三年级英语上册全册教案(外研版一起).doc

三年级上册外研版英语教案5篇三年级上册外研版英语教案篇1教学目标：1. 知识目标(1)能听说认读“四会”单词“cat, dog, duck, monkey, rabbit, cat, panda”。

(2)能听懂指令，并根据指令做相应的动作。

2. 能力目标(1)能在实际生活中运用英语表达熟悉和喜爱的动物。

(2)培养学生根据情景正确运用语言的能力。

3. 情感态度目标(1)在活动中培养学生的协作精神。

(2)培养学生认真、积极、大胆的学习态度。

(3)培养学生爱护和保护动物的情感。

重点难点：“ 四会”单词的正确发音与在实际生活中的运用。

课前准备：有关教学课件，动物头饰，小火车图片，小红旗，大萝卜模型。

教学步骤：Step 1: Warm-upa. Sing a song: "Teddy Bear" 设计意图：课前唱英文歌曲，教师和学生一起演唱并配上相应的动作，用表情、动作、眼神和学生交流，使学生情绪兴奋，快速进入“角色”，全身心地准备学习的开始。

b. Free talk. 设计意图：师生间的日常会话交流，培养学生用英语思维，用英语交际的能力。

c. Today we are going to learn some new words. Look, here comes a train(教师手拿一列小火车介绍).There are some numbers on it(手势指向各小组)。

Number 1 is for group 1; Number 2 is for group 2; Number 3 is for group 3; Number 4 is for group4.(教师拿出一面小红旗)If you do very well, you can get a red flag for your group. Let's see which group is the best. OK?(教师以手势鼓动学生回答：OK.)设计意图：小学生好胜心强，从开始就把竞争机制引入课堂，并贯穿于整堂课，大大激发了学生的学习兴趣，有利于学生完全投入到课堂活动中来。

外研社三年级上册英语教案（精选3篇）外研社三年级上册篇1教学目标：（一）知识与技能1、学生能了解认识家庭成员：father、mother、grandpa、grandma 、sister、这些单词。

2、学生能理解和掌握句型：This is my… 这个句型。

（二）情感态度与价值观1、通过学习使学生学会去“爱”，爱自己的家人，爱自己的朋友，爱我们的地球这个大家庭。

2、运用句型：This is my…向别人介绍自己的家庭成员。

课前准备：录音机、磁带、单词卡片教学过程：一、导学1、T:hello, boys and girls.How are you ,today ? today we will learn Module9 Family unit1 this is my mother. （板书课题出示单词卡family，理解单词意思，跟读，生自读）2、Make students in four teams:father team,mother team,sister team ,brother team二、呈现新知与操练1、出示图片说明一个家庭的基本成员有哪些同时引入新单词“father,mother,sister,brother,grandma,grandpa”。

老师可以邀请几个课前做了充分预习的学生当“小老师”，戴着头饰扮演一家人，手拿单词卡片向全班教授新单词，老师在一旁提供指导和帮助。

2、出示Smart一家的图片，指着各个人物向学生提问，例如：Who ishe？Who is she? 引导学生识别出Smart一家的成员：Ms Smart,MrSmart,Sam,Amy和Tom.对学生说：“Sam家里还有两个成员，大家知道他们是谁吗？刚才大家看到的这些任务之间又是什么关系呢？我们一起来看一看吧！”三、自学与展示1、播放录音请学生认真听，试着理解课文的内容。

听过第一遍录音后，老师可以提出一些关于课文的具体问题，例如：“How many people are there in sam `s family?”请学生带着问题听第二遍录音后，老师可以请理解课文内容的学生内容的学生向其他同学提出问题，例如：“Who are they?”听第3遍录音时，请学生看着书跟读，画出生词，并试着找出问题的答案。

2024年三年级英语上册全册教案新版外研版一、教学内容二、教学目标1. 能够听懂并准确说出与日常生活、学校生活、家庭、动物、颜色和数字相关的词汇和句型。

2. 能够运用所学知识进行简单对话，培养初步的英语口语表达能力。

3. 能够正确书写26个英文字母，掌握基本的书写规范。

三、教学难点与重点1. 教学难点：词汇和句型的记忆，语音语调的模仿，以及英语口语表达能力的培养。

2. 教学重点：日常生活、学校生活、家庭、动物、颜色和数字等主题词汇和句型的掌握，以及基本书写规范。

四、教具与学具准备1. 教具：PPT、卡片、录音机、磁带、实物等。

2. 学具：英语课本、练习册、笔、作业本等。

五、教学过程1. 导入：通过展示与课题相关的图片、视频或实物，引导学生进入课题情境，激发学习兴趣。

2. 新课展示：呈现新课内容，讲解词汇、句型、语音等，引导学生跟读、模仿。

3. 例题讲解：结合教材，讲解典型例题，引导学生运用所学知识解决问题。

4. 随堂练习：设计形式多样的练习题，巩固所学知识，提高学生实际运用能力。

六、板书设计1. 课题：2024年三年级英语上册（外研版）2. 单元：Unit 163. 词汇、句型、语音等要点七、作业设计1. 作业题目：（1）抄写Unit 16的词汇，每个单词写5遍。

（2）根据所学句型，编写一段小对话。

（3）完成练习册上的练习题。

2. 答案：（1）见课本附录。

（2）学生自编，教师批改。

（3）见练习册答案。

八、课后反思及拓展延伸2. 拓展延伸：鼓励学生课后进行英语阅读、观看英语动画片、参加英语角等活动，提高英语实际运用能力。

同时，教师可提供相关资源，帮助学生拓展学习。

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. 教学过程的实践情景引入5. 板书设计的简洁明了6. 作业设计的合理性7. 课后反思及拓展延伸的实际操作一、教学内容的针对性教学内容应紧密结合教材，覆盖各单元主题，注重实用性。

三年级英语上册全册教案（外研版一起）can you…?yes, i can. \ no, i can’t.(3) the new words: winner, far, jump.(4) the basic structure of processing tenseattitude aims:the students could use the important sentences to introduce themseleves. teaching important points:(1) can you…?(2) the processing tenseunit 1 can you run fast?teaching aims：1.知识目标：①could speak and usethe words: can, winner, jump, far, see puddle。

②could use the sentences:can you …?yes, i can. / no, i can’t.③could introduce themsel ves to use:i can… \ i can’t…2.能力目标：培养学生自主探究学习以及灵活运用已有规律的能力。

3.情感目标：通过各种生动有趣的课堂活动形式激发学生学习英语的兴趣，并让学生尽可能多地挖掘自己的潜能，尽可能多地表达自己会做的事情，以培养学生的自信心以及张口说英语的能力。

teaching important points:1. can you …? yes, i can. / no, i can’t.”2. could introduce themselves to use:i can… \ i can’t…preparation:word card, cd-romteaching steps:step one: warm-up1. sing the song《row row your boat》,2. go over some words.t: boys and girls, look at the tv, what’s it?ss: swim.t: can you swim?ss: yes. / yes, i can. /no./ no, i can’t.t: do it, please!ss: (do the action )step two: presentation1. t: today we’ll make a survey to find who can run fast/jump far and so on. now we’ll learn the unit 1.2 run & run fastt: boys and girls, can you run? put up your hands.ss: (put up their hands)t: do the action, please.ss: (do the action)t: very good. all of you can run. but can you run fast?t: all of you can run. but can you run fast?look at me , run/ run fast…t: well, can you run fast?ss: yes, i can./ no, i can’t.t: well, a, you can run fast.b, you say you can run fast.a, you come here. b, you come here.let’s see. who can run fast?3 jump & jump fart: boys and girls, can you jump?ss: yes, i can. /no, i can’t.t: who say “yes”, put up your hands.ss(put up their hands)t: well, can you jump far?ss: yes, i can. /i can’t.4. practise in pairs.(1)s1:can you run fast? (2) s1:can you run fast?s2:yes, i can. s2:no, i can’t.s1:do it, please.s2:(do the action)5. practise （sb p15）t: now, i want you to use these phrases .who can have a try?。

