外研社小学英语一起三年级上册教案[全册].
外研版小学三年级英语上册教案全册
外研版小学三年级英语上册教案全册一、教学内容1. Unit 1: Hello!（问候）学习问候语，如“Hello”, “Hi”, “Good morning”, “Good afternoon”等。
学习介绍自己，如“My name is”。
学习询问他人名字，如“What's your name?”。
2. Unit 2: My family（我的家人）学习家庭成员的称谓，如“mom”, “dad”, “sister”, “brother”等。
学习介绍家庭成员，如“This is mymom/dad/sister/brother”。
3. Unit 3: My school（我的学校）学习学校场所的名称，如“classroom”, “library”, “playground”等。
学习描述学校设施，如“There is/are”。
4. Unit 4: Colours（颜色）学习颜色词汇，如“red”, “blue”, “green”, “yellow”等。
学习用颜色描述物品，如“The apple is red.”二、教学目标1. 让学生掌握基本的问候语，学会介绍自己和家人。
2. 让学生学会描述学校场所和颜色，提高学生的英语表达能力。
三、教学难点与重点1. 教学难点：家庭成员和颜色的词汇掌握，句子结构的应用。
2. 教学重点：问候语的使用，介绍自己和家人，描述学校场所和颜色。
四、教具与学具准备1. 教具：PPT，图片，卡片，彩色粉笔。
2. 学具：课本，练习册，彩色笔。
五、教学过程1. 导入：通过唱英文歌《Hello Song》进行热身，引导学生相互问候。
2. 新课呈现：呈现PPT，展示教材中的图片，引导学生学习新词汇和句子。
3. 例题讲解：讲解问候语和介绍自己的例题，引导学生模仿和练习。
4. 随堂练习：让学生分组练习介绍家人，描述学校场所和颜色。
六、板书设计1. 小学三年级英语上册教案2. 内容：Unit 1: Hello!问候语：Hello, Hi, Good morning, Good afternoon自我介绍：My name is询问名字：What's your name?Unit 2: My family家庭成员：mom, dad, sister, brother介绍家人：This is my mom/dad/sister/brother Unit 3: My school学校场所：classroom, library, playground描述学校：There is/areUnit 4: Colours颜色：red, blue, green, yellow描述颜色：The apple is red.七、作业设计1. 作业题目：根据所学内容，编写一段自我介绍，包括问候语、姓名、年龄和家庭成员。
小学英语新外研版(一起)三年级上册M1 (1)教案
小学英语新外研版（一起）三年级上册Module1 Unit1 Do you use chopsticks in England?一、教学目标与要求1、知识与能力目标（1）使学生掌握词汇chopsticks, a knife and fork, use, easy, hard,以及能达到听说要求的mess。
（2）掌握句型Do you want…? Do you use …?, 并能够运用此类句型进行问答练习，以及实际运用。
2、情感态度目标比较中西方饮食文化的差异，使学生了解一些西方相关的文化，同时对学生进行德育的熏陶，当别人遇到困难，我们应当帮助他人。
二、教学重点及难点重点：Do you use chopsticks in …?Do you use a knife and fork in …?难点：个别单词的发音，如，chopsticks三、课前准备课件，点读笔，实物投影仪。
四、教学过程Step 1 Warm up1.出示大量食物的图片( noodles, rice, hamburgers, cakes, etc.) 先引导学生复习这些食物，然后在此基础之上复习句型：Do you like noodles? Yes, I do. No, I don’t. Do you want …? Yes, I do. No, I don’t.Step 2 Presentation and practice1. (1) 教师借用noodles这张图片引出chopsticksT: I like noodles. I eat noodles with chopsticks. 拿出实物“筷子”，边做动作边说引出单词chopsticks并出示卡片。
这个单词的读音对于学生来说是一个难点，因而要让学生尽可能多说,及时纠正学生的发音。
(2)教师在与学生的交流中引出新单词useT: Can you use chopsticks?出示卡片use引导学生跟随老师自然的说出句型We use chopsticks in China.并且板书，We use chopsticks.Do you use chopsticks? Yes, we do. No, we don’t.Ask and answer in pairs.2. 教师通过询问在英国，人们是否使用筷子，引出a knife and fork,并出示卡片，教读单词T: We use chopsticks in China. Do English people use chopsticks?S: No, they don’t.English people use a knife and fork.引出a knife and fork，并教读。
2024年外研版小学英语三年级起点三年级上册教案
2024年外研版小学英语三年级起点三年级上册教案一、教学内容本节课选自2024年外研版小学英语三年级起点三年级上册，具体内容包括Unit 1《Hello》的1.1和1.2两小节。
主要学习内容为日常问候语、介绍自己以及简单的小动物名词。
二、教学目标1. 能够听懂并熟练运用日常问候语，如“Hello”、“Hi”、“Good morning”等。
2. 能够用英语进行简单的自我介绍，如“My name is”。
3. 能够认识和掌握本节课所学的动物名词，如“cat”、“dog”、“bird”等。
三、教学难点与重点重点：日常问候语和自我介绍的表达。
难点：动物名词的记忆和使用。
四、教具与学具准备教具：PPT、卡片、录音机学具：课本、练习本、彩色笔五、教学过程1. 导入（5分钟）a. 老师与学生用中文进行自我介绍，为新课内容做铺垫。
