【完整打印版】外研版小学三年级英语上册教案图文

三年级英语上册全册教案（外研版一起）module 1 the general aims of module one:language points:(1) the new words: chopsticks, a knife and fork, use, easy, hard and mess(2) the basic sentence pattern and the students could make dialogues according to the sentence patterns.do you want… do you use… (3) the new words: hamburgers, chips, fast food(4) the basic structure of processing tenseattitude aims:the students could make differences in food culture between the western countries and china. teaching important points:(1) do you use chopsticks in …?do you use a knife and fork in …?(2) the processing tenseteaching difficult points:(1) the pronunciation of some new words. for example, chopsticks(2) the changes of “be”activity for module one:in module one, the topic is mainly about the different customs in china and western countries. before the class, i require the students to prepare the pictures of food. in the process of teaching, i begin the class with talking about the differences in food and then some other topics are related. with the help of pictures, the students talk about the differences in group. several minutes later, one group is given two minutes to show the results of discussion. then the teacher takes out the chopsticks and forkand knife. the students can also talk about the other aspects. this activity class is designed in the form of dicussion. the students could speak freely according to their own vocabularies.unit 1 do you use chopsticks in england?teaching aims：(1)make students remember the new words: chopsticks, a knife and fork, use, easy, hard and mess(2) mastering the basic sentence pattern and the students could make dialogues according to the sentence patterns.do you want… do you use… attitude aims:the students could make differences in food culture between the western countries and china. teaching important points:do you use chopsticks in …?do you use a knife and fork in …?teaching difficult point:the pronunciation of some new words. for example, chopstickspreparation:word card, cd-romteaching process:warming up part:the teacher shows many pictures about food.(noodles,rice, hamburgers,cakes and so on). firstly, the teacher leads the students to get familiar with these food names and then on this basis the teacher can ask them to practice the sentence pattern.do you like noodles? yes, i do.\ no, i don’t.do you want …? yes, i do.\no,i don’t.step two: presentation and practicethe teacher makes use of the picture “noodles” and a new word “chopsticks” can be leaded out.3456789101113141516171819202223242526272018--06module 1 the general aims of module one:language points:(1) the new words: chopsticks, a knife and fork, use, easy, hard and mess(2) the basic sentence pattern and the students could make dialogues according to the sentence patterns.do y ou want… do you use… (3) the new words: hamburgers, chips, fast food(4) the basic structure of processing tenseattitude aims:the students could make differences in food culture between the western countries and china. teaching important points:(1) doyo u use chopsticks in …?do you use a knife and fork in …?(2) the processing tenseteaching difficult points:(1) the pronunciation of some new words. for example, chopsticks(2) the changes of “be”activity for module one:in module one, the topic is mainly about the different customs in china and western countries. before the class, i require the students to prepare the pictures of food. in the process of teaching, i begin the class with talking about the differences in food and then some other topics are related. with the help of pictures, the students talk about the differences in group. several minutes later, one group is given two minutes to show the results of discussion. then the teacher takes out the chopsticks and forkand knife. the students can also talk about the other aspects. this activity class is designed in the form of dicussion. the students could speak freely according to their own vocabularies.unit 1 do you use chopsticks in england?teaching aims：(1)make students remember the new words: chopsticks, a knife and fork, use, easy, hard and mess(2) mastering the basic sentence pattern and the students could make dialogues according to the sentence patterns.do you want… do you use… attitude aims:the students could make differences in food culture between the western countries and china. teaching important points:do you use chopsticks in …?do you use a knife and fork in …?teaching difficult point:the pronunciation of some new words. for example, chopstickspreparation:word card, cd-romteaching process:warming up part:the teacher shows many pictures about food.(noodles,rice, hamburgers,cakes and so on). firstly, the teacher leads the students to get familiar with these food names and then on this basis the teacher can ask them to practice the sentence pattern.do you like noodles? yes, i do.\ no, i don’t.do you want …? yes, i do.\no,i don’t.step two: presentation and practicethe teacher makes use of the picture “noodles” and a new word “chopsticks” can be leaded out.3456789101113141516171819202223242526272018--06module 1 the general aims of module one:language points:(1) the new words: chopsticks, a knife and fork, use, easy, hard and mess(2) the basic sentence pattern and the students could make dialogues according to the sentence patterns.do you w ant… do you use… (3) the new words: hamburgers, chips, fast food(4) the basic structure of processing tenseattitude aims:the students could make differences in food culture between the western countries and china. teaching important points:(1) do you us e chopsticks in …?do you use a knife and fork in …?(2) the processing tenseteaching difficult points:(1) the pronunciation of some new words. for example, chopsticks(2) the changes of “be”activity for module one:in module one, the topic is mainly about the different customs in china and western countries. before the class, i require the students to prepare the pictures of food. in the process of teaching, i begin the class with talking about the differences in food and then some other topics are related. with the help of pictures, the students talk about the differences in group. several minutes later, one group is given two minutes to show the results of discussion. then the teacher takes out the chopsticks and forkand knife. the students can also talk about the other aspects. this activity class is designed in the form of dicussion. the students could speak freely according to their own vocabularies.unit 1 do you use chopsticks in england?teaching aims：(1)make students remember the new words: chopsticks, a knife and fork, use, easy, hard and mess(2) mastering the basic sentence pattern and the students could make dialogues according to the sentence patterns.do you want… do you use… attitude aims:the students could make differences in food culture between the western countries and china. teaching important points:do you use chopsticks in …?do you use a knife and fork in …?teaching difficult point:the pronunciation of some new words. for example, chopstickspreparation:word card, cd-romteaching process:warming up part:the teacher shows many pictures about food.(noodles,rice, hamburgers,cakes and so on). firstly, the teacher leads the students to get familiar with these food names and then on this basis the teacher can ask them to practice the sentence pattern.do you like noodles? yes, i do.\ no, i don’t.do you want …? yes, i do.\no,i don’t.step two: presentation and practicethe teacher makes use of the picture “noodles” and a new word “chopsticks” can be leaded out.3456789101113141516171819202223242526272018--06module 1 the general aims of module one:language points:(1) the new words: chopsticks, a knife and fork, use, easy, hard and mess(2) the basic sentence pattern and the students could make dialogues according to the sentence patterns.do you want…do you use… (3) the new words: hamburgers, chips, fast food(4) the basic structure of processing tenseattitude aims:the students could make differences in food culture between the western countries and china. teaching important points:(1) do you use ch opsticks in …?do you use a knife and fork in …?(2) the processing tenseteaching difficult points:(1) the pronunciation of some new words. for example, chopsticks(2) the changes of “be”activity for module one:in module one, the topic is mainly about the different customs in china and western countries. before the class, i require the students to prepare the pictures of food. in the process of teaching, i begin the class with talking about the differences in food and then some other topics are related. with the help of pictures, the students talk about the differences in group. several minutes later, one group is given two minutes to show the results of discussion. then the teacher takes out the chopsticks and forkand knife. the students can also talk about the other aspects. this activity class is designed in the form of dicussion. the students could speak freely according to their own vocabularies.unit 1 do you use chopsticks in england?teaching aims：(1)make students remember the new words: chopsticks, a knife and fork, use, easy, hard and mess(2) mastering the basic sentence pattern and the students could make dialogues according to the sentence patterns.do you want… do you use… attitude aims:the students could make differences in food culture between the western countries and china. teaching important points:do you use chopsticks in …?do you use a knife and fork in …?teaching difficult point:the pronunciation of some new words. for example, chopstickspreparation:word card, cd-romteaching process:warming up part:the teacher shows many pictures about food.(noodles,rice, hamburgers,cakes and so on). firstly, the teacher leads the students to get familiar with these food names and then on this basis the teacher can ask them to practice the sentence pattern.do you like noodles? yes, i do.\ no, i don’t.do you want …? yes, i do.\no,i don’t.step two: presentation and practicethe teacher makes use of the picture “noodles” and a new word “chopsticks” can be leaded out.3456789101113141516171819202223242526272018--06module 1 the general aims of module one:language points:(1) the new words: chopsticks, a knife and fork, use, easy, hard and mess(2) the basic sentence pattern and the students could make dialogues according to the sentence patterns.do you want… do you use… (3) the new words: hamburgers, chips, fast food(4) the basic structure of processing tenseattitude aims:the students could make differences in food culture between the western countries and china. teaching important points:(1) do you use chopst icks in …?do you use a knife and fork in …?(2) the processing tenseteaching difficult points:(1) the pronunciation of some new words. for example, chopsticks(2) the changes of “be”activity for module one:in module one, the topic is mainly about the different customs in china and western countries. before the class, i require the students to prepare the pictures of food. in the process of teaching, i begin the class with talking about the differences in food and then some other topics are related. with the help of pictures, the students talk about the differences in group. several minutes later, one group is given two minutes to show the results of discussion. then the teacher takes out the chopsticks and forkand knife. the students can also talk about the other aspects. this activity class is designed in the form of dicussion. the students could speak freely according to their own vocabularies.unit 1 do you use chopsticks in england?teaching aims：(1)make students remember the new words: chopsticks, a knife and fork, use, easy, hard and mess(2) mastering the basic sentence pattern and the students could make dialogues according to the sentence patterns.do you want… do you use… attitude aims:the students could make differences in food culture between the western countries and china. teaching important points:do you use chopsticks in …?do you use a knife and fork in …?teaching difficult point:the pronunciation of some new words. for example, chopstickspreparation:word card, cd-romteaching process:warming up part:the teacher shows many pictures about food.(noodles,rice, hamburgers,cakes and so on). firstly, the teacher leads the students to get familiar with these food names and then on this basis the teacher can ask them to practice the sentence pattern.do you like noodles? yes, i do.\ no, i don’t.do you want …? yes, i do.