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。

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。

2024年外研版三年级上册英语全册教案完整版一、教学内容Unit 1: Hello!Unit 2: I'm Liu Ming.Unit 3: This is Miss Green.Unit 4: What's your name?Unit 5: How old are you?Unit 6: My family.二、教学目标1. 掌握基本的英语问候语，能够用英语进行简单的自我介绍。

2. 学会表达年龄和家庭成员，并能够进行简单的问答。

3. 培养学生的英语听说能力，激发学生学习英语的兴趣。

三、教学难点与重点教学难点：语法结构和词汇的运用。

教学重点：口语表达能力和听力理解能力的培养。

四、教具与学具准备教具：PPT，卡片，磁带，录音机，黑板。

学具：课本，练习本，彩色笔。

五、教学过程1. 导入：通过唱英文歌曲《Hello Song》引入课题，激发学生兴趣。

2. 新课内容展示：a. 教师展示PPT，讲解教材中的对话内容。

b. 教师引导学生进行角色扮演，练习对话。

3. 例题讲解：针对每个单元的重点语法和词汇进行讲解，结合实际情景进行例题演示。

4. 随堂练习：学生完成练习册上的练习题，巩固所学知识。

5. 小组活动：分组进行对话练习，培养学生的合作意识。

六、板书设计1. 2024年外研版三年级上册英语教案2. 内容：以图表、关键词、重点句型等形式展示每个单元的重点知识。

七、作业设计1. 作业题目：a. 根据所学内容编写一段自我介绍。

b. 结合家庭实际情况，用英语介绍自己的家庭成员。

2. 答案示例：a. Hello, my name is Zhang Wei. I'm 9 years old. I have a happy family. There are four people in my family, my father, mother, sister and me.b. This is my family. My father is a doctor. My mother is a teacher. I have a younger sister. Her name is Li Na. She is 5 years old.八、课后反思及拓展延伸1. 教师反思：关注学生的学习进度，针对学生的薄弱环节进行有针对性的辅导。

学期教学工作计本学期我的教学任务是二年级和三年级英语。

为了能更好的完成本学期的教学任务，特作计划如下：一、指导思想本学期二，三年级使用新标准教材,本教材根遵循英语学习的规律和儿童心理生理发展的需求，以小学生的生活经验和任职发展水平为基本出发点，循序渐进地设计课程，寓教于乐，寓教于学，强调学生在学习过程中的感悟、体验、实践、参与以及思维能力的发展，在良好的语言环境中融学习情感、学习能力和跨文化交际的意识的形成于语言学习的全过程，力求体现素质教育思想。

二、目标任务（一）基本情况概述1、学生情况分析本学期二，三年级的学生没有接触过英语，但学习兴趣很浓，接受能力、模仿能力很强，由于年龄的特点，注意力容易分散，学习习惯还没有养成，因此，本学期英语教学重点将放在提高学生的听读、认读等基础技能的训练与提高上，以及培养学生养成良好的倾听和阅读习惯。

因此，本学期的英语教学将面向全体学生，以激发学生学习英语的兴趣，充分调动他们的自主能动性、积极性，营造互帮互助，共同学习英语的语境。

2、教材情况分析本学期使用的新标准英语二年级上册和三年级上册是供小学二，三年级上学期使用的，全书共分10个模块，内含一个期末复习模块，每个模块分为两个单元。

一般情况下，第一单元呈现本模块所要学习的语言内容，第二单元提供若干任务型练习，包括一首儿歌和童谣。

（二）教学目标及要求a) 初步形成学习英语的兴趣和爱好，在动态真实的环境中使用英语进行简单的活动的积极性。

b）能运用英语在日常生活和课堂情景中与老师同学进行日常简单交际，如：问候他人，询问有关个人、家庭和朋友的简单信息。

c) 能运用英语参与课堂教学，游戏和其他课内外活动。

d) 能够听懂简单的指令并做出正确反应，读懂简单小故事，会唱课本上出现的英文歌和歌谣，能分角色扮演课本中的英语小故事。

（三）教学重难点本学期继续以“任务为基础”（task-based）安排教学内容，采用全身反应法(TPR)，组织学生在“身体运动”和“口腔运动”中学习。

新版外研版(一起)小学英语三年级上册全册教案Module 1 Unit 1: Do You Use Chopsticks in England?In this unit。

Ms。

Smart。

Amy。

and Daming go out to have fun。

On the way。

Amy gets hungry。

XXX。

because Amy is used to using a knife and fork to eat in England。

she has a hard time using XXX.XXX:Language n: XXX.Grammar Knowledge: Do you use chopsticks in England?Listening: Students can understand the words: use。

chopsticks。

hard。

people。

knife。

fork。

easy.Speaking: Students can say the words: use。

chopsticks。

hard。

people。

knife。

fork。

easy.Reading: XXX read the words in the text: use。

chopsticks。

hard。

people。

knife。

fork。

easy.Writing: Students can write the words: use。

chopsticks。

hard。

people。

knife。

fork。

easy.Language Listening: Students XXX.Skill Speaking: Students XXX related to Chinese and Western customs。

such as "Do you use chopsticks in England?" and "No。

Module 1Unit 1 Do you use chopsticks in the UK?本单元内容是三年级上册模块1第一单元的内容，要求学生会使用句型：Do you ...?并根据实际作出回答：Yes, I do. / No, I don’t.【知识目标】1. 能听懂、会说、认读，会用单词：use easy hard chopsticks knife fork chips hamburger fast food;2. 重要句型要求学生会说并用于实际生活中。

Do you use chopsticks in England?Yes, I do. / No, I don’t.【能力目标】1.听懂故事；能跟磁带朗读故事；能在图片的帮助下简单复述故事。

2. 重要句型要求学生会说并用于实际生活中。

【情感目标】1. 引导学生了解东西方不同的用餐习惯和礼仪。

【教学重点】重要句型要求学生会说并用于实际生活中。

Do you use chopsticks in England?Yes, I do. / No, I don’t..【教学难点】引导学生了解东西方不同的用餐习惯和礼仪。

Tape recorder, MultimediaGreetingStep 2. Preview1.Draw a hamburger an apple,Some noodles, some rice…2.T: I’m hungry. I want an apple. (Ues hands)I want some noodles. (use chopsticks)I want some pizza. (use knife and fork)Step 3. Presentation1. Listen and watch.2. Teacher explains the story picture by picture.Note: Do you use chopsticks in England?Yes, I do. / No, I don’t.It’s hard/ easy for…3. Listen to the radio, circle the new words. (solve the difficulties)4. Read after the tape.5. Yes or No (check if the kids understood the story.)6. Role playStep 4. Practice1.Present the talkDo you use chopsticks in England.No, we don't. We use a knife and fork.2.Do you want…? Yes, I do./ No, I don’t.Do you use chopsticks? Yes, I do./ No, I don’t.Step 5. SummaryDo you want……?—Yes,I do.—No,I don't.Do you use……?—Yes,I do.—No,I don't.It’s hard/ easy for…Step 6. Homework1、Listen to tape three times.2、Read the sentence.3、用“Do you…?”句型问你周围的同学。

