【思维导图】PEP人教版三年级英语上册第一单元Unit1知识点总结（可打印）
三年级上册英语思维导一单元
三年级上册英语思维导一单元全文共3篇示例，供读者参考篇1Unit 1 - My Friends and FamilyHi everyone! For this unit in our English book, we learned all about friends and family. It was such a fun topic because we got to talk about the special people in our lives. Let me tell you what I learned!First up, we started by learning the vocabulary words for different family members. I already knew words like mom, dad, brother, and sister. But then we learned some new ones like aunt, uncle, cousin, and grandparents. My grandma and grandpa were so excited when I told them the words for grandparents in English!Next, we practiced introducing our family members. We'd say things like "This is my mom. Her name is Julia." Or "This is my little brother Alex. He's 5 years old." In the book, there were pictures of different families to describe too. Some families were big with lots of siblings, aunts, uncles, and cousins. Other familieswere smaller, just a mom or dad with one or two kids. I really liked seeing all the different types of families represented.Part of the unit was also about describing what different family members look like. We learned words for physical traits like hair color, eye color, height, and build. Then we'd have to describe our own family like "My dad has brown hair and blue eyes. He's tall and thin." Trying to describe my family's appearances using just English words I knew was pretty tricky at first! But we played some fun games practicing with each other.My favorite part was when we moved on to talking about friends though. We learned how to introduce our friends and describe what they look like and like to do for fun too. I got to tell everyone about my best friend Emily. I said "This is my friend Emily. She has long blonde hair and green eyes. She loves to play soccer and read books." See, I'm getting better at those descriptive sentences!Then we took it a step further and learned how to express how we feel about our friends and family. Like if I really love my mom, I can say "I love my mom, she's the best!" Or about my best friend, "Emily is my best friend, she's so kind and fun to be around." Expressing our positive feelings about loved ones was a really nice exercise.What struck me though, was learning that not every kid is surrounded by a loving family and friends. That was a sad realization. Our teacher told us that some kids don't have parents or siblings around. And some kids struggle to make friends for one reason or another. She reminded us to be grateful for the special people in our lives, and to always try to be a good friend ourselves.By the end of the unit, I realized how much I take my family and friends for granted sometimes. I have two loving parents, grandparents who dote on me, aunts, uncles, and cousins I get to see at holidays, and a few really good friends at school. I feel very lucky after learning that some kids don't have those kinds of supportive relationships. It made me want to be kinder, more grateful, and an even better friend going forward.I can't wait to take what I learned in this unit and put it into practice. Maybe I can teach my family some of the vocabulary words I learned. Or I can write a nice letter to a friend telling them why they mean so much to me. Studying friends and family was fun, but it also taught me important lessons about appreciation. I'm really glad this was our first unit of the year!篇2Unit 1 - Thinking SkillsWow, English class this year is going to be so exciting! We're starting with a whole unit on "Thinking Skills" which sounds kind of confusing at first. But our teacher Ms. Roberts explained that it's all about learning strategies to help us think in creative and analytical ways when we're studying English. I can't wait to become a real "thinking expert"!The first thinking skill we learned about is observing. Ms. Roberts showed us a bunch of random objects like a pencil, a leaf, and a toy car. Then she had us just look at them carefully for a couple of minutes without saying anything. After that, we got to share what details we noticed. It was really cool how everyone picked up on different things about the same objects.I noticed that the pencil had a really sharp tip and