三年級英語上冊全冊教案（外研版一起）

cough, stomach ache, cold.
step two:
the teacher tells a story about the absence of jake and sara. and then the students could make a guess about the reasons of absence. a situation can be created here. the teacher asks students to listen to the tape and understand the main idea of this story. some questions can be listed.
where is jake?
what about sara?
has daming got a cold too?
after answering these questions, the teacher can ask them to listen again and then they are required to read in roles in groups.
step three: considation
the students are required to make a dialogue according to the content they have learned.
step four: homework
the students are required to write down the dialogue they have made.
activity for module seven:
purpose of activity:
let the students understand the basic asking ways of health. they can talk about illness freely and actively.
preparation of activity:
pictures, word cards
process of activity:
the students are formed into several groups. one student in one group shows the pictures about the illness. another student guess what illness it is. then the two students make a dialogue with the picture reminding. then the other students are required to practice again. the following sentence pattern should be used.
she has got a …
he has got a …
has he got a …?
yes, he has.
no, he hasn’t
has she got a …?
yes, she has.
no, he hasn’t.
i have got…
reading lesson:
title: by the sea
content:
look, sam, what is this?
it’s a starfish, amy. but don’t touch it.
look at this beautiful shell.
you can hear the sea.
come and look at this funny animal.
it’s a crab.
dad, come and look at the fish. they are beautiful.
mum, come and look at my sand castle.
reading steps:
i find out some pictures about the beautiful sea and ask students to say some sentences about the sea. they say as following:
i like the beautiful sea.
it is big.
how beautiful!
then i tell students to read this passage. let’s know of some animals and shell. the students read for the first time by themselves. the difficult words they have lined out can be explained later. the teacher should tell them the correct pronunciation about these words.
for the second time, the teacher can read firstly and then create a situation. in the situation the students are required to read in groups.
after reading this passage,the teacher can ask them to discuss this story. for example, the teacher tells students to protect environment. the students can talk about the story.
教學反思：
本單元的主題是疾病。教師可以創設相關情景，從涉及疾病的單詞入手，呈現新知，進行語言教學。疾病的話題十分貼近學生生活，因此課的內容趣味性強。在教學過程中有實際意義學生們喜歡的一系列活動，如：做動作猜疾��；呈現同學生病時的照片，詢問同學的病情；調查好朋友的健康狀況等。調動學生參與課堂教學，使學生在運用語言的同時掌握技能，形成能力。關注課堂教學的高效性，鼓勵學生積極主動地發展。教師應該注重基礎詞匯與語言的訓練，涉及疾病的單詞如headache, stomach ache對于學生難度較大，通過做動作猜單詞的活動有效地強化了學生對單詞的記憶。通過看照片詢問他人病情、健康小調查的活動，學生表現出了關愛他人的精神。