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2019-2020年三年級英語下冊 Module 5 Unit 2(1)教案 外研版（一起） 一、教學(xué)目標(biāo)： 1.知識目標(biāo)： 能認(rèn)讀數(shù)字13—19，能熟練聽說讀寫thirteen, fourteen, fifteen；掌握十幾的發(fā)音特點(diǎn)。 能熟練運(yùn)用句型How many…are there? There are… 2.能力目標(biāo)： 通過聽、說、讀、寫的技能訓(xùn)練，使學(xué)生能熟練談?wù)摂?shù)量，提高用英語獲取數(shù)字信息的能力。 3.情感目標(biāo)： 在談?wù)摂?shù)字的活動中培養(yǎng)學(xué)生對事物統(tǒng)計(jì), 事物管理的興趣和意識。 4.學(xué)習(xí)策略： 通過聽、說、讀、寫的技能訓(xùn)練，使學(xué)生感知、實(shí)踐、合作完成任務(wù)，獲得語言學(xué)習(xí)的樂趣和自信。 二、教學(xué)重點(diǎn)： 數(shù)字13—19的認(rèn)讀，特別是thirteen, fifteen的正確認(rèn)讀和拼寫。 How many… are there?句型的提問和回答。 三、教學(xué)難點(diǎn)： 運(yùn)用句型How many…are there? 詢問數(shù)量，并能用There are…作相應(yīng)回答。 四、教學(xué)過程： Step1 熱身復(fù)習(xí) （課前）隨動畫跳舞。 1.數(shù)字游戲：師生、生生小組進(jìn)行10的補(bǔ)數(shù)游戲。師對學(xué)生數(shù)數(shù)反映游戲進(jìn)行評比加分，交待評比方式，T: Great! All of you can get a fruit. This pear is for Group A. This peach is for Group B. Let’s see who will be the winner. OK? 2.猜果筐：師拿出一個大果筐做沉重的樣子，T: Look! This is a big basket. I have many fruits for you. Guess, what’s in it? 誘導(dǎo)學(xué)生猜水果名。然后教師跟學(xué)生開個玩笑，打開果筐一看，There is nothing in it. I forgot the fruits. Let’s try again! 這回教師在筐子里放進(jìn)一個蘋果，并將蘋果獎給猜對的學(xué)生。再讓學(xué)生猜How many apples are there? 3.導(dǎo)入：學(xué)生猜數(shù)量后，教師給學(xué)生看果筐已空，引出今天的教學(xué)情景：I haven’t got enough fruits for you. Now let’s go to the fruit farm to pick fruits. OK！ Step 2 創(chuàng)設(shè)情景導(dǎo)入新課 課件呈現(xiàn)Sam和Amy到果園摘果的情景動畫。T: What can you see? Step 3 新知教學(xué) 1.thirteen –There are thirteen peaches.呈現(xiàn)和操練 呈現(xiàn)：教師表演創(chuàng)設(shè)情境: So many fruits. But my favorite fruit are peaches. I’ll pick peaches. 教師拿出一個果籃，做摘果子的動作，邊做邊數(shù)：One, two, three…How many peaches will I pick? 繼續(xù)表演引導(dǎo)學(xué)生猜，教師做到摘了13個果子的動作后，停住，讓學(xué)生猜數(shù)，公布出I will pick thirteen peaches. 出示13 peaches 的教學(xué)圖片。 操練：單詞教學(xué)要學(xué)生注意看老師的口型，注意th的發(fā)音，注意重音在teen。集體操練，分男女練，個別檢查。書空單詞。 教師指著13 peaches 的教學(xué)圖片, T: How many peaches are there? 操練There are thirteen peaches.小組操練，個別檢查。 2.fourteen呈現(xiàn)和操練 呈現(xiàn)：教師在13 peaches 的教學(xué)圖片上再畫上一顆桃，T: Now how many peaches are there? 引出fourteen。 操練：單詞卡片呈現(xiàn)14個香蕉，學(xué)生說。教師口拼four讓學(xué)生拼出完整單詞。讓“小老師”帶讀。引導(dǎo)學(xué)生表達(dá)完整There are fourteen peaches/ bananas. 3.fifteen呈現(xiàn)和操練 呈現(xiàn)：在評比樹上摘一顆桃放進(jìn)14 peaches 的教學(xué)圖片內(nèi)，T: Now how many peaches are there? 引出fifteen—fifteen peaches. 操練：單詞卡片呈現(xiàn)15個蘋果，學(xué)生說。教師口拼fif讓學(xué)生拼出完整單詞。引導(dǎo)學(xué)生表達(dá)完整There are fifteen peaches/ apples.操練：集體——分組操練——個別檢查。 4.十幾teen歸納發(fā)音。 鞏固認(rèn)讀thirteen—fourteen—fifteen , 讓學(xué)生歸納出“teen”發(fā)音。教師帶學(xué)生做play the piano的動作，模范琴音“teen, teen”，課件給出thirteen—nineteen, 讓學(xué)生自己根據(jù)規(guī)律讀出單詞。 5.游戲鞏固詞句。 快讀單詞卡：將13—19單詞卡打亂順序讓學(xué)生快速認(rèn)讀，進(jìn)行小組評比。