第一篇：外研社一起三年級上第一模塊教案

課題：Module1 課型：新授課

課時：4

累計課時：4

第一課時

教學內容：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.第二課時

教學內容：Unit 2 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.第三課時

教學內容: 復習Unit1的知識點 教學過程:

一、復習重點句型

1、CAI出示句型，學生認讀。

2、復習句型的用法和意義。

二、復習單詞

1、出示單詞圖片，指名認讀。

2、出示單詞卡片，學生拼寫。

三、練習（英語隨堂檢測）

第1、2聽力，第3題句型運用。

Homework：

聽讀錄音15分鐘，背誦課文家長簽字。教學后記：

第四課時

教學內容:復習Unit2的知識點 復習過程:

一、聽力部分

1、聽錄音，看圖選答語。（18分）

2、聽錄音，相符的畫笑臉，不相符的畫哭臉。（18分）

3、聽錄音，圈出你所聽到的單詞。（18分）

4、聽錄音，判斷句子正誤。（15分）

二、筆試部分

5、選擇與圖片相符的句子。（15分）

6、請幫助Daming完成email。（16分）教學后記：

……..

第二篇：外研社英語三年級下冊(一起)教案

教案

Module1 Unit 1 She’s Very Nice 教案設計

一、教學目標與要求

1、知識與能力目標x k b 1.c o m 能夠運用句型：This is ? He’s / She’s?.She’s very ? But she’s a bit?

能夠掌握單詞：nice , shy, clever, naughty, talkative, quiet, a bit.能夠介紹人物，說出人物的特點。

2、情感態(tài)度目標

培養(yǎng)學生對同伴友善的態(tài)度，了解朋友的特點和能力。

二、教學重點及難點

用本課句型描述自己和周圍朋友的特點和能力。自我描述；介紹自己的家人。

三、課前準備

教學卡片、人物頭像、教學課件

四、教學過程 Step 1 Warm up 1 Greeting Hello, boys and girls.Nice to meet you.Step 2 Presentations and practice 1新授clever(1)由做算數題引出clever(2)進行發(fā)音教學 v /v/(3)引導學生不斷用 I’m clever.進行自我評價以鞏固此單詞的學習。2 復習naughty(1)由卡通人物Jerry的一段錄像引出單詞naughty(2)用句子 He’s very naughty.練習單詞。并板書句型This is ? He’s very ?

(3)出示5幅卡通圖片，請學生用新學句型進行描述。3 復習nice新授a bit(1)由 Snow White 引出nice(2)T: Who’s nice in our class? Ss show their opinins.eg Wang Hong is nice.etc T: Snow White is nice ,but she’s a bit shy.引出單詞shy，兩人進行操練。在此基礎上進一步學習短語“bit shy”操練。(3)課件出示詞組，引導學生自主練說a bit eg a bit shy , a bit nice , a bit clever, a bit naughty 4 新授talkative和quiet(1)運用句型She’s very ?But she’s a bit?描述Snow White.(2)給出3幅卡通圖片，小組運用所學句型練習描述卡通人物的性格特征。(3)出示影視人物的圖片，學生自由談論其特點，教師自然引出單詞loud，(4)談論影視人物引出單詞quiet，并進行發(fā)音教學 qu /kw/ ? T: Who’s quiet in our class? S: XX is quiet.Step 3 Consolidation and extension 1 Game(1)課件出示6幅卡通人物的圖片及性格特征，師領讀，復習單詞

(2)再此出示課件，一幅一幅圖片出示，請學生根據記憶，說出卡通人物的特征以次練習描述人物的特征。2 Watch a dialogue(1)讓學生看教學光盤對話并且教師提出一個問題: Panpan has got 3 friends.Who are they?(2)用單詞卡片nice , shy, clever, naughty, talkative, quiet, a bit復習單詞，同時給六個學生。

(3)再觀看教學對話，并讓學生將單詞卡片放到相應的人物頭像下面。(4)學生根據單詞卡片的內容，描述每個人物的特點。(5)學生分組集體描述每個人物的特點。.通過這種方式，使學生學會怎樣描述一個人物的特點。3 Introduce a friend(1)教師介紹自己的一個朋友做示范。(2)學生在小組內介紹自己的朋友。(3)反饋。

Step 4 Summary T: I’m very glad to be your teacher.Some of you are a bit quiet.Some of you are a bit naughty.Some of you are a bit talkative.Some of you are a bit shy.But all of you are very nice and clever.Step 5 Homework 1 Listen to the dialogue and try to read it.2 Finish the activity book on page 1 and page 2.Step 6 Blackboard design Module 1 People Unit 1 She’s nice This is ? He’s very ?

