三年级英语上册 Module2 unit2(1)教案 外研版
三年级上册英语教案- Module 2∣外研社
三年级上册英语教案- Module 2∣外研社一、教学目标1.学习并理解单词book, pencil, eraser, ruler, schoolbag, sharpener, pen, bag, box, crayon的发音、拼写及意思。
2.学会用英语来描述一些日常用品，并能够运用所学内容进行简单的交流。
3.培养学生的听、说、读、写能力，提高学生的英语语感。
二、教学准备1.教师教案、学生课本、板书、电脑、投影仪、音响设备、幻灯片等。
三、教学内容1. New words在黑板上出示单词并示范发音，学生问候教师并回答老师的提问，加深单词的学习和记忆。
1.book2.pencil3.eraser4.ruler5.schoolbag6.sharpener7.pen8.bag9.box10.crayon2. Presentation1.翻译：老师拿出自己的书包、笔袋、文具、蜡笔，向学生展示这些物品，并用语言描述他们的外貌特征和功能。
2.引导：老师让学生回想在日常生活中所用的学习用品，并与他们分享使用学习用品的心得和感受。
3.观察：放映有关学习用品的短片，让学生通过影像来加深对学习用品的认识，并鼓励学生分组对短片内容进行讨论。
4.确认：在教师的带领下，每个小组进行汇报，整理出课堂讨论的收获。
3. Practice运用各种课堂教学资源，组织学生完成以下练习：1.根据图片和听力理解单词，并在课本上标出对应的单词。
2.根据图片和色块填空练习，掌握单词和颜色搭配的规则。
3.口笔结合，内外呼应地操练单词的拼写、芝士实用对话的构造和语音语调的把握。
4.以听、说、读、写四种语言多维度提高学生的英语水平，并利用互动游戏等方式进行英语知识的灵活拓展。
4. Extension学生通过题海战术等形式，从默写单词、搭配对应的颜色、用英语介绍自己的学习用品等方面进行复习巩固。
在这个过程中，列出常用英语单词库、频率表、语法结构等教学辅助材料进行学习，还可选择在线词典、热门网站等工具，完成口语、听力、写作、阅读等多样化的英语学习任务。
外研版三年级英语上册Unit 2 What's your name 教案 1
Module 2 Unit 2 教案1一、教学目标词汇：what, is, name, afternoon, Mr.重点语句：Good afternoon.What’s your name?I’m Sam.二、教学栏目Listen, point and say. & Listen and say.三、教学重点1. 通过Listen, point and say学习新单词your, name, please，并正确理解其含义以及用法。
2. 通过Listen and say一起发现，并学习本节课的重点句型：Good afternoon. What’s your name? I’m Sam.并引导学生们进行巩固和拓展训练。
四、教学重点学习本节课的重点句型：Good afternoon. What’s your name?I’m Sam.并引导学生们进行巩固和拓展训练。
五、教学步骤Step 1 Warming up首先用Hello, boys and girls.向全班同学打招呼，然后带领学生用Hello. How are you? I’m fine. And how are you? I’m fine, too. Thank you.来进行对话，复习学过的语言。
Step 2 Presentation1. 引入并讲解新单词afternoon以及有关下午的问候语Good afternoon.T:(看表)Now it is … in the afternoon. (出示单词卡片学习afternoon)T: Good afternoon, boys and girls.Ss: Good afternoon. Ms. Han.T: Say ‘Good afternoon’ to your neighbors.在黑板上画一条地平线，用一个自制的太阳来练习Good morning和Good afternoon。
英语三年级上册教案Module2 Unit 2 What’s your name-外研版(三起)
英语三年级上册教案Module2 Unit 2 What’s your name-外研版（三起）一、教学目标语言知识目标1.能够听懂、认读并说出单词：name，my，your，I，am。
2.能够理解、询问并回答一些基本的个人信息，比如姓名、年龄、国籍等。
3.能够熟练口头表达简单的自我介绍并了解其他同学的基本信息。
情感态度价值观目标1.培养学生良好的语言学习习惯，主动参与英语课堂活动，培养兴趣，积极参与。
2.培养学生基本的礼貌表达能力，提高他们自我介绍的自信意识。
3.培养学生团队合作的意识，鼓励他们互相交流合作，分享信息。
二、教学重难点1.教学重点：学生能够听懂、理解并熟练口头表达关于姓名、国籍、年龄等基本信息的英语表达方式。
2.教学难点：学生在口头表达个人信息过程中，需要根据所学内容展开适合的交流互动，并以自然流利的方式表达清楚。
三、教学准备1.多媒体课件2.学生的教材和练习册3.课堂实物道具，如图片、姓名卡片、图画等四、教学过程1. Warming up通过师生互动，了解孩子们的基本信息并培养他们参与课堂活动的情绪和兴趣。
T: Hello, everyone. I’m your English teacher, and what’s your name? (等待孩子们依次回答)S1: My name is…T: Good. How old are you?S1: I’m…T：Where are you from?S1：I’m from China.2. Presentation本节课主要介绍“name”的发音，学生并在情境语境下理解单词的学习并会读及会唱名字歌。