b. 播放歌曲《Hello song》，引导学生模仿歌曲中的问候语。
2. 新课内容展示（15分钟）a. 老师展示PPT，讲解日常问候语和自我介绍的表达。
b. 老师引导学生跟读，并进行角色扮演练习。
3. 例题讲解（10分钟）a. 老师出示例题，如“Hello, my name is”，并引导学生进行回答。
b. 老师挑选几名学生进行示范，并对回答进行点评。
4. 随堂练习（10分钟）a. 学生两人一组，用所学内容进行问候语和自我介绍练习。
b. 老师巡回指导，纠正发音和语法错误。
5. 小组活动（10分钟）a. 学生分组，每组选择一个动物名词，用英语进行描述。
b. 各组轮流展示，其他组员猜测所描述的动物。
a. 老师对本节课所学内容进行简要回顾。
b. 老师提出拓展问题，如“Can you introduce your friends？”引导学生进行思考。
六、板书设计1. Unit 1 Hello2. 内容：日常问候语：Hello、Hi、Good morning自我介绍：My name is动物名词：cat、dog、bird七、作业设计1. 作业题目：a. 用英语写一篇自我介绍。
外研版小学英语三年级上册全册教案
外研版小学英语三年级上册全册教案一、教学内容本教案依据外研版小学英语三年级上册教材，共包含八个单元。
具体章节及内容如下：1. Unit 1: Hello!（问候与介绍）2. Unit 2: I'm Liu Ming.（我是刘明。
）4. Unit 4: This is my friend.（这是我的朋友。
）5. Unit 5: Look at me!（看我！）6. Unit 6: What's this?（这是什么？）7. Unit 7: I can swim.（我会游泳。
）8. Unit 8: How old are you?（你多大了？）二、教学目标1. 让学生掌握基本的英语问候、介绍、询问和回答等方法，提高学生的英语交际能力。
2. 培养学生正确书写、拼读单词的能力，扩大学生的词汇量。
3. 培养学生英语听说读写的基本技能，激发学生学习英语的兴趣。
三、教学难点与重点1. 教学难点：单词的拼写、句型的运用。
2. 教学重点：日常英语交际、单词和句型的掌握。
四、教具与学具准备1. 教具：PPT、录音机、磁带、卡片、挂图等。
2. 学具：英语课本、练习本、彩色笔等。
五、教学过程1. 导入：通过情景引入，例如唱英文歌曲、看动画片、讲述英语小故事等，激发学生的学习兴趣。
2. 新课展示：讲解单词、句型，结合实践情景，让学生模仿、练习。
3. 例题讲解：针对每个单元的重点，设计典型例题，进行详细讲解。
4. 随堂练习：让学生进行小组讨论、角色扮演等形式的实践活动，巩固所学知识。
六、板书设计1. 单词和句型。
2. 例题及答案。
3. 本节课的重点知识点。
七、作业设计1. 作业题目：抄写本节课所学单词，每个写5遍。
根据所给情景，运用本节课所学句型编写对话。
完成课后练习题。
2. 答案：见课后练习答案。
八、课后反思及拓展延伸2. 拓展延伸：鼓励学生在课后观看英语动画片、听英语歌曲、参加英语角等活动，提高英语听说能力。
2024年外研版小学英语三年级上册教案
2024年外研版小学英语三年级上册教案一、教学内容本节课选自2024年外研版小学英语三年级上册，具体内容包括第一单元“Hello”的1.1章节和1.2章节。
1.1章节主要介绍基本的问候语，如“Hello”、“Hi”、“Good morning”、“Good afternoon”等；1.2章节则围绕自我介绍展开，教授如何用英语表达自己的姓名、年龄和兴趣爱好。
二、教学目标1. 能够熟练运用基本的问候语进行日常交流。
2. 学会自我介绍，并能用英语表达自己的姓名、年龄和兴趣爱好。
三、教学难点与重点教学难点：1. 各个问候语的正确发音；2. 自我介绍时的句子结构和语法。
教学重点：1. 基本问候语的运用；2. 自我介绍的表达方式。
四、教具与学具准备教师准备：教学课件、卡片、录音机、磁带。
学生准备：课本、练习册、彩色笔。
五、教学过程1. 导入：教师播放一首英文儿歌，引导学生模仿唱歌，营造轻松愉快的课堂氛围。
2. 新课内容呈现：a. 教师展示课件，呈现本节课要学习的基本问候语。
b. 教师通过卡片和动作，引导学生学习并模仿问候语的发音。
c. 教师与学生互动，用所学问候语进行日常交流。
3. 自我介绍：a. 教师展示自我介绍的例句，讲解句子结构和语法。
b. 学生模仿教师，进行自我介绍。
c. 学生互相介绍，巩固所学内容。
4. 随堂练习：a. 教师设计一些关于问候语和自我介绍的练习题，让学生独立完成。
b. 学生互相检查，教师点评。
六、板书设计1. 左侧：基本问候语（Hello、Hi、Good morning、Good afternoon等）。
2. 右侧：自我介绍的表达方式（My name is、I amyears old、I like等）。
3. 中间：问候语和自我介绍的互动场景。
七、作业设计1. 作业题目：a. 用英语向家人问候，并录音。
2. 答案：a. 录音中需包含至少三种问候语。
b. 自我介绍需包括姓名、年龄、兴趣爱好。
2024年外研版新标准小学英语三年级上册全册教案
2024年外研版新标准小学英语三年级上册全册教案一、教学内容Unit 2: I'm Zip.（我是Zip。
）Unit 3: Look at me!（看我！）Unit 4: What's this?（这是什么？）Unit 6: Let's learn!（我们一起学习！）详细内容如下：1. 学习26个英文字母，掌握基本的字母发音及书写。
2. 学习常用的日常交际用语，如问候、介绍自己、询问物品名称等。
3. 学习简单的名词、动词、形容词等，如cat（猫）、dog（狗）、run（跑）、happy（快乐）等。
4. 学习基本的疑问词，如What（什么）、Who（谁）、How（怎样）等。
二、教学目标1. 让学生掌握基本的英语字母、单词和日常交际用语。
2. 培养学生的英语听说能力，提高他们的英语学习兴趣。
三、教学难点与重点1. 教学难点：字母发音、单词拼写、日常交际用语的运用。
2. 教学重点：基础词汇、基本句型、字母书写。
四、教具与学具准备1. 教具：电子白板、PPT、卡片、挂图等。
2. 学具：英语课本、练习本、彩色笔等。
五、教学过程1. 导入：通过播放英文歌曲、展示有趣的图片，引导学生进入英语学习状态。
