小学英语新外研版(一起)三年级上册M1备课
新版外研版(一起)小学英语三年级上册全册教案
技能
目标
听
听懂询问和描述他人正在做什么的表达：What are you doing? I’m watching TV. What’s he doing? He’s doing his homework.
说
学会询问和描述他人正在做什么：What’s he doing? He’s doing his homework.
学习策略
在游戏和完成任务的活动中积极运用所学英语进行交流；在小组活动中积极与他人合作，共同完成学习任务。
文化意识
简单了解中西方饮食方面的差异。
情感态度
培养对西方文化的一点兴趣，乐于与外国人交流。
教学任务建议
任务
就本课所学语言进行小组间比赛，看看哪一组能说出最多的关于中西饮食习俗的句子。
题目
I’m eating hamburgers and chips.
能够询问他人的物品并做出相应的回答：Is it Fangfang’s ruler? Yes, it is. / No, it isn’t.
读
能够看图读出课文中带有新学单词的句子以及活动2中本课的主要句型These are Sam’s trousers. This is…。
写
能够抄写句子：These are Sam’s trousers.
题材
（主要）
内容
Ms Smart带Amy和Sam到公园游玩，互相询问所看到的景物。
教学目标
语言
知识
目标
功能
询问或描述看到的景物。
语法
（结构、
句子）
学习句子：
What are these/those? They’re dragon boats.
These ducks are very naughty.
Module1(教案)外研版(三起)英语三年级上册
教案：外研版（三起）英语三年级上册 Module 1一、教学目标1. 知识目标（1）能够听懂、会说、会读本模块的关键词汇和句型。
（2）能够运用所学知识进行简单的日常交流。
2. 能力目标（1）培养学生的听说能力，提高学生的英语综合素质。
（2）培养学生的团队合作精神，提高学生的交际能力。
3. 情感目标（1）激发学生学习英语的兴趣，增强学生的自信心。
（2）培养学生的跨文化交际意识，提高学生的人文素养。
二、教学内容本模块主要介绍了一些日常生活中的基本词汇和句型，包括问候、介绍、询问等情景。
通过本模块的学习，学生能够掌握一些基本的英语表达方式，为后续学习打下基础。
三、教学重点与难点重点：本模块的关键词汇和句型。
难点：正确运用所学知识进行日常交流。
四、教具与学具准备教具：多媒体课件、教材、录音机、磁带。
学具：课本、练习册、录音机、磁带。
五、教学过程1. 热身（5分钟）（1）教师与学生进行简单的英语交流，检查学生的英语水平。
（2）学生进行小组活动，相互问候，介绍自己。
2. 课堂导入（10分钟）（1）教师通过多媒体课件展示本模块的主题。
（2）教师引导学生学习本模块的关键词汇和句型。
3. 课堂讲解与实践（10分钟）（1）教师详细讲解本模块的关键词汇和句型。
（2）学生进行小组活动，运用所学知识进行日常交流。
4. 课堂练习（10分钟）（1）教师布置练习题，学生独立完成。
（2）教师选取部分学生的作业进行点评。
（2）学生分享自己的学习心得。
六、板书设计板书设计如下：Module 1：日常交流关键词汇：1. Good morning 早上好2. Good afternoon 下午好3. Good evening 晚上好5. I'm fine, thank you. 我很好，谢谢。
句型：1. Hello, my name is .Hello, my name is .2. What's your name?My name is .七、作业设计1. 抄写本模块的关键词汇和句型。
三年级英语上册 Module 1 Greetings教案 外研版(一起)
Module 1 GreetingsUnit 1 I’m Sam.教学目标：1、知识目标：1）能听、说、读、写单词：I,am ,I’m,hello,goodbye.2）会读简单的词组：I’m Sam .Goodbye.Bye-bye.3）会向他人问好和道别，能简单地作自我介绍。
2、能力目标：通过运用Hello, Hi, Goodbye, Bye-bye进行打招呼，并运用I’m…的句型进行自我介绍等情景让学生在感知、模仿、学习、体验的基础上逐步达到自然交流与真实运用语言的目的。
3、情感目标：培养学生初学英语的兴趣。
通过大量的游戏活动让学生充分体会学习英语的乐趣所在。
同时教育学生要有礼貌的与人交际，主动与他人沟通，并逐渐建立深厚友谊。
二、教学重难点：1、重点：掌握单词：hello,hi, I,am ,I’m googbye,bye-bye。
2、难点：能用简单的英语向别人问好和道别，进行简单的自我介绍。
三、教具准备：单词卡片，录音机，磁带，课件。
四、教学过程：Step1 Warming up and leading in1、Greeting：T:Hello,boys and girls.I’m Mrs Li. I’m your English teacher . Ok. Can you say hello to me？(教师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、出示卡片带读单词：hello\hi 向学生说明Hi和HelIo是一样的。
3、让同学向老师问好4、同桌问好。
Step 2 Teaching：I’m_____ .1、用英语告诉学生本人名字，说: I’m_____ .并将名字写在横线上。
引出课题，并且让学生齐读课题。
2、教授单词I和I’m。
三年级上册英语教案-Module1-外研社(一起)
三年级上册英语教案Module1外研社（一起）一、教学目标1. 知识与技能目标：通过学习Module1，使学生掌握本模块的单词、句型和日常用语，能够运用英语进行简单的自我介绍和交流。
2. 过程与方法目标：通过课堂活动，培养学生英语听、说、读、写的能力，提高学生的英语综合素质。
3. 情感态度与价值观目标：激发学生学习英语的兴趣，培养他们合作学习的精神，增强学生的集体荣誉感。
二、教学内容1. 单词：学生能够听懂、会说、会读本模块的单词，如：hello, class, name, fine等。
2. 句型：学生能够听懂、会说、会读本模块的句型，如：Hello, class!Hello!What's your name? My name is 等。
3. 日常用语：学生能够听懂、会说、会读本模块的日常用语，如：How are you? I'm fine, thank you.等。
三、教学重点与难点1. 教学重点：掌握本模块的单词、句型和日常用语，能够运用英语进行自我介绍和交流。