1.教学单词及其发音，辅以图画表现，让学生了解单词的基本意义和应用场景。
T：Now, l et’s learn a new word. What’s this?S：Name.T：Yes, it’s name. How do you say it? Let me hear you say it after me.（学生跟着老师读）4.教学单词“my”、“I”及其发音，在复习“name”的情境下让学生逐步理解其含义。
新版外研版三年级英语上册教案全册教案
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。
5．向学生说明Hi和Hello是一样的。
重复这一活动，用Hi代替Hello，读出剩下的对话，每句都要停顿，让学生跟读。
向学生说明Goodbye和Bye-bye是一样的。
活动3：向同学问候及道别1．让学生们看书。
告诉他们老师是A，他们是B。
老师将会说：“Hello，class．”他们必须说：“Hi，Mr Guo”。
用Goodbye做同样的练习。
和学生单独做练习。
举例：老师： Hi， Sam。
学生： Hello， Mr Guo。
三年级上册英语教学设计-Module 2 Unit 2 What’s your name1-外研社(
三年级上册英语教学设计-Module 2 Unit 2 What’s yourname1-外研社（三起）教学目标本节课的教学目标是让学生学会使用英语自我介绍，并能够听懂他人的自我介绍。
教学重难点•学会使用简单的英语自我介绍•能够听懂他人的自我介绍教学准备•教师准备幻灯片或写在黑板上的自我介绍范例•学生的课本、笔、纸以及教学课件•学生的课外作业练习册教学过程Step 1：热身活动教师可以通过一些热身活动来引起学生的兴趣，如简单的英语单词游戏或做些口号练习。
Step 2：自我介绍范例教师应该准备好幻灯片或写在黑板上的范例，向学生介绍如何用英语自我介绍，例如：Hello, my name is Amy. I am a student. I am from China. I am seven years old.Step 3：自我介绍模仿练习教师可以让学生进行自我介绍的模仿练习。
学生可以分为两个小组，一组做幻灯片或黑板上的范例练习，另一组则进行口头练习。
他们可以表演在幻灯片上或黑板上学习的句子。
Step 4：听懂他人的自我介绍让学生练习听懂英文自我介绍，学生自行排成一队。
让每位学生依次进行自我介绍，其他学生要认真听。
学生听完后齐声说出那个学生的名字。
如果有不会的学生可以由教师或Other students来发音并纠正学生。
Step 5：学生练习自我介绍让学生按照模仿练习或其他语言（外语）实践部分，自己练习，如做短片或录音练习。
Step 6：课堂小结询问学生是否学会了介绍自己和他人的方法。
鼓励受到表扬的学生。
作业让学生在自己的练习册上练习所学习的句子或者单词。
总结这节课重点是让学生学好如何用英语自我介绍，建立学生的自信。
通过一些热身游戏和交际练习，让学生在轻松的氛围中掌握英语自我介绍的技巧。
此外，教师需要注意鼓励学生的参与，并通过一些互动的方法，使他们积极参与到课堂中来。
三年级上册英语教案-Module 2 Unit 1 I'm Ms Smart∣外研版(三起)
三年级上册英语教案-Module 2 Unit 1 I’m Ms Smart ∣ 外研版（三起）教学目标1.通过学习本单元，学生能够掌握有关问候的基本表达方式，如问候的用语、自我介绍等。
2.学生能够运用所学语言表达自己的基本信息和兴趣爱好。
教学重点1.练习使用问候用语2.能够用英语进行自我介绍教学难点能够用英语进行自我介绍，运用所学的句型和词语。
教学准备1.教师备课2.多媒体课件3.单词卡片4.课堂活动道具（如玩具、头饰等）教学过程Step 1：引入新课1.教师播放一段视频，问候视频中的人并询问学生视频中出现的问候用语。
2.教师展示一些常见的问候用语并让学生跟读。
Step 2：学习新知1.教师让学生认识本单元的新单词和短语，如 Ms、smart、China、USA等。
2.教师组织学生使用所学的问候用语和句型进行多种问候练习，并引导学生使用本单元所学的词汇进行交流。
3.教师让学生看一段英文自我介绍，并提出问题，引导学生掌握自我介绍的方式和技巧。
Step 3：巩固练习1.教师组织学生进入小组活动，让学生和小组成员进行自我介绍，并邀请其他小组成员提问。
2.教师提供一份简要的英文自我介绍模板，并让学生按照模板撰写自己的自我介绍。
3.教师组织学生进行角色扮演，让学生充当不同的角色进行对话练习。
Step 4：拓展延伸1.指导学生利用自己掌握的问候用语和简单的英文句子场景剧和小短剧，展现自己的创造力和语言水平。
2.让学生以小组为单位参加本单元主题的活动或者比赛，激发学生的兴趣和动力。
总结反思1.教师通过视听和多种活动形式，让学生从感性认识到理性认识，通过实践和体验学习英语。
2.通过多种巩固练习和拓展延伸，让学生的语言水平有了提高，并且提高了学生的口语表达能力和场景应对能力。
家庭作业1.让学生复习本单元新单词和短语，以及所学的问候用语和自我介绍句型。
2.让学生完成本单元相关习题练习，以便检测学生的学习效果和掌握程度。
新版外研版(一起)小学英语三年级上册全册教案
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
三年级上册英语教案-Module2 Unit 1 We're making a cake. 外研版(一起)
