小学英语三年级(下)教材培训

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1、小学英语三年级（下）教材培训备课必做之事 备课标：教学目标 备学生：年级；学生特点；相关环境因素：班主任、家长；备教材：已知基础；本学期教学内容；将来要学习内容及其联系；写教学计划：学期、单元、课时关于教学目标 英语课程标准中提到的英语课程的目标是什么？共有几个级别？小学应该达到哪个级别？本套教材的编写依据与思路是什么？一级教学目标的具体内容是什么？各年级对学生写的要求是什么？本套教材的编写依据与思路 编写依据：整体语言学习的思想 编写思路：在学习故事的基础上学习语言知识和发展语言技能。每单元以故事开始，其目的是使学生在一定的语境中接触、体验、理解真实的和有意义的语言，然后在此基础上重点学习语

2、音、词汇、语法等语言知识，训练听说读写等语言技能，并通过歌曲、歌谣、游戏以及补充故事进一步巩固所学语言知识和技能。备教材建议 纵观本册教材所涉及的内容，话题，语法等；和以前教材相比较看一看哪些是新知识，哪些是旧知识再现，准确把握知识的生长点；看本册教材在整套教材中所处的位置，找准教学的重点，适当为下一个语言点教学做好铺垫；一定要多看教参及课程标准对本册教材的要求，做到有的放矢，切勿只凭经验；教学一定要立足有利学生发展角度，不能为了考试而教，一定要把目光放远。学生已有知识基础分析（一年级）1 Hello2 About me 3 At school 4 Colors 5 Numbers 6 Hap

3、py birthday7 Animals 8 Shapes9 Food and drink10 Family11 Clothes12 I can swim学生已有知识基础分析(二年级）1 Hello2 This is Danny Deer3 Whos that？4 Anns family5 Hes my father6 Review7 Is it a pear?8 Are these tomatoes?9 How many?10What color is it?11I can climb12Review 三年级教材内容 1Dont walk!2How much?3Whose CDs?4Dinn

4、er time!5Our school 6Review 7 At the restaurant 8 Big bird 9 Hot soup 10 Mockys store 11 Green berries 12 Review四年级教材内容1 Mocky the 1 Mocky the JugglerJuggler2 I like Bobby2 I like Bobby3 It3 Its too expensives too expensive4 Where is it?4 Where is it?5 Our town5 Our town6 Review6 Review7 Today is Mo

5、nday7 Today is Monday8 Mocky is late8 Mocky is late9 Day and night9 Day and night10 Let10 Lets gos go11 Uncle Jack11 Uncle Jacks farms farm12 Review 12 Review 五年级教材内容1 Ann1 Anns dreams dream2 Mocky2 Mockys bad days bad day3 Sports day3 Sports day4 Mocky4 Mockys birthdays birthday5 Bigger and taller5

6、 Bigger and taller6 Review6 Review7 This bag isn7 This bag isnt minet mine8 The concert8 The concert9 A football game9 A football game10 Buying E-books10 Buying E-books11 Cooking with 11 Cooking with MockyMocky12 Review 12 Review 六年级教材内容1 1 Meet the Bingo KidsMeet the Bingo Kids2 He has to walk the

7、2 He has to walk the dog dog3 the health club3 the health club4 Party time4 Party time5 What were you doing5 What were you doing6 Review6 Review7 At the shopping mall7 At the shopping mall8 The broken computer8 The broken computer9 The mountain bike race9 The mountain bike race10 In the emergency 10

8、 In the emergency room room11 Life in the year 205011 Life in the year 205012 Review 12 Review 单元结构分析 每个单元有哪几部分？每部分的主要功能是什么？在整个单元中的作用是什么？这一部分与学生的生活有什么联系？教学目标如何设定?在教学当中你是怎样处理的？单元结构以及教学建议L 1：story L 2：words to learn，listen and number，lets sing.L 3：talk together、listen and number,trace match and copy;L