2. 新课内容：讲解字母、单词、句型，引导学生跟读、模仿，进行互动交流。
a. 教师展示字母卡片，引导学生学习字母发音及书写。
b. 教师展示单词卡片，引导学生学习单词，并进行例句练习。
c. 教师创设情境，引导学生运用所学日常交际用语进行交流。
3. 随堂练习：发放练习题，让学生当堂完成，巩固所学知识。
4. 例题讲解：针对练习题中的难点，进行详细讲解。
六、板书设计1. 板书字母、单词、句型等关键信息，突出教学重点。
2. 使用不同颜色的粉笔，区分字母、单词、句型的不同类别。
3. 设计简洁、直观的板书，方便学生记忆。
七、作业设计1. 作业题目：a. 抄写本节课所学的字母、单词。
b. 根据所学句型，编写一段对话。
外研社小学三年级英语上册完整教案(三年级起点)
目录Module 1Unit 1 I'm Sam. (2)Unit 2 How are you? (4)Module 2Unit 1 How are you? (6)Unit 2 What's your name? (8)Module 3Unit 1 Point to the door. (10)Unit 2 Point to the desk. (12)Module 4Unit 1 It's red. (14)Unit 2 It's a black dog. (16)Module 5Unit 1 How many? (18)Unit 2 Nine girls? (20)Module 6Unit 1 Happy birthday！ (22)Unit 2 How old are you? (24)Module 7Unit 1 What's this? (26)Unit 2 What's that? (28)Module 8Unit 1 Is it a monster? (30)Unit 2 Where's the cat? (32)Module 9Unit 1 This is my mother (34)Unit 2 He's a doctor (36)Module 10Unit 1 This is his head. (38)Unit 2 Point to her nose (40)Review Module一、【教学目标与策略方法】（一）知识与技能1、能听懂、会说、会读新单词old 、how old 、look 、too 及新句型How old are you ? I’m … . I’m… too.（重点）2、能运用How old are you ? I’m … . I’m… too.进行简单的交流。
（难点）（二）教学方法 情景教学法【教学过程】一、导学1、师生问候 T ：Good morning, boys and girls.S ：Good morning, Miss Huang. T ：How are you? S：I’m fine, thank you. And you ？T ：I’m fine, too, T hank you.2、带领学生唱学过的英文歌：Ten little fingers. 对学生的表现进行鼓励表扬。
新课标外研版小学英语三年级上册教案全册
Module 1 GREETINGS功能：问候和道别／自我介绍语言：Hello. Hi. I ' m•: Goodbye. Bye-bye. Good morning . How are you ? I' m finethank you.词汇：helIo (hi), I am (I')(, goodbye(bye-bye), Good morning , How are you ？Fine, thank you ，and you?Unit 1 I ' m Sam准备导入：1．教师在走进教室时热情地向同学们打招呼说：Hello 或Hi ．与近处的同学握手，向远处的同学挥手。
表扬那些用英语向师打招呼的同学说：Very good ！Well done! 或Clever boy ／girl！2．用英语告诉学生本人名字，说:I'm MGr uo. 并将名字写在黑板上。
活动1：听音指图1．打开并举起书，让学生看到练习。
指着各幅图用中文问学生图中的情景（校园中Sam ，Daming ，Amy 和Lingling 在介绍他们自己；在离开学校时，他们互相道别）。
问他们认为图片上的孩子来自哪里? 他们是高兴还是不高兴？每幅图上的孩子在说什么？2．放录音或读对话。
学生看书听录音。
放录音时教师要举起书指着图上说相应话语的人物。
再放录音，要求学生们指着相应的说话的人物。
活动2：听音说话1. 读出前两幅图的对话，要求学生跟读。
2. 向学生解释老师将以故事中不同人物的身份来介绍自己。
每次老师说：Hello , I '（（人物的姓名），他们要回答：Hello ,（同一人物的姓名）。
举例：老师：Hello, I' m Lingling.学生：Hello , Lingling.3．用Sam 和Amy 做更多的例子。
每个名字练习多次。
4．告诉学生老师要点名让一些学生做自我介绍。
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学期教学工作计本学期我的教学任务是二年级和三年级英语。
为了能更好的完成本学期的教学任务，特作计划如下：一、指导思想本学期二，三年级使用新标准教材,本教材根遵循英语学习的规律和儿童心理生理发展的需求，以小学生的生活经验和任职发展水平为基本出发点，循序渐进地设计课程，寓教于乐，寓教于学，强调学生在学习过程中的感悟、体验、实践、参与以及思维能力的发展，在良好的语言环境中融学习情感、学习能力和跨文化交际的意识的形成于语言学习的全过程，力求体现素质教育思想。
二、目标任务（一）基本情况概述1、学生情况分析本学期二，三年级的学生没有接触过英语，但学习兴趣很浓，接受能力、模仿能力很强，由于年龄的特点，注意力容易分散，学习习惯还没有养成，因此，本学期英语教学重点将放在提高学生的听读、认读等基础技能的训练与提高上，以及培养学生养成良好的倾听和阅读习惯。
因此，本学期的英语教学将面向全体学生，以激发学生学习英语的兴趣，充分调动他们的自主能动性、积极性，营造互帮互助，共同学习英语的语境。
2、教材情况分析本学期使用的新标准英语二年级上册和三年级上册是供小学二，三年级上学期使用的，全书共分10个模块，内含一个期末复习模块，每个模块分为两个单元。
一般情况下，第一单元呈现本模块所要学习的语言内容，第二单元提供若干任务型练习，包括一首儿歌和童谣。
