外研社小學(xué)英語(yǔ)一起三年級(jí)上冊(cè)教案[全冊(cè)].

1、學(xué)期教學(xué)工作計(jì)本學(xué)期我的教學(xué)任務(wù)是二年級(jí)和三年級(jí)英語(yǔ)。為了能更好的完成本學(xué)期的教學(xué)任務(wù)，特作計(jì)劃如下：一 、指導(dǎo)思想本學(xué)期二，三年級(jí)使用新標(biāo)準(zhǔn)教材, 本教材根遵循英語(yǔ)學(xué)習(xí)的規(guī)律和兒童心理生理發(fā)展的需求，以小學(xué)生的生活經(jīng)驗(yàn)和任職發(fā)展水平為基本出發(fā)點(diǎn)，循序漸進(jìn)地設(shè)計(jì)課程，寓教于樂(lè)，寓教于學(xué)，強(qiáng)調(diào)學(xué)生在學(xué)習(xí)過(guò)程中的感悟、體驗(yàn)、實(shí)踐、參與以及思維能力的發(fā)展，在良好的語(yǔ)言環(huán)境中融學(xué)習(xí)情感、學(xué)習(xí)能力和跨文化交際的意識(shí)的形成于語(yǔ)言學(xué)習(xí)的全過(guò)程，力求體現(xiàn)素質(zhì)教育思想。二 、目標(biāo)任務(wù)（一）基本情況概述1、學(xué)生情況分析本學(xué)期二，三年級(jí)的學(xué)生沒(méi)有接觸過(guò)英語(yǔ)，但學(xué)習(xí)興趣很濃，接受能力、模仿能力很強(qiáng)，由于年齡的特點(diǎn)，注

2、意力容易分散，學(xué)習(xí)習(xí)慣還沒(méi)有養(yǎng)成，因此， 本學(xué)期英語(yǔ)教學(xué)重點(diǎn)將放在提高學(xué)生的聽(tīng)讀、認(rèn)讀等基礎(chǔ)技能的訓(xùn)練與提高上，以及培養(yǎng)學(xué)生養(yǎng)成良好的傾聽(tīng)和閱讀習(xí)慣。因此，本學(xué)期的英語(yǔ)教學(xué)將面向全體學(xué)生，以激發(fā)學(xué)生學(xué)習(xí)英語(yǔ)的興趣，充分調(diào)動(dòng)他們的自主能動(dòng)性、積極性，營(yíng)造互幫互助，共同學(xué)習(xí)英語(yǔ)的語(yǔ)境。2、教材情況分析本學(xué)期使用的新標(biāo)準(zhǔn)英語(yǔ)二年級(jí)上冊(cè)和三年級(jí)上冊(cè)是供小學(xué)二，三年級(jí)上學(xué)期使用的，全書(shū)共分10 個(gè)模塊， 內(nèi)含一個(gè)期末復(fù)習(xí)模塊，每個(gè)模塊分為兩個(gè)單元。一般情況下，第一單元呈現(xiàn)本模塊所要學(xué)習(xí)的語(yǔ)言?xún)?nèi)容，第二單元提供若干任務(wù)型練習(xí)，包括一首兒歌和童謠。(二)教學(xué)目標(biāo)及要求a) 初步形成學(xué)習(xí)英語(yǔ)的興趣和愛(ài)好，在動(dòng)

3、態(tài)真實(shí)的環(huán)境中使用英語(yǔ)進(jìn)行簡(jiǎn)單的活動(dòng)的積極性。b)能運(yùn)用英語(yǔ)在日常生活和課堂情景中與老師同學(xué)進(jìn)行日常簡(jiǎn)單交際，如：?jiǎn)柡蛩?，?xún)問(wèn)有關(guān)個(gè)人、家庭和朋友的簡(jiǎn)單信息。c) 能運(yùn)用英語(yǔ)參與課堂教學(xué)，游戲和其他課內(nèi)外活動(dòng)。d) 能夠聽(tīng)懂簡(jiǎn)單的指令并做出正確反應(yīng)，讀懂簡(jiǎn)單小故事，會(huì)唱課本上出現(xiàn)的英文歌和歌謠，能分角色扮演課本中的英語(yǔ)小故事。(三)教學(xué)重難點(diǎn)本學(xué)期繼續(xù)以“任務(wù)為基礎(chǔ)”( task-based )安排教學(xué)內(nèi)容，采用全身反應(yīng)法(TPR),組織學(xué)生在“身體運(yùn)動(dòng)”和“口腔運(yùn)動(dòng)”中學(xué)習(xí)。學(xué)生能在活動(dòng)中整體提高認(rèn)知水平；在唱歌、游戲、角色扮演、表演、訪談、對(duì)話(huà)等實(shí)踐中，充分發(fā)揮他們的各項(xiàng)智能特征；在完成