9、 4：phonics,touch,ask and answer blackboardL 5：read and check lets chant lets do.L 6：storytime and self-assessment.故事教学故事教学 给学生提供一个相对完整、真实的语境，提供给学生提供一个相对完整、真实的语境，提供一个呈现结构、功能的语言素材（包括单词、一个呈现结构、功能的语言素材（包括单词、功能句）。使学生在相对真实、完整的语境中功能句）。使学生在相对真实、完整的语境中接触、体验、理解真实有意义的语言。接触、体验、理解真实有意义的语言。作用：实际上故事教学是我们本套教材的重点，作用

10、：实际上故事教学是我们本套教材的重点，如果把每单元都比喻成一把伞的话，那么故事如果把每单元都比喻成一把伞的话，那么故事教学就是这个伞的中心，其他的语言项目和语教学就是这个伞的中心，其他的语言项目和语言活动都是由这个中心发出的伞的个个分支。言活动都是由这个中心发出的伞的个个分支。（赵春生）（赵春生）Lesson 1-故事教学故事教学 目标目标：学生能学生能理解故事理解故事 （学生能明白故事的内容，第一课时学生能基（学生能明白故事的内容，第一课时学生能基本跟读，不要求让学生背下来并表演出来）本跟读，不要求让学生背下来并表演出来）教学重点：要突出讲故事教学重点：要突出讲故事 （讲故事不是单纯的老师一

11、个人把整个故事讲（讲故事不是单纯的老师一个人把整个故事讲出来，是要设计一些问题和学生一起把故事讲出来，是要设计一些问题和学生一起把故事讲出来，要充分调动学生的参与广度和深度，不出来，要充分调动学生的参与广度和深度，不要让学生处于一种被动的接受状态）要让学生处于一种被动的接受状态）故事教学建议故事教学建议 1）整体呈现故事内容，使故事有连贯性。整体呈现故事内容，使故事有连贯性。避免呈现一幅图就练习语言点。避免呈现一幅图就练习语言点。2）在讲故事之前，通过挂图、课件等展在讲故事之前，通过挂图、课件等展示故事的人物和场景，让学生指认出人物，示故事的人物和场景，让学生指认出人物，猜测故事的主要情节（学

12、生用汉语表达他猜测故事的主要情节（学生用汉语表达他们的想法也没关系，教师用英语重复他们们的想法也没关系，教师用英语重复他们说的话）说的话）故事教学建议故事教学建议 3）教师讲故事时要面对全体学生。要用教师讲故事时要面对全体学生。要用动作、手势、借助图画、课件等辅助教学动作、手势、借助图画、课件等辅助教学材料，根据故事中的角色，用不同的声音材料，根据故事中的角色，用不同的声音讲故事。讲故事。4）播放录音，让学生把故事完整地听几播放录音，让学生把故事完整地听几遍，遍，以指读方式关注故事中的文字，培养以指读方式关注故事中的文字，培养学生认读能力。学生认读能力。5）注重德育的渗透）注重德育的渗透故事教

13、学的步骤与建议 Set the scene Set the scene Introduce the new words,using the key Introduce the new words,using the key structure:I like/I donstructure:I like/I dont like,do you t like,do you likelike Create purpose for the ss to read/Create purpose for the ss to read/listen the storylisten the story Tell t

14、he storyTell the story Follow up tasksFollow up tasksBut how?Set the sceneAsking questionsPlaying a guessing gameSharing ss experience.Introduce new words in the storyUsing wh questionsUsing real objects/picturesUsing a guessing game Create purpose for ss to read/listen the storyMake a suspension（悬念

15、）Set questions for ss to find outSet tasks Tell the storyUsing pictures+using the tape+using the facial&body language+Follow up tasksDubbing（配音）for one of the characters Miming（模仿）one of the characters Role playingQuestion answering Lesson 2 Words to learn 第二课时的核心内容是什么？起什么作用？词汇与故事的关系是什么？在第二课时故事的学习应达

16、到什么程度？如何分析词汇学习部分的单词？如何呈现与操练？词汇教学步骤与建议 Words to learnCreate a sense（意义）（意义）of need for a wordShowing the meanings of wordsDrawing attention to meanings before drilling（演练）（演练）wordsUsing commands（指令）（指令）/real objects for vocabulary teachingThe writing of the word How?Create opportunity（chance)for ss t

