《牛津小学英语》3B第三单元第二课时

3B Unit 3 Family members教学方案(第一课时)第一部份简要提示一、年级：3年级二、单元：Unit 3三、课题：Family members 四、课型：新讲课五、教学内容：Part A六、教学目标：1. 能听懂、会说单词aunt, grandmother, grandfather, a family photo.2. 能听懂、会说日常交际用语Is this your…? He’s/She’s…, Ithink. Yes, he/she is. No, he/she isn’t. Who’s she/he?3. 使学生能正确明白得课文，并熟练朗诵课文。

七、教学重点：使学生在熟练把握本课辞汇和句型的基础上正确明白得课文并熟练朗诵课文。

八、教学难点：1. 能正确区别he和she并熟练运用。

2. 能正确把握单词photo的正确读音。

第二部份教学进程历时：25分钟第一步：重难点冲破历时：7分钟1.T: Hello, boys and girls. Nice to meet you.Now, let’s begin to study Unit 3 Family members. 今天咱们开始一路来学习第三单元Family members. (重复) family members的意思是家庭成员。

Read after me. (带读)2.T: 同窗们在上个学期已经学习了几个表示家庭成员的单词了。

此刻请你看着中文说说这些单词。

(PPT1)3.T: 那么，还有其他的家庭成员用英语怎么说呢？请你依照提示猜一猜这些是什么家庭成员？(PPT2) aunt(PPT3) grandfather(PPT4) grandmother4. T: Now, would you like to see Helen’s family members? 此刻，你想来看看Helen的家庭成员吗？(PPT5)Look, this is Helen’s family photo. (重复，出示中文，带读) Who are they in the photo? Let’s guess.T: This is Helen’s mother, I think. (教think)Is this Helen’s father?(本步设计说明：由于学生在3A已经学过father, mother, sister, brother, 教师第一引导学生温习了这些辞汇，在此基础上导出三个新词。

牛津小学英语3 B第三单元教案第一课时一、教学内容Unit 1 A: Learn and say 1、2幅图B:Look and learn二、教学目标1、理解，掌握对话内容，用正确的语音语调朗读对话，初步表演对话。

2、正确运用日常交际用语Look,this is my family photo.Is this your ? Yes,he/she is.No,he/she isn’t.3能正确的听、说、读单词brother,sister,father,mother,family photo.三、教学重点能正确理解对话内容，朗读对话，初步表演对话。

四、教学难点能正确理解并掌握一般问句的用法。

五、课前准备1、全家福照片（学生、老师各自带几张）2 、录音机和磁带六、教学过程（一）、Sing a song “ A B C Song”.（二）、Make up a dialogue of Unit 2.（三）、Presentation1、T:(show a family photo to the students)Look,this is my family photo.Is it nice?S:It’s nice.T:(show one student’s family phototo the students)Look,this is his/her family photo.S: How nice.(引出family photo 家庭照)S: Work in pairs like this:Look,this is my/his/her family photo.It’s nice./How nice.2、S1: Look,this is my family photo.T : It’s nice. Is this your father? Yes or No?S1: Yes.T:Yes,he is.(ask several students)(引出Is this xxx?Yes, he is./Yes, she is.)S: (Take out their photos )Work in pairs.3、T:(show a photo to the students)Guess:Who is she?S1:Is this your sister?S2:Is this your teacher?…T:No,she isn’t.She’s my mother.(引出Is this xxx?No,she isn’t./No,he isn’t.)S: (Take out their photos )Work in pairs.4、T: (show the family photo again)Look, this is my family photo. He’s my father. She’s my mother. He’s my brother(…)(引出mother,father,brother,sister)S:Talk about their photos like this:This is my family photo.This is my father,this is my mother…5、T: (ask one student)This is your brother, I think.S1: No, he isn’t.He’s my father, Mr …(引出I think)Work in pairs.（四）、Listening1. Listen to the tape2. Read together(五)、Practice.让学生走下台用Is this your …?采访同学并记录下来,然后作总结介绍被采访同学的照片，例如:This is his/her …(六)、Homework.1、听录音朗读对话。