\no,i don’t.step two: presentation and practicethe teacher makes use of the picture “noodles” and a new word “chopsticks” can be leaded out.3456789101113141516171819202223242526272018--06module 1 the general aims of module one:language points:(1) the new words: chopsticks, a knife and fork, use, easy, hard and mess(2) the basic sentence pattern and the students could make dialogues according to the sentence patterns.do you want… do y ou use… (3) the new words: hamburgers, chips, fast food(4) the basic structure of processing tenseattitude aims:the students could make differences in food culture between the western countries and china. teaching important points:(1) do you use chopsticks in …?do you use a knife and fork in …?(2) the processing tenseteaching difficult points:(1) the pronunciation of some new words. for example, chopsticks(2) the changes of “be”activity for module one:in module one, the topic is mainly about the different customs in china and western countries. before the class, i require the students to prepare the pictures of food. in the process of teaching, i begin the class with talking about the differences in food and then some other topics are related. with the help of pictures, the students talk about the differences in group. several minutes later, one group is given two minutes to show the results of discussion. then the teacher takes out the chopsticks and forkthis activity class is designed in the form of dicussion. the students could speak freely according to their own vocabularies.unit 1 do you use chopsticks in england?teaching aims：(1)make students remember the new words: chopsticks, a knife and fork, use, easy, hard and mess(2) mastering the basic sentence pattern and the students could make dialogues according to the sentence patterns.do you want… do you use… attitude aims:the students could make differences in food culture between the western countries and china. teaching important points:do you use chopsticks in …?do you use a knife and fork in …?teaching difficult point:the pronunciation of some new words. for example, chopstickspreparation:word card, cd-romteaching process:warming up part:the teacher shows many pictures about food.(noodles,rice, hamburgers,cakes and so on). firstly, the teacher leads the students to get familiar with these food names and then on this basis the teacher can ask them to practice the sentence pattern.do you like noodles? yes, i do.\ no, i don’t.do you want …? yes, i do.\no,i don’t.step two: presentation and practicethe teacher makes use of the picture “noodles” and a new word “chopsticks” can be leaded out.3456789101113141516171819202223242526272018--06module 1 the general aims of module one:language points:(1) the new words: chopsticks, a knife and fork, use, easy, hard and mess(2) the basic sentence pattern and the students could make dialogues according to the sentence patterns.do you want… do you u se… (3) the new words: hamburgers, chips, fast food(4) the basic structure of processing tenseattitude aims:the students could make differences in food culture between the western countries and china. teaching important points:(1) do you use chopsticks in …?do you use a knife and fork in …?(2) the processing tenseteaching difficult points:(1) the pronunciation of some new words. for example, chopsticks(2) the changes of “be”activity for module one:in module one, the topic is mainly about the different customs in china and western countries. before the class, i require the students to prepare the pictures of food. in the process of teaching, i begin the class with talking about the differences in food and then some other topics are related. with the help of pictures, the students talk about the differences in group. several minutes later, one group is given two minutes to show the results of discussion. then the teacher takes out the chopsticks and forkthis activity class is designed in the form of dicussion. the students could speak freely according to their own vocabularies.unit 1 do you use chopsticks in england?teaching aims：(1)make students remember the new words: chopsticks, a knife and fork, use, easy, hard and mess(2) mastering the basic sentence pattern and the students could make dialogues according to the sentence patterns.do you want… do you use… attitude aims:the students could make differences in food culture between the western countries and china. teaching important points:do you use chopsticks in …?do you use a knife and fork in …?teaching difficult point:the pronunciation of some new words. for example, chopstickspreparation:word card, cd-romteaching process:warming up part:the teacher shows many pictures about food.(noodles,rice, hamburgers,cakes and so on). firstly, the teacher leads the students to get familiar with these food names and then on this basis the teacher can ask them to practice the sentence pattern.do you like noodles? yes, i do.\ no, i don’t.do you want …? yes, i do.\no,i don’t.step two: presentation and practicethe teacher makes use of the picture “noodles” and a new word “chopsticks” can be leaded out.3456789101113141516171819202223242526272018--06module 1 the general aims of module one:language points:(1) the new words: chopsticks, a knife and fork, use, easy, hard and mess(2) the basic sentence pattern and the students could make dialogues according to the sentence patterns.do you want… do you use… (3) the new words: hamburgers, chips, fast food(4) the basic structure of processing tenseattitude aims:the students could make differences in food culture between the western countries and china. teaching important points:(1) do you use chopsticks in …?do you use a knife and fork in …?(2) the processing tenseteaching difficult points:(1) the pronunciation of some new words. for example, chopsticks(2) the changes of “be”activity for module one:in module one, the topic is mainly about the different customs in china and western countries. before the class, i require the students to prepare the pictures of food. in the process of teaching, i begin the class with talking about the differences in food and then some other topics are related. with the help of pictures, the students talk about the differences in group. several minutes later, one group is given two minutes to show the results of discussion. then the teacher takes out the chopsticks and forkthis activity class is designed in the form of dicussion. the students could speak freely according to their own vocabularies.unit 1 do you use chopsticks in england?teaching aims：(1)make students remember the new words: chopsticks, a knife and fork, use, easy, hard and mess(2) mastering the basic sentence pattern and the students could make dialogues according to the sentence patterns.do you want… do you use… attitude aims:the students could make differences in food culture between the western countries and china. teaching important points:do you use chopsticks in …?do you use a knife and fork in …?teaching difficult point:the pronunciation of some new words. for example, chopstickspreparation:word card, cd-romteaching process:warming up part:the teacher shows many pictures about food.(noodles,rice, hamburgers,cakes and so on). firstly, the teacher leads the students to get familiar with these food names and then on this basis the teacher can ask them to practice the sentence pattern.do you like noodles? yes, i do.\ no, i don’t.do you want …? yes, i do.\no,i don’t.step two: presentation and practicethe teacher makes use of the picture “noodles” and a new word “chopsticks” can be leaded out.3456789101113141516171819202223242526272018--06module 1 the general aims of module one:language points:(1) the new words: chopsticks, a knife and fork, use, easy, hard and mess(2) the basic sentence pattern and the students could make dialogues according to the sentence patterns.do you want… do you use… (3) the new words: hamburgers, chips, fast food(4) the basic structure of processing tenseattitude aims:the students could make differences in food culture between the western countries and china. teaching important points:(1) do you use chopsticks in …?do you use a knife and fork in …?(2) the processing tenseteaching difficult points:(1) the pronunciation of some new words. for example, chopsticks(2) the changes of “be”activity for module one:in module one, the topic is mainly about the different customs in china and western countries. before the class, i require the students to prepare the pictures of food. in the process of teaching, i begin the class with talking about the differences in food and then some other topics are related. with the help of pictures, the students talk about the differences in group. several minutes later, one group is given two minutes to show the results of discussion. then the teacher takes out the chopsticks and forkthis activity class is designed in the form of dicussion. the students could speak freely according to their own vocabularies.unit 1 do you use chopsticks in england?teaching aims：(1)make students remember the new words: chopsticks, a knife and fork, use, easy, hard and mess(2) mastering the basic sentence pattern and the students could make dialogues according to the sentence patterns.do you want… do you use… attitude aims:the students could make differences in food culture between the western countries and china. teaching important points:do you use chopsticks in …?do you use a knife and fork in …?teaching difficult point:the pronunciation of some new words. for example, chopstickspreparation:word card, cd-romteaching process:warming up part:the teacher shows many pictures about food.(noodles,rice, hamburgers,cakes and so on). firstly, the teacher leads the students to get familiar with these food names and then on this basis the teacher can ask them to practice the sentence pattern.do you like noodles? yes, i do.\ no, i don’t.do you want …? yes, i do.\no,i don’t.step two: presentation and practicethe teacher makes use of the picture “noodles” and a new word “chopsticks” can be leaded out.3456789101113141516171819202223242526272018--06module 1 the general aims of module one:language points:(1) the new words: chopsticks, a knife and fork, use, easy, hard and mess(2) the basic sentence pattern and the students could make dialogues according to the sentence patterns.do you want… do you use… (3) the new words: hamburgers, chips, fast food(4) the basic structure of processing tenseattitude aims:the students could make differences in food culture between the western countries and china. teaching important points:(1) do you use chopsticks in …?do you use a knife and fork in …?(2) the processing tenseteaching difficult points:(1) the pronunciation of some new words. for example, chopsticks(2) the changes of “be”activity for module one:in module one, the topic is mainly about the different customs in china and western countries. before the class, i require the students to prepare the pictures of food. in the process of teaching, i begin the class with talking about the differences in food and then some other topics are related. with the help of pictures, the students talk about the differences in group. several minutes later, one group is given two minutes to show the results of discussion. then the teacher takes out the chopsticks and forkthis activity class is designed in the form of dicussion. the students could speak freely according to their own vocabularies.unit 1 do you use chopsticks in england?teaching aims：(1)make students remember the new words: chopsticks, a knife and fork, use, easy, hard and mess(2) mastering the basic sentence pattern and the students could make dialogues according to the sentence patterns.do you want… do you use… attitude aims:the students could make differences in food culture between the western countries and china. teaching important points:do you use chopsticks in …?do you use a knife and fork in …?teaching difficult point:the pronunciation of some new words. for example, chopstickspreparation:word card, cd-romteaching process:warming up part:the teacher shows many pictures about food.(noodles,rice, hamburgers,cakes and so on). firstly, the teacher leads the students to get familiar with these food names and then on this basis the teacher can ask them to practice the sentence pattern.do you like noodles? yes, i do.\ no, i don’t.do you want …? yes, i do.\no,i don’t.step two: presentation and practicethe teacher makes use of the picture “noodles” and a new word “chopsticks” can be leaded out.3456789101113141516171819202223242526272121。

