三年级英语上册 Module 7 Unit2 What's that？教案 (新版)外研版
外研版(三起)三年级上册英语教案
外研版（三起）三年级上册英语教案Module 1第一课时 Unit1 I’m Sam.一、教学目标：1.基本能听懂会说:“Hello, Hi, Goodbye, bye-bye”2.学会运用句型“I’m…”进行自我介绍。
3.通过运用Hello, Hi, Goodbye, Bye-bye进行打招呼，并运用I’m…的句型进行自我介绍等情景让学生在感知、模仿、学习、体验的基础上逐步达到自然交流与真实运用语言的目的。
4.培养学生初学英语的兴趣。
通过大量的游戏活动让学生充分体会学习英语的乐趣所在。
同时教育学生要有礼貌的与人交际，主动与他人沟通，并逐渐建立深厚友谊。
二、教学重点：1.学会并运用Hello，Hi进行相互间问好打招呼。
2.引导学生使用I’m …句型进行自我介绍。
三、教学难点：1.要求学生注意I’m中m的发音，不要吞音，发音要到位。
2.强调Goodbye和Bye-bye的正确发音。
四、教学用具：英文名字卡片（教师自备），手偶，a toy五、教学过程：1、启动：（5分钟）（1）课前播放学生熟悉的英文儿歌Hello 或字母歌渲染课堂学习的活跃气氛。
（2）教师可以在课前收集一些常用的英文单词或缩略语如：WTO TV，CD，KFC，Best Food让学生了解一些身边的英语，同时也请同学们说一说他们所知道的生活中的英语，这样有助于强化他们亲身经历英语的真实感受。
2、导入：（3分钟）启发学生当他们在新学期初次见面的时候，他们是如何相互间有礼貌的打招呼问好的呢？当他们在彼此陌生的情况下，是如何相互作自我介绍，互相交流的呢？教师用语：新学期开始了，老师首先欢迎各位新同学的到来，虽然同学们都来自不同的地方，但现在我们就是一家人，那你愿意用自己最友好的方式相互问候和作自我介绍吗？3．呈现：（12分钟）(1)教师首先以自然的方式配以恰当的手势动作和不同的语调来向学生问好Hello , Hi。
同时也引导学生向教师说Hello , Hi 。
碧江区中心小学三年级英语上册Module7Unit2What’sthat教案设计外研版三起
Unit 2 What’s that?准备导人：1．教授下列单词：bag，pen，book和pencil.拿起每件物品，说出单词让学生重复。
然后指着物品让学生说单词。
2．在教室里边走边拿着一件东西说：What’s this？当学生回答：It’s a …..后，再问：“what colour is it？”（注意，学生们不一定要会问这个问题。
）这时学生应该回答：“It’s…”举例：老师：What’s that?学生：It’s a book.老师：What colour is it？学生：It’s red活动1：听音指图1．让学生看书并用汉语提问。
如：孩子们在哪儿？为什么汤姆有那么多问题？汤姆为什么害怕？2．放录音，让学生边听边指出相应图片。
3．向学生说明，由老师来说图中物品的名字，由他们来指出正确的图片。
举例：老师：It’s a cat.学生：（指向猫的图片）老师：It’s a bag.学生：（指向书包的图片）4．让学生两人一组做练习。
活动2：听说1．读例句或放录音，每句停顿并让学生重复句子。
再做一次。
2．让学生合上课本。
重放录音，每个问题后停顿，让学生给出答案。
再放一次让他们检查对错。
活动3：指图问答1．拿起书，指着上面的一个拼图小片说:What’s this?引导学生回答：“It’s a (颜色十物品)”举两到三个例子。
2．让学生两人一组做练习。
六次后交换角色。
补充活劝：1．让学生在课桌上放一些不同颜色的铅笔、钢笔和书包。
拿起其中一件说：What’s this?引导学生回答。
2．多举几个例子，要使学生的答案里既有物品的名字也有物品的颜色。
3．让学生两人一组继续练习，四次后交换角色。
教学技巧：把教室里的物品名分别写在一些双面胶贴或小卡片上，然后交给学生，让他们把双面胶或卡片贴或放在相应的物品上。
如果他们在家里也想这么做，告诉他们需征得家长的同意。
这是一个记单词的好办法。
Unit3 At the zoo第1课时教学目标知识与技能：听、说、认读形容词 small, big, long, short。
人教版小学三年级英语上册教案5篇
人教版小学三年级英语上册教案5篇人教版小学三年级英语上册教案1教学目标和要求：1、Learn Part A(Let’s talk Let’s learn).2、Learn the new words教学重点：Let’s talk Let’s learn教学难点：The new words and sentences.教学用具：Tape/word cards/pictures。
教学过程：Step1: Revision1、Revise the names.2、I am from America/Canada/China.Step2: Learn the sentences of Part A1、Look at the pictures.2、Listen to the recording3、Look at the sentences and read them after the recording4、Read the sentences together5、Try to say “watch out” to someone..Step3: Let’s playStep4: Learn the new words of Part A1、Learn the new words.2、Play a gameListen and do ..Step5: SummaryStep6: homework板书设计：Unit 1 WELCOME BACK TO SCHOOLWatch out! boy or girl!作业布置：1、Read the sentences;2、Read the words3、Listen to the tape.教学后记：对新单词学的较快，并能较快理解新句子。
教学内容：Unit one Unit 1 WELCOME BACK TO SCHOOL (3) 教学目标和要求：1、Revision2、Try to learn the letters: A /B/C.3、Learn to sing the song :boys and girls教学重点：Let’s make and Let’s sing教学难点：Write the name.教学用具：Tape/word cards/pictures/recorder。
新版外研版三年级英语上册教案全册教案
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 Mr Guo.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’m（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。
老师在黑板上写出句型结构。
老师：指向一个学生学生：Hello,I’m Mr Guo。
全班： Hello，Mr Guo。
5．向学生说明Hi和Hello是一样的。
重复这一活动，用Hi代替Hello，读出剩下的对话，每句都要停顿，让学生跟读。
向学生说明Goodbye和Bye-bye是一样的。
活动3：向同学问候及道别1．让学生们看书。
告诉他们老师是A，他们是B。
老师将会说：“Hello，class．”他们必须说：“Hi，Mr Guo”。
用Goodbye做同样的练习。
和学生单独做练习。
举例：老师： Hi， Sam。
学生： Hello， Mr Guo。
三年级英语上册 Unit 2 What’s that教案1 外研版(三起)
There are…/I can see…
What shape is this?
