译林3下Unit1第三课时教案

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三年级下册英语教学设计Unit 1 In class 第1课时译林版

三年级下册英语教学设计Unit 1 In class 第1课时译林版一、教学背景：此次教学的学生是三年级小学生，年龄在8-9岁之间。

该班级的主教授科目是英语，教材为译林版小学英语三年级下册。

此次教学的主题为“In class”，即在教室里的英语交流。

二、教学目标：1.提高学生的英语听说能力，学会基本的英语口语表达。

2.通过学习常用的英语词汇和句型，帮助学生掌握英语基本语法。

3.培养学生的英语学习意识和英语学习兴趣，让学生在轻松愉快的氛围中学习英语。

三、教学内容：第一部分：学习词汇1.classroom 教室2.teacher 老师3.student 学生4.desk 课桌5.chair 椅子6.book 书7.pen 笔8.pencil 铅笔9.ruler 尺子10.blackboard 黑板第二部分：学习句型1.What’s this/that? 这/那是什么？2.It’s A/B/C. 它是A/B/C。

第三部分：听力和口语训练1.听音辨词：教师在课堂上播放关于教室的录音，要求学生听音辨识出所听到的单词，如desk, chair, book等等；2.口语练习：教师以询问问题为例，让学生回答，比如教师问：“What’s this?” 学生回答：“It’s a pencil。

”四、教学过程：第一步：引入新词汇教师拿出一张教室的照片，向学生介绍教室里的物品：classroom, teacher, student, desk, chair, book, pen, pencil, ruler, blackboard。

第二步：学习句型•教师以what的句型为例，向学生介绍What’s this/that的用法，及It’s A/B/C的回答方式。

•教师向学生展示一些物品，并问学生“What’s this?” 学生回答“It’s a book.”等。

第三步：听力训练•教师播放例如desk，chair等单词的录音，让学生尝试辨别。

译林版三年级英语下册全册教案

三年级英语下册教案 Unit 1 In class 第一教时教学目标：1. 能听懂、会说、会读、会写词汇open, the, door, close, window。

2. 能听懂、会说、会读词汇in class,stand up,Mr, sit down, please, sorry,come in.3.能听懂、会说、会读日常用语与句型Open the door/the window. Close the door/ the window . Stand up. Sit down. Come in, please. I’m sorry.教学重点1.句型：Open the door/ the window. Close the door/ the window . Stand up. Sit down. Come in, please. I’m sorry.2. 词汇： in class,stand up,Mr, sit down, please, sorry,come in. open, the, door, close, window.教学难点：1. 句型：Open the door/ the window. Close the door/ the window .Stand up. Sit down. Come in, please.的正确读法和在情境下的正确运用。

2. 词汇：open, close的用法教学准备：1. 第一单元Story time部分的挂图、多媒体、磁带、录音机。

2. 人物Mr Green, Liu Tao, Mike, Wang Bing的头像卡片。

3. 句型：书写Open the door/the window. Close the door/ the window . Stand up. Sit down. Come in, please. I’m sorry.的条形卡。

新版译林版三下unit1教案

Simon says close the book.…
2.表演对话：6分钟
（1）自由分组扮演对话。
（2）学生到台前表演。
板书设计：
Unit1 Inclass
单词：
rubber, robot, listen, parrot
句型：
Look at the blackword.
Don’t listen to the…
Let’s see: Which group is the best?
Read in groups.
四、自学指导二（15分钟）
What can you say in class?
1.Read the dialogue freely.
2.Listen to the tape and read after it.（3分钟）
Stand up.
Sit down.
Look at the blackboard.
Please open the book.
Please close the book.
板书设计：
Unit1 Inclass
Stand up. Mr.
Sit down. Mrs.
Open the door. Miss
Close the window.
教师指令：
Simon says open the book. Stand up.
Simon says stand up. Sit down, please.
Simon says sit down, please.
Close the window, please.
Simon says look at the blackboard, please.

译林版(三起)三年级英语下册Unit1 In Class第2课时教学设计

译林版（三起）三年级英语下册Unit1 In Class第2课时教学设计1. 教学目标•能够听懂、会说并理解以下单词：study, draw, sing, dance。

•能够听懂、会说、理解以下句型：What are you doing?/I amstudying/drawing/singing/dancing. /What is he/she doing?/He/She is studying/drawing/singing/dancing.•通过情境教学活动，能够培养学生的英语听说能力，培养学生的兴趣、增强课堂的互动性。

2. 教学重点•规范发音，用英语表述正在进行的行为。

•形成基本的听说教学意识。

3. 教学准备•单词卡、图片卡片。

4. 教学过程（1）热身1.教师与学生打招呼，引导学生进入英语学习状态。

2.运用感官教学法，通过图片展示与学生互动。

（2）新课呈现1.介绍单词 study、draw、sing、dance ，引导学生听英语，重复正确发音。

2.分别展示四幅图片，引导学生熟读单词，并试图自由发散单词带来的联想。

3.介绍语言点What are you doing?/I amstudying/drawing/singing/dancing. /What is he/she doing?/He/She is studying/drawing/singing/dancing. ，向学生解释问答的含义与重要性。

（3）练习1.通过老师呈现课堂情景与图片，引导学生积极积极参与，通过英语回答问题。

2.学生跟读并模仿老师正常发音，将句子从简单变难，从不同角度练习句型和语法。

（4）拓展1.教师即充当指导者的示范者，让学生跟着说部分句子。

2.希望学生在家中复习所学，和父母朋友一起用英语说自己正在进行的事。

5. 教学总结1.简短概括所学内容，肯定学生的表现与努力。

2.督促学生在课下继续练习巩固，提高英语学习的积极性。

译林版(三起)三年级英语下册Unit1 In Class第1课时教案

译林版（三起）三年级英语下册Unit1 In Class第1课时教案一、教学目标1.能够听、说、认读并正确理解下列单词：bag, book, crayon, desk, pencil, ruler, teacher, student。