some teeth marks near the eraser. Jamal pointed out that the leaf had a unique pattern of veins and a slightly torn edge. Chloe focused on how the toy car had one wheel that spun faster than the others. By observing so intently, we were able to appreciate all these intricate details we might normally overlook.Ms. Roberts said observing is a crucial skill not just for English, but for every subject. She explained that good observers tend to be better learners because they can pick up on importantdetails, patterns, and nuances. In English specifically, strong observation skills can help us notice things like pronunciation details, grammar rules and exceptions, and deeper meanings or Messages conveyed through things like body language or tone of voice.The next thinking skill we covered was comparing and contrasting. For this one, Ms. Roberts put us into teams and gave each team a pair of pictures, stories, or objects to analyze. My team had two very similar looking apples - one red and one green. At first I thought they were basically the same, but then we started really studying them closely to find the similarities and differences.We noticed the obvious difference in color, but there were also variations in the stem length, number of imperfections on the skin, shape of the bottom end, and more. The similarities included the general round shape, the stem on top, and the crunchy, juicy interior (we each took a bite!). By systematically comparing and contrasting, we were able to appreciate the apples' unique identities while also recognizing their shared core "apple-ness."For English, comparing and contrasting is a key thinking skill when we're analyzing different texts, discussing grammarconcepts that have similarities and differences, or looking at cultural customs across different English-speaking regions of the world. Ms. Roberts said it will also prepare us for more analytical writing, where we may need to examine different perspectives or examples.Another major thinking skill we explored was classifying and categorizing. This one was really fun because Ms. Roberts brought in a bunch of random objects again, but this time our job was to sort them into logical categories or groups. There were no predetermined categories, so we had to decide on them ourselves based on different attributes.My group decided to start by sorting everything by color - making piles for red items, blue items, green items, and so on. But then Jamal pointed out that we could also categorize them by material, living vs. non-living, or objects vs. pictures/words. We ended up with all sorts of overlapping categories andsub-categories based on characteristics like shape, texture, purpose, and more. It felt like our brains were getting a workout as we shifted between different organizational schemes!For English, categorization skills will be helpful when we're studying vocabulary, analyzing the parts of speech, examining different genres of literature, or even investigating culturaltraditions and societal norms across the English-speaking world. Being able to sort information into clear categories and spot connections between ideas is hugely important.The last major thinking skill we covered is finding patterns and relationships. Ms. Roberts put us into pairs and gave each pair a series of letters, numbers, shapes, or pictures. Our challenge was to look closely and try to detect any patterns, sequences, or relationships between the different elements.Miguel and I had a string of letters that seemed totally random at first: Z, H, M, T, B. But after staring at it for a while, I noticed the letters were in reverse alphabetical order! From there, we tried to find other patterns, like alternating consonants and vowels or letter shapes that were similar or opposite. With numbers and shapes, you can look for increasing or decreasing patterns based on quantity, size, position, and so on.For English, recognizing patterns will be key when we're studying things like phonics, spelling rules, structural conventions in writing, and more. It's also an important skill for analyzing poetry, examining character relationships in literature, and making predictions while reading. I have a篇3Unit 1: Hello, My Name