4、任務(wù)的過(guò)程中，不斷感受成功的樂(lè)趣和喜悅。在教學(xué)過(guò)程中，教師運(yùn)用錄音磁帶、教學(xué)卡片、玩具手套等道具進(jìn)行教學(xué)，掌握約60 個(gè)詞匯，能夠初步認(rèn)讀、聽(tīng)讀、跟讀簡(jiǎn)單的單詞，能夠與他人進(jìn)行問(wèn)候、自我介紹、告別、涂色、數(shù)數(shù)等的對(duì)話(huà)，從而培養(yǎng)學(xué)生初步的語(yǔ)言綜合運(yùn)用能力。1)教學(xué)重點(diǎn)：1. 能聽(tīng)懂教師的指令并做出正確反應(yīng)，能讀懂簡(jiǎn)單的小故事，會(huì)唱課本上 出現(xiàn)的歌曲和歌謠2. 能熟練運(yùn)用英語(yǔ)進(jìn)行簡(jiǎn)單的日常交流與對(duì)話(huà)，養(yǎng)成良好的英語(yǔ)學(xué)習(xí)習(xí)慣。2)教學(xué)難點(diǎn)：1. 能讓學(xué)生在游戲教學(xué)中體驗(yàn)生活、享受生活學(xué)習(xí)的快樂(lè)。2. 能貼近兒童的生活，符合學(xué)生的興趣需求，使學(xué)生在生活化的課堂教學(xué)中發(fā)展學(xué)生的綜合語(yǔ)言運(yùn)用能力?？傊?，

5、新學(xué)期希望在老師和學(xué)生的共同努力下，讓孩子更熟悉學(xué)校的環(huán)境，學(xué)習(xí)也能更上一層樓！生命高于一切，學(xué)會(huì)自救，互救教學(xué)目標(biāo)：1 學(xué)會(huì)自救，能說(shuō)清自救的方法和過(guò)和。2 學(xué)會(huì)自救，語(yǔ)言要清楚、明了、簡(jiǎn)潔。教學(xué)重點(diǎn)：培養(yǎng)學(xué)生遇到意外事件時(shí)不要慌亂，要鎮(zhèn)壓定沉著地開(kāi)動(dòng)腦筋。教學(xué)過(guò)程：一導(dǎo)入同學(xué)們請(qǐng)呼這樣幾則新聞小故事出示消息一PI 事件二指導(dǎo)。1 過(guò)渡語(yǔ)同學(xué)們說(shuō)得真好，看來(lái)你們?cè)谏钪幸?jiàn)到過(guò)很多意外事件，剛才的故事大家想一下如果沒(méi)有自救會(huì)有什么樣的結(jié)果呢，是呀當(dāng)我們遇到這樣的事時(shí)如何自救呢？2 指生說(shuō)與同伴保持聯(lián)系。1)(2) 盡力控制自己的情緒。(3) 要不斷充實(shí)信心(4) 尋找變化的時(shí)機(jī)(5) 關(guān)懷身邊

6、更不幸的人3教師出示安全專(zhuān)家建議4求救師：你準(zhǔn)備用什么方法獲救？(師講解有關(guān)求救信號(hào)有哪些)SOS有關(guān)知識(shí)濃煙信號(hào)旗語(yǔ)信號(hào)在野外遇險(xiǎn)可用火光信號(hào)聲音信號(hào)反光信號(hào)5教師出示安全專(zhuān)家建議6教職工師講解緊急逃生路線圖7師示范人工呼吸及掌握人中穴的急知識(shí)并提出安全專(zhuān)家建議。8講解心臟按摩法三、練習(xí)1遇到危險(xiǎn)時(shí)，應(yīng)該怎樣進(jìn)行急救 2小組合作練習(xí)3教師巡視，重點(diǎn)進(jìn)行指 導(dǎo)，注意發(fā)現(xiàn)好的小組，讓他們淮備在全班表演。Unit 1 Do you use chopsticks in England?Teaching aims :(1)Make students remember the new words:Cho

7、psticks, 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.Teachi

8、ng 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.(noodles,rice, hamburgers,cakes

9、and so on). Firstly, the teacher leads the students to get familiar with these food namesand then on this basis the teacher can ask them to practice the sentence pattern.Do you like noodles? Yes, I do. No, I donDo you want ？ Yes, I do.No,I donStep two: presentation and practicenoodles “ and a new wo

10、rdThe teacher makes use of the picture 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 acti

11、vity 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

12、 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 useChopsticks and a knife and fork will be leaded out.T: We use chopsticks in China. Do the

13、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 u

14、se chopsticks inEngland?”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 - hardChopsticks are hard for Amy.A knife and fork are easy for her.Some other oposite words are