3、掌握词汇：flag, triangle, square, circle
理解词汇：colour, teapot, shape, brick, bridge, bride, broom, brush, bread, bright, breeze, brown, branch
Step 4Consolidation
1、创设情景，自由会话。
情景：画画比赛中，要求各组参赛选手每人画一种形状的图案，组装成某一事物。看哪组配合得最好，最有创意。评出“最佳美术奖”，并请创作者对其作品进行描述。（可将学生分为四人一组进行会话。）
2、评价。对表演进行评价，给予优胜方奖励。
3、练习。
4、家庭作业。抄写单词。
跟学生们一块数数，着重教11以后的数字。
4、听课文A部分录音，复述所听内容。
5、听录音，跟读。
Step3 Practice
分组练习课文A部分，然后分角色表演。
游戏——Marking friends(找朋友)
教师板书单词circle, triangle, rectangle, square,学生在单词下贴上相应的图片。
3、家庭作业。找出家中不同形状的图案组成的物体，画下来，并用所学句型进行描述。
Period3
Step1 Warmingup
1、师生问候。
2、以教室内的物体为对象，谈论其形状及数量。
Step 2Presentation and drill
1、让学生从已学过的单词中找出含有字母组合br的，并寻找其发音规律。然后出示单词卡片brick, bridge, bride, 引导学生说说它们的共同点。
冀教版三年级英语上册教案(7篇)
冀教版三年级英语上册教案（7篇）新版冀教版三年级英语上册教案篇1一、教学目标：A. 知识目标：a. 认识三个人物：Li Ming 、enn Sith 、Dannb. 掌握新句型：Hell/Hi. M nae is ________.What ’s ur nae ?B. 能力目标：让学生学会怎样有礼貌地和别人打招呼，怎样来介绍自己,并能应用自己所学到的知识。
C. 情感目标：通过本课的学习，让学生知道怎样有礼貌地打招呼，做个有礼貌的好孩子。
二、教学重点：1、认识新单词三会（会说、会听、会读）：hell / hi 你好2、掌握新句子：两会（会听、会说）：What’s ur nae? 你叫什么名字？M nae is ______. 我的名字是______。
I live in ______. 我住在______。
三、教学难点：What’s ur nae? 你叫什么名字？M nae is ______. 我的名字是______。
四、教具、学具：录音机，图片五、教学过程：Class peningGreetinga.用Hell /Hi 向学生打招呼问好b.再用英语向同学们做简单的自我介绍T: Hell. M nae is ______. 指着自己，说出名字。
重复几次让学生明白是什么意思。
(设计意图：引起学生对英语的好奇心，激发学生的兴趣)新版冀教版三年级英语上册教案篇2教学内容：Unit9 Fun with language &Sound family & Rhyme time教学目标：1.进一步熟练掌握Let’s talk的单词和句型。
2.能用Is it …？Yes, it is. / No, it isn’t.等句子在活动中交流、对话。
3. 能正确使用名词所有格对玩具进行描述。
重点难点：名词所有格的表达与运用。
教学准备：课件，玩具图形卡，toys教学过程：一、复习1、Free talk:用句型Who’s ...？He is my (I)he…？Yes, he is.进行师生交谈。
三年级上册英语教案Module 7 外研社
三年级上册英语教案Module 7 外研社Module7 Unit2 What's that?教学目标：1、能听、说、认读单词：pen 、pencil 、book 、schoolbag。
2、能利用“What’s this? It’s a …” What’s that? It’s a …”询问别人物品名称并能作出回答。
3、通过体验、参与实践等活动，让学生学会合作学习，体验成功的喜悦，增强学生学习的积极性和学生的自信心。
教学重难点：能听懂、会说、会运用句型“What’s this? It’s a …” “What’s that? It’s a …”询问并识别物品的名称。
教学用具：单词卡片、图片、实物，外研通点读笔等。
教学步骤：Step 1. Warming-up1. Greeting师生互相问好。
然后唱《Good morning，sam 》【设计意图】热身活动调起了学生的积极性，能迅速帮助学生将注意力回归到课堂当中，加深对所学单词句型的理解。
Step 2. Presentation1.教师在教室里四处走动，拿起一支钢笔盒向学生提问：What’s this ? 如果学生回答不了教师就做出相应的回答：It’s a pen 再拿起一支铅笔向学生提问：Oh !What’s this ? 请学生做出相应的回答，”It’s a pencil”同时板书句型：What’s this ? It’s a …【设计意图】通过实物来操练句型，可让原本单调操练变得丰富多彩，吸引了孩子们的眼球，调动了他们的积极性，让他们精神集中，牢固掌握所学。
2.准备一些动物的图画片，让学生利用句型：“what’s this?”“It’s a…”进行操练，复习有关动物的单词。
再指向远处的门问：Oh !What’s that ? 请学生做出相应的回答，”It’s a …”同时板书句型：“What’s that ? It’s a …”【设计意图】通过游戏、实物来操练句型，进一步让学生熟悉“what’s this?”“It’s a…”和“What’s that ? It’s a …”的区别。
三年级上册英语-Module 7 Unit 2What's that外研版(三起)
三年级上册英语-Module 7 Unit 2What’s that外研版（三起）知识点概述Module 7 Unit 2是外研版三年级上册英语教材的第七单元第二课时，主要介绍了关于物体名称的英语词汇。
本单元教学目标：1.能够听懂、朗读、理解物体名称等基本词汇。
2.能够进行简单的物品的描述和询问。
3.能够学会用英文表达一些简单的询问。
4.培养学生英语听、说、读、写四种基本语言技能。
教学内容1. 教材原文What’s that?It’s a pencil.What’s that?It’s a book.What’s that?It’s a ruler.What’s that?It’s a pen.2. 词汇表•pencil 铅笔•book 书•ruler 尺子•pen 钢笔教学过程1. Class opening老师可以带着学生通过不同的图片和道具进行识物和学习新单词，并从学生中挑选一些同学来描述这些物品。
2. 阅读原文老师可以大声读出原文，学生跟着朗读，并在课堂上进行简单的问答练习。
3. 学生练习老师可以让学生进行语音练习，朗读的时候注重发音，语感，注意单句语调的上升下降，练习语音的连贯性和自然度，以更好地理解和记忆单词的发音以及语音练习。
4. 角色扮演老师可以安排学生们分成小组，进行简单的英语角色扮演，在角色扮演中学生可以通过马上语言打破自己的抑制，勇于开口，勤于思考，让学生理解和掌握物品的名称。
总结本单元主要学习了一些日常使用物品的英文名称，多练习和加强的是听，说和读的技能。
同学们在课堂上通过老师和同学的帮助，不断强化对英语语音和文化的接受和理解，渐渐地感受到学习英语的乐趣。
新版小学三年级英语上册 三年级(上)新版义务教育教科书英语教案(书面完整版)
Unit 1 Hello ！Let's talkListen and say. (page 2 and page 3)LearningobjectivePupils will learn some common greetings through a dialogue about children arriving at schoolin the morning.Presenting the main dialogue~ Present the situation in the picture on page 2 and page 3. Have pupils study the picturebriefly.~ Draw pupils' attention to details such as the time of the day (7:30 a. m. ), the place(the entrance of a school), and the people in the picture (pupils, a teacher, a mother).~ Go over the names of the people in the picture with the pupils. Ahernatively, if youhave already presented the names of the people on page 1, you could invite pupils tolook at the people in the picture on page 2 and page 3 and recall their names.~ Present the dialogue to pupils. You could either play the recording or read aloud thedialogue to the pupils.~ Present the dialogue a second time, pausing from time to time to (a) convey the meaning of the sentences, and (b) to invite pupils to repeat after you or the recording.~ Have pupils read aloud the whole dialogue all the way through.Presenting "Good afternoon" and "Good evening"~ Have pupils look at the 4 pictures on page 3. Invite them to read aloud picture 1 andpicture 4, which they have known already.~ Ask pupils to look at picture 2 and picture 3. Present "Good afternoon" and "Goodevening" making use of the time reflected in each picture.~ Pupils read aloud the four sentences in sequence.~ Point to a picture randomly, and invite pupils to read aloud the sentence. SubstitutionGet pupils to the greetings and farewells listed in the four pictures.Fun with language1. Look and match. (page 4)LearningobjectivePupils will practise the words morning,evening through a matching task.~ This task revises the vocabulary items morning, afternoon, and evening that pupils haveIlearnt on page 3.