新世纪小学英语3A教案
Unit1SectionA3a,3b教案
2.引导与启发：在讨论过程中，我将作为一个引导者，帮助学生发现问题、分析问题并解决问题。我会提出一些开放性的问题来启发他们的思考。
3.成果分享：每个小组将选择一名代表来分享他们的讨论成果。这些成果将被记录在黑板上或投影仪上，以便全班都能看到。
2.句型：掌握一般现在时的疑问句和否定句，如"Do you have...?", "I don't have...").
3.对话：通过3a部分的对话，学会询问和回答某人是否有某物。
4.语法：学习并运用一般现在时描述日常物品和活动。
课程内容与教材紧密关联，旨在帮助学生掌握本单元的核心知识点，提高英语实际运用能力。
二、核心素养目标
本章节的核心素养目标旨在培养学生的语言能力、思维品质、文化意识和学习能力。
1.语言能力：通过学习词汇和句型，学生能够熟练运用英语描述日常学习和生活中的物品，提高口语表达和听力理解能力。
2.思维品质：培养学生用英语进行逻辑推理和思维辨析的能力，学会用一般现在时构建句子，增强句子之间的逻辑关系。
（三）实践活动（用时10分钟）
1.分组讨论：学生们将分成若干小组，每组讨论一个与日常物品拥有情况相关的问题。
2.实验操作：为了加深理解，我们将进行一个简单的角色扮演活动。这个活动将演示如何在实际对话中使用一般现在时。
3.成果展示：每个小组将向全班展示他们的讨论成果和角色扮演的结果。
（四）学生小组讨论（用时10分钟）
（五）总结回顾（用时5分钟）
今天的学习，我们了解了一般现在时的基本概念、重要性和应用。同时，我们也通过实践活动和小组讨论加深了对这一时态的理解。我希望大家能够掌握这些知识点，并在日常生活中灵活运用。最后，如果有任何疑问或不明白的地方，请随时向我提问。
2024年2019小学英语3AUnit7教案新译林版
2024年2019小学英语3A Unit7教案新译林版一、教学内容本节课的教学内容来自新译林版小学英语3A Unit 7《At thefruit shop》。
具体章节内容为：Lesson A，包括词汇、句型、日常对话和阅读理解。
详细内容涉及水果类词汇如apple、banana、orange等；句型包括Can I help you?、I'd like、How many等；通过阅读小故事，理解在水果店购物的场景。
二、教学目标1. 能够听懂并运用本课所学的水果类词汇进行交流。
2. 掌握本课句型，能够在实际情境中进行灵活运用。
3. 提高学生的阅读理解能力，理解小故事的情节。
三、教学难点与重点教学难点：词汇的发音、句型的运用。
教学重点：水果类词汇的学习、在实际情境中运用所学句型进行交流。
四、教具与学具准备教师准备：PPT、实物水果、教学卡片、录音机。
学生准备：课本、练习本、彩色笔。
五、教学过程1. 导入：通过展示各种水果实物，引导学生用英语说出水果名称，激发学生的学习兴趣。
2. 呈现：呈现PPT，展示本节课要学习的水果类词汇，带领学生朗读并讲解发音。
3. 实践：设置水果店购物场景，让学生分组进行角色扮演，运用所学句型进行交流。
4. 例题讲解：讲解课本上的例题，引导学生理解句型的用法。
5. 随堂练习：设计练习题，让学生在课堂上进行练习，巩固所学知识。
6. 阅读理解：阅读小故事，引导学生理解故事情节，提高阅读能力。
六、板书设计1. Unit 7 At the fruit shop2. 内容：列出本节课学习的水果类词汇、句型，以及购物场景的简单对话。
七、作业设计1. 作业题目：根据课堂所学，编写一段关于在水果店购物的对话。
2. 答案示例：A: Can I help you?B: Yes, I'd like some apples and oranges.A: How many apples do you want?B: Three apples and two oranges, please.八、课后反思及拓展延伸2. 拓展延伸：鼓励学生在课后去超市、水果店等地方，用所学英语进行交流，提高实际运用能力。
新世纪英语一年级上( M3 U2 p2)教案
1A Module3 Unit2【主题】In the fruit shop【话题】Period 1: Fruit I likePeriod 2: Fruit I buy【教材及学情分析】Module1的主题是Greeting,其中Hello , Hi在学习准备期学生就已经能够熟练运用，因此本单元中教学重点是学生要学会在不同的时间段用Good morning. Good afternoon. Goodbye来进行打招呼。
一年级刚入学的小朋友，根据其年龄特点，注意力集中时间较短，因此在创设情境中，尽可能创设与学生生活贴近的情境，使他们产生共鸣。
而且一年级的孩子由于语言的积累量还不够，所以歌曲、儿歌等能使他们产生一定的兴趣。
【单元教学目标】知识与技能：.在语境中学习、理解并运用水果词汇apple, pear, peach, orange ，并能运用sweet, juicy等形容词描述自己喜爱的水果。
过程与方法：1.在语境中正确理解和合理运用句型：用“…,please.”来表达自己想购买的东西；用“How many…？”询问物品的数量，以及用“Here you are.”“Thank you.”来正确表达。
2.学生能分角色扮演营业员和顾客表演对话，并能运用所学的语言进行简单的购物。
情感、态度与价值观：通过课堂语境的创设，使学生沉浸在购买水果的愉悦氛围中，感受水果的多样性。
与此同时培养学生爱吃水果的好习惯。
【分课时教学目标】第一课时：第二课时单元说明：本次上课的主题是“一年级基于单元整体设计的英语应用性阅读教学”。
单元的整体设计和教学有助于学生构建相关的英语语言知识体系。
本单元的主题是Oxford English 1A M3U2 In the fruit shop，围绕这个主题，我们共设计了2个话题，他们分别是：Period 1 Fruit I likePeriod 2 in the fruit shop并且按照内容维度将这两课时的课型分别设定为词汇、对话教学。
完整版译林版小学英语3A全册优质教案[定稿版IZUU]
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完整版译林版小学英语3A全册优质教案[定稿版IZUU]一、教学内容二、教学目标1. 掌握基本的日常英语交际用语，如问候、介绍自己、介绍朋友、谈论家庭、描述事物等。
2. 学习并掌握本册书的重点词汇和句型，能运用到实际情景中。
3. 培养学生的英语学习兴趣，提高学生的听说读写能力。
三、教学难点与重点教学难点：词汇和句型的掌握，以及在实际情景中的运用。
教学重点：基本的日常英语交际用语，以及重点词汇和句型的学习。
四、教具与学具准备教具：PPT、录音机、磁带、卡片等。
学具：课本、练习本、彩色笔等。
五、教学过程1. 导入：通过歌曲、游戏、小故事等实践情景引入，激发学生的学习兴趣。
2. 新课内容展示：展示新课内容，引导学生学习新的词汇和句型。
3. 例题讲解：针对重点和难点，进行详细的例题讲解。
4. 随堂练习：设计相关的练习题，让学生在课堂上进行实践操作，巩固所学知识。
5. 小组活动：分组进行角色扮演，模拟真实情景，培养学生的英语交际能力。
六、板书设计1. 新课词汇和句型。
2. 例题及答案。
3. 课堂小结。
七、作业设计1. 作业题目：（1）抄写新课词汇，每个单词写5遍。
（2）用所学的句型编写一段对话。
（3）完成练习册上的相关习题。
2. 答案：（1）见课本。
（2）见课堂讲解。
（3）见练习册。
八、课后反思及拓展延伸1. 反思：对本节课的教学过程进行反思，找出不足之处，以便在今后的教学中改进。
2. 拓展延伸：鼓励学生在课后多听、多说、多读、多写，提高英语实际运用能力。
可以布置一些课外阅读、听力练习等，丰富学生的学习内容。
重点和难点解析1. 教学内容的章节和详细内容；2. 教学目标的具体制定；3. 教学难点与重点的区分；4. 教具与学具的准备；5. 教学过程中的实践情景引入、例题讲解和随堂练习；6. 板书设计；7. 作业设计及答案；8. 课后反思及拓展延伸。
一、教学内容重点关注各单元的主题和目标语言点。
例如，Unit 1 Hello主要学习问候语和自我介绍，Unit 2 I'm Liu Tao学习描述人物特征，Unit 3 My friends学习介绍朋友等。
新世纪英语教案第一册 3
