新世纪小学英语3A教案 Unit 1 Now we are in P3
Unit1SectionA3a,3b教案
2.引导与启发：在讨论过程中，我将作为一个引导者，帮助学生发现问题、分析问题并解决问题。我会提出一些开放性的问题来启发他们的思考。
3.成果分享：每个小组将选择一名代表来分享他们的讨论成果。这些成果将被记录在黑板上或投影仪上，以便全班都能看到。
2.句型：掌握一般现在时的疑问句和否定句，如"Do you have...?", "I don't have...").
3.对话：通过3a部分的对话，学会询问和回答某人是否有某物。
4.语法：学习并运用一般现在时描述日常物品和活动。
课程内容与教材紧密关联，旨在帮助学生掌握本单元的核心知识点，提高英语实际运用能力。
二、核心素养目标
本章节的核心素养目标旨在培养学生的语言能力、思维品质、文化意识和学习能力。
1.语言能力：通过学习词汇和句型，学生能够熟练运用英语描述日常学习和生活中的物品，提高口语表达和听力理解能力。
2.思维品质：培养学生用英语进行逻辑推理和思维辨析的能力，学会用一般现在时构建句子，增强句子之间的逻辑关系。
（三）实践活动（用时10分钟）
1.分组讨论：学生们将分成若干小组，每组讨论一个与日常物品拥有情况相关的问题。
2.实验操作：为了加深理解，我们将进行一个简单的角色扮演活动。这个活动将演示如何在实际对话中使用一般现在时。
3.成果展示：每个小组将向全班展示他们的讨论成果和角色扮演的结果。
（四）学生小组讨论（用时10分钟）
（五）总结回顾（用时5分钟）
今天的学习，我们了解了一般现在时的基本概念、重要性和应用。同时，我们也通过实践活动和小组讨论加深了对这一时态的理解。我希望大家能够掌握这些知识点，并在日常生活中灵活运用。最后，如果有任何疑问或不明白的地方，请随时向我提问。
新世纪英语一年级上( M3 U2 p2)教案
1A Module3 Unit2【主题】In the fruit shop【话题】Period 1: Fruit I likePeriod 2: Fruit I buy【教材及学情分析】Module1的主题是Greeting,其中Hello , Hi在学习准备期学生就已经能够熟练运用，因此本单元中教学重点是学生要学会在不同的时间段用Good morning. Good afternoon. Goodbye来进行打招呼。
一年级刚入学的小朋友，根据其年龄特点，注意力集中时间较短，因此在创设情境中，尽可能创设与学生生活贴近的情境，使他们产生共鸣。
而且一年级的孩子由于语言的积累量还不够，所以歌曲、儿歌等能使他们产生一定的兴趣。
【单元教学目标】知识与技能：.在语境中学习、理解并运用水果词汇apple, pear, peach, orange ，并能运用sweet, juicy等形容词描述自己喜爱的水果。
过程与方法：1.在语境中正确理解和合理运用句型：用“…,please.”来表达自己想购买的东西；用“How many…？”询问物品的数量，以及用“Here you are.”“Thank you.”来正确表达。
2.学生能分角色扮演营业员和顾客表演对话，并能运用所学的语言进行简单的购物。
情感、态度与价值观：通过课堂语境的创设，使学生沉浸在购买水果的愉悦氛围中，感受水果的多样性。
与此同时培养学生爱吃水果的好习惯。
【分课时教学目标】第一课时：第二课时单元说明：本次上课的主题是“一年级基于单元整体设计的英语应用性阅读教学”。
单元的整体设计和教学有助于学生构建相关的英语语言知识体系。
本单元的主题是Oxford English 1A M3U2 In the fruit shop，围绕这个主题，我们共设计了2个话题，他们分别是：Period 1 Fruit I likePeriod 2 in the fruit shop并且按照内容维度将这两课时的课型分别设定为词汇、对话教学。
牛津小学英语3A,Unit1,Hello教案
牛津小学英语3A,Unit1,Hello教案篇一：牛津小学英语一年级全册教案本资料来自于资源最齐全的２１世纪教育网Unit 1 Hello，I’m Liu Tao教材简析：本单元的主要教学内容是“问候”和“自我介绍”。
教师在教学中要多创设一些与生活接近的场景，让学生在实际情景中学会使用这些日常用语，并养成经常使用英语问候语的习惯。
在教学中，要引导学生听懂、会说本单元中出现的单词及句子，帮助他们准确、熟练、流畅地演唱本单元的歌曲。
教学目标：1. 能听懂、会说本单元人物单词Wang Bing, Amy, Tommy。
2. 能听懂、会说对话Hello, I’’Hello, Wang Bing. Hi, Su Hai.3. 能正确运用句型Hello/ Hi, I…进行对话。
4. 会唱歌曲Hello。
5.6.7.教学重点：1. Liu Tao, Yang Ling, Su Hai, 。
2. 能听懂、会说对话Hello, I’m Liu Tao./ Hi, I’m Yang Ling, Hello, Wang Bing. Hi, Su Hai.3. 会唱歌曲Hello。
教学难点：1. 能正确运用句型Hello/ Hi, I’m… Hello/Hi,…进行对话。
2. 培养学生英语学习兴趣和良好的学习习惯。
3. 培养学生的书写习惯及答题技巧。
本资料来自于资源最齐全的２１世纪教育网Unit 1 Hello第一课时教学内容Story time教学目标：1．能听懂、会说日常问候语Hello！Hi！I’m 要求发音准确、语调自然。
2．能听懂、会说人物姓名Liu Tao Yang Ling3. 能听懂 Miss， Stand up.教学重难点：教学重点：1．能听懂、会说日常问候语HelloI’m 要求发音准确、语调自然。
2．能听懂、会说人物姓名教学难点：能用I’m教学准备：图片，多媒体教学步骤：Ss: hi。
T: 同学们，我们要开始上课了。
新世纪英语教案第一册 3
Unit 3Lead in1. The teacher prepares some pictures of rainforests and asks the students to talk about what a rainforest is. If the students have little to say about the topic, the teacher should make sure that students understand what a rainforest is and the importance of a rainforest in environmental protection.2. Ask the students to talk in pairs about the pictures in the textbook to find out more about the rainforests and the importance of environmental protection. Report their discussion to the whole class.Read InI. Background Information1. Paradise LostThe original title Paradise Lost refers to the masterpiece of the English poet John Milton(1608~1674) and one of the greatest poems in world literature. It tells the story of Satan’s rebellion against God and his expulsion from heaven and subsequent temptation and expulsion of Adam and Eve from the Garden of Eden. Here the author borrows Milton’s title for his own purpose.2. RainforestA rainforest is a piece of tropical woodland, characterized by lush vegetation and great biological diversity. There are more species of plants and animals in tropical rain forests than in all the rest of the world’s ecosystems combined. About 70 percent of all plant species in these forests are trees.3. Christopher Columbus: an Italian-born Spanish navigator who sailed west across the Atlantic Ocean in search of a route to Asia but achieved fame by finding the South American