北师大版(三起)小学英语三年级上册全册教案
新北师大版英语三年级上册全册教案
新北师大版英语三年级上册全册教案课时一：Unit 1 Me and My FriendsLesson 1: Let's Make Friends教学目标：- 研究并认读单词：make, friends, friend, I, and, you- 在熟悉的语境下研究并复述句子："I can make friends."- 能够用简单的句子描述自己和朋友教学准备：- 教学课件- 单词卡片- 学生练册教学步骤：1. 导入：让学生观看相关图片，引导他们讨论“朋友”和“交朋友”的话题。
2. 通过展示单词卡片的方式，教授新单词：make, friends, friend, I, and, you。
帮助学生正确发音并理解词义。
3. 在课件中展示简单的句子：“I can make friends.”，并纠正学生的发音。
利用肢体语言和示范，帮助学生理解句子的意思。
4. 师生互动练句子，并逐渐引导学生能够用正确的语音和语调表达句子。
5. 学生个别练和小组活动：让学生用自己的话描述自己和朋友。
鼓励学生尽量运用所学的单词和句子。
6. 小结：总结本课所学内容，鼓励学生用“朋友”和“交朋友”为话题展开讨论。
课堂作业：1. 完成练册上与本课相关的练。
2. 练和复述本节课所学内容。
课时二：Unit 1 Me and My FriendsLesson 2: Let's Sing教学目标：- 研究并唱歌谣：Make Friends教学准备：- 教学课件- 音乐播放器教学步骤：1. 导入：回顾上节课所学内容，引出本节课要研究的歌谣。
2. 播放演唱Make Friends歌谣的音乐，让学生先跟随音乐节奏拍手和跺脚。
鼓励学生积极参与。
3. 引导学生跟随音乐歌唱，帮助他们熟悉歌曲中的重要单词和短语。
4. 教师带领学生逐句学唱整首歌曲，并强调正确发音和语调。
5. 学生个别练和小组活动：学生分组进行唱歌比赛，评选最好的组合。
《Unit 3 Learning》教学设计北师大版(三起)(2024)小学英语三年级上册(4课时)
（2）带领学生读几遍词汇，注意纠正学生的发音。
（3）玩 “闪卡游戏”，快速展示词汇卡片，让学生说出对应的英语词汇。
设计意图：通过图片展示和游戏的方式，让学生轻松愉快地学习新词汇，提高学习积极性。
3. Learn new sentences（学习新句型）
学情分析
三年级的学生经过一段时间的英语学习，对英语有了一定的好奇心和兴趣。他们具有较强的模仿能力和表现欲望，但注意力集中时间较短。在知识储备方面，学生可能已经认识了一些简单的学习用品词汇，但对于学习科目和相关句型的掌握还比较有限。因此，在教学过程中，要采用生动活泼、多样化的教学方法，吸引学生的注意力，提高学习效果。
二、Presentation（呈现）
1. Lead-in（导入）
展示一张教室的图片，问学生：“What can you see in the classroom?” 引导学生用中文说出教室里的学习用品和科目相关的物品。
设计意图：通过图片导入，引起学生的兴趣，为学习新词汇和句型做准备。
2. Learn new words（学习新词汇）
四、Summary（总结）
1. 回顾本课时所学的词汇和句型。
2. 强调 “I like...” 和 “I can...” 句型的不同用法。
设计意图：帮助学生巩固所学知识，明确两个句型的区别。
五、Homework（作业）
1. 听录音，跟读新词汇和句型。
2. 用 “I can...” 句型写一篇短文，描述自己的学习能力。
2. 表扬表现好的学生，鼓励其他学生继续努力。
设计意图：帮助学生巩固所学知识，同时给予学生肯定和鼓励。
北师大版小学英语三年级上册教案
单词并让学生跟读。 2、让学生拿出一大张纸并在上面写下 6 一 10 当中的一个数
字。告知学生师将说出数字，假如师说的数字和学生手中的数字 相符，学生必需站起来并举起手中的数字。
举例： 老师：ten 学生：(手中拿着“I0”的学生站起来并举起数字) 老师： Six。 学生：(手中拿着“I0”的学生坐下，手中拿着“6”的学生 站起来并举起数字) 3、多做一些示范。 教学技巧： 1、学生必需先认知新单词，之后才能读出来。例如：在“听 音指图”这一活动中，学生只需听懂并举起数字，不必读出来。 2、让学生读故事。用汉语对故事内容进行提问。例如：这件 事发生在哪里?图 2 中为何 Ms Smart 那么惊讶?图 4 中为何 Ms Smart 笑了? 3、放录音，每句之后暂停并让学生跟读。 4、再放一遍录音，让学生指出相应的图片。 活动 2：从一数到十 1、在纸上分别写出一到十这十个数字。给学生看一个数字并
向其次个学生，他/她说：“Tw0，”这样进行到十，然后重新起 先。
补充活动： 1、把学生按两人分组并要求他们打算好十张写有 1 到 I0 十 个数字的小纸片，每张纸上写一个数字。 2、学生 A 说出一个数字，学生日拿起有这个数字的纸。等到 学生日拿起了全部的纸片，嬉戏结束，然后学生们交换角色。 课堂活动用书： 1、听音指图 让学生看书，问他们看到了什么。(数字 I 一 I0)告知学生他 们将两人一组进行活动，一个学生说出一个数字，另一个学生指 出这个数字。 让学生两人一组活动，五轮之后，交换角色。
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组。 3、借助情景，理解新学问。 4、主动参与活动，大胆表现自己。 (三)情感看法目标 1、通过玩嬉戏、读小诗培育学生的学习爱好，使学生产生爱
上英语课的主动情感。 2、通过学习，加深过公路要遵守交通规则的意识。 三、教学策略 1、通过模拟的场景，加深学生对小诗的印象。 2、通过嬉戏、练习，帮助学生认读词组。 3、在学生输出语言前为他们供应大量的语言输入，为学生输
北师大版(三起)(2024新版)三年级上册英语Unit6 Review教学设计
北师大版（三起）（2024新版）三年级上册英语Unit6Review教学设计一、教学目标知识与技能：复习巩固前三单元（假设为Unit3-Unit5）的重点词汇、句型和语法知识，提高学生的综合语言运用能力。
过程与方法：通过多样化的复习活动，如游戏、竞赛、角色扮演等，激发学生的学习兴趣，促进知识的迁移和应用。
情感态度与价值观：培养学生的自信心和合作精神，鼓励他们在复习过程中相互帮助，共同进步。
二、教学内容分析Unit6 Review作为本册书的复习单元，旨在综合回顾和巩固前三单元（假设为Unit3-Unit5）的学习内容。
这些单元可能涵盖了颜色、数字、家庭成员、职业、家庭环境等多个主题，涉及的基本词汇、句型和语法知识丰富多样。
因此，本单元的教学重点是帮助学生梳理和整合这些知识点，形成系统的知识体系，并能在实际情境中灵活运用。
三、学情分析经过前三单元的学习，三年级学生已经积累了一定的英语词汇量和基本的语法知识，能够进行简单的日常对话和描述。
然而，由于学生之间的个体差异和学习能力的不同，部分学生在某些知识点上可能存在掌握不牢固或遗忘的情况。
因此，在复习过程中，教师需要关注学生的个体差异，采用分层教学和差异化教学策略，确保每个学生都能在原有基础上得到提升。
四、教学方法与手段情境教学法：创设贴近学生生活的真实情境，让学生在情境中复习和运用所学知识。
游戏竞赛法：设计趣味性强的游戏和竞赛活动，激发学生的学习兴趣和参与度。
小组合作学习：组织学生分组合作，共同完成复习任务，培养学生的合作精神和团队协作能力。
多媒体辅助教学：利用PPT、视频等多媒体资源，丰富教学手段，提高教学效果。
五、教学重难点教学重点：复习巩固前三单元的重点词汇、句型和语法知识，提高学生的综合语言运用能力。
教学难点：帮助学生梳理和整合知识点，形成系统的知识体系，并能在实际情境中灵活运用所学知识。
六、教学过程Step 1: Warm-up（热身活动）Greetings and Review Song：教师与学生进行日常问候，并播放一首包含前三单元词汇和句型的英文歌曲，让学生跟唱，活跃课堂气氛，同时复习旧知。
北师大版三年级英语上册全教案
Unit 1 Hello!Lesson 1Teaching aims:Hello! What’s your name? My name’s ….Listen and talk.Teaching emphasis:Asking names and giving one’s own.Teaching process:1. Warm-up (Greetings)Give each child an English name to use in class.Give each child an English name on a light card tag to pin on. As each name is assigned, say the name and have the class repeat it after you.2. Use English namesChoose one child. Ask, “What’s your name?” The child replies using the name of his or her card.If necessary, help with pronunciation. Repeat for the whole class.3. Introduce the charactersTell the children that they are going to read some stories about these characters:Uncle Booky, Mocky, Ken, Ann.Tell the children that they are going to meet some new friends.Hold up the mask for Peter and Wang Ling.4. Model the dialogUse any two of the masks. Use one mask and say, “Hello, what’s your name?”Use the other mask and reply, “My name’s … .”5. Talk about the storyHave the children open their books and talk about the characters.（What do you think they are saying?）6. StoryHave the class look at the pictures in their books as you play the tape.Play the tape again, and encourage the children to say the words.7. Sum up.HomeworkEncourage the childre n to practice greeting their family and friends in English, “Hello, my name’s … . What’s your name?”Lesson 2Teaching aims:Hello! What’s your name? My name’s ….Listen, say, talk and sing.Teaching emphasis:Asking names and giving one’s own.Teaching process:1. Review English namesSay, “Hello! What’s your name?” Encourage children to reply in turn,“My name’s … .”2. Review the characters with the masks.Ask, “What’s your name?” The children choose one character and then reply,“My name’s … .”Repeat with all the character masks.3. Learn to sayHave the class look at the picture at the top of the page.As you play the tape, have the class point to the character that is speaking.Replay the tape while displaying your copy of the page.As the tape is played, point to the words one