最新三年级英语(上)

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2024最新人教版三年级英语上册unit2 A 第2课时

Good to know
East or west, home is the best. 金窝银窝，不如自己的狗窝。
Summary
1.复习了下列句型：
介绍自己的家人或朋友：
This is my... 2.学习了下列单词：
家庭成员的六个单词: grandfather(grandpa)爷爷 grandmother(grandma)奶奶 sister姐姐；妹妹 me我
B Learn 学会称呼更多的家庭成员，了解各个家庭的不同点。
学会介绍自己的家庭成员；了解每个家庭都是不同的，但家人之间的爱是相同的。
C Project 制作家庭树，并对自己本单元的掌握程度进行评价。
Warm up
Lead in Think and say.
Do you still remember who lives with Chen Jie?
This is my mum. This is my dad. This is my sister.
This is me.
Take out your family picture, and introduce your family members to your partner.
Hi, I’m ... Look! This is my family. This is my ___. This is my ___.This is my ___. This is my ...
或介词的后面，做宾语。
Let’s find out.
grandfather/grandmother /mother/father
VS
grandpa/grandma/ mum/dad

Unit 3 Amazing animals Part C三年级英语上(人教PEP版2024新)

good for humans and nature!
Letter time
There are animals and letters in the book. Can you read?
Project: Make an animaห้องสมุดไป่ตู้ picture book
Let’s make an animal
It’s a/an _c_a_t_.
It’s a/an _f_is_h_.
It’s a/an _b_i_rd_.
It’s a/an _r_a_b_b_it_.
Wild animals
It’s a/an _f_o_x_.
It’s a/an _p_a_n_d_a_.
It’s a/an m__o_n_k_e_y.
small helpful clever
cute friendly
…
For wild animals, they are …
tall
big
fast
helpful
cute
clever
dangerous
…
Nature
Pets Humans
Wild animals
Animals are different. But all animals are
amazing!
Read and role-play
amazing （形容词）神奇的；令人惊叹的
Fish are amazing. Are we amazing, Dad?
Yes. We’re big.
whale sharks 鲸鲨 But whale sharks are big too.
squid（名词）鱿鱼；枪乌贼

教育部最新审定人教版三年级英语上册PEP三年级上册三年级上英语公开课课件

PEP人教版小学英语三年级上册
Unit 3 Look at Me
Part A Let’ s learn Let’s do
、
• Hello! / Hi! My name’s … What's your name? • My name's... • Good bye! • bye
• • • •
Good morning./Good afternoon. This is . . . Nice to meet you! Nice to meet you, too.
( nose 、nose、 eyes)
eye
eyes
What are missing?
(没了什么？）
What are missing?
（没了什么？）
ear
ears
What’s missing?
mouth
Look at me! This is my______.
（我说，你做）

Let's chant
nose
This is my nose . Touch your nose.
This is my
mouth .
mouth
Open your mouth .
face
eye
nose
mouth
ear
耳朵ear听声音，眼睛eye看东西，鼻子nose闻气味，嘴巴mouth会说话，脸是face爱干净。
This is ....
This is Mike.
This is John.
face
This is my
face
.
Touch your face .
eye

Unit1(课件)-外研版(三起)(2024)英语三年级上册

4
1
3
2
How do they become frineds?
help 帮助
Let’s help！
让我们帮忙吧！
Here you are.
给你.
Thank you.
谢谢你.
Thanks. 谢谢你。 Thank you very much. 非常感谢。
如果你是Ben,你会说什么？
Listen and fill
Name Mia Age 9
根据录音内容，补全人物信息。
Name Ben Age 9
Name David
Age
9
Try to imitate
一起
Ben是如何邀请David 和Mia一起玩的？
Great！
棒极了！
How do they become frineds?
help 帮助
play 玩耍
Think and say
快速说出风筝上的单词
Good memory
快速说出风筝上的单词
Good memory
快速说出风筝上的单词
Good memory
快速说出风筝上的单词
Good memory
快速说出风筝上的单词
Good memory
快速说出风筝上的单词
Game time
看图说句子，1分钟内说的句子多的那组可以得到可爱风筝哦！
给故事想一个标题
Title(标题)： Let’s__b__e__f_r_i_e_n__d__s!
让我们交个朋友吧！
help 帮助
play 玩耍
Let’s read
跟录音朗读课文，注意语音语调
Let’s act
三人一组，合作表演

新版小学三年级英语上册三年级(上)新版义务教育教科书英语教案(书面完整版)

