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1、冀教版三年级下册英语全册优质教案【教案/试卷/课时练为word文档可编辑修改】科目:英语适用版本：冀教版适用范围：【教师教学】Lessonl On the Farm教学目标：1、能正确地听、说、读、写农场中的动物单farm.farmer ,pig, cow, sheep, a.2、能综合运用所学的语句进行交际。Whats this? Its a .3、通过活动培养学生能够运用所复习的词汇和句子来正确表达 周围的具体实物。教学重点：1、能正确地听、说、读、写农场中的动物单farm farmer ,pig, cow, sheep, a.2、能综合运用所学的语句进行交际。Whats this? It
2、s a .教学难点：能够运用所复习的词汇来正确表达自己喜欢的动物以及运用所复 习的句型进行语言交际。教学准备：录音机和磁带，课件，教师用卡片和本课农场的背景图画，奖励 用的小星和实物，学生用小卡片。教学过程：1. GreetingsT: Good afternoon, boys and girls.S: Good afternoon, Miss Wang.T: Lets sing a song, Old MacDonald Hand a Farm. OK?S: OK!Step 2: Presentation1. Show the animals.T: Do you want to visit
3、Old MacDonald? Now, let5s go to his farm.（课件出示Old MacDonald图片和农场里的动物们。）T: Look! Old McDonald is coming! Say hello to him.Ss: Hello, MacDonald!T: Look! There are a lot of animals on his farm, What are these?2. Ask and answer to review the animals.T: Whats this?Ss: Its a sheep/cow/pig.Ask the student
4、to spell the important words.3. Practice in pairs and present the dialogues.Whafs this? Its a.Step 3: Teacher-student interaction1. Play games （课件展示游戏）a. Whats missing?b. Match the animals and the pictures.2. Review the sentences板书设计:Lesson 1 On the Farm farm ,farmer ,pig, cow, sheep, Whafs this?It,
5、s a .教学反思：Lesson! Cats and Dogs教学目标：1、能正确地听、说、读、写农场中的动物单词cat, dog, chicken, duck2、能综合运用所学的语句进行交际。Whats this? Is it a duck?No, it isnt. Wes, it is. Its a .3、通过活动培养学生能够运用所复习的词汇和句子来正确表达 周围的具体实物。教学重点：1、能正确地听、说、读、写农场中的动物单词cat, dog, chicken, duck2、能综合运用所学的语句进行交际。Whats this? Is it a duck?No, it isnt. Wes,
6、it is. Its a .教学难点:能够运用所复习的词汇来正确表达自己喜欢的动物以及运用所复 习的句型进行语言交际。教学准备：录音机和磁带，课件，教师用卡片和本课主题图的张贴画，学生 用小卡片。教学过程：Step 1: Warm upT: Lets sing a song, Bingo, OK?S: OK!Ask and answer to review the animals.Step 2: Presentation1、将第一部分的4张图片展示给学生看，并询问Whats this?, 根据学生的回答写出单词：cat, dog, chicken, duck.Ask the student t
7、o spell the important words.2、拿出第二部分图片T: Whats this? Is it a duck?Ss: No, it isnt. Its a chicken.T: Is this a duck?S: Yes, it is.Step 3: Teacher-student interaction1、让学生之间进行对话练习Whats this? Is it a duck?一Yes, it is.2、完成第四部分的游戏1. Who missing?2. Match the animals and the pictures.Step 4: Classroom test
8、s1 . Take out the text paper and finish number 1.2 .Review the sentences板书设计：Lesson 2 Cats and Dogscat, dog, chicken, duckWhafs this? Ifs a duck?No, it isnt. Its a chicken.Is this a duck?Yes, it is.教学反思：Lesson 3 Fish and Birds教学目标：1、能正确地听、说、读、写 Swim, fly, dance, sing, see2、能综合运用所学的语句进行交际。Can a chick
9、en fly?一Yes, it can./ No, it cantCan you sing?Yes, I can. No, I cant.3、通过活动培养学生能够运用所复习的词汇和句子来正确表达 周围的具体实物。4、促使学生积极运用所学知识进行表达与交流。教学重点：1、能正确地听、说、读、写 Swim, fly, dance, sing, see2、能综合运用所学的语句进行交际。Can a chicken fly? Yes, it can./ No, it cant.Can you sing? Yes, I can. No, I cant教学难点：能够运用所复习的词汇来正确表达自己喜欢的动物以