at a time.Without the tape, read the words together. Have the children touch each word as they say it.4. Listen to thisPoint to each picture and ask, “Look at the picture, Who is saying?”Elicit children say out the right answer.Play the tape and have the children number each picture.Listen again and check the answer.5. Let’s singRead the words to the children, pointing to each word.Play the first six lines of the song, encourage the children touch the words in their books as their sing along.Play the last two lines of the song. Ask the children to sing these lines using their own English names.Try to sing along with the tape.Lesson 3Teaching aims:Hello! What’s your name? My name’s ….Listen, talk and read.Teaching emphasis:The correct writing of each letterTeaching process:1. Warm-upSing the song along with the tape.2. Talk togetherUsing the structures, review each child’s English name.Using the masks, review the structures in a speech chain.Ask and answer one by one.Have each child turn to the top of page 6 and display the page and model the dialog, pointing to the matching character as you speak.Organize a speech chain, where children substitute their English names for those that are underlined.3. Listen and numberI ntroduce the characters to children first.Explain that you want them to listen to the tape and touch the correct characters when they hear them say,“Hello!”Play the tape again, have them write the number of the sentence in the box beside each picture.Check the answer.4. Touch and sayDraw the children’s attention to the bottom part of page 9. Display your copy of the page, and explain that when you point to a character you will ask a child to tell the c lass what that character would say.If time allows, children could repeat the activity in pairs or small groups.5. Uncle Booky’s BlackboardHold up the What’s your name? Drill card and read it to the children point to the words as you read them.Have the children repeat the question after you.Now hold up the What is your name? Drill card and repeat the procedure. Explain that both structures mean the same thing.Point to the ’s of What’s and explain that the apostrophe mark shows that a letter has been left out.In the same way, review My name’s and My name is.Now have the children open their books at the top of page 9.Model the structures by reading.6. Read, match and colorReview the structure Hello! My name’s … . Using masks and name cards.Ask the children to practice reading sentences like My name’s … by using drill cards.Ask children to read the sentences in the 4 speech bubbles and match them with the characters who have said them. Ask children to draw a line between the speech bubbles and characters.7. Divide the class into two groups. Have one group repeat the questions, and the other groups repeat the answers. Use all possible combinations.8. Sum upHomeworkColor the pictures and letters for Aa, Bb, Cc, Dd at page 7.Lesson 4Teaching aims:Hello! What’s your name? My name’s ….（Phonics and writing）Aa Bb Cc DdListen, chant and write.Teaching emphasis:The correct writing of each letterTeaching process:1. Check the children’s work for last period.2. Sing the song.3. Introduce the letter Aa, Bb, Cc, Dd.Display your copy of the page. Draw the children’s attention t the pictu re of the thing beginning with Aa.Play the tape, pointing to the matching picture of the word.Replay the tape and have the children say the words aloud.Repeat the procedure for letters Bb, Cc, Dd.4. Uncle Booky’s ABCHave the children turn to the black and white copy of Uncle Booky’s ABC. They can trace over the letters Aa, Bb, Cc, Dd and color the picture.5. Listen for the letters.Draw the children’s attention to the pictures at the bottom half of page 8.Display your page. Point to each picture in turn and say the matching word.Now play the tape. As the children repeat each word they should point to its beginning letter.6. Write the letters.Say, “Watch me write the letter A.” Stand with your back to the class. Write capital letter A in the air, using large arm movements. Ask the children write the letter in the air with you.Repeat for the small letter a.Have the children trace and copy the letter Aa.Walk around the classroom and check the children’s work.Follow the same procedure for Bb, Cc, Dd.Tell the children that they will finish tracing over the letters for homework.7. Sum up for the structures and the letters.Lesson 5Teaching aims:Hello! What’s your name? My name’s ….Listen, read and write.Teaching emphasis:Use the structures in communicationTeaching process:1Let’s chantUse the flash cards and have children practice reading these words.Read the rhyme to the children, pointing to each word.Play the tape for the whole rhyme and have children listen and point to the words on the page.Play the tape again and have children join in, encouraging them to hum or clap with the rhythm.Put pictures of dog, cat, ball and apple on the blackboard. Ask children to point to these pictures when listening to the tape again or they can add some actions and act the rhyme out.2. Clap namesIn this activity the children practice sounding out the separate syllables in their English names.Model the children’s English names for them. As you say each name aloud, clap your hands together once for each syllable. For example: My name’s David. （Two claps.）Have the children repeat all their names after you, clapping as they do so.Start a speech chain, so that the children can