2024年外研版三年级上册英语教案全册一、教学内容本教案依据2024年外研版三年级上册英语教材，教学具体章节及内容如下：Unit 1: Hello!（第14课时）知识点：问候、介绍自己、询问他人姓名。

Unit 2: Colours（第58课时）知识点：颜色词汇、描述物品颜色、简单句型。

Unit 3: My family（第912课时）知识点：家庭成员词汇、介绍家人、描述人物特征。

二、教学目标1. 掌握基本的问候、介绍自己、询问他人姓名的英语表达。

2. 学会基本的颜色词汇，并能用英语描述物品颜色。

3. 掌握家庭成员词汇，学会介绍家人及描述人物特征。

三、教学难点与重点教学难点：颜色词汇的拼写与运用，介绍家人及人物特征的句型。

教学重点：问候、介绍自己、询问姓名的表达，颜色词汇和家庭成员词汇。

四、教具与学具准备教具：PPT、卡片、挂图、录音机、磁带。

学具：课本、练习册、彩笔、单词卡片。

五、教学过程1. 导入（5分钟）实践情景引入：教师扮演不同角色，模拟真实场景，引导学生进行问候、自我介绍等互动。

挂图展示：展示与教学内容相关的挂图，让学生预测本课内容。

2. 新课内容呈现（15分钟）教师通过PPT、卡片、录音等形式，展示新课内容，让学生感知、理解和模仿。

例题讲解：针对重点、难点进行讲解，确保学生掌握。

3. 随堂练习（10分钟）个人练习：学生独立完成练习册上的题目。

小组活动：学生分组，进行角色扮演，巩固所学内容。

4. 互动游戏（5分钟）设计与教学内容相关的游戏，如“颜色接龙”、“家庭树”等，让学生在游戏中运用所学知识。

六、板书设计板书内容包括：新课词汇、重点句型、课堂练习答案等。

七、作业设计1. 作业题目：Write down the names of your family members and describe their appearance.Draw a picture of your favorite color and write a sentence about it.八、课后反思及拓展延伸1. 反思：教师针对本节课的教学效果进行自我反思，为下一节课做好准备。

