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2019-2020年三年級英語下冊 Unit 1 Lesson 3(1)教案 冀教版（一起） 一、教學(xué)設(shè)計(jì)思路 教師采用直接導(dǎo)入進(jìn)行新課的學(xué)習(xí)。通過觀看課件，教師提問題，讓學(xué)生進(jìn)行思考或討論，以調(diào)動(dòng)全班的學(xué)習(xí)氣氛。教師鼓勵(lì)學(xué)生仿照課本內(nèi)容，編對話，讓學(xué)生在自編自演的對話中掌握所學(xué)知識。唱歌時(shí)，教師把學(xué)生分成兩組，一邊唱歌一邊拍手，讓學(xué)生在輕松自如的情景中結(jié)束學(xué)習(xí)。 二、教學(xué)目標(biāo) （一）知識 1. 理解和掌握有關(guān)“受傷”的單詞。 2. 知道受傷了如何進(jìn)行詢問，掌握句型：Are you okay? （二）能力 受傷了，能運(yùn)用所學(xué)語句進(jìn)行詢問和回答。 （三）情感 在日常生活中大家要互相幫助，并讓學(xué)生注意做任何事都要小心以免傷著自己。 三、教學(xué)重點(diǎn) 掌握下面的單詞和句子 單詞： Nurse 護(hù)士 cut 切，刺痛 hurt 刺痛，受傷 句子： Are you okay? 怎么了？/ 你還好吧？ 四、教學(xué)活動(dòng) 1. 導(dǎo)入 1）教師問候?qū)W生。例如：Hello! How are you today? How do you feel? Are you_____? 2）播放錄音 教師指導(dǎo)學(xué)生唱歌曲，復(fù)習(xí)表示感覺的單詞。 2. 呈現(xiàn)新課 1）播放課件“Are you okay?” 2）出示單詞卡片 教師借助動(dòng)作和表情教授相關(guān)語句并出示相關(guān)的單詞。教師和學(xué)生反復(fù)演練“Are you okay?”。開始是學(xué)生問教師回答，然后改為教師問學(xué)生回答。 3. 趣味操練 1）把學(xué)生分組。教師出示一張寫有身體某部位名稱的卡片，由每組學(xué)生根據(jù)這個(gè)單詞編一個(gè)詢問健康狀況的小對話。比一比，看哪個(gè)小組更出色。 2）教師創(chuàng)設(shè)情景，比如準(zhǔn)備護(hù)士的服裝等，讓學(xué)生在更為真實(shí)的情景下表演自己創(chuàng)編的對話。 4. 課堂評價(jià) 由學(xué)生自己來創(chuàng)編對話，可能會(huì)有錯(cuò)誤，此時(shí)教師不要急于糾正錯(cuò)誤，待學(xué)生盡興表演完畢后委婉指出。 5. 學(xué)以致用 讓學(xué)生課余和同伴多交流，進(jìn)行對話練習(xí)。比如日常的問候和詢問身體健康狀況的語句。 附送： 2019-2020年三年級英語下冊 Unit 1 Lesson 4 Vegetables and fruit教案1 冀教版 　　Lesson 4 Teaching Design 　　Items 　　Specific contents 　　Supplement 　　教學(xué)設(shè)計(jì)思路 　　Summary of Teaching Design 　　The teacher plays the song We like fruit, through asking the students questions: What do they like, turning to what does Jenny like, naturally leading in the word fruit and sentence pattern we like…. In the process of teaching, the teacher guide the students step by step, meantime the teacher by dint of interesting games to help the students to keep high enthusiasm in learning and master the knowledge.. The teacher also pay much attention to the students’ cooperation and self-improvement. What’s more, the teacher shows her(his)encouragement to the students. 　　教學(xué)目標(biāo) 　　Teaching Aim 　　1.Knowledge 　　(1) Vocabulary 　　vegetables，fruit，morning, afternoon, evening 　　fish, chicken 　　(2) Sentences： 　　I don’t like… 　　I like … 　　2.Abilities 　　(1)The students can freely use the words: vegetables, fruit，fish, chicken, morning, afternoon, evening. 　　(2)The students can use the sentence pattern: I don’t like… 　　I like … in their daily life. 　　3.Emotion 　　The students strengthen the sense that vegetables and fruit are good for the health. 　　教學(xué)重難點(diǎn) 　　Key Points and Special Difficulties 　　1.Key Points 　　(1) Vocabularies: vegetables，fruit，morning, afternoon, evening 　　(2) Sentences： 　　I don’t like… 　　I like … 　　2.Special Difficulties 　　The teacher how to make the students master the key points in the text. 　　教學(xué)媒體 　　Teaching Media 　　radio and tape recorder, projector, pictures relating with the text, puter and disk 　　教學(xué)過程 　　Teaching Course 　　1.Lead in 　　Step one: 　　The teacher plays the song: We like fruit, and the students listen to the song. 　　Then the teacher set several questions: 　　(1)Can you tell me what fruit do you see? 　　(2)What fruit do you like？ 　　The students answer the question. 　　The teacher plays the song again asking the students to sing with the music if they like. 　　