外研社小学英语一起三年级上册教案全册资料讲解.doc

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1、Good is good, but better carries it.精益求精，善益求善。外研社小学英语一起三年级上册教案全册-学期教学工作计本学期我的教学任务是二年级和三年级英语。为了能更好的完成本学期的教学任务，特作计划如下：一、指导思想本学期二，三年级使用新标准教材,本教材根遵循英语学习的规律和儿童心理生理发展的需求，以小学生的生活经验和任职发展水平为基本出发点，循序渐进地设计课程，寓教于乐，寓教于学，强调学生在学习过程中的感悟、体验、实践、参与以及思维能力的发展，在良好的语言环境中融学习情感、学习能力和跨文化交际的意识的形成于语言学习的全过程，力求体现素质教育思想。二、目标任务（一）

2、基本情况概述1、学生情况分析本学期二，三年级的学生没有接触过英语，但学习兴趣很浓，接受能力、模仿能力很强，由于年龄的特点，注意力容易分散，学习习惯还没有养成，因此，本学期英语教学重点将放在提高学生的听读、认读等基础技能的训练与提高上，以及培养学生养成良好的倾听和阅读习惯。因此，本学期的英语教学将面向全体学生，以激发学生学习英语的兴趣，充分调动他们的自主能动性、积极性，营造互帮互助，共同学习英语的语境。2、教材情况分析本学期使用的新标准英语二年级上册和三年级上册是供小学二，三年级上学期使用的，全书共分10个模块，内含一个期末复习模块，每个模块分为两个单元。一般情况下，第一单元呈现本模块所要学习的

3、语言内容，第二单元提供若干任务型练习，包括一首儿歌和童谣。（二）教学目标及要求a)初步形成学习英语的兴趣和爱好，在动态真实的环境中使用英语进行简单的活动的积极性。b）能运用英语在日常生活和课堂情景中与老师同学进行日常简单交际，如：问候他人，询问有关个人、家庭和朋友的简单信息。c)能运用英语参与课堂教学，游戏和其他课内外活动。d)能够听懂简单的指令并做出正确反应，读懂简单小故事，会唱课本上出现的英文歌和歌谣，能分角色扮演课本中的英语小故事。（三）教学重难点本学期继续以“任务为基础”（task-based）安排教学内容，采用全身反应法(TPR)，组织学生在“身体运动”和“口腔运动”中学习。学生能在

4、活动中整体提高认知水平；在唱歌、游戏、角色扮演、表演、访谈、对话等实践中，充分发挥他们的各项智能特征；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

5、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。

6、（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）SOS有关知识浓烟信号旗语信号在野外遇险可用火光信号声音信号反光信号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)Makestudent

7、srememberthenewwords:Chopsticks,aknifeandfork,use,easy,hardandmess(2)Masteringthebasicsentencepatternandthestudentscouldmakedialoguesaccordingtothesentencepatterns.DoyouwantDoyouuseAttitudeaims:ThestudentscouldmakedifferencesinfoodculturebetweenthewesterncountriesandChina.Teachingimportantpoints:Doy

8、ouusechopsticksin?Doyouuseaknifeandforkin?Teachingdifficultpoint:Thepronunciationofsomenewwords.Forexample,chopsticksPreparation:Wordcard,CD-ROMTeachingprocess:Warminguppart:Theteachershowsmanypicturesaboutfood.(noodles,rice,hamburgers,cakesandsoon).Firstly,theteacherleadsthestudentstogetfamiliarwit

9、hthesefoodnamesandthenonthisbasistheteachercanaskthemtopracticethesentencepattern.Doyoulikenoodles?Yes,Ido.No,Idont.Doyouwant?Yes,Ido.No,Idont.Steptwo:presentationandpracticeTheteachermakesuseofthepicture“noodles”andanewword“chopsticks”canbeleadedout.T:Ilikenoodles.Ieatnoodleswithchopsticks.Theteach

10、ertakesouttherealchopsticksandthensaysthenewword.Atthesametime,theteachershowsthepictureofchopsticks.Anactivitycanbemadehere.Thetitleoftheactivityissayingwordsasquickly.Thepronunciationofnewwordisadifficultpoint.Sotheteachershouldaskstudentstopracticemore.Stepthree:Thenewword“use”canbeleadedoutinthe