2. 教学难点：正确运用句型和日常用语进行英语交流，注意单词的发音和拼写。
四、教具与学具准备1. 教具：录音机、磁带、PPT课件、黑板、粉笔等。
2. 学具：英语课本、练习本、彩笔等。
五、教学过程1. 热身活动：播放英语歌曲，营造英语学习氛围，激发学生学习兴趣。
2. 新课导入：通过图片、实物等展示本模块的单词，引导学生学习。
3. 课堂讲解：讲解单词、句型和日常用语的含义和用法，进行示范和指导。
4. 课堂练习：组织学生进行听、说、读、写的练习，巩固所学知识。
6. 课后作业：布置适当的作业，巩固所学知识。
六、板书设计1. Module12. 内容：单词、句型、日常用语3. 设计：清晰、简洁、有条理七、作业设计1. 听力作业：听录音，跟读单词和句子。
2. 口语作业：用英语进行自我介绍和交流。
3. 写作作业：抄写单词和句子，进行简单的英语写作。
外研版小学英语(一年级起点)三年级上册Module1 Unit1 参考教案
Module1 Unit1 参考教案一、教学内容外语教学与研究出版社（一起点）三年级上册第一模块Unit 1 Do you use chopticks in the UK?二、教学过程建议（一）热身导入1．教师展示SB Unit 1活动1的挂图，并出示课前整理的二年级上学期所学韵句的图片，然后请学生选择哪些韵句与今天学习的内容相关。
学生自选韵句后，教师将韵句中含有“rice，noodles，meat”的语句写在黑板上，帮助学生复习巩固。
然后请全班学生一起说一说选中的韵句。
2．请学生继续观察挂图，理解语境：Daming在吃饭，小狗眼博地盯着桌上的食物，Daming问它想吃米饭还是面条，结果它想吃的是肉。
教师告诉学生这只小狗叫Bob，这学期会经常出现在导入活动中。
3．播放SB Unit 1活动1的动画或录音，请学生全班跟读、小组跟读、个人跟读。
教师使用图片、单词卡片等教具，带领学生学习单词“want”。
这是要求运用的词汇，这里可简单进行运用训练，在活动2中再进一步巩固。
4．请学生两人一组分角色朗读并表演课文。
（二）任务呈现1．教师告诉学生：“升入三年级后我们要更积极地参与学校的活动。
目前学校希望了解大家对于营养餐的需求。
我们要先认真学习本单元的内容，学完之后，就可以在班级内展开调查啦！”（三）课文学习1．播放SB Unit 1活动2的动画或录音，请学生看动画或边听录音边看挂图，教师帮助学生理解课文语境。
2．再次播放录音，请学生完整地听一遍录音，进一步理解课文并回答问题: What do Amy and Daming eat at the park? Does Amy know how to use chopsticks? What does she use in the UK?3．播放第三遍录音，逐句停顿，请学生跟读。
对于较难的语句，教师可先带读生词，然后按照意群、节奏带读完整的句子，同时请学生注意模仿语音语调。
新版外研版(一起)小学英语三年级上册全册教案
新版外研版(一起)小学英语三年级上册全册教案Module 1 Unit 1: Do You Use Chopsticks in England?In this unit。
Ms。
Smart。
Amy。
and Daming go out to have fun。
On the way。
Amy gets hungry。
XXX。
because Amy is used to using a knife and fork to eat in England。
she has a hard time using XXX.XXX:Language n: XXX.Grammar Knowledge: Do you use chopsticks in England?Listening: Students can understand the words: use。
chopsticks。
hard。
people。
knife。
fork。
easy.Speaking: Students can say the words: use。
chopsticks。
hard。
people。
knife。
fork。
easy.Reading: XXX read the words in the text: use。
chopsticks。
hard。
people。
knife。
fork。
easy.Writing: Students can write the words: use。
chopsticks。
hard。
people。
knife。
fork。
easy.Language Listening: Students XXX.Skill Speaking: Students XXX related to Chinese and Western customs。
such as "Do you use chopsticks in England?" and "No。
小学英语新外研版(一起)三年级上册M2U1教案.docx
小学英语新外研版（一起）三年级上册We're making a cake. 教学设计教学目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 reading’m.教学重点和点Teaching important and focal points:What are you doing? We’ re making a cake.Please be quiet! I’ m working.教学准Teaching Aids:1.tape-recorder2.some cardsTeaching course:第一步身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.第二步与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 t he cassette again. Ask the children to find“ We are making⋯” Then explain.6.Play the cassette again. Ask the students to repeat.第三步Step Three1.Listen to the tape and say the sentence.2.Explain and practice: Read row by row.3.Practice in pairs. Then check it.第四步Step Four1.Point and say: cake, plane, kite, noodles2. Practice in pairs.: What are you doing? We’nere. making a pla3.Check them.第五步Step Five1.Listen and write the missing words.2.Now point and say.家庭作业Homework:Read the text to your friend or your parents.思考Thinking:This book is difficult for almost students. I spent more time to teach it about module one. They are nothappy to learn it. Unit one: They couldn well’t. readTheyitcouldn’ t say,“ chopsticks, knife, fork”a some sentences well.。
