三年级上册 Unit1 Hello!第二课时学案

Unit 1Hello！第二课时教学目标知识目标：能听懂，会说Hello. Hi. I'm...能力目标：通过见面打招呼，自我介绍以及道别等情景，让学生在模仿、学习、表演的基础上逐步达到自然与真实运用的目的。

情感目标：让学生成为一个有礼貌的人。

教学重、难点教学重点：掌握自我介绍句型Hello/Hi,I’m...教学难点：记住文中人物的名字。

教学方法TPR全身反应法,图片教学法教具准备Zoom Zip Wu Yifan Chen Jie Miss White John Mike Sarah人物图片和头饰教学过程设计1.Warm-up/RevisionT: Hi, boys and girls. Look, what's this?复习上节课的单词（小谜语猜单词）2.Presentation/ Practice⑴T:同学们我们来看一下，这两个小朋友在说什么呢？引出Hello和Hi！T: Today, We will learn Unit 1 Hello ! 学习新课之前我们来认识一些新朋友吧。

学生跟读新朋友的名字：Zoom Zip Wu Yifan Chen Jie Miss White John Mike Sarah.利用图片抽查学生是否认识相应人物。

(The teacher walks to a student.)T: Hello, I'm your English teacher . I’m 教师名字.（教师将手伸向该学生，做出请他回答的手势。

）对于这个新句子，同学们你们可能会感到陌生，那么现在咱们一起来学习一下吧。

师说一些例句：I’m 名字.引导学生说：I’m 自己名字.S：I’m Zhang Li.T:Hello!Zhang Li.（教师友好地与该学生握手）（提醒并纠正I'm的发音，应为/aim/不能读成/em/）利用这种方式多与学生练习几组对话。

接着出示Zoom和Zip图片，师说：Hello ,I'm Zoom.生：Hi,I’m Zip.(2) 用角色扮演的方式出示这节课中的主要人物，让学生熟悉他们的相貌和名字。

4.我看到Zoom的书包里还有一样漂亮的东西，看！是什么？Eraser,an eraser.
5. Zoom的这些学习用品你有吗？我说一样请你拿一样，Show me your pencil!你能边拿边说a pencil吗？
掌握单词的正确发音，能认读这四个单词。
句子认读
1.学说I have a...
2.试着说I have a pencil. I have a crayon.
3.学念chant.
1. T: Zoom也很开心地跟着我们在一起做，我们来看看他拿了什么，他又说了什么。
2. T: Zoom拿了一把尺，他说I have a ruler.我有一把尺。我有一把尺，I have a ruler.你有吗？
S: Ihave a ruler.
3. T:瞧！Zip也来了。听他说了什么？
集中学生注意力，作好上课准备。
单词认读
1.跟读单词ruler，pencil，crayon；
2.听老师的指令拿出相应的学习用品
1. T:新学期开学了，Zoom背上新书包去上学了，看看他书包里都有些什么？
2. T:有一把尺，a ruler，有铅笔，pencil。
3. T: Zoom的书包里还有什么呢？还有一盒蜡笔，crayon。注意仔细听我的发音、看我的嘴形。（卡片）
2.能力目标：能用英文介绍文具。
具体环节设计
教学环节
学生活动
教师活动
设计意图
热身导入
跟老师、同伴打招呼
T: Hello, boys and girls!同学们好！
Ss: Hello！
T:跟你的小伙伴也打声招呼。
还记得上节课学的Hello这首歌吗？我们一起来唱一遍。屏幕前的小朋友Are you ready?你们准备好了吗？一起跟着唱吧！