（二）教学目标及要求a) 初步形成学习英语的兴趣和爱好，在动态真实的环境中使用英语进行简单的活动的积极性。
b）能运用英语在日常生活和课堂情景中与老师同学进行日常简单交际，如：问候他人，询问有关个人、家庭和朋友的简单信息。
c) 能运用英语参与课堂教学，游戏和其他课内外活动。
d) 能够听懂简单的指令并做出正确反应，读懂简单小故事，会唱课本上出现的英文歌和歌谣，能分角色扮演课本中的英语小故事。
（三）教学重难点本学期继续以“任务为基础”（task-based）安排教学内容，采用全身反应法(TPR)，组织学生在“身体运动”和“口腔运动”中学习。
学生能在活动中整体提高认知水平；在唱歌、游戏、角色扮演、表演、访谈、对话等实践中，充分发挥他们的各项智能特征；在完成任务的过程中，不断感受成功的乐趣和喜悦。
在教学过程中，教师运用录音磁带、教学卡片、玩具手套等道具进行教学，掌握约60个词汇，能够初步认读、听读、跟读简单的单词，能够与他人进行问候、自我介绍、告别、涂色、数数等的对话，从而培养学生初步的语言综合运用能力。
1）教学重点：1. 能听懂教师的指令并做出正确反应，能读懂简单的小故事，会唱课本上出现的歌曲和歌谣。
2. 能熟练运用英语进行简单的日常交流与对话，养成良好的英语学习习惯。
2）教学难点：1. 能让学生在游戏教学中体验生活、享受生活学习的快乐。
2. 能贴近儿童的生活，符合学生的兴趣需求，使学生在生活化的课堂教学中发展学生的综合语言运用能力。
总之，新学期希望在老师和学生的共同努力下，让孩子更熟悉学校的环境，学习也能更上一层楼！生命高于一切，学会自救，互救教学目标：1学会自救，能说清自救的方法和过和。
2学会自救，语言要清楚、明了、简洁。
教学重点：培养学生遇到意外事件时不要慌乱，要镇压定沉着地开动脑筋。
教学过程：一导入同学们请呼这样几则新闻小故事出示消息一PI事件二指导。
1过渡语同学们说得真好，看来你们在生活中见到过很多意外事件，刚才的故事大家想一下如果没有自救会有什么样的结果呢，是呀当我们遇到这样的事时如何自救呢？2指生说（1）与同伴保持联系。
（2）尽力控制自己的情绪。
（3）要不断充实信心（4）寻找变化的时机（5）关怀身边更不幸的人3教师出示安全专家建议4求救师：你准备用什么方法获救？（师讲解有关求救信号有哪些）① SOS有关知识②浓烟信号③旗语信号④在野外遇险可用火光信号⑤声音信号⑥反光信号5教师出示安全专家建议6教职工师讲解紧急逃生路线图7师示范人工呼吸及掌握‘人中’穴的急知识并提出安全专家建议。
8讲解心脏按摩法三、练习1遇到危险时，应该怎样进行急救2小组合作练习3教师巡视，重点进行指导，注意发现好的小组，让他们淮备在全班表演。
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, chopsticks Preparation:Word card, CD-ROMTeaching process:Warming up part:The teacher shows many pictures about food.(noodles,rice, hamburgers,cakes and so on). Firstly, the teacher leads the students to get familiar with these food names and then on this basis the teacher can ask them to practice the sentence pattern.Do you like noodles? Yes, I do.\ No, I don’t.Do you want …? Yes, I do.\No,I don’t.Step two: presentation and practiceThe teacher makes use of the picture “noodles” and a new word “chopsticks” can be 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 don’t.Ask and answer in pairs.The teacher inquires the students if the English people useChopsticks and a knife and fork will be leaded out.T: We use chopsticks in China. Do the English people use chopsticks?S: No, they don’t.English people use a knife and fork.Do you use chopsticks / a knife and fork? Yes, I do. No, I don’t.Step four:(1)Presentation of the text.Amy and Daming are in the park. They want to eat noodles. Watch the CD-ROM, then answer the questions: “Does Amy use chopsticks in England?”The students look at the CO-ROM and then answer questions.Now Amy is using chopsticks. Watch again, then answer the next question: Are the chopsticks “easy” or “hard” for her?easy – hardChopsticks are hard for Amy.A knife and fork are easy for her.Some other oposite words are shown here.big-smalllong-shortfat-thinhot-coldwhite-blackeasy-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.They’re easy for us.Do you use ___________? Yes I do. Yes, I do.We use ________ in England.They’re easy for us.Homework:Ask students to practice the sentence patterns that they have learned in this lesson.Unit2 I'm eating hamburgers and chips.Teaching 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 practicea. The teacher does actions and ask questions.What am I doing?