最新20142015学年外研社三年级起点三年级上册第一册电子教案全册(精心版)

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外研(三起)三年级英语上册全册教案

外研版（三起）三年级英语上册全册教案Module 1功能：问候和道别／自我介绍语言：Hello. Hi. I’m…. Goodbye. Bye-bye. Good morning．How are you？I’m fine，thank you.词汇：helIo （hi），I am （I’m），goodbye（bye-bye），Good morning，How are you？Fine, thank you，and you?Unit 1 I’m Sam准备导入：1．教师在走进教室时热情地向同学们打招呼说：Hello或Hi．与近处的同学握手，向远处的同学挥手。

表扬那些用英语向师打招呼的同学说：Very good！Well done!或Clever boy／girl！2．用英语告诉学生本人名字，说:I’m 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。

新版外研版(一起)小学英语三年级上册全册教案

语言
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.

外研版三年级上英语全册教案

平等乡马回营小学活页教案
平等乡马回营小学活页教案
平等乡马回营小学活页教案
平等乡马回营小学活页教案
平等乡马回营小学活页教案
平等乡马回营小学活页教案
平等乡马回营小学活页教案
平等乡马回营小学活页教案
平等乡马回营小学活页教案
平等乡马回营小学活页教案
平等乡马回营小学活页教案
平等乡马回营小学活页教案
平等乡马回营小学活页教案
平等乡马回营小学活页教案
平等乡马回营小学活页教案
平等乡马回营小学活页教案
平等乡马回营小学活页教案
平等乡马回营小学活页教案
平等乡马回营小学活页教案
平等乡马回营小学活页教案。

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。

外研版三年级上册英语全册教案【全套】(1)

外研版三年级上册英语全册教案【全套】一、教学内容1. Unit 1 Hello!（第14课）学习问候语、自我介绍、询问他人名字。

2. Unit 2 I'm Liu Ming.（第58课）学习表达年龄、介绍家人、询问他人年龄及家庭成员。

3. Unit 3 How are you?（第912课）学习询问身体状况、回答身体状况、描述简单病症。

4. Unit 4 Look at me!（第1316课）学习描述身体部位、颜色及衣物。

二、教学目标1. 让学生掌握基本的英语问候语、自我介绍、询问他人信息等日常用语。

2. 培养学生运用英语进行简单交流的能力，提高学生的英语听说水平。

3. 培养学生运用英语描述身体部位、颜色及衣物等基本信息。

三、教学难点与重点1. 教学难点：自我介绍及询问他人信息的表达方式。

描述身体部位、颜色及衣物的词汇和句型。

2. 教学重点：掌握日常英语问候语、自我介绍、询问他人信息等基本用语。

学会描述身体部位、颜色及衣物的词汇和句型。

四、教具与学具准备1. 教具：录音机、磁带、PPT、卡片、挂图等。

2. 学具：课本、练习册、彩色笔、剪刀、胶水等。

五、教学过程1. 导入（5分钟）通过播放歌曲、展示挂图等方式，引导学生复习已学过的英语知识，为新课学习做好铺垫。

2. 新课展示（15分钟）教师展示PPT，引导学生学习新单词、句型，并进行模仿练习。

教师组织学生进行角色扮演，运用所学知识进行对话。

3. 例题讲解（10分钟）教师针对每个单元的重点句型，给出典型例题，进行讲解。

学生跟随教师思路，积极参与思考，回答问题。

4. 随堂练习（10分钟）教师发放练习册，学生完成课后练习。

教师巡回指导，解答学生疑问。

5. 实践情景引入（10分钟）教师创设生活情景，引导学生运用所学知识进行实际操作。

学生分享学习心得，进行拓展延伸。

六、板书设计1. 板书内容包括：单元、重点单词、句型、例题及答案。

2. 板书要求：简洁明了，突出重点，方便学生记忆。

外研社版英语三年级上册全册教案(三年级起始)

外研社三年级上册英语教案一、学生知识能力习惯态度分析学生刚接触到英语，大部分学生对英语有比较浓厚的学习兴趣，但也有少数学生由于遇到困难，学习习惯也不太端正，有待于端正学习态度，掌握良好的学习方法，使之有所进步。

