北师大版小学英语三上教案全.doc

新北师大版英语三年级上册全册教案课时一：Unit 1 Me and My FriendsLesson 1: Let's Make Friends教学目标：- 研究并认读单词：make, friends, friend, I, and, you- 在熟悉的语境下研究并复述句子："I can make friends."- 能够用简单的句子描述自己和朋友教学准备：- 教学课件- 单词卡片- 学生练册教学步骤：1. 导入：让学生观看相关图片，引导他们讨论“朋友”和“交朋友”的话题。

2. 通过展示单词卡片的方式，教授新单词：make, friends, friend, I, and, you。

帮助学生正确发音并理解词义。

3. 在课件中展示简单的句子：“I can make friends.”，并纠正学生的发音。

利用肢体语言和示范，帮助学生理解句子的意思。

4. 师生互动练句子，并逐渐引导学生能够用正确的语音和语调表达句子。

5. 学生个别练和小组活动：让学生用自己的话描述自己和朋友。

鼓励学生尽量运用所学的单词和句子。

6. 小结：总结本课所学内容，鼓励学生用“朋友”和“交朋友”为话题展开讨论。

课堂作业：1. 完成练册上与本课相关的练。

2. 练和复述本节课所学内容。

课时二：Unit 1 Me and My FriendsLesson 2: Let's Sing教学目标：- 研究并唱歌谣：Make Friends教学准备：- 教学课件- 音乐播放器教学步骤：1. 导入：回顾上节课所学内容，引出本节课要研究的歌谣。

2. 播放演唱Make Friends歌谣的音乐，让学生先跟随音乐节奏拍手和跺脚。

鼓励学生积极参与。

3. 引导学生跟随音乐歌唱，帮助他们熟悉歌曲中的重要单词和短语。

4. 教师带领学生逐句学唱整首歌曲，并强调正确发音和语调。

5. 学生个别练和小组活动：学生分组进行唱歌比赛，评选最好的组合。

三年级英语第三册教案第 1 单元内容：Don’t walk本单元总课时：7课题：Unit 1 Don’t walk授课日期：年月日教学内容：故事教学教材分析：先锋英语教材以小学生的生活经验和认知发展水平为基本出发点，主人公都是活泼可爱的小动物和与学生年龄相仿的儿童。

书中选用的话题与学生日常生活紧密联系，并采用任务式的活动设计，让学生在完成任务的过程中，运用语言，发展思维，0发挥想象，动手动口，合作参与，在实际交流中发展交流的能力。

本单元是北师大版先锋英语第三册第一单元的第一课时故事教学，主要讲述了主人公Mocky在公共场合做了一些不文明行为，找到了Ken, Ann的阻止。

围绕这一情景展开对祈使句的学习，话题中包含的重点句子出现的频率较高，语言较简单，重在对故事的理解，了解功能句的适用场景。

学生分析：三年级学生经过2年的英语学习，已经有了一定的语言基础并且能够配合老师完成正常的教学活动。

本册书第一单元Don’t walk，密切联系实际，教育学生在生活中应该做的一些事情与不应该做的一些事情，潜移默化的把学生带入英语的世界，让他们明白英语可以在我们的日常生活中起到非常大的作用，它是必不可少的一项基本技能。

学生之前的学习中虽然没有接触过祈使句，比较生疏。

但由于语言比较简单，贴近学生生活，能够激发学生的兴趣。

设计理念：由复习动词入手，激活学生的已有知识，从学生的生活实际出发，引导学生思考生活中在公共场合看到的不文明行为，进入学习，讨论主人公Mocky的行为是否可取。

教学目标：知识与技能：能够明白故事大意。

能根据上下文理解下列词right, left, again, litter, worry, move, here's your money.过程与方法：通过做游戏，以旧引新.利用媒体技术，创造情境，利用角色扮演，进行语言实践。

情感态度价值观：通过对故事的学习，教育学生要遵守交通规则，别人遇到困难时要主动帮助。

小学英语北师大版三年级上册 Unit 1 Hello!lesson 1 What'syour name? 全套教案模板范文【比赛获奖教案】1教学目标1. 能够理解本课故事大意。

2. 能够流畅、有感情地朗读所学故事, 养成良好的听读习惯。

3. 知道字母O在单词中闭音节的发音,并运用其规律,拼读简单的单词。

2学情分析本课教学对象为三年级学生。

该阶段学生已经具备了一定的语音基础:学生对辅音字母在单词中的发音基本已经掌握,对于一些新的单词也能在教师的帮助下尝试拼读。

对元音a, e, i, o, u重读闭音节的发音规律已经有所体会。

学生可以在头脑中初步建立字母与字母自然发音间的直接联系,能够自主拼读简单的,符合发音规律的单词。

本课学习将通过阅读故事“What’s going on?”,学习巩固字母O重读闭音节的发音规律,鼓励学生尝试运用此规律展开多层次的拼读练习。

3重点难点1. 能够流畅、有感情地朗读所学故事, 养成良好的听读习惯。

2 知道字母O在单词中闭音节的发音,并运用其规律,拼读简单的单词。

4教学过程4.1第一学时教学活动1【导入】Warm up1.Sing the phonics song.2.Read the words.设计意图:1.歌曲导入激发学生兴趣2.快速朗读词汇的活动训练学生快速解码识别语音的能力,也为后面的流利朗读故事做好准备。

2【讲授】Pre－reading1.Look at the cover,what can you sen.观察故事封面,引出主题。

2.创设故事情景:引导学生观察故事背景,并设悬激发学习欲望。

Q1:What happen to the baby bird?(设计意图:。

创设情境,引导学生观察,激发学生的求知欲,启迪学生的思维,设下悬念。

) 3【活动】While－reading1.Listen to the story and answer the question。

Unit2 Lesson2Unit 5教学反思Unit 5 Let’s eat第一课时教学反思：教学过程中是一个师生交流和沟通的互动过程。

它既不是教师任意、刻意灌输的过程，也不是学生学习复制、被迫接受知识的过程。

它是学生生动活泼的生活，是师生共同发现和体验的过程，师生情感上的水乳交融是这种过程的基本体现。

在这里教师不是一个居高临下的长者，不是“传道、授业、解惑”的智者，教师是一个普通的学生学习的设计者、辅导者、参与者。

在这样的教学活动中，不只是学生，教师也同样会获得愉快的体验。

在这堂课的教学中，以“购物”游戏贯穿于始终。

让学生在活动中体验学习英语的乐趣。

培养学生的交往合作能力和语言表达能力。

Unit 5 Let’s eat第三课时教学反思：教师引导学生采取集体统计和个人采访相结合的方法进行活动，给学生展示自我的空间，又增强了学生之间的友好团结，提高了学习效率。

歌曲的教学教师同样注重为学生扫清难点，创设情景，使学生在音乐中感受“野餐”的愉悦，学习英语的乐趣。

Unit 5 Let’s eat第四课时教学反思：鼓励学生大胆表达自己想要喝的饮料或食物，操练句型。

当学生掌握了Can I have some…?句型后，教师提示学生用别的物品来替换食品饮料，真正地做到活学活用。

整个教学过程做到了循序渐进，由浅入深，同时启发了学生的创新精神Unit 5 Let’s eat第五课时教学反思：本课时的教学重点放在了Let’s do部分，采取多种形式开展活动和游戏，引导学生练习和运用所学的单词，吸引了学生的注意力，避免为学单词而学单词的枯燥。

形式活泼多样，学生玩中学，学中用，有助于教学目标的实现。

Unit 5 Let’s eat第六课时教学反思：学习歌谣前，略讲歌谣词意，在讲解dinner time的同时教给学生breakfast和lunch 的英语表达，有助于扩大学生的词汇量。

