外研版英语三年级起点第一册教案(全册)

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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。

外研社小学三年级英语上册完整教案(三年级起点)

目录Module 1Unit 1 I'm Sam. (2)Unit 2 How are you? (4)Module 2Unit 1 How are you? (6)Unit 2 What's your name? (8)Module 3Unit 1 Point to the door. (10)Unit 2 Point to the desk. (12)Module 4Unit 1 It's red. (14)Unit 2 It's a black dog. (16)Module 5Unit 1 How many? (18)Unit 2 Nine girls? (20)Module 6Unit 1 Happy birthday！ (22)Unit 2 How old are you? (24)Module 7Unit 1 What's this? (26)Unit 2 What's that? (28)Module 8Unit 1 Is it a monster? (30)Unit 2 Where's the cat? (32)Module 9Unit 1 This is my mother (34)Unit 2 He's a doctor (36)Module 10Unit 1 This is his head. (38)Unit 2 Point to her nose (40)Review Module一、【教学目标与策略方法】（一）知识与技能1、能听懂、会说、会读新单词old、how old、look、too及新句型How old are you ? I’m … . I’m… too.（重点）2、能运用How old are you ? I’m … . I’m… too.进行简单的交流。

（难点）（二）教学方法情景教学法【教学过程】一、导学1、师生问候T：Good morning, boys and girls.S：Good morning, Miss Huang.T：How are you? S：I’m fine, thank you. And you？T：I’m fine, too, Thank you.2、带领学生唱学过的英文歌：Ten little fingers. 对学生的表现进行鼓励表扬。

外研版小学新标准英语(三年级起)第一册全册教案

2．老师说：“Hello。”。请学生回答：Hello。或Hi。
3．在教室四处走动，向一个学生问好，他／她要以B的身份回答。多做一些例子。
4．让学生分组做练习。要求他们与身边的三个同学练习。
Step2新授
活动1：听音指图
1．让学生打开书看图。指着图用中文问他们是否能说出图中人物的姓名(Sam，Daming，Lingling，Amy)。
1）Show words cards and teach the Ss the new words.
Make some screen to learn the words :如：通过动作、对话练习等学习：hello,hi,bye-bye等词；
2）Play a game:用单词卡只露第一个字母，让学生猜单词；
1）T: Lookat your books,please.The teacher asks the students to describe the pictures in Chinese.（Sam sitting in bed and there is a bird on the window sill；Sam is eating and a dog is walking past）今天，Sam刚刚起床，就有一只小鸟和一条小狗分别来向他问好。我们一起来看一看，他们是怎样使用英语向Sam问好的。
Step3: learn words.
Show words cards and teach the Ss the new words.
eg:morning,fine,thank you
Step4:Play a game“开火车”。
老师走到一个学生面前问：“How are you？”学生回答：“I’m fine，thank you．”然后站到老师前面当火车头，老师双手搭于学生肩上，两人模仿着火车的声音在教室中前进。“火车”开到下一个学生面前时，两人齐声问：“How are you？”该学生回答完毕后走到前面充当火车头，开着“火车”继续前进。当“火车”达到一定长度时，最后一个学生说：“Goodbye．／Bye-bye．”大家散开，分别回到自己的座位上。（活跃课堂气氛）