Unit 3Lead in1. The teacher prepares some pictures of rainforests and asks the students to talk about what a rainforest is. If the students have little to say about the topic, the teacher should make sure that students understand what a rainforest is and the importance of a rainforest in environmental protection.2. Ask the students to talk in pairs about the pictures in the textbook to find out more about the rainforests and the importance of environmental protection. Report their discussion to the whole class.Read InI. Background Information1. Paradise LostThe original title Paradise Lost refers to the masterpiece of the English poet John Milton(1608~1674) and one of the greatest poems in world literature. It tells the story of Satan’s rebellion against God and his expulsion from heaven and subsequent temptation and expulsion of Adam and Eve from the Garden of Eden. Here the author borrows Milton’s title for his own purpose.2. RainforestA rainforest is a piece of tropical woodland, characterized by lush vegetation and great biological diversity. There are more species of plants and animals in tropical rain forests than in all the rest of the world’s ecosystems combined. About 70 percent of all plant species in these forests are trees.3. Christopher Columbus: an Italian-born Spanish navigator who sailed west across the Atlantic Ocean in search of a route to Asia but achieved fame by finding the South American mainland.4. AmazonThe Amazon is a river in northern South America, largely in Brazil, raked as the largest in the world in terms of watershed area, number of tributaries, and volume of water discharged. Measuring about 6275 km from source to mouth, it is second in length only to the Nile among the rivers of the world.Topic-related words or phrasesDeforestation: particularly in the tropical rain forests, has become a majorenvironmental concern, as it can destabilize the earth’s temperature, humidity, and carbon dioxide level.Ecology: each ecosystem consists of a community of plants and animals in an environment that supplies them with raw materials for life, i.e. chemical elements and water.El Niño: originally was used to describe the warm southward current that appears in the region every December, but it is now reserved for occurrences that are exceptionally intense and persistent. These occur every three to seven years and can affect climates around the world for more than a year. The name El Niño, Spanish for “the child,” refers to the infant Jesus Christ and is applied because the current usually begins during the Christmas season.global warming: the gradual increase of the temperature of the earth’s lower atmosphere as a result of the increase in greenhouse gases since the Industrial Revolution. Visible, shortwave light comes from the sun to the earth, passing unimpeded through a blanket of thermal, or greenhouse, gases composed largely of water vapor, carbon dioxide, methane(沼气), nitrous oxide(一氧化二氮), and ozone(臭氧). Infrared radiation(红外辐射线) reflects off the planet’s surface toward space but does not easily pass through the thermal blanket. Rainforest: tree bush, grass, animal, bird, stream, fertile soilAnimals: tiger, lion, elephant, monkey, wolf, leopard, deer, bear, wild boar(野猪)Birds: swallow, duck, pheasant(野鸡), quail(鹌鹑), sparrow, hawk, crow, parrot, eagleII. Study of the TextRead In QuestionsRainforests are one of the most valuable natural gifts in the world, but now they are dying out. What has happened?A: People have been destroying rainforests as they have been seeking land under the trees, and modern technology available to human beings has sped up the process of such