染雾外研版小学英语三年级起点第二册教案Ⅱ 篇一
Title: Lesson Plan for Oxford Primary English Grade 3 Start Point Book 2
Objective:
- Students will be able to identify and use simple prepositions of place (in, on, under).
- Students will be able to describe the location of objects using prepositions of place.
- Students will be able to ask and answer questions about the location of objects.
Materials:
- Pictures of objects in different locations (in, on, under)
- Flashcards with prepositions of place
- Worksheets with exercises on prepositions of place
Warm-up:
- Review prepositions of place by asking students to point to objects in the classroom using prepositions (e.g. "Where is the book? It's on the desk.")
Presentation:
1. Introduce prepositions of place (in, on, under) using flashcards and examples.
2. Show pictures of objects in different locations and ask students to describe the location using prepositions of place.
Practice:
- Divide students into pairs and give them worksheets with exercises on prepositions of place. Students will ask and answer questions about the location of objects using prepositions.
Production:
- In groups, students will create a mini-dialogue using prepositions of place to describe the location of objects in a picture.
Wrap-up:
- Review prepositions of place with a quick game where students have to identify the correct preposition for each object in a picture.
Homework:
- Students will complete a worksheet with exercises on prepositions of place at home.
Assessment:
- Observe students' participation in activities and their ability to use prepositions of place correctly in conversations.
外研版小学英语三年级起点第二册教案Ⅱ 篇二
Title: Lesson Plan for Oxford Primary English Grade 3 Start Point Book 2
Objective:
- Students will be able to use simple present tense to talk about daily routines.
- Students will be able to ask and answer questions about daily routines using simple present tense.
- Students will be able to create a simple daily routine schedule.
Materials:
- Flashcards with pictures of daily activities
- Worksheets with exercises on daily routines
- Blank daily routine schedules for students to fill in
Warm-up:
- Review vocabulary of daily activities by showing flashcards and asking students to say the word for each activity.
Presentation:
1. Introduce simple present tense and how it is used to talk about daily routines.
2. Show examples of sentences using simple present tense to talk about daily routines.
Practice:
- Divide students into pairs and give them worksheets with exercises on daily routines. Students will ask and answer questions about their daily routines using simple present tense.
Production:
- In groups, students will create a daily routine schedule for a fictional character and present it to the class.
Wrap-up:
- Review simple present tense and daily routines with a quick game where students have to match sentences with the correct daily activities.
Homework:
- Students will write a short paragraph about their daily routine using simple present tense.
Assessment:
- Observe students' ability to use simple present tense correctly in conversations about daily routines and in their written homework.
外研版小学英语三年级起点第二册教案Ⅱ 篇三
外研版小学英语三年级起点第二册教案Ⅱ
Module 4 Food Unit 1 Do you like meat？ Teaching aims(教学目标): 1.Get the students to master the following words and sentences:meat,rice,noodles,fish milk. Do you like…? Yes, I do. No, I don’t. 2.Get the students to use the sentence patterns to ask about likes and dislikes. 3.Through activities, the teacher should cultivate the students’ spirit of competition and cooperation. Important points(教学重点): The mastery of the new words and sentences. Difficult points(教学难点): The students can use the sentence patterns to ask about likes and dislikes. Teaching aids(教学准备)： Multimedia computer, tape recorder, some objects ( meat, a pear, an orange, an apple, pencils, pens, table tennis) cards( fruits cards, basketball, football, teddy , cars, ships and so on) Teaching procedures(教学过程)： Step1 Warm-up Activities 1. Greetings. 2. Sing a song.(old Macdonald song) 3. Have a competition between groups. Step2 Presentation and Practice 1. Yes, I do./ No, I don’t. (1) Yes, I do. T: (熊猫头饰) I’m a…. Look, I’m very fat.