2.能够听懂老师使用的基本课堂用语，并能够正确运用这些用语与老师进行交流。

3.能够运用所学基本词汇句型进行简单的对话，表述个人意见和情感等。

4.能够根据老师的指令、图画和简单的英语短语进行简单的语言练习。

二、教学重点1.认读并掌握下列单词：bag, book, crayon, desk, pencil, ruler, teacher, student。

2.能够听懂老师使用的基本课堂用语，例如请安静、打开书、关上门等。

3.能够通过运用所学基本词汇句型进行简单的对话。

三、教学难点1.能够正确运用基本课堂用语与老师进行交流。

2.能够根据老师的指令、图画和简单的英语短语进行简单的语言练习。

四、教学过程1. 集体活动1.老师打招呼并问到学生们的情况，让他们介绍自己并分享自己的一些喜好和爱好。

2.老师介绍课堂用语，并进行教学，包括请安静、打开书、关上门等。

2. 课文教学1.介绍新单词并教学发音和正确的书写方法，包括bag, book, crayon, desk, pencil, ruler, teacher, student。

2.听录音并让学生跟读，强化单词的发音和记忆。

3.引导学生使用新单词进行简单的对话和练习。

3. 活动设计1.设计图片模板，让学生根据老师的指令进行语言练习，例如提问学生们在哪个位置找到一个笔袋（bag），或者让学生描述一些学习用品（pencil, ruler 等）。

2.学生进行小组活动，并运用所学单词进行对话练习。

3.整合课程，进行对话练习和语言听力测试。

4. 结束1.让学生总结整节课所学的内容，并进行课堂提问，确认学生是否掌握了本课的基础知识和语言技能。

module 3 unit 1 全单元教案(译林牛津版高一英语必修三教案教学设计)

