三年级牛津英语教案 3b module3 unit3（沪教版）

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Unit3 The seasons
Period One
Read and Tick
Teaching Aims:1. Word: season, spring, warm, wet, plant, grow, nest
summer, cool, shine, shell, hot
2. Sentences: Plants grow and grow.
The sun shines and shines.
Emotion aims: 培养学生热爱大自然的情感
Difficult teaching points: season, spring, summer, warm, cold, hot cool,
Teaching aids: pictures, cassette and a cassette player
Teaching Process:
Step One: Warming-up
1. sing a song
2. Listen and act
Step Two: Revision
1. Ask and answer
2. Introduce your clothing: I have a dress. It’s…I have a T-shirt. It’s…
Step Three: Presentation
1. Teaching: “plant, nest” show a picture of spring
T: Look at the picture. What can you see
(1)Introduce: trees flowers
Introduce plant using the picture. Write “plant” on the board
(2)Draw a nest on the tree to introduce nest. Write ”nest” &”nests” on the board. Draw two birds in the nest and introduce birds.
(3)Sing the song Introduce umbrella while singing
2. Teaching “spring”
T: The weather is warm. The grass is green. The swallow is
coming. Now the spring is coming.
Write “spring in spring” on the board.
3. Write “warm, cold” on the board. Introduce :warm, cold by
inviting students to touch a glass of warm water and a can of cold coke. Introduce: wet. Ask students to look at the water vapor on the can.
4. Draw three pictures which show the growth of a plant on the
board. Introduce: grow and write it on the board.
5. play the cassette: In spring…Students listen and repeat
6. In spring, we can see…
(1)I can see the trees.(plants, birds, flowers)
(2)In spring, we can’t see umbrellas.
(3)In spring, is the weather cold No, it’s warm.
warm---cool
In spring, it’s wet. Plants grow and grow.
7. Teaching : summer ,shells
Show summer on the picture. Encourage the students to predict what they can see in summer and tick the appropriate boxes. Introduce: shells , summer Write them on the board
8. Play the cassette: In summer…Students listen and check the
prediction.
9. Write hot, cool on the board. Introduce: hot, cool by inviting
students to touch a glass of hot water and a can of cool coke.
10. Draw: the sun on the board. Introduce: shines by drawing lines
out from the sun. Add a match stick figure wearing a pair of sunglasses.
Step Four: Consolidation
1. Divide students into groups. Invite each group to read page36
aloud.
Step Five: Homework
1. Listen to the tape
2. Copy the words
课 后 随 笔
Period Two
Read and Tick
Teaching Aims: 1. Words: dry, fall, autumn, bicycle, scarf, winter, wind, gloves
2. Sentences: Leaves fall and fall.
The wind blows and blows.
Emotion aims: 培养学生热爱大自然的情感
Difficult teaching points: autumn, winter, dry, scarves, gloves,wind
Teaching aids: pictures, cassette and a cassette player
Teaching Process:
Step One: Warming-up
1. Listen and act
2. Ask and answer
Step Two: Revision
1. In spring, what can you see I can see…/ I can’t see…
How is the weather in spring Is it cold
2. Read “In spring”
3. In summer, what can you see I can see…/I can’t see…
4. Read “In summer”
Step Three: Presentation
1. Teaching “autumn, dry”
Show the picture of autumn.
(1)What can you see I can see kites, slides, bicycles…
Is it spring No, it isn’t. It is autumn
Write “autumn in autumn” on the board.
Say after teacher
(2)Soak a tissue with water. Ask students to feel the wet tissue and a dry one. Introduce: dry
2. Teaching :fall
Introduce: fall by drawing some falling leaves. Add an arrow to show that they are falling down from the tree to the ground.
Say : Leaves fall and fall
3. Play the cassette: In autumn…Students listen and repeat
4. Look at the picture, ask and answer
(1)In autumn. What can you see
We can see… We can’t see…
(2)Is it hot(cool, warm, wet, dry) Yes, it is. No, it isn’t.