destructionComprehension Questions1.What does the sentence “It remains hard to beat.” mean? (L5)A: It means that no one else has ever given a better description of the rainforest than Columbus.2.What does the word “fragile” mean here? (L6)A: It means that the beauty is easy to be destroyed.3.What are the oldest communities of living things on the earth?A: In the author’s view, the rainforests are the oldest.4.Who should be responsible for the destruction of rainforests?A: It is the human beings that should be responsible for the destruction.5. What should be done to prevent the rainforests from complete ?A: People should pay enough attention to the environmental problems. First, they should purchase renewable rainforest products, and demand sustainable harvesting of rainforest resources. Then people should take stronger measures to prevent soil erosion and water losses.Language Points (T explains first, then gives Ss Chinese and asks Ss to translate them into English)1. Rainforests are extraordinarily beautiful, but the beauty is fragile.extraordinarily: beyond what is ordinarye.g. We found him extraordinarily well informed on political affairs.He spoke in a low voice and was extraordinarily polite.fragile: easily destroyed, not likely to laste.g. The vase is fragile, so handle it carefully.Their happiness was very fragile.2. It is the modern world that has speeded up the process of destruction.speed up: make go fastere.g. The car speeded up when it reached the county.We’d better speed up or we will be late for class.The director wants us to peed up the production of the new brand car.3. It is people themselves who are the biggest cause of destruction.(a structure expressing emphasis)e.g. It is me that he blamed.It was for you that I said all this.It was not until yesterday that I got the letter.It was Peter who lent us the money.4. Worse still, the climate is likely to change as the trees are no longer there to absorb.worse still: severer than; much worse thane.g. We lost our way in the forest. Worse still, night began to fall.He may be late or, worse still, he may not come at all.Jim was ill those days. And worse still, he was out of a job.Tom was late for class. And worse still, he forgot to bring his textbook withhim.5. The gas rises and traps the sun’s heat in much the same way as the glass of a greenhouse, leading to a slow but steady build-up of temperature.trap: prevent sb. or sth. from leaving or getting oute.g. The robbers were trapped in the bank.A filter traps dust from the air.Making SentencesI made a bad impression on the teacher by being late for class on the first day. Joan has no more than 1 yuan on her, so she can’t afford a meal.The local government has come to realize the importance of sustainable development.In China, it is unlawful to cut down the trees without permission.These years, the rate of interest always varies between 4% and 6%.The number of rooms in their hotel is the same as ours.Paraphrases of Difficult SentencesLines 31~33: “The gas rises and traps the sun’s heat in much the same way at the glass of a greenhouse, leading to a slow but steady build-up of temperature.”●The gas of carbon dioxide in the air absorbs the heat of the sun just as aglass greenhouse does in a sunny day, thus increasing the global temperature over the years.Lines 37~39: “On the other hand, by purchasing renewable rainforest products, and demanding sustainable harvesting of rainforest resources, we all can be part of the solution and it is human beings that will be saved.”