三年級英語上冊全冊教案(一起)

小學(xué)英語新課程標(biāo)準(zhǔn)教材

英語教案

（2019—2020學(xué)年度第二學(xué)期）

學(xué)校：_______________________

年級：_______________________

任課教師：_______________________

英語教案/小學(xué)英語/小學(xué)三年級英語教案

編訂：XX文訊教育機(jī)構(gòu)

小學(xué)英語教案

文訊教育教學(xué)設(shè)計

三年級英語上冊全冊教案（一起）

教材簡介:本教材主要用途為通過學(xué)習(xí)英語的內(nèi)容，提高學(xué)生的語言技能，增加一項語言

能力，有利于國際化的日常交流、生活、工作等，本教學(xué)設(shè)計資料適用于小學(xué)三年級英

語科目，學(xué)習(xí)后學(xué)生能得到全面的發(fā)展和提高。本內(nèi)容是按照教材的內(nèi)容進(jìn)行的編寫，

可以放心修改調(diào)整或直接進(jìn)行教學(xué)使用。

module1

thegeneralaimsofmoduleone:

languagepoints:

(1)thenewwords:chopsticks,aknifeandfork,use,easy,hardandmess

(2)thebasicsentencepatternandthestudentscouldmakedialoguesaccording

tothesentencepatterns.

doyouwant…

doyouuse…

(3)thenewwords:hamburgers,chips,fastfood

(4)thebasicstructureofprocessingtense

attitudeaims:

thestudentscouldmakedifferencesinfoodculturebetweenthewesterncountries

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andchina.

teachingimportantpoints:

(1)doyouusechopsticksin,?,?

doyouuseaknifeandforkin?,??

(2)theprocessingtense

teachingdifficultpoints:

(1)thepronunciationofsomenewwords,forexample,chopsticks

(2)thechangesof"be

activityformoduleone:

inmoduleone,thetopicismainlyaboutthedifferentcustomsinchinaandwestern

countries,beforetheclass,irequirethestudentstopreparethepicturesoffood.

intheprocessofteaching,ibegintheclasswithtalkingaboutthedifferencesin

foodandthensomeothertopicsarerelated,withthehelpofpictures,thestudents

talkaboutthedifferencesingroup,severalminuteslater,onegroupisgiventwo

minutestoshowtheresultsofdiscussion,thentheteachertakesoutthechopsticks

andforkandknife,thestudentscanalsotalkabouttheotheraspects,thisactivity

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classisdesignedintheformofdicussion.thestudentscouldspeakfreelyaccording

totheirownvocabularies.

unit1doyouusechopsticksinengland?

teachingaims：

(l)makestudentsrememberthenewwords:

chopsticks,aknifeandfork,use,easy,hardandmess

(2)masteringthebasicsentencepatternandthestudentscouldmakedialogues

accordingtothesentencepatterns.

doyouwant…

doyouuse***

attitudeaims:

thestudentscouldmakedifferencesinfoodculturebetweenthewesterncountries

andchina.

teachingimportantpoints:

doyouusechopsticksin,,■?

doyouuseaknifeandforkin,?,?

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teachingdifficultpoint:

thepronunciationofsomenewwords,forexample,chopsticks

preparation:

wordcard,cd-rom

teachingprocess:

warminguppart:

theteachershowsmanypicturesaboutfood,(noodles,rice,hamburgers,cakesand

soon).firstly,theteacherleadsthestudentstogetfamiliarwiththesefoodnames

andthenonthisbasistheteachercanaskthemtopracticethesentencepattern.

doyoulikenoodles?yes,ido.\no,idon't.

doyouwant?,??yes,ido.\no,idon't.

steptwo:presentationandpractice

theteachermakesuseofthepicture“noodles“andanewword“chopsticks

canbeleadedout.

t:ilikenoodles,ieatnoodleswithchopsticks.