Module1(教学设计)外研版(一起)英语三年级上册
（5）阅读理解：提供一些与家庭成员英文表达相关的阅读材料，要求学生进行阅读理解练习，以提高阅读理解能力。
2. 作业反馈
及时对学生的作业进行批改和反馈，指出存在的问题并给出改进建议，以促进学生的学习进步。具体包括以下几个方面：
2. 拓展建议
本节课的拓展建议包括自主学习、小组学习、课堂展示等。
自主学习：建议学生利用课余时间进行自主学习，通过阅读图书、浏览网络资源、观看视频资源等方式，提高家庭成员英文表达的能力。
小组学习：建议学生分组进行小组学习，共同完成一些与家庭成员英文表达相关的任务，如制作家庭成员英文介绍卡片、进行角色扮演等。通过小组学习，学生能够相互学习、共同进步。
其次，在文化意识方面，本节课将引导学生了解和尊重不同的文化背景，培养他们的跨文化交际能力。学生将学习到家庭成员在不同文化中的表达方式和特点，从而更好地理解和尊重不同的文化。
再次，在思维品质方面，本节课将通过各种互动活动，培养学生的思维能力，如观察、分析、推理等。学生将通过观察家庭成员的特点，分析家庭成员之间的关系，推理家庭成员在不同文化中的表达方式。
2. 家庭成员英文表达基础知识讲解（10分钟）
目标： 让学生了解家庭成员英文表达的基本概念、组成部分和原理。
过程：
讲解家庭成员英文表达的定义，包括家庭成员的英文名字。
详细介绍家庭成员的英文表达组成部分或功能，使用图表或示意图帮助学生理解。
3. 家庭成员英文表达案例分析（20分钟）
目标： 通过具体案例，让学生深入了解家庭成员英文表达的特性和重要性。
强调家庭成员英文表达在现实生活或学习中的价值和作用，鼓励学生进一步探索和应用家庭成员英文表达。
外研社一起三年级上第一模块教案
外研社一起三年级上第一模块教案第一篇：外研社一起三年级上第一模块教案课题：Module1 课型：新授课课时：4累计课时：4第一课时教学内容：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 …? T eaching difficult point: The pronunciation of some new words.For example, chopsticks Preparation: Word card, CD-ROM Teaching 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 pat tern.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 practice The teacher makes use of the picture “noodles” and a new word “chopsticks” can be leaded out.T: 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 theactivity 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 use Chopsticks 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-small long-shortfat-thinhot-coldwhite-blackeasy-hard Listen 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 readthe 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.第二课时教学内容：Unit 2 I’m eating hamburgers and chips Teaching aims:(1)Mastering the new words: hamburgers, chips, fast food(2)The basic structure of processing tense Teaching important point: The processing tense Teaching difficult point: The changes of “be” Preparation: Word card, card for real things,CD-ROM Teaching 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 i s 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 herhand.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: H e’s---S: What is Daming using?S: He’s---Step 3 Consolidation and extension 1.Game: What am I eating? The teacher does actions and asks students to guess what heshe 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 Summary The differences between Chinese customs and English customs ChinaEngland We use ___________.They use _____________ _____ is Chinese fast food._____ and _____ are English fast food Step 5 Homework Make a summary about the differences in customs in different countries.第三课时教学内容: 复习Unit1的知识点教学过程:一、复习重点句型1、CAI出示句型，学生认读。