Unit 1 The world of our senses教案设计教材整体分析:1. Welcome to the unitIn this part, students are encouraged to conduct a free discussion about the importance of five senses in their studies and daily life. Students are expected to express their opinions boldly and imaginatively.2. ReadingThe reading text deals with a story about what happened to a young lady on a thick foggy afternoon. The reading strategy of this unit teaches students how to comprehend a story better while reading it. Studentswill practice identifying these elements.3. Word powerThis section has two parts. In the first part, students will learn that many words in English can have different roles in different types of sentences. In the second part, students will review and learn words used to describe different kinds of weather.4. Grammar and usageThe grammar focus in this unit is on noun clauses. Students are expected to learn what noun clauses are and understand how to use the conjunctions that and if/whether to introduce noun clauses.5. TaskThis section consists of a series of activities which will provide students with opportunities to practice the language skills. And through the three steps, students will learn how to plot a story, prepare a surprise ending and improve their language in storytelling.6. ProjectThe project in this unit is designed to help students learn and use English through doing a project. The purpose of this section is to help students use what they have learnt to finish a project by working together.7. Self-assessmentThis section aims to help students determine the progress they have made.Period 1. Welcome to the unitTeaching goals:Encourage students speak out to practice their oral English .Arose their interest in learning this unit through activities.Let them know the importance of senses in daily life.Teaching important and difficult points:Help students prepare for their discussion, making sure that they are fully prepared before the lesson.Teaching ProceduresStep1. BrainstormingAsk students the following questions:1. With what do we see and hear?2. How do we know whether a dish is delicious?3. How do we know that a flower has a pleasant smell?4. What do we do when we want to know whether the water in the basin is hot or cold?5. How do we know about the world around us?As we all know, almost everyone has five senses, which are used everywhere and all the time. We learn about the world through the five senses. We use the five senses to study, work and relax, but there are some people who have lost one or more of their senses.Step2 Presentation1.What would happen if you lost one or two of your senses?A person who cannot see is blind and someone who cannot hear is deaf..2. Do you know how blind people can read?(They can read by touching raised dots which represent numbers and letters. This system is called Braille.)3. How do the deaf communicate with each other?(They use body language or sign language.)Step3 DiscussionLook at the four pictures and answer the question below each picture.1.What can you see in this picture?2.How would you judge the length of the two lines?3.How can you prove that the two lines are straight?4.Can the symbols be read in only one way?5.Why are people misled by their own eyes?Step4 Language studyFill in the blanks with words that have something to do with “senses”:When he got there, he _________ that there was a dark hole. He ________ into it, but could ________ nothing. He ________ with his ears, he could _______ nothing, either. He _________ it for a long time. He _______ something strange. He ___________ the side of the hole. It ______ hot. Suddenly some noises were ________ from the hole. It ________ like someone was cooking inside.Step5 Discussion1. Read the three questions in the short passage and discuss them in groups of four.2. Report your answers to the whole class.Step6 Assignments1. Preview the reading part, do exercise C1 and C22. Preview the reading strategyPeriod 2 ReadingTeaching goals:Improve Ss’ reading ability.Enable Ss to master some important language points.Make sure Ss can learn to help each other in their daily life.Teaching important and difficult points:Master the use of some language points.( wish for; reach out ; watch out for; pay back…)Retell a story with a surprise ending.Teaching proceduresStep1: Lead-inAsk students to talk about the climate or the weather in the place where they live:What’s the weather usually like in spring in Liyang?Which season do you think is the best? Why?Do we sometime have foggy days here? When?How do you feel on a foggy day?Have you ever lost your way in the fog? What would you do if you gotlost in the fog?Which city has the name of “foggy city”?Step2: Reading1. Ask students to go through the passage as quickly as they can and try to find answers to the four questions in part A.2. Ask students to read the passage again and complete partsC1and C2.3. Ask students to fill in the blanks according to the text.Step 3: ListeningListening to the text and read together with it.Step 4: Reading strategy1. Guide students to read the Reading strategy for the article and teach them the elements of a story.2. Give students another story to read and practice identifying the essential elements of a story.Step 5: PracticeAsk students to complete Parts D and E.Step 6: Assignments1. Finish A1 and A2 on page 90 of the Workbook.2. Retell the story in their own words.3. Find out the difficult points in the passage.Period 3 Language studyTeaching goals:Help students understand fully of the text.Deal with some difficult sentences and useful language pointsTeaching important and difficult points:mastering the use of some of language points: in sight, wish for, reach out, watch out for, pay back, be frozen with, be related to, be linked to, make sense, make the most of, can’t help doing,Teaching proceduresStep1 RevisionRetell the story:Help the students retell the story Fog in their own words. Use the chart to help them:Outside Polly’s working place-----at the bus stop on the street------in the Underground train-----at Green Park station------- in ParkStreet------- at the corner of the street----- in the street near King Street------ at 86 King StreetStep2 Difficult sentencesRead and understand the following sentences, then remember in mind:1. Once out in the street, she walked quickly towards her usual bus stop.2. ‘Sorry, Miss,’ replied the man, ‘the truth is that the fogs too thick for the bus to run that far.3. While the rest of the passengers were getting out, she glanced at the faces around her.4. The tall man was nowhere to be seen.5. As she walked along, she heard the sound of footsteps, but by thetime she reached the corner of the street, the footsteps were gone.6. Polly found herself staring up at a man standing with his handresting on her arm.Step3 Useful words and phrasesStep 4 AssignmentFinish the learning plan.Period 4 Word powerTeaching goals:Make sure students can know the different roles some words can have in different types of sentences.Enable Ss to master the meanings of some words used to describedifferent kinds of weather.Teaching important and difficult points:Train Ss to guess and understand the meanings of the words according to the context and pictures.Teaching proceduresStep 1 RevisionCheck the homework assigned the day before.Step2 BrainstormingStep 2. Brain stormingWrite down two sentences on the blackboard:Once out in the street, she walked quickly towards her usual bus stop.“Here we are, King Street.” He stopped.Which word has two meanings and two parts of speech?How many other words which have more than one part of speech can you think of?Step 3. Parts of speech1. Ask students to read the speech bubbles on page 6. Make sure that they pay attention to the word rest and get them to describe thef=different meanings of it in different parts of speech. Then have them read the instructions for Part A.2. Ask students first to complete the table in Part A individually and then to discuss in pairs the answers. Encourage students to make different sentence.. Then check the answers with the whole class.Step 4. PracticeAsk students to complete part B according to the instructions. Then have one or two of them read the short report.Step5. Describing the weather1.Ask students what words they use to describe different kinds of weather. Write down on the blackboard the word students say.2. Ask students to practice reading in pairs the dialogue in Part A. They may look at the symbols in Part B for reference.3. Have students first look at the symbols for different kinds of weather and then let them read the weather report in the first speech bubble.4. Ask students to complete the second speech bubble by looking at the three pictures below it.Step6. Assignments1. Finish the learning plan exercise2. Review the grammar and usage--- noun clauses.Period 5-6 Grammar and usageTeaching goals:Make sure the students understand what the noun clauses are.Ss should know the different use of noun clauses.Learn to use conjunctions that, if/whether.Teaching important and difficult points:Noun clauses can be used as different parts in a sentence.The use of that in subject clause and the different use of if and whether.Teaching procedures:Step1. Introduction to noun clausesWhat is noun?What is the use of noun?What is noun clause?