10、及运用所复 习的句型进行语言交际。教学准备：录音机和磁带，课件，教师用卡片和本课主题图的张贴画。学生 用小卡片。教学过程：Step 1: Warm up1. Play a game.Swim/fly/dance/sing/see.板书几个动词。教师出示英语单词卡片，学生起立，做错动作的学生坐下。看有几个学生留到最后。教师可以找部分学生到前面来做.2. Sing a song.Step 2: Presentation1 .展示第一部分图片T: Youre very good, now lets look at the animals. Whats this?Ss: Its a fishT: Wh
11、at can fish do?Ss: Fish can swimT: Whats this?Ss: Its a bird.T: What can birds do?Ss: Birds can fiy.2. Practice in pairs and present their dialoguesWhafs this?Its a .-Can you .?Yes, I can. / No, I cant.Step 3: Teacher-student interaction1. Practice and present their dialogues.2. Review:Can you.? Yes
12、, I can/No. I cant.T: Good work, boys and girls. The animals can do many things, but what can you do? Can you sing?51: No, I cant/Yes, I can.T: Can you sing?52: Yes, I can.T: Show me.3. Take out the text paper and finish number 2. 板书设计：Lesson3 Fish and Birdsdance sing swim flyCan you dance?Yes, I ca
13、n.No, I cant.教学反思：Lesson 4 Horses and Rabbits教学目标：1、能正确地听、说、读、animals, horse, rabbits, yes, no.2、能综合运用所学的语句进行交际。Horse can run.Rabbits can jump.Can a horse run?3、学生能说出哪些动物可以swimjump, fly, run.教学重点：1、能正确地听、说、读、animals, horse, rabbits, yes, no.2、能综合运用所学的语句进行交际。Horse can run.Rabbits can jump.Can a horse
14、 run?教学难点：能够运用所复习的词汇来正确表达自己喜欢的动物以及运用所复 习的句型进行语言交际。教学准备：录音机和磁带，课件.教学过程：Step 1: Warm up1 . GreetingT: Hello, boys and girls! How are you today?2 .师生同唱“Old MacDonald Hand a Farm”。（可以边做动作边唱）Step 2: Presentation1、用张贴画出示本课主题图.T: Whats this?T: Its a horse/rabbit.2、学生模仿读音，找同学领读，分组读。依次学习：a. Horse can run.b.
15、Rabbits can jump.c. Can a horse run?鼓励发音不标准的学生多练习几遍，至读音标准。采用多种形式 全班练习，直至读熟。Step 3: Teacher-student interaction1. Gamea. Quickly answer.（快速抢答）b. Guessing words.（猜动物）2.小组之内练习句子。表现好的一组奖励金星。What animals can . ?. can.Step 4: Classroom tests小组讨论对本课内容总结汇报，完成练习写单词的部分。板书设计：Lesson 4 Horses and Rabbitsanimals,
16、 horse, rabbit, yes, no.精品文档精心把理swim, jump, fly, run.Horses can run. Rabbits can jump.教学反思:Lesson 5 where?教学目标：1 能正确地听、说、读、写on in under box2、能综合运用所学的语句进行交际。Where is the cat? Its oninunder the box.Whats in the box? Its aan.3、学生能了解字母i在单词中的发音极其规则。教学重点：1、能正确地听、说、读、写on in under box2、能综合运用所学的语句进行交际。Where
17、is the cat? Its oninunder the box.Whats in the box? Its aan.3、学生能了解字母i在单词中的发音极其规则。教学难点：能够运用介词on in under来正确表达动物在什么地方。教学准备：录音机和磁带，课件，玩具兔子教学过程：Step 1: Warm upGreetingT: Hello, boys and girls!S: Hello, teacher!Step 2: Presentation1、引入课题用张贴画出示本课主题图.在黑板上写下：on in under2、学生模仿读音，找同学领读，分组读。学习 in the box, on
18、the box, under the box.Step 3: Teacher-student interaction1、教师将兔子分别放在不同的位置，让学生进行对话练习51: Where is the rabbit?52: Is the desk, (on/ under/ in)2、师生对话 Whats in the box?T: Whats in the box?S: An animal.T: Is it a cat?S: No, it isnt.T: Can it swim?S: Yes, it can.3、听录音，练习单词的读音部分。m mouth swimn dance nose1le
