三年级英语上册 unit3 第一课教案北师大版

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新北师大版英语三年级上册全册教案

新北师大版英语三年级上册全册教案课时一：Unit 1 Me and My FriendsLesson 1: Let's Make Friends教学目标：- 研究并认读单词：make, friends, friend, I, and, you- 在熟悉的语境下研究并复述句子："I can make friends."- 能够用简单的句子描述自己和朋友教学准备：- 教学课件- 单词卡片- 学生练册教学步骤：1. 导入：让学生观看相关图片，引导他们讨论“朋友”和“交朋友”的话题。

2. 通过展示单词卡片的方式，教授新单词：make, friends, friend, I, and, you。

帮助学生正确发音并理解词义。

3. 在课件中展示简单的句子：“I can make friends.”，并纠正学生的发音。

利用肢体语言和示范，帮助学生理解句子的意思。

4. 师生互动练句子，并逐渐引导学生能够用正确的语音和语调表达句子。

5. 学生个别练和小组活动：让学生用自己的话描述自己和朋友。

鼓励学生尽量运用所学的单词和句子。

6. 小结：总结本课所学内容，鼓励学生用“朋友”和“交朋友”为话题展开讨论。

课堂作业：1. 完成练册上与本课相关的练。

2. 练和复述本节课所学内容。

课时二：Unit 1 Me and My FriendsLesson 2: Let's Sing教学目标：- 研究并唱歌谣：Make Friends教学准备：- 教学课件- 音乐播放器教学步骤：1. 导入：回顾上节课所学内容，引出本节课要研究的歌谣。

2. 播放演唱Make Friends歌谣的音乐，让学生先跟随音乐节奏拍手和跺脚。

鼓励学生积极参与。

3. 引导学生跟随音乐歌唱，帮助他们熟悉歌曲中的重要单词和短语。

4. 教师带领学生逐句学唱整首歌曲，并强调正确发音和语调。

5. 学生个别练和小组活动：学生分组进行唱歌比赛，评选最好的组合。

北师大版小学英语三年级上册全册教案

三年级英语第三册教案第 1 单元内容：Don’t walk本单元总课时：7课题：Unit 1 Don’t walk授课日期：年月日教学内容：故事教学教材分析：先锋英语教材以小学生的生活经验和认知发展水平为基本出发点，主人公都是活泼可爱的小动物和与学生年龄相仿的儿童。

书中选用的话题与学生日常生活紧密联系，并采用任务式的活动设计，让学生在完成任务的过程中，运用语言，发展思维，0发挥想象，动手动口，合作参与，在实际交流中发展交流的能力。

本单元是北师大版先锋英语第三册第一单元的第一课时故事教学，主要讲述了主人公Mocky在公共场合做了一些不文明行为，找到了Ken, Ann的阻止。

围绕这一情景展开对祈使句的学习，话题中包含的重点句子出现的频率较高，语言较简单，重在对故事的理解，了解功能句的适用场景。

学生分析：三年级学生经过2年的英语学习，已经有了一定的语言基础并且能够配合老师完成正常的教学活动。

本册书第一单元Don’t walk，密切联系实际，教育学生在生活中应该做的一些事情与不应该做的一些事情，潜移默化的把学生带入英语的世界，让他们明白英语可以在我们的日常生活中起到非常大的作用，它是必不可少的一项基本技能。

学生之前的学习中虽然没有接触过祈使句，比较生疏。

但由于语言比较简单，贴近学生生活，能够激发学生的兴趣。

设计理念：由复习动词入手，激活学生的已有知识，从学生的生活实际出发，引导学生思考生活中在公共场合看到的不文明行为，进入学习，讨论主人公Mocky的行为是否可取。

教学目标：知识与技能：能够明白故事大意。

能根据上下文理解下列词right, left, again, litter, worry, move, here's your money.过程与方法：通过做游戏，以旧引新.利用媒体技术，创造情境，利用角色扮演，进行语言实践。

情感态度价值观：通过对故事的学习，教育学生要遵守交通规则，别人遇到困难时要主动帮助。

《Unit 3 Learning》教学设计北师大版(三起)(2024)小学英语三年级上册(4课时)

