外研社小学英语一起三年级上册全册教案

外研社小学英语一起三年级上册全册教案

学期教学工作计 本学期我的教学任务是二年级和三年级英语。为了能更好的完成本学期的教学任务，特作计划如下：‎ 一 、指导思想 本学期二，三年级使用新标准教材,本教材根遵循英语学习的规律和儿童心理生理发展的需求，以小学生的生活经验和任职发展水平为基本出发点，循序渐进地设计课程，寓教于乐，寓教于学，强调学生在学习过程中的感悟、体验、实践、参与以及思维能力的发展，在良好的语言环境中融学习情感、学习能力和跨文化交际的意识的形成于语言学习的全过程，力求体现素质教育思想。 ‎ 二 、目标任务 ‎（一）基本情况概述 ‎1、学生情况分析 本学期二，三年级的学生没有接触过英语，但学习兴趣很浓，接受能力、模仿能力很强，由于年龄的特点，注意力容易分散，学习习惯还没有养成，因此，本学期英语教学重点将放在提高学生的听读、认读等基础技能的训练与提高上，以及培养学生养成良好的倾听和阅读习惯。因此，本学期的英语教学将面向全体学生，以激发学生学习英语的兴趣，充分调动他们的自主能动性、积极性，营造互帮互助，共同学习英语的语境。‎ ‎2、教材情况分析 本学期使用的新标准英语二年级上册和三年级上册是供小学二，三年级上学期使用的，全书共分10个模块，内含一个期末复习模块，每个模块分为两个单元。一般情况下，第一单元呈现本模块所要学习的语言内容，第二单元提供若干任务型练习，包括一首儿歌和童谣。‎ ‎（二）教学目标及要求 a) 初步形成学习英语的兴趣和爱好，在动态真实的环境中使用英语进行简单的活动的积极性。‎ b）能运用英语在日常生活和课堂情景中与老师同学进行日常简单交际，如：问候他人，询问有关个人、家庭和朋友的简单信息。‎ c) 能运用英语参与课堂教学，游戏和其他课内外活动。‎ d) 能够听懂简单的指令并做出正确反应，读懂简单小故事，会唱课本上出现的英文歌和歌谣，能分角色扮演课本中的英语小故事。‎ ‎（三）教学重难点 本学期继续以“任务为基础”（task-based）安排教学内容，采用全身反应法(TPR)，组织学生在“身体运动”和“口腔运动”中学习。学生能在活动中整体提高认知水平；在唱歌、游戏、角色扮演、表演、访谈、对话等实践中，充分发挥他们的各项智能特征；在完成任务的过程中，不断感受成功的乐趣和喜悦。在教学过程中，教师运用录音磁带、教学卡片、玩具手套等道具进行教学，掌握约60个词汇，能够初步认读、听读、跟读简单的单词，能够与他人进行问候、自我介绍、告别、涂色、数数等的对话，从而培养学生初步的语言综合运用能力。‎ ‎1）教学重点： ‎ ‎1. 能听懂教师的指令并做出正确反应，能读懂简单的小故事，会唱课本上出现的歌曲和歌谣。‎ ‎2. 能熟练运用英语进行简单的日常交流与对话，养成良好的英语学习习惯。‎ ‎2）教学难点：‎ ‎1. 能让学生在游戏教学中体验生活、享受生活学习的快乐。‎ ‎2. 能贴近儿童的生活，符合学生的兴趣需求，使学生在生活化的课堂教学中发展学生的综合语言运用能力。‎ ‎ 总之，新学期希望在老师和学生的共同努力下，让孩子更熟悉学校的环境，学习也能更上一层楼！‎ ‎ 生命高于一切，学会自救，互救 教学目标：‎ ‎1学会自救，能说清自救的方法和过和。‎ ‎2学会自救，语言要清楚、明了、简洁。‎ 教学重点：培养学生遇到意外事件时不要慌乱，要镇压定沉着地开动脑筋。‎ 教学过程：‎ 一导入 同学们请呼这样几则新闻小故事 出示消息一PI事件 二指导。‎ ‎1过渡语同学们说得真好，看来你们在生活中见到过很多意外事件，刚才的故事大家想一下如果没有自救会有什么样的结果呢，是呀当我们遇到这样的事时如何自救呢？‎ ‎2指生说 ‎（1）  与同伴保持联系。‎ ‎（2）  尽力控制自己的情绪。‎ ‎（3）  要不断充实信心 ‎（4）  寻找变化的时机 ‎（5）  关怀身边更不幸的人 ‎3教师出示安全专家建议 ‎4求救 师：你准备用什么方法获救？（师讲解有关求救信号有哪些）‎ ‎① SOS有关知识 ‎② 浓烟信号 ‎③ 旗语信号 ‎④ 在野外遇险可用火光信号 ‎⑤ 声音信号 ‎⑥ 反光信号 ‎5教师出示安全专家建议 ‎6教职工师讲解紧急逃生路线图 ‎7师示范人工呼吸及掌握‘人中’穴的急知识并提出安全专家建议。‎ ‎8讲解心脏按摩法 三、练习 ‎1遇到危险时，应该怎样进行急救2小组合作练习3教师巡视，重点进行指导，注意发现好的小组，让他们淮备在全班表演。 ‎ Unit 1 Do you use chopsticks in England?‎ Teaching aims：‎ ‎　　(1)Make students remember the new words:‎ ‎　　Chopsticks, a knife and fork, use, easy, hard and mess ‎　　(2) Mastering the basic sentence pattern and the students could make dialogues according to the sentence patterns.‎ ‎　　Do you want…‎ ‎　　Do you use…‎ ‎　　Attitude aims:‎ ‎　　The students could make differences in food culture between the western countries and China.‎ ‎　　Teaching important points:‎ ‎　　Do you use chopsticks in …?‎ ‎　　Do you use a knife and fork in …?‎ ‎　　Teaching difficult point:‎ ‎　　The pronunciation of some new words. For example, chopsticks ‎　　Preparation:‎ ‎　　Word card, CD-ROM ‎　　Teaching process:‎ ‎　　Warming up part:‎ ‎　　The teacher shows many pictures about food.(noodles,rice, hamburgers,cakes and so on). Firstly, the teacher leads the students to get familiar with these food names and then on this basis the teacher can ask them to practice the sentence pattern.‎ Do you like noodles? Yes, I do. No, I don’t.‎ ‎　　Do you want …? Yes, I do.No,I don’t.‎ ‎　　Step two: presentation and practice ‎　　The teacher makes use of the picture “noodles” and a new word “chopsticks” can be leaded out.