She’s very ? But she’s a bit? Maomao Xiaoyong Parrot nice clever loud a bit shy a bit quiet naughty Teaching Notes: Module1 Unit 2 I’m going to help her.教案設計

一、教學目標與要求

1、知識與能力目標

學會helpful, plus, twenty, more等詞語，能夠運用本課所學介紹自己，描述他人的性格。

2、情感態(tài)度目標

通過學習，讓學生知道“金無足赤，人無完人。所有的人都是既有不足，也有很多優(yōu)點?！?/p>

二、教學重點與難點

簡單敘述他人的困難和自己打算提供的幫助。

三、課前準備 單詞卡片、課件。

四、教學過程 Step 1 Warm up 1.Enjoy a poem P5.What are these children like? 2.Revision: Teacher do the actions and let the Ss say the words.(clever, nice shy, quiet?)x k b 1.c o m

Step 2 Presentation and practice 1.Describe a student in the class.Let the students guess who she is.Then let the students to describe their friend in the class.2.出示parrot T: What is parrot like? Ss: He’s loud and he’s very very naughty.T: What’s he like in our story? Let’s watch the video.引出課文。3.教授helpful Who is helpful in our class? 4.What’s the matter with the little girl, let’s watch again.Ss: Because this little girl can’t do her Maths.T: Yes, so parrot is going to help her.板書句子 I have some math problems.Who can answer.課件呈現數學題：

T：What is ten plus ten? What is 7 plus 7? And one more? 教授more.5.Let the students ask some math questions, and practice in pairs.6.Sum.Although parrot is loud and naughty, he is helpful.金無足赤，人無完人.7.Listen and repeat.Step 3 Consolidation and extension 1.Parrot is going to help other people.Who are they? Let’s take a look.Practice in pairs and then show the performance.2.Play a memory game First, teacher do a demo for children.Then let the students practice in groups.Step 4 Summary All of you are nice and help.所有的人既有不足，也有優(yōu)點，用放大鏡看別人的優(yōu)點，用望遠鏡看別人的缺點，取人之長，補己之短。Step 5 Homework 1.Listen to the dialogue and try to read it.2.Finish the activity book on page 3 and page 4 Step 6 Blackboard design Unit 2 I’m going to help her.This little girl can’t do her Maths.I’m going to help her.helpful more Teaching Notes: Module2 Unit 1 It’s very long.教案設計

一、教學目標與要求

1、知識與能力目標 Describing things and places.重點學習一些形容詞，如wide, old, high, new, round.學習用這些形容詞來描述一些景物或場景如描述River Thames, Big Ben, London Eye等。

2、情感態(tài)度目標

通過讓學生使用形容詞描述國外景物，學生不僅學習了如何使用形容詞，更開闊了眼界，增長了知識。同時通過介紹英國重要景點如River Thames, Big Ben, London Eye等，讓同學們對國外景物形成一

個初步的認識，調動同學們的學習興趣和熱情，達到良好的學習效果。

二、教學重點與難點

1、重點單詞：wide, old, high, new, round

2、重點句型：This river is very wide.And it’s very long.This is Big Ben.It’s very long.3、難 點：有關英國重要景點如River Thames, Big Ben, London Eye等知識的了解。

三、課前準備

1、課本及活動手冊。

2、一些與形容詞相關（如：電視塔、長城）的圖片及實物（如：新舊玩具、衣服）。

3、一些有關英國倫敦的資料和地圖。

4、一個導游用的小喇叭，一頂遮陽帽

5、有關英國重要景點的錄像展示課件。

6、錄音機及配套的磁帶。

四、教學過程(中英文相結合)Step 1 Warm up

1、教師熱情地和學生打招呼，并帶領全班做TRP活動“Say as I do, not as I say”。例如：教師說：“I’m tall.”同時俯身用手比著地面以上不高的位置。學生要迅速說出：“You’re not tall.You’re short.”

2、通過一些與形容詞相關（如：電視塔、長城、）的圖片及實物（如：新舊玩具、衣服）。帶領學生回憶相關詞語：big/ small, long/ short, tall/ short old/ new.Step 2 Presentation and practice 老師先問中國的首都是哪里?再來引出英國的首都。并向學生出示英國的地圖，請學生觀察英國和倫敦的位置關系。向學生講述有關英國重要景點的大概知識。老師拿著喇叭并戴上遮陽帽，扮成導游的樣子開始講課。Good morning!Today we’re going to go to London.It’s the captial of England.請同學們跟隨老師看一看倫敦重要的三個景點。1.The frist one is River Thames.(展示課間圖片)。老師問：What can you see in the picture?學生可用I can see ?句型回答。老師用肢體語言引導學生說出This river is very wide.And it’s very long.并教授wide這個單詞。2.Amy和Lingling正在談論接下來我們要去的兩景點，快來聽一聽。聽第一遍錄音后，學生回答出Big Ben /London Eye 這兩個景點。教師使用兩個景點的課間講授他們的特點：Big Ben /It’s very old clock.And it’s very tall.London Eye / It’s a big wheel.It’s very high ,round and new.同時講授old /clock/high/wheel/round 3.打開書聽第二遍錄音，要求學生圈出錄音中提及的景物名稱和用于描述他們的形容詞。之后，教師把學生的回答寫在黑板上，把景物名稱再次和相關的形容詞關聯起 來。4.播放第三遍錄音，請同學們逐句模仿跟讀。并讓學生完成AB Unit1練習。之后，老師問“What is this house like? What is this river like? 等問題。提示學生用“tall ,old ,long , wide, new, round”來描述5.完成SB Unit1活動2。首先請學生兩人一組看圖說話，再請學生聽錄音，并對課本的這幾個重點句子進行操練。6.完成SB Unit1活動3，請兩人一組使用剛學過的重點句型說句子，描述書上圖片。Step 3 Consolidation and extension 1.學生分腳色朗讀課文。并請幾組學生到教室前面表演課文。2.讓學生觀看有關英國重要景點的錄像展示課件。