theteachertakesouttherealchopsticksandthensaysthenewword,atthesame

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time,theteachershowsthepictureofchopsticks.

anactivitycanbemadehere,thetitleoftheactivityissayingwordsasquickly.

thepronunciationofnewwordisadifficultpoint,sotheteachershouldaskstudents

topracticemore.

stepthree:

thenewword“use"canbeleadedoutintheprocessofcommunication.

t:canyouusechopsticks?

thewordcardofuseshouldbeshown.

weusechopsticksinchina,andtheteacherwritesthesentenceontheblackboard.

weusechopsticks.

doyouusechopsticks?yes,wedo.no,wedon't.

askandanswerinpairs.

theteacherinquiresthestudentsiftheenglishpeopleuse

chopsticksandaknifeandforkwillbeleadedout.

t:weusechopsticksinchina,dotheenglishpeopleusechopsticks?

s:no,theydon,t.

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englishpeopleuseaknifeandfork.

doyouusechopsticks/aknifeandfork?yes,ido.no,idon,t.

stepfour:

(1)presentationofthetext.

amyanddarningareinthepark,theywanttoeatnoodles,watchthecd-rom,then

answerthequestions:"doesamyusechopsticksinengland?w

thestudentslookattheco-romandthenanswerquestions.

nowamyisusingchopsticks,watchagain,thenanswerthenextquestion:arethe

chopsticks“easy"or"hard"forher?

easy-hard

chopsticksarehardforamy.

aknifeandforkareeasyforher.someotheropositewordsareshownhere.

big-smcdl

long-short

fat-thin

hot-cold

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white-black

easy-hard

listenagain,thenanswer:

arethechopsticks“easy"or“hard”forenglishpeople?

t:ifisay“big”.youshouldsay“small”.pleasesaythewordsasquickly

asyoucan.

chopsticksarehardforenglishpeople,soamymakethemess.

?mess/e/

thenthestudentsreadthepassageagain.

findthesentences,“doyou…？”.thencirclethem.

practice:

(1)inchina,weuse.inengland,peopleuse

chopsticksareforChinesepeople,theyareforenglishpeople.

chant:

doyouusechopsticks?yesido.yes,ido.

weusechopsticksinchina.

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they'reeasyforus.

doyouuse?yesido.yes,ido.

weuse____inengland.

they'reeasyforus.

homework:

askstudentstopracticethesentencepatternsthattheyhavelearnedinthis

lesson.

unit2i'meatinghamburgersandchips

teachingaims:

(1)masteringthenewwords:

hamburgers,chips,fastfood

(2)thebasicstructureofprocessingtense

teachingimportantpoint:

theprocessingtense

teachingdifficultpoint:

thechangesof“be

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preparation:

wordcard,cardforrealthings,cd-rom

teachingprocess:

warminguppart:

reviewthecontentofunitone.

weusechopsticksinchina,englishpeopleuseaknifeandforkinengland.

listentoapoem,thensayit.

stepone:presentationandpractice

a.theteacherdoesactionsandaskquestions.

whatamidoing?(running,playing,jumping,etc.)

e.g.you'rerunning.

b.doactions：look,i'meating,iineatinghamburgersandchips,andthenthe

newwordsarebeleadedout.hamburger,chip

?it'senglishfastfood,herewecantalkabouttheenglandfood,steak,cheese,

breadandbutter,etc.whatisChinese/englishfastfood?doyoulike,,■?doyou

want,,,?

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steptwo:

askingstudentstolistentothetapeandanswerthequestions.

whatisamyeating?

listen,pointandrepeatthetext.

practice:

heretheteacherasksstudentstopracticetheprocessingtense.

lookatamy.she'seatinghamburgersandchips,she'susingherhand.

whatisdarningdoing?he'seatingrice.

whatisheusing?he'susingchopsticks.

thentheteacherasksstudentstotalkaboutthepicturesinthetextbook.

s:whatisdarningdoing?s:he's—

s:whatisdarningusing?s:he's—

step3consolidationandextension

1.game:whatamieating?

theteacherdoesactionsandasksstudentstoguesswhathe\sheisdoing,for

example:areyoueatingahamburger?

