上海牛津英语三年级教案
牛津上海版小学英语三年级上册全册教案
牛津上海版小学英语三年级上册全册教案牛津上海版小学英语三年级上册全册教案目录Module1 Getting to know you《Unit1 How are you》 (2)Module1 Getting to know you《Unit2 What’s your name》(8)Module1 Getting to know you《Unit3 How old are you》 (11) Module2 Me, my family and friends《Unit1 My friends》 (17) Module2 Me, my family and friends《Unit2 My family》 (24) Module2 Me, my family and friends《Unit3 About me》 (28) Module3 Places and activities《Unit1 My school》 (31)Module3 Places and activities《Unit2 Shopping》 (39)Module3 Places and activities《Unit3 In the park》 (44)Module4 The natural world《Unit1 Insects》 (47)Module4 The natural world《Unit2 On the farm》 (51)Module4 The natural world《Unit3 Plants》 (56)Project 1《About me》 (63)Project 4《Insects》 (69)Module1 Getting to know you《Unit1 How are you?》1教学目标单元教学目标分析(1)、能听说读写:Miss、Mr 、Mrs等词汇(2)、能听说读:Dolly、Miss Fang 、Mr Zhang、Mrs Wang、teache r、MumDad 、cut、 stick、 Jane、 cake、 table、 make等词汇(3)、能掌握并运用所学句型进行自我介绍。
沪教牛津版小学三年级上册英语全套教学设计
沪教牛津版小学三年级上册英语全册教学设计Good morning,Miss Li. Good morning.Hi,Mike. HelloUnit 1 Hello扬州市八里中心小学备课纸Unit 1 Hello英语的起始单元。
小学生对学习英语大多怀有好奇、兴奋、期待的心情。
英语学习的起始阶段，教师应在帮助学习进行知识积累的同时，特别重视激发和保护学生学习英语的热情，培养学习运用所学英语进行交际的意识和勇气。
本着这一宗旨，本单元安排了“自我介绍”和“询问对方姓名”的功能项目，并在词汇教学中，选择了较易激起小学生学习兴趣的动物类单词。
这样安排有助于消除学生学习新语言的焦虑心理。
进而激发学生参与教学的热情和信心。
教学要求：1．能听懂、会说以下日常交际用语，并能运用所学交际用语进行自我介绍及询问对方姓名。
Hello/Hi ,I’m…What’s your name?要求读音正确，语调自然。
特别要注意I’m和name 的正确读音。
2．培养学生运用所学英语进行交际的意识和勇气。
3．认识五个人物：David ,Liu Tao ,Yang Ling ,Mike ,Nancy .4. 能听懂、会说以下八个动物类单词：a dog, a cat , a bird , a tiger ,a monkey , a zebra , a panda ,an eleph ant 。
要求读音正确。
5．会唱歌曲Hello!6.理解冠词 a /an 之间的区别。
教学重点：见教学要求1、2、4。
教学难点：见教学要求：1、4、6。
教具准备：录音机（带）、动物卡片、人物头饰。
课时安排：共四课时。
第一课时： A Learn to say.第二课时： B Look and learn .第三课时： C Look and say .第四课时： D Fun house .Unit 1 Hello .The first period: A Learn to say .TEACHING CONTENTS:1. Vocabulary :David ,Liu Tao ,YangLing ,Mike ,Nancy .2. Pattern : Hi /Hello ,I’m…What’s your name ? Good morning .TEACHING AIMS :1. The Ss can understand and say the communion parlance : Hello /Hi ,I’m.. What’s your name?Good morning .2. To know five persons : David ,Liu Tao, YangLing ,Mike ,Nancy .3. To encourage the Ss to talk in English .TEACHING AIDS :Cassette ,recorder ,masks (David ,Liu Tao ,YangLing ,Mike ,Nancy )TEACHING PROCEDURES:Step 1: Warm-up1. Introduce : Allow me to introduce myself .My name is …,You cancall me “Mr/Miss ××.”This semester I teach you English .I hope we could get along with each other .First ,let’s say “Hello!”2. Greetings: Hello! Hi ! Good morning/Good afternoon .Step2 Presentation and practice .1. Learn to say :Hi /Hello ,I’m …a. T: If you want to introduce yourself to others ,you should say : Hi ,I’m …/Hello,I’m…b. Read after the T.Hi ,I’m…/Hello ,I’m…c. Practice :T& S S&S Group work .Work in pairs .d. Check .2. Learn to say:What’s your name?a. The teacher wears the mask (David ): Hello,I’m David ,What’s your name? The student answers :Hello ,I’m…b. Read after the T: What’s your name?Pronounce : name [ei]c. Ask and answer : What’s your name?Hi,I’m…d. Check .Step 3 Break : Listen to the song “Hello!”Step4 Consolidation:1. The T shows the masks (David ,Liu Tao, YangLing ,Mike ,Nancy ) : Please introduce yourself to them and ask“What’s your name?”e.g Hi ,I’m…,What’s your name?Hello, I’m…2.Play a game: What’s your name?The Ss are divided for several groups .In each group ,the Ss ask and answe r one by one .e.g Sa: Hi ,I’m…What’s your name?Sb: Hi ,I’m…(Sa&Sb clap their hands )Sb :Hi, I’m…What’s your name?Sc: Hi ,I’m…(Sb&Sc clap their hands )3. Listen to the tape and repeat .Step5 Relax :Listen to the song “Hello!”;Try to sing together (老师做简单律动，学生跟做，试唱)Step 6 Homework Listen to the tape and read aloud .Say “Goodbye.”POSTSCRIPT: Phonetic symbolThe second period :B Look and learn .TEACHING CONTENTS :Vocabulary : a dog ,a cat ,a bird ,a tiger ,a monkey , a zebra ,a panda , an elephant .TEACHING AIMS:1. To understand and say the words :a dog ,a cat ,a bird ,a tige r ,a monkey ,a zebra ,a panda ,an elephant .2. To understand what’s the difference between “a.”and“an .”3. To encourage the Ss to learn English .TEACHING PROCEDURES :Step 1 Warm-up .1. Greetings:Hello ,everyone!Hello,I’m…What’s your name?2. Introduce .Please introduce yourself to others (Prtactice in groups ).3. Check .Step2 Presentation and practice .1. Learn to say the new word: a dog .a.Show the card (dog)T: Hi ,boys and girls ,I’m Dog .(Please say “Hello”to Dog)Ss: Hello,Dog.b. Practice and check .c. Imitate “Dog”(Use body language )2. Look at the picture and say “Hello,Dog/Cat /..”3. 听录音做动作。
上海牛津版小学三年级英语下册同步教案(完整版)
3B M1 Unit 1 Seeing and hearingI. 单元分析一、基本要求：1、能听说读写：can, can’t, aeroplane, bus(buses), ship, car, hear, see词汇。
2、能听说读：listen(to), look at, There is…, What else…, children(chilled), they,them, an aeroplane, some等词汇。
3、能掌握ch-[tʃ]的发音规则：chick, chair。
4、能掌握并运用What can you hear/see? I can hear/see…What colour can you see?表达相关信息。
5、能掌握并运用一般疑问句Can you…? Yes,I can/.No,I can’t.询问并获得信息。
6、能掌握并运用… and…, … but…的句型。