19、g lakei nine five板书设计：Lesson 5 where?on in underWhere is the rabbit? Is the desk, (on/ under/ in)Where is the cat? Ifs on the box.Whafs in the box? An animal.Is it a cat? No, it isnt.Can it swim? Yes, it can教学反思：Lesson 6 Can I Help You?教学目标：i、通过对故事的学习，复习巩固本单元的动物词汇；2、学生能理解故事内容，并在教师引导下讲述故事、表演故 事；3、学生能
20、利用上下文、借助课件及肢体语言推测生词yelled, heard, asked, said, ouch, out.的意思，培养学生初步的阅读能力。4、培养学生乐于助人的品德，培养学生的阅读兴趣。教学重点：1、通过对故事的学习，复习巩固本单元的动物词汇；2、学生能理解故事内容，并在教师引导下讲述故事、表演故事；教学难点：学生能利用上下文、借助课件及肢体语言推测生词yelled, heard, asked, said, ouch, out.的意思，培养学生初步的阅读能力。教学准备：1 .故事材料Can I Help You?02 .多媒体课件及动物图片、头饰。教学过程：Step 1: Warm u
21、p1、师生互致问候，然后齐唱歌曲Old MacDonald Had a Farm。2、教师利用歌曲与学生进行如下对话：T: What animals did you hear in the song?（弓|导学生用 I heard. 回答）S: I heard.3、出示谜语It is white and small. It has four legs and a short tail. It has two red eyes and two long ears.T: Guess. What is it?4、继续引导学生进行如下对话：T: Its a lovely rabbit. Can you
22、 say something about the rabbit?51: It is white.52: It has fur.Step 2: Presentation1、播放卡通片，学生看故事。学生看故事前，教师提出以下问题：How many characters are there in this story? What are they?2、阅读故事，分组讨论。学生开始阅读故事，读完后分组讨论，将以下八个句子按照故 事的内容重新排序。1 The rabbit came out. The farmer pulled the rabbit.3 The horse pulled the cow.
23、4 The mouse pulled the duck. The cow pulled the farmer.6 The duck pulled the pig.7 The rabbit was stuck.8 The pig pulled the horse.展示学生的排序结果，帮助学生理清故事的脉络。Step 3: Teacher-student interaction1、学讲故事带领学生，利用图片将故事讲一遍。（要求学生注意语气、语 调的变化）2、小组练习和表演学生自己练习讲故事并在组内进行表演。Step 4: Homework1、将故事讲给父母听或表演给父母看。2、仿照故事的结构，扩写
24、一段故事。（学生二选一） 板书设计：Lesson 6 Can I Help You? yelled heard askedsaidouchoutwelcomestuckWhat happened? Im stuck.Can I Help You?The . pulled the .教学反思：Lesson? At the zoo教学目标：1、能正确地听、说、读、写 zoo, panda, monkey, elephant, big, small2、学生能用Theis.来描述动物3、能够运用形容词来正确描述动物。4、促使学生积极运用所学知识进行表达与交流。教学重点：1、能正确地听、说、读、写 zo
25、o, panda, monkey, elephant, big, small2、学生能用Theis.来描述动物教学难点：能够运用形容词来正确描述动物。教学准备：录音机、磁带、课件、图片、实物。教学过程：Step 1: Warm up1. Greeting.T: Hello boys and girls.Ss: Hello Miss Wang.T: Do you like the zoo?Ss: Yes.T: Ok, lets learn this new lesson.Step 2: Presentation1、新授出示实物或图片T: Whats this?（指 panda）Ss: Panda
26、板书并领读，学生拼读（学生可能读音不准，教师适当纠正。）T: Whats this?（指 monkey）Ss: MonkeyAThis is monkey.T: Whats this?（指 elephant）Ss: ElephantAThis is elephant.2、围绕四个单词（big, small,fat, thin ）师生进行对话练习。Theis还可以举起不同的图画。每举起一张问Big or small? Thin or fat?给学生时间回答，必要时进行纠正。Step 3: Teacher-student interaction1 .游戏（猜单词，用手语表示）zoo, panda,
27、 monkey, elephant, big, small ,fat, thin看一看哪个同学反应最快，回答最准确。2 . Class closing唱一首他们喜欢的歌曲。板书设计:Lesson? At the zoozoo, panda, monkey, elephant, big, small, fat, thinTheis教学反思：Lesson8 Tigers and Beats教学目标：1、能正确地听、说、读、写单词：tiger, wolf, bear, snake, long, short2、学生能够熟练运用句型：Its. Its is.3、学习演唱歌曲：Big and Small教
