新世纪版三年级上册英语
Unit 1 Father or Me?
教育目标：
1.让学生学习有关家庭成员的单词，激发对家庭的热爱。
2. 引导学生主动与他人交流，增进彼此情感。
知识目标：
基础目标：
1.Words and expressions
From Wonderland From FarmlandFrom Grand Theatre
*mother Vincent van Goghphoto
*father sunflower* look at
*auntlady* grandma
*uncle * who
songuess
daughter* me
*brotherlook like
*sister
注：带*号表示在前面几册课本中已经出现过，但仅作听、说、读要求，全书同。
2. Sentence patterns
From FarmlandFrom Grand Theatre
Who's…? You look like?
Who's…? 是谁？/谁是……?
3．根据课文内容回答Questions and Answers 中的问题，并根据实际情况回答On your own中的问题。
4．掌握Music Box中字母a和b在单词中的读音。
5．根据Disneyland中的内容，将更多的家庭成员单词编入儿歌，进行替换性练习。
Difficult Points
1.提醒学生注意在英语中uncle, aunt, 一词多义，如：grandfather和grandmother可表示爷爷，外公；奶奶，外婆。
2.学会区分I 和me的用法。
3.掌握单词look，see，watch在句子中的不同含义和用法。
发展目标：
1.通过变换人称，掌握look like的用法：I look like .../You (They) look like .../He (She) looks like ... 在一般现在时的句型中，当主语是第三人称单数时，谓语动词look后要加s。
2.了解更多有关家庭成员与亲戚的单词，例如：niece, nephew等。
能力目标：
1. 能用英语简单介绍自己的家庭成员。
2．能用已学过的单词替换Grand Theatre的某些部分进行再创造表演。
情感、策略和文化等有关目标：
1. 让小学生懂得要重亲情，重友情。
2. 学习策略：在学习过程中善于学习别人的长处。
教学资源：
Student’s book 3A P1~P7
Cassette 3A Unit 1
Student’s workbook 3A P1~P6
Word and picture cards 3A Unit 1
Teaching Transparencies 3A Unit 1
Student’s photos
教学时间：5课时（每课35~40分钟）
课时安排：建议本单元安排5教时。
第一课时：Wonderland & Language Lab
第二课时：Farmland
第三课时：Grand Theatre & Language Lab
第四课时：Language Lab & Music Box
第五课时：Disneyland
Lesson Plan ( 1 )
Procedures | Contents | Methods | Purpose |
Pre-task preparation | Warming-up Rhyme: Hi, hi, hi, my dear mummy. |
Say the rhyme in chorus.
|
通过儿歌创设良好的学习氛围。
|
While task procedures | Task 1 Introduce the new words: father, mother, aunt, uncle, son, daughter, and brother and sister.
Task 2 Understand the family relationships by using a family tree.
Task 3 Finish Language Lab Part 2 |
3. Learn the new words. 4. Compare the spelling and pronunciation of mother, father and brother.
1. Draw a family tree. 2. Elicit the students to tell the relationships between two people. Eg: Sandy is Carl’s son. Carl is Sandy’s father.
Spell the new words. | 教师通过自己的家庭照片引出新授内容，激发了学生的好奇心，自然地引发了学生的学习动机。 在教授新单词的过程中注意将形近与音近的单词进行对比，帮助学生建立完整的知识结构。
通过形象的家谱图表帮助学生理解家庭关系，在梳理关系的同时，新授单词又一次得到复现。 |
Post-task activities | Say something about the students’ own family.
| 1. Take out the family photo. 2.Introduce the family members to a friend.
| 将所学知识联系实际，让学生在真实的语境中使用学到的内容。 |
Lesson Plan ( 2 )
Procedures | Contents | Methods | Purpose |
Pre-task preparation | Revision Review the words about the family member.
|
1. Spell the words. 2. Introduce one or two family members.
| 通过复习检查学生是否掌握上节课所学内容，并为新课做准备。 |
While task procedures | Task 1 Introduce the sentence pattern “Who’s…?” by guessing who the person is Task 2Distinguish the celebrities.
Task 3Know Vincent van Gogh and his masterpiece Sunflower. |
1. The teacher shows a photo of his/her childhood. 2. Guess by using “Who is he/she” 3. Learn the sentence.
1. Show some photos of celebrities. 2. Discuss in groups by using “ Who’s this/ that?” “Is he/she…?”
1. Show Sunflower and encourage the students to tell their opinions about it. 2. Introduce Vincent van Gogh and his other famous paintings. |
由教师孩童时期的照片引出新的教学内容能激发学生的学习兴趣。
通过认识名人不仅能操练所学句型，也能更多地了解世界。
通过了解凡高及其作品操练句型，扩大视野，拓展知识范围。 |
Post-task activities | 1.Make a dialogue of talking about the families of both sides.
2.Learn the dialogues on the course book.
| Make a dialogue by using “Who’s …” to talk about the families.
Listen to the tape and repeat the sentences. Role play the two dialogues. | 用所学的语言讨论现实中的事物，突出了语言的功能性。
通过学习表演课本上的对话感受所学句型的功能。 |