《2019-2020年三年級英語上冊 Unit 3 Lesson 16教學(xué)內(nèi)容與分析及課前準(zhǔn)備 人教新版.doc》由會(huì)員分享，可在線閱讀，更多相關(guān)《2019-2020年三年級英語上冊 Unit 3 Lesson 16教學(xué)內(nèi)容與分析及課前準(zhǔn)備 人教新版.doc（4頁珍藏版）》請?jiān)谘b配圖網(wǎng)上搜索。

2019-2020年三年級英語上冊 Unit 3 Lesson 16教學(xué)內(nèi)容與分析及課前準(zhǔn)備 人教新版 一.教學(xué)內(nèi)容與分析 1． Just speak 本部分運(yùn)用Peter和Ying在學(xué)校門口見面時(shí)相互問候的情景，讓學(xué)生通過觀察，了解畫中人物的身體狀況，學(xué)習(xí)表示身體不適時(shí)用的Not very well,同時(shí)熟悉相關(guān)的呼應(yīng)語Oh, sorry。 2．Just read 學(xué)習(xí)認(rèn)讀neck，arm，hand。學(xué)生應(yīng)能夠聽懂，會(huì)說這些詞，并能在句子中應(yīng)用。 3． Lets do 　　運(yùn)用TPR活動(dòng)，鞏固復(fù)習(xí)所學(xué)內(nèi)容。 二、課前準(zhǔn)備 1．一些醫(yī)用包扎帶，紗布等。 2．頭飾和人名胸卡。 3．本課所需圖、詞卡片。 附送： 2019-2020年三年級英語上冊 Unit 3 Lesson 18Hot Cold教案1 冀教版 Greet the students with a phrase they have learned, such as Hello. How are you? How do you feel today? SING A SONG Choose a song the class enjoys. DRILL Ask the students if they can name any of the two feelings they learned in the last class: happy and sad. Then lead the class through a question-and-answer drill such as: Teacher: How are you today? Class: I’m/I feel ______. Teacher: How do you feel today? Class: I’m/I feel ______ Teacher: Are you ______? Class: Yes/No. I’m/I’m not _____. Review the parts of the body. For example, ask the class to stand and give directions such as: Put your hand on your head/arm/leg/foot! Point to your __! Ask the students to look at your poster of body parts and call out the name for each as you point to them. Teaching Tip Remember, there are many games for reviewing vocabulary, including vocabulary card games. You can substitute a game for a drill. See “Games” at the back of this guide for suggestions. Choose a game that suits your students’ needs and your preferences. New Concepts 1. Cold, hot, tired. DEMONSTRATE Use actions and facial expressions to demonstrate the meaning of the words hot, cold and tired. For example, fan yourself or mop your face as you say I feel hot! Hot. If necessary, translate. STUDENT BOOK: L18 N1 Review with the students that “I” refers to the speaker and “you” refers to someone the speaker is talking to. If you need to, use examples to make it clear. Play the audiotape as the students follow in their books. MAKE UP A DIALOGUE IN PAIRS Ask the students to find a partner and make up a dialogue based on questions and answers about feelings, including cold, hot and tired. For example: Student 1: How do you feel? /Are you _____? Student 2: Yes/No, I’m ____. /I feel_____. /I don’t know. Tell the students to pretend they are in a happy or sad situation. Encourage them to use their imaginations: they can be in the future or in the past; they can change the situation with actions; they can use any other vocabulary they know. Give the groups three to five minutes. Then ask all of the students to stand and, all at the same time, run through their dialogues once for practice. PRESENT Ask six volunteer groups to e to the front of the class and present their dialogues. ACTIVITY BOOK: L18 N1 In this exercise, the students draw lines to match words and pictures for feelings. 2. Song: “if you’re Sad and You Know it.” STUDENT BOOK: L18 N2 This song is just like “If You’re Happy and You Know It” from Lesson 17. It uses the same tune with different words. Teach the song line by line. For example, use the pictures in the student book to help demonstrate the lines of each song. Do the actions as you say the words and ask the class to follow you. Play the audiotape and let the students just listen and follow in the student book. Then ask them to sing along and do the actions with you. In the next verses, replace “If you’re sad and you know it, sit and cry” with: If you’re hot and you know it, fan your face. If you’re tired and you know it, go to sleep. If you’re cold and you know it, stamp your feet. Class Closing ACTIVITY BOOK: L18 N2, 3 Number 2 reviews parts of the body by asking the students to circle, colour and underline pictures. Number 3 is called a “word find.” The students look for the words hidden in the puzzle. In this one, the words are either vertical or horizontal. The hidden words are listed in the word list. The students circle the words and cross them off the list as they find them. Show them the example in the exercise