歌谣的操练采取了学生编演、小组比赛的形式，活跃了课堂气氛。

Unit 1 Hello!Lesson 1Teaching aims:Hello! What’s your name? My name’s ….Listen and talk.Teaching emphasis:Asking names and giving one’s own.Teaching process:1. Warm-up (Greetings)Give each child an English name to use in class.Give each child an English name on a light card tag to pin on. As each name is assigned, say the name and have the class repeat it after you.2. Use English namesChoose one child. Ask, “What’s your name?” The child replies using the name of his or her card.If necessary, help with pronunciation. Repeat for the whole class.3. Introduce the charactersTell the children that they are going to read some stories about these characters:Uncle Booky, Mocky, Ken, Ann.Tell the children that they are going to meet some new friends.Hold up the mask for Peter and Wang Ling.4. Model the dialogUse any two of the masks. Use one mask and say, “Hello, what’s your name?”Use the other mask and reply, “My name’s … .”5. Talk about the storyHave the children open their books and talk about the characters.（What do you think they are saying?）6. StoryHave the class look at the pictures in their books as you play the tape.Play the tape again, and encourage the children to say the words.7. Sum up.HomeworkEncourage the childre n to practice greeting their family and friends in English, “Hello, my name’s … . What’s your name?”Lesson 2Teaching aims:Hello! What’s your name? My name’s ….Listen, say, talk and sing.Teaching emphasis:Asking names and giving one’s own.Teaching process:1. Review English namesSay, “Hello! What’s your name?” Encourage children to reply in turn,“My name’s … .”2. Review the characters with the masks.Ask, “What’s your name?” The children choose one character and then reply,“My name’s … .”Repeat with all the character masks.3. Learn to sayHave the class look at the picture at the top of the page.As you play the tape, have the class point to the character that is speaking.Replay the tape while displaying your copy of the page.As the tape is played, point to the words one at a time.Without the tape, read the words together. Have the children touch each word as they say it.4. Listen to thisPoint to each picture and ask, “Look at the picture, Who is saying?”Elicit children say out the right answer.Play the tape and have the children number each picture.Listen again and check the answer.5. Let’s singRead the words to the children, pointing to each word.Play the first six lines of the song, encourage the children touch the words in their books as their sing along.Play the last two lines of the song. Ask the children to sing these lines using their own English names.Try to sing along with the tape.Lesson 3Teaching aims:Hello! What’s your name? My name’s ….Listen, talk and read.Teaching emphasis:The correct writing of each letterTeaching process:1. Warm-upSing the song along with the tape.2. Talk togetherUsing the structures, review each child’s English name.Using the masks, review the structures in a speech chain.Ask and answer one by one.Have each child turn to the top of page 6 and display the page and model the dialog, pointing to the matching character as you speak.Organize a speech chain, where children substitute their English names for those that are underlined.3. Listen and numberI ntroduce the characters to children first.Explain that you want them to listen to the tape and touch the correct characters when they hear them say,“Hello!”Play the tape again, have them write the number of the sentence in the box beside each picture.Check the answer.4. Touch and sayDraw the children’s attention to the bottom part of page 9. Display your copy of the page, and explain that when you point to a character you will ask a child to tell the c lass what that character would say.If time allows, children could repeat the activity in pairs or small groups.5. Uncle Booky’s BlackboardHold up the What’s your name? Drill card and read it to the children point to the words as you read them.Have the children repeat the question after you.Now hold up the What is your name? Drill card and repeat the procedure. Explain that both structures mean the same thing.Point to the ’s of What’s and explain that the apostrophe mark shows that a letter has been left out.In the same way, review My name’s and My name is.Now have the children open their books at the top of page 9.Model the structures by reading.6. Read, match and colorReview the structure Hello! My name’s … . Using masks and name cards.Ask the children to practice reading sentences like My name’s … by using drill cards.Ask children to read the sentences in the 4 speech bubbles and match them with the characters who have said them. Ask children to draw a line between the speech bubbles and characters.7. Divide the class into two groups. Have one group repeat the questions, and the other groups repeat the answers. Use all possible combinations.8. Sum upHomeworkColor the pictures and letters for Aa, Bb, Cc, Dd at page 7.Lesson 4Teaching aims:Hello! What’s your name? My name’s ….（Phonics and writing）Aa Bb Cc DdListen, chant and write.Teaching emphasis:The correct writing of each letterTeaching process:1. Check the children’s work for last period.2. Sing the song.3. Introduce the letter Aa, Bb, Cc, Dd.Display your copy of the page. Draw the children’s attention t the pictu re of the thing beginning with Aa.Play the tape, pointing to the matching picture of the word.Replay the tape and have the children say the words aloud.Repeat the procedure for letters Bb, Cc, Dd.4. Uncle Booky’s ABCHave the children turn to the black and white copy of Uncle Booky’s ABC. They can trace over the letters Aa, Bb, Cc, Dd and color the picture.5. Listen for the letters.Draw the children’s attention to the pictures at the bottom half of page 8.Display your page. Point to each picture in turn and say the matching word.Now play the tape. As the children repeat each word they should point to its beginning letter.6. Write the letters.Say, “Watch me write the letter A.” Stand with your back to the class. Write capital letter A in the air, using large arm movements. Ask the children write the letter in the air with you.Repeat for the small letter a.Have the children trace and copy the letter Aa.Walk around the classroom and check the children’s work.Follow the same procedure for Bb, Cc, Dd.Tell the children that they will finish tracing over the letters for homework.7. Sum up for the structures and the letters.Lesson 5Teaching aims:Hello! What’s your name? My name’s ….Listen, read and write.Teaching emphasis:Use the structures in communicationTeaching process:1Let’s chantUse the flash cards and have children practice reading these words.Read the rhyme to the children, pointing to each word.Play the tape for the whole rhyme and have children listen and point to the words on the page.Play the tape again and have children join in, encouraging them to hum or clap with the rhythm.Put pictures of dog, cat, ball and apple on the blackboard. Ask children to point to these pictures when listening to the tape again or they can add some actions and act the rhyme out.2. Clap namesIn this activity the children practice sounding out the separate syllables in their English names.Model the children’s English names for them. As you say each name aloud, clap your hands together once for each syllable. For example: My name’s David. （Two claps.）Have the children repeat all their names after you, clapping as they do so.Start a speech chain, so that the children can each ask the question and sound out their names individually.If time allows, repeat the procedure, substituting the names of the characters in this book.Lesson 6Teaching aims:Wake up! One for you. One for me.Listen, read and write.Teaching emphasis:Consolidate the structures and vocabulary learned in this unitTeaching process:1. Uncle Booky’s Story timeTell the children that they are going to listen to a story.Play the tape, ask the children to listen to the story with their books closed.Have the children open their books, and look at the pictures.Ask them to look for familiar words in the story.Have children read the story silently, encourage them to try to guess the meaning of unfamiliar words.It doesn’t matter if they don’t know the words. The requ irement for this part is to understand the story.2. BingoThis is a vocabulary drill in the form of a game.Photocopy a Bingo Game board 1 for each child.The teacher calls out the different character names/words and the children find the correct picture in their game board. （make sure that you call out the names/words in a random order）The children circle the word or letter （in pencil）when they hear the teacher call it out.The children call out “Bingo!” each time they have circled a full column down th eir Bingo boards.At the end of the game, review all the vocabulary in a class drill.3. Self-assessmentHave the children do this part in pairs or in groups by themselves.Children should assess themselves according to their own situation.They should be encouraged to compare their results with and learn from each other.Students work in pairs in the first activity, practicing introducing themselves.For the second activity, have children group the words beginning with the same letter together and say them aloud.4. Conclude for this unit.UNIT 2 This is Danny DeerLesson 1Teaching Aims:1.he student can be understand the dialogue what’s mean.2.The students like to learn English.3.The students can be read the dialogue.Teaching Emphasis:1. Review: How can use “What’s your name?” in dialogue. And answer it.2. Emphasis sentence: This is…. This isn’t….Teaching Difficulty:How can use “This is….” ”This isn’t….” in dialogue.Teaching Medium:Step 1:1. Hold up mask for Lulu. Say, “This is Lulu.”2.Have the children say Lulu. Repeat this for Danny.3.Repeat several times, and have the children say the names.Step 2:T: Hold up mask for Mocky and say, “This is Mocky.” Have the children repeat the sentence after me.Repeat the procedure for all the other masks.Hold up each of the masks in turn, and say, “This is …”S: Make it.At last, hold up a mask but say nothing. Have the children make a sentence of their own.Step 3:T: Say, “stand up.” As you say this, s tand up. Then have the children stand up.Repeat the procedure for Sit down.S: Let the children stand up and sit down in response.T: Repeat the procedure for Open your books. And Show me a pencil.Step 4:Open the books.T: Ask these questions about the pictures:Picture 1: Who can you see in the picture?What are they doing?What do you think they are talking about?Picture 3: What are Ann, Ken and Mocky doing?Picture 4/5: Who do they meet?Picture 6/7: Do they like him?Picture 8: Who does Mocky see?Picture 9: How does Mocky feel?Picture 10: Has Mocky made a mistake?Picture 11: What is happening to Mocky?Step 5:Story: The students read after the tape.Explain that people often say” Oh, no.” ”Come on!” “Super”Homework:Explain that you want the class to tell their families about the new characters, Danny and Lulu.Lesson 2Teaching Aims:1.Understand the dialogue what’s mean.2.The students like to learn English.3.The students can be read the dialogue very expertly.Teaching Emphasis:1. Review: How can use “What’s your name?” very expertly in dialogue. And answer it.2. Emphasis sentence: This is…. This isn’t….Teaching Difficulty:How can use “This is….” ”This isn’t….”very expertly.Teaching Medium:Step 1:Review: “Hello! What’s your name?”