~ Ask pupils to read aloud the three words below the pictures.~ If necessary, ask pupils to look at the first picture, and say " Morning? Afternoon? Evening?", pointing to the three words while saying them. Pupils will then understand theidea of matching pictures to the right words.~ Explain the task to pupils, demonstrating with one picture if necessary.2. Listen and number. (page 4)Learning objectivePupils will practise the common greetings they have learnt through a listening task.~ This task practises the expressions presented on page 2 and page 3. Revise these expressions with pupils if necessary.~ Ask pupils to look at the example picture, and invite pupils to guess what the people in thepicture are saying.~ Ask pupils to look at the other pictures, drawing their attention to the time of the day ineach picture. Invite pupils to guess what the people in each picture are saying.~ Explain the task. Then play the recording, or read aloud the sentences yourself, for pupilsto complete the task.~ Extension: As a follow-up activity, you may ask pupils to repeat the sentences after therecording after you have checked the answers with them.Sing alongListen and sing. (page 6)Learning objectivePupils practise the greetings they have learnt so far through singing a song. Suggestions~ This activity provides further practice of the expressions pupils have learnt so far in theunit.~ Ask pupils to look at the picture on the page. Present boys and girls using the picture.~ Help pupils understand that Ms White and the children are greeting each other.~ Read aloud the lyrics of the song, line by line, for pupils to repeat after you.~ Play the recording of the song. Ask students to look at the lyrics while listening to therecording.~ Play the recording again, and invite pupils to sing along with the recording.~ Extension: If you like, you can ask the pupils to sing the song again, changing Ms Whiteto your own name.Sound familyLearningobjectiveTo recognise and read aloud the letters A/a to H/h in both upper case and lower case.1. Listen and read. (page 7)Ask pupils to look at the letters A/a to H/h. Play the recording. Pupils listen and repeateach letter after the recording.2. Listen and point. (page 7)~ In this activity, the letters Aa to Hh are hidden in the picture. Some of them are shown inupper case; some are shown in lower case. Pupils listen to the recording and point at eachletter that they hear.~ Point to any letter in the picture, and ask pupils to say the letter.Rhyme time ( page 7)LearningobjectiveTo practise the letters A to H through a rhyme.~ The rhyme contains a new structure This is, and the expression Say after me, which youmay have used in the classroom incidentally. As the main objective is to practise the lettersA to H, simply present the whole rhyme as a while.~ Play the recording once all the way through. Play the recording again, pausing after everyline for pupils to repeat.~ Pupils then read the rhyme all the way through.~ Extension: To increase interest and/or for further practice, divide the whole class into twogroups,, who will read aloud the rhyme as follows:GroupA, B, C, D.A, B, C.GroupThis is A,This is B.GroupE,F,G,H.E, F, G.Group B:Say after meSay after me.Unit 2 How are you?Let's talkListen and say. (page 8 and page 9)Learning objectives~ To learn the expressions "How are you", "Fine", and "Good night" through listening toand practising a dialogue.~ To learn the vocabulary items dad, grandpa and grandma.Suggestions~ Ask pupils to look at the family picture on page 8. Invite them to recall the name of theboy.~ Point to Ben's Dad on the right of the picture and introduce Dad.~ Take this opportunity to introduce grandpa and grandma on page 9, by saying "dad's dadis grandpa" and "dad's mum is grandma".~ Draw pupils' attention to details in the picture (seven o'clock; Ben playing at home; Dadreturning home) to convey the meaning of the picture.~ Ask pupils to look at the family picture on page 9. Draw pupils' attention to details in thepicture (Mum and Dad waving; Ben lying in bed) to convey the meaning of the picture.~ Present the dialogue. Play the recording, or read aloud the dialogue to the class.~ Play the recording again, pausing after each speech bubble for pupils to repeat.~ Substitution : Substitute Dad in the dialogue with "mum", "grandpa" and "grandma".Have pupils practise the dialogue in pairs.~ Extension: Ask pupils what to say at different times of the day as a recycling task. Fun withlanguage1. Look and match. (page 10)Learning objectiveTo revise vocabulary of family members: dad, mum, grandpa, grandma. Suggestions~ Go over the five pictures on the left with pupils, stating the word representing each picture.~ Have pupils look at the 5 words on the right. Invite them to read aloud the words. Providehelp if necessary.~ Say a word from the list, and ask pupils to point at the word..Pupils practise listening to dialogues containing the greetings that they have learnt so far inthis module.Suggestions~ Choose one of the four pictures. Get across the idea that the two people in the picture aretalking to each other.