三年级下英语教案Module 3 Unit1　I like football外研版.docx

1、Unit1I like football.教学目标知识目标:1.掌握有关运动的单词:football,basketball,table tennis,morning exercises。2.学会使用句型“I like.”来谈论自己喜欢的运动。能力目标:培养学生正确运用英语进行表述的能力。情感目标:培养学生热爱运动,激发学生学习的兴趣。教学重点1.掌握单词:like,football,basketball,table tennis。2.能够正确运用句型:I like.和I dont like.谈论自己喜欢和不喜欢的运动项目。教学难点能正确运用本课句型谈论自己喜欢和不喜欢的运动项目。教学用具wor

2、d cards,balls,PPT,CD-ROM,stickers and forms.教学过程Step1Warm-up1.Greeting.2.Do and say.教师播放课件,出示学生玩过的运动项目。学生在老师的带领下,伴随着欢快的音乐做运动。T:Stand up,please.Lets do and say:football/football;run/run;jump/jump;swim/swim;skip/skip;basketball/basketball;table tennis/table tennis.Step2Presentation1.Learn new word:foo

3、tball.T:Do you like football?I like football.教师播放足球的课件,在课件中,出示球和脚的图片“foot+ball=football”。T:Look,foot and ball.We can use your feet to kick the ball.We call it “football”.老师边做动作边带读单词,板书单词“football”。PracticeLook,I have a football here.Read after me:football,football.(传球读单词)2.Learn:like 和I like.T:I lik

4、e football.带读“I like football.”让学生微笑着读,告诉他们喜欢做一件事情的时候,心情一定是很愉快的。教师用动作表示喜欢的情感,学生跟读单词。板书“I like.”出示图片带读like/I like,学生个人,男生,女生,全班读I like。T:Good!We can say:“I like football.”(拿出足球让喜欢足球的学生踢一下)Practice:I like football.(全班,小组操练)3.Learn new word:basketball.T:I like football.I like basketball,too.教师拿出一个篮球,边玩

5、球边教学生学习新单词basketball。教师播放课件,教读单词。Practice师生一起做打篮球的动作并说单词。教师拿出一个篮球,走下讲台,让学生一边传球一边说单词“basketball”。T:I like basketball very much.Do you like basketball?S:I like basketball.让四名学生分别上台拍篮球说句子:I like basketball.4.Learn new words:table tennis.T:I like small ball.Lets guess what it is?(教师播放课件,让学生猜是什么运动项目)T:Wh

6、ats this?Listen carefully.S:Table tennis.T:Its the table tennis.Do you like table tennis?I like table tennis.(教师播放乒乓球课件)教师拿出一个乒乓球,让学生一边传球,一边说单词:table tennis。操练句子:I like table tennis.指名让学生上台打乒乓球:I like table tennis.Step3Learnthetext1.T:Do you know what happened to Panpan?Lets listen.(第一遍听录音)T:OK,now

7、please listen again with the question:What does Panpan like?Check the answer together:Panpan likes morning exercises.2.Learn words:morning exercises.教师带领学生做早操的动作,并且跟读单词。板书单词:morning exercises,分音节教授单词exercises。教师与学生一块做操说句子:1,2,3,4,morning exercises,2,2,3,4,morning exercises,3,2,3,4,morning exercises,

8、4,2,3,4,morning exercises。T:Oh,you do a very good job.We all like morning exercises.We should do morning exercises.Its good for you.3.T:Lets read after the CD-ROM and try to imitate the intonation and emotion of Panpan.Step4Practice1.Game:Whats missing?2.Role play.Now Ill give you 2 minutes to read

9、the text with your partner.Then well have you do role play on the platform.(Ask 3 groups to come to show on the platform.)Step5SummaryT:今天我们学习了四种运动的名称,还学会了用I like.来表达自己喜欢的运动项目,你们都表现得非常棒。Step6Homework1.Read the text 5 times and prepare for a presentation next class.2.Investigate your family members l

10、ikes and dislikes and write them down.板书设计Module 3 Unit 1 I like football.I like.footballbasketballtable tennismorning exercisesUnit2Idontlikeridingmybike.教学目标知识目标:1.掌握有关运动的词汇:swimming,skipping,riding my bike。2.掌握字母Ee,Ff,Gg 的写法。3.巩固学过的运动词汇:football,basketball,table tennis,morning exercises。4.巩固学过的句型