●On the other hand, if we buy recyclable wood products and insist on a typeof inexhaustible rainforest resources for repeated uses, we are then already part of the solution to the problem of rainforests and we human beings will be saved.Summary of the TextOnce the most beautiful and oldest communities of living things on the earth, rainforests are now being destroyed. The first cause of the destruction has been men’s craziness for land, while the modern technology available to people has sped up the horrible process of such destruction. Worse still, the shrinkage of rainforests has disastrously led to the shortage of water sources and the warming-up of global temperature. Nevertheless, there is still hope for a solution to this problem if human beings will take some preventive measures.Read afterI. Study of the Words and PhrasesE-E: When T says a word or an expression you’ve learned before, Ss respond with the new one in this text.an extremely pleasant, beautiful place: paradisethe opinion or feeling you have about sb. or sth.: impressiona tropical forest with tall trees: rainforestvery unusual or surprising: extraordinaryeasily damaged, spoilt, or destroyed: fragileinclude: containset up, or found: establishthe process of destroying sth.: destructiontake in: absorbaway o fsolving a problem: solutioncontinue to be in the same state or condition: remainsay that sb. is responsible for sth.: blamegather in crops: harvestvery big: giantbuy something: purchasebe different from each other: varyland, mineral, or natural energy that exists in a country: natural resources only, just: no more thanmove or happen faster: speed upcut a tree so that it falls: cut downcarry away with liquid: wash awaywhat is even worse: worse stillmake money by selling or doing business: make profitsnot like sth. or sb.: different frombe made to do sth. they do not want to: be forced to do sth.be probably: be likely to donot any more: no longerresult in: lead toa possible method of solving a problem: the way outC-E: when T says a phrase or an expression in Chinese, Ss try to find the English equivalent learnt in the text.最早的文字描述：the first known written description异常美丽：extraordinarily beautiful最古老的群居生物：the oldest communities of living things生物物种：living species亚马逊盆地：the Amazon basin需要很长时间才能重新长成：take a long time to come back减少：come down次生林：the secondary growth加快进程：speed up the process一群人：a team of men最大的破坏根源：the biggest cause of destruction占有最好的土地：own the best land被迫去做：be forced to do冲走：wash away更糟糕的是：worse still吸收大气层中的二氧化碳：absorb the carbon dioxide in the atmosphere 吸收太阳的热量：trap the sun’s heat气温缓慢而稳定地回升：a slow but steady built-up of temperature养家：feed one’s family赚钱：make profits可再生的产品：renewable products出路：the way out消逝：die outOral Discussion:What are our solutions to environmental problems?Read More Ss read the two passages and find their topic sentences.Homework Ss use at least 10 of above words & phrases to write an article about environment or a summary of the text.。
(整理)四川版《小学新纪元英语》Unit 3 Seasons 5 Festivals Part C教学设计.
题目
Chapter 5 Festivals ( Part C)
教材
分析
本课时是四川教育出版社《新纪元英语4A》（三年级起点）Chapter 5 Festivals的第三部分——阅读教学的第一课时。本课讲的是Beeno和Tom谈论中秋佳节的庆祝活动，于是Beeno想出一个好主意，自己动手为朋友做“月”饼的趣味阅读小故事。本课综合运用有关节日的话题理解中国传统的中秋佳节习俗，在阅读教学中不断培养学生的阅读兴趣和阅读能力。我认为，故事教学要突出“读故事”，特别是要引导学生观察故事中的人、物、环境，通过师生互动共同来理解故事。教学的重点是理解故事，而不是语音、词汇和语法。通过学案导学循序渐地进引导学生自主学习的过程中，培养学生积极思考，获取信息、用语言交流、解决问题等阅读能力和语言运用能力。
2、能做一些关于课文的简单的习题。
学具准备
moon cakes，rubbercement，tape-recorder，CAI, exercises list.
导学过程
活动进程
学生活动
教师导学
设计意图
备注
热
身
激
趣
问
候
Free talk with teacher.
Greeting:
Good morning,MissChen
2、Give them task, help them.
3、Give the task,lead themtofinishand correcttheir answers.
4、Lead them to give a best title for the story.
