2021-2022年三年級(jí)英語(yǔ)上冊(cè) Module 2 Unit2 Whats your name？教案 （新版）外研版

2021-2022年三年級(jí)英語(yǔ)上冊(cè) Module 2 Unit2 Whats your name？教案 （新版）外研版一、教學(xué)目標(biāo)1、 技能與知識(shí)目標(biāo)：（1）能聽(tīng)懂并會(huì)說(shuō)、會(huì)讀Good afternoon 和Whats your name? Im x x的句型。（2）能聽(tīng)懂并會(huì)說(shuō)、會(huì)讀詞匯 your, name, afternoon.（3）能利用所學(xué)的對(duì)話進(jìn)行語(yǔ)言交流。如：Good morning! / Hello! / How are you? Im fine .And how are you?Im fine ,too . Thank you.2、運(yùn)用能力目標(biāo)：能在不同時(shí)間段，正確地向他人問(wèn)好。（上午：Good morning!下午：Good afternoon!)能用Whats your name?來(lái)詢問(wèn)他人姓名。并可以用Im x x. 對(duì)他人的提問(wèn)進(jìn)行回答。 3、素質(zhì)教育目標(biāo):使孩子在英語(yǔ)交流中能理解并尊重他人，做到有禮貌；使學(xué)生知道Mr.不僅可以指男教師，還可以表示對(duì)男士的尊稱； Ms.不僅可以指女教師，還可以表示對(duì)女士的尊稱。通過(guò)歌曲的學(xué)習(xí)培養(yǎng)孩子的樂(lè)感與美感，增強(qiáng)學(xué)科間的融合。 二、教學(xué)重點(diǎn)能聽(tīng)懂并會(huì)說(shuō)會(huì)讀Good afternoon! Whats your name? Im及詞匯your ,name, afternoon三、教學(xué)難點(diǎn) name 中的 /m/ 與 afternoon中 /n/的發(fā)音。四、教學(xué)過(guò)程1.啟動(dòng)運(yùn)用所學(xué)問(wèn)候語(yǔ)進(jìn)行師生間，生生間對(duì)話練習(xí)?！癎ood morning! Im ” “How are you? Im fine. And how are you? Im fine ,too. Thank you.”同學(xué)們今天表現(xiàn)不錯(cuò)，那我們一起來(lái)做個(gè)游戲吧。當(dāng)老師說(shuō)“boys”時(shí)男生起立，再說(shuō)“boys”時(shí)男生坐下。同樣說(shuō)“girls”時(shí)女生起立，再說(shuō)“girls”時(shí)女生坐下，此活動(dòng)是幫助學(xué)生分清“boys與girls”的用法?；顒?dòng)速度由慢到快，老師指令可交替進(jìn)行，活動(dòng)進(jìn)行一段時(shí)間后可讓學(xué)生來(lái)發(fā)指令。2.導(dǎo)入（任務(wù)呈現(xiàn)）OK!boys and girls youve done a good job. Look老師左右手各持一手偶，通過(guò)變換音調(diào)來(lái)演一段對(duì)話，引出本課重點(diǎn):Whats your name ?手偶1：Hi, Im Ms.Li . Whats your name?手偶2: Hello, Im Sam.(此活動(dòng)可進(jìn)行遍。)3呈現(xiàn)（2分鐘）同學(xué)們現(xiàn)在我是Mr.Li不是Ms.Yu,老師說(shuō)話的聲音變粗。老師將Mr. Li的頭飾帶在頭上與學(xué)生對(duì)話：Mr. Li: Hello! Good morning.Ss: Good morning.Mr. Li: whats your name?Ss: Im x x.(老師提醒)4. 操作指導(dǎo)放一遍錄音，要求學(xué)生聽(tīng)錄音指圖片。再次播放對(duì)話，要求學(xué)生跟讀23遍；老師糾正學(xué)生的發(fā)音。讓學(xué)生以小組為單位開(kāi)始朗讀對(duì)話內(nèi)容，并對(duì)個(gè)體學(xué)生進(jìn)行抽查；5完成任務(wù)1 傳話游戲同學(xué)們大家在班里男女生之間要用禮貌的語(yǔ)言互相問(wèn)候，下面這個(gè)游戲就是看男生與女生誰(shuí)的禮貌用語(yǔ)說(shuō)的最好。向?qū)W生解釋當(dāng)老師說(shuō)：“Good morning.”時(shí)女孩向男孩問(wèn)好：“Good morning, boys.”男孩回答說(shuō)：“Good morning, girls.”用“Good afternoon”做同樣的練習(xí)。解釋“Whisper”和“l(fā)ow”的意思告訴全班，當(dāng)你說(shuō)“whisper”時(shí)，他們就耳語(yǔ)，向別人問(wèn)好；你說(shuō)“l(fā)ow”時(shí)，他們低聲向別人問(wèn)好。舉例：老師：Girls whisper.女孩：（耳語(yǔ)）Good morning, boys.老師：Boys low.男孩：（低聲說(shuō)）Good morning, girls.用“Good afternoon”做同樣的游戲。6.完成任務(wù)2 游戲：你是誰(shuí)？（5分鐘）老師站在教室中間說(shuō)：“Im Miss Yu. Whats your name? ”，學(xué)生集體拍手說(shuō)“Im x x. whats your name?”，老師走到其中一位同學(xué)面前問(wèn)：“whats your name?”，學(xué)生回答“Im xx.”如果他/她回答對(duì)了，老師就坐在這個(gè)學(xué)生位子上當(dāng)學(xué)生，這位學(xué)生做老師剛才做的活動(dòng)。7完成任務(wù)3 歌曲“Good morning!”（5分鐘）同學(xué)們今天我們要學(xué)習(xí)一首好聽(tīng)的英文歌曲“Good morning”。學(xué)完后讓學(xué)生四人小組把歌詞進(jìn)行改可將“Good morning!”改為“Good afternoon”。由四人小組向大家表演改編后的歌曲，評(píng)出優(yōu)秀小組。8復(fù)習(xí)總結(jié)（4分鐘）讓學(xué)生將今天所學(xué)的新語(yǔ)言進(jìn)行總結(jié)讓學(xué)生在早起時(shí)用英語(yǔ)跟他們的父母問(wèn)候，比如：“Good morning .”