Unit 1 Hello ！Let's talkListen and say. (page 2 and page 3)LearningobjectivePupils will learn some common greetings through a dialogue about children arriving at schoolin the morning.Presenting the main dialogue~ Present the situation in the picture on page 2 and page 3. Have pupils study the picturebriefly.~ Draw pupils' attention to details such as the time of the day (7:30 a. m. ), the place(the entrance of a school), and the people in the picture (pupils, a teacher, a mother).~ Go over the names of the people in the picture with the pupils. Ahernatively, if youhave already presented the names of the people on page 1, you could invite pupils tolook at the people in the picture on page 2 and page 3 and recall their names.~ Present the dialogue to pupils. You could either play the recording or read aloud thedialogue to the pupils.~ Present the dialogue a second time, pausing from time to time to (a) convey the meaning of the sentences, and (b) to invite pupils to repeat after you or the recording.~ Have pupils read aloud the whole dialogue all the way through.Presenting "Good afternoon" and "Good evening"~ Have pupils look at the 4 pictures on page 3. Invite them to read aloud picture 1 andpicture 4, which they have known already.~ Ask pupils to look at picture 2 and picture 3. Present "Good afternoon" and "Goodevening" making use of the time reflected in each picture.~ Pupils read aloud the four sentences in sequence.~ Point to a picture randomly, and invite pupils to read aloud the sentence. SubstitutionGet pupils to the greetings and farewells listed in the four pictures.Fun with language1. Look and match. (page 4)LearningobjectivePupils will practise the words morning,evening through a matching task.~ This task revises the vocabulary items morning, afternoon, and evening that pupils haveIlearnt on page 3.~ Ask pupils to read aloud the three words below the pictures.~ If necessary, ask pupils to look at the first picture, and say " Morning? Afternoon? Evening?", pointing to the three words while saying them. Pupils will then understand theidea of matching pictures to the right words.~ Explain the task to pupils, demonstrating with one picture if necessary.2. Listen and number. (page 4)Learning objectivePupils will practise the common greetings they have learnt through a listening task.~ This task practises the expressions presented on page 2 and page 3. Revise these expressions with pupils if necessary.~ Ask pupils to look at the example picture, and invite pupils to guess what the people in thepicture are saying.~ Ask pupils to look at the other pictures, drawing their attention to the time of the day ineach picture. Invite pupils to guess what the people in each picture are saying.~ Explain the task. Then play the recording, or read aloud the sentences yourself, for pupilsto complete the task.~ Extension: As a follow-up activity, you may ask pupils to repeat the sentences after therecording after you have checked the answers with them.Sing alongListen and sing. (page 6)Learning objectivePupils practise the greetings they have learnt so far through singing a song. Suggestions~ This activity provides further practice of the expressions pupils have learnt so far in theunit.~ Ask pupils to look at the picture on the page. Present boys and girls using the picture.~ Help pupils understand that Ms White and the children are greeting each other.~ Read aloud the lyrics of the song, line by line, for pupils to repeat after you.~ Play the recording of the song. Ask students to look at the lyrics while listening to therecording.~ Play the recording again, and invite pupils to sing along with the recording.~ Extension: If you like, you can ask the pupils to sing the song again, changing Ms Whiteto your own name.Sound familyLearningobjectiveTo recognise and read aloud the letters A/a to H/h in both upper case and lower case.1. Listen and read. (page 7)Ask pupils to look at the letters A/a to H/h. Play the recording. Pupils listen and repeateach letter after the recording.2. Listen and point. (page 7)~ In this activity, the letters Aa to Hh are hidden in the picture. Some of them are shown inupper case; some are shown in lower case. Pupils listen to the recording and point at eachletter that they hear.~ Point to any letter in the picture, and ask pupils to say the letter.Rhyme time ( page 7)LearningobjectiveTo practise the letters A to H through a rhyme.~ The rhyme contains a new structure This is, and the expression Say after me, which youmay have used in the classroom incidentally. As the main objective is to practise the lettersA to H, simply present the whole rhyme as a while.~ Play the recording once all the way through. Play the recording again, pausing after everyline for pupils to repeat.~ Pupils then read the rhyme all the way through.~ Extension: To increase interest and/or for further practice, divide the whole class into twogroups,, who will read aloud the rhyme as follows:GroupA, B, C, D.A, B, C.GroupThis is A,This is B.GroupE,F,G,H.E, F, G.Group B:Say after meSay after me.Unit 2 How are you?Let's talkListen and say. (page 8 and page 9)Learning objectives~ To learn the expressions "How are you", "Fine", and "Good night" through listening toand practising a dialogue.~ To learn the vocabulary items dad, grandpa and grandma.Suggestions~ Ask pupils to look at the family picture on page 8. Invite them to recall the name of theboy.~ Point to Ben's Dad on the right of the picture and introduce Dad.~ Take this opportunity to introduce grandpa and grandma on page 9, by saying "dad's dadis grandpa" and "dad's mum is grandma".~ Draw pupils' attention to details in the picture (seven o'clock; Ben playing at home; Dadreturning home) to convey the meaning of the picture.~ Ask pupils to look at the family picture on page 9. Draw pupils' attention to details in thepicture (Mum and Dad waving; Ben lying in bed) to convey the meaning of the picture.~ Present the dialogue. Play the recording, or read aloud the dialogue to the class.~ Play the recording again, pausing after each speech bubble for pupils to repeat.~ Substitution : Substitute Dad in the dialogue with "mum", "grandpa" and "grandma".Have pupils practise the dialogue in pairs.~ Extension: Ask pupils what to say at different times of the day as a recycling task. Fun withlanguage1. Look and match. (page 10)Learning objectiveTo revise vocabulary of family members: dad, mum, grandpa, grandma. Suggestions~ Go over the five pictures on the left with pupils, stating the word representing each picture.~ Have pupils look at the 5 words on the right. Invite them to read aloud the words. Providehelp if necessary.~ Say a word from the list, and ask pupils to point at the word..Pupils practise listening to dialogues containing the greetings that they have learnt so far inthis module.Suggestions~ Choose one of the four pictures. Get across the idea that the two people in the picture aretalking to each other.~ Invite pupils to guess what the two people are saying to each other. You could jog pupils'memory by providing them with some of the expressions that they have learnt so far. ~ Explain the task, i.e. they should match the dialogue they'll hear to the appropriate/correct picture. If necessary, use the first mini-dialogue in the recording as an example.~ Assessment: When pupils have finished the task, you could invite them to recall what thepeople in each picture say to each other.~ Extension: Call out different events and ask pupils to say what greeting/farewell shouldbe used (can use Chinese for explanation). Some examples of events: see a friend at ashop in the morning; leaving school in the afternoon, etc.3. Look and say. (page 11)Learning objectivePupils will revise all the expressions they have learnt in this module.Suggestions~ Explain what is going on in Picture 1. Then ask pupils to look at picture 2, study thedetails, and try saying the sentences from the picture.~ Repeat the same procedure with the remaining pictures.three minutes to work out the sentences themselves.pairs.You could also give pupils two orThey could do this individually or inAnswer key (accept every reasonable answer)2. Good bye, Mum.3. Good morning, Ms White.4. Hi.5. Good bye.6. Good evening, grandma.7. Good evening, Dad.8. Good night, Mum.4. Do the project. (page 11 )Learning objectivePupils will use all the expressions they have learnt in this module in greeting each other.~ Explain Step 1 and Step 2 to pupils.~ There are different ways to conduct Step 3. The important thing is that each mini-dialogueshould make sense.Story timeRead and act. (page 12)LearningObjectiveunderstand all the sentences in the story text, so avoid over-explaining the story to the pupils.~ This story will introduce a character, Aki the Alien, who will appear again and again inlater stories.