三年级上册英语教案Unit 1 Lesson 2 Do you like fish？_鲁科版(五四制)(三起)
新版小学英语三年级教案,三上unit 2 Lesson 1 教案
2、思维品质
3、学习能力
4、文化意识
A pencil and a dream can take you anywhere.
教学重点
掌握本单元中常见的学校用品词汇，并能够使用简单的句子进行描述。
教学难点
在实际情境中灵活运用所学词汇进行口头交流，注意发音、语调和语法的准确性。
教学具准备
图片、实物
教师示范并强调每个词汇的正确发音和语调，引导学生跟读并模仿。
利用音频资源，让学生听录音并跟读，注意发音的准确性和语调的抑扬顿挫。
Step 3: Practice
一、Look and Say
T shows some pictures，let students say
the words.
二、Look，listen and tick.
小小收纳师：请说出句子，可将物品放好。
S: I have a _______ .
Step 4: Production
一、Let’s match. 词图配对。
二、Look，say and chant.
Pencil, pencil.
I have a pencil.I have a pencil.Me too. Metoo.Sharpener, sharpener.I have a sharpener.I have a sharpener.Me too.Metoo.
Unit 2 School things Lesson 1
执教人：时l things Lesson 1
教学目标
1、Talk about your school things.
2、Learn how to borrow things from others.
重大版英语三年级上册 Unit 1 Hello ,Miss Liu Lesson 2 教案(表格式
课题
Unit1 Hello ，Miss Liu
Lesson 2
学习目标
1.能熟练掌握并使用简单的问候语：Hi!/Hello!/Good morning!/Goodafternoon！
2.能用英语介绍自己的名字：I’m...,并操练于日常情景对话中。
3.能听懂简单常用的课堂用语 Stand up,please!Sit down,please!,并做出动作反应。
2.听课本第一部分录音，模仿正确的语音、语调。
3.角色扮演课本第一部分。
4.完成课本第二部分： Listen and number。
1.学习单词Good morning，Good afternoon。
2.听课本第一部分录音，模仿正确的语音、语调。
3.角色扮演课本第一部分。
4.完成课本第二部分： Listen and number。
2.能用英语介绍自己的名字：I’m...,并操练于日常情景对话中。
3.能听懂简单常用的课堂用语 Stand up,please!Sit down,please!,并做出动作反应。
4.掌握本单元单词，学唱本单元英语歌曲。
重.难点
Hello！/Hi！ Good morning/Stand up/Sit down，please。
展示评学 （7分钟左右）
播放课本第一部分录音：
1.听录音，请学生跟读。
2.分小组或自由组合进行情景表演。播放第二部分录音。
播放课本第一部分录音：
1.听录音，请学生跟读。
2.分小组或自由组合进行情景表演。播放第二部分录音。
回归课本，巩固操练。
提升延学 （5分钟左右）
1.听第一课的录音，跟读。
2.用英语向你的学生、教师或家人问好。
三年级上英语教案-第一单元Lesson 2-冀教版
三年级上英语教案-第一单元Lesson 2-冀教版教学目标1.学生能够掌握单词apple，orange，banana和pear的发音和拼写。
2.学生能够掌握句型What’s this? It’s an apple. What’s this? It’sa pear. What’s this? It’s an orange. What’s this? It’s a banana.并能正确应答。
3.学生能够在老师指导下进行听、说和读的练习，并能够进行口语交流。
教学重点1.单词和句型的掌握。
2.学生的口语能力培养。
教学难点1.模仿语音准确发音。
2.掌握句型并能灵活运用。
教学过程1. Warm-up1.与学生打招呼，为课程调整好气氛。
2.让学生用英语介绍自己的名字，例如，“My name is Tom.”等。
2. Presentation1.展示出一些水果的图片（例如：apple，orange，banana和pear等），然后让学生一起喊出水果的名字。
2.在黑板上写下相应的单词，向学生讲解每个单词的发音和拼写。
3.引导孩子们跟着老师模仿发音，并纠正他们发音中的错误。
3. Practice1.老师出示图片或用小卡片，通过问“What’s this?”让学生回答相应的水果名称。
2.让学生在操场上或教室里进行水果名称的游戏。
老师指出一个水果名称，然后学生们在规定时间内跑到相应的地点（例如跑到操场的某个角落或教室里的某个角落）。
3.让学生两人一组进行“植树造林，拯救地球”的角色扮演练习。
其中一人充当销售员，另一人是顾客。
销售员向顾客介绍各种水果，顾客可以选择购买哪些水果。
在此过程中，学生能够运用所学的水果名称以及相应的句型。
4. Production1.老师让学生进行小练习。
让他们组成两人一组，一个人出示水果图片或卡片，另一个人用英语回答相应的水果名称。
2.通过观察学生的学习成果，让学生用相应的单词、句型询问老师或同学班里的问安和交流。
人教版PEP小学英语三年级上册第一单元《Hello!》教案
Unit 1 Hello！教学设计Teaching Contest:本节课主要内容是人教版PEP小学英语三年级上册第一单元《Hello！》的Part B Let's learn & Let's do部分。
本课时通过对话部分，让学生了解其他几种学习文具，同时能用做一做的形式激发学生的学习兴趣。
Teaching Objectives:1.Knowledge & Skills能够正确朗读并理解单词；bag、pen、pencil box、book。
并能根据音乐做出相应动作。
2.Process & Method通过跟读练习、小组练习、游戏等形式操练核心单词。
3. Emotion, Attitude & Value培养学生养成整理文具的好习惯。
Important & Difficult points:1.重点掌握核心单词：bag、pen、pencil box、book2.难点是能够正确理解、朗读单词，听懂歌谣。
Teaching Aids：教学课件、相关教学单词卡和音频。
Teaching Procedures:Step 1 Warm up & Review1.首先,教师播放一段《ABCsong》音频，学生跟唱。
T：Good morning,everyone! Before the class,let’s sing a song.Ss：Great！2.在PPT上呈现一个书包，从中展现出学过的文具单词：ruler、pencil、eraser、crayon。
Step 2 Presentation & Practice1.通过呈现Let's learn 的图片和音频，让学生感知情景：Zoom在上学路上，书包口开了，掉了一地文具。
我们一起来看看都有什么吧。
T：Listen to the tape, what happen with Zoom？2.逐一呈现重点单词：bag、pen、pencil box、book。
三年级英语上册 Unit 1 Lesson 2Boy Girl And Teacher教案2 冀教版
冀教版三年级上册英语Unit1 School and NumbersLesson 2 Boy, Girland Teacher Teaching aims:1．This is…,she ∕he is a… 2．Numbers: one, two, three, four, five. 3．New words: boy, girl, teacher, this, Ms. She, he, number Important points:1．New words 2．Numbers Difficult points: This is a…,she∕he is a… Teaching method: drawing or cards, tape, object, compare Revision: (5 minutes) 1．Greet students: Good morning, everyone! How are you today? 2．Revise: Hello∕∕Hi∕∕ How are you∕∕ Nice to meet you∕∕ My name is… 3．To check: Hello, everyone. How are you today? My name is… Nice to meet you. What’s your name ,please ? 4．Repeat these oral English. Presentation I (15 minutes) 1．Draw a woman with a book in her hand on the blackboard, eliciting from students what I’m drawing. Ask : “What does she do?” Students: a teacher 2．Drill: teacher—This is Ms Liu. She is a teacher. Teach them the new words: this, Ms, she, teacher. Read after me. 3．Draw a boy with the name Liming and a girl with the name Jenny on the blackboard. Explain the new word : boy, girl . Then elicit from students what I’m drawing. Ask:“Who is he ∕she?” Students: This is Liming, he is a boy. This is Jenny, she is agirl. 4．Now point at the each picture and ask “What can you see?”at random ( use gesture) until students have had enough practice. 5．Ask some students to the front of the classroom to perform these three sentences and then gradually send them back to their seat until there’s one left and finally none. Practice I (5 minutes) Tell the students to open their books to page 4 (use gesture, write on the blackboard.) 1．Pointing at picture 1, what can you see? students answer. Go through all the pictures in the same way. Asking the whole class and sometimes individuals to answer 2．Now repeat after the tape again and again . Presentation II (15 minutes) Tell students to close their books ( with gesture) 1．Let students count from one to five in Chinese .Then teach them English with these five numbers: one, two, three, four, five. Read after meagain and again until they can say. 2．Ask:“How many pens do I have?”(show a pen ) Students: one Then add one pen, continue to ask them . Students: two Ask them the same question three times again with object. 3．Show the object. Ask students to use the number from one to five with my help.4、Checking questions. 4、This time I will exchange the role for the students . They can ask mequestions and I will give the answers. Practice II (5 minutes) Tell the students to open their books and look at part two 1．Play the tape. First time students just listen and introduce the numbers from one to five. Then ask them to repeat these five numbers. 2．Pair work: Ask two students to work as a group to practice it by asking and answering. Change the role play，continue to practice several times. 3．Feedback. Ask some students to repeat these numbers in front of the class. 。