Module2 Unit1 We're making a cake.【教材内容】一天Amy向Sam提议一起给父母做蛋糕，Sam欣然答应了。
正当他们在厨房中热闹地忙碌时，爸爸妈妈先后推门进来问他们在干什么，并请他们保持安静。
原来他们的声音太大，既影响了爸爸读书又吵到了妈妈工作。
后来父母亲再也受不了，就要求他们进房去。
谁知他俩到了房里却吹起笛子打起鼓来了，无奈父母只好同意他们继续做蛋糕，这下把他俩乐坏了。
【教学目标】1．能听懂、会读、会说单词make cake idea instead2．能能听懂、会读、会说，会初步运用句型What are you doing? We're making a cake. I'm working.3．会询问和描述他人正在做什么(如: What are you doing? We're making a plane.); 会描述自己正在做什么(如: I'm working.)【教学重点】单词work, quiet, stop, make a cake, good idea, 句型What are you doing? We're making a cake. I'm working. Please be quiet. Please stop!询问和描述他人正在做什么听懂他人提出的要求【教学难点】活运用所学单词句型，巩固现在进行时的用法【教具准备】单词卡片, 提供会话情景的图片【教学过程】Step 1I Warming up.1．Greet the whole class.2．Say the poem in the last Module.II. Revision.词语变变变T:Please look at the blackboard．There are several verbs.do, eat, listen, play, tidy, skip, swim, turn, wear, helpT: Now look at me .What am I doing?The teacher does the actions.Ss: swimT: I’m swimming.The teacher turns the word ‘swim' into ‘swimming'.T: You know, now I am becoming a magician. I have turned the word ‘swim' into another word ‘swimming'. [the teacher explain the ‘-ing' 现在进行时的含义]Who would like to have a try, turning the words above into the ‘-ing'?Ss add ‘-ing ' to the verbs.III Leading inT: Now let's play a game.I will ask a student to do an action .Then I will guess what she/he is doing.S does the action.e.g.T: Are you eating noodles?S: No, I’m not.T: Are you playing chess?S: No, I’m not.T: Are you watching TV?S: Yes, I am.Step 2: Presentation1．Text LearningT: Now open your books. Look at the pictures.Who can tell me what is happening in Amy‘s home?Ss look at the pictures and describe the pictures.T: Ok. Listen to the ROM. Then answer the Qs.What are the children doing?What are Mum and Dad doing? Are they happy or not?Ss listen to the ROM then answer the Qs. The teacher asks the ss to underline the answers in the text.T: Ok. Now let's listen to the ROM again.[逐句跟读,解释句子含义及生词含义]Let's make a cake for Mum and Dad．The students read the sentence.T:Amy asks Sam' Let's make a cake for Mum and Dad．' What‘s the meaning of ‘make a cake '?What are Amy and Sam doing?S:制作蛋糕.T: Yes. So what's the meaning of 'make a cake'?S: 制作蛋糕.T: Very good．Does Sam agree?The teacher plays the ROM.Says.T: What’s the meaning of ‘Good idea? ’Ss:好主意。
(完整版)新标准外研版三年级英语上册第二模块教案
教学
目标
一、知识与技能
能听、说、读、写表示师生问候、询问名字及自我介绍的句子：How are you? I’m fine, thank you. And how are you? I’m fine, too. What’s your name? I’m Sam. / I’m Ms Smart.
