广州版新教材三年级下学期英语教案
广州版新教材三年级下学期英语教Teaching Plans
Module 1 Colours
1. Units and thematic content
This module is about colours. In Unit 1, Xiaoling invites Janet to play. Janet tells her that she has a kite, and it is red in colour. Xiaoling likes the colour. They go out to play happily. In Unit 2, Jiamin and Janet have the picture of a clown. They have fun colouring the picture with different colours. They use their crayons to colour the pictures.
2. Teaching Objective of the module:
Asking and answering about the colour of an object:
----What colour is …?
----It’s …
Stating the colour of an object:
(The ruler) is (blue).
Asking and answering about favourite colours:
Do you like (red)?
----Yes, I do. / No, I don’t.
----I like (red).
Making suggestions: :et’s…
Agreeing with a suggestion: That’s good.
Subject-verb agreement: The (eyes) are…
3. Vocabulary
Key words: red, blue, yellow, white, black, orange, green, purple, brown
---- pencil, bag, ruler, pencil-box, crayon, hat
Words in context: sun, sea, cloud, tree, desk, funny, puppet, parts, now, new
4. Phonics: Pronunciation represented by:
----“a” as in “cat”
----“b” as in “bus”
----“c” as in “car”
----“d” as in “dog”
----“a-e” as in “name”
Pupils will be able to:
(1)
(2)Ask about the colour of an object: What colour is …?
(3)Tell the colour of an object:
It’s …
The nose is …
The eyes are …
(4)Ask Yes/No questions about others’ favourite colours: Do you like …?
(5) Give short answers to Yes / No questions about one’s favourite colour:
Yes, I do. No, I don’t.
(6)Ask about possession: Do you have…?
(7)State possession: I have…
(8)Use colour words in noun phrases: a red pen, a yellow ship, etc.
(9)State their favourite colour: I like…
(10)Sound out words containing “a” , “b”, “c”, “d”, and “a-e”.
Unit 1 I like red
1.Learning objective
Pupils will learn how to ask and answer about colours, and how to state their favourite colours. They will also learn to suggest an activity.
2.Learning and teaching focus:
(1)new words: go to, idea, colour, red, great, like, yellow, blue, white
(2)new patterns: Good idea. Let’s go to play. I like red. What colour is it? It’s red.
I have a kite.
3.Design of the blackboard:
Unit 1 Colour
What colour is it? It’s (red). 单词和图片
4.Steps：
（1）P reparation：Song： Do you have a little plane?
Free talk and lead into the lesson: I have a kite…
What colour is it? (Use all the transport and go
over the sounds of the colours.)
(2)Presentation:
Presenting the dialogue:
Ask pupils to look at the picture on page 2. Invite pupils to recall the names of the two children (Janet and Xiaoling).
Tell pupils that Janet and Xiaoling want to go out to play.
Draw pupil’s attention to the kite in the picture, and present the word kite.
Use the kite to present the word red. For example, talk to the pupils, “Look at
the kite. What colour is it? It’s red.”
Motivate interest in the listening by asking: Does Xiaoling like the colour red?
Play the recording all the way through.
Play the recording, pausing after every speech bubble for pupils to repeat in
chorus , and to clarify meaning if necessary.
Presenting the vocabulary items
Lead-in: This is a kite. Let’s look at some other things / objects / toys.
Ask pupils to look at the 4 pictures on the right of page 3. Present the name of
each object, e.g. This is (a car). What is this? It’s a (car).
For further practice, you could point at the objects ramdomly for pupils to
name them.
Present the colour words, making use of the printed colours at the top of page 2
and page 3. You could begin by saying, “This is a car. What colour is it? Let’s
learn some colour words.”
Go through the colour words with the pupils one by one, inviting them to
repeat after you.
Point to a colour randomly, and ask pupils to name the colour.
(3)Practice
Practice the dialogue by substituting the 4 objects (car, plane, ball, boat) and
colour words (yellow, blue, white, red) for kite and red in the dialogue.
(4)Development:
Finish the exercises in the Fun With Langusge.
Go further with the pictures and the objects.
(5)Homework and end the lesson.