‎ ‎　　T: I like noodles. I eat noodles with chopsticks.‎ ‎　　The teacher takes out the real chopsticks and then says the new word. At the same time, the teacher shows the picture of chopsticks.‎ ‎　　An activity can be made here. The title of the activity is saying words as quickly. The pronunciation of new word is a difficult point. So the teacher should ask students to practice more.‎ ‎　　Step three:‎ ‎　　The new word “use” can be leaded out in the process of communication.‎ ‎　　T: Can you use chopsticks?‎ ‎　　The word card of use should be shown.‎ ‎　　We use chopsticks in China. And the teacher writes the sentence on the blackboard.‎ We use chopsticks.‎ ‎　　Do you use chopsticks? Yes, we do. No, we don’t.‎ ‎　　Ask and answer in pairs.‎ ‎　　The teacher inquires the students if the English people use ‎　　Chopsticks and a knife and fork will be leaded out.‎ ‎　　T: We use chopsticks in China. Do the English people use chopsticks?‎ ‎　　S: No, they don’t.‎ ‎　　English people use a knife and fork.‎ ‎　　Do you use chopsticks / a knife and fork? Yes, I do. No, I don’t.‎ ‎　　Step four:‎ ‎　　(1)Presentation of the text.‎ ‎　　Amy and Daming are in the park. They want to eat noodles. Watch the CD-ROM, then answer the questions: “Does Amy use chopsticks in England?”‎ ‎　　The students look at the CO-ROM and then answer questions.‎ ‎　　Now Amy is using chopsticks. Watch again, then answer the next question: Are the chopsticks “easy” or “hard” for her?‎ ‎　　easy – hard Chopsticks are hard for Amy.‎ ‎　　A knife and fork are easy for her.Some other oposite words are shown here.‎ ‎　　big-small ‎　　long-short ‎　　fat-thin ‎　　hot-cold ‎　　white-black ‎　　easy-hard ‎　　Listen again, then answer:‎ ‎　　Are the chopsticks “easy” or “hard” for English people?‎ ‎　　T: If I say “big”. You should say “small”. Please say the words as quickly as you can.‎ ‎　　Chopsticks are hard for English people. So Amy make the mess.‎ ‎　　?mess /e/‎ ‎　　Then the students read the passage again.‎ ‎　　Find the sentences, “ Do you …?”. Then circle them.‎ ‎　　Practice:‎ ‎　　(1)In China, we use __________. In England, people use ________.‎ ‎　　Chopsticks are ________ for Chinese people. They are _______ for English people.‎ ‎　　Chant:‎ ‎　　Do you use chopsticks? Yes I do. Yes, I do.‎ ‎　　We use chopsticks in China.‎ ‎　　They’re easy for us.‎ ‎　　Do you use ___________? Yes I do. Yes, I do.‎ ‎　　We use ________ in England.‎ ‎　　They’re easy for us.‎ ‎　　Homework:‎ ‎　　Ask students to practice the sentence patterns that they have learned in this lesson.‎ Unit2 I'm eating hamburgers and chips.‎ Teaching aims:‎ ‎　　(1) Mastering the new words:‎ ‎　　hamburgers, chips, fast food ‎　　(2) The basic structure of processing tense ‎　　Teaching important point:‎ ‎　　The processing tense ‎　　Teaching difficult point:‎ ‎　　The changes of “be”‎ ‎　　Preparation:‎ ‎　　Word card, card for real things,CD-ROM ‎　　Teaching process:‎ ‎　　Warming up part:‎ ‎　　Review the content of unit one.‎ ‎　　We use chopsticks in China. English people use a knife and fork in England.