11、processofcommunication.T:Canyouusechopsticks?Thewordcardofuseshouldbeshown.WeusechopsticksinChina.Andtheteacherwritesthesentenceontheblackboard.Weusechopsticks.Doyouusechopsticks?Yes,wedo.No,wedont.Askandanswerinpairs.TheteacherinquiresthestudentsiftheEnglishpeopleuseChopsticksandaknifeandforkwillbe

12、leadedout.T:WeusechopsticksinChina.DotheEnglishpeopleusechopsticks?S:No,theydont.Englishpeopleuseaknifeandfork.Doyouusechopsticks/aknifeandfork?Yes,Ido.No,Idont.Stepfour:(1)Presentationofthetext.AmyandDamingareinthepark.Theywanttoeatnoodles.WatchtheCD-ROM,thenanswerthequestions:“DoesAmyusechopsticks

13、inEngland?”ThestudentslookattheCO-ROMandthenanswerquestions.NowAmyisusingchopsticks.Watchagain,thenanswerthenextquestion:Arethechopsticks“easy”or“hard”forher?easyhardChopsticksarehardforAmy.Aknifeandforkareeasyforher.Someotheropositewordsareshownhere.big-smalllong-shortfat-thinhot-coldwhite-blackeas

14、y-hardListenagain,thenanswer:Arethechopsticks“easy”or“hard”forEnglishpeople?T:IfIsay“big”.Youshouldsay“small”.Pleasesaythewordsasquicklyasyoucan.ChopsticksarehardforEnglishpeople.SoAmymakethemess.?mess/e/Thenthestudentsreadthepassageagain.Findthesentences,“Doyou?”.Thencirclethem.Practice:(1)InChina,

15、weuse_.InEngland,peopleuse_.Chopsticksare_forChinesepeople.Theyare_forEnglishpeople.Chant:Doyouusechopsticks?YesIdo.Yes,Ido.WeusechopsticksinChina.Theyreeasyforus.Doyouuse_?YesIdo.Yes,Ido.Weuse_inEngland.Theyreeasyforus.Homework:Askstudentstopracticethesentencepatternsthattheyhavelearnedinthislesson

16、.Unit2Imeatinghamburgersandchips.Teachingaims:(1)Masteringthenewwords:hamburgers,chips,fastfood(2)ThebasicstructureofprocessingtenseTeachingimportantpoint:TheprocessingtenseTeachingdifficultpoint:Thechangesof“be”Preparation:Wordcard,cardforrealthings,CD-ROMTeachingprocess:Warminguppart:Reviewthecont

17、entofunitone.WeusechopsticksinChina.EnglishpeopleuseaknifeandforkinEngland.Listentoapoem,thensayit.Stepone:Presentationandpracticea.Theteacherdoesactionsandaskquestions.WhatamIdoing?（running,playing,jumping,etc.）E.g.Yourerunning.b.doactions：Look,Imeating.Imeatinghamburgersandchips.Andthenthenewwords

18、arebeleadedout.hamburger,chip?ItsEnglishfastfood.HerewecantalkabouttheEnglandfood.steak,cheese,breadandbutter,etc.WhatisChinese/Englishfastfood?Doyoulike?Doyouwant?Steptwo:Askingstudentstolistentothetapeandanswerthequestions.WhatisAmyeating?Listen,pointandrepeatthetext.Practice:Heretheteacherasksstu

19、dentstopracticetheprocessingtense.LookatAmy.Sheseatinghamburgersandchips.Shesusingherhand.WhatisDamingdoing?Heseatingrice.Whatisheusing?Hesusingchopsticks.Thentheteacherasksstudentstotalkaboutthepicturesinthetextbook.S:WhatisDamingdoing?S:Hes-S:WhatisDamingusing?S:Hes-Step3Consolidationandextension1

20、.Game:WhatamIeating?Theteacherdoesactionsandasksstudentstoguesswhathesheisdoing.Forexample:Areyoueatingahamburger?2.GuessingGame:WhatamIdoing?Whatishe/shedoing?3.Makeanewdialogue.Itstimefor_.(breakfast/lunch/dinner)Ilike_.Look,Imeating_.Imusing_.Step4SummaryThedifferencesbetweenChinesecustomsandEngl

21、ishcustomsChinaEnglandWeuse_.Theyuse_isChinesefastfood._and_areEnglishfastfoodStep5HomeworkMakeasummaryaboutthedifferencesincustomsindifferentcountries.Reflectionofmoduleone:Thetopicofmoduleoneistalkingaboutthedifferentcustomsindifferentcountries.Atthefirst,Ipreparemanydatasaboutthedifferences.Ithin