北师大版三年级英语上册全教案
Unit 1 Hello!Lesson 1Teaching aims:Hello! What’s your name? My name’s ….Listen and talk.Teaching emphasis:Asking names and giving one’s own.Teaching process:1. Warm-up (Greetings)Give each child an English name to use in class.Give each child an English name on a light card tag to pin on. As each name is assigned, say the name and have the class repeat it after you.2. Use English namesChoose one child. Ask, “What’s your name?” The child replies using the name of his or her card.If necessary, help with pronunciation. Repeat for the whole class.3. Introduce the charactersTell the children that they are going to read some stories about these characters:Uncle Booky, Mocky, Ken, Ann.Tell the children that they are going to meet some new friends.Hold up the mask for Peter and Wang Ling.4. Model the dialogUse any two of the masks. Use one mask and say, “Hello, what’s your name?”Use the other mask and reply, “My name’s … .”5. Talk about the storyHave the children open their books and talk about the characters.（What do you think they are saying?）6. StoryHave the class look at the pictures in their books as you play the tape.Play the tape again, and encourage the children to say the words.7. Sum up.HomeworkEncourage the childre n to practice greeting their family and friends in English, “Hello, my name’s … . What’s your name?”Lesson 2Teaching aims:Hello! What’s your name? My name’s ….Listen, say, talk and sing.Teaching emphasis:Asking names and giving one’s own.Teaching process:1. Review English namesSay, “Hello! What’s your name?” Encourage children to reply in turn,“My name’s … .”2. Review the characters with the masks.Ask, “What’s your name?” The children choose one character and then reply,“My name’s … .”Repeat with all the character masks.3. Learn to sayHave the class look at the picture at the top of the page.As you play the tape, have the class point to the character that is speaking.Replay the tape while displaying your copy of the page.As the tape is played, point to the words one at a time.Without the tape, read the words together. Have the children touch each word as they say it.4. Listen to thisPoint to each picture and ask, “Look at the picture, Who is saying?”Elicit children say out the right answer.Play the tape and have the children number each picture.Listen again and check the answer.5. Let’s singRead the words to the children, pointing to each word.Play the first six lines of the song, encourage the children touch the words in their books as their sing along.Play the last two lines of the song. Ask the children to sing these lines using their own English names.Try to sing along with the tape.Lesson 3Teaching aims:Hello! What’s your name? My name’s ….Listen, talk and read.Teaching emphasis:The correct writing of each letterTeaching process:1. Warm-upSing the song along with the tape.2. Talk togetherUsing the structures, review each child’s English name.Using the masks, review the structures in a speech chain.Ask and answer one by one.Have each child turn to the top of page 6 and display the page and model the dialog, pointing to the matching character as you speak.Organize a speech chain, where children substitute their English names for those that are underlined.3. Listen and numberI ntroduce the characters to children first.Explain that you want them to listen to the tape and touch the correct characters when they hear them say,“Hello!”Play the tape again, have them write the number of the sentence in the box beside each picture.Check the answer.4. Touch and sayDraw the children’s attention to the bottom part of page 9. Display your copy of the page, and explain that when you point to a character you will ask a child to tell the c lass what that character would say.If time allows, children could repeat the activity in pairs or small groups.5. Uncle Booky’s BlackboardHold up the What’s your name? Drill card and read it to the children point to the words as you read them.Have the children repeat the question after you.Now hold up the What is your name? Drill card and repeat the procedure. Explain that both structures mean the same thing.Point to the ’s of What’s and explain that the apostrophe mark shows that a letter has been left out.In the same way, review My name’s and My name is.Now have the children open their books at the top of page 9.Model the structures by reading.6. Read, match and colorReview the structure Hello! My name’s … . Using masks and name cards.Ask the children to practice reading sentences like My name’s … by using drill cards.Ask children to read the sentences in the 4 speech bubbles and match them with the characters who have said them. Ask children to draw a line between the speech bubbles and characters.7. Divide the class into two groups. Have one group repeat the questions, and the other groups repeat the answers. Use all possible combinations.8. Sum upHomeworkColor the pictures and letters for Aa, Bb, Cc, Dd at page 7.Lesson 4Teaching aims:Hello! What’s your name? My name’s ….