小学三年级世纪版英语Lesson Plan ( 3 )2
新PEP英语三年级3A Unit3 Look at me P2
Topic Unit 3 Look at me Duration 40minsTeaching material：Part A Let’s learn let’s doAnalysis of teaching material:This lesson is the second period of Part A in Unit3 Look at me from PEP Book1. It talks about the face and the organs on it. From this lesson, the Ss can know how to introduce their organs on the face using the structure “Look at me. This is my_____”. The topic is closely related to them, so the students would like to talk about it. And this lesson is mainly about five new words “ear, eye, nose, mouth, face”and the new structure “Look at me!” as well as the new application of “This is ___.”Analysis of learning condition：The students in Grade 3 are both mentally and physically active. They are eager to show and express themselves and gain the praise from the teacher. In addition, they have already learned “This is _____”. Besides, most of them can listen and speak “ear, eye, nose, mouth, face”. So it won’t be difficult for them to learn how to read and recognize them. But they have learned English for only one month and over, they can only understand some easy introductions , T should pay attention to this and use many body language as well as assisted tools as possible to help Ss understand T’s classroom language. Through the help from the teachers the peers, they can complete the class.Teaching aims:1. Language knowledge and skills1) Ss can listen, speak and read words “ ear, eye, nose, mouth, face”2) Ss can listen, speak and read “Look at me!”3) Ss can use “Look at me! This is ______.” to describe their face.4) Ss can do actions according to the order.2. Learning strategyThrough individual learning and cooperative working, the students are able to participate, experience and compete in the activities.Main points:1. Helping Ss to listen, speak and read words “ ear, eye, nose, mouth, face”2. Helping Ss to listen, speak and read “Look at me!”3. Helping Ss to use “Look at me! This is_____.” to describe their faces.Difficult points:1)It may be difficult for Ss to pronounce “th” in “mouth”, “se” in “nose” correctly.T will create some gestures to help Ss.2)It may be difficult for Ss to distinguish “ear” and “eye”. T will create a responsegame to help Ss.Teaching aids:CAI︱Teaching ProcedureProcedureT’s activity Ss’ Activity IntensionPre-task (20mins) 1 greetingT: Hello, boys and girls.T: How are you?T: I’m glad most of you are fine. Todaywe are going to learn something about ourfaces. But first, let’s sing the hello howare you song.2 warming-upSing hello how are you songT: Ready? Go!3lead-in present and practiceGreet ZoomT：Look! It’s Zoom’s face! Let’s say helloto Zoom. Hello, Zoom.(guide Ss to sayhello together)How are you?T: (pretend to be Zoom)Not well. I lostsomething. Can you help me?1)Eye(This is my __.)/eyes/close youreyesLead-inT: What I lost? You try.T: Yes.drillT: Follow me. Eye, eye(read to write.)T: This is my eye. This is my eye.(read towrite)T: You try.(a small group of Ss)(ask OneS what dose “This is my”mean, writedown the answer )T: One eye, two eyes(guide Ss to saytogether)(read to write and draw)T: Follow me, eyes, eyes(read to write)T: Now listen! Close your eyes! (wait forSs to respond) (analyze what dose it meanif necessary)T: Open your eyes. (analyze if necessary).T: You. Close your eyes!(a small group ofSs)T: Follow me. Close your eyes.T: This line. (line by line)T: You try! ((Sssay, T dose)Ss: Hello, Miss Lan.Ss: I’m fine./Just soso. Very well/. Thankyou.Ss: Sing the hello howare you song with thevideo.Ss: Hello, Zoom. Howare you?Ss: Yes.S: eye.Ss:Eye, eyeSs: This is my eye.This is my eye.S(1-n): This is my eye.Ss: two eyes.Ss: eyes, eyesSs: act.Ss: actS(1-n): actSs: Close your eyes.Line(1-8): Close youreyes.1 Greetingand Hellosong can getSs ready forthe comingclass2Guessinggame alwayscan attract Ss’attention andstimulatethem to focuson thelearningprocess.2)ear/Touch your earLead-inT: What I lost? You try!T: Good try!DrillT: follow me! Ear, ear.(read to write and draw)T: This is my ear. This is my ear.T: You try( a small group of Ss)T: Now, listen. Touch your ear!(wait for Ss to respond)(analyze if necessary)T: You. Touch your ear.(a small group of Ss)T: Follow me, touch your ear. Touch your ear.T: You try! (a small group of Ss)(S says, T dose)3)The distinguish of ear and eyeQuick response game. (T invites two Ss to race to touch the words according to T’s order.)T: Follow me, ear, ear, eye, eye.T: Now let’s play a game.(analyze the rules) Ready?T: Hands up! You two.T: (play the game) (about four pairs)4) Nose/Touch your noseLead-inT: What do I lost? You try!T: Yes. It’s noseDrillT: Follow me. Nose, nose(read to write and draw)T: (se)/z/, /z/, nose, nose.T: You try. (a small group of Ss)T: nose.T: Now, listen! Touch your nose! (wait for Ss to respond)(analyze if necessary)T: You, touch your nose.(a small group of Ss)T: Follow me. Touch your nose. Touch your nose.T: You try! (a small group of Ss)(S says, T S: earSs: Ear, ear.Ss:This is my ear.This is my ear.S(1-n): This is my ear.Ss: act.S(1-n): actSs: touch your earS(1-n): touch your earSs: ear, ear, eye, eye.Ss:Ready!Ss:play the gameS: noseSs: nose, noseSs:/z/, /z/, nose,nose.S(1-n): noseSs: noseSs: act.S(1-n): actSs: touch your noseS(1-n): touch yournoseS: mouth3 Enough andproper drillsare necessaryfor Englishlearners todevelop goodspokenEnglish.dose)5)mouth/open your mouthLead-inT: What do I lost? You try!T: Great! It’s mouthDrillT: Follow me. Mouth , mouth(read to write and draw)T:(th)/θ/, /θ/ , mouth, mouth.T: You try!