小学英语 3A全册教案(1)教案 牛津版
Unit 1一、 Teaching Aim1、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、LiuTao、YangLing、Mike 、Nancy4、能听懂、会说以下单词：a bird、 a dog、 a cat、 a monkey、 a zebra、 a panda、a、tiger 、an elephant5、会唱歌曲Hello!6、理解冠词a/an之间的区别二、 The difficults of teaching1、能听懂、会说交际用语Hello/Hi,I’m…What’s your name?2、八个动物单词三、 Teaching Aids1、八张动物图片或玩具2、文中涉及的人物的全身像3、一个洋娃娃4、一些半遮掩的动物图片5、录音机和磁带四、 Teaching ProcessLesson 1一、 Teaching Aim1、 Can listen say and read these sentences：Hello/Hi,I’m…What’s your name?2、认识五个人物：David、LiuTao 、YangLing 、Mike、Nancy二、 The difficults of teaching正确掌握Hello/Hi,I’m…What’s your name?的语音语调，会进行自我介绍及询问对方姓名三、 Teaching Aid1、文中涉及的五个人物的图片2、一个洋娃娃3、录音机和磁带四、 Teaching ProcessStep 1 Free talk1、T: Good morning , boys and girls . Welcome back to school.I’m your English teacher this term. My name is Mr Chen. From now on ,you can call me Mr Chen.S:（齐）Miss Qiu2、T: Show“Miss”S: read “Miss”Step 2 Presentation1、（1）T:（到学生面前）Hello/Hi,I’m Miss QiuT:（站到学生旁边引说）I’m…T:（开火车练说）Hello/Hi, I’m Miss QiuS: Hello/Hi, I’m…（2）T: show these word: Hi Hello I’mS: learn to sayS: pair work （小小组练说、全班交流）（3）T:（拿David等五人图片）Hello/Hi, I’m David（LiuTao YangLing Mike Nancy）S:（齐读）David…S:（拿David等人图片开火车练说）Hello/Hi,I’m David…T: Hello/Hi ,I’m Miss Qiu2、（1）T:（手拿洋娃娃）Hello/Hi, I’m Miss Qiu. What’s your name?T:（示范说）I’m TianTianT:Hello/Hi,I’m Miss Qiu. What your name?S:（拿洋娃娃）I’m TianTian（2）T: Now boys and girls,look here! Please read after me.Show: What’s your name?S: read: name/your name/What’s your name?T: (向三人说) Hello/Hi,I’m Miss Qiu. What’s your name?S123: I’m…ExchangeS:Hello/Hi, I’m…What’s your name?T:（拿人物图片）I’m David…（3）T:（把图片给学生）S: pair work（小组交流、全班交流）3、（1）T:（拿图片）Hello/Hi, I’m David. What’s your name? S:（拿图片）Hello/Hi, I’m LiuTaoT: （走向该生）Hello/Hi, LiuTao.S: Hello/Hi,David（2）T: （开火车）Hello/Hi,….S: Hello/Hi,…（3）S: pair workStep 3 Practices1、 Open your book and listen to the tape2、 Read after the tape3、 Pair work（小小组练读、全班分角色读）Step 4 Homework1、Listen to the tape and read after the tape2、Act the dialogue五、板书设计Lesson 1Hello/Hi,I’m…What’s your name?I’m…Lesson 2一、Teaching Aim1、能运用所学英语进行交际2、 Can listen say and read these words :a bird 、a dog、 a cat、 a monkey 、a zebra、a、panda、 a tiger、an elephant3、理解冠词a/an之间的区别二、The difficults of teaching八个动物单词的读音三、Teaching Aids八张动物全身像及半身像、五张人物图片、四个动物玩具四、 Teaching ProcessStep 1 Free talk1、T: Hi/Hello,I’m Miss Qiu. What’s your name?S:I’m…（利用人物图片）3、 Act the dialogueS: Hi/Hello,I’m…What’s your name?S:I’m…Step 2 Presentation1、（1）T:（show doll and say some times）What’s this? It’s a birdT: a bird（升调） a bird（降调）S: Read toghterS:Read one by oneT: Show the rhyme: bird bird 是小鸟，小鸟bird喳喳喳（2）The same way learn: a cat、 a dog 、a monkey（3）practiceA: respondB:模仿动作猜动物2、（1）、T:（show card and say ）What’s this ? It’s a panda T: a panda（升调） a panda（降调）S:Read toghterS:Read one by oneT:Show the rhyme: panda panda是熊猫，熊猫panda是国宝（2）、The