如果他們?cè)谙挛缈匆?jiàn)父母，他們應(yīng)說(shuō)：“Good afternoon.”恰當(dāng)?shù)剡\(yùn)用“Whats your name?”來(lái)向他人詢問(wèn)姓名，并且可以用Im xx”回答別人的問(wèn)語(yǔ)。教學(xué)反思附送：2021-2022年三年級(jí)英語(yǔ)上冊(cè) Module 3 Unit 7(3 periods)教案 廣州版The 1st periodLanguage knowledge:1. new words: pencil, desk, bed, pencil-case, table, in, on,2. new drills: Where is my ?Is it ?No, it isnt.Here it is.Language skill:1. be able to look at the objects or pictures to tell the words2. be able to ask and answer questions with those drillsAffect: 教育學(xué)生要養(yǎng)成自己的學(xué)習(xí)用品要自己放好的習(xí)慣，做一個(gè)愛(ài)護(hù)自己的財(cái)物的好學(xué)生Learning strategiesRaise the abilities of speaking and readingProcedure:Warm-up 1. Sing two songs: this is the way and clap, clap, clap our handsPresentation2. learn “pencil” and “pencil-case”1) T: (take a new pencil behind) I have a pencil, where is my pencil? Here it is. (show pencil)2) Read the “pencil” in different ways3) Sing a song: I have a pencil4) T: look, I have a pencil. I put my pencil in my pencil-case. (do the action) this is my pencil-case.5) Read “pencil-case” in different ways6) Game: listen and show, T can speak out the words quicker and quicker. E.g. show me your pencil.3. Learn: “Where is my ? Its in/on “1) Ps look and listen for at least 3 times. T: Where is my pencil? Its in my pencil-case.(do action when speaking)2) Kids try to understand “in”, read the word with gestures3) Ps look and listen for at least 3times. T: where is my pencil? It's on my pencil-case.(do action when speaking)4) Kids try to understand “on”, read the word with gestures.5) Practice: A: Where is my pencil?B: Its on/in the pencil-case.4. Learn: “Is it on/in ? No, it isnt.”1) show 3 different pencils, this is Janets pencil, this is Sallys pencil, this is Bens pencil, 2) Show a picture on the blackboard, in the picture there is a table, desk and a bed; its a picture of bedroom.3) Put those pencils in different places in the picture, talk to the kids, “where is Janets pencil? Is it in the pencil-case?” lead the kids to answer: No, it isnt. Its on the table. (use this method to learn “table, desk, bed”)4) Read words in different ways5) Use picture and pencils to practice “Is it on/in ? No, it isnt.”5. present the text1) one day, Ben cant find his pencil, he asked his mum Mrs Webb, and his sister Janet, can Ben find his pencil at last?(stick the pictures of Ben, Janet, Mrs Webb)2) Listen for the first time; give them some notes such as gestures to help them more easily to understand the text.3) Listen for the second time, try to answer these:Where is Bens pencil?Where is Bens pencil-case?4) Read the text in different ways, such as read together, in groups, in roles, in pairs.Develop6. Try to act out the dialogue in three.7. Kids look, listen and give ment on their acting.Homework8. read the text at least 3 times9. copy the new words and textThe 2nd periodLanguage knowledge:1. new words: pen, chair, box, rubber, pencil-sharpener, ruler, bag2. Drills: 