人教版三年级英语课件范本

推荐一些关于“人教版三年级英语课件”的最佳文章让您受益匪浅。教案课件是老师上课的重要部分，准备教案课件的时刻到来了。教案是促进课堂群体合作的有效途径。热烈欢迎您的阅读希望您能够喜欢此文！

人教版三年级英语课件 篇1

教学目标：

①认识“猛、缓”等10个生字。会写“暗、降”等14个生字。能正确读写“宇宙、黑暗、上升、下降”等13个词语。

②正确、流利、有感情地朗读课文，感受盘古的伟大之处。

③了解神话故事想象丰富的特点，并能把这个神话讲给别人听。

教学重点：

正确、流利、有感情地朗读课文，感受盘古的伟大之处。

教学难点：

了解神话故事想象丰富的特点，并能把这个神话讲给别人听。

教学过程：

第二课时

一、谈话导入

上节课我们已经初步读了读《盘古开天地》这个神话故事，这节课我们继续来学习。（板书课题）

二、研读课文。

大问题入手：他是怎样用整个身体创造了美丽的宇宙（板书）你能在课文中找到吗？

1、学生默读课文，找一找。

2、找学生回答，学习课文的第四自然段。

随机板书：用整个身体创造了美丽的宇宙

气息

声音

双眼

四肢

肌肤

血液

汗毛

汗水

3、学生找出相应的句子

提问：为什么要这样贴呢？（学生说说理由）

4、教师范读，引导学生想象

5、学生读课文的第四自然段

6、指导朗读

7、从你们的读书声中，我仿佛看到了盘古开天地的情形，古人正因为想象地合理，才有了这么美丽的神话故事，让我们也来想象一下吧！（牙齿、头发、骨头等）

8、提问：盘古在没有倒下之前，他又做了哪些努力呢？读一读课文的1-3段。

9、指名学生回答。学习课文的2段、3段。

10、学习第二段：找出本段中有几对反义词--读课文--用你的读书声让老师能听出反义词--指导朗读

11、学习第三段：结合图理解课文

三、复述故事

我们读了这个想象丰富的神话故事，请同学再读课文，边读边记，争取能合上书之后，把整个故事讲给他人听。

1、学生读课文

2、复述故事。

[盘古开天地(人教版三年级教学设计)]

人教版三年级英语课件 篇2

人教版三年级下册语文1-4单元词语搭配

 

一、词语搭配

（一身乌黑）的羽毛   （一双剪刀似）的尾巴  （一对轻快有力）的翅膀

（一副有趣）的图画    （光彩夺目）的图画    （烂漫无比）的春天

（波光粼粼）的湖面    （纤细）的电线

（一阵）清香   一（个个）大圆盘    （碧绿）的大圆盘                    一（阵）微风            一（朵）荷花           一（池）荷花

一大（副）画           两三（片）花瓣儿       （雪白）的衣裳

（骄傲）的铁管        （懦弱）的东西          （轻蔑）的神气

（荒凉）的废墟        （厚厚）的尘土          （傲慢）地问

（谦虚）地回答        （惊讶）地说            （兴奋）地说

（美丽）的珊瑚        （有力）的长腿          （凶猛）的狮子

（痛痛快快）地喝      （没精打采）地离开      （悄悄）地逼近

（蜿蜒）地贯穿        （安闲）地躺着          （沉重）的货船

（清闲）的生活

（世界闻名）的石拱桥   （精美）的图案         （美丽）的水花

（宝贵）的历史文化遗产

（名扬中外）的画      （热闹）的场面       （形态各异）的人

（悠闲）地溜达        看得（清清楚楚）      吓得（又踢又跳）

（紫色）的小喇叭      （淡雅）的花蕾        （美丽）的笑脸

（留心）观察           绽开（笑脸）         欣然（怒放）

（含笑）一现    

（遥远）的家        （陌生）的景物         （超常）的记忆力

（无法解释）的本能

（大大小小）的圆镜   （安静）的角落   （细长）的脚

（圆圆）的卵          （一翘一翘）地摆动

二、词语拓展

ABCC

波光粼粼   得意洋洋   大名鼎鼎   大腹便便   风尘仆仆   风度翩翩

饥肠辘辘

AABC

翩翩起舞   井井有条   岌岌可危   念念不忘   滔滔不绝   历历在目

欣欣向荣  亭亭玉立   频频点头    津津有味   默默无闻

AABB

顺顺溜溜   简简单单   密密麻麻   整整齐齐  马马虎虎   模模糊糊      摇摇摆摆   痛痛快快    清清白白    影影约约   冷冷清清   普普通通

来来往往   清清楚楚    吞吞吐吐    形形色色   兢兢业业   结结巴巴

踉踉跄跄   战战兢兢    密密麻麻    确确实实   星星点点  蹦蹦跳跳

ABAC

无忧无虑   无影无踪    自言自语    若影若现   不知不觉   任劳任怨

再接再厉   患得患失    自暴自弃    大摇大摆   荡来荡去   走来走去

跳来跳去   挑来挑去    选来选去   

又...又...

又踢又跳   又惊又喜    又高又大    又快又准

一...一...

一张一张   一翘一翘   一突一突   一摆一摆   一跳一跳

 

人教版三年级英语课件 篇3

1.师生用Good morning/afternoon. How are you?互相问候。

Great! How do we go there?

Shall we go to the … by …?

练习“there”

3.看图片复习学过的单词(食物类、水果类、职业类、家庭用品类)。重点复习本课中的复现单词：a computer, a chair, a bookcase.

Step2. Presentation and practice

1、 出示第六课中的地点类的图片。

T指图片) What's it?

T: What can you see in the library?

S: I can see a chair , a computer and some books.

(同样复习an airport, a station, a park, a zoo…)

T出示音乐教室图片)What's it?

2.T： What can you see in the music room?

S: I can see a piano, a chair , a violin and an accordion.

There is a chair…

Can you say like me?

S: There is an accordion…

There is a …

There is a piano .

T: There is a piano in the music room.

Can you say like this?

出示句型：There is a/ an … in the…

T: What can you see in the office?

S: There's a bookcase in the office.

T: What can you see in the bookcase?

S: (在教师帮助下 ) There are some books in the bookcase.

同法教 a classroom, a playground, a blackboard.

人教版三年级英语课件 篇4

教学内容：

教材第61～62页练习十四第6、9、10、11、12题。

教学目标：

1．通过练习，使学生熟练掌握估算方法，提高口算速度。

2．通过估算步骤的`推导，初步培养学生的类推能力；能正确进行口算，培养思维的灵活性，促进思维条理化。

3．结合形式多样的练习，培养学生学习数学的兴趣，积淀数学意识；人人参与口算，使学生佯称积极动脑、认真口算的良好学习习惯。

1、练习十四第6题。

比一比，那组摘得多？

以小组为单位，按箭头号所指的方向开始计时。请优胜组代表说一说你怎样估算的。

3、练习十四第12题。独立完成，小组交流。

1、练习十四第7题。

（1）出示统计表，提出问题。

（2）学生独立完成。

（3）全班交流。

2、练习十四第8题。

（1）理解题意。

（2）小组合作，收集估算所需要的数据，估算结果。

（3）全班交流。

3、练习十四第11题。

（1）指导看图，弄清题意。

（2）独立完成。

（3）组织交流。

教学反思：

人教版三年级英语课件 篇5

《数学课程标准》指出：课堂上应为学生提供积极思考与合作交流的空间。本教案首先创设了学生感兴趣的情境，然后给予学生充足的自主空间，让学生根据情境中的信息自主提出问题，并通过独立思考、小组合作等方式探究解题方法，发挥了学生的主体作用，提高了学生探究的积极性，为较好地掌握本节课的知识奠定了基础。

2．鼓励算法多样化。

《数学课程标准》把“鼓励算法多样化”作为第一学段的教学建议之一，但多样化之后的重要环节是“重视算法的优化”，因此，本教案让学生在交流、比较中充分展示自己的口算过程，在倾听他人的想法的过程中发现最优方法，这样设计有利于学生理解算理，完善并掌握算法，培养了学生的数感。

师：看，老师这里有三种水果，分别是草莓、橙子和苹果，在水果盛装的过程中还有好多学问呢，你们想了解吗？(想)

2．导入新课。

师：同学们，我们以前学习了一位数乘一位数的口算方法，那么两位数乘一位数，整十、整百数，几百几十数又该如何口算呢？今天我们就进一步来学习口算乘法。

设计意图：兴趣是最好的老师，《数学课程标准》中指出：数学教学必须注重从学生感兴趣的事物出发，于是在上课开始，以同学们爱吃的水果创设情境，引起学生的学习欲望，在学生兴奋的状态下导入新课。

一、教学例1。

1．观察情境图，提出问题。

课件出示例1情境图。

(1)引导学生认真观察情境图，找出图中提供的数学信息。(每筐装15盒草莓，一位阿姨买3筐)

(2)鼓励学生根据图中所提供的信息提出数学问题。(组织学生组内交流，发表自己的想法)

2．探究口算方法，明确算理。

(1)引导学生理解题意并列式。

(2)小组之间互相交流这样列式的理由。

(因为每筐装15盒草莓，一位阿姨买3筐，就是买3个15盒草莓，也就是求3个15是多少，所以列式为15×3)