mainland.4. AmazonThe Amazon is a river in northern South America, largely in Brazil, raked as the largest in the world in terms of watershed area, number of tributaries, and volume of water discharged. Measuring about 6275 km from source to mouth, it is second in length only to the Nile among the rivers of the world.Topic-related words or phrasesDeforestation: particularly in the tropical rain forests, has become a majorenvironmental concern, as it can destabilize the earth’s temperature, humidity, and carbon dioxide level.Ecology: each ecosystem consists of a community of plants and animals in an environment that supplies them with raw materials for life, i.e. chemical elements and water.El Niño: originally was used to describe the warm southward current that appears in the region every December, but it is now reserved for occurrences that are exceptionally intense and persistent. These occur every three to seven years and can affect climates around the world for more than a year. The name El Niño, Spanish for “the child,” refers to the infant Jesus Christ and is applied because the current usually begins during the Christmas season.global warming: the gradual increase of the temperature of the earth’s lower atmosphere as a result of the increase in greenhouse gases since the Industrial Revolution. Visible, shortwave light comes from the sun to the earth, passing unimpeded through a blanket of thermal, or greenhouse, gases composed largely of water vapor, carbon dioxide, methane(沼气), nitrous oxide(一氧化二氮), and ozone(臭氧). Infrared radiation(红外辐射线) reflects off the planet’s surface toward space but does not easily pass through the thermal blanket. Rainforest: tree bush, grass, animal, bird, stream, fertile soilAnimals: tiger, lion, elephant, monkey, wolf, leopard, deer, bear, wild boar(野猪)Birds: swallow, duck, pheasant(野鸡), quail(鹌鹑), sparrow, hawk, crow, parrot, eagleII. Study of the TextRead In QuestionsRainforests are one of the most valuable natural gifts in the world, but now they are dying out. What has happened?A: People have been destroying rainforests as they have been seeking land under the trees, and modern technology available to human beings has sped up the process of such destructionComprehension Questions1.What does the sentence “It remains hard to beat.” mean? (L5)A: It means that no one else has ever given a better description of the rainforest than Columbus.2.What does the word “fragile” mean here? (L6)A: It means that the beauty is easy to be destroyed.3.What are the oldest communities of living things on the earth?A: In the author’s view, the rainforests are the oldest.4.Who should be responsible for the destruction of rainforests?A: It is the human beings that should be responsible for the destruction.5. What should be done to prevent the rainforests from complete ?A: People should pay enough attention to the environmental problems. First, they should purchase renewable rainforest products, and demand sustainable harvesting of rainforest resources. Then people should take stronger measures to prevent soil erosion and water losses.Language Points (T explains first, then gives Ss Chinese and asks Ss to translate them into English)1. Rainforests are extraordinarily beautiful, but the beauty is fragile.extraordinarily: beyond what is ordinarye.g. We found him extraordinarily well informed on political affairs.He spoke in a low voice and was extraordinarily polite.fragile: easily destroyed, not likely to laste.g. The vase is fragile, so handle it carefully.Their happiness was very fragile.2. It is the modern world that has speeded up the process of destruction.speed up: make go fastere.g. The car speeded up when it reached the county.We’d better speed up or we will be late for class.The director wants us to peed up the production of the new brand car.3. It is people themselves who are the biggest cause of destruction.