3.教師提供的圖片（電視塔、長城），學生剛學的句型和形容詞造句。Step 4 Summary 1.復習本課重點句型及單詞。2.請學生在黑板上，將River Thames, Big Ben, London Eye及相應的形容詞配對。

Step 5 Homework 1.聽并讀Module2 Unit1 課文三次。2.用P7第三部分的三個圖造句子。3.做AB P7。

4.自愿完成 找一張自己游覽過的景點照片，試著用學的句型單詞向家人或同學描述。

Step 6 Blackboard design Module2 Unit 1 It’s very long.River Thames This river is very wide.And it’s very long.Big Ben It’s very old clock.And it’s very tall.London Eye It’s a big wheel.It’s very high , round and new.Teaching Notes: Unit 2 You’ll see Tower Bridge.教案設計

一、教學目標與要求

1、知識與能力目標

Talking about possible future actions.重點學習將來時，講述將來可能發(fā)生的事情。

2、情感態(tài)度目標

通過將來時的初步學習，使學生能用英文來描述可能發(fā)生的事情。這樣可以拓寬學生說英語的范圍，增強學習的興趣。004km.cnputer)What will you see? I’ll see?(學生說出倫敦的著名城市景點 課件)Boys and girls, this weekend, I will go to the supermarket to buy lots of things.Could you tell us what you will do this weekend? S:I’ll go to ?

T:What will you see at the zoo? T:I’ll see?(zoo)(板書)Step 2 Presentation and practice Boys and girls, Let look at the video:？“What will Amy, Sam and Daming do this weekend?”

Now, watch the video,please.Then Think it over.(課件)1.What will Amy do this weekend?2.What will Amy see? 新 課 標第 一 網 Are you ready?Let’s see（go）.(課件全課)（Watch TV）Headdress.The student will be Amy.Show a picture.(僅一屏)Hello?Amy.What will you do this weekend?(為什么用we’ll,請記住這個問題)。(Who wants to be Amy?)Listen carefully.S:I don’t know.S: Maybe I’ll(we’ll)go to the zoo.Let’s go on.What will you see? S: We’ll see lions and tigers.（板書）(為什么用we’ll?)(read the tiger)Look at the picture:(Listen)Who is he? Daming, how do you ask about Sam? S:Will ___go too?(板書)S: Yes,___will.(板書)（卡片）反復讀，跟讀，齊讀。

Pay attention ,please.Amy and Sam are two children.what will you See? I’ll or We’ll?(頭像Amy and Sam)S: We’ll see lions and tigers.(有節(jié)奏的讀)Show the computer.T:Will Daming go too?（Listen carefully.）S:No, I won’t.（板書）(卡)（Read it one by one.）Now, Daming won’t go to the zoo.How does Amy ask? Please listen carefully.Who will be Amy?How do you ask? S:Will you go too,Daming?(板書)(卡)（Try to say.）S: No, I won’t.T:What will you do Daming? s:I will visit my grandpa in the countryside.(板書)countryside(讀幾遍)T: Will you see tigers/lions there? S:No.I won’t tigers/lions.T: What will you see?S: I’ll see ducks?lots of pigs.Boys and girls, please look at the blackboard.This weekend, Amy will go to the zoo.Sam will go too。Sam and Amy(They)will see lions and tigers.But Daming won’t go to the zoo.He will go to the countryside.He will visit his grandpa.He won’t see lions and tigers.But he will see lots of pigs.Now ,by this way please watch the video again.根據老師講的再看一遍錄像

Now open your book and turn to page 10.Let’s listen and say.O.k? Listen and say.Step 3 Consolidation and extension 1.Listen to the tape recorder then say.Boys and girls,please open your book,and turn to page 10.Listen and say.2.let’s do exercises to check up what you have learned.Now open the activity book.(Part 1)Have you finished?No.1 Who wants to tell us your answer? If you are all right, please raise your hands.3.Do you like games? Let’s play a guessing game.書P11 4.Boys and girls,what will you do this weekend? Let’s talk about it with your partner in your groups.Then come to the front and act out.Ok.(找2、3名學生演示)5.Boys and girls, Pay attention.Ms.Smart’s family will have a good weekend.Are you interesting in this story? I’ll give you some questions.Please find out the answer.（讓學生聽錄音）

Questions: What will they do? What will they see? Step 4 Summary 同學們，今天我們學習了一般將來時態(tài)的句子的表達方法。如果我們要談論將來發(fā)生的事情，比如：周末的打算、想法，我們就可以使用這種表達的方式。Step 5 Homework 1.Listen to the tape recorder then remember these new sentences.2.Free talk with your parents.What will you do this weekend? Step 6 Blackboard design Module3 Unit 1 Maybe we’ll go to the zoo.zoo We’ll see lions and tigers.countryside(圖片)Will Sam go, too? lots of pigs tiger Yes, he will.lots of Will you go too, Daming?(單詞卡)No, I won’t.Teaching Notes: Module3 Unit 2 Will you phone me? 教案設計