17、o show what they have learned How to show the meaning?a staplercafoften stare atchase Why and how do we write?Mark the picture/match the wordsDictation(How?)Classification（分类、分级）Matching the beginning to the ending Bingo gameListen to this Lead in:ask questions/describe the picsSet the taskCheck the

18、 result:pair work/whole classFollow up activityThings to notice Listening activity are meant to（有意要，打算）train NOT TO test.The best practice therefore is obtained by having learners do the activity more or less successfully.Set tasks before listening Teaching listening strategies(skills)歌曲教学及建议：Enjoy

19、a song 能唱5首英文歌曲，说5首英语歌谣Set the scene Review/explain vocabulary:apple pie,ginger man,soupSet the task:how many?What?Listen to the songSing the song Follow up activity:to create ss own song Time to spare（余下的）?Review/categorize（分类）（分类）ss food vocabularyAdd new vocabularyPre-teach the vocab in the songL

20、esson Talk together的编写目的 Talk together是一种交际性的会话练习，是一种交际性的会话练习，与第一课的模式不同，这里的练习活动与第一课的模式不同，这里的练习活动结合孩子的实际，是一种控制性的语言结合孩子的实际，是一种控制性的语言交际活动，这里要强调语境的真实，这交际活动，这里要强调语境的真实，这项活动的主旨是培养孩子用英语进行交项活动的主旨是培养孩子用英语进行交流的能力，不是句子或句型的背诵。流的能力，不是句子或句型的背诵。Talk together的教学建议 建议：引导学生看图口头描述图片；听建议：引导学生看图口头描述图片；听录音看课文；重点提示；模拟情景自己

21、录音看课文；重点提示；模拟情景自己做对话（也可以创编）做对话（也可以创编）注意：不要过分强调对话中给的句子，注意：不要过分强调对话中给的句子，这里只是为学生提供一个话论较多的较这里只是为学生提供一个话论较多的较为真实的语言示范，只要学生能运用里为真实的语言示范，只要学生能运用里边的重点句型模拟情景创编出自己的对边的重点句型模拟情景创编出自己的对话就可以了。话就可以了。Talk together教学步骤与建议Provide the vocabulary neededPresent the structure neededCreate the purpose for talk:make it in

22、to a interview Ss carry out the taskTeacher directs feed back Principles for teaching speaking Give ss practice with both fluency and accuracy Provide opportunities for ss to talk by using group work or pair work,and limiting teacher talk Plan speaking tasks that negotiation for meaningPossible tech

23、niques&activities Information gap activitiesInformation gap activities JigsawJigsaw（拼拼版玩具）版玩具）activitiesactivities Role-playsRole-plays SimulationsSimulations（模（模拟拟）各年级书写的要求一年级 书写不作要求二年级 能正确书写字母三年级 能正确书写单词或短语四年级 能够模仿范例书写简单的单句。五六年级 能够模仿范例完成简短的应用语篇书写。三年级写的教学 各段书写内容：二年级上注重二十六个字母的书写；下注重首字母的书写；三年级上逐步过渡到整

24、个单词的摹写；三年级下增加了书写活动，主要有：根据插图补全句子，逐步过渡到让学生写完整的句子，有的是意义连贯的几句话。三年级写的教学 要求：1.小学阶段不易过分追求书写的规范性。只要书写基本正确、工整就可以。字母书写的重点是字母的形状、大小以及字母之间的距离和单词之间的距离。2.在教授新词汇时，不要过早提出拼写的要求，不要过分追求拼写的准确性。3.写还是应该以写单词为主，包括描实、抄写和访写。有时候也要求学生根据图片提示填写单词，如Im hungry.I want _ and _.Lesson 4 语音教学的特点及建议语音教学的特点及建议本套教材的语音教学编排的很好，占整个一本套教材的语音教学