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2.guessinggame:whatamidoing?whatishe/shedoing?

3.makeanewdialogue.

it'stimefor.(breakfast/lunch/dinner)

ilike

look,i'meating

i'musing

step4summary

thedifferencesbetweenChinesecustomsandenglishcustoms

chinaengland

weuse.theyuse

isChinesefastfood.andareenglishfastfood

step5homework

makeasummaryaboutthedifferencesincustomsindifferentcountries.

reflectionofmoduleone:

thetopicofmoduleoneistalkingaboutthedifferentcustomsindifferent

countries,atthefirst,ipreparemanydatasaboutthedifferences,ithinkthat

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thestudentsmaybeknowlittleaboutthesedifferences,butiamsurpisedatstudents

aboundanceintheknowledge,soichangemyplans,iasksthemdiscussthese

differencesingroups,theniaskthemtostandupinalineinthefrontofthe

classroomtotellothersaboutthedifferences,theytellalot.iamveryhappy.

inthefuture,ishouldmakegreateffortstofindstudents*knowledge,weshould

reallybelievethemandgivetaskstothem,theycanachievethetasksperfectly.

readingofmoduleone:

contentofreading:

anarticleaboutthedifferentcustoms

purposeofreading:

broadentheculturalknowledgeofstudents.

preparation:

multiplayer

stepofreading:

firstly,iaskstudentstodiscussaboutthefestivals,thentheycantalkfreely

aboutthefestivalsinchina,talkingasthetopic,ileadstudentstotalkabout

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thefestivalsinwesterncountries,inthislesson,itakeChristmasdayasanexample.

thestudentsarerequiredtoexpressmoreidea,theymustspeakinenglish.theni

writedownallthesentencesontheblackboard,morethanthirtysentencesarelearned

intheclass,inmyopinion,itisagoodway.itisnotnecessarytofindallthe

readingmaterialsindatas.ourstudentsarethegoodmaterialresource,thesentences

arespokenbystudentsasfollowing:

itisverygood.

ilikeit.

module2

thegeneralaimsofmoduleone:

languagepoints:

(1)thenewwords:make,cake,idea,instead,lovely.

(2)thebasicsentencepatternandthestudentscouldmakedialoguesaccording

tothesentencepatterns.

whatareyoumaking?

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i，m…

(3)thenewwords:goodidea!bequiet!

teachingimportantpoints:

1.whatareyoumaking?

i'mmaking…

2.canusethesebythemselves.

unit1wearemakingacake.

teachingaims:

1.makestudentsrememberthenewwords:

makingacake;goodideaandsoon.

2.canlistenandsay:whatareyoudoing?we'remakingacake.

pleasebequiet!i'mworking.

teachingimportantandfocalpoints:

whatareyoudoing?we,remakingacake.

pleasebequiet!i'mworking.

teachingaids:

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1.tape-recorder

2.somecards

teachingcourse:

steponewarmingup

1.saythepoemofmodule1.

2.review:doyouusechopsticksinengland?no,wedon,t.

whatareyoudoing?i'meating.

areyoueatingahamburger?yes,iam.

steptwopresentationandpractice

1.askthechildtoact,andaskhim:whatareyoudoing?

thechildtrytoanswer:i'meating…

2.asksstolookattheirbooks,elicitasmuchasican.

3.playthecassette,thechildrenlistenandfollowit.

4.playthecassetteagain,pauseaftereachutteranceforthechildrentopoint

atthecorrespondingpicture.

5.playthecassetteagain,askthechildrentofind“wearemaking***then

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explain.

6.playthecassetteagain,askthestudentstorepeat.

stepthree

1.listentothetapeandsaythesentence.