教学反思：
词汇教学和颜色、交通工具、家具、文具都是学生很熟悉的话题.而且对于词汇学习有了一定的学习经验.所以课堂上学生表现还是很好。
我由小歌曲激发学生的学习兴趣是很有利的策略.还有.我的课文先整体呈现-分部解决-整体操练的教学步骤显示出很好课堂节奏的掌握.学生学得很带劲。
取得比较好的教学效果。
Unit 1 Fun With Language
1.Learning objective
Pupils will learn how to ask and answer about colours, and how to state their favourite colours. They will also learn to suggest an activity.
2.Learning and teaching focus:
(1)new words: go to, idea, colour, red, great, like, yellow, blue, white
(2)new patterns: Good idea. Let’s go to play. I like red. What colour is it? It’s red.
I have a kite.
3.Design of the blackboard:
Unit 1 Colour
Do you have …? Yes, I do./ No, I don’t.
Do you like …? Yes, I do./ No, I don’t.
I like red.
I have a …
4. Steps:
(1) Preparation: revisioin: Ask and answer: What colour is the car? It’s red.
Chant: Let’s go. OK!
Let’s go to play! Great!
I like the white plane.
Act out the dialogue:
Involve the children: sing the song
(2) Listen and colour.
Revise the names of the objects in the listening task. You could go through the pictures in sequence, and ask pupils.
Use the new patterns to extend the learning. What can you see?
P1 makes a small dialogue and then the children write down the colour words beside the objects.
(3) Ask and tick: Make 4 small dialogues with 4 chidlren and let all the children to make the survey together and then write down the answers on their books. Get the children to pay attention to the names.
(4) Colour and say.
Make dialogues with children and write down the colour words.
Before children play this game, they need to do some colouring. To make it easier for pupils to understand, start by directly asking pupils to study the example dialogue in Task 4 on page 5.
Conduct some initial practice on the question structure “ Do you have a red pen?”. Use the 8 coloured pictures in Task 3 on Pa ge 5. Pupils will look at each picture and ask the question.
Then guide pupils to ask you those questions, demonstrating how to give a negative answer.
Repeat the same exchange with you asking the pupils the same question for real answer, “Do you have a …?”Pupils will give their true answers. Explain Task 4. Give pupils enough time to colour the pictures before they start the oral practice in pairs. (5)summary:
1. The patterns
2. The vocabulary
3. Finish some exercises.
教学反思：
《国家英语课程标准》2011版正式使用.要求我们教师注重英语教学的工具性与人文性.在颜色的教学中.我留意运用各种颜色的文化去吸引学生：冷暖色、三原色、颜色的性格.颜色的含义……孩子们对此非常感兴趣。
Unit 2 Let’s Colour it
1. Learning objectives:
(1) To learn more names of colours and the expression “Let’s …”“Look at …”
(2) To practice telling the colours of things through describing a funny face.
(3) Go over the words of parts of body, stationary and appliance.
(4) Motivate and encourage the pupils to enjoy English learing.
2. Learning and teaching focus:
(1)new words: look, at, look at, brown, black, purple, orange, green, hat, crayon,
funny,
(2)new patterns: Let’s colour the nose red. Look at the picture.
(3)Some other cultural conciousness. The colours of the faces in Chinese Beijing
Opera and in crowns of the western world.
3.The design of the blackboard:
Unit 2 Let’s colour it
Vocabulary Look at the green hat.
Let’s colour the hat purple.
Crayons a funny face a black desk
4.Steps:
(1)Preparation and warming up:
a.Involve the kids by singing an old song of Grade 1: Rainbow.
b.Go over the colours by songs and rhymes
c.Free talk to go over the patterns in Unit 1.
(2)Presenting the main dialogue
a.in the dialogue, the colour name red is learnt, while the colour name green is
new.
b.Have pupils look at the picture. Ask simple questions to help them understand
the picture, for example,
Who can you see in the picture?
Who is the boy? Who is this girl?
What does Janet have?
c.Draw the picture that Janet is holding on the board, or use the picture on the
page, to present funny face and hat.
https://www.360docs.net/doc/d514814327.html,e your own demonstration, or draw pupils’ attention to colouring crayons
that Janet and Jiamin are holding, to show that the two children want to colour the picture.
e.Tell pupils that they are going to listen to the dialogue. Ask them to listen for
the colours that Janet and Jiamin will choose.
f.Play the recording once all the way through.
g.Play the recording again, pausing after every sentence to check understanding
and for pupils to repeat.
h.Sum up by asking the two colours that Janet and Jiamin have chosen.