（Phonics and writing）Aa Bb Cc DdListen, chant and write.Teaching emphasis:The correct writing of each letterTeaching process:1. Check the children’s work for last period.2. Sing the song.3. Introduce the letter Aa, Bb, Cc, Dd.Display your copy of the page. Draw the children’s attention t the pictu re of the thing beginning with Aa.Play the tape, pointing to the matching picture of the word.Replay the tape and have the children say the words aloud.Repeat the procedure for letters Bb, Cc, Dd.4. Uncle Booky’s ABCHave the children turn to the black and white copy of Uncle Booky’s ABC. They can trace over the letters Aa, Bb, Cc, Dd and color the picture.5. Listen for the letters.Draw the children’s attention to the pictures at the bottom half of page 8.Display your page. Point to each picture in turn and say the matching word.Now play the tape. As the children repeat each word they should point to its beginning letter.6. Write the letters.Say, “Watch me write the letter A.” Stand with your back to the class. Write capital letter A in the air, using large arm movements. Ask the children write the letter in the air with you.Repeat for the small letter a.Have the children trace and copy the letter Aa.Walk around the classroom and check the children’s work.Follow the same procedure for Bb, Cc, Dd.Tell the children that they will finish tracing over the letters for homework.7. Sum up for the structures and the letters.Lesson 5Teaching aims:Hello! What’s your name? My name’s ….Listen, read and write.Teaching emphasis:Use the structures in communicationTeaching process:1Let’s chantUse the flash cards and have children practice reading these words.Read the rhyme to the children, pointing to each word.Play the tape for the whole rhyme and have children listen and point to the words on the page.Play the tape again and have children join in, encouraging them to hum or clap with the rhythm.Put pictures of dog, cat, ball and apple on the blackboard. Ask children to point to these pictures when listening to the tape again or they can add some actions and act the rhyme out.2. Clap namesIn this activity the children practice sounding out the separate syllables in their English names.Model the children’s English names for them. As you say each name aloud, clap your hands together once for each syllable. For example: My name’s David. （Two claps.）Have the children repeat all their names after you, clapping as they do so.Start a speech chain, so that the children can each ask the question and sound out their names individually.If time allows, repeat the procedure, substituting the names of the characters in this book.Lesson 6Teaching aims:Wake up! One for you. One for me.Listen, read and write.Teaching emphasis:Consolidate the structures and vocabulary learned in this unitTeaching process:1. Uncle Booky’s Story timeTell the children that they are going to listen to a story.Play the tape, ask the children to listen to the story with their books closed.Have the children open their books, and look at the pictures.Ask them to look for familiar words in the story.Have children read the story silently, encourage them to try to guess the meaning of unfamiliar words.It doesn’t matter if they don’t know the words. The requ irement for this part is to understand the story.2. BingoThis is a vocabulary drill in the form of a game.Photocopy a Bingo Game board 1 for each child.The teacher calls out the different character names/words and the children find the correct picture in their game board. （make sure that you call out the names/words in a random order）The children circle the word or letter （in pencil）when they hear the teacher call it out.The children call out “Bingo!” each time they have circled a full column down th eir Bingo boards.At the end of the game, review all the vocabulary in a class drill.3. Self-assessmentHave the children do this part in pairs or in groups by themselves.Children should assess themselves according to their own situation.They should be encouraged to compare their results with and learn from each other.Students work in pairs in the first activity, practicing introducing themselves.For the second activity, have children group the words beginning with the same letter together and say them aloud.4. Conclude for this unit.UNIT 2 This is Danny DeerLesson 1Teaching Aims:1.he student can be understand the dialogue what’s mean.2.The students like to learn English.3.The students can be read the dialogue.Teaching Emphasis:1. Review: How can use “What’s your name?” in dialogue. And answer it.2. Emphasis sentence: This is…. This isn’t….Teaching Difficulty:How can use “This is….” ”This isn’t….” in dialogue.Teaching Medium:Step 1:1. Hold up mask for Lulu. Say, “This is Lulu.”2.Have the children say Lulu. Repeat this for Danny.3.Repeat several times, and have the children say the names.Step 2:T: Hold up mask for Mocky and say, “This is Mocky.” Have the children repeat the sentence after me.Repeat the procedure for all the other masks.Hold up each of the masks in turn, and say, “This is …”S: Make it.At last, hold up a mask but say nothing. Have the children make a sentence of their own.Step 3:T: Say, “stand up.” As you say this, s tand up. Then have the children stand up.Repeat the procedure for Sit down.S: Let the children stand up and sit down in response.T: Repeat the procedure for Open your books. And Show me a pencil.Step 4:Open the books.T: Ask these questions about the pictures:Picture 1: Who can you see in the picture?What are they doing?What do you think they are talking about?Picture 3: What are Ann, Ken and Mocky doing?Picture 4/5: Who do they meet?Picture 6/7: Do they like him?Picture 8: Who does Mocky see?Picture 9: How does Mocky feel?Picture 10: Has Mocky made a mistake?Picture 11: What is happening to Mocky?Step 5:Story: The students read after the tape.Explain that people often say” Oh, no.” ”Come on!” “Super”Homework:Explain that you want the class to tell their families about the new characters, Danny and Lulu.Lesson 2Teaching Aims:1.Understand the dialogue what’s mean.2.The students like to learn English.3.The students can be read the dialogue very expertly.Teaching Emphasis:1. Review: How can use “What’s your name?” very expertly in dialogue. And answer it.2. Emphasis sentence: This is…. This isn’t….Teaching Difficulty:How can use “This is….” ”This isn’t….”very expertly.Teaching Medium:Step 1:Review: “Hello! What’s your name?”