三年級英語《Unit1 Hello》教案

　　學生情況及內容分析:此課時主要學習五個文具類單詞。其中pen pencil ruler在一年級的牛津英語中已經(jīng)接觸過。主要的新單詞是eraser crayon,教師要把重點放在基礎薄弱的學生上，使他們能夠掌握以前沒有掌握的，逐步走上英語學習的軌道。另外，在本課時增加字母Jj~Mm的書寫。

　　教學目標：認讀單詞pen pencil ruler eraser crayon，并會根據(jù)單詞使用指令語Show me your….

　　教學難點：如何讓學生發(fā)準每一個音，特別是eraser crayon的發(fā)音。

　　教學形式：小組合作，四人一小組合作學習。

　　教學準備：單詞卡片、文具實物、小組合作表、錄音機及磁帶。

　　教學步驟：

　　Ⅰ.Prepare

　　T divides the class into several groups.Every group has four Ss.Choose one master for every group. The Ss in one group should help each other.

　　Ⅱ.Warming up

　　1.Sing a song < Happy Teachers’ Day!>

　　2.Acting

　　Ss can act as a teacher. And other Ss say “Happy Teachers’ Day!” to them.

　　Ⅲ.Presentation

　　1. Teach “pen、pencil、ruler、eraser”

　　T:Today,I bring many many thing for you.(Show a bag.)

　　Guess,what’s in the bag?

　　Ss:Pen pencil ruler …(這些單詞在一年級學生都已經(jīng)接觸過，基礎好的學生會很快猜對，教師需要進一步的強化，特別對于基礎不好的學生。

　　T:Yes,You are very clever.

　　Look!What’s this?(Show a rubber)

　　Ss:Rubber.

　　T:Yes, We also can say “eraser”

　　Ss follow the T, and then T asks Ss read it one by one.

　　2.Match

　　T Show the four pictures and put them on the blackboard.

　　Ss find the right words and line it.

　　3.Play a game “心有靈犀”

　　T say the words without any voice,Ss look teacher’s mouth and say out the words.

　　T:Great!

　　4.Teach “crayon”

　　T: Now,I have the last word. Look carefully.

　　Ss can’t say it out.

　　T:(Show the picture) Look! It’s a crayon.

　　Ss follow the T.And T asks Ss to read it one by one.

　　5.Let’s do.

　　T: Pencil pencil,Show me your pencil.

　　Ss show the pencil and repeat.

　　T:Show me your…

　　Ss do and repeat according to the teacher.

　　T:Now,listen to the tape and try to follow it.

　　Ss clap their hands and say with the tape.

　　Ⅳ.Practice

　　1.Group work

　　T:Now,Practise with your partners.One gives orders, and others do the action.(T adds stars for some good group.)

　　Practise for several minutes.T asks several groups to act for the whole class.

　　Ⅴ.Assign the homework

　　1.   Recite “Let’s do”

　　Write Jj~Mm.Each letter for two lines.

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