(3)Presenting the new colour words
a.Since the pupils have learnt green from the dialogue, you can begin with the
colour green, and present the other colour names in the contextual teaching. b.Say to the pupils Let’s learn more colours. Then present the names of other
colours. Then point to the colours randomly, and ask pupils to say the colour word.
(4)Consolidation:
a.teach, or revise the words hair, nose, eyes, mouth, and ears…
b.Invite pupils to imagine that they are Janet and Jiamin. They will continue the
dialogue by talking about how to colour the hair, nose, eyes, mouth, and ears, of the person in Janet’s picture. Note that there are no absolute right or wrong answers. Give one example to the pupils using hair. Pupils then continue the dialogue in groups or in pairs.
c.Copy the colours in class.
(5)Homework:
(6)End the lesson:
教学反思：
将各种话题的内容有效组合和运用.课堂会更加高效。针对三年2班学生的两极分化比较严重的状况.我特意放缓了速度.逐个检查课本中的习题和笔记.确保全部落实.一个不落下。还有.颜色词变得难背记.一定要充分调动孩子的积极性.运用已有的知识水平.激发孩子的学习自信心。
Unit 2 Fun with English
1. Learning objective:
To practice the colour words through a listening activity.
To go further and know more about the culture in colours.
To learn by doing and more activities.
2. The learning and teaching focus:
The vocabulary and the patterns in the context.
3. The design of the blackboard:
Unit 2 Let’s colour it
The pictures of the faces
4. Steps:
(1) Revision of the vocabulary and the patterns in the dialogue.
(2) Revision and practice of the dialogue and then let some of the children to act out the dialogue.
(3) Revise the names of colours that pupils have learnt so far.
(4) Pupils will have been familiar with the listen and colour routine by now. If that is the case, briefly explain the activity, and start playing the recording for pupils to
do the colouring.
(5) Play the recording, pausing after every sentence for pupils to do the colouring.
Make sure pupils have enough time to do the colouring.
(6)Point to the object and tell its colour.
5. Homework:
6. End the lesson.
教学反思：
课堂中完成的部分.因为放缓了脚步.孩子比较有自信.生活中的经历与课程内容紧密结合.孩子们学习起来很轻松。活动手册主要是为了激发学生的多元智能而是用的.因此我认为还需要给孩子们选择一本适合的练习册.适当的课外阅读内容.帮助孩子拓宽视野.不要只局限于课本和课堂。
Module 2 Positions
Units and thematic content
This module is about positions. In Unit 3, the children are playing a guessing game. One child hides an object for the other children to guess where it is. In Unit 4, Ben is getting ready to go to school. However, he can’t find his English book. His mother helps him by asking Ben possible places where he may have put it.
Prepositional phrases of location, e.g., in the box, under the chair.
Statements for telling positions, e.g., (The ball / It) is (under the table).
Using where to ask about locations: Where is…?
Asking Yes/No questions about locations: Is it (in the box)?
Vocabulary
Key words: robot, doll, pencil-box, English, TV, schoolbag
Prepositions: near, in front of, behind, beside
Words in context: back, game board, start, finish, animal, home, bat, live, cave, spider, web
Phonics
Pronunciation represented by:
----“e” as in “he”
----“e” as in “bed”
----“f” as in “five”
----“g” as in “girl”
----“h” as in “hair”
----“ee” as in “meet”
Pupils will be able to:
1. refer to positions using prepositional phrases of location.
2. ask Yes/No questions about the location of an object, e.g., Is it under the table?
3. use Where to ask about the location of an object, e.g., Where is my English book?
4. tell the position of an object, e.g., The ruler/ It is behind the book.
5. sound out word containing “e”, “g”, “ee”, “f”, and “h”.
Unit 3 Where’s my car?
1. Teaching and learning objectives:
Prepositional phrases of location, e.g., in the box, under the chair.
Statements for telling positions, e.g., (The ball / It) is (under the table).
Using where to ask about locations: Where is…?
Asking Yes/No questions about locations: Is it (in the box)?
Master the new words: near, where, where’s, robot, doll, pencil-box.
Patterns: Where’s …? Is it…? Yes, it is. No, it isn’t.
2. The important items:
Master the new words: near, where, where’s, robot, doll, pencil-box.
