外研版三年上册课堂活动用书(一起)
新版外研版(一起)小学英语三年级上册全册教案
技能
目标
听
听懂询问和描述他人正在做什么的表达：What are you doing? I’m watching TV. What’s he doing? He’s doing his homework.
说
学会询问和描述他人正在做什么：What’s he doing? He’s doing his homework.
学习策略
在游戏和完成任务的活动中积极运用所学英语进行交流；在小组活动中积极与他人合作，共同完成学习任务。
文化意识
简单了解中西方饮食方面的差异。
情感态度
培养对西方文化的一点兴趣，乐于与外国人交流。
教学任务建议
任务
就本课所学语言进行小组间比赛，看看哪一组能说出最多的关于中西饮食习俗的句子。
题目
I’m eating hamburgers and chips.
能够询问他人的物品并做出相应的回答：Is it Fangfang’s ruler? Yes, it is. / No, it isn’t.
读
能够看图读出课文中带有新学单词的句子以及活动2中本课的主要句型These are Sam’s trousers. This is…。
写
能够抄写句子：These are Sam’s trousers.
题材
（主要）
内容
Ms Smart带Amy和Sam到公园游玩，互相询问所看到的景物。
教学目标
语言
知识
目标
功能
询问或描述看到的景物。
语法
（结构、
句子）
学习句子：
What are these/those? They’re dragon boats.
These ducks are very naughty.
外研版(三起)-英语-三年级上册-Unit1 练习身体部位单词课堂活动
小学-英语-上册-打印版
练习身体部位单词课堂活动
活动一：Body chant
活动目的：让学生一边说一边做动作的同时牢牢的记住单词，同时也该活动可以作为课前热生的chant
活动步骤：
1、老师讲授完身体部位的单词之后将单词编成口诀并且加上动作。
2、Eyes eyes 唰唰唰（两个手指指着眼睛然后头从左到中间到右边方向表现出
看的动作）
Ears ears 啊啊啊（一个手捂着耳朵表现出听的动作）
Nose nose 哼哼哼（指着鼻子表现出闻东西的动作）
Mouth mouth 么么么（用嘴弄出响声表现出吃东西的动作）
活动二：Touch your…
活动目的：
1、通过游戏检验学生对身体部位单词的掌握程度
2、增加课堂的趣味性和学生的积极性
活动方法：
1、老师说touch your…学生做动作，看谁指错了或者看谁指的最慢，我们挑出
一个最慢的到讲台前做Body chant
2、老师说Teacher says touch your…..的时候学生才能做动作，当老师只说Touch
your….的时候学生不动，看谁犯错误的次数最多。
外研版三年级英语上册教案全册教案
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：Verygood！Welldone!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。
指着各幅图用中文问学生图中的情景（校园中XXX，Daming，XXX和XXX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：教师：Hello，I’m Lingling.学生：Hello，Lingling.3．用XXX和XXX做更多的例子。
每一个名字练多次。
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XXX和XXX-XXX是一样的。
活动3：向同砚问候及道别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XXX做同样的练。
和学生单独做练。
举例：老师：Hi，XXX。
学生：Hello，Mr Guo。
教师：XXX，XXX。
三年级英语上册全册教案(外研版一起).doc
三年级英语上册全册教案（外研版一起）module 1 the 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 forkand 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 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.3456789101113141516171819202223242526272018--06module 1 the 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 y ou 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) doyo u 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 forkand 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 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.3456789101113141516171819202223242526272018--06module 1 the 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 w ant… 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 us e 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 forkand 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 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.3456789101113141516171819202223242526272018--06module 1 the 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 ch opsticks 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 forkand 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 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.3456789101113141516171819202223242526272018--06module 1 the 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 chopst icks 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 forkand 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 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.3456789101113141516171819202223242526272018--06module 1 the 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 y ou 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 