each ask the question and sound out their names individually.If time allows, repeat the procedure, substituting the names of the characters in this book.Lesson 6Teaching aims:Wake up! One for you. One for me.Listen, read and write.Teaching emphasis:Consolidate the structures and vocabulary learned in this unitTeaching process:1. Uncle Booky’s Story timeTell the children that they are going to listen to a story.Play the tape, ask the children to listen to the story with their books closed.Have the children open their books, and look at the pictures.Ask them to look for familiar words in the story.Have children read the story silently, encourage them to try to guess the meaning of unfamiliar words.It doesn’t matter if they don’t know the words. The requ irement for this part is to understand the story.2. BingoThis is a vocabulary drill in the form of a game.Photocopy a Bingo Game board 1 for each child.The teacher calls out the different character names/words and the children find the correct picture in their game board. （make sure that you call out the names/words in a random order）The children circle the word or letter （in pencil）when they hear the teacher call it out.The children call out “Bingo!” each time they have circled a full column down th eir Bingo boards.At the end of the game, review all the vocabulary in a class drill.3. Self-assessmentHave the children do this part in pairs or in groups by themselves.Children should assess themselves according to their own situation.They should be encouraged to compare their results with and learn from each other.Students work in pairs in the first activity, practicing introducing themselves.For the second activity, have children group the words beginning with the same letter together and say them aloud.4. Conclude for this unit.UNIT 2 This is Danny DeerLesson 1Teaching Aims:1.he student can be understand the dialogue what’s mean.2.The students like to learn English.3.The students can be read the dialogue.Teaching Emphasis:1. Review: How can use “What’s your name?” in dialogue. And answer it.2. Emphasis sentence: This is…. This isn’t….Teaching Difficulty:How can use “This is….” ”This isn’t….” in dialogue.Teaching Medium:Step 1:1. Hold up mask for Lulu. Say, “This is Lulu.”2.Have the children say Lulu. Repeat this for Danny.3.Repeat several times, and have the children say the names.Step 2:T: Hold up mask for Mocky and say, “This is Mocky.” Have the children repeat the sentence after me.Repeat the procedure for all the other masks.Hold up each of the masks in turn, and say, “This is …”S: Make it.At last, hold up a mask but say nothing. Have the children make a sentence of their own.Step 3:T: Say, “stand up.” As you say this, s tand up. Then have the children stand up.Repeat the procedure for Sit down.S: Let the children stand up and sit down in response.T: Repeat the procedure for Open your books. And Show me a pencil.Step 4:Open the books.T: Ask these questions about the pictures:Picture 1: Who can you see in the picture?What are they doing?What do you think they are talking about?Picture 3: What are Ann, Ken and Mocky doing?Picture 4/5: Who do they meet?Picture 6/7: Do they like him?Picture 8: Who does Mocky see?Picture 9: How does Mocky feel?Picture 10: Has Mocky made a mistake?Picture 11: What is happening to Mocky?Step 5:Story: The students read after the tape.Explain that people often say” Oh, no.” ”Come on!” “Super”Homework:Explain that you want the class to tell their families about the new characters, Danny and Lulu.Lesson 2Teaching Aims:1.Understand the dialogue what’s mean.2.The students like to learn English.3.The students can be read the dialogue very expertly.Teaching Emphasis:1. Review: How can use “What’s your name?” very expertly in dialogue. And answer it.2. Emphasis sentence: This is…. This isn’t….Teaching Difficulty:How can use “This is….” ”This isn’t….”very expertly.Teaching Medium:Step 1:Review: “Hello! What’s your name?”“ My name is …”Step 2:T: “This is … “ “This isn’t …”S: Introduce your good friend’s name each other.Step 3:T: Touch a book in the classroom. Make sure all the children can see it. Say, “A book.”Repeat for a pen.Play the tape and touch each object as you hear the words.S: Have the children look at the pictures at the top of page 16.Step 4:T: Show me a pencil and so on.S: Show itStep 5:T: What is this?S: This is a book and so on.Step 6:Play games:Have the children open their books at page 17. Drew their attention to the box at the top of the page.Point to each of the object in turn, naming them in English as you do so.Look at the picture; ask each pair in turn to give the English word for a missing object.Lesson 3Teaching Aims:1.se the dialogues explain the mind.2.Keep the students like to learn English.3.The students can be introduced these good friends.Teaching Emphasis:1. Review: How can use “What’s your name?”in live. And answer it.2. Emphasis sentence: This is…. This isn’t….Teaching Difficulty:How can use “This is….” ”This isn’t….” in live.Teaching Medium:Step 1:Introduce your good friend’s name each other.Step 2:Student book page 18:Say to the children: “Open your books.”Display your copy of the page. Read the words slowly, pointing to each word as you say it. Substitute two of the children’s English names for the underlined names in the text.Step 3:Listen and number:T: Display your copy of the page.Point to the picture of Danny Deer..Say, “This is Danny Deer.”S: Have the children repeat