所以，在教学中，教师应该以学生的发展为宗旨，以培养学生的创新精神和实践能力为重点，面向全体学生，始终把激发学生的学习兴趣放在首位。

二、教材分析本册教材共同分为11个模块，内含一个期末分析模块。

每个模块分两个单元。

一般，第一单元呈现要学习的语言内容，第二提供任务型练习，包括一首歌谣和小诗。

歌谣和小诗的学习目的有三，一是培养学生的语感和节奏感，二是提高学生发音准确性,三是通过这些英语国家儿童所熟知的歌谣介绍一定的西方文化。

不常用单词不要求掌握。

希望学生结合语用和语词的基本语义，逐步获得最基本的运用英语的能力。

课文呈现了一些新的语法内容，但不要求讲解，更不要求学生掌握，只是要求初步运用这些语句。

三、教学目标1、逐渐形成学习英语的兴趣和爱好，形成在真实环境中使用英语进行活动的积极性。

2、能运用英语在日常生活和课堂情景中及老师和同学进行初步交际，如问候他人，家庭和朋友的简单消息。

3、能参加运用英语组织和开展的日常课堂教学和生活游戏，及其它课内外活动。

4．能听懂简单的指令并作出适当的反应，能读懂简单的配图小故事，进行口头描述，唱一些英语歌曲，背一些小诗和歌谣。

5、养成良好的学习英语的基本方法；形成英语学习的自觉性，和通过英语学习，获得更多知识的求知欲。

6．养成良好的文明行为习惯，掌握基本的英语交际礼貌策略，全面提高综合素质。

7．乐于了解英语国家儿童的兴趣爱好，以及外国人的一般风俗习惯。

四、提高教学质量的措施1、创造良好的学习气氛；2、在课堂上尽量的使用英语，适当使用汉语；3、合理确定教学要求。

不要求学生自由地说出课文所有内容，甚至不要求能自由地朗读课文。

4、纠正控制性错误，不纠正非控制性错误。

5、多表扬多鼓励。

外研版小学英语三年级第一册全册教案

《英语》(新标准)（三起）第一册Module 1Unit 1PurposeKnowledge aim: To learn to introduce names.Ability aim: To train them to say hello to their friends and introduce with “I’m….”Ideological aim: To improve the students’ basic English about greetings.Main points: The way of greetings : I’m ….Difficult points: To introduce happily and convincingly.Teaching materials: pictures, cards, tape recorder, masksTeaching process:Step One: Greeting with students.T: Hello, my dear children. This is your first English class. I’m very happyto teach you English this term. Speaking English is a piece of cake. Pleaseremember that. Let’s say “Hello” to each other first. Please stand up, all ofyou.( 教师边说边翻译，做手势示意全体起立)T: (教师边挥手边走向学生。