（running, playing, jumping, etc.）E.g. You’re running.b.do actions：Look, I’m eating. I’m eating hamburgers and chips.And then the new words are be leaded out. hamburger, chip?It’s English fast food. Here we can talk about the England food. steak, cheese, bread and butter, etc. What 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. Look at Amy. She’s eating hamburgers and chips. She’s using her hand.What is Daming doing ? He’s eating rice.What is he using? He’s using chopsticks.Then the teacher asks students to talk about the pictures in the textbook.S: What is Daming doing? S: He’s ---S: What is Daming using? S: He’s ---Step 3 Consolidation and extension1. Game: What am I eating?The teacher does actions and asks students to guess what he\she is doing.For example: Are you eating a hamburger?2. Guessing Game: What am I doing? What is he / she doing?3. Make a new dialogue.It’s time for _________. (breakfast/ lunch/ dinner)I like _______.Look, I’m eating ________.I’m using ________.Step 4 SummaryThe differences between Chinese customs and English customsChina EnglandWe use ___________. They use __________________ is Chinese fast food. _____ and _____ are English fast food Step 5 HomeworkMake a summary about the differences in customs in different countries.Reflection of module one:The topic of module one is talking about the different customs in different countries. At the first, I prepare many datas about the differences. I think that the students maybe know little about these differences. But I am surpised at students’ aboundance in the knowledge. So I change my plans. I asks them discuss these differences in groups. Then I ask them to stand up in a line in the front of the classroom to tell others about the differences. They tell a lot. I am very happy. In the future, I should make great efforts to find students’knowledge. We should really believe them and give tasks to them. They can achieve the tasks perfectly.Reading of module one:Content of reading:An article about the different customsPurpose of reading:Broaden the cultural knowledge of students.Preparation:MultiplayerStep of reading:Firstly, I ask students to discuss about the festivals. Then they can talk freely about the festivals in China. Talking as the topic, I lead students to talk about the festivals in western countries. In this lesson, I take Christmas day as an example. The students are required to express more idea. They must speak in English. Then I write down all