最新北师大版(一起)小学英语三年级下册《Unit 8 Big bird》教案 (12)

北师大小学英语一起点三年级英语知识需要巩固背诵单词和课文，不要粗心大意。

北师大小学英语一年级起点伴你成长快乐学习！Unit8 big bird教学目标： 1．巩固已学词汇： tall / short， young / old， big /small， girl / boy ，snake ，bear. 帮助学生理解、认读：man /woman，fat / thin ，long/ short等词汇和相关短语。

2．引导学生在学习和巩固形容词的同时，逐步学会用形容词形容名词并会运用于句子。

3．通过学习和操练，使学生能够熟练掌握本课有关的形容词词汇，能够正确地理解和认读，并能在真实的语境中运用。

通过小游戏，使学生提高学生的理解能力和主动思考的能力。

教学重点： 1.帮助学生理解、认读：man / woman /fat / thin /long/short等词汇和相关短语。

2.引导学生在学习和巩固形容词的同时，逐步学会用形容词形容名词并会灵活运用于句子。

教学难点： 1.old man 前面用不定冠词an. 2.区分short（矮/短）两种含义以及man和woman的含义。

3.引导学生在学习和巩固形容词的同时，逐步学会用形容词形容名词并会灵活运用于句子。

教学准备：多媒体课件、录音机、图片教学流程： Step1 Warm-up 让学生轻松愉快地进入英语学习的氛围，并拓展学生的日常交际用语。

让学生轻松愉快地进入英语学习的氛围，并通过新旧知识的衔接，巧妙地引入新课的教学。

Step2 Leading in and presentation 引入Ann的家庭作为主线，创设一个相对真实的情境。

引导学生在回顾形容词tall， short的同时，逐步学会用这两个词形容名词。

让每个学生都有练说的机会。

在充分练习a tall… / a short…的同时，为引出新词man做准备。

帮助学生充分感知 man的含义。

让学生能够明确区分man和 woman. 引导学生在巩固young / old / man / women的同时，逐步学会用形容词形容名词。

Lesson 31.Review•Prepare the flashcards for animals that the children have already known. Present the flashcards and elicit the animal names from the children. •Present the flashcard for duck. Cover it with a blank sheet of paper. Show the flashcard bit by bit. Have the children guess the animal. •Repeat the procedures with other animal flashcards.2.Talk togetherStudent Book page 18•Have the children turn to page 18. Draw their attention to the top of the page. Ask the children what Tommy is thinking about. Elicit, "A duck.〞•Tell the children that Peter and Tommy are playing a game. Peter is trying to guess what animal Tommy is thinking about.•Show your copy of the page. Point to Tommy ,s speech bubble. Read the words aloud as you touch each one. Have the children repeat the question as they touch each word in their books.•Repeat for Peter ,s speech bubble．•Draw the children ,s attention to the questions and answers on the right hand side of the page. Read each question aloud with the children. Elicit the correct answers (for a duck).•Draw a bird, a turtle, and a monkey on the board. Point to each picturein turn and elicit the animal ,s English name.•Tell the children that you are thinking of one of these animals and that you want them to try to guess which one it is. The children must ask you questions in English. Explain that you will only answer "Yes, it is.〞or "No, it isn ,t.〞•The children should continue to ask questions until they have guessed the correct animal.•Choose another animal on the board and repeat the procedure.•Now put the children into pairs. One of the children should think of one of the animals on the page. The other child must try to guess which oneit is.•Have the children change roles so that they each have a turn asking and answering the questions.3.Listen and numberStudent Book page 18•Have the children open their books at page 18. Show your copy of the page. Point to each picture and ask what it is. For example, "What ,s this?〞 "It ,s a small bear.〞•Explain to the children that they will hear a sentence on the tape, and they must match it to the correct picture.•Play the tape. Have the children point to the matching picture. •Play the tape again, stopping after each sentence. This time the children need to write the correct sentence number next to the correct picture. •Have the children repeat the sentences in a class drill.4.Trace, match, and copyStudent Book page 19•Have the children open their books at page 19. Show your copy of the page. Draw the children ,s attention to the first picture. Point to the girl. Say, "Is she a tall girl?〞 Elicit, "No, she ,s a short girl.〞•Read the words in the speech bubble to the class. Have them repeat the words after you. Ask the children which word is missing. Elicit short. •Have the children trace the correct word and then copy it to complete the sentence in the speech bubble.•Repeat the procedure for the other pictures and words.5.Set homeworkStudent Book page 19Tell the children to finish the work on page 19 and then color the page.。

Unit 8 Big bird!Lesson 1教学内容：Structures:(He) is a (tall boy).(He’s) not a (short boy).Vocabulary:Core: happy, tall, short, big, small, young, old, good, bad, a girl, a boy, animal, a birda turtle, a treeContextual: a peacock, You’re welcome. Beautiful, forest教学目标：掌握形容人或物大小、长短、好坏等形容词。