二、过程与方法
单元训练重难点
重 点
难点
1.学习本单元14个单词。
2.运用新句型进行英语对话。
3.熟练朗读课文
1.掌握单词的正确发音。
2.掌握重点句型：
--What’s your name?--I’m Sam.
--How are you,Amy?
--I’m fine.And how are you ?
--I’m fine too . Thank you .
A：What‘s your name？ B：I‘m…
4．师生对话。
5．两人一组练习。他们必须使用黑板上的句型。
活动4：学唱歌曲。
Good morning ,Sam .
1.听录音，学唱。
2.师生齐唱。
1.学生跟随老师拼读
2.学生开火车认读，领读
3.游戏――找卡片。
4.学生正确抄写单词。
看图，想一想，说一说。
I’m Mr Li.
活动三：游戏
规则：教师向全体男生问好，男生向女生问好，女生向男生问好。
学生自主整理。
小组内交流。
汇报学习成果
。
师生互动。
生生互动。
1.学生独立完成
2.集体订正
3.自读句子。
4.抄写句子。
学生积极参与游戏。
二、新课
三、巩固
外研版英语三年级上册全册教案教学设计
Module1 Unit1 Do you use chopsticks in England?【Teaching aims】1．能够听懂并跟读书中对话，鼓励学生学会表演。
2．能够听懂，会说并运用词语：easy \ hard \ rice \ noodles \ chopsticks \ a knife and fork。
3．能听懂Do you want …? Do you use … in …. ?的句型并会运用。
【Important and difficult points】1．能够听懂，会说并运用词语：easy \ hard \ rice \ noodles \ chopsticks \ a knife and fork。
2．能听懂Do you want …? Do you use … in …. ?的句型并会运用。
3．会写词语：chopsticks \ a knife and fork \ easy \ hard．【Teaching procedures】Warmer1．Greeting everyone2．Play game---记忆游戏Ways: A．PPT出示一些学过或未学过的图片。
（apple banana ice-cream rice noodles sweet cake hamburger chips meat soup salad chopsticks a knife and fork….）B．I'll give you 1’, please try to remember more pictures.C．图片消失后，学生说出记住了哪些图片，并用英语表达。
Presentation1．随机学习或复习单词。
并将本课单词贴在黑板上认读带读。
rice \ noodles \ chopsticks \ a knife and fork2．Learn new sentences. (老师边说边板书部分为替换部分)T: I like rice. Do you want rice? Yes, I do. \ No, I don’t (do not).Do you use chopsticks? Yes, I do. \ No, I don’t.I like noodles. Do you want noodles? Yes, I do. \ No, I don’t.Do you use a knife and fork? Yes, I do. \ No, I don’t.Practice1．学生看ppt 图片师生或生生进行句型练习。
三年级英语上册教案Module2Unit1I’mMsSmart.外研社
三年级英语上册教案Module2Unit1I’mMsSmart一、教学目的1、基天分听懂、会说、会读How are you ?I ’m fine ,thank you .And how are you ?I ’m fine ,too. Thank you .的言语结构。
2、基天分听懂、会说、会读词汇Good morning， Ms Smart3、使先生初步了解和感知 too 的用法；初步了解感知词汇boys and girls。
4、可以运用本单元所学习的言语结构与词汇停止口语交际。
5、培育先生自动去关心周围的人，并对他人的关心做出礼貌的回应，让先生育成尊崇师长的习气。
对运用英语参与游戏、竞赛发生浓重的兴味，在游戏和竞赛中树立学习英语的自决计。
二、教学重点1、学会并运用句型How are you ?I’ m fine ,thank you.And how are you ? I’ m fine , too. Thank you.三、教学难点词汇的girls Ms Smart的发音四、教学进程(一)、导入1、唱模块一学的歌曲〝Hello,Hello〞,生动气氛。
2、热情和先生打招呼〝Hello/Hi〞和练习告别语〝Goodbye./Bye-bye〞.并引导先生回应。
3、温习引见自己的句型〝I’m+名字〞。
〔二〕、活动11、播放第一遍动画，请先生看图。
问先生：图中熊猫遇到了什么事情？先生回答后，听第二遍录音。
学习新单词：boy,girl.2、学习〝boy,boys〞.请一位男生到讲台前面，通知先生〝This is a boy〞,学习新单词〝boy,boy,boy〞.指向一组男生，通知先生两个以上的要在前面加上〝s〞,学习〞boys,boys,boys〞.请全班男生齐读、分组读、团体读。