（1）依次展示 English、maths、Chinese 的图片，教学生认读这些词汇。
（2）带领学生读几遍词汇，注意纠正学生的发音。
（3）玩 “闪卡游戏”，快速展示词汇卡片，让学生说出对应的英语词汇。
设计意图：通过图片展示和游戏的方式，让学生轻松愉快地学习新词汇，提高学习积极性。
3. Learn new sentences（学习新句型）
学情分析
三年级的学生经过一段时间的英语学习，对英语有了一定的好奇心和兴趣。他们具有较强的模仿能力和表现欲望，但注意力集中时间较短。在知识储备方面，学生可能已经认识了一些简单的学习用品词汇，但对于学习科目和相关句型的掌握还比较有限。因此，在教学过程中，要采用生动活泼、多样化的教学方法，吸引学生的注意力，提高学习效果。
二、Presentation（呈现）
1. Lead-in（导入）
展示一张教室的图片，问学生：“What can you see in the classroom?” 引导学生用中文说出教室里的学习用品和科目相关的物品。
设计意图：通过图片导入，引起学生的兴趣，为学习新词汇和句型做准备。
2. Learn new words（学习新词汇）
四、Summary（总结）
1. 回顾本课时所学的词汇和句型。
2. 强调 “I like...” 和 “I can...” 句型的不同用法。
设计意图：帮助学生巩固所学知识，明确两个句型的区别。
五、Homework（作业）
1. 听录音，跟读新词汇和句型。
2. 用 “I can...” 句型写一篇短文，描述自己的学习能力。
2. 表扬表现好的学生，鼓励其他学生继续努力。
设计意图：帮助学生巩固所学知识，同时给予学生肯定和鼓励。

小学英语新北师版(一起)三年级上册Unit3 Uncle Booky's study第1课时教案

小学英语新北师版（一起）三年级上册Unit3《Uncle Booky’s study》教案——第一课时教学目标1.让学生能够较为灵活的运用句型：Whose(computer) is this?It’s(Ken’s).Whose(CDs)are these? They’re Ann’s.2. 让学生能够基本掌握英语单词robot, train, ball, kite。

3. 让学生能够基本学会使用短语Ssh! Tidy and clean。

教学重点让学生能够较为灵活运用句型Whose( ) is this? It’s( ).Whose( )are these? They’re ( ).能够基本掌握英语单词robot, train, ball, kite以及英语短语Ssh! Tidy and clean。

教学难点使学生能够用本节课使用的句型对使用的日常事物的归属进行提问和回答。

教学方法情境教学法，任务教学法课前准备准备robot, train, ball, kite的动画卡片。

课时安排1课时教学过程Step1导课(Warm-up)教师首先拿出学生在第一、二单元所认识的事物卡片，例如拿出robot的卡片，对学生进行提问，What’s this? It’s a robot.举出CD的卡片，向学生进行提问：“Is this a CD?”引导学生回答：“Yes, it is.”或者举出CD卡片，向学生进行提问：“Is this a robot?”引导学生回答: “NO, it isn’t.It’s a CD.”在黑板上画一些玩具的图画，告知学生“They’re toys.”带领学生反复朗读“toy”这个单词，然后再次对学生进行提问“What are these?”引导学生回答：“They’re toys.”Sep2新授(Presentation)1.设置情境学问句。

教师为学生设置情境，假如学生去参观别人的家，当看到屋子里的一些东西想要知道谁拥有这些东西时如何提问，然后告知学生用英语句型应该为：“Whose( ) is this?”或者“Whose( ) are these?”例如这是谁的电脑？“Whose( computer ) is this?”,这些光盘是谁的？“Whose( CDs ) are these?”教师还可以向学生教授一些语气词，比如当你在别人家希望别人安静的时候使用语气词“Ssh!”。

三年级英语上册Unit3PlayingtogetherLesson1Passtheball教案北师大版(三起)

2.整体输入。
Let's enjoy a story and then please answer my question. Does Mocky want to play football?
They are happy to play football. Can you say the sentence happily?
5.默读理解。
It's time to read the story silently and think about one question. What will happen then? Can you think about it?
6.指读正音。
Let's listen and read. Please use your finger to point to the words.
7.模仿表演。
It’s time for us to read and show. Let’s do it in groups of 8. Choose a picture. You read the sentences. The others please act it out.
9.分角色朗读。
You know the story very well. Do you want to read it in roles?
教学课时
1
教师
教学目标
1.能够理解故事，并模仿故事中人物的语音语调分角色朗读故事；
2.能够指认、辨别词汇pass, catch, kick和throw，并且结合具体语言情境选用恰当词汇进行简单交流、描述；
3.能够掌握初步的阅读策略，并且逐步形成良好学习习惯，如：仔细倾听、大胆表达、同伴互助、认真观察、指读等。

三年级英语上册Unit3PlayingTogether》(Lesson1) PPT精品课件北师大版(三起)