22、kthatthestudentsmaybeknowlittleaboutthesedifferences.ButIamsurpisedatstudentsaboundanceintheknowledge.SoIchangemyplans.Iasksthemdiscussthesedifferencesingroups.ThenIaskthemtostandupinalineinthefrontoftheclassroomtotellothersaboutthedifferences.Theytellalot.Iamveryhappy.Inthefuture,Ishouldmakegreatef

23、fortstofindstudentsknowledge.Weshouldreallybelievethemandgivetaskstothem.Theycanachievethetasksperfectly.Readingofmoduleone:Contentofreading:AnarticleaboutthedifferentcustomsPurposeofreading:Broadentheculturalknowledgeofstudents.Preparation:MultiplayerStepofreading:Firstly,Iaskstudentstodiscussabout

24、thefestivals.ThentheycantalkfreelyaboutthefestivalsinChina.Talkingasthetopic,Ileadstudentstotalkaboutthefestivalsinwesterncountries.Inthislesson,ItakeChristmasdayasanexample.Thestudentsarerequiredtoexpressmoreidea.TheymustspeakinEnglish.ThenIwritedownallthesentencesontheblackboard.Morethanthirtysent

25、encesarelearnedintheclass.Inmyopinion,itisagoodway.Itisnotnecessarytofindallthereadingmaterialsindatas.Ourstudentsarethegoodmaterialresource.Thesentencesarespokenbystudentsasfollowing:Itisverygood.Ilikeit.Module2Unit1WeremakingacakeThegeneralaimsofmoduleone:Languagepoints:(1)thenewwords:make,cake,id

26、ea,instead,lovely.(2)thebasicsentencepatternandthestudentscouldmakedialoguesaccordingtothesentencepatterns.Whatareyoumaking?Im(3)thenewwords:Goodidea!Bequiet!Teachingimportantpoints:1.Whatareyoumaking?Immaking2.Canusethesebythemselves.Unit1Wearemakingacake.TeachingAims:1.Makestudentsrememberthenewwo

27、rds:makingacake;goodideaandsoon.2.Canlistenandsay:Whatareyoudoing?Weremakingacake.Pleasebequiet!Imworking.Teachingimportantandfocalpoints:Whatareyoudoing?Weremakingacake.Pleasebequiet!Imworking.TeachingAids:1.tape-recorder2.somecardsTeachingcourse:StepOneWarmingup1.SaythepoemofModule1.2.Review:Doyou

28、usechopsticksinEngland?No,wedont.Whatareyoudoing?Imeating.Areyoueatingahamburger?Yes,Iam.StepTwopresentationandpractice1.Askthechildtoact,andaskhim:Whatareyoudoing?Thechildtrytoanswer:Imeating2.AskSstolookattheirbooks.ElicitasmuchasIcan.3.Playthecassette.Thechildrenlistenandfollowit.4.Playthecassett

29、eagain.Pauseaftereachutteranceforthechildrentopointatthecorrespondingpicture.5.Playthecassetteagain.Askthechildrentofind“Wearemaking”Thenexplain.6.Playthecassetteagain.Askthestudentstorepeat.StepThree1.Listentothetapeandsaythesentence.2.Explainandpractice:Readrowbyrow.3.Practiceinpairs.Thencheckit.S

30、tepFour1.Pointandsay:cake,plane,kite,noodles2.Practiceinpairs.:Whatareyoudoing?Weremakingaplane.3.Checkthem.StepFive1.Listenandwritethemissingwords.2.Nowpointandsay.Homework:Readthetexttoyourfriendoryourparents.Thinking:Thisbookisdifficultforalmoststudents.Ispentmoretimetoteachitaboutmoduleone.Theya

31、renothappytolearnit.Unitone:Theycouldntreaditwell.Theycouldntsay,“chopsticks,knife,fork”andsomesentenceswell.Module2Unit2ImwatchingTV.TeachingAims:1.Canlistenandrepeat:ImwatchingTV.2.Cansingthesong.3.Playthegame:Pointandsay.Teachingimportantandfocalpoints:ImwatchingTV.TeachingAids:tape-recorderTeach

