牛津译林版三年级下册《英语》全册教案（含教后记和小练习）.rar

Project1 My puppy一、教学内容：Story time二、教学目标：1.通过复习，熟练掌握 Unit 1-4 所学的关于学校生活、学习用品以及日常生活用品的单词。2.通过复习，熟练掌握 Unit 1-4 的关于祈使句、规则指令、位置以及物主询问的句型，并能进行熟练地回答。3.能熟练掌握、会拼写 Unit1-4 的四会单词：open,close,door,window,book,in,run,eat,talk,milk,pen,pencil,ruler,where,bird,under,desk,behind,on,chair三、教学重难点：1.通过复习，熟练掌握 Unit 1-4 所学的关于学校生活、学习用品以及日常生活用品的单词。2.通过复习，熟练掌握 Unit 1-4 的关于祈使句、规则指令、位置以及物主询问的句型，并能进行熟练地回答。3.能熟练掌握、会拼写 Unit1-4 的四会单词：open,close,door,window,book,in,run,eat,talk,milk,pen,pencil,ruler,where,bird,under,desk,behind,on,chair四、教具准备：课件 学生：在家长的帮助下，提前做好 P67 的 puppy.五、教学流程：Step 1.GreetingStep 2.Free talk(Show the puppet)1.Whats this?Its a What colour is?ItsLook at Its nice/great/beautiful.2.Learn:puppy Look,is this a puppet?New word:puppy compare:puppet puppyStep 3.PresentationLook,my puppy is beautiful and lovely.But I cant find it now.Can you help me?Task 1.P-Spelling（四会单词）1.Look,read and try to spell the words:door,window,book,run,eat,talk,milk,pencil,pen,ruler,bird,chair,desk,2.Listen and try to spell:open,close,the,in,on,under,behind,whereTask 2.R-Reading(指令)比一比，看看哪组读得最棒！Please open the book.Listen to the parrot.Dont sit down.Dont run in the library.Eat an egg and drink the milk,please.Task 3.D-Dialogues(介词、物主、文具)1.Pair work and act.(看图片，通过图片信息进行文具已经句型的操练)Is this your,Su Hai?Yes,it is.No,it isnt.2.Look,guess and pair work（采用图片与图片一一对应的方式，进行对话。操练介词）Wheres the/my?Its in/on/under/behindMatch and say.Well done!Now,I can find my puppy.Look at the picture.Wheres my puppy?(P30A)Step 4.Show timeTake your puppy to a puppy show.A.In the library:Dont shout/talk/run/sleep/eatB.In the classroom:Hello,Im This is my puppy.Its brownC.At the KFC:Open the door./Sit down/Dont sit on the desk./Dont eat/drinkWork in four then act.Step 5.Ticking time1.I can read the words of Units 1-42.I can spell the words of Units 1-43.I can read and use the sentences of Units 1-4Step 4.Exercises1.听录音，将相关联的内容连线。录音稿：(1)Come in,Mike.-Thank you,Miss Li.Close your book now.-OK.(2)Whats that,Su Hai?Its an English book.Whats that under the English book?Its a ruler.(3)Wheres the parrot?Its under the chair.Where is it now?Oh,look,its in the desk.(4)Mr robot,open the window,please.OK.Please look at the blackboard.Yes.2.听录音，判断下列句子是否与录音内容相符。()Is that your English book?()Dont sit on the desk.()Wheres my rubber?Its in the pencil case.()Eat the cake,please.()This isnt my skirt.听力稿：Is this your English book?Dont sit on the chair.Wheres my rubber?Its on the desk.Eat the egg,please.This is my skirt.3.