1、只要有坚强的意志力，就自然而然地会有能耐、机灵和知识。2、你们应该培养对自己，对自己的力量的信心，百这种信心是靠克服障碍，培养意志和锻炼意志而获得的。 3、坚强的信念能赢得强者的心，并使他们变得更坚强。4、天行健，君子以自强不息。5、有百折不挠的信念的所支持的人的意志，比那些似乎是无敌的物质力量有更强大的威力。6、永远没有人力可以击退一个坚决强毅的希望。7、意大利有一句谚语：对一个歌手的要求，首先是嗓子、嗓子和嗓子……我现在按照这一公式拙劣地摹仿为：对一个要成为不负于高尔基所声称的那种“人”的要求，首先是意志、意志和意志。8、执着追求并从中得到最大快乐的人，才是成功者。9、三军可夺帅也，匹夫不可夺志也。 10、发现者，尤其是一个初出茅庐的年轻发现者，需要勇气才能无视他人的冷漠和怀疑，才能坚持自己发现的意志，并把研究继续下去。11、我的本质不是我的意志的结果，相反，我的意志是我的本质的结果，因为我先有存在，后有意志，存在可以没有意志，但是没有存在就没有意志。12、公共的利益，人类的福利，可以使可憎的工作变为可贵，只有开明人士才能知道克服困难所需要的热忱。13、立志用功如种树然，方其根芽，犹未有干；及其有干，尚未有枝；枝而后叶，叶而后花。14、意志的出现不是对愿望的否定，而是把愿望合并和提升到一个更高的意识水平上。15、无论是美女的歌声，还是鬓狗的狂吠，无论是鳄鱼的眼泪，还是恶狼的嚎叫，都不会使我动摇。16、即使遇到了不幸的灾难，已经开始了的事情决不放弃。17、最可怕的敌人，就是没有坚强的信念。18、既然我已经踏上这条道路，那么，任何东西都不应妨碍我沿着这条路走下去。19、意志若是屈从，不论程度如何，它都帮助了暴力。20、有了坚定的意志，就等于给双脚添了一对翅膀。21、意志坚强，就会战胜恶运。22、只有刚强的人，才有神圣的意志，凡是战斗的人，才能取得胜利。23、卓越的人的一大优点是：在不利和艰难的遭遇里百折不挠。24、疼痛的强度，同自然赋于人类的意志和刚度成正比。25、能够岿然不动，坚持正见，度过难关的人是不多的。26、钢是在烈火和急剧冷却里锻炼出来的，所以才能坚硬和什么也不怕。我们的一代也是这样的在斗争中和可怕的考验中锻炼出来的，学习了不在生活面前屈服。27、只要持续地努力，不懈地奋斗，就没有征服不了的东西。28、立志不坚，终不济事。29、功崇惟志，业广惟勤。30、一个崇高的目标，只要不渝地追求，就会居为壮举；在它纯洁的目光里，一切美德必将胜利。31、书不记，熟读可记；义不精，细思可精；惟有志不立，直是无着力处。32、您得相信，有志者事竟成。古人告诫说：“天国是努力进入的”。只有当勉为其难地一步步向它走去的时候，才必须勉为其难地一步步走下去，才必须勉为其难地去达到它。33、告诉你使我达到目标的奥秘吧，我唯一的力量就是我的坚持精神。34、成大事不在于力量的大小，而在于能坚持多久。35、一个人所能做的就是做出好榜样，要有勇气在风言风语的社会中坚定地高举伦理的信念。36、即使在把眼睛盯着大地的时候，那超群的目光仍然保持着凝视太阳的能力。37、你既然期望辉煌伟大的一生，那么就应该从今天起，以毫不动摇的决心和坚定不移的信念，凭自己的智慧和毅力，去创造你和人类的快乐。38、一个有决心的人，将会找到他的道路。39、在希望与失望的决斗中，如果你用勇气与坚决的双手紧握着，胜利必属于希望。40、富贵不能淫，贫贱不能移，威武不能屈。41、生活的道路一旦选定，就要勇敢地走到底，决不回头。42、生命里最重要的事情是要有个远大的目标，并借助才能与坚持来完成它。43、事业常成于坚忍，毁于急躁。我在沙漠中曾亲眼看见，匆忙的旅人落在从容的后边；疾驰的骏马落在后头，缓步的骆驼继续向前。44、有志者事竟成。45、穷且益坚，不坠青云之志。46、意志目标不在自然中存在，而在生命中蕴藏。47、坚持意志伟大的事业需要始终不渝的精神。 48、思想的形成，首先是意志的形成。49、谁有历经千辛万苦的意志，谁就能达到任何目的。50、不作什么决定的意志不是现实的意志；无性格的人从来不做出决定。我终生的等待，换不来你刹那的凝眸。最美的不是下雨天，是曾与你躲过雨的屋檐。征服畏惧、建立自信的最快最确实的方法，就是去做你害怕的事，直到你获得成功的经验。真正的爱，应该超越生命的长度、心灵的宽度、灵魂的深度。生活真象这杯浓酒，不经三番五次的提炼呵，就不会这样可口！人格的完善是本，财富的确立是末能力可以慢慢锻炼，经验可以慢慢积累，热情不可以没有。不管什么东西，总是觉得，别人的比自己的好！只有经历过地狱般的折磨，才有征服天堂的力量。只有流过血的手指才能弹出世间的绝唱。对时间的价值没有没有深切认识的人，决不会坚韧勤勉。第一个青春是上帝给的；第二个的青春是靠自己努力的。不要因为寂寞而恋爱，孤独是为了幸福而等待。每天清晨，当我睁开眼睛，我告诉自己：我今天快乐或是不快乐，并非由我所遭遇的事情造成的，而应该取决于我自己。我可以自己选择事情的发展方向。昨日已逝，

