三年级下册英语教案

1、.Unit 8 Were twins!Story time教学内容译林英语三下Unit 8 Were twins!Story time备课人：教学目的1. 在整体理解的根底上听懂、会说、会读课文中出现的词汇a girl, a boy, uncle, aunt, twins2. 能在真实的情境中运用Whos she/ he? Whos that/this girl/ boy? Hes/ Shes进展交流。3. 学生可以阅读和理解对话，并在此根底上有感情地朗读并合作表演对话。教学重点1. 能在真实的情境中运用Whos she/ he? Whos that/this girl/ boy? Hes/

2、Shes进展交流。2. 能以正确的语音语调朗读对话，合作表演对话。教学难点能准确纯熟地使用本节课的重点句型进展对话。教学资源教具准备：书本、课件、头饰、板书贴画等.教学模块教学流程教学策略老师活动学生活动Step1Warming upStep2. PresentationStep3. ConsolidationStep4. Homework1. Greetings.2. Lets talk. Please introduce your friend to us.T: Good morning, class. Today, Miss Rui is very happy because so ma

3、ny new friends come to our class. Look! This is Miss Lu. Shes my friend. Can you introduce your friend to us?T: Nice to meet you, xxx.3. Play a gameI say you sayRules: Quick respond:请说出与所给单词同一类的词。five/ ruler/ shout/ fatherT: We know that father, mother, brother and sister are all our family. Since y

4、ou have so many friends in our class, Miss Rui also has a friend. Lets have a look. And he will introduce his family to us.4. Lets learn: My friend1 Show the picture of my friend.a. T: This is my friend. Who is he? 教读 Hes板书T: Is Mike a boy or a girl? 出示单词卡 教读新单词：a boyb. Practice T: Who is he? 指向某同学

5、T: Who is he?. T: Whos this/that boy? 板书 2 a. T: This is my friend Mike. Now please look at Mikes family photo. What do you want to ask? 当你想理解照片中的人是谁，你可以怎么问呢？T指向Mike的父亲 T指向Mike的母亲 T: Who is she? 指向Helen T: Is she a boy? 教读单词a girlb. 同样地，进展practice。5. Pair work任选一组句型介绍你的朋友吧T: Can you introduce your f

6、riend now? Please ask and answer in pairs.A: Who is he/ she?B: Hes/ Shes xxx. Hes/ Shes myA: Whos this/ that boy/ girl?B: Hes/ Shes xxx. Hes/ Shes myT: We have known Mikes family and friends. Do you want to know more about Mike? Look! Wheres Mike? Show a picture of Mikes school1. Watch and rememberT

7、: Today is schools open day. Students and their family all come to school. Watch the cartoon and try to remember: How many children are there in the school? Who are they?T: Today we will meet a new friend Su Yang. Lets get to know them better.2. Listen and saya. Show picture3.T: Today, Mike is at sc

8、hool, and he meets Su Yang. Does he know Su Yang before? What will he ask? Listen and repeat. S1: Whos that girl, Su Hai? T: Is she Su Hai? Ss: No. So Mike makes a mistake. Listen! What will Su Yang answer? S2: Shes Su Hai. Im Su Yang. Listen and repeat.b. How can we differentiate Su Hai and Su Yang

9、?c. Show picture4.T: Look at Mikes expression. How does Mike feel? Mike is very puzzled. Listen! What does he ask? S3:Su Hai, who is she? T: If you are Su Hai, How will you introduce Su Yang?S4: Shes Su Yang. Shes my sister. Listen and repeatd. Show picture5.T: Why do they look the same?Ss: Theyre t

10、wins.教读单词 twins3. Read and choose. T: Thats Open Day. Any others come to school? Read the story by yourselves and find out the answers.a. Who is he? b. Who is she? 4. Read and imitate Pay attention to the pronunciation and intonation. 5. Happy reading Choose the way you like to read the story:a. Rea

11、d after one b. Read together c. Read in roles 6. Lets act1. Lets imagine: make a dialogue in groups of four.请同学们根据以下场景，四人一小组编一段对话。场景：今天是我们社渚小学的开放日，你和你的家人们来到了学校。你们之间会发生怎样的事呢？请发挥想象，创编对话。参考句型：A: Who is he/she?B: Hes/ Shes my Whos this/that boy/girl?A: Hes/ Shes myB: Nice to meet you.A: What time is it?