~ Invite pupils to guess what the two people are saying to each other. You could jog pupils'memory by providing them with some of the expressions that they have learnt so far. ~ Explain the task, i.e. they should match the dialogue they'll hear to the appropriate/correct picture. If necessary, use the first mini-dialogue in the recording as an example.~ Assessment: When pupils have finished the task, you could invite them to recall what thepeople in each picture say to each other.~ Extension: Call out different events and ask pupils to say what greeting/farewell shouldbe used (can use Chinese for explanation). Some examples of events: see a friend at ashop in the morning; leaving school in the afternoon, etc.3. Look and say. (page 11)Learning objectivePupils will revise all the expressions they have learnt in this module.Suggestions~ Explain what is going on in Picture 1. Then ask pupils to look at picture 2, study thedetails, and try saying the sentences from the picture.~ Repeat the same procedure with the remaining pictures.three minutes to work out the sentences themselves.pairs.You could also give pupils two orThey could do this individually or inAnswer key (accept every reasonable answer)2. Good bye, Mum.3. Good morning, Ms White.4. Hi.5. Good bye.6. Good evening, grandma.7. Good evening, Dad.8. Good night, Mum.4. Do the project. (page 11 )Learning objectivePupils will use all the expressions they have learnt in this module in greeting each other.~ Explain Step 1 and Step 2 to pupils.~ There are different ways to conduct Step 3. The important thing is that each mini-dialogueshould make sense.Story timeRead and act. (page 12)LearningObjectiveunderstand all the sentences in the story text, so avoid over-explaining the story to the pupils.~ This story will introduce a character, Aki the Alien, who will appear again and again inlater stories.~ In the story, different insects meet and greet each other at different time of the day. Atnight time, a firefly comes out to play. He wants to greet the other insects but they are allasleep. He is getting bored when at this point, Aki the Alien appears and greets him enthusiastically.~ Pupils need not know the English names of the insects to understand the story.~ Motivate interests in the story. Draw pupils' attention to the arrows that will show thesequence of the pictures as they read.~ Then have them read the story text silently on their own.~ When they have finished, ask them whether they like the story.~ Play the recording of the story.~ Invite groups of students to act out the story.Did you know?Greetings around the world. (page 13)LearningobjectiveTo learn about the practices of greetings in other parts of the world.~ Revise with pupils the expressions of greetings introduced in this module.~ Invite pupils to talk about how they greet each other in everyday life.~ Ask pupils to read page 13 to find out about how people in other parts of the worldgreeteach other.~ Ask pupils to guess where the people in each picture are. (They can use Chinese. )Unit 3 What's your name?Let's talkListen and say. ( page 14)LearningobjectivesTo learn the expressions for:~ introducing oneself to others;~ asking people their names.Presenting the main dialogue~ Ask pupils to look at the picture on page 14. Draw their attention to the date on the noticeboard (the 1 st of September).~ Invite pupils to recall the names of the two boys in the picture.~ Draw pupils' attention to the gestures of the two boys to get across the idea that they aregreeting and introducing themselves to each other.~ Present the dialogue by reading it aloud to the pupils, or playing the recording. Whiledoing this, point to the boy who is saying each line.~ Present the dialogue a second time, pausing from time to time to (a) convey the meaningof the sentences, and (b) to invite pupils to repeat after you or the recording.~ Have pupils read aloud the whole dialogue all the way through.~ Extension: Invite pairs of pupils to read aloud the whole dialogue to the wl~ole class.Presenting the names of the other children~ Invite pupils to recall the names of the two boys.~ Go on to point to the other children on page 15 to signal that you are going to present thenames of them.~ Point to each child in the picture and say his/her name. Trace the balloon to highlight thewritten form of the name. Ask pupils to say the name after you.~ Repeat the above procedure for the other children in the picture.~ For further practice, ask pupils to read aloud the names from left to right first in sequence,then out of sequence.SubstitutionGet pupils to repeat the dialogue in pairs using the names in the balloons.Fun withlanguage1. Listen and match. (page 16)Learning objectivesTo listen to some English names and recognise the written words that represent them. ~ Have pupils look at the pictures of the children. The names of the 6 children have beenpresented on page 15.~ Encourage pupils to read aloud the names of the 6 children. After one or two attempts, youcould invite pupils to cover the written names, and say aloud the names of the children bylooking at the pictures only.