the words as they point to the picture in their books.Repeat another people.T: play the tape. Touch the correct picture as you hear the words.S: Explain that you want them to write the number of the sentence in the box beside each picture as they listen to the tape.Step 4:Review the second letter: a, b, c, d.Learn the new letter: e, f, g, h, i.Replay the tape, and have the children point to the matching pictures in their book.S: replay the tape and have the children say the word aloud.Step 5:Repeat the procedure that was used to introduce the letter Ee and the word eggs.Homework:Have the children open their books at page 19. Explain that you want them to: Color all the Ee letters in one colorColor letters Ff, Gg, Hh, Ii in different colors.Lesson 4Teaching Aims:e the dialogues explain the mind.2.The students like to learn English.3.The students can be expertly introduced these good friends.Teaching Emphasis:1. Re view: How can use “What’s your name?” expertly in live. And answer it.2. Emphasis sentence: This is…. This isn’t….Teaching Difficulty:How can use “This is….” ”This isn’t….” expertly in live.Teaching Medium:Step 1:Write the letter Ee-Ii:Student book page 20T: Stand with my back to the class.Write capital letter E in the air, using large arm movements.Ask the children to write the letter in the air with you.S: Learn the teacher’s.T: Repeat for the small letter e.And another letters.S: Go on doing that.T: Tell the children that they will finish tracing over the letters.S: Write the letters.Step 2:Student book page 20Listen for E-I:T: Draw the children’s attention to the pictures on the bottom half of the page.Display you copy of the page.S: Open the book and do it.T: Show the pictures for teaching.Say the matching word, for Example: elephant.S: Read after the teacher.T: Now play the tape.S: Read after the tape and should point to beginning letter.Step 3:T: Show the pictures.Stop the tape.S: Have the children point to each picture in turn and say the beginning sound. Step 4:Student book page 21T: Hold up the This is drill card and read it to the childrenPointing to the words as you read them.S: Read.T: Repeat the procedure with the Danny drill card.S: Read and think it.T: Use another mask for drills such as: Monkey, Booky and so on.S: Make it.Step 5:T: Hold up the This is not drill card and read it to the childrenPointing to the words as you read them.S: Read.T: Repeat the procedure with the Danny drill card; say, “this is Monkey”.S: Read and think it.T: Use another mask for drills such as: Monkey, Booky and so on.S: Make it.Homework:Remind the class of the work they began earlier, tracing and writing the letters.color the pictures on page 20.Lesson 5Teaching Aims:1. Understand the sentence how can use.2. The students like to learn English.3. The students can be very expertly introduced these good friends.Teaching Emphasis:1. The letters.2. Emphasis sentence: This is…. This isn’t….Teaching Difficulty:How can use “This is….” ”This isn’t….” very expertly in live.Teaching Medium:Step 1:Match the names:Student book page 22T: Ask children to say the names of the characters in the picture.If I point at one character and ask children to say its name.S: Answer it.Then color the characters.Step 2:Sing a song:<<When you are happy>>T: Tape 1-2S: sing after the tape.I think the children will enjoy learning this song.T: Repeat the tape.S: sing it again.Step 3:Let’s chant:Student book page 23T: Show the picture for new words.S: Repeat the new words.T: Make sure the children can say these things when given a picture or a real object.Tell the children that they are going to learn a rhyme about a naughty elephant.Play the tape for that.S: The children like to learn that.T: Play the tape.S: read after the tape again and have themselves join in, encouraging them to hum or clap with the rhythm.T and S:Have children point to the pictures in their books as they listen to tape again or they can add some actions and act the rhyme out.Step 4:Homework:1. Color the picture on page 22.2. Sing the song or the rhyme to their families.Lesson 6Teaching Aims:1. Use the sentence is very expertly and read the dialogue.2. The students like to learn English.3. The students can be very expert introduced these friends.Teaching Emphasis:1. The letters.2. Emphasis sentence: This is…. This isn’t…. very expert in live.Teaching Difficulty:How can use “This is….” ”This isn’t….” very expert in live.Teaching Medium:Step 1:Review:1.Review the letters.2.Review the new words.3.Review the dialogues.4.Review the emphasis sentence.This prepares the children for the game later in the lesson.Step 2:Uncle Booky’s storytime:Student book page 24T: 1. Make a scene.2. Play the tape.S: read after the tape.T and S:Divide some roles for this story and do it.Step 3:Introductions:This game reviews the structures hello! My name’s (Ann ).and This is (Ann).T: Have the children either sit or stand in a circle.Explain to the children that they are going to play a game where they introduce themselves and their friends.S: Make a circle and introduce their friends by right.T: continue until all the children have had a turn.Step 4:Self-assessmentStudent book page 25Have the children do the part in pairs or in groups by themselves.They should assess themselves according to their own situation.They should be encouraged to compare their results with and learn from each other.T: Make some terms about two children.Try to introduce the characters