5. Teaching: winter, scarves,gloves
Show the picture of autumn.
(1)What can you see I can see hats, coats…
Is it autumn No, it isn’t. It is winter
Write “winter in winter” on the board.
Say after teacher
(2) Introduce: gloves scarves using the picture
Write “scarf scarves” on the board
6. Teaching :wind ,blow
(1)T: In winter, is it hot No, it’s cold. Is it wet No, it’s dry.
Imitating the sounds of the wind and draw some lines on the
board to introduce “wind”
What can you hear Write wind on the board
(2)Ask students to imitate the sounds of the wind loudly or
quietly. Introduce: The wind blows and blows.
7. Play the cassette: In winter…Students listen and repeat
8. Look at the picture, ask and answer
(1)In winter. What can you see
We can see… We can’t see…
(2)Is it hot(cool, warm, wet, dry) Yes, it is. No, it isn’t.
Step Four : Consolidation
1. Listen to the tape
2. Tick the correct box
Step Five: Homework
1. Listen to the tape
2. Write down the sentences
课 后 随 笔
Period Three
Play a game Learn the sounds
Teaching Aims: 1.Asking “wh-“questions to find out the time of year
2. Asking “yes/no” question to obtain simple responses
3.Learn the sound // //
Emotion aims: 要求学生大胆模仿，善于观察
Difficult teaching points: What season is it Is it winter
Yes, it is. / No, it isn’t.
Teaching aids: pictures, cassette and a cassette player
Teaching Process:
Step One: Warming-up
1. Sing a song.
2. Ask and answer
Step Two: Revision
1. Read the new words
2. Answer the following questions:
In spring, what can you see
What can you see in summer
What can you see in autumn
In winter, what can you see
3. warm---cool hot---cold wet---dry
4. Tick the correct box
season warm cool hot cold wet dry
Spring
Summer
Autumn
5. Students check the answer by asking and answer
Step Three: Presentation
1. Teaching : What season is it
(1)Look at the picture. We can see plants. We can hear the
raindrops. IWhat season is it To elicit: Is it spring (summer)
(2) It is wet. It is warm. What season is it To elicit: Is it
spring(summer)
(3) Write “What season is it ” on the board. Ask and answer/
eg: S1:It is wet. It is hot. What season is it
S2: Is it summer
S3: Yes, it is.
2. Tell students that there are four seasons in a year. Invite them to
list the four seasons on the board.
3. Pretend to be swimming. Ask students to look at the book of page
38 and see in which season characters are dong the same thing as
you. Ask and answer.
4. Invite individual students to come to the board and demonstrate
the actions of the characters on the book. Prompt those students to ask: What season is it To elicit guesses from the class: Is it… They then respond to their classmates’ guesses: Yes, it is./No, it isn’t.
5. Play the cassette. Students listen and repeat.
6. Ask and answer
(1) Which do you like Spring or summer Why
(2) Which season do you like best Why
7. Learn the sound // //
(1)Play the cassette. Students listen
(2)Play the cassette again. Students listen and repeat.
(3) Find out the words of the sound // //
(4) Read the sentences loud
Step Four: Consolidation
1. Workbook page28
2. Grammars practice book page37
Step Five: Homework
1. Listen to the tape
2. Copy the words
课 后 随 笔
Period Four
Look and say
Teaching Aims: 1.New words: his, her
2. Asking “wh-” question to obtain simple responses
3. Using pronouns to refer to people and thing.
Emotion aims: 教育学生要有助人为乐，相互关心的好品质
Difficult teaching points: his her
That’s his/ her …
Teaching aids: pictures, different objects, cassette and a cassette player
Teaching Process:
Step One: Warming-up
1. Sing a song.
2. Ask and answer
Step Two: Revision
1. Review: my your by holding up your belongings and your
students’ belongings. Say: This is my… That is your …
Students work in pairs
2. Ask: Is this my… Is this your… to elicit Yes, it is. / No, it isn’t.
Students ask and answer
Step Three: Presentation
1. Teaching: his her That’s hie/her…
(1) Invite students to put their belongings on the teacher’s desk.