~ Revise the letters A to F with pupils.~ Demonstrate to pupils how to complete the task, using Tom as an example.~ Play the recording for pupils to complete the task.TapescriptA. TomB. JanetC. BenD. MikeE. KateF. AnnAnswer key2. Choose and say. (page 16)Learning objective~ To practise introducing oneself using "My name is ...".~ To revise using "Hi" and "Hello" to greet someone.Suggestions~ Module 2 Introductions~~ Ask pupils to look at page 14 again to find out how Jiamin introduces his name to Ben.~ Help pupils select an English name and then introduce themselves.~ Invite pupils to tell the class their names by saying My name is ... when each pupil hasdone this, say to him/her Hello and then his/her name.~ Repeat Step 3 above. This time, point to a pupil, who will then say My name is ... to thewhole class. The whole class then greet him/her by saying Hello and then his/her name.~ Have pupils study the pictures in Choose and say on page 16. Explain the task to pupilsusing the two pictures.~ Ask pupils to write their English names on a sheet of paper, which they will use later inintroducing themselves. They will then practise introducing themselves to theirYou could follow the exampleof the pictures and invite groups of pupils to perform the taskin front of the class, or invite half of the class to walk around the classroom to introducethemselves to the other half who remain seated.3. Play the game. (page 17)Learning objectiveTo practise (a) telling one's name to others, and (b) asking others their name.~ The question What's your name? appears for the first time in this module.~ Conduct a mini dialogue with a few pupils as follows during which you will get across themeaning of What's your name? to the pupils:II You: My name is Mr/Ms ... What's your name?m Pupils: My name is ...~ Have pupils look at the pictures in Play the game on page 17. Go over the 3 pictures insequence to explain the game. (Have each group use a ball or ruler, then pass it from oneto the other. The one with the ball or ruler needs to introduce themselves.')~ Invite groups of pupils to try the game in front of the class. Increase the number of pupilsinvolved in each round gradually.4. Look and act..( page 17)LearningobjectiveTo practise telling others one's name and asking others their name through a fun activity.~ Pupils will reinforce the expressions they have practised through an acting activity. Highlight the acting element when you set up the activity.~ Ask pupils to look at the pictures in Look and act on page 17. Point to Snow White in thefirst picture. Check whether pupils already know the name Snow White. If they don't,present the name to the pupils.~ Repeat Step 2 above with the second picture.~ Tell pupils you now want some of them to be Snow White and Monkey King. Invite 2 pupilsto do a demonstration in front of the class. Encourage pupils to act as Snow White andMonkey King.~ Extension: Invite pupils to suggest other characters that they know. They then continuethe acting activity using these other characters.Listen and sing. (page 18)LearningobjectiveTo further practise expressions for greeting others and introducing oneself through singing a~ Ask pupils to study the picture on page 18 and identify Janet and Xiaoling in the picture.~ The song contains a new expression: It's nice to meet you (too). Use the picture to convey the idea that Janet is happy to meet her new classmates, so she says It's nice tomeet you to them.~ Read aloud the lyrics to the pupils. Ask them to repeat each line after you.~ Play the recording. Then play the recording again for pupils to sing along with the recording.~ Extension: Get students to use classmates' names they like to sing the song again. Sound familyLearningobjectiveTo recognise and read aloud the lettersI/I to Q/q in both upper case and lower case.1. Listen and read. (page ]9)Suggestions~ Ask pupils to look at the letters I/i to Q/q. Play the recording. Pupils listen and repeateach letter after the recording.~ Write the same letters on the board. Point to the letters randomly for pupils to say themaloud.2. Listen and join the dots. (page 19)Learning objectiveTo revise the letters A/a to Q/q.Suggestions~ This task covers all the letters that pupils have learnt so far.~ If necessary, revise A/a to H/h with pupils.~ Invite pupils to look at the picture, drawing their attention to the tree and the shape of theanimal. Motivate interest by inviting pupils to guess what animal it is.~ Explain the task by demonstrating the first few letters (e. g. , A -P- C) that pupils willhear. (Pupils should draw a line between each of the letters they will hear. )~ Play the recording for pupils to complete the task.~ After you have checked the answer with the pupils when they have finished you couldconduct further practice by asking them to read aloud the letters in the correct sequence inthe picture.TapescriptA-P-C - D-I-E -N-B -J-H -K-M -F- Q- G-L-OAnswer keyA giraffe.Rhyme time ( page 19)Learning objectiveTo practise some of the expressions learnt so far through a rhyme.Suggestions~ The rhyme contains no new language items. Pupils should have no difficulty understandingthe rhyme.