) Hello, my dear children!S: Hello!T: Do what I do like this. ( 挥手，微笑，大声)S: ( 在教师的指导下模仿)T: It’s interesting to speak English. Sit down, please.T: (面带微笑，朝向一个小女孩) Hello! Lovely girl!S: Hello!T: Good girl! Say it like this, please! It’s easy to speak English.T: (朝向另一男孩) Hello! Cool boy！S: Hello!T: Good boy! See, it’s easy. Let’s try again.( 再叫几名学生，师生挥手打招呼)T: Now please say “hello” to your classmates like this. Who can try?( 叫几名学生到前面来，面向全体问好，注意表情和动作，并且要声音洪亮)T: Then say “hello” to your neighbors and your friends. You can go out ofyour seat and move around the classroom.S: (学生自由活动问好)T: You did a good job!Step Two: New courseT: Next I want to know your name. How do you introduce your name then? Listen! I’m Ellen. ( 说三遍) Please say hello to me.(Some excellent students can answer like the following)S1: Hello, Ellen.S2: Hello, Ellen.T: Hello! Your name, please?S2:I’m Tom.T: Hello, Tom. Your name, please?S3: I’m Mike.T: Hello, Mike.S3: Hello, Ellen.T: Well done. Now please practice. Say hello and your name, then let’shave a race. ( 给学生一分钟时间练习)T: Let’s try to say that: Hello, I’m…..( 板书) Team by team, and one by one. (以小组为单位，计时开始)S: Hello, I’m….( 学生一一进行自我介绍)T: You are terrific. Team One is the winner.Step Three: Knowledge extensionT: Now let’s play a game. Do what I do. (教师边做动作，边说，学生学做)Stand up, stand up. Sit down, sit down.Stand up, sit down. Sit down, stand up.Hands up, Hands up. Hands down, hands down.Hands up, hands down. Hands down, hands up.Hello, hello, say hello. Goodbye, goodbye, say good bye.Hello, hello, say hello. Goodbye, goodbye, say good byeT: Eyes front, try your best to say it while you are doing it.S: (学生试图边说边做动作)Step Four: ConsolidationT: Next I’ll introduce four children to you. Please listen! What are their names? ( 展示四个头饰)T: (教师放CDrom两遍) OK, what’s this boy’s name? Tom?S: No, Sam.T: Right. Smart girl. And what’s this girl’s name? Lisa?S: No, Amy.T: Good. Clever boy. And who is she? Yuanyuan? Dandan?S: No. Lingling.T: Yes, right. Her name is Lingling. And who is he? Qiangqiang? Liangliang?S: No. Daming.T: Yes, his name is Daming. Well, let’s know them again. His name?Ss: Sam.T: Her name?Ss: Amy.T: And her name?Ss: Lingling.T: His name?\Ss: Daming.T: Fantastic. Following we’ll study and play with them for this whole term. Please remember them and make good friends with them. Next open your English books and read the text together. (学生看图像并跟读，强调指读)T: Please practice for a while.S: ( 学生自己练习指读)T: At last who can introduce yourself in English as much as you can.S: ( 展示自我介绍)Step Five: Sum up and homework.T: Today we learnt how to greet and introduce. You all did a good job. Please introduce yourself into the mirror at home. And read the text five time. It’s time to say goodbye. Let’s sing a song and say goodbye with each other. ( 最后唱再见歌结束)Unit 2PurposeKnowledge aim: To learn to say “ how are you?”.Ability aim: To train them to say hello with another way.Ideological aim: To improve the students’ basic English about greetings.Main points: The way of greetings : “ How are you? I’m fine, thank you.”Difficult points: Ask and answer fluently.Teaching materials: pictures, cards, tape recorderTeaching process:Step One: Greeting with students.T: Good morning, my dear babies. Nice to see you again. Hello, Kate.S: Hello, Ellen.T: Hello, Mike.S: Hello, Ellen.Step Two: New courseT: Your name, please.S: I’m Tom.T: Hello, Tom. Good morning.S: Good morning, Ellen.T: Well done. That’s another way to say hello in the morning. Let’s learn to say. Morning ( 说三遍, 然后学生跟读)T: Let’s practice. Good morning, Sam. ( 挥手，微笑，大声)S: Good morning, Ellen.T: Now say good morning to your neighbors.S: (Practice for a while)T: Good children! Now please watch the projects and listen carefully, whatare they talking about? ( 看大屏幕)T: What did you hear? Hello? Good morning?S: No, How are you?T: Good boy! What’s this in Chinese?S: 你好吗？T: Right. 一般是指对你熟悉的朋友问好，主要是问身体状况怎么样？T: How do you answer it?S: I’m fine. Thank you.T: What does it mean?S: 我很好, 谢谢。