7、熟悉作spinner的过程、顺序。
8、欣赏并学唱儿歌I hear raindrops.二、相关旧知：1B：bicycle ridewhat do you see？I see… 和what do you hear? I hear…2B：train, bus, car, van , bicycle, ship.What can you hear? I can hear…; ….can…, …can’t…三、发展性要求：（可以选择性运用）1 、能选择性听说读下面的单词、词组和句子：circle 圆圈toothpick牙签spin旋转spinner转盘use使用raindrop雨滴fall(ing) down落下pitter-patter雨滴声by the window窗边Charlie查理Charlie has…, Carlie and his chick are sitting on the chair.2. 文本(1)A song: I hear raindropsI hear raindropsI hear raindropsFalling downFalling downPitter-patter, raindropsPitter-patter, raindropsFalling downFalling down(2). A rhymeCharlie has a chick.Charlie has a chair.Charlie and his chickAre sitting on the chair.(3) Mini-dialoguePeter: What can you see in the sky, Kitty?Kitty: I can see some…Peter: How many…are there?Kitty: There are…Peter: What colour are..?Kitty: They are…(4) A passage:It is rainy today. Alice and her brother Tom can’t go out and play. They can only stay at home. They are both standing by the window. They can hear raindrops. And they can see many cars and buses in the street. Alice likes listening to the raindrops, but Tom doesn’t. He likes watching the busy cars.四、情感与人文：善于观察、聆听身边的事物，热爱生活。
牛津上海版(试用本)三年级下册英语Module 2 Unit 2 Toys Period 3教案
Oxford English Book 3BModule2 Unit 2 Toys一、单元主题：Toys二、单课话题：Period 1：Toys we likePeriod 2：Showing our toysPeriod 3：Playing with toys三、教材及学情分析1.3B Module2 Unit2的教学主题和内容围绕Toys展开, 核心词汇为：toy train, doll, skateboard, robot, lovely; 核心句型为：What do you like? I like … 询问他人所喜欢的玩具。
教材中, Module 2的主题为My favourite things, 其中Module 2 Unit2的主题为Toys，根据本单元的教材内容，将三课时的话题设计为：Period 1 Toys we like，Period 2 Showing our toys，Period 3 Playing with toys希望学生通过本单元的学习，能够从玩具的颜色、尺寸、触感、功能等方面介绍喜欢的玩具，并在与同伴玩玩具的过程中分享快乐，增进彼此间的友谊。
2.本单元的核心词汇为有关玩具的单词：toy train, doll, skateboard,robot。
学生在一、二年级的学习中已经学习了一些有关玩具的单词以及Do you like…? Yes, I like…或No, I don’t like…来询问他人喜好并作回答。
通过以前的学习，学生能初步表达自己的喜好意愿。
本单元的学习将整合旧知，在学生已有的学习水平上进一步丰富、发展语言。
3.三年级学生通过近二年的英语学习对介绍玩具的主题比较感兴趣，但是由于之前语言输入量的匮乏只能简单的表达自己的喜好。
因此，在本单元的学习中将丰富学生的语言表达，让学生理解描述玩具可以从其颜色、尺寸、触感、功能等方面进行介绍。
在表达与交流的同时增进彼此的友谊，激发学习的兴趣，培养一定的思维品质和良好的口语交际能力。
牛津沪教版英语三年级上册Unit1-Unit12全册教案
Module 1 Getting to know youUnit 1 Hello！本课是教材Module 1 Unit 1的教学设计。
本单元的语言功能项目是To revise vocabulary and expressions to describe “Hello”.主要话题是The students are able to use the key words correctly,本课内容贴近学生的生活和学习实际，为学生操练对话创设了一个真实的语言情景，有利于学生在比较接近实际的情景中听听说说，从而培养他们运用英语进行交际的能力。
【知识目标】1. To revise vocabulary and expressions to describe “Hello”.2. To guess meaning from context.3. The students are able to use the key words correctly.【能力目标】To use the sentences in context.【情感目标】利用多种游戏或活动形式培养学生对英语学习的浓厚兴趣。
【教学重点】The students are able to use the key words correctly.【教学难点】通过阅读活动，引导学生通过阅读抓住关键信息，了解故事大意，通过角色扮演，让学生巩固和运用本单元所学核心词汇和句型。
Tape recorder, Multimedia.Step 11. Listen and sayFree talkT: What do you know about “Hello”？Look at the pictures on P2 and PPT. Talk about “Hello”. Encourage them to talk about the topic. To introduce them to the topic.2. ListeningPlay the listening materials, stop when necessary. And then check the answers.To train the students’ ability of catching the information of the listening materials.Step 21. Look and learnLead them to read and explain the “Hello”.e.g: Hello, I’m… /Hi, I’m…To review the related knowledge.2. Make and say(1) Learn the rules in P3.(2) Finish the exercise on P3 and group work to work out the usage method of the “Hello”.(3) List the method of for them.To develop their interest and lead them to the conclusion.Step 3Say and actLet the students look PPT and act the scene.To make them get familiar with the details of the text and train their ability of saying and reading.Step 41. Learn the letters in P5.2. List the letters for them.To develop their interest and lead them to the conclusion.Step 5Homework1. Dictation.2. Use the new words to make sentences on your own or check them in a dictionary.略。
牛津英语上海版小学三年级英语教案
课程表星星期一星期二星期三星期四星期五期节数第一节第二节第三节第四节第五节第六节大课间第七节基础教育阶段英语课程总体目标义务教育阶段英语课程的总体目标是:通过英语学习使学生形成初步的综合语言运用能力，促进心智发展，提高综合人文素养。
综合语言运用能力的形成建立在语言技能、语言知识、情感态度、学习策略和文化意识等诸方面整体发展的基础之上。
语言知识和语言技能是综合语言运用能力的基础；文化意识有利于正确地理解语言和得体地使用语言；有效的学习策略有利于提高学习效率和发展自主学习能力，积极的情感态度有利于促进学生主动学习和持续发展。
这五个方面相辅相成，共同促进综合语言运用能力的形成与发展。
以语言技能、语言知识、情感态度、学习策略和文化意识等五个方面共同构成的课程总目标，既体现了英语学习的工具性，也体现了其人文性；既有利于学生发展语言运用能力，又有利于学生发展思维能力，从而全面提高学生的综合人文素养。
基础教育阶段英语课程一级目标对英语有好奇心，喜欢听他人说英语。
能根据教师的简单指令做游戏、做动作、做事情（如涂颜色、连线）。
能做简单的角色扮演。
能唱简单的英文歌曲，说简单的英语歌谣。
能在图片的帮助下听懂和读懂简单的小故事。
能交流简单的个人信息，表达简单的情感和感觉。
能书写字母和单词。
对英语学习中接触的外国文化习俗感兴趣。
语言技能一级目标听做：1. 能根据听到的词语识别或指认图片或实物；2. 能听懂课堂简短的指令并做出相应的反应；3. 能根据指令做事情，如：指图片、涂颜色、画图、做动作等；4. 能在图片和动作的提示下听懂简单的小故事并做出反应。
说唱：1. 能根据录音模仿说英语；2. 能相互致以简单的问候；3. 能相互交流简单的个人信息，如：姓名、年龄等；4. 能表达简单的情感和感觉，如：喜欢和不喜欢；5. 能够根据表演猜测意思、说词语；6. 能唱英语儿童歌曲和歌谣15首左右；7. 能根据图、文说出单词或短句。
玩演：1. 能在教师的指导下用英语做游戏并在游戏中进行简单的交际；2. 能做简单的角色表演；3. 能表演简单的英语短剧。
牛津沪教版小学英语三年级上册教案(全册)
第一课时
一、Pre-task preparations
1.与学生互相问候拉开课堂的内幕，引导学生用不同的句子回答。
T:Hello, …How are you today?
S1:I’m fine.Thank you.How are you today,Miss …?
T:I’m great,thank you.
2.找词游戏。
在黑板上写出下面这句话。
Father and mother,I love you.
