三年级英语上册教案 module 3 unit 7(8)（广州版）

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广州版小学英语三年级上册
Module 3 Stationery
Unit 7 Where’s my pencil
Team备课小组 Author执笔 Date
Module/Topic 模块及话题 Module 3 Unit 单元 7 Title 题目 Work with the language Period课时 1 Type of lesson 课型 New Lesson
Objectives：教学目标 1.Language knowledge语言知识：Vocabulary: pen, pencil, pencil-case, pencil-sharpener, ruler, rubber, box, bag, desk, chair, table, bed.Sentence pattern: where is the pencil 2.Language skill语言技能：1）The students could match the English words to the corresponding study things.2) The students could pronounce the words correctly. 3) The students could understand the rule of the pronunciation of the vowel “e”3.Affect 情感态度1） The students could name the study things.2） The students are increasingly willing to participate in class to play games.3) The students form the good habit of loving their own study things.4.Learning Strategies学习策略：1）Through direct and interesting strategies, such as beautiful pictures to draw their attraction.2) set vivid English scenes to help students learn and comprehend knowledge.
Difficulties Analysis教学难点分析： The sentence pattern and some long words are new to the students. So perhaps it’s a little difficult for them to comprehend and memorize.
TeachingAids/Media主要教学媒体 电脑多媒体，图片，投影, Flash, English songs. CAI
Teaching Resource教学资源 单词卡片， 教学软件
Teaching Procedures 教学过程 Teaching activity & Steps of the activity 教学活动及具体的活动操作步骤（明确教学的每一个活动的设计，写清楚活动的具体造作gg步骤。） Learning strategies 学生学习策略（每一个教学活动，所有学生或部分学生的主要学习行为/任务的具体描述。） Purpose设计意图（从为达成目标、解决难点或形成技能等方面做具体的描述。）
Warming-upPerformance III. presentationIV. Post-taskV. Homework 1.Greetings2. Sing the song “where is the pencil”.3. Presentationand performance4 game5. game6. guessing game7. work with language8. development 1. Play the song “where is the pencil”, and ask the students to clap their hands while singing the song “where is the pencil”. (T: what’s this (raise the pencil)S: pencil T: first let’s sing “where is the pencil”S: …)2. Create vivid English scenes such as pictures and objects and sentence patterns to lead in the words and furthermore help students to comprehend them.T: what’s this (raise the pen)S: pen (stick the picture on the blackboard, read “pen, pen, p-e-n, pen” team1, please; team2; team3; team4; whole class)T: where is the pen It’s on the pencil.(stick the picture on the blackboard, “pencil, pencil, p-e-n-c-i-l, pencil” team1, please; team2; team3, team4; whole class.)T: where is the pencil It’s in the pencil-case.(stick the picture on the blackboard. “ pencil, pencil; case, case; pencil- case, pencil-case; listen, pencil- case, pencil-case, pencil case” T: OK, now, can you Any volunteers )S:…T: where is the pencil-case It’s on the pencil-sharpener.(show the pencil- sharpener to the students. Stick the picture on the blackboard, pencil, pencil; sharpener, sharpener; pencil-sharpenerT: now, listen! “Pencil-sharpener, pencil-sharpener-pencil-sharpener”. Can you )S: …(pen- pencil-pencil-case_ pencil-sharpener)T: what’s this (show the ruler to the students)S: …(stick the picture on the blackboard, ruler, ruler, r-u-l-e-r, ruler, team1; team2; team3; team4; whole class.)T: where is the ruler It’s on the rubber.(show the rubber to the students)(stick the picture on the blackboard, rubber, rubber, r-u-b-b-e-r, rubber. T: first, listen, rubber, rubber, rubber. Can you S…)T: where is the rubber It’s in the box.(show the box to the students, and sick the picture on the blackboard . Box box, b-o-x, box. Ks. T: first listen. Box, box, box , box. Now can you S: …)T: where is the box It’s in the bag.(show the bag to the students, and stick the picture to the blackboard. bag, bag, b-a-g, bag. Team1, team2; team3; team4; whole class.)T: where is the bag It’s on the desk. (Show the bag to the students, and stick the picture on the backboard.T: now listen, first. Desk, desk, desk, desk. Now can you S:T: team1; team2; team3; team4, whole class.)T： where is the bag It’s on the chair.(stick the picture on the blackboard, T: Listen, please, chair, chair, chair, chair, now can you S: …T: chair, chair, c-h-a-i-r, chair.)S: … T: now let’s see two more words. Show the word “bed” to the students, and stick the picture to the blackboard.T: now listen first: Bed, bed, b-e-d, bed Bed, bed, bed, now can you S: …T: train gameT: the last one, “table”(stick the picture on the blackboard)T: now listen first, table, table, table, table, now, can you S: …T:good3. T: now let’s play a game. See what’s this (show the bag to the students) You guess what’s in it.Show the pencilShow the penShow the rubberShow the rulerShow the pencil-caseShow the pencil-sharpenerShow the boxShow the bag4. T: OK, now let’s change the role Show me your pencilShow me your rulerShow me your rubberShow me your penShow me your pencil-caseShow me your bag.5.T: now let’s play a game (turn back the pictures, and then take out one of them, ask the students to guess what it is.)T: Next, let’s do an exercise. Any volunteers (how to read, follow her)6. Ask the students to do the exercise of work with language. According to the tape, the match the object to the English word.6. T: I want to ask you some questions, and you please tell me yes or no.Is the pencil on the desk S: ..T: is the pencil in the pencil-caseS: …T: is the ruler in the pencil-case S: …T: is the ruler in the bag S: …T: is the rubber in the bag S: … To create a relative active and harmonious class atmosphereTo help students get familiar with the sentence pattern “where is …” through vivid English scenes.Through pictures to help students practice spelling the word.To help students acquire a good command of the pronunciation of the words.To stimulate students’ pioneering spirit to lead them to participate in the class more actively.Through repeated practice to help students get familiar with the word.Repeated practice of the sentence pattern “where is …” help the students to form a good English atmosphere.To learn the words.Through this interesting game to help students get familiar with the words. The students would be quite interested in this game.To check whether the students have known the meaning of the words and whether they could give correct actions quickly.Repeated guesses to help them practice saying these words.To attract their attentions.To further practice the simple sentence pattern “is this pencil in … ” and its corresponding answers.
Excuse/Worksheet练习（任务）设计 copy the words on page64-65 in the exercise bookpreview the dialogue.
Evaluation 教学评估 这一课主要学习表示学习用具的12个单词， 以及让学生熟悉句型“where is …”和相应的一般疑问句型“is it in/ on … ”及其回答。 主要通过图片和实物向学生展示单词， 并通过抽读， 拼读， 小组朗读， 整体朗读， 开火车等形式让学生掌握正确的发音。 通过形式多样的活动来操练单词。 而部分单词如：pencil, pen, ruler, rubber学生在低年级的口语阶段有所接触， 因此导入比较简单。 不过因为这一课的单词比较多， 要反复操练让学生熟悉。
Designing on the board:板书 Unit 7 where’s My Pencil 4 3 2 1Pen pencil pencil-case pencil-sharpenerRuler rubber box bagDesk chair table bed
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