the sentences on the blackboard. More than thirty sentences are learned in the class. In my opinion, it is a good way. It is not necessary to find all the reading materials in datas. Our students are the good material resource. The sentences are spoken by students as following:It is very good.I like it.Module2 Unit1 We're making a cakeThe general aims of module one:Language points:(1) the new words: make, cake, idea, instead, lovely.(2) the basic sentence pattern and the students could make dialogues according to the sentence patterns.What are you making?I’m…(3) the new words: Good idea! Be quiet!Teaching important points:1. What are you making?I’m making…2. Can use these by themselves.Unit 1 We are making a cake.Teaching Aims:1. Make students remember the new words:making a cake; good idea and so on.2.Can listen and say: What are you doing? We’re making a cake.Please be quiet! I’m working.Teaching important and focal points:What are you doing? We’re making a cake.Please be quiet! I’m working.Teaching Aids:1.tape-recorder2.some cardsTeaching course:Step One Warming up1.Say the poem of Module 1.2.Review: Do you use chopsticks in England? No, we don’t.What are you doing? I’m eating.Are you eating a hamburger? Yes, I am.Step Two presentation and practice1.Ask the child to act, and ask him: What are you doing?The child try to answer: I’m eating…2.Ask Ss to look at their books. Elicit as much as I can.3.Play the cassette. The children listen and follow it.4.Play the cassette again. Pause after each utterance for the children to point at the corresponding picture.5.Play the cassette again. Ask the children to find “We are making…” Then explain.6.Play the cassette again. Ask the students to repeat.Step Three1.Listen to the tape and say the sentence.2.Explain and practice: Read row by row.3.Practice in pairs. Then check it.Step Four1.Point and say: cake, plane, kite, noodles2. Practice in pairs.: What are you doing? We’re making a plane.3.Check them.Step Five1.Listen and write the missing words.2.Now point and say.Homework:Read the text to your friend or your parents.Thinking:This book is difficult for almost students. I spent more time to teach it about module one. They are not happy to learn it. Unit one: They couldn’t read it well. They couldn’t say, “chopsticks, knife, fork” and some sentences well.Module2 Unit2 I'm watching TV.Teaching Aims:1.Can listen and repeat: I’m watching TV.2.Can sing the song.3.Play the game: Point and say.Teaching important and focal points:I’m watching TV.Teaching Aids:tape-recorderTeaching course:Step One Wrming up1.Listen to the tape of Unit 1 and repeat.2.Review: what are you doing? We’re making a cake.Step Two1.Ask the children to look at the picture. Listen to the tape.2.Play the cassette