Patterns: Where’s …? Is it…? Yes, it is. No, it isn’t.
3. Design of the blackboard:
Unit 3 positions
In, on, under, near, pencil-box, robot, doll
Where is the car? It’s on the table. 图片
Is it in the box? Yes, it is. / No, it isn’t. 图片
4. Steps：
(1)Preparation:
“in, under and on” in the dialogue. Begin by pointing to the cat in the first picture. Ask what is this animal?
b. Using the 4 points, present the 4 prepositional phrases of location, such as:
In picture 1, the cat is in the box.
In picture 2, the cat is near the box….
c. Let pupils repeat the 4 sentences.
d. Choose a picture randomly and ask about the position,
e.g., look at Picture 3, where is the cat?
(2) Presentaion:
a. begin by presenting the names of the toys in the picture on Page 14&Page 15.
b. Ask pupils to study the picture. Point out that the boy on the right is Jiamin. Invite them to guess the identity of the other three blindfolded children.
c. Using the picture, present the names of the toys and objects: Pencil-box, robot, doll, and car.
d. Introduce the situation by saying What are the children doing? They are playing a (guessing) gam
e.
e. Play the recording all the way through. Ask the pupils where Jiamin’s car is. If they don’t know, play the recording again to check understanding. Use the picture to show the meaning of in the box, under the chair and on the table.
f. Hve pupils repeat the dialogue live by line either after you or after the tape. And then divide the class into groups with each group taking the role of one child, or have pupils practice within small groups.
g. Make new dialogues with new questions: Where is the robot? Where is the pencil-box? Where is the doll?
h. Substitute the car in the dialogue (on the table) with a cat (on the box). Pupils will then practice producing a similar dialogue, using the 4 pictures on Page 15. The final dialogue will be like:
A: Let’s play a game. Where is the car?
B: Is it in the box?
A: No, it isn’t.
B: is it …?
…
(3) Development:
a. copy the new words and the new patterns.
b. The exercises in the activity book.
(4) Homework and end the lesson.
教学反思：
Unit 3单词比较少.学生学习的时候对这个情景和学习内容很熟悉.也有浓厚兴趣.掌握得轻松。句型方面.仍然有些学生没有能够掌握Is it…?的问句.将它和陈述句混淆。词汇的运用.真正的交际和语用.真实的情景对于学生来说是急迫需要教师的帮助的。还有.在课文的学习中.学生上学期在猜物品的时候学会了Is it a cat?实际上.学生在这里类似的句子中显示出他们并不熟练.而且语言的重现和提升.对他们来说.新教材非常棒！
Unit 4 Is it in your bag?
1. Objectives:
Prepositional phrases of location, e.g., in the box, under the chair.
Statements for telling positions, e.g., (The ball / It) is (under the table).
Using where to ask about locations: Where is…?
Asking Yes/No questions about locations: Is it (in the box)?
Master the new words: near, where, where’s, robot, doll, pencil-box.
Patterns: Where’s …? Is it…? Yes, it is. No, it isn’t.
2. The important items:
Master the new words: near, where, where’s, robot, doll, pencil-box.
Patterns: Where’s …? Is it…? Yes, it is. No, it isn’t.
3. Design of the blackboard:
Unit 4 Is it in your bag?
Where is the …? It’s …
Is it …? Yes, it is. No, it isn’t.
4. Steps:
(1) Revise the names of the 6 objects using the pictures: Pen, ruler, book, bag, pencil and rubber.
Explain the task by using the pen as an example. Ask pupils to look at the top of the desk and ask Where is the pen? Guide them to answer It’s in the pencil-box. Demonstrate how to draw line linking the pen to the pencil-box.
Play the recording, pausing after each answer for pupils to draw the linking line. Then play the whole recording a second time for pupils to check their answers.
(2)Look and choose:
objects orally first, using the writing for consolidation.
Use the first sentence as an example. Ask pupils Where is the red book? Is it on the chair? Is it near the chair?
Guide pupils to find the correct answer in the picture. Show them that they are fill in the blank with the correct preposition.