forkthis 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 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.3456789101113141516171819202223242526272018--06module 1 the 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 u se… (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 forkthis 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 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.3456789101113141516171819202223242526272018--06module 1 the 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 forkthis 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 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.3456789101113141516171819202223242526272018--06module 1 the 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 forkthis 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 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.3456789101113141516171819202223242526272018--06module 1 the 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 forkthis 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 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.3456789101113141516171819202223242526272121。
英语课堂活动与课后评价外研版一年级起点三年级上册
一、概述学习英语是学生学习的重要组成部分，而英语教学活动及课后评价对学生的学习效果有着重要的影响。
本文将对外研版一年级起点三年级上册的英语课堂活动和课后评价进行分析，以期能够为教师和家长提供一些有益的参考和建议。
二、英语课堂活动分析1. 课堂活动类型外研版一年级起点三年级上册的英语课堂活动包括词汇教学、语音教学、句型教学、对话教学、歌曲教学等多种形式。
这些活动形式多样，能够激发学生学习英语的兴趣，帮助他们更好地掌握英语知识。
2. 课堂活动内容在词汇教学方面，课本以日常生活中常见的单词为主，如家庭成员、动物、水果等。
这些内容贴近学生的生活，有利于提高学生的学习积极性。
在语音教学方面，课本通过图片和音频帮助学生正确掌握发音。
这种形式直观易懂，有利于学生快速准确地学习英语语音知识。
在句型教学方面，课本以简单的句子为主，如“How are you?”、“What’s this?”等。
这样的句型简单易学，适合芳龄较小的学生学习。
在对话教学方面，课本设计了各种情景对话，如自我介绍、询问尊称、表达喜好等。
这样的对话内容贴近学生的生活，有助于培养学生的英语交流能力。
在歌曲教学方面，课本设计了多首适合学生芳龄特点的英语歌曲，如《Hello!》、《Let’s move》等。
通过唱歌，学生可以轻松愉快地学习英语，提高他们的学习兴趣。
3. 教学活动特点外研版一年级起点三年级上册的英语课堂活动具有以下特点：（1）形式多样：课堂活动丰富多彩，包括课文朗读、游戏互动、歌曲表演等多种形式，能够吸引学生的注意力，提高他们的学习效果。
（2）内容生动：课堂内容生动有趣，贴近学生的生活，有利于学生的学习和记忆。
（3）学习方式灵活：课堂活动不仅注重口头表达，还注重肢体感知和动手实践，能够全方位提高学生的英语能力。
三、课后评价分析1. 课后复习内容外研版一年级起点三年级上册的课后复习内容主要包括课文的默写、语音的模仿、歌曲的跟唱等。
这些复习内容能够巩固学生在课堂上所学的知识，提高他们的学习效果。
外研社小学英语一起三年级上册教案[全册]word精品文档30页
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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。
外研版小学英语(一年级起点)三年级上册Module7 Unit1 参考教案
Module7 Unit1参考教案一、教学内容外语教学与研究出版社（一起点）三年级上册第七模块Unit 1 Have you got a headache?二、教学过程建议（一）热身导入1. 师生互致问候。
2. 播放Module 6 Unit 2韵句的录音，与学生一起边说边做动作，激发学生的学习兴趣，活跃课堂气氛。
3. 展示SB Unit 1活动1的挂图，请学生看图，理解语境：Bob饿了，正好看到桌上摆满了好吃的，就开心地吃了起来，并且一口气吃光了所有的东西。
结果因为吃得太多，Bob胃痛得在地上打滚。
教师可借此机会提醒学生注意健康饮食。
4. 播放SB Unit 1活动1的动画或录音，请学生看动画或边听录音边看挂图，带领学生学习单词“stomachache”。
然后再次播放录音，组织学生跟读，可以全班跟读、小组跟读、个人跟读，直到学生基本能够正确朗读语句。
5. 接下来，教师对学生说：“Sam心情不太好，这是为什么呢？Ms Smart又对他说了些什么呢？”由此导入SB Unit 1活动2。
（二）任务呈现1. 教师告诉学生：“今天我们要学习一些关于病症的表达，学完后要在全班开展‘做动作，传单词’的活动，我们先来一起学习如何说明和询问他人的身体状况吧！”（三）课文学习1. 播放SB Unit 1活动2的动画或录音，请学生看动画或边听录咅边看挂图，教师问学生：“早上Ms Smart叫Sam起床去上学，但Sam却愁眉苦脸。
Sam为什么不高兴呢？他真的病了吗？Ms Smart是如何鼓励和安慰他的？”2. 再次播放录音，请学生边听边看书，找出本课的重点句型“Have you got...?” 在课文中的位置。
为了帮助学生理解句意，教师可以用肢体语言辅助教学，也可以问学生：“Have you got a headache?”引导学生回答：“No，I haven’t.”学生了解这句话的意思后，播放第三遍录音，逐句停顿，请学生跟读。
外研社(一起)三年级英语上册全册教案
Module 1Unit 1 Do you use chopsticks in the UK?本单元内容是三年级上册模块1第一单元的内容，要求学生会使用句型：Do you ...?并根据实际作出回答：Yes, I do. / No, I don’t.【知识目标】1. 能听懂、会说、认读，会用单词：use easy hard chopsticks knife fork chips hamburger fast food;2. 重要句型要求学生会说并用于实际生活中。
Do you use chopsticks in England?Yes, I do. / No, I don’t.【能力目标】1.听懂故事；能跟磁带朗读故事；能在图片的帮助下简单复述故事。