‎ ‎　　Listen to a poem, then say it.‎ ‎　　Step one:Presentation and practice ‎　　a. The teacher does actions and ask questions.‎ ‎　　What am I doing?（running, playing, jumping, etc.）‎ ‎　　E.g. You’re running.‎ ‎　　b.do actions：Look, I’m eating. I’m eating hamburgers and chips.And then the new words are be leaded out. hamburger, chip ‎　　?It’s English fast food. Here we can talk about the England food. steak, cheese, bread and butter, etc. What is Chinese / English fast food? Do you like …? Do you want …?‎ ‎　　Step two:‎ ‎　　Asking students to listen to the tape and answer the questions.‎ ‎　　What is Amy eating?‎ ‎　　Listen, point and repeat the text.‎ ‎　　Practice:‎ ‎　　Here the teacher asks students to practice the processing tense.‎ ‎　Look at Amy. She’s eating hamburgers and chips. She’s using her hand.‎ ‎　　What is Daming doing ? He’s eating rice.‎ ‎　　What is he using? He’s using chopsticks.‎ ‎　　Then the teacher asks students to talk about the pictures in the textbook.‎ ‎　　S: What is Daming doing? S: He’s ---‎ ‎　　S: What is Daming using? S: He’s ---‎ ‎　　Step 3 Consolidation and extension ‎　　1. Game: What am I eating?‎ ‎　　The teacher does actions and asks students to guess what heshe is doing.For example: Are you eating a hamburger?‎ ‎　　2. Guessing Game: What am I doing? What is he / she doing?‎ ‎　　3. Make a new dialogue.‎ ‎　　It’s time for _________. (breakfast/ lunch/ dinner)‎ ‎　　I like _______.‎ ‎　　Look, I’m eating ________.‎ ‎　　I’m using ________.‎ ‎　　Step 4 Summary ‎　　The differences between Chinese customs and English customs ‎　　China England ‎　　We use ___________. They use _____________‎ ‎　　_____ is Chinese fast food. _____ and _____ are English fast food ‎　　Step 5 Homework ‎　　Make a summary about the differences in customs in different countries.‎ ‎　Reflection of module one:‎ ‎　　The topic of module one is talking about the different customs in different countries. At the first, I prepare many datas about the differences. I think that the students maybe know little about these differences. But I am surpised at students’ aboundance in the knowledge. So I change my plans. I asks them discuss these differences in groups. Then I ask them to stand up in a line in the front of the classroom to tell others about the differences. They tell a lot. I am very happy. In the future, I should make great efforts to find students’ knowledge. We should really believe them and give tasks to them. They can achieve the tasks perfectly.‎ ‎　　Reading of module one:‎ ‎　　Content of reading:‎ ‎　　An article about the different customs ‎　　Purpose of reading:‎ ‎　　Broaden the cultural knowledge of students.‎ ‎　　Preparation:‎ ‎　　Multiplayer ‎　　Step of reading:‎ ‎　　Firstly, I ask students to discuss about the festivals. Then they can talk freely about the festivals in China. Talking as the topic, I lead students to talk about the festivals in western countries. In this lesson, I take Christmas day as an example. The students are required to express more idea. They must speak in English. Then I write down all the sentences on the blackboard. More than thirty sentences are learned in the class. In my opinion, it is a good way. It is not necessary to find all the reading materials in datas. Our students are the good material resource. The sentences are spoken by students as following:‎ ‎　　It is very good.