外研版小学三年级英语上册教案全册

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。

外研版三年级上册英语全册教案完整版

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。

新版外研版(一起)小学英语三年级上册全册教案

写
能够正确抄写本课新学词汇。
语言
技能
目标
听
能够听懂描述单数和复数物品的表达：These/Those are Sam’s trousers. This/That is Sam’s sweater.
说
能够描述单数和复数物品：These/Those are Sam’s trousers. This/That is Sam’s sweater.
词
汇
听
能够听懂文中出现的单词及短语：hamburger, chips, fast food
说
能够流利说出文中新学的单词：hamburger, chips, fast food
读
能够准确读出文中的新单词及短语：hamburger, chips, fast food
写
会默写单词及短语：hamburger, chips, fast food
说
能够说出文中的新单词：make, cake, idea, instead
读
能够准确读出文中的新单词：make, cake, idea, instead
写
能够正确抄写单词：make, cake, idea, instead
语言
技能
目标
听
听懂询问和描述他人正在做什么的句子：What are you doing? We’re making a cake. I’m working.
词
汇
听
能够在句子中听懂单词及短语：naughty, dragon, row, lake, feed, get out
说
能够流利说出单词及短语：naughty, dragon, row, lake, feed, get out
读

外研版小学英语三年级第一册全册教案

《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)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。

外研版三年级上册英语全册教案完整版范例

外研版三年级上册英语全册教案完整版一、教学内容1. Chapter 1: My SchoolSchool facilitiesIntroducing the school2. Chapter 2: My FamilyFamily membersDescribing family members3. Chapter 3: My BodyParts of the bodyActions with body parts4. Chapter 4: My ClothesDifferent types of clothesDescribing clothes二、教学目标1. 让学生掌握基本的学校、家庭、身体部位和衣物的相关词汇。

2. 培养学生运用英语进行自我介绍和描述事物的能力。

三、教学难点与重点1. 教学难点：不同身体部位的名称及其用法。

描述衣物时的形容词运用。

2. 教学重点：学校、家庭、身体部位和衣物相关词汇的掌握。

运用英语进行简单自我介绍和描述。

四、教具与学具准备1. 教具：教学挂图磁性字母和单词卡片录音机及英语学习音频资料2. 学具：学生课本练习册画笔、彩色笔等绘画材料五、教学过程1. 导入：利用挂图展示学校、家庭、身体部位和衣物的图片，引导学生用英语进行简单描述。

播放相关章节的英语学习音频，让学生模仿跟读。

2. 新课内容：教师展示单词卡片，教授新词汇，让学生跟读并模仿。

设计实践情景，让学生运用所学词汇进行自我介绍和描述。

3. 例题讲解：以课本上的例题为依据，详细讲解语法点和句型结构。

通过实际操作，让学生进行例题练习。

4. 随堂练习：设计与新课内容相关的练习题，让学生进行口头和书面练习。

教师巡回指导，纠正发音和语法错误。

教师引导学生回顾本节课所学内容，巩固记忆。

鼓励学生用英语进行互动交流，提高口语表达能力。

六、板书设计1. 新词汇：学校、家庭、身体部位和衣物相关词汇。

2. 句型结构：My school isThis is my family.I can dowith my body.I like wearing3. 语法点：名词、形容词的用法。

外研版小学三年级上册英语全册教案

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。

新版外研版(一起)小学英语三年级上册全册教案

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。

新标准外研版英语三年级起点第一册教案(全册)

新标准小学英语第一册教案Module 1 GREETINGS功能：问候和道别／自我介绍语言：Hello. Hi. I’m…. Goodbye. Bye-bye. Good morning．How are you？I’m fine，thank you. 词汇：helIo （hi），I am （I’m），goodbye（bye-bye），Good morning，How are you ？Fine, thank you，and you?Unit 1 I’m Sam准备导入：1．教师在走进教室时热情地向同学们打招呼说：Hello或Hi．与近处的同学握手，向远处的同学挥手。

表扬那些用英语向师打招呼的同学说：Very good！Well done!或Clever boy／girl！2．用英语告诉学生本人名字，说:I’m Mr Guo.并将名字写在黑板上。

