三年级牛津英语教案 3b module2 unit3（沪教版）

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Module2 My favourite things
Unit3 People I like
The First Teaching Plan
知识目标
1. Asking ‘Wh-‘ questions to find out a person’s identify.
2. Asking ‘How’ questions to find out their age.
3. Using formulaic expressions to introduce oneself and others.
能力目标
1．会用Who’s she She’s …提问及回答；
2．会用How old are you I’m … 提问及回答。
教学过程
pre-task preparation
1. Sing an English song.
2. Daily talk: How are you How old are you What’s your name
3. Stick the pictures on the board.
(1) Introduce the children in the picture.
T: This is Ben / Mark / Kitty / Alice / my dog,Sam
(2) Write the names on the board. Then ask the students to introduce their deskmates or friends.
4. Ask the students to count the candles on the cake in front of a certain character in the picture with you.
(1) Say: He’s / She’s … with your student. Then ask students: How old are you to elicit: I’m …
(2) Work in pairs. S1: How old are you S2: I’m …
While-task procedure:
1. Play the cassette. Students listen and follow in their books.
2. Play the cassette again. Students listen and repeat.
3. Students form into groups of four and read the story.
4. Invite groups of students to act out the story with a toy dog.
5. Ask questions about the story.
e.g. How old is Ben / Mark / Kitty / Alice / Sam
Students work in pairs. Ask and answer.
6. Divide students into pairs. They take turns to ask and answer the questions from about you.
What’s your name
How old are you
What’s your sister’s name How old is she
What’s your brother’s name How old is he
Post-task activity
Workbook page 14
(1) Invite pairs of students to read out the first dialogue.
(2) Students work in pairs to complete the exercise orally.
(3) Students write down the answers.
(4) Ask pairs of students to read the dialogues. The rest of the class checks answers.
Homework
1. Copy the drills twice. 2. Read page 24.
教后随笔：
The Second Teaching Plan
知识目标：
1. Ask ‘Wh-‘ questions to find out a person’s identity.
2. Asking ‘Wh-‘ questions to find out a person’s age.
3. Using adjectives to describe people.
4. Using connectives to link information.
教学过程：
Pre-task preparation
1. Warming up: Sing a song.
2. Say and act, (Page 24)
3. Ask students to tell the other children about their age.
4. Talk about friends or classmates.
e.g. This is ×××. She’s / He’s …
While-task procedure
1. Show a slide of page 25 and introduce.
T: This is Mark and his mother. They’re talking about Mark’s two friends, Ben and Kitty. Now let’s listen. What are they talking about
2. Play the cassette. Students listen and following in their books.
3. Play the cassette again. Pausing after the questions. Students are encouraged to read Mark’s part.
4. Form more able and less able students into pairs. Let the more able students play Mark’s role and the less able students play Mum’s role. Encourage them to use their own personal information while reading the dialogue.
5. Ask individual students to act out the dialogue.
6. Ask students to draw their best friends on the paper and write the sentences according Draw and write. Leave their friends name blank for guessing game.
e.g. She’s / He’s tall. She’s / He’s ten. Her / His name is … She / He has …
7. Collect the pictures from the students and put them on the teacher’s desk. Ask individual students to pick any picture they like and read out the sentences, The rest of the class guess who the person is.
8. The students who drew that picture stands up and tells the class who the person is.
Post-task activity
Do exercise: Workbook page 15
(1) Ask students to read the description of the characters.
(2) Students complete the first exercise orally in pairs.
(3) Ask students to ask and answer. Then write down their answers.
(4) Students draw the picture and finish the second exercise.
教后随笔：
The Third Teaching Plan
知识目标：
1. Using imperatives to give instructions.
2. Asking ‘Wh-‘ questions to find out a person’s identity.
3. Using adjectives to describe things.
能力目标：
1. 学会讲一个故事，语音语调正确。
教学过程：
Pre-task preparation
1. Say a rhyme .
2. Ask and answer.
T: What’s your name
S1:My name is … I’m …
T: How old are you
S2: I’m…
T: How old are you
S3: He’s / She’s …
T: Is S2 tall
S4: Yes, he / she is. …
3. Stick the wallpicture on the board.
(1) Introduce: Little Lucy, Mother, Father, Grandma, wolf.