‎ ‎　　I like it.‎ Module2 Unit1 We're making a cake The general aims of module one:‎ ‎　　Language points:‎ ‎　　(1) the new words: make, cake, idea, instead, lovely.‎ ‎　　(2) the basic sentence pattern and the students could make dialogues according to the sentence patterns.‎ ‎　　What are you making?‎ ‎　　I’m…‎ ‎　　(3) the new words: Good idea! Be quiet!‎ ‎　　Teaching important points:‎ ‎　　1. What are you making?‎ ‎　　I’m making…‎ ‎　　2. Can use these by themselves.‎ ‎　　Unit 1 We are making a cake.‎ ‎　　Teaching Aims:‎ ‎　　1. Make students remember the new words:‎ ‎　　making a cake; good idea and so on.‎ ‎　　2.Can listen and say: What are you doing? We’re making a cake.‎ ‎　　Please be quiet! I’m working.‎ ‎　　Teaching important and focal points:‎ ‎　　What are you doing? We’re making a cake.‎ ‎　　Please be quiet! I’m working.‎ ‎　　Teaching Aids:‎ ‎　　1.tape-recorder ‎　　2.some cards ‎　　Teaching course:‎ ‎　　Step One Warming up ‎　　1.Say the poem of Module 1.‎ ‎　　2.Review: Do you use chopsticks in England? No, we don’t.‎ ‎　　What are you doing? I’m eating.‎ ‎　　Are you eating a hamburger? Yes, I am.‎ ‎　　Step Two presentation and practice ‎　　1.Ask the child to act, and ask him: What are you doing?‎ ‎　　The child try to answer: I’m eating…‎ ‎2.Ask Ss to look at their books. Elicit as much as I can.‎ ‎　　3.Play the cassette. The children listen and follow it.‎ ‎　　4.Play the cassette again. Pause after each utterance for the children to point at the corresponding picture.‎ ‎　　5.Play the cassette again. Ask the children to find “We are making…” Then explain.‎ ‎　　6.Play the cassette again. Ask the students to repeat.‎ ‎　　Step Three ‎　　1.Listen to the tape and say the sentence.‎ ‎　　2.Explain and practice: Read row by row.‎ ‎　　3.Practice in pairs. Then check it.‎ ‎　　Step Four ‎　　1.Point and say: cake, plane, kite, noodles ‎　　2. Practice in pairs.: What are you doing? We’re making a plane.‎ ‎　　3.Check them.‎ ‎　　Step Five ‎　　1.Listen and write the missing words.‎ ‎　　2.Now point and say.‎ ‎　　Homework:‎ ‎　　Read the text to your friend or your parents.‎ ‎　　Thinking:‎ ‎　　This book is difficult for almost students. I spent more time to teach it about module one. They are not happy to learn it. Unit one: They couldn’t read it well. They couldn’t say, “chopsticks, knife, fork” and some sentences well.‎ Module2 Unit2 I'm watching TV.‎ Teaching Aims:‎ ‎　　1.Can listen and repeat: I’m watching TV.‎ ‎　　2.Can sing the song.‎ ‎　　3.Play the game: Point and say.‎ ‎　　Teaching important and focal points:‎ ‎　　I’m watching TV.‎ ‎　　Teaching Aids:‎ ‎　　tape-recorder ‎　　Teaching course:‎ ‎　　Step One Wrming up ‎　　1.Listen to the tape of Unit 1 and repeat.‎ ‎　　2.Review: what are you doing? We’re making a cake.‎ ‎　　Step Two ‎　　1.Ask the children to look at the picture. Listen to the tape.