~ In the story, different insects meet and greet each other at different time of the day. Atnight time, a firefly comes out to play. He wants to greet the other insects but they are allasleep. He is getting bored when at this point, Aki the Alien appears and greets him enthusiastically.~ Pupils need not know the English names of the insects to understand the story.~ Motivate interests in the story. Draw pupils' attention to the arrows that will show thesequence of the pictures as they read.~ Then have them read the story text silently on their own.~ When they have finished, ask them whether they like the story.~ Play the recording of the story.~ Invite groups of students to act out the story.Did you know?Greetings around the world. (page 13)LearningobjectiveTo learn about the practices of greetings in other parts of the world.~ Revise with pupils the expressions of greetings introduced in this module.~ Invite pupils to talk about how they greet each other in everyday life.~ Ask pupils to read page 13 to find out about how people in other parts of the worldgreeteach other.~ Ask pupils to guess where the people in each picture are. (They can use Chinese. )Unit 3 What's your name?Let's talkListen and say. ( page 14)LearningobjectivesTo learn the expressions for:~ introducing oneself to others;~ asking people their names.Presenting the main dialogue~ Ask pupils to look at the picture on page 14. Draw their attention to the date on the noticeboard (the 1 st of September).~ Invite pupils to recall the names of the two boys in the picture.~ Draw pupils' attention to the gestures of the two boys to get across the idea that they aregreeting and introducing themselves to each other.~ Present the dialogue by reading it aloud to the pupils, or playing the recording. Whiledoing this, point to the boy who is saying each line.~ Present the dialogue a second time, pausing from time to time to (a) convey the meaningof the sentences, and (b) to invite pupils to repeat after you or the recording.~ Have pupils read aloud the whole dialogue all the way through.~ Extension: Invite pairs of pupils to read aloud the whole dialogue to the wl~ole class.Presenting the names of the other children~ Invite pupils to recall the names of the two boys.~ Go on to point to the other children on page 15 to signal that you are going to present thenames of them.~ Point to each child in the picture and say his/her name. Trace the balloon to highlight thewritten form of the name. Ask pupils to say the name after you.~ Repeat the above procedure for the other children in the picture.~ For further practice, ask pupils to read aloud the names from left to right first in sequence,then out of sequence.SubstitutionGet pupils to repeat the dialogue in pairs using the names in the balloons.Fun withlanguage1. Listen and match. (page 16)Learning objectivesTo listen to some English names and recognise the written words that represent them. ~ Have pupils look at the pictures of the children. The names of the 6 children have beenpresented on page 15.~ Encourage pupils to read aloud the names of the 6 children. After one or two attempts, youcould invite pupils to cover the written names, and say aloud the names of the children bylooking at the pictures only.~ Revise the letters A to F with pupils.~ Demonstrate to pupils how to complete the task, using Tom as an example.~ Play the recording for pupils to complete the task.TapescriptA. TomB. JanetC. BenD. MikeE. KateF. AnnAnswer key2. Choose and say. (page 16)Learning objective~ To practise introducing oneself using "My name is ...".~ To revise using "Hi" and "Hello" to greet someone.Suggestions~ Module 2 Introductions~~ Ask pupils to look at page 14 again to find out how Jiamin introduces his name to Ben.~ Help pupils select an English name and then introduce themselves.~ Invite pupils to tell the class their names by saying My name is ... when each pupil hasdone this, say to him/her Hello and then his/her name.~ Repeat Step 3 above. This time, point to a pupil, who will then say My name is ... to thewhole class. The whole class then greet him/her by saying Hello and then his/her name.~ Have pupils study the pictures in Choose and say on page 16. Explain the task to pupilsusing the two pictures.~ Ask pupils to write their English names on a sheet of paper, which they will use later inintroducing themselves. They will then practise introducing themselves to theirYou could follow the exampleof the pictures and invite groups of pupils to perform the taskin front of the class, or invite half of the class to walk around the classroom to introducethemselves to the other half who remain seated.3. Play the game. (page 17)Learning objectiveTo practise (a) telling one's name to others, and (b) asking others their name.~ The question What's your name? appears for the first time in this module.~ Conduct a mini dialogue with a few pupils as follows during which you will get across themeaning of What's your name? to the pupils:II You: My name is Mr/Ms ... What's your name?m Pupils: My name is ...~ Have pupils look at the pictures in Play the game on page 17. Go over the 3 pictures insequence to explain the game. (Have each group use a ball or ruler, then pass it from oneto the other. The one with the ball or ruler needs to introduce themselves.')~ Invite groups of pupils to try the game in front of the class. Increase the number of pupilsinvolved in each round gradually.4. Look and act..( page 17)LearningobjectiveTo practise telling others one's name and asking others their name through a fun activity.~ Pupils will reinforce the expressions they have practised through an acting activity. Highlight the acting element when you set up the activity.~ Ask pupils to look at the pictures in Look and act on page 17. Point to Snow White in thefirst picture. Check whether pupils already know the name Snow White. If they don't,present the name to the pupils.~ Repeat Step 2 above with the second picture.~ Tell pupils you now want some of them to be Snow White and Monkey King. Invite 2 pupilsto do a demonstration in front of the class. Encourage pupils to act as Snow White andMonkey King.~ Extension: Invite pupils to suggest other characters that they know. They then continuethe acting activity using these other characters.Listen and sing. (page 18)LearningobjectiveTo further practise expressions for greeting others and introducing oneself through singing a~ Ask pupils to study the picture on page 18 and identify Janet and Xiaoling in the picture.~ The song contains a new expression: It's nice to meet you (too). Use the picture to convey the idea that Janet is happy to meet her new classmates, so she says It's nice tomeet you to them.~ Read aloud the lyrics to the pupils. Ask them to repeat each line after you.~ Play the recording. Then play the recording again for pupils to sing along with the recording.~ Extension: Get students to use classmates' names they like to sing the song again. Sound familyLearningobjectiveTo recognise and read aloud the lettersI/I to Q/q in both upper case and lower case.1. Listen and read. (page ]9)Suggestions~ Ask pupils to look at the letters I/i to Q/q. Play the recording. Pupils listen and repeateach letter after the recording.~ Write the same letters on the board. Point to the letters randomly for pupils to say themaloud.2. Listen and join the dots. (page 19)Learning objectiveTo revise the letters A/a to Q/q.Suggestions~ This task covers all the letters that pupils have learnt so far.~ If necessary, revise A/a to H/h with pupils.~ Invite pupils to look at the picture, drawing their attention to the tree and the shape of theanimal. Motivate interest by inviting pupils to guess what animal it is.~ Explain the task by demonstrating the first few letters (e. g. , A -P- C) that pupils willhear. (Pupils should draw a line between each of the letters they will hear. )~ Play the recording for pupils to complete the task.~ After you have checked the answer with the pupils when they have finished you couldconduct further practice by asking them to read aloud the letters in the correct sequence inthe picture.TapescriptA-P-C - D-I-E -N-B -J-H -K-M -F- Q- G-L-OAnswer keyA giraffe.Rhyme time ( page 19)Learning objectiveTo practise some of the expressions learnt so far through a rhyme.Suggestions~ The rhyme contains no new language items. Pupils should have no difficulty understandingthe rhyme.~ The words in the rhyme are Ben, Ken, and friends. Emphasise those appropriately whenpresenting the rhyme.~ Explain to pupils that the children are happy to meet each other, and they are now sayinga rhyme about their new friends.~ Play the recording all the way through.