选择（）(1)_ is my T-shirt.Its _ the chair.A.Where,on B.where,in C.Wheres,under（）(2)_ that a rubber?_,it isnt.Its a ruler.A.is,no B.Is,Yes C.Is,No（）(3)Dont eat _ cake.A.the B.me C./（）(4)Whats that?Its _ orange ruler.A.a B.an C./（）(5)Look at the bird.Oh,its a _.A.robot C.rubber C.parrot4.根据中文写单词。(1)I can see (一本书)and some (牛奶).(2)(在哪里)is my (钢笔)?Its （在里)the desk.(3)(打开门)，please.(4)Dont (谈话)in the classroom.Step 5.Homework1.听录音，跟读 Unit 1-4 以及书后单词 2 遍。2.抄写 Unit 1-4 单词一遍，默写一遍。Step 6.Blackboard designProject 1 My puppyA:Wheres？B:Its in/on/under/behindA:Dont B:OK/Im sorry.Open/Close A:Is this/that?B:Yes,it is.No,it isnt.教学反思：本单元是 3B 的复习单元，教师可以根据学生的实际情况，在词汇和对话两个方面针对性的复习，而本课要解决的就是单词和词汇，教师针对本书中出现的两个板块，可以把这个词汇复习分成三类来复习：动作、学习用品、方位介词，复习过程中做到将新旧单词相互滚动操练，并有所侧重，让学生对所学单词的掌握有更好的巩固。Project2 A magic clock 教材分析一 教学目标1.通过游戏活动，学生能综合运用后四单元所学的词汇、日常用语和句型等语言知识。2.学生能正确综合运用后四单元所学的词汇、日常用语和句型等语言知识二 教学重难点1.通过游戏活动，学生能综合运用后四单元所学的词汇、日常用语和句型等语言知识。2.学生能正确综合运用后四单元所学的词汇、日常用语和句型等语言知识。三 课时划分2 课时Project2 A magic clock(1)一教学目标通过游戏活动，学生能综合运用后四单元所学的词汇、日常用语和句型等语言知识。二教学重难点通过游戏活动，学生能综合运用后四单元所学的词汇、日常用语和句型等语言知识。三教具准备光盘、PPT、四教学过程Step1 Greetings 师生互相问候。Step2 Review 1.出示生词卡片，学生认读，分类贴在黑板上。2.出示句型卡片，学生认读，贴在黑板上。Step3 Play a game 1.教师示范 教师把指针拨到某一钟点，与学生交流。T:What time is it?S:Its one oclock.答对的学生打开钟点所指的“门”，继续对话：T:What are these?（如门内是三个苹果）S1:They are apples.T:How old are you?(如门内是 10)S2:Im ten.T:Who is he?(如门内是一位父亲)S3:He is my father.2.收集学生制作的魔钟，评选最佳作品。3.根据游戏表现，各组评选优秀选手。教师给以表彰。Project2 A magic clock(2)一教学目标学生能正确综合运用后四单元所学的词汇、日常用语和句型等语言知识。二教学重难点学生能正确综合运用后四单元所学的词汇、日常用语和句型等语言知识。三教具准备光盘、PPT、四教学过程Step1 Greetings 师生互相打招呼。Step2 Review 出示生词、句型卡片，学生认读。Step3 Do exercise 参照教师用书中的教学建议，指导学生完成补充习题中的练习题。Step4 Ticking time 指导学生结合练习情况，对后四个单元的学习进行自我评价。教学反思：学生小组选句型、词汇，编对话，学生小组活动。可以进行比赛，如说错的停止一步，看谁先把 12 个钟点说完。教师巡视，指导学生充分练习后四单元学习的词汇、句型。自己的钟面说完后，同学间可以交换魔钟继续游戏。Unit 8 Were twins!教材分析一 教学目标1 能听懂、会说、会读、会写词汇：we,girl,man,woman,boy.2.能听懂、会说、会读词汇 were=we are,twin,aunt,baby,cousin.3.能听懂、会说、会读日常用语与句型 Who is she/he?Shes my aunt./Hes my uncle.Whos that girl?Shes Su Hai./Shes my sister.Were twins.二 教学重难点句型：Who is she/he?Shes my aunt./Hes my uncle.Who is he/she/that girl/.?的语调和用法.词汇：we,twin,aunt,girl,man,woman,boy,baby,cousin.twin,aunt,man,woman,girl,cousin 的读音三 课时划分五课时Unit 8 Were twins!(1)一教学目标1 能听懂、会说、会读、会写词汇：we,girl,man,woman,boy.2.能听懂、会说、会读词汇 were=we are,twin,aunt,baby,cousin.3.能听懂、会说、会读日常用语与句型 Who is she/he?Shes my aunt./Hes my uncle.Whos that girl?Shes Su Hai./Shes my sister.Were twins.二教学重点句型：Who is she/he?Shes my aunt./Hes my uncle.