三年级英语上册全册教案（外研版一起）

1 / 73 三年级英语上册全册教案（外研版一起） module1 Thegeneralaimsofmoduleone: Languagepoints: (1)thenewwords:chopsticks,aknifeandfork,use,easy,hardandmess (2)thebasicsentencepatternandthestudentscouldmakedialoguesaccordingtothesentencepatterns. Doyouwant Doyouuse (3)thenewwords:hamburgers,chips,fastfood (4)Thebasicstructureofprocessingtense Attitudeaims: Thestudentscouldmakedifferencesinfoodculturebetweenthewesterncountriesandchina. Teachingimportantpoints: (1)Doyouusechopsticksin? Doyouuseaknifeandforkin? (2)Theprocessingtense Teachingdifficultpoints: (1),chopsticks (2)Thechangesof“be” 2 / 73 Activityformoduleone: Inmoduleone,the,Ibegintheclasswitht, Unit1DoyouusechopsticksinEngland? Teachingaims： (1)makestudentsrememberthenewwords: chopsticks,aknifeandfork,use,easy,hardandmess (2)masteringthebasicsentencepatternandthestudentscouldmakedialoguesaccordingtothesentencepatterns. Doyouwant Doyouuse Attitudeaims: Thestudentscouldmakedifferencesinfoodculturebetweenthewesterncountriesandchina. Teachingimportantpoints: Doyouusechopsticksin? Doyouuseaknifeandforkin? Teachingdifficultpoint: ,chopsticks Preparation: Wordcard,cD-Rom Teachingprocess: Warminguppart: 3 / 73 Theteachershowsmanypicturesaboutfood.(noodles,rice,hamburgers,cakesandsoon).Firstly,theteacherleadsthestudentstogetfamiliarwiththesefoodnamesandthenonthisbasistheteachercanaskthemtopracticethesentencepattern. Doyoulikenoodles?yes,Ido.No,Idon t. Doyouwant?yes,Ido. No,Idon t. Steptwo:presentationandpractice Theteachermakesuseofthepicture“noodles”andanewword“chopsticks”canbeleadedout. T: ,theteachershowsthepictureofchopsticks. Stepthree: Thenewword“use”canbeleadedoutintheprocessofcommunication. T:canyouusechopsticks? Thewordcardofuseshouldbeshown. Weusechopsticks. Doyouusechopsticks?yes,wedon t. Askandanswerinpairs. 4 / 73 TheteacherinquiresthestudentsiftheEnglishpeopleuse chopsticksandaknifeandforkwillbeleadedout. T:? S:No,theydon t. Englishpeopleuseaknifeandfork. Doyouusechopsticks/aknifeandfork?yes,Idon t. Stepfour: (1)Presentationofthetext. ,thenanswerthequestions:“DoesAmyusechopsticksinEngland?” Thestudentslookattheco-Romandthenanswerquestions. ,thenanswerthenextquestion:Arethechopsticks“easy”or“hard”forher? easy hard chopsticksarehardforAmy. big-small long-short fat-thin hot-cold white-black easy-hard 5 / 73 Listenagain,thenanswer: Arethechopsticks“easy”or“hard”forEnglishpeople? T:IfIsay“big”.youshouldsay“small”.Pleasesaythewordsasquicklyasyoucan. ?mess/e/ Thenthestudentsreadthepassageagain. Findthesentences,“Doyou?”.Thencirclethem. Practice: (1)Inchina,weuse_.InEngland,peopleuse_. chopsticksare_forEnglishpeople. chant: Doyouusechopsticks?,Ido. Weusechopsticksinchina. They reeasyforus. Doyouuse_?,Ido. Weuse_inEngland. They reeasyforus. Homework: Askstudentstopracticethesentencepatternsthattheyhavelearnedinthislesson. 6 / 73 Unit2I meatinghamburgersandchips Teachingaims: (1)masteringthenewwords: hamburgers,chips,fastfood (2)Thebasicstructureofprocessingtense Teachingimportantpoint: Theprocessingtense Teachingdifficultpoint: Thechangesof“be” Preparation: Wordcard,cardforrealthings,cD-Rom Teachingprocess: Warminguppart: Reviewthecontentofunitone. Listentoapoem,thensayit. Stepone:Presentationandpractice WhatamIdoing?