“ My name is …”Step 2:T: “This is … “ “This isn’t …”S: Introduce your good friend’s name each other.Step 3:T: Touch a book in the classroom. Make sure all the children can see it. Say, “A book.”Repeat for a pen.Play the tape and touch each object as you hear the words.S: Have the children look at the pictures at the top of page 16.Step 4:T: Show me a pencil and so on.S: Show itStep 5:T: What is this?S: This is a book and so on.Step 6:Play games:Have the children open their books at page 17. Drew their attention to the box at the top of the page.Point to each of the object in turn, naming them in English as you do so.Look at the picture; ask each pair in turn to give the English word for a missing object.Lesson 3Teaching Aims:1.se the dialogues explain the mind.2.Keep the students like to learn English.3.The students can be introduced these good friends.Teaching Emphasis:1. Review: How can use “What’s your name?”in live. And answer it.2. Emphasis sentence: This is…. This isn’t….Teaching Difficulty:How can use “This is….” ”This isn’t….” in live.Teaching Medium:Step 1:Introduce your good friend’s name each other.Step 2:Student book page 18:Say to the children: “Open your books.”Display your copy of the page. Read the words slowly, pointing to each word as you say it. Substitute two of the children’s English names for the underlined names in the text.Step 3:Listen and number:T: Display your copy of the page.Point to the picture of Danny Deer..Say, “This is Danny Deer.”S: Have the children repeat the words as they point to the picture in their books.Repeat another people.T: play the tape. Touch the correct picture as you hear the words.S: Explain that you want them to write the number of the sentence in the box beside each picture as they listen to the tape.Step 4:Review the second letter: a, b, c, d.Learn the new letter: e, f, g, h, i.Replay the tape, and have the children point to the matching pictures in their book.S: replay the tape and have the children say the word aloud.Step 5:Repeat the procedure that was used to introduce the letter Ee and the word eggs.Homework:Have the children open their books at page 19. Explain that you want them to: Color all the Ee letters in one colorColor letters Ff, Gg, Hh, Ii in different colors.Lesson 4Teaching Aims:e the dialogues explain the mind.2.The students like to learn English.3.The students can be expertly introduced these good friends.Teaching Emphasis:1. Re view: How can use “What’s your name?” expertly in live. And answer it.2. Emphasis sentence: This is…. This isn’t….Teaching Difficulty:How can use “This is….” ”This isn’t….” expertly in live.Teaching Medium:Step 1:Write the letter Ee-Ii:Student book page 20T: Stand with my back to the class.Write capital letter E in the air, using large arm movements.Ask the children to write the letter in the air with you.S: Learn the teacher’s.T: Repeat for the small letter e.And another letters.S: Go on doing that.T: Tell the children that they will finish tracing over the letters.S: Write the letters.Step 2:Student book page 20Listen for E-I:T: Draw the children’s attention to the pictures on the bottom half of the page.Display you copy of the page.S: Open the book and do it.T: Show the pictures for teaching.Say the matching word, for Example: elephant.S: Read after the teacher.T: Now play the tape.S: Read after the tape and should point to beginning letter.Step 3:T: Show the pictures.Stop the tape.S: Have the children point to each picture in turn and say the beginning sound. Step 4:Student book page 21T: Hold up the This is drill card and read it to the childrenPointing to the words as you read them.S: Read.T: Repeat the procedure with the Danny drill card.S: Read and think it.T: Use another mask for drills such as: Monkey, Booky and so on.S: Make it.Step 5:T: Hold up the This is not drill card and read it to the childrenPointing to the words as you read them.S: Read.T: Repeat the procedure with the Danny drill card; say, “this is Monkey”.S: Read and think it.T: Use another mask for drills such as: Monkey, Booky and so on.S: Make it.Homework:Remind the class of the work they began earlier, tracing and writing the letters.color the pictures on page 20.Lesson 5Teaching Aims:1. Understand the sentence how can use.2. The students like to learn English.3. The students can be very expertly introduced these good friends.Teaching Emphasis:1. The letters.2. Emphasis sentence: This is…. This isn’t….Teaching Difficulty:How can use “This is….” ”This isn’t….” very expertly in live.Teaching Medium:Step 1:Match the names:Student book page 22T: Ask children to say the names of the characters in the picture.If I point at one character and ask children to say its name.S: Answer it.Then color the characters.Step 2:Sing a song:<<When you are happy>>T: Tape 1-2S: sing after the tape.I think the children will enjoy learning this song.T: Repeat the tape.S: sing it again.Step 3:Let’s chant:Student book page 23T: Show the picture for new words.S: Repeat the new words.T: Make sure the children can say these things when given a picture or a real object.Tell the children that they are going to learn a rhyme about a naughty elephant.Play the tape for that.S: The children like to learn that.T: Play the tape.S: read after the tape again and have themselves join in, encouraging them to hum or clap with the rhythm.T and S:Have children point to the pictures in their books as they listen to tape again or they can add some actions and act the rhyme out.Step 4:Homework:1. Color the picture on page 22.2. Sing the song or the rhyme to their families.Lesson 6Teaching Aims:1. Use the sentence is very expertly and read the dialogue.2. The students like to learn English.3. The students can be very expert introduced these friends.Teaching Emphasis:1. The letters.2. Emphasis sentence: This is…. This isn’t…. very expert in live.Teaching Difficulty:How can use “This is….” ”This isn’t….” very expert in live.Teaching Medium:Step 1:Review:1.Review the letters.2.Review the new words.3.Review the dialogues.4.Review the emphasis sentence.This prepares the children for the game later in the lesson.Step 2:Uncle Booky’s storytime:Student book page 24T: 1. Make a scene.2. Play the tape.S: read after the tape.T and S:Divide some roles for this story and do it.Step 3:Introductions:This game reviews the structures hello! My name’s (Ann ).and This is (Ann).T: Have the children either sit or stand in a circle.Explain to the children that they are going to play a game where they introduce themselves and their friends.S: Make a circle and introduce their friends by right.T: continue until all the children have had a turn.Step 4:Self-assessmentStudent book page 25Have the children do the part in pairs or in groups by themselves.They should assess themselves according to their own situation.They should be encouraged to compare their results with and learn from each other.T: Make some terms about two children.Try to introduce the characters by book.S: Try it.T: one child points to a picture, the other says the name and then checks the box that below.They switch their roles.S: Try to do it.T: The children work in pairs and circle the letters they have learned in this unit. Homework:Introduce your friends for your parents.UNIT 3 WHO’S THAT?Lesson 1Teaching Aims:1、Use the dialogues explain the mind.2、The students like to learn English.3、The students can be ask and answer.Teaching Emphasis:1. Read the dialogue.2. Emphasis sentence: Who’s that?Teaching Difficulty:Read and understand the dialogue.Teaching process:1.Review:Ready some maskT: Hold up the Ken mask and say, “This is Ken.”S: The children repeat, “This is Ken.”T: Do the same for the other masks.T: Hold up the Ken mask and say, “This isn’t Ann.”S: Repeat: “This isn’t Ann.”T: Encourage the children to finish my sentence with “This is Ken.”. Repeat the procedure, using the other masks.2.Practice greetings:T: Hold up our hand says: “Hello!”S: Say: “Hello!” each other.T: Call a student, another children say: “Hello!” with he/she.Model the dialogT: Put the character masks along the blackboard ledge.Stand at the side of the room.Choose one child to be your helper.The helper points to each mask in turn.For each mask you ask, “Who’s that?” model the answer, This is Ken.S: Repeat.T and S: repeat for the other five masks.3Talk about the storyStudent book pages 26-27T: say to the class, “open your books.”Have the children find pages 26 and 27.Ask these questions about the pictures:Picture 1: How many children are in the playground?What are they doing?Picture 2: Where is Mocky?Picture 3-5: What is Mocky doing?What happens nest?Picture 6-7: What do our two new friends look like?Where are they from?Picture 8: What is Mocky doing?Picture 9: What happened to Mocky?Picture 10: Was he hurt?What is happening now?S: Think it and answer it.4Story:T: Play the tape.S: Listening.T: At the end, explain that we say Oh! Poor Mocky!Poor her means “unlucky” or “unfortunate.”Give the word in Chinese for ouch!S: Listen and think.T: Play the tape.At the end, encourage the children to say.“Oh! Poor Mocky!”“Join us.”“Ouch!”S: Do it.Homework:Tell their families about Cathy and Tommy.Practice greeting their family and friends in English, saying “Hi,!”Lesson 2Teaching Aims:1.Understand the dialogues what’s mean.2.The students like to learn English.3.The students can be read the dialogues.Teaching Emphasis:1. How can use “Who’s that?” in dialogue. And answer it.2. Emphasis sentence: Who’s tha t?Teaching Difficulty:How can use “Who’s that?” in dialogue. And answer it.Teaching process:1.Review:1)The students can be difference between this and that.2)Take some mask for student, who can introduce that.3)Use some object on these table for drill the sentence like T.2.Conduct.Student book page 28T: 1) Drill the classroom activities “open your books.”.2) Look the picture at the top of the page.3) Pictures for countries.S: 1) Open the book.2) Look the picture at the top of the page and think it.3) Read after teacher and tape for countries.3.Play the tape:S: Whose name you hear, then to touch the character and readT: Check the children are touching the correct pictures before moving on.T: 1) Take several masks for students in front of the classroom.2) Play the tape, play one name stop a moment for students read.Example: This is Wang Ling. She from china.S: Read after the tape and think it next one.T: Play the tape and check the students’ write.S: Write the number for these hear.T: Replay the tape.S: Check it with these heard.4.Let’s song:T: play the tape.S: song after the tape.T and S repeat this activity.Homework:Teaching your parents for the dialogue and the new words.Lesson 3Teaching Aims:1、Understand the word s what’s mean.2、The students like to learn English.Teaching Emphasis:1.How can use “Who’s that?” in live. And answer it.2. Emphasis sentence: Who’s that?Teaching Difficulty:How can use “Who’s that?” in live. And answer it.Teaching process:1.Student book page 30T: Have the children open their books. Draw their attention to the exercise at the bottom of page 30.2.Play the tape.S: listen and number the pictures according to the tapes.Repeat this act, until the students all finish the answers.T: The whole class check answers.3.Introduce the letter J j.T: Open your book page 79Review the second-hand letters for Uncle Booky’s ABC.4.Learn the new words. For example: jeep1)Read the word2)Students read after the T3)Look at the picture for “jeep ”. E ncourage all the children to say the wordaloud as they touch it in their books.T: teach the new letters:Look the picture, read after the tape.Look other letters and read after the tape.Read after the tape aloud.Letters writing.T: teach the new words:1.Look the picture, read after the tape.2.Look other words and read after the tape.3.Read after the tape aloud.Homework:1.Color each letter Jj-Nn.2.Trace over the lettersJj-Nn of Uncle Booky’s ABC and color the pictures.Lesson 4Teaching Aims:e the dialogues explain the mind.2.The students like to learn English.3.The students can be expertly introduced these good friends.Teaching Emphasis:1. Review: How can use “What’s your name?” expertly in live. And answer it.2. Emphasis sentence: This is…. This isn’t….Teaching Difficulty:How can use “This is….” ”This isn’t….” expertly in live.Teaching Medium:Step 1:Write the letter Ee-Ii:Student book page 20T: Stand with my back to the class.Write capital letter E in the air, using large arm movements.Ask the children to write the letter in the air with you.S: Learn the teacher’s.T: Repeat for the small letter e.And another letters.S: Go on doing that.T: Tell the children that they will finish tracing over the letters.S: Write the letters.Step 2:Student book page 20Listen for E-I:T: Draw the children’s attention to the pictures on the bottom half of the page.Display you copy of the page.S: Open the book and do it.T: Show the pictures for teaching.Say the matching word, for Example: elephant.S: Read after the teacher.T: Now play the tape.S: Read after the tape and should point to beginning letter.Step 3:T: Show the pictures.Stop the tape.S: Have the children point to each picture in turn and say the beginning sound. Step 4:Student book page 21T: Hold up the This is drill card and read it to the childrenPointing to the words as you read them.S: Read.T: Repeat the procedure with the Danny drill card.S: Read and think it.T: Use another mask for drills such as: Monkey, Booky and so on.S: Make it.Step 5:T: Hold up the This is not drill card and read it to the childrenPointing to the words as you read them.S: Read.T: Repeat the procedure with the Danny drill card; say, “this is Monkey”.S: Read and think it.T: Use another mask for drills such as: Monkey, Booky and so on.S: Make it.Homework:Remind the class of the work they began earlier, tracing and writing the letters.Can color the pictures on page 20.Lesson 5Teaching Aims:1. Understand the sentence how can use.2. The students like to learn English.3. The students can be very expertly introduced these good friends. Teaching Emphasis:1. The letters.2. Emphasis sentence: This is…. This isn’t….Teaching Difficulty:How can use “This is….” ”This isn’t….” very expertly in live.Teaching Medium:Step 1:Match the names:T: Ask children to say the names of the characters in the picture.If I point at one character and ask children to say its name.S: Answer it.Then color the characters.Step 2:Sing a song:<<When you are happy>>T: Tape 1-2S: sing after the tape.I think the children will enjoy learning this song.T: Repeat the tape.S: sing it again.Step 3:Let’s chant:T: Show the picture for new words.。