Is...Wow, I can't believe I'm already in third grade! Time flies when you're having fun learning English. This year is going to be so exciting with a brand new textbook and lots of new things to discover.The first unit is called "Hello, My Name Is..." and it's all about introductions and learning names. Even though I've been studying English for a couple of years now, introducing myself is still kind of nerve-wracking. What if I say something wrong or my classmates laugh at my pronunciation? Deep breaths...I know I just have to keep practicing.In the first lesson, we sang the "Hello Song" which was really catchy. The lyrics go like this:"Hello! Hello! Can you say hello?Hello! Hello! It's easy, you know.Hello! Hello! What's your name?Hello! Hello! My name is..."And then we all got to say our names one by one. I was a little shy at first, but Miss Smith smiled so warmly that I felt much better. She has such an encouraging way about her.Next, we learned how to spell our names by listening to a chant and filling in the missing letters. I actually find spelling in English quite difficult because the sounds don't always match the letters like they do in my native language. But repetition helps a lot.After spelling practice, we played a fun game called "Signature Hunt." We each wrote our names really big on a piece of paper, decorated it with stickers and doodles, then hid it somewhere in the classroom. Then we had to try to find all our classmates' names. I loved searching for the hidden name papers - it felt like a treasure hunt!One of the hardest parts of this unit was learning to say where we're from. In English, you have to say "I'm from..." before stating your country or city. That's such an easy thing to mix up. Like if someone asks "Where are you from?" you can't just say "Korea." You have to say "I'm from Korea." Getting that word order right is tricky.We also learned the names of some other countries and nationalities. That was really fascinating to me because the English words are so different from the ones in my language. Like someone from Japan is called "Japanese," which sounds nothing like the word we use. And if someone is from China, they're"Chinese." If someone is from Italy, they're "Italian." See what I mean? Totally different!Towards the end of the unit, we did a fun role-playing activity. We pretended to be meeting each other for the first time at a party. We had to go around, shake hands, introduce ourselves, ask each other's names and where we're from. At first, it felt really awkward and unnatural. But after a few times, it started to feel more comfortable introducing myself in English.The very last lesson focused on introductions for the third person. That means saying things like "Her name is Sarah. He is from Canada." Using "he," "she," and "it" instead of "I" or "you" was confusing at first. But we did lots of practice with picture prompts, reading sentences out loud, and writing about our friends and family members.Overall, I feel much more confident with introductions after this unit. Saying hello, stating my name, asking others their names, spelling things out - these are all skills I'll definitely need as I continue learning English. Some parts were really tough, like the word order for nationalities and using third person pronouns correctly. But repetition and immersion are key.The more I'm exposed to natural English conversations, the more it will start to click and feel natural to me too. I'm sure bythe end of third grade, introducing myself won't feel like such a big hurdle anymore. For now, I'll keep studying hard, practicing as much as I can, and getting ready for the next exciting unit! Let's go, English learners - we've got this!。
人教PEP 三年级上 Unit 1重点知识汇总
Unit 1 Hello 你好Part 1 字母歌A B C D E F G H I J K L M N O P Q R S T U V W X Y Z Now you know your ABCs.Part 2 单词五颗星单词：ruler 尺子，pencil 铅笔，eraser 橡皮，crayon 蜡笔bag 包，pen 钢笔，pencil box 铅笔盒，book 书四颗星单词：No, no, 不Your，your 你，你们的Part 3 重点句型1. Hello/Hi!与别人打招呼。
2. I'm ...介绍自己。
例句：—Hello，I‘m Lisa.—Hi, I’m Mary.你好，我是Lisa，回答，你好，我是Mary。
3.—What's your name?你叫什么名字？—My name is ...例句：—What’s your name?你的名字是什么—My name is Lily. 我是Lily。
4.—I have ... 我有……—Me too. 我也是。
例句：—I have a ruler.—Me too!我有一把尺子！我也是！5. Goodbye/Bye. 与别人道别。