外研版小学三年级英语上册教案全册一、教学内容1. Unit 1: Hello!（问候）学习问候语，如“Hello”, “Hi”, “Good morning”, “Good afternoon”等。

学习介绍自己，如“My name is”。

学习询问他人名字，如“What's your name?”。

2. Unit 2: My family（我的家人）学习家庭成员的称谓，如“mom”, “dad”, “sister”, “brother”等。

学习介绍家庭成员，如“This is mymom/dad/sister/brother”。

3. Unit 3: My school（我的学校）学习学校场所的名称，如“classroom”, “library”, “playground”等。

学习描述学校设施，如“There is/are”。

4. Unit 4: Colours（颜色）学习颜色词汇，如“red”, “blue”, “green”, “yellow”等。

学习用颜色描述物品，如“The apple is red.”二、教学目标1. 让学生掌握基本的问候语，学会介绍自己和家人。

2. 让学生学会描述学校场所和颜色，提高学生的英语表达能力。

三、教学难点与重点1. 教学难点：家庭成员和颜色的词汇掌握，句子结构的应用。

2. 教学重点：问候语的使用，介绍自己和家人，描述学校场所和颜色。

四、教具与学具准备1. 教具：PPT，图片，卡片，彩色粉笔。

2. 学具：课本，练习册，彩色笔。

五、教学过程1. 导入：通过唱英文歌《Hello Song》进行热身，引导学生相互问候。

2. 新课呈现：呈现PPT，展示教材中的图片，引导学生学习新词汇和句子。

3. 例题讲解：讲解问候语和介绍自己的例题，引导学生模仿和练习。

4. 随堂练习：让学生分组练习介绍家人，描述学校场所和颜色。

六、板书设计1. 小学三年级英语上册教案2. 内容：Unit 1: Hello!问候语：Hello, Hi, Good morning, Good afternoon自我介绍：My name is询问名字：What's your name?Unit 2: My family家庭成员：mom, dad, sister, brother介绍家人：This is my mom/dad/sister/brother Unit 3: My school学校场所：classroom, library, playground描述学校：There is/areUnit 4: Colours颜色：red, blue, green, yellow描述颜色：The apple is red.七、作业设计1. 作业题目：根据所学内容，编写一段自我介绍，包括问候语、姓名、年龄和家庭成员。

三年级英语上册整册教案-外研社（三起）教材简介本教材为外研社出版的《小学英语（三年级起点）》上册，共12个单元，主要涵盖了日常生活中的基础词汇和常用句型，课文内容简单易懂，贴近孩子的生活实际，帮助孩子轻松愉悦地学习英语。

教学目标1.学习并掌握本教材中所包含的基础词汇和句型，初步形成英语思维和表达的能力。

2.培养学生的英语学习兴趣和学习策略，提高其阅读、听说能力。

3.通过教材内的文化背景知识，增强学生对英语语言和文化的认知。

教学内容安排Unit 1 My Classroom1.学习表达教室中物品的基础词汇，如 desk, chair, book, pen, pencil 等。

2.学会简单句型 My desk is green. My chair is blue.。

Unit 2 My Schoolbag1.学习词汇 schoolbag, book, ruler, rubber 等，为后续单元做铺垫。

2.学习句型What’s in your schoolbag? My schoolbag has…。

Unit 3 My Family1.学习表示家庭成员的基础词汇，如 mother, father, sister, brother 等。

2.学习表达家庭成员间关系的句型，如 This is my mother. She is my mother.等。

Unit 4 My Classroom Rules1.学习表达校园规则的词汇和句型，如line up, raise your hand, don’t talk 等。

2.学习接受指令并做出行动的方式，同时锻炼学生听力和口语表达能力。

Unit 5 Happy Birthday1.学习与生活相关的数字词汇，如 number, eleven, twelve 等。

2.学习祝福生日快乐的简单句型Happy birthday, …。

Unit 6 My Toys1.学习表示玩具种类的词汇，如 doll, car, train, ball 等。

外研版三年级上册英语全册教案标准版，可打印一、教学内容二、教学目标1. 让学生掌握基本的英语问候语，能进行简单的自我介绍。

2. 培养学生运用英语进行日常交流的能力，如询问物品归属、询问对方状态等。

三、教学难点与重点1. 教学难点：语音、语调的正确运用；单词、句子的记忆与运用。

2. 教学重点：基本的英语问候语、自我介绍、日常交流用语。

四、教具与学具准备1. 教具：教材、录音机、磁带、卡片、挂图等。

2. 学具：课本、练习册、卡片、彩色笔等。

五、教学过程1. 导入：通过歌曲、游戏等活泼有趣的方式，激发学生的学习兴趣，引入新课。

2. 新课内容展示：教师展示新课内容，引导学生学习新的单词、句型。

3. 例题讲解：结合实践情景，讲解单词和句型的运用。

4. 随堂练习：分组进行角色扮演，进行口语练习。

5. 巩固拓展：通过游戏、竞赛等形式，巩固所学知识，提高运用能力。

六、板书设计1. 新课2. 重点单词、句型3. 例题及答案4. 口语练习提示七、作业设计1. 作业题目：（1）抄写并背诵Unit 1Unit 3的重点单词和句型。

（2）用Unit 4Unit 6所学的句型进行角色扮演，录制小视频。

（3）完成Unit 7Unit 9的练习册相关习题。

2. 答案：（1）单词和句型答案见教材。

（2）角色扮演视频，以学生实际表现为准。

（3）练习册答案见教师用书。

八、课后反思及拓展延伸2. 拓展延伸：鼓励学生在课后多听、多说、多读、多写，提高英语综合运用能力。

可推荐适合三年级学生的英语绘本、动画片等，丰富学生的英语学习资源。

重点和难点解析1. 教学内容的针对性；2. 教学目标的明确性；3. 教学难点与重点的区分；4. 教具与学具的准备；5. 教学过程中的实践情景引入、例题讲解和随堂练习；6. 板书设计的简洁与直观；7. 作业设计的针对性和拓展性；8. 课后反思及拓展延伸的实践性。