“ My name is …”Step 2:T: “This is … “ “This isn’t …”S: Introduce your good friend’s name each other.Step 3:T: Touch a book in the classroom. Make sure all the children can see it. Say, “A book.”Repeat for a pen.Play the tape and touch each object as you hear the words.S: Have the children look at the pictures at the top of page 16.Step 4:T: Show me a pencil and so on.S: Show itStep 5:T: What is this?S: This is a book and so on.Step 6:Play games:Have the children open their books at page 17. Drew their attention to the box at the top of the page.Point to each of the object in turn, naming them in English as you do so.Look at the picture; ask each pair in turn to give the English word for a missing object.Lesson 3Teaching Aims:1.se the dialogues explain the mind.2.Keep the students like to learn English.3.The students can be introduced these good friends.Teaching Emphasis:1. Review: How can use “What’s your name?”in live. And answer it.2. Emphasis sentence: This is…. This isn’t….Teaching Difficulty:How can use “This is….” ”This isn’t….” in live.Teaching Medium:Step 1:Introduce your good friend’s name each other.Step 2:Student book page 18:Say to the children: “Open your books.”Display your copy of the page. Read the words slowly, pointing to each word as you say it. Substitute two of the children’s English names for the underlined names in the text.Step 3:Listen and number:T: Display your copy of the page.Point to the picture of Danny Deer..Say, “This is Danny Deer.”S: Have the children repeat the words as they point to the picture in their books.Repeat another people.T: play the tape. Touch the correct picture as you hear the words.S: Explain that you want them to write the number of the sentence in the box beside each picture as they listen to the tape.Step 4:Review the second letter: a, b, c, d.Learn the new letter: e, f, g, h, i.Replay the tape, and have the children point to the matching pictures in their book.S: replay the tape and have the children say the word aloud.Step 5:Repeat the procedure that was used to introduce the letter Ee and the word eggs.Homework:Have the children open their books at page 19. Explain that you want them to: Color all the Ee letters in one colorColor letters Ff, Gg, Hh, Ii in different colors.Lesson 4Teaching Aims:e the dialogues explain the mind.2.The students like to learn English.3.The students can be expertly introduced these good friends.Teaching Emphasis:1. Re view: How can use “What’s your name?” expertly in live. And answer it.2. Emphasis sentence: This is…. This isn’t….Teaching Difficulty:How can use “This is….” ”This isn’t….” expertly in live.Teaching Medium:Step 1:Write the letter Ee-Ii:Student book page 20T: Stand with my back to the class.Write capital letter E in the air, using large arm movements.Ask the children to write the letter in the air with you.S: Learn the teacher’s.T: Repeat for the small letter e.And another letters.S: Go on doing that.T: Tell the children that they will finish tracing over the letters.S: Write the letters.Step 2:Student book page 20Listen for E-I:T: Draw the children’s attention to the pictures on the bottom half of the page.Display you copy of the page.S: Open the book and do it.T: Show the pictures for teaching.Say the matching word, for Example: elephant.S: Read after the teacher.T: Now play the tape.S: Read after the tape and should point to beginning letter.Step 3:T: Show the pictures.Stop the tape.S: Have the children point to each picture in turn and say the beginning sound. Step 4:Student book page 21T: Hold up the This is drill card and read it to the childrenPointing to the words as you read them.S: Read.T: Repeat the procedure with the Danny drill card.S: Read and think it.T: Use another mask for drills such as: Monkey, Booky and so on.S: Make it.Step 5:T: Hold up the This is not drill card and read it to the childrenPointing to the words as you read them.S: Read.T: Repeat the procedure with the Danny drill card; say, “this is Monkey”.S: Read and think it.T: Use another mask for drills such as: Monkey, Booky and so on.S: Make it.Homework:Remind the class of the work they began earlier, tracing and writing the letters.color the pictures on page 20.Lesson 5Teaching Aims:1. Understand the sentence how can use.2. The students like to learn English.3. The students can be very expertly introduced these good friends.Teaching Emphasis:1. The letters.2. Emphasis sentence: This is…. This isn’t….Teaching Difficulty:How can use “This is….” ”This isn’t….” very expertly in live.Teaching Medium:Step 1:Match the names:Student book page 22T: Ask children to say the names of the characters in the picture.If I point at one character and ask children to say its name.S: Answer it.Then color the characters.Step 2:Sing a song:<<When you are happy>>T: Tape 1-2S: sing after the tape.I think the children will enjoy learning this song.T: Repeat the tape.S: sing it again.Step 3:Let’s chant:Student book page 23T: Show the picture for new words.S: Repeat the new words.T: Make sure the children can say these things when given a picture or a real object.Tell the children that they are going to learn a rhyme about a naughty elephant.Play the tape for that.S: The children like to learn that.T: Play the tape.S: read after the tape again and have themselves join in, encouraging them to hum or clap with the rhythm.T and S:Have children point to the pictures in their books as they listen to tape again or they can add some actions and