(by reading some sentences):1.When we will start is not clear.2.Mrs Black won’t believe that her son has become a thief.3. My idea is that we should do it right now.4.I had no idea that you were her friend.Step2. Presentation1. Ask students to read Part 1 on page8 so that they will know that a noun clause can be used as the subject of a sentence. More sentences can be given to the students.1) That he will succeed is certain .2) Whether he will go there is not known .3) What he said is not true .4) Where he hid the money is to be found out .Have students read the sentence in which it is used as an empty subject:Who will go makes no difference.= It makes no difference who will go.That she was able to come made us very happy.=It made us happy that she was able to come.2. Ask students to read Parts 2 so that they will know that a noun clause can be used either as the object of a verb or a preposition in a sentence.1) They know that the habit will kill them.2) He asked how much I paid for the violin.3) He made it clear to the public that he did an important and necessary job .4).I find it necessary that we should do the homework.Ask students to read the two sentences in which it is used as an empty object.3. Ask students to read Part 3 so that they will know that a noun clause can be used as the predicative after the link verb be.1)The question is whether we can rely on him.2)That’s because we were in need of money at that time .3)He looked as if he was going to cry .4)That’s why I was late4.Explain to students what apposition means. Then have the students read Part 4.Step3 PracticeAsk the students to read the article on page 9 and to describe the main idea in their own words. Make sure that they know what they need to do and that they can identify all the noun clauses.Step4 PresentationNoun clauses beginning with that or if/whether1.Ask the students to read Part 1, which is about using that to introduce a noun clause.2. Have students read Part 2, which is about using if or whether to introduce a noun clause.When do we use if/whether to introduce a noun clause?When can we only use whether bet not it?Step5 PracticeAsk students to finish exercises on page11.Step6 Assignment1. Finish the exercises in learning plan.2. Finish C2 on page 92 of the workbook.Period7---8 Task: Telling a storyTeaching goals:Make Ss know the sequence of a story.Train Ss’ ability of telling a story effectively by using pictures with speech bubbles.Improve Ss’ ability of writing a story by using adjectives and adverbs.Teaching important and difficult points:Make sure Ss know the importance of adjectives and adverbs in the story.Enable Ss to write a story correctly.Teaching proceduresStep 1 Revision1. Check homework.2. Do some exercises to revise the noun clauses.Step 2 Skills building 1: Plotting a story1. Ask students to read part A on page 13. They need to know what they have been asked to do and what information they should get whenlistening to the tape. Have them complete the checklist individually, and then ask them to check their answers with their partners to see if they have the same answers. The class can listen to the recording again if necessary.2. Ask students to listen to the conversation and answer the questionsin Part B. After they finish this part, let them check their answers with their partners to make sure that they have got the correct answers.3. Tell students that they will write the beginning of the story using their answers in Part B.Skills building 2: identifying different elements of a comic stripStep3: preparing a story with a surprise ending1. Ask students to read the guidelines on page 15 and make sure that they know what they need to do. Ask them to first work individually andthen to check their answers with their partners. If they have different answers, have them discuss which answer is better.2. In pairs, ask students to work out a surprise ending from the five pictures given in Part A. They should draw a picture, write a caption and add thought, speech or sound bubbles where necessary. Encourage students to use their imagination and create any ending which is surprising. Choose some students’ pictures and show them to the whole class. Ask students to decide which is the best picture with a surprise ending.Skills building 3: using adjectives and adverbs in stories.Step 4: improving your story1. Have students read the guidelines in Part A on page 17. Ask them to go over the adjectives and adverbs given in the box. Guide them to point out which words are adjectives and which are adverbs. Ask them to first fill in the blanks with the words in the box, and then write the last paragraph of the story using the sixth picture they drew in Step2.2. Ask students to think about what good storytellers will do to make others interested and willing to listen to them. Ask students to read the guidelines in Part B. Have them work in pairs to practise telling the story they have just finished. Then ask some students to present their stories in class. The whole class should decide who is the best storyteller.Ask students to read the story of Part A in Writing on page 97 of the Workbook, and then finish Part B. They can do Part B as homework.Step5 Homework1. Ask Ss to write a story.2. Find out the difficult points in Project.Period 9 Project: Producing a TV showTeaching goals:Do some reading.Improve Ss’ ability of writing.Get Ss to cooperate with others.Teaching important and difficult points:Know the general idea of the passage.Make sure Ss know how to write an interesting story.Teaching proceduresStep1 Reading1. Ask students to read the article Shark attacks and find out as much information as they can about sharks.2. Have students read the article again and ask them to find out what unique senses sharks have, what senses sharks use to attack humans and what people can do to protect themselves.3. Ask students to do Part B1 and B2 on page 91 of the Workbook eitherin class or as homework, so they will have a better understanding of the usage of words and phrases learnt in this section.4. Ask students to do Parts D1 and D2 on page 93 of the Workbook as homework to review the useful words, phrases and patterns they have learnt in this unit.Ask students to do the listening exercises in Part A and B on page 96 of the Workbook to learn more about animals’ senses.Step 2 Language pointsI. Deal with some language points for Ss to understand the letters better.II. If Ss still have questions, help to solve them.Step3 Producing a TV showPlanningAsk students to work in groups of four. First ask them to discuss and choose which animal they would like to focus on. Have them write down the animal’s name and one of its unique senses. As some students may keep pets at home, they will be quite familiar with some pet animalssuch as dogs, cats or fish. They can choose one of the animals that they are most familiar with. Students should also choose what type of show they will produce. Each group member will be responsible for researching information about one aspect of the animal.PreparingStudents will go to a zoo, watch an animal documentary, read some books or surf the Internet to get the information they need. While they are doing such things, they need to take notes. They will get together to discuss what should be included in their show. They will make a list which focuses on how the animal uses its senses and think about how to present the information.ProducingStudents each work on a different part of the TV show. When thedifferent parts are put together, each group member should read the writing carefully, correct the mistakes and add some new ideas.PresentingEach group will take turns presenting their TV show to the class by showing their work and narrating. Students can have a discussion to decide which group’s TV show is the best.Step 4 Assignment1.Finish the learning plan2. Prepare for a test.Period 10 Self-assessmentTeaching goals:This part at the end of the unit aims to allow students to determinewhat they have achieved and what else they can do to improve their study.Teaching procedures:1. Do a review test to consolidate what Ss have learned in this unit.2. Let Ss do the self-assessment. Know the situations and help those Ss who have trouble.。