最新北师大版英语小学三年级上册全册优质教案导言这份文档旨在为小学三年级上册英语教学提供一套优质的教案，以北师大版英语教材为基础。

这些教案旨在帮助学生提高英语听说能力，并培养他们的阅读和写作能力。

目标- 帮助学生建立起对基础词汇和语法的理解和运用能力；- 培养学生的听说能力，使其能够流利地用英语进行日常对话；- 提高学生的阅读和写作能力，使其能够理解简单的英语文章和书写简单的英语句子。

教案设计以下是每个单元的教学目标和教案大纲。

教师可以根据具体情况进行调整和补充。

Unit 1: Hello!教学目标：- 研究问候语和自我介绍；- 研究数字 1-10；- 研究问与答“How are you?”。

教案大纲：1. 通过听唱歌曲 "Hello, Hello" 引入新课；2. 教授问候语和自我介绍的表达方式；3. 配对练，让学生进行问候和自我介绍；4. 研究数字 1-10，通过游戏和唱歌加深记忆；5. 研究问与答“How are you?”，进行角色扮演练。

Unit 2: Colors and Shapes教学目标：- 研究颜色和形状的基本词汇；- 研究描述物体颜色和形状的句子；- 研究问与答“Do you like...?”。

教案大纲：1. 通过展示彩虹和不同的颜色引入新课；2. 教授颜色和形状的基本词汇；3. 研究描述物体颜色和形状的句子；4. 进行颜色和形状的配对练；5. 研究问与答“Do you like...?”，进行小组问答练。

Unit 3: Family教学目标：- 研究家庭成员的称呼；- 研究介绍家庭成员的句子；- 研究包含家庭成员的对话。

教案大纲：1. 通过展示家庭照片引入新课；2. 教授家庭成员的称呼和介绍家庭成员的句子；3. 进行家庭成员的配对练；4. 研究包含家庭成员的对话，并进行角色扮演练；5. 进行小组讨论，谈论自己的家庭情况。

结束语以上是《最新北师大版英语小学三年级上册全册优质教案》的大体设计。

Unit3 Lesson3 参考教案Who’s that?一、学习目标：1、认知目标：能正确认读单词：Cathy, Tommy等单词。

2、能力目标：能熟练运用Who’s that? That’s… 等句型，并能做出正确的回答。

3、情意目标：激发学生学习兴趣，培养学生语言表达能力，增强学生自信心及团结协作精神.二、教学准备：课文中人物图片，单词卡片，课文录音等。

三、教学过程：Step1: 热身1. Greetings.2. Sing the song: When you’re h appy.3.Review。

Hi, boys and girls. Do the actions and sing. Hold up the Ken(Ann) mask. Encourage the pupils to say. Hello! Miss Li. Sing together. Look and say.S: This is Ken. This is Ann.Practice. 通过问候、唱歌等活动方式，调动学生学习积极性，将注意力转移到课堂上来，通过复习旧知识与新知识有所衔接。

Step 2: 情景呈现1. Study the new words. (Cathy, Tommy) The same way to study other words.2. Study the new sentences.3. Play a game: Show the Cathy mask and say: This is Cathy.Read: Cathy, Cathy, Cathy.Show the Tommy mask. Ask two children to act. Point one of the children and ask: Who’s that?Encourage the children to answer: That’s Tommy. Show other masks ask and guess. Read after the teacher. Greet to Cathy: Hi! Cathy! Greet to Tommy.S1: Hello! Cathy!S2: Hi! Tommy! Read after the teacher.Practice. Point the other child. Ask and answer:S1: Who’s that?S2: That’s Cathy. One child turn back to the class and wear the mask.Ss: Who’s that?S1: That’s Mocky?S2: No.S3: That’s Cathy. …Until the answer is right.这是本单元新单词教学及相应的句型教学,为下一步的课文教学打下基础.Step 3: 自主模仿Practice:Modeling dialogue. Divide the class into five sections. Give each section a role in the conversation. Listen and follow in their books. Perform actions as they repeat. Thewhole class acts the dialogue, with each group saying the corresponding. Remind them to point to the corresponding pictures as they do so.通过听录音、看教学挂图，感受真实的生活情景，为下一步的学生玩演提供了真实的语言。

北师大版三上全册教案教案一：Unit 1 My School Day教学目标：1. 学习并掌握日常生活中常用的动词短语，如get up, have breakfast, go to school等。

2.学会描述自己的日常作息安排。

3.培养学生听读说写的能力。

教学重点：1.动词短语的运用。

2.描述自己的日常作息安排。

教学难点：描述自己的日常作息安排。

教学准备：多媒体课件、教学图片、录音机。

教学过程：一、导入（5分钟）1.导入上节课所学的日常活动动词短语，复习并巩固学生的基础知识。

二、呈现短语（10分钟）1. 利用多媒体课件或教学图片呈现新的动词短语，如get up, have breakfast, go to school等，并给出相应的图片帮助学生理解。

