三年级下英语教案Unit 3 How much is it_教科版

第1页/共3页 Unit 3 How much is it?

Language in Use

I.Teaching aims

1. To improve the student’s abilities of listening, speaking, reading and writing.

2. To consolidate the key points in this unit in real situation.

II.Teaching important points

1. To revise the positive, negative and interrogative forms of “there

be…”sentence structure.

2. To train the students to memorize words according to their classifications of

meanings.

III. Teaching difficult points

1. How to get the students to be able to make a shopping list.

2. How to help the students know about the shopping etiquette.

IV. Morality Objectives:

Make students know about the etiquette between salesmen and customers.

V. Teaching Approach

task-based approach，audio-lingual method, communicative approach and

situational language teaching

VI.Teaching procedure

Step 1 Revision and lead-in

Ask a pair of students to act out Dialogue B for the whole class on the stage.

Play a game with the whole class by showing the video named What’s in Sam’s

room? to check if the students are able to use “there be…”.

Step 2 Grammar focus

Show the video “What’s in Sam’s room?”. Ask the students to describe Sam’s

room with “there be…” sentence structure.

Show another video with the positive example sentences of “there be…”. Ask the

students to read the video. Teach the students how to use the positive form of “There

be…” sentence structure by showing the following example sentences on the screen.

Ask some individual students to read them aloud. Ask the class to pay attention to the

relationship between the noun and the main verb in each sentence

There is a house in the picture.

There is a clock on the wall.

There are many clothes in the shop.

There are three books in the bag.

Ask the students to change the sentences into the negative form and read aloud. 第2页/共3页 Show a video which shows the interrogative form of “There be…”and ask the

students to read after the video. Ask the students to change the four example sentences

into the interrogative form. Get some individual students to read the example

sentences.

Step3 Looking and writing

Describe Picture 1 as an example, using “There be…” sentence structure.

There is a coffee table in the room.

There is a sofa in the room.

There are two chairs in the room.

There are some books on the coffee table.

Ask students to follow the example to write down sentences to describe Pictures 2

and 3. Students should exchange what they’ve written down with their partners and

correct the mistakes of each other.

Step 4 Talking and thinking

Pair work. To get familiar with “There be…” sentence structure and be able to use

it, Students ask questions to each other. And then exchange their roles.

Class work. Make some pairs show their dialogues to the whole class.

Step 5 Talking and finding

Pair work. Students are asked to compare the two pictures and find out the

differences between them. They are supposed to tell their partners what they have

found out with “There be…” sentence structure.

Suggested answer:

a b

There is a picture (of round dots) on the

wall. There is a picture (of natural scene) on

the wall.

There are three buildings outside the

window. There are some trees outside the window.

There are two piles of books on the

desk. There is one pile of books on the desk.

There isn’t a book near the cup. There is a book near the cup.

There is a clock near the screen. There is a clock on the bed.

There isn’t a radio on the desk. There is a radio on the desk.

There isn’t a basketball on the floor. There is a basketball on the floor.

There isn’t a belt on the quilt. There is a belt on the quilt.

There are two pillows on the bed. There two pillows on the quilt.

There is a cell phone near the pillows. There is a cell phone near the quilt.

Step 6 Reading and grouping

Ask students: What is sold in Downtown Supermaket? ( Suggested answer: Many

things such as salad sauce and chicken.) Group work. Every 3 or 4 students make a

group and discuss how to sort the goods showed on the poster and put them into the

correct shopping baskets. Check the answer with the whole class.

Suggested answer:

apple → pear

juice → tea, ice cream, milk 第3页/共3页 rice → potato, pizza

chicken → fish

Step 7 Thinking and writing

Pair work 1. Show the students the picture of Scene 1. Tell them that Jack is going

to hold a birthday party for his classmate Tom and he wants to buy something for the

party. Ask students to follow the example of Activity 14 to make a shopping list for

Jack according to what the pictures show.

Pair work 2. Show the students the picture of Scene 2. Tell them that Jack wants to