(a structure expressing emphasis)e.g. It is me that he blamed.It was for you that I said all this.It was not until yesterday that I got the letter.It was Peter who lent us the money.4. Worse still, the climate is likely to change as the trees are no longer there to absorb.worse still: severer than; much worse thane.g. We lost our way in the forest. Worse still, night began to fall.He may be late or, worse still, he may not come at all.Jim was ill those days. And worse still, he was out of a job.Tom was late for class. And worse still, he forgot to bring his textbook withhim.5. The gas rises and traps the sun’s heat in much the same way as the glass of a greenhouse, leading to a slow but steady build-up of temperature.trap: prevent sb. or sth. from leaving or getting oute.g. The robbers were trapped in the bank.A filter traps dust from the air.Making SentencesI made a bad impression on the teacher by being late for class on the first day. Joan has no more than 1 yuan on her, so she can’t afford a meal.The local government has come to realize the importance of sustainable development.In China, it is unlawful to cut down the trees without permission.These years, the rate of interest always varies between 4% and 6%.The number of rooms in their hotel is the same as ours.Paraphrases of Difficult SentencesLines 31~33: “The gas rises and traps the sun’s heat in much the same way at the glass of a greenhouse, leading to a slow but steady build-up of temperature.”●The gas of carbon dioxide in the air absorbs the heat of the sun just as aglass greenhouse does in a sunny day, thus increasing the global temperature over the years.Lines 37~39: “On the other hand, by purchasing renewable rainforest products, and demanding sustainable harvesting of rainforest resources, we all can be part of the solution and it is human beings that will be saved.”●On the other hand, if we buy recyclable wood products and insist on a typeof inexhaustible rainforest resources for repeated uses, we are then already part of the solution to the problem of rainforests and we human beings will be saved.Summary of the TextOnce the most beautiful and oldest communities of living things on the earth, rainforests are now being destroyed. The first cause of the destruction has been men’s craziness for land, while the modern technology available to people has sped up the horrible process of such destruction. Worse still, the shrinkage of rainforests has disastrously led to the shortage of water sources and the warming-up of global temperature. Nevertheless, there is still hope for a solution to this problem if human beings will take some preventive measures.Read afterI. Study of the Words and PhrasesE-E: When T says a word or an expression you’ve learned before, Ss respond with the new one in this text.an extremely pleasant, beautiful place: paradisethe opinion or feeling you have about sb. or sth.: impressiona tropical forest with tall trees: rainforestvery unusual or surprising: extraordinaryeasily damaged, spoilt, or destroyed: fragileinclude: containset up, or found: establishthe process of destroying sth.: destructiontake in: absorbaway o fsolving a problem: solutioncontinue to be in the same state or condition: remainsay that sb. is responsible for sth.: blamegather in crops: harvestvery big: giantbuy something: purchasebe different from each other: varyland, mineral, or natural energy that exists in a country: natural resources only, just: no more thanmove or happen faster: speed upcut a tree so that it falls: cut downcarry away with liquid: wash awaywhat is even worse: worse stillmake money by selling or doing business: make profitsnot like sth. or sb.: different frombe made to do sth. they do not want to: be forced to do sth.be probably: be likely to donot any more: no longerresult in: lead toa possible method of solving a problem: the way outC-E: when T says a phrase or an expression in Chinese, Ss try to find the English equivalent learnt in the text.