(a small group of Ss)T: mouth, mouth.T: Now, listen!Open your mouth!(wait for Ss to respond)(analyze if necessary) T: You, open your mouth! (a small group of Ss)T: Follow me, open your mouth, open your mouth.T: You try! (a small group of Ss)(S says, T dose)6)face/touch your faceLead-inT: What’s this? You try!T: Nice job! It’s faceDrillT: Follow me. Face, face.(read to write and draw)T: This is my face. This is my face.(read to write.)T: This is my face.(gesture)You try! (a small group of Ss)T: This is my face.T: Now, listen! Touch your face!(wait for Ss to respond)(analyze if necessary)T: You, touch your face!(a small group of Ss)T: Follow me. Touch your face, touch your face.T: You try. (a small group of Ss)(Ss say, T dose)7)Look at me!Lead-inWears a mask, pretend to be ZoomT: Look at me! This is my face.Drill Ss: mouth, mouthSs:θ/, /θ/ , mouth,mouth.S(1-n): mouthSs: mouth, mouth.Ss: act.S(1-n): actSs: open your mouthS(1-n): open yourmouthS: faceSs: face, faceSs:This is my face.S(1-n): This is myface.Ss: This is my face.Ss: act.S(1-n): actSs: touch your faceS(1-n): touch yourfaceSs:watch4 Phonics cannot only teachSs how tospell wordsbut also helpthem torememberwords andsentencesbetter.5 pair workcan help Ssapply whatthey havelearned to realuse in timeand Ss inGrade 3 loveto expressthemselves.T: Follow me．Look at me. Look at me.(read to write)T: Look at me. This is my face! You try.(a small group of Ss)(let the Ss wear the mask and say) Ss:Look at me.Ss:(wear the mask)Look at me. This is my face!While-tas k(7mins) 1 gameInvite Ss to touch the words according toanother S’s order. The one who are goingto touch the word must close his eyes. Ifthe S is getting near, the others should saythe word louder and louder, if not, in alower and lower voice.T: Now let’s play a game.(analyze therules) (T invite one S to show anexample, then ask pair by pair, about fourpair. One pair one chance)2 Let’s dopracticeT: OK. Follow me! Close your eyes, openyou mouth, touch your nose. Touch yourear. Touch your face.T: Close your eyes! Ready? Go!Do after the videoT: Now, let’s do after the video. Ready?Go!2 introduce my faceshow an exampleT: Look at me! This is my face. This isme eye. This is my ear. This is my nose.This is my mouth.T: You try.(invite one S)Pair workT: Now work in pairs, describe your face.T: You try.(about four pairs)Ss: play the gameS: Look at me! Thisis my face. This is meeye. This is my ear.This is my nose. Thisis my mouth.S(1-n): present6 Realcontexts canhelp Ssdevelop theability to useEnglish inreal life.Post-task （3mins）1 listen and repeatT: open your book, read after the video.2 do exerciseT: open your activity book. Let’s finishexercise 3.Ss: listen and repeatSs: do exercise.8 Properexercise isessential tolearn Englishwell.Home work Activity book exercise 4 Write down thehomework。
新世纪高职英语(第三版)第2册教案
新世纪高职英语(第三版)第2册教案全文共3篇示例，供读者参考篇1Title: Teaching Plan for New Century Vocational College English (Third Edition) Volume 2Introduction:The New Century Vocational College English (Third Edition) Volume 2 is designed for students in vocational colleges and institutes to improve their English language skills. This teaching plan aims to provide teachers with a detailed guide on how to effectively teach this textbook, covering topics such as lesson objectives, teaching methods, and assessment strategies.Lesson Objectives:1. To enhance students' listening and speaking skills through various activities such as role plays, group discussions, and listening exercises.2. To improve students' reading comprehension and vocabulary acquisition by introducing them to a wide range of texts and vocabulary items.3. To develop students' writing skills by guiding them through the process of writing essays, reports, and summaries.4. To familiarize students with different aspects of English culture and society through reading materials and discussions.Teaching Methods:1. Lecture-based instruction: Teachers can use lecture-based instruction to introduce new vocabulary items, grammar points, and reading materials.2. Group work: Group work activities, such as group discussions and role plays, can help students practice their speaking and listening skills in a supportive environment.3. Pair work: Pair work activities, such as debates and interviews, can give students the opportunity to interact with their peers and improve their communication skills.4. Multimedia resources: Teachers can use multimedia resources, such as videos and online articles, to supplement the textbook and provide students with additional learning opportunities.Assessment Strategies:1. Quizzes and tests: Teachers can use quizzes and tests to assess students' understanding of the material covered in each unit.2. Oral presentations: Oral presentations can be used to evaluate students' speaking skills and their ability to communicate effectively.3. Written assignments: Written assignments, such as essays and reports, can be used to assess students' writing skills and their ability to organize and present information.Conclusion:The New Century Vocational College English (Third Edition) Volume 2 is a comprehensive textbook that can help students improve their English language skills in a vocational college setting. By following this teaching plan and implementing various teaching methods and assessment strategies, teachers can create a dynamic and engaging learning environment that will benefit students in their language learning journey.