词汇：we,twin,aunt,girl,man,woman,boy,baby,cousin.三教学难点句型：Who is he/she/that girl/.?的语调和用法.词汇：twin,aunt,man,woman,girl,cousin 的读音四教具准备光盘、PPT、五课前自主预习1.通过自主阅读，勾画出生词，查字典理解含义。2.听磁带，试着跟读课文。六教学过程Step1 Greetings 师生间课堂常规问候。Step2 Look and say 1.出示图片或卡片，介绍 man,woman,boy,girl,baby 等词。T:This is my father.My father is good man.This is my cousin.My cousin is a girl.2.教师出示自己的全家照，逐一介绍，引入话题。T:Whos this man?This is.Hes my father.Whos that man?Hes.Hes my uncle.Whos this woman?Shes.Shes my aunt.Whos this girl/boy/baby?Shes/Hes my.引导学生理解并学习单词 man,uncle,woman,aunt.领读 Whos this man/woman/girl/boy?Hes/Shes my.3.请学生上台，出示家人照片，师生问答：T:Whos this man?T:Whos that woman?.4.学生小组内互相出示家人照片，对话问答。教师巡视，指导学生运用学习的语句说话。5.出示本课人物图片，逐一介绍。T:Whos this boy?T:Whos this girl?T:And whos this girl?Ss:（教师帮助回答）Shes Su Yang.Shes Su Hais sister.Su Hai and Su Yang are twins.通过观察两人的图片，引导学生理解并学习 twins.6.出示课题 Unit 8 Were twins.模仿双胞胎的语气:Were twins.Hello!Nice to meet you.Step3 Story time 1.出示学校场景图，引导学生整体理解对话内容。T:Today is Open Day.The children and their families are at school.Who are they?Lets watch the cartoon.2.根据动画画面，师生问答：T:Whos this boy?S:Hes Mike.T:Whos that girl?S:Shes Yang Ling.3.引导学生填写表格。4.学生听录音跟读课文，注意模仿语音、语调。5.学生分角色朗读课文。Step4 Homework 1.听录音跟读课文。2.抄写四会单词板书设计Unit 8 Were twins!Whos he/she?Hes/ShesWhos this/that?Hes/ShesUnit 8 Were twins!(2)一教学目标1.复习巩固第一课时学习的词汇、语句。2.能区分 he 和 she 的用法。二教学重点1.复习巩固第一课时学习的词汇、语句。2.能区分 he 和 she 的用法。三教学难点1.复习巩固第一课时学习的词汇、语句。2.能区分 he 和 she 的用法。四教具准备光盘、PPT、五课前自主预习1.通过自主阅读，勾画出生词，查字典理解含义。2.听磁带，试着跟读课文。六教学过程Step1 Greetings Step2 Review 1.出示生词卡，学生认读，并组织学生拼读。2.出示 Story time 人物图片。T:Whos the boy?T:Whos the girl?T:Whos this girl?T:Whos she?T:Yes.Su Hai and Su Yang are twins.T:Whos this man?T:Whos this woman?3.出示 Story time 部分句子条形卡，学生认读。4.多媒体出示 Story time 画面，引导学生给图中人物配音。Step3 Look and say 1.出示学生喜欢的明星或卡通人物图片，请一名学生上台用 Whos he?/Whos she?提问，其他学生回答。2.引导学生小结 he 和 she 的用法。Step4 Fun time 1.教师在黑板上示范画家谱图，边画边让学生猜画的人物是谁，让学生明白家谱图的含义。2.学生仿照制作自己的家谱图。请一名学生上台展示，其他学生提问：S1:Who is he?S2:He s my father.S3:Who is she?S2:She is my aunt.3.收集学生家谱图，评选“优秀家谱图”。Step5 Homework 1.继续加工自己的家谱图，向同学展示，并与同学用所学语句谈论。2.抄写四会单词。板书设计Unit 8 Were twins!Whos he/she?Hes/ShesWhos this/that?Hes/ShesUnit 8 Were twins!(3)一教学目标1.能听懂、会说、会读、会写单词 name.2.能正确、熟练地运用 he 和 she 介绍人物。3.能熟练地运用所学词汇、语句介绍、谈论家人。二教学重点1.能听懂、会说、会读、会写单词 name.2.能正确、熟练地运用 he 和 she 介绍人物。三教学难点1.能听懂、会说、会读、会写单词 name.2.能正确、熟练地运用 he 和 she 介绍人物。四教具准备光盘、PPT、五课前自主预习1.通过自主阅读，勾画出生词，查字典理解含义。2.听磁带，试着跟读课文。六教学过程Step1 Greetings Step2 Free talk T:Hello.Im Mr./Miss.My name is.Whats your name?T:Whos he?T:Yes.His name is Mike.And whos she?T:Her name is Su Yang.