25、编排的很好，占整个一页，说明非常重视语音教学，在每册书的安页，说明非常重视语音教学，在每册书的安排上也是有很强的逻辑性。排上也是有很强的逻辑性。相同点：相同点：Sounds and letters按照发音规则按照发音规则呈现了语音词汇。呈现了语音词汇。Listen for针对呈现的语针对呈现的语音词汇做了练习。音词汇做了练习。Read with Uncle Booky给学生提供总结，实践的机会，让学生运用给学生提供总结，实践的机会，让学生运用刚刚学习的读音规律试着读出几组单词。刚刚学习的读音规律试着读出几组单词。变化：上册是五个元音字母在单词中的发音，变化：上册是五个元音字母在单词中的发音，本

26、册是辅音字母在单词中的发音。本册是辅音字母在单词中的发音。语音教学的特点及建议语音教学的特点及建议内容：辅音字母内容：辅音字母c,g,两种不同的发音以两种不同的发音以及字母及字母k,f,v,j,q,w,y 的单音。的单音。要求：本部分的词汇应重点学习，但以要求：本部分的词汇应重点学习，但以听、说为主，不要求拼写；听、说为主，不要求拼写；要求掌握单要求掌握单词正确的发音，培养学生对发音的敏感词正确的发音，培养学生对发音的敏感性；引导学生发现、总结发音规律；性；引导学生发现、总结发音规律；建议：在课堂上让学生多听多模仿，注建议：在课堂上让学生多听多模仿，注重引导学生体验，探索，自己发现规律。重引导

27、学生体验，探索，自己发现规律。语音教学步骤与建议 Phonics Present the soundControlled practiceSemi-controlled practice Build up the relation between spelling and phonics Principles of pronunciation Avoid the teaching of individual sounds in isolation（孤立）Provide feedback on learner progressListening for perception(理解)To iden

28、tify correctly different sounds,sound-combinations and intonationsAt word-levelAt sentence-levelAt word-level Oral activityRepetitionSlow motion speakingWhich categorySame or differentHow often did you hear it Reading and writing activityIdentifying the right wordWriting the right word Things to not

29、iceListen and repeat is important but it is not the only waySs produce wrong word doesnt not necessarily mean they cant tell the differencesMeaning and meaningless/know and unknown word Uncle Bookys Blackboard Uncle Bookys blackboardThe form and the meaningThe form and the functionExchange idea/get

30、things done Touch,ask and answerProvide the vocabulary/structuresFluency/accuracyDoes it involve negotiation for meaning?不作为教学内容处理 让学生总结规律 复习依据Rearrange the layout,have ss discover the ruleI likeYou likeHe likesShe likesTom likes Possible difficultiesDoes Mary likeYes,she does./No,she doesnt.Lesson

31、5 Reading Lead in Set the taskFinish the first one as exampleSs perform the taskTeacher directs feedbackTeacher directs reflection ChantFollow the instruction of the song Lets do:A word-level gameProvide vocabulary for ssSet the taskSs categorize the vocabularyT directs feedback Teaching reading str

32、ategies Build assessment and evaluation into your teaching Short of time?Skip lets do thenLesson 6 Read for comprehension Set the scene Explain unfamiliar word&sentenceCreate purpose for ss to readSs read the storyT directs the feedbackFollow up activity Self-assessmentFollow the instruction on TRB

33、Short of time?Skip the storySet the assessment as homeworkUncle Bookys storytime 目的：为学生提供更多的有意义的语言材料。区别：主故事既要给学生提供有意义的语言材料，同时也呈现主要的词汇、句型和日常表达法等重点内容，而补充故事则主要是使学生通过阅读更丰富的语言材料复习和巩固所学语言项目，同时使学生体验阅读故事的乐趣。Uncle Bookys storytime 要求：读懂故事为主，并在此基础上巩固本单元的有关词汇、语法和表达法。从整体来讲这部分不是重点学习内容，但并不等于不学。建议：把它作为泛读材料处理，让学生在趣