2. 重要句型要求学生会说并用于实际生活中。
【情感目标】1. 引导学生了解东西方不同的用餐习惯和礼仪。
【教学重点】重要句型要求学生会说并用于实际生活中。
Do you use chopsticks in England?Yes, I do. / No, I don’t..【教学难点】引导学生了解东西方不同的用餐习惯和礼仪。
Tape recorder, MultimediaGreetingStep 2. Preview1.Draw a hamburger an apple,Some noodles, some rice…2.T: I’m hungry. I want an apple. (Ues hands)I want some noodles. (use chopsticks)I want some pizza. (use knife and fork)Step 3. Presentation1. Listen and watch.2. Teacher explains the story picture by picture.Note: Do you use chopsticks in England?Yes, I do. / No, I don’t.It’s hard/ easy for…3. Listen to the radio, circle the new words. (solve the difficulties)4. Read after the tape.5. Yes or No (check if the kids understood the story.)6. Role playStep 4. Practice1.Present the talkDo you use chopsticks in England.No, we don't. We use a knife and fork.2.Do you want…? Yes, I do./ No, I don’t.Do you use chopsticks? Yes, I do./ No, I don’t.Step 5. SummaryDo you want……?—Yes,I do.—No,I don't.Do you use……?—Yes,I do.—No,I don't.It’s hard/ easy for…Step 6. Homework1、Listen to tape three times.2、Read the sentence.3、用“Do you…?”句型问你周围的同学。
外研社(一起)三年级英语上册全册教案
Module 1Unit 1 Do you use chopsticks in the UK?本单元内容是三年级上册模块1第一单元的内容，要求学生会使用句型：Do you ...?并根据实际作出回答：Yes, I do. / No, I don’t.【知识目标】1. 能听懂、会说、认读，会用单词：use easy hard chopsticks knife fork chips hamburger fast food;2. 重要句型要求学生会说并用于实际生活中。
Do you use chopsticks in England?Yes, I do. / No, I don’t.【能力目标】1.听懂故事；能跟磁带朗读故事；能在图片的帮助下简单复述故事。
2. 重要句型要求学生会说并用于实际生活中。
【情感目标】1. 引导学生了解东西方不同的用餐习惯和礼仪。
【教学重点】重要句型要求学生会说并用于实际生活中。
Do you use chopsticks in England?Yes, I do. / No, I don’t..【教学难点】引导学生了解东西方不同的用餐习惯和礼仪。
Tape recorder, MultimediaGreetingStep 2. Preview1.Draw a hamburger an apple,Some noodles, some rice…2.T: I’m hungry. I want an apple. (Ues hands)I want some noodles. (use chopsticks)I want some pizza. (use knife and fork)Step 3. Presentation1. Listen and watch.2. Teacher explains the story picture by picture.Note: Do you use chopsticks in England?Yes, I do. / No, I don’t.It’s hard/ easy for…3. Listen to the radio, circle the new words. (solve the difficulties)4. Read after the tape.5. Yes or No (check if the kids understood the story.)6. Role playStep 4. Practice1.Present the talkDo you use chopsticks in England.No, we don't. We use a knife and fork.2.Do you want…? Yes, I do./ No, I don’t.Do you use chopsticks? Yes, I do./ No, I don’t.Step 5. SummaryDo you want……?—Yes,I do.—No,I don't.Do you use……?—Yes,I do.—No,I don't.It’s hard/ easy for…Step 6. Homework1、Listen to tape three times.2、Read the sentence.3、用“Do you…?”句型问你周围的同学。
外研版小学英语(一年级起点)三年级上册Module1 Unit1 参考教案
Module1 Unit1 参考教案一、教学内容外语教学与研究出版社（一起点）三年级上册第一模块Unit 1 Do you use chopticks in the UK?二、教学过程建议（一）热身导入1．教师展示SB Unit 1活动1的挂图，并出示课前整理的二年级上学期所学韵句的图片，然后请学生选择哪些韵句与今天学习的内容相关。
学生自选韵句后，教师将韵句中含有“rice，noodles，meat”的语句写在黑板上，帮助学生复习巩固。
然后请全班学生一起说一说选中的韵句。
2．请学生继续观察挂图，理解语境：Daming在吃饭，小狗眼博地盯着桌上的食物，Daming问它想吃米饭还是面条，结果它想吃的是肉。
教师告诉学生这只小狗叫Bob，这学期会经常出现在导入活动中。
3．播放SB Unit 1活动1的动画或录音，请学生全班跟读、小组跟读、个人跟读。
教师使用图片、单词卡片等教具，带领学生学习单词“want”。
这是要求运用的词汇，这里可简单进行运用训练，在活动2中再进一步巩固。
4．请学生两人一组分角色朗读并表演课文。
（二）任务呈现1．教师告诉学生：“升入三年级后我们要更积极地参与学校的活动。
目前学校希望了解大家对于营养餐的需求。
我们要先认真学习本单元的内容，学完之后，就可以在班级内展开调查啦！”（三）课文学习1．播放SB Unit 1活动2的动画或录音，请学生看动画或边听录音边看挂图，教师帮助学生理解课文语境。
2．再次播放录音，请学生完整地听一遍录音，进一步理解课文并回答问题: What do Amy and Daming eat at the park? Does Amy know how to use chopsticks? What does she use in the UK?3．播放第三遍录音，逐句停顿，请学生跟读。
对于较难的语句，教师可先带读生词，然后按照意群、节奏带读完整的句子，同时请学生注意模仿语音语调。