然后突出显示这句话中各个单词的首字母，提示学生找出单词family，从而引出本单元的话题。
二、While-task procedures
1.出示本单元Look and learn的家庭谱，引导学生识记表示家庭成员称谓的单词。
T:(show the family tree in “Look and learn”)This is a family tree.And this is the Browns.
T:(point to Peter Brown in the picture)Look at this boy.Who is he?
Ss:Peter Brown.
T:(point to the father in the picture) Who is he? He is Peter’s father.Father,father.。
沪教牛津版三年级英语教案
导
学
过
程
温故互查：
听写单词candy, ice cream ,lemon。
自学感悟：
听录音，学习课本第8页，读句子，结合图片进一步理解句子的意思。
听录音，吟唱歌曲《Apple tree》 。
设问导读：
1、同桌之间运用Taste it，What is it?It’s…句型进行询问。
学习准备
单词卡片，录音机，英语磁带。
导
学
过
程
自学感悟：
1、听录音，认读单词bear、elephant、lion、monkey、panda和tiger。
2、听录音，自学课本第18页（教材18页Listen and say）,认读句子。
设问导读：
1、自己尝试认读单词bear、lion、elephant、monkey、panda和tiger。
自学感悟：
Say and act(课本第4页)。
听录音，读句子，结合图片，理解句子的意思，尝试进行翻译。
听录音，吟唱歌曲《The rainbow》。
设问导读：
1、复习26个英文字母，同桌之间互相听写。
2、小组合作，创设英语情境。
两位同学分别扮演Joe和Miss Fang用所学句子进行情境对话。
小组交流，集体评价，选出最佳表演组。
学习准备
单词卡片，录音机，英语磁带。
导
学
过
程
自学感悟：
1、听录音，认读单词bike,bus,
plane,ship,car和train。
2、听录音，自学课本第10页Listen
and say，认读句子。
设问导读：
1、出示单词卡片bike,bus,plane,ship, car和train。同桌互相认读检查。
牛津上海版(深圳版)小学英语三年级上册同步教案(全册)
Module 1 Getting to know you Unit 1 Hello!第四课时：完成《评价手册》的练习，并进行评讲批改。
Module 1 Getting to know youUnit 2 How are you?第四课时：完成《评价手册》的练习，并进行评讲批改。
Module 1 Getting to know youUnit 3 Are you Kitty?第四课时：完成《评价手册》的练习，并进行评讲批改。
Module2 My family, my friends and meUnit 4My friends第四课时：完成《评价手册》的练习，并进行评讲批改。
Module 2 My family, my friends and meUnit 5 My family第四课时：完成《评价手册》的练习，并进行评讲批改。
Module 2 My family, my friends and meUnit 6 Me第四课时：完成《评价手册》的练习，并进行评讲批改。
Module 3 Places and activities Unit 7 In the classroom第四课时：完成《评价手册》的练习，并进行评讲批改。
Unit8 At the fruit shop 第1课时教学设计【内容来源】上海教育出版社（2013年版）三上Module3 Unit8【主题】Listen and enjoy, Look and learn.【课时】第1课时一、教学目标(Teaching aims)1. 通过图片和实物，引导学生学习本单元的核心话题词汇。
2．开展各种游戏活动，帮助学生掌握词汇。
3．通过Listen and enjoy的儿歌，帮助学生感知one, two, three, four, five, six. seven 这几个数词，为后面的学习做准备。
4．引导学生进行简短的购物对话，为本单元核心句型的学习做准备。
上海版牛津英语英语三年级下册教案
Unit 2The First Teaching Plan知识目标：1、New words: these，bicycle, doll, bear, super, beautifu2、Sentences: These bicycles, are supper, I like this bicyck能力目标：1、能正确使用these, this两个指示代词。
2、能结合本课句型进行介绍或对话。
情感目标：教育学生爱护自己的玩具。
Important poimt:1、正确朗读本课单词，进一步了解名词复数的运用。
2、this, these两个指示代词的意义及用法。
Different poinits:1、区别this, these的意义及后跟的名词单复数。
2、正确表达本课句型，能灵活进行对话。
一、pre-task preparation1. Show the toys to the. students and introduce:Bicycle, cloths , bears2. Put the pictures of toys and word cards on the blackboard. Encouragestudents to read them.二、While-task procedure.1、 Show them a pencil and say:This pencil is long.Show them some pencils and say:These pencils are long.2. Encourage students to say:This bicycle/doll/bear isThese bicycles /dolls/bears are3. 教师根据学生所说出的句子及时间：Do you like this ?Do you like these ?Encourage studewts to say:Yes, l like this / No, I don’t likeYes, I like these / No, I don’t like these4. Ask and answer in pairs:Do you like ?Yes, I like /No , I don’t like5. Show them some super bicycles and say:This bicycle is super.These bicycles are superT: ’super’ is means very mice.‘ Beautiful ’ is means very nice.6. Encourage students to make sentences with “super”, ”beautiful”,7. Play the cassette, students listen and follow in their books thenrepeat.8. 老师指着黑板上的图片说：I like this doll. I don’t like tears.Ask students to speak like this.9. 利用活页资料让学生向一组学生了解他们最喜爱的玩具。
上海牛津英语三年级教案
《牛津英语》三年级上册Unit1 Hello!一、学情分析本学期的教学对象是三年级学生，他们活泼好动，富有表现力。
他们喜欢形象多变的学习内容，对游戏，动画，唱歌，表演充满了兴趣。
但是注意力的持续性比较分散，不能做到45分钟全神贯注的听课，由于一二年级的过渡，学生已经有小组意识与合作意识，在小组展示上，大部分学生能够自由发挥想象，灵活运用英语进行基本交流。
因此，在设计课堂教学中，应当尽可能的为孩子创造出有趣的情境，让学生大胆的交流，积极地分享。
对不同的情境做出恰当的反应。
由于三年级开始书写单词，教学时应让学生学会分辨字母大小写并正确书写字母。
二、教材分析本单元是三年级上册Module 1的第一个单元（P2-5），整个module都是围绕学生日常生活相关的情境来展开的“Getting to know you”。
内容切合学生的生活实际情境，容易引起学生的共鸣，激发学生的学习主动性和积极性，学生能参与到课堂。
本单元重在锻炼学生用简单的语言来相互打招呼，学会运用到实际生活对话中。
同时开始英文字母Aa，Bb的学习。
本单元课题是Hello。
在一二年级时，学生已经学过有关打招呼的句型的基础上，学习Hello, I’m…, Good morning, 并掌握发音和使用规则。
另外二年级开始接触字母的学习。
本单元要求学生学会在不同的情境下灵活自如的使用招呼的礼貌用语，掌握四个新人名，并且学会Aa，Bb，能够正确认读，能够区分大小写并正确书写。
本单元作为Module 1的第一个单元，让学生通过视听等多种学习渠道，在固有知识的基础上加深，并加以字母的学习，既丰富了日常用语的灵活使用，又为后面的学习奠定了一定的知识基础。
三、单元设计整体思路和依据本套教材建议我们的教学注意培养学生学习英语的兴趣，多听多模仿；中段英语，听说领先，在此基础上开始练习写，激发学生的参与积极性，提高学生的学习兴趣。
1. 采用情境创设教学法，充分利用三年级学生的直观思维能力强，爱看动画，爱唱表演等特点组织教学。
牛津上海版(试用本)三年级下册小学英语教案(全册)
Module 1 Using my five sensesUnit 1 Seeing and hearing教材分析本节课重点学习辨认、识别：单词car, bus, aeroplane, ship等，句型What can you see? I can see...。
重复并表演对话内容，培养学生的语言运用能力，培养学生的感知能力，感受生活中的美。
教学目标1. Knowledge aims:Words: car, bus, aeroplane, shipSentences: What can you see? I can see a/some…What else`can you see? I can see…What can you hear? I can hear…2. Ability aims:Identifying the key words.E.g. car,bus,a eroplane,shipUsing wh-questions to find out what is seeing and hearing.E.g. What can you see? I can see a/some…What else can you see? I can see…What can you hear? I can hear…3. Emotion aims:Let students learn to observe things around them.教学重难点Main points1. Identifying the key words.2. Using wh-questions to find out what is seeing and hearing.Difficult points1. Using nouns to identify vehicle .2. Using wh-questions to find out what is seeing and hearing.课前准备多媒体课件、录音机、教学素材教学过程Step1.Greeting1.Greeting.2.Asking student “Do you know how to use our five senses”. Step2. Presentation1.Learn new words and sentences:1)Look! What can you see?I can see _____________________.There is /are ____________________.2)Listen! What can you hear?I can hear ______.2.DialogueShow some pictures to let students make a dialogue.A:Look, What can you see?B:I can see a ______.A:What else can you see?B:I can see ______.A:What colour can you see?B:I can see a ______.A:What can you hear?B:I can hear a ______.Step3.Practice1.Play a gameMake a spinner1).Draw a circle.2) Cut the circle.3) Colour the circle.4) Use a toothpick.5) Spin the spinner.2.What colour can you see?3.How many children?4.What can the little bird see?It can see ___________.5.Can the ladybird see them?Can the ladybird hear them?6.Listen and enjoy7.按要求改写句子。