活动1：听音指图1．打开并举起书，让学生看到练习。

指着各幅图用中文问学生图中的情景（校园中Sam，Daming，Amy和Lingling在介绍他们自己；在离开学校时，他们互相道别）。

问他们认为图片上的孩子来自哪里?他们是高兴还是不高兴？每幅图上的孩子在说什么？2．放录音或读对话。

学生看书听录音。

放录音时教师要举起书指着图上说相应话语的人物。

再放录音，要求学生们指着相应的说话的人物。

活动2：听音说话1. 读出前两幅图的对话，要求学生跟读。

2.向学生解释老师将以故事中不同人物的身份来介绍自己。

每次老师说：Hello，I’m（人物的姓名）,他们要回答：Hello，（同一人物的姓名）。

举例：老师：Hello，I’m Lingling.学生：Hello，Lingling.3．用Sam和Amy做更多的例子。

每个名字练习多次。

4．告诉学生老师要点名让一些学生做自我介绍。

老师在黑板上写出句型结构。

老师：指向一个学生学生：Hello,I’m Mr Guo。

全班：Hello，Mr Guo。

三年级英语上册全册教案(外研版一起)

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。

新标准外研版英语三年级起点第一册教案(全册)

新标准外研版英语三年级起点第一册教案（全册）功能：问候和道别／自我介绍语言：Hello、 Hi、I’m…、 Goodbye、 Bye-bye、 Good morning、How are you？I’m fine，thank you、词汇：helIo （hi）， I am（I’m）， goodbye（bye-bye），Good morning，How are you？Fine, thank you，and you?Unit1 I’m Sam 准备导入：1、教师在走进教室时热情地向同学们打招呼说：Hello或Hi、与近处的同学握手，向远处的同学挥手。

表扬那些用英语向师打招呼的同学说：Very good！Well done!或Clever boy／girl！2、用英语告诉学生本人名字，说:I’m Mr Guo、并将名字写在黑板上。

活动1：听音指图1、打开并举起书，让学生看到练习。

指着各幅图用中文问学生图中的情景（校园中Sam，Daming，Amy和Lingling在介绍他们自己；在离开学校时，他们互相道别）。

问他们认为图片上的孩子来自哪里?他们是高兴还是不高兴？每幅图上的孩子在说什么？2、放录音或读对话。

学生看书听录音。

放录音时教师要举起书指着图上说相应话语的人物。

再放录音，要求学生们指着相应的说话的人物。

活动2：听音说话1、读出前两幅图的对话，要求学生跟读。

2、向学生解释老师将以故事中不同人物的身份来介绍自己。

每次老师说：Hello，I’m（人物的姓名）,他们要回答：Hello，（同一人物的姓名）。

举例：老师：Hello，I’m Lingling、学生：Hello， Lingling、3、用Sam和Amy做更多的例子。

每个名字练习多次。

4、告诉学生老师要点名让一些学生做自我介绍。

老师在黑板上写出句型结构。

老师：指向一个学生学生：Hello,I’m Mr Guo。

全班：Hello，Mr Guo。

5、向学生说明Hi和Hello是一样的。

三年级英语上册全册教案(外研版一起)

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。

外研版小学新标准英语(三年级起)第一册全册教案

学法
1.Listening to the tape.
2.Work in groups.
3.Learning through the PPT.
4.Learning words with the cards
教学
准备
PPT,computer,tape-recorder,tape,cards
预习设计
简单介绍一些学生感兴趣的英语常识铺垫教学
8.Learning words with the cards.
教学
准备
PPT, computer, tape-recorder, tape, cards
预习设计
1.Sing an English song.
教学过程
施教者调整
Step1: Warm up.
1）Sing an English song.
3）分组角色扮演表演对话。
Step4: Do the exercises.
1）同桌或开展四人小组练习互相打招呼并作自我介绍；
2）Play a game:如，让学生用开火车形式轮流介绍自己。
Step5: Summery
Step6: Homework
1）请学生回家后用英语向父母问好，讲一讲今天上第一节英语课的经过和感受，并向父母汇报今天所学的知识；
Have the students know the ways to greet.
教法
5.Listening to the tape.
6.Group work.
ing PPT.
ing cards.
学法
5.Listening to the tape.
6.Work in groups.
7.Learning through the PPT.