Step two: 　　The teacher asks the students: What does Jenny like, can you tell me? 　　The students try to answer the question. 　　The teacher doesn’t give the answer. 　　The song We like fruit is in selected course mare 　　2.Start new lesson 　　Step one: 　　The teacher plays the tape recorder, and the students listen to the tape carefully with the book closed. 　　Step two: 　　The teacher repeats the question: What does Jenny like, can you tell me? 　　The students give the answer. 　　Step three: 　　The teacher takes out the pictures: fish, chicken, vegetables and fruit. 　　The teacher asks the students: Do you know how to say these words in English? 　　Then the teacher plays the tape again. The teacher has pause at each of the following words: fish, chicken, vegetables and fruit. 　　The teacher asks the students try to tell the English names for the pictures. 　　Step four: 　　The teacher and the students have little games to practice the words. 　　The teacher asks the students: What fruit/vegetables do you like? 　　The students answer. 　　Step five: 　　The teacher asks the students: What fruit/vegetables do you know, can you tell me? 　　The students answer. 　　Step six: 　　The teacher gives the students a topic “Is fruit good for health?” asking them to discuss in groups. 　　Step seven: 　　The teacher tells the students they will learn part two. 　　First, the teacher plays the tape. 　　Then the teacher asks the students the following questions: 　　(1)When does Jenny get up? 　　(2)What does Jenny do in the afternoon? 　　(3)Does Jenny go to bed in the evening? 　　Step eight: 　　The teacher shows the students the pictures of “morning, afternoon and evening”. 　　The teacher sticks the pictures on the blackboard and write the corresponding words below the pictures. 　　The teacher reads the words and the students follow. 　　Step nine: 　　The teacher asks the students what do they do in the morning/afternoon/evening? 　　The students answer the questions. 　　Step ten: 　　The teacher and the students recall together what they have learned. 　　When the students finish learning part 1, the teacher can plays song or short movie files concerning the knowledge about fish, chicken, vegetables and fruit to make the students feel relaxed. 　　3.Interesting games 　　(1) Guess, what’s in my hand? 　　The teacher chooses pictures about fish, chicken, vegetables and fruit at random, asking the students: Guess, what’s in my hand? The students answer. The one who gives the right answer will get a paper star. 　　The game can also be played among students, one student asks the question, the others answer. 　　(2)Discussion 　　The teacher divides the students into several groups asking them to discuss: Is fruit good for health? 　　(3) A reporter 　　The teacher asks one students to act as a reporter, Then the teacher chooses another 4 students. The teacher gives the “reporter” a task: To know the four students’ likes and dislikes in eating habits. 　　(4)The excellent actor 　　課堂評價(jià) 　　Assessment in Class 　　1.The teach checks the students’ usage of language by letting them play interesting little games. 　　2.The teacher let students take part in assessment by putting their judgment into account and let them ment on each other. 　　3.The teacher lets the students do exercise to check their mastery of language.