3、学习〝girl,girls〞.和学习〞boy,boys〞的进程一样。
4、听第三遍录音，跟读课文，全班齐读。
〔三〕活动2播放第一遍动画，请先生思索：〝I’m your English teacher.Who is Daming’s teacher? What happen in Ms Smart’s first class?〞先生回答。
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。
三年级英语上册Module2Unit2What'syourname教案外研版三起
4、出示单词卡Mr,讲解它与Ms的区别，教学生认读，采用多种方式练习新学单词，例如:师领读、小组长领读，同桌汉英练习。
三、自学与展示
1.听录音让学生跟读课本活动1和2的句型。
之后让学生两人一组练习对话。
3、在黑板上写出下列结构:
A:Good morning,I’m…
B:Good morning,…
A:What'syour name？
B:I’m…
4、选一个学生和教师一起做一个对话，教师是A，他是B。之后两人一组反复练习黑板上的句型。
5、让更多组的学生做练习，找几组学生到教室前面表演。
回归课文，让学生打开课本，教师准备放录音，第一遍录音，学生只需听，初步理解课文内容。第二遍录音让学生小声跟读，注意模仿录音中的语音语调。
6、第三遍录音让学生分小组进行模仿。
五，总结
归纳总结本节课的重点单词、句型。
课下练习本节课所学句型，下次上课前表演。
教学反思:
（二）教学方法
情景教学法
（三）情感态度与价值观
首次与他人见面时能够用英语礼貌地打招呼并了解英美国家称呼成年男女的一般方式。如:Ms (女士)或Mr（先生）。
二、【课前准备】
单词卡片、录音机、磁带
三、【教学过程】
一、导学
1、教师进入教室，与学生们问好:
T:Good morning,boys and girls.
四、巩固与拓展
1、每一个学生手拿一张纸，让他们在纸上画太阳。教师在黑板上也要画一幅太阳。向全班说:“Good morning．”,学生需要回答:“Good morning．”,同时配以动作:把太阳放在胸前,表示太阳不高；然后教师说:“Good afternoon.”,他们需要回答:“Good afternoon.”，并且把手中的太阳举得高高的。重复几次，速度越来越快。变换教师说的问候语，这样可以确保学生在认真地听，如:Good morning．Good morning．Good afternoon. Good morning。
外研社(三起)三年级英语上册Module 2教案 (2)
外研社（三起）三年级英语上册Module 2教案 (2)一、教学目标1.学生能正确听、说、认读以下单词：pencil（铅笔）、pen（钢笔）、ruler （尺子）、eraser（橡皮擦）、crayon（彩色蜡笔）。
2.了解单词pen和pencil的区别。
3.学生能继续熟记并正确使用人称代词：I、you、he、she、it、we、they。
4.学生能正确说出和理解Here you are的用法场景。
二、教学重难点1.重点单词：pencil、pen、ruler、eraser、crayon。
2.理解单词pen和pencil的区别。
3.进一步学习人称代词的用法。
三、教学过程1.热身活动利用新授内容中的单词和句型，进行热身活动。
例如：教师说出单词，让学生快速做出相应手势，齐声说出单词或者句子。
2.新词讲解和学习教师板书所要学的新单词，并根据单词的音、形、义结合实物、图片或视频等多种形式，让学生正确理解和记忆单词。
注：这里可以借助PPT或者其他多媒体教学工具，让学生更加直观地认知单词。
3.游戏活动类比快乐学习的方法，教师可设计各种游戏环节，加强学生对新单词的认识，有效提高学生的记忆能力和积极性。
例如：游戏1学生围成一个圈，将所学习的单词依次传递，每位学生说出一个单词并将球传给下一位，按照时间形式竞赛，看哪组能最快完成。
游戏2每组学生选出一名代表，手持单词卡，根据教师提出的单词解释汉语意思，而其他组学生要猜出单词。
游戏3学生按照教师给出的单词表格，两人一组展开对话互换学习单词的方法。
4.巩固活动为了加强新学单词、句型、流利地说出单句和简短对话的能力，在不断地学习生活中加强巩固活动的方法显得尤为关键。
在巩固的过程中，学生要反复练习句子，要求能够说出完整的句意。
例如，教师针对学生熟悉的Here you are的用法场景，让学生意识到Here you are的场景不仅限于交换物品的情况，例如在餐馆用餐时，可以使用Here you are or Enjoy your meal。
小学英语新外研版(一起)三年级上册unit2第一课时教案
小学英语新外研版（一起）三年级上册Module 3 Unit2The ducks are playing in the rain.教材分析：In unit 2, Sam’s family are talking about some ducks.Some ducks are playing in the rain. Some are hiding under the tree. Some are hiding under the flowers.学情分析：After learning unit one ,most of them know how to use this/that/these/those,so it is not hard for them to finish this unit.教学目标:1.听、说、读、写的单词和短语：dragon boats, row, lake ,bread paper2.能够听、说、认读句子：What are they doing? They are playing hide-and-seek.3.能够规范抄写句子：What are they doing? They are playing hide-and-seek.4.能用this, that, these, those谈论一个场景。