外研版三年级上册英语教案全册

外研版三年级上册英语教案全册一、教学内容1. Chapter 1：Hello!（问候）Lesson 1：Hello! What's your name?Lesson 2：How are you?2. Chapter 2：My family（我的家庭）Lesson 3：This is my mother.Lesson 4：This is my father.3. Chapter 3：My school（我的学校）Lesson 5：Where is the school?Lesson 6：What's in the school?二、教学目标1. 让学生掌握基本的英语问候，能进行简单的自我介绍。

2. 培养学生运用英语描述家庭成员和学校环境的能力。

三、教学难点与重点1. 教学难点：家庭成员和学校设施的词汇表达，问候语和自我介绍的表达。

2. 教学重点：单词和句型的掌握，口语交际能力的培养。

四、教具与学具准备1. 教具：PPT、卡片、挂图、录音机等。

2. 学具：课本、练习册、彩笔等。

五、教学过程1. 导入：通过问候和自我介绍，引导学生复习已学知识，为新课的学习做好铺垫。

2. 新课内容呈现：利用PPT、卡片、挂图等教具，展示新单词和句型。

通过例句和情景对话，让学生模仿和练习。

3. 随堂练习：小组合作，用新学单词和句型进行口语交流。

教师选取学生代表进行展示，给予鼓励和指导。

六、板书设计1. 外研版三年级上册英语教案2. 内容：Chapter 1：Hello!Lesson 1：Hello! What's your name?Lesson 2：How are you?Chapter 2：My familyLesson 3：This is my mother.Lesson 4：This is my father.Chapter 3：My schoolLesson 5：Where is the school?Lesson 6：What's in the school?七、作业设计1. 作业题目：根据所学内容，编写一段自我介绍。

外研社三年级起点三年级上册第一册电子教案全册(精心版)

are they talking about?(看大屏幕)T: What did you hear? Hello? Good morni ng? S: No, How are you?T: Good boy! What ' srthSi i nese? 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 an swer it? S: I ' m fine. Thank you. T: What does it mean? S:我很好，谢谢。

T: Listen and repeat. Pay attention to your pronunciation. S:(模仿跟读)A: Goodbye, …B: Goodbye, …S:分小组表演。