~ The words in the rhyme are Ben, Ken, and friends. Emphasise those appropriately whenpresenting the rhyme.~ Explain to pupils that the children are happy to meet each other, and they are now sayinga rhyme about their new friends.~ Play the recording all the way through.~ Play the recording again, pausing after each line for pupils to repeat. Remind pupils of therhythm.~ Pupils read aloud the rhyme all the way through. For further practice, divide the class intotwo groups. One group will read the first two lines and the other group will read the nexttwo lines. Then both groups read the last two lines together.Unit 4This is my dadLet's talkListen and say. ( page 20 -- 21 )Learning objectiveTo learn how to introduce one person to another through a dialogue.~ Ask pupils to study the picture on page 20. Draw pupils' attention to the time of the day(4:40 o'clock), and other details that depict the situation: Jiamin carrying hison his back, ready to go home; Ms White waving goodbye to Jiamin, Jiamin's dad pickinghim up from school, etc.~ Convey the idea that Ms White and Jiamin's father do not know each other yet. Jiamin isnow introducing them to each other.~ Play the recording all the way through.~ Play the recording again, pausing after each speech bubble for pupils to repeat.~ Draw pupils' attention to the expression that Jiamin uses to introduce Ms White and his dadto each other: This is ...~ Now ask pupils to look at page 21. Ask pupils to recall the name of the other boy.~ Repeat the above procedure for presenting the second half of the dialogue.~ If pupils need further practice, you could invite groups of 3 pupils to read and act out thedialogue (the first half or the second half) in front of the class.~ You could also use the pairs of names on pages 20 and 21 (mum &Xiaoling; Mike &grandpa; grandma & Janet) for pupils to act out a similar dialogue between the child andMs White.~ Substitution: Get the class to read the dialogue aloud using the new character pairs (mumand Xiaoling, Mike and grandpa, etc. ), to replace Jiamin and his dad.Fun with languagePlay the game. (page 22)LearningobjectiveModule 2 IntroductionsTo practise introducing oneself with I am ..., and practice identifying a person with Thatis ... through a game.~ Ask pupils to look at the pictures on page 22. Present the scenario to pupils using thepictures. Read the sentence in the third picture ( That is Sam) with appropriate emphasis.~ Explain the game again with the help of 3 pupils. When you get the guessing part, encourage pupils to make the guess using the expression That is ...~ Continue to play the game with groups of 3 pupils.~ Extension: Get pupils to make paper masks to cover their faces and do the guess usingThat is .../ This is ...2. Show and say. (page 22) --Pre-class preparation (pupils required)objectiveTo practise introducing one's family members using This is ...~ Pre-class preparation: Ask pupils to bring a photograph of their family to the next lesson.~ Revise dad, mum, grandma and grandpa, using the pictures of pages 20 and 21 if necessary.~ Ask pupils to look at the picture on page 22. Check if pupils understand that the twochildren are looking at a photograph.~ Get across the idea that the boy is introducing his family members to the girl.~ Read out the boy's lines, or invite some pupils to read out the boy's lines.~ Invite one pupil to give a demonstration by introducing the family members in the photograph that he/she has brought to class.~ Extension: Get pupils to introduce members in their pictures to each other.3. Look and act. (page 23)LearningobjectiveTo practise introducing two people to each other in a simulated real-life situation.~ In this activity, pupils imagine that they run into each other in a public place, such as apark. They then introduce their family members.~ Ask pupils to look at the picture on page 23, drawing their attention to the place.~ Invite pupils to identify Janet and Jiamin in the crowd.~ Draw pupils' attention to Janet's grandpa, who is standing next to her.~ Present the scenario in the picture to pupils.~ Invite groups of pupils to act out the scenario in front of the class.~ Extension: change Janet or Jiamin to another child; change grandpa to grandma. 4. Do the project. (page 23)LearningobjectivePupils will make a name card of themselves and practise introducing themselves to others.~ Ask pupils to study the name card on page 23 to get an idea of what it is. Introduce theword name card.~ Ask questions to elicit the content of the name card: the owner's English name, her school, and her class.~ Explain the task. Give pupils time to make their own name card. Encourage them to addartwork to it if time allows. )klternatively, this step could be done at home.