上海牛津英语三年级教案
《牛津英》三年上册Unit1 Hello!一、学情解析本学期的授课象是三年学生，他活好，富饶表力。
他喜形象多的学内容，游，画，唱歌，表演充了趣。
但是注意力的持性比分别，不能够做到 45 分全神注的听，由于一二年的渡，学生已有小意与合作意，在小展现上，大部分学生能自由想象，灵便运用英行基本沟通。
因此，在堂授课中，当尽可能的孩子造出幽默的情境，学生英勇的沟通，极地分享。
不同样的情境做出合适的反。
由于三年开始写，授课学生学会分辨字母大小写并正确写字母。
二、教材解析本元是三年上册 Module 1的第一个元（ P2-5），整个 module都是学平生常生活相关的情境来张开的“Getting to know you。
内”容符合学生的生活情境，简单引起学生的共，激学生的学主性和极性，学生能参加到堂。
本元重在学生用的言来互相打招呼，学会运用到生活中。
同开始英文字母 Aa，Bb的学。
本元是 Hello。
在一二年，学生已学相关打招呼的句型的基上，学 Hello, I ’m⋯, Good morning,并掌握音和使用。
其他二年开始接触字母的学。
本元要修业生学会在不同样的情境下灵便自如的使用招呼的礼貌用，掌握四个新人名，并且学会 Aa，Bb ，能正确，能区分大小写并正确写。
本元作 Module 1的第一个元，学生通听等多种学渠道，在固有知的基上加深，并加以字母的学，既丰富了平常用的灵便使用，又后边的学确定了必然的知基。
三、元整体思路和依照本套教材建我的授课注意培养学生学英的趣，多听多模拟；中段英，听先，在此基上开始写，激学生的参加极性，提升学生的学趣。
1.采用情境授课法，充分利用三年学生的直思能力，看画，唱表演等特点授课。
2.运用精良的件，抓住学生天真活，善于模拟的天性，激他的学趣，他的学极性。
3.利用代授课媒体，充分向学生展现合适的境，正确呈言信息，并利用多媒体的情境行合作学，提升自由运用英的能力。
通信息技的运用，更好地教与学生之高效的教与学的程，以达到优异的授课目。
沪教版牛津小学英语三年级上册英语电子教案(全册)
（三）年英语课时教学案【第2单元第2 课时
（三）年英语课时教学案【第三单元第 1 课时
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（三）年英语课时教学案【第 4 单元第2课时
（三）年英语课时教学案【第五单元第 1 课时
（三）年英语课时教学案【第五单元第 2 课时
（三）年英语课时教学案【第 6 单元第 1 课时
（三）年英语课时教学案【第 6 单元第 2 课时
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（三）年英语课时教学案【第7 单元第2课时
（三）年英语课时教学案【第8单元第 1 课时
（三）年英语课时教学案【第 11单元第 2课时。
上海牛津版三年级英语下册全册教案
Module 1 Using my five sensesGrammar:1.Modal verbs ‘can/can’t: I can/can’t ---2.Wh-questions: What can you see /hear? What colour is it? What is it?3.Yes/No question: Is this your --- /Is it--- Yes, it is./ No, it isn’t.4.Possessive adjectives: your, my, her5.Imperatives: Listen to--- Touch --- Taste ---/Smell---/ Close ---6.Verb ‘to be’: It’s --- /It’s a/anV ocabulary:Mirror, can, hair, brown, eye, mouth, can’t, grey, listen to, street, roof, her, cage, aeroplane, bus, car, boat, drill, telephone, hear, soft, hard, rough, smooth, touch, how, does, feel, toy, pineapple, hat, cold, lemon, sweet, sour, taste, strawberry, lime, smell, nice, fish, prawnSounds: a ( Jane, make, aeroplane)a (fat, man, jam)e (she, see, these, tree, street)e (Eddie, ten, red, peg)Daily Expressions:Hello, this is --- (on the phone)How are you? I’m fine, thank you.How does it feel? Can I help you?Unit 1 Looking and seeingLanguage functions: Talking about abilityIdentifying and describing objects in terms of colourAsking and answering questions about possessionsSaying the sound ‘a’ in its open syllable form Language skills:Use modeled phrases and sentences to communicate with teachers and other learner.Pronounce correctly a series of words in a sentence withthe vowel sound ‘a’ in its open syllable formMain points: Can use the sentences: What can you see?/What colour is it? Difficult points: Yes/No questions: Is this your ---?Teaching beach:Using the old words and sentences to learn the new words and sentences. Using the things and pictures to learn the words.Teaching times: Five periodsThe First PeriodLanguage focus:Using nouns to identify different parts of the bodyUsing modal verb ‘can/can’t’ to talk about abilityLanguage skills:Use modeled phrases and sentences to communicate with teacher and other learners.Open an interaction by asking questionsMain points: Can use the sentence “What can you see? I can see---.〞Difficult Points: Can spell the words and using the sentence.Materials: a mirror , a mask , a tape, Book 3BThe Second PeriodLanguage focus: Using nouns to identify thingsUsing predicative adjectives of colour to describe thingsUsing modal verb ‘can’ to talk about abilityLanguage skills: Using modeled phrases and sentences to communicate with teacher and other learnersMaintain an interaction by replying to questionsMain points: Can spell the words and using the sentences.Difficult points: Can recite the words and write the sentences. Materials: some colour pencils, rulers, rubbers ---The Third PeriodLanguage focus: Asking ‘Wh-‘ questions to find out various colours students see.Using modal verb ‘can’ to talk about abilityLanguage skills: Identify a series of words in a sentence with the vowel sou nd ‘a’ in its open syllable formUsing modeled phrases and sentences to communicate with teacher and other learners.Main points: Can say the sentences. Pronounce correctly a series of words in a sentence with the vowel sound ‘a’ in its open syllable form.Difficult point: Can use the sentences.The Fourth PeriodLanguage focus: Using possessive adjectives to show possession. Language skills: Use modeled phrases and sentences to communicate with teacher and other learners.Close an interaction by using appropriate formulaic.Main points: Can use possessive adjectives to show possession.Can ask and answer the sentences.Difficult points: Can contract my/your. Can copy the sentences. Materials: Cassette 3B and a cassette player Workbook 3B P3The Fifth Period (Exercises)Language focus: Asking and answering questions about possessions Talking about ability.Language skills: Use modeled phrases and sentences to communicate with teachers and other learners.Pronounce correctly a series of words in a sentence with the vowel soundLanguage functions: Identifying objects by their soundsResponding to simple instructionsUsing telephone formulaeSaying the sound ‘a’ in its closes syllable form.Language skills: Open an interaction by eliciting a responseMaintain an interaction