猜數(shù)字thirteen時，滲透跨文化教育Thirteen is an unlucky number in the western country. Guessing game: 課件分組快速閃過不同數(shù)量的bananas，dogs, girls, teddy bears, T: How many … are there? 讓學(xué)生觀察計(jì)數(shù)，用There are…回答。核對答案后給對的小組加水果。 6. How many…? 呈現(xiàn)和操練 呈現(xiàn)How many…?課件呈現(xiàn)一組apples 師問：Who can ask? 請學(xué)生說出：How many apples are there? 接著出示句型卡：How many peaches are there? 操練。 操練： 機(jī)械操練：集體—分組 替換操練：教師持圖片sweets, T-shirts , monkeys，拿實(shí)物pencils替換peaches操練句型。引領(lǐng)學(xué)生自己make a new question替換How many…are there? 綜合操練 小組對話：課件在一個畫面里給出五種不同數(shù)量的物品，四人小組進(jìn)行計(jì)數(shù)練習(xí)并填寫進(jìn)統(tǒng)計(jì)表：Look, there are so many things here. Take out your paper. Talk about how many…and write down the numbers. 搶答競賽：請學(xué)生代表兩名上臺，其他學(xué)生問How many..? 臺上搶答。 7.課文呈現(xiàn)和學(xué)習(xí) 呈現(xiàn)：課件出現(xiàn)課文果園，小朋友Sam and Amy. T: Listen, what are they talking about? How many peaches are there on the tree? 第一遍聽音復(fù)述，第二邊聽音跟讀。 Step 4 綜合運(yùn)用 T: I’m very happy in the fruit farm. 指學(xué)生評比所得的水果，We’ve got so many fruits.再拿出教具果籃，拿出桃子，They are for my friend, Lingling. Lingling, Where are you?讓一名學(xué)生扮演玲玲，回應(yīng)：I’m here. 示范對話： T: Hello, Lingling. L: Hi, Ms Qin. T: They are for you. L: Thank you. I like peaches. T: Do you like animals? L: Yes, I do. T: Let’s go to the zoo. OK? L: OK! T: Look at the pandas. How many pandas are there? L: There are two pandas. L: Look at the tigers? How many tigers are there? T: There are three tigers. T: Woo, monkeys! How many monkeys are there? L: Let’s count them. One, two… There are 15 monkeys. T: Ah! They are very naughty. L: I like monkeys. Oh, I’m hungry. T: I’m hungry, too. Let’s go home. TL: Goodbye, monkeys! 情景對話：課件分別給出At the zoo/In the supermarket兩個場景。T: Where is it? It’s your free time. You can choose one place to go with your friends in group of four. Please use how many… 對話展示，生生互評。 Step 5 總結(jié) 教師引導(dǎo)學(xué)生回顧本課學(xué)習(xí)內(nèi)容，T: What have we learn today?并對照板書加深印象。讓學(xué)生數(shù)數(shù)個組評比所得的水果。對學(xué)生上課表現(xiàn)，作出表揚(yáng)鼓勵。 Homework: Talk about your house. Using: How many …are there? There are … 與學(xué)生拍手告別。 五、板書設(shè)計(jì)： Module 5 Unit 2 How many peaches are there? There are thirteen peaches. 評比樹、 水果籃 評比樹、 水果籃 thirteen peaches 教學(xué)圖片 fifteen peaches 教學(xué)圖片 fourteen peaches 教學(xué)圖片 附送： 2019-2020年三年級英語下冊 Module 6 Unit 1 He works hard.教案 外研版（一起） 一、教學(xué)目標(biāo)與要求 1、知識與能力目標(biāo) ⑴ The students can describe a person’s personality and talk about one’s performance at school. ⑵ 認(rèn)讀單詞：work, hard, speak. ⑶ 初步認(rèn)讀句子：Is Daming naughty in class? No, he isn’t. His work is good. I’m happy with that. Thank you. 2、情感態(tài)度目標(biāo) 通過學(xué)生的自我評價(jià)，以及互相評價(jià)，給每一位學(xué)生找到自己的優(yōu)點(diǎn)，樹立其自信心，提高學(xué)習(xí)熱情和主動性。 二、教學(xué)重點(diǎn)及難點(diǎn) ⑴ 重點(diǎn)：掌握新單詞，了解新句型，在此基礎(chǔ)上理解課文內(nèi)容。并能簡單的利用句型和學(xué)過的形容詞描述他人在學(xué)校的表現(xiàn)。 ⑵ 難點(diǎn)：be動詞及其否定形式的靈活運(yùn)用;第三人稱單數(shù)主語后的動詞形式。 三、課前準(zhǔn)備 Module1的有關(guān)形容詞的單詞卡片，本課單詞卡片，VCD。 四、教學(xué)過程 Step 1 Warm up 1． Have the students say a poem on page5. 2． TPR: The teacher do some actions, and then the students say the words. (nice, clever, shy, quiet, loud, naughty, good, bad, helpful, happy, sad) 3． Free talk: T: What’s …like? S1: He’s very…. Step 2 Presentation and practice 1. T: All of you have your advantages, however, someone is a bit naughty. How about Daming? Is Daming naughty in class? Let’s watch the video. 2. Play the vcd. And then have the students answer the question. 板書問題： Is Daming naugty in class? 根據(jù)學(xué)生回答板書答案： No, he isn’t. Practise the key sentences in different ways. 3. The teacher plays the VCD again. And have the students answer another question: Is Daming lazy in class? 板書新單詞：lazy. The students guess the meaning of “l(fā)azy” 4. T: Is Daming lazy in class? Ss: No, he isn’t. 引導(dǎo)學(xué)生說：He works hard. 強(qiáng)調(diào)第三人稱單數(shù)主語后的動詞形式。 5． T：Daming isn’t naughty in class. And he isn’t lazy in class. How about his work? (Show the students a paper. 出示一張Daming 100分的試卷) 板書： His work is good. (強(qiáng)調(diào)work是名詞，表示功課) 6． Have the students talk about Daming’s performance in class. T: Is Daming naughty in class? Ss: No, he isn’t. He isn’t naughty in class. T: Is Daming lazy in class? Ss: No, he isn’t. He isn’t lazy in class. Ss: His work is good. T: His parents are happy with that. 7. Have the students listen to the dialogue and find “am, is, are” One students say the sentences, the other students repeat. 8. Have the students repeat and imitate the dialogue. Then read it in different roles. 9． Do the exercises in Activity book. Step 3 Consolidation and extension 1. Review the adjective words with the cards. The students can do some actions about the words. Then make a dialogue in groups. 先集體復(fù)習(xí)學(xué)過的形容詞，然后根據(jù)老師給出的文本例子，以小組為單位，編寫新歌謠, 上臺邊做動作邊說歌謠。 The example: naughty naughty. … is naughty. shy shy … is shy. clever clever … is clever. quiet quiet … is quiet. We are good friends. We are good friends. 2．Game: 記憶力大比拼 男女分為兩組。每個人在卡紙上寫出自己的兩個特點(diǎn)。找五個女生上臺，卡紙向全班同學(xué)展示3秒鐘。女生根據(jù)老師出示的形容詞卡片來問男生：Is she….? 男生回答：Yes, she is.或者No, she isn’t. 然后再找無名男生上臺，方法同前。 Step 4 Summary T：Can you talk about Daming’s performance in class? S1: He isn’t naughty in class. S2: He isn’t lazy. S3：His work is good. Have the students read the key words and key sentences on blackboard. Step 5 Homework a) Listen and repeat the dialogue for 5 times. b) Write the new words and sentences for 2 lines. c) Talk about your friend with your parents. Step 6 Blackboard design Module 6 Unit 1 He works hard. lazy Is Daming naughty in class? work hard No, he isn’t. work His work is good.