篇2《New Century Vocational College English (Third Edition) Volume 2 Lesson Plan》Unit 1: TravelObjectives:- To introduce students to vocabulary related to travel and transportation- To practice speaking about travel experiences- To develop listening skills through travel-related audio materials- To enhance writing skills by writing short paragraphs about travel destinationsLesson 1: Introduction to Travel- Vocabulary: airport, hotel, tourist attraction, passport, boarding pass, etc.- Discussion: What are your favorite travel destinations? Why?- Listening activity: Listen to a dialogue at the airport and answer questions- Writing task: Write about a dream vacation destinationLesson 2: Modes of Transportation- Vocabulary: train, bus, plane, car, bicycle, etc.- Discussion: What is the most convenient mode of transportation for you? Why?- Listening activity: Listen to a conversation about renting a car- Speaking task: Discuss the advantages and disadvantages of different modes of transportationUnit 2: Food and DiningObjectives:- To introduce students to vocabulary related to food and dining- To practice ordering food in a restaurant- To develop listening skills through food-related audio materials- To enhance writing skills by describing favorite dishesLesson 3: Food Vocabulary- Vocabulary: appetizer, main course, dessert, beverage, etc.- Discussion: What is your favorite type of cuisine? Why?- Listening activity: Listen to a conversation in a restaurant and answer questions- Writing task: Describe your favorite meal in detailLesson 4: Dining Etiquette- Vocabulary: reservation, tipping, menu, waiter, etc.- Discussion: What are the dining customs in your country?- Listening activity: Listen to a dialogue about dining etiquette- Role play: Practice ordering food in a restaurantUnit 3: TechnologyObjectives:- To introduce students to vocabulary related to technology and gadgets- To practice discussing the impact of technology on daily life- To develop listening skills through technology-related audio materials- To enhance writing skills by describing favorite gadgetsLesson 5: Technology Vocabulary- Vocabulary: smartphone, tablet, laptop, internet, social media, etc.- Discussion: How has technology changed the way we communicate?- Listening activity: Listen to a conversation about the pros and cons of social media- Writing task: Describe a gadget that you cannot live withoutLesson 6: The Future of Technology- Vocabulary: artificial intelligence, virtual reality, robotics, innovation, etc.- Discussion: How do you think technology will continue to evolve in the future?- Listening activity: Listen to a podcast about the future of technology- Debate: Discuss the ethical implications of advanced technologyOverall, the lessons in this unit focus on real-life scenarios and practical language skills that students can apply in their daily lives. These lessons aim to engage students through interactiveactivities and discussions while also building their confidence in using English in various contexts. By the end of this unit, students will have improved their vocabulary, speaking, listening, and writing skills, making them more proficient in English for travel, dining, and technology-related situations.篇3《New Century College English (Third Edition) Book 2 Teaching Plan》Unit 1Teaching Objectives:1. Understand the main idea and structure of the text.2. Learn new words and phrases.3. Develop listening and speaking skills.4. Improve reading and writing skills.Teaching Procedures:1. Pre-Reading Activities- Show students some pictures related to the topic of the text and ask them to make predictions about the content.- Introduce key vocabulary words and phrases.2. While-Reading Activities- Ask students to read the text silently and underline any unfamiliar words.- Divide the text into sections and have students discuss the main idea of each section.- Have students read the text aloud and discuss any difficult sentences.3. Post-Reading Activities- Ask students comprehension questions about the text.- Have students summarize the main points of the text.- Conduct a group discussion on the themes and concepts presented in the text.4. Vocabulary Practice- Have students match the vocabulary words with their definitions.- Ask students to use the new words and phrases in sentences of their own.5. Listening and Speaking Activities- Play a recording of the text and have students listen for specific information.- Conduct a role-play activity based on the dialogue in the text.6. Reading and Writing Activities- Ask students to write a summary of the text in their own words.- Have students write a response to a question related to the text.Unit 2Teaching Objectives:1. Understand and describe different cultural practices.2. Learn new vocabulary related to cultural diversity.3. Develop listening and speaking skills.4. Improve reading and writing skills.Teaching Procedures:1. Pre-Reading Activities- Discuss with students the importance of understanding different cultures.- Introduce key vocabulary words related to cultural practices.2. While-Reading Activities- Have students read the text and identify cultural practices mentioned.- Ask students to discuss the reasons behind cultural practices.3. Post-Reading Activities- Conduct a group discussion on the impact of globalization on cultural diversity.