by using phrases to replyMain points: Can use imperatives to give instructions and directions. Can use the sentences to ask and answer.Difficult points: Can say and write the phrases .Teaching times: Five periodsThe First PeriodLanguage focus: Using imperatives to give instructions and directions Using nouns to identify things.Language skills: identify key words in an utterance by recognizing stress. Main point: Can spell and read the words.Can use imperatives to give instructions and directions.Difficult point: Can use the phrases .The Second PeriodLanguage focus: Using imperatives to give instructions and directions Using nouns to identify things.Language skills: identify key words in an utterance by recognizing stress. Main point: Can make a new rhyme. Can say and recite the words. Difficult point: Can make a new phyme.The Third PeriodLanguage focus: Using modal verb ‘can’ to talk about abilities.Asking ‘Wh-‘ questions to find out vari ous kinds of specific information about a person.Language skills: Open an interaction by asking a question.Pronounce correctly a series of words in a sentence with the vowel sound ‘a’ in its closed syllable form.Main point: Can use modal verb ‘can’ to t alk about abilities.Difficult point: Can ask ‘Wh-’ questions to find out various kinds of specific information about a person.Materials: Cassette 3B ,Workbook P5, Wallpictures 3BThe Fourth PeriodLanguage focus: Using formulaic expressions to start a telephone conversation.Using formulaic expressions to greet people and respond to greetings. Using imperatives to give instructionsLanguage skills:Using modeled phrases or sentences to communicate with other learners Maintain an interaction by replying to a question.Main point: Can use imperatives to give instructions.Difficult point: Use imperatives to give instructions.Materials: Cassette 3B and a cassette playerLanguage focus:Using moda l verb ‘can’ to talk about abilities.Asking ‘yes/no’ questions using modal verb ‘can’ .Language skills:Use modeled phrases or sentences to communicate with other learners. Open an interaction by asking a question.Main point: Can use the sentences to ask and answer.Difficult point: Asking questions using modal verb ‘can’. Materials:Unit 3 Touching and feelingLanguage functions:Identifying objects by touchAsking questions about and describing the way things feelIdentifying letters of the alphabet shapesResponding to simple instructionsSaying the sound ‘e’ in its open syllable formLanguage skills:Use modeled sentences to communicate with other learnersOpen an interaction by eliciting a responseProduce simple sentences involving listsPronounce correctly a series of words in a sentence with the vowel sounds ‘e’ in its open syllable formTeaching times: Five periodsThe First PeriodLanguage focus:Using adjectives to describe things.Using imperatives to give instructionsAsking ‘How’ questions to find out the texture of a thing.Asking ‘Wh-’ questions to find out a specific thing.Language skills:Maintain an interaction by replying to a question.The Second Period Language focus:Using adjectives to describe thingsUsing imperatives to give instructionsAsking ‘How’ questions to find out the texture of a thing Language skills:Locate specific information in response to simple questions Open an interaction by asking a questionMaintain an interaction by replying to a questionMain point:Can use the question to find out the texture of a thing Difficult point:Can use two adjectives to describe thingsMaterials:A soft toy, a bag, a balloon, an apple and a pineappleCassette 3B, Photocopiable P6,7The Third PeriodLanguage focus:Asking ‘How’ questions to find out the texture of a thingAsking ‘yes/no’ questions to obtain simple responsesLanguage skills:Locate specific information in response to simple questionsOpen an interaction by asking a questionMaintain an interaction by replying to a questionPronounce correctly a series of words in a sentence with the vowel sound ‘e’ in its open syllable formMaterials:Cassette 3B Wallpictures 3B Workbook P7Module 1 Unit 4 Tasting and smelling Language functions:Indentifying objects by taste and smell.Asking questions about and describing the taste and smell of objects Responding to simple instructionsSaying the sound ‘e’ in its closed syllable formLanguage skills:Use modeled sentences to communicate with teachers and other learners Open an interaction by eliciting a responsePronounce correctly a series of words in a sentence with the vowel sound ‘e’ in its closed syllable formTeaching breach: Use the fruits and the food to learn the words.Act and practice the sentences.Teaching times: Five timesThe First PeriodLanguage focus :Using nouns to identify thingsUsing adjectives to describe thingsUsing imperatives to give instructionsAsking ‘Wh-’ questions to find out a specific thingsLanguage skills:Open an interaction by asking a questionMaintain an interaction by replying to a questionMain point: Using adjectives to describe thingsTeaching beach: Using the fruits and food to taste and try to say.The Second PeriodTeaching aims: Have the students to ask and answer the questions.Have the students to read the words and sentences.Language focus: Using nouns to identify thingsUsing adjectives to describe thingsAsking ‘Wh-’ questions to find out a specific thingTeaching breach: Using the things and practice.Materials: Cassette some ap0ples , some oranges , a lemon, a banana, a strawberry, a limeThe Third PeriodTeaching aims: Have the pupils to pronounce the words and vowel ‘e’ in closed syllable correctly.Have