act the rhyme out.Step 4:Homework:1. Color the picture on page 22.2. Sing the song or the rhyme to their families.Lesson 6Teaching Aims:1. Use the sentence is very expertly and read the dialogue.2. The students like to learn English.3. The students can be very expert introduced these friends.Teaching Emphasis:1. The letters.2. Emphasis sentence: This is…. This isn’t…. very expert in live.Teaching Difficulty:How can use “This is….” ”This isn’t….” very expert in live.Teaching Medium:Step 1:Review:1.Review the letters.2.Review the new words.3.Review the dialogues.4.Review the emphasis sentence.This prepares the children for the game later in the lesson.Step 2:Uncle Booky’s storytime:Student book page 24T: 1. Make a scene.2. Play the tape.S: read after the tape.T and S:Divide some roles for this story and do it.Step 3:Introductions:This game reviews the structures hello! My name’s (Ann ).and This is (Ann).T: Have the children either sit or stand in a circle.Explain to the children that they are going to play a game where they introduce themselves and their friends.S: Make a circle and introduce their friends by right.T: continue until all the children have had a turn.Step 4:Self-assessmentStudent book page 25Have the children do the part in pairs or in groups by themselves.They should assess themselves according to their own situation.They should be encouraged to compare their results with and learn from each other.T: Make some terms about two children.Try to introduce the characters by book.S: Try it.T: one child points to a picture, the other says the name and then checks the box that below.They switch their roles.S: Try to do it.T: The children work in pairs and circle the letters they have learned in this unit. Homework:Introduce your friends for your parents.UNIT 3 WHO’S THAT?Lesson 1Teaching Aims:1、Use the dialogues explain the mind.2、The students like to learn English.3、The students can be ask and answer.Teaching Emphasis:1. Read the dialogue.2. Emphasis sentence: Who’s that?Teaching Difficulty:Read and understand the dialogue.Teaching process:1.Review:Ready some maskT: Hold up the Ken mask and say, “This is Ken.”S: The children repeat, “This is Ken.”T: Do the same for the other masks.T: Hold up the Ken mask and say, “This isn’t Ann.”S: Repeat: “This isn’t Ann.”T: Encourage the children to finish my sentence with “This is Ken.”. Repeat the procedure, using the other masks.2.Practice greetings:T: Hold up our hand says: “Hello!”S: Say: “Hello!” each other.T: Call a student, another children say: “Hello!” with he/she.Model the dialogT: Put the character masks along the blackboard ledge.Stand at the side of the room.Choose one child to be your helper.The helper points to each mask in turn.For each mask you ask, “Who’s that?” model the answer, This is Ken.S: Repeat.T and S: repeat for the other five masks.3Talk about the storyStudent book pages 26-27T: say to the class, “open your books.”Have the children find pages 26 and 27.Ask these questions about the pictures:Picture 1: How many children are in the playground?What are they doing?Picture 2: Where is Mocky?Picture 3-5: What is Mocky doing?What happens nest?Picture 6-7: What do our two new friends look like?Where are they from?Picture 8: What is Mocky doing?Picture 9: What happened to Mocky?Picture 10: Was he hurt?What is happening now?S: Think it and answer it.4Story:T: Play the tape.S: Listening.T: At the end, explain that we say Oh! Poor Mocky!Poor her means “unlucky” or “unfortunate.”Give the word in Chinese for ouch!S: Listen and think.T: Play the tape.At the end, encourage the children to say.“Oh! Poor Mocky!”“Join us.”“Ouch!”S: Do it.Homework:Tell their families about Cathy and Tommy.Practice greeting their family and friends in English, saying “Hi,!”Lesson 2Teaching Aims:1.Understand the dialogues what’s mean.2.The students like to learn English.3.The students can be read the dialogues.Teaching Emphasis:1. How can use “Who’s that?” in dialogue. And answer it.2. Emphasis sentence: Who’s tha t?Teaching Difficulty:How can use “Who’s that?” in dialogue. And answer it.Teaching process:1.Review:1)The students can be difference between this and that.2)Take some mask for student, who can introduce that.3)Use some object on these table for drill the sentence like T.2.Conduct.Student book page 28T: 1) Drill the classroom activities “open your books.”.2) Look the picture at the top of the page.3) Pictures for countries.S: 1) Open the book.2) Look the picture at the top of the page and think it.3) Read after teacher and tape for countries.3.Play the tape:S: Whose name you hear, then to touch the character and readT: Check the children are touching the correct pictures before moving on.T: 1) Take several masks for students in front of the classroom.2) Play the tape, play one name stop a moment for students read.Example: This is Wang Ling. She from china.S: Read after the tape and think it next one.T: Play the tape and check the students’ write.S: Write the number for these hear.T: Replay the tape.S: Check it with these heard.4.Let’s song:T: play the tape.S: song after the tape.T and S repeat this activity.Homework:Teaching your parents for the dialogue and the new words.Lesson 3Teaching Aims:1、Understand the word s what’s mean.2、The students like to learn English.Teaching Emphasis:1.How can use “Who’s that?” in live. And answer it.2. Emphasis sentence: Who’s that?Teaching Difficulty:How can use “Who’s that?” in live. And answer it.Teaching process:1.Student book page 30T: Have the children open their books. Draw their attention to the exercise at the bottom of page 30.2.Play the tape.S: listen and number the pictures according to the tapes.Repeat this act, until the students all finish the answers.T: The whole class check