火烈鸟的英文-涂镀
三年级英语上册全册教案（外研版一起）
module
1
the 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
want
…
do you
use
…
(3) the new
words: hamburgers, chips, fast food
(4) the basic structure of processing
tense
attitude
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
…
?
1
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(2) the processing tense
teaching 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.
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 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 students remember the new
words:
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2
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,
3
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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 ,i don
’
t.
step two: presentation and
practice
the
teacher
makes
use
of
the
picture
“
noodles
”
and
a
new
word
“
chopsticks<
/p>
”
can
be
leaded
out.
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页
，
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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.
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4
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?
”
5
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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
other
oposite
words
are
shown
here.
big
-
small
<
/p>
long
-
short
< br>
fat
-
thin
hot
-
cold
white
-
b
lack
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.
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6
?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.
unit 2
i
’
m eating hamburgers and
chips
7
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teaching aims:
(1)mastering the new words:
hamburgers, chips, fast food
(2)the
basic
structure
of
processing
tense
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页，当前第
2
页
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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.
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8
what am i
doing?
（
running, playing,
jumping, etc.
）
e.g. you
’
re
running.
actions
：
look,
i
’
m eating.
i
’
m eating hamburgers 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
---
9
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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
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.
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1
0
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
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 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.
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，
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reading
of module one:
content of
reading:
an article about
the different customs
purpose of reading:
broaden the cultural knowledge of
students.
1
1
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preparation:
multiplayer
step
of reading:
firstly,
i
ask
students
to
discuss
about
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 write 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 very
good.
i like it.
……
..
module 2
the
general aims of module one:
language points:
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1
2
(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 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.
listen and say: what are
you doing? we
’
re making a
cake.
please be
quiet! i
’
m working.
teaching important and
focal points:
what are you
doing? we
’
re making a
cake.
1
3
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please be quiet!
i
’
m working.
teaching aids:
-
recorder
cards
teaching
course:
step one warming
up
the poem of module
1.
: do you use chopsticks
in england? no, we
don
’
t.
what are you doing?
i
’
m eating.
are you eating a hamburger?
yes, i am.
step two
presentation and practice
the child to act, and ask him: what are you
doing?
the child try to
answer: i
’
m
eating
…
ss to
look at their books. elicit as much as i
can.
the cassette. the
children listen and follow it.
the cassette again. pause after each
utterance for the children to
point at
the corresponding picture.
the cassette again. ask the children to find
“
we are
making
…”
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1
4
then explain.
the cassette again. ask the students to repeat.
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step three
to
the tape and say the sentence.
n and practice: read row by
row.
ce in pairs. then check
it.
step four
and say: cake, plane, kite,
noodles
2. practice in
pairs.: what are you doing?
we
’
re making a
plane.
them.
step five
and
write the missing words.
point and say.
homework:
read the text to your friend or your
parents.
thinking:
this
book
is
difficult
for
almost
students. i
spent
more
time
to
teach
it
1
5
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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.
unit 2 i
’
m
watching tv.
teaching
aims:
listen and repeat:
i
’
m watching tv.
sing the song.
the game: point and say.
teaching important and focal
points:
i
’
m watching
tv.
teaching
aids:
tape
-
recorder
teaching
course:
step one wrming
up
to the tape of unit 1
and repeat.
: what are you
doing? we
’
re making a
cake.
step two
the children to look at the picture.
listen to the tape.
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6
the cassette
again and explain.
the
cassette again. the children follow it.
ce the sentence:
i
’
m watching tv.
step three
and
say the words.
the children
the song line by line.
and
sing.
step five
the game in groups.
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 students could
read it well.
reflection of
module one:
name: who is
clever?
1
7
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purpose: remember the words in module
one
teaching
steps:
step one
read the texts and the words in module
one.
step two
give
the
students
ten
minutes
to
remember
these
words:
chopsticks,
knife and fork.
step three
check them.
step
four
give the
students ten minutes to remember these words: use,
people,
hard and easy.
step five
check them.
step
six
find out who
is the best one.
thinking:
the
students could remember these words quickly to use
this way. they
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1
8
did this well that their group could
get high points.
reading:
title:
fox and grapes
content:
this 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.
”
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27
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，
当
前
第
5
页
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27
teaching
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.
thinking:
1
9
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