三年级英语下册 Unit 1 In class(第三课时)教案牛津译林版

What day is it?
What’s the date today?
What’s the weather like today?
What can you do?
What do you like?
Step2. Revision
1.Read and spell the words and phrases
Dictate the ten sentences.
拓展延伸
板书设计
Unit1 Inclass
Open your book and say “Hello!”
Close your book and off we go!
Please…..= …., please.
课后反思
（本资料素材和资料部分来自网络，供参考。请预览后才下载，期待您的好评与关注！）
2.Put the sentences into the right order
Step3 Presentation
1.Rhyme time
a. Watch the video and mark the differences:thewindow,thedoor,yourbook
b. Make up a new rhyme: Students can use “ pencil-box, schoolbag…”.
学习难点
The rhyme: Open your book and say “Hello!”. Close you book and off we go!
教学准备
PPT
学生
预习
内容
教学流程
Step1 Warming-up
1.Greetings.

Unit 1 In class 第一课时(教案)译林版(三起)英语三年级下册

Unit 1 In class 第一课时（教案）译林版（三起）英语三年级下册一、教学目标1.学会问候与介绍。

2.能够正确读出本单元所有单词和句子。

3.能够熟练运用所学知识进行对话。

二、教学重点1.学会使用单词和句子进行交流。

2.了解日常问候和介绍。

三、教学难点1.能够掌握所学知识，并在实际对话中运用。

2.能够理解并回答听到的问候和介绍。

四、教学过程1. 导入新知识1.教师通过幻灯片介绍本单元学习内容，并安排各种语言交际活动，引导学生学习英语。

2.通过展示图片和视频，让学生了解身边的事物、场景和人物，并鼓励他们描述这些事情。

2. 新课讲解1.介绍问候语和介绍的常用表达方式，并运用日常场景进行教学。

2.教师带领学生读单词、短语和句子，让学生模仿发音和表达。

3.讲解中国人的姓和名的习惯，并让学生了解其他国家的命名法则。

3. 听力练习1.教室里播放几个有关问候和介绍的录音，并让学生听一遍。

2.配置练习题，让学生听多次录音，理解然后回答问题。

4. 阅读练习1.让学生阅读课本里有关问候和介绍的篇章，理解课文的意思，掌握其中重要内容。

2.安排相关词语和句子的练习，让学生加深印象，提高阅读水平。

5. 讨论和互动练习1.发送一个相关主题的问题，并让学生分享自己的看法和经验，增强互动学习的效果。

2.安排专题小组活动，让学生互相帮助和学习。

学生用所学语言进行交流运用，加深印象并提高语言表达能力。

6. 语法和拼写练习1.通过练习题安排语法和拼写练习，鼓励学生升华所学知识。

2.让学生在压力下进行练习，增强其对所学知识的掌握和应用能力。

五、课堂总结1.教师对所学知识进行整理，让学生逐渐理解和掌握。

2.教师布置作业，并提醒学生随时复习所学知识。

六、教学评价1.评估学生在课堂上的表现，并针对其在语言表达能力、语法和拼写能力方面的不足进行指导。

2.帮助学生克服学习困难和挫败感，激励他们继续学习。

译林版高中英语选必三Unit1 Integrated skills 教案(雅礼版)

Unit 1 Wish you were hereIntegrated skills: Making a travel plan for foreign guests◆内容分析：本板块围绕单元话题，以“为外宾制订旅游计划”创设情境，展开一系列具有综合性、关联性和实践性的听、说、读、写等学习活动。

教学活动首先引导学生听一段介绍外宾来访的音频，获取相关信息；再让学生阅读一份上海旅游计划，学习如何规划旅游行程；最后让学生就如何为到访家乡的外宾制订旅游计划展开讨论，以邮件的形式告知外宾相关安排。

上述活动环环相扣，每个活动既有侧重点，又与其他活动有关联性，构成一个语言技能整合的活动。

◆教学目标：By the end of this section, students will be able to:1. learn about what is included in a travel plan;2. grasp the features of the travel plan;3. arrange a two-day visit to their hometown;4. write an email to inform foreign guests of the travel plan;5. improve their cross-culture communicative competence.◆教学重难点：1. Grasp the features of the travel plan;2. Writing an email about the travel plan.◆教学过程：Step 1 Lead-inAsk students the question:1. Where would you go to spend your winter vacation?2. Do you have a travel plan?3. What might be considered while making a travel plan?A. Destination.B. Starting and ending date.C. Transportation....【设计意图：快速引入单元话题。

三年级下册英语教学设计-Unit 1 In Class 课时3｜译林版(三起)

三年级下册英语教学设计-Unit 1 In Class 课时3｜译林版（三起）教学目标1.能听、说、读、写单词和句型：What’s in the box? Is it a pencil/pen?2.能听懂并会运用句型：What’s in the box? Is it a pencil/pen? 进行简单的对话。

3.培养学生的语言表达能力和合作能力，激发学生的英语学习兴趣。

教学重难点1.学生能听懂并运用句型：What’s in the box? Is it a pencil/pen? 进行简单的对话。

2.学生能正确区分单词 pen 和 pencil。

教学准备教师准备：教学PPT，flashcard学生准备：学生书，练习册教学过程Step 1. 导入新课1.教师问学生们课堂里有什么东西，学生们回答“desk, chair, book, pencil”等。

教师再问“box”，学生们会回答“box”。

2.教师拿出一只盒子，问学生们盒子里有什么。

学生们回答不知道。

3.教师提示学生：“What’s in the box?”4.学生齐声回答：“What’s in the box?”Step 2. 学习新词1.展示 flashcard，教师大声读出“pen”和“pencil”。

2.教师提问：“What’s this?”。

3.学生齐声回答：“pen/pencil”。

4.教师清晰地说出两个单词以帮助学生区分。

Step 3. 学习新句型1.展示 flashcard，教师大声读出“What’s in the box? Is it apencil/pen?”。

2.教师模仿上面的句子问一个学生。

3.学生回答：“Is it a pencil/pen?”。

4.组织学生进行两人一组的练习，鼓励他们进行问答练习。

Step 4. 拓展练习1.要求学生根据图片描述物品，如：“What’s this? It’s a book。

”2.让学生以小组形式完成活动本上的练习。

精品译林版三年级英语下册Unit1in class教案和教后记

Unit1 In class 教材分析一．教学内容分析本单元的课题是In class，本单元的话题为“课堂用语”，出现了一些简单的祈使句，主要功能为引导学生掌握open/ close, stand up/ sit down, look at/ don’t…等一些祈使句，了解课堂上的一些常用语言。