~ When pupils have their name cards ready, invite them to take their own name card andintroduce themselves to each other. This can be done as a milling activity, that is, thewhole class will stand up and walk around making exchanges with whoever they meet.Alternatively, collect all the name cards. Then draw a card from the stack. The pupilwhose name card is drawn will introduce himself/herself to the whole class.Story timeRead and act. (page 24)LearningobjectiveTo read with understanding a story that contains some of the expressions that pupils havelearnt so far.20~ In this story, the children meet each other in a strange place and introduce themselves toeach other. Finally, they meet Aki, who has a funny name and is from space.~ Ask pupils to look at the pictures briefly to find out the characters involved. Invite pupils to tell the names of the characters they have recognised.Module 2 Introductions~~ By making use of one or two of the pictures, get across the idea that the children are in astrange place and they do not know each other.~ Check if the pupils understand the sequence of the pictures.~ Play the recording. Pupils read the story text while listening to the recording.~ Explainnny and space. Ask pupils to read aloud the story text in chorus.~ Extension: Get pupils to work in groups to act out the story.Did you know? ( page 25 )LearningobjectiveTo learn about how names are stated in different countries.SuggestionsI~ Introduce the terms family name and given name, using your own name or the names oftwo or three pupils.~ Ask pupils to look at the 3 pictures on page 25. Invite them to find out the family name ofeach person. You could ask pupils to underline the family name of each person.~ The above steps will show pupils the different positions of the family name in differentcountries.~ Repeat the above steps for given name.~ Zoom in on the first picture, and draw pupils' attention to the middle name. Explain topupils that today the middle name is used in formal contexts only.~ If you like, you could show pupils how to read the 3 names.~ Extension: Use pupils self-selected English names and family names to highlight positiondifference between western and Chinese name convention.Module 3 BodyModule overviewUnits and thematic contentIn Unit 5, Ben returns home for dinner. He looks dirty,so his mum and dad ask him toclean up before having dinner.In Unit 6, Ms White plays a game with the children which requires them to listen to andfollow her instructions correctly.22Grammar and communicative functionsImperatives for giving instructions,e.g.,~ Wash your hand.~ Clean your nose.Negative imperatives for prohibitions, e. g. ,Don't touch your eyes. Common expressions:~ Oh.~ Okay.~ Oh not~ And ...~ too~ Let's ...Plural form of countable nouns, e. g. , eyes, handsIrregular plural form of countable nouns:Possessive pronoun: youV ocabularyVerbs:wash, touch, clean, brush, open, close，feetNouns :face, eye, hand, ear, feet, teeth, head, hairAdjective:earlyWords in context:game, tail, turn (n.), Simon SaysPhonicsThe letters R/r to Z/z.Learning outcomesPupils will be able to:~ refer to parts of the body;~ understand and give simple commands by using the imperative;~ refer to things and people using the demonstratives this and that;~ recognise the letters R/r to Z/z.Unit 5 Wash your faceLet's talkListen and say. (page 26)LearningobjectiveTo be introduced to parts of the body and simple imperatives.Presenting the main dialogue~ Have pupils study the picture on page 26 and page 27. Invite them to recall the name ofthe boy (Ben). Ask pupils who the other people in the picture are (Ben's mum and Ben'sdad).J~ Convey the context by drawing pupils' attention to the following details: Ben looks dirty;Ben returning home from outside; the time of the day; the table being prepared for dinner,etc.~ While talking about Ben's appearance, present eyes, hands, and face.~ Prepare pupils for the listening by asking What are Ben's mum and dad saying to him.~ Play the recording all the way through. Pupils look at the dialogue text while listening.Check if they are following the correct speech bubbles.~ You could now repeat the dialogue sentence by sentence, taking this opportunity to presentthe meaning of the imperatives.~ Play the recording again, or read the dialogue again, sentence by sentence for pupils to。
英语三年级上册教案(最新11篇)
英语三年级上册教案(最新11篇)三年级上册英语教案篇一教学目标：(1)技能与知识目标：①听懂并会说red、blue、yellow、green、black、white词汇②基本能听懂并说出It's red./ It's yellow./ It's blue./ It's green./ It's black./ It's white.语句。
(2)运用能力目标：①会用“It's…”来描述某事物某一方面的特征。
如：颜色。
②It's red./ It's yellow./ It's blue./ It's green./ It's black./ It's white.来快速反应练习。
(3)素质教育目标：①美丽的自然界是色彩斑斓的，让学生感到大自然的美丽，培养学生的审美能力。
②善于总结所接触语言材料中的语言规律并加以使用。
在教学过程中强调从学生的学习兴趣和认知水平出发，倡导体验、实践、参与、合作与交流的学习方式，以展学生的综合语言运用能力。
使语文学习的过程成为学生形成积极的情感态度，主动思维和大胆实践，自主学习的过程。
我特将本课的教学重点设计为听懂并说出It's red.等类似有关颜色的句子。
教学难点：①black、green的正确发音。
②当学生在说It' a …句型时，避免在颜色前出现“a”的发音。
教学准备：为了吸引学生的持续注意时间，我准备了录音机和录音带、五色小彩旗、教师用VCD、五色小彩帽做为本课的教学用品。
充分调动学生的主动性和创造性，让学生边听边看边模仿，感受新知，并作适当点拨，通过模仿，游戏活动，情景表演等多种活动形式，让学生在丰富多彩、生动有趣的活动中感知语言，习得语言，运用语言，即“为用而，用中学，学了就用”，使学生主动参加到教学全过程中。
在培养学生学法方面，我采用尝试法，迁移法，目的在于培养学生独立探索知识的能力。
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Unit 3 What’s that?
