2019-2020年三年級英語上冊 Unit 3 Lesson 24Againplease教案3 冀教版.doc

《2019-2020年三年級英語上冊 Unit 3 Lesson 24Againplease教案3 冀教版.doc》由會員分享，可在線閱讀，更多相關(guān)《2019-2020年三年級英語上冊 Unit 3 Lesson 24Againplease教案3 冀教版.doc（4頁珍藏版）》請?jiān)谘b配圖網(wǎng)上搜索。

2019-2020年三年級英語上冊 Unit 3 Lesson 24Again，please教案3 冀教版 （一）知識 1. 理解和掌握有關(guān)“生病”的單詞。 2. 知道生病了如何進(jìn)行詢問，掌握詢問句型：What’s the matter? （二）能力 生病了，能運(yùn)用所學(xué)語句進(jìn)行詢問和回答。 （三）情感 讓學(xué)生注意鍛煉身體，養(yǎng)成良好的飲食習(xí)慣，促進(jìn)身體健康成長。 二、教學(xué)重點(diǎn) 掌握和“生病”相關(guān)的單詞和句子 單詞： headache 頭疼 stomachache 胃（肚子）疼 cut 切，刺痛 hurt 刺痛，受傷 sick 有病的，不舒服的 feel 感覺，覺得 句子： What’s the matter? 怎么了？/ 哪里不舒服？ 三、教學(xué)媒體 電腦課件（錄音機(jī)、磁帶）、單詞卡片、醫(yī)生的服裝、水彩筆 四、教學(xué)活動 Lesson 23 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）教師指導(dǎo)學(xué)生做游戲“Simon says”，復(fù)習(xí)身體部位名稱。 2. 呈現(xiàn)新課 1）播放課件“Are you okay?”“What’s the matter?” 2）教師借助動作和表情教授相關(guān)語句。教師和學(xué)生反復(fù)演練“Are you okay?”“What’s the matter?”。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)備醫(yī)生的服裝等，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) 1）教師指導(dǎo)學(xué)生做活動手冊的相關(guān)練習(xí)。 2）由學(xué)生自己來創(chuàng)編對話，難免會有錯(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。 Lesson 24 1. 導(dǎo)入 教師和學(xué)生一起演唱歌曲“Head and shoulders”“If you are happy”等本單元的相關(guān)歌曲。 2. 趣味操練 1）做游戲“Simon says”，復(fù)習(xí)身體部位名稱。 2）組織歌曲比賽，分組進(jìn)行。 3）學(xué)生畫出自己的好朋友，把他介紹給大家聽。 4）由學(xué)生自愿來表演對話，表演好的小組，教師讓全班唱一首英文歌給他們聽，以此表示鼓勵(lì)。 3. 課堂評價(jià) 1）教師指導(dǎo)學(xué)生做活動手冊的相關(guān)練習(xí)。 2）學(xué)生積極的表現(xiàn)和參與如果得到贊揚(yáng)，更能激發(fā)他們的自信。因此教師應(yīng)采取物質(zhì)或精神獎(jiǎng)勵(lì)等多種方法，均能促進(jìn)學(xué)生的更大進(jìn)步。 五、完成達(dá)標(biāo)測試 附送： 2019-2020年三年級英語上冊 Unit 3 Lesson 25FamilyClass Opening and Review教案 冀教版 GREETING SING A SONG Let the class choose a favourite Song. New Concepts 1. Cry(ing), laugh(ing), sing(ing), play(ing), talk(ing). DEMONSTRATE Do actions to demonstrate cry, laugh, sleep and play as you say the words with the class. Write the words on the blackboard and have the students repeat them as you point to each word. STUDENT BOOK: L25 N1 Discuss the pictures in the student book. Use as much English as possible. For example, with gestures, try questions such as: Point to someone laughing. Is he/she happy or sad? Where is someone talking? What are they saying? Why is the little girl crying? Play the audiotape as the students follow in their books. DRILL Lead the class through a question-and-answer drill such as: Teacher: What’s he/she doing? What’s he/she doing? Say it, please. Class: What’s he/she doing? Teacher: What’s he/she doing? (Point to a picture in the student book.) Class: He/She is __ ing. Ask a volunteer to stand at his or her desk and perform any one of the five actions and repeat the drill. Volunteers may also perform other actions the students can name, such as walking, jumping, pointing and drawing. Move quickly through this exercise. Teaching Tip Remember, use words and structures the students have already learned as often as possible, in both formal and informal ways. When teaching a new structure, substitute vocabulary the students have already learned. Find natural opportunities to make conversation with individual students in English, such as asking questions, making requests and giving assistance. ACTIVITY BOOK: L25 N1 This exercise requires the students to underline laugh, cry, sing or, play to match pictures. 2. Family, daughter, son, mother, father. STUDENT BOOK: L25 N2.3 Explain that the class will learn about families. Lead the class in a discussion about the pictures in the student book of Jenny’s family and Li Ming’s family. For example, ask the students what they notice about the organization of the pictures. Why are the pictures organized that way? Make statements about the pictures that review the vocabulary and link the concepts of boy/man with son/father, and girl/woman with daughter/mother. For example: He/She is a boy/girl. He/She is a son/daughter. Son/Daughter. Say it, please. Where is Jenny? This is Jenny’s family. (Circle Jenny’s family.) This is Jenny’s father/mother. He/She is a man/woman. Father/Mother. This is Li Ming’s father. He is a man. He is a father. Father. Play the audiotape as the students follow in their books. DRILL Lead the class in a drill about family members. For example, draw a rough picture of a family on the blackboard. Point to people in the picture and ask questions such as: Teacher: Is this a _____or a ____? Class: A ____. Teacher: Is he a daughter? Class: No, he’s a son/father. Remember to call on individual students sometimes and sometimes groups of students or the whole class. As the students reply, write the word on the blackboard with an arrow drawn to the correct person. ACTIVITY BOOK: L25 N2.3 In Number 2, the students match words for family members with pictures by writing the correct letter in each circle. In Number 3, the students draw a picture of their own family and label the people in it with the new family vocabulary. Show the students the word list at the bottom of the exercise. Some of the students may want to add more people than they can label in English. This would provide you with a natural opportunity to supplement their vocabulary with words such as aunt, uncle, cousin, niece and nephew. Class Closing SING “IF YOU’RE HAPPY AND YOU KNOW IT” Do the song with a variation. Ask half the class only to sing and the other half only to do the actions.