三、听力训练（15分钟）1.播放录音，让学生听音后选择正确的动词短语。

2.让学生跟读录音，模仿发音，训练听说能力。

四、学生情景练习（20分钟）2.鼓励学生之间积极互动，教师可以引导学生进行辅助提问和回答。

五、游戏活动（10分钟）1.教师给出一个时间，如“8:00”，学生迅速说出自己在这个时间点正在做的事情，并用动作表演出来。

六、巩固与评估（10分钟）1.教师出示图片，学生用所学的动词短语进行描述。

教学反思：通过本节课的教学，学生通过听、说、读、写等多种方式，掌握了日常生活中常用的动词短语，并能够运用它们来描述自己的日常作息安排。

教师在教学过程中注重培养学生的听说能力，通过多种形式的练习帮助学生巩固所学知识。

同时，通过情景组织活动和游戏等形式，增加了教学的趣味性，激发了学生的学习兴趣。

Unit 4 My FamilyLesson 1 This is my family.Teachering materialanalysis: (zhongdianciju )1.Students can understand and read the story in this lesson with the help of the pics2.Students can identity the main members in the family: family ,father, mother, grandgather,grandmother.3. Students can introduce their father and mother to others.Teaching importance: (zhongdian)1.Understanding and reading of the text based on the pic.2.Identification and reading the words: family ,father, mother, grandgather, grandmother.3.Introduction of the new members using the patterns we learned.Teaching periods(:jieduan) Lesson 2Teaching method:(fangfa) Happy teachingTeaching asids:(jiaoju)Reorder tape some room’s cardTeaching steps:Step 1. Warming upSing the songDivide the class into 2 groups and sing the song: Who’s that in Unit 3.T:Today,we will learn a story.We will meet Ken and Ann’s family.Step 2.Learn the new sentences1.Show some cards and teach them2.Practice on pairs like the teacher.3.Act them one by one.Step 3.Learn the new sentencesGive them a modle and Write it on the Bb.Who is this?This/That is the ,he/she is my friendThat is meLet Ss make sentences in their groups pay attention to the fllowing points:Act it like the modle.Try to change the words to practice in groups.Eg:Use This is the … .T: 1 Do you any ang questions?What have you learn t from this lesson ?Step 4.运用拓展1 .Let Ss make some questions on their exercise books.2.Let Ss chant .This is …This is …This is my familyThis is … This is …This is my father.PartⅤ. Blackboard DesignUnit 4 My FamilyLesson1Who is this?This/That is + 人名，he/she is my {family ,father, mother, grandgather, grandmother.}教学反思：Unit 4 My FamilyLesson 2 That’s my sister,KateTeachering materialanalysis: (zhongdianciju )1. Students can identity the main relatives in the family: uncle ,ant, sister, brother, cousin..2.Ss use the the pattern:that’s my sister,Kate to introduce their sisters and brothers..3.Students can understand and read the story with the help of pics and CD.Teaching importance: (zhongdian)1.Read the text in correctly on the basis of understanding.2.The usages of the new words: uncle ,ant, sister, brother, cousin3.Make self-introduction by using the patter: that is me.Teaching periods(:jieduan) Lesson 2Teaching method:(fangfa) Happy teachingTeaching asids:(jiaoju)Reorder tape some room’s cardTeaching steps:Step1设疑自探（8minutes）Write the new words on the blackboard uncle ,ant, sister, brother, cousinT:Please look at the blackboard and talk about how to pronounce the words correctly.Step2解疑合探(15minutes)Then encourage the Ss to stand up and read the words,if all the Ssdo not know how to read, the teacher should tell them.1)The teacher choose some Ss to stand up and explain it.If there is something wrong,the teachershould correct it.2)The teacher read the test.Then let Ss read after the teacher.Then let the Ss make the dialogue,choose one or two teams tostand up and act it out .Step 3质疑再探(8 minutes)T:Can you tell me something about the text?S1:How to write Chinese names in English?S2:Can we use the other way to answer“who is this” in English? …Step4运用拓展(8 minutes)Exercises.1 .Let Ss make some questions on their exercise books.2.Let Ss chant .This is …This is …that is me.This is … This is …This is (uncle ,ant, sister, brother, cousin)PartⅤ. Blackboard DesignUnit 4 My FamilyLesson2uncle ,ant, sister, brother, cousin.教学反思：\Unit 4 My FamilyLesson 4 Get it RightTeachering materialanalysis: (zhongdianciju )1. Students can read and write Oo Pp Qq Rr correctly.2. Students can identify and read the words of orange,panda,queen,rabbit,office,peacock,questionand rice.Teaching importance: (zhongdian)1. Reading and writing of Oo Pp Qq Rr2. Studends can sense the pronunciation of Oo Pp Qq Rr in these English words.Teaching periods(:jieduan) Lesson 2Teaching method:(fangfa) Happy teachingTeaching asids:(jiaoju)Reorder tape some room’s cardTeaching proceduresStep1. Warming up1. Show the letter cards from Dd to Nn disorderly and let the students make the right order for themT:Can you read these letters?2. Teacher show a letter card to the last students of each group and let them pass the letter by writing it on his/her front classmate’s back. Finally,the 1st students of each group write the letter he/she understand on the blackboard.Step2. 设疑自探（8minutes）Write the new words the letter of Oo Pp Qq Rr on the blackboardT:Please look at the blackboard and talk about how to pronounce the words correctly.Step3解疑合探(15minutes)Then encourage the Ss to stand up and read the words,if all the Ssdo not know how to read, the teacher should tell them.1)The teacher choose some Ss to stand up and explain it.If there is something wrong,the teachershould correct it.2)A. Teacher plays the CD and put the letter cards on the blackboard. Model the reading.B. Teacher point the letter and students name out itC. Learn the writing of letters and let students finish Trace and Copy in the book.Step 4质疑再探(8 minutes)T:Can you tell me something about the text?A. Show the words cards of ask which letter start with letter”O”, and so on.Teacher model the readingB. Teacher point the word and students name out itStep5运用拓展(8 minutes)Exercises.(1)Color Oo Pp Qq RrTeacher makes the command and Students finish the task.For example: Look at the pic. Color the big R and color the small p.(2)Let the students write the letters on their exercise bookFinish part 4 of this lesson and emphasizes the pronunciation of Oo Pp Qq Rr in the characters.Guessing game. Teacher show the letter but cover the first letter and mode the pronunciation. Ask students which letter is missing. In this way, Ss can sense the phonetic pronunciation of Oo Pp Qq Rr in the letter of orange, panda, queen, rabbit, office, peacock, question and rice.PartⅤ. Blackboard DesignUnit 4 My FamilyLesson4Oo Pp Qq Rr orange,panda,queen,rabbit,office,peacock,question and rice.教学反思：Unit 4 My FamilyLesson5 Have a tryTeachering materialanalysis: (zhongdianciju )1. Students can chant rhythmically.2.Students can learn to sing the song and understand the song text.3.Students can understand the culture difference btw Chinese and western countries and know the different saying way of family members.Teaching importance: (zhongdian)1.Understanding and singing the song2.Identity and reading of the pattern of introducing family members.Teaching periods(:jieduan) Lesson 2Teaching method:(fangfa) Happy teachingTeaching asids:(jiaoju)Reorder tape some room’s cardTeaching proceduresStep1. Warming up1 Sing a song.2 Greetings.Step2. 设疑自探（8minutes）1, Uncle Booky’s storytime.T: we are going to listen to a story.Play the tape, ask Ss to listen to the story with their books closed.Have Ss to look for familiar words in the story.Have Ss read the story silently, encourage them to try to guess the meaning of unfamiliar words.Give them more time to listen and say.2, another family game.This game revie ws the family vocabulary presented in this Unit and the structure “That’s my __.”Divide the class into small groups. Have Ss take out their family drawings from lessen 1.Have each student in turn show their drawing and name each family member, “That’s my aunt” etc.Step3解疑合探(15minutes)Use this game to review the character names, vocabulary, and letters introduced in Unit 4.Step4, Step 4质疑再探(8 minutes)T:Can you tell me something about the text?This game reviews new vocabulary and letters introduced in Unit 1 through 4. it is best played in pairs.Ask Ss to take out their small flashcards for the words.Have Ss do “Self-assessment” this part in pairs or in groups by themselves.Step5运用拓展(8 minutes)课本47页连线题做一做教学反思：Unit 4 My FamilyLesson6 Round upTeachering materialanalysis: (zhongdianciju )1.Students can introduce the family using the pattern in this unit.2.Review the pronunciation and writing of letters Jj Kk Ll Mm Nn.3.Students can understand the story of Uncle Booky’s storytime.Teaching importance: (zhongdian)1.Revision of the patterns,words of this unit.2.Understand of the story of Uncle Booky’s storytime.Teaching periods(:jieduan) Lesson 2Teaching method:(fangfa) Happy teachingTeaching asids:(jiaoju)Reorder tape some room’s cardTeaching proceduresStep 1 Warming-up1.Play the song on lesson 5. students sing and do the action.2.Group competitionDivide the class into 2 groups and choose 1 student from each group. Teacher show the cards on the blackboard and read the words to see which students can point out the right word quicker. Step2. 设疑自探一（5 minutes1)Introduce your family1.Review the family member word of this unit based on family tree.2.Students prepare the family photo and introduce the family member with new patterns.2) Trace the letters and read the words aloud.Let the students trace the letter and find the words start with the letter E, or the sound /f/.3) Uncle Booky’s story time1.leading.Teacher show the pic of UFO and ask if they know any story about UFO. Tell the students the story is about UFO.2.LearningStudents read the story and say what happen in the story. learn the story with the students.T:Who are in the story?what are their names.Step 3解疑合探（7 minutes）1)The teacher let the students read the new words.If there issomething wrong, the teacher should correct it.2)The teacher let the students show the head ornament to thotherstudents.If there is something wrong, the teacher should correct it.Step 4质疑再探（10 minutes）1.About this lesson, what else do you want to ask?2.What have you learn t from this lesson ?Finish Match the Letters in the book .Step5运用拓展(8 minutes)Do the revision by introducing a new friend to family with the new pattern.教学反思：Unit 5 My ThingsLesson 1 That’s his dog.Teachering materialanalysis: (zhongdianciju )1.Students can understand and read the story in this lesson with the help of the pics2.Students can understand the difference of he and she,his and her and their usage.Teaching importance: (zhongdian)1.Understanding that the pattern”He’s and She’s my ..”and “That’s his/her “are related in the conetent and the latter is not used separately.Teaching periods(:jieduan) Lesson 2Teaching method:(fangfa) Happy teachingTeaching asids:(jiaoju)Reorder tape some room’s cardTeaching proceduresStep 1. Warming up1.Sing the songSing the song: my family and review the lesson of last unit.Step2. 