- Have students compare and contrast cultural practices in their own country with those mentioned in the text.4. Vocabulary Practice- Ask students to use the new vocabulary words and phrases in sentences.- Have students match the vocabulary words with their definitions.5. Listening and Speaking Activities- Play a recording of the text and have students listen for specific information.- Conduct a debate on the benefits and drawbacks of cultural diversity.6. Reading and Writing Activities- Ask students to write a reflective essay on the importance of cultural diversity.- Have students write a response to a question related to cultural practices.Overall, the teaching plan for《New Century College English (Third Edition) Book 2》focuses on developing students' language skills through various activities that engage and challenge them. By incorporating listening, speaking, reading, and writing activities, students are able to practice and improve their English proficiency in a fun and interactive way. Through the exploration of different topics and themes, students also gain a deeper understanding of the world around them and enhance their critical thinking skills.。
三年级下册英语教案-Module 3第三课时Unit 2 1~3 外研版(三起)
三年级下册英语教案－Module 3第三课时Unit 2 1~3 外研版（三起）一、教学目标•语言目标：学生能够听懂并理解课文内容，学会询问并回答日常活动的时间。
•情感目标：培养学生自主学习的习惯，增强学生的自信心和合作精神。
•学习策略：通过听、说和模仿等方式，激发学生的学习兴趣，提高他们的语言技能。
二、教学重点•学会用英语表述日常活动的时间。
•学会询问并回答日常活动的时间。
三、教学难点•学生能够用英语询问并回答日常活动的时间。
四、教学过程1. 导入新知识首先，教师可以跟学生们聊一聊自己的日常活动，如吃早饭、上学、午餐时间等，引出今天的主题，即学习如何询问和回答日常活动的时间。
2. 学习课文本课的主要内容是学习课文《Daily Routines》，学生可以听录音，跟读并模仿发音。
教师可以安排一些练习，帮助学生掌握一些关键的单词和句型，例如：•at half past seven：在七点半•at quarter to nine：在九点差一刻•What time do you…?: 你什么时候…•I usually…：我通常…3. 角色扮演练习教师可以安排角色扮演练习，让学生自己扮演老师或学生的角色，进行问答练习。
例如，老师可以问学生：“What time do you usually get up in the morning?”，学生可以回答：“I usually get up at seven o’clock.”4. 小组合作练习教师可以把学生分成小组，在小组内进行合作练习。
每个小组可以编写一个对话，讨论他们的日常活动，然后在全班分享。
5. 课堂作业作为课堂作业，教师可以留下一些问题，供学生进行思考和回答。
例如：•What time do you usually have breakfast?•What time do you usually go to bed?•What time do you usually do your homework?五、教学评价教学评价主要通过观察学生在教学过程中的表现进行，例如：•学生是否能够准确地理解课文内容？•学生是否能够用英语表达日常活动的时间？•学生是否能够与同学进行共同学习和合作？六、小结本课主要通过模拟对话、角色扮演、小组合作等方式，帮助学生掌握了日常活动时间的表述方法，并在练习中提高了他们的听、说能力和合作精神。
三年级book2unit3教案
三年级book2unit3教案Lesson plan of book2unit3 for grade three三年级book2unit3教案前言：小泰温馨提醒，英语作为在许多国际组织或者会议上都是必需语言，几乎所有学校选择英语作为其主要或唯一的外语必修课。
英语教学涉及多种专业理论知识，包括语言学、第二语言习得、词汇学、句法学、文体学、语料库理论、认知心理学等内容。
本教案根据英语课程标准的要求和针对教学对象是小学生群体的特点，将教学诸要素有序安排，确定合适的教学方案的设想和计划、并以启迪发展学生智力为根本目的。
便于学习和使用，本文下载后内容可随意修改调整及打印。
xxx小学电子教案（book 2）编写者：陈余红执教者：执教时间：XX年月日（周）课题unit 3 how many?共课6课时教学目标1、able to use the sentences: how many …can you see?i can see… how many …do you have? i have…2、letters; jj kk ll mm nn3、able to understand : it’s beautiful! hownice!. 教学重点教学难点1.how many …can you see? i can see… how many …do you have? i have… 4、2.letters; jj kk ll mm nn 教学准备recorder ,tapes, cards , pictures , wall charts 教学过程period 1step 1 revision1.le t’s do. （the content of unit 6 in book 1.）2.singing: ten little candles dance.step2 presentation1.teacher ask: how many candles can you see?ss answer: ten.add one candle and ask: how many candles now? count from one to eleven.2.show the cards and select two cards. compute as the following: 5+7=12: five and seven is twelve. 8+5=13: eight and five is thirteen.10+4=14: ten and four is fourteen.6+9=15: six and nine is fifteen.3.look at the cards and read the words. compare three with thirteen, four with fourteen, five with fifteen.4.listen to the tape and follow it.step 3 practice1.let’s play: line up. count from 1 to15.let the ss speak loudly. have a competition: who’s faster, quieter?2.a guessing game: show the ss the numbers（11-15）and guess what’s the two numbers on the opposite.修改意见教学过程3.teacher say out “ six and seven” the ss answer quickly. at the same time show the card.step 4 consolidation1.count from 1 to 152.ab: p.13.period 2step 1 revision1.everyday english.2.let’s d show me one andtwo. show me three and four…step 2 presentation1.teacher: stretch the fingers and ask: look , how many fingers can you see? ss: ten. （go on to “ i can see ten fingers”.）t: show the pictures of apples, animals, toys, stationeries and say: i have some apples.look, how many apples? let’s , two, three…oh, eleven apples. how many apples can you see?ss: i can see eleven the patterns in turn.2.show some new pictures. let the ss ask and answer in pairs.3.show a kite to the ss and ask: what can you see? answer: i can see a kite. ask: is it beautiful? wuyifan and amy will fly the kite today. let’s go and havea look.4.look at the pictures and listen to the recorder.5.ask questions about the picture: what color is the kite? how many kites can amy see? how many kites can wuyi fan see?is the kite beautiful?..step 3 practice 教学过程1.have a dialogue about the pictures.2.look at the classroom. ask and answer with the pattern “ how many … can you see? i can see…”3.act “ let’s talk” with the headwears. step 4 consolidation:1.listen and read “let’s talk”2.ab: p.14 period 3step warm-up1.everyday english2.a game: who can see clearly? show some pictures to the ss quickly and ask : how many .. can you see?step 2 presentation1.show the letter cards and ask : how many letterscan you see?after answering the questions, read theletters from aa to jj. as reading the letter jj, say together: jump like a rabbit.2 .listen to the tape and read “let’ say”3.learn the song: one, two, three, four five step 3 practice1.stick the letters aa, hh, jj, kk on the blackboard, then mix the order, let the ss match the big letters and the small letters. compare and conclude the pronunciation.2.according to “let’s do”, teacher read a letter. such as “jj”, ss should say “jj jj jump jump“ teacher also can invite ss come to the board. 