(3)讨论、交流15×3的口算方法。

[把每筐草莓分成2份，一份是10盒，另一份是5盒，买3筐就是买3个10盒和3个5盒，先算3个10盒是10×3＝30(盒)，再算3个5盒是5×3＝15(盒)，最后把两次口算的结果加起来，30＋15＝45(盒)]

3．拓展延伸。

(2)思考口算方法，汇报交流。

(口算150×3时，先算15×3＝45，再在45的末尾添上一个0)

(3)观察、对比，交流算式的不同之处。

(15×3与150×3进行比较，是把第一个乘数15扩大到原来的10倍，第二个乘数没有变化)

人教版三年级英语课件 篇6

课题：Unit Two Look at me

教学重点：学生学习早上(上午)问候语 Good morning. 及介绍人物用语 This is …

教学难点：介绍人物用语 This is …一句的发音较难，口型和发音不易到位，教师要适当提示，切不可盲目纠正发音，从而挫伤孩子的学习积极性。

教具准备：

1、Cheng Jie ,Mike, Wu Yifan, Sarah, Zip, Zoom 的头饰。

2、为 Let’s play 准备所需要的 Kitty, Mickey 等卡通人物的手偶或头饰。

3、教材相配套的教学课件 [Unit 2 Let’s talk/A]

4、教材相配套的教学录音带

5、教师准备一个小木偶

教学过程：

1、热身、复习 (Warm-up/Revision)

(1)教师播放第一单元的歌曲 Hello，师生共唱。教师边唱边用体态语示范和学生问候，并鼓励学生边唱边和戴有歌曲中人物头饰的同学打招呼。

(2)用所学打招呼用语，师生互相问候。

Hello/Hi, what’s your name?

Hello/Hi, I’m…

(3)让学生用自己的英语名字，自由下座位同别人打招呼并询问姓名。此时，学生可将制作的英文名卡戴在胸前。(还可戴上其它一些头饰，扮演不同人物，练习打招呼和自我介绍。)

2、呈现新课 (Presentation)

(1)教师用木偶的形式介绍自己和朋友的姓名。

将本单元的单元双面对开情景图展现在学生面前，(熟悉的木偶剧表演现场，学生们如亲临其境一样。教师可将此项内容再现)自然形成打招呼的氛围。

(2)教师告诉学生英语的打招呼用语有很多，除Hello/Hi 以外，在早上或上午可用 Good morning. 来进行。同时教师出示表示上午的图片，或在黑板上画一个升起的太阳，并在旁边标上时间7：30和 Goodmorning.一句。(在图案旁边板书Good morning.)然后教师用学生的英文名字，以不同的身份和学生打招呼。 用Hello/Hi, A. 和Good morning, A. 两种方法同时进行(A代表人名)。(使学生了解到，这两种方法都是在打招呼，但不同点在于Good morning.可用于上午或早上，Hello/Hi 可用于所有时间段。)

(3)师生共同观看本部分的教学课件。[Unit 2 Let’s talk/A]

(4)再次观看本部分课件，教师指导学生进一步理解课件内容，并用中、英文提问，引导学生用学过的句子练习回答This is … 。

T: Who’s this? 这是谁呀?

T: This is John. 这是John 。

T: Where are they going? 他们要去哪?

T: To school. 去学校。 (T代表教师说)

(5)学生扮演不同角色练习Let’s talk/A 。

(教师向学生打招呼：T: Good morning. I’m Miss Wang /Mr. … What’s your name? 学生回答 S: My name’s … 此时，教师主动与学生握手并说T: Nice to meet you. 鼓励学生回答 S: Nice to meet you, too.)

(6)教师介绍卡通人物Kitty, Mickey并进行交流。还可用头饰或简笔画，并让学生先简单了解称谓词Miss, Mrs , Mr。

T: Good morning, boys and girls.

S: Good morning, Miss Wang.

T: This is Kitty.

S: Hi, Kitty.

K: Nice to meet you.

S: Nice to meet you, too.

K: Let’s go to school. OK?

S: OK!

此时强调Let’s go to school.和This is Kitty.两句话。提示学生Let’s go to school. 一句，在第一单元B 部分的Let’s do 活动中的“Go to school” 曾学过。教师注意新旧知识的衔接和结合，从 “Go to school” 导入到Let’s go to school. 一句的理解“让我们一起去上学”。This is Kitty.是介绍人物的方法，本句的发音较难，口型和发音不易到位，教师要适当提示，切不可盲目纠正发音，从而挫伤孩子的学习积极性。 (在简笔画旁板书This is…)

(7)学生跟读并模仿Let’s talk 部分的内容。(使用教材相配套的教学录音带)

(8)再次观看本部分的教学课件，给学生分小组，扮演对话中的人物或其他人物，进行实际交流。教师在可鼓励学生说Miss, Mrs , Mr (此时，学生可以运用教材中人物的头饰，也可运用其他卡通人物手偶或头饰)此处的练习也是与 Let’s play 的活动相结合。

(9)学生展示练习情况。 此时，教师可给予一些小贴画儿，适当鼓励和表扬学生的展示情况,尤其是运用多人物或运用 Miss, Mrs , Mr …进行练习的小组。用以进一步培养学生敢于开口、勇于运用英语的习惯并形成浓厚的学习兴趣。

3、趣味操练 (Practice)

(1)游戏1：

玩 “击鼓传花” 的游戏。首先，将全班学生分为两大组。教师可有节奏地敲击小鼓，两组学生同时开始传花，当老师的鼓声停止时，两组各有一名学生拿到花，这时，拿到花的学生先自我介绍说Hello, I’m …/Hi, I’m …/Good morning, I’m… ，之后再介绍一名好友说This is…没被介绍的学生向大家问好 Nice to meet you.(这个游戏也可用放音乐来代替击鼓，学生可待音乐停止时起立做自我介绍、介绍他人等。)

(2)游戏2：

玩 “听声音，猜朋友”的游戏。教师请一些学生上讲台前，分别戴上Cheng Jie ,Mike, Wu Yifan, Sarah, Zip, Zoom的面具或头饰，以及 Kitty, Mickey 等卡通人物的手偶或头饰，其他没有上讲台的学生闭紧双眼，等待上面的学生和大家打招呼说 Good morning. 之后猜猜他或她是谁，说 This is Cheng Jie /Mike/ Wu Yifan/ Sarah/ Zip/ Zoom/Kitty…猜对的同学为小组赢得一分。

4、课堂评价 (Assessment) 此环节可灵活处理，根据需要设置。

做活动手册第二单元的第一部分练习。

(1)学生看图，说说图中学生在做什么、说什么。

(2)让学生听录音做练习。

(3)再次播放录音， 在教师的指导下让学生一句一句地跟读并相互核对答案，最后通过给小花涂色进行自我评价。

5、扩展性活动(Add-activities)

游戏： Walk to the corner

方法：

(1)教师请6--8个学生上来。

(2)让他们每人选择一个头饰或面具戴上，并说出他们所戴面具的人物。This is …

(3)教师任意给每个人物指定一个角落。比如指着一个角落说：Sarah ，指着另一个角落说： Zip ，分别指着其它两个角落说： Mike, Zoom.

(4)学生听到老师的指令后走到与自己名字相同的地点，做在座位上的学生说：This is Zoom/ Sarah/ Zip/ Mike…

(5)角落处的学生则要与大家打招呼说：Good morning! Nice to meet you.