一、教学内容的针对性教案应根据学生的年龄特点、认知水平及学习需求，选择合适的教学内容。

外研版小学三年级英语上册教案全册一、教学内容1. Unit 1 Hello!（第13页）学习问候语，介绍自己，询问他人名字。

2. Unit 2 I'm Lu Ban.（第47页）介绍人物，学习一般现在时态陈述句。

3. Unit 3 How are you?（第811页）询问身体状况，回答并表达感谢。

4. Unit 4 What's your name?（第1215页）学习询问和回答名字。

5. Unit 5 How old are you?（第1619页）询问年龄，学习数字110。

二、教学目标1. 掌握基本的问候语，能进行简单的自我介绍和询问他人信息。

2. 学习一般现在时态陈述句，能够用英语描述人物特征。

3. 能够询问和回答关于身体状况、名字和年龄的问题。

三、教学难点与重点教学难点：1. 一般现在时态陈述句的构造。

2. 数字110的英文表达。

教学重点：1. 基本问候语和自我介绍。

2. 询问和回答关于身体状况、名字和年龄的问题。

四、教具与学具准备1. 教具：PPT、卡片、磁铁、录音机、教材。

2. 学具：练习册、彩色笔、卡片。

五、教学过程1. 导入（5分钟）创设实践情景，如学校新生报到，播放教材录音，引导学生模仿。

2. 新课内容学习（15分钟）学习问候语、自我介绍、询问他人名字等。

介绍一般现在时态陈述句，引导学生用英语描述人物特征。

3. 例题讲解（10分钟）解析一般现在时态陈述句的结构，举例说明。

讲解数字110的英文表达，举例练习。

4. 随堂练习（10分钟）学生分组进行问候语、自我介绍、询问他人信息等练习。

学生用一般现在时态陈述句描述教室里的物品。

5. 小结与反馈（5分钟）学生展示练习成果，互相评价。

六、板书设计1. 左侧：列出本节课的重点词汇和句型。

2. 右侧：展示一般现在时态陈述句的结构。

七、作业设计1. 作业题目：每个学生准备一段自我介绍，包括姓名、年龄和身体状况。

描述自己的一位好朋友，用一般现在时态陈述句。

外研版小学英语三年级上册全册教案一、教学内容本教案依据外研版小学英语三年级上册教材，共包含八个单元。

具体章节及内容如下：1. Unit 1: Hello!（问候与介绍）2. Unit 2: I'm Liu Ming.（我是刘明。

）4. Unit 4: This is my friend.（这是我的朋友。

）5. Unit 5: Look at me!（看我！）6. Unit 6: What's this?（这是什么？）7. Unit 7: I can swim.（我会游泳。

）8. Unit 8: How old are you?（你多大了？）二、教学目标1. 让学生掌握基本的英语问候、介绍、询问和回答等方法，提高学生的英语交际能力。

2. 培养学生正确书写、拼读单词的能力，扩大学生的词汇量。

3. 培养学生英语听说读写的基本技能，激发学生学习英语的兴趣。

三、教学难点与重点1. 教学难点：单词的拼写、句型的运用。

2. 教学重点：日常英语交际、单词和句型的掌握。

四、教具与学具准备1. 教具：PPT、录音机、磁带、卡片、挂图等。

2. 学具：英语课本、练习本、彩色笔等。

五、教学过程1. 导入：通过情景引入，例如唱英文歌曲、看动画片、讲述英语小故事等，激发学生的学习兴趣。

2. 新课展示：讲解单词、句型，结合实践情景，让学生模仿、练习。

3. 例题讲解：针对每个单元的重点，设计典型例题，进行详细讲解。

4. 随堂练习：让学生进行小组讨论、角色扮演等形式的实践活动，巩固所学知识。

六、板书设计1. 单词和句型。

2. 例题及答案。

3. 本节课的重点知识点。

七、作业设计1. 作业题目：抄写本节课所学单词，每个写5遍。

根据所给情景，运用本节课所学句型编写对话。

完成课后练习题。

2. 答案：见课后练习答案。

八、课后反思及拓展延伸2. 拓展延伸：鼓励学生在课后观看英语动画片、听英语歌曲、参加英语角等活动，提高英语听说能力。

外研版三年级上册英语全册教案完整版一、教学内容1. Unit 1 Hello!（第14课）学习问候语、介绍自己、询问他人名字等基本交流用语。

2. Unit 2 I'm fine, thank you!（第58课）学习表达身体状况、感谢、回答他人感谢等日常用语。

3. Unit 3 How old are you?（第912课）学习询问年龄、数字110、介绍家人等基本用语。

4. Unit 4 Look at me!（第1316课）学习描述外貌、颜色、衣服等词汇和表达方式。

二、教学目标1. 让学生掌握基本的日常交流用语，如问候、介绍自己、询问他人等。

2. 培养学生运用英语进行简单数字、颜色、外貌等描述的能力。

3. 提高学生的听说读写技能，激发学习英语的兴趣。

三、教学难点与重点1. 教学难点：数字110的英文表达。

形容词的运用，如描述外貌、颜色等。

2. 教学重点：基本问候语和日常交流用语。

掌握基本的词汇和句型。

四、教具与学具准备1. 教具：教学光盘、磁带、PPT等辅助教学材料。

图片、卡片、挂图等视觉教具。

2. 学具：学生用书、练习册。

彩色笔、卡片等。

五、教学过程1. 导入（5分钟）播放英语歌曲，让学生跟随歌曲唱跳，营造轻松的英语氛围。

用实践情景引入话题，如问候、介绍自己等。

2. 例题讲解（10分钟）通过PPT展示例题，引导学生用英语回答。

教师讲解并示范发音、句型等。

3. 随堂练习（10分钟）分组进行角色扮演，练习所学对话。

教师巡回指导，纠正发音和语法错误。

4. 课堂小结（5分钟）5. 作业布置（5分钟）布置作业，明确作业要求和完成时间。

六、板书设计1. 外研版三年级上册英语全册教案2. 内容：各单元主题、重点词汇、句型。

例题、练习题。

七、作业设计1. 作业题目：抄写并默写各单元重点词汇和句型。

完成练习册相应练习题。

2. 答案：课后练习题答案。

八、课后反思及拓展延伸1. 反思：对教学方法、手段进行反思，为下一节课做好准备。

三年级上册英语全册教案外研社(三起)教学内容本册教学内容主要依据《外研社(三起)三年级上册英语教材》，包括26个英文字母的学习，基础词汇约150个，日常会话及句型约50个，以及相关的文化背景知识。

