三年级下英语教案Module 5 Unit2 Does your mum go to Work on Saturdays外研版

1、.*;第 PAGE4 页Unit2Does your mum go to Work on Saturdays?教学目的知识目的:1.能初步运用单词及短语:work,go to work,Saturday,shopping,go shopping,dad。2.能初步运用句子:Does your mum/dad go to work on Saturdays?3.学习书写字母:Jj,Kk。才能目的:掌握一般疑问句的第三人称单数的句型及答复。情感目的:培养学生学习英语的兴趣。教学重难点掌握句型Does he/she.?及其答复“Yes,he/she does./No,he/she doesnt.教学

2、用具CD-ROM,PPT,word cards,headwear and stickers.教学过程Step1Warm-upandleadin1.Greeting.T:Class begins.Stand up!Good afternoon,boys and girls!Ss:Good afternoon,Ms Gao.T:Nice to meet you!Ss:Nice to meet you,too!2.Show pictures of the cat and dog in Unit 1.T:Who are they?还记得他们吗?上一单元中,我们看到小猫把小狗惹怒了,今天我们再来看看,小

3、猫和小狗又在干什么。3.播放学生课本Unit 2活动1的录音,学生看图,理解语境。T:Now Ill play the cartoon again.Please read after the CD and try to imitate the intonation.Read together.T:Who wants to do role play on the platform?请学生两人一组分角色戴上小猫小狗的头饰表演对话T:Great!You did a good job!Here are your stickers!Step2PresentationT:Lingling is talki

4、ng with Amy.What are they talking about?Oh,they are talking about Linglings parents weekend plan.Today lets learn the text and study to make posters about your family members weekend plan,OK?Step3Learnthetext1.T:Show a picture of Amy.Who is she?Ss:She is Amy.T:Yes.Does Amy go to school on Mondays?Ss

5、:Yes,she does.T:Does she go to school on Saturdays?Ss:Yes,she does./No,she doesnt.T:No,she doesnt.Why?PPT出示日历,将全部周六圈起,让学生明白Saturday是周六Read after me:sa-tur-day.触摸头,肩膀,腰,帮助学生正确读出单词2.T:Who are they?展示Amy父母亲的照片They are Amys mum and dad.教授dadDoes Amys mum/dad go to work on Saturdays?Lets listen and find

6、out the answer.播放动画,请学生观看,并推测“go to work的意思。T:OK,who can tell me the meaning of “go to work?S1:去工作。T:Yes,you are clever!Here is your sticker!Everyone,read after me:work,work,work,go to work.Ss:Work,work,work,go to work.全班读,开火车读T:Good!Now who can answer my questions?Does Amys mum go to work on Saturd

7、ays?S2:No,she doesnt.T:Does Amys dad go to work on Saturdays?S3:No,he doesnt.T:那么他们的周末做了什么事情呢?Lets listen again.再次播放动画Check answers together.引出并教授“go shopping。3.T:Now we have known the general idea of the text.Lets read it after the CD and try to imitate the intonation.全班跟读Step4Practice1.Role play.T

8、:Now Ill give you 3 minutes to read the text with your partner,and then some pairs will be invited to show on the platform.Choose three groups to present and give them remarkable words and stickers.2.Do Activity 1 and check the answers together.Step5Summary总结所学内容,奖励表现好的同学。Step6Homework询问同伴及其家人的周末活动。

9、然后将这些照片或图画粘贴在一张白纸上,制作成海报。语文课本中的文章都是精选的比较优秀的文章,还有不少名家名篇。假如有选择循序渐进地让学生背诵一些优秀篇目、精彩段落,对进步学生的程度会大有裨益。如今,不少语文老师在分析课文时,把文章解体的支离破碎,总在文章的技巧方面下功夫。结果老师费力,学生头疼。分析完之后,学生收效甚微,没过几天便忘的一干二净。造成这种事倍功半的为难场面的关键就是对文章读的不熟。常言道“书读百遍,其义自见,假如有目的、有方案地引导学生反复阅读课文,或细读、默读、跳读,或听读、范读、轮读、分角色朗读,学生便可以在读中自然领悟文章的思想内容和写作技巧,可以在读中自然加强语感,增强语

10、言的感受力。久而久之,这种思想内容、写作技巧和语感就会自然浸透到学生的语言意识之中,就会在写作中自觉不自觉地加以运用、创造和开展。板书设计这个工作可让学生分组负责搜集整理,登在小黑板上,每周一换。要求学生抽空抄录并且阅读成诵。其目的在于扩大学生的知识面,引导学生关注社会,热爱生活,所以内容要尽量广泛一些,可以分为人生、价值、理想、学习、成长、责任、友谊、爱心、探究、环保等多方面。如此下去,除假期外,一年便可以积累40多那么材料。假如学生的脑海里有了众多的鲜活生动的材料,写起文章来还用乱翻参考书吗?Module 5 Unit 2 Does your mum go to work on Saturdays?Does she go to school on Saturdays?Does Amys mum/dad go to school on