(2) Introduce : That’s (a boy’s name) …. That’s his …by pointing
at that boy as well as his belongings on the desk.
Write “his ” on the board.
(3) Introduce: That’s (a girl’s name) …. That’s her …by pointing
at that girl as well as her belongings on the desk.
Write “her ” on the board.
(4). Students work in pairs That’s (a student’s name). That’s his/her …
2. Teaching: Here’s your…
Return the belongings to the owners and say Here’s your…to elicit: Thank you./ Thanks
3. Teaching: Where’s my…
Hide one belonging in one student’s desk and ask: Where’s my ,… To elicit: Here it is./ Here you are.
Students work in pairs.
4. Play the cassette. Students listen and follow in their books.
5. Play the cassette again. Students repeat.
6. Divide students into groups to act the story.
7. Students vote for the best group.
8. Encourage students make a new story
Step Four: Consolidation
1. Play the cassette the third time. Ask the students to read the page and fill in the blanks.
2. Students work in pairs to check answers.
3. Invite individual students to point at the pictures on the page and read a loud the sentences in Point and say.
4. Exercise: Write my ,your, his or her
(1) This is Ben. This is _______bicycle.
(2) I am Kitty. ______ bag is blue
(3) She’s Alice. That’s _____ umbrella.
(4) You are Mr Li. ______ car is black.
(5) Is this ______ hat Yes, it’s my hat.
(6) That’s my mother. That’s _____ coat.
(7) Where’s ______ scarf Here you are.
(8) He’s Mr Wang. _____ gloves are new.
Step Five: Homework
1. Listen to the tape
2. Work book page30 31
课 后 随 笔
Period Five
Say and act
Teaching Aims: 1. Using imperatives to give instructions
2. Asking “wh-” question to find out the time of year
3. Using predicative adjectives to describe conditions
Emotion aims: 鼓励学生与他人的交流，发表自己的观点
Difficult teaching points: Use appropriate intonation in questions and statements
Teaching aids: pictures, photograph, cassette and a cassette player
Teaching Process:
Step One: Warming-up
1. sing a song
2. Read the words
Step Two: Revision
1. Show students pictures of four seasons.
Ask and answer
(1)What can you see in spring/summer/autumn/winter
(2)Is it hot / cold / warm / cool
(3)Is it wet / dry
(4)It is hot. We can see shells. What season is it
(5)Do you like spring
(6)Which season do you like best Why
2. Invite students to say the rhyme: Four seasons
Encourage individual students to say the rhyme
Step Three: Presentation
1. Encourage students to say : In spring / summer / autumn / winter, it’s…/ We can see…
2. Show a photograph and say: Look at the photograph. To elicit : Who is he/she. Then answer: He’s my…/She’s my …
Take out student’s photograph and introduce the person in the photograph.
Students work in pairs. Ask and answer.
3. Talk about the season
4. Ask : Do you like …(season)
5. Play the dialogue on the cassette while students follow in their books. Students content through listening.
6. Play the dialogue in four parts. Students follow the tape and repeat.
7. Divide students in pairs. Ask them to act out the dialogue.
8. Encourage the more able students to make a new dialogue.
eg: S1: Look at this photograph. Who is she
S2: She’s my big sister, Rose.
S1: What season is it
S2: It is summer. It’s hot. The sun is shining. Rose has her blue sunglasses.
S2: She has a nice dress. It is pink.
S1: I like summer. It’s hot. I like swimming. I like ice-creams. Do you like summer
S2: No, I don’t like it. I like autumn. I like kites. It is not hot.
It is cool.
S1: But in autumn it is dry. The leaves fall.
S2: Yes, it is.
Step Four: Consolidation
Workbook page32
1. Students first work in pairs to finish the exercises orally. They need to look at each picture, and find the corresponding word from the centipede.
2. Students write the correct words in the blanks provided.
3. Students exchange their work and check answers.
Step Five: Homework
1. Listen to the tape
2. Write 5 sentences about your favorite season.
课 后 随 笔
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