Part 4重点句子1. Open your pencil box. 打开你的铅笔盒。
2. Show me your pen. 展示你的钢笔。
3. Close your book. 合上你的书。
4. Carry your bag. 背起你的书包。
Part 5 测试( )—Goodbye!—A. Bye!B. Good morning!C. Good afternoon!“Goodbye!”是告别语，“Bye!”是它的缩写。
两种表达都是“再见”的意思，所以答案选A。
1.英语三年级上册(人教版)Unit1(教学活动结构图)
Project课时安排
活动1（P10）
CProject:1. Listen and circle.听录音，圈出John在学校交友的方式。与本节课教学环节融合。
活动2（P10）
C-Project: 2. Discuss in your group.观察图片，朗读图片下方句子，与同学一起讨论与朋友相处的方式。与本节课教学环节融合。
教材语篇7（P7）
BLet’s talk
对话：Chen Jie和Sarah相互关心，分享用具。
教材语篇9（P9）
CStart to read
海报：如何成为一个合格的好朋友的行为提示。
教材语篇10（P1213）
CReading time
配图故事：以小松鼠Zip的视角记录了它与小熊Zoom成为好朋友的过程。
活动3（P11）CProject: 3. Use activity 2 to make your mind map.根据活动2的讨论结果制作“交友”思维导图。作为本课课时作业。
活动4（P11）
C-Project: 4. Share your ideas in class.学生展示“交友”思维导图，运用所学语言，与全班同学分享和交流。
教材语篇6（P6）
ALetters and sounds（Listen, repeat and chant.）
歌谣：字母A, B, C, D在单词中的发音及相关单词。
内容及目标
学习交友的词汇，及如何与新同学成为朋友。能够主动与新朋友介绍自己的姓名，表达善意，初步培养交友意识。
学习身体部位的词汇：ear, hand, eye, mouth, arm，及如何利用肢体动作与朋友表达友好和尊重。能在设定的情境中，借助肢体动作与朋友问候，增进情感，建立良好的朋友关系。
PEP版人教小学三年级上册英语第一单元重点总结。
PEP版人教小学三年级上册英语第一单元重点总结。
PEP版人教小学三年级上册英语第一单元重点总结本文档总结了PEP版人教小学三年级上册英语第一单元的重点内容。
以下是该单元的主要知识点和重点词汇。
主要知识点1. 学会问候和告别的基本用语，如：- Good morning!（早上好！）- Good afternoon!（下午好！）- Hello!（你好！）- Goodbye!（再见！）2. 学会自我介绍的基本用语，如：- My name is [name].（我的名字是[name]。
）- I'm [age] years old.（我[age]岁了。
）- I'm in Grade 3.（我在三年级。
）3. 研究数字1-10，以及如何正确发音和书写它们。
4. 研究问和回答数字数量的基本句型，如：- How many apples?（有多少个苹果？）- There are [number] apples.（有[number]个苹果。
）重点词汇1. morning（n. 早晨）2. afternoon（n. 下午）3. hello（int. 你好）4. goodbye（int. 再见）5. name（n. 名字）6. old（adj. 年龄）7. Grade（n. 年级）8. one（num. 一）9. two（num. 二）10. three（num. 三）11. four（num. 四）12. five（num. 五）13. six（num. 六）14. seven（num. 七）15. eight（num. 八）16. nine（num. 九）17. ten（num. 十）以上是PEP版人教小学三年级上册英语第一单元的重点总结。
通过学习这些内容，学生将能够熟练运用基本的英语问候和自我介绍，并掌握数字1-10的发音和书写。
祝学习顺利！。
三年级上册英语思维导图简单又漂亮每单元1张
单词类：Pen(钢笔) pencil(铅笔)bag(书包) ruler(尺子)book(书) eraser(橡皮擦)sharpener(削笔刀) pencil-case(铅笔盒) school(学校)plane(飞机)crayon (蜡笔)head(头)face(脸) nose(鼻子)mouth(嘴) eye(眼睛)ear (耳朵) arm(胳膊)hand(手) finger(手指)leg (腿) foot(脚)body(身体)red(红色)yellow(黄色)green(绿色)blue(蓝色)purple(紫色)black(黑色) orange(橙色)cat(猫) dog(狗)monkey(猴子) panda(熊猫)rabbit(兔子) duck(鸭子)pig(小猪) bird(小鸟)bear(熊) elephant(大象)mouse(老鼠) squirrel(松鼠)cake(蛋糕) bread(面包)hot dog(热狗) hamburger(汉堡包)chicken(鸡肉) French fries(炸薯条)Coke(可乐) juice(果汁)milk(牛奶) water(水)tea(茶) coffee(咖啡)one(一) two(二)three(三) four (四)five(五) six(六)seven(七) eight(八)nine(九) ten (十)doll(玩具娃娃) boat(小船)ball(球) kite(风筝)balloon(气球) car (小汽车)句型类：1 :见面打招呼。
S1:Hello!你好!S2：Hi!你好!S3：Hello, I’m Wu Yifan.你好，我的名字叫吴一帆。
S4：Hi，I’m Sarah.你好!我是萨拉。
S5：Bye,Miss White!再见，怀特小姐!S6：Goodbye!再见!2：询问对方的姓名。
S1：Hello ，I’m Mike. What’s your name? 你好，我是迈克。
小学英语三年级上册各单元知识点归纳
小学英语三年级上册各单元知识点归纳人教版小学英语三年级上册各单元知识点第一单元：Hello！1.知识要点：o掌握基本的英语问候语：Hello！/Hi！o掌握自我介绍的基本用语：I’m…/My name’s…o学会识别和运用基本的颜色词汇：red，blue，green，yellow，black。
2.核心语法：o问候语的用法。
在日常生活和交际中，我们常常使用问候语来开启对话或者表达对他人的关心。
o自我介绍的表达方式。
在新的环境或者场合中，我们需要用英语进行自我介绍，让别人知道我们的名字和基本信息。
第二单元：Colours1.知识要点：o掌握和识别各种基本的颜色：red，blue，green，yellow，black。
o学会用英语描述颜色的基本方法。
2.核心语法：o描述颜色的基本词汇和句型。
我们可以用“It’s…颜色”来描述物品的颜色。
第三单元：Look at me！1.知识要点：o掌握身体部位的词汇：head，face，nose，mouth，eye，ear。
o学会用英语描述身体部位和位置。
2.核心语法：o用英语描述和表达身体部位和位置。
第四单元：We love animals1.知识要点：o掌握一些动物的英语词汇：cat，dog，monkey，panda，rabbit。
o学会用英语描述动物的外貌和生活习性。
2.核心语法：o用英语描述动物的基本特征和生活习性。
第五单元：Let’s eat！1.知识要点：o掌握一些食物的英语词汇：apple，banana，orange，pear，peach。
o学会用英语表达对食物的喜好和基本饮食文化。
2.核心语法：o用英语表达对食物的喜好和基本饮食文化。
小学三年级英语上册知识结构图
能力目标： 1.通过表演、游戏、小组活动等培养学生学习的兴趣和合作交流的能力。 2.能用英语正确描述所看到的颜色并掌握以本单元所学四个字母为首字母的一些单词，要求能见物说单词，见词 读词。 3.能根据指令做动作，会演唱一首歌曲，会和着节奏说 chant。， 知识目标： 1.能听、说、认读颜色单词：red, blue, green, yellow, white, black, orange, brown,并能够根据指令给物体涂颜色。 2.能听、说、读、写大小写字母 Aa—Dd，并能听懂、会说以这四个字母开头的八个单词。 3.能听懂、会说不同时间段的问好，能正确使用句型介绍他人，并在实际生活中加以运用。 4.理解 Story time 中的故事内容。
情感目标： 引导学生养成良好的饮食习惯，树立正确的饮食观念。
Unit 6
能力目标： 1. 能在实际生活中正确运用所学句型并能正确表述所看到物品的数量。 2.能根据指令做动作，会演唱歌曲 Ten little candles 并会合着节奏说 chant。 3. 能借助插图和录像读懂 Story time 中的小故事。 知识目标： 1. 能够听、说、认读有关数字的单词 one,two,three,four,five,six,seven,eight,nine,ten 以及 brother 和 plate，并能根 据指令做动作。 2. 能够听懂、会说相关功能句,并能够在情境中运用句型询问年龄并作答。How old are you ?及答句 I’m... 3. 能正确听、说、读、写字母 Uu--Zz 并知道其在单词中的发音。 4.理解 Story time 的故事内容。
人教版三年级上册英语第一单元知识点
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