28、学重点：1、能正确地听、说、读、写单词：tiger, wolf, bear, snake,2、学生能够熟练运用句型：Its. Its is.3、学习演唱歌曲：Big and Small教学难点：学生能够熟练运用句型：If s Its is.教学准备：多媒体、图片教学过程：Step 1: Warm up1. Greeting.2. Sing the song “Big and smalFStep 2: Presentation教授单词：tiger , wolf, bear, snake,1. T: look, this is a wolf.在四线格里板书wolf,领读并安排学生不 同形式的读，强
29、调力”在单词中的发音。渗透这个单词复数的特殊 变法。2. T: Look, who is coming?引出 tiger 新课 标 第一网T: What do you see?S: I see a tigerT: Is it thin?S: No. its fat.3. Riddle: Ifs brown or black.学生试着猜一猜。Its very fat.引出bear板书并领读，学生拼读，用手盖上字母“b”,帮助学生记 忆。4. T: Its long, what animal is it?弓|出snake,领读并让学生拼写。Step 3: Teacher-student inter
30、action1. Game教师准备一组动物的单词条和一组身体部位的单词条，让学生分 别抽出一个，组成句子。让一个学生猜描述的是什么动物。Its. Its is.（教师引导学生自己问一些问题，开动脑筋，结合以前学过的知 识，教师可以提示培养学生综合语言运用能力）2. Pair work:完成书上的对话，教师先做示范，然后小组合作。小组合作时， 教师监督生用英语交流，培养学生爱说英语的习惯。Step 4: Homework1、制作其他身体部位的表格，和同学交流。2、把歌曲唱给同伴或家人。板书设计：Lesson 8 Tigers and Beats tiger , wolf, bear, snake
31、, long, short IPs.Its is.教学反思：Lesson 9 How Many?教学目标：1、能正确地听、说、读、写one-ten2、学生能用How many. are there?句型交流。教学重点：1、能正确地听、说、读、写one-ten2、学生能用How many. are there?句型交流。教学难点：能够运用How many are there?来正确问动物的数量。教学准备：录音机和磁带，课件.教学过程：Step 1: Warm up1. GreetingT: Hello boys and girls.Ss: Hello Miss Wang.T: Are you r
32、eady for English class?Ss: Yes.T: Ok, lets go.2.复习以前学过的有关数字的单词。Step 2: Presentation1、新授介绍句型：How many are there?There are（数字）。T: Whats this?SI: Monkey !T: How many monkeys are there?SI: Ten.T: There are ten monkeys.2、同学二人之间对话练习T: How many are there?SI: Ten.T: There are .Step 3: Teacher-student intera
33、ctionLet,s chant1、听录音让学生不看歌词听录音。让学生认真听并尽力找出他们已知的英 语单词。2、看书让学生看着图画和歌词。让他们找出他们刚才在这首歌谣中听到 的单词。教学生读出现的几个生词。3、跟读再次播放录音，学生一起跟读，学习歌谣。4、练习师生互动，采取不同的形式做第二部分的chant练习。如分组说，男女生交换说等。板书设计：Lesson 9 How Many?one 一 tenHow many are there?There are（数字）o教学反思：LessonlO Where Do you live?教学目标：1、能正确地听、说、读、写 river, tree, gr
34、ass, forest,2、学生能用 Where does a. live? In a.句型交流。3、学生能了解字母s,z,x,。在单词中的发音极其规则。教学重点：1、能正确地听、说、读、写 river, tree, grass, forest,2、学生能用 Where does a. live? In a.句型交流。教学难点：能够运用Where does a. live? In a.来正确问动物住在哪里。教学准备：录音机和磁带，课件.教学过程：Step 1: Warm up1. Greeting.2. Review出示动物图片复习学过的动物名称和上节课学过的数词的单词卡 片。Step 2:
35、Presentation1、引入课题用张贴画出示本课主题图。2、引导学生学生看着图画能说些什么？老虎生活在哪里？鱼生活在哪里？Where do they live?学生可以说出一些动物，也可以用汉语回答，从而引出本课要学 的内容。3、图 1,手指鱼，说 Where does a fish live? In a river.重复这个句子，让学生跟读。图 2,手指鸟,说 Where does a bird live? In a tree.重复这个句子，让学生跟读。图 3,手指熊猫,说 Where does a panda live? In a forest.重复这个句子，让学生跟读。再次听录音，教
36、师读句子，让学生 跟读。Step 3: Teacher-student interactionLefs do it.让学生连线同时用Where does a live? In a.练习造句板书设计：Lesson 10 Where Do you live?river tree grass forestWhere does a. live?In a.教学反思：Lessonll What Do They Eat?教学目标：1、掌握单词banana , meat的拼读。2、学生能了解字母s,z,x,。在单词中的发音极其规则。3、掌握和运用句型What do they eat?eat教学重点：1、掌握单