最早的文字描述：the first known written description异常美丽：extraordinarily beautiful最古老的群居生物：the oldest communities of living things生物物种：living species亚马逊盆地：the Amazon basin需要很长时间才能重新长成：take a long time to come back减少：come down次生林：the secondary growth加快进程：speed up the process一群人：a team of men最大的破坏根源：the biggest cause of destruction占有最好的土地：own the best land被迫去做：be forced to do冲走：wash away更糟糕的是：worse still吸收大气层中的二氧化碳：absorb the carbon dioxide in the atmosphere 吸收太阳的热量：trap the sun’s heat气温缓慢而稳定地回升：a slow but steady built-up of temperature养家：feed one’s family赚钱：make profits可再生的产品：renewable products出路：the way out消逝：die outOral Discussion:What are our solutions to environmental problems?Read More Ss read the two passages and find their topic sentences.Homework Ss use at least 10 of above words & phrases to write an article about environment or a summary of the text.。
(一年级英语教案)小学英语1AUnit1第三课时教案
小学英语1AUnit1第三课时教案一年级英语教案TOPICUnit1HelloDATE07.09.06PERIODThe third PeriodAIMS1.WORDS:Su Hai , Wang Bing, Helen, Mike2.STRUCTURES:Hello I’m…3.FUNCTION:Build up the good habit of learnEnglishand to help each other LANGUAGE FOCUSThe students master the dailyEnglish.AIDSteaching objects, teaching pictures, prepare the tape recorders and tapes PROCEDURESCONTENTSMETHODSPURPOSE1. Pre-task PreparationStep1、Warm up1．Sing a song :Hello .2．Greetings: Hello I’m …3．Free talk .Make dialogues using the structures we have learned before. Step2 Revision .Using the pictures to perform the dialogue1．Ask and answer between the teacher and the students 2．Practice in pairs.SingingFree talkRevisionAt the beginning of the class, let the students join into the classroom in a relaxed music, give them a hearing, vision,Englishmentality entered state.PROCEDURESCONTENTSMETHODSPURPOSE2.While-task ProcedureStep3 Presentation and practice .1. Review the words:（1）using the pictures to review the words:T: I’m Miss LI.S: I’m…Listen to tape and read after the tape recorder。
新世纪小学英语3A教案Unit1NowweareinP3
新世纪小学英语3A 教课设计Unit1NowweareinP3新世纪小学英语3A新世纪小学英语》这套教材图文并茂，选材风趣，兴趣性强，有益于激发和保持学生的学习兴趣。
这套教材共分六级，每级又分 A 和 B 两册。
教材每个单元主要包含以下内容:‘ Talingaboutthepicture’是让学生‘ Funreading’中出现的生词进行预习。
‘ Learnthesesentences ’显现本单元最主要的语法现象。
‘Funreading ’是在一种风趣的情形下复现所学的生词和语法构造。
同时 , 它指引学生经过运用熟习的看漫画的方式来培育阅读英语的习惯 , 这是让学生提升阅读能力的阶段, 并为此后的学习打好基础.‘Dialogues ’让学生练习社交对话 , 即经过供给个人简单信息的回答方式达到沟通目的。
‘ Rhyes’充分表现了此套教材寓教于乐的特点。
‘ Finishthesentences ’让学生将所缺单词写出来, 完成句子。
‘ Tass’鼓舞学生依据已经学过的语言做练习, 无需做更多的准备。
学生状况剖析及改良举措经过二年的英语浸入式学习, 学生认知于人际能力陪伴语言一同发展 , 从而充分调换了学生的主动性 , 学生的英语兴趣不停提升 , 使英语语言的发展成为讲堂中隐性的自然的习得过程。
在两年的浸入式英语学习过程中 , 班里很多学生能够用英语思想去学习语言 , 因为教师在讲堂上不用母语 ,所以少儿的英语听力理解发展的很快 , 并且认读能力也有相应的提升。
并且一些学生在全国及全省英语竞赛中获得了优异的成绩，部分学生语言表达能力有了较大提升, 在三年级的教课中 , 我将尽最大努力提升两个班学生的英语会话水平, 提升学生整体水平。
在三年级的学习过程中 , 为了给学生供给更加广阔丰富的语言环境 , 使孩子听、说能力不停提升 , 读、写能力随之跟上。
教师应给孩子创建更加轻松的语言习得环境 , 设计更加丰富多彩的教课活动 , 让学生自然的沟通。
一年级英语下册 Unit 1(3)教案 上海新世纪版
（新世纪英语）一年级英语下册教案Unit 1 School Again学习目标:帮助学生从小懂得讲文明，会用礼貌用语与人交往。
帮助小学生学会在适当的场合说“Sorry”和“Thank you.”基础目标:1. 认识Wonderland中的形容词new, old和名词pencil， knife2. 学会用“I’m not…”说话。
3. 能听懂和理解Grand Theatre 中的对话内容，并模仿正确的语音语调在课内表演。
能听懂和理解课堂用语：Look at the board. Listen to the tape. 并能做出正确的动作反应。
学唱英语歌曲：Happy New Year to You!发展目标：1．结合课文内容拓展一些学习用品名称：pen, ruler, eraser, pencil box, pencil case。
2．能用 new, old 来描述物品.3．能用学过的学习用品名词与Grand Theatre的语言内容整合，拓展学生的语言量，让学生进行表演。
能力目标：能根据生活中的实际情景用英语说: Sorry. 或Thank you.能培养学生看图用英语说否定句的能力。
培养小学生用英语自编自演英语对话。
情感、策略和文化等有关目标：1. 情感态度：学会同学之间相互关爱, 并能爱护自己的学习用品。
2. 学习策略：在开展小组活动，编排小对话的时候要善于学习别的同学好的方法。
3. 文化目标: 对别人的赞美要表示感谢。
教学资源:Student’s book 1B page 1~5Cassette 1B Unit 1Student’s workbook 1B page 1~P5Words and picture cards 1B Unit 1Teaching Transparencies 1B Unit 1教学时间：3课时 (每课时35~40分钟)第三课时。
新教材3A(Unit1)1
●课题：Unit1 Hello! 内容： 第一课时
●教学目标：
1.能听懂、会说、会读、初步会写句子Hello,Hi,Good morning，Good afternoon,。
2.认识并熟悉书中的主要人物: Miss Li , Su Hai ,Yang Ling , Mike , Wang Bing and Liu Tao.
3.能在不同的情景中用不同的句子跟人进行打招呼。
●教学重难点：
1.To greet people using “ Hi / Hello !”“ Good morning ” and “Good afternoon ”
2.To greet people under real circumstances.