answers.3.Introduce the letter J j.T: Open your book page 79Review the second-hand letters for Uncle Booky’s ABC.4.Learn the new words. For example: jeep1)Read the word2)Students read after the T3)Look at the picture for “jeep ”. E ncourage all the children to say the wordaloud as they touch it in their books.T: teach the new letters:Look the picture, read after the tape.Look other letters and read after the tape.Read after the tape aloud.Letters writing.T: teach the new words:1.Look the picture, read after the tape.2.Look other words and read after the tape.3.Read after the tape aloud.Homework:1.Color each letter Jj-Nn.2.Trace over the lettersJj-Nn of Uncle Booky’s ABC and color the pictures.Lesson 4Teaching Aims:e the dialogues explain the mind.2.The students like to learn English.3.The students can be expertly introduced these good friends.Teaching Emphasis:1. Review: How can use “What’s your name?” expertly in live. And answer it.2. Emphasis sentence: This is…. This isn’t….Teaching Difficulty:How can use “This is….” ”This isn’t….” expertly in live.Teaching Medium:Step 1:Write the letter Ee-Ii:Student book page 20T: Stand with my back to the class.Write capital letter E in the air, using large arm movements.Ask the children to write the letter in the air with you.S: Learn the teacher’s.T: Repeat for the small letter e.And another letters.S: Go on doing that.T: Tell the children that they will finish tracing over the letters.S: Write the letters.Step 2:Student book page 20Listen for E-I:T: Draw the children’s attention to the pictures on the bottom half of the page.Display you copy of the page.S: Open the book and do it.T: Show the pictures for teaching.Say the matching word, for Example: elephant.S: Read after the teacher.T: Now play the tape.S: Read after the tape and should point to beginning letter.Step 3:T: Show the pictures.Stop the tape.S: Have the children point to each picture in turn and say the beginning sound. Step 4:Student book page 21T: Hold up the This is drill card and read it to the childrenPointing to the words as you read them.S: Read.T: Repeat the procedure with the Danny drill card.S: Read and think it.T: Use another mask for drills such as: Monkey, Booky and so on.S: Make it.Step 5:T: Hold up the This is not drill card and read it to the childrenPointing to the words as you read them.S: Read.T: Repeat the procedure with the Danny drill card; say, “this is Monkey”.S: Read and think it.T: Use another mask for drills such as: Monkey, Booky and so on.S: Make it.Homework:Remind the class of the work they began earlier, tracing and writing the letters.Can color the pictures on page 20.Lesson 5Teaching Aims:1. Understand the sentence how can use.2. The students like to learn English.3. The students can be very expertly introduced these good friends. Teaching Emphasis:1. The letters.2. Emphasis sentence: This is…. This isn’t….Teaching Difficulty:How can use “This is….” ”This isn’t….” very expertly in live.Teaching Medium:Step 1:Match the names:T: Ask children to say the names of the characters in the picture.If I point at one character and ask children to say its name.S: Answer it.Then color the characters.Step 2:Sing a song:<<When you are happy>>T: Tape 1-2S: sing after the tape.I think the children will enjoy learning this song.T: Repeat the tape.S: sing it again.Step 3:Let’s chant:T: Show the picture for new words.。
Unit 1 Hello!(教学设计)人教PEP版英语三年级上册
Unit 1 Hello! (教学设计)一、教学内容本次教学内容为PEP人教版英语三年级上册Unit 1 Hello!二、教学目标1.通过本课的学习，学生能够听、说、认读Hello、Hi、Goodbye、Thank you、Bye等基本交际用语。
2.能够听、说、认读what’s your name? My name is …等日常用语。
3.能够在日常交流中运用所学知识。
4.激发学生学习英语的兴趣。
三、教学重点难点本课教学重点是让学生能够听、说、认读Hello、Hi、Goodbye、Thank you、Bye等基本交际用语。
教学难点是让学生具备在真实情境中进行日常交流的能力。
四、教学过程1.导入环节教师通过唱英文歌或通过简单手语，向学生展示如何用英语打招呼。
2.学习小游戏教师通过让学生参与小游戏的方式，来让学生体验到用英语进行日常交流的快乐。
例如：每个学生都拿到一个卡片上面写着他们的姓名，然后站起来向大家打招呼。
其他学生可以试着用英语打招呼，例如“Hello，Tom!”或者“Hi，Mary!”。
3.学习基本交际用语通过向学生展示图片等方式来教授基本交际用语，并让学生重复模仿老师的发音。
4.情景模拟通过情景模拟来让学生运用所学知识进行对话练习。
例如：让两个学生在学生桌上模拟早上到校打招呼的会话。
5.课堂讨论通过让学生参与到课堂讨论的方式，来鼓励学生用英语进行交流，在课堂上和同学共同探讨并热烈讨论一些简单日常用语。
五、教学评价在本次教学过程中，学生的听说读写技能得到了有效提高，能够在日常交际中运用所学知识。
在教学评价方面，可以进行听、说、读、写的全面评价。
例如：听力测试、口语测试、阅读测试、写作测试等。
同时，还需要通过观察学生在课堂上的表现来评价他们是否养成了用英语进行日常交流的习惯。
六、教学反思在教学过程中，应该要充分调动学生的学习积极性，让学生参与到教学中来，通过小游戏等形式来让学生积极参与到教学中。
三年级英语全英文教案
三年级英语全英文教案三年级英语全英文教案【篇一：pep三年级英语全英文教案】三年级英语教案【篇二：小学全英文教案】unit 6lets eatteaching objectives 1. objectives for affectlet the students know that they should save food and share food with friends.2. objectives for language knowledgelearn the new sentences “i like …” and “have some…”. learn the new words “tea, cake, coke, chicken, hot dog, hamburger, bread, french fries…”.3. objectives for language skillsbe able to pronounce the words and sentences correctly. be able to know how to share food with friends. key points1.the sentences: “i like …” and “have some…”2.some words: chicken, hot dog, hamburger, bread, french fries… difficult pointsthe pronunciation of the word s “chicken, bread and french fries”. teaching aids cai ppt, picturesteaching approaches game teaching teaching steps 1.warming-upsing the song“let’s have a picnic” together. t：hello, boys and girls! how are you? ss: i’m fine, thank you. and you?t: very well, thank you. let’s sing a song, ok? ss: ok!2.leading-in daily talk.t: do you like cake? s1: yes, i do.t: do you like milk?s2: yes, i do.t: ok. today, i will show something delicious for you. do you want to have a look? 3.presentation(1)let students watch the cai ppt.(2)the teacher show some pictures of food. students learn the words “tea, cake, coke, chicken, hot dog, hamburger, bread, french fries”.t：do you know what it is ? s1：bread.t：what are these? s2：hamburger. t: hamburgers. ss: hamburgers. …(3) the teacher play the recording to students.