3 a game: let ss say letters from aa to nn one by one. if someonecan’t say the letter which he should say, teacher can give him some penalty. 4 do practice step 4 consolidation1 do “listen, number and match2.read from aa to nn 教学过程period fourstep one revision1.sing a song.2.show the numbers from 1 to 15.let the ss compute.3.sum up some pairs of numbers.step two presentation1.count from 1 to 15 and then from 1 to 20.2.listen the radio and follow the radio read the new words.step three: practice1.count numbers: let ss count1-20 one by one, and circle.2.a game: before the class, teacher can get readyfor some balls and lines. in the class teacher can let some ss come to the board and tell them jump 16 times, bounce 30 times.3.do math calculate: such as “nine and three” “ten plus six” and so on…step four: consolidation1 ab p162 renew some acknowledge by ask ss some questions. such as “t: what can you see on the farm? ss: i can see the ducks, cats, pigs… t: how many animals can you see? listen carefully. “period fivestep one: revision1.do some oral exercise2.let ss come to the board to recite the dialogue which is in the book.step tw presentation1.show some pencils and then put them in a box, then ask ss “how many pencils do i have? guess please!” then let a student come to the board to open the box and count the pencils with other ss. ss: ” one twothree …seventeen oh there are seventeen pencils in thisbox” t: “yes you are right . i have 17 pencils” and ask” how many pencils do you have?” ss answer 教学过程2 let ss read the “let’s talk” first. then explain the meaning of this text. and then ask some questio ns such as “look john has a box of new crayons. they are very nice .how many crayons does john have?”3 continual to ask some questions about this text step three practice1 make a dialogue such as a: how many …do you have? b: i have…2 relay game: all ss divide into several groups , then answer the questions . compete among the groups . teacher should give courage to the group that is won.3 before the class, teacher give some fruits to every ss. in the class teacher ask ss” how many fruits do you have?”step four consolidation1.ab-17 2.do listen and drawexercise period six step one revision do everyday oral english exerciseask and answer: t: how many books do you havess: i have…t: how many books can yo u see on thedesk? ss: i can see…教学过程step two presentation1.teacher show ss some animal cards, such as monkey, dog, cat and so on…then ask “what can you see?” or “what’s this?” ss: …… . teacher can teach new letters according the words.2.let ss read the new letters follow the radio3.listen “let’s do” and sing follow the radiostep three practice1.a game: who can pick the letters quickly2.count letters from a to n and circle今泰学院推荐文档3.write ll, mm , nn this three letters step four consolidation1.ab- do listen, number, and match exercise…-------- Designed By JinTai College ---------第 11 页共 11 页。
三年级英语三册unit2Unit3教案含三维目标教学反思.doc
课题：Unit 2 Colours第一课时教学目标：知识与技能1.能用英语进行简单的打招呼及用This is……向别人介绍身边的人。
过程与方法2.通过创设实际情景,让学生能在相应的情景中准确运用以上句型。
情感态度价值观3.培养学生正确、自然的模仿语音、语调的能力。
教学重难点：【教学重点】This is……句型的学习。
【教学难点】1. This is……的得体运用。
2.This is……句型字母i及th的发音不容易到位。
教学准备：1.本课Let's talk/部分的教学课件。
2.本课时教学配套的录音带，以及歌曲〃Hello〃 "Good morning”的录音带。
3.Mr. Jones, Miss White, Miss Green 的头饰。
教学过程：(%1)热身 / 复习(Warm-up/Revision)1.播放歌曲Good morning,让学生跟唱，集中学生注意力，调动学生学习兴趣。
2.游戏Do a game. "SIMON SAYS':指令是第一单元B. Let's do 的内容。
3.师生同唱歌曲〃Hello〃。
教师可以边唱边用手势示意学生，将歌曲中的人名改为同班同学的名字。
4.教师用头饰介绍人物。
例如：教师举起Miss White的头饰说: This is Miss white 然后戴上Miss white 的头饰说：Good morning, boys and girls. I'm Miss White.5.请三个学生扮演Mr. Jones, Miss White, Miss Green,用唱歌的形式互相问候。
〃Hello〃。
(%1)呈现新课(Presentation)1.师生观看教学课件。
课件内容为Let's talk/A的内容。
教师利用与教材内容相同的教学课件，使学生一目了然，既了解了句型的含义，又了解句型运用的情景。
2.再次观看课件，教师提问：T: What are they doing?3.教师演示Let's talk/A的内容，使学生进一步理解对话。
三年级英语下册 Unit 3(2)教案 新世纪版
新世纪版三年级英语下册教案Unit 3 You Naughty Little Thing!教学目标一、能力目标：1. 能简单介绍自己能做的事情。
2. 能用提问的方式来了解其他人能做的事情。
3. 听懂或读懂某个场所的简单话语。
（pair work）二、知识目标：1. 学习掌握单词8个（hear, taste ,jump ,shout, see, feel, sing, swim）。
2. 能用8个单词造句。
3. 学习掌握基本句型及相关的语法知识Can you……….?4. 听、读后能理解课文内容，完成Language Lab 中的练习。
5. 了解Disneyland, Language Lab 中的语法内容。
三、基础目标：Wonderland：hear, see, taste, feel, jump, sing, shout, swimFarmland: Can you...?Grand Theatre：Unit 3 You Naughty Little Thing!Language Lab:1.通过拼读单词进一步熟记字母，并积累词汇。
2.根据课文内容回答Questions and answers 中的问题，并根据实际情况回答On your own中的问题。
Music Box:掌握字母组oo在单词中的读音。
让学生找出学过的含有oo 发 /u/ 音的单词。
Disneyland:将更多的表示行为能力的单词编入儿歌，进行替换性练习。
四、发展目标：1.通过变换人称动词，掌握 I can ?的用法.2.了解更多有关行为能力的单词，例如：dive, skip等。
3.积累由单词come 组成的词组，例如：come out (出来), come on(来吧) 等等。
五、情感目标：通过学习，教育学生能做的事情去做。
六、学习策略目标：在学习过程中做pair / group work 时要积极开动脑筋，介绍自己记忆单词的方法，培养合作完成的意识。
小学三年级世纪版英语Lesson Plan ( 3 )3
通过朗读绕口令感受音标/x/, /j/, /z/。
While task procedures
Task 1
Learn the story ofDisneyland.
Finish the exercise on Students’ workbook
1.Talk about the story.
The same to you. /You, too.
Finish Language Lab Part 4
Task 4
Learn the story
Show a red packet.
Q:①Have you received the red packet?
②When can we received the packet?
1. Listen to P1, 2.
2. Repeat the sentences after the tape.
3. Q: Who did Big Pig meet?
Did he buy straw/ sticks?