the pupils to ask the feelings.Language focus: Using nouns to identify thingsUsing adjectives to describe thingsDifficult point: Can pronounce correctly a series of words in a sentence with the vowel sound ‘e’ in its closed syllable formMain Point: Can pronounce correctly a series of words in a sentence with the vowel sound ‘e’ in its closed syllable formMaterials: a pineapple, a prawn, a dried prawn, sweets, cakes , different kinds of fruit.The Fourth Period Teaching aims: Have the pupils to act out the dialogue.Language focus: Using formulaic expressions to start a conversation Using formulaic expressions to request somethingDifficult point: Using formulaic expressions to start a conversation Main Point: Can make a small dialogue about shopping Materials: some fruits cassetteModule 2 My favourite thingsUnit 1 Animals I likeLanguage focus: 1.Wh-questions: What are they?2. Yes/No questio n: Do you like…?3. Verb “to be〞: They are…4. Countable nouns(plual)Skills:Speaking e modelled phrases and senyences to communicate with a teacher and other learns2.Open an interaction by eliciting a response3. Maintain an interaction by providing information to factual /yes/no questions4.Pronounce correctly a series of words in a sentence with the vowel sound “i〞inits open syllable formListening 1 Identify key words in an utterance by recognizing the stress2. Locate specific information in response to simple questions3. Identify a series of words in a sentence with the vowel sound〞i〞in its opensyllable from.Writing Develop written text by reproducing sentences from teacher’s writing.Diffcult points 1.Wh-questions: What are they?2. Yes/No question: Do you like…?3. Verb “to be〞: They are…4. Pronounce correctly a series of words in a series of words in a sentence withthe vowel sound “i〞in its open syllable formTeaching aids: Pictures,tapeTeaching times fourFirst period: Look and learn, Look and say, Ask and answerSecond period: Look,red and say . Ask and answerThird period: Read and guess. Learn the soundFourth period: ReviewFirst PeriodContents: words: cats , dogs, rabbits, lizards, snakes, birdsSentences: Do you like cats? Yes, I like … No, I don’t like …I like… Language focus: Using nouns to identify different animals. E g. snakesUsing simple present tense to express interests and preferences.Ask yes/ no questions to obtain simple responses.Contents: words: lions, tigers, zebras, elephants, giraffes, pandassentences: Do you like…? Yes, I like … No, I don’t like …Language focus: Using nouns to identify different animals.eg. pandasUsing simple present tense to express interests and preferences.Ask yes/ no questions to obtain simple responses.Third PeriodContents: sentences:They’re tall/big/black/…What are they? They’re____s.Language focus: Using adjectives to describe animals. eg. They’re tall.Ask “wh〞questions to find out about animals. eg. What are they?Contents: Review Unit1Diffi cult points: Do you like…? Yes,I like… No,I don’t like…What are they? They are…Module 2 My favourite thingsUnit 2 Toys I like: Language focus: 1 .Wh-questions: What do you like?2. demonstratives: these, this3. pronoun: weSkills:Speaking e modelled phrases and senyences to communicate with a teacher and other learns2.Open an interaction by eliciting a response3. Maintain an interaction by providing information to factual /yes/no questions4.Pronounce correctly a series of words in a sentence with the v owel sound “i〞inits closed syllable formListening 1 Identify key words by recognizing the stress2. Locate specific information in response to simple questions3. Identify a series of words in a sentence with the vowel sound〞i〞in its closedsyllable from.Writing Develop written text by reproducing sentences from teacher’s writing.Diffcult points 1.Wh-questions: : What do you like?2. demonstratives: these, this3.Pronounce correctly a series of words in a sentence with the vowel sound“i〞in its closed syllable formTeaching aids: Pictures,tapeTeaching times fourFirst period: Look and say, Ask and answerSecond period: Read a story .Third period: Make a robotFourth period: Look and say, Do a survey,Learn the soundFidth period: ReviewFirst PeriodContents: words: super, beautiful, these, bicycle,dollSentences: Do you like these bicycles ? Yes, I like …No, I don’t like…These bicycles are super. I like this bear.Language focus: Using demonstratives to refer to people or things.eg:These bicycles are super.Using simple present tense to express interests and preferences.Eg: I like this bicycle.Second PeriodContents: words: skateboard(s), robot(s)sentences: like … I don’t like …Language focus:Using simple present tense to express likes and dislikes.eg: like skateboards. I don’t like robots.Contents: words: foil, glue, button, stick,sentences: Stick the foil / boxes / buttons.My name’s Ben. I’m Ron the robot.Language focus: Using nouns to identify things. Eg. Boxes, foilUsing imperatives to give instructions. Eg: Stick the foilAsk “wh〞questions to find out about animals. Eg. What are they? Materials: some boxes, glue, some buttons, foil, recorderContents: sentences: Do you like …? Yes,we like …No, we don’t like…sound: i--- / I /Language focus:Ask ‘yes/no’ questions to obtain simple responses. Eg: Do you like balls?Ask ‘Wh-’ questions to find out various kinds of specific informationabout a person. Eg. What do you like?Using simple present tense to express likes and dislikes.eg. we like …wedon’t like…Contents: Review Unit2Difficult points: Do you like…? Yes,we like… No,we don’t like…What do you like? I like…/ We like…Materials: recorderModule 