三年级英语上册全册教案外研版一起

三年级英语上册全册教案（外研版一起）dulThe general adule one:Languag:(1) the new words:a knife and fork, use, easy, hard and(2) the baattern and the students could make dialogues accordingaDo you want…Do you use…(3) the new words: hamburgast food(4) The basic structugAttitude aims:The students could make dd culture betwwuntries and China.Teaching importa:(1) Do you u…?Do you use a knife and…?(2) TgTeaching difficul:(1) The pronunciaw words. For exampl(2) The changes of “be”Activdule one:In modulainly about the dua and wuBlass, I requudaud. Iaching, I beglass with talking about the dd andare related. Wluudents talk about the dgroup. Several minutes lagroup is given two minuwults ofdiscussion. Tacher takes ouand fork andThe students can also talk abouaThis activity class is designeddicussion. The students could speak freely accordingwn vocabulaUnit 1 Do you ugland?Teaching aims：(1)Make studbw words:a knife and fork, use, easy, hard and(2) Mastering the baattern and the students could make dialo gues accordingaDo you want…Do you use…Attitude aims:The students could make dd culture betwwuntries and China.Teaching importa:Do you u…?Do you use a knife and…?Teaching difficult point:The pronunciaw words. For examplPreparation: Word card, CD-ROMTeaching:Warming up part:The teaws many pictures aboutfood.(noodlamburgers,cakes and so on). Firstlacherleadudget familiar wd names andbaacher can aaaDo you like noodles? Yes, I do. No, I don’t.Do you want …? Yes, I do.No,I don’wo:ation and praThe teacher makes uure “noodles” and a new word “” can be leaded out.T: I like noodles. I eat noodles wThe teacher takes oualand then saw word. At the saawuAn activity can be madThe titlactivaying words as quickly. The pronunciaw word is a difficulauld ask studa: The new word “use” can be leaded ouunicaT: Can you u?The word card of use should be shown.We ua. And the teacher wblackboard.We uDo you u? Yes, we do. No, we don’t.Ask and answer in paThe teacher inquudglle uand a knife and fork will be leaded out.T: We ua. Dglle u?S: Ndon’glle use a knife andDo you u/ a knife and fork? Yes, I do. No, I don’ur:(1)Presentaxt.Amy and Daming aark. They want to eat noodles. WaD-Ranswer the questions: “Does Amy ugland?”The students look a-ROM and then answer quNow Amy is usingWatch agaanswxt question: A“easy” or “hard”?easy – hardare hard for AA knife and fork are eawords are showbig-smalllong-at--coldwhite-blaasy-hardListen agaanswer:A“easy” or “hard” for Englle?T: If I say “big”. You should say “small”. Please say the words as quickly as you caare hard for Englle. So Amy ma?mess /e/Tudents read the pas sage agaFind“ Do you …?”. TlPractice:(1)In China, we use __________. In England, people use ________are ________le. They are _______ for Engllant:Do you u? Yes I dI do.We ua.They’re easy for us.Do you use ___________? Yes I dI do.We use ________ in England.They’re easy for us.Homework:Ask studaaaave learnedlUnit 2 I’m eating hamburgers andTeaching aims:(1)Mastering the new words:hamburgast food(2)The basic structugTeaching importa:TgTeaching difficult point:The changes of “be”Preparation:Word card, card for real things,CD-ROMTeaching:Warming up part:ReviewuWe ua. Englle use a knife andgland. Laa:Presentation and praa. The teacher does actions and ask quWhat am I doing?（running, playing, jumping, etc.）E.g. You’re running.b.do actions：Look, I’m eating. I’m eating hamburgers and chips.Andw words are be leaded out. hamburg?It’s English fast food. Here we can talk abougland food. steabread and buWha/ English fastfood? Do you like …? Do you want …?wo:Asking studlape and answer the quWhat is Amy eating?Land repeaxt.Practice:Hacher asks studagLook at Amy. She’s eating hamburgers and’s using her hand.What is Daming doing ? He’s eatingWhausing? He’s usingTacher asks studalk abouuxtb: What is Daming doing? S: He’s ---S: What is Daming using? S: He’s ---lidation and exGame: What am I eating?The teacher does actions and asks studguess whadoing.For example: Are you eating a hamburger?2. Guessing Game: What am I doing? Wha/ she doing?ake a new dialogue.It’_________. (breakfast/ lunch/ dinner)I like _______.Look, I’m eating ________.I’m using ________ummaryThe dbetwustoms and English cua EnglandWe use ___________. They use __________________ast food. _____ and _____ are English fast foodHomewake a summary about the duduRefldule one: Tdulalking about the duduAI prepare many datas about the dIaudents maybe know little aboudBut I am surpised at students’ aboundawledge. So I change my plans. I adiscudgroups. Then I aand up in a llallabout the dThey tell a lot. I am very happy. In the future, I should make gread students’ knowledge. We should really believe them and give taThey can achieve the talReading of module one:ading:An article about the duPuading:Broadultural knowledge of studPreparation:Multiplaading:Firstly, I ask studdiscuss abouvals. Tan talk freely abouvala. Talking aI lead studalk abouvals in wuIn this lesson, I taas day as an example. The students are required to exdea. They must speak in English. Then I write down allblackboardaare learnedlass. Ia good way. Iad all the reading materials in datas. Our students are the good material resource. Taby students as following:It is very good.I l……dule 2The general adule one:Languag:(1) the new words: make, cake, idea, instead, lovely.