教学内容围绕小学生的生活实际，注重培养学生的听说读写技能，通过故事、歌曲、游戏等多种形式，激发学生的学习兴趣，增强语言实践能力。

教学目标1. 知识与技能：使学生掌握26个英文字母的正确发音、书写及顺序；学会150个基础词汇和50个日常会话句型；能够进行简单的英语自我介绍和日常交流。

2. 过程与方法：通过听、说、读、写的实践活动，让学生在真实语境中运用英语；通过小组合作、角色扮演等方式，提高学生的合作能力和语言表达能力。

3. 情感态度与价值观：培养学生对英语学习的兴趣和积极性；通过英语学习，增进学生对多元文化的理解和尊重。

教学难点1. 字母发音的准确性和书写规范。

2. 基础词汇和句型的正确运用。

3. 听力理解和口语表达的流畅性。

4. 英文书写习惯的养成。

教具学具准备1. 教学录音机、投影仪、电子白板等。

2. 字母卡片、词汇卡片、句型卡片等。

3. 学生练习册、工作表、彩色笔等。

4. 角色扮演道具（如头饰、玩具等）。

教学过程1. 导入：通过歌曲、故事或游戏引起学生的兴趣，导入新课。

2. 新授：介绍新的字母、词汇和句型，通过图片、实物等辅助教学。

3. 实践：设计小组活动、角色扮演等，让学生在实践中运用所学知识。

4. 巩固：通过练习、游戏等方式巩固所学内容。

板书设计板书设计应简洁明了，突出教学重点。

每个字母、词汇和句型旁边可附上相应的图片或简笔画，帮助学生形象记忆。

同时，板书应留有空间，以便在教学中根据学生反应添加或调整内容。

作业设计1. 书面作业：包括字母、词汇的书写练习，句型的填空、改写等。

2. 听力作业：听录音，完成相应的练习题。

3. 口头作业：与家长或同学进行英语对话，模拟课堂所学场景。

课后反思课后反思是提高教学质量的重要环节。

外研版小学英语三年级上册全册教案一、教学内容1. Unit 1 Hello!（第14课）学习问候语、介绍自己、询问他人名字。

2. Unit 2 I'm Lu Chen.（第58课）学习表达年龄、介绍家庭成员。

3. Unit 3 How are you?（第912课）学习询问身体状况、回答健康相关问题。

4. Unit 4 What's this?（第1316课）学习询问物品名称、描述物品特征。

二、教学目标1. 让学生掌握基本的英语问候语，学会自我介绍和询问他人名字。

2. 培养学生用英语表达年龄、介绍家庭成员的能力。

3. 使学生学会询问身体状况，并能回答相关问题。

4. 让学生掌握询问物品名称和描述物品特征的表达方式。

三、教学难点与重点1. 教学难点：家庭成员、物品名称的词汇掌握；句子结构和发音的准确性。

2. 教学重点：问候语、自我介绍、询问他人名字、表达年龄、询问身体状况、询问物品名称和描述物品特征。

四、教具与学具准备1. 教具：教学挂图、卡片、录音机、磁带、多媒体设备。

2. 学具：课本、练习本、彩色笔。

五、教学过程1. 实践情景引入（5分钟）教师展示教学挂图，引导学生模仿问候语，进行自我介绍。

学生分角色进行问候语练习，巩固所学内容。

2. 例题讲解（10分钟）教师选取典型例题，讲解家庭成员、物品名称的词汇和表达方式。

学生跟随教师一起朗读，注意模仿发音。

3. 随堂练习（10分钟）学生两人一组，进行问候语、自我介绍、询问物品名称的对话练习。

教师巡回指导，纠正发音和句子错误。

4. 小组活动（15分钟）教师组织学生进行小组活动，用所学知识进行角色扮演。

教师引导学生回顾本节课所学内容，巩固重点知识。

学生进行拓展练习，如：用所学句型进行家庭场景表演。

六、板书设计1. 外研版小学英语三年级上册全册教案2. 内容：Unit 1 Hello!Unit 2 I'm Lu Chen.Unit 3 How are you?Unit 4 What's this?3. 重点词汇、句型：七、作业设计1. 作业题目：根据所给情景，编写对话，至少包含三个问候语、自我介绍、询问物品名称的句子。

2024年新标准外研版小学三年级英语上册教案全册一、教学内容本教案依据2024年新标准外研版小学三年级英语上册教材，共包含四个单元。

具体章节及详细内容如下：Unit 1: Hello, everyone!Section 1: Let's learnWords: hello, good morning, good afternoon, good evening, good nightSentences: Hello, everyone! Goodmorning/afternoon/evening/night!Section 2: Let's doActions: waving, greetingUnit 2: My familySection 1: Let's learnWords: father, mother, brother, sister, grandpa, grandmaSentences: This is myfather/mother/brother/sister/grandpa/grandma.Section 2: Let's doActivity: Introducing family membersUnit 3: ColoursSection 1: Let's learnWords: red, yellow, blue, green, black, whiteSentences: What colour is it? It'sred/yellow/blue/green/black/white.Section 2: Let's doActivity: Identifying coloursUnit 4: NumbersSection 1: Let's learnNumbers: 110Sentences: How many? One/two/three/fourSection 2: Let's doActivity: Counting objects二、教学目标1. 掌握基本的问候语，如：hello, goodmorning/afternoon/evening/night。

外研版小学三年级上册英语全册教案一、教学内容Unit 1: Hello!（问候）Unit 2: I'm Lu Chen.（自我介绍）Unit 3: This is Miss Zhou.（介绍他人）Unit 4: How old are you?（询问年龄）Unit 5: What's this?（询问物品）Unit 6: Look at the Monkeys!（描述动物）二、教学目标1. 让学生掌握基本的英语问候语，能进行简单的自我介绍和介绍他人。

2. 培养学生运用英语询问年龄和物品名称的能力。

3. 提高学生观察和描述动物的能力。

三、教学难点与重点1. 教学难点：正确使用英语进行自我介绍和介绍他人，以及询问年龄和物品名称。

2. 教学重点：掌握基本的英语问候语，认识并能描述动物。

四、教具与学具准备1. 教具：教材、教学挂图、卡片、录音机、磁带。

2. 学具：练习本、彩笔、剪刀、胶水。

五、教学过程1. 实践情景引入：教师模拟生活场景，与学生进行英语问候，引导学生用英语进行自我介绍和介绍他人。

a. 教师展示教材中的例句，如：“Hello, I'm Lu Chen.”，并解释其用法。

b. 教师提问学生，让学生模仿例句进行自我介绍和介绍他人。

3. 随堂练习：a. 教师给出图片，学生根据图片内容用英语描述。

b. 学生两人一组，相互问候并介绍自己。

4. 教学难点讲解：a. 教师针对询问年龄和物品名称的句型进行讲解，如：“How old are you?”和“What's this?”。

b. 学生模仿例句进行问答练习。

5. 小组活动：学生分成小组，用所学知识进行角色扮演，模拟生活场景。

六、板书设计1. 外研版小学三年级上册英语教案2. 内容：Unit 1: Hello!Unit 2: I'm Lu Chen.Unit 3: This is Miss Zhou.Unit 4: How old are you?Unit 5: What's this?Unit 6: Look at the Monkeys!七、作业设计a. 用英语写一段自我介绍。

外研版三年级上册英语全册教案标准版，可打印一、教学内容Greetings（问候）Introducing oneself（自我介绍）Numbers 110（数字110）2. Unit 2: Look at Me!（看看我！）Body parts（身体部位）Colours（颜色）3. Unit 3: Let's Learn!（我们来学习！）Fruit and food（水果和食物）Counting 1120（数数1120）4. Unit 4: Who's This?（这是谁？）Family members（家庭成员）Asking and answering about age（询问和回答年龄）二、教学目标2. 学生能够认识并运用数字120，进行简单的数数活动。

3. 学生能够掌握基本的颜色和身体部位词汇，并能用英语进行简单描述。

三、教学难点与重点1. 教学难点：数字1120的拼写和运用。

家庭成员词汇的发音和运用。

2. 教学重点：基本问候语和自我介绍的表达。

颜色、身体部位、水果和食物词汇的掌握。

四、教具与学具准备1. 教具：PPT展示教材中的图片和词汇。

卡片（含问候语、颜色、身体部位、数字等）。

磁性白板和记号笔。

2. 学具：练习册和作业纸。

彩色笔、剪刀、胶水等。

五、教学过程1. 导入（5分钟）利用PPT展示不同场景的问候图片，引导学生进行问候语的复习。

邀请学生上台进行自我介绍，复习相关表达。

2. 新课内容展示（15分钟）展示Unit 1中数字110的图片，引导学生跟读并拼写。

通过PPT展示Unit 2中身体部位和颜色的图片，教授相关词汇。

3. 例题讲解（10分钟）以Unit 3中水果和食物为例，进行数数活动，讲解数字1120的用法。

展示Unit 4中家庭成员的图片，教授相关词汇和句型。

4. 随堂练习（10分钟）发放练习册，让学生完成相关练习题。

邀请学生上台展示，并及时给予反馈。

5. 小组活动（15分钟）将学生分成小组，进行角色扮演，用所学词汇和句型进行交流。

《英语》(新标准)（三起）第一册Module 1Unit 1PurposeKnowledge aim: To learn to introduce names.Ability aim: To train them to say hello to their friends and introduce with “I’m….”Ideological aim: To improve the students’ basic English about greetings.Main points: The way of greetings : I’m ….Difficult points: To introduce happily and convincingly.Teaching materials: pictures, cards, tape recorder, masksTeaching process:Step One: Greeting with students.T: Hello, my dear children. This is your first English class. I’m very happyto teach you English this term. Speaking English is a piece of cake. Pleaseremember that. Let’s say “Hello” to each other first. Please stand up, all ofyou.( 教师边说边翻译，做手势示意全体起立)T: (教师边挥手边走向学生。