一、教學目標與要求

1、知識與能力目標 學會使用下列句子：

Will you play with me this weekend? Yes, I will./No, I won’t.能聽說讀下列句子△Will ? phone ?? Yes,?will./No,?won’t.并能用學過的句子談論將來發(fā)生的事情。

2、情感態(tài)度目標

培養(yǎng)學生的表達及交際能力。使學生了解并掌握英語表達上的一些語言特點，以及英語表達語言順序（時間、地點狀語）與中文表達的簡單區(qū)別。

二、教學重點與難點

一般將來時態(tài)的一般疑問句的使用及回答：Will ?? Yes,?will./No,?won’t.三、課前準備

TAPETVHEADDRESS TEXTBOOK/ACTIVITYBOOK

四、教學過程 Step 1 Warm up Good morning, boys and girls.What will you do with your parents this weekend? Let’s free talk.Step 2 Presentation and practice Boys and girls, Daming will visit his grandpa in the countryside.Will Sam go to the countryside this weekend? Let look at the video:Now, watch the video,please.Are you ready? Let’s see.(課件全課)（Watch TV）Headdress.The student will be Sam and Daming.呈現SB Unit 2活動1。

教師一課件的形勢向學生以下問題，幫助學生理解課文第一部分。Will Daming play with Sam? Will Daming phone Sam?(phone 一次教師可以通過打電話的動作演示繳獲學生，重點注意ph的發(fā)音，可與elephone作比較，發(fā)音一樣。)通過看課件，使學生找出答案。

給學生適當的提示，讓兩名學生一組根據答案表演這一部分。在給出另外一些問題，讓學生帶著問題再看課件并找出答案。Who will Daming visit? Where does Daming’s grandpa live ? Is there a phone there? 在學習的過程中，穿插復習有關助動詞dodoes 的一些用法及特點。以及There be?句式的用法及特點。

因為上一課時已經學習過有關visit,countryside有關的句子，因此上述問題的答案學生基本上能后比較流利的表達。根據學生的學習情況播放幾遍課文錄音，請學生跟讀。隨后可以同位分角色表演。學習詩歌?？上茸寣W生找出自己不理解或不會的部分，由教師或同學們講解，然后播放錄音讓學生跟讀。鼓勵學生模仿動作，使學生情景交融，更有助于學生對詩歌的理解和掌握。Step 3 Consolidation and extension 1.Look and say about your weekend.Then talk about your friend.(書P13)通過學生的掌握情況，可以考慮是否增加同樣形式的練習內容。

2.let’s do exercises to check up what you have learned.Now open the activity book.(Part 1)教師首先播放一遍錄音，讓學生完整的聽一邊對華錄音。再次有間隔的播放錄音，讓學生有比較充足時間填寫答案?？梢宰寣W生先互對一遍答案，在以實物投影或直接在課件上直接完成答案。3.語音教學

完成課堂活動用書語音題部分。在這一部分首先盡量鼓勵學生自己去聽、分辯黑體字母及字母組合的發(fā)音，但應注意，如果有問題一定要馬上糾正，教師可以重點、突出的慢慢讀出要糾正黑體部分的發(fā)音，以使學生能夠清楚、明了地聽出發(fā)音。經過不斷地、多次地練習，學生就會比較準確地確定出字母及字母組合的發(fā)音。

Step 4 Summary 同學們，今天我們學習了一般將來時態(tài)的句子的表達方法。如果我們要談論將來發(fā)生的事情，比如：周末的打算、想法，我們就可以使用這種表達的方式。Step 5 Homework 1.Listen to the tape recorder.2.Let’s talk about what you will be.The teacher: I’m a teacher now.What will you be in the future? Let’s think.讓學生想一想，自己將來希望從事的職業(yè)。從而復習teacher,doctor,nurse,pupil,driver等單詞。還可拓展學習新的單詞。

Step 6 Blackboard design Module3 Unit 2 Will you phone me? Will you play with me this weekend? No,I won’t.Will ?phone??

No,?won’t./Yes,?will.Teaching Notes: Module 4 Unit 1 Maybe I’ll be a writer.教案設計

一、教學目標與要求

1、知識與能力目標

學會writer, footballer, film star等職業(yè)單詞，能用What will you be in the future?詢問并作回答，談論未來可能從事的職業(yè)。

2、情感態(tài)度目標

無論將來我們要從事什么樣的職業(yè)，都應該從現在起好好學習，打好基礎。

二、教學重點與難點

如何詢問將來要從事的職業(yè)，以及表達現在從事的職業(yè)與將要從事職業(yè)的時態(tài)的對比。

三、課前準備

職業(yè)調查表格，職業(yè)單詞卡片。

四、教學過程 Step 1 Warm up 1.Sing a song about occupation.And find out the occupation in the song.2.Free talk.Talk about our parents’ jobs and their hobbies.Step 2 Presentation and practice 1.Ask a student that will you be a teacher in the future? Why? And what will you be in the future? 相機板書：What will you be in the future? 出示picture——future 指導學生自己拼讀future一詞，在領讀句子。Ask 2-3 students to answer the question.3.Amy and Lingling are talking about the jobs.What will they be? Guess.4.Enjoy the story and find out what they will be in the future.學生通過聽音看故事找到writer, film star, footballer, policeman等詞。5.通過問題進一步鞏固理解這些職業(yè)單詞：