三年级英语上册全册教案（外研版一起）module 1the 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 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, chopsticks preparation: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.共27页，当前第1页123456789101112131415161718192021222324252627t: i like noodles. i eat noodles with chopsticks.the teacher takes out the real chopsticks and then says the new word. at the same time, the teacher shows the picture of chopsticks.an activity can be made here. the title of the activity is saying words as quickly. the pronunciation of new word is a difficult point. so the teacher should ask students to practice more.step three:the new word “use”can be leaded out in the process of communication.t: can you use chopsticks?the word card of use should be shown.we use chopsticks in china. and the teacher writes the sentence on the blackboard.we use chopsticks.do you use chopsticks? yes, we do. no, we don’t.ask and answer in pairs.the teacher inquires the students if the english people usechopsticks and a knife and fork will be leaded out.t: we use chopsticks in china. do the english people use chopsticks?s: no, they don’t.english people use a knife and fork.do you use chopsticks / a knife and fork? yes, i do. no, i don’t.step four:(1)presentation of the text.amy and daming are in the park. they want to eat noodles. watch the cd-rom, then answer the questions: “does amy use chopsticks in england?”the students look at the co-rom and then answer questions.now amy is using chopsticks. watch again, then answer the next question: are the chopsticks “easy”or “hard”for her?easy –hardchopsticks are hard for amy.a knife and fork are easy for her.some other oposite words are shown here.big-smalllong-shortfat-thinhot-coldwhite-blackeasy-hardlisten again, then answer:are the chopsticks “easy”or “hard”for english people?t: if i say “big”. you should say “small”. please say the words as quickly as you can.chopsticks are hard for english people. so amy make the mess.?mess /e/then the students read the passage again.find the sentences, “do you …?”. then circle them.practice:(1)in china, we use __________. in england, people use ________. chopsticks are ________ for chinese people. they are _______ for english people.chant:do you use chopsticks? yes i do. yes, i do.we use chopsticks in china.they’re easy for us.do you use ___________? yes i do. yes, i do.we use ________ in england.they’re easy for us.homework:ask students to practice the sentence patterns that they have learned in this lesson.unit 2 i’m eating hamburgers and chipsteaching aims:(1)mastering the new words:hamburgers, chips, fast food(2)the basic structure of processing tense共27页，当前第2页123456789101112131415161718192021222324252627teaching important point:the processing tenseteaching difficult point:the changes of “be”preparation:word card, card for real things,cd-romteaching process:warming up part:review the content of unit one.we use chopsticks in china. english people use a knife and fork in england. listen to a poem, then say it.step one:presentation and practicea. the teacher does actions and ask questions.what am i doing?（running, playing, jumping, etc.）e.g. you’re running.b.do actions：look, i’m eating. i’m eating hamburgers and chips.and then the new words are be leaded out. hamburger, chip?it’s english fast food. here we can talk about the england food. steak, cheese, bread and butter, etc. what is chinese / english fast food? do you like …? do you want …?step two:asking students to listen to the tape and answer the questions.what is amy eating?listen, point and repeat the text.practice:here the teacher asks students to practice the processing tense.look at amy. she’s eating hamburgers and chips. she’s using her hand. what is daming doing ? he’s eating rice.what is he using? he’s using chopsticks.then the teacher asks students to talk about the pictures in the textbook. s: what is daming doing? s: he’s ---s: what is daming using? s: he’s ---step 3 consolidation and extension1. game: what am i eating?the teacher does actions and asks students to guess what he\she is doing.for example: are you eating a hamburger?2. guessing game: what am i doing? what is he / she doing?3. make a new dialogue.it’s time for _________. (breakfast/ lunch/ dinner)i like _______.look, i’m eating ________.i’m using ________.step 4 summarythe differences between chinese customs and english customschina englandwe use ___________. they use __________________ is chinese fast food. _____ and _____ are english fast foodstep 5 homeworkmake a summary about the differences in customs in different countries.reflection of module one:the topic of module one is talking about the different customs in different countries. at the first, i prepare many datas about the differences. i think that the students maybe know little about these differences. but i am surpised at students’aboundance in the knowledge. so i change my plans. i asks them discuss these differences in groups. then i ask them to stand up in a line in the front of the classroom to tell others about the differences. they tell a lot. i am very happy. in the future, i should make great efforts to find students’knowledge. we should really believe them and give tasks to them. they can achieve the tasks perfectly. 共27页，当前第3页123456789101112131415161718192021222324252627reading of module one:content of reading:an article about the different customspurpose of reading:broaden the cultural knowledge of students.preparation:multiplayerstep of reading:firstly, i ask students to discuss about the festivals. then they can talk freely about the festivals in china. talking as the topic, i lead students to talk about the festivals in western countries. in this lesson, i take christmas day as an example. the students are required to express more idea. they must speak in english. then i write down all the sentences on the blackboard. more than thirty sentences are learned in the class. in my opinion, it is a good way. it is not necessary to find all the reading materials in datas. our students are the good material resource. the sentences are spoken by students as following:it is very good.i like it.……..module 2the general aims of module one:language points:(1) the new words: make, cake, idea, instead, lovely.(2) the basic sentence pattern and the students could make dialogues according to the sentence patterns.what are you making?i’m…(3) the new words: good idea! be quiet!teaching important points:1. what are you making?i’m making…2. can use these by themselves.unit 1 we are making a cake.teaching aims:1. make students remember the new words:making a cake; good idea and so on.2.can listen and say: what are you doing? we’re making a cake.please be quiet! i’m working.teaching important and focal points:what are you doing? we’re making a cake.please be quiet! i’m working.teaching aids:1.tape-recorder2.some cardsteaching course:step one warming up1.say the poem of module 1.2.review: do you use chopsticks in england? no, we don’t.what are you doing? i’m eating.are you eating a hamburger? yes, i am.step two presentation and practice1.ask the child to act, and ask him: what are you doing?the child try to answer: i’m eating…2.ask ss to look at their books. elicit as much as i can.3.play the cassette. the children listen and follow it.4.play the cassette again. pause after each utterance for the children to point at the corresponding picture.5.play the cassette again. ask the children to find “we are making…”then explain.6.play the cassette again. ask the students to repeat.共27页，当前第4页123456789101112131415161718192021222324252627step three1.listen to the tape and say the sentence.2.explain and practice: read row by row.3.practice in pairs. then check it.step four1.point and say: cake, plane, kite, noodles2. practice in pairs.: what are you doing? we’re making a plane.3.check them.step five1.listen and write the missing words.2.now point and say.homework:read the text to your friend or your parents.thinking:this book is difficult for almost students. i spent more time to teach itabout module one. they are not happy to learn it. unit one: they couldn’t read it well. they couldn’t say, “chopsticks, knife, fork”and some sentences well.unit 2 i’m watching tv.teaching aims:1.can listen and repeat: i’m watching tv.2.can sing the song.3.play the game: point and say.teaching important and focal points:i’m watching tv.teaching aids:tape-recorderteaching course:step one wrming up1.listen to the tape of unit 1 and repeat.2.review: what are you doing? we’re making a cake.step two1.ask the children to look at the picture. listen to the tape.2.play the cassette again and explain.3.play the cassette again. the children follow it.4.practice the sentence: i’m watching tv.step three1.listen and say the words.2.teach the children the song line by line.3.listen and sing.step five1.play the game in groups.2.point and say: what is he doing? he’s sleeping.homework:finish activity three.thinking:this book is difficult for almost students. i spent more time to teach it about module one. they are not happy to learn it. unit two: it’s easier than unit one. almost students could read it well.reflection of module one:name: who is clever?purpose: remember the words in module oneteaching steps:step oneread the texts and the words in module one.step twogive the students ten minutes to remember these words: chopsticks, knife and fork.step threecheck them.step fourgive the students ten minutes to remember these words: use, people, hard and easy.step fivecheck them.step sixfind out who is the best one.thinking:the students could remember these words quickly to use this way. theydid this well that their group could get high points.reading:title: fox and grapescontent:this is a fox. he is very hungry. he sees some black grapes. the grapes are high from the ground. he wants to eat them very much. he jumps and jumps, but he still can’t reach the grapes.in the end, the fox gives up. he says to himself, “i don’t want to eat the grapes. they are not good to eat.”共27页，当前第5页123456789101112131415161718192021222324252627teaching steps:1. watch the flash about “fox and grapes”in chinese.2. teacher tells the students the story in english, and ask them to listen it carefully.3. give them the paper and ask them to read it by themselves.4. ask them to tell the story with their own words.5. make a book about this story.thinking:this is the first class about english reading. so i just ask them to listen the story and say some easy sentences. i want them to listen the story just like chinese story, so i do some actions. at last, some students from class one can recite the story with their own words. but the class two is not good.module 3the general aims of module three:teaching aims:(1) vocabulary: naughty, dragon boat, row, lake, feed, get outsentence structure：what are these/those?they’re…(2) vocabularies:wet, shortssentence structure: this is …’s …these are …’s …teaching important points:(1) mastering the sentence introducing the plural forms(2) the students could describe the processive form of some things in non-plural sentences.teaching difficult points:(1) the students could describe a situaton in which plural formsare used.(2) the students could use non-plural sentences correctly.ativity for module three:purpose of activity:having a systemic review of the important sentences and words that have been learned in module three. at the same time, the students’interests are aroused through the organization of activity.preparation of activity:pensil, pens, and many other things that students owns.process of activity:firstly, i let students to show the things that they have prepared. each one has a fixed place to stand up. and then we imitate the enviornment of supermarket. they can introduce their own things to other persons. they can persuade other persons to buy the things. the teacher guides the students to using the sentence:this is…these are …this is sam’s …the students are active because they all want to let others to know their things and exchange the things with other person. at the same time, they practice the sentence correctly and frequently.unit 1 these ducks are very naughty.teaching aims:vocabulary: naughty dragon boat, row, lake, feed, get outsentence structure：what are these/those?they’re…attitude aim:cultivating the emotion of loving life and natureteaching important point:共27页，当前第6页123456789101112131415161718192021222324252627mastering the sentence introducing the plural formsteaching difficult point:the students could describe a situaton in which plural formsare used.preparation:picutres, cards,cd-rom,teaching processes:step one: warming upthe students enjoy the song: row row row your boat. the teacher does actions andsings this song together with the students. the teacher writes these words on theblackboard and the students could learn these words from the song.row your/a boatstep 2: presentation and practicethe teacher asks students “do you want to row a boat?”according to the song. and further the teacher asks students “where can you row a boat?”then the teacher draws a picture of boat on the blackboard and teaches the new word lake. and the teacher says like this: “you can row a boat on a lake.”at this time, the teacher can show the picture of dragon boat. “look! this is a very big boat. it’s a dragon boat! the teacher asks questions such as what’s this/that ? it’s a …to practicethe new words and sentences. then the teacher can show more pictures about dragon boatand asks them. what are these? the students are leaded to speak out the sentence that they are dragon boats. the teacher draws some pictures of some ducks and practice the sentence pattern. the teacher says that“sam and his family are in the park now. let’s have a look. what’s happen?”after listening to the tape,some students perform different roles and read the new lesson. at the same time the teacher teaches the new words: these, those, feed the ducks. the students imitates the sound of ducks and teaches the word naughty. activities: read the text in rolesstep 4 summarythe teacher asks students to reinforce the new words:this, that, these, those.step 5 homeworkread the lesson for three times and write one timeunit 2 this is sam’s sweater.teaching aims:vocabulary: wet, shortsthe sentence structure: this is …’s …these are …’s …teaching important point:describing the processing of things using non-plural sentence.teaching difficult point:using the non-plural sentences correctly.preparation:cd-rom, pictures and word cardsteaching processes:step 1 warm upreview the song row row row your boat.at the same time, the teacher sings and does action to creat the situaiton for speaking english.the teacher takes out the rulers, pensils and so on. then the teacher leads the students to use the new sentenceis it ……’s….?yes, it is./ no, it isn’t.共27页，当前第7页123456789101112131415161718192021222324252627step 2 presentation and practicethe teacher draws sam’s clothes and amy’s clothes on the blackboard. the students are required to introduce the clothes.the teacher can write the sentence on the blackboard.this/that is …..’s….these/those are …..’s…….the teacher asks students to open the book and introduce like this: it’s raining now.what is happening to sam and amy? the teacher illustrates the new word wet.the trees are wet.the dog is wet.practice:the teacher asks students to practice the sentence pattern that they have learned.this/that is ….’s…these/those are …’s…then some dialogues are shown.sam:this is my red sweater. these are my blue shorts.the students are required to draw on the paper according to the content.step 3 summarythe teacher makes use of the picutre on the blackboard to practice the important sentence patterns.step 5 homeworkdraw a picture about your home and use the sentence to introducethis/that is ….’s…these/those are …’s…and also they should be able to write down at least foursentences.unit 2 this is sam’s sweater.teaching aims；language points:vocabularies:wet, shortssentence structure: this is …’s …these are …’s …emotion and attitude aim:create the english enviornment and the students could be enjoyable in the process of speaking english.teaching important point:the students could describe the processive form of some things in non-plural sentences.teaching difficult point:the students could use non-plural sentences correctly.preparation:cd-rom, pictures and word cardsteaching steps:step one：warming upreview the song: row row row your boat. the teacher can do actions with the students to arouse the students’interests.then we can take out the pensils, pens and so on. the students are guided to use the sentence as following.is it ……’s….? yes, it is./ no, it isn’t.through the guessing, the students finds the owner of these things.step two:presentation and practicethe teacher draws two different pictures and explains that this is sam’s clothes and amy’s clothes. the teacher write the following sentence onthe blackboard and asks students to practice according to the pictures. this/that is …..’s….these/those are …..’s…….the students are required to open the book and the teacher introduces that it is raining now. what has happened to sam and amy? the teacher asks students to listen to the tape and answer the questions. the teacher should explains the meaning of wet. here we can show a picture of raining and make students understand the word better. 共27页，当前第8页123456789101112131415161718192021222324252627the trees are wet.the dog is wet.the students are required to listen to the tape for three times and retell the story.in the next step we should guide students to practice the sentence pattern.this is my red sweater. these are my blue shorts.step three: summarythe teacher can use the pictures on the blackboard to review theimportant sentences.step four: homeworkasks the students to draw a picture of their own home and introduce the home using the sentence pattern that have been learned in the class. also at least four sentences are required to write down.this/that is ….’s…these/those are …’s…reading lesson:the reading class content:a flash: can i help him?purpose of reading:the students could review the content about the ducks and at the same time the story could arouse the students’emotion of protecting animals.the content of story:i find a turtle in the street, i want to keep him. “mom, can i keep him?”mom says, “no, it is not easy taking care of him. you have to feed him everyday. i find a cat in the street and i want to keep him. mom, can ikeep him?mom says, “no, it is not easy taking care of him. you have to feed him everyday. you have to wash him everyday.i find a dog in the street, i want to keep him. “mom, can i keep him?”mom says, “no, it is not easy taking care of him. you have to feed him everyday. you have to wash him everyday. you have to walk him everyday. process of reading:in the first period, i ask students to listen to the story and look at the flash. with teachers’guidance, the students listen to again and again. then the teacher know the situation if the students have mastered the main idea through asking questions. i do not require students to remember all the new words. the main idea is that the students could understand the idea and then they can get some ideas of protecting animals.reflection of module three:in module three, we mainly learn the processive forms of nouns. also through the learning of unit one, the students are active in the aspect of protecting animals. in the teaching of unit one, the students are veryinterested in the knowledge of protecting. therefore, i think that we should love nature and impart these good things to our students. our students are also volunteers in the proteching of our earth. in this method, the students learn quickly, efficiently.module 4the general aims of module four:language points:(1) the new words: can, jump, far, see, winner.(2) the basic sentence pattern and the students could make dialogues according to the sentence patterns.共27页，当前第9页123456789101112131415161718192021222324252627can you…?yes, i can. \ no, i can’t.(3) the new words: winner, far, jump.(4) the basic structure of processing tenseattitude aims:the students could use the important sentences to introduce themseleves.teaching important points:(1) can you…?(2) the processing tenseunit 1 can you run fast?teaching aims：1.知识目标：①could speak and usethe words: can, winner, jump, far, see puddle。