again and explain.3.Play the cassette again. The children follow it.4.Practice the sentence: I’m watching TV.Step Three1.Listen and say the words.2.Teach the children the song line by line.3.Listen and sing.Step Five1.Play the game in groups.2.Point and say: What is he doing? He’s sleeping.Homework:Finish activity three.Thinking:This book is difficult for almost students. I spent more time to teach it about module one. They are not happy to learn it. Unit two: It’s easier than Unit one. Almost students could read it well.Reflection of module one:Name: Who is clever?Purpose: Remember the words in Module OneTeaching Steps:Step oneRead the texts and the words in module one.Step twoGive the students ten minutes to remember these words: chopsticks, knife and fork.Step threeCheck them.Step fourGive the students ten minutes to remember these words: use, people, hard and easy.Step fiveCheck them.Step sixFind out who is the best one.Thinking:The students could remember these words quickly to use this way. They did this well that their group could get high points.Reading:Title: Fox and GrapesContent:This is a fox. He is very hungry. He sees some black grapes. The grapes are high from the ground. He wants to eat them very much. He jumps and jumps, but he still can’t reach the grapes.In the end, the fox gives up. He says to himself, “I don’t want to eat the grapes. They are not good to eat.”Teaching Steps:1. Watch the Flash about “Fox and Grapes” in Chinese.2. Teacher tells the students the story in English, and ask them to listen it carefully.3. Give them the paper and ask them to read it by themselves.4. Ask them to tell the story with their own words.5. Make a book about this story.Thinking:This is the first class about English reading. So I just ask them to listen the story and say some easy sentences. I want them to listen the story just like Chinese story, so I do some actions. At last, somestudents from class one can recite the story with their own words. But the class two is not good.Module3 Unit1 These ducks are very naughty.The general aims of module three:Teaching aims:(1) Vocabulary: naughty, dragon boat, row, lake, feed, get outSentence structure：What are these/those?They’re…(2) Vocabularies:wet, shortsSentence structure: This is …’s …These are …’s …Teaching important points:(1) Mastering the sentence introducing the plural forms(2) The students could describe the processive form of some things in non-plural sentences.Teaching difficult points:(1) The students could describe a situaton in which plural formsare used.