外研版小学三年级英语上册教案，外研版小学英语三年级上册教学计划

来源：整理时间：2023-06-07 00:10:14 编辑：挖葱教案手机版

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1，外研版小学英语三年级上册教学计划
2，外研版小学英语三年级一年级起上册教案
3，小学三年级英语上册教案外研版
4，外研三年级起第一册Module 9 Unit 1第一课时词汇教学活动设计

1，外研版小学英语三年级上册教学计划

http://wenku.baidu.com/view/77a86e6727d3240c8447efe5.html 不知道你要的是几年级起点的，看看这个吧，希望可以帮到你。

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外研版小学英语三年级上册教学计划

2，外研版小学英语三年级一年级起上册教案

外研社版小学一年级起点新标准英语三年级上册第五册全套英文教案，共38页，这里无法全部复制，你到我们网站去下载吧，百度搜索“飞翔教学资源网”就可以到我们网站Module 1The general aims of module one:Language points:(1) the new words: chopsticks, a knife and fork, use, easy, hard and mess(2) the basic sentence pattern and the students could make dialogues according to the sentence patterns： Do you want… Do you use… (3) the new words: hamburgers, chips, fast food(4) The basic structure of processing tenseAttitude aims:The students could make differences in food culture between the western countries and China. Teaching important points:(1) Do you use chopsticks in …?Do you use a knife and fork in …?(2) The processing tenseTeaching difficult points:(1) The pronunciation of some new words. For example, chopsticks(2) The changes of “be”Activity for module one:In module one, the topic is mainly about the different customs in China and western countries. Before the class, I require the students to prepare the pictures of food. In the process of teaching, I begin the class with talking about the differences in food and then some other topics are related. With the help of pictures, the students talk about the differences in group. Several minutes later, one group is given two minutes to show the results of discussion. Then the teacher takes out the chopsticks and fork and knife. The students can also talk about the other aspects. This activity class is designed in the form of dicussion. The students could speak freely according to their own vocabularies.Unit 1 Do you use chopsticks in England?Teaching aims：(1)Make students remember the new words: Chopsticks, a knife and fork, use, easy, hard and mess(2) Mastering the basic sentence pattern and the students could make dialogues according to the sentence patterns.Do you want… Do you use… Attitude aims:The students could make differences in food culture between the western countries and China. Teaching important points:Do you use chopsticks in …?Do you use a knife and fork in …?Teaching difficult point:The pronunciation of some new words. For example, chopsticksPreparation:Word card, CD-ROMTeaching process:Warming up part:The teacher shows many pictures about food.(noodles,rice, hamburgers,cakes and so on). Firstly, the teacher leads the students to get familiar with these food names and then on this basis the teacher can ask them to practice the sentence pattern.Do you like noodles? Yes, I do.\ No, I dont.Do you want …? Yes, I do.\No,I dont.Step two: presentation and practiceThe teacher makes use of the picture “noodles” and a new word “chopsticks” can be leaded out.T: I like noodles. I eat noodles with chopsticks. The teacher takes out the real chopsticks and then says the new word. At the same time, the teacher shows the picture of chopsticks.An activity can be made here. The title of the activity is saying words as quickly. The pronunciation of new word is a difficult point. So the teacher should ask students to practice more.Step three:The new word “use” can be leaded out in the process of communication. T: Can you use chopsticks?The word card of use should be shown.We use chopsticks in China. And the teacher writes the sentence on the blackboard.We use chopsticks.Do you use chopsticks? Yes, we do. No, we dont.Ask and answer in pairs.The teacher inquires the students if the English people use Chopsticks and a knife and fork will be leaded out.T: We use chopsticks in China. Do the English people use chopsticks?S: No, they dont.English people use a knife and fork. Do you use chopsticks / a knife and fork? Yes, I do. No, I dont.Step four:(1)Presentation of the text.Amy and Daming are in the park. They want to eat noodles. Watch the CD-ROM, then answer the questions: “Does Amy use chopsticks in England?”The students look at the CO-ROM and then answer questions.Now Amy is using chopsticks. Watch again, then answer the next question: Are the chopsticks “easy” or “hard” for her?easy – hard Chopsticks are hard for Amy.A knife and fork are easy for her.Some other oposite words are shown here.big-small long-short fat-thin hot-cold white-black easy-hardListen again, then answer: Are the chopsticks “easy” or “hard” for English people?T: If I say “big”. You should say “small”. Please say the words as quickly as you can.Chopsticks are hard for English people. So Amy make the mess.?mess /e/Then the students read the passage again.Find the sentences, “ Do you …?”. Then circle them.Practice:(1)In China, we use __________. In England, people use ________.Chopsticks are ________ for Chinese people. They are _______ for English people.Chant:Do you use chopsticks? Yes I do. Yes, I do.We use chopsticks in China.Theyre easy for us.Do you use ___________? Yes I do. Yes, I do.We use ________ in England.Theyre easy for us.Homework:Ask students to practice the sentence patterns that they have learned in this lesson.Unit 2 Im eating hamburgers and chipsTeaching aims:(1) Mastering the new words:hamburgers, chips, fast food(2) The basic structure of processing tenseTeaching important point:The processing tenseTeaching difficult point:The changes of “be”Preparation:Word card, card for real things,CD-ROMTeaching process:Warming up part:Review the content of unit one. We use chopsticks in China. English people use a knife and fork in England.Listen to a poem, then say it.Step one:Presentation and practice a. The teacher does actions and ask questions.What am I doing?（running, playing, jumping, etc.）E.g. Youre running.b.do actions：Look, Im eating. Im eating hamburgers and chips.And then the new words are be leaded out. hamburger, chip?Its English fast food. Here we can talk about the England food. steak, cheese, bread and butter, etc. What is Chinese / English fast food? Do you like …? Do you want …?Step two:Asking students to listen to the tape and answer the questions.What is Amy eating? Listen, point and repeat the text.Practice:Here the teacher asks students to practice the processing tense.