本单元的story time以课堂为场景，展示了同学间、师生间的一些简单对话，主要学习祈使句open/ close, stand up/ sit down。

本单元的Cartoon time以Bobby为小老师，Sam和其他动物为学生，教学了一些单词和句型，主要复习What’s this? It’s a…的句型，并呈现了新句型look at/ don’t…在本单元的Sound time中，主要归类了字母b的发音。

这一发音比较单一，基本都发成/b/，只要学生能够回忆出带有字母b的单词就能够操练。

本单元的Checkout time为Look and say. 通过图片的描述操练句型。

1. 学生自己还没有尝试过造句，本学期可以通过图文的提示或者场景的提示请学生造句。

2.学生对祈使句不了解，在教学时有必要解释一下，通过归类帮学生理解：以动词开头，表示一种指令的句子为祈使句。

3.学生虽然学习了26个字母，但是对字母在单词中的发音还没有完全的认识，本单元首先出现的是字母b在单词中的发音。

这一类辅音字母的发音比较单一，所以比较容易归类。

在教学中我们也要适当的让学生自己归归类。

二．教学目标1. 知识技能目标1)能认识主要的人物：Mr Green.2)能听懂、会说、会读、会运用单词：robot/ rubber/ parrot.3)能听懂、会说、会读、会运用单词：door/ window/ blackboard/ open/ close.4)能听懂、会说、会读、会运用句型：Stand up./ Sit down./ I’m sorry./ Come in.5)能听懂、会说、会读、会运用句型：Look at the…/ Don’t …6)能快速用It’s a…来回答What’s this?的提问。

译林英语unit1Hello教案(1-4课时)

C ．Sing a song.这个教学建议很好，大家的想法集合在一起，就可以创造新的事物，我确实也没想到，可以替换Good afternoon.让学生练习这个句型，我也会尝试用在我的教学上。

Step 2 Presentation 1. 拓展Good evening. A.引出Good evening. T: You did very well. Look at themoon.Good morning, or good afternoon?教师出示月亮的图片，让学生说说用什么打招呼。

教学：Good evening. Sing a songS ：Good evening. 让学生用这个单元的歌改编一首Goodevening.这个拓展对学生来说有些难了，我认为只要适当渗透一下，教学生有这个概念就好，不需要强化Good eveningStep3 Fun time T: You can sing very well. Let ’s play a game now.(动画)玩游戏，根据问候语作出应答。

T----S practiceS----S practice in13:00 14:00 18:00 7:00 1:0010:00教师巡视指导。

pairsConsolidation T:I have four good friends.Canyou read them?观看卡通动画，找找字母；教师教学一个一个字母教授，让学生注意写的笔顺、笔画以及美观，每个字母必须顶天立地，站如松，立如钟。

讲解英语作业本，让学生了解四线三格，指导书写格式与要求。

1．学生边跟读边书空。

我教授字母的步骤有些不一样，我是先让学生把字母当作图形去认，并让学生说一说像什么，感知后再进行四线三格的解说，最后再让学生观察每个字母的笔顺，进行模仿。

2．在本子上练习，教师做好巡视和指导。

板书设计Unit1 HelloGood morning…Hello/Hi,….Good afternoon…作业设计也学的非常扎实。

三年级下册英语教案-Unit 1 In class 复习课-译林版(三起)

三年级下册英语教案-Unit 1 In class 复习课-译林版（三起）本篇教案根据《译林版（三起）英语》三年级下册Unit 1 In class的内容编写，适用于三年级下册英语教学中的复习课。

本篇教案旨在帮助学生复习Unit 1In class所学内容，提高英语能力。

教学目标1.复习Unit 1 In class中的单词和句子结构。

2.能够听、说、读、写本单元的主要内容并运用所学知识进行交流。

3.提高学生的英语表达能力，培养英语学习兴趣。

教学重点1.单词和句子结构的巩固。

2.相关知识的拓展和运用。

教学难点1.语言表达的准确程度。

2.句子的流利度。

教学准备1.课本、单词卡片、图片等教学辅助材料。

教学过程Warm-up教师张贴“Hello, everyone!”以及各种颜色的卡片在黑板上，请学生依次接受对应颜色的卡片，拼凑出相应的单词。

教师可以通过加快和减缓速度来增加难度，引导学生在灵活的语境中完成单词拼写练习。

ReviewPart 1教师观察学生掌握的积极表达的单词，引导学生自由地使用这些单词进行对话练习，如“Hello, Tony. What color is your hat?”；“My hat is red. What about your socks?”等对话模式。

Part 2教师编制练习题，评估学生通过上述单词表达的语言运用情况。

遵循难度递进模式。

1. What color is his ball? (blue)2. What color is her dress? (red)3. How many pens do you have? (two)4. What is in your backpack? (books)5. What time is it? (4:30)请学生回答以上问题，其中1-3题可以用图片辅助教学。

Part 3教师提供情景，模拟英语场景让学生进行学习。

如：(1) Mary向Tony展示她的作业本Mary: “Hi, Tony. Look at my homework book!”Tony: “Wow, it’s so neat!”请学生重复以上对话，教师可通过纠正学生的语法错误来提升语言表达的准确性。

(最新原创)译林三年级下(3B) Unit 1 In class 单元教案

第一课时（总第课时）Teaching contents教学内容：Story timeTeaching aims and learning objectives教学目标：1．能正确理解、掌握对话内容,并能朗读对话。