（ running,playing,jumping,etc.） rerunning. ： Look,I ,chip ?It ,cheese,breadandbutter,/Englishfastfood?Doyoul7 / 73 ike?Doyouwant? Steptwo: Askingstudentstolistentothetapeandanswerthequestions. WhatisAmyeating? Listen,pointandrepeatthetext. Practice: Heretheteacherasksstudentstopracticetheprocessingtense. susingherhand. WhatisDamingdoing?He seatingrice. Whatisheusing?He susingchopsticks. Thentheteacherasksstudentstotalkaboutthepicturesinthetextbook. S:WhatisDamingdoing?S:He s- S:WhatisDamingusing?S:He s- Step3consolidationandextension :WhatamIeating? Theteacherdoesactionsandasksstudentstoguesswhathe:Areyoueatingahamburger? :WhatamIdoing?Whatishe/shedoing? 8 / 73 It stimefor_.(breakfast/lunch/dinner) Ilike_. Look,I meating_. I musing_. Step4Summary ThedifferencesbetweenchinesecustomsandEnglishcustoms chinaEngland Weuse_.Theyuse_ _ischinesefastfood._and_areEnglishfastfood Step5Homework makeasummaryaboutthedifferencesincustomsindifferentcountries. Reflectionofmoduleone: Thetopico, ,Ishouldmakegreateffortstofindstudents Readingofmoduleone: contentofreading: Anarticleaboutthedifferentcustoms Purposeofreading: Broadentheculturalknowledgeofstudents. 9 / 73 Preparation: multiplayer Stepofreading: Firstly,: Itisverygood. Ilikeit. . module2 Thegeneralaimsofmoduleone: Languagepoints: (1)thenewwords:make,cake,idea,instead,lovely. (2)thebasicsentencepatternandthestudentscouldmakedialoguesaccordingtothesentencepatterns. Whatareyoumaking? I m (3)thenewwords:Goodidea!Bequiet! Teachingimportantpoints: ? I mmaking Unit1Wearemakingacake. TeachingAims: 10 / 73 : makingacake;goodideaandsoon. :Whatareyoudoing?We remakingacake. Pleasebequiet!I mworking. Teachingimportantandfocalpoints: Whatareyoudoing?We remakingacake. Pleasebequiet!I mworking. TeachingAids: Teachingcourse: SteponeWarmingup :DoyouusechopsticksinEngland?No,wedon t. Whatareyoudoing?I meating. Areyoueatingahamburger?yes,Iam. StepTwopresentationandpractice ,andaskhim:Whatareyoudoing? Thechildtrytoanswer:I meating icture. 11 / 73 “Wearemaking”Thenexplain. StepThree :Readrowbyrow. StepFour :cake,plane,kite,noodles :Whatareyoudoing?We remakingaplane. StepFive Homework: Readthetexttoyourfriendoryourparents. Thinking: :Theycouldn tsay,“chopsticks,knife,fork”andsomesentenceswell. Unit2I mwatchingTV. TeachingAims: :I mwatchingTV. 12 / 73 :Pointandsay. Teachingimportantandfocalpoints: I mwatchingTV. TeachingAids: tape-recorder Teachingcourse: SteponeWrmingup :whatareyoudoing?We remakingacake. StepTwo :I mwatchingTV. StepThree StepFive :Whatishedoing?He ssleeping. Homework: 13 / 73 Finishactivitythree. Thinking: :It Reflectionofmoduleone: Name:Whoisclever? Purpose:Rememberthewordsinmoduleone TeachingSteps: Stepone Readthetextsandthewordsinmoduleone. Steptwo Givethestudentstenminutestorememberthesewords:chopsticks,knifeandfork. Stepthree checkthem. Stepfour Givethestudentstenminutestorememberthesewords:use,people,hardandeasy. Stepfive checkthem. Stepsix Findoutwhoisthebestone. Thinking: 14 / 73 Reading: Title:FoxandGrapes content: ,buthestillcan treachthegrapes. Intheend,“Idon ” TeachingSteps: “FoxandGrapes”inchinese. ,andaskthemtolistenitcarefully. Thinking: , module3 Thegeneralaimsofmodulethree: Teachingaims: (1)Vocabulary:naughty,dragonboat,row,lake,feed,getout Sentencestructure： Whatarethese/those? They re (2)Vocabularies:wet,shorts 15 / 73 Sentencestructure:Thisis s Theseare s Teachingimportantpoints: (1)masteringthesentenceintroducingthepluralforms (2)Thestudentscoulddescribetheprocessiveformofsomethingsinnon-pluralsentences. Teachingdifficultpoints: (1)Thestudentscoulddescribeasituatoninwhichpluralforms areused. (2)Thestudentscouldusenon-pluralsentencescorrectly. Ativityformodulethree: Purposeofactivity: Havingasystemicreview,thestudents interestsarearousedthroughtheorganizationofactivity. Preparationofactivity: Pensil,pens,andmanyotherthingsthatstudentsowns. Processofactivity: Firstly,: Thisis Theseare ThisisSam s 16 / 73 Thestudentsareactivebecausetheyallwant,theypracticethesentencecorrectlyandfrequently. Unit1Theseducksareverynaughty. Teachingaims: Vocabulary:naughtydragonboat,row,lake,feed,getout Sentencestructure： Whatarethese/those? They re Attitudeaim: cultivatingtheemotionoflovinglifeandnature Teachingimportantpoint: masteringthesentenceintroducingthepluralforms Teachingdifficultpoint: Thestudentscoulddescribeasituatoninwhichpluralforms areused. Preparation: Picutres,cards,cD-Rom, Teachingprocesses: Stepone:warmingup Thestudentsenjoythesong: blackboardandthestudentscouldlearnthesewordsfromthesong. 17 / 73 rowyour/aboat Step2:Presentationandpractice Theteacherasksstudents“Doyouwanttorowaboat?”“Wherecanyourowaboat?”Thenthete:“youcanrowaboatonalake.”Atthistime,theteachercanshowthepictureofdragonboat.“Look! sadragonboat!TheteacherasksquestionssuchasWhat sthis/that?It sa?“ shappen?”Afterlisteningtothetape,:these,those, Activities:readthetextinroles Step4Summary Theteacherasksstudentstoreinforcethenewwords:this,that,these,those. Step5Homework Readthelessonforthreetimesandwriteonetime Unit2ThisisSam ssweater. Teachingaims: Vocabulary:wet,shorts Thesentencestructure:Thisis s Theseare s Teachingimportantpoint: Describingtheprocessingofthingsusingnon-pluralsente18 / 73 nce. Teachingdifficultpoint: Usingthenon-pluralsentencescorrectly. Preparation: cD-Rom,picturesandwordcards Teachingprocesses: Step1Warmup ,theteachersingsanddoesactiontocreatthesituaitonforspeakingEnglish. Theteachertakesouttherulers, Isit s.? yes,itis./No,itisn t. Step2Presentationandpractice TheteacherdrawsSam sclothesandAmy This/Thatis. s. These/Thoseare. s. Theteacherasksstudentstoopenthebookandintroducelikethis:It ?Theteacherillustratesthenewwordwet. Thetreesarewet. Thedogiswet. Practice: Theteacherasksstudentstopracticethesentencepatternt19 / 73 hattheyhavelearned. This/Thatis. s These/Thoseare s Thensomedialoguesareshown. Sam: Thestudentsarerequiredtodrawonthepaperaccordingtothecontent. Step3Summary Theteachermakesuseofthepicutreontheblackboardtopracticetheimportantsentencepatterns. Step5Homework Drawapictureaboutyourhomeandusethesentencetointroduce This/Thatis. s These/Thoseare s Andalsotheyshouldbeabletowritedownatleastfour sentences. Unit2ThisisSam ssweater. Teachingaims； Languagepoints: Vocabularies:wet,shorts Sentencestructure:Thisis s 20 / 73 Theseare s Emotionandattitudeaim: createtheEnglishenviornmentandthestudentscouldbeenjoyableintheprocessofspeakingEnglish. Teachingimportantpoint: Thestudentscoulddescribetheprocessiveformofsomethingsinnon-pluralsentences. Teachingdifficultpoint: Thestudentscouldusenon-pluralsentencescorrectly. Preparation: cD-Rom,picturesandwordcards Teachingsteps: Stepone： warmingup Reviewthesong: interests. Thenwecantakeoutthepensils, Isit s.?yes,itis./No,itisn t. Throughtheguessing,thestudentsfindstheownerofthesethings. Steptwo:Presentationandpractice TheteacherdrawstwodifferentpicturesandexplainsthatthisisSam sclothesandAmy tstopracticeaccordingtothepictures. 