教学重点：正确运用句型：(He) is a ( tall boy). (He’s) not a (short boy). 教学难点：is, isn’t的运用。

教具准备：本单元的学习卡片；教学卡片tree, animals教学过程：1．介绍反义词（1）让学生准备好学生用书附录中“反义词图板”。

给学生展示本页并解释每一对图片的内容都是相反的。

让学生看前两张图，并说一说看到了什么。

引出词汇girls, boys。

（2）指着第一幅图中的箭头和箭头所指的人，说：“He is a tall boy.”把句子写在黑板上。

指着每个单词朗读句子，让学生跟读。

（3）让学生看第二幅图。

重复上面的步骤，用“She is a short girl.”替换。

（4）让学生看鸟的图片。

用练习tall, short的步骤练习big, small.（5）引入单词turtle。

指着每幅图里的乌龟说：“This is a turtle.”让学生重复。

（6）用同样的方法练习This is a young/old turtle.（7）让学生看Mocky的图。

问：“Who’s this?”引导回答：“It’s Mocky.”再问他在干什么。

用汉语告诉学生他表现得很好，因为他在做家庭作业。

Lesson 2PreparationYou will need:•children ,s homework (Opposites Master) from Lesson 1.•flashcards for man, woman, and animals.1.Review•Have the children look at their Opposites Master. Show your own copy. •Point to the first picture. Elicit the sentences, "(He) is a (tall boy).〞 "(He) isn ,t a (short boy).〞 Repeat for the other pictures. •Put the children in pairs to practice the structures. They should point to the matching pictures as they do so.•Collect the children ,s Opposites Master and keep them for use in Lesson 4.2.Words to learnStudent Book page 16•Present the flashcards for man and woman. Model the words and have the children repeat them after you.•Review the flashcard for animals. •Have the children look at the pictures at the top of the page. Before you play the tape, review the words girl and boy. Then point to each picture in turn and elicit the correct word.•Play the tape and have the children touch the matching pictures. •Replay the tape. Stop the tape after each phrase and have the children repeat the phrase.•Play the tape again without stopping. Have the children say the words along with the tape.•Without the tape, point to one of the pictures and elicit the correct phrase from the children. Repeat for the other pictures.3.Listen to thisStudent Book page 16•Have the children look at the picture at the bottom of the page. Show your copy of the page. Point to the first bear and ask , "What ,s this?〞Try to elicit , "It ,s a fat bear.〞 If necessary, refer the children to the vocabulary (a fat bear) at the top of the page to help them answer the question. Repeat the procedure for the other bears in the picture. •Explain to the children that they will hear a phrase on the tape and that they must match it to the correct bear in the picture.•Play the tape ,stopping after each phrase ,and have the children point to the corresponding bear. Make sure they are indicating the correct bear before continuing.•Play the tape again ,stopping after each phrase. Explain that this time you want the children to write the sentence number next to the matching bear.4.Let ,s singStudent Book page 17•Have the children open their books at page 17.Show your copy of the page. Point to the bear. Say, "What ,s this?〞 Elicit, "It ,s a bear.〞•Repeat for the deer and the fish.•Now read the first line of thesong ,pointing to each word as you do so. Have the children repeat the words and touch them in their books.•Repeat the procedure for the rest of the lines in the song.•Play the tape straight through. Have the children listen and clap along with the words.•Play the song again from the beginning. Encourage the children to sing along and touch the words in their books as they listen.•Play the tape again. Have the children sing along and clap in time. •Divide the class into three groups ,bear ,deer ,and fish. Have each group sing the verse that matches their animal as they listen to the tape. •Have the groups change roles to give all the children a turn to sing all the lines.5.Set homeworkStudent Book page 17Explain to the children that you want them to: Sing the new song to their families.。

Unit 8 Big bird!教学目标：1.掌握形容人或物大小、长短、好坏等形容词。

2.掌握Is it a (fat) (bear)? 这一句型。

3.掌握句型：What animal is it?4.复习描述某人或某物的陈述句及一般疑问句。

5.5.学会用形容词描述某物或人。

6.教学重点：1.正确运用句型：(He) is a ( tall boy). (He’s) not a (short boy).2.物与人在用词上的区别。

3.陈述句与疑问句在意义上的区别。

4.is, he, she, it的正确搭配。

教学难点：1.i s, isn’t的运用。

2.is与he, she, it的搭配与读音。

3.如何帮助学生把所想的用英语表述出来。

4.4.陈述句与疑问句在用法上的区别。

教学过程：1．介绍反义词（1）让学生准备好学生用书附录中“反义词图板”。

给学生展示本页并解释每一对图片的内容都是相反的。

让学生看前两张图，并说一说看到了什么。

引出词汇girls, boys。

（2）指着第一幅图中的箭头和箭头所指的人，说：“He is a tall boy.”把句子写在黑板上。

指着每个单词朗读句子，让学生跟读。

（3）让学生看第二幅图。

重复上面的步骤，用“She is a short girl.”替换。

（4）用同样的方法练习This is a young/old turtle.2．示范对话（1）用“反义词图板”复习句型“He is a tall boy.”让学生跟读。

