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1、三年级英语教案教案Lesson 1教学设计Step 1定向：1. 能听懂、会说、认读和书写词汇：farm, farmer, pig, cow, sheep 2. 能理解并口头运用句子：Whats this Its a _.3. 能唱本课歌曲。4. 乐于仿照，敢于开口。5. 留意倾听，主动思索。Step 2自学：本课所相识单词Step 3沟通：1.T: Today lets go to a farm. (简洁用汉语介绍一下西方国家农场，体会中西方差异)观看教学光盘，思索 Whats on the farm Watch again, follow to read, introduce the ne
2、w words. 老师用卡片或图片逐一介绍新词汇，并与句型结合。Whats this Its a _.farm-farmer work-workerdrive-driver teach-teacher (让学生细致视察四组词，从中发觉一些规律：末尾加er 就成了从事这项工作人。)pig, big, sit, six cow, how, now sheep, three, knee, feel让学生试着读这些词，体会划线部分发音，简洁理解一些字母发音及字母组合拼读规那么。2.T： What color is the pig/ cow/ sheepS: Its _.T: black sheep 害
3、群之马T: What animal do you like pig, cow or sheep, why(学生可以用汉语答复为什么，这样使沟通更真实更有意义，)1.Listen to the song and follow to sing.(老师可以先教给学生各种动物不同叫声，让学生仿照。)Step 4答疑：1.答复下列问题， Whats on the farm2. What do you seeStep 5检测：Point to the words:五张单词卡片贴到黑板上，男女生竞赛，各派代表听老师指令，看谁最快指出来。1. 猜字嬉戏：单词卡片设计成有立体效果，各队派代表，用手触摸卡片，其他
4、学生问：Whats this 该学生答复：Its a _. 最终在规定时间内，哪个队猜对多即获胜。2. Role-play: 学生四人一组，选择自己喜爱动物头饰戴上，然后来到农场，自编自演，看哪个组演最有创意。此活动可允许有部分汉语课后作业 1. What do we learn from this lesson 2. Do you have any questions 3. homework: write the five words. Sing the song.板书设计： Lesson 1: On the Farm farm. farmer. Whats this Its a pig.
5、cow. Sheep课后反思Lesson 2教学设计Step 1定向： 1. 能听懂、会说、认读和书写词汇：cat, dog, chicken, duck. 2. 能理解并口头运用句子：Is this a _ Yes, it is./ No, it isnt. 3. 能唱本课歌曲。4. 乐于仿照，敢于开口。5. 留意倾听，主动思索。Step2自学：本课所相识单词，并预习新课句子。Step 3沟通1.T: Today lets go to a farm again.观看教学光盘，思索What can you see on the farm Watch again, follow to read,
6、 introduce the new words. 老师用卡片或图片逐一介绍新词汇，并与句型结合。Whats this Its a _.cat hat fat bat sat fat cat指“富人，有钱人。dog hot pop hop top Love me, love my dog. “爱屋及乌。It rains cats and dogs. “滂沱大雨。 chicken 鸡 chick 小鸡rooster 公鸡 hen 母鸡。KFC, Kentucky Fried Chicken 肯塔基州炸鸡duck desk door dog doctor2. 老师在介绍后面词汇时，可以参与句型，I
7、s this a _ 如：学习dog 后，指着dog图片，ask: Is this a cat No, it isnt. (follow to read) Is this a dog Yes, it is. (follow to read)3. T: What animal do you like Why(学生可以用汉语答复为什么，这样使沟通更真实更有意义，)Listen to the song and follow to sing.Step 4 答疑1.猜词嬉戏：拿东西遮拦住单词，然后一点一点地往外露，边做便问：Whats this看谁能猜对。2猜谜语：T: Its our friend.