~ Play the recording again, pausing after each line for pupils to repeat. Remind pupils of therhythm.~ Pupils read aloud the rhyme all the way through. For further practice, divide the class intotwo groups. One group will read the first two lines and the other group will read the nexttwo lines. Then both groups read the last two lines together.Unit 4This is my dadLet's talkListen and say. ( page 20 -- 21 )Learning objectiveTo learn how to introduce one person to another through a dialogue.~ Ask pupils to study the picture on page 20. Draw pupils' attention to the time of the day(4:40 o'clock), and other details that depict the situation: Jiamin carrying hison his back, ready to go home; Ms White waving goodbye to Jiamin, Jiamin's dad pickinghim up from school, etc.~ Convey the idea that Ms White and Jiamin's father do not know each other yet. Jiamin isnow introducing them to each other.~ Play the recording all the way through.~ Play the recording again, pausing after each speech bubble for pupils to repeat.~ Draw pupils' attention to the expression that Jiamin uses to introduce Ms White and his dadto each other: This is ...~ Now ask pupils to look at page 21. Ask pupils to recall the name of the other boy.~ Repeat the above procedure for presenting the second half of the dialogue.~ If pupils need further practice, you could invite groups of 3 pupils to read and act out thedialogue (the first half or the second half) in front of the class.~ You could also use the pairs of names on pages 20 and 21 (mum &Xiaoling; Mike &grandpa; grandma & Janet) for pupils to act out a similar dialogue between the child andMs White.~ Substitution: Get the class to read the dialogue aloud using the new character pairs (mumand Xiaoling, Mike and grandpa, etc. ), to replace Jiamin and his dad.Fun with languagePlay the game. (page 22)LearningobjectiveModule 2 IntroductionsTo practise introducing oneself with I am ..., and practice identifying a person with Thatis ... through a game.~ Ask pupils to look at the pictures on page 22. Present the scenario to pupils using thepictures. Read the sentence in the third picture ( That is Sam) with appropriate emphasis.~ Explain the game again with the help of 3 pupils. When you get the guessing part, encourage pupils to make the guess using the expression That is ...~ Continue to play the game with groups of 3 pupils.~ Extension: Get pupils to make paper masks to cover their faces and do the guess usingThat is .../ This is ...2. Show and say. (page 22) --Pre-class preparation (pupils required)objectiveTo practise introducing one's family members using This is ...~ Pre-class preparation: Ask pupils to bring a photograph of their family to the next lesson.~ Revise dad, mum, grandma and grandpa, using the pictures of pages 20 and 21 if necessary.~ Ask pupils to look at the picture on page 22. Check if pupils understand that the twochildren are looking at a photograph.~ Get across the idea that the boy is introducing his family members to the girl.~ Read out the boy's lines, or invite some pupils to read out the boy's lines.~ Invite one pupil to give a demonstration by introducing the family members in the photograph that he/she has brought to class.~ Extension: Get pupils to introduce members in their pictures to each other.3. Look and act. (page 23)LearningobjectiveTo practise introducing two people to each other in a simulated real-life situation.~ In this activity, pupils imagine that they run into each other in a public place, such as apark. They then introduce their family members.~ Ask pupils to look at the picture on page 23, drawing their attention to the place.~ Invite pupils to identify Janet and Jiamin in the crowd.~ Draw pupils' attention to Janet's grandpa, who is standing next to her.~ Present the scenario in the picture to pupils.~ Invite groups of pupils to act out the scenario in front of the class.~ Extension: change Janet or Jiamin to another child; change grandpa to grandma. 4. Do the project. (page 23)LearningobjectivePupils will make a name card of themselves and practise introducing themselves to others.~ Ask pupils to study the name card on page 23 to get an idea of what it is. Introduce theword name card.~ Ask questions to elicit the content of the name card: the owner's English name, her school, and her class.~ Explain the task. Give pupils time to make their own name card. Encourage them to addartwork to it if time allows. )klternatively, this step could be done at home.~ When pupils have their name cards ready, invite them to take their own name card andintroduce themselves to each other. This can be done as a milling activity, that is, thewhole class will stand up and walk around making exchanges with whoever they meet.Alternatively, collect all the name cards. Then draw a card from the stack. The pupilwhose name card is drawn will introduce himself/herself to the whole class.Story timeRead and act. (page 24)LearningobjectiveTo read with understanding a story that contains some of the expressions that pupils havelearnt so far.20~ In this story, the children meet each other in a strange place and introduce themselves toeach other. Finally, they meet Aki, who has a funny name and is from space.~ Ask pupils to look at the pictures briefly to find out the characters involved. Invite pupils to tell the names of the characters they have recognised.Module 2 Introductions~~ By making use of one or two of the pictures, get across the idea that the children are in astrange place and they do not know each other.~ Check if the pupils understand the sequence of the pictures.~ Play the recording. Pupils read the story text while listening to the recording.~ Explainnny and space. Ask pupils to read aloud the story text in chorus.~ Extension: Get pupils to work in groups to act out the story.Did you know? ( page 25 )LearningobjectiveTo learn about how names are stated in different countries.SuggestionsI~ Introduce the terms family name and given name, using your own name or the names oftwo or three pupils.~ Ask pupils to look at the 3 pictures on page 25. Invite them to find out the family name ofeach person. You could ask pupils to underline the family name of each person.~ The above steps will show pupils the different positions of the family name in differentcountries.~ Repeat the above steps for given name.~ Zoom in on the first picture, and draw pupils' attention to the middle name. Explain topupils that today the middle name is used in formal contexts only.~ If you like, you could show pupils how to read the 3 names.~ Extension: Use pupils self-selected English names and family names to highlight positiondifference between western and Chinese name convention.Module 3 BodyModule overviewUnits and thematic contentIn Unit 5, Ben returns home for dinner. He looks dirty,so his mum and dad ask him toclean up before having dinner.In Unit 6, Ms White plays a game with the children which requires them to listen to andfollow her instructions correctly.22Grammar and communicative functionsImperatives for giving instructions,e.g.,~ Wash your hand.~ Clean your nose.Negative imperatives for prohibitions, e. g. ,Don't touch your eyes. Common expressions:~ Oh.~ Okay.~ Oh not~ And ...~ too~ Let's ...Plural form of countable nouns, e. g. , eyes, handsIrregular plural form of countable nouns:Possessive pronoun: youV ocabularyVerbs:wash, touch, clean, brush, open, close，feetNouns :face, eye, hand, ear, feet, teeth, head, hairAdjective:earlyWords in context:game, tail, turn (n.), Simon SaysPhonicsThe letters R/r to Z/z.Learning outcomesPupils will be able to:~ refer to parts of the body;~ understand and give simple commands by using the imperative;~ refer to things and people using the demonstratives this and that;~ recognise the letters R/r to Z/z.Unit 5 Wash your faceLet's talkListen and say. (page 26)LearningobjectiveTo be introduced to parts of the body and simple imperatives.Presenting the main dialogue~ Have pupils study the picture on page 26 and page 27. Invite them to recall the name ofthe boy (Ben). Ask pupils who the other people in the picture are (Ben's mum and Ben'sdad).J~ Convey the context by drawing pupils' attention to the following details: Ben looks dirty;Ben returning home from outside; the time of the day; the table being prepared for dinner,etc.~ While talking about Ben's appearance, present eyes, hands, and face.~ Prepare pupils for the listening by asking What are Ben's mum and dad saying to him.~ Play the recording all the way through. Pupils look at the dialogue text while listening.Check if they are following the correct speech bubbles.~ You could now repeat the dialogue sentence by sentence, taking this opportunity to presentthe meaning of the imperatives.~ Play the recording again, or read the dialogue again, sentence by sentence for pupils to。