Let the students find more words like “write——writer” drive——driver, farm——farmer, work——worker Which film star do you know? Ss: Cheng Long is a film star.Zhang Ziyi is a film star.6．Watch the video again, and find out why Amy will be a writer and why Lingling will be a film star.Ss: Lingling likes writing.She loves books.She will be a writer.7.Why Sam ask them to come to the police station with him? Is he a policeman now? Sam isn’t a policeman, but one day he will be.Step 3 Consolidation and extension 1.Listen and repeat.2.Read and fill in the blanks.What will Lingling be in the future? Maybe she will be a ______.And Amy will be a ______.______ will be a footballer.And Sam will be a ______.3.According to the passage above, try to retell the story.4.Guessing game.What will he/ she be in the future? 出示人物照片，讓學生猜職業(yè)。

（成龍小時候照片）What will he be in the future? He will be ______.（成龍照片）Now, he is a film star.5.Survey.What will you be in the future? Ask and answer in groups, and fill in the form.A: What will you be in the future? B: Maybe I’ll be _________.Name Will be 友情提示：

① writer ② film star ③ footballer ④ policeman ⑤ dancer ⑥ singer ⑦ doctor ⑧ nurse ⑨ businessman ⑩ engineer

Make a short dialog with partners.A: What will you be in the future? B: I will be a ?.Step 4 Summary What kind of occupation is popular? Whatever we will be in the future, we should work hard from now on.Step 5 Homework Ask your friends, what they will be, and find out 5 the most popular occupation.Step 6 Blackboard design新 課 標第 一 網 Module 4 Unit 1 Maybe I’ll be a writer.What will you be in the future? Maybe I will be ?.Amy film star Lingling writer love books Daming footballer Module 4 Unit 2 He’ll be an astronaut.教案設計

一、教學目標與要求

1、知識與能力目標

學會astronaut, spaceship, moon, fly a kite, fly a plane, fly an astronaut等詞語，能夠運用本課所學He/ She will be ?.談論他人將要從事的職業(yè)。

2、情感態(tài)度目標

通過學習，讓學生知道無論從事什么職業(yè)都應受到尊重。

二、教學重點與難點

能用want to be和will be談論將要從事的職業(yè)。

三、課前準備

閱讀材料，職業(yè)單詞卡片。

四、教學過程 Step 1 Warm up 1.Sing a song.I’ll be a pilot.2.Revision: a.Jobs.(play a bomb game)b.Perform the M4 u1 c.Free talk: What will you be? 板書I’ll be a ?

Step 2 Presentation and practice 1.出示重點句。

T: Do you remember what will she be? S1: She’ll be a teacher.板書將I改成She.He.T: So this time you should say She’ll be a?or He’ll be a ? 2.引出課文。

T: Everyone has his dream.So does Xiaoyong.Do you remember him? What’s he like? S2: He’s very clever.But he’s a bit quiet.T: Yes.He’s got a great dream.What will he be in the future? Guess.3.Watch the video and answer the questions.4.學習生詞astronaut.T: Who can tell me? What will he be? S3: He’ll be an astronaut.T: Great!Look.(出示pp)Who’s he? Ss: 楊利偉.T: What does he do? 學習astronaut.(強調 an astronaut)5.學習spaceship.T: What will astronaut fly? Will he fly a kite? No.He’ll fly a spaceship.(pp)Look.This is spaceship.學習spaceship.6.學習moon.T: Will the spaceship go to the moon? 學習moon.T: Yes, it can.But our Chinese people haven’t been to the moon by the spaceship.But I believe we will one day.7.Listen and repeat the text twice.8.Read it by yourself.9.Short summery.Look at the screen and answer the questions.Step 3 Consolidation and extension 1.Point and say P16 2.T: One asks: What will she/he be in the future? One answer: He/She’ll be a? 2.A game: Who has good memory? 教師示范: S1: I’ll be teacher.S2: She’ll be teacher.I’ll be a doctor.S3: She’ll be a teacher.He’ll be a doctor.I’ll be a writer.?

3.Reading Time.Read the short passage and answer the questions below.Write them on the paper.Then check together.I’m Lingling.Jack, Lucy and Tom are my good friends.Jack will be a footballer in the future.He loves football.Lucy will be a film star.She likes films very much!Tom will be an astronaut.He wants to go to the moon.Maybe I’ll be a writer.I love books!