(6)教师可以不断更改人物的位置和学生继续这个游戏。

人教版三年级英语课件 篇7

Lesson 1 教学设计 一、教学设计思路 教师通过自身的表情来解释单词：happy, sad, mad, tired。然后让学生自己表演这些单词，其他学生进行猜测，这样既增加了课堂的趣味性，又让学生牢记了单词。在本课中的第二部分：演唱歌曲“If you’re sad and you know it”时，教师可以和学生一起唱，或者进行小组歌咏竞赛，使课堂气氛变得活跃起来，同时对所学的知识又进行了一遍温习。 二、教学目标 （一）知识 学会表示情感和感觉的单词和句子：happy, sad, mad, tired   How do you feel? （二）能力 1. 熟练使用句子“How do you feel?”进行询问并回答，能正确表达自己的情感。 2. 熟练演唱英文歌曲“If you’re sad and you know it”，并能进行表演。 （三）情感 让学生学会在生活中关心别人，学会与朋友分享快乐，也要分担朋友的忧伤。 三、教学重点 会认、会说、会用下列单词和句子：happy 高兴  sad 悲伤  mad生气的  tired 疲劳的，累的 How do you feel? 你感觉怎么样？ 四、教学媒体 电脑课件（录音机、磁带）、教学图片、奖励用的小笑脸图片 五、教学过程 1. 导入 教师问候学生，进行“How are you？”的对话。 2. 呈现新课 1）出示教学图片 教师出示表达“happy” “sad”和“mad”的三张图片，同时也用自己的表情加以表现，并读出该单词。学生可以效仿，同时跟读单词“happy” “sad”和“mad”。 然后让学生看课件“How do you feel?”学生跟读。教师询问单个学生，进行对话练习。 2）教师通过自己的表情和图片让学生认识形容词“mad” “tired”。让学生观看相关课件，再次熟悉句型“How do you feel?”。让学生借助动作和表情演练对话。 3）播放录音机 学唱歌曲“If you’re sad and you know it”，播放歌曲时教师带领学生一边唱一边做动作。 3. 趣味操练 1）猜猜看 教师做出表情让学生猜，答对以后会奖给学生一个笑脸，并要求学生做出此表情。 2）编对话 教师出示任意一张表情图片，让学生创作编对话，编好后自愿表演给大家看。 3）表演竞赛 把全班学生分成两组，唱歌曲，边唱边做相关的动作，看哪个小组做的好，教师给予奖励。 4. 课堂评价 1）教师对于能准确读出单词“happy, sad, mad, tired”在趣味操练“猜猜看”和“编对话”中积极配合教学活动的学生，教师多说鼓励性的语言，例如“Wonderful!” “Excellent!” “Great!” “Well done!” “Good job!”等，同时给予小笑脸的图片奖励。 2）对于在趣味操练“表演竞赛”中获胜的小组，教师要表扬，可以冠以“最佳合作奖”的称号；对于没有获胜的小组，教师要多加鼓励。 5. 学以致用 教师建议学生做各种表情，让家人猜并告诉他们用英语怎么说。 Lesson 2 教学设计 一、教学设计思路 教师通过回答学生的问候语“How are you today?”，引出本课的一个新单词“cool”，教师在说这个单词时加上相关的表情动作，也可以借助一些事物或图片教授其他三个单词Warm, cold, hot。当学生认识了所学的四个单词t以后，教师可以让个别学生表演这些单词，从而达到真正的理解。本课中的第三、四部分是关于字母：a i o的内容，教师可以在单词中让学生掌握这些字母。 二、教学目标 （一）知识 学会表示感觉的单词及对冷热的问答：Warm, cold, cool, hot, How are you today? （二）能力 1. 熟练使用句子“How are you today?”进行询问并回答，能正确表达自己的感觉。 2. 使学生能理解并能口头回答Are you____? 3. 熟练进行课本中最后一部分游戏的操作。 （三）情感 培养学生运用所学知识进行日常交际的能力。 三、教学重点 1. 掌握单词：warm 暖和的  cold 冷的  cool 凉爽的  hot 热的  2. 会认、会说、会用下列字母和句子： 字母：A  I  O 句子：How are you today? 你今天感觉怎么样？ 四、教学媒体 电脑课件（录音机、磁带）、教学图片、实物：扇子 五、教学过程 1. 导入 1）教师让学生用“How are you today?”问候教师。 2）这时教师从讲桌上拿起一把扇子，来回扇动，回答“I’m cool”，从而引出单词“cool”。 2. 呈现新课 1）教师通过自己的表情和图片让学生认识形容词“cold” “hot” “warm” “cool”。让学生观看相关课件，再次熟悉句型“How are you feel?”。学生借助动作和表情演练对话。 2）为了让学生分辨清“cold”和“warm”, “hot”和“cool”，教师可让两名学到讲台上，表演每两组单词的不同之处。 3）学生真正理解这些单词的意思后，教师进一步引导学生去想在这四个单词中有两组反义词：hot---cold；warm---cool。 4）教师在黑板上写出三个单词“n__me”, “n__ne”和“n__se”，让学生思考三个单词对不对，让自告奋勇的学生把所缺的`字母补上，教师带领学生大声朗读字母“a” “i” “o”。 3. 趣味操练 1）表演小竞赛 教师说出某一单词，要求学生边说边快速表演出来。动作慢的或表演错的同学被罚唱一首上一节课学的歌曲。 2）编对话 教师出示任意一张表情图片，让学生运用“How are you today?”创作编对话，编好后自愿表演给大家看。 3）做游戏。 教师说一个单词，让学生猜在这个单词中有哪个字母是本课中学到的，如果学生猜对了，教师给这个学生他所猜的那个字母，带领全班读这个字母。 4. 课堂评价 1）在趣味操练“表演小竞赛”中学生可能由于急着表演，而忽略了单词发音的准确性，教师首先要对表演好的学生给予表扬，然后再纠正学生的发音。 2）教师和学生做游戏，特别要注意发音是否准确， 不要刻意纠正学生的发音，要通过兴趣来引导。 5. 学以致用 教师建议学生学会表示冷、热、暖和、凉快这些单词后，可以说给家人听。 Lesson 3 教学设计 一、教学设计思路 教师采用直接导入进行新课的学习。通过观看课件，教师提问题，让学生进行思考或讨论，以调动全班的学习气氛。教师鼓励学生仿照课本内容，编对话，让学生在自编自演的对话中掌握所学知识。唱歌时，教师把学生分成两组，一边唱歌一边拍手，让学生在轻松自如的情景中结束学习。 一、教学目标 （一）知识 1. 理解和掌握有关“受伤”的单词。 2. 知道受伤了如何进行询问，掌握句型：Are you okay? （二）能力 受伤了，能运用所学语句进行询问和回答。 （三）情感 在日常生活中大家要互相帮助，并让学生注意做任何事都要小心以免伤着自己。 二、教学重点 掌握下面的单词和句子 单词： Nurse 护士  cut 切，刺痛 hurt 刺痛，受伤 句子： Are you okay? 怎么了？/ 你还好吧？ 三、教学媒体 电脑课件（录音机、磁带）、单词卡片、护士的服装、水彩笔 四、教学活动 1. 导入 1）教师问候学生。例如：Hello! How are you today? How do you feel? Are you_____? 2）播放录音 教师指导学生唱歌曲，复习表示感觉的单词。 2. 呈现新课 1）播放课件“Are you okay?” 2）出示单词卡片 教师借助动作和表情教授相关语句并出示相关的单词。教师和学生反复演练“Are you okay?”。开始是学生问教师回答，然后改为教师问学生回答。 3. 趣味操练 1）把学生分组。教师出示一张写有身体某部位名称的卡片，由每组学生根据这个单词编一个询问健康状况的小对话。比一比，看哪个小组更出色。 2）教师创设情景，比如准备护士的服装等，让学生在更为真实的情景下表演自己创编的对话。 4. 课堂评价 由学生自己来创编对话，可能会有错误，此时教师不要急于纠正错误，待学生尽兴表演完毕后委婉指出。 5. 学以致用 让学生课余和同伴多交流，进行对话练习。比如日常的问候和询问身体健康状况的语句。 Lesson 4 教学设计 一、教学思路 本课通过看图片，让学生回答图片的相关问题开始的，在教授的过程中，教师用自己丰富的表情演示单词“laugh”和“cry”，教师也可以创设一定的情景让学生深刻体会这两个单词，如：教师可以表扬一名学生，让学生说出此时的感受等。本课中的最后一部分是关于Danny的一个小故事，教师首先让学生快速阅读，有针对性的提问题，一几学生的理解程度，然后教师可以把故事编成自己的话讲给学生听。 二、教学目标 （一）知识 1. 熟记表示面部表情的单词。 2. 理解正在进行动作的表现形式即“ing”。 （二）能力 熟练使用句子“Are you okay?”进行询问并回答，能正确表达自己的情感。 （三）情感 让学生在愉快的环境中学习英语。 三、教学重点 1. 掌握单词：laugh  笑 cry哭  Grandfather 爷爷 2. 会认、会说、会用下列单词和句子： 单词：表示情感：：laugh  笑 cry哭  句子：Are you okay?  你好吗？ 四、教学媒体 电脑课件（录音机、磁带）、教学图片、奖励用的小星星 五、教学过程 1. 导入 1）教师问候学生，进行“How are you？”的对话。 2）教师露出非常愉快的表情，问学生“How do you feel？”，从而引导学生回答，教师快乐的情绪也感染着学生们，从而引出如何表达感情的话题。 2. 呈现新课 出示图片 1）教师出示课文中的两张图片“小女孩和爷爷在一起”、“小男孩和爸爸妈妈在一起”指着图片上的人问学生“Who are they？How the people in the picture feel？”。 2）播放录音，让学生跟读。 3）教师出示“哭和笑”图片或相关课件，学生一一跟读这些单词。然后教师自己表演这些表情并说这些词，学生可以模仿。 4）教师通过自己的表情和图片让学生认识 “laugh” “cry”。让学生观看相关课件，再次熟悉句型“How do you feel?”。 5）最后一部分是讲故事，可是让学生快速读一遍，教师提出有针对性的问题，如：who is the story about? What do you think happens? 等。 3. 趣味操练 1）猜猜看 教师在黑板上挂两副“表情”画，让学生猜是什么意思，学生猜对后，可以奖给学生一个小星星。 2）看谁做的好 教师出示任意一张表情图片，让学生运用“she/he is crying/laughing”创作编对话，编好后自愿表演给大家看。 4. 课堂评价 1. 教师指导学生做表情活动，这样既牢记了单词，也满足了学生的好动性。 2. 本课最后一部分“故事”这一环节，教师把故事用自己的话

人教版三年级英语课件 篇8

Ⅰ.Brief Statements Based on the Unit

This unit mainly tells us the difficulties that the disabled people may face.The text“Disabled? Not me!”shows us a middle school student-Zhong Xiaowen,who could only move around in her wheelchair,could overcome lots of difficulties,and finally succeeded.From her success,we learn something important.There is nothing difficult in the world if you stick to it.When you meet with difficulty in your life and study,please don’t lose heart.

The teacher should train the students’ mental and moral character of taking pleasure in helping the disabled and help the students to know how to help the disabled to build up the spirit of “being stronger,independent and equal to normal people in activities”.Of course it is necessary for students to master the important phrases and sentence patterns in this unit.Meanwhile we should review the usage of the Direct and Indirect Object.

Ⅱ.Teaching Goals

1.Talk about disability.

2.Practise talking about ability and inability.

3.Review Direct and Indirect Objects.

4.Write an argumentative essay.