(4) the teacher teach students know how to use the sentence “i like …”.4.practice（1）let students introduce the food they like in groups by using the sentence “i like …”. （2）let’s actlet students act about the story in the text book, then ask several students to show in front of the class. (3) let’s playlet students play the passing game by using the words about food.5.conlidationreview the sentences and words in the text book. let students reads the t ext book. extensionread and color: give pictures to the students, then let them color it and read the words of the food. board-writing unit 6 let’s eati like chicken (hot dog, hamburger, bread, french fries). homework1.do some exercises in the text book.【篇三：三年级上册全英教案】pep 英语三年级上册教学计划 pep英语三年级上册教学进度表 introductionsay open your books.point to the page“welcome to english”. what’s your known? unit 1hello!teaching aims of unit 1:1. grasp the new words: pencil-box eraser pencil bookruler bag crayon pen sharpener2. grasp the main sentences: hello! i’m…./ hi! i’m….what’s your name? my name is…. goodby e./ bye. /see you. and get the students to use these sentences to communicate with each other.3. grasp thetpr activities in the part of “let’s do”.4. learn to sing two songs: hello! happy teachers’ day!5. learn to the part of “let’s chant”. understand the meaning of the chant .6. try making a name card.7. enable the students to understand the story in the part of “story time”. tryteaching arrangement:lesson 1: a: let’s talk let’s play lesson 2: a: let’s learnlet’s do lesson 3: a: let’s makec: culturelet’s sing lesson 4: b: let’s talklet’s playlesson 5: b: let’s learnlet’s do let’s sing lesson 6: b: let’s check let’s chantc: story time lesson 1teaching aims:1.try to make a self-introduction with the pattern “ i’m…”.2.learn to use hello, hi, goodbye and bye to communicate with others.3.learn to sing a song: hello preparation: recorder and tape. steps: (1). warm-uplisten to the song: hello. (2). presentationa. teacher shows and introduces a new friend: a bear. “hello. i’m teddy. you can call me teddy bear. ” goes to the pupils seat and greets to them, shake the hands.b. ask pupils to practice this dialogue and later ask some pairs come to the front to act. (3). presentationa. listen to the song: hello and pass a toy. if a child get the toy when thesong is stopping, he(she) say: hello(hi)! i’m?b. so me children who haven’t got the toy stand up and introducehimself(herself): hello(hi)! i’m? (4). practiceteacher change the voice and make up like wear a pair ofglasses. then teacher goes with teddy bear into the classroom, greets to one pupil with the dialogue above, and at last adds up a sentence: goodbye! practice and act the conversation in groups. then asks some groups to act it.(5). add-activitiesa. listen and read after the tape, imitate the tape.b. find a group of friends to make the conversation. lesson 2teaching aims:1. grasp the new words: pencil, crayon, eraser, ruler, pen and phrases: apencil, a crayon, an eraser, a ruler, a pen.2. respond the tpr activities “show me your…”quickly and correctly. tr yto use this phrase.*3. learn to say“i have a/an…” substitute the pattern with five new words. preparation: a. a teddy bear b. tape and recorderc. a pencil-box with a pen, a pencil, a ruler, an eraser, a crayon. steps:(1). warm-up/reviewa. listen to the song: hello.b. greets to pupils with: hello/hi. and hug them or shakehands.c. make a conversation like last lesson.(2). presentation a. show a pencil-box. let children guess : what is it in the pencil-box?(in chinese) then introduces to everybody like: yes! pencil. i have a pencil.b. use this form, let pupils guess and learn the words: pencil, pen, ruler, eraser, crayon.(3). practice a. game: say what is it in your pencil-box. -- i have a pen.b. teddy bear asks: what’s this in english? pupils say: eraser. do as this. (4). let’s doa. listen to the tape and teacher do it first t show the means.b. asks pupils to follow teacher to do it and say if they can.c. do it after tape like:-- show me your pencil. -- my pencil. (5). assessmentplay a bingo game with those words: crayon, pencil, eraser, … lesson 3teaching aims:1.try to make a name card.2. enable the students to know some knowledge aboutteachers’ day and encourage them to say happy teachers’ day to other teachers. 3. learn to sing a song: happy teachers’ day *4. make a teacher’s card and present the teacher you like.preparation:a. tape and recorderb. a name cardsteps: (1). warm-up/reviewa. listen to the song: happy teachers’ dayb. do it: show me your?感谢您的阅读，祝您生活愉快。
【教案】三年级上册英语人教版新起点Unit 2《My Body》(Lesson 1)
Unit 2《My body》教案Lesson 1一、教学目标1. 能够听懂、会说body, head, hair, arm, hand, leg, foot等单词；能在四线三格中基本规范地抄写上述单词，并尝试借助拼读规律记忆单词。
2. 能够用已经学过的句子I have ... 介绍自己的身体部位。
3. 能够跟随录音大胆模仿说唱本课的歌谣。
教学重难点：能够听懂、会说body, head, hair, arm, hand, leg, foot等单词；能在四线三格中基本规范地抄写上述单词，并尝试借助拼读规律记忆单词。
二、教学过程A. Look, listen and chant.1. 热身复习(1) 结合一年级Body的教学内容进行TPR 活动。
如：touch your ear/nose/ mouth / eye /face.等。
(2) 引导学生通过演唱一年级学过的歌曲I have two eyes来复习I have ... 句型。
2. 呈现新的学习内容(1) 看图说话。
引导学生观察A项主题图并简单交流，指认主线人物Yaoyao, Lily, Joy然后指着A项的怪物说：Oh, who’s he? What does the monster look like?从而引出主题Monster’s Body。
(2) 多次播放歌谣，让学生在歌谣中整体感知新语言。
第一遍，整体感知歌谣内容。
第二遍，聚焦本课的主要单词。
让学生听完后说说听到的单词，教师利用图片带读单词，帮助学生理解和关注本课的新单词，初步建立单词的音、义联系。
第三遍，引导学生关注细节。
教师一边做动作一边提问：How many hands does the monster have?第四遍，让学生根据歌谣提及的顺序摆放或指对应的单词卡片。
3. 词汇学习和操练(1) 听新单词的录音，第一遍只听不读，第二遍跟读。
(2) 教师出示词卡并带领全班认读。
(3) 教师观察学生的发音是否正确，给予关注和纠正，可以采取个别学生读单词、男女生或小组读单词等方式进行。
2024年秋季学期新冀教版英语三年级上册课件 Unit 2 Lesson 1
This is the library. 这是图书馆。
classroom 教室
[ˈklɑːsruːm] in the classroom 在教室
This is my classroom. 这是我的教室。
tidy 整洁的
[taɪdi] a tidy desk 整洁的书桌
It’s nice的用法
详解：It is nice是英语中的常用表达，用来描述事物令人愉快、满意 或赞赏的状态。它的用法多种多样，可应用于各种情境： 1.描述天气或环境。 2.赞美物品或事情。 3.表达对他人的行为或建议的赞同。 4.回应感谢或称赞。
Listen and sing.