●教学准备：
人物头像，多媒体课件，课文录音。
第课时总第（）课时教学时间第周周年月日
●作业设计：
1．听录音5遍，试着背一背。
2．课后用英语和你的家人和朋友问好，看谁说的句子多。
●板书设计：
Unit1 Hello!
Hi!
Hello!
Good morning!
Good afternoon!
●教后记：。
一年级英语下册 Unit 3(1)教案 新世纪版
（新世纪版）一年级英语下册教案Unit 3 Superkid单元教材分析单元主题Unit 3 Superkid单元介绍本单元的词汇big, small, face, ears,学生并不陌生，因此在教学中教师可以适当补充一些词汇，如：eyes, nose, mouth等。
本单元的词汇教学过程中，可以整合主句型He's / She's got …一起教学，帮助学生理解并学会运用句型。
本单元重点是词汇big, small, face, ears的认读，听懂并理解句子He's / She's got …；本单元难点是学会用He's / She's got …介绍他人所有。
教学过程中，根据一年级学生的年龄特点，结合本单元关于body parts的词汇，适当加入body language，帮助学生理解与领会，吸引学生的注意力。
单元教学目标知识目标单词认读：big, small, face, ears句型运用：He’s / She’s got …能力目标能看图说出big, small, face, ears，并找出相应的单词卡片。
能恰当运用big, small进行修饰，能听懂face, ears, eyes, nose, mouth，迅速指出相应部位。
学会运用He's / She's got …介绍他人所有。
能听懂Grand Theatre的对话内容，并能模仿录音的语音语调表演对话。
能模仿Grand Theatre的对话内容，编演小对话。
情感目标引导学生关心、了解他人。
单元课时安排第1课时：学生准备：了解一些body parts的单词。
教师准备：PPT演示文稿制作、一个洋娃娃、单词卡片、歌曲 Head and Shoulders教学目标：1.知识目标能看图说出big, small, face, ears，并找出相应的单词卡片。
2.能力目标能恰当运用big, small进行修饰，能听懂face, ears, eyes, nose, mouth，迅速指出相应部位。
一年级英语上册 Unit 1 Period 3(2)教案 上海新世纪版
新世纪版一年级上册英语Unit 1 Hi, BirdieThe Third Period一、说明本节课是Unit One的第三课时，即Grand Theatre的教学，这一板块是前面4个板块的整合，进行语篇的学习值得注意的是要让学生体验在大剧院中表演对话的乐趣。
二、教学内容1.用Hi主动热情地与别人打招呼。
启迪要学生热爱动物，热爱生活。
2.能听懂wake up的含义。
并能做出正确的动作反应.3.理解Grand Theatre中语篇的内容；能生动地表演Grand Theatre中语篇的内容，并能在生活中运用新授的内容。
4.在英语学习的启蒙阶段，给学生提供舞台，培养学生认真听，大胆模仿的好习惯。
三、教学步骤1.Task one : 用Hi向课文中新认识朋友的问候；以及对自己已经结识同学的问候。
这样设计的目的是为了消除彼此的陌生感、拉近感情、传递给学生热爱生活、热爱动物、平等待人的信息。
2.Task two: Chant Hi, Hi, Hi, my dear mummy 和游戏stand up & sit down 的穿插既是复习旧知又是新授的引入，对培养学生的学习兴趣和激发学生的学习热情有很好的作用。
3.Task three: 创设情景，听整篇课文录音，让学生对整篇课文有一个总体的印象；4.Task four: 创设情景，利用太阳、月亮的图片表示不同的时间，帮助学生理解重点句型Wake up的含义。
为了让简单的重复变成有趣，我提供一个个场景，第一步：一组同学睡觉，由老师示范新句型Wake up, 把他们叫醒。
第二步：第二组同学睡觉，由其它两组同学运用新句型Wake up把他们叫醒；第三步：老师累了，要睡觉，全班同学一起把他叫醒。
这三个步骤扩大了学生的参与面，让所有的学生都有开口的机会。
5.Task five: 再次听课文录音，让学生跟读模仿录音的语音、语调;对课文有进一步的理解。
6.Task six : 表演Grand Theatre语篇的内容，在以Grand Theatre为背景的教学下，让学生表演对话，评选最佳男女演员，让学生体验演员演出的感觉。
新世纪小学英语教案1AUNIT14NEWCENTURYPRIMARYENGLISHBOOK1A教案
New Century Primary English Book 1AUnit 14 Who’s she?The first period Wonderland & Fantasyland一、教材分析：本课为新世纪英语1A中Unit 14的第一教时，主要学习的内容是四种学习用品的名字: book,bag, crayon和picture. 其中book和bag这两个词汇在学习准备期就已接触过,学生较为熟悉, 所以本教时可将Wonderland和Fantasyland这两个板块整合起来进行教学,重点让学生学习crayon 和picture这两个词汇以及Have you got…? Y es, I have. / No, I haven’t.的句型,并在教学句型的过程中巩固学习用品的名字。
二、学情分析本课时是在学习了Unit13的学习用品词汇以及I’ve got…的句型基础上进行教学, 而且学生对于简单的日常用语已有所掌握，对熟悉的英语知识有了一定的感悟，具备了语言的学习和交流的欲望,所以学生能较容易掌握本课的内容。
本课可以侧重于学生对语言的运用。
三、教学目标：1．能认读学习用品词汇book, bag, crayon, picture。
2．能用Have you got…?询问他人是否有某样东西，并能用Y es, I have./No, I haven’t 进行应答。
3．引导学生有礼貌地向别人借东西。