11、:I like.和I dont like.。能力目标:能够使用句型I like.和I dont like.来表达自己喜欢和不喜欢的运动。情感目标:培养学生学习英语的兴趣。教学重点1.理解并掌握有关运动的词汇:swimming,skipping,riding my bike。2.能够掌握句型:I like.和I dont like.。教学难点能够正确运用句型:I like.和I dont like.。教学用具PPT,CD-ROM,stickers and rope.教学过程Step1Warm-up1.Greeting.T:Good morning,boys and girls.Ss:Good m

12、orning,Miss Wu.2.Ask and answer.(教师出示表示运动的图片,进行问答)T:Which sport?Ss:Football,basketball,table tennis,morning exercises.T:Which sport do you like and which sport dont you like?Ss:I like./I dont like.Step2Presentation1.T:刚才我们复习了四种运动项目,今天我们再来学习三种。(出示一幅swimming的图片,并做动作)T:I like swimming.Ss:I like swimmin

13、g./I dont like swimming.(学生做动作表达自己的喜恶)2.出示skipping,riding a bike的图片,教法同上。3.做单词认读游戏:老师把单词卡贴在教室的不同位置,让较好的同学说单词,其他同学边做动作边指向单词卡。也可以让同学模仿动作,其他同学边说单词边指向单词卡。Step3LearnthenewtextT:Listen and point.T:Please listen and answer my two questions:Which does the boy like?Which does the girl like?(Listen again and

14、ask the students to answer the questions.)T:Now we have known their likes and dislikes.Lets read after the CD and try to imitate the intonation and emotion.(Read the text together and in groups.)Step4Practice1.T:Please read the text in groups and then I will ask several groups to read.The groups whi

15、ch read correctly and emotionally can get a star.Do it right now!2.Do Activities 1,2 and 4 and ask students to check the answers.T:You are so clever!Lets read the sentences together!(齐读正确答案的句子)3.Learn the chant.Listen for 3 times and sing it together.Step5SummaryT:Lets review what we have learnt tod

16、ay.We have learnt.Ss:.T:Yes!Who wants to be a little teacher here?(请一位同学上台当小老师)Step6Homework1.Read the text 5 times and imitate the intonation.2.Tell your parents what sports you like in English.板书设计宋以后，京师所设小学馆和武学堂中的教师称谓皆称之为“教谕”。至元明清之县学一律循之不变。明朝入选翰林院的进士之师称“教习”。到清末，学堂兴起，各科教师仍沿用“教习”一称。其实“教谕”在明清时还有学官一意

17、，即主管县一级的教育生员。而相应府和州掌管教育生员者则谓“教授”和“学正”。“教授”“学正”和“教谕”的副手一律称“训导”。于民间，特别是汉代以后，对于在“校”或“学”中传授经学者也称为“经师”。在一些特定的讲学场合，比如书院、皇室，也称教师为“院长、西席、讲席”等。Module 3 Unit 2 I dont like riding my bike.“师”之概念，大体是从先秦时期的“师长、师傅、先生”而来。其中“师傅”更早则意指春秋时国君的老师。说文解字中有注曰：“师教人以道者之称也”。“师”之含义，现在泛指从事教育工作或是传授知识技术也或是某方面有特长值得学习者。“老师”的原意并非由“老”

18、而形容“师”。“老”在旧语义中也是一种尊称，隐喻年长且学识渊博者。“老”“师”连用最初见于史记，有“荀卿最为老师”之说法。慢慢“老师”之说也不再有年龄的限制，老少皆可适用。只是司马迁笔下的“老师”当然不是今日意义上的“教师”，其只是“老”和“师”的复合构词，所表达的含义多指对知识渊博者的一种尊称，虽能从其身上学以“道”，但其不一定是知识的传播者。今天看来，“教师”的必要条件不光是拥有知识，更重于传播知识。swimmingskippingridingmybike语文课本中的文章都是精选的比较优秀的文章,还有不少名家名篇。如果有选择循序渐进地让学生背诵一些优秀篇目、精彩段落,对提高学生的水平会大有裨益。现在,不少语文教师在分析课文时,把文章解体的支离破碎,总在文章的技巧方面下功夫。结果教师费劲,学生头疼。分析完之后,学生收效甚微,没过几天便忘的一干二净。造成这种事倍功半的尴尬局面的关键就是对文章读的不熟。常言道“书读百遍,其义自见”,如果有目的、有计划地引导学生反复阅读课文,或细读、默读、跳读,或听读、范读、轮读、分角色朗读,学生便可以在读中自然领悟文章的思想内容和写作技巧,可以在读中自然加强语感,增强语言的感受力。久而久之,这种思想内容、写作技巧和语感就会自然渗透到学生的语言意识之中,就会在写作中自觉不自觉地加以运用、创造和发展。I like.I dont like.教学反思