英语三年级上册教案(最新11篇)

英语三年级上册教案(最新11篇)三年级上册英语教案篇一教学目标：(1)技能与知识目标：①听懂并会说red、blue、yellow、green、black、white词汇②基本能听懂并说出It's red./ It's yellow./ It's blue./ It's green./ It's black./ It's white.语句。

(2)运用能力目标：①会用“It's…”来描述某事物某一方面的特征。

如：颜色。

②It's red./ It's yellow./ It's blue./ It's green./ It's black./ It's white.来快速反应练习。

(3)素质教育目标：①美丽的自然界是色彩斑斓的，让学生感到大自然的美丽，培养学生的审美能力。

②善于总结所接触语言材料中的语言规律并加以使用。

在教学过程中强调从学生的学习兴趣和认知水平出发，倡导体验、实践、参与、合作与交流的学习方式，以展学生的综合语言运用能力。

使语文学习的过程成为学生形成积极的情感态度，主动思维和大胆实践，自主学习的过程。

我特将本课的教学重点设计为听懂并说出It's red.等类似有关颜色的句子。

教学难点：①black、green的正确发音。

②当学生在说It' a …句型时，避免在颜色前出现“a”的发音。

教学准备：为了吸引学生的持续注意时间，我准备了录音机和录音带、五色小彩旗、教师用VCD、五色小彩帽做为本课的教学用品。

充分调动学生的主动性和创造性，让学生边听边看边模仿，感受新知，并作适当点拨，通过模仿，游戏活动，情景表演等多种活动形式，让学生在丰富多彩、生动有趣的活动中感知语言，习得语言，运用语言，即“为用而，用中学，学了就用”，使学生主动参加到教学全过程中。

在培养学生学法方面，我采用尝试法，迁移法，目的在于培养学生独立探索知识的能力。

人教PEP版小学三年级英语上册电子课本（高清）

人教PEP版小学三年级英语上册电子课本（高清）人教PEP版小学三年级英语上册电子课本（高清）人民教育出版社，是教育部所属的一家大型专业出版社，主要从事基础教育教材和其他各级各类教材及教育图书的研究、编写、编辑、出版与发行。

以下是小编汇总关于人教版小学英语三年级上册电子课本的相关内容，供大家参考!人教PEP版小学三年级英语上册电子课本(高清)在线阅读请点击链接查看查看完整版可微信搜索公众号【5068教学资料】,关注后对话框回复【1】获取三年级语文、三年级数学、三年级英语电子课本资源。

人教版教材是哪个出版社的人教版即由人民教育出版社出版，简称为人教版。

小学到高中都有这个版本的教材。

也是大多数学校所用的教材。

人民教育出版社(People's Education Press，简称PEP)成立于1950年，其前身是华北联合出版社，上海联合出版社和华北教科书编审委员会，1961年与高教出版社合并，是教育部直属的主要从事基础教育教材和其他各级各类教材、教育图书的研究、编写、出版、发行的专业出版社。

人教版和北师大版的区别1.标题不同人教版：标题清晰直指目标;北师版：标题形式更加多样化、生活化。

2.每期重点不同人教版：初一重点在代数，初二上期重点在几何;北师版：初一下期重点在几何，初二上期重点在代数。

3、章节不同人教版：每个章节呢荣由浅入深，逐步提升，层次感强;北师版：每章内容安排上以引导学生从生活中的问题出发，逐步过渡到教学内容上来。

4、例题和课后习题不同人教版：例题和课后习题比较难;北师版：例题和课后习题比较简单。

三年级英语学习方法和要求“听”要求认真听示范发音，听清楚后再模仿，孩子上完英语课的当天，请家长及时代领孩子听录音并模仿语音语调，也可以每天在孩子起床时洗漱或临睡前的时间给孩子打开录音，持之以恒，每天坚持听下去，必定收到良好的效果。

“说”要求鼓励孩子大胆开口说英语，积极参加语言实践活动，家长可以和孩子谈心的时候鼓励孩子说一说学过的英语单词和句子。

PEP人教版三年级英语上册全册课件【最新】

Rr Ss Tt
Uu Vv Ww Xx Yy Zz
Xx Yy Zz, now you see,
பைடு நூலகம்
I can say my ABC.
/eiʧ/
H 像河上独木桥。小写的 h 像椅子。
Ii
/ai/
I 像甘蔗砍一段，始终有节腰不弯。小 i 长大就是“我”，为求正义头可断。
/ʤei/
Let’s talk
Hello
看图表演
Listen and number
听声音标序号
小结
Let’s talk
朋友见面打招呼：Hello！ / Hi！
自我介绍：I’m …. 如：I’m Sarah.
道别说再见：Goodbye！ / Bye!
英语中对教师的称谓
❖英语中称呼老师时 , 不说 teacher …, 通常说 Mr / Miss / Mrs …, 如王老师称为Mr / Miss Wang.
Step 2 Challenge 1.Read story1.(难度系数☆☆)
2.Read story2：Zac is a cat.(难度系数☆☆☆☆)
（tips：根据学习情况，选其中一）
Extension 拓展
Step 1 Summary
Today，we have learnt ......
小学英语
全册精品PPT课件
Unit 1 Hello!
Unit 3 Look at me! Unit 5 Let's eat !
A
2套
A
2套
A
2套 Recycle 1
2套
B
2套
B
2套

2023最新-三年级英语上册教案人教版(优秀5篇)

三年级英语上册教案人教版（优秀5篇）教学设计是把教学原理转化为教学材料和教学活动的计划。

教学设计要遵循教学过程的基本规律，选择教学目标，以解决教什么的问题。

为您精心收集了5篇《三年级英语上册教案人教版》，希望能够满足亲的需求。

小学三年级上册英语教学设计篇一教学目标：1、会听、说、读、认：blue, pink, black, white.2、会认读have, pet, it, rabbit, color, star, teacher…。