‎ ‎　　2.Play the cassette again and explain.‎ ‎　　3.Play the cassette again. The children follow it.‎ ‎　　4.Practice the sentence: I’m watching TV.‎ ‎　　Step Three ‎　　1.Listen and say the words.‎ ‎　　2.Teach the children the song line by line.‎ ‎　　3.Listen and sing.‎ ‎　　Step Five ‎　　1.Play the game in groups.‎ ‎　　2.Point and say: What is he doing? He’s sleeping.‎ ‎　　Homework:‎ ‎　　Finish activity three.‎ ‎　　Thinking:‎ ‎　　This book is difficult for almost students. I spent more time to teach it about module one. They are not happy to learn it. Unit two: It’s easier than Unit one. Almost students could read it well.‎ ‎　　Reflection of module one:‎ ‎　　Name: Who is clever?‎ ‎　　Purpose: Remember the words in Module One Teaching Steps:‎ ‎　　Step one ‎　　Read the texts and the words in module one.‎ ‎　　Step two ‎　　Give the students ten minutes to remember these words: chopsticks, knife and fork.‎ ‎　　Step three ‎　　Check them.‎ ‎　　Step four ‎　　Give the students ten minutes to remember these words: use, people, hard and easy.‎ ‎　　Step five ‎　　Check them.‎ ‎　　Step six ‎　　Find out who is the best one.‎ ‎　　Thinking:‎ ‎　　The students could remember these words quickly to use this way. They did this well that their group could get high points.‎ ‎　　Reading:‎ ‎　　Title: Fox and Grapes ‎　　Content:‎ ‎　　This is a fox. He is very hungry. He sees some black grapes. The grapes are high from the ground. He wants to eat them very much. He jumps and jumps, but he still can’t reach the grapes.‎ ‎　　In the end, the fox gives up. He says to himself, “I don’t want to eat the grapes. They are not good to eat.”‎ ‎　　Teaching Steps:‎ ‎　　1. Watch the Flash about “Fox and Grapes” in Chinese.‎ ‎　　2. Teacher tells the students the story in English, and ask them to listen it carefully.‎ ‎　　3. Give them the paper and ask them to read it by themselves.‎ ‎　　4. Ask them to tell the story with their own words.‎ ‎　　5. Make a book about this story.‎ ‎　　Thinking:‎ ‎　　This is the first class about English reading. So I just ask them to listen the story and say some easy sentences. I want them to listen the story just like Chinese story, so I do some actions. At last, some ‎ students from class one can recite the story with their own words. But the class two is not good.‎ Module3 Unit1 These ducks are very naughty.‎ The general aims of module three:‎ ‎　　Teaching aims:‎ ‎　　(1) Vocabulary: naughty, dragon boat, row, lake, feed, get out ‎　　Sentence structure：What are these/those?‎ ‎　　They’re…‎ ‎　　(2) Vocabularies:wet, shorts ‎　　Sentence structure: This is …’s …‎ ‎　　These are …’s …‎ ‎　　Teaching important points:‎ ‎　　(1) Mastering the sentence introducing the plural forms ‎　　(2) The students could describe the processive form of some things in non-plural sentences.‎ ‎　　Teaching difficult points:‎ ‎　　(1) The students could describe a situaton in which plural forms ‎　　are used.‎ ‎　　(2) The students could use non-plural sentences correctly.