21 / 73 This/Thatis. s . These/Thoseare. s. Thestudentsar?etter. Thetreesarewet. Thedogiswet. Thestudentsarerequiredtolistentothetapeforthreetimesandretellthestory. Inthenextstepweshouldguidestudentstopracticethesentencepattern. Stepthree:Summary Theteachercanusethepicturesontheblackboardtoreviewtheimportantsentences. Stepfour:Homework Asksthestudentstodrawapictureoftheirownhomeandintro This/Thatis. s These/Thoseare s Readinglesson: Thereadingclasscontent: Aflash:canIhelphim? Purposeofreading: Thestudentscouldreviewthecontentabouttheducksandatt22 / 73 hesametimethestorycouldarousethestudents emotionofprotectinganimals. Thecontentofstory: Ifindaturtleinthestreet,Iwanttokeephim.“mom,canIkeephim?” momsays,“No,canIkeephim? momsays,“no, Ifindadoginthestreet,Iwanttokeephim.“mom,canIkeephim?” momsays,“no, Processofreading: Inthefirstperiod, guidance,ngetsomeideasofprotectinganimals. Reflectionofmodulethree: Inmodulethree,It,thestudentslearnquickly,efficiently. module4 Thegeneralaimsofmodulefour: Languagepoints: (1)thenewwords:can,jump,far,see,winner. (2)thebasicsentencepatternandthestudentscouldmakedialoguesaccordingtothesentencepatterns. 23 / 73 canyou? yes,Ican.No,Ican t. (3)thenewwords:winner,far,jump. (4)Thebasicstructureofprocessingtense Attitudeaims: Thestudentscouldusetheimportantsentencestointroducethemseleves. Teachingimportantpoints: (1)canyou? (2)Theprocessingtense Unit1canyourunfast? Teachingaims： 1.知识目标： couldspeakandusethewords:can,winner,jump,far,seepuddle。 couldusethesente nces: canyou?yes,Ican./No,Ican t. couldintroducethemselvestouse: Ican Ican t 2.能力目标： 培养学生自主探究学习以及灵活运用已有规律的能力。 3.情感目标： 24 / 73 通过各种生动有趣的课堂活动形式激发学生学习英语的兴趣，并让学生尽可能多地挖掘自己的潜能，尽可能多地表达自己会做的事情，以培养学生的自信心以及张口说英语的能力。 Teachingimportantpoints: ?yes,Ican./No,Ican t.” : Ican Ican t Preparation: Wordcard,cD-Rom TeachingSteps: Stepone:Warm-up RowRowyourBoat , T:Boysandgirls,lookattheTV,what sit? Ss:Swim. T:canyouswim? Ss:yes./yes,Ican./No./No,Ican t. T:Doit,please! Ss:(Dotheaction) StepTwo:Presentation :Todaywe llmakeasurveytofindwhocanrunfast/ 25 / 73 lllearntheUnit1. 2run&runfast T:Boysandgirls,canyourun?Putupyourhands. Ss:(putuptheirhands) T:Dotheaction,please. Ss:(dotheaction) T:? T:? Lookatme,run/runfast T:Well,canyourunfast? Ss:yes,Ican./No,Ican t. T:Well,A,youcanrunfast. B,yousayyoucanrunfast. A,youcomehere. Let ? 3jump&jumpfar T:Boysandgirls,canyoujump? Ss:yes,Ican./No,Ican t. T:Whosay“yes”,putupyourhands. Ss(putuptheirhands) T:Well,canyoujumpfar? 26 / 73 Ss:yes,Ican./Ican t. (1)S1:canyourunfast?(2)S1:canyourunfast? S2:yes,:No,Ican t. S1:Doit,please. S2:(dotheaction) （ SBP15） T:Now,? (SBP14) T: ,doyouknow?Now,Let ssee. (1).Listenandfind“can,can t”. (2).Listenandrepeat. (3).Listenandrepeat， answerthequestions. canSamrunfast?yes,hecan. canAmyrunfast?No,shecan t. canSamjumpfar?No,hecan t. canAmyjumpfar?yes,shecan. canSamswim?yes,hecan. (4)Lookandmatch. cancan t Samrunfastjumpfar Amyjumpfarrunfast 27 / 73 (5)Saythesentences. T:Lookattheblackboard,canSamjumpfar? Ss:No,hecan t. T:ThenwhatcanSamdo? S1:Samcanrunfast. T:HowaboutAmy? Ss:Amycanjumpfar./Amycan trunfast. ? T: tjumpfar. trunfast. Howaboutyou?Whatcanyoudoorcan tdo? T:Somestudentssay“Icanplayfootball.”Somestudentssay“Ican tswim.” Howaboutyourclassmates?Now,Iwantyoutoaskyourclassmatesandfilltheblank,usethesentence“canyou?” canyouPupil1Pupil2Pupil3 swim? rowaboat? runfast? speakchinese? 28 / 73 StepThree:Homework 1Torememberthenewwords. 3Toaskyourparentswhattheycandoorcan tdo. UnitTwoThisbirdcanfly. Teachingaims: 1 canreadanduse:fly,walk 2 Thiscan.Butthiscan t. canthis?yes,itcan t。 3.情感态度与价值观 : 引导学生主动做力所能及的事，并要努力帮助父母做一些事情。 Teachingimportanceanddifficulce: Talkabouttheabiliteoftheanimals. Teachingsteps: Step1Warmup 1、 活动： T:runrunSs:Icanrun. T:swimswimSs:Ican tswim.