1.What will Jack be in the future? _________________________ 2.What will Lucy be? _____________________________ 3.What will Tom be? _____________________________ 4.Will Lingling be a teacher? ______________________ 4.Ask your partners what they will be in the future and tell Step 4 Summary What we have learned today? 新課標第 一網

當我們想表達將來想要從事的職業(yè)時，可以用want to be和will be來表達。Step 5 Homework 1.Read the text till fluently.2.Write a short passage about your friends dreams.格式: Hello.I’m? I have 4 friends.A will be a ? B will be a? Step 6 Blackboard design He’ll be an astronaut.What will she/ he be? She/He will be an astronaut.(wants to be)Sam policeman

第三篇：外研社三年級上冊模塊一 微課教案

系部：外國語學院 姓名：陳婕 學號：10610259827 外研社小學一年級起點新標準英語三年級上冊第五冊

Module 1 Unit 1 Lesson objectives 1.Languageknowledge and skills(1)the new words: chopsticks, a knife and fork, use, easy, hard and mess(2)learn the basic sentence pattern and the students could make dialogues according to the sentence patterns

Do you use… Yes ,I do./No ,I don’t.2.Affect The students could make differences in food culture between the western countries and China.3.Teaching important points Do you use chopsticks in …? Do you use a knife and fork in …? 4.Teaching difficult points The pronunciation of some new words.For example, chopsticks 5.Preparation Word card,ppt 6.板書設計 Teaching process

1.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.2.Presentation and practice(1)The teacher use the picture noodles and then 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.The pronunciation ofnew word is a difficult point.So the teacher should ask students to practice more.(2)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.Do you use chopsticks? Yes, we do.No, we don’t.(3)The teacher inquires the students if the English people use Chopsticks and then 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.(4)Practice(PPT)a.In China, we use __________.In England, people use ________.b.pair work(the pupils practice the centence patterns with partner according to the ppt ,and then the teacher check the work.A:Do you use chopsticks in England? B:No,Idon’t.We use a knife and fork.A:We use chopsticks in China.4.Homework To practice the sentence patterns learned in this lessonwithclassmates.

第四篇：外研社一起三年級上英語教學計劃

2018年三年級英語上冊教學計劃

一、學情分析

本學期我擔任三年級的英語教學工作，這些學生有些都是第一次學習英語，以前基本沒有接觸過英語，有些雖然一二年級有學習過英語，但也沒有引起過重視，現在要求他們開始重視的學習，對學習英語有一定的難度，因此就要培養(yǎng)學生良好的學習習慣，使他們養(yǎng)成學習英語的興趣，樹立學習的自信心，始終保持高昂、積極的熱情。首先要從根本上解除他們學習差的顧慮，向他們講明英語是三年級的起始考試學科，要想學好英語并不難，只要從現在開始，上課認真聽講，按時完成作業(yè)，大膽說，積極做，努力唱，就能學好英語。在平時的教學中，更要特別注意發(fā)現他們的閃光點，抓住這些閃光點，及時對他們進行表揚和鼓勵，從而激起他們對學習的自信心，然后逐步提高他們的成績。這是一個漫長的進化過程，不能急于求成。對班里一部分優(yōu)秀學生要教育他們不要驕傲，要從頭開始，同其他同學展開比賽，比一比，看誰學得，記得快?？傊?，要通過種種手段和方法，對他們有計劃、有目的地進行各方面教育，使他們認識到自己的優(yōu)點和缺點，勇往直前，不甘落后，這樣，使他們處在一種比學習的氛圍之中，培養(yǎng)他們學習英語的興趣，養(yǎng)成愛學習的好習慣。

二、教材分析

本冊教材共分10個模塊，再加一個復習模塊。每個模塊分兩個單元。一般情況下，第一單元呈現本模塊所要學習的語言內容，第二單元提供若干任務型練習，從內容形式方法插圖及裝禎設計等方面都以最大限度地激發(fā)學生的學習動機和興趣為宗旨。教學內容緊密聯系小學生的生活和學習實際，選擇話題充分考慮到小學生的需求。

三、教學目標

1、通過本冊課文的教學，增強學生學習英語的興趣，讓學生在快樂中體會英語的樂趣，領悟英語的精髓與美麗。

2、學生能說會讀，能回答Do you use chopsticks in the UK?等20個英語句型。認讀讀use等70個單詞，詞組。進一步練習聽力，提高聽力水平。

3、樂于參加討論，敢于在課堂上用英語發(fā)表自己的意見。聽人說話認真耐心，能抓住要點。

4、學習有順序地、比較細致地觀察圖畫和事物。能熟練書寫，默寫26個英文字母，有選擇性的書寫已經學過的單詞。

5、能在日常生活中靈活的運用所學的日常英語用語。

四、教學重、難點

1、句型：M1U1: Do you use chopsticks in the UK? No，we don’t.We use a knife and fork.M1U2: What are you eating? I’m eating hamburgers and chips.M2U1: What are you doing? We are making a cake.M2U2:What are you doing? I’m watching TV M3U1: These ducks are very naughty!M3U2: The ducks are playing in the rain.M4U1: I can jump far.M4U2:What can you see? I can see a...M5U1:Can I have…, please? Yes, you can./ No, you can’t.M5U2:Can I come in? Yes, you can./ No, you can’t.M6U1:I’ve got new shorts and new shoes.M6U2:He’s got a new shirt.M7U1: Have you got a headache? Yes, I have./ No, I haven’t.M7U2:She’s got a cold.M8U1:This is Sam’s book.M8U2: Is this your grandma’s umbrella? Yes,it is/No,it isn’t M9U1: I’m going to do the long jump.M9U2: What are you going to be? I’m going to be a driver.M10U1: Are you going to Hong Kong? No, I’m going to...M10U2:What are you going to see? I’m going to see...2、在全面完成各課教學任務的基礎上培養(yǎng)學生英語語感。會運用日常英語用語。