三年级英语上册全册教案(外研版一起).doc
三年级英语上册全册教案（外研版一起）module 1 the 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 inengland?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 forkin …?teaching difficult point:the pronunciation of some new words. for example, chopstickspreparation: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 theteacher 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 leadedout.3456789101113141516171819202223242526272018--06module 1 the 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 y ou 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 chinaand 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 inengland?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 forkin …?teaching difficult point:the pronunciation of some new words. for example, chopstickspreparation: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 leadedout.3456789101113141516171819202223242526272018--06module 1 the 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 w ant… 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) theprocessing 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 inengland?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 thewestern countries and china. teaching important points:do you use chopsticks in …?do you use a knife and forkin …?teaching difficult point:the pronunciation of some new words. for example, chopstickspreparation: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 leadedout.3456789101113141516171819202223242526272018--06module 1 the 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 ofprocessing tenseattitude aims:the students could make differences in food culture between the western countries and china. teaching important points:(1) do you usech opsticks 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 inengland?teaching aims：(1)make students remember the new words: chopsticks, a knife and fork, use, easy, hard andmess(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 forkin …?teaching difficult point:the pronunciation of some new words. for example, chopstickspreparation: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 leadedout.3456789101113141516171819202223242526272018--06module 1 the 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 chopst icks 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. thestudents could speak freely according to their own vocabularies.unit 1 do you use chopsticks inengland?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 forkin …?teaching difficult point:the pronunciation of some new words. for example, chopstickspreparation: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 leadedout.3456789101113141516171819202223242526272018--06module 1 the 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 isgiven 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 inengland?