三年级英语上册全册教案（外研版一起）第一单元：Hello!教学目标：1.学习并掌握问候语和自我介绍的基本句型。

2.通过学习英文歌曲和游戏，培养学生对英语的兴趣。

3.了解一些国家的文化和传统。

教学重点：1.学习并运用问候语和自我介绍的句型。

2.听力练习，提高学生的听力理解能力。

3.学习并掌握歌曲中的词汇和句型。

教学准备：1.教材：《外研版一起》三年级上册。

2.多媒体设备：投影仪、音响设备。

教学过程：Step 1: Warm-up（热身）1.集体打招呼：学生依次用英语问候老师和同学。

2.引导学生回忆上一学期学习的英语内容，以复习已学过的问候语。

Step 2: Presentation（呈现）1.向学生展示图片或视频，介绍不同国家的文化和传统。

例如：中国的春节，美国的感恩节等。

2.引导学生观察图片或视频中的人物，设计问题让学生进行回答。

例如：What festival is it? What are they doing?Step 3: Practice（练习）1.使用教材中的相关练习或活动，让学生练习使用问候语和自我介绍的句型。

2.分组进行角色扮演，学生可以扮演不同的国家人物，彼此进行问候和自我介绍。

Step 4: Listening（听力）1.播放教材中的录音，让学生听音选图，用图片回答问题。

2.通过听力练习，巩固学生对问候语和自我介绍的理解。

Step 5: Song（歌曲）1.学唱英文歌曲《Hello, How Are You?》。

2.播放歌曲的伴奏，让学生跟着歌曲一起唱，并进行手语动作。

Step 6: Game（游戏）1.设计游戏活动，让学生巩固问候语和自我介绍的句型。

例如：学生在课堂中随机配对，互相问候和介绍。

2.增加游戏难度，例如：学生只能用眼睛和手势进行问候和自我介绍。

Step 7: Summary（总结）1.教师总结本节课所学内容，让学生复述问候语和自我介绍的句型。

2.鼓励学生用英语和同学进行简短的对话练习。

新课标外研版小学英语三年级上册精品教案全册一、教学内容本节课选自新课标外研版小学英语三年级上册，涵盖Unit 1Unit 6所有内容。

主要教学单词、短语和简单句子，涉及家庭、学校、动物、颜色、数字等主题。

具体章节和内容如下：学习单词：hello，goode，yes，no2. Unit 2：I'm a boy.（我是一个男孩。

）学习单词：boy，girl，teacher，student学习短语：I'm（我是……），This is（这是……）3. Unit 3：What's your name?（你叫什名字？）学习单词：name，school，bird，cat学习句子：What's your name?（你叫什名字？），My name is（我名字是……）4. Unit 4：How old are you?（你多大？）学习单词：one，two，three，four，five，six学习句子：How old are you?（你多大？），I'myears old.（我……岁。

）5. Unit 5：Colours（颜色）学习单词：red，yellow，blue，green，black，white学习句子：What's your favourite colour?（你最喜欢颜色是什？），My favourite colour is（我最喜欢颜色是……）6. Unit 6：Numbers（数字）学习单词：seven，eight，nine，ten学习句子：How many?（有多少……？），There are （有……）二、教学目标1. 让学生掌握基本英语单词、短语和简单句子。

2. 培养学生听说读写能力，能够运用所学知识进行简单交流。

3. 激发学生学习英语兴趣，培养合作精神和自信心。

三、教学难点与重点1. 教学难点：单词和短语发音，句子运用。

2. 教学重点：基本词汇、短语和句型掌握，以及能够进行简单交流。

2024年外研版新标准小学英语三年级上册全册教案一、教学内容Unit 2: I'm Zip.（我是Zip。

）Unit 3: Look at me!（看我！）Unit 4: What's this?（这是什么？）Unit 6: Let's learn!（我们一起学习！）详细内容如下：1. 学习26个英文字母，掌握基本的字母发音及书写。

