三年级英语上册全册教案外研版一起.docx

1、三年级英语上册全册教案外研版一起三年级英语上册全册教案（外研版一起）module 1the general aims of module one:language points:(1) the new words: chopsticks, a knife and fork, use, easy, hard and mess(2) the basic sentence pattern and the students could make dialogues according to the sentence patterns.do you wantdo you use(3) the new w

2、ords: hamburgers, chips, fast food(4) the basic structure of processing tenseattitude aims:the students could make differences in food culture between the western countries and china.teaching important points:(1) do you use chopsticks in ?do you use a knife and fork in ?(2) the processing tenseteach

3、ing difficult points:(1) the pronunciation of some new words. for example, chopsticks(2) the changes of “be”activity for module one:in module one, the topic is mainly about the different customs in china and western countries. before the class, i require the students to prepare the pictures of food.

4、 in the process of teaching, i begin the class with talking about the differences in food and then some other topics are related. with the help of pictures, the students talk about the differences in group. several minutes later, one group is given two minutes to show the results of discussion. then

5、 the teacher takes out the chopsticks and fork and knife. the students can also talk about the other aspects. this activity class is designed in the form of dicussion. the students could speak freely according to their own vocabularies.unit 1 do you use chopsticks in england?teaching aims：(1)make st

6、udents 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 wantdo you useattitude aims:the students could make differences in food culture between the wes

7、tern 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, chopstickspreparation:word card, cd-romteaching process:warming up part:the teacher shows many pictures about food.(

8、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 dont.do you want ? yes, i do.no,i dont.step two: presentatio

9、n and practicethe teacher makes use of the picture “noodles” and a new word “chopsticks” can be leaded out.共27页，当前第1页123456789101112131415161718192021222324252627t: 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, t

10、he 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 com

11、munication.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 dont.ask and answer in pairs.the teacher inquires the students if the english people

12、 usechopsticks and a knife and fork will be leaded out.t: we use chopsticks in china. do the english people use chopsticks?s: no, they dont.english people use a knife and fork.do you use chopsticks / a knife and fork? yes, i do. no, i dont.step four:(1)presentation of the text.amy and daming are in

13、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 ha

14、rdchopsticks are hard for amy.a knife and fork are easy for her.some other oposite words are shown here.big-smalllong-shortfat-thinhot-coldwhite-blackeasy-hardlisten again, then answer:are the chopsticks “easy” or “hard” for english people?t: if i say “big”. you should say “small”. please say the wo

15、rds 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 engl

16、ish people.chant:do you use chopsticks? yes i do. yes, i do.we use chopsticks in china.theyre easy for us.do you use _? yes i do. yes, i do.we use _ in england.theyre easy for us.homework:ask students to practice the sentence patterns that they have learned in this lesson.unit 2 im eating hamburgers

17、 and chipsteaching aims:(1)mastering the new words:hamburgers, chips, fast food(2)the basic structure of processing tense共27页，当前第2页123456789101112131415161718192021222324252627teaching important point:the processing tenseteaching difficult point:the changes of “be”preparation:word card, card for rea

18、l things,cd-romteaching 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 practicea. the teacher does actions and ask questions.what am i doing?（running, playing, j

19、umping, etc.）e.g. youre running.b.do actions：look, im eating. im eating hamburgers and chips.and then the new words are be leaded out. hamburger, chip?its 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 lik

20、e ? 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. shes eating hamburgers and chips. shes using her hand.what is daming doi

21、ng ? hes eating rice.what is he using? hes using chopsticks.then the teacher asks students to talk about the pictures in the textbook.s: what is daming doing? s: hes -s: what is daming using? s: hes -step 3 consolidation and extension1. game: what am i eating?the teacher does actions and asks studen

22、ts 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.its time for _. (breakfast/ lunch/ dinner)i like _.look, im eating _.im using _.step 4 summarythe differences between chinese customs and english c

23、ustomschina englandwe use _. they use _ is chinese fast food. _ and _ are english fast foodstep 5 homeworkmake 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 firs

24、t, 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

25、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. 共27页，当前第3页12345678910111213141516171819202122232425

26、2627reading of module one:content of reading:an article about the different customspurpose of reading:broaden the cultural knowledge of students.preparation:multiplayerstep of reading:firstly, i ask students to discuss about the festivals. then they can talk freely about the festivals in china. talk

27、ing 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 le

28、arned 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.module 2the general aims of module one:language points:(1) the

29、 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?im(3) the new words: good idea! be quiet!teaching important points:1. what are you making? im making 2. can use these by themselve

30、s.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? were making a cake. please be quiet! im working. teaching important and focal points:what are you doing? were making a cake.please be qui

31、et! im working.teaching aids:1.tape-recorder2.some cardsteaching course:step one warming up1.say the poem of module 1.2.review: do you use chopsticks in england? no, we dont. what are you doing? im eating. are you eating a hamburger? yes, i am. step two presentation and practice1.ask the child to act, and ask him: what are you doing?the child try to answer: im eating2.ask ss to look at their books. elicit as much as i can.3.play the cas