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 forkin …?teaching difficult point:the pronunciation of some new words. for example, chopstickspreparation: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 leadedout.3456789101113141516171819202223242526272018--06module 1 the 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 processof 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 inengland?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 forkin …?teaching difficult point:the pronunciation of some new words. for example, chopstickspreparation:word card, cd-romteaching process:warming up part:the teacher shows many pictures about food.(noodles,rice, hamburgers,cakesand 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 leadedout.3456789101113141516171819202223242526272018--06module 1 the 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 inengland?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 forkin …?teaching difficult point:the pronunciation of some new words. for example, chopstickspreparation: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 leadedout.3456789101113141516171819202223242526272018--06module 1 the 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 countriesand 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 inengland?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 sentencepatterns.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 forkin …?teaching difficult point:the pronunciation of some new words. for example, chopstickspreparation: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 leadedout.3456789101113141516171819202223242526272018--06module 1 the 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 sentencepatterns.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 inengland?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 forkin …?teaching difficult point:the pronunciation of some new words. for example, chopstickspreparation: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 leadedout.345678910111314151617181920222324252627。
小学英语新外研版(一起)三年级上册M10U1 教案
小学英语新外研版（一起）三年级上册Module 10 Unit 1 Are you going to Hong Kong?教学设计一、教材分析。
1、本课是新标准英语（一起点）第五册第十模块第一单元。
本课主要学习如何讨论将来要做的事情。
主要练习了一般将来时时态。
2、教学目标：（1）知识目标：能够掌握重点单词：Hong Kong, sea, airport.能够掌握重点句型: Are you going to go to Hong Kong? Yes, I am. / No, I’m not.What are you going to do? I’m going to swim in the sea.（2）能力目标：能用Are you going to …? 以及What are you going to do?来对他人将要做到事情提问，并且在别人询问自己时能做出正确的回答。
（3）情感目标：培养学生做事情之前做好打算以及做事情一定要认真细心的习惯。
培养学生良好的提问回答意识。
3、教学重点及难点：（1）教学重点：对句型What are you going to do? I’m going to …的掌握。
（2）教学难点：能熟练运用所学语句进行交流，并能在真实的语境中运用。
二、教学准备。
CD-Rom, word cards, PPT.三、教学过程。
Step 1: Greeting and Warming up ( 师生问候与热身)1、Greeting (师生问候)T: Good afternoon, boys and girls.Ss: Good afternoon, Miss He.【设计意图】：师生间相互问好，介绍评价机制，全班分为两个大组进行奖励评价，同时与个人奖励评价相结合，最终哪个组得到的笑脸多哪个组即为获胜组。