1. Show a picture of bricks.
2. Learn “bricks” and “brick seller”.
Lesson Plan ( 3 )
Procedures
Contents
Methods
Purpose
Pre-task preparation
Warming-up:
1. Rhyme: Months
2.Review the patterns.
Say the rhyme in chorus.
Ask the questions:
小学三年级世纪版英语Unit 9 Chopsticks教案
the
plural
Finish
forms of “dish” 通过简单的
Language Lab
& “glass”
句子和单词
Part 2
3. Guess the tableware 结合再次巩
4. Spell the new 固单词。
words.
Say
Choose the tableware 将所学知识
From Wonderland From Farmland From Grand Theatre
fork *a gift dinner
*knife
a racing car *ready
glass Western food child (children)
*plate
dish
spoon
favourite
right; list, risk.
5．Disneyland
1）本单元中的儿歌使用现在进行时的句子，只要求学生理解意思、学
会吟诵即可。
2） 教师可以引导学生回想学过的动词， 用现在进行时态创编儿歌。
例如： Peter is singing.
Kitty is dancing.
I am laughing.
1. What does 型。
Mingming
like?
2. Listen to the 了解在不
tape.
同的场合
都能用到
1. to friends 2. to customers
这句话来 表示给别 人东西。
1. Make a Make a dialogue by 在不同的
dialogue of using “Here’s…” . talking about the things you like.
小学英语三年级第三单元授课计划表
小学英语三年级第三单元授课计划表全文共3篇示例，供读者参考篇1Lesson Plan for Grade 3 Unit 3 in Primary EnglishSubject: EnglishGrade: 3Unit: Unit 3Number of Lessons: 5Day 1:Topic: My FamilyObjective: To introduce vocabulary related to family members and practice using the target language in sentences.Activities:1. Warm-up: Review vocabulary from previous lessons.2. Introduce new vocabulary related to family members (mother, father, sister, brother, etc.).3. Practice pronunciation and spelling of the new vocabulary.4. Pair students to ask and answer questions about their own family members.5. Assign homework to write a short paragraph about their family.Day 2:Topic: My HomeObjective: To introduce vocabulary related to rooms in the house and describe them using prepositions.Activities:1. Review vocabulary from the previous lesson.2. Introduce new vocabulary related to rooms in the house (living room, bedroom, kitchen, etc.).3. Practice pronunciation and spelling of the new vocabulary.4. Introduce prepositions (in, on, under, behind) and how to use them to describe the location of things in a room.5. Have students work in pairs to describe a room in their house using prepositions.6. Assign homework to draw a simple map of their house and label the rooms.Day 3:Topic: Daily ActivitiesObjective: To introduce vocabulary related to daily activities and practice using them in sentences.Activities:1. Review vocabulary from the previous lessons.2. Introduce new vocabulary related to daily activities (eat breakfast, go to school, play with friends, etc.).3. Practice pronunciation and spelling of the new vocabulary.4. Have students act out different daily activities in small groups.5. Write sentences about their daily routine using the new vocabulary.6. Assign homework to write a diary entry about their day using the new vocabulary.Day 4:Topic: Food and DrinksObjective: To introduce vocabulary related to food and drinks and practice ordering in a restaurant.Activities:1. Review vocabulary from the previous lessons.2. Introduce new vocabulary related to food and drinks (pizza, sandwich, juice, milk, etc.).3. Practice pronunciation and spelling of the new vocabulary.4. Role-play ordering food and drinks in a restaurant setting.5. Have students create a menu with pictures and prices of different foods and drinks.6. Assign homework to write a menu for their own restaurant.Day 5:Topic: My CommunityObjective: To introduce vocabulary related to places in the community and describe them using prepositions.Activities:1. Review vocabulary from the previous lessons.2. Introduce new vocabulary related to places in the community (park, library, supermarket, etc.).3. Practice pronunciation and spelling of the new vocabulary.4. Introduce prepositions (next to, between, across from) and how to use them to describe the location of places in the community.5. Have students work in pairs to describe different places in the community using prepositions.6. Assign homework to draw a map of their community and label the places.Assessment:Students will be assessed based on their participation in class activities, their ability to use the new vocabulary in sentences, and their completion of homework assignments.Overall, this unit will help students become more confident in using English to describe their families, homes, daily activities, food and drinks, and community. Through a variety of activities, students will have the opportunity to practice speaking, listening, reading, and writing skills in English.篇2Grade 3 Unit 3 Lesson PlanDay 1:Topic: My FamilyObjective: Students will be able to talk about their family members using possessive pronouns.Activities:1. Warm-up: Review possessive pronouns using flashcards.2. Introduction: Introduce vocabulary related to family members (mother, father, sister, brother, etc.).3. Practice: Have students work in pairs to describe their family members using possessive pronouns (e.g. "My sister's name is Emily. She is 10 years old.").4. Role-play: Divide students into groups and have them act out a family scene using possessive pronouns.5. Homework: Assign a worksheet to reinforce the use of possessive pronouns with family members.Day 2:Topic: Daily RoutinesObjective: Students will be able to describe their daily routines using present simple tense.Activities:1. Warm-up: Review present simple tense using flashcards.2. Introduction: Introduce vocabulary related to daily routines (e.g. wake up, brush teeth, go to school).3. Practice: Have students share their daily routines in pairs using the present simple tense.4. Listening: Play a recording of a daily routine and have students fill in the blanks with the correct verb.5. Homework: Assign a worksheet to reinforce the use of present simple tense with daily routines.Day 3:Topic: My Favorite ThingsObjective: Students will be able to talk about