.3、会说I have a… What color is it? It’s…。

4、能听、说、读、写R r, S s, T t教学重点：1、会听、说、读、认：blue, pink, black, white.2、能听、说、读、写R r, S s, T t教学难点：会说I have a …。

What color is it?It’s…。

教学过程：一、复习Lesson 13, say a chant,Yellow, yellow, yellow, a yellow bananaGreen, green, green, a green frogOrange, orange, orange, an orange fishRed, red, red, a red apple二、由以上四种颜色，引出另外四种颜色的教学，拿出四张不同颜色的图片，教学：blue, pink ，black,white三、出示四张图片教学并操练1、出示一张a black cat的图片，教学：T: I have a cat. What color is it?S: It’s black.2、出示一张a pink fish的图片，教学：T: I have a fish. What color is it?S: It’s pink.3、出示一张a white rabbit的图片，教学：T: I have a rabbit. What color is it?S: It’s white.4、出示一张a blue kite的图片，教学：T: I have a kite. What color is it?S: It’s blue.四、听录音，跟读课文五、字母教学1、学习字母R r出示a rabbit的图片，问“What’s this?” 操练a rabbit,接着问：“What’s the first letter?”出示字母卡片，辨别大小写，教读音。

人教版小学英语三年级上册课件-人教版三年级英语上册ppt课件

句型结构: I'm+姓名.
例句 I'm Mike. 我是迈克。
2024/3/12
课文原文
2024/3/12
-你好，我是刘欣。 -你好，我是约翰。
课堂互动
Hi,I'm….
2024/3/12
课文朗读
点击“Let's learn”，跟我一起学朗读技巧吧！
Let’s learn
2024/3/12
课文原文
2.have, craser, an, I (.)
I have an eraser.
___________________________
My name is Mike.
, my, is, Mike (.)
_C_lo_se_y_o_ur_b_oo_k_. _________________
重难点探究
重点句型
—What‘s your name?你叫什么名字？ —My name's John. 我叫约翰。
详解此句是由what引导的特殊疑问句,用来询问他人的姓名。what
是疑问代词,what's是what is的缩写形式,意为“是什么”。
例句 —What's your name?
你叫什么名字？
guess
好极了猜那里好
谁
2024/3/12
课文朗读
点击“Story time”，跟我一起学朗读技巧吧！
Story time
2024/3/12
课文原文
Hello !
2024/3/12
Hi !Who’s there? Guess!
Are you Tutu? No!
Haha ! I’m Zip !

2024最新人教版三年级英语上册unit3 A 第3课时

Kk
Let’s read.
leg
lion
腿
狮子
l→/l/ l, l, l, /l/, /l/, /l/.
Look and write on your paper.
Ll
I can read.
i, i, i, /ɪ/, /ɪ/, /ɪ/. ill(生病的), kid(小孩), j, j, j, / dʒeɪ /, / dʒeɪ /, / dʒeɪ /. job(工作), jump(跳), k, k, k, /k/, /k/, /k/. Kim(吉姆), kite(风筝), l, l, l, /l/, /l/, /l/. leg(腿), lion(狮子).
Summary
1. 含有字母Ii-Ll的单词：
ill(生病的), kid(小孩), job(工作), jump(跳),
Kim(吉姆), kite(风筝), leg(腿), lion(狮子).
2. 字母Ii-Ll在单词中的发音：
i, /ɪ/ j, /dʒeɪ/
k, /k/ l, /l/
3. 字母Ii-Ll的正确书写：
C Project 制作动物照片书，并对自己本单元的掌握程度进行评价。
学会描述动物的名称；了解宠物和野生动物之间的区别；学会爱护动物，和动物友好相处。
Warm up Let’s watch the video.
Lead in Find and say.
Ii Jj Kk Ll
B
How do the IJKL say in the words?
Listen and circle the first sound.
点击图片播放视频

in jump
leg

(完整版)新版pep三年级上英语单词表,带音标

新版pep三年级上单词表Unit1 Hello!1.ruler ['ru:lə] n. 尺子2.pencil [pensl] n. 铅笔3.eraser [i'reisə] n. 橡皮擦；黑板擦4.crayon ['kreiən] n. 蜡笔5.bag [bæg] n.包6.pen [pen] n. 钢笔7.pencil box ['pensl bɔks] n. 铅笔盒8.book [buk] n. 书9.no [nəu] 不10.your [jɔ:ə] pron. 你们的Unit2 Colours1.red [red] n. 红色adj. 红色的2.green [ɡriːn] adj. 绿色的n. 绿色3.yellow [ˈjeləu] adj. 黄色的n. 黄色4.blue [bluː] n. 蓝色adj. 蓝色的5.black [blæk] n. 黑色adj. 黑色的6.brown [braun] n.棕色adj.棕色的7.white [(h)wait] adj. 白色的n. 白色8.orange [ˈɔrindʒ] n. 橙色adj. 橙色的9.Ok [əu’kei] 好;行10.Mum [mʌm] n. 妈妈Unit3 Look at me1.face [feis] n. 脸2. ear [iə] n. 耳朵3.eye [ai] n. 眼睛4.nose [nəuz] n. 鼻子5.mouth [mauθ] n. 嘴6.arm [ɑ:m] n. 胳膊7.hand [hænd] n. 手8.head [hed] n. 头9.body ['bɔdi] n. 身体10.leg [leg] n. 腿11.foot [fut] n. 脚11.school [sku:l] n. 学校（注：黑体词要求学生能够听、说、认读，白体词只做听、说要求。

2023年最新人教版三年级上册英语全册教案(全册)

