song (part 2)22. Play a guessing game (part 3)IV: ProductionGroup work:教師給出三個地點farm, school and zoo，各組選擇一個地方去游覽，描述所見所聞。如：Lets go to the _. I see a _. The _ is _.V. Home

40、work 1. What do we learn from this lesson? 2. Do you have any questions? 3. homework: Read the text. Write the words.板書設計： Lesson 8: Tigers and Bears教師板畫動物園的大門，進入后依次畫出這些動物，在畫的旁邊板書單詞， Tiger wolf bear snake Its long/short. Its _ is/are long/short.Lesson 9 教學設計一、教學目標：（一）知識與技能目標：1. 能聽懂、會說、認讀和書寫詞匯：one, t

41、wo, three, four, five, six, seven, eight, nine, ten. 2. 能理解并口頭運用句子：How many _ are there? There are _ _s.（二）情感目標：樂于模仿，敢于開口。（三）學習策略目標：注意傾聽，積極思考。二、教學重點： 1. 詞匯：one, two, three, four, five, six, seven, eight, nine, ten.2. 句型：How many _ are there? There are _ _s.三、教學難點：正確運用所學句型進行交際交流。四、教學過程：I. Warm upGree

42、tings and review.1. Whats it? Its a _. (Review the animals)2. How many? (Review the numbers from 1 to 10)II. New Concept1.學生觀看教學光盤呈現(xiàn)新知。學生多聽多看幾遍，然后提出問題，Look at the pictures:How many ducks/ fish/ birds/ pandas are there?2.Lets chant. Look at the pictures and discuss. Pair work: How many _ are there? T

43、here are _ _s. Listen to the chant and sing it.III. Practice23. Use the number cards to say the numbers, who is fast?24. Look at the pictures and say(課件)：Pair work: How many _ are there? There are _ _s.25. Listen and draw, then talk about our pictures: How many _ are there? There are _ _s.IV: Produc

44、tionGroup work:四人一組，共同完成一幅畫，然后討論圖畫中的動物或其他東西等，運用今天所學的句型，也可以加入以前學的知識。如：How many _ are there? There are _ _s.Look at the _. Its _.V. Homework 1. What do we learn from this lesson? 2. Do you have any questions? 3. homework: sing the chant. Fill in the blanks (課件) 學生之間用不同方式練習數字。發(fā)現(xiàn)你身邊的數字如門牌號，車次等。板書設計： Les

45、son 9： How Many? one, two, three, four, five six, seven, eight, nine, ten.How many _ are there?There are _ _s.Lesson 10 教學設計一、教學目標：（一）知識與技能目標：1. 能聽懂、會說、認讀和書寫詞匯：river, tree, grass.2. 能認讀、理解并使用句式： Where does a _ live? In a _.（二）情感目標：樂于模仿，敢于開口。（三）學習策略目標：注意傾聽，積極思考。二、教學重點： 1. 詞匯：river, tree, grass.2. 句型：

46、Where does a _ live? In a _.三、教學難點：熟練運用所學句型進行交際交流。四、教學過程：I. Warm upGreetings and review.10. 用動物卡片，先師生問答Whats this? Its a _.然后學生兩人組練習此句型。11. Where is the book? Its in the desk.II. New Concept1.What s this?學生觀看教學光盤，教師介紹新詞匯：Whats this? Its a forest.Whats in a forest?Look at the pictures, 依次介紹三個新詞：river, fish, swim, thin, big.Whats in a river? Fish live in a river.Tree, three, sleep, greenWhat col