教学反思：
Unit 4的句型是和Unit3相同的.在学习和训练的过程中.学生学得比较轻松和自信。而形近、音近字behind 和beside的区分方面.还不算理想。尽管我已经用了hind, hind-and-seek.以及side等等内容去教behind 和beside.还讲了很多自然拼读法的知识去加深认识.实际情况还是不理想。也许这两个单词对于学生来说的确是有点困难.因为语境少.语言环境比较贫乏。在课堂上要反复巩固.运用和操练.熟能生巧。
Module 3 Personal information
Unit 5 Happy Birthday!
1. Units and thematic content
This module is about how to say numbers, especially in talking about age and telephone numbers. In Unit 5, Ben is holding a birthday party, and his friends guess his age. In Unit 6, ben asks Ms White’s telephone number.
Asking someone about his/her age: How old are you?
Telling someone’s age: I’m/ You’re…
Stating the quantity of something, e.g. four cars, five crayons, etc
Asking someone his/her telephone number politely: May I have your telephone number…?
Saying a telephone number
Saying the numbers shown in public places
Happy birthday! This is for you. Thank you.
3. Teaching objectives:
(1) Key words: one, two, three, four, five, six, seven, eight, nine, ten, zero, guess, telephone, number( visit, someone, surprise, phone book)
(2) phonics: Pronun i, j, k, l, m, n
(3) language skills: Pupils will be able to
Ask and talk about people’s age
Tell the quantity of things and people using the numbers one to ten.
Read out the numbers in signs in public places
Ask someone his/her telephone number politely.
Say a telephone number accurately
U
4. Steps:
(1) look at the picture of a birthday party on Page 26. Talk about the picture with pupils, use these questions:
How many people can you see in the picture? Who are they?
What can you see on the table?
------it is Ben’s birthday. How old is Ben?
Then teach the numbers
(2) talk about the presents from his friends and practice the numbers.
(3) read the dialogue in different ways
(4) say the names of the children and listen to small dialogues and draw lines.
(5) listen and choose the right numbers to do some exercise.
(6) Make new dialogues with new toys and numbers.
教学反思：
数词的记忆属于难题.但是我按照学生的情况给孩子们排了序.帮助他们记忆单词.减轻难度。还有对于生日的英语日常用语操练不足.下一个课时要好好练一练。Unit 6 May I have your telephone number?
Teaching contents: Unit 6 dialogue
Teaching Objectives: To learn how to ask for, and tell a telephone number using: May
I have your telephone number, Ms White?
It’s …
Teaching and learning focus:
May I have your telephone number, Ms White?
It’s …
词汇：may, May I …? Telephone, number, zero
名词所有格
板书设计：
Unit 6 May I have your telephone number?
May I have your telephone number, Ms White?
It’s …
Steps:
1. Ask pupils to look at the picture on pages 32—33
2. Ask pupils who are the people in the picture (Ben and Ms White).
3. Use the picture to explain the situation to pupils: Ben is asking Ms White for her telephone number.
4. play the recording all the way through.
5. Play the recording again, pausing after every sentence to guide or check understanding.
6. Conduct reading again, reading aloug practice on the dialogue.
7. Assessment: Say to pupils: If you want to ask me for my telephone number, what will you say?
8. Presenting the vocabulary items: Have pupils look at the six small pictures on page 33. Then show pupils how to say the name in each picture. At last, invite pupils to try saying each telephone number.
9. ask pupils to re-do the dialogue, substituting Ms White and her telephone number with the ones in the small picture on page 33.
教学反思：
Unit 6 课文内容比较显浅.词汇telephone, number比较难记.这个刘睿杰同学有新点子给同学们分享.真不错。还有.话题比较贴近生活.孩子们学习的时候是很开心的。此外.数词在unit 5 已经过好关.所以.学生轻松愉快就完成了任务.在课堂上可以即时抄写词汇和完成活动手册的听力部分习题。
Unit6 Fun with English
Teaching contents: Unit 6 dialogue
Teaching Objectives: To learn how to ask for, and tell a telephone number using: May I have your telephone number, Ms White?
It’s …
Teaching and learning focus:
May I have your telephone number, Ms White?
It’s …
词汇：may, May I …? Telephone, number, zero
名词所有格
板书设计：
Unit 6 May I have your telephone number?
May I have your telephone number, Ms White?
It’s …
Steps:
1. In this task, for each question, two possible answers which differ only slightly are given. Pupils have to listen carefully for the correct one.