(2) the baattern and the students could make dialogues accordingaWhat are you making?I’m…(3) the new words: Good idea! Be quiet!Teaching importa:What are you making?I’m making…2. Can ublvUnit 1 We are making a caTeaching Aims:ake studbw words:making a cake; good idea and2.Can listen and say: What are you doing? We’re making a caPlease be quiet! I’m working.Teaching important and focal points:What are you doing? We’re making a caPlease be quiet! I’m working.Teaching Aids:ape-recorder2.some cardsTeaching course:Warming uadul2.Review: Do youugland? No, we don’What are you doing? I’m eating. Are you eating a hamburger? Yes, I aTwation and praAld to act, and ask him: What are you doing?The childanswer: I’m eating…2.Alook abooks. Elicit as much as I caPlay the caThe children listen and followPlay the cassette again. Pause after each utteraldading pictuPlay the cassette again. Aldd “We are making…” Then explaPlay the cassette again. AudaTLape andsa2.Explain and practice: Read row by rowPraairs. TFouPoint and say: cake, pladles2. Praairs.: What are you doing? We’re makinga plaFivListen and wg words.2.Now point and say.Homework:Read the text to your friend or your paThinking: This book is difficult for almost students. Iach it about module one. They aappy to learn it. Unit one: They couldn’t read it well. They couldn’t say, “” andwell.Unit 2 I’m watching TV.Teaching Aims:an listen and repeat: I’mwatching TV.2.Can singgPlay the game: Point and say.Teaching important and focal points:I’m watching TV.Teaching Aids:tape-recorderTeaching course:Wrming uLape of Unit 1 and repeat.2.Review: what are you doing? We’re making a caTwAldren to look aure. La2.Play the cassette again and explaPlay the cassette again. The children followPra: I’m watching TVTListen and say the words.2.Tealdg line by lListen and singFivPlay the game in grou2.Point and say: Whadoing? He’s sleeping.Homework:Finish activThinking:This book is difficult for almost students. Iach it about module one. They aappy to learn it. Unit two: It’s easier than UAlmost students could read it well. Refldule one:Name: Who is clever?Purpose: Remember the words in ModulTeaching Steps:Read the texts and the words in modulwoGivudubwords:andfourGivudubwords: ule, hard and eavxFind out wbThinking:The students could remembwords quickly to uway. They did this well thagroup could get higReading: Title: Fox and Gra:This is a fox. He is very hungry. Hblack grapes. The grapes are higground. He waat them very much. He jumps and jumps, bull can’t reach the graIdx gives up. He salf, “I don’t want to eat the grapes. They are not good to eat.”Teac hing Steps:WaFlash about “Fox and Grapes”2. Teacher telludglish, and alarefullGivaper and aad it blvAllwwn wordake a book abouThinking:Tlass about English reading. So I just aland saaI walust lI do some aAt laudlaawwn words. But the class twgooddulThe general adule three:Teaching aims:(1) Vocabulary: naughty, dragon boat, row, lake,feed, get ouucture：What a/those?They’re…(2) Vocabularies:wucture: This is …’s …These are …’s …Teaching importa:(1) Masteringducing the plural(2) The students could describvg-pluralTeaching difficul:(1) The students could describe a situaton in which pluralare used.(2) The students could use non-plurally.Ativdule three:Puactivity:Having aviewaand words that have been learned in modulAt the saudents’are aroused througganizaactivPreparaactivity:Pensiland mags that students owPactivity:Firstly, I let studwgs thaave prepared. Eaas a fixed plaand up. And then we imitavupermarket. They can introduwn thingThey can persuadbugs. The teacher guidudusing:This is…These are …Tam’s …The students are active becauall want to lwgs and exchanggs wAt the saaly and frequently.Unit 1 These ducks are very naugTeaching aims: Vocabulary: naughty dragon boat, row, lake, feed, get ouucture：What a/those?They’re…Attitude aim:Cultivatingloving life and natuTeaching importa: Masteringducing the pluralTeaching difficult point:The students could describe a situaton in which pluralare used.Preparation:Picutres, cards,CD-RTeaching:: warming