5.比较、了解this, that, these, those意义的不同。
教学重难点：They are+名词s，be动词is还是are的用法。
教学过程：Teaching steps1.Warm up: Sing the song: Row, row, row your boat.2.Answer the questions.Ask questions with some pictures: What’s this? What’s that? What arethese? What are those?2. Presentation:A.Listen and say the chantWhat are these? They are green trees.What are those? They are dragon boats.B. Listen and say1)Have the students talk about the pictures first.a. What are the ducks doing?b. Where are the ducks?c.Where are the ducks now?2)Watch the CD-ROM3)lisen and repeat.4)practise in roles5)Act out the dialogue.Summary: Read the drills.a. What are the ducks doing? They are playing in the rain.b. Where are the ducks? They are hiding under the flowers.c.Where are the ducks now? They are under the tree. Homework: Listen to the CD-ROM and read the text.Bb:Module 3 Unit2The ducks are playing in the rain.a. What are the ducks doing? They are playing in the rain.b. Where are the ducks? They are hiding under the flowers.c.Where are the ducks now? They are under the tree.Thinking after class: The students can use these/this/that/those to talk about the picture on Page 18 and the picture on Page 19,Ex 5. Few students are confused about how to use these and those. They need more practice.。
外研社(三起)三年级英语上册Module 2 unit1教案
外研社（三起）三年级英语上册Module 2 unit1教案教学内容外研社（三起）三年级英语上册Module 2 unit1教案主要包括以下内容：•社交用语：How are you? Fine, thank you. / Nice to meet you. / What’s your name? / My name is…•询问和回答名字，问候和被问候•学习使用字母表•通过配对游戏巩固所学内容教学目标1.能够熟练使用社交用语“How are you？Fine，thank you.”等。
2.能够正、确还原、简单模仿对话。
3.能够认读26个字母及其大小写，并用语言简述字母形状及大小写规律。
4.培养学生热爱学习英语的心态，提高学生英语学习兴趣。
教学重难点1.英文字母音标的发音规律2.英文字母大小写的认知巩固3.问候语及其流畅的运用能力教学方法本节课采用听说结合的教学方法。
通过教师模仿，手势展示，并大量训练带领学生学生课文中的问候语和介绍对话；使用绘本、视频、图片等，让学生感受英文学习的乐趣；通过活动、小组竞赛、游戏等形式，让学生在轻松愉快的氛围中快乐地学习英语。
教学准备•教师：教案PPT，卡片，图片，课件，活动用具（小组竞赛、字母拼图、英文字母声音配对游戏）•学生：课本，笔，纸，活动用具（同上）Step 1. Free talk (通过自由谈话导入)•教师先用英语介绍自己名字，重点问候“How are you?”•向学生展示图片，让他们也自我介绍自己并问候老师和同桌。
Step 2. Presentation (教材呈现)•为学生展示教材中的图片或课件。
•按照教材的指导，带领学生模仿对话中的问候语和介绍。
•通过挑战问题，激励学生的自信心并加深英语问候语的印象。
Step 3. Practice and Consolidation (加强练习)•分别让学生用自己的名字和同桌进行练习问候。
•学生在教师的指导下，写下自己的英文名字。
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Unit 2 What's your name?