by book.S: Try it.T: one child points to a picture, the other says the name and then checks the box that below.They switch their roles.S: Try to do it.T: The children work in pairs and circle the letters they have learned in this unit. Homework:Introduce your friends for your parents.UNIT 3 WHO’S THAT?Lesson 1Teaching Aims:1、Use the dialogues explain the mind.2、The students like to learn English.3、The students can be ask and answer.Teaching Emphasis:1. Read the dialogue.2. Emphasis sentence: Who’s that?Teaching Difficulty:Read and understand the dialogue.Teaching process:1.Review:Ready some maskT: Hold up the Ken mask and say, “This is Ken.”S: The children repeat, “This is Ken.”T: Do the same for the other masks.T: Hold up the Ken mask and say, “This isn’t Ann.”S: Repeat: “This isn’t Ann.”T: Encourage the children to finish my sentence with “This is Ken.”. Repeat the procedure, using the other masks.2.Practice greetings:T: Hold up our hand says: “Hello!”S: Say: “Hello!” each other.T: Call a student, another children say: “Hello!” with he/she.Model the dialogT: Put the character masks along the blackboard ledge.Stand at the side of the room.Choose one child to be your helper.The helper points to each mask in turn.For each mask you ask, “Who’s that?” model the answer, This is Ken.S: Repeat.T and S: repeat for the other five masks.3Talk about the storyStudent book pages 26-27T: say to the class, “open your books.”Have the children find pages 26 and 27.Ask these questions about the pictures:Picture 1: How many children are in the playground?What are they doing?Picture 2: Where is Mocky?Picture 3-5: What is Mocky doing?What happens nest?Picture 6-7: What do our two new friends look like?Where are they from?Picture 8: What is Mocky doing?Picture 9: What happened to Mocky?Picture 10: Was he hurt?What is happening now?S: Think it and answer it.4Story:T: Play the tape.S: Listening.T: At the end, explain that we say Oh! Poor Mocky!Poor her means “unlucky” or “unfortunate.”Give the word in Chinese for ouch!S: Listen and think.T: Play the tape.At the end, encourage the children to say.“Oh! Poor Mocky!”“Join us.”“Ouch!”S: Do it.Homework:Tell their families about Cathy and Tommy.Practice greeting their family and friends in English, saying “Hi,!”Lesson 2Teaching Aims:1.Understand the dialogues what’s mean.2.The students like to learn English.3.The students can be read the dialogues.Teaching Emphasis:1. How can use “Who’s that?” in dialogue. And answer it.2. Emphasis sentence: Who’s tha t?Teaching Difficulty:How can use “Who’s that?” in dialogue. And answer it.Teaching process:1.Review:1)The students can be difference between this and that.2)Take some mask for student, who can introduce that.3)Use some object on these table for drill the sentence like T.2.Conduct.Student book page 28T: 1) Drill the classroom activities “open your books.”.2) Look the picture at the top of the page.3) Pictures for countries.S: 1) Open the book.2) Look the picture at the top of the page and think it.3) Read after teacher and tape for countries.3.Play the tape:S: Whose name you hear, then to touch the character and readT: Check the children are touching the correct pictures before moving on.T: 1) Take several masks for students in front of the classroom.2) Play the tape, play one name stop a moment for students read.Example: This is Wang Ling. She from china.S: Read after the tape and think it next one.T: Play the tape and check the students’ write.S: Write the number for these hear.T: Replay the tape.S: Check it with these heard.4.Let’s song:T: play the tape.S: song after the tape.T and S repeat this activity.Homework:Teaching your parents for the dialogue and the new words.Lesson 3Teaching Aims:1、Understand the word s what’s mean.2、The students like to learn English.Teaching Emphasis:1.How can use “Who’s that?” in live. And answer it.2. Emphasis sentence: Who’s that?Teaching Difficulty:How can use “Who’s that?” in live. And answer it.Teaching process:1.Student book page 30T: Have the children open their books. Draw their attention to the exercise at the bottom of page 30.2.Play the tape.S: listen and number the pictures according to the tapes.Repeat this act, until the students all finish the answers.T: The whole class check answers.3.Introduce the letter J j.T: Open your book page 79Review the second-hand letters for Uncle Booky’s ABC.4.Learn the new words. For example: jeep1)Read the word2)Students read after the T3)Look at the picture for “jeep ”. E ncourage all the children to say the wordaloud as they touch it in their books.T: teach the new letters:Look the picture, read after the tape.Look other letters and read after the tape.Read after the tape aloud.Letters writing.T: teach the new words:1.Look the picture, read after the tape.2.Look other words and read after the tape.3.Read after the tape aloud.Homework:1.Color each letter Jj-Nn.2.Trace over the lettersJj-Nn of Uncle Booky’s ABC and color the pictures.Lesson 4Teaching Aims:e the dialogues explain the mind.2.The students like to learn English.3.The students can be expertly introduced these good friends.Teaching Emphasis:1. Review: How can use “What’s your name?” expertly in live. And answer it.2. Emphasis sentence: This is…. This isn’t….Teaching Difficulty:How can use “This is….” ”This isn’t….” expertly in live.Teaching Medium:Step 1:Write the letter Ee-Ii:Student book page 20T: Stand with my back to the class.Write capital letter E in the air, using