upThe studg: Row Row Row Your Boat. The teacher does actions andgg together wudents. The teacher wwordblackboard and the students could leawordgw your/a boa2: Presentation and praThe teacher asks students “Do you waw a boat?” accordingg. And fuacher asks students “Where can you row a boat?” Tacher draws a picture of boablackboard and teaw wordlake. And the teacher says l: “You can row a boat on a lake.” Aach er can showure of dragon boat. “Look! This is a very big boat. It’s a dragon boat! The teacher asks quuch as What’s this/that ? It’s a …to praw words andTacher can showures about dragon boatand aWhat a? The students are leaded to speak ouat they are dragon boats. The teacher drawuducks and praattern. The teacher says that“Sam and his family aark now. Let’s have a look. What’s happen?” After listeningauddles and read the new lesson. At the saacher teaw words:d the ducks. The studaund of ducks and teaword naugActivities: read the text in rolummaryThe teacher asks studw words:aHomewRead the land wUnit 2 Tam’s sweaTeaching aims:Vocabulary: wTucture: This is …’s …These are …’s …Teaching importa:Describingggs using non-pluralTeachingdifficult point:Using-plurally.Preparation:CD-Rures and word cardsTeaching:Warm upReviewg Row Row Row Your Boat.At the saags and does aauaaking EnglThe teacher takes out the rulls andTacher leaduduwIs it ……’s….?/ N’2Presenta tion and praThe teacher draws Sam’s clothes and Amy’s clblackboard. The students are requireddulothes.The teacher can wblackboard.This/That is …..’s….These/Those are …..’s…….The teacher asks studbook and introduce l: It’s raining now.what is happening to Sam and Amy? The teacher illustraw word wTare wThe dog is wPractice: The teacher asks studaaaave learned.This/That is ….’s…These/Those are …’s…Tdialogues are showam:Td sweater. These are my bluThe students are required to drawaper accordingummaryThe teacher makes uublackboard to praaaHomewDraw a picture about your home and uduce This/That is ….’s…These/Those are …’s…And aluld be able to write down at least fouUnit 2 Tam’s sweaTeaching aim s；Languag:Vocabularies:wucture: This is …’s …These are …’s …and attitude aim:aglish envand the students could be enjoyablaking EnglTeaching importa:The students could describvg-pluralTeaching difficult point:The students could use non-plurally.Preparation:CD-Rures and word cardsTeaching steps:：warming upReviewg: Row Row Row Your Boat. The teacher can do actions wudarouudents’Then we can take oulandThe students are guided to uas following.Is it ……’s….?/ N’Through the guessingudds the owgwo:Presentation and praThe teacher draws two dures and explains thaam’s clothes and Amy’s clothes. The teacher wllowingblackboard and asks studactice accordinguThis/That is …..’s….These/Those are …..’s…….The students are requiredbook and the teaduces thaaining now. What has happened to Sam and Amy? The teacher asks studlape and answer the quThe teauld explaaning of wet. Here we can show a picture of raining and make students understand the word bTare wThe dog is wThe students are required to laand retellIxt step we should guide studaaTd sweater. These are my blu: SummaryThe teacher can uublackboard to reviewaur: HomewAuddraw a pictuwn home and introduusingaat have been learnedlass. Also at least fouare required to write down.This/That is ….’s…These/Those are …’s…Reading lesson:The reading cla:A flash: Can I help him?Puading:The students could reviewabout the ducks and at the sauld arouudents’g animals.T:I find a turtlI wa“Mom, Can I?”ays, “Nasy taking cau havd him everyday. I find a caand I waan I?ays, “asy taking cau havd him everyday. You have to waveryday.I find a dogI wa“Mom, Can I?”ays, “asy taking cau havd him everyday. You have to waveryday. You have to walk him everyday.Pading:Id, I ask studland look at the flash. With teachers’ guidaudents lagain and again. Tawuaudents have mastered the main idea through asking quI dquire studber all the new words. The main idea is thaudents could understand the idea andan gdeag animals.Refldule three:In modulwe mainly leavuns. Also through the learning of uudents are activag animals. Iaching of uudents are vdwledgg. TIat we should love nature and impagood things to our students. Our students are also volug of our earth. Idudents learn quicklly. ModulThe general adule four:Languag:(1) the new words: can, jump, faw(2) the baattern and the students could make dialogues accordingaan you…?I can. No, I can’t.(3) the new words: war, ju(4) The basic structugAttitude aims:The students could uadulevTeaching importa:(1) Can you…?(2) TgUnit 1 Can you run fast?Teaching aims：1.知识目标：①could speak and usethe words: can, wump, fauddle。