2. 学习常用的日常交际用语，如问候、介绍自己、询问物品名称等。

3. 学习简单的名词、动词、形容词等，如cat（猫）、dog （狗）、run（跑）、happy（快乐）等。

4. 学习基本的疑问词，如What（什么）、Who（谁）、How（怎样）等。

二、教学目标1. 让学生掌握基本的英语字母、单词和日常交际用语。

2. 培养学生的英语听说能力，提高他们的英语学习兴趣。

三、教学难点与重点1. 教学难点：字母发音、单词拼写、日常交际用语的运用。

2. 教学重点：基础词汇、基本句型、字母书写。

四、教具与学具准备1. 教具：电子白板、PPT、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：通过播放英文歌曲、展示有趣的图片，引导学生进入英语学习状态。

2. 新课内容：讲解字母、单词、句型，引导学生跟读、模仿，进行互动交流。

a. 教师展示字母卡片，引导学生学习字母发音及书写。

b. 教师展示单词卡片，引导学生学习单词，并进行例句练习。

c. 教师创设情境，引导学生运用所学日常交际用语进行交流。

3. 随堂练习：发放练习题，让学生当堂完成，巩固所学知识。

4. 例题讲解：针对练习题中的难点，进行详细讲解。

六、板书设计1. 板书字母、单词、句型等关键信息，突出教学重点。

2. 使用不同颜色的粉笔，区分字母、单词、句型的不同类别。

3. 设计简洁、直观的板书，方便学生记忆。

七、作业设计1. 作业题目：a. 抄写本节课所学的字母、单词。

b. 根据所学句型，编写一段对话。

三年级英语上册全册教案（外研版一起）dule 1The general ais f dule ne:Language pints:(1) the ne rds: hpstis, a nife and fr, use, eas, hard and ess(2) the basi sentene pattern and the students uld ae dialgues arding t the sentene patternsD u ant…D u use…(3) the ne rds: haburgers, hips, fast fd(4) The basi struture f pressing tenseAttitude ais:The students uld ae differenes in fd ulture beteen the estern untries and hinaTeahing iprtant pints:(1) D u use hpstis in …?D u use a nife and fr in …?(2) The pressing tenseTeahing diffiult pints:(1) The prnuniatin f se ne rds Fr exaple, hpstis(2) The hanges f “be”Ativit fr dule ne:In dule ne, the tpi is ainl abut the different usts in hina and estern untries Befre the lass, I require the students t prepare the pitures f fd In the press f teahing, I begin the lass ith taling abut the differenes in fd and then se ther tpis are related ith the help f pitures, the students tal abut the differenes in grup Several inutes later, ne grup is given t inutes t sh the results f disussin Then the teaher taes ut the hpstis and fr and nife The students an als tal abut the ther aspets This ativit lass is designed in the fr f diussin The students uld spea freel arding t their n vabulariesUnit 1 D u use hpstis in England?Teahing ais：(1)ae students reeber the ne rds:hpstis, a nife and fr, use, eas, hard and ess(2) astering the basi sentene pattern and the students uld ae dialgues arding t the sentene patternsD u ant…D u use…Attitude ais:The students uld ae differenes in fd ulture beteen the estern untries and hinaTeahing iprtant pints:D u use a nife and fr in …?Teahing diffiult pint:The prnuniatin f se ne rds Fr exaple, hpstisPreparatin:rd ard, D-RTeahing press:aring up part:The teaher shs an pitures abut fd(ndles,rie, haburgers,aes and s n) Firstl, the teaher leads the students t get failiar ith these fd naes and then n this basis the teaher an as the t pratie the sentene patternD u lie ndles? es, I d\ N, I dn’tD u ant …? es, I d\N,I dn’tStep t: presentatin and pratieThe teaher aes use f the piture “ndles” and a ne rd “hpstis” an be leaded ut T: I lie ndles I eat ndles ith hpstisThe teaher taes ut the real hpstis and then sas the ne rd At the sae tie, the teaher shs the piture f hpstisAn ativit an be ade here The title f the ativit is saing rds as quil The prnuniatin f ne rd is a diffiult pint S the teaher shuld as students t pratie re Step three:The ne rd “use” an be leaded ut in the pre ss f uniatinThe rd ard f use shuld be shne use hpstis in hina And the teaher rites the sentene n the blabarde use hpstisD u use hpstis? es, e d N, e dn’tAs and anser in pairsThe teaher inquires the students if the English peple usehpstis and a nife and fr ill be leaded utT: e use hpstis in hina D the English peple use hpstis?S: N, the dn’tEnglish peple use a nife and frD u use hpstis / a nife and fr? es, I d N, I dn’tStep fur:(1)Presentatin f the textA and Daing are in the par The ant t eat ndles ath the D-R, then anser the questins: “Des A use hpstis in England?”The students l at the -R and then anser questinsN A is using hpstis ath again, then anser the next questin: Are the hpstis “eas” r “hard” fr h er?eas – hardhpstis are hard fr AA nife and fr are eas fr herSe ther psite rds are shn herebig-salllng-shrtfat-thinht-ldhite-blaeas-hardListen again, then anser:Are the hpstis “eas” r “hard” fr English peple?T: If I sa “big” u shuld sa “sall” Please sa the rds as quil as u an hpstis are hard fr English peple S A ae the ess?ess /e/Then the students read the passage againFind the sentenes, “ D u …?” Then irle thePratie:(1)In hina, e use __________ In England, peple use ________ hpstis are ________ fr hinese peple The are _______ fr English peple hant:D u use hpstis? es I d es, I de use hpstis in hinaThe’re eas fr usD u use ___________? es I d es, I de use ________ in EnglandThe’re eas fr usHer:As students t pratie the sentene patterns that the have learned in this lessn Unit 2 I’eating haburgers and hipsTeahing ais:(1)astering the ne rds:haburgers, hips, fast fd(2)The basi struture f pressing tenseTeahing iprtant pint:The pressing tenseTeahing diffiult pint:The hanges f “be”Preparatin:rd ard, ard fr real things,D-RTeahing press:aring up part:Revie the ntent f unit nee use hpstis in hina English peple use a nife and fr in EnglandListen t a pe, then sa itStep ne:Presentatin and pratiea The teaher des atins and as questinshat a I ding?（running, plaing, uping, et）Eg u’re runningbd atins：L, I’eating I’eating haburgers and hipsAnd then the ne rds are be leaded ut haburger, hip?It’s English fast fd Here e an tal abut the England fd stea, heese, bread and butter, et hat is hinese / English fast fd? D u lie …? D u ant …?Step t:Asing students t listen t the tape and anser the questinshat is A eating?Listen, pint and repeat the textPratie:Here the teaher ass students t pratie the pressing tenseL at A She’s eating haburgers and hips She’s using her handhat is Daing ding ? He’s eating riehat is he using? He’s using hpstisThen the teaher ass students t tal abut the pitures in the textbS: hat is Daing ding? S: He’s ---S: hat is Daing using? S: He’s ---Step 3 nslidatin and extensin1 Gae: hat a I eating?The teaher des atins and ass students t guess hat he\she is dingFr exaple: Are u eating a haburger?2 Guessing Gae: hat a I ding? hat is he / she ding?3 ae a ne dialgueIt’s tie fr _________ (breafast/ lunh/ dinner)I lie _______L, I’eating ________I’using ________Step 4 SuarThe differenes beteen hinese usts and English ustshina Englande use ___________ The use __________________ is hinese fast fd _____ and _____ are English fast fdStep Herae a suar abut the differenes in usts in different untriesRefletin f dule ne: The tpi f dule ne is taling abut the different usts in different untries At the first, I prepare an datas abut the differenes I thin that the students abe n little abut these differenes But I a surpised at students’abundane in the nledge S I hange plans I ass the disuss these differenes in grups Then I as the t stand up in a line in the frnt f the lassr t tell thers abut the differenes The tell a lt I a ver happ In the future, I shuld ae great effrts t find students’nledge e shuld reall believe the and give tass t the The an ahieve the tass perfetlReading f dule ne:ntent f reading:An artile abut the different ustsPurpse f reading:Braden the ultural nledge f studentsPreparatin:ultiplaerStep f reading:Firstl, I as students t disuss abut the festivals Then the an tal freel abut the festivals in hina Taling as the tpi, I lead students t tal abut the festivals in estern untries In this lessn, I tae hristas da as an exaple The students are required t express re idea The ust spea in English Then I rite dn all the sentenes n the blabard re than thirt sentenes are learned in the lass In pinin, it is a gd a It is nt neessar t find all the reading aterials in datas ur students are the gd aterial resure The sentenes are spen b students as flling:It is ver gdI lie it……dule 2The general ais f dule ne:Language pints:(1) the ne rds: ae, ae, idea, instead, lvel(2) the basi sentene pattern and the students uld ae dialgues arding t thesentene patternshat are u aing?I’…(3) the ne rds: Gd idea! Be quiet!Teahing iprtant pints:1 hat are u aing?I’aing…2 an use these b theselvesUnit 1 e are aing a aeTeahing Ais:1 ae students reeber the ne rds:aing a ae; gd idea and s n2an listen and sa: hat are u ding? e’re aing a ae Please be quiet! I’ringTeahing iprtant and fal pints:hat are u ding? e’re aing a aePlease be quiet! I’ringTeahing Aids:1tape-rerder2se ardsTeahing urse:Step ne aring up1Sa the pe f dule 12Revie: D u use hpstis in England? N, e dn’that are u ding? I’eatingAre u eating a haburger? es, I aStep T presentatin and pratie1As the hild t at, and as hi: hat are u ding?The hild tr t anser: I’eating…2As Ss t l at their bs Eliit as uh as I an3Pla the assette The hildren listen and fll it4Pla the assette again Pause after eah utterane fr the hildren t pint at the rrespnding piturePla the assette again As the hildren t find “e are aing…” Then explain6Pla the assette again As the students t repeatStep Three1Listen t the tape and sa the sentene2Explain and pratie: Read r b r3Pratie in pairs Then he itStep Fur1Pint and sa: ae, plane, ite, ndles2 Pratie in pairs: hat are u ding? e’re aing a plane3he theStep Five1Listen and rite the issing rds2N pint and saHer:Read the text t ur friend r ur parentsThining:This b is diffiult fr alst students I spent re tie t teah it abut dule ne The are nt happ t learn it Unit ne: The uldn’t read it ell The uldn’t sa, “hpstis, nife, fr” and se sentenes ellUnit 2 I’athing TVTeahing Ais:1an listen and repeat: I’athing TV2an sing the sng3Pla the gae: Pint and saTeahing iprtant and fal pints:I’athing TVTeahing Aids:tape-rerderTeahing urse:Step ne ring up1Listen t the tape f Unit 1 and repeat2Revie: hat are u ding? e’re aing a aeStep T1As the hildren t l at the piture Listen t the tape2Pla the assette again and explain3Pla the assette again The hildren fll it4Pratie the sentene: I’athing TVStep Three1Listen and sa the