北师大小学三起点英语三年级上册Unit3 第1课时教学设计

北师大小学英语三起点三年级英语知识需要巩固背诵单词和课文，不要粗心大意。

北师大小学英语一年级起点伴你成长快乐学习！Unit3 第1课时教学设计一、教学目标1．能在插图的帮助下理解并能朗读本单元小故事；2．能够说出简中的动作指令，并做出恰当的反应。

二、教学重点1．能够说出简中的动作指令或根据指令做动作；2．理解并正确朗读故事。

三、教具准备课件、音频（教师可以在优教平台直接调用或下载），足球基本动作的视频，故事卡。

四、教学建议Get Ready1．师生交流（1）教师以问答的形式与学生说一说体育运动的话题。

T: Do you like sports? What sports do you know/like?教师也可用中文和学生交流。

（2）做几个球类运动的动作，让学生猜运动名。

例如，篮球投篮、打乒乓球等，让学生猜。

T: Look, what sport is it?2．看一看（1）教师播放一段足球的视频。

视频中包括传球、守门员接球、踢球等。

（2）问学生视频中是什么运动，学习单词football。

T: Do you know what sport it is? Do you like playing football?Listen and Read1．导入故事（1）出示故事中的第一幅图。

让学生观察图中人物，并且和他们打招呼。

（2）告诉学生Ken、Ann带着Mocky一起去玩足球，猜一猜Mocky学会了哪些技术动作。

（3）学习词组 play football。

2．学习故事（1）教师播放故事动画，然后请学生说一说Mocky学会了哪些动作。

教师将传球、接球、踢球的图片贴到黑板上。

（2）教师播放第二遍动画，请学生模仿Mocky做相应的动作。

（3）问学生Mocky踢球出现了什么问题，Ken为什么很着急。

播放第5幅图的动画，让学生模仿。

（4）让学生独立阅读故事内容。

（5）教师播放故事录音，让学生指相应的对话或文字。

北师大版英语三上第三单元教案教学设计

How's the weather?
Hi
Today is Monday.
It’s raining.
Step 2: Presentation
(1)人物介绍：快速闪现Uncle Booky的图片，Who is he？引入Aunt Booky，then Ps say “Hello” to Aunt Booky。（5个学生与Aunt Booky打招呼，Aunt Booky是新人物，为后面的内容做铺垫。）
课后反思
课题
Unit 3 Whose CDs？
课时
Lesson 2
语言
功能
用简单的句子向他人介绍谁的东西。
教
材
分
析
本课是北师大版小学英语三年级上册第三单元第二课时词汇教学，内容包括：words to learn, listen to this和listen and number三部分内容。该单元主要围绕功能话题谈论家庭用品开展教学活动。本课时为单元第二课时，学习关于家庭用品的11个新单词television, radio, video, CD, computer，walkman , diskman, keyboard, cassette, table, mouse。
Ps say “Hello” to Aunt Booky。（5个学生与Aunt Booky打招呼，Aunt Booky是新人物，为后面的内容做铺垫。）
（2）Show the picture of a house,
T: What's this?
将Aunt Booky的头像贴在房子上
T：Is this Ms Li's house?
学情
分析
三年级的学生通过几年的学习，对英语已经有较强的语感，有一定的认读能力，参与课堂活动的积极性高，接受新知识能力较强。

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.。