large arm movements.Ask the children to write the letter in the air with you.S: Learn the teacher’s.T: Repeat for the small letter e.And another letters.S: Go on doing that.T: Tell the children that they will finish tracing over the letters.S: Write the letters.Step 2:Student book page 20Listen for E-I:T: Draw the children’s attention to the pictures on the bottom half of the page.Display you copy of the page.S: Open the book and do it.T: Show the pictures for teaching.Say the matching word, for Example: elephant.S: Read after the teacher.T: Now play the tape.S: Read after the tape and should point to beginning letter.Step 3:T: Show the pictures.Stop the tape.S: Have the children point to each picture in turn and say the beginning sound. Step 4:Student book page 21T: Hold up the This is drill card and read it to the childrenPointing to the words as you read them.S: Read.T: Repeat the procedure with the Danny drill card.S: Read and think it.T: Use another mask for drills such as: Monkey, Booky and so on.S: Make it.Step 5:T: Hold up the This is not drill card and read it to the childrenPointing to the words as you read them.S: Read.T: Repeat the procedure with the Danny drill card; say, “this is Monkey”.S: Read and think it.T: Use another mask for drills such as: Monkey, Booky and so on.S: Make it.Homework:Remind the class of the work they began earlier, tracing and writing the letters.Can color the pictures on page 20.Lesson 5Teaching Aims:1. Understand the sentence how can use.2. The students like to learn English.3. The students can be very expertly introduced these good friends. Teaching Emphasis:1. The letters.2. Emphasis sentence: This is…. This isn’t….Teaching Difficulty:How can use “This is….” ”This isn’t….” very expertly in live.Teaching Medium:Step 1:Match the names:T: Ask children to say the names of the characters in the picture.If I point at one character and ask children to say its name.S: Answer it.Then color the characters.Step 2:Sing a song:<<When you are happy>>T: Tape 1-2S: sing after the tape.I think the children will enjoy learning this song.T: Repeat the tape.S: sing it again.Step 3:Let’s chant:T: Show the picture for new words.。
最新北师大版英语小学三年级上册全册优质教案
最新北师大版英语小学三年级上册全册优质教案导言这份文档旨在为小学三年级上册英语教学提供一套优质的教案，以北师大版英语教材为基础。
这些教案旨在帮助学生提高英语听说能力，并培养他们的阅读和写作能力。
目标- 帮助学生建立起对基础词汇和语法的理解和运用能力；- 培养学生的听说能力，使其能够流利地用英语进行日常对话；- 提高学生的阅读和写作能力，使其能够理解简单的英语文章和书写简单的英语句子。
教案设计以下是每个单元的教学目标和教案大纲。
教师可以根据具体情况进行调整和补充。
Unit 1: Hello!教学目标：- 研究问候语和自我介绍；- 研究数字 1-10；- 研究问与答“How are you?”。
教案大纲：1. 通过听唱歌曲 "Hello, Hello" 引入新课；2. 教授问候语和自我介绍的表达方式；3. 配对练，让学生进行问候和自我介绍；4. 研究数字 1-10，通过游戏和唱歌加深记忆；5. 研究问与答“How are you?”，进行角色扮演练。
Unit 2: Colors and Shapes教学目标：- 研究颜色和形状的基本词汇；- 研究描述物体颜色和形状的句子；- 研究问与答“Do you like...?”。
教案大纲：1. 通过展示彩虹和不同的颜色引入新课；2. 教授颜色和形状的基本词汇；3. 研究描述物体颜色和形状的句子；4. 进行颜色和形状的配对练；5. 研究问与答“Do you like...?”，进行小组问答练。
Unit 3: Family教学目标：- 研究家庭成员的称呼；- 研究介绍家庭成员的句子；- 研究包含家庭成员的对话。
教案大纲：1. 通过展示家庭照片引入新课；2. 教授家庭成员的称呼和介绍家庭成员的句子；3. 进行家庭成员的配对练；4. 研究包含家庭成员的对话，并进行角色扮演练；5. 进行小组讨论，谈论自己的家庭情况。
结束语以上是《最新北师大版英语小学三年级上册全册优质教案》的大体设计。
北师大版小学英语-三年级上册全册教案
三年级英语第三册教案第 1 单元内容：Don’t walk本单元总课时：7课题：Unit 1 Don’t walk授课日期：年月日教学内容：故事教学教材分析：先锋英语教材以小学生的生活经验和认知发展水平为基本出发点，主人公都是活泼可爱的小动物和与学生年龄相仿的儿童。
书中选用的话题与学生日常生活紧密联系，并采用任务式的活动设计，让学生在完成任务的过程中，运用语言，发展思维，0发挥想象，动手动口，合作参与，在实际交流中发展交流的能力。
本单元是北师大版先锋英语第三册第一单元的第一课时故事教学，主要讲述了主人公Mocky 在公共场合做了一些不文明行为，找到了Ken, Ann的阻止。
围绕这一情景展开对祈使句的学习，话题中包含的重点句子出现的频率较高，语言较简单，重在对故事的理解，了解功能句的适用场景。
学生分析：三年级学生经过2年的英语学习，已经有了一定的语言基础并且能够配合老师完成正常的教学活动。
本册书第一单元Don’t walk，密切联系实际，教育学生在生活中应该做的一些事情与不应该做的一些事情，潜移默化的把学生带入英语的世界，让他们明白英语可以在我们的日常生活中起到非常大的作用，它是必不可少的一项基本技能。
学生之前的学习中虽然没有接触过祈使句，比较生疏。
但由于语言比较简单，贴近学生生活，能够激发学生的兴趣。
设计理念：由复习动词入手，激活学生的已有知识，从学生的生活实际出发，引导学生思考生活中在公共场合看到的不文明行为，进入学习，讨论主人公Mocky的行为是否可取。
教学目标：知识与技能：能够明白故事大意。
能根据上下文理解下列词right, left, again, litter, worry, move, here's your money.过程与方法：通过做游戏，以旧引新.利用媒体技术，创造情境，利用角色扮演，进行语言实践。
情感态度价值观：通过对故事的学习，教育学生要遵守交通规则，别人遇到困难时要主动帮助。
北师大版小学英语 三年级上册全册教案
三年级英语第三册教案第 1 单元内容：Don’t walk本单元总课时：7课题：Unit 1 Don’t walk授课日期：年月日教学内容：故事教学教材分析：先锋英语教材以小学生的生活经验和认知发展水平为基本出发点，主人公都是活泼可爱的小动物和与学生年龄相仿的儿童。
书中选用的话题与学生日常生活紧密联系，并采用任务式的活动设计，让学生在完成任务的过程中，运用语言，发展思维，0发挥想象，动手动口，合作参与，在实际交流中发展交流的能力。
本单元是北师大版先锋英语第三册第一单元的第一课时故事教学，主要讲述了主人公Mocky在公共场合做了一些不文明行为，找到了Ken, Ann的阻止。
围绕这一情景展开对祈使句的学习，话题中包含的重点句子出现的频率较高，语言较简单，重在对故事的理解，了解功能句的适用场景。
学生分析：三年级学生经过2年的英语学习，已经有了一定的语言基础并且能够配合老师完成正常的教学活动。
本册书第一单元Don’t walk，密切联系实际，教育学生在生活中应该做的一些事情与不应该做的一些事情，潜移默化的把学生带入英语的世界，让他们明白英语可以在我们的日常生活中起到非常大的作用，它是必不可少的一项基本技能。
学生之前的学习中虽然没有接触过祈使句，比较生疏。
但由于语言比较简单，贴近学生生活，能够激发学生的兴趣。
设计理念：由复习动词入手，激活学生的已有知识，从学生的生活实际出发，引导学生思考生活中在公共场合看到的不文明行为，进入学习，讨论主人公Mocky的行为是否可取。
教学目标：知识与技能：能够明白故事大意。
能根据上下文理解下列词right, left, again, litter, worry, move, here's your money.过程与方法：通过做游戏，以旧引新.利用媒体技术，创造情境，利用角色扮演，进行语言实践。
情感态度价值观：通过对故事的学习，教育学生要遵守交通规则，别人遇到困难时要主动帮助。
北师大版(三起)(2024)英语三年级上《Unit 3 Learning Lesson 3》教学设计
北师大版（三起）（2024）小学英语三年级上册《Unit 3 Learning Lesson 3》教学设计一、教学内容本单元的主题是“Animals”，Lesson 3的主要内容包括学习关于动物的单词和描述动物特征的句型。
具体内容如下：单词：tiger,lion,panda,monkey,elephant。
句型：Look at the...It's...二、学情分析三年级的学生刚刚接触英语，对英语学习充满了好奇和兴趣。
他们具有较强的模仿能力和表现欲望，喜欢通过游戏、歌曲等形式学习英语。
在之前的学习中，学生已经学习了一些简单的英语单词和问候语，为本课的学习奠定了一定的基础。
但是，由于学生的英语基础较为薄弱，词汇量有限，在学习新单词和句型时可能会遇到一些困难。
因此，在教学过程中，教师要注重创设生动有趣的教学情境，采用多种教学方法，激发学生的学习兴趣，帮助学生克服学习困难。
三、教学目标知识目标学生能够运学生能够听懂、会说、认读单词tiger,lion,panda,monkey,elephant。
用句型“Look at the...It's...”描述动物的特征。
能力目标培养学生的听说读写能力。
培养学生的观察能力和语言表达能力。
情感目标激发学生对动物的热爱之情，培养学生保护动物的意识。
培养学生的合作精神和竞争意识。
四、教学重难点教学重点掌握单词tiger,lion,panda,monkey,elephant的发音和拼写。
运用句型“Look at the...It's...”描述动物的特征。
教学难点单词elephant的发音。