2 My favourite thingsUnit 3 People I like: Language focus: 1.Wh-questions: Who’s she? Who’s that?Where’s…? What’s in your hand?What do you like?2. Possesive adjectives : his3. verb “to have〞: I have…4. How question: How are you?How is Ben?5. Demonstratives: this / thatSkills:Speaking e modelled phrases and senyences to communicate with a teacher and otherlearns2.Open an interaction by introducing oneself.3. Pronounce correctly a series of words in a sentence with the vowel sound “o〞in its open syllable formListening 1 Identify main ideas2. Locate specific information in response to simple questions3. Identify a series of words in a sentence with the vowel sound〞o〞in its opensyllable from.Writing Add personal ideas and information to writing when a framework is provided. Diffcult points 1. Wh-questions: What do you like?2. How question: How are you?3. Possesive adjectives : hisTeaching aids: Pictures,tapeTeaching times SevenFirst period: Say and act, Ask and answerSecond period: Look and say, Draw and write .Third period: Read and act a storyFourth period: Read and act a storyFifth period: Say and act,Sixth period: Review soundSeventh period TestFirst PeriodContents: senten ces:How old are you? How old is she / he/ Ben /…What’s your / his / her/ your brother’s /your sister’s name? Language focus:Usingformulaic expressions to instroduce oneself and others.Asking ‘Wh’ questions to find out a person’s identity.eg.Who’s she?Asking ‘How’ questions to find out their age. eg.How old are you?Difficult points: What’s your / his / her/ your brother’s /your sister’s name?Contents: sentences: How old is she / he/ Ben /…What’s his / her name?I have two friends.Language focus: Using adjectives to describe people.eg: Ben is tall and thin.Asking ‘Wh’ questions to find out a person’s identity.Asking ‘How’ questions to find out a person’s age.Using connectives to link information.eg. I have two friends. Difficult points: Using adjectives to describe people.eg: Ben is tall and thin.Contents: sentences: Take this to Grandma,little Lucy.Your… are… Go to bed.Are you all right? I don’t know.Language focus: Using imperatives to give instructions. eg.Take this to Grandma,Little Lucy.Asking ‘Wh-’questions to find out a person’s identity.Using adjectives to describle things. eg. Your eyes are big.Using nouns to identify things. eg. Your teeth are big.Diffiuclt Points: 1.Take this to Grandma,Little Lucy. 2.Act the story.Contents: sentences: Take this to Grandma,little Lucy.Your… are… Go to bed.Are you all right? I don’t know.Language focus: Using imperatives to give instructions. eg.Take this to Grandma,Little Lucy.Asking ‘Wh-’questions to find out a person’s identity.Using adjectives to describle things. eg. Your eyes are big.Using nouns to identify things. eg. Your teeth are big.Contents: sentences: May I come? Come in,please.What’s in your hand?What do you like? I / We like…I / We don’t like… They’re…Language focus: Using formulaic expressions to ask for permission.eg. May I come in?Asking ‘wh’questions to find out various of specific informationabout a person.eg. What do you like?Diffiuclt Points: Using formulaic expressions to ask for permission.eg.May I come in?Contents: 1. Learn the sound2.Review Unit 3Language focus: Pronounce correctly a series of words in a sentence with the vowel sound “o〞in its open syllable formDiffiuclt Points: What’s his/ her name? What do you like? I/ We like…Module 3 Things around usUnit 1 ColoursLanguage focus: 1.Wh-questions:What colour is / are…?Who is she / he?2. Verb “to have〞: She/ He has…Skills:Speaking e modelled phrases and sentences to communicate with a teacher and other learners2. Use appropriate intonation in questions and statements3..Open an interaction by eliciting a response. E.g. what’s that house?4.. Pronounce correctly a series of words in a sentence with the vowelsound “u〞in its open syllable formListening 1 Identify key words in an utterance by recognizing stress2. Recognizing rhyming and onomatopoeic words3. Identify a series of words in a sentence with the vowel sound “u〞in its open syllable from.Difficult points : What colour is / are…?Verb “to have〞: She/ He has…Teaching aids: Pictures, tapeTeaching times: Four PeriodsFirst period: Sing a song, Look and tickSecond period: Look and say, Ask and answerThird period: Look and learn, Read and guessFourth period: Review, Learn the soundFirst PeriodContents: Sing a song “The rainbow〞Words and express: rainbow, violet, in the sky, Look at the ... Language focus:Using predicative adjectives of colour to describe things. E.g. purpleUsing prepositions to indicate position/place/direction. E.g. Look at the rainbow. Difficult points:Pronounce the words correctly.Teaching breach: Using the song to learn the words.Materials: pictures, recorder。
沪教牛津英语三上教案
沪教牛津英语三上教案教案标题：沪教牛津英语三上教案教案目标：1. 激发学生学习英语的兴趣和热情。
2. 帮助学生掌握沪教牛津英语三上教材中的语音、词汇、语法和听说读写技能。
3. 培养学生的综合运用英语的能力。
教学重点：1. 掌握本单元重点词汇和短语。
2. 理解并运用日常交际用语。
3. 正确读音和语音语调。
教学难点：1. 运用所学知识进行综合性交流和表达。
2. 提高学生的自主学习和合作学习能力。
教学准备：1. 教材：沪教牛津英语三上教材、教师用书和学生用书。
2. 多媒体设备：投影仪、电脑、音响等。
3. 教具及材料：单词卡片、图片、实物等。
教学步骤：Step 1：导入 (5分钟)利用一段有关本单元主题的视频或图片展示来导入本课内容，引起学生的兴趣，激发他们对学习英语的欲望。
Step 2：新课呈现与讲解 (15分钟)1. 呈现并讲解本单元重点词汇和短语，通过图片和示范引导学生学习和掌握单词的意思和用法。
2. 通过多媒体展示英语语音和语调的不同，引导学生正确发音和模仿。
Step 3：听力与口语训练 (20分钟)1. 利用录音材料进行听力训练，帮助学生提高听力理解能力。
2. 运用模仿、对话和角色扮演等口语训练活动，提升学生的口语表达能力。
Step 4：读写训练 (20分钟)1. 设计有关单元内容的阅读材料，帮助学生提高阅读理解和阅读技巧。
2. 运用练习册或写作任务，引导学生运用所学知识进行写作练习。
Step 5：巩固与拓展 (10分钟)通过小组合作、游戏或其他形式的活动，巩固学生对本单元所学内容的掌握，并拓展他们的英语交流能力。
Step 6：作业布置 (5分钟)布置练习册和作业，要求学生复习本节课所学内容，并完成相关练习和任务。