（2）用同样的图呈现句型“He’s a not a short boy.”让学生跟读。

（3）用同样的方法完成其余的图。

3．讲故事学生用书第14、15页（1）让学生打开书翻到书的这两页，给学生展示。

根据图片提问以下问题：图1：Ken, Ann, Mocky在哪儿？图2：他们在看什么？图3：Mocky在和认说话？图4/5：你认为Mocky在说什么？图6/7：Ann,Mocky在看什么？图8：你认为Ann在说什么？Mocky是怎样回答的？4．学单词学生用书第16页（1）拿出man, woman的教学卡片，示范朗读单词并让学生跟读。

Lesson 61.Uncle Booky’s storytimeStudent Book page 24•Tell the children that they are going to listen to a story.•Play the tape, ask the children to listen to the story with their books closed.•Have the children open their books, and look at the pictures.•Ask them to look for familiar s in the story.•Have children read the story silently, encourage them to try to guess themeaning of unfamiliar s.•It doesn’t matter if they don’t know the s. The requirement for this partis to understand the story.2.Snap!Snap is best played in pairs. Always be sure that one child in each pair isfamiliar with the vocabulary．•Have the children take out their cards for Unit 7 and Unit 8.•Put the children in pairs and have each pair mix their cards together and thenspread them face down on a table.•The children in each pair take turns to flip over the cards, one by one, sothat they are facing up. As soon as they see two cards with identical pictureson them, they must call out“Snap!” and say the correct English for the picture,for example, “Snap! Kite.” when two cards with pictures of kites appear. •The first child to call out “Snap!”and the correct keeps the two matchingcards. The children continue playing until there are no cards left on the table.The winner is the child with the most cards at the end of the game.•If a child calls “Snap!” by mistake, for example when two cards do not match,or when he or she says an incorrect , the game turns on to the next player.Note:In later Units this game can also be used for matching written s and pictures.3.Flashcard gamesA. Divide the class into two teams. Put all the flashcards facedown on a table between the teams. (Use the flashcards for Units ７through8.)•Have a child in Team A pick up a card and show it to Team B. (The children should take turns picking up the cards.) The child should ask, “Are these (dolls)?/Is this a (train)?” or “What’s this?/What are these?”•Together, Team B must answer “They’re (dolls).” or “It’s a (train).”•Points are scored for every correct question and correct answer.B. Children will need their flashcards provided for earlierUnits.•Spread all the flashcards face up on the table.•Have the children either sit or stand around the table, close enough to be able to reach and touch the flashcards.•Explain to the children that they are going to play a game where you will call out an English . The first child to put their hand on the matching flashcard wins that card. The game finishes when there are no flashcards left on the table. The winner is the child who has collected the most cards.4.BingoUse this game to review the core vocabulary.•See Unit 7, page 24, for the rules and procedure.5.Self-assessmentStudent Book page 25•In the first activity, have the children work in pairs. Tell them to take turns asking and answering questions about the pictures. Before that the teacher should provide a model using the pictures or children in the class.•In the second activity, have the children talk about the pictures first. Then read out the sentences. Tell them to check the correct s to finish the sentence.6.My notes and teacher’s notesStudent Book page 25•This activity is to help children have a look at what they have done in this Unit. Ask them to assess themselves according to the items in My Notes individually. Explain to them that the stars here only indicate how well they have done in their learning and the stars should not be changed to scores. •The teacher should evaluate the children positively in the part of Teacher’s Notes. The purpose is to have children realize that they are making progress and to help them build a sense of achievement and confidence. Stickers provided at the end of the Teacher’s Resource Book can be used here.7.Set homeworkStudent Book page 24 Tell the children that you want them to read the story in Uncle Booky’s Storytime with their parents at home.。

Unit8 Big bird
一．教学目标：
1.技能目标：
1) 能够简单描述人活动物的特征。

2) 能过通过阅读理解本单元故事内容。

2. 只是目标：
1）词汇：
能够理解单词的意思：beautiful, forest.
能够正确地听，说，认读单词：tree, peacock, turtle.
能够正确地听说读写描述人或事物外部特征的主要词汇：old, young, big, small, short, tall, good, bad.
2) 句型：
He/she is…? He /she is not…?
2.感情，策略，文化与意识目标：
1）通过课文的学习，增加学生对动物的外部特征的认识。

培养学生爱护小动物，热爱大自然等保护意识。

2) 通过学习Mocky因淘气做错事但敢于承认错误并改正错误的情节，培
养学生勇于承认错误的意识和品质。

3) 通过多样性的活动，激发学生学习英语的兴趣，让学生感受到学习的快乐。

4）通过小组活动，培养学生在合作中学习的能力。

二．教学重点，难点：
掌握四组反义词，并用熟练的将这四组反义词运用到新学的句子中去。

三．教具准备：计算机，图片，贴纸。

四．教学过程：。