2、Warming up(热身): To say a chant（唱韵律诗）Play, play, play basketballEat, eat, eat an appleRide, ride, ride my bikeDo, do, do my homeworkWatch, watch, watch TVSwim, swim, swim in the sea【设计意图】：通过朗朗上口的说唱加上动作，使学生快速投入英语学习氛围，激发学习兴趣，同时渗透本节课句型。
小学英语新外研版(一起)三年级上册unit1第一课时教案
小学英语新外研版（一起）三年级上册Module 3 Unite 1 These ducks are very naughty.教材分析：Amy, Sam and Ms Smart are going to a park. They see some dragon boats. They row on the lake and feed the ducks. The module is about describing a scene.学情分析：学生对本课的单词比较熟悉，尤其是this/that引出these 和those，新旧知识结合会更好的掌握本课内容。
教学目标1.能够听懂，会说，认读和运用下列词汇naught dragon boat row lake feed get out.2. 掌握功能句What are these/those? They’re dragon boats. These ducks are very naughty.3.让学生体会和掌握如何询问不知道的非单数一些事物，并且学会回答。
4.激发学生爱生活、爱自然的思想情感。
培养学生学习英语的兴趣，善于倾听，愿意与人合作,并能愉快、积极的与他人交流。
对所谈话题感兴趣，并能积极投入到教学活动中去。
教学重点1.会读、会认新词六个：naughty、dragon boat、row、lake、feed、get out，并能区分“these”和“those”的指代。
2.会读、会认会用句子What are these?/What are those?进行提问及回答。
教学难点1. 能正确区分“these”和“those”的指代并引导学生正确拼读。
2.能正确理解What are these?/What are those?并会正确使用。
3.能用非单数句描述一个场景。
并能区分运用好单数和非单数句型。
教学准备图片、CD-ROM、ppt学生分析三年级学生思维活跃，语言已有一定的积累，初步形成对特殊疑问句结构的认识。
英语外研版小学三年级第一册教案
英语外研版小学三年级第一册教案Module 1 GreetingsUnit1 I’m Sam.一、教学准备与分析：1．教学重点：1.学会并运用Hello，Hi进行相互间问好打招呼。
2.引导学生使用I’m …句型进行自我介绍。
2．教学难点：1.要求学生注意I’m中m的发音，不要吞音，发音要到位。
2.强调Goodbye和Bye-bye的正确发音。
3．任务设计：A. 学习任务：学习Hello, Hi, Goodbye, Bye-bye进行有礼貌的打招呼。
B. 运用任务：通过“亲密接触”游戏，让学生作真实的自我介绍，来调动学生主动参与的积极性。
二．课堂教学程序：1、启动：课前播放学生熟悉的英文儿歌Hello 或字母歌渲染课堂学习的活跃气氛。
2．导入：启发学生当他们在新学期初次见面的时候，他们是如何相互间有礼貌的打招呼问好的呢？当他们在彼此陌生的情况下，是如何相互作自我介绍，互相交流的呢？3．呈现：(1) 教师首先以自然的方式配以恰当的手势动作和不同的语调来向学生问好Hello , Hi。
同时也引导学生向教师说Hello , Hi 。
然后让学生相互间用Hello, Hi 练习问好。
（2）邀请几位同学到讲台上来，分别戴上他们喜欢的人物头饰并自我介绍说Hello I’m …然后请同学作真实的自我介绍。
4、操作与指导：（1）指导学生做课堂活动用书活动1，要求学生仔细听录音，分辨出课本中的四个主人公：Sam，Amy，Lingling，Daming以便学生熟悉这四个小朋友的特征。
（2）四人一个小组操练Hello或者Hi，设置不同的场景恰当地运用Hello或者Hi打招呼。
（3）帮助学生理解I’m …，并用I’m …向全班同学做自我介绍。
5、完成运用任务：学生面向全班同学做真实的自我介绍，运用“亲密接触”的游戏来调动学生主动参与的积极性。
6、复习总结：（1）听录音跟读磁带。
（2）鼓励学生在课下遇到老师、家长、同学时用Hello或者Hi打招呼，分手时用Good bye或者Bye-bye道别，自我介绍时用I’m句型。
外研社三年级起点三年级上M1集体备课教案
香江国际实验学校英语组集体备课教学设计
模块教学计划
年级：三年级主备：任雪梅使用教师：
Title(课题):Module 1
Topic（话题）:见面招呼以及告别。
Target Languane(核心语言):
1、Hi,/Hello,I’m...
2、How are you? I’m fine,thank you.
3、Good morning.Goodbye.Bye-bye.
Module Teaching Aims(模块教学目标):
1、认识26个字母。
2、学会用核心语言见面打招呼以及问候、告别。
3、学会英语儿歌Hello,Hello。
4、培养学生对英语学习的兴趣，鼓励他们在生活中练习英语。
Module important and difficult points(模块教学重难点)：
1、认识26个字母。
2、学会用核心语言见面打招呼以及问候、告别。
Peroid plan(课时安排):4peroids
教案设计
课时教案设计
课时教案设计
课时教案设计。
新外研版三年级英语上册Unit 1 I'm Sam 教案 2.doc
Module 1 Unit 1 教案 2一、教学目标词汇：I, am, hello/hi, goodbye/bye-bye, ooh.句型：I am …或 I’m …二、教学栏目Listen and say. & Practise.三、教学重点1. 通过Listen and say学习问候语与道别语，以及句型I’m …，使学生能够基本听懂会话，并能使用新句型进行自我介绍。
2. 通过Practise，帮助学生进行巩固和拓展训练。
四、教学步骤Step 1 Warming up1. Listen and sing the ABC song .2. Say the letters one by one.Step 2 Leading in and presentation1. Tell students: From today, we begin to learn our books. First, let’s meet our friends in the book. Look! They’re coming.教师带上不同的头饰，跟学生打招呼Hello, I’m Daming.Hello, I’m Lingling.Hello, I’m Sam.Hello, I’m Amy.教师运用肢体语言及声音变化让学生明白意思，并着重强调Sam和Amy的发音。
