外研版小学英语三年级下册.doc

外研版小学英语三年级下册

《Unit3 Lesson1》教学设计

教 者： 史丽

工作单位：安徽省合肥市
庆平希望学校

联系电话：[phone]

Unit 3 At Home
史丽 女 小学一级 本科 合肥市庆平希望学校 15056960307
Lesson 1 Dialogs / Vocabulary
Ⅰ.The Analysis of the Teaching contents:
This lesson comes from Unit 3 At Home of Book 2 .It mainly talks about four kinds of rooms, the furniture in the rooms. It aims to teach students to understand and say dialogs to ask for permission, make a compliment, and show appreciation. The themes and situations are from students’ lives, so that it is easy for students to understand and learn. The dialogs are useful in daily life, so students are willing to learn and use them.
Ⅱ.The Analysis of the students:
The students have leaned English for about one year, they can understand some words and some simple sentences and they have taken a great interest in English now.
Ⅲ.Teaching aims and demands:
1. Knowledge aims:
a. To enable students to understand and say the new words: kitchen, living room, bathroom, bedroom, a telephone, a computer, a TV, a CD player.
b. To make students use the sentence “This is my bedroom.” to introduce their rooms, use“May I use the …?” to ask for permission and “I’m finished.” “Great.” to make a compliment, and show appreciation
1. Ability aims :
a. To develop students’ abilities, especially listening and speaking ability.
b. To develop the students’ abilities of communication by leaning the useful words and structures.
c. To train the students’ abilities of working in pairs.
2. Emotional aims:
a. To enable the students to ask for permission politely, and love their own family.
b. To develop the students’ consciousness of cooperation.
Ⅳ. Teaching key points:
a. Enable students to understand and speak the words.
b. Enable students to say and use the sentences correctly.
Ⅴ.Teaching difficult points:
a. Correct sounds of the words: e.g. bathroom, a CD player, ahead , finished .
b. Use the sentences in proper situations.
Ⅵ. Teaching methods:
Total Physical Response
Task-based teaching method
Communicative approach
Situational approach
Pair work or individual work
Ⅶ.Teaching aids: CAI, cards,
a red scarf , a CD
Ⅷ.Teaching procedures:
Step1. Warming-up
1. Free talk
T: Hello, boys and girls! How are you? …
2. Sing a song: Good morning (ppt)
Good morning, good morning
And how do you do?
Good morning, good morning
I’m fine. How are you?
(Purpose: It’s important to form
a good English leaning surrounding
for the students by singing and
speaking.)
Step2.Presentation
1. Teach bedroom ,bathroom kitchen, Living room one by one using the pictures on the ppt . Elicit students to pay attention to that there is some space between the living and room, but there is no space between bathroom, bedroom. Review the four words when they finish leaning the words.
(Purpose: Reviewing the words is to make the students be familiar with the words, and it can provide preparation for the next step.)
2. Game: Magic room
Show a vacant room, then add some furniture to the room, let students guess what kind of room it will be.
(Purpose: Game can raise students’ interests and can make them focus on the leaning contents without feeling tired.)
3. Teach a telephone, a computer, a TV, a CD player using the sound or real stuff. e.g.
wei wei a telephone;
da da da a computer .
Elicit students to find the relation between the new words and the leaned words , e.g.
a computer game and a computer.
4. Listening
a.listen and point to the words
b.Listen and say the words
5. Guessing game
Ask some students to come to the front, take a card and mime an action, either something she would do in that room or using the item, other students try to identify the room or item.
(Purpose: To make students do and guess, they will feel happy and curious, it can consolidate the leaned words.)
6. Dialog 1
a. Let students look at Mei Ling’s bedroom and give judgment in Chinese
b. Students listen and lean the dialog
c. Ask some students to act out the dialog after preparation.
d. Invite some students to introduce their bedrooms to the Monkey King or the Mickey Mouse. (ppt)
7. Dialog 2
a. Ask students to guess what the people are speaking in the living room.
b. Listen and point.
c. Match who can recite the dialog with their partner after a certain giving time.
d. Show a picture of the happy sheep, the sheep has some furniture in his house .Let students to ask for permission to use them, and see if the sheep is willing to allow them to use them .
(Purpose: Young students like the cartoon character happy sheep ,so they are willing to talk to him. They want to hear what the sheep will say, so they can keep their attention.) Dialog 1
8. Dialog 3
a. Lean the last dialog .
b. Match:The teacher gives out a command and asks students to do it ,and when they are finished , they must say “I’m finished.” , let students compete with their partner.
Step3. Consolidation
Guessing game : Who is speaking ?
Invite some students to come to the front , blindfold their eyes with a red scarf , point to a dialog ,and ask a another students to read the first line of the dialog in his or her disguise voice. The first students try to respond with the second line of the dialog and guess who said the line one.
(Purpose: To raise students’
abilities of listening and
speaking.)
Step4.Homework
1. Introduce their bedrooms to their friends in English.
2. Role-play the dialogs with their best friends
Step5.Blackboard design:
Unit 3 At Home Lesson 1
(This is my)
Kitchen, living room,
Bathroom, bedroom,

(May I use the)

a telephone, a computer,
a TV, a CD player
I’m finished .
Great !
[教学反思]
根据低年级年龄特征和教学内容特点，设计时本着“激趣，创新，应用，拓展”原则，结合交际法和任务型教学法，我做了如下尝试：
1.用轻松愉快的歌曲导入新课，让学生融入到英语废为；以丰富的活动组织课堂，创设开放宽松的学习环境。
2.用多媒体配合实物，创设情境呈现单词和句型，让学生在真实的情境中，在愉快的游戏中学习操练和交际。 这种兴趣法，情境法和交际法教学的效果明显好于词汇法和语法法。
3.两人合作，真实表演，同组比赛的组织要加强
4.时间的分配要更为合理一些。