2. 能正确地听、说、读单词 Mr, door, window ,blackboard , stand up, sit down, open, close.3. 能在真实的情景中正确运用Please…， Come in和日常交际用语I’m sorry.4. 培养学生学英语的兴趣，运用英语的意识。

Focus of the lesson教学重点：1. 能正确地听、说、读单词Mr, door, window ,blackboard , stand up, sit down, open, close.2. 能正确理解、掌握对话内容,并能朗读对话。

Predicted area of difficulty教学难点：1. 能比较流畅地朗读对话，并能运用所学对话描述。

2. 能在真实的情景中正确运用Please…， Come in和日常交际用语I’m sorry.Teaching aids教具准备：课件、所学过单词卡片Teaching procedures教学过程：Step 1: Warm-up1. Sing a song.<Happy New Year>2. ReviewT: Look at the pictures. I give you some pictures. Can you say something about it? For example, cake Would you like a cake? What about a cake? How nice!...Step2:Presentation1. Teach: stand up/sit downT: **, please stand up. Please sit down. (老师做向上和向下手势，并进行日常对话) OK!(板书Stand up 、Sit down ) 带读，做up和down的动作。

Unit 1 In class 教学设计(Story time)-三年级英语下册同步备课译林版(三

Unit 1 In class 教学设计(Story time)-三年级英语下册同步备课译林版（三起）教学目标1.学生能够听懂并理解故事中的基本信息。

2.学生能够运用正确的语音和语调朗读故事中的句子。

3.学生能够通过回答问题加深对故事的理解。

教学内容本节课教学内容为三年级英语下册Unit 1 In class中的Story time。

教学重点1.学生能够理解故事中的基本信息。

2.学生能够正确朗读故事中的句子。

教学难点1.学生能够通过回答问题加深对故事的理解。

2.学生能够在不同语境下正确运用所学单词。

教学过程导入1.教师播放与故事相关的音频，并让学生猜测故事主题。

2.教师出示故事中的图片和单词卡片，让学生进行词汇预习。

正文1.教师朗读故事，并让学生跟读。

2.教师用简单英语向学生讲解故事内容，并检查学生理解。

3.教师将学生分成小组进行扮演故事中的角色，通过角色扮演巩固故事内容。

4.教师让学生回答与故事相关的问题，并加深对故事的理解。

结束1.教师与学生一起复习本节课的教学内容。

2.教师鼓励学生自主使用所学知识，提高英语口语表达能力。

教学资源1.与故事相关的音频。

2.故事中的图片和单词卡片。

课时安排1.本节课为45分钟。

讲评点评本节课通过运用PPT、图片、单词卡片等多种教学资源，结合角色扮演、问答等互动式教学方法，使学生更加轻松愉快地接受教学内容，并在说、读、写、听等各方面得到了充分的锻炼，达到了预期教学目标。

同时，本节课注重培养学生的英语学习兴趣，激发学生学习英语的积极性，有利于学生更好地掌握所学知识，提高英语口语表达能力。

厦门市第二小学三年级英语下册Unit1Inclass第3课时教案牛津译林版三起7

In classUnit 2 Ability Part A一、教材内容分析本课时为闽教版三起三年级下册第二单元Ability的Part A部分，教学内容为教材第9和10页内容。

这一课时有三个部分：1.Listen and follow. 2.Look and say. 3.Listen and learn the English sounds. 1.部分借助听大家会什么，情境化地呈现了4个目标词汇：dance，swim，draw，run让学生通过看、听等途径来感知并学习这些词汇。

2.部分通过看图片说对话，帮助学生操练词汇，学会句型“I can….”。

3.部分让学生根据听，然后学习字母e在重读闭音节中的读音。

二、教学目标通过本节课的学习，学生能够达到以下目标：1、学会dance，swim，draw，run，cat，dog，duck，lion，monkey这些单词，并懂得运用。

2、看到这些单词dance，swim，draw，run能够根据语境从中选择恰当的词填空。

3、学习字母e在重读闭音节中的读音。

4、学会句子：I can….5、学会歌曲：My Little Bicycle能够唱给父母或朋友听。

6、通过学习，学会表达自己的能力，培养学生对自己能力的自信。

三、教学重难点教学重点：1、正确读写单词dance，swim，draw，run。

2、借助插图理解情景对话，正确朗读句子，“I can draw. I can dance. I can run. I can sing.”。

教学难点：运用本课所学功能句，操练本课新学词汇表达自己的能力。

四、教具准备配套教学光盘或收音机磁带，教学卡片。

五、教学过程1、热身Activity1:说一说教师询问同学平时都喜欢做什么，会做什么。

请同学用中文表达出来。

设计意图：在欢快的讨论氛围中进入学习英语状态中。

教师通过询问，为后面理解对话做铺垫，揭示本课时的主题。

Activity2:猜一猜（1）让学生看课本情景故事，引出要学习的内容。

译林英语三年级下册Unit1 In class第3课时(Cartoon time)教案 (1)

英语（三年级下册）Unit 1 In ClassCartoon timeTeaching contents教学内容Cartoon timeTeaching aims and learning objectives 教学目标1. 能听懂、会说、会读、会运用单词：robot, rubber和parrot。

2. 能听懂、会说、会读、会运用句型：Look at the …Don’t …3. 能快速用It’s a…来回答What’s this?的提问。

4. 能用Don’t…来造句。

Focus of the lesson and predicted area of difficulty 教学重点和难点1. 能区分robot和rubber。

2. 能听懂、会说、会读、会运用句型：Look at the … Don’t …3. 能用Don’t…来造句。

Teaching procedures 教学过程Step 1 Warm-up1. GreetingsT: Good morning, class.S: Good morning, Miss Ji.T: Nice to see you.S: Nice to see you too.2. Play a game—Magic eyesT: Let’s play a game first. When you see the picture, please say it loudly. If you seea bomb, please say “Bomb”. Understand?S: Yes【设计意图：通过游戏来调动学生的积极性，另一方面也可以复习前两课时学习的人物。