8、It says “Woof! Woof! What is itT: It likes to eat fish. It says “ Meow! Meow! What is it 3.翻牌嬉戏：两人一组，卡片朝下，甲问：Is this a _乙答： Yes, it is. / No, it isnt.Step 5 检测宠物秀：小组活动，学生们扮演自己喜爱动物，摆出各种姿态，发出好听叫声，用美丽语言介绍自己等，看哪一组表演最好。课后作业Activity book板书设计： Lesson 2: Cats and Dogs Cat. dog. Whats this Its a chicken. duc
9、k. Is this a _ Yes, it is. / No, it isnt.课后反思Lesson 3 教学设计Step 1定向：1. 能听懂、会说、认读和书写词汇：bird, fish, swim, fly, dance and sing.2. 能理解并口头运用句子：I can_. Can you _ Yes, I can./No, I cant.3. 能唱本课歌谣。4. 乐于仿照，敢于开口。5. 留意倾听，主动思索。Step2自学：本课所相识单词，并预习新课句子。Step 3沟通1看图片做动作，边做边说：I can_.2双簧表演：两人一组，一个学生在前面演，另一个学生在后面说：I ca
10、n_.3 Pair work: I can_. Can you _ Yes, I can./ No, I cant.Step 4 答疑1. Make a survey.调查同学会做什么？Can you _ Yes, I can./ No, I cant.2. 动物辩论会:分男女生两队或小组之间竞赛，各种动物畅谈自己本事，运用句型：I can_. Can you _ Yes, I can./ No, I cant.Step 5 检测 1. What do we learn from this lesson 2. Do you have any questions课后作业Activity book
11、 板书设计： Lesson 3: Fish and Birdsfish bird swim flyCan you dance singYes, I can. / No, I cant.课后反思Lesson 4 教学设计Step 1定向： 1. 能听懂、会说、认读和书写词汇：horse, run. 能听懂、会说、认读词汇：rabbit, jump. 2. 能理解并口头运用句子：What animals can _ _ can _.Can a_ _ Yes, it can. / No, it cant.Step2自学：本课所相识单词，并预习新课句子。Step 3沟通1用动物卡片，先师生问答What
12、s this Its a _.然后学生两人组练习此句型。2老师用东西遮盖住卡片，让学生猜是什么动物，S： Is this a _T： Yes, it is. / No, it isnt.然后指名学生来做小老师，由师生问答变为生生问答。1. Pair work: Can you _ Yes, I can. / No, I cant.3学生观看教学光盘，介绍词汇horse, rabbit, run, jumphorse, hot, hair, hand, headrun fun sun浸透拼读规那么4 Horses can run. What animals can run Dogs can ru
13、n. 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 _ _ Yes, it can. / No, it cant.Step 4 答疑1看动物图片做动
14、作，边做边说：A _ can _.2双簧表演：两人一组，一个学生在前面演，另一个学生在后面说：A _ can _.3 Pair work: What animals can _ _ can _. Can a _ _ Yes, it can. / No, it cant.Step 5 检测 “动物导购员聘请会:分男女生两队或小组之间竞赛，老师给出范例让学生参考，两名聘请人员，两三种动物，对话如下：S1: Can a horse fly S2: No, it cant. Horse: I can run.S1: Can a duck swim S2: Yes, it can. Duck: Yes,
15、 I can swim.S1: I think the horse is good. S2: Ok!课后作业Activity book板书设计： Lesson 4: Horses and Rabbits What animals can run rabbit Horses can run. jump Can a _ _ Yes, it can. / No, it cant.课后反思Lesson 5教学设计Step 1定向：1. 能听懂、会说、认读和书写词汇：in, on, 能听懂、会说、认读词汇：under 2. 能理解并口头运用句子：Where is the _ Its _ the _.3.
16、 乐于仿照，敢于开口。Step2自学：本课所相识单词，并预习新课句子。Step 3沟通1老师用东西遮盖住卡片，让学生猜是什么动物，T： Is this/it a _S： Yes, it is. / No, it isnt.然后指名学生来做小老师，由师生问答变为生生问答。2 Pair work: Can a _ _ Yes, it can. / No, it cant.Step 4答疑 Where is the _ Its _ the _.是什么句式，怎样构成？Step 5 检测Guessing game: S1: Whats in/on/under the box/desk/chair S2:
17、 Its an animal. S1: Is it a _ S2: Yes, it is./No, it isnt. S1: Can it _ S2: Yes, it can./ No, it cant. S1: Oh, I see! Its a _.课后作业Activity book 板书设计： Lesson 5: Where Where is the _ Its in / on/ under the _.课后反思Lesson 6 教学设计Step 1定向：1. 学生能在图片和老师扶植下听懂故事。 2. 学生能在图片和老师扶植下读懂故事。 3. 学生能在图片和老师扶植下表演故事。4. 乐于仿
18、照，敢于开口。5留意倾听，主动思索。Step2自学：本课所相识单词，并预习新课句子。Step 3沟通Talk about some films or stories about the animals. (说一说你看过有关动物电影或故事) 1. Lead in: What animals do you like Why (你喜爱什么动物,为什么？)2. Talk about the pictures. 讨论书中图画，学生看图，能说出关于故事哪些状况？在故事中会发生什么事 情？老师要激励学生推想故事开展。 Where is the rabbit in picture 1 Who can you
19、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 Step 4 答疑 阅读前，老师提出一些任务，让学生带着任务去阅读，以表达阅读策略及阅读理解状况。 1.What happened with the rabbit (兔子怎么了) 2. Who helps the rabbit Please write in order. (请按依次写出来) _, _, _
20、and _, _ and _. 3. What do they say _ (What happened) _ (Can I help you) Step 5 检测 1. 讨论故事：Do you like the story Why 2. 续编故事： What will happen next (后面将会发生什么事呢？) 3. 表演故事课后作业Activity book 板书设计： Lesson 6: Can I help you 老师板画：一只坐在泥中兔子，后面依次画出farmer, cow, horse and pig, duck and mouse.旁边配上文字： Help! What