2. Write the first set of telephone numbers on the blackboard: 3568901 and 3567901.
3. Invite pupils to read aloud each telephone number.
4. Draw pupils’ attention to the slight difference between the two numbers. You may choose and say one of the numbers and ask pupils which one you said.
5. Explain the listening task.
6. Play the recording, pausing after each question for pupils to tick the correct answer.
7. Assessment: When pupils have finished the listening task and you have checked the answers with them, you may ask: What’s Ben’s telephone number? Pupils say the telephone number according to the right answer.
8. As above, but pupils will work in pairs. P1 choose the name of a child and asks P2 the child’s telephone number.
9. Finish 1. Listen and tick
In this activity, pupils are given 3 jumbled paragraphs and pictures. They have to read the 3 segments carefully and put them in the correct order.
Talk generally about each picture with the pupils.
Explain to pupils that Ben is asking Janet about something. The 3 parts make up their conversation. They are asked to read the 3 parts carefully and put them in the correct order.
Give pupils time to do the reading and ordering.
Tell pupils the correct order, and ask them to read the dialogue again.
Conduct some activities for the students to read the dialogue aloud.
Act out the correct dialogue.
10. Finish 2. Read and order. Finish 3 Write and say
Ask pupils write down their names, their phone numbers, and their QQ numbers, then tell others the information orally.
Have pupils look at the form in the book. Alternatively, bring a form to the lesson. Explain the task. Give pupils time to write down their information in the form.
In groups, pupils take turns to tell their personal information to each other.
11. End the lesson and homework assignment.
教学反思：
讲练结合符合孩子的学习能力.数字学习还是轻松.用各种形式的跨学科运用的综合题目.学生在课堂中发展多元智能.符合新课程标准的要求。课文的替换练习.在学生的表演中显得特别有趣.他们对于这个读错号码的小细节觉得很有趣.学生的注意力一下子就被抓住了。
Module 4 Fruit
Unit 7 May I have some grapes?
Units and thematic content:
In this module, pupils learn to ask for, and talk about the fruits they like. In Unit 7, Ben asks his mum for a banana, and his mum offers him some grapes. In Unit 8, Janet and her mum are at the fruit stall. Janet tells her mum what fruit she wants.
Plural form of countable nouns: grapes, bananas, etc.
Sentence pattern: Subject + Verb + Object
Yes/No question: Do you have …?
Determiner some with plural nouns: e.g., some grapes, some bananas.
But at the beginning of a sentence to present a different situation: e. g. , But we have some grapes.
Asking for something politely: May I have …?
Vocabulary: apple, orange, pear, fruit, banana, grape
Want, some, lunch, open, see, hami melon, lychee, date
Phonics: Pronunciation represented by:
“o” as in “dog”
“o” as in “so”
“p” as in “pear”
“r” as in “red”
“s” as in “six”
“t” as in “ten”
“o-e” as in “nose”
Pupils will be able to:
Ask for something politely, using May I …?
Ask for possession using Do you have …?
Ask for existence of something using What fruits are …?
Ask others their favourite fruit using What fruit do you like?
Refer to plural quantities using some and plural nouns.
Signal a different situation using But at the beginning of a sentence.
Sound out words containing the graphemes o, p, r, s, t, and a-e
Unit 7 May I have some grapes?
Let’s talk
Listen and say (page 38)
Learning objectives:
Hopefully the children are able to learn:
How to ask for something politely.
How to ask for possession using Do we have …?
How to indicate plural quantities.
Teaching and Learning steps:
1. Present and learn the new vocabulary items
(1) Using a banana and some grapes from the dialogue as examples, highlight the differences in form between a singular noun and a plural noun.
(2) Have pupils look at the additional examples on Page 30. Present the other fruit words using small pictures.
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1.Warming –up 1). Sing a birthday song to Miss Liao 2). Learn to read two chants a .“My birthday” b. “Candle and candy” 3). To tell the teaching aim Today we’ll talk about the “age” and “birthday” 2.Pre – task 1). Presentation (point to the candles on the cake) T: How to ask someone’s age? P: How old are you? 2) Practice: 3) Presentation: T: Yesterday was my birthday. Do you want to know what my birthday party? (板书：birthday party) 4) Teach “birthday party” and practice 5) Presentation (show a picture of “birthday party”) T: what can you see in the party? P: Birthday cake candles people. Allow…. 6) Teach “birthday cake candle balloon candy. party T: who will come to the birthday party? P: Father mother sister and friends.