2.explainandpractice:readrowbyrow.

3.practiceinpairs,thencheckit.

stepfour

1.pointandsay:cake,plane,kite,noodles

2.practiceinpairs.:whatareyoudoing?we'remakingaplane.

3.checkthem.

stepfive

1.listenandwritethemissingwords.

2.nowpointandsay.

homework:

readthetexttoyourfriendoryourparents.

thinking:

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thisbookisdifficultforalmoststudents,ispentmoretimetoteachitabout

moduleone.theyarenothappytolearnit.unitone:theycouldnreaditwell.

theycouldn,tsay,“chopsticks,knife,fork“andsomesentenceswel1.

unit2i'mwatchingtv.

teachingaims:

1.canlistenandrepeat:i'mwatchingtv.

2.cansingthesong.

3.playthegame:pointandsay.

teachingimportantandfocalpoints:

i'mwatchingtv.

teachingaids:

tape-recorder

teachingcourse:

steponewrmingup

1.listentothetapeofunit1andrepeat.

2.review:whatareyoudoing?we'remakingacake.

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steptwo

1.askthechildrentolookatthepicture,listentothetape.

2.playthecassetteagainandexplain.

3.playthecassetteagain,thechildrenfollowit.

4.practicethesentence:i'mwatchingtv.

stepthree

1.listenandsaythewords.

2.teachthechildrenthesonglinebyline.

3.listenandsing.

stepfive

1.playthegameingroups.

2.pointandsay:whatishedoing?he'ssleeping.

homework:

finishactivitythree.

thinking:

thisbookisdifficultforalmoststudents,ispentmoretimetoteachitabout

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moduleone.theyarenothappytolearnit.unittwo:it'seasierthanunitone.

almoststudentscouldreaditwell.

reflectionofmoduleone:

name:whoisclever?

purpose:rememberthewordsinmoduleone

teachingsteps:

stepone

readthetextsandthewordsinmoduleone.

steptwo

givethestudentstenminutestorememberthesewords:chopsticks,knifeandfork.

stepthree

checkthem.

stepfour

givethestudentstenminutestorememberthesewords:use,people,hardandeasy.

stepfive

checkthem.

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stepsix

findoutwhoisthebestone.

thinking:

thestudentscouldrememberthesewordsquicklytousethisway.theydidthis

wellthattheirgroupcouldgethighpoints.

reading:

title:foxandgrapes

content:

thisisafox.heisveryhungry,heseessomeblackgrapes,thegrapesarehigh

fromtheground,hewantstoeatthemverymuch,hejumpsandjumps,buthestill

can,treachthegrapes.

intheend,thefoxgivesup.hesaystohimself,“idon,twanttoeatthegrapes.

theyarenotgoodtoeat.

teachingsteps:

1.watchtheflashabout“foxandgrapes“inChinese.

2.teachertellsthestudentsthestoryinenglish,andaskthemtolistenit

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carefully.

3.givethemthepaperandaskthemtoreaditbythemselves.

4.askthemtotellthestorywiththeirownwords.

5.makeabookaboutthisstory.

thinking:

thisisthefirstclassaboutenglishreading,soijustaskthemtolistenthe

storyandsaysomeeasysentences,iwantthemtolistenthestoryjustlikeChinese

story,soidosomeactions,atlast,somestudentsfromclassonecanrecitethe

storywiththeirownwords,buttheclasstwoisnotgood.

module3

thegeneralaimsofmodulethree:

teachingaims:

(1)vocabulary:naughty,dragonboat,row,lake,feed,getout

sentencestructure：whatarethese/those?

they're…

(2)vocabularies:wet,shorts

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sentencestructure:thisis…'s…

theseare…'s…

teachingimportantpoints:

(1)masteringthesentenceintroducingthepluralforms

(2)thestudentscoulddescribetheprocessiveformofsomethingsinnon-plural

sentences.

teachingdifficultpoints:

(1)thestudentscoulddescribeasituatoninwhichpluralforms

areused.