(2) The students could use non-plural sentences correctly.Ativity for module three:Purpose of activity:Having a systemic review of the important sentences and words that have been learned in module three. At the same time, the students’interests are aroused through the organization of activity.Preparation of activity:Pensil, pens, and many other things that students owns.Process of activity:Firstly, I let students to show the things that they have prepared. Each one has a fixed place to stand up. And then we imitate the enviornment of supermarket. They can introduce their own things to other persons. They can persuade other persons to buy the things. The teacher guides the students to using the sentence:This is…These are …This is Sam’s …The students are active because they all want to let others to know their things and exchange the things with other person. At the same time, they practice the sentence correctly and frequently.Unit 1 These ducks are very naughty.Teaching aims:Vocabulary: naughty dragon boat, row, lake, feed, get outSentence structure：What are these/those?They’re…Attitude aim:Cultivating the emotion of loving life and natureTeaching important point:Mastering the sentence introducing the plural formsTeaching difficult point:The students could describe a situaton in which plural formsare used.Preparation:Picutres, cards,CD-ROM,Teaching processes:Step one: warming upThe students enjoy the song: Row Row Row Your Boat. The teacher does actions andsings this song together with the students. The teacher writes these words on theblackboard and the students could learn these words from the song.row your/a boatStep 2: Presentation and practiceThe teacher asks students “Do you want to row a boat?” according to the song. And further the teacher asks students “Where can you row a boat?” Then the teacher draws a picture of boat on the blackboard and teaches the new word lake. And the teacher says like this: “You can row a boat on a lake.” At this time, the teacher can show the picture of dragon boat. “Look! This is a very big boat. It’s a dragon boat!The teacher asks questions such as What’s this/that ? It’s a …to practice the new words and sentences. Then the teacher can show more pictures about dragon boatand asks them. What are these? The students are leaded to speak out the sentence that they are dragon boats. The teacher draws some pictures of some ducks and practice the sentence pattern. The teacher says that“Sam and his family are in the park now. Let’s have a look. What’s happen?” After listening to the tape,some students perform different roles and read the new lesson. At the same time the teacher teaches the new words: these, those, feed the ducks. The students imitates the sound of ducks and teaches the word naughty.Activities: read the text in rolesStep 4 SummaryThe teacher asks students to reinforce the new words:this, that, these, those.Step 5 HomeworkRead the lesson for three times and write one time。