same way learn:a zebra、 a tiger、an elephant （3）practiceStep 3 Practice1、 Show the rhyme and say togetherbird bird是小鸟，小鸟bird喳喳喳dog dog是小狗，小狗dog汪汪汪cat cat 是小猫，小猫cat喵喵喵monkey monkey是小猴，小猴monkey爱吃桃panda panda是熊猫, 熊猫panda是国宝zebra zebra是斑马，斑马zebra浑身是条纹tiger tiger是老虎，老虎tiger兽中王elephant elephant是大象，大象elephant体如墙2、 respond（先操练后面学的四个、再把八个一起操练）3、 look and guess（出示八张动物半身像）T:（教给方法）a dog（升调）S: GuessStep 4 Consolidation1、 Open your book and listen to the tape2、 Read after the tape3、 Fun house: Listen and circleStep 5 Homework1、 Listen to the tape and read after the tape五、板书设计Lesson 2 图1 bird 图5 panda图2 dog 图7 zebra 图3 cat 图7 tiger 图4 monkey 图8 elephantLesson 3一、Teaching Aim1、复习本单元的日常交际用语及动物单词2、用所学的日常交际用语进行情景表演3、完成练习册二、Teaching Aids1、八张动物图片2、“Look and say”中的图片三、Teaching ProcessStep 1 Free talk1、 Listen a song ：“Hello”song2、 GreetingT: Hi/Hello, I’m Miss Qiu. What’s your name?S: I’m…T:Hi/Hello…S:Hi/Hello…3、 Act the dialogue（三组）S: Hi/Hello, I’m…What’s your name?S:I’m…Step 2 Presentation1、Show picture 1of “Look and say”（1）、T:Look at the picture（指着图说）The boy is David. The girl is YangLing.Wh at are they saying?Let’s make a dialogueT:（拿图片）Hello/Hi ,I’m YangLing. What’s your name?S:（拿图片）Hello/Hi, I’m David（2）、Ask two students, one act Yang Ling ,one act David, make a dialogueS:…S:…2、Show other pictures（1）、T:What are they saying? Please talk to your partnerS:Pair work（2）、Act the dialogueStep 3 Practice1、Sing asong（1）、Listen to the tape（2）、Sing after the tape（3）、Sing together2、Do exersicesT:Open your book,let’s do some listening（1）、Listen and judge T: Talk to your partner,what are they saying S:TalkingT:Listen and judge（2）、Listen and drawT:（出示动物图片）What’s this?S: RespondS:Listen and drow（3）、Listen,find and circleT: What are these?S: Find and sayS:Listen, find and circleStep 4 Homework（1）、Listen to the tape（2）、Read the text and these words四、板书设计Lesson 3图1 图2图3 图4。
完整版译林版小学英语3A全册教案[编号VWAD]
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完整版译林版小学英语3A全册教案[编号VWAD]一、教学内容二、教学目标1. 能够熟练运用基本的英语问候，进行自我介绍，描述身边的人和事物。
2. 掌握本册书的核心词汇和基本句型，能进行简单的英语交流。
3. 培养学生的英语学习兴趣，激发他们主动参与课堂活动的积极性。
三、教学难点与重点教学难点：词汇和句型的记忆与运用，以及基本语法知识的掌握。
教学重点：培养学生的英语听说能力，让学生在实际情境中运用所学知识。
四、教具与学具准备教师准备：PPT、卡片、录音机、磁带等。
学生准备：英语课本、练习本、彩色笔等。
五、教学过程1. 导入：通过歌曲、游戏等形式引入新课，激发学生兴趣。
2. 新课内容呈现：利用PPT、卡片等展示新词汇和句型，引导学生跟读、模仿。
3. 例题讲解：结合实际情景，讲解新知识，让学生在实际语境中掌握知识。
4. 随堂练习：设计丰富的课堂活动，让学生分组或个别进行口语练习，巩固所学知识。
六、板书设计1. 新词汇和句型2. 语法知识点3. 课堂活动流程七、作业设计1. 作业题目：（1）抄写新词汇，每个写5遍。
（2）根据所学句型，编写一段对话。
（3）完成课后练习题。
2. 答案：见课后附录。
八、课后反思及拓展延伸1. 反思：根据学生的课堂表现和学习反馈，调整教学方法，提高教学效果。
2. 拓展延伸：鼓励学生课后观看英语动画片、听英语歌曲，提高英语听说能力；开展英语角活动，让学生在实际交流中巩固所学知识。
重点和难点解析1. 教学内容的针对性和深度2. 教学目标的明确性和具体性3. 教学难点与重点的区分与处理4. 教学过程的实践性和互动性5. 板书设计的清晰性和逻辑性6. 作业设计的针对性和拓展性7. 课后反思及拓展延伸的实际应用一、教学内容的针对性和深度教学内容应紧密结合学生实际，注重基础知识的巩固和拓展。
对于3A全册的教学内容，需确保涵盖基础词汇、常用句型及基本语法。
同时，根据学生的学习进度和接受能力，适当调整教学深度，确保教学内容既不超出学生的认知范围，又能激发他们的学习兴趣。