句型“Look at the...It's...”的灵活运用。
五、教学策略直观教学法：通过图片、实物、多媒体等直观教具，让学生直观地感受和学习英语。
情景教学法：创设生动有趣的教学情境，让学生在情境中学习英语。
游戏教学法：通过游戏的形式，激发学生的学习兴趣，巩固所学知识。
北师大版三年级起点小学英语三年级上册Unit-1-Hello教学设计
【北师大版英语（三年级起点）三年级上册】Unit 1 Hello Lesson 1 What’s yourname?2018年7月一、教学内容北师大版三年级上册Unit 1 Hello! Lesson1What is your name？二、教学目标1.认知目标：能听懂，会说Hello. Hi. What is your name？My name is….2. 能力目标：通过见面打招呼，自我介绍以及道别等情景，让学生在模仿、学习、表演的基础上逐步达到自然与真实运用的目的。
3. 学习策略（1）以活动为途径，渗透任务型教学，让学生在玩中学、学中玩，寓教于乐。
让学生能把所学的内容主动联系实践，在生活中使用英语。
（2）通过小组竞争和激励性评价，让学生通过合作，形成良好的团队精神。
4. 情感目标：激发学生的英语学习兴趣，培养学生热爱学习的情感。
三、学情分析由于三年级是小学英语的始开年级，所以在开学的第一次课也就是上节课老师与学生讨论了学习英语的意义，激发了学生想学英语的兴趣和愿望，同时让学生初步接触了一些最基本的英语课堂组织用语，如Stand up. Sit down. Follow me 等。
本节课学生是第一次正式接受英语课的学习，教师需要呵护学生的学习积极性，鼓励学生大胆开口。
四、教学重点和难点1. 教学重点：Learn to say new sentences：Hello. Hi. What is your name？My name is….2. 教学难点：The usages of：“What is your name？My name is….”五、教具准备1. 将教师用书后所附的本套教材主要人物的图片复印或剪下，涂色后制成头饰。
2. 为句型操练中的击鼓传花游戏准备相应的道具。
3. 本课人物的幻灯片、奖品贴画。
六、教学过程1. 热身（Warm up）T: Do you like cartoon（动画片）？Ss: Yes.T: Let's watch it, then tell us what can you see？What can you hear？T: What can you see, boy？（Ask one student to answer.）S1: 我看见有小熊、小猫咪、小老鼠、小狗……S2: 我看见有很多个小朋友……T: What can you hear, girl？S3: 我听见米老鼠说：“Hello! My name is Teddy”S4: 我听见说：“Hello! My name is Nicky”设计意图：因为是孩子的第一节英语课，所以我采用活泼、富有吸引力的卡通片来增强他们对英语学习的兴趣。
北师大版三年级起点小学三年级英语上册教案Unit 4 My Family
Unit 4 Ann’s family【教学目标】1．知识与技能：（1）学生能够正确认读、理解词汇grandfather grandmother uncle aunt mother father brother sister。
（2）学生能够理解并运用This is… That’s…句型，在真实情景中介绍家人。
2．过程与方法（1）通过影象、图片介绍人物（2）通过创设情境学习家庭成员词汇（3）通过游戏来巩固词汇的认读与识记3情感态度与价值观：培养学生热爱家庭。
大胆开口，展示自我，勇于语言交际的能力【教学过程】教学环节教师活动学生活动设计意图复习导入1．播放课件，复习本单元故事，询问故事人物及称呼回答在故事中所看到的人物利用复习故事，依托本单元重点句型Who’s that？That’s…。
来导入新词2．以ppt形式展示教师自己的family tree 图片，以猜人称的形式让学生猜测教师的家庭成员，从而导出grandfathergrandmother uncle aunt运用That’s…/Thisis…猜测并回答家庭成员名称。
用此猜测家庭成员的游戏来激发学生的学习兴趣，导入新单词词汇学习1．导入新单词，介绍Ann的家庭成员，学生跟读单词，了解记词规律，领会th学习新词，掌握发音规律，领会th的发音并将卡片按family tree 的形式逐个出现在屏幕上，并领读新单词，讲解father，brother，mother的音节记忆规律，并指导th的发音。
2．以Ann的名义介绍家庭成员3．播放录音，让学生打开书指读句型4．设计回家的游戏，让学生观看Ann家庭成员的图片，让学生说一说谁没回家的发音跟读句型认读句型，指读句型认读词汇，说出没回家的成员在句子中体会词汇的运用，体现词不离句。
跟读体会正确的语音语调，培养学生认读的能力，以及良好指读习惯以游戏的形式调动学生的学习热情，使学生在轻松愉悦的氛围下巩固记忆单词。
北师大版小学英语三上教案全
Unit 1 Hello【单元教学目标】技能目标1. 能用英语和他人打招呼、说再见；2、能用英语询问他人的姓名、并说出自己的英文名字；3．能理解故事内容，并朗读故事。
知识目标1、语音：能读出和正确书写字母Aa,Bb,Cc,Dd,并了解它们在单词中的发音。
2、词汇：话题词汇：能够指认、说出打招呼、道别的单词和短语hi,hello,good morning,goodbye。
情景词汇：能在语境中理解come,meet,children的含义。
３、句型：能用Hi.Hello.Good morning.打招呼能用What’s your name? My name’s…询问和说出自己的姓名能用I’m介绍自己４、语言：能够区别辅音字母b, p在单词中的发音。
情感、策略、文化意识目标1、能建立学习英语的乐趣和信心2、能主动与朋友打招呼，并形成乐于认识新朋友的意识。
【单元内容分析】本单元的话题是个人情况和朋友，是《英语课程标准(2011版）》中“打招呼”话题下的分话题。
本单元故事是以认识新朋友为线索，通过Mocky与Ann和Ken从不认识到成为好朋友这一情节，自然呈现了打招呼及询问和介绍姓名的表达法。
又通过Mocky想给新朋友Ann和Ken介绍自己的叔叔这一情节，自然拓展了打招呼和介绍彼此信息的表达方式。
这样的呈现方式有利于学生达到《英语课程标准(2011版）》一级技能目标中“能在图片的帮助下读懂简单的小故事”的相关要求。
本单元开始学习26个英文字母，教学中还要注意大小写之分。
Game Time板块创设了新的游戏情景，Show Time板块呈现了小剧场舞台的场景及故事主要情节的插图。
Listen and Number是一个比较真实的标数字活动；Talk together 呈现的活动则调动学生的触觉参与；Listen and Repeat 呈现的是语言训练内容；Read and Match是阅读板块，培养认读能力。
《Unit 1 Family》(教案)-2024-2025年北师大版(三起)(2024)英语三年上册
在本节课的教学中，通过运用情景教学法、游戏教学法、合作学习法和直观教学法等多种教学方法，学生积极参与课堂活动，掌握了重点单词和句型，并且能够在实际情景中运用所学知识进行交流。同时，通过拓展活动，培养了学生的创新思维和语言运用能力，增强了学生对家庭的热爱之情。但是，在教学过程中也发现了一些问题。例如，部分学生在发音方面还存在一些困难，需要进一步加强个别辅导；在小组活动中，有些学生的参与度不够高，需要教师更好地引导和组织。在今后的教学中，要更加注重对学生发音的训练，采用多种方式帮助学生纠正发音。同时，要进一步优化小组活动的设计，提高每个学生的参与度，培养学生的合作意识和交流能力。此外，还可以通过更多的拓展活动，引导学生深入了解家庭文化，培养学生的情感价值观。
2. 学习新单词
设计意图：让学生掌握家庭成员的词汇。
（1）教师展示家庭成员图片，依次教授单词 father, mother, brother, sister 等。
（2）教师领读单词，学生跟读。强调发音，尤其是一些容易混淆的音，如 “father” 和 “mother” 的发音区别。
（3）教师通过闪卡游戏、大小声游戏等方式让学生巩固新单词。
3. 学习句型 “This is my...”
设计意图：让学生掌握介绍家庭成员的句型。
（1）教师拿着家庭照片，说：“This is my father. This is my mother...” 引出句型 “This is my...”。
（2）教师让学生用句型 “This is my...” 介绍自己的家庭成员。
（1）教师让学生用彩色笔在纸上画出自己的家庭，并在旁边用英语写上家庭成员的介绍。
（2）学生完成后，教师让学生在小组内展示自己的画，并介绍自己的家庭。
北师大版小学三年级上册英语教案【全套】
教学重点与 难点 教学准备
1. read the story. 2. good morning 中字母 d 要失去爆破；
录音机（带）、 卡片、人物头饰教 学Leabharlann 流 程动态修改部分
Step 1. Warming-up 1.Greetings. 2. Ask and answer. T: What ’s your name? 3.Revision: (1) 朗读 Lesson 1 中 Listen and Read. 齐读并指名读，要求注意语音语调。 2. 看图片说名字，分组或指名说。 Step 2. Presentation and practice. 1. 学生看图片，用中文说一说这是什么？ 2. 激发兴趣，教说单词 morning. 教师在学生用中文回答时，用英文说出短句，让学 生跟读，理解意思。 3.指名学生说，教师正音后齐读。 4. 带 领 学 生 做 游 戏 ， 反 复 练 习 让 学 生 观 察 morning 这张图片，再认读。 Step 3. Text Learning 1. Learn to say. (1) Have the class look at the pictures at the top of the page and point to the character.
教 学
流 程
动态修改部分
1
c. Choose one student. Ask ， “What’s your English name?”The student replies using the name on his or her card. e WangLing’s mask and say ,“Hello, what’s your name?”c. Practice : T& S S&S Group work . Step 3. Text Learning T: We are going to read some stories about these characters. 1. Hold up the mask for Ann. Say,“Who’s this ?”Elicit the answer,“Ann”. 2. Repeat this for Ken, Mocky, and Ann. T: We are going to meet some new friends. Hold up the mask for Peter and WangLing. Step 3 Model the dialog. Then use Mocky’s mask and say.“My name’s Mocky.” 3. Use any two of the masks to practice. Step 4 Talk about the story. 1.Have Ss open the books. Ask: Picture1:“ Where are the children?” Picture2:“Who sees them?” Picture3\4\5:“What is the monkey doing?” Picture6:“ How are they getting across the river?” Picture7\8:“Where are they all going?” 2.Have the class look at the pictures in the books as play the tape. Encourage the children to say the words. 3.Choose some Ss to act it out. 四、Homework Encourage the Ss to practice greeting their family and friends in English.