(with gestures) So, I like basketball. Do you like basketball? S: Yes… T: Yes, I do. CAI—Yes, I do. 贴卡片Yes, I do. (2) No, I don’t. T: Do you like…? S: No… T: No, I don’t. (Have the students answer the question.) CAI—No, I don’t.. 贴卡片No, I don’t. (3) Little chant. T: Follow me, Do, do, do. Yes, I do. Don’t, don’t, don’t. No, I don’t.(With gestures) 2.New words—meat, rice, fish, noodles,milk .. (1) meat (2) T: Do you like meat? (CAI present meat.) S: Yes, I do./ No, I don’t. T: What’ this? (CAI present noodle.) S: It’s noodles. Let many students answer the same question. T: Do you like noodles? S:… Writing on Bb: noodles. Read after the teacher. High—low voice. T: Point to the bananas. (3) pear. T: What color is it? (Point to the banana) S: It’s yellow. T: Any other yellow fruits? ( With gesture) S: Pear. T: What’s this? What’s that? S:… T: Do you like fish? Writing on Bb: fish Read after the teacher. Point to… (4) milk T: What does Ms Li like? Guess with “Do you like…?” S: Do you like…? T: I like milk. Do you like milk? Ss:… T: milk, can you read? Apple: … T: Anymore? S: … T: Do you like milk ? Writing on Bb: milk . Read after the teacher. Point to… (5) rice T: (CAI present rice) Are they meat? Ss: No, they are’t. They’re rice. Writing on Bb: rice. Read after the teacher. Point to… T: rice, rice, do you like rice? S: Yes, I do. T: rice, rice, do you like rice? S: No, I don’t. (6) Fast reaction. T: Little teacher. Who can try? （叫一名学生发令，其他学生在下面指。） (7) Play a game.（大脑风暴） T: Let’s play a game. Guess, Stop at which picture? （屏幕上的物体出现后马上消失，让学生猜最后哪张图片不会消失，会停下来。） ３.Sentence: Do you like…? T: Do you like pears?（接上面的游戏最后梨子停下来。） Ss:… T: Make sentence.(Right hand: Do you like… Left hand: picture) S:… 贴卡片：Do you like T: Magic eyes. (手持一张图片快速闪过，让学生用Do you like… 这个句型和他所看到的单词联合成一个完整的句子。) Step3 Consolidation 1. Play a game. (猜卡通人物的喜好—屏幕上有各种物体，学生随意选择一种并用句型Do you like…?提问。猜对了，课件出示声音: Yes, I do. 反之：No, I don’t.) 2. Output. (1)Listen to the tape, point and tick. (2)Check the answers. (3)Listen and repeat. Step4 Task 1. Chain game. (1)T: Boys and girls. You did a good job. Now, Let’s play a game. First, Who wants to play with me. (2)The teacher play with students. (3)Let the students play the game.（老师手持秒表制造紧张气氛） (4)T: Which group is the winner? Step5 End 1. Count the fruits. 2. T: Class is over. Bye-bye, boys and girls. Module 4 Unit 2 Does Daming likes bananas? 教学程序：Teaching Procedures （一）Revision: 请学生展示自己制作的食物类新单词卡片，并把新单词教给全班同学。 （二）Warmer: 1．教师事先准备一些水果的实物，出示实物，看学生能否说出这些水果的英文名称。 2．教师指着香蕉说：This is a banana.请学生重复句子。 3．以相同的方式介绍新单词：pear,orange,apple. 4.教师可以编成儿歌的形式，带领学生熟练单词，如：Pear,pear,pear,do you like pears? （三）New lesson: 1．教师拿着苹果，对一位女生说：Do you like apples?该女生回答：Yes,I do./No,I don’t.接着教师指着该女生，问全班学生：Does she like apples?引导全班学生回答Yes,she does./No,she doesn’t. 2.教师以同样的方式出示不同的水果，带领学生继续操练句型：Does he/she like…?及其回答：Yes,he/she does./No,he/she doesn’t. 3.出示挂图，请学生听SB Unit 2活动1的录音。放第一遍录音时，请学生看着图听一听，课文录音针对哪些人物哪些水果提出了哪些 4.请学生上前指着挂图提出问题，其他学生试着回答。 5．放第二遍录音，请学生边听边指向相应的图片。 6．请学生合上书，再放录音，每个问题后停顿，看学生是否记得答案。 7．继续放录音，让学生检查自己的回答是否正确。 8．二人一组读课文的示范对话，请学生根据活动1中不同人物的喜好进行问答。 9．学生SB Unit 2活动4的韵诗。学生跟录音机逐行朗读韵诗。将全班分为两组，每组读一段韵诗。比如，在读到第一段中的Mmm时学生可以做揉肚子的动作，读到第二段中的No时，可以在嘴边扇动手表示很辣。放录音时，请每组说对应的部分。 10．学生SB Unit 2活动6的字母。请学生摹写字母单词并默写。然后可以编儿歌：G is for girl.H is for hat.I is for in.请学生进行单词的.扩展练习，比一比谁扩展的单词最多。 任务完成： 1．完成运用任务1：请学生读SB Unit 2活动3的示范对话。教师板书游戏的对话模式，提醒学生注意第一人称与第三三人称单数的转换。同时出示一些水果类的单词在黑板上，便于学生做替换练习。请学生三人一组分别扮演Xiaoyong.Tingting和Lili开展游戏. Xiaoyong:I like….Do you like…? Tingting:Yes,I do./No,I don’t. Lili:Does Tingting lies rice? Xiaoyong:Yes,she does./No,she doesn’t. 2.完成运用任务2：请学生四人一组完成游戏。学生A指着学生D，问学生B和C：Does …like…?学生B和C进行猜测。并回答：Yes,he/she does./No,he/she doesn’t.然后A问D：Do you like…?学生D根据自己的喜好做出回答。猜对的学生获胜。 扩展活动： 1．出示课件共五组单词卡片，每组包含五个单词。 2．教师先出示其中的一组，请学生认真看，并试着记住它们。然后教师说出其中的四个单词，请学生说出教师没有提到的是哪一个单词。 3．比一比谁最快猜出遗漏的单词。 4．此项游戏活动可以训练学生熟练记忆单词的能力。 Homework: 1.听录音，朗读SB Unit 2活动1的课文，并试着背诵。 2．把学过的语言：Does…like…?Yes,he/she does.No,he/she doesn’t.编排成韵诗，演唱给教师和全班同学听。 Module 5 Time Unit 1 I get up at seven o’clock. Function: 1.Talking about “time”. 2. Enable the Ss to say “get up” “go to school” “have lunch” “go hom