Unit3 The seasonsPeriod OneRead and TickTeaching Aims:1. Word: season, spring, warm, wet, plant, grow, nestsummer, cool, shine, shell, hot2. 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 playerTeaching Process:Step One: Warming-up1. sing a song2. Listen and actStep Two: Revision1. Ask and answer2. Introduce your clothing: I have a dress. It’s…I have a T-shirt.It’s…Step Three: Presentation1. Teaching: “plant, nest” show a picture of springT: Look at the picture. What can you see?(1)Introduce: trees flowersIntroduce plant using the picture. Write “plant” on th e board(2)Draw a nest on the tree to introduce nest. Write ”nest” &”nests” onthe board. Draw two birds in the nest and introduce birds.(3)Sing the song<I hear raindrops> Introduce umbrella while singing2. Teaching “spring”T: The weather is warm. The grass is green. The swallow iscoming. Now the spring is coming.Write “spring in spring” on the board.3. Write “warm, cold” on the board. Introduce :warm, cold byinviting students to touch a glass of warm water and a can of coldcoke. Introduce: wet. Ask students to look at the water vapor on thecan.4. Draw three pictures which show the growth of a plant on theboard. Introduce: grow and write it on the board.5. play the cassette: In spring…Students listen and repeat6. 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---coolIn spring, it’s wet. Plants grow and grow.7. Teaching : summer ,shellsShow summer on the picture. Encourage the students to predictwhat they can see in summer and tick the appropriate boxes.Introduce: shells , summer Write them on the board8. Play the cassette: In summer…Students listen and check theprediction.9. Write hot, cool on the board. Introduce: hot, cool by invitingstudents to touch a glass of hot water and a can of cool coke.10. Draw: the sun on the board. Introduce: shines by drawing linesout from the sun. Add a match stick figure wearing a pair ofsunglasses.Step Four: Consolidation1. Divide students into groups. Invite each group to read page36aloud.Step Five: Homework1. Listen to the tape2. Copy the wordsPeriod TwoRead and TickTeaching Aims: 1. Words: dry, fall, autumn, bicycle, scarf, winter, wind, gloves2. 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,windTeaching aids: pictures, cassette and a cassette playerTeaching Process:Step One: Warming-up1. Listen and act2. Ask and answerStep Two: Revision1. 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: Presentation1. 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 autumnWrite “autumn in autumn” on the board.Say after teacher(2)Soak a tissue with water. Ask students to feel the wet tissue and adry one. Introduce: dry2. Teaching :fallIntroduce: fall by drawing some falling leaves. Add an arrow toshow that they are falling down from the tree to the ground.Say : Leaves fall and fall3. Play the cassette: In autumn…Student s listen and repeat4. 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,glovesShow the picture of autumn.(1)What can you see? I can see hats, coats…Is it autumn? No, it isn’t. It is winterWrite “winter in winter” on the board.Say after teacher(2) Introduce: gloves scarves using the pictureWrite “scarf scarves” on the board6. 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 theboard to introduce “wind”What can you hear? Write wind on the board(2)Ask students to imitate the sounds of the wind loudly orquietly. Introduce: The wind blows and blows.7. Play the cassette: In winter…Students listen and repeat8. 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 : Consolidation1. Listen to the tape2. Tick the correct boxStep Five: Homework1. Listen to the tape2. Write down the sentencesPeriod ThreePlay a game Learn the soundsTeaching Aims: 1.Asking “wh-“ques tions to find out the time of year2. Asking “yes/no” question to obtain simple responses3.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 playerTeaching Process:Step One: Warming-up1. Sing a song.2. Ask and answerStep Two: Revision1. Read the new words2. 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---dry4. Tick the correct boxseason warm cool hot cold wet drySpringSummerAutumnStep Three: Presentation1. Teaching : What season is it?(1)Look at the picture. We can see plants. We can hear theraindrops. IWhat season is it? To elicit: Is it spring?(summer)(2) It is wet. It is warm. What season is it? To elicit: Is itspring(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 tolist the four seasons on the board.3. Pretend to be swimming. Ask students to look at the book of page38 and see in which season characters are dong the same thing asyou. Ask and answer.4. Invite individual students to come to the board and demonstratethe 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 thenrespond 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 loudStep Four: Consolidation1. Workbook page282. Grammars practice book page37Step Five: Homework1. Listen to the tape2. Copy the words课后随笔Period FourLook and sayTeaching Aims: 1.New words: his, her2. Asking “wh-” question to obtain simple responses3. 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 herThat’s his/ her …Teaching aids: pictures, different objects, cassette and a cassette player Teaching Process:Step One: Warming-up1. Sing a song.2. Ask and answerStep Two: Revision1. Review: my your by holding up your belongings and yourstudents’ belongings. Say: This is my… That is your …Students work in pairs2. Ask: Is this my…? Is this your… to elicit Yes, it is. / No, it isn’t.Students ask and answerStep Three: Presentation1. 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 pointingat 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 pointingat 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’shis/her …2. Teaching: Here’s your…Return the belongings to th e owners and say Here’s your…to elicit:Thank you./ Thanks3. 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 storyStep Four: Consolidation1. Play the cassette the third time. Ask the students to read the pageand fill in the blanks.2. Students work in pairs to check answers.3. Invite individual students to point at the pictures on the page andread 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: Homework1. Listen to the tape2. Work book page30 31Period FiveSay and actTeaching Aims: 1. Using imperatives to give instructions2. Asking “wh-” question to find out the time of year3. Using predicative adjectives to describe conditionsEmotion 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 playerTeaching Process:Step One: Warming-up1. sing a song2. Read the wordsStep Two: Revision1. 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? Why2. Invite students to say the rhyme: Four seasonsEncourage individual students to say the rhymeStep Three: Presentation1. 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 : Whois he/she. Then answer: He’s my…/She’s my …Take out studen t’s photograph and introduce the person in thephotograph.Students work in pairs. Ask and answer.3. Talk about the season4. Ask : Do you like …(season)?5. Play the dialogue on the cassette while students follow in theirbooks. 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 herblue 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: ConsolidationWorkbook page321. Students first work in pairs to finish the exercises orally. Theyneed to look at each picture, and find the corresponding word fromthe centipede.2. Students write the correct words in the blanks provided.3. Students exchange their work and check answers.Step Five: Homework1. Listen to the tape2. Write 5 sentences about your favorite season.。