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新世纪小学英语3A整体教材分析《新世纪小学英语》（NewWelcometoEnglish）这套教材图文并茂，选材幽默，趣味性强，有利于激发和保持学生的学习兴趣。
这套教材共分六级，每级又分A和B两册。
教材每个单元主要包括以下内容:‘Talkingaboutthepicture’(看图说话)是让学生‘Funreading’中出现的生词进行预习。
‘Learnthesesentences’(学句子)展现本单元最主要的语法现象。
‘Funreading’(趣味阅读)是在一种有趣的情景下复现所学的生词和语法结构。
同时,它引导学生通过运用熟悉的看漫画的方式来培养阅读英语的习惯,这是让学生提高阅读能力的第一阶段,并为今后的学习打好基础.‘Dialogues’(对话)让学生练习交际对话,即通过提供个人简单信息的回答方式达到交流目的。
‘Rhymes’(歌谣)充分体现了此套教材寓教于乐的特色。
‘Finishthesentences’（完成句子）让学生将所缺单词写出来,完成句子。
‘Tasks’（任务）鼓励学生根据已经学过的语言做练习,无需做更多的准备。
学生情况分析及改进措施通过二年的英语浸入式学习,学生认知于人际能力伴随语言一起发展,从而充分调动了学生的主动性,学生的英语兴趣不断提高,使英语语言的发展成为课堂中隐性的自然的习得过程。
在两年的浸入式英语学习过程中,班里许多学生可以用英语思维去学习语言,由于教师在课堂上不用母语,因此儿童的英语听力理解发展的很快,并且认读能力也有相应的提高。
并且一些学生在全国及全省英语比赛中取得了优异的成绩，部分学生语言表达能力有了较大提高,在三年级的教学中,我将尽最大努力提高两个班学生的英语会话水平,提高学生整体水平。
在三年级的学习过程中,为了给学生提供更为广阔丰富的语言环境,使孩子听、说能力不断提高,读、写能力随之跟上。
教师应给孩子创设更为轻松的语言习得环境,设计更为丰富多彩的教学活动,让学生(在求知、感情和态度等方面)自然的交流。
由于三年级英语学习对读写能力有了一定的要求,为了促进学生的学习兴趣,我将制定初较为完善的评价体系,通过评价体系不仅可以把握学生对基本内容和要求的达到情况,而且可以把学生的情况及时反馈给家长,相信学生可以取得最大的进步,我也会不断改进,对一些教育教学措施加以完善。
总体教学目标小学三年级浸入式儿童的英语水平相当于,甚至高于一般英语条件下五、六年级学生的英语水平。
因此本学期教学目标主要为:继续巩固提高学生的英语听、说水平,进而发展学生认读及书写能力。
具体目标为:(1)听、说:能听懂一些简单常用的日常对话,并进行交流。
(2)英语词汇:积极英语词汇达400多个,消极词汇200多个,共计600多个。
(3)书写:能熟练书写已认知的英语单词,并能将交际会话内容通过书面表达记录下来，教师每月进行一次检查。
(4)情景会话：表演讲述英语故事并能通过简单的连环画,自己构思英语故事。
每月进行一次班内学生互查。
教研专题通过问题设计启发儿童英语问答及思辨能力单元教学计划:本学期共10个单元,每单元7课时,共计70课时教学时间安排:3A(unit1---unit10)Unit1:第一周～第二周Unit2:第三周～第四周Unit3:第四周～第五周第六周国庆放假Unit4:第七周Unit5:第八周～第九周复习Unit1～Unit5:第九周Unit6:第十周～第十一周Unit7:第十一周～第十二周Unit8:第十三周～第十四周Unit9:第十四周～第十五周Unit10:第十六周～第十七周Unit6～Unit10:第十七周口试复习:第十八周笔试复习:第十九周考试:第二十周新世纪小学英语3A Revisionandclassroomlanguage Languagestructures Theintroductionofshortformsofverbs:It’s…I’m…MayIopenthewindow?I’msorry.I’mlate.Whatd oes’thin’mean?Itmeans’notfat’.ArtroomCanteenCross（v）Left（v）Librarymean（v）roadsecondswimmingpoolthirdwell（adv）winnerListening: Understandclassroominstructions. Speaking: Askandanswerquestionsaboutone’sschool.:Readastorytolocatetheanswerstoquestions. Writing:Writeonewordanswerstoquestions.PupilslearnthenamesofsomemoreplacesinschoolinEngl ish. TheylearntosaywhathappensintheseroomsinEnglish. Theylearnsomemoreclassroomlanguage. Theyreadastoryandanswersomequestions,andlearnthef irstthreeordinalnumbTheintroductionofshortformsofverbs:It’s…I’m…MayIopenthewindow?I’msorry.I’mlAswimmingpool(pictures)libraryCanteenAmusicroom pictures)Aplayground (pictures)Anartroom TeachingcontentTeacheractivityStudentactivitysummary1.Greeting:Teachersay“hello”toevery3.Lookandtalkaboutthepict4.Learnnewwords. （Teachercandesignthedifferentgames）5.Rememberthenewwo6.Writethenewwords.7.Homeworka.Talkaboutthepicturesandmakethestory.b.Writethenewwordsandwritethesentences.Hi,everybodyWe‘rebackatschoolagNow,Let’sgototheanimals’school.Whatdotheydointh enewterm?