2023年最新人教版三年级上册英语全册教案(全册)Unit 1: Hello!- Lesson 1: Greetings- Class activities:- Sing the song "Hello, Hello!"- Watch a short video about greetings.- Practice greetings with a partner.- Homework:- Review the greetings learned in class.- Write a short paragraph about how you greet people in your daily life.- Lesson 2: Introductions- Objective: To learn how to introduce oneself and ask for someone's name.- Class activities:- Introduce yourself to the class.- Practice introducing yourself and asking for names in pairs.- Play a game of "Guess Who" using English introductions.- Homework:- Write a dialogue between two friends introducing themselves and asking for each other's names.Unit 2: My Family- Lesson 1: Family Members- Objective: To learn the names of family members in English.- Class activities:- Show pictures of family members and teach their names in English.- Practice saying the names with gestures.- Play a memory game with family member cards.- Homework:- Draw a picture of your family and label each member with their name in English.- Write sentences describing your family members.- Lesson 2: My Family Tree- Objective: To learn how to talk about family relationships using "is" and "are."- Class activities:- Show a family tree diagram and explain the relationships.- Practice making sentences about family members using "is" and "are."- Create a class family tree together.- Homework:- Interview a family member and ask about their relationship with other family members.- Write a short paragraph describing your family tree.Unit 3: School Life- Lesson 1: Classroom Objects- Class activities:- Show flashcards of classroom objects and teach their names in English.- Practice saying the names and spelling them.- Play a game of "What's Missing?" with classroom objects.- Homework:- Take a picture of your classroom and label the objects in English.- Write sentences describing your favorite classroom objects.- Lesson 2: Daily Routines- Objective: To learn how to talk about daily routines using present simple tense.- Class activities:- Practice making sentences about daily routines.- Create a class daily routine schedule.- Homework:- Keep a diary for three days, writing about your daily routines in English.- Write a short paragraph about your favorite daily routine.Unit 4: My Home- Lesson 1: Rooms in a House- Objective: To learn the names of rooms in a house in English.- Class activities:- Show pictures of rooms in a house and teach their names in English.- Practice saying the names and identifying the rooms.- Play a game of "Find the Room" using room flashcards.- Homework:- Draw a map of your home and label the rooms in English.- Write sentences describing your favorite room.- Lesson 2: Furniture and Objects- Objective: To learn the names of furniture and objects in a house in English.- Class activities:- Show flashcards of furniture and objects and teach their names in English.- Practice saying the names and matching them to the correct room.- Play a memory game with furniture and object cards.- Homework:- Take a picture of your favorite piece of furniture and write a paragraph about it in English.- Write sentences describing objects you can find in different rooms.Unit 5: Food and Drinks- Lesson 1: Food- Class activities:- Show flashcards of food items and teach their names in English.- Practice saying the names and categorizing them into groups.- Play a guessing game with food flashcards.- Homework:- Create a menu with different food items and their names in English.- Write a short paragraph about your favorite food.- Lesson 2: Drinks- Class activities:- Show pictures of drinks and teach their names in English.- Practice saying the names and discussing preferences.- Create a class drink survey and analyze the results.- Homework:- Take a picture of your favorite drink and write a paragraph about it in English.- Write sentences describing drinks you like or dislike.---*Note: This curriculum plan is based on the 2023 edition of the people's education press for the third grade. The content may vary depending on the specific edition used.*。

2023年三年级上册英语书

2023年三年级上册英语书一、单词部分。

1. 重点单词汇总。

- 第一单元：ruler（尺子）、pencil（铅笔）、eraser（橡皮）、crayon（蜡笔）、book（书）、bag（书包）、pen（钢笔）、pencil box（铅笔盒）。

这些单词可以通过制作单词卡片的方式来记忆，一面写单词，一面画图辅助理解。

例如，在“ruler”的卡片上，可以画一把尺子。

- 第二单元：red（红色）、green（绿色）、yellow（黄色）、blue（蓝色）、black（黑色）、brown（棕色）、white（白色）、orange（橙色）。

可以利用生活中的物品来记忆颜色单词，如指着红色的苹果说“red”。

2. 单词的记忆方法。

- 自然拼读法：对于一些符合发音规则的单词，如“pen”，p发[p]，e发[e]，n 发[n]，可以通过这种方法让学生快速掌握单词的读音和拼写。

- 联想法：像“eraser”这个单词，可以联想成“e - 鹅，ra - 让，ser - 蛇儿”，想象一只鹅让蛇儿拿着橡皮。

二、句型部分。

1. 重点句型整理。

- 第一单元：“I have a/an...”（我有一个……），例如“I have a pencil.”（我有一支铅笔）。

这是用来介绍自己拥有的物品的句型，可以通过角色扮演的方式来练习，一个同学说句型，另一个同学根据实际情况回答。

- 第二单元：“What color is it?”（它是什么颜色的？）“It's...”（它是……），如“What color is your bag?”“It's blue.”可以通过展示不同颜色的物品来进行问答练习。

2. 句型的运用场景。

- 在描述自己的学习用品时，使用第一单元的句型。

比如在开学的时候，同学们互相介绍自己带了哪些学习用品。

- 当谈论周围物品的颜色时，就用到第二单元的句型。

例如在美术课上，讨论画中的颜色。

三、课文部分。

1. 课文内容概括。

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义务教育课程标准实验教科书英语三年级上册备课教师：柴晓蕾Unit 1 Lessons1-6 School and NumbersLesson 1： Hello!一、教学目标：A. 知识目标：a. 认识三个人物：Li Ming 、Jenny Smith 、Dannyb. 掌握新句型：Hello/Hi. My name is ________. What ’s your name ?B. 能力目标：让学生学会怎样有礼貌地和别人打招呼，怎样来介绍自己,并能应用自己所学到的知识。

C. 情感目标：通过本课的学习，让学生知道怎样有礼貌地打招呼，做个有礼貌的好孩子。

二、教学重点：1、认识新单词三会（会说、会听、会读）：hello / hi 你好2、掌握新句子：两会（会听、会说）：What’s your name? 你叫什么名字？My name is ______. 我的名字是______。

I live in ______. 我住在______。

三、教学难点：What’s your name? 你叫什么名字？My name is ______. 我的名字是______。

四、教具、学具：录音机，图片五、教学过程：Class openingGreetinga.用Hello /Hi 向学生打招呼问好b.再用英语向同学们做简单的自我介绍T: Hello. My name is ______. 指着自己，说出名字。

重复几次让学生明白是什么意思。

(设计意图：引起学生对英语的好奇心，激发学生的兴趣)New Concepts1、教师利用自己的“优势”使学生明白教师的意思，并鼓励他们试着自己说。

在此引出My name is ______.并告诉学生在My name is ______.后加自己的名字。

然后鼓励学生试着练习一下。

在让学生作自我介绍之前告诉学生Hello/Hi是英语中最基本的招呼用语，意思相同，只是Hello比Hi正式。

教师和自告奋勇的学生扮演初次见面作自我介绍的情况。

（设计意图：创设真实及近似真实的环境，让学生自我介绍，为学生提供了一个极佳的语言实践机会）2、用英语询问别人的名字，这一环节是把简单的英文句子放入具体的语言环境里，加深学生的印象。

首先，教师可以利用手偶自问自答。

例如：T: Hi. My name is ________.What’s your name ?D: Hello. My name is Danny .T: What’s your name ?D: My name is Danny.T: Oh. Danny. Hi. Danny.此时，要向学生强调What’s your name ?的用法。