教授并领读 name Step3 Review 出示生词卡，学生快速认读并拼读。Step4 Play a game：Thumbs up（摸大拇指游戏）:请第一排的学生到台前，后面的学生依次往前坐。坐前排的学生闭眼趴在桌上，两手握拳伸出大拇指。站台前的学生打乱顺序碰一下前排的某一个同学，站回台前面对同学。教师给出信号，前排的学生睁开眼，他们要一个个猜出谁触摸了他们，并描述“触摸者”。教师提问，请其他学生评判是否正确。T:Is he/she right?Ss:Yes./No.依次轮流游戏。Step5 Cartoon time 1.出示 Cartoon time 图片，引导学生看图 T:(Sam 图)Who is he?S1:He is Sam.T:（Bobby 图）Who is he?S2：He is Bobby.T:(Sam 的家庭照)Look,they are Sams family photos.Sam is showing them to Bobby.What are they saying?An you read?2 指导学生体会故事的幽默。3.播放动画，让学生进一步体会故事的趣味、人物说话的语气。Step6 Homework 1.听录音跟读 Cartoon time 2.抄写本单元四会单词并默写。板书设计Unit 8 Were twins!Whats your name?My name isUnit 8 Were twins!(4)一教学目标1.能诵读歌谣 Whos that little boy?2.能听懂、会说、准确发字母 n 在单词中的读音。3.能熟练运用本单元学习词汇、语句。二教学重点1.能诵读歌谣 Whos that little boy?2.能听懂、会说、准确发字母 n 在单词中的读音。三教学难点1.能诵读歌谣 Whos that little boy?2.能听懂、会说、准确发字母 n 在单词中的读音。四教具准备光盘、PPT、五课前自主预习1.通过自主阅读，勾画出生词，查字典理解含义。2.听磁带，试着跟读课文。六教学过程Step1 Greetings Step2 Review 1.引导学生运用所学语句介绍自己及左右的同学。2.出示学生幼时照片，让学生猜是谁。T:Who is this baby?Guess!S1:She/He is.3.出示句子卡片，学生认读。4.播放 Cartoon time 动画，学生配音。Step3 Rhyme time 1.出示 Rhyme time 图片，指导学生看图。T:Look at this picture.Whos that little boy?Listen to the tape.Ss:His name is Robbie Roy.T:Is he tall?(引导学生观察比较)Ss:No.T:Robbie Roy is not very tall.（指导学生朗读）T:What is this?Ss:A cat.T:Yes.Its Robbie Roys cat.And whats this?Ss:Its Robbie Roys mouse.T:His cat and mouse are also small.（指导朗读）Step4 Sound time 1.出示单词 new,nine,man,twin,woman,学生认读，体会字母 n 在单词中的读音。2.教师范读，引导学生观察老师口型并跟读，进一步体会读音。3.结合图片指导学生朗读句子：Nick is nine.Nancy is ten.Nick has a book.Nancy has a pen.Step5 Homework 1.听录音跟读 Sound time,Rhyme time.2.默写本单元四会单词。板书设计Unit 8 Were twins!Whos that little boy?七、教学反思一名学生示范：Hello,my name is.She is.He is.学生小组活动，介绍巡视。提高了学生的兴趣和积极性，同时将所学运用到日常生活中。出示歌谣，学生尝试认读。教师范读，学生跟读。让学生循序渐进学好歌谣。学生把句子绕口令读，比赛谁读得又快又好。课堂气氛活跃。让学生试读 nice,no,not,an,pen,进一步体会读音。Unit 8 Were twins!(5)一教学目标1.能综合运用本单元学习的词汇、语句介绍、谈论家人照片。2.对本单元的学习进行自我评价。二教学重点能综合运用本单元学习的词汇、语句介绍、谈论家人照片。三教学难点能综合运用本单元学习的词汇、语句介绍、谈论家人照片。四教具准备光盘、PPT、五课前自主预习1.通过自主阅读，勾画出生词，查字典理解含义。2.听磁带，试着跟读课文。六教学过程Step1 一、Greetings 二、Say a rhyme-Whos that little boy?三、Review 1.把家庭成员人物图片按家谱图的形式贴在黑板上。1）教师提问：T:Whos this/that?Ss:This/That is.T:Whos he/she?Ss:He/She is.2)教师抽取其中一张，学生猜抽取的是谁。T:Now guess.Whos missing?S:.四、Checkout time 1.出示 Checkout time 挂图，引导学生观察图中人物。2.指导学生读 P55 对话，结合上下文，说出所缺内容。五、Do exercise 参照教师用书补充习题教学建议，指导学生完成本单元练习。六、Ticking time 指导学生结合练习情况，对本单元的学习进行自我评价。板书设计Unit 8 Were twins!Whos that little boy?七、教学反思学生拿出带的照片，小组内用 Whos this/that?进行交流。部分学生还运用到以前所学知识与句型，拓展了学习巩固的面，学会了运用知识。