Step Four: Con solidati onT: Next let ' s sing a song and do the actions. Please read the lyrics first.m fine. I ' m fine and hello to you. Goodbye, goodbye,goodbye to you. Goodbye, goodbye, goodbye to you.T: ( Play the tape recorder) Please try your best to lear n to sing together. S: ( Sing loudly and frien dly, and do the actions)T: You did a good job! Now ope n your En gli S: ( point and say)Step Three: Kno wledge exte nsion T: Look at the picture at page 4. Let Dialogue I :A: Hello, I ' mA: How are you? A: Goodbye, -Dialogue n : A: Good morning,A: How are you?sh books. Let ' s point and say. 'sact.B: Hi, I ' m … B: I ' m fine, thank you.B: Goodbye, …Hello, hello, how are you? Igirls.S: Good after noon, Elie n.T: Good after noon, Tim.S: Good after noon, Elie n.T: Now say good afternoon to your n eighbors.S: （Practice for a while）T: You are great! Now please watch the projects and liste n carefully, who is the man?（看大屏幕）T: Is he Mr liu?（重读Mr.）S: No.T: Is he Mr Wan g?S: No.T: Is he Mr li?S: Yes.T: Right. He is Mr Li. Read after me. Mr Li.（三遍）S:（学生跟读）T: Lily, say good afternoon to Mr Li, please.S: Good afternoo n, Mr Li.T: Good girl. Shasha, say it aga in.S: Good afternoo n, Mr Li.T: You did a good job! Oh, this girl, excuse me, what 'your name?S: I'm May.T: Hello, May.S: Hello, Elle n.T: Please say good after noon to Mr Li.S: Good afternoo n, Mr Li.T: Oh, this boy, what ' your name?S: I'm Joh n.S: I'm fine. And how are you?T: I'm fine, too. Thank you. Please say good after noon to Mr Li.S: Good afternoo n, Mr Li.T: That S a secret. How do you ask somebody 'sname? Who can tell me softly n ear my ear? S:（小声在教师耳边说）What' your name?T: Sorry, I can 'hear you. Louder, please.S:（学生稍微大些声）What' your name?T: What' wrong with my ears? I can 'hear you clearly.Louder, louder, please.S:（全体学生大声说）What syour name?T: Wow, my ears. What's wrong with you? I can hear you. Please ask your n eighbors like this loudly.S:（学生练习）T: Now open your English books. Let 'point and say.S:（学生指读）Step Three: Kno wledge exte nsionT: Look at the picture at page 8. Let 'act.Dialogue I :A: Hello, 1 'm …. What' your name?B: Hi, I 'm …. What' your name?C: Hi, I 'm …..What' your name?D:……Dialogue n :A: Good after noon. 1 rm …B: Good after noon. 1 m …A: How are you?B: I'm fine. And how are you?A: I'm fine, too. Thank you.板书设计：Module3 Classroom图 door 图wi ndow图blackboard课后反思：（手写）Unit 1Point to the door. Sit dow n坐下Sta nd up起立Point to theModule 3Unit 2 Poi nt to the desk.一、教学目标1.知识与技能目标(1) New words: desk, chair.(2)Students can understand the orders: Point to~! " and can do the corresponding responses and actions of themclearly.2.情感态度目标Improve the stude nts' self-c on fide nee .二、教学重难点Mainpoin ts: New words: desk, chair.In structi on phrases: Point to~ !Difficult poin ts: Let the stude nts can be clear about the in struct ion phrases “ Point t~!" and try to use themexpertly in the daily life.三、教学准备pictures, cards, tape recorder, pieces of paper, courseware教学过程Step One: Warm up 1. Greeti ng:.T: Shall we begi n our En glish class? S: Of course. Let ' begi n. T: Good morning, boys and girls. S: Good morni ng, Tracy. T: How are you today?S: I m fine. Thank you, and you? T: I ' wonderful. Sit down please. 2. Liste n, repeat and do the actionsI give them the order, and the stude nts do the corresp onding actions.课题:课型新授T: Stand up! Sit dow n. Point to the door. Point to the win dow. Point to the blackboard.And so on.3.Say a cha ntT: You are great, now let ' say a chant . Ok? And When you chant it, you can perform(The students chant and do the actions that they like. After that I 'choose the bestone. And say give him a sticker.)Step Two: Represe ntati on1.guess What is it?Show some pictures by the computer. ( I will only sho: rtT: Look at creen. And tell me w you see.S: It 'a boy/ girl/ dog/ bird/从形式上讲，通过这个”猜猜看”不但可以营造英语学习的气氛，激发学生的学习兴趣，更重要的是它使学生的注意力从相对分散的歌曲表演中，迅速集中到课堂上来在无意识下的情况下快速的进入学习状态2.Flash card to reviewsT: Let' see: Who is quickest? If you know the word, you can sta nd up quickly and say it clearly, loudly.3.Play a game: What 'missi ngHide word cards and let others guess: which one is miss ing?从内容上讲这样的复习方式，可以带领学生从热身阶段的听说交流练习，递进到了单词的认读能力培养，避免了单纯的温故，而是在故有的基础上做到了拓展，以最有效的方式提高了课堂效率•Step Three: New courseA.New words: “desk，chair”1. Teach the new wordsT: just now we know ” window, door, blackboard ” now, what other things can you see in our classroom? Look! Around us are desk and chair. Then teach those words. (Use low or high voice, differe nt groups to teach it)B.con solidati on1.liste n , repeat and doT: Now I say, you point, Point to the win dow, point to the door, point to the desk, point to the chair. Point to the blackboard.2. talk showT: I give you 30 ” and you try to make many "Point to~! ” sentences as you can.C.Lear n the contents of the textT: Open your book, let ' listen point and say.Please sta nd up!Please sta nd up. Please sit dow n. Point to the window and point to the door.Please stand up. Please sit down. Point to the blackboard and point to the door.Please sta nd up. Please sit dow n. Point to the desk and point to the door.Step Four: Kno wledge exte nsion.Give every group some words. And have them to reorder the sentence.根据以学生为中心，体现学习的主体和以人为本的教育观和以能力为目标，语言交际性和以能为本的人材观的教学原则，通过学生的分组练习，达到巩固强化知识的目的，同时通过小组合作，团队精神。