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They look like policemen. 他们看起来像警察。 跟look 有关的短语：look at: 看；look after: 照顾 Let’s look the picture. They often look the old man. Look like 同义短语：be like They look like policemen. = They like policemen. 【知识考点三】 I don’t know…我不知道… 句型转换： 肯定句：I know the boy in blue jeans. 否定句：I don’t know the boy in blue jeans. 一般疑问句：Do you know the boy in blue jeans? 肯定回答：Yes, I do; 否定回答：No, I don’t. 【知识考点四】 Who’s… ? ……是谁？ Who’s… = Who is… 1）问姓名：--Who’s that girl? -- She is Amy. 2) 问身份：--Who’s that man in a red hat? -- He’s my uncle. 3) 问职业：--Who’s he? -- He is a cook. Who’s 和whose 的区分： Whose: 谁的，如： --- is the black dress? ---It ‘s my sister’s. 【知识考点五】 Which: 哪一个；哪一些，放在句首，可接单数名词，也可接复数名词，既可提问人，也可提问物。 one is your English teacher? do you like, apples or bananas? 【知识考点六】 People: 人；人们只以复数形式出现，不能出现a people, one people的现象，people 后不加s. 如： Chinese people many people young people 【知识考点七】 With 的用法：有；和……在一起 The man a red hat is a builder. 戴帽子的那位男士是一名建筑工人。 I go to school my brother. 【知识考点八】
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●Touch / Clean / Wash / your hands. ●Don’t touch … ●Let’s play a game. M4 ●What’s this / that? ●He’s / She’s / This/That lady/man is … ●Who’s he /she /the young man? He/ She’s … ●Is he/she / the young man your brother? Yes, he/she is. / No, he/she isn’t. ●He / She / Your father is young. M5 ●Is it a …? Yes, it is. / No, it isn’t. ●It’s Jiamin’s dog. ●The dog is Jiamin’s. ●I have a … M6 ●Do you have a …? Yes, I do. / No, I don’t. ●May I use your …? ●Put … in/ on / under …
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广州：牛津广州版 佛山禅城区：广州版 广州：1、2年纪北师大版，3~6开心英语 上海：牛津英语，有些牛津有些新世纪（上外） 南京：苏教版小学英语牛津 河北、济南：人教版 内蒙古乌海市：（科学普及出版社）新课程版 山西太原(现在有三套)：外研社新标准、人教社 PEP、江苏出版社小学牛津英语 重庆：冀教版转人教版 保定：冀教版 福建南平浦城小学英语：北京市仁爱教育研究所编著，经全国中小学教材审定委员会2003年初审通过的仁爱版英语 河南郑州：一年级新起点三年级PEP 浙江临海：一年级新标准英语。三年级牛津、新标准英语、PEP 沈阳：牛津英语 长沙大同小学：外研社小学英语教材 鞍山小学英语教材：铁东用的是《新标准》，铁西是《快乐英语》，立山好象是《新课标》
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班级_________学号______ Module 1 1. ________________ 2. ________________ 3. ________________ 4. ________________ 5. ________________ 6. ________________ 7. ________________ 8. ________________ 9. ________________ 10. ________________ Module 2 1. ________________ 2. ________________ 3. ________________ 4. ________________ 5. ________________ 6. ________________ 7. ________________ 8. ________________
重点短语复习Module 1 1.去玩 2.好主意 3.红色的风筝 4.黄色蜡笔 5.喜欢蓝色 6.一张有趣的脸 7.把帽子涂成绿色 8.把机器人涂成紫色 9.把玩具娃娃涂成褐色 10.把书包涂成黑色Module 2 1.在桌子里面 2.在椅子上面 3.在盒子下面 4.在帽子下面 5.在铅笔盒上面 6.在袋子里面 7.在电视旁边 8.在书桌后面 9.________________
10.________________12.________________ 13.________________ 14.________________ 15.________________ Module 3 1. ________________ 2. ________________ 3. ________________ 4. ________________ 5. ________________ 6. ________________ 7. ________________ 8. ________________ 9. ________________ 10. ________________ 11. ________________ 12. ________________ 9.在床前面 10.在英语书附近 11.在椅子前面13.在机器人附近 14.在玩具娃娃旁边
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