Ⅲ.Background Information

1.Will Inspired Life

The little country schoolhouse was heated by an old-fashioned,pot-bellied coal stove.A little boy had the job of coming to school early each day to start the fire and warm the room before his teacher and his classmates arrived.

One morning they arrived to find the schoolhouse engulfed in flames.They dragged the unconscious little boy out of the flaming building more dead than alive.He had major burns over the lower half of his body and was taken to a nearby county hospital.From his bed the dreadfully burned,semiconscious little boy faintly heard the doctor talking to his mother.The doctor told his mother that her son would surely die-which was for the best,really-for the terrible fire had devastated the lower half of his body.

But the brave boy didn’t want to die.He made up his mind that he would survive.Somehow,to the amazement of the physician,he did survive.When the mortal danger was past,he again heard the doctor and his mother speaking quietly.The mother was told that since the fire had destroyed so much flesh in the lower part of his body,it would almost be better if he had died,since he was doomed to be a lifetime cripple with no use at all of his lower limbs.

Once more the brave boy made up his mind.He would not be a cripple.He would walk.But unfortunately,from the waist down,he had no motor ability.His thin legs just dangled there,all but lifeless.Ultimately he was released from the hospital.Every day his mother would massage his little legs,but there was no feeling,no control,nothing.Yet his determination that he would walk was as strong as ever.When he wasn’t in bed,he was confined to a wheelchair.One sunny day his mother wheeled him out into the yard to get some fresh air.This day,instead of sitting there,he threw himself from the chair.He pulled himself across the grass,dragging his legs behind him.He worked his way to the white picket fence bordering their lot.With great effort,he raised himself up on the fence.Then,stake by stake,he began dragging himself along the fence,resolved that he would walk.He started to do this every day until he wore a smooth path all around the yard beside the fence.There was nothing he wanted more than to develop life in those legs.Ultimately through his daily massages,his iron persistence and his resolute determination,he did develop the ability to stand up,then to walk haltingly,then to walk by himself-and then-to run.He began to walk to school,then to run to school,to run for the sheer joy of running.Later in college he made the track team.Still later in Madison Square Garden this young man who was not expected to survive,who would surely never walk,who could never hope to run-this determined young man,Dr. Glenn Cunningham,ran the world’s fastest mile!

2.Helen Keller

Helen Keller(1880~1968) was a famous author and educator.She was stricken at the age of 19 months with an illness that left her deaf and blind.She became mute shortly thereafter.Her parents in 1887 got her a teacher Anne Mansfield Sullivan from the Perkings School for the Blind in Boston.A remarkable,close relationship developed between teacher and pupil.Within two years,Miss Keller was able to read and write in Braille.She graduated(1904)from Radcliffe College,where Miss Sullivan had spelled the lectures into her hand.

Helen Keller devoted her life to publicly aiding the deaf and blind.With the aid of a translator,she toured the world to promote the education of persons similarly afflicted.She wrote numerous books,including“The Story of My Life”(1902).

Ⅳ.Teaching Time:Four periods

The First Period

Teaching Aims:

1.Learn and master the following:

Phrases:deal with,overcome the difficulties

Sentence Patterns:

If you were in a wheelchair,you wouldn’t be able to…

If I were blind,I would need a/an…

2.Train the students’ listening ability.

3.Improve the students’ speaking ability by describing,talking and discussion.

Teaching Important Points:

1.Train the students’ listening ability.

2.Make the students master the sentence patterns and describe the pictures freely.

Teaching Difficult Point:

How to improve the students’ speaking ability.

Teaching Methods:

1.Listening-and-answering activity to help the students go through with the listening materials.

2.Individual,pair of group work to make every student work in class.

Teaching Aids:

1.a tape recorder

2.the multimedia

3.the blackboard

Teaching Procedures:

Step Ⅰ Greetings and Lead-in

T:Good morning/afternoon,everyone.

Ss:Good morning/afternoon,Mr/Ms.

T:Sit down,please.First I want to ask you some questions.Have you been to some places of interest?Have you climbed the mountains?

Ss:Yes.(Students may have different answers.)

T:How can you get there?

Ss:We can get to…by bus/by train/on foot…

T:Now please look at the screen.

(The teacher shows a picture of a wheelchair on the screen.)

How do you say it in English?

Ss:Wheelchair.

T:What kind of people uses it?

Ss:People with disabilities/who couldn’t stand up.

T:Good.Now,tell me if you were in a wheelchair,would you be able to get to some places like tall buildings,high mountains?

Ss:I can go to…by myself,because there’s no step.It’s easy for me to get there.

T:Who has different answers?

S1:I can go to…with the help of my friends.They can carry me up there.

S2:I can’t go to…,because it’s high on the top of the hill.What a pity!I can only look at it from far away.

Step Ⅱ Warming up

T:Today we’re going to learn Unit 17“Disabilities”.(Bb:Unit 17 Disabilities The First Period)

First let’s look at some words.

(Show the following on the screen)

disability n.

ability n.

sidewalk n.

escalator n.

elevator n.(=lift)

(Teacher teaches the words and explains them,then let the students look at the first four pictures on Page 49.)

T:OK.Now I want you to discuss the first four pictures using the following sentences.

1.Sentence Patterns:

(1)If I were in a wheelchair,I would…

(2)If I were blind,I wouldn’t…

(Write them on the blackboard)

Yeah,please discuss them in groups of four.After a while,everyone is asked to talk about the pictures.Is that clear?

Ss:Yes.

T:OK.Please work in groups and try to imagine what difficulties and dangers you might face.

(After a while,teacher asks some students to talk about the pictures.If time permits,teacher may ask more students to answer.)

T:Now time is up.Who wants to say first?

S1:Picture 1.If I were in a wheelchair,I would not go to the public buildings because there were so many steps.

S2:Picture 2.If I were blind,I might fall down when walking on the sidewalk as it’s not flat.

(Or:There are some blocks.)

S3:Picture 3.If I were disabled,I wouldn’t go to the toilet,for the equipments are not fit for the disabled.

S4:Picture 4.If I were in a wheelchair.I couldn’t ring in public places,because the public telephone is too high for me to reach.

T:How hard they are!We pay little attention to them in our daily life.We must take effective measures to improve their conditions.Let’s see what changes have taken place.Please discuss in groups.In the meanwhile,we should notice the two phrases:deal with,overcome the difficulties.(Teacher writes the following on the blackboard.)

2.(1)deal with

e.g.How shall we deal with the problem?

(2)overcome the difficulties

(After a while,teacher asks some students to talk about the last four pictures.)

T:Now.Any volunteer?

S1:We should provide an entrance suitable for wheelchairs on the ground floor.

S2:We should build a special sidewalk for the blind,and fix some feeling equipment.

S3:We must provide suitable toilets for people with disabilities,fixing two handrails.

S4:We should set the public telephone in a proper place so that people in a wheelchair can reach it.

T:They hope to lead a normal life as we do,so we should help them overcome the difficulties.

Step Ⅲ Listening

T:Now please turn to Page 50.Let’s do some listening.You are going to hear John talking about his life.There are three questions for you to answer.You need to listen carefully.Is that clear?

S:Yes.

T:OK.Let’s begin.

(Teacher plays the tape for the first time.Then play for the second time.During this time,teacher may pause for students to write down the information.Play some parts of the tape more times if necessary.Finally teacher checks the answers with the whole class.)

Step Ⅳ Speaking

T:Please look at Speaking on Page 50.Now imagine you are disabled.Choose two of the situations below and discuss how you would deal with them.You may use the following sentence structures.

(Show the structures on the screen.)

I probably couldn’t…

I’m sure I would be able to…

If I…,I would be able to…

I would need help to…

It would be difficult to…

I would try to…

T:OK.Please begin to discuss them.

(Teacher goes among the students and listens to their discussions,then chooses several students to express their ideas in different ways.)

Who can describe Situation 1?

S1:I’ll try.If I were blind,it would be difficult for me to get there.But I would try my best.First I would walk down the familiar sidewalk with the aid of a walking stick.When crossing the street,I would ask others for help.Or I probably could get there by taxi.

S2:Situation 2.If I were deaf,I would not be able to hear other players’ words.It would be difficult for us to work together.I would have to read their facial expressions and gestures.

I think I’m more lucky than Helen Keller,for I can see.I should learn her spirit of studying,and try to imitate by looking at their mouths.I’m sure I would learn English well.

S3:Situation 3.If I were in a wheelchair,I’m sure I would be able to go shopping,eat at a fast food restaurant and then go to a cinema with the help of my friends.First I would do my best to get to the steps of the building by myself,and then they could carry me up to the entrance of the lift.I’m sure I would be able to get there and have a good time.

Step Ⅴ Summary and Homework

T:In this class,we’ve done some listening and speaking.We’ve also talked about the situations of the disabled.Of course,we’ve learned some useful sentence patterns.After class,practise more talking about disability in English.Master the useful sentence patterns,(Teacher points to the blackboard.)and preview the reading material“Disabled?Not me!”.So much for today.Goodbye,everyone!

Step Ⅵ The Design of the Writing on the Blackboard

Unit 17 Disabilities

The First Period

1.Sentence Patterns:

(1)If I were in a wheelchair,I would…

(2)If I were blind,I wouldn’t…

2.(1)deal with

e.g.How shall we deal with the problem?