学生以 Mike 的口吻介绍图中人物，可以让学生有身临其境的感觉，在操练时，就能更好地驾驭。Unit 4 Wheres the bird?教材分析教学目标：1.能听懂、会说、会读日常用语和句型：How beautiful!Wheres the bird?Its under/behind/in/on your desk.Here you are 2.能 听 懂、会 说、会 读 写 词 汇：bird,desk,chair,in,on,under,behind,one,weo,three,beautiful.3.会唱英文歌曲：Wheres the birdd?.4.能听懂、会说、会读、字母 d 发：/d/5.培养学生热爱自己的家教学重难点：1.词汇：bird,desk,chair,in,on,under,behind,one,weo,three,beautiful.2.句型：How beautiful!Wheres the bird?Its under/behind/in/on your desk.Here you are 3.字母：d 发：/d/课时安排：四课时Unit 4 Wheres the bird?（1）教学内容：Story time教学目标：1.能听懂、会读、会说 desk，chair，bird，on，in，under，behind。2.能听懂、会读、会说日常用语 Wheres?Its not here.Its on/in/under/behind。3.能正确地理解并朗读对话内容，在教师的引导和帮助下尝试复述课文内容。4.能初步运用本课所学的词汇和日常用语谈论东西的位置。教学重难点：1.能正确地理解并朗读对话内容，在教师的引导和帮助下复述课文内容。2.能初步运用本课所学的词汇和日常用语谈论物品的位置。教学准备：Word cards and PPT教学过程：Step 1 Greeting&Warm up 1.Greeting2.Sing a songT:Do you like singing?S:Yes.T:I like singing very much.Lets learn to sing a new song.OK?S:OK.T:First,listen and watch carefully.You may follow it if you want.(播放歌曲一遍)T:Do you like the song?Now follow me.Step 2 PresentationPlay a game and learn the new wordsT:(手中拿着一只折起来的小鸟)Now boys and girls,look,whats in my hand now?Guess!T:Look,its a bird.(板书 bird)Look,wheres the bird?(把小鸟放在书上)T:Wheres the bird now?(把小鸟放在书下)T:Good!And where is it now?(把小鸟放在书里)T:Now lets play a game with this bird.Wheres the bird?Guess!T:Look,its in the desk.(板书 desk，贴图，带读 in the desk 并示意)T:Look,its on the chair.(板书 chair，贴图，带读 on the chair 并示意)Step 3 Story time1.Listen and chooseT:(老师再让学生闭上眼睛，然后把小鸟藏起来)Where is the bird now?Is it in the park?In the classroom?In the tree?Here is a story about the bird.(播放课文录音)T:Where is the bird?S:Its in the tree.T:Is it in the tree?Lets watch the cartoon and check your answer.(播放课文动画核对答案)T:Is the bird in the tree?S:Yes!2.Listen and stickT:The bird stops in many places.Look,its here and here.(PPT 红圈显示 1、7 两幅图中鸟的位置)But look,in some of the pictures,we cannot see it.(小鸟分别飞到了哪些地方呢？请你们来贴一贴。)Now,please take out your working sheet.3.Read the story T:Finished?Now boys and girls,check your pictures.Lets read the story together,OK?(出第一幅图)Picture1.Lets read it together.S1&S2:T:(出示小提示：注意读出故事中人物的情绪)Lets try again.Beautiful means nice!(出中文意思，读 beautiful 和 How beautiful!)T:And Picture 2,look,wheres the bird?S:Its under the desk.T:Yes.Its under the desk.(PPT 出现单词卡 under，读 under）Now who can read this?(PPT 中出现对话)(继续每一幅图逐图教学：第二幅图教 under，第三幅图教 behind，第四幅图教Its not here.