34、味阅读中不知不觉培养阅读能力和掌握重点语言知识和技能。分单元教材介绍第七单元教学目标 能够简单表达个人对食物的喜好 能说所学食物的名称 能够在图片、声音辅助下读懂故事大意 能够跟随录音说唱歌曲和歌谣 能够区分字母C在单词中的三种发音 Function:Function:asking and answering questions about likes asking and answering questions about likes and dislikesand dislikes Structure:Structure:Do you like(hot dogs)?Do you like(

35、hot dogs)?Yes,I do./No,I donYes,I do./No,I dont.t.What do you like?What do you like?I like/donI like/dont like(chicken).t like(chicken).(Ken)likes(bananas).(Ken)likes(bananas).Vocabulary:Vocabulary:Core:Core:food,fruit,vegetables,chicken,hot dog,food,fruit,vegetables,chicken,hot dog,French fries,res

36、taurant,menuFrench fries,restaurant,menuPhonics:Phonics:camera,cat,circle,circus,CD camera,cat,circle,circus,CDContextual:Contextual:Here Heres the restaurant.apple pie,s the restaurant.apple pie,soupsoupUnit 7 Function:Function:Describing people and animalsDescribing people and animals Structure:St

37、ructure:He is a tall boy.HeHe is a tall boy.Hes a short boy.s a short boy.Is she a tall girl?Is she a tall girl?Yes,she is./No,she isnYes,she is./No,she isnt.t.What animal is it?What animal is it?Is it a big animal?Is it a big animal?Vocabulary:Vocabulary:Core:Core:tall,short,thin,fat,young,old,long

38、,tall,short,thin,fat,young,old,long,badbadPhonics:Phonics:gate,goat,giraffe,page,orange gate,goat,giraffe,page,orangeContextual:Contextual:beautiful,forest,peacock beautiful,forest,peacockUnit 8单元教学目标 能够简单描述人或物的大小、长短等 能够在图片、录音辅助下读懂故事大意 能够跟随录音说唱歌曲和歌谣 能够区分字母g在单词中的发音 Function:Function:asking and answer

39、ing questions about likes asking and answering questions about likes and dislikesand dislikes Structure:Structure:Do you like(hot dogs)?Do you like(hot dogs)?Yes,I do./No,I donYes,I do./No,I dont.t.What do you like?What do you like?I like/donI like/dont like(chicken).t like(chicken).(Ken)likes(banan

40、as).(Ken)likes(bananas).Vocabulary:Vocabulary:Core:Core:food,fruit,vegetables,chicken,hot dog,food,fruit,vegetables,chicken,hot dog,French fries,restaurant,menuFrench fries,restaurant,menuPhonics:Phonics:camera,cat,circle,circus,CD camera,cat,circle,circus,CDContextual:Contextual:Here Heres the rest

41、aurant.apple pie,s the restaurant.apple pie,soupsoupUnit 9 Function:Function:asking and answering questions about foodasking and answering questions about food Structure:Structure:This soup is hot.This soup is hot.Is that milk cold?Is that milk cold?Yes,it is./No,it isnYes,it is./No,it isnt.t.I Im h

42、ungry.m hungry.Vocabulary:Vocabulary:Core:Core:soup,water,milk,hungry,thirst,sweet,soup,water,milk,hungry,thirst,sweet,sour,favoritesour,favoritePhonics:Phonics:Contextual:Contextual:I Im all right now.bowl,jugm all right now.bowl,jugUnit 10 Function:Function:asking and answering questions questions

43、 asking and answering questions questions about healthabout health Structure:Structure:How are you today?How are you today?WhatWhats the matter?s the matter?I Im not well.My stomach hurts.m not well.My stomach hurts.I Im better.m better.HeHes not well.His eye hurts.s not well.His eye hurts.Vocabulary:Vocabulary:Core:Core:stomach,tongue,head,hair,eye,ear,stomach,tongue,head,hair,eye,ear,nose,mouthnose,mouthPhonics:Phonics:Contextual:Contextual:come with me.Drink this.Open come with me.Drink this.Open your mouth.berries,say aaaahyour mouth.berries,say aaaahUnit 11