(2)overcome the difficulties

The Second Period

Teaching Aims:

1.Learn and master the following words and expressions:get around(=get about),fair,guidance,gifted,assist,cooperate,recognition,sympathy,encouragement,productive,visual,impair,motivate,disappointing,adjust to,get used to

2.Train the students’ reading ability.

Teaching Important Points:

1.Improve the students’ reading ability.

2.Enable the students to understand the text better.

3.How to get the students to master the useful expressions.

Teaching Difficult Points:

Master the following sentence structures:

1.…studying together with their disabled classmates is both challenging and rewarding. Living with disability is frustrating and challenging.

2.I am and get used to the fact that while I may not be…

Teaching Methods:

1.Discussion to help the students know something about the disabled.

2.Fast reading to get the general idea of the text.

3.Questioning-and-answering activity to help the students go through the whole passage.

4.Pair work or individual work to make every student work in class.

Teaching Aids:

1.a tape recorder

2.a multimedia

Teaching Procedures:

Step Ⅰ Greetings and Revision

(Greet the whole class as usual.)

T:Yesterday we learned what difficulties and dangers the disabled might face and how to help them in our daily life.Imagine you are disabled.Who’d like to describe the situation(If you were blind/deaf etc.)and tell us how you would deal with them.

S:I’ll try.…

(All the others listen carefully.)

T:Well done.No matter what difficulties he may meet with,we all hope he can enjoy himself.

Step Ⅱ Lead-in and Pre-reading

T:Yeah.We know people with disabilities may have lots of difficulties in their lives,but many of them are determined.They can overcome any difficulty.Please look at the three questions on the screen and discuss them in groups.

(Show the following on the screen.)

1.Do you know anyone who is disabled?

How does he or she deal with the disability?

2.Do you know of any famous people who are disabled?What do they do?

3.Should disabled students be allowed to go to college?Should they get any extra help?Why or why not?

(Teacher gives students five minutes to discuss and collects their answers.)

Suggested answers:

1.Yes.I know a person with disability.He has learnt to do many things without help.He can take care of himself at home,but getting around in the city in a wheelchair is often frustrated.He loves reading stories of young disabled people who have overcome great difficulties.

2.Yes,I do.Beethoven was a great musician,Helen Keller was a great American writer,and Zhang Haidi is also a writer.

3.Yes,they should.Because there are many gifted disabled students,they can make a contribution to the society.

They should get some extra help in their everyday activities.

No,they shouldn’t.Because they need recognition,more than sympathy and help.

Step Ⅲ Reading

T: we’ll read a text “Disabled?Not me!”and know something more about it.I think you are interested in it.Please turn to Page 17.Read the passage quickly to get the general idea and answer the questions on the screen.

(Teacher shows the questions on the screen.)

1.What’s the trouble of Zhong Xiaowen?

2.How does she get around?

3.What’s the teachers’ aim in the special college?

4.What do the articles in Literature of Chinese Blind Children talk about?

5.How does Zijie like the magazine?

(Teacher gives students enough time to read the text and collects their answers.)

Suggested answers:

1.Xiaowen was born without the ability to use her legs and she has no feeling below the waist.

2.She uses a wheelchair to get around.

3.Their aim is to help disabled students understand that they can play a valuable role within society.

4.The articles are often about disabled people who have overcome challenges and difficulties and learnt to live a meaningful and productive life.

5.He loves the magazine very much.He thinks it is very important for them to know that someone far away is also struggling as they are.

T:Now read the passage again and try to get as much information as you can.

Step Ⅳ Study for Language Points

T:Now you’ve known the general idea of the passage.Please look at the screen.I’ll explain something to you.

(Show the following on the screen.)

a.treat vt. treat sb. well(badly)

e.g.Don’t treat me as a child.

Which doctors are treating her for her illness?

b.ability n. the ability to do,a man of ability

e.g.Man has the ability to speak.

c.make a contribution to

e.g.We must do something useful and make a contribution to our country.

d.launch vt.

①launch a man-made satellite

②launch a new enterprise

③launch threats against sb.

e.play a …role(in,within)

e.g.He played a leading role in a film.

f.both…and…

e.g.Both you and I are students.

He both fears and hates at once.

g.…studying together with their disabled classmates is both challenging and rewarding.

Living with disability is frustrating and challenging.

In these two sentences,gerundial phrases are used as subject.

e.ing with him is a great pleasure.

h.…I am and get used to the fact that while…Here that-clause is used as appositive clause,expressing the fact.

e.g.The fact that he came here was known to us all.

(Write important phrases and difficult sentences on the blackboard.)

T:(After explaining the language points.)

Do you have anything you don’t understand?If you have,please tell me,I’ll be glad to have a discussion with you.

(The teacher answers the questions raised by the students.)

Step Ⅴ Listening and Consolidation

T:Let’s listen to the tape.I’ll play the tape twice.When I first play it,just listen.When I play it for the second time,listen and repeat it.Are you clear about it?

(The teacher plays the tape for the students to listen and repeat.While the students read,the teacher goes among the students to correct the students’ mistakes in pronunciation,intonation and stress.)

T:Now turn to Page 52.There are five questions for you to answer in Post-reading.Try to find the answers in the text.Discuss in groups of four,and then I’ll ask some of you to read your answers.

(A few minutes later.)

T:Are you ready?

Ss:Yes.

T:Now let’s begin.

S1:They have to use wheelchairs to get around and it often takes them a little longer to do everyday things,such as getting out of bed,getting dressed and going to class.

S2:They not only learn how to assist disabled people,but also learn the importance of cooperating to reach their goals in life.

S3:They help disabled students to understand that they can play a valuable role within society,and inspire many of them to believe that they can realize their dreams.

S4:Today there are more opportunities like the special Olympics for disabled people to develop their potential,live a richer life and make a contribution to society.

Because people understand that they can play a valuable role within society,and that they need recognition,more than sympathy and help.

S5:People must make sure that all of us should have equal access to all areas and facilities.People should treat me fairly.

Step Ⅵ Summary and Homework

T:Today we have learned the passage-Disabled?Not me!From the success of the disabled student-Zhong Xiaowen,we learn something important.There is nothing difficult in the world if you stick to it.When you meet with difficulty in your life and study,please don’t lose heart.On the other hand,we should help the students to know how to help the disabled in our daily life.

And we also learn some phrases.After class,you should work hard and master them.

Step Ⅶ The Design of the Writing on the Blackboard

Unit 17 Disabilities

The Second Period

1.Important Phrases:

treat sb.,the ability to do,make a contribution to launch,play a …role,both…and…,get used to

2.Difficult Sentences:

…I am and get used to the fact that while…

I may not be able to walk,there are many other great things I can do.

The Third Period

Teaching Aims:

1.Review the words and phrases learned in the last two periods.

2.Learn and master Direct and Indirect Objects.

Teaching Important Points:

1.How to guess the missing word according to the given sentence.

2.Master the interchanges of position on direct and indirect objects in the sentence.

Teaching Difficult Point:

Master the changes of the prepositions in the interchanges of direct and indirect objects.

Teaching Methods:

1.Review method to consolidate the words learned in the last two periods.

2.Explanation and inductive methods to make the students master the interchanges of direct and indirect objects.

3.Individual,pair work to make every student work in class.

Teaching Aids:

1.the blackboard

2.the multimedia

Teaching Procedures:

Step Ⅰ Greetings

Greet the whole class as usual.

Step Ⅱ Word Study

T:In the last two periods,we have learned something about disabilities.As we all know,we shouldn’t look down upon the disabled.We should help and respect them.And we must make life easier for them.All these include some useful and important words and phrases.Now let’s review them.Open your books and turn to Page 53.Look at Word Study.Part 1:Fill in the blanks with the right words.Part 2:Use the correct form of the words in the box to describe the following things or people.You are given ten minutes to do them.Read first,then fill in them according to the meaning of each sentence.Is that clear?

Ss:Yes.

T:OK.First do it by yourself.Then discuss them in pairs.After a while,I’ll ask some students to read the words.

(Teacher goes among the students and the students begin to do it.After a while,teacher checks their answers.)

Suggested answers:

1.①waist ②guidance

③sympathy ④physical

⑤potential ⑥gifted

⑦meaningful ⑧limit

⑨overcome ⑩adjust

2.①frustrated ②challenging

③disabled ④motivated

⑤encouraged ⑥disappointed

⑦rewarding

Step Ⅲ Grammar Study

T:Now I want you to translate two sentences into English.Look at the screen.

(Show the following on the screen.)

1.请把盐递给我。

2.请给我们演奏一些民间乐曲。

T:Here I tell you how to say“民间乐曲”in English-folk music.Now can you translate the two sentences?Who wants to try?Yeah,Zhao Nan,you try the first one,please.

S1:Pass me the salt,please.

T:Good,sit down,please.Now we can also say:Pass the salt to me,please.

(Write the two sentences on the blackboard.)

Now the second one.Who wants to try?OK.Peter,you try,please.

S2:Play us some folk music,please.

S3:We can also say:Play some folk music for us,please.

T:Very good,sit down,please.

(Write the two sentences on the blackboard.)

Look at the blackboard,the verbs“play”and“pass”are followed by two objects.In English,there are some verbs that can be followed by two objects.Who can tell us what they are?

S4:I’ll try.They are send,buy,get…

T:Right.You’ve known some of the verbs.Now I’ll give you a summary.Please look at the screen.

(Show the following on the screen.)

Common verbs that take indirect objects:

①give,show,send,bring,offer,read,pass,lend,leave,hand,tell,return,write,pay,throw,wish,teach,promise,owe,refuse ect.

e.g.I’ll lend you something to read.

