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1、2021-2022年三年級(jí)英語上冊 Unit 3 Lesson 25FamilyClass Opening and Review教案 冀教版 GREETING SING A SONG Let the class choose a favourite Song. New Concepts 1. Cry(ing), laugh(ing), sing(ing), play(ing), talk(ing). DEMONSTRATE Do actions to demonstrate cry, laugh, sleep and play as you say the words with

2、the class. Write the words on the blackboard and have the students repeat them as you point to each word. STUDENT BOOK: L25 N1 Discuss the pictures in the student book. Use as much English as possible. For example, with gestures, try questions such as: Point to someone laughing. Is he/she happy

3、or sad? Where is someone talking? What are they saying? Why is the little girl crying? Play the audiotape as the students follow in their books. DRILL Lead the class through a question-and-answer drill such as: Teacher: What’s he/she doing? What’s he/she doing? Say it, please. Class: What’

4、s he/she doing? Teacher: What’s he/she doing? (Point to a picture in the student book.) Class: He/She is __ ing. Ask a volunteer to stand at his or her desk and perform any one of the five actions and repeat the drill. Volunteers may also perform other actions the students can name, such as wal

5、king, jumping, pointing and drawing. Move quickly through this exercise. Teaching Tip Remember, use words and structures the students have already learned as often as possible, in both formal and informal ways. When teaching a new structure, substitute vocabulary the students have already learne

6、d. Find natural opportunities to make conversation with individual students in English, such as asking questions, making requests and giving assistance. ACTIVITY BOOK: L25 N1 This exercise requires the students to underline laugh, cry, sing or, play to match pictures. 2. Family, daughter,

7、son, mother, father. STUDENT BOOK: L25 N2.3 Explain that the class will learn about families. Lead the class in a discussion about the pictures in the student book of Jenny’s family and Li Ming’s family. For example, ask the students what they notice about the organization of the pictures. Why a

8、re the pictures organized that way? Make statements about the pictures that review the vocabulary and link the concepts of boy/man with son/father, and girl/woman with daughter/mother. For example: He/She is a boy/girl. He/She is a son/daughter. Son/Daughter. Say it, please. Where is Jenny? This

9、 is Jenny’s family. (Circle Jenny’s family.) This is Jenny’s father/mother. He/She is a man/woman. Father/Mother. This is Li Ming’s father. He is a man. He is a father. Father. Play the audiotape as the students follow in their books. DRILL Lead the class in a drill about family members. Fo

10、r example, draw a rough picture of a family on the blackboard. Point to people in the picture and ask questions such as: Teacher: Is this a _____or a ____? Class: A ____. Teacher: Is he a daughter? Class: No, he’s a son/father. Remember to call on individual students sometimes and sometimes

11、 groups of students or the whole class. As the students reply, write the word on the blackboard with an arrow drawn to the correct person. ACTIVITY BOOK: L25 N2.3 In Number 2, the students match words for family members with pictures by writing the correct letter in each circle. In Number 3, the

12、 students draw a picture of their own family and label the people in it with the new family vocabulary. Show the students the word list at the bottom of the exercise. Some of the students may want to add more people than they can label in English. This would provide you with a natural opportunity to

13、 supplement their vocabulary with words such as aunt, uncle, cousin, niece and nephew. Class Closing SING “IF YOU’RE HAPPY AND YOU KNOW IT” Do the song with a variation. Ask half the class only to sing and the other half only to do the actions. 附送： 2021-2022年三年級(jí)英語上冊 Unit 3 Lesson 26Li Ming’s

14、FamilyClass Opening and Review教案1 冀教版 GREETING Greet the class with any phrases the students have learned. SING “THE PRETTY LITTLE GIRL” Play the audiotape to sing the song if you need it. The student-book pictures in lesson 22 might help the students remember the words. ROLE-PLAY Ask the stud

15、ents to form groups of three. Ask them to take turns practicing a dialogue based on: Student 1: (Do an action.) Student 2: (To Student 8.) What’s he/she doing? Student 8: __ing. or He’s/she’s __ ing. You may review possible actions with the class. Move quickly through this activity. Teaching Ti

16、p Remember, you can review vocabulary in many ways, including vocabulary card games. These are suggestions; see the “Game” at the back of this guide. The choice of game is up to you, depending on your students’ need and your preference. New Concepts 1. Businessman, doctor, student. My father/moth

17、er is a ______. DISCUSS Introduce the concepts businessman, doctor and student. For example, ask the students to recall and say the name of the person who helps them if they are hurt (nurse). Explain what a doctor does and that Li Ming’s mother is a doctor. Ask if anyone has a doctor in the fami

18、ly (only if this will not offend). Discuss businessman (Li Ming’s father) and student (Li Ming). Link the concept student with school. Ask the students to say the words a few times with you. STUDENT BOOK: L26 NI Ask the students to look at the pictures in the student book and describe what they kn

19、ow in English (Li Ming, family, China, son, school, father, mother, family). Point to the pictures and read each sentence slowly to the class. Then play the audiotape as the students follow in their books. The audiotape plays the story twice: once for the students just to listen and once for them t

20、o repeat after the speaker. Ask the students questions about the story. Encourage them to make observations about the story from the pictures. Use English where you can, with gestures and the pictures to make yourself understood. Encourage the students to answer in English when they can. For exampl

21、e: Where does Li Ming’s family live? Who is in Li Ming’s family? What work do his father and mother do? What work does Li Ming do? 2. Short, tall. DEMONSTRATE pare pictures, objects and drawings you make on the blackboard to demonstrate short/tall. For example, pick two students, one short an

22、d one tall, to e to the front of the class and lead the class as follows: Teacher: (Point to one of’ the students.) Short/Tall. Short/Tall. Say it, please. Class: Short/Tall. Teacher: Is he/she short or tall? Class: He/She is____. STUDENT BOOK: L26 N2 Ask the students to point to the pictu

23、res as you say short, tall, with the class. Play the audiotape as the students follow in their books. Ask questions about the pictures such as: Is Li Ming’s father tall or short? Is Li Ming’s mother tall or short? ACTIVITY BOOK: L26 N1 Do this exercise in class. The students draw a picture in

24、each of the two boxes. Each picture must show any one of the following: tall or short. Encourage the students to draw stick figures and work quickly. Tell them not to plete the sentences under the pictures yet. When they are finished, ask the students to form small groups and take turns showing the

25、ir pictures to each other. The group looks at each picture and describes it by finishing the sentence under it. OBSERVE Walk around the class as the students work. 3. Song: “1 Love You, You Love Me.” STUDENT BOOK: L26 N3 Teach this song about Li Ming’s family line by line to the students. Then

26、play the audiotape as the class sings along. The last line refers to one child and two parents. Class Closing ACTIVITY BOOK: L26 N2, 3 In Number 2, the students write words to look like their meaning. For example, they write the word tall in tall letters. Show them the example at the top of the exercise. In Number 3, the students fill in the blanks to plete sentences about their families. They should use Chinese for the names and English from the word list for the rest.