) Hello, my dear children!S: Hello!T: Do what I do like this. ( 挥手，微笑，大声)S: ( 在教师的指导下模仿)T: It’s interesting to speak English. Sit down, please.T: (面带微笑，朝向一个小女孩) Hello! Lovely girl!S: Hello!T: Good girl! Say it like this, please! It’s easy to speak English.T: (朝向另一男孩) Hello! Cool boy！S: Hello!T: Good boy! See, it’s easy. Let’s try again.( 再叫几名学生，师生挥手打招呼)T: Now please say “hello” to your classmates like this. Who can try?( 叫几名学生到前面来，面向全体问好，注意表情和动作，并且要声音洪亮)T: Then say “hello” to your neighbors and your friends. You can go out ofyour seat and move around the classroom.S: (学生自由活动问好)T: You did a good job!Step Two: New courseT: Next I want to know your name. How do you introduce your name then? Listen! I’m Ellen. ( 说三遍) Please say hello to me.(Some excellent students can answer like the following)S1: Hello, Ellen.S2: Hello, Ellen.T: Hello! Your name, please?S2:I’m Tom.T: Hello, Tom. Your name, please?S3: I’m Mike.T: Hello, Mike.S3: Hello, Ellen.T: Well done. Now please practice. Say hello and your name, then let’shave a race. ( 给学生一分钟时间练习)T: Let’s try to say that: Hello, I’m…..( 板书) Team by team, and one by one. (以小组为单位，计时开始)S: Hello, I’m….( 学生一一进行自我介绍)T: You are terrific. Team One is the winner.Step Three: Knowledge extensionT: Now let’s play a game. Do what I do. (教师边做动作，边说，学生学做)Stand up, stand up. Sit down, sit down.Stand up, sit down. Sit down, stand up.Hands up, Hands up. Hands down, hands down.Hands up, hands down. Hands down, hands up.Hello, hello, say hello. Goodbye, goodbye, say good bye.Hello, hello, say hello. Goodbye, goodbye, say good byeT: Eyes front, try your best to say it while you are doing it.S: (学生试图边说边做动作)Step Four: ConsolidationT: Next I’ll introduce four children to you. Please listen! What are their names? ( 展示四个头饰)T: (教师放CDrom两遍) OK, what’s this boy’s name? Tom?S: No, Sam.T: Right. Smart girl. And what’s this girl’s name? Lisa?S: No, Amy.T: Good. Clever boy. And who is she? Yuanyuan? Dandan?S: No. Lingling.T: Yes, right. Her name is Lingling. And who is he? Qiangqiang? Liangliang?S: No. Daming.T: Yes, his name is Daming. Well, let’s know them again. His name?Ss: Sam.T: Her name?Ss: Amy.T: And her name?Ss: Lingling.T: His name?\Ss: Daming.T: Fantastic. Following we’ll study and play with them for this whole term. Please remember them and make good friends with them. Next open your English books and read the text together. (学生看图像并跟读，强调指读)T: Please practice for a while.S: ( 学生自己练习指读)T: At last who can introduce yourself in English as much as you can.S: ( 展示自我介绍)Step Five: Sum up and homework.T: Today we learnt how to greet and introduce. You all did a good job. Please introduce yourself into the mirror at home. And read the text five time. It’s time to say goodbye. Let’s sing a song and say goodbye with each other. ( 最后唱再见歌结束)教学反思：Unit 2PurposeKnowledge aim: To learn to say “ how are you?”.Ability aim: To train them to say hello with another way.Ideological aim: To improve the students’ basic English about greetings.Main points: The way of greetings : “ How are you? I’m fine, thank you.”Difficult points: Ask and answer fluently.Teaching materials: pictures, cards, tape recorderTeaching process:Step One: Greeting with students.T: Good morning, my dear babies. Nice to see you again. Hello, Kate.S: Hello, Ellen.T: Hello, Mike.S: Hello, Ellen.Step Two: New courseT: Your name, please.S: I’m Tom.T: Hello, Tom. Good morning.S: Good morning, Ellen.T: Well done. That’s another way to say hello in the morning. Let’s learn to say. Morning ( 说三遍, 然后学生跟读)T: Let’s practice. Good morning, Sam. ( 挥手，微笑，大声)S: Good morning, Ellen.T: Now say good morning to your neighbors.S: (Practice for a while)T: Good children! Now please watch the projects and listen carefully, whatare they talking about? ( 看大屏幕)T: What did you hear? Hello? Good morning?S: No, How are you?T: Good boy! What’s this in Chinese?S: 你好吗？T: Right. 一般是指对你熟悉的朋友问好，主要是问身体状况怎么样？T: How do you answer it?S: I’m fine. Thank you.T: What does it mean?S: 我很好, 谢谢。

