外研社小学英语一起三年级上册教案全册Word格式.docx
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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)
①SOS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。
Unit1DoyouusechopsticksinEngland?
Teachingaims:
(1)Makestudentsrememberthenewwords:
Chopsticks,aknifeandfork,use,easy,hardandmess
(2)Masteringthebasicsentencepatternandthestudentscouldmakedialoguesaccordingtothesentencepatterns.
Doyouwant…
Doyouuse…
Attitudeaims:
ThestudentscouldmakedifferencesinfoodculturebetweenthewesterncountriesandChina.
Teachingimportantpoints:
Doyouusechopsticksin…?
Doyouuseaknifeandforkin…?
Teachingdifficultpoint:
Thepronunciationofsomenewwords.Forexample,chopsticks
Preparation:
Wordcard,CD-ROM
Teachingprocess:
Warminguppart:
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:
Ilikenoodles.Ieatnoodleswithchopsticks.
Theteachertakesouttherealchopsticksandthensaysthenewword.Atthesametime,theteachershowsthepictureofchopsticks.
Anactivitycanbemadehere.Thetitleoftheactivityissayingwordsasquickly.Thepronunciationofnewwordisadifficultpoint.Sotheteachershouldaskstudentstopracticemore.
Stepthree:
Thenewword“use”canbeleadedoutintheprocessofcommunication.
Canyouusechopsticks?
Thewordcardofuseshouldbeshown.
WeusechopsticksinChina.Andtheteacherwritesthesentenceontheblackboard.
Weusechopsticks.
Doyouusechopsticks?
Yes,wedo.No,wedon’t.
Askandanswerinpairs.
TheteacherinquiresthestudentsiftheEnglishpeopleuse
Chopsticksandaknifeandforkwillbeleadedout.
WeusechopsticksinChina.DotheEnglishpeopleusechopsticks?
S:
No,theydon’t.
Englishpeopleuseaknifeandfork.
Doyouusechopsticks/aknifeandfork?
Yes,Ido.No,Idon’t.
Stepfour:
(1)Presentationofthetext.
AmyandDamingareinthepark.Theywanttoeatnoodles.WatchtheCD-ROM,thenanswerthequestions:
“DoesAmyusechopsticksinEngland?
”
ThestudentslookattheCO-ROMandthenanswerquestions.
NowAmyisusingchopsticks.Watchagain,thenanswerthenextquestion:
Arethechopsticks“easy”or“hard”forher?
easy–hard
ChopsticksarehardforAmy.
Aknifeandforkareeasyforher.Someotheropositewordsareshownhere.
big-small
long-short
fat-thin
hot-cold
white-black
easy-hard
Listenagain,thenanswer:
Arethechopsticks“easy”or“hard”forEnglishpeople?
IfIsay“big”.Youshouldsay“small”.Pleasesaythewordsasquicklyasyoucan.
ChopsticksarehardforEnglishpeople.SoAmymakethemess.
?
mess/e/
Thenthestudentsreadthepassageagain.
Findthesentences,“Doyou…?
”.Thencirclethem.
Practice:
(1)InChina,weuse__________.InEngland,peopleuse________.
Chopsticksare________forChinesepeople.Theyare_______forEnglishpeople.
Chant:
YesIdo.Yes,Ido.
WeusechopsticksinChina.
They’reeasyforus.
Doyouuse___________?
Weuse________inEngland.
Homework:
Askstudentstopracticethesentencepatternsthattheyhavelearnedinthislesson.
Unit2I'
meatinghamburgersandchips.
Teachingaims:
(1)Masteringthenewwords:
hamburgers,chips,fastfood
(2)Thebasicstructureofprocessingtense
Teachingimportantpoint:
Theprocessingtense
Thechangesof“be”
Wordcard,cardforrealthings,CD-ROM
Reviewthecontentofunitone.
WeusechopsticksinChina.EnglishpeopleuseaknifeandforkinEngland.
Listentoapoem,thensayit.
Stepone:
Presentationandpractice
a.Theteacherdoesactionsandaskquestions.
WhatamIdoing?
(running,playing,jumping,etc.)