设疑自探Show the pic 1 and tell students that where is it? What is Mocky here for . and that the students guess who Mocky will meet today.A. T show the pic 5 and askT:what happened? Whose dog is it? Let’s watchPlay the CD and lead the students to discuss the question：whose dog is it?Step 3解疑合探（7 minutes）B. Play the CD and Ask studentT:Who did mocky meet? And help to lead the answer: Ken’s mother and Ken’s father.C. Play the CD again and let the students understand the story. show pic 2 and let the studentsunderstand the new word: computer.3) Reading and Acting the storyLet the Ss read and act the story.Learn to say.A.Let the students observe the pic and practise the dialoguesB.Let the students practice the new pattern with their belongings on the desk.2.Listen and MatchTell students that they will find the owner for each object they hear in the CD. Let them students observe the pic and know what objects there are.T: What is this? It is a …..who’ this? This is …….Play the CD twice and let the students finish the matching by themselves and then check the answer by lead the the pattern: that’s my father. It is….tep 3质疑再探(8 minutes)T:Can you tell me something about the text?S1:How to write Chinese names in English?S2:Can we use the other way to answer“who is he” in English? …Step5运用拓展(8 minutes)Ask the students to read the text after class.Blackboard DesignUnit 5 My ThingsLesson1His,her,Who’s he ?Who’ she?ComputerThat’s his /her computer/dog/hat/cat..教学反思：Unit 5 My ThingsLesson 2 It’s not your bagTeachering materialanalysis: (zhongdianciju )1.Students can understand and read the story in this lesson with the help of the pics2.Ss can identify the name of stationary.3.Students can say the owner of objectives by using my,your,his,her.Teaching importance: (zhongdian)1.Read the text in correctly on the basis of understanding.2.sing the song.Teaching periods(:jieduan) Lesson 2Teaching method:(fangfa) Happy teachingTeaching asids:(jiaoju)Reorder tape some room’s cardTeaching proceduresStep 1. Warming up1.Guessing game.Show the part of pencil box,toy car,bike and other things and let the students guess what arethey and teach the words.2. tell the students that these objectives belongs to the characters in this lesson,let the studentsguess the owners.Step2. 设疑自探Question: show the last pic of last lesson and askT: where is the dog？Where is mocky’s bag? Can mocky find his bag？Step3. 解疑合探A. Play the CD and watch the story.Show the bag in pic 6,askT: Is this Mocky‘s bag?Show the pencil box in pic 7 and ask :what is this?Step4.质疑再探1.Talk together.Let the students observe the pic first and askT:Look, is this his bag？Step5运用拓展(8 minutes)Ask the students to sing the song to their parents .PartⅤ. Blackboard DesignUnit 5 My ThingsLesson3 Have FunTeachering materialanalysis: (zhongdianciju )1. Ss can act the story with the help of pics2. Students can identify the stationary and daily things such as:pencil,pencil box,bag,crayon,ruler, computer,toy car.Teaching importance: (zhongdian)1. Acting the story with different role.Teaching periods(:jieduan) Lesson 2Teaching method:(fangfa) Happy teachingTeaching asids:(jiaoju)Reorder tape some room’s cardTeaching proceduresStep 1. Warming up1.Sing the song2.RevisionTeacher show the word card and the pic and let the students match the pic and words correctly. Step2. 设疑自探T：what do you have in your bag/pencil box?Step3. 解疑合探Listen and match1. Let the students watch the pics and tell the objects and character names.2.Play the CD and let the students point at the according character and objects in the book3. Play the CD again and let the students match the characters and objects.4. Play the CD，sentence by sentence and check the answer with class.Step4.质疑再探T: Look at the this pictures.what’s this?S: What is this? Is this a ruler?S: No,It is my pencil.Step5运用拓展1.Read and explain the pattern on blackboard and let the students summary the usage of each pattern and explain to students that abbreviation form of “ he’s ”and “she’s”.2.Read Uncle Booky’s blackboard after class.教学反思：Unit 5 My ThingsLesson 4 Get it RightTeachering materialanalysis: (zhongdianciju )1. Students can read and write Ss Tt Uu Vv correctly.2. Students can identify and read the words of sun.umbrella, taxi,violin,snake,turtle,vegetable Teaching importance: (zhongdian)1. Reading and writing of Ss Tt Uu Vv2. Studends can sense the pronunciation Ss Tt Uu Vv in these English words.Teaching periods(:jieduan) Lesson 2Teaching method:(fangfa) Happy teachingTeaching asids:(jiaoju)Reorder tape some room’s cardTeaching proceduresStep1. 设疑自探1. Show the letter cards from Dd to Nn disorderly and let the students make the right order for themT:Can you read these letters?2. Teacher show a letter card to the last students of each group and let them pass the letter by writing it on his/her front classmate’s back. Finally,the 1st students of each group write the letter he/she understand on the blackboard.Step2. 解疑合探1) Learn the letter of Ss Tt Uu VvA. Teacher plays the CD and put the letter cards on the blackboard. Model the reading.B. Teacher point the letter and students name out itC. Learn the writing of letters and let students finish Trace and Copy in the book.Step3.质疑再探A. Show the words cards of ask which letter start with letter”U”, and so on.Teacher model the readingB. Teacher point the word and students name out itColor Ss Tt Uu VvTeacher makes the command and Students finish the task. For example: Look at the pic. Color the big U and color the small V.Step4.运用拓展1.Let the students write the letters on their exercise book2.Finish part 4 of this lesson and emphasizes the pronunciation of Ss Tt Uu Vv in the characters.3.Guessing game. Teacher show the letter but cover the first letter and mode the pronunciation. Ask students which letter is missing. In this way, Ss can sense the phonetic pronunciation of Ss Tt Uu Vv in the letter of sun.umbrella, taxi,violin,snake,turtle,vegetables.Blackboard DesignUnit 5 My ThingsLesson4Ss Tt Uu Vv sun.umbrella, taxi,violin,snake,turtle,vegetables教学反思：Unit 5 My ThingsLesson5 Have a try Teachering materialanalysis: (zhongdianciju )1. Students can chant rhythmically.2.Students can learn to sing the song and understand the song text. Teaching importance: (zhongdian)1.Understanding and singing the song2.Identity the objectsTeaching periods(:jieduan) Lesson 2Teaching method:(fangfa) Happy teachingTeaching asids:(jiaoju)Reorder tape some room’s card Teaching proceduresSing the song of this unit.Review the words of sun.umbrella, taxi,violin,snake,turtle,vegetables by showing the part of the word cards and let the students guess what is it?Step2. 解疑合探1. Teacher show the pic of tea,violin and salad, and let the students guess what is the songabout.Teacher teach the new words.2. Teacher play the song with some questions:T: who are they going to visit?3.Play the CD again and let he students learn the song and imitate the action such as drinking tea, play the violin and eating the salad.Step3.质疑再探Read and MatchShow the pic and askT:Who is this ? what is this?T: Let is find the owner for them.Step4.运用拓展1.Teacher read the sentence and let the student match the right one .check the answer. Let the students learn to read the sentences.2.Ask the students to sing the song after class.教学反思：Unit 5 My ThingsLesson6 Round upTeachering materialanalysis: (zhongdianciju )1.Students are enable to review the knowledge learned by doing the exercises.2.Students can understand the story of Uncle Booky’s storytime with the help of pics and the wordsthey learnedTeaching importance: (zhongdian)1.Revision of the patterns,words of this unit.2.Understanding of the story of Uncle Booky’s storytime.Teaching periods(:jieduan) Lesson 2Teaching method:(fangfa) Happy teachingTeaching asids:(jiaoju)Reorder tape some room’s cardTeaching proceduresStep 1 设疑自探一（5 minutes1．.Play the song on lesson 5. students sing and do the action.2.Tell students:it is a story about little lizard. Let us check what happens.Students read the story and say what happen in the story. learn the story with the students.T:look.is it his daddy? What animal is it?Group competitionDivide the class into 2 groups and choose 1 student from each group. Teacher show the cards on the blackboard and read the words to see which students can point out the right word quicker. Step3.质疑再探T:Can you tell me something about the text?S1:what mining of “let me help you ”S2:Did the baby find his dadStep4.运用拓展Do the revision by introducing a new friend to family with the new pattern.教学反思：Unit 6 ReviewTeachering materialanalysis: (zhongdianciju )1.Students can make the self-introduction, introduce friends and familys by using the patters.2.Students can understand English story with the help of pictures and records.3.Review the main knowledge learned in previous unit1 to unit 5.Teaching importance: (zhongdian)1.Leaning of Ww，Xx,Yy，Zz and revision of other 24 letters have learned.2.revision of the words and phrases learned in previous units and learn to use it.3.revision and usage of main pattern and learn and introduce others and make theself-introduction.Teaching periods(:jieduan) Lesson 2Teaching method:(fangfa) Happy teachingTeaching asids:(jiaoju)Reorder tape some room’s cardTeaching proceduresStep 1. Learn the new letters of Ww，Xx,Yy，Zz1.Show and teach them2.Practice on pairs like the teacher.3.Act them one by one.1) Learn the letter of Ww，Xx,Yy，ZzA. Teacher plays the some cards and put the letter cards on the blackboard. Model the reading.B. Teacher point the letter and students name out itC. Learn the writing of letters and let students finish Trace and Copy in the book.2) Learn the wordsA. Show the words cards of ask which letter start with letter”X”, and so on.Teacher model the readingB. Teacher point the word and students name out itTeacher makes the command and Students finish the task. For example: Look at the pic. Color the big W and color the small Z.Step 2.Learn the new sentences1.Learn the story on page62 by themselves and answer the question:T:What is the new friend’s name?2.let the students act by role playing.3.read the text by themselves.Give them a modle and Write it on the Bb. Let Ss make sentences in their groups pay attention to the fllowing points:Act it like the modle.Try to change the words to practice in groups.T: 1 Do you any ang questions?What have you learn t from this lesson ?S:Does Bobby know the children? Who’s this?Step3.运用拓展Write the letters1.review all the letters with students2.review all the words learned by telling the students the starting letter3..Make the students observe the pictures and name out the words.4.check each picture with right reading and let the students finish the start letter.check the anwer.笔试部分（50分）一.按字母表的顺序默写字母（大小写），从Oo到Yy。