四、教学过程：(一) Pre-task preparation:1. Say a rhyme. A bag, a book. I can see. A bag, a book. For you and me.2. Introduce:eg: I’ve got a ruler. It’s long.(二) While-task procedure:1. To learn “bag” and “Y es, I have./ No, I haven’t.”1)Show Tom’s bag.T: Look , this is Tom’s bag. It’s red. (Read the word “bag”.)2)T: Have you got a bag?S1: Y es.T: Y es, I have. (Read after the teacher. “Y es, I have.”)3)T: Tom has got a red bag? Have you got a red bag?S2: No.T: No, I haven’t. (Read after the teacher “No, I haven’t.)4)Practice.Show different things.T: Have got a…Ss: Y es, I have. /No, I haven’t.（设计意图：bag这个单词在学习准备期学生就已经学过，学生要掌握并不难，所以在教学这个单词的同时把Have you got…?的答句也一并教完。
【英语教案】小学英语3A Unit1教案(2021译林版)
【英语教案】小学英语3A Unit1教案（2021译林版）【英语教案】小学英语3aunit1教案（2021译林版）三年级第一册第1单元你好教学目标1.学生能理解、说、读和使用句型：嗨/你好，我是早上好。
2.学生能认识主要的人物：missli,suhai,liutao,mike,yangling。
3.学生可以在不同的情况下与周围的人打招呼。
4.能听懂、会说、会读、会默写以下字母：aabbccdd教学重点1．学生能听懂、会说、会读、会运用句型：hi/hello,i’m…/goodmorning.。
2.学生们可以了解主要人物：李小姐、苏海、刘涛、迈克、杨凌。
教学难点了解这本教科书中的人物教具准备投影、黑板、挂图、卡片、ppt教学时间3学时第一课时班级目标准确认出人物，知道他们的名字并能读出来教学过程教师活动学生活动个性化修改铅presentationandpractice同学们，今天老师带你们认识了一些新朋友。
他们是谁？1、看图。
2.你会说什么名字？3、他们各有什么特征？4.老师读单词。
看图畅所欲言。
生跟读。
生互相读黑板设计mikemisslinancydavidliutao工作设计向家长或同学说说所学的人物名字教学后记第二课时班级目标1．学生能听懂、会说、会读、会运用句型：hi/hello,i’m…/goodmorning.。
2.学生们可以了解主要人物：李小姐、苏海、刘涛、迈克、杨凌。
3.学生能够在不同的情境下和周围的人打招呼。
教学重点1．学生能听懂、会说、会读、会运用句型：hi/hello,i’m…/goodmorning.。
2.学生们可以了解主要人物：李小姐、苏海、刘涛、迈克、杨凌。
教学难点最初，我可以用英语表达我的名字。
教学过程教师活动学生活动个性化修改leadin陈述与实践我们怎样与认识的几位新朋友打招呼呢？1.看这幅画2.师介绍hello,hi用法，领读单词。
3.介绍早安和午后好的用法，并阅读单词。
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新世纪小学英语3A教案 Unit 1 Now weare in P3新世纪小学英语3A新世纪小学英语》（NewwelcometoEnglish）这套教材图文并茂，选材幽默，趣味性强，有利于激发和保持学生的学习兴趣。
这套教材共分六级，每级又分A和B两册。
教材每个单元主要包括以下内容:‘Talkingaboutthepicture’是让学生‘Funreading’中出现的生词进行预习。
‘Learnthesesentences’展现本单元最主要的语法现象。
‘Funreading’是在一种有趣的情景下复现所学的生词和语法结构。
同时,它引导学生通过运用熟悉的看漫画的方式来培养阅读英语的习惯,这是让学生提高阅读能力的第一阶段,并为今后的学习打好基础.‘Dialogues’让学生练习交际对话,即通过提供个人简单信息的回答方式达到交流目的。
‘Rhymes’充分体现了此套教材寓教于乐的特色。
‘Finishthesentences’（完成句子）让学生将所缺单词写出来,完成句子。
‘Tasks’（任务）鼓励学生根据已经学过的语言做练习,无需做更多的准备。
学生情况分析及改进措施通过二年的英语浸入式学习,学生认知于人际能力伴随语言一起发展,从而充分调动了学生的主动性,学生的英语兴趣不断提高,使英语语言的发展成为课堂中隐性的自然的习得过程。
在两年的浸入式英语学习过程中,班里许多学生可以用英语思维去学习语言,由于教师在课堂上不用母语,因此儿童的英语听力理解发展的很快,并且认读能力也有相应的提高。
并且一些学生在全国及全省英语比赛中取得了优异的成绩，部分学生语言表达能力有了较大提高,在三年级的教学中,我将尽最大努力提高两个班学生的英语会话水平,提高学生整体水平。
在三年级的学习过程中,为了给学生提供更为广阔丰富的语言环境,使孩子听、说能力不断提高,读、写能力随之跟上。
教师应给孩子创设更为轻松的语言习得环境,设计更为丰富多彩的教学活动,让学生自然的交流。
由于三年级英语学习对读写能力有了一定的要求,为了促进学生的学习兴趣,我将制定初较为完善的评价体系,通过评价体系不仅可以把握学生对基本内容和要求的达到情况,而且可以把学生的情况及时反馈给家长,相信学生可以取得最大的进步,我也会不断改进,对一些教育教学措施加以完善。
总体教学目标小学三年级浸入式儿童的英语水平相当于,甚至高于一般英语条件下五、六年级学生的英语水平。
因此本学期教学目标主要为:继续巩固提高学生的英语听、说水平,进而发展学生认读及书写能力。
具体目标为:听、说:能听懂一些简单常用的日常对话,并进行交流。
英语词汇:积极英语词汇达400多个,消极词汇200多个,共计600多个。
书写:能熟练书写已认知的英语单词,并能将交际会话内容通过书面表达记录下来，教师每月进行一次检查。
情景会话：表演讲述英语故事并能通过简单的连环画,自己构思英语故事。
每月进行一次班内学生互查。