外研版小学英语三年级一年级起上册教案

3，小学三年级英语上册教案外研版

http://www.zhaojiaoan.com/soft/sort01/sort08/sort034/down-8332.html 小学英语外研版(三年级起点)三年级(上) 全册教案课题：M1U1 Im Sam. 教学重点 1、功能：问好和道别，简单的自我介绍 2、单词：hello, hi, goodbye, bye-bye, I, am, Im(I am), Sam, Amy, Daming, Lingling 3、句子：Hello. Hi. Goodbye. Bye-bye. Im Sam. 教学难点 Im, Sam的读音教学程序 Step 1: 组织课堂 Step 2：课堂用语 Step 3：Presentation and practice 1、T: Hello! Im … Ss: Hi! Im… 2、整体输入，介绍Sam, Amy, Daming, Lingling 3、AB 4、Listen and point. 5、Listen and say. 6、Act Step 4: Homework Listen and repeat

小学三年级英语上册教案（外研版

英文教案

小学三年级英语上册教案外研版

4，外研三年级起第一册Module 9 Unit 1第一课时词汇教学活动设计

外研版三年级上册Module 9 Unit 1第一课时词汇教学活动设计一、本单元重点词汇 mother\father\doctor\grandma\ grandpa\sister\me\brother 二．本单元词汇难点 1、sister和brother的正确发音 2、句型“This is my…Hes/Shes…”的正确使用 3、she和he易混单词比较三、预期达成目标识记上述单词，灵活运用上述单词四、教学准备。录音机、磁带、挂图、单词卡片教师自己家庭照片五、词汇呈现方式（一）创设情境，导入新课 1. Warming up 师生同唱歌曲“Stand up” 2. 创设情景，导入新课。教师拿出自己的家庭照片，向全班学生介绍自己的家庭成员。同时出示本单元的重点单词（师说话的语速要慢且清晰，并且借助肢体语言帮助学生理解。） 3. Questions S:Who is Ts mother? What is she ? What is Ts father? Who is Ts brother ? Lets watch the cartoon. (二)整体呈现，重点掌握 1.播放录音，第一遍要求学生带着以上问题看、听、思考。第二遍，跟读。 2.Answer questions 学生进行抢答问题比赛。教师用鼓励性评价的语言对每个回答问题的孩子做出恰当的评价。 3.Key words mother\father\doctor\grandma\ grandpa\sister\me\brother,学生进行抢答练习。教师及时了解学生掌握情况并指导他们正确发音。六、操练巩固 Group work 1.学生四人一组用自己制作的单词卡片在小组内练习本单元的新单词。要求同学之间要合作、互助。教师巡回指导，及时了解学生的学习、交流情况。注意学生sister和brother的发音。 2.师生交流。如，教师边出示单词卡片，边说 Mother mother mother This is my mother. Doctor doctor doctor Shes a doctor. Brother brother brother .( Thats my brother. …… 3.Make a chant 教师布置任务，让学生以小组为单位用所学新词编说chant。同学们在完成任务的过程中，巩固重点词汇.(师巡视、指导、帮助、并参与到学生的活动中去。注意学生在句型“This is my…Hes/Shes…”使用过程中出现的问题，及时纠正。） 4. Have a match 各小组上台表演，展示他们自编的儿歌。要求语音尽量准确，韵律性要强，节奏要明快。（全班同学评价。看哪个小组表现最出色） 5. Introduce your family 教师布置任务，让学生拿出自己的家庭照片先在小组内介绍、交流自己的家庭。然后每个小组选出代表向全班同学介绍自己的家庭。师生共同评价，评出课堂的英语之星。这样既创设了一个真是的英语学习氛围，有利于培养学生学习的积极性，又让他们在学习、交流的过程中学会运用语言。七、Summary 出示词卡，师生共同总结本节课的重点。八、Homework Introduce your family to your friends\teachers and classmates after class.Say English with your parents. （作业目的：新课程倡导“任务型”的教学途径。要求在创设“任务型”教学活动时，活动不仅仅局限于课堂教学，而且要延伸到课堂之外的学习和生活中去。根据这一理念，我把英语作业延伸到课外，又让学生努力创设一个学习英语的环境，更好地学习英语。）