一、教学目标：
1. Enable the students to listen and speak the five words
“bag/book/pencil/pen”.Pay attention to the pronunciation /p/、/k/、/g/、/n/and
so on.
2．Remember some words、chants & songs which students have learned
last term .For example “panda/cat/dog/bird/window/door/chair/
ceiling/floor”and so on. Say the chants <<Bob is an orange dog.>>、<<I’m a cat
in a cap.>>and <<Pen and pencil>> while performing the right actions well.
3. Enable the students to understand the meanings of the sentences“ What’s this?--It’s a ….” Encourage the students to practise with the pattern :“What’
s this? It’s a …”.
二、教学重、难点：
1.Let the students read the five new words correctly.
2.Make sure the students can use the pattern with new words.
3.Make sure the students can use the five words and the pattern in the real situations.
三、教学准备：
1.Tape and radio.
2. Some pencils 、pens、books and a schoolbag.
四、教学过程：
（一）Warming up
1、Greetings
T: Class begins! Good morning, boys and girls.
Ss: Good morning,teacher.
T: Hello, children! Ss: Hi!
2、Free talk
T: What’s your name ? S1:My name is …… / S2: I am …….
T: How are you ? S3:I’m fine.
T: How many (fingers) ? Please count! S5: Seven/……
T: Tell me, what colour do you like best? S6: Yellow/…… T: Yellow for you ! S6: Thank you !
（二）Review.
<1>T: Look! What’s this ?(看图片) Ss: A panda .
T: Yes , it’s a panda .
T: 这是什么？What’s this ? (Write it on the blackboard) |
Ss: What’s this ?
T: 这是一只熊猫。
It’s a panda. (Write it on the blackboard)
Ss: It’s a panda
[师生问答，着重引出“What’s this ?——It’s a ……”这个重点句型，但这个环节只是让学生理解意思并跟读，以下同。
]
<2>T: What’s this ? Ss: A dog . T: Right, it’s a dog. Ss: It’s a dog!
T & Ss: Say the chant “Bob is an orange dog.”(打拍子)
<3>T: What’s this ? Together! Ss: What’s this ? S1:It’s a bird. Ss: It’s a bird.
[跟读“What’s this ?”由个别学生领读“It’s a bird.”扶]
<4>T: Who can ask ? Can you ? S2:What’s this ? Ss: What’s this ? Ss: It’s
a cat.
[请一个学生运用“what’s this?”问，由全体学生回答，放]
T & Ss: Say the chant “I’m a cat in a cap.”
[说唱跟动物有关的韵句，旨在巩固已学的内容，增大知识容量，有效提高有关知识的复现率。
]
（三）Presentation
(1)Words “bag/ book/pen /ruler/ pencil”
①T: Now I will show you something. What’s this ? Ss: A bag.
②T: Yes ,bag, a bag. It’s a bag. Ss: It’s a bag.
③T :Please point to your bag.
④T: Guess! What’s in the bag? What’s this ? It’s a… Ss: It’s a book. T: Right! An English book, a Chinese book, a maths book.. How many?
[这是四年级的内容，通过教师的有意输出，促进学生的无意输入。
]
T: What’s this? Ss: It’s a book.
T: Point to your book.
[“书包”和“书”采用“指向”这个方式。
]
③T: Look! It’s a pencil-box. What’s in it? I touch! What’s this?
S1: It’s a pen. Pass it and say“It’s a pen.” one by one.
T: Show me your pen.
[“钢笔”采取“边传边说”和“展示”的方式。
]
④T: What’s this ? S4: It’s a pencil.
T & Ss: Attention! “Pen and pencil, pencil and pen ,pen and pencil,
say it again!”[采取“变魔术”的方式表演这首韵句。
]
(2) Do AB.
（3）Listen ,point and learn to say.
①T: Open your books, turn to page 24. How many pictures ? Ss: Six.
T: Who’s she ? What’s her name? Can you remember her? Ss: Amy!
T: Yes, Amy. Who’s he ? This little boy is Amy’s little brother. His name is John.这是Amy的小弟弟John. What are they talking about? Talk about your partners. (介绍人物，同桌讨论，初步感知)
T: Stop here! Ss:他们在问答，一个问“这是什么？”，一个回答：“这是…”
T: Ok, I agree with you.
②T: listen 、point and follow me.[跟读，模仿语音、语调]
（四）Practise.
(1)T: Now, I will call some children come here to ask “What’s this?” and then call someone to answer what is your show.我请小朋友来问问题并请其他小朋友来回答。
(2) Work in pairs.
T: Now, you can come to find your good friend and practice.
(3) Choose some pairs to act out.
(五)Homework.
Listen to the tape and read after it.
[教学反思]。