21、happened Can I help you Pull! Im stuck. Im out.课后反思：Lesson 7 教学设计Step 1定向：1. 能听懂、会说、认读和书写词汇： zoo, panda, monkey, elephant, big, small, thin.能听懂、会说、认读词汇：fat. 2. 能理解并口头运用句子：The _ is _.Step2自学：本课所相识单词，并预习新课句子。Step 3沟通Greetings and review.1用农场动物卡片，先师生问答Whats this Its a _.然后学生两人组练习此句型。2 What color is the
22、 _农场动物或文具The _ is _.(颜色)学生观看教学光盘或老师录制巡游动物园短片，介绍新词汇：Lets go to the zoo. I see many animals at the zoo. Look! This is a panda. 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.学生多听多看几遍，然后提出问题，What animals we see at the
23、zooIs the panda/elephant fat/ small与学生一起沟通讨论，期间引入新词汇，同时浸透拼读规那么等学问。zoo, too, room, school, cool, moon, panda, What color is 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 一头大象 What does an elephant
24、look like big, dig, pig, hit, fit all, mall, small, tall, fall, Step 4答疑 The elephant is big. This is a bird. The bird is small.是什么句式，怎样构成？Step 5 检测老师给出两个地点farm, and zoo，各组选择一个地方去巡游，描绘所见所闻。如：Lets go to the _. I see a _. The _ is _.课后作业Activity book板书设计： Lesson 7: At the Zoo 老师板画动物园大门，进入后依次画出这些动物，在画旁
25、边板书单词，画时候要突出动物们fat, thin, big, small特征，更加形象直观。课后反思Lesson 8 教学设计Step 1定向：1. 能听懂、会说、认读和书写词汇：tiger, bear, long, short.能听懂、会说、认读词汇：wolf, snake.2. 能理解并口头运用句子：Its long/short.Its _ is/are long/short.3. 乐于仿照，敢于开口。4. 留意倾听，主动思索。Step2自学：本课所相识单词，并预习新课句子。Step 3沟通学生观看教学光盘或老师录制巡游动物园短片，介绍新词汇：Lets go to the zoo. I s
26、ee 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 brown. Its tail is short. Look! This is a snake. Its long. I like the zoo. Its fun.学生多听多看几遍，然后提出问题，What animals we see at the zooIs the _long/ short与学生一起沟通讨论，期间引入新词汇
27、，同时浸透拼读规那么等学问。tiger, five, fine, like, bike, kite, bear, pear, fear, hear, near,snake, make, cake, lake, take1. Play a game“ Simon says to review the parts of the body.2. Look at the cards of the animals, talk about them.Whats this Its a/an _.Look at the _. The _ is big/small/fat/thin.Step 4 答疑Its 与
28、its 区分。Step 5 检测1 Look at the pictures and say(课件)：Its long/short.2 Show the cards of some animals, talk about them.e.x. Look at the _. Its _ is _.3 Sing a song (part 2)4 Play a guessing game (part 3)课后作业Activity book板书设计： Lesson 8: Tigers and Bears老师板画动物园大门，进入后依次画出这些动物，在画旁边板书单词， Tiger wolf bear sna
29、ke Its long/short. Its _ is/are long/short.课后反思：Lesson 9 教学设计Step 1定向：1. 能听懂、会说、认读和书写词汇：one, two, three, four, five, six, seven, eight, nine, ten.2. 能理解并口头运用句子：How many _ are there There are _ _s.Step2自学：本课所相识单词，并预习新课句子。Step 3沟通1.学生观看教学光盘呈现新知。学生多听多看几遍，然后提出问题，Look at the pictures:How many ducks/ fish
30、/ birds/ pandas are there2.Lets chant. Look at the pictures and discuss. Pair work: How many _ are there There are _ _s. Listen to the chant and sing it.Step 4 答疑1 Use the number cards to say the numbers, who is fast 2 Look at the pictures and say(课件)：Pair work: How many _ are there There are _ _s.3
31、 Listen and draw, then talk about our pictures: How many _ are there There are _ _s. Step 5 检测 四人一组，共同完成一幅画，然后讨论图画中动物或其他东西等，运用今日所学句型，也可以参与以前学学问。如：How many _ are there There are _ _s.Look at the _. Its _.课后作业Activity book 板书设计： Lesson 9： How Many one, two, three, four, five six, seven, eight, nine, t
32、en.How many _ are thereThere are _ _s.课后反思：Lesson 10 教学设计Step 1定向：1. 能听懂、会说、认读和书写词汇：river, tree, grass.2. 能认读、理解并运用句式： Where does a _ live In a _.3. 乐于仿照，敢于开口。4. 留意倾听，主动思索。Step2自学：本课所相识单词，并预习新课句子。Step 3沟通1用动物卡片，先师生问答Whats this Its a _.然后学生两人组练习此句型。2 .Where is the book Its in the desk.3 .What s this学
33、生观看教学光盘，老师介绍新词汇：Whats this Its a forest.Whats in a forestLook at the pictures, 依次介绍三个新词：river, fish, swim, thin, big.Whats in a river Fish live in a river.Tree, three, sleep, greenWhat color is the tree What animals live in a treeA bird lives in a tree.grass, what color is the grassDo you like a forest WhyStep 4 答疑Where does it live Talk about the pictures, then listen to it, follow to read.Step 5 检测 Write the new words.课后作业Activity book板书设计： Lesson 10: Where Do They Live fish bird Where does a panda live river. tree.课后反思