五、教學措施

1、多向書本，網絡學習，吸收新的教學方法，在教學中進行實踐，總結適合自己教學特點的教學模式。認真?zhèn)湔n，鉆研教材，采取適合本班學生的方法，提高教學效率。

2、在教學過程中要創(chuàng)新運用各種不同的教學方法，來輔助教學，如：情景教學法，直接教學法，并開展一些符合學生年齡特點和活動，如：詞語接龍，我來說，你來猜等活動，讓學生在輕松愉快中進行學習。

3、在每上完一節(jié)課后要進行自我反思，不斷總結經驗，吸取教訓，要以文章或筆記的方式保存自己的心得體會，為今后研究留下一手的原始資料。

4、充分利用好學校現有的資源：遠程教育資源、課件、錄音機、多媒體等先進設備輔助教學，提高學生學習的興趣。

5、加強自身業(yè)務建設，大練習教學基礎功，虛心學習他人的先進經驗，努力提高自己的水平，同時要積極投入到教研團隊中，充分發(fā)揮團隊的作用，不斷提高教學水平。

六、課時安排 附教學進度表：

26個字母認讀及書寫（9.3-9.7）

M1 U1 Do you use chopsticks in the UK?3課時(9.10-9.12)M1U2 I’m eating hamburgers and chips.3課時(9.13-9.17)M2U1 We’re making a cake.3課時（9.18-9.20）

M2U2 I’m watching TV 3課時（9.21-9.25）

M3U1 These ducks are very naughty.3課時（9.26-9.28）

M3U2 The ducks are playing in the rain.3課時（10.8-10.10）M4U1: I can jump far.3課時（10.11-10.15）

M4U2:What can you see? 3課時（10.16-10.18）

M5U1 Can I have an ice cream? 3課時（10.19-10.23）

M5U2 Can I come in? 3課時（10.24-10.26）Review module1-5 5課時（10.29-11.2）

M6U1:I’ve got new shorts and new shoes.3課時（11.5-11.7）

M6U2:He’s got a new shirt.3課時（11.8-11.12）M7U1 Have you got a headache.3課時（11.13-11.15）

M7U2 She’s got a cold.3課時（11.16-11.20）

M8U1:This is Sam’s book.3課時（11.21-11.23）

M8U2: Is this your grandma’s umbrella? 3課時（11.26-11.28）M9U1 I’m going to do the long jump.3課時（11.29-12.3）M9U2 I’m going to be a driver.3課時（12.4-12.6）

M10U1 Are you going to Hong Kong? 3課時（12.7-12.11）M10U2 What are you going to see? 3課時（12.12-12.14）Review Module 6-10 5課時（12.17-12.21）Review Module1-2 4課時（12.24-12.27）Review Module3-4 4課時（12.28-1.3）Review Module5-6 4課時（1.4-1.9）Review Module7-8 4課時（1.10-1.15）Review Module9-10 4課時（1.16-1.21）

第五篇：三年級上第一單元作文指導

愉快的課余生活

我的課余生活豐富多彩。我喜歡踢足球、看書、玩電腦、出去騎車，不過，象棋才是我的最愛。我喜歡象棋，更愛下象棋，我認為，坐在一個地方下象棋是一種美好的享受。記得有一次放學后，我去陳朱琪家玩，玩了一會兒，覺得很無聊，于是，我們便下起象棋來。

下著下著，我不知不覺地羸了五盤啦！我心里開始得意起來，心想：像我這種高手跟一個不會下象棋的人PK那不是自討沒趣嗎？干脆讓他走兩步我走一步，按照這種辦法，我這個“象棋高手”也不會敗下陣來的。于是，我便把我的想法告訴陳朱琪，不用說，陳朱琪欣然同意了。

我充滿信心，上了無情的“戰(zhàn)場”。結果，我剛走幾步就輸了，我頓時不知怎么回事，陳朱琪笑著說：“你輸了吧！”我一下子臉紅了，心想：我要是跟一個高手下可能會輸，可是，我萬萬沒想到會輸給一個根本就不太會下象棋的人。我決定取消約定，再下一盤，陳朱琪也欣然同意。最后我終于取勝了，心里像比吃了蜜還要甜呢！這盤棋使我懂得了“虛心使我進步，驕傲使人落后”這個道理。后來，我再也不驕傲了。

這就是我愉快的課余生活，很有趣，對吧！

我的課余生活

讀書

今天，我在教室讀書。發(fā)現我可是個“小書蟲”，又叫“小書迷”。

有時候，我讀書只讀《十萬個為什么》，有時候我讀《格林童話》，有時候我讀《小學生必背古詩詞》，還有的時候我讀課內書，還有時，我讀??