37、词banana , meat的拼读。2、掌握和运用句型What do they eat?eat教学难点：运用句型What do they eat?eat 来讨论动物的食物。教学准备：bananas grass meat、fish的词卡及动物的卡片。教学过程：Step 1: Warm up1. Greeting.2. Review.出示动物图片复习学过的动物名称和上节课学过的数词的单词卡 片。Step 2: Presentation1、设置情景今天，老师邀请了小猴子弟弟、牛伯伯、可爱的小猫、老虎大王 会餐，嘉宾门都到齐后请小熊开始给每个来宾分配午餐。把bananas 放到了小猫面前，把grass
38、放到了老虎面前，把meat放到牛前面， 把fish放到了猴子的面前。可四位客人都没有吃，而是皱起了眉 头。（在黑板上画一个足够大的table ）把四个动物的卡片贴在饭桌的周围，像上面的对应关系在饭桌上 贴上食物。）2、以这种情景展开本课教学并提问学生为什么动物们不吃东西？学生会说小熊把食物分错了！接下来教师和同学展开讨论：T: Does a cow eat meat?S: No.T: What does a cow eat?S: Grass.T: Yes. A cow eats grass. Say it, please.S: A cow eats grass.依次完成其他动物的讨论。Step
39、 3: Teacher-student interaction让学生认真听，努力思考，然后回答问题。引导学生进行如下讨论：T： What does a cow eat?S： Grass/A cow eats grass.T ： What do they eat?S: eat(horse, sheep, elephant, cow)尽量多的讨论各种动物吃什么。Step 4: Classroom tests1、完成 Lets do it.2、听录音跟读Letters and sounders中单词的读音部分。板书设计：Lesson 11 What Do They Eat?banana meatWh
40、at do they eat?eat教学反思：Lessonll The Clever Monkey教学目标：1、掌握 clever, bad, nice.2、通过情景表演感知故事wolf,sheep and monkey之间发生了什 么事情。教学重点：1、掌握 clever, bad, nice.2、通过情景表演感知故事wolf,sheep and monkey之间发生了什 么事情。教学难点：学生能在图片和教师的帮助下读懂，表演故事。教学准备：多媒体、单词卡片、图片教学过程：Step 1: Warm up1. Greet with the students.2. Review.复习方位词：in
41、, on, under.动物的名称：sheep, monkey, wolf.Give word card questions.What is this ? Is this a or a?Where is the? Is the in the?Step 2: Presentation1 .学习新单词 clever, bad, nicePlay the tape with read and understand the meaning of these words2 .出示图片 Discuss the pictureT: What can you see? Do you like the pict
42、ure?Use images let students see three heroines.3 . See illustrations, guess storyline, let students discuss monkeys, sheep and Wolf between what happened.4 . Let the students say he think the story is what5 . The teacher read each painting of sentences, the explanation is next to mean6 .听录音然后领读。Step
43、 3: Teacher-student interaction师生讨论：How does the sheep help the wolf?What does the monkey do?Act out the part of the story you like.检查他们对故事的理解能力，激发学习兴趣，想象这个故事告诉 了我们什么。Step 4: Homework画一幅他们认为下一步会发生什么情况的图画。板书设计：Lesson 12 The Clever Monkeyclever badniceHow does the sheep help the wolf?What does the mon
44、key do?Act out the part of the story you like.教学反思:Lesson 13 Im Hungry!教学目标：1、要求学生掌握下列单词：eat、drink、table、food2、能理解并能口头运用句子：Fm (hungry/thirsty)oI want to (eat/drink)3、能够在真实的环境中表达自己的需求。4、初步了解中西方饮食差异，注意饮食卫生及营养。教学重点：1、要求学生掌握下列单词：eat、drink、table、food2、能理解并能口头运用句子：Im (hungry/thirsty).I want to (eat/drink)
45、.教学难点：1、能够在真实的环境中表达自己的需求。2、初步了解中西方饮食差异，教学准备：录音机和磁带，手偶，教师用卡片和张贴画，实物，奖励用的金 星，学生用小卡片。教学过程：Step 1: Warm upGreeting.Step 2: Presentation1、引入课题用张贴画出示本课主题图，引导学生：What飞his?从而弓|出本课 要学的有关饮食的内容。2、利用卡片出示桌子，放录音。学生模仿读音，找同学领读，分组读。依次学习food ,eat,drink,（在学习eat,drink时教师可以加上动作，板书eat,drink）鼓励发音不标准的学生多练习几遍，至读音标准。采用多种形式全班练习，利用小卡片组长组织练习，直至读熟。3、做游戏（小组之内组长组织练习游戏）。（1） Quickly ans