北师大版小学三年级英语上册教案lesson 11 what are these 【1】第一课时教学目标:1.能够听,说,读,写单词:eleven到twenty,以及orange, pineapple, egg, cow, bird, frog的单复数形式.2. 能娴熟指认新学名词,进一步熟识名词复数形式的构成及应用,拓展数词到20以内, 并能娴熟运用名词单数或复数句子谈论事物.重点难点:1. 数词的记忆2. 进一步熟识名词复数形式的构成及应用课前预备:1.老师预备阿拉伯数字11到20的卡片,英语数字eleven到twenty的卡片,教学图片.2. 同学自带一些水果,如:梨,苹果,桃子,香蕉,草莓等.教学过程:1. 热身老师可播放lesson 10中lets play部分的歌曲,和同学一起边跳边说唱进行本节课的热身活动.2. 新课展现1)师生问答alice: hello, mr. sun! what are these (指着一堆桔子问)mr. sun: they are oranges.alice: are these pineapples (指着一堆菠萝问)mr. sun: yes, they are.老师结合一些教学实物或者教学图片进行讲解本课重点词汇eleven,twelve,thirteen, fourteen, fifteen, sixteen, seventeen, eighteen,nineteen,twenty,orange,oranges,pineapple, pineapples,egg, eggs, cow, cows, bird, birds, frog, frogs以及句型what are these/those thayre; are those/these yes, they are.的学习:老师先拿着课前预备好的一个橘子问道:whats this 同学回到说: its an orange 老师再说出: yes, its an orange.多重复新单词orange,在教同学读会后,再拿出两个或者几个橘子问: what are these 引导同学用they are oranges.接着老师再问how many oranges 引导同学说:they are two/ three/oranges.老师要给同学说明当我们谈论的同一种事物不止一个时,我们用复数形式的句子,而且要用are作为是,而不是用is, 回答用they(它们/他们)而不用it(它).2)其他单词的教学方法同上.3)贴上教学挂图(教学eleven orange , twelve pineapple ,thirteen eggs,)让同学数一数并回答另外对于数词eleven到twelve的变化,老师可以引导同学发觉并总结:英语里从十三到十九,词尾都有-teen,但是要留意其中小小的变化,如three变成thir-后再加-teen, five变成fif-后加-teen, eight去掉t后变成eigh再加-teen.其他词则直接加上-teen就行了,所以我们只要记住one到twelve以及twenty,就记住了20以内的全部数字了.3.巩固活动同学在练习本上书写单词eleven, twelve,thirteen, fourteen, fifteen, sixteen, seventeen,eighteen, nineteen,twenty,orange,oranges,pineapple,4. 课后作业用英语写出1到20的数字其次课时教学目标:1.能听懂会说单词: these, those, they.2.能听懂句子: what are these they are3.能娴熟把握句型:-what are these/those-theyre-are these/those eggs and oranges-yes, they are.4. 能用本课句型自如对话.重点难点:1. 把握are/is, these/those/they的区分和用法.2. 能娴熟把握句型:-what are these/those-theyre-are these/those eggs and oranges-yes, they are.课前预备:老师预备阿拉伯数字11到20的卡片,英语数字eleven到twenty的卡片,教学图片.教学过程:1. 复习单词(快速认读,现在要进行数字的训练,老师随便的说一个数字,同学要以最快的速度找到自己相应的卡片,快速的举起来与此同时大声喊出该数字, 老师要对反应快的孩子进行表扬,对反应稍慢的孩子要多鼓舞.当然也可以由孩子们自己扮演小小发令员,看看谁的反应较快.)2. 新课展现1)介绍句型what are these/these ( 老师出示三只菠萝)-theyre pineapples.用eggs birds frogs的图片复习2)介绍句型what are those they are cows.(老师在黑板上画四只奶牛,站远点指着说:what are those they are cows.用其他词重复)注:这里老师要给同学讲解those和these, they的区分和不同:these表示这些指代稍近一些的事物或者东西,而those表示那些指代稍远一些的事物或者东西;they是它们,他们.与此同时老师可依据同学对这三个代词的把握程度适时的引入本课的另外一个重要语言点:一般疑问句are these/those 以及回答yes, they are./no, they arent.其中否定回答不多做要求.3. 听录音学习课文,并跟读1)listen, look and say(ⅰ) (播放该部分的录音)a: what are theseb: they are pineapples.a: how many pineapples do you haveb: i have eleven.2)listen, look and say(ⅰ)(播放该部分的录音)a: are those eggs and orangesb: yes, they are.a: how many eggs and oranges do you haveb: i have twelve eggs and five oranges.4. 巩固活动老师通过击鼓传花的方式选出同学上台前来,戴上老师事先就预备好的眼罩,用手在一个篮子里摸,边摸边问are these... 如:are these four eggs 底下在座的同学回答yes, they are./no, they arent.5. 课后作业1)熟读对话2)画一幅画,假想自己有一个果园,有各种水果,或农场,有青蛙,奶牛,绵羊等.下节课用来看图说话.lesson 12 happy new year!第一课时教学目标:1. 能够听,说,读,写单词:happy, new, new year, merry, christmas, father christmas, a christmas tree.以及句子:happy new year!2. 娴熟把握祝愿语:merry christmas! 并能用happy祝愿别人,补充其他的节目祝愿语.如: happy birthday!happy childrens day!happy teachers day!3. 能正确运用形容词happy和new.重点难点:1. happy new year!的听说读写2. 能正确运用形容词happy和new.课前预备:1. 老师预备本年的旧日历和即将到来的新年日历个一本.2.同学预备自己制作新年贺卡,或者圣诞贺卡要用到的工具,如:硬纸,彩笔,剪刀,胶水等.教学过程:1. 热身老师可在上课前先播放happy new year!的音乐,让同学初步了解本课的主题,充分营造温馨欢快的氛围.2. 新课展现1)老师可通过动画片:手偶mr. sun和alice的对话引出本课重点句型和词汇学习.alice:(翻动日历到元月一日)its january 1st. this is the first day of the year.happy new year, mr. sun!mr. sun:happy new year, alice!(播放一些过年时候的.场景,例如放鞭炮,穿新衣服等等,从画面中要能感受到中国年的气氛)2) 老师先拿出课前预备好的一新一旧的book让同学通过观看,引出本课重点词汇new, 反复领读单词,在同学读会之后,老师拿出本年的旧日历,一页一页的翻着,嘴里要不停的重复new year is coming! this is new year! its january 1st. this is the first day of the year. happy new year! 这时候要刚好翻到新日历的第一页一月一日.接下来老师可以通过一些图片,让同学理解new year的含义;3)板书happy new year!并多次反复领读.让同学试着拼读h-a-p-p-y happy3.巩固活动(小组嬉戏)找伴侣老师分别将以下单词写在四张卡片上:happy, new, year, merry, christmas将这5个卡片分别交给来自于不同组的同学,老师在讲台前对底下在座的同学做口型说happy new year!拿着happy和new year卡片的同学要快速的跑到一起并大声重复happy new year!课后作业在练习本上抄写happy new new year happy new year各一行其次课时教学目标:1.能够听,说,读,写单词: merry, christmas, father christmas, a christmas tree.2.娴熟把握祝愿语句:merry christmas!3.了解新年和圣诞节的学问,把握happy和merry的用法.重点难点:1. father christmas, tree. merry 的四会把握.2.把握happy和merry的用法.课前预备:1. 老师预备本年的旧日历和即将到来的新年日历个一本.2. 同学预备自己制作新年贺卡,或者圣诞贺卡要用到的工具,如:硬纸,彩笔,剪刀,胶水等.3. 老师预备一些中国新年比较典型的实物或者图片,如:鞭炮,对联,饺子等;同时也教学过程:1. 组织课堂放录音,跟唱歌曲happy new year!师生互致问候,开头上课.2. 新课展现1) 老师可以通过自己的表情变化让同学理解happy一词的含义,紧接着,老师可以通过送贺年卡的形式引出happy new year!通过送圣诞卡引出merry chritmas!在此老师要给同学说明:new是个形容词,表示新的,new year就是新年,而happy new year!就可以翻译为新年欢乐;同时我们可以说happy teachers day!(老师节)happy childrens day!(儿童节)happy mothers day!(母亲节) happy womens day!(三八妇女节)虽然happy和merry都有表示欢乐的的意思,但是我们习惯上说merry christmas!,老师可以结合班里孩子们的程度适当为他们介绍相关圣诞节的学问,以关心他们了解西方文化:人们在圣诞节要用彩灯(christmas lights)装扮房子,在客厅里装扮起圣诞树(christmas tree),树顶上总是放一颗星星(a star),家人都相互送礼物(christmas gifts).他们把礼物包装起来,挂在圣诞树上或凡在树下,全家人在圣诞节这天(on christmas day)早上拆开礼物.孩子们则在床头挂一只丝袜(socking),他们信任圣诞老人(father christmas)会从烟囱进来给他们送来礼物.其实礼物都是家里的长辈静静放进去的.另外在这一天,人们还要一起吃圣诞大餐呢.2)(激发爱好) 这里请给出一个西方国家过圣诞节是的场景,其中tom和jerry两个人再国外,遇到了圣诞老人)tom:(看日历)wooits december 25th! its christmas day today.jerry:merry christmas!tom:merry christmas!father christmas: merry christmas!(圣诞节欢乐) here you are!(给你)jerry and tom:thank you father chrismas!(圣诞老人)father christmas: youre welcome!(不客气)3)反复领读对话3. 巩固活动1)做课堂练习笔写部分习题(用所给字母组句子,同学自己先做后对答案)2)接下来,老师可以通过播放lets sing部分的歌曲和同学一起边唱边跳,对所学的学问进行巩固:。