，第五幅图教 on，第六、七两幅图教 in)T:OK.Now we have read the story together.Now open your books,turn to Page 13,and read the story by yourselves.4.Tell the story T:You did a good job.Now,look at the blackboard.(拿出小鸟的图片)Look!A bird!S:How beautiful!T:Wheres the bird?S:Its under the desk.T:Now,its S:Behind the door.T:Oh,Its not here.Its S:On the chair.T:Wheres the bird now?S:Its in the desk.T:Oh,look,now its.S:In the tree.T:Its your turn now.Can you tell the story like this?You can work in pairs.Step 4 Homework 家庭作业1.听磁带，读故事 5 遍。2.用 Where is?Its 的句型来说说物品的位置。3.搜集一些 on，in，behind，under 这样的介词短语，说一说。板书设计：Unit 4 Wheres the bird?Wheres the?Its on/behind/in/under/beside Wheres the?Guess!Is it on/behind/in/under/beside?No,it isnt./Yes,it is.教学反思：本课时重点句型为 Wheres?Its的教授，以及方位词 in,on,under,behind 的掌握。在教学过程中，使用游戏来教授新单词，让学生眼前一亮，比较能吸引他们的注意力，参与积极性也很高。但刚接触四个方位词，学生尚不能运用自如，因此在第二课时还需巩固操练。句型的教授，学生掌握得还可以。故事的教学也很受欢迎，学生的阅读教学过程循序渐进。阅读时的语气也反映出了学生很投入。Unit 4 Wheres the bird?（2）教学内容：Story time,Fun time,Song time教学目标：1.能熟练运用句型 Wheres?Its on/in/under/behind 进行对话。2.能通过游戏进一步正确运用介词 on，in，under，behind。教学重难点：1.能通过游戏进一步正确运用介词 on，in，under，behind。2.能体会字母 d 的发音d教学准备：图字卡、自制的动物图片。教学过程：Step 1 Revision 1.Sing the songT:Hello,boys and girls.T:(出示第一课时中的小鸟)Do you remember this little bird?T:Lets sing the song“Where is the bird?”2.Change the lyricsT:We know the little birds are in the tree.Now can you change your words according to my picture?T:Where,where,wheres the bird?Its under the desk.The little bird and all her friends are under the desk.T:Can you sing it like this?Now here are three more pictures from the text.3.Review the story T:Great!Now can you dub for the story?你们能来给课文动画配音吗？Step 2 Fun time1.Review the wordsT:OK.Now after the text,(PPT 出示 4 个介词)T:Yes.They are the key words in this unit.And if you want to remember them very well,the games will help you.(PPT 出示 TIP）Try to follow me.T:Boys and girls,do you like games?2.Play the gameT:Great!Then lets play a game together now.This is a guessing game.Look,here are four pictures.Look (引导学生看图说一说四幅图)T:Yes.One of you comes to the front and guesses where the pencil is.You can guess like this.(板书游戏可用的句型)Who wants to try?T:Good.And now lets change this game a little bit.Look,whats this?(教师拿出一本书，一个书包，一个铅笔盒和一只铅笔)T:And now lets play the game using them.Now close your eyes.(学生闭上眼睛，教师藏好铅笔)T:Now open your eyes.T:Yes./No.3.T:Now play this game in your groups.Remember to say(再次提示黑板板书)Step 3 TaskT:Look,this is another beautiful bird.Whose bird is this?你们知道她的主人是谁吗？T:Well,if you want to know,youll have to find four things in a room.(PPT 显示要找的东西的单词)T:Yes.Please remember to use