教研专题通过问题设计启发儿童英语问答及思辨能力单元教学计划:本学期共10个单元,每单元7课时,共计70课时教学时间安排:3AUnit1:第一周～第二周Unit2:第三周～第四周Unit3:第四周～第五周第六周国庆放假Unit4:第七周Unit5:第八周～第九周复习Unit1～Unit5:第九周Unit6:第十周～第十一周Unit7:第十一周～第十二周Unit8:第十三周～第十四周Unit9:第十四周～第十五周Unit10:第十六周～第十七周Unit6～Unit10:第十七周口试复习:第十八周笔试复习:第十九周考试:第二十周新世纪小学英语3AUnit1NowweareinP3Languagefunctions Revisionandclassroomlanguage Languagestructures Theintroductionofshortformsofverbs:It’s…I’m…mayIopenthewindow?I’msorry.I’mlate.whatdoes’thin’mean?Itmeans’notfat’.NewvocabularyArtroomcanteencross（v）Left（v）Librarymean（v）roadsecondswimmingpoolthirdwell（adv）winnerSkillsListening: Understandclassroominstructions. Speaking: Askandanswerquestionsaboutone’sschool. Reading: Readastorytolocatetheanswerstoquestions. writing:writeonewordanswerstoquestions.LearningactivitiesPupilslearnthenamesofsomemoreplacesinschoolinEnglis h.TheylearntosaywhathappensintheseroomsinEnglish.Theylearnsomemoreclassroomlanguage.Theyreadastoryandanswersomequestions,andlearnthefir stthreeordinalnumbers.writingplan:Theintroductionofshortformsofverbs:It’s…I’m…mayIopenthewindow?I’msorry.I’mlate.whatdoes’thin’mean?Itmeans’notfat’.AswimmingpoollibrarycanteenAmusicroompictures)AplaygroundAnartroomLesson1TeachingcontentTeacheractivityStudentactivitysummary.Greeting:Teachersay“hello”toeveryone.2.Lead－in3.Lookandtalkaboutthepicture.4.Learnnewwords. （Teachercandesignthedifferentgames）5.Rememberthenewwords.6.writethenewwords.7.Homeworka.Talkaboutthepicturesandmakethestory.b.writethenewwordsandwritethesentences. Hi,everybodywe ‘rebackatschoolagain.whatdoyoudoinsummervacation?Now,Let’sgototheanimals’school.whatdotheydointhenewterm?Doyouknowwhattheyhaveintheirschool?Theyhaveclassrooms.Theyhaveaplayground.Theyhaveabig library.Theyhaveamusicroom.Theyhaveanartroom.Haveyoubeentotheartroom?whatdowedointheartroom?haveaswimmingpool?Lookatthisanimalschool.youcanseeit.whatelsecanyouse e?whowouldliketotellmethebaneslfsomeoftheanimals?yes.Themonkeyisplayingbasketballintheplayground.what’sthepigdoing?whereisit?……NowLet’slookatthesmallpictures.Number1is…whocanspell?Library…Ss:….Ss:….Ｓｓ：．．．．．Ｓｓ：．．．．．Ss:Thepandais…Themonkeyis…Therabbitis…Thepigis…Thetigeris…Thehenis…Ss:…Ss:Ss:…wedrawandpaint,andwemakethingsthere. Ss:No.Ss:…Ss:…Amonkey.Icanseeamonkey.Ss:………Studentsreadthesewords.Ss:…L－i－b－r－a－r－y…Studentswrite.Studentsdohomework.Lesson2TeachingcontentTeacheractivityStudentactivitysummary.Greeting:Teachersay“hello”toeveryone.2.Studentstellstories.3.Reviewthewords.4.Lead－in5.Learnthesesentences,questionsandanswers.6.Homeworka.makediolagewithclassmates.b.whatdowedointhecanteen/library/playground/artroom /musicroom?Singasongandsay“Hello”toeveryone.whatisthemonkeydoing?whereisit?……NowI’mveryhungry.oh,Gogohasmanycookies.whatshouldIsay?Now,Pleaseopenyourbookandlookatthepictures.whatdotheysay?whydoesthegirlsayit?whydoestheboysayit?whydoesthegirlsayit?whydoestheteachersayit?Ifmisswuknowthesequestions,whatdoIsay?Ss:Studentsissaying..Ss:….Studentsclosethebooks.Ss:………Studentstogetherread.Groupwork.Ｓｓ：．．．．．Ss:……mayIeatyourcookies?Ss:……mayIopenthewindow?Ss:Thegirlisveryhot.…I’msorry.I’mLate.Ss:Theboygetsuplate.Studentshavelessons.Sotheboysayssorry.I’msorry.Ileftmybookathome.Ss:Thegirlforgotthebook.whatdoes‘thin’mean?Ss:maybetheboy/girldoesn’tknow‘thin’meaning. S1:yes.youmay.