Step 7：课堂总结 (5分钟)对本节课的学习进行总结，回顾重点和难点内容，并鼓励学生继续努力学习英语。
教案评估：1. 学生在听力练习中的准确率和反应速度。
2. 学生在口语表达活动和写作任务中的参与度和完成度。
牛津小学英语三年级教案8篇
牛津小学英语三年级教案8篇牛津小学英语三年级教案8篇激发学生的学习英语的兴趣，对英语学习具有积极的学习态度，有学习的信心，具备良好的语音语调书写基础，具有认真听大声说仔细读正确写的习惯。
下面小编带来的牛津小学英语三年级教案，希望大家喜欢！牛津小学英语三年级教案【篇1】一、班级情况分析：这学期我继续担任三年级的英语教学工作,本年级共有学生26人，其中男生12人，女生14人。
大部分学生思维敏捷，且对英语学生比较感兴趣，学生课堂表现积极、主动，乐于参与，乐于表现自己(尤其以女生为主)。
但有部分学生尤其是男生基础较差，而且生性比较懒惰，不要背，不要读，在教学中要充分考虑他们的接受能力，给他们适当压力，想办法帮助他们尽快提高，打好英语基础。
二、教材分析：本册教材强调语言的运用，注重能力的培养，突出了兴趣的激发，重视双向交流，融合学科内容，重视灵活扩展，实现整体设计。
吸收了国内外把英语作为外语教学的理论和成功的经验，把这些教学理论和实践经验同我国小学英语教学的实际有机结合起来，形成了适合我国英语教学基本状况的模式和方法。
总思路是以话题为纲，以交际功能为主线，兼顾语言结构逐步引导学生运用英语完成实际目的的语言任务。
即：话题—功能—结构—任务。
教材的主要特点：(一)强调语言运用：注重学生语言运用功能的培养。
教材在整体构思，内容安排，活动设计和教学方法选用等方面都紧密联系学生的生活实际，体现了语言的交际功能。
(二)注重能力培养：力求用生动简单，通俗易懂的方式渗透学习策略目标鼓励学生能动思考，主动做事，自动调整学习方式发掘他们积极求知，努力进取的潜能。
(三)突出兴趣激发：从内容、形式、方法、插图及装祯设计等方面都以限度地激发学生的学习动机和兴趣。
教学内容紧密联系小学生的生活和学习实际，选择话题充分考虑小学生的需求。
(四)重视双向交流：选编了一些与学生日常生活紧密相关，与教学内容和教学进度同步的中西方文化知识。
(五)融合学科内容：十分重视在学习内容上与其他学科知识的兼容并蓄，精选学生最需要了解的，最感兴趣的，最易学会的，最有普及价值的与学生日常生活联系最紧密的学科知识内容，融如语言材料之中。
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《牛津英语》三年级上册Unit1 Hello!一、学情分析本学期的教学对象是三年级学生，他们活泼好动，富有表现力。
他们喜欢形象多变的学习内容，对游戏，动画，唱歌，表演充满了兴趣。
但是注意力的持续性比较分散，不能做到45分钟全神贯注的听课，由于一二年级的过渡，学生已经有小组意识与合作意识，在小组展示上，大部分学生能够自由发挥想象，灵活运用英语进行基本交流。
因此，在设计课堂教学中，应当尽可能的为孩子创造出有趣的情境，让学生大胆的交流，积极地分享。
对不同的情境做出恰当的反应。
由于三年级开始书写单词，教学时应让学生学会分辨字母大小写并正确书写字母。
二、教材分析本单元是三年级上册Module 1的第一个单元（P2-5），整个module都是围绕学生日常生活相关的情境来展开的“Getting to know you”。
内容切合学生的生活实际情境，容易引起学生的共鸣，激发学生的学习主动性和积极性，学生能参与到课堂。
本单元重在锻炼学生用简单的语言来相互打招呼，学会运用到实际生活对话中。
同时开始英文字母Aa，Bb的学习。
本单元课题是Hello。
在一二年级时，学生已经学过有关打招呼的句型的基础上，学习Hello, I’m…, Good morning, 并掌握发音和使用规则。
另外二年级开始接触字母的学习。
本单元要求学生学会在不同的情境下灵活自如的使用招呼的礼貌用语，掌握四个新人名，并且学会Aa，Bb，能够正确认读，能够区分大小写并正确书写。
本单元作为Module 1的第一个单元，让学生通过视听等多种学习渠道，在固有知识的基础上加深，并加以字母的学习，既丰富了日常用语的灵活使用，又为后面的学习奠定了一定的知识基础。
三、单元设计整体思路和依据本套教材建议我们的教学注意培养学生学习英语的兴趣，多听多模仿；中段英语，听说领先，在此基础上开始练习写，激发学生的参与积极性，提高学生的学习兴趣。
1. 采用情境创设教学法，充分利用三年级学生的直观思维能力强，爱看动画，爱唱表演等特点组织教学。
2. 运用精美的课件，抓住学生天真活泼，善于模仿的天性，激发他们的学习兴趣，调动他们的学习积极性。
3. 利用现代教学媒体，充分向学生展示适当的语境，准确呈现语言信息，并利用多媒体创设的情境进行合作学习，提高自由运用英语的能力。
通过信息技术的运用，更好地实现教师与学生之间高效的教与学的过程，以达到良好的教学目标。
4. 通过歌曲、游戏等活动，充分调动学生积极性，培养学生的学习兴趣，为进一步学习和应用英语打下扎实的基础。
四、教学安排第一课时：新授课Listen and say, Look and learn, Make and say第二课时：新授课Say and act, Sing a song第三课时：拓展课Revision, Learn the letters, Application五、单元目标1．语言知识目标：（1）学习关于人名的词汇：Alice, Kitty, Peter, Joe，并知道名字第一个字母大写。
（2）学习关于Miss…, Mr.…的用法，分清女士用Miss.,男士用Mr.（3）学习句型Hello. Hi. Good morning/ afternoon/ evening.等一些问候性语言。
2.语言技能目标：（1）能用Hello. Hi. Good morning/ afternoon/ evening等用语进行问好。
（2）能针对别人的问好，用Hello. Hi. Good morning/ afternoon/ evening等用语进行回答。
（3）能用一些其他的礼貌用语，如：Thank you. I’m sorry. Goodbye.等。
3.学习策略目标：通过创设真实情景和小组合作平台，让学生把语言真正融入生活，培养学生灵活运用与合作的能力。
4.情感态度目标：通过学习，让学生学会合作，学会在日常交际中用各种礼貌用语与人交谈。
5.文化意识目标：（1）培养学生的文明意识，懂得文明的称谓。
（2）培养学生的文明用语，做文明好少年。
六、具体教学设计第一节课型：新授课时间：35分钟教学内容：Listen and say, Look and learn教学目标：1.学会几个人名：Alice, Kitty, Joe, Peter等2.学会用Hello, I’m…来介绍自己。
教学重点：1.能正确认读人名：Alice, Kitty, Joe, Peter等。
2.能运用Hello, I’m…来介绍自己教学难点：1.能正确认读人名：Alice, Kitty, Joe, Peter等。
2.能运用Hello, I’m…来介绍自己教学过程：这是Unit 1 Hello的第一课时，学习内容是新词和新句型。
既要考虑学生已有知识经验，自然过渡到新知的学习，并且应用到具体情境中，又要强调和先前学习的区别。
在授课过程中体现学生是课堂的主体，让少部分学生带动全班学生。
在这个教学过程中，把新旧句型置于不同情境，利用现实生活中的人物，让学生的学习跟生活紧密联系。
这堂课咏唱和游戏方式贯穿其中，让学生在轻松的环境中学习。
本节课较满意的地方有：1 学生的积极性强。
本课堂的设计以学生多说，多想，多思考为主，又设计了多种游戏，同时给学生准备了奖品，很大程度上提起了学生的兴趣，吸引了学生的注意，回答问题积极响亮，充分发挥了学生的主观能动性。
课堂气氛活跃。
利用生生对话，师生对话，小组对话，模仿对话等方式来朗读课文，形式多样，学生参与性高，课堂气氛。
2教学设计紧密联系生活。
本课堂利用生活中的人物来学习相关知识，让学生的学习跟现实生活紧密联系，提高了学生的兴趣，同时又符合了“教育即生活”的理念。
3教师融入性高。
教师融入到学生群体中，让学生的学习更加轻松有趣。
4 小组活动有序进行，讨论积极，在小组展示时，上台的小组秩序井然，在讲台上能大方展现，不管是小组齐读还是分角色演读，都能展现小组的风采。
本节课需改进的地方有：1 本课堂完全是原生态课堂，没有任何排练，在开始上课时，学生有点紧张，唱歌时并还没有完全放开自己，有一些拘束。
2在导入新词时，可考虑利用其他方法进行导入，如情景法等。
3在小组讨论时，可增加更多本课堂学习的知识点来进行巩固。
4小组展示时间较短，在前面操练人名时可稍微快些，多留点时间在后面给学生展示的机会。
总之，本堂课的教学设计，教学效果较好，学生表现也非常的棒。
课堂上也存在很多不足的地方，需要我继续学习，继续研究。
只要我继续钻研，相信我的下堂课一定会更好的！第二节课型：新授课时间：35分钟教学内容：Say and act, Sing a song教学目标：1.了解和学习（听、说、读）Good morning，Hello。
2.学会灵活自如使用Good morning, Alice; Hello, Peter等新句型来分情境问候。
3.初步了解和学习短语Good afternoon，Good evening，Good night，I’ m sorry, thank you, Goodbye的用法，以及人们通常所碰到的情境中的英语表达。
4.正确使用语音语调和日常礼貌用语。
教学重点：1. 了解和学习Good morning，Hello。
2. 学会灵活自如使用Good morning, Alice; Hello, Peter等新句型来分情境问候。
教学难点：1. 了解和学习Good morning，Hello。
2. 学会灵活自如使用Good morning, Alice; Hello, Peter等新句型来分情境问候。
教学过程：这是Unit 1 Hello的第二课时，本节课既要复习前面一节课所学的主要知识点，又要在此基础上有所丰富和拓展，并为第三节课作好铺垫。
本堂课教满意的地方有：1. 学生回答问题的声音响亮，注意力比较集中。
由于我校处在马路旁，为避免受汽车噪音的影响，整个教室的门窗都关起来了，教室里有些闷热，但学生们都能认真听讲、踊跃发言、积极动脑，学习兴趣浓厚，说明学生的积极性被调动起来了。
2. 本节课有大量让学生展示综合能力和语言能力的环节设计，学生的主动性得到充分发挥。
整堂课围绕师生对话、生生对话开展，学生开口说的机会较多，让学生活学活用。
3. 无论是句型学习还是句型操练，本人都设置了一些比较有趣的游戏或者情景，让孩子们学以致用。
如Guess and greet环节设计较好，既能活跃课堂，又能把前面的知识以生动灵活的方式联系起来，赋予句型更贴近学生生活的意义。
4. 尽管本节课的许多句型都是学生以前所接触过的，但是进入情境的操练让学生乐此不疲，学习兴趣也相当浓厚，很大程度巩固了孩子们的第二语言使用能力。
在本节教学中，也有一些不足和需要改进的地方：1. 因为环节设计过于紧凑，缺少小组竞赛机制的设计，没有更好的起到刺激学生积极性的效果。
2. 由于本课的教学设计，较为突出的练习了学生的Pair work既能，没有很好的使用Group work的方法。
3. 由于录像课的缘故，本人有些小紧张，口头语不是很精练，在以后的课堂里我会更加规范自己的课堂用语。
第三节课型：新授字母和复习拓展课时间：35分钟教学内容：1歌曲欣赏：Sing a song2拓展知识：Good morning, Good afternoon, Good evening, Good night, Goodbye，What time is it?It’s…3. 学习书写字母Aa，Bb教学目标：1.能够区分Good morning, Good afternoon, Good evening, Good night, Goodbye的区别。
2.能够用句型What time is it? It’s…询问时间。
3.能书写字母Aa，Bb4.通过故事表演，让学生充分展示表演的才华，培养学生合作表演的能力。
教学重点：1能够用句型What time is it? It’s…询问时间。
2能书写字母Aa，Bb教学难点：1．进行生动活泼的表演。
2．书写字母。
教学过程：板书设计：教学后记：这是第一单元的第三节课，本节课既要复习前面两节课的主要知识点，又要在此基础上有所拓展和创新，开阔学生的知识面，培养学生的沟通与实践能力。
本堂课比较满意的地方有：1. 学生参与度较高，积极回答问题，注意力集中，认真听讲，兴趣浓厚。
2. 本节课采取小组评价机制，小组合作学习的模式，既维护了课堂秩序，又激发了学生的竞争意识和合作意识，学生的主动性得到充分发挥。
课堂通过师生对话、同桌互动、小组展示等多种方式结合，鼓励学生在课堂上活学活用。
3. 本节课的亮点是其中Story time的环节，利用小蚂蚁迷路的情境，把已经掌握的知识和拓展内容结合，既富有趣味性，又进行了足够的练习，富教于乐。