(2) Write and read: Little Lucy, Mother, Father, Grandma, wolf.
(3) Describe the wolf. (Wear the mask of a wolf)
T: I’m a wolf. My ears are big. My eyes are big. My teeth are big.
While-task procedure
1. Play the cassette. Students listen and follow in their books. Then write down these sentences.
(1) Write. Talk this to Grandma, Little Lucy.
(2) Learn: take.
(3) Say some sentences with ‘take’. e.g. Take this book to S1, S2.
2. Listen again and repeat.
(1) Listen and repeat.
(2) Write: help.
(3) Tell students the meaning of ‘help’.
(4) Read: help
3. Read the story to the class, pointing to the pictures on the wallpictures.
4. Form students into groups of five. Each student takes part in reading the story.
5. Invite groups to act the story in front of the class. (Wear the masks)
Learn the sound
1. Play the cassette. Students listen and follow in their books.
2. Listen again and repeat.
3. Read the sentences.
Post-task activities
1. Point, ask and answer. (Page 27)
S1: Who’s this
S2: This is …
2. Workbook page 16.
(1) Ask students to read number 1 together.
(2) Complete the first exercise orally.
(3) Students write in the answers.
(4) Do the second exercise.
(5) Check answers.
Homework
1. Read the story and act out a story.
2. Recite the story.
教后随笔：
The Fourth Teaching Plan
Teaching aims:
Basic aims：1、Using formulaic expressions to ask for permission.
Eg: May I come in
2、Ask ‘wh’ questions to find out various kinds of specific
information about a person.
Eg: What do you like I like dolls.
3、Asking ‘yes’\ ‘no’ questions to obtain simple responses.
Eg: Do you like dolls
4、Using demonstratives to refer to people or things.
Eg: We like bears. Look! They are super!
Develop aim： Act out the dialogue.
Important point: How to act out the dialogue fluently.
Difficult point: Pay attention the pronunciation of the sentence.
Teaching procedure:
一、Pre-task preparation:
1. Warming up:
2. Daily talk: Act a story of Page 27
3. Review:
Do you like …
Yes, I like ….\No, I don`t like ….
(1) T: (Hold up a toy) Do you like cars
S1: Yes, I like the cars.\No, I don`t like the cars
(2) Hold up any of the toys and ask individual
Students: “Do you like … ” to elicit:
“Yes, I like ….\No,I don`t like …
(3) Using the same toy, ask a pair of students:
T: Do you like …
S1 and S2: Yes, we like ….\No,we don`t like …
(4) Work in groups of three students:
S1: Do you like …
S2 and S3: Yes, we like ….\No, we don`t like ...
4. Describe their toys, using the adjectives what
they learned.
Eg: beautiful super
T: I like cars. They`re super.
Can you say
S: I like rabbits. They`re beautiful.
二、While-task procedure:
1. Show a slide and listen to the tape .
2. Listen again and repeat:
(1) May I come in
Come in, please.
(2) Hi,Kitty. What`s in your hand
Oh, my beautiful doll. I like dolls.
(3) Do you like dolls
No, we don`t like dolls.
(4) What do you like
We like bears. Look! They are super!
3. Act out the dialogue in four parters.
Students follow the tape and repeat.
4. Students act it out in groups of three, then
invite the students to perform it in the front of
the classroom.
三、Post-task activities:
1. Extend the task by having the same groups practise the dialogue, substituting dolls and bears with other toys.
Eg: May I come in
Come in ,please.
Hi,Kitty. What`s in your hand
Oh, my beautiful rabbit. I like rabbits.
Do you like rabbits
No, we don`t like rabbits.
What do you like
We like robots. They are super!
2. Select groups to act out the modified dialogues.
四、Homework:
1. Read: Page 28
2. Make a new dialogue according the text on Page 28.
教后随笔：
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