Purpose
Knowledge aim: To learn to say “ What’s your name?”.
Ability aim: To train them to ask someone’s name.
Ideological aim: To improve the students’ basic English about introductions.
Main points: The way of introductions : “ What’s your name? I’m …”
Difficult points: Speak and act fluently.
Teaching materials: pictures, cards, tape recorder, a clock.
Teaching process:
Step One: Greeting with students.
T: Good morning, boys and girls.
S: Good morning, Ellen.
T: How are you today?
S: I’m fine. And how are you?
T: I’m fine, thank you.
Step Two: New course
T: (手持一个钟) Look, what’s this?
S: A clock.
T: Wow, clever boy. It’s nine o’clock in the morning now. Look, It’s not nine. It’s one o’clock in the afternoon. Do you understand the word “ afternoon”?
S: 下午
T: Well done. Let’s learn to say afternoon ( 说三遍, 然后学生跟读)
T: Let’s practice. Look, it’s one o’clock in the afternoon. Good afternoon, boys and girls.
S: Good afternoon, Ellen.
T: Good afternoon, Tim.
S: Good afternoon, Ellen.
T: Now say good afternoon to your neighbors.
S: (Practice for a while)
T: You are great! Now please watch the projects and listen carefully, who is the man? ( 看大屏幕)
T: Is he Mr liu? (重读Mr.)
S: No.
T: Is he Mr Wang?
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 afternoon, Mr Li.
T: Good girl. Shasha, say it again.
S: Good afternoon, Mr Li.
T: You did a good job! Oh, this girl, excuse me, what’s your name?
S: I’m May.
T: Hello, May.
S: Hello, Ellen.
T: Please say good afternoon to Mr Li.
S: Good afternoon, Mr Li.
T: Oh, this boy, what’s your name?
S: I’m John.
T: How are you, John?
S: I’m fine. And how are you?
T: I’m fine, too. Thank you. Please say good afternoon to Mr Li.
S: Good afternoon, Mr Li.
T: That’s a secret. How do you ask somebody’s name? Who can tell me
softly near my ear?
S: (小声在教师耳边说) What’s your name?
T: Sorry, I can’t hear you. Louder, please.
S: ( 学生稍微大些声) What’s your name?
T: What’s wrong with my ears? I can’t hear you clearly.
Louder, louder, please.
S: (全体学生大声说) What’s your name?
T: Wow, my ears. What’s wrong with you? I can hear you. Please ask your neighbors like this loudly.
S: (学生练习)
T: Now open your English books. Let’s point and say.
S: ( 学生指读)
Step Three: Knowledge extension
T: Look at the picture at page 8. Let’s act.
Dialogue Ⅰ: A: Hello, I’m …. What’s your name?
B: Hi, I’m …. What’s your name?
C: Hi, I’m ….. What’s your name?
D: …….
Dialogue Ⅱ: A: Good afternoon. I’m ….
B: Good afternoon. I’m …
A: How are you?
B: I’m fine. And how are you?
A: I’m fine, too. Thank you.
B: Goodbye, …
A: Bye-bye.
S: 分小组表演。
Step Four: Consolidation
T: Next let’s sing a song and do the actions. Please read the lyrics first. Good morning, Sam. How are you? I’m fine, thank you. And how are you? …T: ( Play the tape recorder) Please try your best to learn to sing together. S: ( Sing loudly and friendly, and do the actions)
Step Five: Sum up and homework.
T: Today we learnt how to ask name. You all did a good job. Speaking English is a piece of cake. Work hard and study hard. It’s time to say goodbye. Let’s sing again and say goodbye to each other. ( 最后唱再见歌结束)。