12、B: Its oclock. Its time forA: Lets go.2. Make a summaryHomework:1. Listen to the tape and read the dialogue, then try to retell.2. Copy the new words four times.3. Make a family tree and make a dialogue.S1: Hello/ Hi/ Good morning/ ImThis is She/ He is my friend.S2: Nice to meet you, too. Brain stor

13、ming.Ss: Hes Mike.Ss: Hes a boy. Ss read after T.S1: Hes xxx. Hes a boy.S2: Hes xxx. Hes a boy S3: Hes xxx.Ss practice.Ss: Who is he? S1: Hes Mikes father.Ss: Who is she? S2: Shes Mikes mother.S3: Shes Mikes sister.Ss: No, shes a girl. Ss practice. Ask and answer in pairs. Ss: At school.Watch and an

14、swer.Ss: Yang Ling, Liu Tao, Mike, Su Hai and Su Yang.Listen and repeat.S1: Hes Mikes uncle. 教读单词uncleS2: Shes Yang Lings aunt.教读单词auntRead after the tape.Ss read in different ways34组展示，T及Ss评价Ss act in roles.34组展示，T及Ss评价Make a dialogue in groups of four.Try to act it out.谈话导入，学生已能进展简单的自我介绍以及问候别人，活泼课

15、堂气氛。以游戏的形式复习旧知，引入family，整合新旧知识。以Mike及其family的介绍为主线，情景设问，引入新知习得新课前，浸透本节课重点句型并操练。任务教学，观看动画，习得新知任务教学，静听录音，习得新知任务教学，自读课文，寻找关键跟读课文，语音模拟角色朗读，分层评价运用所学，表演对话拓展表演当堂稳固，总结新知死记硬背是一种传统的教学方式,在我国有悠久的历史。但随着素质教育的开展,死记硬背被作为一种僵化的、阻碍学生才能开展的教学方式,渐渐为人们所摒弃;而另一方面,老师们又为进步学生的语文素养煞费苦心。其实,只要应用得当,“死记硬背与进步学生素质并不矛盾。相反,它恰是进步学生语文程度的

16、重要前提和根底。Unit8 Were twins!课本、报刊杂志中的成语、名言警句等俯首皆是,但学生写作文运用到文章中的甚少,即使运用也很难做到恰如其分。为什么?还是没有彻底“记死的缘故。要解决这个问题,方法很简单,每天花3-5分钟左右的时间记一条成语、一那么名言警句即可。可以写在后黑板的“积累专栏上每日一换,可以在每天课前的3分钟让学生轮流讲解,也可让学生个人搜集,每天往笔记本上抄写,老师定期检查等等。这样,一年就可记300多条成语、300多那么名言警句,日积月累,终究会成为一笔不小的财富。这些成语典故“贮藏在学生脑中,自然会出口成章,写作时便会随心所欲地“提取出来,使文章增色添辉。家庭是幼

17、儿语言活动的重要环境，为了与家长配合做好幼儿阅读训练工作，孩子一入园就召开家长会，给家长提出早期抓好幼儿阅读的要求。我把幼儿在园里的阅读活动及阅读情况及时传递给家长，要求孩子回家向家长朗读儿歌，表演故事。我和家长共同配合，一道训练，幼儿的阅读才能进步很快。Blackboard DesignShesHesWhos this/ that girl?Who is she?Whos this/ that boy?Who is he?boyauntuncletwinsgirl教后反思今天，我上课的内容是译林版3B Unit8 Were twins!的第一课时Story time，整节课上下来学生参与度高

18、，气氛热烈，当然，上课环节中还有许多小细节值得推敲，以下是我的几点考虑。一、 活动设计具有层次性在新课导入前的口语练习让我们看到学生在将近一年的时间内已经能灵敏地用英语进展简单的自我介绍和问候别人，然后紧接着通过I say you say的小游戏复习旧知，并引出本课线索family，帮助学生将新旧知识进展整合。在整节课中，我以Mike为主线，通过介绍我的朋友Mike及其family进展新单词和新句型Who is he/she? Hes/Shes的浸透学习和操练，各种方式并进，既培养了学生听的才能，又培养了学生的注意力、观察力和思维力。接下来，在教学story time对话中先让学生整体理解文本，再让学生带着问题看课文对话。最后让学生跟读对话，模拟语音语调。挖掘学生模拟使用语言的才能，从老师的语言输入转为学生的语言输出，层层递进，学生掌握较好，参与积极。二、 稳固活动的多样性在稳固环节中，设计了多种多样的活动，从模拟朗读表演对话到设计情景让学生自由发挥表演扩大，将知识点与学生生活联络起来，在真实情境中操练句型，真正到达“用英语做事的目的。三、 需讨论考虑的地方1、三年级的英语课堂教学重点应该在于学生的朗读指导，让学生有意识地去模拟朗读，并注意语音语调、升调降调及重音