Remember to write us a note when you get there.

②make,buy,do,fetch,get,play,save,order,cook,sing,find ect.

e.g.I hope you’ll do me a favour.

Let’s get the children something to drink.

T:Now please notice there are two groups in the diagram.In Group 1,most of the indirect objects are transformed into “to-phrase”.And in Group 2,most of the indirect objects are transformed into “for-phrase”.

(Write the following on the blackboard.)

Compare:

Is that clear?

Ss:Yes.

T:But not all the indirect objects can be replaced like this.

e.g.“Do me a favour”.We can’t transform it into:“Do a favour for me.”

OK.Now let’s do some exercises.Open your books and turn to Page 54.Look at Grammar-Direct and Indirect Objects.Look at Part 1.Tick the right answer.First do it by yourselves.Then discuss it in pairs.Finally I’ll show you the answers.

(After students finish it,teacher shows the following on the screen.)

Suggested answers:

1.√Because his mother bought him a computer.

√Because his mother bought a computer for him.

2.√Do me a favour.Please lend me one 珁uan.

3.√Please take these exercise-books to my office.

4.√Give me the check,please.

√Please give the check to me.

T:OK.In fact,we should pay attention to some special cases.Especially when the direct object is shorter than the indirect object,or when we emphasize the indirect object,we often use such patterns,“Subject+Predicate+Direct Object+to/for+Indirect Object”.

e.g.I took it to the policeman on duty.

Mother bought the ice-cream for you,not for me.

(Write them on the blackboard.)

And there are two special cases you should notice.

Please look at the screen.

(Show the following on the screen.)

1.We must use prepositions before the indirect object following the two verbs “explain and suggest”.

e.uld you explain your point of view to us?

I suggest a way out to her.

2.Some verbs are followed by either direct object or indirect object,or both of them.

e.g.I asked John.

I asked a question.

I asked John a question.

The similar verbs are:teach,tell,owe,pay,show

As to this,you should remember them.Is that clear?

Ss:Yes.

T:OK.Let’s deal with Part 2.

(Teacher begins to read the following and explains it if necessary.Summer is coming.You decide to have a different vacation this year.Use the words in brackets to explain what you will do differently this summer.)

Now you are given five minutes to do it.First do it by yourself.Then discuss it in pairs.Now please begin.

(Teacher goes among the students to check their writing and explains some new words that students meet with and ask.As to some difficult sentences,teacher and students can discuss together.At last,teacher shows the answers on the screen.)

Suggested answers:

1.This summer,I want to make my parents less trouble by staying at home.

2.This summer my grandpa wants to buy some books for me.

3.This summer my friends want to send short messages to me.

4.This summer my aunt and uncle want to bring candy to me when they come to visit.

5.This summer I want to teach English to my 6-year-old niece.

Step Ⅳ Practice

(The teacher shows the following on the screen)

Change the position of the direct object and indirect object in the following sentences.

1.I’ll lend you some.

2.He gave his wife a camera for Christmas.

3.We’re going to sing some songs for the heroes.

4.Bring me the book.

5.She made a coat for me.

6.He bought flowers for his teacher.

T:Look at the screen.Let’s practise the interchanges of the direct and indirect object.

(Give the students several minutes to practise them,then teacher may check their practice.)

Suggested answers:

1.I’ll lend some to you.

2.He gave a camera to his wife for Christmas.

3.We’re going to sing the heroes some songs.

4.Bring the book to me.

5.She made me a coat.

6.He bought his teacher flowers.

Step Ⅴ Summary and Homework

T:In this class,we’ve reviewed some new words and mainly done some exercises about direct and indirect objects.After class,review the content,and remember the verbs that can be followed by double ’s homework:Preview the integrating skills.That’s all for today.Goodbye,everyone.

Step Ⅵ The Design of the Writing on the Blackboard

Unit 17 Disabilities

The Third Period

Direct and Indirect Object

1.Pass me the salt,please.

→Pass the salt to me,please.

Play us some folk music,please.

→Play some folk music for us,please.

pare:

3.“Subject+Predicate+Direct Object+to/for+Indirect Object”

e.g.I took it to the policeman on duty.

Mother bought the ice-cream for you,not for me.

The Fourth Period

Teaching Aims:

1.Review the useful expressions learnt in this unit by making sentences with them.

2.Review the common verbs that take indirect objects.

3.Train the students’ integrating skills by reading and writing.

Teaching Important Points:

1.Improve the students’ reading ability by reading the material.

2.Improve the students’ writing ability.

Teaching Difficult Point:

How to improve the students’ integrating skills-reading skill and writing skill.

Teaching Methods:

1.Fast-reading and reading to improve the students’ reading ability.

2.Practice and pair work or group work to have every student master what they’ve learned.

Teaching Aids:

1.a tape recorder

2.the multimedia

3.the blackboard

Teaching Procedures:

Step Ⅰ Greetings and Revision

(Greet the whole class as usual.)

T:Yesterday we learned the grammar-Direct and Indirect Objects.We know there are some verbs that can be followed by objects.Who can tell us what they are?

S1:They are “give,show,send,read,lend…”.

S2:And “make,buy,do,get…”.

T:Right.Sit down,please.We should also notice the usage of “to” and “for” when we interchange them.

Step Ⅱ Test

T:In this unit we have also learned some useful expressions.Have you remembered them?

S:Yes.

T:OK.Now let’s review them together.I speak Chinese,you speak English.

(Teacher writes the following on the blackboard when students say them.)

share with,treat…as,deal with,the ability to do,play a…role,realize one’s dream,get around,adjust to

T:Now I’ll give you a test to see whether you’ve mastered them or not.Look at the screen,please.

(Show the following on the screen.)

Complete the sentences using the expressions on the blackboard.

1.I__________my lunch__________(分享) him yesterday.

2.The police__________his death__________(把……看作) a case of murder.

3.How shall we__________(处理) the problem?

4.The boy has__________(有能力) solve the difficult problem.

5.The teacher__________(起重要作用) in teaching.

6.In order to__________(实现梦想),they worked day and night.

7.The policemen__________(四处走动) and tried to find the thief.

8.It will take you some time to__________(适应) the new surroundings.

Suggested answers:

1.shared,with 2.treated,as

3.deal with 4.the ability to

5.plays an important role 6.realize their dreams

7.got around 8.adjust to

Step Ⅲ Fast Reading

T:We’ve learned something about disabilities.They hope to lead a normal life as we do,so we should provide more opportunities for the disabled to develop their potential,and let them live a richer life and make a contribution to society.We should help them overcome the difficulties.

Today we’re going to read a material“The special Olympics”.Please turn to Page 55.Read the text fast and try to get the general idea.

Step Ⅳ Reading

T:Now read the text again.Read it carefully and discuss the following questions on the screen with your partner.Write your answers on a piece of paper.In a few minutes,I’ll ask some pairs to give us the answers.

(Teacher shows the following on the screen.)

Answer the following questions:

1.How often is the Special Olympics held?

2.Why do many Special Olympics athletes think that “taking part in the Games is a victory”?

3.How do events like the Special Olympics help mentally disabled people?

4.Where was the first Special Olympics held?

5.Why do you think the Special Olympics are becoming more popular?

6.When will the Special Olympics be held in Shanghai?

(The teacher goes among the students,joins in the students’ discussion and answers the students’ questions.)

(A few minutes later.)

T:Have you finished?(Ss:Yes.)Give us your answers,please.One student,one question.Any volunteer?

S1:1.Every two years.

S2:2.Because each athlete had to train for many years and overcome fear and hardship to reach the Games.For them,winning isn’t to be the first one across the finish line or scoring the most goals,but the best you can be.

S3:3.By preparing for and participating in the Special Olympics,mentally disabled children and adults can develop their ability to move,improve their health and gain greater self-confidence.The Special Olympics is also a good way to make friends.

S4:4.In Chicago.

S5:5.Because interest in the Special Olympics has spread across the world and many cities are now competing for the honour to host the event.

S6:6.In .

T:Now look at the screen again.I’ll explain some words and expressions of the text so that you can use them freely.Please listen to me carefully.

1.every two years=every second(other)year

e.g.He comes here every three days/every third day.

2.Athletes at the Special Olympics are fighters in more than one way.

e.g.The travel to Beijing is more than sightseeing.

He has more than twenty yuan with him.

3.fail vi. & vt.

e.g.I failed in persuading(to persuade)him.

Don’t fail to ring me up.

Time failed me to finish my talk.

nsider +n./pron./doing

e.g.He is considering changing his job.

consider+sb.+(to be)+n./adj.

e.g.They considered themselves very important.

5.participate=take part vi.

e.g.I participated(took part)in the game.

pete in;compete in a race;compete for;compete with sb. for sth.

e.g.Cities in the world are now competing for the honour to host the Olympic Games.

T:Do you have anything else you don’t understand?If you have,please tell me.I’ll be glad to have a discussion with you.

(The teacher answers any questions asked by the students.)

Step Ⅴ Listening and Reading Aloud

T:Let’s listen to the tape.When I play it for the first time,just listen to it.When I play it for the second time,please listen and repeat.Then read the text aloud.Are you clear about it?

S:Yes.

(The teacher plays the tape for the students to listen.Then when the students read the text,the teacher goes among the students and corrects the students’ mistakes in pronunciation,intonation and stress.)