(ridejumpwalkflysing) Step2PresentationandPractice 29 / 73 : T:Look!What sthis?Ss:It sabird.(chickenduckfishpandamfrog) What smissing?或 T: sababy.(learntheword) ： canyoufly?S1： No,Ican t. T:canthisbirdfly?Ss:yes,itcan. 3.(Pictureofafish):“Thisf ishcanswim.(Anotherpicture)Howaboutthisone?Discussthisoneandsay:Butthisfishcan tswim. 5 Practice:Discusstheabilityofsomeanimals. Step3consolidationandextension 1 T:? Ss:No. T:,itcan t. 2 cAI:guess(canthis?yes,itcan t. 4.(lion,tiger,elephant,cat,)（ climbthetree,swim, ）， T: tclimbthetree. 5 Doactivitybook. 30 / 73 Step4Summary 在总结中扩展：我们知道了如何询问动物的能力后，谁能说说我们能做哪些事？并引导学生为父母多做一些力所能及的事。 Step5Homework tswim. Thinking: It rehappytolearnthismodule. Reflectionofmodulefour: : Theleftoneisdrawingsomethingsof“Ican”Therightoneisdrawingsomethingsof“Ican t” Readingofmodulefour: Title:Dreams content: Inmydreams Icanfly. Icandrive. Icancook. Icanrun. 31 / 73 Icanplay. Icanswim. Sweetdreams! TeachingSteps: “Dream”. ,andaskthemtolistenitcarefully. tdo. Thinking: module5 Thegeneralaimsofmodulefive: teachingaims: ,please? yes,youcan. No,youcan t. : canIcomein?yes,youcan./No,youcan t. canI? 32 / 73 :worry,all Teachingimportantanddifficultpoints: ,theycananswerwhenfacingtheasking. s. Unitone:canIhaveanicecream? : canIhaveanicecream,please? yes,youcan. No,youcan t. Teachingimportantanddifficultpoints: Thestudentsc Teachingpreparation: VcD， pictures Teachingprocesses: (1)Singthesong Rowyourboatormakeacakeanddotheactions. (2)Freetalk T:canyourun? canyoupickupthisbag? 33 / 73 T： Askandanswerwithyourpartner. Step2:Textteaching ,whatdoesthedoctoradviseher? S： Don t T： canshewatchTV? canshehaveadrink?Andsoon. T:NowIamthegirl,? Showthesentenceontheblackboard:canIhaveanicecream? S： No,youcan t. Showtheanswersontheblackboard. T:NowIwanttodosomething,? canIreadabook? S:yes,youcan./No,youcan t. changetherole T:Thistimeyoucandowhatyouwanttodo,butalsomustgetmyconcent. S:canIhavearest? T:yes,youcan. Thenthestudentcanbendoverthetable. T:Practiselikethiswithyourpartner. 34 / 73 T： Watchandthinkitoverwhatyoucan tdoatthatscene. : T： Listentotheradio,whichpartyoucan tunderstand? S:sun/sandals/sunglassesandsoon. T:Listentotheradioagain,thistimepointandreadafterit. Step3:Practiceandconsolidation. T： ,whatyoucando? Whatyoucan tdo? Andlet ,buttheanswermustbe“yes,youcan.”onegroupbyone. G1S:canIreadabook? others:yes,youcan. T:Thistimetheanswermustbe“No,youcan t. G2S:canIgotosleep? others:No,youcan t. : T:Lookatthepicture,andtalkaboutitwithyourpartner. T:Takeouttheform,andlisten,thenifyouallowmetodoitatthatscenepleasedrawahappyface,ifnotpleasedrawasadfa35 / 73 ce. Step4:Sum-up T:Whathavewelearnttoday?Talkaboutinpairs. Step5:Settinghomework classsurvey. Unittwo:canIcomein? Teachingaims: Thesentences: canIcomein?yes,youcan./No,youcan t. canI? Theimportantwords:worry,all teachingimportantpoints: ,theycananswerwhenfacingtheasking. Teachingdifficultpoints: Thestudentscouldtalkabouttheneedsaccordingtotheirownrequirements. Teachingpreparation: Pictures,cards Teachingsteps: Stepone:warmingup .? Afterpracticingthesentence,?Thoughtherepeatingofand36 / 73 themeaningofthesentence. Steptwo: Inthewarminguppart, Stepthree: Theteacherasksstud,thestudentscanberequiredtoreadingroupsinroles. Stepfour: Inthesecondpart,therearesomeexcericestopracticetheimportantsentencepattern”canI.? Inthispart, Stepfive:homework Thestudentsarerequiredtowritesomesentenceswithus