教案：外研版英语三年级上册教学目标：1. 知识目标：学生能够掌握本节课的生词和重点句子，并能够运用所学知识进行简单的日常交流。

2. 能力目标：通过听、说、读、写的训练，提高学生的英语语言表达能力。

3. 情感目标：激发学生学习英语的兴趣，培养他们的自信心和合作意识。

教学内容：本节课的教学内容主要包括生词的学习、句子的练习和对话的理解。

生词包括动物、颜色、数字等，句子主要包括问候语和介绍自己。

对话内容涉及日常生活中的简单交流，如问候、介绍、询问等。

教学重点与难点：重点是学生能够正确发音并熟练掌握生词和句子。

难点是学生能够运用所学知识进行日常交流，并能够理解和表达不同的情感和意愿。

教具与学具准备：教具包括课件、图片、卡片等。

学具包括课本、练习本、彩色笔等。

教学过程：1. 热身活动（5分钟）：通过歌曲或游戏，激发学生的学习兴趣，活跃课堂气氛。

2. 引入新课（10分钟）：教师展示课件或图片，引导学生说出生词和句子，为新课的学习打下基础。

3. 生词学习（10分钟）：教师出示生词卡片，引导学生跟读和记忆，通过游戏或练习巩固生词。

4. 句子练习（10分钟）：教师出示句子卡片，引导学生跟读和模仿，通过小组活动或角色扮演进行句子的实际运用。

5. 对话学习（10分钟）：教师出示对话材料，引导学生听懂并能够复述对话内容，通过角色扮演或小组讨论进行对话的实际操作。

6. 巩固练习（5分钟）：教师出示练习题，引导学生进行听、说、读、写的训练，巩固所学知识。

板书设计：板书设计应简洁明了，突出重点。

可以采用关键词、句子或图片等形式，帮助学生理解和记忆。

作业设计：作业设计应结合本节课所学内容，包括听、说、读、写的训练。

作业应具有一定的挑战性，能够激发学生的学习兴趣和动力。

课后反思：课后反思是教学过程中的重要环节，教师应认真对待。

通过反思，教师可以了解学生的学习情况，发现教学中存在的问题，及时进行调整和改进，以提高教学效果。

教学评价：教学评价应全面、客观、公正。

三年级英语上册全册教案（外研版一起）module 1 the general aims of module one:language points:(1) the new words: chopsticks, a knife and fork, use, easy, hard and mess(2) the basic sentence pattern and the students could make dialogues according to the sentence patterns.do you want… do you use… (3) the new words: hamburgers, chips, fast food(4) the basic structure of processing tenseattitude aims:the students could make differences in food culture between the western countries and china. teaching important points:(1) do you use chopsticks in …?do you use a knife and fork in …?(2) the processing tenseteaching difficult points:(1) the pronunciation of some new words. for example, chopsticks(2) the changes of “be”activity for module one:in module one, the topic is mainly about the different customs in china and western countries. before the class, i require the students to prepare the pictures of food. in the process of teaching, i begin the class with talking about the differences in food and then some other topics are related.with the help of pictures, the students talk about the differences in group. several minutes later, one group is given two minutes to show the results of discussion. then the teacher takes out the chopsticks and fork and knife. the students can also talk about the other aspects. this activity class is designed in the form of dicussion. the students could speak freely according to their own vocabularies.unit 1 do you use chopsticks inengland?teaching aims：(1)make students remember the new words: chopsticks, a knife and fork, use, easy, hard and mess(2) mastering the basic sentence pattern and the students could make dialogues according to the sentence patterns.do you want… do you use… attitude aims:the students could make differences in food culture between the western countries and china. teaching important points:do you use chopsticks in …?do you use a knife and forkin …?teaching difficult point:the pronunciation of some new words. for example, chopstickspreparation:word card, cd-romteaching process:warming up part:the teacher shows many pictures about food.(noodles,rice, hamburgers,cakes and so on). firstly, the teacher leads the students to get familiar with these food names and then on this basis theteacher can ask them to practice the sentence pattern.do you like noodles? yes, i do.\ no, i don’t.do you want …? yes, i do.\no,i don’t.step two: presentation and practicethe teacher makes use of the picture “noodles” and a new word “chopsticks” can be leadedout.3456789101113141516171819202223242526272018--06module 1 the general aims of module one:language points:(1) the new words: chopsticks, a knife and fork, use, easy, hard and mess(2) the basic sentence pattern and the students could make dialogues according to the sentence patterns.do y ou want… do you use… (3) the new words: hamburgers, chips, fast food(4) the basic structure of processing tenseattitude aims:the students could make differences in food culture between the western countries and china. teaching important points:(1) do you use chopsticks in …?do you use a knife and fork in …?(2) the processing tenseteaching difficult points:(1) the pronunciation of some new words. for example, chopsticks(2) the changes of “be”activity for module one:in module one, the topic is mainly about the different customs in chinaand western countries. before the class, i require the students to prepare the pictures of food. in the process of teaching, i begin the class with talking about the differences in food and then some other topics are related. with the help of pictures, the students talk about the differences in group. several minutes later, one group is given two minutes to show the results of discussion. then the teacher takes out the chopsticks and fork and knife. the students can also talk about the other aspects. this activity class is designed in the form of dicussion. the students could speak freely according to their own vocabularies.unit 1 do you use chopsticks inengland?teaching aims：(1)make students remember the new words: chopsticks, a knife and fork, use, easy, hard and mess(2) mastering the basic sentence pattern and the students could make dialogues according to the sentence patterns.do you want… do you use… attitude aims:the students could make differences in food culture between the western countries and china. teaching important points:do you use chopsticks in …?do you use a knife and forkin …?teaching difficult point:the pronunciation of some new words. for example, chopstickspreparation:word card,cd-romteaching process:warming up part:the teacher shows many pictures about food.(noodles,rice, hamburgers,cakes and so on). firstly, the teacher leads the students to get familiar with these food names and then on this basis the teacher can ask them to practice the sentence pattern.do you like noodles? yes, i do.\ no, i don’t.do you want …? yes, i do.\no,i don’t.step two: presentation and practicethe teacher makes use of the picture “noodles” and a new word “chopsticks” can be leadedout.3456789101113141516171819202223242526272018--06module 1 the general aims of module one:language points:(1) the new words: chopsticks, a knife and fork, use, easy, hard and mess(2) the basic sentence pattern and the students could make dialogues according to the sentence patterns.do you w ant… do you use… (3) the new words: hamburgers, chips, fast food(4) the basic structure of processing tenseattitude aims:the students could make differences in food culture between the western countries and china. teaching important points:(1) do you use chopsticks in …?do you use a knife and fork in …?(2) theprocessing tenseteaching difficult points:(1) the pronunciation of some new words. for example, chopsticks(2) the changes of “be”activity for module one:in module one, the topic is mainly about the different customs in china and western countries. before the class, i require the students to prepare the pictures of food. in the process of teaching, i begin the class with talking about the differences in food and then some other topics are related. with the help of pictures, the students talk about the differences in group. several minutes later, one group is given two minutes to show the results of discussion. then the teacher takes out the chopsticks and fork and knife. the students can also talk about the other aspects. this activity class is designed in the form of dicussion. the students could speak freely according to their own vocabularies.unit 1 do you use chopsticks inengland?teaching aims：(1)make students remember the new words: chopsticks, a knife and fork, use, easy, hard and mess(2) mastering the basic sentence pattern and the students could make dialogues according to the sentence patterns.do you want… do you use… attitude aims:the students could make differences in food culture between thewestern countries and china. teaching important points:do you use chopsticks in …?do you use a knife and forkin …?teaching difficult point:the pronunciation of some new words. for example, chopstickspreparation:word card, cd-romteaching process:warming up part:the teacher shows many pictures about food.(noodles,rice, hamburgers,cakes and so on). firstly, the teacher leads the students to get familiar with these food names and then on this basis the teacher can ask them to practice the sentence pattern.do you like noodles? yes, i do.\ no, i don’t.do you want …? yes, i do.\no,i don’t.step two: presentation and practicethe teacher makes use of the picture “noodles” and a new word “chopsticks” can be leadedout.3456789101113141516171819202223242526272018--06module 1 the general aims of module one:language points:(1) the new words: chopsticks, a knife and fork, use, easy, hard and mess(2) the basic sentence pattern and the students could make dialogues according to the sentence patterns.do you want…do you use… (3) the new words: hamburgers, chips, fast food(4) the basic structure ofprocessing tenseattitude aims:the students could make differences in food culture between the western countries and china. teaching important points:(1) do you usech opsticks in …?do you use a knife and fork in …?(2) the processing tenseteaching difficult points:(1) the pronunciation of some new words. for example, chopsticks(2) the changes of “be”activity for module one:in module one, the topic is mainly about the different customs in china and western countries. before the class, i require the students to prepare the pictures of food. in the process of teaching, i begin the class with talking about the differences in food and then some other topics are related. with the help of pictures, the students talk about the differences in group. several minutes later, one group is given two minutes to show the results of discussion. then the teacher takes out the chopsticks and fork and knife. the students can also talk about the other aspects. this activity class is designed in the form of dicussion. the students could speak freely according to their own vocabularies.unit 1 do you use chopsticks inengland?teaching aims：(1)make students remember the new words: chopsticks, a knife and fork, use, easy, hard andmess(2) mastering the basic sentence pattern and the students could make dialogues according to the sentence patterns.do you want… do you use… attitude aims:the students could make differences in food culture between the western countries and china. teaching important points:do you use chopsticks in …?do you use a knife and forkin …?teaching difficult point:the pronunciation of some new words. for example, chopstickspreparation:word card, cd-romteaching process:warming up part:the teacher shows many pictures about food.(noodles,rice, hamburgers,cakes and so on). firstly, the teacher leads the students to get familiar with these food names and then on this basis the teacher can ask them to practice the sentence pattern.do you like noodles? yes, i do.\ no, i don’t.do you want …? yes, i do.\no,i don’t.step two: presentation and practicethe teacher makes use of the picture “noodles” and a new word “chopsticks” can be leadedout.3456789101113141516171819202223242526272018--06module 1 the general aims of module one:language points:(1) the new words: chopsticks, a knife and fork, use,easy, hard and mess(2) the basic sentence pattern and the students could make dialogues according to the sentence patterns.do you want… do you use… (3) the new words: hamburgers, chips, fast food(4) the basic structure of processing tenseattitude aims:the students could make differences in food culture between the western countries and china. teaching important points:(1) do you use chopst icks in …?do you use a knife and fork in …?(2) the processing tenseteaching difficult points:(1) the pronunciation of some new words. for example, chopsticks(2) the changes of “be”activity for module one:in module one, the topic is mainly about the different customs in china and western countries. before the class, i require the students to prepare the pictures of food. in the process of teaching, i begin the class with talking about the differences in food and then some other topics are related. with the help of pictures, the students talk about the differences in group. several minutes later, one group is given two minutes to show the results of discussion. then the teacher takes out the chopsticks and fork and knife. the students can also talk about the other aspects. this activity class is designed in the form of dicussion. thestudents could speak freely according to their own vocabularies.unit 1 do you use chopsticks inengland?teaching aims：(1)make students remember the new words: chopsticks, a knife and fork, use, easy, hard and mess(2) mastering the basic sentence pattern and the students could make dialogues according to the sentence patterns.do you want… do you use… attitude aims:the students could make differences in food culture between the western countries and china. teaching important points:do you use chopsticks in …?do you use a knife and forkin …?teaching difficult point:the pronunciation of some new words. for example, chopstickspreparation:word card, cd-romteaching process:warming up part:the teacher shows many pictures about food.