Step Ⅵ Practice

T:Now let’s do an exercise.You should do it like this:try to find useful expressions in the text and make sentences with them in groups of four.One student,one sentence.Do it by turns.Are you clear about it?

S:Yes.

(A few minutes later)

T:Now I’ll ask some students to make sentences.One sentence at a time.S1,please give us your sentence.

S1:I’ll make a sentence with the phrase“every four years”.

The Olympic Games is held every four years.

T:Please go on.

S2:fail to do

He failed to pass the English exam.

S3:more than

More than one person has made the suggestion.

S4:consider

We don’t consider Tom to be our best friend.

S5:take part/participate

All the students took part/participated in the sports meeting in our school.

S6:compete

He competed with other players for the champion.

Step Ⅶ Writing

T:Now you’ve known something about disabilities.I think many students will show their love to the disabled from now on.What should we do to help them in our daily life?

S7:If we are organizing an event,we must imagine that people with disabilities may want to come to it.So we must make sure that they can enter and use all parts of the building.

S8:When we design a building,we should provide an entrance suitable for wheelchairs on the ground floor,as well as lifts,suitable bathrooms and toilets.We must also make sure that signs are clear and easy to read.

S9:…

T:OK.It’s very kind of you!After class,please conduct a survey of the public places where you live in.Start with your school:how easy or difficult is it for a disabled person to get around?Visit other public buildings and find out if they are accessible or in pairs or groups and make a checklist for your survey.Use the results to write an essay.Describe the current situation and suggest ways to improve the situation.

Suggested writing:

After several days’ survey,I found that the government paid a little attention to the disabled and spend much money on new buildings.There is no special road for the blind.The buildings have many steps,and it’s difficult for the disabled to get into them.

A new government programme has been designed to help disabled people.More special schools will be built.Not only will help be given to people to find jobs,but also medical treatment will be provided for people who need it.But the truth is that everyone should take care of disabled people,not just the government.If everyone shows love to them,their life will be much better.

Step Ⅷ Summary and Homework

T:In this class,we’ve reviewed the useful expressions and learned the text“The Special Olympics”.We practise how to write the article on disabilities.After class,go over all the important points learnt in this unit,and write an essay.Prepare for next unit.Class is over.

Step Ⅸ The Design of the Writing on the Blackboard

Unit 17 Disabilities

The Fourth Period

Important Phrases:

share with,treat…as,deal with,the ability to do,play a…role,realize one’s dream,get around,adjust to

Record after Teaching

人教版三年级英语课件 篇9

2.认读以这些字母开头的单词fox，box，yellow，yo-yo，zoo，zebra。

教学重点：

本部分主要是培养学生听、说、读、写字母Xx，Yy，Zz以及让学生听懂并会说带有这些字母的单词fox，box，yellow，yo-yo，zoo，zebra。

教学难点：

Hello!What’s your name?

Where is your pen/pencil/ruler/pencil-case/…?

Can I use your pen/…?

播放录音让学生听A部分Let’sdo的内容，边听边做动作。

3.用字母卡复习所学字母，并抢答以这个字母开头的单词。

1.学习字母Xx和单词box、fox。

(1)教师出示box的图卡，问：What’s this?生：It’s a box．板书box并进行教读。教师指着图卡下面单词的最后一个字母，先问学生：What letter is this?如学生不会，再告诉他们是X，并出示X的字母卡，大小写字母先同时呈现，再分别进行书空与认读。（在四线三格中书写字母大小写Xx。让学生观察并做空中书写练习。）然后教师出示课本中fox在盒子里的图，问学生：What’s in the box?Yes，it’s a fox．然后出示fox的单词卡，让学生跟读。

(2)用同样的方法学习Yy和Zz。利用颜色卡复习yellow，利用图卡学习yo-yo和zebra。

(3)出示作业纸学生进行书写练习。

练习中教师先进行强调注意事项，学生开始书写教师进行巡视，及时进行纠正错误。

(4)听录音，用手指着字母及单词，跟读Let’s say部分。

(5)听Let’s sing部分，出示字母卡随着歌曲复习字母A--G。歌曲处理教师进行适当讲解与领唱让学生全部能掌握。让学生跟着录音一起学唱歌曲，学生在唱歌时打出相应的节拍并做出相应的动作。通过游戏，激发学生学习兴趣，使学生在相对宽松的情景下巩固复习所学内容。

将X—Z的字母卡贴在黑板上，将大小写分贴两行，然后打乱顺序，让学生将大写字母与相应的小写字母连线。

将fox，box，yo-yo，zebra，zoo的图分别贴在黑板上，让学生看完图后在教师提供的作业纸上把缺少的单词字母写出来。并能够做到认读。

1.出示学生学过的Aa-Zz的字母卡片。请学生说出每个单词的首字母，在认读单词。做到听、说、认读以及用正确的笔画和笔顺书写的能力。（引导学生观察字母的笔画和笔顺。）

2.Let’s check.

第一遍学生听音选择。

第二遍进行听音核对答案。

书写本课所学字母。把歌曲《HideandSeek》唱给家长听。

5.教学反思：

本节课教师通过实物来进行字母的教学，让简单的字母教学融入具体事物中，最后通过歌曲的教授更加巩固了本堂课的知识要点。

人教版三年级英语课件 篇10

教学内容：

Rhyme

教学目标：

1、通过本单元的学习熟悉询问某物是什么及回答的句型。

2、通过本单元的学习了解一些动物名词。

3、 通过本单元的学习复习询问数量及回答的句型。

教学重点：

询问某物是什么及回答的句型;一些动物名词。

教学难点：

1、 询问某物是什么及回答这一句型的正确使用。

2、 个别单词：what’s, this, it’s, lion 的正确发音。

教具准备：

录音机

教学过程：

一、Greetings.

二、Say the rhyme

学生用书第6页

1、 让学生翻开书第6页，看右边的插图。让学生试着用英语说出图中他们所认识的所有东西的名称。

2、 让学生说一说他们认为图中的.小鸟和老鼠正在说什么。

3、指着图中的小鸟告诉学生小鸟正在说自己的鸟窝。播放第一段歌 谣的录音内容。用同样的方法完成第二歌谣。

4、 给学生解释歌谣的大意思。再放一遍录音，学生听录音。

5、 再放一遍录音，这一次让学生跟着录音边说歌谣边表演。

6、不放录音，鼓励学生一起说歌谣。

三、扩展性活动 需要一套单元单词复习卡片

1、 把学生分为两大组。每组轮流挑出一张卡片，默读卡片上的单词，根 据卡片上的单词将物品或动物画在黑板上。第一个用正确句型说出单 词的学生为本组赢得一分。

2、 继续活动，直到抽完所有卡片为止。

四、Homework

Review the rhyme

人教版三年级英语课件 篇11

本单元是本学期的第一个单元Welcome back to school!欢迎学生回到学校,从巩固问候语开始,如:Welcome back! Nice to see you again. Nice to see you, too.接着学习自我介绍I'm… I'm from… 及问句Where are you from?和9个单词Canada, China, USA, UK, she, he, student, teacher, pupil以及元音字母a的发音。在上个学期知识点Good morning. Nice to meet you.的基础上进一步扩展新知识,学生易于接受,能更好地学习自我介绍。通过本单元的学习,更好地为以后学习介绍他人奠定基础;字母的学习也为以后的学习打下基础。课本通过新学期新学生与大家见面、学生之间做自我介绍的情景,让学生感知句型的意义及应用情景。

三年级学生经过半年的学习,对英语有了全新的认识,加上社会与家庭的渲染与影响,学生对新课程充满了好奇,想了解英语究竟是怎么一回事,学习热情也比较高。这也是学生从对英语的无知向求知发展的动力。这对他们学好英语有很大帮助,教师应抓住这一有利因素在新学期的第一节课里充分展示英语的魅力,让他们从一开始就爱上这门学科,激发学生的学习兴趣。

(1)能够听懂、会说句型Where are you from? I'm from… He/She is…

(2)能够听、说、认读单词:UK, Canada,USA,China,teacher, student, pupil, he, she。

(3)掌握Let's spell中元音字母a在单词中的发音以及认读、书写含有这个字母的单词。

(4)学会Let's check, Let's sing等部分内容。

(1)能够在情景中运用句型 Where are you from? I'm from…询问他人的国籍或籍贯并回答。

(2)能够在真实或模拟的情景中运用句型He/She is a… This is… My name is… I'm… and I'm from…等简单介绍自己及他人。

(1)培养学生的合作精神和创新意识,引导学生通过以旧带新的方式自主学习,同时注重合作学习。

(2)学会与人沟通、交流个人信息。

(3)通过学习国家名称,了解中国和主要英语国家的国旗以及标志性建筑物。

(4)能够逐步做到见到符合发音规律的单词能认读,听到符合发音规律的单词能拼写。

第一课时:Main Scene A Let's talk Look and say

第五课时:B Let's learn Let's chant Start to read

第六课时:B Let's check Let's sing C Story time

本单元重点词汇:UK, Canada, USA, China, she, he, student, pupil, teacher。要求学生做到能听、会认,并在实际情景中准确表达。可选用的活动有:

教师在黑板上贴上几张不同国家的国旗或标志性建筑物的图片,然后学生拿一个充气锤子,教师说单词,学生听后,马上跟读,然后将锤子砸在相应的图片上。

教师让10名学生把椅子围成一个圈,在圈中间的地上画一条鳄鱼,把每个学生编上号,然后大家坐进去。教师拿出几张卡片,写上今天学过的单词,然后通过抽号的方式抽出5名学生,问他们每人一个单词,看他们是否会读,读对的就从鳄鱼池出来,读错的继续留在鳄鱼池。也就是说,有五名学生有机会先跳出鳄鱼池。剩下的人怎么办呢?我们开始用准备好的免死金牌!金牌的背面写上今天学的单词或句子,每人抽出一张金牌,读对背面的单词或句子就可以出来,否则就留在鳄鱼池被咬死。咬死的人不得参加下一轮游戏,看谁留到最后。

本单元的重点句型:Where are you from? I am from… Who's he/she?This is… He's/She's… 可选用的活动有:

6—8人一组围坐成一圈,每组发一个气球。谁拿到气球谁就要用英语进行自我介绍。如:游戏开始时,一人拿着气球说:I'm Tom. I'm from China.然后把气球随便传给另一个人,拿到气球的人要继续游戏。(注:在这个游戏中,可以把自己当成其他国家的人。)

谁拿到花,必须用上英语单词he或she介绍自己的好朋友。Who's he/she?This is… He's/She's…教师利用事先制作好的课件或教材中出现的人物的剪影,让学生猜一猜他是谁。

教师将人物头饰、写有数字的小球和几面小国旗放入三个不同的箱子,请一名学生上台,全班向他问候Good morning/afternoon.并依次提问What's your name? How old are you? Where are you from?学生根据抽到的头饰、小球和国旗灵活回答。

一名学生背对大家,任意一名学生站起来说话,让背对大家的学生猜一猜

他(她)是谁,用He/She is a boy/girl.和 He/She is+名字.句型来回答。

本单元的语音:学习元音字母a在单词中的发音以及认读、书写含有这个字母的单词。可选用的活动有:

谁拿到花,必须说出一个含有字母a的单词。

学生每人写两张字母卡片,大小写各写一张。教师将卡片混合后再发给学生,学生以最快的速度找到自己的朋友(大小写配对),并一起大声读出这个字母。

两名学生背对背,教师在其后背各放两张卡片,数1、2、3,学生同时转身看对方的单词,谁先说出对方的单词谁就赢。如果双方都没有看到,那教师就再下一个口令,学生开始跑动着去看对方的单词,谁先说出来算谁赢。

活动3:展示学生照片,学生以小组为单位,练习介绍他人。如:This is my friend, Amy.

1.能听、说、认读单词welcome, back, boy, and, girl, we, new, friend, today, from等。

2.会运用句子I'm… I'm from…介绍自己。

3.掌握表示国家、地点的名词(专有名词)需要大写。

1.通过图片理解并掌握名词boy, girl, friend。

2.掌握专有名词UK, USA, Canada, Shandong的拼写及对应的汉语意思。

1.掌握boy和from的读音。

2.认识和理解英语中人名、地名及国家名称的书写和读音。

教师:与本课时相关的录音、各个国家的国旗、人物头饰、课件。

教师利用动画形式展示Main Scene 中的两组小对话,让同学根据图片和对话内容进行模仿练习,让学生初步感受英语的氛围。

教师让同学们分别用英语介绍自己的姓名和自己来自哪里,创设英语情景,让同学感受英语的语言氛围。

教师展示加拿大、美国、中国和英国的国旗,让同学们合作用自己的笔画出它们,并标出正确的国家名称。让学生在合作中获得知识,体会学习的乐趣。

1.师生问候,互相对话:

T: Good morning, boys and girls.

Nice to see you again.

How are you?

Ss: I'm fine, thank you.

How are you?

a happy new year?

(1)教师使用课件展示主情景图,引导学生观察并讨论图片,根据图片信息找出情景发生的地点和时间,推测本单元要学习的内容,选择与本单元内容匹配的主题词:

学校,新学年,家庭成员,食物,打招呼,自我介绍和认识新朋友等。

(2)播放录音,让学生基本了解本单元的内容。

(3)根据录音,让学生给情景图的句子排序。

1.教师借助Amy和 Zhang Peng的头饰向学生引出单词:boy, girl, friend。

2.利用单词卡片教学生认读单词和短语:boys and girls, today, new friends。

3.教师戴上头饰进行自我介绍:Hi, I'm Amy. I'm from the UK.借助国旗引导学生认识英国的英语名称。

4.教师戴上头饰进行自我介绍:Hi, I'm Zhang Peng. I'm from Shandong.

5.教师点拨:英语中人名、地名和国家名称的首字母要大写。the UK是英文缩写形式,UK必须都大写,读作U和K。

6.听课文录音,跟读对话。

6—8人一组围坐成一圈,每组发一个气球,谁拿到气球谁就要用英语进行自我介绍。如:游戏开始时,一人拿着气球说:I'm Tom. I'm from China.然后把气球随便传给另一个人,拿到气球的人要继续游戏。(注:在这个游戏中,可以把自己当成其他国家的人。)

2.小组展示,表演对话:

—Hi, I'm Amy. I'm from the UK.

—Hi, I'm Li Na. I'm from China.

运用句子:I'm… I'm from…介绍自己。理解What about you?的含义。

4.完成全品学练考—课后练01页第二题。

1. 4人一组,每人代表一个不同国家的学生,分别用句型Hi, I'm… I'm from…做自我介绍。

2.让学生反复听A部分Let's talk的录音,熟读课文。

师生一起回顾本课时所学内容:

单词和短语:boys and girls, today, new friends。

1.仿照课文对话,自己创编对话并表演。

2.我会用be from。

be from的汉语意思是“来自”,需要注意的是be(is/am/are)要与主语保持一致。例如:I am from China.我来自中国。 He is from the UK. 他来自英国。We are from the USA.我们来自美国。 Where are you from? 你来自哪里?

3.What about you?

What about you? 这是英语口语交际对话中经常用到的句子,我们要根据上下文内容来确定其正确的含义。例如:I'm ten years old. What about you?我十岁了,你呢?(你几岁了?) I'm from China. What about you?我来自中国,你呢?(你来自哪里?)我们也必须根据上下文的意思来回答。

4.选词填空。

(1)I (is/am) from the UK.

(2)We (is/are)from the USA.

(3)Amy (is/am)from Canada.

(4)You (are/am) from Shandong.

本课时是第二学期的第一节课,所以我强调了课堂纪律的重要性。同时对上学期期末考试进行了总结,对上个学期中表现好的学生进行了表扬。另外,我指出了同学们能够改进的地方,学生听得聚精会神,效果很好。此外,本节课我创设一定的语言环境,让同学在轻松愉悦的对话中掌握本课时的内容。对新学期的第一单元进行了预习,教学了第一单元的单词,由于这些单词在生活中不是很常见,所以学生掌握起来有一定的'难度,Canada, friend等单词的发音还得及时纠正。同时,各个国家的名称很容易混淆,在课下要不断听录音纠正。对于重要句型:I'm from the UK. We have two new friends today. 很多学生接受起来有一定的难度,跟读录音就必不可少。同时,小学生好玩好动,好胜且好奇心强。教师要从学生的心理角度出发,我采用灵活多样的教学方式,如传气球,看国旗编对话的各种形式,不断培养学生学习的兴趣。同时,在活动中培养了学生的交流能力和语言组织能力。

1.能听、说、认读单词UK, Canada, USA, China等。

2.会运用句子I'm… I'm from…介绍自己。

3.学会与人沟通,交流个人信息。

4.通过学习国家名称,了解中国和主要英语国家的国旗以及标志性建筑物。

1.掌握Canada 的读音。

2.了解中国和西方国家的国旗以及标志性建筑物。

教师:与本课时相关的录音、国旗以及建筑物图片、 课件。

教师和同学一起哼唱Let's chant 部分的小歌谣,让同学在轻松愉悦的氛围中掌握英语单词及简单的句式。

教师利用图片或大屏幕展示英国、加拿大、美国和中国的标志性建筑,分别找不同的同学扮演不同国家的小朋友,向大家介绍自己,使学生掌握本课时的句型和单词。

1.师生问好,并做简单的自我介绍。

2.Let's sing!同学一起唱歌曲Hello。

T: Good morning, boys and girls.

Nice to see you again.

How are you?

Ss: I'm fine, thank you.

Follow me, please.

We are friends. We like to play.

We are friends. We like to play.

A boy from Canada,

A girl from the UK,

Friends from China and the USA.

1.教师出示不同国旗图片让学生认识,引出单词:UK, USA, China, Canada。

2.听录音或看课件认识不同国家的标志性建筑物,并跟读单词。

教师出示事先准备好的国旗和建筑物的图片,教师出示图片,学生说:I'm from…让学生反复练习句子。

教师在黑板上贴上几张不同国家标志性建筑物或国旗的图片,然后学生拿一个充气锤子,教师说单词UK, USA, China, Canada,学生听后,马上跟读,然后将锤子砸在相应的图片上。

2.两人一组利用国旗图片用“I'm…I'm from…”句型进行自我介绍。

3.Let's chant.听录音,学生跟着说唱。

4.完成全品学练考—课后练02页第一题。

课件展示本课所学四个国家的国旗,国旗下分别标上A,B,C,D,教师播放录音UK, USA, China, Canada,让学生听录音并选择正确的国旗序号。

师生一起回顾本课时所学内容:

单词:UK, USA, China, Canada。

1.听课文录音,熟记单词UK, USA, China, Canada和对应的国旗图片。

2.完成全品学练考—课后练02页第三题。