1) Where is ? Its on/in 2) The is on/in the .Language skill: 1. Be able to speak out the words with pictures or objects.2. Be able to look at the picture in P33 and tell where the stationeries are.3. Be able to look at the words and do the sticker correctly without looking at the books.Affect:學(xué)會(huì)愛(ài)惜自己的學(xué)習(xí)用品，要養(yǎng)成保持自己的房間整齊的好習(xí)慣Learning strategies:Raise the abilities of speaking and readingProcedure:Leading-in:1. Sing a song: Where is the Pencil? (text book P32)2. play a guessing game:1) Show the picture of a bedroom, there is a bed, a desk and a table in it. (its the picture you used in last period)2) ask P1 e out and cover his or her eyes3) The others look at the picture; T puts pencil on the desk. Ps: where is the pencil? P1 guess: Is it on the table? Ps: No, it isnt. Its on the desk.4) If the answer is right, the kid can get points.Pre-task:3. Try to recite the unit 7 with some meaningful gesture or pictures.4. learn the new words:1) Do you want to visit Janets bedroom, let go and have a look, ok?2) Draw as you speak. T: look, there is a bed in Janets bedroom, here is a table and here is a chair, where is Janets pencil? Look, its on the bed; the pencil is on the bed. Where is Janets pencil-case? Look, its on the table; the pencil-case is on the table. Where is Janets rubber? Its in the pencil-case. The rubber is in the pencil-case. Where is Janets ruler? Look, its on the chair. The ruler is on the chair. Where is Janets pen? Its on the ruler. The pen is on the ruler. Where is Janets pencil-sharpener? It's in the box. The pencil-sharpener is on the box. Where is Janets bag? Its on the table. The bag is on the table.3) Listen and show. T: show your pen. (you can ask all the kids listen and show their own stationeries, or you can ask some kids e out , listen and show, which one is faster will get point)4) Read the words in different ways.5) Look back the picture of Janets bedroom; tell what you can see, such as: the bag is on the table.6) Cover the picture. Kids try to tell what you remember.7) Janets bedroom is messy.(教育學(xué)生要學(xué)會(huì)自己整理自己的房間，做一個(gè)自己的事情自己做的人)While-task and post-task5. Do work with language P33. 11) Show the pictures of those stationeries, read them quickly.2) Cover them on the blackboard. Play a remember game. T:where is the pen? P1 (e out and point): it is here.3) Books open, do the sticker.4) check6. Do work with language P33. 21) Look at the picture and tell what you can see in the picture in groups.2) Try to write down what your can see in the picture in groups3) Ask some kids e out and write.4) Check.Homework7. copy the new words8. Tell your parents how do the stationeries call in English?The 3rd periodReview the words and drills, and then do the exercises in activity book, pay attention to know the kids if they have known the methods of doing exercises. (在做練習(xí)的過(guò)程中要注意培養(yǎng)學(xué)生讀題和做題的能力，學(xué)會(huì)獨(dú)立理解題目的要求)