their favorite things using adjectives.Activities:1. Warm-up: Review adjectives using flashcards.2. Introduction: Introduce vocabulary related to favorite things (e.g. colors, animals, foods).3. Practice: Have students write a short paragraph about their favorite things using adjectives.4. Pair work: Have students share their paragraphs with a partner and ask questions about each other's favorite things.5. Art project: Have students draw a picture of their favorite things and present it to the class.Day 4:Topic: HobbiesObjective: Students will be able to talk about their hobbies using hobbies in English.Activities:1. Warm-up: Review vocabulary related to hobbies using flashcards.2. Introduction: Introduce vocabulary related to hobbies (e.g. reading, dancing, playing sports).3. Practice: Have students create a poster about their favorite hobbies and present it to the class.4. Pair work: Have students work in pairs to discuss their favorite hobbies and why they enjoy them.5. Homework: Assign a writing task where students write about a new hobby they would like to try.Day 5:Topic: ReviewObjective: Students will review the vocabulary and grammar learned throughout the unit.Activities:1. Vocabulary review: Play a game of charades where students act out vocabulary words learned in the unit.2. Grammar review: Provide students with a worksheet that tests their knowledge of possessive pronouns, present simple tense, adjectives, and hobbies.3. Speaking: Have students pair up and ask each other questions using the vocabulary and grammar from the unit.4. Fun activity: Play a review game like Bingo or Jeopardy using the vocabulary and grammar from the unit.5. Homework: Encourage students to review the vocabulary and grammar from the unit in preparation for the unit test next week.By following this lesson plan, students will have a solid understanding of family vocabulary, daily routines, favorite things, and hobbies in English. This unit is designed to engagestudents in interactive activities that will help them practice speaking, listening, reading, and writing skills.篇3Grade 3 Unit 3 Lesson PlanObjectives:- Understand and use common vocabulary related to daily routines- Make sentences using simple present tense- Describe daily activities using appropriate vocabulary and expressionsMaterials needed:- Flashcards with pictures of daily routines- Sentence strips with simple present tense sentences- Whiteboard and markers- Worksheets with fill-in-the-blank exercises- Classroom props (clock, toothbrush, bed, etc.)Lesson 1: Introduction to Daily Routines (45 minutes)1. Begin the lesson by presenting flashcards with pictures of different daily routines (e.g., waking up, brushing teeth, eating breakfast).2. Ask students to identify the activities and practice saying the words aloud.3. Model sentences using simple present tense to describe the routines (e.g., "I wake up at 7 o'clock").4. Give students sentence strips with incomplete sentences and ask them to fill in the blanks with the correct verb in simple present tense.5. Practice pronunciation and correct any errors in sentence structure.Lesson 2: Writing and Speaking Activity (45 minutes)1. Review the vocabulary and sentences from the previous lesson.2. Divide students into pairs or small groups and give each group a different daily routine to describe.3. Ask students to write a short paragraph about the routine, using the vocabulary and sentences learned in the previous lesson.4. Encourage students to practice speaking by presenting their paragraphs to the class.5. Provide feedback and correct any errors in pronunciation or sentence structure.Lesson 3: Listening and Reading Comprehension (45 minutes)1. Play a recording of a person describing their daily routine.2. Ask students to listen carefully and write down the activities mentioned.3. Provide worksheets with fill-in-the-blank exercises based on the listening activity.4. Review the answers as a class and discuss any difficult vocabulary or expressions.5. Have students practice reading aloud the sentences from the worksheet to improve pronunciation.Lesson 4: Review and Assessment (45 minutes)1. Review the vocabulary, sentences, and activities from the previous lessons.2. Give students a quiz with questions related to daily routines, simple present tense, and vocabulary.3. Provide feedback and correct any errors on the quiz.4. Have students work in pairs to create a short skit using the vocabulary and sentences learned in the unit.5. Present the skits to the class and assess students' ability to use the vocabulary and sentences in context.Overall, this unit will help students build their vocabulary and language skills related to daily routines and simple present tense. By using a variety of activities and materials, students will engage with the content and practice using the language in meaningful ways.。
(人教PEP)三年级英语下册教案Unit3Lesson2
S: I can see ten fingers. T writes down: I can see…… T teaches this sentence. T continue to ask: How many fingers can you see? S: I can see…… 2) T shows the pictures: I have many apples. How many apples can you see? Let’s count together. T&Ss: One apple, two apples, three apples…… 12 apples.
Focus Points & Difficult Points :
Be able to use the new structures as following in the real life: How many …can you see? I can see… *Be able to understand and say “ The black one is a bird.”
Step3. Assessment. 1).T explains the meaning of the task. 2) Ss do it after the class. 3) Read the text 5 times.
T leads to say: I can see 12 apples. T shows some pictures: How many balloons can you see? S: I can see…… T: Who can ask “how many balls……?” S: How many balls can you see? T: Who can answer “I can see……” After several times. T shows many pictures. T: Practice in pairs. One asks, one answers. 3)P24:Let’s practise.
