【oxford】Oxford English 3B Module 2 Unit 3

【jiaoan.jxxyjl.com--小学三年级英语教案】

teaching plan
school: nanqiao primary school
teacher: wei yuyi
book: oxford english 3b module 2 unit 3
topic: read and act a story ‘little lucy’
time: 35 minutes
aims: 
1. language focus
words: wolf
sentence
using adjectives to describe things.  e.g your eyes are big.
asking ‘wh-‘ questions to find out a person’s identity. who’s this?
using imperatives to give instructions  e.g.  take this to grandma.
2. language skills:
reading:  the abilities to read by themselves and guess the meaning from the context.
listening:  the ability to identify main ideas.
speaking:  the abilities to use modelled phrases and sentences to communicate with others and intimate the others’ voice.
3. emotional education:
to respect and care for the old.
to be cautious when strangers talk to you.
teaching aids: multimedia, cassette.
procedure    contents    methods    purpose       
i.pre-task preparation    1.chant
2.question    students read together
have you good friends?    轻松的儿歌使学生很快投入到学习英语的氛围中，同时，朗读儿歌也是为本课中让学生用英语介绍他人作单词上的复习准备。       
    3.introducing practice    ask some students to introduce their friends without names. the rest listen and guess.    训练学生用英语介绍人的能力。其余同学学会听，并能根据提供的信息猜测名字。       
    4.writing practice    1) ask students to say something about their teacher with the sentences of ‘you…’ or “your…’
2) exercise 1 ask students to write down their desk-mate with the sentences of “you are…’ or ‘ your …’    训练学生用you are…或your ….的句子来描述对方的长相，为下面的写句训练做准备，同时解决课文中重点句型的语法结构上的教学。
让学生通过观察同桌用填空的形式写下描述对方的句子，训练学生的写段能力，同时，采用这种方式减少练习的时间，降低部分学困生的书写难度，再次解决了课文中的重点句型的运用。       
    5. listening practice    1)show the picture.
little kitty, little alice and little lucy and play the tape
2)students listen and match.
3)check the key    训练学生的听力，能根据听到的有关人物的特征信息进行简单的人与名字的配对。同时提供给学生更多课外介绍人物的语言素材，使部分能力强的学生在无意识中学到新知识。        12
    6. speaking practice    say ‘hello’ to little lucy or ask questions    培养学生能养成主动用英语向对方问候，打招呼的习惯，并能用英语简单询问对方的一些情况（如身体特征，会做什么，喜欢什么等），即培养学生英语话题意识。       
ii.while-task procedure    1.little lucy’s families    who’s this? this is…
1)    mother
t: what’s mother like?
2)father
big and strong
3)grandma
a. fine-ok-all right
b. she’s ill. she’s in bed.
c. ask students to say like grandma
d. question:
what can we do?
    让学生通过观察猜测人物之间的关系，提高他们学习的主动性，激发他们的参与热情。同时，让部分课外知识丰富的学生有机会展示他们的知识，增加大家相互学习的机会。
拓展词汇，丰富语言内容，引导学生尝试运用该词组描述人。
补充知识，丰富学生的学习内容。为以后的模仿奶奶的声调和拓展阅读做准备。
培养学生关心他人的意识和初步尝试运用所学知识来表达的能力。       
        e. listen to the tape.
take this to grandma
take… to grandma.    进行民族文化教育：尊重、关心老人       
    2.wolf    1)show the picture
2)say something about the wolf
3)group work
say like the wolf
4)help!  go away!    
让学生再次用第二人称描述对方的特征，训练语言表达能力。
通过学生间的合作交流，丰富狼这个角色的语言，并模仿狼狡猾的语音语调，培养学生表演时表现出不同人物不同语音语调的能力。       
    3.picture 1-8    1) listen to the tape and read after or together with the tape.
2)read the part in groups.
    训练学生边听边重复的能力。       
    4.picture 9-12    1) students read by themselves and underline the new words and phrases.
2)    match
go away.
here she is.
go to bed.
3)    read after the tape    培养学生在阅读中自我理解生词的能力。
检查学生理解的情况。       
iii.post-task procedure    1.story ‘ little red cap’    1)listen and watch
2)be cautious when strangers talk to you.
3)ask the students to act out.    
进行生命教育，提醒学生当陌生人搭话时应保持警惕，不可轻易相信。
通过模拟情境，训练学生的语言组织能力和处理此类事件时的正确做法。12

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