E.g.You’rerunning.
b.doactions:
Look,I’meating.I’meatinghamburgersandchips.Andthenthenewwordsarebeleadedout.hamburger,chip
It’sEnglishfastfood.HerewecantalkabouttheEnglandfood.steak,cheese,breadandbutter,etc.WhatisChinese/Englishfastfood?
Doyoulike…?
Doyouwant…?
Askingstudentstolistentothetapeandanswerthequestions.
WhatisAmyeating?
Listen,pointandrepeatthetext.
Heretheteacherasksstudentstopracticetheprocessingtense.
LookatAmy.She’seatinghamburgersandchips.She’susingherhand.
WhatisDamingdoing?
He’seatingrice.
Whatisheusing?
He’susingchopsticks.
Thentheteacherasksstudentstotalkaboutthepicturesinthetextbook.
WhatisDamingdoing?
S:
He’s---
WhatisDamingusing?
Step3Consolidationandextension
1.Game:
WhatamIeating?
Theteacherdoesactionsandasksstudentstoguesswhathe\sheisdoing.Forexample:
Areyoueatingahamburger?
2.GuessingGame:
WhatamIdoing?
Whatishe/shedoing?
3.Makeanewdialogue.
It’stimefor_________.(breakfast/lunch/dinner)
Ilike_______.
Look,I’meating________.
I’musing________.
Step4Summary
ThedifferencesbetweenChinesecustomsandEnglishcustoms
ChinaEngland
Weuse___________.Theyuse_____________
_____isChinesefastfood._____and_____areEnglishfastfood
Step5Homework
Makeasummaryaboutthedifferencesincustomsindifferentcountries.
Reflectionofmoduleone:
Thetopicofmoduleoneistalkingaboutthedifferentcustomsindifferentcountries.Atthefirst,Ipreparemanydatasaboutthedifferences.Ithinkthatthestudentsmaybeknowlittleaboutthesedifferences.ButIamsurpisedatstudents’aboundanceintheknowledge.SoIchangemyplans.Iasksthemdiscussthesedifferencesingroups.ThenIaskthemtostandupinalineinthefrontoftheclassroomtotellothersaboutthedifferences.Theytellalot.Iamveryhappy.Inthefuture,Ishouldmakegreateffortstofindstudents’knowledge.Weshouldreallybelievethemandgivetaskstothem.Theycanachievethetasksperfectly.
Readingofmoduleone:
Contentofreading:
Anarticleaboutthedifferentcustoms
Purposeofreading:
Broadentheculturalknowledgeofstudents.
Multiplayer
Stepofreading:
Firstly,Iaskstudentstodiscussaboutthefestivals.ThentheycantalkfreelyaboutthefestivalsinChina.Talkingasthetopic,Ileadstudentstotalkaboutthefestivalsinwesterncountries.Inthislesson,ItakeChristmasdayasanexample.Thestudentsarerequiredtoexpressmoreidea.TheymustspeakinEnglish.ThenIwritedownallthesentencesontheblackboard.Morethanthirtysentencesarelearnedintheclass.Inmyopinion,itisagoodway.Itisnotnecessarytofindallthereadingmaterialsindatas.Ourstudentsarethegoodmaterialresource.Thesentencesarespokenbystudentsasfollowing:
Itisverygood.
Ilikeit.
Module2Unit1We'
remakingacake
Thegeneralaimsofmoduleone:
Languagepoints:
(1)thenewwords:
make,cake,idea,instead,lovely.
(2)thebasicsentencepatternandthestudentscouldmakedialoguesaccordingtothesentencepatterns.
Whatareyoumaking?
I’m…
(3)thenewwords:
Goodidea!
Bequiet!
1.Whatareyoumaking?
I’mmaking…
2.Canusethesebythemselves.
Unit1Wearemakingacake.
TeachingAims:
1.Makestudentsrememberthenewwords:
makingacake;
goodideaandsoon.
2.Canlistenandsay:
Whatareyoudoing?
We’remakingacake.
Pleasebequiet!
I’mworking.
Teachingimportantandfocalpoints:
Whatareyoudoing?
We’remakin