(Lookatthepicturesandtalkabout)Doyouknowwhattheyhaveintheirschool? Theyhaveclassrooms.Theyhaveaplayground.Theyhaveab iglibrary.Theyhaveamusicroom. Theyhaveanartroom.Haveyoubeentotheartroom? Whatdowedointheartroom? Doyouhaveaswimmingpool? Lookatthisanimalschool.Youcanseeit.Whatelsecanyou see? Whowouldliketotellmethebaneslfsomeoftheanimals? Yes.Themonkeyisplayingbasketballintheplayground. What’sthepigdoing?Whereisit?……NowLet’slookatthesmallpictu Teachingcontent TeacheractivityStudentactivitysummary1.Greeting:Teachersay“hello”toeveryone.2.Studentstellstor6.Homeworka.Makediolagewithclassmates.b.Whatdowedointhecanteen/library/playground/artro om/musicroom?Singasongandsay“Hello”toeveryNowI’mveryhungry.Oh,GogohasmanycookNow,PleaseOpenyourbookandlookatthepictu Whydoesthegirlsayit?Whydoesthegirlsayit? IfMisswuknowthesequestions,whatdoIsay?Ss:StudentsissayStudentsclosethebo……StudentstogetherrSs:……MayIopenthewindow?Ss:ThegirlisveryI’msorry.I’mLate.Ss:Theboygetsuplate.Studentshavelessons.Sotheboysayssorry.I’msorry.Ileftmybookathome.Ss:Thegirlforgotthebook.Whatdoes‘thin’mean?Ss:Maybetheboy/girldoesn’tknow‘thin’meaning. S1:Yes.youmay.…S2:Ok.Gotoyourseat.…S3:SharewithyourfriTeachingcontentTeacheractivityStudentactivitysummary1.Greeting:Teachersay“hello”toevery3.Reviewthesenten4.Funreadb.Readthesentencesandperfd.Doactionandlearnbyhe5.Homeworka.Readthefunreadingtowtimes.b.AnswerthequestionSingasongandsay“Hello”toevery TeachershowsomepictuSs:Studentsissay.Ss:StudentsLearnbyheStudentslookatthepicturesandtalk.Studentscanmaket hestorSs:StudentsanswerthequestiTeachingcontentTeacheractivityStudentactivitysummary1.Greeting:2.Studentstellstories.3.Reviewthewo5.Lead－in6.Answerthesequestionsandwr7.Homeworka.Writethenewwordstwotimes.b.Answerthequestions.c.Lookthepicturesandmakethestory.FreetGroupworkGroupwSs:Thepandaisthewin Ss:ThepandaisNo1. Thepandaisfi ThetigerisNo2. Thetigerissec ThemonkeyisNo3. Themonkeyisth Themon Studentswritethekey.TeachingcontentTeacheractivityStudentactivitysummaryLearnthenewchStudentslear Studentswrite. Groupwork..TeachingcontentTeacheractivityStudentactivitysummary1.Greeting:2.Studentstellstories.3.Doactivitybook4.Explaintheactivityb5.HomeworkStudentsfinishit.TeachingcontentTeacheractivityStudentactivitysummary1.Listenandcirclethecorrectnames.2.Listenandwritethecorrectwords.Studentsdothelisteningb StudentsdothelisteningbAdogcanswim,butitcan’tplaying(pictures)chasing (pictures)dancing (pictures)climbing pictures)singing (pictures)touching (pictures)TeachingcontentTeacheractivityStudentactivitysummary1.Greeting:StudentsdothelisteningbStudentsdothelisteningb<tdstyle="border-right:windowtext1ptsolid;padding -right:5.4pt;border-top:#d4d0c8;padding-left:5.4p t;padding-bottom:0cm;border-left:#d4d0c8;width:10 6.55pt;padding-top:0cm;border-bottom:windowtext1p tsolid;background-color:transparent;mso-border-al t:solidwindowtext.5pt;mso-border-left-alt:solidwi ndowtext.5pt;mso-border-top-alt:solidwindowt。