2. 教师将句型：Hello, I’m …写在黑板上，教学发音，着重强调I’m的发音。
然后让学生仿照句型作自我介绍。
教师及时给予表扬和奖励，激发学生的热情和积极性。
Step 3 Practise1. Ask students to say “Hello” say “Goodbye” to their partner.2. Then ask some pairs to act.Step4 Summary1. Meet the four friends again, revise their names.2. Point the important sentences and lead to read again.Step 4 Homework1. Read the new words and remember their Chinese meaning.2. Listen and read the text for 5 times, then recite it.。
小学英语新外研版(一起)三年级上册M1备课
小学英语新外研版（一起）三年级上册第一模块单元备课卡一、教学内容：Do you use chopsticks in the UK?二、教材分析：Ms Smart, Amy和Daming外出游玩，途中Amy 肚子饿，Daming 和她一起去吃面条，但是Amy因为在英国用惯了刀叉吃饭，所以她筷子用得很糟糕。
Daming了解情况后说中国人同样用不好刀叉。
三、教学目标1、知识与能力目标（1）使学生掌握词汇chopsticks, a knife and fork, use, easy, hard,以及能达到听说要求的mess。
（2）掌握句型Do you want…? Do you use …?, 并能够运用此类句型进行问答练习，以及实际运用。
2、情感态度目标比较中西方饮食文化的差异，使学生了解一些西方相关的文化，同时对学生进行德育的熏陶，当别人遇到困难，我们应当帮助他人。
四、教学重点难点重点：Do you use chopsticks in …?Do you use a knife and fork in …?难点：个别单词的发音，如，chopsticks五、突破重点难点1、对所学内容能主动练习和实践；2、在游戏和练习活动中能积极运用所学英语进行交流；3、在小组活动中能积极与他人合作，共同完成学习任务。
六、课时划分本模块分2个单元2周内完成共六个课时。
第一课时M1U1一、教学内容：Do you use chopsticks in the UK ?二、课型：新授课三、教学目标1．知识与能力目标（1）使学生掌握词汇chopsticks, a knife and fork, use, easy, hard,以及能达到听说要求的mess。
（2）掌握句型Do you want…? Do you use …?, 并能够运用此类句型进行问答练习，以及实际运用。
2．情感态度目标比较中西方饮食文化的差异，使学生了解一些西方相关的文化，同时对学生进行德育的熏陶，当别人遇到困难，我们应当帮助他人。
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小学英语新外研版（一起）三年级上册第一模块单元备课卡一、教学内容：Do you use chopsticks in the UK?二、教材分析：Ms Smart, Amy和Daming外出游玩，途中Amy 肚子饿，Daming 和她一起去吃面条，但是Amy因为在英国用惯了刀叉吃饭，所以她筷子用得很糟糕。
Daming了解情况后说中国人同样用不好刀叉。
三、教学目标1、知识与能力目标（1）使学生掌握词汇chopsticks, a knife and fork, use, easy, hard,以及能达到听说要求的mess。
（2）掌握句型Do you want…? Do you use …?, 并能够运用此类句型进行问答练习，以及实际运用。
2、情感态度目标比较中西方饮食文化的差异，使学生了解一些西方相关的文化，同时对学生进行德育的熏陶，当别人遇到困难，我们应当帮助他人。
四、教学重点难点重点：Do you use chopsticks in …?Do you use a knife and fork in …?难点：个别单词的发音，如，chopsticks五、突破重点难点1、对所学内容能主动练习和实践；2、在游戏和练习活动中能积极运用所学英语进行交流；3、在小组活动中能积极与他人合作，共同完成学习任务。
六、课时划分本模块分2个单元2周内完成共六个课时。
第一课时M1U1一、教学内容：Do you use chopsticks in the UK ?二、课型：新授课三、教学目标1．知识与能力目标（1）使学生掌握词汇chopsticks, a knife and fork, use, easy, hard,以及能达到听说要求的mess。
（2）掌握句型Do you want…? Do you use …?, 并能够运用此类句型进行问答练习，以及实际运用。
2．情感态度目标比较中西方饮食文化的差异，使学生了解一些西方相关的文化，同时对学生进行德育的熏陶，当别人遇到困难，我们应当帮助他人。
四、教学重点难点重点：Do you use chopsticks in …?Do you use a knife and fork in …?难点：个别单词的发音，如，chopsticks六、教具：CD ; word cards； Pictures.七、教学过程Step 1 Warm up1. 出示大量食物的图片( noodles, rice, hamburgers, cakes, etc.)Do you like noodles? Yes, I do. No, I don’t.Do you want …? Yes, I do. No, I don’t.Step 2 Presentation and practice1. (1) 教师借用noodles这张图片引出chopsticksT: I like noodles. I eat noodles with chopsticks. 拿出实物“筷子”，边做动作边说引出单词chopsticks并出示卡片。
这个单词的读音对于学生来说是一个难点，因而要让学生尽可能多说,及时纠正学生的发音。