牛津小学英语 3B第三单元第二课时课程简介本文档是牛津小学英语3B第三单元第二课时的课程内容简介。

本节课主要介绍了有关家居环境的单词和句型，帮助学生学会用英语描述家居环境。

课程目标•掌握与家居环境相关的单词和句型；•学会用英语描述家居环境；•提高学生的听、说、读、写的能力。

课程内容单词本节课所涉及的单词如下： 1. bedroom 卧室 2. bathroom 浴室 3. living room 客厅 4. kitchen 厨房 5. dining room 饭厅 6. garden 花园句型本节课所涉及的句型如下： 1. I have a ____(房间名). 我有一个____（房间名）。

2. I don’t have a ____(房间名). 我没有一个____（房间名）。

3. Where is/are the ____? ____在哪里？4. It’s in/on/under/near the ____. 它在/在…下/在…附近。

5. Thereis/are ____ in the ____ . ____在____里。

对话示范以下是一个对话示范，以帮助学生更好地理解和掌握本课的内容：A: Do you have a bedroom? B: Yes, I do. I have a bedroom. A: Where is your bedroom? B: My bedroom is upstairs. A: Nice! What else do you have in your bedroom? B: In my bedroom, there is a bed, a desk, and a chair.听力练习本节课还包含了与家居环境相关的听力练习，通过听力练习帮助学生培养听的理解能力。

阅读练习本节课中，学生将通过阅读一段描述家居环境的短文，提高他们的阅读能力和理解能力。

写作练习本节课还包含了与家居环境相关的写作练习，通过写作练习帮助学生提高他们的写作能力。

译林小学英语三年级上册Unit3 My friends教案Step1 Warming up:look friendStep2 Free talk1.同学们，老师向你打招呼：T:Hi,I’m Miss Gu. S:Hi,I’m…T:Good morning. S:Good morning.T:Hi,are you …? T:Hi,she’s….she’s my friend.2.Boys and girls,it’s your turn now.你向老师打招呼：S1:Good morning,Miss Gu. T:Good morning,…S2:Hello/Hi,Miss Gu. T:Hello/Hi….S3:Goodbye. T:Goodbye.3.同学们，你们之间会相互打招呼了吗？赶快来试试吧！S1:Good morning,…S2:Good morning,….S1:Hi,are you …? S2:Yes,I am/No,I’m not.I’m…S1:Hi…,he’s…he’s my friend.S3:Hi… S2:Hi…Step 2 Revision1.Review the textT:Look,who’s he？He’s Mike.T:Who’s she?She’s YangLing.Mike and YangLing are friends.Mike and YangLing meet on the way.What does he say?What does she say?Let’s review the storytime.Let’s listen to it and read after it,OK?Way:ss读，team读，整体读，自由读，四人读，配音读T:I’m Miss Li.You’re YangLing.You’re Mike.You’re class.Practice in three.Then act them out.Step3 Fun timeT:Yang Ling has a friend.His name is Mike.Mike has a friend.Her name is YangLing. And I have a friend.Look,they are my friends.Now you have know my friends.Introduce your friends to us.让学生贴上照片，画画，he’s/she’s…we’re friends.Step 4 Presentation1.T:TinaWay:Boys and girls,look,who’s she?(她是谁)Let’s watch a cartoon and answer.She’s Tina.Drill:T—S group boys girls s—s2.Teach:This is …Way:This is Tina(手拿布娃娃).Drill:This is Tina.This is Tina.T read s read read one by one s say practice inpairs(ppt)3.T:sisterWay:(ppt) Who’s Tina?Let’s watch the cartoon and answer.She’s Bobby’s sister.Drill:ss读team读整体读自由读5人读配音读4.Act them out(戴上头饰)I’m Tina.Who’s Bobby?Who’s Sam?Who’s the dog and the monkey?Step 5 Talking timeMake a model:I’m A.you’re B.Step6 Sing a song：Goodbye反思：本课时重点复习了介绍朋友的句型he’s/she’s…he’s/she’s my friend。