最后呈现Mr Robot，为下一环节的教学做铺垫。

】Step 2 Practice—Say and doT: Who’s he?S: It’s a robot.T: This is Mr Robot. Let’s say hello to him.S: Hello, Mr Robot.T: Mr Robot can do many things. Can you give him some orders? Please look at the pictures.(1) S1: Mr Robot, please stand up.R: OK.(2) S2: Mr Robot, please sit down.(3) S3: Mr Robot, open the book please.(4) S4: Mr Robot, close the book please.(5) T: What about this picture?S: Mr Robot, please look at the blackboard.T: Great.【设计意图：操练本单元表示口令的词汇和句型。

译林版英语三年级下册第一单元教案

译林版英语三年级下册第一单元教学要求教学内容及课时安排：1.话题和功能：Making requests/Apologies2.日常用语与句型：Open your books/the door. Stand up. Sit down. Come in, please.I’m sorry.3.词汇：in class, stand up, Mr, sit down, please, sorry, come in, blackboard,rubber, don’t=do not, listen to, parrot, open, the, door, close, window, book4.歌谣：Open the window5.语音：字母b在单词中的发音。

八课时单元教学目标：1.能听懂、会说、会读、会运用句型：Open your books/the door. Stand up. Sit down.Come in, please. I’m sorry.2.能听懂、会说、会读词汇in class, stand up, Mr, sit down, please, sorry, comein, blackboard, rubber, don’t=do not, listen to, parrot.3.能听懂、会说、会读、会写单词open, the, door, close, window, book.4.会诵读歌谣：Open the window5.能听懂、会说、发音准确：字母b在单词中的读音。

单元教学重点、难点：重点句型：Open your books/the door. Stand up. Sit down. Come in, please. I’m sorry.词汇：in class, stand up, Mr, sit down, please, sorry, come in, open, the, door, close, window, book语音：字母b在单词中的读音难点句型：Open your books/the door. Stand up. Sit down. Come in, please.的正确读法和在情境下的正确运用。

苏教牛津译林版三年级英语下册Unit 1 In class 第三课时 Cartoon time教案

Please open the window.
Please come in. Please stand up. Please loo at the blacboard. Please open the door. Please close the window. Please sit down.让学生学会用Please”.
教学过程
教学环节
教师活动
学生活动
设计意图
导入新课
一、Let’s play
做游戏Missing game复习所学单词
通过游戏方式复习所学单词。
激发学生的好奇心和学习兴趣，自然引出新课。
讲授新课
二、Play games
1．教师请一名学生上台，抽取一张句型条型码，看完后做动作，其他同学说相应的句子。
Stand up. / Sit down./ Come in./Close/Open the boo. Close/ Open the window(door)
板书
Unit1In class
句型：
九、Summary
词汇door, window, blacboard, sit down, stand up, open, close, please, sorry, don’t, listen to.
反义词（词组）open- close.Stand up—Sit down.
六、Homewor
1.ReadCartoon time.
2. Write the dialogues after class.
配合老师练习祈使句的用法。
新单词的学习：观看老师播放的图片，认识故事中的主人公，积极回答老师提出的问题。
跟读新单词，注意模仿发音，同时记忆单词的拼写；播放课文录音时，听的同时圈出新词汇，模仿语音语调；

译林版英语三年级下册Unit1教案

译林版英语三年级下册Unit1教案一、教学内容1. Comic strip：Bob和Sam之间的对话，引入“in”和“out”两个词汇。

2. Fun with language：通过图片和句子，学习“in”和“out”的用法。

3. Look and say：观察图片，用“in”和“out”描述图片中的事物。

4. Look, think and say：思考并回答问题，加深对“in”和“out”的理解。

二、教学目标1. 能够听懂、会说、会读单词“in”和“out”。

2. 能够运用“in”和“out”描述物体位置。

3. 能够理解故事情节，进行简单的角色扮演。

三、教学难点与重点教学难点：正确运用“in”和“out”描述物体位置。

教学重点：掌握单词“in”和“out”的听说读写。

四、教具与学具准备1. 教具：图片、卡片、多媒体课件。

2. 学具：课本、练习本、彩色笔。

五、教学过程1. 热身活动（5分钟）师生问候，复习上节课所学内容。

播放歌曲《In and out》，学生跟唱。

2. 实践情景引入（5分钟）展示一张室内和室外图片，引导学生用中文描述图片内容。

引入“in”和“out”，让学生尝试用英文描述图片。

3. 新课内容呈现（10分钟）展示Comic strip，学生观看动画，理解对话内容。

教师引导学生学习“in”和“out”的用法。

学生跟读、模仿，进行角色扮演。

4. 例题讲解（10分钟）展示Fun with language中的图片，引导学生用“in”和“out”描述。

教师示范，学生模仿。

学生自主练习，教师指导。

5. 随堂练习（5分钟）学生两人一组，用“in”和“out”描述周围的事物。

教师巡回指导，纠正错误。

教师带领学生回顾本节课所学内容。

学生进行角色扮演，巩固“in”和“out”的用法。

六、板书设计1. 单词：in，out2. 句子：The cat is in the box. The dog is out of the box.3. 图片：室内外场景图七、作业设计图片1：书本在书包里。