rds2Teah the hildren the sng line b line3Listen and singStep Five1Pla the gae in grups2Pint and sa: hat is he ding? He’s sleepingHer:Finish ativit threeThining:This b is diffiult fr alst students I spent re tie t teah it abut dule ne The are nt happ t learn it Unit t: It’s easier than Unit ne Alst students uld read it ellRefletin f dule ne:Nae: h is lever?Purpse: Reeber the rds in dule neTeahing Steps:Step neRead the texts and the rds in dule neStep tGive the students ten inutes t reeber these rds: hpstis, nife and frStep threehe theStep furGive the students ten inutes t reeber these rds: use, peple, hard and eas Step fivehe theStep sixFind ut h is the best neThining:The students uld reeber these rds quil t use this a The did this ell that their grup uld get high pintsReading:Title: Fx and Grapesntent:This is a fx He is ver hungr He sees se bla grapes The grapes are high fr the grund He ants t eat the ver uh He ups and ups, but he still an’t reah the grapesIn the end, the fx gives up He sas t hiself, “I dn’t ant t eat the grapes The are nt gd t eat”Teahing Steps:1 ath the Flash abut “Fx and Grapes” in hinese2 Teaher tells the students the str in English, and as the t listen it arefull3 Give the the paper and as the t read it b theselves4 As the t tell the str ith their n rdsae a b abut this strThining:This is the first lass abut English reading S I ust as the t listen the str and sa se eas sentenes I ant the t listen the str ust lie hinese str, s I d se atins At last, se students fr lass ne an reite the str ith their n rds But the lass t is nt gddule 3The general ais f dule three:Teahing ais:(1) Vabular: naught, dragn bat, r, lae, feed, get utSentene struture：hat are these/thse?The’re…(2) Vabularies:et, shrtsSentene struture: This is …’s …These are …’s …Teahing iprtant pints:(1) astering the sentene intrduing the plural frs(2) The students uld desribe the pressive fr f se things in nn-plural sentenesTeahing diffiult pints:(1) The students uld desribe a situatn in hih plural frsare used(2) The students uld use nn-plural sentenes rretlAtivit fr dule three:Purpse f ativit:Having a sstei revie f the iprtant sentenes and rds that have been learned in dule three At the sae tie, the students’interests are arused thrugh the rganizatin f ativitPreparatin f ativit:Pensil, pens, and an ther things that students nsPress f ativit:Firstl, I let students t sh the things that the have prepared Eah ne has a fixed plae t stand up And then e iitate the envirnent f superaret The an intrdue their n things t ther persns The an persuade ther persns t bu the things The teaher guides the students t using the sentene:This is…These are …This is Sa’s …The students are ative beause the all ant t let thers t n their things andexhange the things ith ther persn At the sae tie, the pratie the sentene rretl and frequentlUnit 1 These dus are ver naughtTeahing ais:Vabular: naught dragn bat, r, lae, feed, get utSentene struture：hat are these/thse?The’re…Attitude ai:ultivating the etin f lving life and natureTeahing iprtant pint:astering the sentene intrduing the plural frsTeahing diffiult pint:The students uld desribe a situatn in hih plural frsare usedPreparatin:Piutres, ards,D-R,Teahing presses:Step ne: aring upThe students en the sng: R R R ur Bat The teaher des atins andsings this sng tgether ith the students The teaher rites these rds n the blabard and the students uld learn these rds fr the sngr ur/a batStep 2: Presentatin and pratieThe teaher ass students “D u ant t r a bat?” arding t the sng And further the teaher ass students “here an u r a bat?” Then the teaher dras a piture f bat n the blabard and teahes the ne rd lae And the teaher sas lie this: “u an r a bat n a lae” At this tie, the teaher an sh the piture f dragn bat “L! This is a ver big bat It’s a dragn bat! The teaher ass questins suh as hat’s this/that ? It’s a …t pratie the ne rds and sentenes Then the teaher an sh re pitures abut dragn batand ass the hat are these? The students are leaded t spea ut the sentene that the are dragn bats The teaher dras se pitures f se dus and pratie the sentene pattern The teaher sas that“Sa and his fail are in the par n Let’s have a l hat’s happen?” After listening t the tape,se students perfr different rles and read the ne lessn At the sae tie the teaher teahes the ne rds: these, thse, feed the dus The students iitates the sund f dus and teahes the rd naughtAtivities: read the text in rlesStep 4 SuarThe teaher ass students t reinfre the ne rds:this, that, these, thseStep HerRead the lessn fr three ties and rite ne tieUnit 2 This is Sa’s seaterTeahing ais:Vabular: et, shrtsThe sentene struture: This is …’s …These are …’s …Teahing iprtant pint:Desribing the pressing f things using nn-plural senteneTeahing diffiult pint:Using the nn-plural sentenes rretlPreparatin:D-R, pitures and rd ardsTeahing presses:Step 1 ar upRevie the sng R R R ur BatAt the sae tie, the teaher sings and des atin t reat the situaitn fr speaing EnglishThe teaher taes ut the rulers, pensils and s n Then the teaher leads the students t use the ne senteneIs it ……’s…?es, it is/ N, it isn’tStep 2 Presentatin and pratieThe teaher dras Sa’s lthes and A’s lthes n the blabard The students are required t intrdue the lthesThe teaher an rite the sentene n the blabard This/That is …’s…These/Thse are …’s……The teaher ass students t pen the b and intrdue lie this: It’s raining nhat ishappening t Sa and A? The teaher illustrates the ne rd etThe trees are etThe dg is etPratie:The teaher ass students t pratie the sentene pattern that the have learned This/That is …’s…These/Thse are …’s…Then se dialgues are shnSa:This is red seater These are blue shrtsThe students are required t dra n the paper arding t the ntentStep 3 SuarThe teaher aes use f the piutre n the blabard t pratie the iprtant sentene patternsStep HerDra a piture abut ur he and use the sentene t intrdueThis/That is …’s…These/Thse are …’s…And als the shuld be able t rite dn at least fursentenesUnit 2 This is Sa’s seaterTeahing ais；Language pints:Vabularies:et, shrtsSentene struture: This is …’s …These are …’s …Etin and attitude ai:reate the English envirnent and the students uld be enable in the press f speaing EnglishTeahing iprtant pint:The students uld desribe the pressive fr f se things in nn-plural sentenes Teahing diffiult pint:The students uld use nn-plural sentenes rretlPreparatin:D-R, pitures and rd ardsTeahing steps:Step ne：aring upRevie the sng: R R R ur Bat The teaher an d atins ith the students t aruse the students’interestsThen e an tae ut the pensils, pens and s n The students are guided t use the sentene as fllingIs it ……’s…? es, it is/ N, it isn’tThrugh the guessing, the students finds the ner f these thingsStep t:Presentatin and pratieThe teaher dras t different pitures and explains that this is Sa’s lthes andA’s lthes The teaher rite the flling sentene n the blabard and ass students t pratie arding t the pituresThis/That is …’s…These/Thse are …’s……The students are required t pen the b and the teaher intrdues that it is raining n hat has happened t Sa and A? The teaher ass students t listen t the tape and anser the questins The teaher shuld explains the eaning f et Here e an sh a piture f raining and ae students understand the rd better The trees are etThe dg is etThe students are required t listen t the tape fr three ties and retell the strIn the next step e shuld guide students t pratie the sentene patternThis is red seater These are blue shrtsStep three: SuarThe teaher an use the pitures n the blabard t revie the iprtant sentenes Step fur: HerAss the students t dra a piture f their n he and intrdue the he using the sentene pattern that have been learned in the lass Als at least fur sentenes are required t rite dnThis/That is …’s…These/Thse are …’s…Reading lessn:The reading lass ntent:A flash: an I help hi?Purpse f reading:The students uld revie the ntent abut the dus and at the sae tie the str uld aruse the students’etin f prteting anialsThe ntent f str:I find a turtle in the street, I ant t eep hi “, an I eep hi?”sas, “N, it is nt eas taing are f hi u have t feed hi everda I find a at in the street and I ant t eep hi , an I eep hi?sas, “n, it is nt eas taing are f hi u have t feed hi everda u have t ash hi everdaI find a dg in the street, I ant t eep hi “, an I eep hi?”sas, “n, it is nt eas taing are f hi u have t feed hi everda u have t ash hi everda u have t al hi everdaPress f reading:In the first perid, I as students t listen t the str and l at the flash ith teahers’guidane, the students listen t again and again Then the teaher n the situatin if the students have astered the ain idea thrugh asing questins I d nt require students t reeber all the ne rds The ain idea is that the students uld understand the idea and then the an get se ideas f prteting anialsRefletin f dule three:In dule three, e ainl learn the pressive frs f nuns Als thrugh the learning f unit ne, the students are ative in the aspet f prteting anials In the teahing f unit ne, the students are ver interested in the nledge f prteting Therefre, I thin that e shuld lve nature and ipart these gd things t ur students ur students are als vlunteers in the prtehing f ur earth In this ethd, the students learn quil, effiientldule 4The general ais f dule fur:Language pints:(1) the ne rds: an, up, far, see, inner(2) the basi sentene pattern and the students uld ae dialgues arding t the sentene patternsan u…?es, I an \ N, I an’t(3) the ne rds: inner, far, up(4) The basi struture f pressing tenseAttitude ais:The students uld use the iprtant sentenes t intrdue theselevesTeahing iprtant pints:(1) an u…?(2) The pressing tenseUnit 1 an u run fast?Teahing ais：1知识目标：①uld spea and usethe rds: an, inner, up, far, see puddle。