Unit2 第1课时一、教学目标1．能在插图的帮助下理解并能朗读故事；2．能运用句型This is ...介绍朋友或他人；3．别人介绍小朋友时，能用Hi…, Hello ...做出恰当反应。

二、教学重点1．理解并正确朗读故事；2．在故事情景中理解This is…的语用功能，并能做出恰当的反应。

三、、教学难点运用主要句型介绍别人。

四、教具准备课件、音频（教师可以在平台直接调用或下载）。

五、教学建议Get Ready1.演唱歌曲(1)演唱Unit 1歌曲My name’s…全班分成一组，一组扮演Cathy，一组扮演Ann，一组扮演Ken。

T: Do you remember the song from Unit 1? Let's sing together.(2)教师播放歌曲，学生边唱边模仿、表演歌曲中的人物。

猜测人物(1)教师呈现Cathy, Arm, Ken的剪影，组织观察、猜测活动，激发孩子探究兴趣。

提问：Who’s this?学生回答：This’s Cathy. This’s Ann. This’s Ken.(2)教师呈现面具，揭示答案。

引导学生用Hello/Hi与以上人物打招呼。

(3)告诉学生Uncle Booky和Mocky给Ken和Arm介绍新朋友，让学生猜一猜新朋友可能是什么动物。

Listen and Read1．导入故事(1)出示第一幅图，让学生看Uncle Booky与Mocky手里拿的照片，学生确认猜测是否正确。

(2)问学生Ken和Ann是否能见到这两个新朋友，它们的名字叫什么。

可以让学生预测。

T：Can Ken and Ann meet the two friends today? What are their names? L et’s read.2．学习故事（1）学生观察第一幅图的情景，引导学生说一说是在哪里。

T：Ken and Ann are in Uncle Booky's house.（2）教师出示图2〜3，提问：“Where is Danny Deer? Where is Lulu Leopard?”引出悬念，然后师生一起跟随Mocky去找新朋友。

Unit 1 Hello【单元教学目标】技能目标1. 能用英语和他人打招呼、说再见；2、能用英语询问他人的姓名、并说出自己的英文名字；3．能理解故事内容，并朗读故事。

知识目标1、语音：能读出和正确书写字母Aa,Bb,Cc,Dd,并了解它们在单词中的发音。

2、词汇：话题词汇：能够指认、说出打招呼、道别的单词和短语hi,hello,good morning,goodbye。

情景词汇：能在语境中理解come,meet,children的含义。

３、句型：能用Hi.Hello.Good morning.打招呼能用What’s your name? My name’s…询问和说出自己的姓名能用I’m介绍自己４、语言：能够区别辅音字母b, p在单词中的发音。

情感、策略、文化意识目标1、能建立学习英语的乐趣和信心2、能主动与朋友打招呼，并形成乐于认识新朋友的意识。

【单元内容分析】本单元的话题是个人情况和朋友，是《英语课程标准(2011版）》中“打招呼”话题下的分话题。

本单元故事是以认识新朋友为线索，通过Mocky与Ann和Ken从不认识到成为好朋友这一情节，自然呈现了打招呼及询问和介绍姓名的表达法。

又通过Mocky想给新朋友Ann和Ken介绍自己的叔叔这一情节，自然拓展了打招呼和介绍彼此信息的表达方式。

这样的呈现方式有利于学生达到《英语课程标准(2011版）》一级技能目标中“能在图片的帮助下读懂简单的小故事”的相关要求。

本单元开始学习26个英文字母，教学中还要注意大小写之分。

Game Time板块创设了新的游戏情景，Show Time板块呈现了小剧场舞台的场景及故事主要情节的插图。

Listen and Number是一个比较真实的标数字活动；Talk together 呈现的活动则调动学生的触觉参与；Listen and Repeat 呈现的是语言训练内容；Read and Match是阅读板块，培养认读能力。

北师大版三年级上册英语全册教案对新课标理解：现在的社会是向着全球化，社会化发展的英语逐渐的成为我们生活中不可缺少的一部分，越来越被人重视，作为教育发展的重要环节，作为迎接未来世界的一把钥匙。

新课标强调课程应从学生的学习兴趣、生活体验和认知水平出，倡导学生体验、实践、参与、合作与交流的学习方式和任务型的必学途径，发展学生的综合语言运用能力，使语言学习的过程成为学生形成积极的情感态度，主动思维和大胆实践，提高跨文化意识和形成自主学习能力的过程。

做到这些要求，首先需要的就是学生浓厚的对英语学习的兴趣，那怎么样培养学生学习兴趣就成了一个基础话题，这一问题要面向全体学生，特别是要关注学生的个别差异引起的情感问题。

帮助学生建立成就感和自信心。

在教学中注意创设能引导学生主动参与的教学环境，激发学生的学习积极性。

使每个学生都能得到充分的发展。

在这一过程中教学模式的转变起到了一定的作用，一定要从以老师为中心的教学模式身以学生为中心的教学模式转变。

强调学生的参与和体验，强调采用多种形式的教学活动。

比如可以利用我们学校已有的良好电教资源，听原版录音带练习发音，也可以利用网络找一些贴近课堂学习的情境对话或小动画，以更直接的方式引导学生学习英语，对英语产生浓厚的兴趣。

总的来说，新课标对发展学生自我主观能动性起到了很积极的作用。

素质教育在其中深有体现。

并且由升学教育向终身教育的转变等等都是很好的突破。

在这一新课标的指导下，希望在英语教学中可以达到更好的效果。

Teaching Aims:知识技能：1、Listening:充分利用学校的电教资源，在发展学生自主学习的基调上，让学生可以接触到更多、更直观的学习方式，比如听录音，看小动画等等。

掌握部分日常用语，如：能听懂询问名子的问及回答，或问是谁的语句。

辨别词中的字母的不同读法。

2、Speaking:根据本册书的教学要求，作为基本的主导方向，指导学生在教师为学生设计的教学情境中，能够正确运用问名子，问是谁，问是什么等等的语句，并能对所提问的句子做出适当的回答。

三年级英语第三册教案第 1 单元内容：Don’t walk本单元总课时：7课题：Unit 1 Don’t walk授课日期：年月日教学内容：故事教学教材分析：先锋英语教材以小学生的生活经验和认知发展水平为基本出发点，主人公都是活泼可爱的小动物和与学生年龄相仿的儿童。

书中选用的话题与学生日常生活紧密联系，并采用任务式的活动设计，让学生在完成任务的过程中，运用语言，发展思维，0发挥想象，动手动口，合作参与，在实际交流中发展交流的能力。

本单元是北师大版先锋英语第三册第一单元的第一课时故事教学，主要讲述了主人公Mocky在公共场合做了一些不文明行为，找到了Ken, Ann的阻止。

围绕这一情景展开对祈使句的学习，话题中包含的重点句子出现的频率较高，语言较简单，重在对故事的理解，了解功能句的适用场景。

学生分析：三年级学生经过2年的英语学习，已经有了一定的语言基础并且能够配合老师完成正常的教学活动。

本册书第一单元Don’t walk，密切联系实际，教育学生在生活中应该做的一些事情与不应该做的一些事情，潜移默化的把学生带入英语的世界，让他们明白英语可以在我们的日常生活中起到非常大的作用，它是必不可少的一项基本技能。

学生之前的学习中虽然没有接触过祈使句，比较生疏。

但由于语言比较简单，贴近学生生活，能够激发学生的兴趣。

设计理念：由复习动词入手，激活学生的已有知识，从学生的生活实际出发，引导学生思考生活中在公共场合看到的不文明行为，进入学习，讨论主人公Mocky的行为是否可取。

教学目标：知识与技能：能够明白故事大意。

能根据上下文理解下列词right, left, again, litter, worry, move, here's your money.过程与方法：通过做游戏，以旧引新.利用媒体技术，创造情境，利用角色扮演，进行语言实践。

情感态度价值观：通过对故事的学习，教育学生要遵守交通规则，别人遇到困难时要主动帮助。

北师大版三年级的英语教案北师大版三年级的英语教案1教学目标知识能力1.学生能听懂“open…,take out…”，并按指令做出相应的动作。

2.学生能模仿Toby的动作读熟故事过程方法师生互动法、TPR情感态度培养学生整理书包的好习惯，培养学生听音模仿的好习惯。

教学重点Take out…教学难点Skipping rope教学教具(课件准备)Schoolbag ruler、pencils、pens、booksSkipping rope教学流程一.Warming-up：1.reetings.2.how me one ,show me two, show me three, show me four…show me ten. Greet预设学生活动Clap their hands二.Presentation：1. 出示书包并提问---What's this?---It’s a schoolbag.Schoolbag Schoolbag (升降调读单词)老师板书单词2.老师做打开书包的动作，引导学生说句子“Open your schoolbag”老师板书句子，强调句子的书写注意事项：句首字母要大些，单词之间要有空隙，句末要有句点。

3.老师看看书包里的东西，并摇摇书包神秘地说“ Wow, so many things in my schoolbag! Guess, what’s in my schoolbag?”4.当学生猜错的时候说摇摇头说NO NO NO，当学生猜对的时候拿出东西并说“Guess, how many …s?”命令猜对的孩子“Take out…”老师重复动作让学生明白Take out的意思并板书。

在让学生们边猜边做动作的过程中掌握四个句子“Take out a ruler wo books hree pens our pencils”5.Chant:Take、take、take, take out a ruler.Take、take、take, take out two books.Take、take、take, take out three pens.Take、take、take, take out four pencils.6. Skipping ropeThere is still one thing in my schoolbag, take out the skipping rope and ask “What’s this?”老师出示右手要求孩子们读skipping，出示左手读rope，同时出示左右手让孩子读整个单词。