外研版三起新版新标准英语第一册全册教案第一学期全套教学设计

课题Moudle4 Unit 1It’s red课型New主备人教学目标1、Master the words: panda,red, blue, yellow, green,black2、Use the sentences：It’s red.My name is Panpan.教学重难点Let the students describe thecolours exactly .教学准备单词卡片,白板课件，点读笔预习要求审核人借助点读笔，视频或磁带试着读本单元单词刘桂莲李猛杨勇王爱霞教学步骤课中探索个案补充Step 1WarminupStep 2Presentation1. Greetings:T: Shall we begin our English class?S: Of course. Let’s begin.T: Good morning, boys and girls.S: Good morning, Ms Chen.T: How are you today?S: I’m fine. Thank you, and you?T: I’m wonderful. Sit down please.2. RevisionsShow the pictures to review the words. Door, window,blackboard, desk, chair.1.T: Today, we’ll know a new friend. He’s a chameleon变色龙.(点读笔领读 chameleon)He can change the colours. (Show the PPT)Colour (show the card. Read .Stick it on theblackboard.)2. Show the red chameleon.T: Look , what colour? It’s red.(Show the card. 点读笔点读单词卡.Stick it on the blackboard.)教学步骤课中探索个案补充Step 4 Practice Step 5 Developm entStep 6 Summary Step 7 Homewor k T: Yes, It’s a cat. ( write it on the board) And it’s a ______ cat.S5: It’s a green cat.(Use fast saying to practice this sentence.)3. Cap T: Now, look here can you tell me what’s it.S6: It’s a yellow cap.T: Yes, you are great. Write the cap on the board.T: Now look at your books. Listen and point to the corresponding one, are you ready? (点读笔播放课文Part One.)T: You did a good job, T: Listen Point and repeat.T: Now read it to your partnerIn groups, the students colour the picture and introduce itWhat have you learned today? 学生自由发言。

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T: Stand up! Sit down. Point to the door. Point to the window. Point to the blackboard. And so on.
3.Say a chant
T: You are great, now let’s say a chant . Ok? And When you chant it, you can perform the actions. And I will find out the best one. Let’s look who is the film star! Are you ready?
One, Two, Go!
(I play the courseware.)
(The students chant and do the actions that they like. After that I’ll choose the best one. And say give him a sticker.)
Step Two: Representation
1. guess What is it?
Show some pictures by the computer. ( I will only show a part of them)
T: Look at the screen. And tell me what can you see.
S: It’s a boy/ girl/ dog/ bird/
从形式上讲,通过这个”猜猜看”，不但可以营造英语学习的气氛，激发学生的学习兴趣，更重要的是它使学生的注意力从相对分散的歌曲表演中,迅速集中到课堂上来,在无意识下的情况下快速的进入学习状态.
2. Flash card to reviews
T: Let’s see: Who is quickest? If you know the word, you can stand up quickly and say it clearly, loudly.
3. Play a game: What’s missing
Hide word cards and let others guess: which one is missing?
从内容上讲这样的复习方式,可以带领学生从热身阶段的听说交流练习,递进到了单词的认读能力培养,避免了单纯的温故,而是在故有的基础上做到了拓展,以最有效的方式提高了课堂效率.
Step Three: New course
A. New words: “ desk, chair”
1. Teach the new words
T: just now we know” window, door, blackboard” now, what other things can you see in our classroom? Look! Around us are desk and chair. Then teach those words. (Use low or high voice, different groups to teach it)
B. consolidation
1.listen , repeat and do
T: Now I say, you point, Point to the window, point to the door, point to the desk, point to the chair. Point to the blackboard.
2. talk show
T: I give you 30” and you try to make many “ Point to~!” sentences as you can.
C. Learn the contents of the text
T: Open your book, let’s listen point and say.
D. Listen and say, then sing.
Please stand up!
Please stand up. Please sit down. Point to the window
and point to the door. Please stand up. Please sit
down. Point to the blackboard and point to the door.
Please stand up. Please sit down. Point to the desk and
point to the door.
Step Four: Knowledge extension.
Give every group some words. And have them to reorder the sentence.
根据以学生为中心，体现学习的主体和以人为本的教育观和以能力为目标，语言交际性和以能为本的人材观的教学原则，通过学生的分组练习，达到巩固强化知识的目的，同时通过小组合作，团队精神。

1.
Step Six: Homework.
T: So today’s homework. Introduce your classroom to your parents.
板书设计：Module4 Classroom
Unit 2 It’s a black dog.
G1 G2 G3 picture
课后反思：（手写）
课题：
Module 5
Unit 1 How many?
课型新授
一、教学目标。