之后可以让学生和教师的手偶来练习刚刚学会的句子（设计意图：通过情景表演来培养学生的听说能力，同时也激发了学生的兴趣，活跃了课堂气氛，学生在玩与乐中轻松掌握本节课的重点）。

3、介绍书中的人物由于学生是刚接触到这几个小朋友，而且他们要和我们一起学习、一起成长，所以教师很有必要让学生认识这几个人。

利用图片分别介绍Danny、Jenny Smith和Liming同时告诉学生Jenny 住在 Canada (加拿大)，Li Ming 住在China (中国)。

然后领读Canada China I live in ___.（因为这几个单词也要作为重点的知识，同时还为学习教科书奠定基础。

）4、Student Book（设计意图：录音为学生提供了准确、地道的语音、语调、语速，便于学生学习外语是摆脱母语羁绊;多次朗读有助于语感的形成，为以后的大量阅读奠定较好的基础：模拟表演对话，培养了学生的动口、动脑的能力，也为初步交际打下基础。

）5、Play game(１)Play “go—stop”(当喊道stop时，就互相询问名字)（2）Play “Find friend”(叫几名同学到前面来，让他们和剩下的同学交朋友，看谁在规定的时间内交的朋友多。

在游戏中保证英语用正确，否则所交朋友无效。

对获胜者予以表扬。

对其他人予以鼓励。

)（设计意图：游戏能进一步活跃课堂气氛，又能使大多数学生通过游戏体验到成功的快乐）Class Closing六、板书：Lesson 1: Hello!HelloHi!What’s your name ?My name is ________.Lesson 2:Boy,Girl and Teacher一、教学目标知识方面：使学生能听、说、认识、口头运用单词：teacher, boy, girl能理解并口头运用：What’s his/her name?能力方面：通过学习怎样和别人打招呼，怎样来介绍自己，向他人介绍事物来培养学生的交际能力，锻炼语言的组织能力和知识的运用能力。

情感目标：通过本课的学习，让学生知道怎样有礼貌地进行打招呼，如何做简要的介绍，做个有礼貌的好孩子。

二、教学重点：1. 认识新单词三会（会说、会听、会读）：teacher 教师 boy 男孩 girl 女孩his 他的 her 她的2．掌握新句子：两会（会听、会说）：This is a______. 这是______。

What’s his name? 他叫什么名字？His name is ______. 他的名字是______。

What’s her name? 她叫什么名字？Her name is ______. 她的名字是______。

三、教学难点：区分his和her的用法。

四、教具、学具：录音机、图片五、教学流程：Class opening1. Greeting：Hello!/Hi!2. Review： What’s your name?New Concepts１、利用班里的男孩引出boy，并对其进行介绍：This is a boy.领读boy,接着介绍His name is _____ .(说出这位学生的名字)，教师可以重复这句话，使学生理解它，如果学生不能明白，教师就多举几个例子，例如：T: What’s his name? His name is __A___.What’s his name? H is name is ___B__.What does this word ‘his’means?在学生理解his的含义后教师指着某个男生问学生：What’s his name?试着让学生回答：His name is _____ .反复进行几组后就要放手让学生自己来练习了。

教授单词girl, teacher和句子What’s her name?同上述方法.设计意图：根据年龄特点，用创设情景的方法，直观的将所学内容展示给学生，生动活泼，使学生容易接受新知。

激发学生的学习兴趣。

2.Listen to the tape,and read after it.设计意图：让学生在模仿练习进一步熟练课文内容，并同时进行听力训练。

3.Play a game。

Memory name。

游戏规则：让几名自告奋勇的学生面对全班站在教室的前面，教师站在这一排学生得一端。

第一个人说：My name is Hong.第二个人说：My name is Bing.和Her name is Hong.(指着第一个人说)第三个人说：My name is Ming.和 Her name is Hong.( 指着第一个人说) His name is Ming.(指着第二个人说)这个游戏一直进行到这一排的最后一个人，要求教师必须记住所有学生的名字。

设计意图：通过游戏使学生能有亲身体验，并激发他们的学习兴趣，在游戏中轻松愉悦地获得新知。

4.Make a dialogue in groups.设计意图：使学生在活动中发散思维，并培养他们的合作创新精神，能够运用所学知识进行简单的口语交流，培养自主学习能力。

Class ClosingGoodbye!六、板书：Lesson 2: Boy,Girl and Teacherteacher boy girlWhat’s his name? His name is .What’s her name? Her name is .Lesson 3：How are you?一、教学目标：A. 知识目标：1. 掌握三会词汇：book chair desk2. 学会问候语“How are you? I’m fine, thanks. ”。

B. 能力目标：1. 能熟练演唱歌曲“How are you?”，演唱流利，发音准确。

2. 会使用句子“What’s this?”来问自己不知道的东西，并能够用“It’s a…”回答。

C. 情感目标：让学生礼貌的同他人打招呼和问候，做个懂文明讲礼貌的好孩子。

二、教学重点：1. 新单词：三会（会听、会说、会认）：book chair desk注意：desk是指书桌或是办公桌，而在日常生活中常用的桌子要用table2. 新句型：（会听、会说）：What’s this? It’s a ________. 这是什么？这是________。

How are you? I’m fine. 你好吗？我很好。

三、教学难点：What’s this? It’s a ________. 这是什么？这是________。

四、教具、学具：CAI课件，录音机，图片五、教学流程：Class openingGreeting1）教师用“Hello / Hi！”问候全班，要求学生回答“Hello/Hi！”2）教师同学生做手偶游戏，进行“What’s your / her / his name?”的对话。

New Concepts１、Listen a song：A、教师可以先自导自演一段对话，如：A:HelloB:Hi!A:What’s your name ?B:My name is ________.A:Oh, how are you?B: I’m fine.然后反复强调最后这两句话，在激起学生的好奇心后，教师可以直接告诉学生这两句话的意思，并告诉他们这两句话的运用环境。

在学生理解后就可以播放歌曲了。

教师播放歌曲“How are you?”。

再利用歌曲中的课件展示一遍这组对话，让学生充分的加以理解。

之后让学生两人一组，鼓励他们之间进行对话模仿练习。

B、利用实物教授book chair desk 在学生理解这几个单词的意思后引出对话：What’s this? It’s a ________.2. Practice：1）I ask , you answer教师在教室里来回走动，随意指着一本书、一张桌子或一把椅子询问“What’s this?”，学生来回答。

教师可以快速指出物品或出示图片，由于小学生竞争好胜的意识比较强，这样就可以锻炼学生的反应能力，调动他们参与活动的积极性。

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