(noodles,rice, hamburgers,cakes and so on). firstly, the teacher leads the students to get familiar with these food names and then on this basis the teacher can ask them to practice the sentence pattern.do you like noodles? yes, i do.\ no, i don’t.do you want …? yes, i do.\no,i don’t.step two: presentation and practicethe teacher makes use of the picture “noodles” and a new word “chopsticks” can be leadedout.3456789101113141516171819202223242526272018--06module 1 the general aims of module one:language points:(1) the new words: chopsticks, a knife and fork, use, easy, hard and mess(2) the basic sentence pattern and the students could make dialogues according to the sentence patterns.do you want… do you use… (3) the new words: hamburgers, chips, fast food(4) the basic structure of processing tenseattitude aims:the students could make differences in food culture between the western countries and china. teaching important points:(1) do you use chopsticks in …?do you use a knife and fork in …?(2) the processing tenseteaching difficult points:(1) the pronunciation of some new words. for example, chopsticks(2) the changes of “be”activity for module one:in module one, the topic is mainly about the different customs in china and western countries. before the class, i require the students to prepare the pictures of food. in the process of teaching, i begin the class with talking about the differences in food and then some other topics are related. with the help of pictures, the students talk about the differences in group. several minutes later, one group isgiven two minutes to show the results of discussion. then the teacher takes out the chopsticks and fork and knife. the students can also talk about the other aspects. this activity class is designed in the form of dicussion. the students could speak freely according to their own vocabularies.unit 1 do you use chopsticks inengland?teaching aims：(1)make students remember the new words: chopsticks, a knife and fork, use, easy, hard and mess(2) mastering the basic sentence pattern and the students could make dialogues according to the sentence patterns.do you want… do you use… attitude aims:the students could make differences in food culture between the western countries and china. teaching important points:do you use chopsticks in …?do you use a knife and forkin …?teaching difficult point:the pronunciation of some new words. for example, chopstickspreparation:word card, cd-romteaching process:warming up part:the teacher shows many pictures about food.(noodles,rice, hamburgers,cakes and so on). firstly, the teacher leads the students to get familiar with these food names and then on this basis the teacher can ask them to practice the sentence pattern.do you like noodles? yes, i do.\ no, i don’t.do you want …?yes, i do.\no,i don’t.step two: presentation and practicethe teacher makes use of the picture “noodles” and a new word “chopsticks” can be leadedout.3456789101113141516171819202223242526272018--06module 1 the general aims of module one:language points:(1) the new words: chopsticks, a knife and fork, use, easy, hard and mess(2) the basic sentence pattern and the students could make dialogues according to the sentence patterns.do you want… do you use… (3) the new words: hamburgers, chips, fast food(4) the basic structure of processing tenseattitude aims:the students could make differences in food culture between the western countries and china. teaching important points:(1) do you use chopsticks in …?do you use a knife and fork in …?(2) the processing tenseteaching difficult points:(1) the pronunciation of some new words. for example, chopsticks(2) the changes of “be”activity for module one:in module one, the topic is mainly about the different customs in china and western countries. before the class, i require the students to prepare the pictures of food. in the processof teaching, i begin the class with talking about the differences in food and then some other topics are related. with the help of pictures, the students talk about the differences in group. several minutes later, one group is given two minutes to show the results of discussion. then the teacher takes out the chopsticks and fork and knife. the students can also talk about the other aspects. this activity class is designed in the form of dicussion. the students could speak freely according to their own vocabularies.unit 1 do you use chopsticks inengland?teaching aims：(1)make students remember the new words: chopsticks, a knife and fork, use, easy, hard and mess(2) mastering the basic sentence pattern and the students could make dialogues according to the sentence patterns.do you want… do you use… attitude aims:the students could make differences in food culture between the western countries and china. teaching important points:do you use chopsticks in …?do you use a knife and forkin …?teaching difficult point:the pronunciation of some new words. for example, chopstickspreparation:word card, cd-romteaching process:warming up part:the teacher shows many pictures about food.(noodles,rice, hamburgers,cakesand so on). firstly, the teacher leads the students to get familiar with these food names and then on this basis the teacher can ask them to practice the sentence pattern.do you like noodles? yes, i do.\ no, i don’t.do you want …? yes, i do.\no,i don’t.step two: presentation and practicethe teacher makes use of the picture “noodles” and a new word “chopsticks” can be leadedout.3456789101113141516171819202223242526272018--06module 1 the general aims of module one:language points:(1) the new words: chopsticks, a knife and fork, use, easy, hard and mess(2) the basic sentence pattern and the students could make dialogues according to the sentence patterns.do you want… do you use… (3) the new words: hamburgers, chips, fast food(4) the basic structure of processing tenseattitude aims:the students could make differences in food culture between the western countries and china. teaching important points:(1) do you use chopsticks in …?do you use a knife and fork in …?(2) the processing tenseteaching difficult points:(1) the pronunciation of some new words. for example, chopsticks(2)the changes of “be”activity for module one:in module one, the topic is mainly about the different customs in china and western countries. before the class, i require the students to prepare the pictures of food. in the process of teaching, i begin the class with talking about the differences in food and then some other topics are related. with the help of pictures, the students talk about the differences in group. several minutes later, one group is given two minutes to show the results of discussion. then the teacher takes out the chopsticks and fork and knife. the students can also talk about the other aspects. this activity class is designed in the form of dicussion. the students could speak freely according to their own vocabularies.unit 1 do you use chopsticks inengland?teaching aims：(1)make students remember the new words: chopsticks, a knife and fork, use, easy, hard and mess(2) mastering the basic sentence pattern and the students could make dialogues according to the sentence patterns.do you want… do you use… attitude aims:the students could make differences in food culture between the western countries and china. teaching important points:do you use chopsticks in …?do you use a knife and forkin …?teaching difficult point:the pronunciation of some new words. for example, chopstickspreparation:word card, cd-romteaching process:warming up part:the teacher shows many pictures about food.(noodles,rice, hamburgers,cakes and so on). firstly, the teacher leads the students to get familiar with these food names and then on this basis the teacher can ask them to practice the sentence pattern.do you like noodles? yes, i do.\ no, i don’t.do you want …? yes, i do.\no,i don’t.step two: presentation and practicethe teacher makes use of the picture “noodles” and a new word “chopsticks” can be leadedout.3456789101113141516171819202223242526272018--06module 1 the general aims of module one:language points:(1) the new words: chopsticks, a knife and fork, use, easy, hard and mess(2) the basic sentence pattern and the students could make dialogues according to the sentence patterns.do you want… do you use… (3) the new words: hamburgers, chips, fast food(4) the basic structure of processing tenseattitude aims:the students could make differences in food culture between the western countriesand china. teaching important points:(1) do you use chopsticks in …?do you use a knife and fork in …?(2) the processing tenseteaching difficult points:(1) the pronunciation of some new words. for example, chopsticks(2) the changes of “be”activity for module one:in module one, the topic is mainly about the different customs in china and western countries. before the class, i require the students to prepare the pictures of food. in the process of teaching, i begin the class with talking about the differences in food and then some other topics are related. with the help of pictures, the students talk about the differences in group. several minutes later, one group is given two minutes to show the results of discussion. then the teacher takes out the chopsticks and fork and knife. the students can also talk about the other aspects. this activity class is designed in the form of dicussion. the students could speak freely according to their own vocabularies.unit 1 do you use chopsticks inengland?teaching aims：(1)make students remember the new words: chopsticks, a knife and fork, use, easy, hard and mess(2) mastering the basic sentence pattern and the students could make dialogues according to the sentencepatterns.do you want… do you use… attitude aims:the students could make differences in food culture between the western countries and china. teaching important points:do you use chopsticks in …?do you use a knife and forkin …?teaching difficult point:the pronunciation of some new words. for example, chopstickspreparation:word card, cd-romteaching process:warming up part:the teacher shows many pictures about food.(noodles,rice, hamburgers,cakes and so on). firstly, the teacher leads the students to get familiar with these food names and then on this basis the teacher can ask them to practice the sentence pattern.do you like noodles? yes, i do.\ no, i don’t.do you want …? yes, i do.\no,i don’t.step two: presentation and practicethe teacher makes use of the picture “noodles” and a new word “chopsticks” can be leadedout.3456789101113141516171819202223242526272018--06module 1 the general aims of module one:language points:(1) the new words: chopsticks, a knife and fork, use, easy, hard and mess(2) the basic sentence pattern and the students could make dialogues according to the sentencepatterns.do you want… do you use… (3) the new words: hamburgers, chips, fast food(4) the basic structure of processing tenseattitude aims:the students could make differences in food culture between the western countries and china. teaching important points:(1) do you use chopsticks in …?do you use a knife and fork in …?(2) the processing tenseteaching difficult points:(1) the pronunciation of some new words. for example, chopsticks(2) the changes of “be”activity for module one:in module one, the topic is mainly about the different customs in china and western countries. before the class, i require the students to prepare the pictures of food. in the process of teaching, i begin the class with talking about the differences in food and then some other topics are related. with the help of pictures, the students talk about the differences in group. several minutes later, one group is given two minutes to show the results of discussion. then the teacher takes out the chopsticks and fork and knife. the students can also talk about the other aspects. this activity class is designed in the form of dicussion. the students could speak freely according to their own vocabularies.unit 1 do you use chopsticks inengland?teaching aims：(1)make students remember the new words: chopsticks, a knife and fork, use, easy, hard and mess(2) mastering the basic sentence pattern and the students could make dialogues according to the sentence patterns.do you want… do you use… attitude aims:the students could make differences in food culture between the western countries and china. teaching important points:do you use chopsticks in …?do you use a knife and forkin …?teaching difficult point:the pronunciation of some new words. for example, chopstickspreparation:word card, cd-romteaching process:warming up part:the teacher shows many pictures about food.(noodles,rice, hamburgers,cakes and so on). firstly, the teacher leads the students to get familiar with these food names and then on this basis the teacher can ask them to practice the sentence pattern.do you like noodles? yes, i do.\ no, i don’t.do you want …? yes, i do.\no,i don’t.step two: presentation and practicethe teacher makes use of the picture “noodles” and a new word “chopsticks” can be leadedout.345678910111314151617181920222324252627。