外研社新标准英语三年级上册全册教案（表格式）（一起点）Module 1 Unit 2I ' m eating hamburgers and chips.Daming 在餐厅里好奇地问Amyft 吃什么，Amyi^正在吃汉堡包和薯条，是 英式快餐。

Daming 说他喜欢面条，是中式快餐。

内容题目 题材Module 2 Unit 2Module 3 Unit 1Module 3 Unit 2Am 评口 Sam 被雨淋湿了，MsSmart 拿出一些衣服，分别说明衣服是谁的。

内容教学目标题目This is Sam ' s sweater.题材Module 4 Unit 1Module 4 Unit 2情感态度有兴趣听英语、说英语。

Module 5 Unit 1题目 Can I have an ice cream?题材Am件病了，她在询问妈妈哪些事情可以做，哪些事情不可以（主要）内容Module 5 Unit 2题目 Can I come in?题材Sam!J Daming家做客，Sam®问Daming可以做的事情。

（主要）内容Module 6 Unit 1Samf 口 Daming 在公园里，他们在各自介绍自己拥有的物品。

内容题目I ' ve got a new kite.题材Module 6 Unit 2任务Module 7 Unit 1天早上，Sami 尚在床上一幅愁容的样子，MsSmart 问Sam 是否生病了，是头痛还是胃痛？ Sam ®说不是。

原来他在担心周五的考试。

内容教学目标题目Have you got a headache?题材Module 7 Unit 2Module 8 Unit 1Module 8 Unit 2学习策在游戏和介绍活动中能积极运用所学英语进行交流；培养学生课前略预习和课后复习的习惯。

文化意识情感态培养热爱自己的家，关心家庭成员的情感度教学任务建议1. Dice game以四人小组为单位，创造一个家庭。