15、 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 words as quickly as you can.Chopsticks are hard for English people. So Amy make the mess.?me

16、ss /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 forEnglish people.Chant:Do you use chopsticks? Yes I do. Yes, I do.We use chopsticks in China.They re eas

17、y 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 Im eating hamburgers and chips.Teaching aims:(1) Mastering the new words:hamburgers, chips, fast food(2) The basic struct

18、ure of processing tenseTeaching important point:The processing tenseTeaching difficult point:The changes of“ be”P(pán)reparation:Word card, card for real 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

19、.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, jumping, etc. )E.g. You re running.b.do actions : Look, I meating. Imeating hamburgers and chips.And then the new words are be leaded out. hamburger, chi

20、p?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.Practi

21、ce: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

22、 Daming doing? S: He s -S: What is Daming using? S: HeStep 3 Consolidation and extension1. Game: What am I eating?The teacher does actions and asks students to guess what hesheis doing.For example: Are you eating a hamburger?2. Guessing Game: What am I doing? What is he / she doing?3. Make a new dia

23、logue.It s time for. (breakfast/ lunch/ dinner)I like.Look, I m eating.I m using.Step 4 SummaryThe differences between Chinese customs and English customsChina EnglandWe use. They useis Chinese fast food. and are English fast foodStep 5 HomeworkMake a summary about the differences in customs in diff

24、erent 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 t

25、heknowledge. 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 makegreat efforts to find students knowledge. Weshou

26、ld 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 customsPurpose of reading:Broaden the cultural knowledge of students.Preparation:MultiplayerStep of reading:Firstly, I ask students to discuss a

27、bout 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 w

28、rite 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 ve

29、ry good.I like it.Module2 Unit1 Were making a cakeThe 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

30、 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.re making a cake.2 .Can listen and say: What are you doing? We Please be q

31、uiet! 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-recorder2.some cardsTeaching course:Step One Warming up3 .Say the poem of Module 1.2.Review: Do you use chopsticks in England? No, we don t.What are you doi

32、ng? I m 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: 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 .Pla

33、y 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 aremaking Then explain.6 .Play the cassette again. Ask the students to repeat.Step Three1 .Listen to the tape and say the sentence.2 .Explai

34、n and practice: Read row by row.3 .Practice in pairs. Then check it.Step Four1 .Point and say: cake, plane, kite, noodles2 . Practice in pairs.: What are you doing? We re making a plane.3 .Check them.Step Five1 .Listen and write the missing words.2 .Now point and say.Homework:Read the text to your f

35、riend or your parents.Thinking:This book is difficult for almost students. I spent more time toteach 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 Im watching TV.Teaching Aim

36、s: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-recorderTeaching course:Step One Wrming up1 .Listen to the tape of Unit 1 and repeat.2 .Review: what are you doing? We re making a c

37、ake.Step Two1 .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 Three1 .Listen and say the words.2 .Teach the children the song line by line.3 .Listen a

38、nd sing.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 student

39、s could read it well.Reflection of module one:Name: Who is clever?Purpose: Remember the words in Module OneTeaching Steps:Step oneRead the texts and the words in module one.Step twoGive the students ten minutes to rememberthese words: chopsticks, knife and fork.Step threeCheck them.Step fourGive the

40、 students ten minutes to rememberthese words: use, people, hard and easy.Step fiveCheck them.Step sixFind 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 GrapesContent:Th

41、is 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.”Teachin

42、g 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.Thinkin

43、g:This is the first class about English reading. So I just ask them to listen the story and say someeasy sentences. I want them to listen the story just like Chinese story, so I do someactions. At last, some students from class one can recite the story with their own words. But the class two is not

44、good.Module3 Unitl These ducks are very naughty.The general aims of module three:Teaching aims:(1) Vocabulary: naughty, dragon boat, row, lake, feed, get outSentence structure : What are these/those?They re (2) Vocabularies:wet, shortsSentence structure: This is s These are s Teaching important poin

45、ts:(1) Mastering the sentence introducing the plural forms(2) The students could describe the processive form of somethings in non-plural sentences.Teaching difficult points:(1) The students could describe a situaton in which plural formsare used.(2) The students could use non-plural sentences corre

46、ctly.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 studentsinterests are aroused through the organization of activity.Preparation of activity:Pensil, pens, and many other things

47、 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 thin

48、gs. The teacher guides the students to using the sentence:This isThese areThis 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

49、 are very naughty.Teaching aims:Vocabulary: naughty dragon boat, row, lake, feed, get outSentence structure : What are these/those?They re Attitude aim:Cultivating the emotion of loving life and natureTeaching important point:Mastering the sentence introducing the plural formsTeaching difficult point:The students could describe a situaton in which plural formsare