我只信，讀書增加知識。但我發(fā)現讀書可以找到新發(fā)現，并且可以把心靜下來，還有可以解開一個個謎團，我認為書是你的良師益友。書可以凈化你的心，我發(fā)現書是你的智慧鑰匙。

書可以把你丑陋的心變成干凈的心，好比一張白紙涂上美麗的顏色一般。

書法課

我剛進書法教室時，書法老師教我拿筆，學了一分鐘才學會。然后老師扶著我的手寫書法，教我蘸墨。然后老師一次次教我，到最后我才會的。

老師教我寫橫時先頓筆，然后向右行筆，由重到輕，最后再收筆，我照著老師的字認真的描。我要每天認真地練書法，然后老師每個字教會了，以后就會像別人一樣，我要天天練習。

剛練習的時候我手發(fā)抖，現在好了，練會了手就不發(fā)抖了。我練的是“立”字，我先觀察這個字，我發(fā)現點在豎中線上，最后一筆橫是主筆，我先輕后重寫點，我寫的點像人的眼睛一樣有神。整個字寫完后真像一個人張開胳膊站在大地上。我終于寫好了，我非常高興。

觀察蜘蛛

下課了，我和黃祉瑞還有其他人一起去觀察蜘蛛。

我們看到了一只有９厘米大的蜘蛛，過了一會這只蜘蛛開始結網了，網像棉花糖一樣粘，可是有的蜘蛛網卻不那么粘。

第二天，我們剛要去給蜘蛛找食物，那只蜘蛛就死了。這是為什么呢？我估計是被撐死的，因為昨天中午我發(fā)現那只蜘蛛旁邊有一條毛毛蟲，好像就是那條毒毛毛蟲毒死了這只蜘蛛。

過了幾天，我們又發(fā)現了一只新的蜘蛛，這只蜘蛛是紅色的，我估計這是一只小寶寶。過了一會又跑來了兩只黑色的蜘蛛，好像是這只紅色蜘蛛的爸爸媽媽。這三只蜘蛛真像一家

人，然后我們就又開始幫它們找蟲吃了。

這幾天是我最美好的時光。

我愛畫畫

我的課余生活豐富多彩，但我最感興趣、最喜歡的還是畫畫。

我從三歲半就開始學畫畫了。我的爸爸、媽媽都愛畫畫。每次媽媽在屋子里畫著畫，我都會坐在板凳上聚精會神地看。媽媽見我十分愛畫畫，就專門為我準備了繪畫用具，如速寫本、畫板、繪畫筆等。我畫畫就從那時開始了。

轉眼間，我上小學了。在學校里，我抓緊一切時間練習畫畫。一下課，我就畫起來，同學們都說我是小畫家。每天下午放學回家，我做完作業(yè)后，就抓緊時間畫畫，媽媽見我這樣認真，就經常鼓勵幫助我，我的畫也越來越好了。每次我看到我在紙上畫出一幅幅美麗的圖畫，心里就特別高興。一天晚上，我畫了一幅題名為“祖國”的畫。畫面上有一望無際的海洋，紅彤彤的太陽，一群群嘰嘰喳喳的小鳥和一幢幢拔地而起的樓房，多美啊！我都被陶醉了。

我愛畫畫，我的課余生活因為畫畫更加美好。

開心的課余生活

“叮呤呤”放學鈴聲一響，我的課余生活開始嘍！

我邁著歡快的腳步，回去愛的港灣“家”。到家了，一種溫馨熟悉的感覺撲面而來，飯菜的香味芬芳撲鼻，饞的我口水直流，但我還是要先開始寫作業(yè)。今天的家庭作業(yè)是口算，在學校已經熟練地掌握了這些題目，拿起筆來如行云流水一道道題目在我筆下完成了。檢查的時候：咦，這道題怎么不對呢？我再筆算了幾次，哦！原來是這樣子??！在確認了數學作業(yè)準確無誤的時候我開始做語文作業(yè)。一個字一個詞的認真寫著，讓我提高寫字能力。所有的作業(yè)都已經做完，該預習了，這一段我怎么老是讀不熟練，捧起書大聲的朗讀起來??，功夫不負有心人，終于被我讀流暢了，這時我的作業(yè)做完了。

“咕咕”什么聲音？原來是我的肚子在叫了，剛才為什么沒有感覺到呢？我要補充體力了。我趕快洗手，“沖”向飯桌，今天有我愛吃的粉蒸肉、西紅柿炒雞蛋和絲瓜湯，香噴噴的飯菜讓我胃口大開。我大口大口地吃著飯菜，心想：“啊！今天的飯菜真美味，再盛一碗吧，減肥從明天開始。好飽，好滿足呀，真幸福！吃完飯?zhí)稍谏嘲l(fā)上看課外書，哇！課外書里好多知識，我一頭扎了進去。

嘟嘟??嘟糟了，都八點鐘了，“天啊，這下完了，我最愛看的喜劇片《家有兒女》已經開始了！”只有五分鐘的洗澡時間，我趕忙簡單的洗一下就好了，可是一沖澡十分鐘就過去了，又耽誤了五分鐘，哎，真可惜！

打開電視調到我喜愛的頻道，因為耽誤了時間，沒有看到題目，看這個電視劇可不能沒有題目，因為沒有這個題目就不好笑了，我只能看屏幕右下腳的題目，哈哈哈！真好笑??我在笑聲中漸漸地睡著了。

這就是我的課余生活，一個開心的課余生活，一個豐富的充滿笑聲的課余生活！