2021-2022年三年级英语上册 Unit 3 Lesson 16教学内容与分析及课前准备 人教新版一.教学内容与分析1． Just speak 本部分运用Peter和Ying在学校门口见面时相互问候的情景，让学生通过观察，了解画中人物的身体状况，学习表示身体不适时用的Not very well,同时熟悉相关的呼应语Oh, sorry2．Just read 学习认读neck，arm，hand学生应能够听懂，会说这些词，并能在句子中应用3． Let's do 运用TPR活动，巩固复习所学内容二、课前准备1．一些医用包扎带，纱布等2．头饰和人名胸卡3．本课所需图、词卡片附送：2021-2022年三年级英语上册 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 SONGChoose a song the class enjoys.DRILLAsk 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 TipRemember, 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 Concepts1. Cold, hot, tired.DEMONSTRATEUse 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 N1Review 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 PAIRSAsk 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.PRESENTAsk six volunteer groups to e to the front of the class and present their dialogues.ACTIVITY BOOK: L18 N1In 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 N2This 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 ClosingACTIVITY BOOK: L18 N2, 3Number 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。