‎ ‎　　Ativity for module three:‎ ‎　　Purpose of activity:‎ ‎　　Having a systemic review of the important sentences and words that have been learned in module three. At the same time, the students’ interests are aroused through the organization of activity.‎ ‎　　Preparation of activity:‎ ‎　　Pensil, pens, and many other things that students owns.‎ ‎　　Process of activity:‎ ‎　　Firstly, I let students to show the things that they have prepared. Each one has a fixed place to stand up. And then we imitate the enviornment of supermarket. They can introduce their own things to other persons. They can persuade other persons to buy the things. The teacher guides the students to using the sentence:‎ This is…‎ ‎　　These are …‎ ‎　　This is Sam’s …‎ ‎　　The students are active because they all want to let others to know their things and exchange the things with other person. At the same time, they practice the sentence correctly and frequently.‎ ‎　　Unit 1 These ducks are very naughty.‎ ‎　　Teaching aims:‎ ‎　　Vocabulary: naughty dragon boat, row, lake, feed, get out ‎　　Sentence structure：What are these/those?‎ ‎　　They’re…‎ ‎　　Attitude aim:‎ ‎　　Cultivating the emotion of loving life and nature ‎　　Teaching important point:‎ ‎　　Mastering the sentence introducing the plural forms ‎　　Teaching difficult point:‎ ‎　　The students could describe a situaton in which plural forms ‎　　are used.‎ ‎　　Preparation:‎ ‎　　Picutres, cards,CD-ROM,‎ ‎　　Teaching processes:‎ ‎　　Step one: warming up ‎　　The students enjoy the song: Row Row Row Your Boat. The teacher does actions and ‎　　sings this song together with the students. The teacher writes these words on the ‎　　blackboard and the students could learn these words from the song.‎ ‎　　row your/a boat ‎　　Step 2: Presentation and practice ‎　　The teacher asks students “Do you want to row a boat?” according to the song. And further the teacher asks students “Where can you row a boat?” Then the teacher draws a picture of boat on the blackboard and teaches the new word lake. And the teacher says like this: “You can row a boat on a lake.” At this time, the teacher can show the picture of dragon boat. “Look! This is a very big boat. It’s a dragon ‎ boat! The teacher asks questions such as What’s this/that ? It’s a …to practice the new words and sentences. Then the teacher can show more pictures about dragon boatand asks them. What are these? The students are leaded to speak out the sentence that they are dragon boats. The teacher draws some pictures of some ducks and practice the sentence pattern. The teacher says that“Sam and his family are in the park now. Let’s have a look. What’s happen?” After listening to the tape,some students perform different roles and read the new lesson. At the same time the teacher teaches the new words: these, those, feed the ducks. The students imitates the sound of ducks and teaches the word naughty.‎ ‎　　Activities: read the text in roles ‎　　Step 4 Summary ‎　　The teacher asks students to reinforce the new words:this, that, these, those.‎ ‎　　Step 5 Homework ‎　　Read the lesson for three times and write one time