外研版3起三年级英语上全册教案教学设计

外研版3起三年级英语上全册教案教学设计一、教学内容本节课选自外研版3起三年级英语上册，涉及单元《At the Zoo》。

教学内容包括：Unit 1《What's this? It's a 》，Unit 2《I can see 》以及《Rhyme Time》。

详细内容涵盖动物名词、一般疑问句、肯定回答、描述性句型以及韵律歌谣。

二、教学目标1. 学生能够听懂、会说、认读动物名词如：panda, elephant, lion, tiger等。

2. 学生能够使用一般疑问句“What's this?”和肯定回答“It'sa ”来询问和描述动物。

3. 学生能够使用描述性句型“I can see ”来描述所看到的动物。

三、教学难点与重点1. 教学难点：动物名词的拼写和发音，一般疑问句和描述性句型的运用。

2. 教学重点：动物名词的认读，一般疑问句和描述性句型的实际运用。

四、教具与学具准备1. 教具：PPT，动物卡片，教学录音机。

2. 学具：学生用书，练习册，动物名词卡片。

五、教学过程1. 导入：通过展示动物园的图片，引出话题，引导学生谈论他们在动物园看到的动物。

2. 呈现：呈现Unit 1和Unit 2的单词和句型，结合PPT展示，让学生跟随录音学习。

3. 实践：学生两人一组，用所学句型进行问答练习，描述动物。

4. 例题讲解：以panda为例，讲解一般疑问句“What's this?”和肯定回答“It's a ”的使用。

5. 随堂练习：学生根据PPT上展示的动物图片，使用所学句型进行描述。

7. Rhyme Time：学生跟随录音，学习韵律歌谣，巩固所学内容。

六、板书设计1. 动物名词：panda, elephant, lion, tiger等。

2. 句型：What's this?It's aI can see七、作业设计1. 作业题目：a. 根据图片，写出对应的动物名词。

外研版三年级起点三年级英语上册全册教案

外研版三年级英语上册教案设计目录Module1 (1)Unit1 I’m Sam. (1)Module1 (4)Unit2 How are you？ (4)Module2 (7)Unit1 I'm Ms Smart. (7)Module2 (11)Unit2 What's your name? (11)Module3 (15)Unit1 Point to the door (15)Module3 (18)Unit2 Point to the desk (18)Module4 (20)Unit1 It's red! (20)Module4 (24)Unit2 It is a black dog (24)Module5 (29)Unit1 How many (29)Module5 (31)Unit2 Nine girls？ (31)Module6 (34)Unit1 Happy birthday! (34)Module6 (36)Unit2 How old are you? (36)Module7 (42)Unit1 What's this? (42)Module7 (46)Unit2 What's that? (46)Module8 (49)Unit1 Is it a monster? (49)Module8 (53)Unit2 Where's the cat? (53)Module9 (60)Unit1 This is my mother. (60)Module9 (63)Unit2 He's a doctor. (63)Module10 (67)Unit1 This is his head. (67)Module10 (70)Unit2 Point to her nose. (70)Module1Unit1 I’m Sam.教学目标：1.基本能听懂会说:“Hello, Hi, Goodbye, bye-bye”2.学会运用句型“I’m…”进行自我介绍。