3A U n i t3F a m i l y m e m b e r s一、教学要求1、能听懂、会说单词grandfather,grandmother、father,mother,aunt,uncle,brother,sister,son,daughter,afriend和afamilyphoto.2、能听懂、会说日常交际用语Isthisyour……He’s/She’s……Yes,he/,he/sheisn’Sheismy……Who’she/she,too.3、能正确区别he和she，并能熟练运用。

4、能掌握单词photo的正确读音。

5、会唱歌曲Familysong.二、单元教材分析本单元的教学内容是“认人”，与第二单元的“认物”有相似之处，只是将确认物品转化为认识的朋友的家庭成员，结构上仍然围绕一般疑问句展开。

词汇在Book3A第三单元的基础上增加了七个：grandfather,grandmother、aunt,uncle,brother,sister,son,daughter，afriend.新授内容较少。

在学生进行“认人”操练时，教师应特别重视情景的引入。

情景引入必须有助于刺激学生的交际动机，使学生自然产生询问的欲望，并鼓励学生用多种已学句型进行操练。

Unit3（第一课时）一、教学内容BLookandlearn&CLookandsayDLook,readandwrite.二、教学目标1、能听懂、会说单词grandfather,grandmother、father,mother,aunt,uncle,brother,sister,son,daughter,afriend和词组afamilyphoto.2、能听懂、会说日常交际用语Isthisyour……He’s/She’s……Yes,he/,he/sheisn’t.He/Sheismy……Who’she/sheNicetomeetyou.Nicetomeetyou,too.3、能正确区别he和she，并能熟练运用。

牛津小学英语3B全册第三单元教案牛津小学英语3 B第三单元教案第一课时一、教学内容Unit 1 A: Learn and say 1、2幅图B:Look and lea二、教学目标1、理解，掌握对话内容，用正确的语音语调朗读对话，初步表演对话。

2、正确运用日常交际用语LamilIur ? Yes,he/she is.No,he/she isn’能正确的听、说、读单词baamil三、教学重点能正确理解对话内容，朗读对话，初步表演对话。

四、教学难点能正确理解并掌握一般问句的用法。

五、课前准备1、全家福照片（学生、老师各自带几张）2 、录音机和磁带六、教学过程（一）、Sing a song “ A B C Song”.（二）、Make up a dialogue of Unit 2.（三）、Presenta、T:(show a familudents)LamilI?S:It’T:(show one student’s familudents)L/her famil: How(引出famil家庭照)S: Wairs l:L/his/her familIt’s nice./How2、S1: LamilT : It’Iur father?No?:T:(ask several students)(引出Is this xxx?/)S: (Take ou)Wa、T:(show audents)Guess:W?:Iu? S2:Iur teacher?…T:N’t.She’(引出Is this xxx?N’t./N’t.)S: (Take ou)Wa、T: (show the familagain) LamilHe’s my fa’He’s my brother(…)(引出ather,b)S:Talk aboul:TamilTa…5、T: (audent)Tur bI: N’He’s my fa…(引出I think)Wa（四）、ListeningLa2. Read tog(五)、Pra让学生走下台用Iur …?采访同学并记录下来,然后作总结介绍被采访同学的照片，例如:T/her …(六)、Homew、听录音朗读对话。