北师大版小学英语三年级上册全册教案
三年级英语第三册教案第 1 单元内容：Don’t walk本单元总课时：7课题：Unit 1 Don’t walk授课日期：年月日教学内容：故事教学教材分析：先锋英语教材以小学生的生活经验和认知发展水平为基本出发点，主人公都是活泼可爱的小动物和与学生年龄相仿的儿童。
书中选用的话题与学生日常生活紧密联系，并采用任务式的活动设计，让学生在完成任务的过程中，运用语言，发展思维，0发挥想象，动手动口，合作参与，在实际交流中发展交流的能力。
本单元是北师大版先锋英语第三册第一单元的第一课时故事教学，主要讲述了主人公Mocky在公共场合做了一些不文明行为，找到了Ken, Ann的阻止。
围绕这一情景展开对祈使句的学习，话题中包含的重点句子出现的频率较高，语言较简单，重在对故事的理解，了解功能句的适用场景。
学生分析：三年级学生经过2年的英语学习，已经有了一定的语言基础并且能够配合老师完成正常的教学活动。
本册书第一单元Don’t walk，密切联系实际，教育学生在生活中应该做的一些事情与不应该做的一些事情，潜移默化的把学生带入英语的世界，让他们明白英语可以在我们的日常生活中起到非常大的作用，它是必不可少的一项基本技能。
学生之前的学习中虽然没有接触过祈使句，比较生疏。
但由于语言比较简单，贴近学生生活，能够激发学生的兴趣。
设计理念：由复习动词入手，激活学生的已有知识，从学生的生活实际出发，引导学生思考生活中在公共场合看到的不文明行为，进入学习，讨论主人公Mocky的行为是否可取。
教学目标：知识与技能：能够明白故事大意。
能根据上下文理解下列词right, left, again, litter, worry, move, here's your money.过程与方法：通过做游戏，以旧引新.利用媒体技术，创造情境，利用角色扮演，进行语言实践。
情感态度价值观：通过对故事的学习，教育学生要遵守交通规则，别人遇到困难时要主动帮助。
北师大版(三起)(2024新版)三年级上册英语Unit4 Friends教学设计
北师大版（三起）（2024新版）三年级上册英语Unit4Friends教学设计一、教学目标知识与技能：学生能够掌握描述朋友外貌、性格及爱好的基本词汇和句型，如tall, short, friendly, likes playing football等，并能运用所学语言介绍自己的朋友。
过程与方法：通过图片展示、小组讨论、角色扮演等教学活动，帮助学生理解并运用所学语言，提高听说能力和语言运用能力。
情感态度与价值观：培养学生的友谊观，学会欣赏和尊重他人的不同特点，增进同学间的友谊。
二、教学内容分析Unit4 Friends主要围绕“朋友”这一主题展开，介绍了如何描述朋友的外貌、性格及爱好等内容。
通过本单元的学习，学生将掌握相关词汇和句型，并能在实际情境中运用这些语言介绍自己的朋友或询问他人的朋友情况。
三、学情分析三年级学生正处于英语学习的初级阶段，对新鲜事物充满好奇，喜欢参与课堂活动。
他们已经具备了一定的英语基础，能够简单表达自己的想法和感受。
然而，由于年龄和认知水平的限制，他们在理解和运用复杂语言结构方面可能存在一定的困难。
因此，在教学过程中，教师需要采用直观、生动的教学方法，激发学生的学习兴趣，降低学习难度。
四、教学方法与手段直观教学法：利用图片、实物等直观教具展示朋友的外貌特征、兴趣爱好等，帮助学生建立词汇与实物之间的联系。
小组讨论法：组织学生分组讨论自己的朋友，分享朋友的特点和故事，提高学生的口语表达能力和合作能力。
角色扮演法：设计角色扮演活动，让学生扮演不同的角色介绍自己的朋友或询问他人的朋友情况，增强语言的实际运用能力。
游戏互动法：设计趣味性的游戏环节，如“猜猜我的朋友是谁”，让学生在游戏中巩固所学词汇和句型。
五、教学重难点教学重点：掌握描述朋友外貌、性格及爱好的基本词汇和句型，如tall, short, friendly, likes playing football等。
教学难点：在实际情境中灵活运用所学词汇和句型介绍自己的朋友或询问他人的朋友情况，提高学生的语言运用能力。
北师大版英语三年级上册教案
北师大版英语三年级上册教案北师大版小学三年级英语上册教案（三年级起点）Unit 1: Hello!Lesson 1: What's your name?XXX:1.XXX.2.To be able to ask for XXX.3.To understand and be able to read the story in this lesson. n:Masks of Ann。
Ken。
and Mocky。
XXX.Class n: One class d.Teaching re:Step 1: Warm-up1.Greetings1) XXX introduces XXX: "I'm your English XXX。
I'm。
"2) Greet the students: "Hello。
" (using the students' Chinese names)Ss: "Hello。
" (using the teacher's English name or Miss/Mr。
)3) Encourage students to use "Hello!" or "Hi!" to greet each other.4) XXX XXX "Hello!" and "Hi!" when XXX.2.Guessing Game1) XXX a student and has another student greet them。
The blindfolded student has to guess who it is by their voice and respond with "Hello" or "Hi"。
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录音机（带）、卡片、人物头饰
教 学 流 程
教学反思
Step 1. Warming-up
1.Greetings.
2. Ask and answer. T: What’s your name?3.Revision:
(1)朗读Lesson 1中Listen and Read.
齐读并指名读，要求注意语音语调。
2.Greetings: Hello! Hi !
Step2 Presentation and practice .
1.Learn to say :Hi /Hello ,I’m …
a. T: If you want to introduce yourself to others ,you should say : Hi ,I’m …/Hello ,I’m…
课 题
Unit1 Hello!Lesson1
What’s your name?
教学课时
１
教师
教学目标
1．能听懂、会说以下日常交际用语，并能运用所学交际用语进行自我介绍及询问对方姓名。
Hello/Hi ,I’m … What’s your name? My name is (Mocky) .
2.认识四个人物：Mocky, Ann ,Ken, Cathy.
3.Choose some Ss to act it out.
四、Homework
Encourage the Ss to practice greeting their family and friends in English.
课 题
Unit1 Hello!Lesson2
I’m Ann.
教学课时
1
Picture6:“ How are they getting across the river?”
Picture7\8:“Where are they all going?”
2.Have the class look at the pictures in the books as play the tape. Encourage the children to say the words.
e WangLing’s mask and say ,“Hello, what’s your name?”c. Practice :
T& S S&S Group work .
Step 3. Text Learning
T: We are going to read some stories about these characters.
2.看图片说名字，分组或指名说。
Step 2. Presentation and practice.
1.学生看图片，用中文说一说这是什么？
2.激发兴趣，教说单词morning.
教师在学生用中文回答时，用英文说出短句，让学生跟读，理解意思。
3.指名学生说，教师正音后齐读。
4.带领学生做游戏，反复练习让学生观察morning这张图片，再认读。
Step 4 Talk about the story.
1.Have Ss open the books. Ask:
Picture1:“ Where are the children?”
Picture2:“Who sees them?”
Picture3\4\5:“What is the monkey doing?”
b. Read after the T.
Hi ,I’m… /Hello ,I’m…
c. Practice :
T& S S&S Group work .
Work in pairs .
d. Check .
2.Learn to say:What’s your name?
a. The teacher wears the mask (Mocky): Hello,I’m Mocky ,What’s your name?
教师
教学目标
1.学会说Good morning,准确知道它们的意思，并能够初步学会运用。
2. 复习Lesson 1的内容，要求读说流利，应用自如。
3.认识 Uncle Booky.
4. 能正确演唱本单元的歌曲。
教学重点与难点
1. read the story.
2.good morning中字母d要失去爆破；
3.会唱歌曲My name is Cathy!
教学重点与难点
1.要求读音正确，语调自然。特别要注意I’m和name的正确读音。
教学准备
录音机（带）、 卡片、人物头饰
教 学 流 程
教学反思
Step 1: Warm-up
1.Introduce : Allow me to introduce myself .My name is …,You can call me “Mr /Miss ××.”This semester I teach you English .I hope we could get along with each other .First ,let’s say “Hello !”
Hold up the mask for Peter and WangLing.
Step 3 Model the dialog.
Then use Mocky’s mask and say.“My name’s Mocky.”
3. Use any two of the masks to practice.
1. Hold up the mask for Ann. Say,“Who’s this ?”Elicit the answer,“Ann”.
2. Repeat this for Ken, Mocky, and Ann.
T: We are going to meet some new friends.
The student answers :Hello ,I’m…
b. Read after the T: What’s your name?
Pronounce : name [ei]
教 学 流 程
教学反思
c. Choose one student. Ask，“What’s your English name?”The student replies using the name on his or her card.