(2)thestudentscouldusenon-pluralsentencescorrectly.

ativityformodulethree:

purposeofactivity:

havingasystemicreviewoftheimportantsentencesandwordsthathavebeen

learnedinmodulethree,atthesametime,thestudents*interestsarearousedthrough

theorganizationofactivity.

preparationofactivity:

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pensil,pens,andmanyotherthingsthatstudentsowns.

processofactivity:

firstly,iletstudentstoshowthethingsthattheyhaveprepared,eachonehas

afixedplacetostandup.andthenweimitatetheenviornmentofsupermarket,they

canintroducetheirownthingstootherpersons,theycanpersuadeotherpersonsto

buythethings,theteacherguidesthestudentstousingthesentence:

thisis…

theseare

thisissam,s???

thestudentsareactivebecausetheyal1wanttoletotherstoknowtheirthings

andexchangethethingswithotherperson,atthesametime,theypracticethesentence

correctlyandfrequently.

unit1theseducksareverynaughty.

teachingaims:

vocabulary:naughtydragonboat,row,lake,feed,getout

sentencestructure：whatarethese/those?

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they,re***

attitudeaim:

cultivatingtheemotionoflovinglifeandnature

teachingimportantpoint:

masteringthesentenceintroducingthepluralforms

teachingdifficultpoint:

thestudentscoulddescribeasituatoninwhichpluralforms

areused.

preparation:

picutres,cards,cd-rom,

teachingprocesses:

stepone:warmingup

thestudentsenjoythesong:rowrowrowyourboat,theteacherdoesactionsand

singsthissongtogetherwiththestudents,theteacherwritesthesewordson

the

blackboardandthestudentscouldlearnthesewordsfromthesong.

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rowyour/aboat

step2:presentationandpractice

theteacherasksstudents“doyouwanttorowaboat?”accordingtothesong.

andfurthertheteacherasksstudentsuwherecanyourowaboat?wthentheteacher

drawsapictureofboatontheblackboardandteachesthenewwordlake,andtheteacher

sayslikethis:"youcanrowaboatonalake.”atthistime,theteachercanshow

thepictureofdragonboat,"look!thisisaverybigboat,it'sadragonboat!

theteacherasksquestionssuchaswhat?sthis/that?it'sa,?,topracticethenew

wordsandsentences,thentheteachercanshowmorepicturesaboutdragonboatand

asksthem,whatarethese?thestudentsareleadedtospeakoutthesentencethat

theyaredragonboats,theteacherdrawssomepicturesofsomeducksandpractice

thesentencepattern,theteachersaysthatusamandhisfamilyareintheparknow.

let'shavealook,what?shappen?”afterlisteningtothetape,somestudentsperform

differentrolesandreadthenewlesson,atthesametimetheteacherteachesthe

newwords:these,those,feedtheducks,thestudentsimitatesthesoundofducks

andteachesthewordnaughty.

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activities:readthetextinroles

step4summary

theteacherasksstudentstoreinforcethenewwords:this,that,these,those.

step5homework

readthelessonforthreetimesandwriteonetime

unit2thisissam,ssweater.

teachingaims:

vocabulary:wet,shorts

thesentencestructure:thisis…'s…

theseare…'s???

teachingimportantpoint:

describingtheprocessingofthingsusingnon-pluralsentence.

teachingdifficultpoint:

usingthenon-pluralsentencescorrectly.

preparation:

cd-rom,picturesandwordcards

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teachingprocesses:

step1warmup

reviewthesongrowrowrowyourboat,atthesametime,theteachersingsand

doesactiontocreatthesituaitonforspeakingenglish.

theteachertakesouttherulers,pensilsandsoon.thentheteacherleadsthe

studentstousethenewsentence

isit's….?

yes,itis./no,itisn't.

step2presentationandpractice

thete