I love my school. I love my school.
Let’s learn
school 学校 [skuːl]
go to school 去上学
This is my school. 这是我的学校。
playground 操场
[ˈpleɪɡraʊnd] on the playground在操场
This is the playground. 这是操场。
library 图书馆
It’s tidy.
Talk in pairs. This is the library.
Wow, so many books.
Talk in pairs. This is the playground.
It’s big.
Good to know
Education is what remains after one has forgotten everything one has learned in school. 教育就是当一个人把在学校所学全部忘光之后剩下的东西。
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Unit1 Lesson2 Do you like fish?教学设计
一、教材分析
本课的主题是“Food and drinks”，对食物的喜好和需求是孩子们乐意谈论的话题，贴近他们的日常生活。
本课以Liming,Liming’s mum和Danny去超市选购午餐食品，通过询问彼此对食物的喜好这样一个故事为背景，学习运用“Do you like...?”这个核心句型，培养学生在真实的语境中运用英语的能力。
因此本课的语言功能是询问他人对食物和饮料的喜好及相应回答，重点学习任务是“Do you like...?”“Yes，I do./No,I don’t.”学生对此句型在上学期已有接触，学生掌握起来比较容易，而关键在于肯定与否定的完整回答e
二、教学目标
（一）知识目标
1、能听懂、会说单词：fish, vegetable,rice,并能结合句型灵活运用。
2．能听懂、会说、认读与饮食相关的句型：“Do you like fish?”“Yes , I do.”“No, I don’t.”
（二）能力目标：能运用所学句型询问他人对饮食的喜好。
(三）情感目标：对中、西方的饮食差异有一定的了解，培养学生良好的饮食习惯。
三、教学重难点
（一）能听懂、会说并认读句子：“Do you like fish?”“Yes , I do.”“No, I don’t.”能询问他人对饮食的喜好。
（二）难点：“Do you like fish?”“Yes , I do.”“No, I don’t.”流利朗读和熟练运用。
四、教学准备
多媒体课件、单词卡片、头饰等
五、教学过程
Step 1 Warming-up(5分钟）
1.Free talk. 用“What’s your name? Nice to meet you. ”与学生进行对
话交流。
2.Show the stickers.教师首先展示蔬菜与小鱼两种贴纸，作为本课优秀学生
的奖励，调动学习积极性。
同时教授vegetable和fish这两个人单词，并引出歌曲“Do you like...?”
3.Enjoy a song.教师带领学生欣赏一首关于食物喜好的歌曲，并引出本课的话
题Food and drinks。
【设计意图】通过Free talk简单的师生情感交流，复习了旧知，拉近了与学生的距离。
Show the stickers这一环节在调动学生积极的上课情趣的同时解决了本课较难单词vegetable。
Enjoy a song“Do you like...?”，通过这首与本课主题紧紧相扣的歌曲，不仅调动学生学习的气氛，更多的是为新知的呈现做了铺垫，让学生快速进入本课的主题学习状态。
Step 2 Presentation（12分钟）
1. Leading-in
教师通过歌曲中的图片，说出自己的喜好，然后问学生：“Do you like...?”引导学生说出自己的喜好，然后通过早餐图，向学生介绍三个朋友Li Ming’mum,Li Ming和Danny，介绍他们吃过早餐后去超市选材为午餐准备，进入课文情境。
【设计意图】通过图片，引导学生复习了上一节课的知识，并由早餐引出了午餐。
2.Text
（1）教师出示午餐图，提出问题：What’s for lunch?让学生带着问题听课文，并提醒学生注意午餐还包“chicken”，并解决单词rice,chicken。
Chant巩固练习新学单词。
（2）教师询问学生对午餐的喜好，然后引出Danny对午餐中的鱼，蔬菜以及鸡肉的喜好，并提出问题：Do you like fish/vegetables,Danny? 看完动画后回答问题。
由实物展示vegetable与vegetables的区别，然后chant练习句型，（3）教师提出一个隐性的问题Do you like chicken，Danny？学生通过对文本的观察来回答。
【设计意图】以课文为背景，提出问题，让学生整体感知后分层认知课文，带着任务听录音，问题的设计由整体到局部，由易到难，发挥其学习的自主性。
隐性问题的提出，能够让学生更充分的认知文本并养成善于观察课文中图片的习惯。
（4）Listen and imitate
教师带领学生跟读课文，并注意模仿课文中的语音语调。
学生跟读后，自读，同
桌练习，分角色扮演课文。
【设计意图】根据小学生可塑性强、善于模仿、好表现的特点，让他们分角色扮演课文，给学生足够的机会展示自己，不仅培养了他们的语感，还培养了他们的合作精神。
Step 3 Practice（12分钟）
1.Let’s talk
学生先跟读，然后走进自己的自助餐馆，同桌之间进行对话练习后展示。
【设计意图】由课文主人公用餐的情景展示，将学生引入自己的用餐体验中去，充分激发学生的学习兴趣，多种形式的活跃课堂气氛，活动难度层层递进，巩固本课重点句型。
2.Guessing game.
教师选出自己喜欢的食物，让学生来猜是什么。
然后由学生上台选择自己喜欢的食物，其他学生自由猜测，猜对的学生得以奖励。
【设计意图】此游戏能够充分调动学生参与的积极性，参与范围广并能够很好的巩固学生对句型的掌握。
Step 4 Production（5分钟）
Make a survey.
教师对学生表现进行评价，并小组内进行调查小组同学之间对事物的喜好，让学生在时间情境中运用语言。
【设计意图】小组内合作角力，培养学生的合作精神，使学生完成学习任务，并将本课所学知识用到实际生活中，达到学以致用的目的。
Step 5 Summary（2分钟）
教师带领学生欣赏国外的饮食文化，进行情感升华：Not picky about food, not gluttony ,no snacks, fast food.
Step 6 Homework（1分钟）
Learn more words about food and drinks.
【设计意图】培养学生课后积极探索新知的学习习惯，拓宽视野，使学生的英语能力得到进一步提升。
板书设计。