(2)教师在与学生的交流中引出新单词useT: Can you use chopsticks?出示卡片use ，引导学生跟随老师自然的说出句型We use chopsticks in China.并且板书，We use chopsticks.Do you use chopsticks? Yes, we do. No, we don’t.Ask and answer in pairs.2. 教师通过询问在英国，人们是否使用筷子，引出a knife and fork,并出示卡片，教读单词[小精灵儿童网站]T: We use chopsticks in China. Do English people use chopsticks?S: No, they don’t.English people use a knife and fork.引出a knife and fork，并教读。
补充板书，并且进行简单句型操练，再进行一般疑问句的问答练习：Do you use chopsticks / a knife and fork? Yes, I do. No, I don’t.3. Presentation of the text.（1） 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?”第一次观看CD-ROM,并回答问题。
（2）再次观看课文Now Amy is using chopsticks. Watch again, then answer the next question: Are the chopsticks “easy”or “hard” for her?easy – hard 引出两个新单词，并引导学生说出完整的句子Chopsticks are hard for Amy.A knife and fork is easy for her.课件出示学生过去学习过的反义词，先让学生来试着说说看:big-small long-short fat-thinhot-cold white-black easy-hardListen again, then answer: Are the chopsticks “easy” or “hard” for English peo ple?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/ 出示卡片教读这个二会单词（3）第三遍打开课本跟读。
（4） Find the sentences, “ Do you …?”. Then circle them.学生领读找出来的句子。
八、教学反思1、教师创设情境，呈现新单词和句型，学生在教师的引领下学习语言。
2、单词的教学要放到句型的操练中才有意义。
3、通过游戏，学生自然而然地把所学知识应用到实践中，既培养了思维能力，又调动了学生的学习积极性。
第二课时M1U1一、教学内容：Do you use chopsticks in the UK ?二、课型：新授课三、教学目标1．知识与能力目标（1）使学生掌握词汇chopsticks, a knife and fork, use, easy, hard,以及能达到听说要求的mess。
（2）掌握句型Do you want…? Do you use …?, 并能够运用此类句型进行问答练习，以及实际运用。
2．情感态度目标比较中西方饮食文化的差异，使学生了解一些西方相关的文化，同时对学生进行德育的熏陶，当别人遇到困难，我们应当帮助他人。
四、教学重点难点重点：Do you use chopsticks in …?Do you use a knife and fork in …?难点：个别单词的发音，如，chopsticks五、教具：CD ; word cards； Pictures.六、教学过程1. 课件出示学生过去学习过的反义词big-small long-short fat-thinhot-cold white-black easy-hard进行小活动：快速说出所出示单词的反义词T: If I say “big”. You should say “small”. Please say the words as quickly as you can.2．打开课本跟读模仿。
3. Practice根据课文内容补全句子,分两步由学生补充完整。
（1） In China, we use _________. In England, people use ________.Chopsticks are ______ for Chinese people. They are ____ for English people.（2） In …, we use … In …, people use ……is / are easy for … … is / are hard for …5. Chant: Do you use chopsticks?Yes I do. Yes, I do.We use chopsticks in China.They’re easy for us.通过课件，学生跟随老师有节奏地表演Chant，同时运用课件给出结构，学生编第二首Chant5. Activity BookPage 2 Exercise 1 Look and write the missing words.(1) 学生补全句子(2)借用实物投影仪，展示出学生的练习，读出句子，并进行纠正。
6. Guessing Game（1）运用课件打出第3页练习3的图片，让学生通过提问餐具，而猜出是想要哪一种食物？E.g. Do you use chopsticks? Yes, I do.Do you want rice? No, I don’t.Do you want noodles? Yes, I do.（2）在课本练习3的基础之上拓展相应的内容，可以再提供更多的食物图片，如：cakes, bread, vegetable, soup, etc.7. Summary:引导学生说出中西方饮食餐具的不同。
8.Homework1、Listen, point and repeat the dialogue on page 22、运用Do want …? Do you use …? 句型在班级里进行小调查，调查同学们都喜欢那些食物？七、教学反思我认为自己在以下几个方面还需要进一步提高，首先，面部表情自然些，其次，单词学习时间有点长，在以后教学中，一定要精心设计每一个教学环节，合理分配好时间，第三，大胆把课堂放给学生。
第四，积极给予学生恰当有效的评价。
第五，争取让每个同学都有发言的机会。
在以后的教学中，我一定会扬长避短，认真学习课程标准，遇到不懂得问题及时请教；积极参加每次教育教研活动，并在活动中积极发言；积极听评课，向优秀老师学习；充分利用网络资源，观看优秀教学视频，总之，想尽一切办法，努力学习，努力上好每一节课。