英语全英文教案PEP人教版小学三年级上册Unit 1 Hello!第二课时Teaching Content:A. Let’s learn; Let’s chant.Teaching objectives:1. Be able to understand, speak, and recognize the words: ruler, eraser, pencil, crayon.2. Be able to correctly use the sentence pattern "I have a/an..." in games or real-life situations.3. Learn to sing the rhyme: "I have a ruler. Me, too."Teaching Focus and Difficulty:1. Focus:- Ability to understand, speak, and recognize the words: ruler, eraser, pencil, crayon.- Ability to correctly use the vocabulary and sentence pattern "I have a/an..." in games or real-life situations.2. Difficulty:- Mastering the correct pronunciation of "crayon."-Knowing to use "an" before "eraser" and "a" before other nouns in this lesson.Teaching Materials:1. Multimedia courseware, recorder, tape.2. Images and actual objects of stationery.Teaching Procedures:Step 1: Warm-up1. Show pictures of the main characters from the textbook and have the students chant together:Teacher: Look, this is John. Let’s chant together.Hello, hello, hi, hi, hi.I’m John, hi, hi, hi.Finally, show pictures of Zoom and Zip and have the students say the chant.Objective: Engage the students and review the previous lesson's content.Step 2: Lead in1. Show the pictures from the "Let’s learn" section and have the students observe them.Teacher: This is Zip. Look, what’s in Zip’s hand? (Pointing, to let students understand the teacher's expression) What’s this? What does Zip have? This is Zoom. What’s in Zoom’s hand? What’s this? What does Zoom have?Objective: Engage the students and provide a context forlearning new words.Step 3: Presentation1. Play the audio of the text and have the students read along. Teacher: Let’s listen to the tape and find out what they have. Read after it, please.Objective: Develop listening and pronunciation skills.2. Call on individuals to read the text.Teacher: Who wants to read the text?Objective: Assess individual reading abilities and comprehension.3. Have the students read the text in groups.Teacher: Now, let's read the text together in groups. Each group should take turns reading a sentence. Remember to use your louder reading voice.Objective: Develop reading skills and encourage cooperative learning.Step 4: Practice1. Show flashcards or real objects of the words "ruler," "eraser," "pencil," and "crayon" and guess what they are.Teacher: Look at the flashcards/objects. Let's practice saying the words together. Repeat after me: ruler, eraser, pencil, crayon.Objective: Reinforce vocabulary acquisition and pronunciation skills.2. Use the sentence pattern "I have a/an..." and have the students practice in pairs or small groups. For example: Student 1: I have a ruler.Student 2: Me too. I have a ruler too.Objective: Practice using the sentence pattern in context and reinforce vocabulary usage.3. Play a game of "What's Missing?" using the stationery objects. Place the objects on a table, let the students observe them, and then cover them with a cloth. Remove one object and ask the students to guess which one is missing.Teacher: Look at the objects. Remember them. Now, close your eyes. I'm going to take one away. Open your eyes and tell me which one is missing. For example: Is the ruler missing? Objective: Enhance observation skills and reinforce vocabulary recall.Step 5: Consolidation1. Sing the rhyme "I have a ruler. Me, too." Use gestures and actions to accompany the rhyme.Teacher: Let's sing a fun rhyme together. Follow my actions and repeat after me.Objective: Practice pronunciation, reinforce vocabulary, and promote rhythmic and physical engagement.Step 6: Assessment1. Divide the class into pairs. Give each pair a set of flashcards or objects. Have them take turns describing the objects and responding using the sentence pattern "I have a/an..." Objective: Assess individual speaking and listening skills, as well as the ability to use the target sentence pattern and vocabulary appropriately.2. Collect the students' completed worksheets or assessments for evaluation and feedback.Step 7: Conclusion1. Recap the key points and vocabulary learned during the lesson.Teacher: Today, we learned new words like ruler, eraser, pencil, and crayon. We also practiced using the sentence pattern "I have a/an..." in different activities and games. Great job, everyone!Objective: Reinforce learning and provide closure to the lesson. Step 8: Homework1. Assign homework, such as coloring a picture of stationery objects and writing sentences using the sentence pattern "Ihave a/an..." to describe the objects.Objective: Extend learning beyond the classroom and encourage independent practice of the target language skills.Note:The above teaching steps and procedures are a general outline and can be modified or adjusted based on the specific classroom environment and student needs.。

三年级上册Unit 1 Hell 第二时教案三年级上册Unit1Hell第二时教案Unit1Hell第二时一、教学目标：．能听懂、会说有关文具的词汇：penil,pen,ruler,eraser,ran。

2．能听懂Sheur…的指令，并按指令做出相应的动作。

二、教学内容：．词汇：penil,pen,ruler,eraser,ran。

2．Let’sd：根据Sheur的指令做出相应的动作。

三、教学重难点：．重点：单词penil,pen,ruler,eraser,ran。

2．难点：通过Sheur的指令练习运用以上单词；eraser,ran的发音。

四、教学准备：人物头饰、单词卡片、相关文具、磁带、录音机、等。

五、教学过程：教学环节教师活动学生活动应用资源建议与说明ar-up/Revie．Greetingiththestudents．Greetingiththeteaher将学生的视线转移到英语堂上来，为学生创造一个英语听说的环境。

2．利用播放flash动画歌曲“Hell!”。

2．跟动画唱歌曲，可以替换同学的名字来唱。

动画：Let’ssing活跃堂气氛，复习歌曲。

3．教师与学生进行交谈：HellHiI’GdbeBe滚动复习前面学过的句型。

3．学生与教师对话。

学生间互相交谈，复习句型。

T-S→S-T→S-S使学生在不同层次的操练中复习所学语言，并达到熟练的程度。

（关注学生的发音）4．教师用出示公园场景图。

The’reeetingintheparhatarethetalingabut?4．学生带上人物Sarah,uifan以及isshite等头饰，在公园场景下交流学过的句型。

图片：公园让学生用自己身边的学习用品进行练习，巩固并复习旧知识。

Presentatin．教师出示铅笔：hat’sthis?T:Apenil出示图片，教师出示单词卡片并将单词卡片贴在黑板上。

T:Sheurpenil示范动作，落实语句教学，并在黑板上板书句子Sheur_____．学生认读penil。