…S2:ok.Gotoyourseat.…S3:Sharewithyourfriend.S4:That’sright.Lesson3TeachingcontentTeacheractivityStudentactivitysummary.Greeting:Teachersay“hello”toeveryone.2.Reviewthewords.3.Reviewthesentences.4.Funreading.a.Lookatthepicturesandtalkabout.b.Readthesentencesandperform.c.Readandanswerthequestions.d.Doactionandlearnbyheart.5.Homeworka.Readthefunreadingtowtimes.b.Answerthequestion Singasongandsay“Hello”toeveryone. Teachershowsomepictures.Ss:Studentsissaying..Ss:StudentsLearnbyheart.Studentsmakethediolgue.Studentslookatthepicturesandtalk.Studentscanmakethe stories.Deskmatesperform.Ss:Studentsanswerthequestions.P3D.Studentsrememberthefunreading.Lesson4TeachingcontentTeacheractivityStudentactivitysummary.Greeting:2.Studentstellstories.3.Reviewthewords.4.Readthefunreading5.Lead－in6.Answerthesequestionsandwrite.7.Homeworka.writethenewwordstwotimes.b.Answerthequestions.c.Lookthepicturesandmakethestory.Freetalk.TodaywhoisReadingwinner?Nowlookatthepictureandwhoca ntellmewhichanimalisthewinner?whyisthepandathewinner?yes,Thepandaisfirst.whoisNo2?yes,Thetigerissecond.whoisNo3?yes,Themonkeyisthird.whoisfirst?whoissecond?whoisthird?Freetalk..whoisthewinner?GroupworkGroupwork.whoisthebest?Ss:…Ss:Thepandaisthewinner.Ss:ThepandaisNo1.Thepandaisfirst. ThetigerisNo2. Thetigerissecond. ThemonkeyisNo3. Themonkeyisthird. Thepanda.Thetiger. Themonkey. Studentswritethekey. Lesson5 Teachingcontent Teacheractivity Studentactivitysummary.Greeting:2.Studentstellstories.3.Dictation.4.ReadtheUnit1.5.Dotheactivitybook.6.HomeworkDotheactivitybook. Learnthenewchant.Teacherread. Studentslearnit. Studentswrite. Groupwork..Lesson6Teachingcontent TeacheractivityStudentactivitysummary.Greeting:2.Studentstellstories.3.Doactivitybook4.Explaintheactivitybook.5.Homework Studentsfinishit. Freetalk.Teacherexplaintheactivitybook.Freetalk.Studentsandmakethemistakes.Lesson7TeachingcontentTeacheractivityStudentactivitysummary.Listenandcirclethecorrectnames.2.Listenandwritethecorrectwords.Studentsdothelisteningbook.Studentsdothelisteningbook.Unit2whatcanyoudo?LanguagefunctionsRevision:Askingforandgivinginformationonphysicalabi lity.LanguagestructuresAdogcanswim,butitcan’tfly.NewvocabularychasingdancingmousesomethemtrueuseSkillsListening:Understandsentencessayingwhatpeoplecanandcannotdo.Speaking:Saywhatonecanandcannotdo.Reading:Readastorytolocatetheanswerstoquestions.writing:writeasentencewithbutsayingwhatonecanandcannotdo.LearningactivitiesPupilslearnandrevisesomeverbs.Thentheyreadastoryandanswerquestions.Theyfinishwithaninformationtransferexerciseandatask.writingplan:Adogcanswim,butitcan’tfly.…cando,butitcan’tdo.playingchasingdancingclimbingpictures)singingtouchingLesson1TeachingcontentTeacheractivityStudentactivitysummary.Greeting:Studentsdothelisteningbook.Studentsdothelisteningbook.。