小学三年级世纪版英语Lesson Plan ( 3 )10
Lesson Plan ( 3 )Procedures Contents Methods PurposePre-task preparation RevisionAct out thedialoguehow to helpold people.1. Make a dialogue.2. Act out the dialogue.创造英语学习的氛围，激发学生学习英语的兴趣。
While task procedures Task 1Act out adialogue.Task 2Discuss:Where tocure a pet?Task 3Learn thestory1. Show a dialogue:A: Hello. How areyou?B: I am not very welltoday.A: What's wrong withyou?B: I've got atoothache.A: Let me have alook. Don't worry. Youwill be all right.2. Act out the dialogue.1. Discuss: Where tocure a pet? Do we go toa shop?2. How to call theperson who cures pets?3. Provide the answersby the teacher.1. Listen to the storyand do exercise “Trueor False”.2. Read the questions of通过表演一段对话拉开今天新课的序幕。
在揭示课文内容之前先对课文中的点睛之处稍作铺垫。
分层学习故事，通过了解故事情节、理解故事内涵、分角色表演故事几个步骤帮助学生学习课文中的Questions and Answers,then listen to the storyagain.3. Read after the tape.4. Act out the story.Do it paragraph by paragraph.语言材料。
三年级英语上册 Lesson 3 第二课时教案 教科版
教科版三年级上册英语Lesson 3 This Is My Room第二课时Teaching Objectives：1．学会熟悉的事物和动物名称。
2．2能问答事物名称。
3．3能区别近远处东西，并能正确指点。
4．4能确认物品的所有者。
Teaching Content：Words: an, bag, eraser, no, oh, pencil, thatSentences: Is this(that) a…? Yes, it is. / No, it isn’t. This is my… Is that your…?Teaching Aids：Recorder, picturesTeaching Process：1．Warming up：(热身活动，使学生能够迅速调整状态，提高学习英语的积极性。
)A. Greeting. （互致问候，开始上课。
）B. Review the words and sentences. （复习）C. Check homework: Recite the dialog on Page 28-29.2．Presentation：A. Look at the pict ure, who can you see in the picture? Guess what’s happening? （课前导入：看图，尽量用英语描述这是在哪里，发生了什么，他们之间可能会发生怎样的对话。
）B. Listen to the tape.（听录音，熟悉课文。
）C. Words and sentencesIs this(that) a…? Yes, it is. / No, it isn’t.This is my… Is that your…?（黑板呈现主要生词及其汉语意思，领学生读单词、拼单词，书空单词，以达到让学生尽量在课堂上掌握单词的目的。
）3．Practice：A. Show the pictures of the words, read the words. （出示图片，练习单词。
三年级下英语学案-Project3_沪教牛津版(三起,无答案)
年级三学科英语课型新授授课教师设计时间总课时授课时间学习内容Project3学习目标运用本模块所学知识完成课本48至49页的实践活动。
学习重点运用本模块所学知识完成课本48至49页的实践活动。
学习难点运用本模块所学知识完成课本48至49页的实践活动。
学习准备彩笔，纸。
集体备课二度备课导学过程温故互查：背诵本模块所学句型并进行默写。
设问导读：My farm.1、Draw or stick pictures of animals on your farm.（画或贴你农场动物的照片）完成教材48页的图片。
小组合作，完成教材48页的图片。
2、Make signs for your farm.(为你的农场画标志)3、Write about your farm.(写下关于你的农场)I have six pigs, two cows, three rabbits, ____________,____________,_________________,___________and_______________.On my farm.Don’t litter on my farm.导学过程Don’t __________________.巩固练习：两人进行对话，复习巩固本模块所学句型。
板书设计Project3I have six pigs, two cows, three rabbits, ____________,____________, _________________,___________and_______________.导学反思。
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(1) Invite some boys to do some funny actions.
(2) Other students tell the teacher what they do respectively.
(3). Lean the sentence “ What the little boys do?”
Rhyme
Review the words.
Say the rhyme in chorus.
Read spell and make phrases.
请学生用动词组词提高学生运用语言的能力。
While task procedures
Finish Language Lab Part 1
Task 2
Experience the phoneme /k/
2. Read the questions ofQuestions and Answers, then listen to the story again.
3. Read after the tape.
4. Act out the story.
Do it paragraph by paragraph.
2. Encourage the students to say something about what they know about the world sports.
3. Learn some new words met in the discussion.
1. Listen to the story and do exercise “True or False”.
1. Tell other what’s your problem.
2. Find out the solutions in class
培养学生乐于帮助别人的好习惯。
Lesson Plan ( 4 )
Procedures
Contents
Methods
Purpose
Pre-task preparation
2. Underline the latter k.
3.Learn the phoneme.
1.Show the sentence “Little Lucy lies on a log”.
*Steps 2 and 3 are same with those of task 1
Same with Task 1
通过完成练习巩固所学内容
Post-task activities
Check the answer.
Check the answer on Students’ book.
通过校对了解学生完成的情况。
Task 3
Experience the phoneme /l/
Task 4
Experience the phoneme /l/
1.Read the rhyme.
2. Pay attention to the pronunciation of letters “p” and “q”.
1.Show the sentence “Ken kisses a kitten”
通过朗读绕口令感受发音/k/, /l/。
While task procedures
Task 1
Learn the rhyme ofDisneyland.
Finish the exercise on Students’ workbook
1. Learn the song பைடு நூலகம்Can you tell me what this is.”
Lesson Plan ( 5 )
Procedures
Contents
Methods
Purpose
Pre-task preparation
Revision
Review the sentences of Music Box.
1.Read the sentences of Music Box.
2.Experience the phonemes.
3. Listen to the tape and repeat the sentences.
4. Read the rhyme in chorus and individual.
Do the exercises of Unit 1 on Students’ workbook Page 7~12.
通过歌曲和游戏的形式将儿歌内容逐步呈现给学生，让学生在轻松的氛围下学习。
通过朗读儿歌感受字母的发音。
通过绕口令的句子感受k在单词中/k/的发音。
通过绕口令的句子感受l在单词中/l /的发音。
通过绕口令的句子感受l在单词中/l/的发音。
Post-task activities
Do Language Lab part 3 and part 4.
Write down the answers and check.
.
通过教师和学生分别介绍自己知道的体育知识拓展相互的知识面。学生也能体验到轻松的学习氛围，并学着用英语表达自己知道的东西。
分层学习故事，通过了解故事情节、理解故事内涵、分角色表演故事几个步骤帮助学生学习课文中的语言材料。
Post-task activities
Help others solve at least one problem.
Lesson Plan ( 3 )
Procedures
Contents
Methods
Purpose
Pre-task preparation
Rhyme
Review the words.
Say the rhyme in chorus.
Read spell and make phrases.
请学生用动词组词提高学生运用语言的能力。
While task procedures
Know about the sports
Learn the story
1.Introduce some knowledge about sports to the students. For example: The famous sports in USA/Germany. Who isJordan.