32、ingcourse:StepOneWrmingup1.ListentothetapeofUnit1andrepeat.2.Review:whatareyoudoing?Weremakingacake.StepTwo1.Askthechildrentolookatthepicture.Listentothetape.2.Playthecassetteagainandexplain.3.Playthecassetteagain.Thechildrenfollowit.4.Practicethesentence:ImwatchingTV.StepThree1.Listenandsaythewords

33、.2.Teachthechildrenthesonglinebyline.3.Listenandsing.StepFive1.Playthegameingroups.2.Pointandsay:Whatishedoing?Hessleeping.Homework:Finishactivitythree.Thinking:Thisbookisdifficultforalmoststudents.Ispentmoretimetoteachitaboutmoduleone.Theyarenothappytolearnit.Unittwo:ItseasierthanUnitone.Almoststud

34、entscouldreaditwell.Reflectionofmoduleone:Name:Whoisclever?Purpose:RememberthewordsinModuleOneTeachingSteps:SteponeReadthetextsandthewordsinmoduleone.SteptwoGivethestudentstenminutestorememberthesewords:chopsticks,knifeandfork.StepthreeCheckthem.StepfourGivethestudentstenminutestorememberthesewords:

35、use,people,hardandeasy.StepfiveCheckthem.StepsixFindoutwhoisthebestone.Thinking:Thestudentscouldrememberthesewordsquicklytousethisway.Theydidthiswellthattheirgroupcouldgethighpoints.Reading:Title:FoxandGrapesContent:Thisisafox.Heisveryhungry.Heseessomeblackgrapes.Thegrapesarehighfromtheground.Hewant

36、stoeatthemverymuch.Hejumpsandjumps,buthestillcantreachthegrapes.Intheend,thefoxgivesup.Hesaystohimself,“Idontwanttoeatthegrapes.Theyarenotgoodtoeat.”TeachingSteps:1.WatchtheFlashabout“FoxandGrapes”inChinese.2.TeachertellsthestudentsthestoryinEnglish,andaskthemtolistenitcarefully.3.Givethemthepaperan

37、daskthemtoreaditbythemselves.4.Askthemtotellthestorywiththeirownwords.5.Makeabookaboutthisstory.Thinking:ThisisthefirstclassaboutEnglishreading.SoIjustaskthemtolistenthestoryandsaysomeeasysentences.IwantthemtolistenthestoryjustlikeChinesestory,soIdosomeactions.Atlast,somestudentsfromclassonecanrecit

38、ethestorywiththeirownwords.Buttheclasstwoisnotgood.Module3Unit1Theseducksareverynaughty.Thegeneralaimsofmodulethree:Teachingaims:(1)Vocabulary:naughty,dragonboat,row,lake,feed,getoutSentencestructure：Whatarethese/those?Theyre(2)Vocabularies:wet,shortsSentencestructure:ThisissThesearesTeachingimporta

39、ntpoints:(1)Masteringthesentenceintroducingthepluralforms(2)Thestudentscoulddescribetheprocessiveformofsomethingsinnon-pluralsentences.Teachingdifficultpoints:(1)Thestudentscoulddescribeasituatoninwhichpluralformsareused.(2)Thestudentscouldusenon-pluralsentencescorrectly.Ativityformodulethree:Purpos

40、eofactivity:Havingasystemicreviewoftheimportantsentencesandwordsthathavebeenlearnedinmodulethree.Atthesametime,thestudentsinterestsarearousedthroughtheorganizationofactivity.Preparationofactivity:Pensil,pens,andmanyotherthingsthatstudentsowns.Processofactivity:Firstly,Iletstudentstoshowthethingsthat

41、theyhaveprepared.Eachonehasafixedplacetostandup.Andthenweimitatetheenviornmentofsupermarket.Theycanintroducetheirownthingstootherpersons.Theycanpersuadeotherpersonstobuythethings.Theteacherguidesthestudentstousingthesentence:ThisisTheseareThisisSamsThestudentsareactivebecausetheyallwanttoletothersto

42、knowtheirthingsandexchangethethingswithotherperson.Atthesametime,theypracticethesentencecorrectlyandfrequently.Unit1Theseducksareverynaughty.Teachingaims:Vocabulary:naughtydragonboat,row,lake,feed,getoutSentencestructure：Whatarethese/those?TheyreAttitudeaim:Cultivatingtheemotionoflovinglifeandnature

43、Teachingimportantpoint:MasteringthesentenceintroducingthepluralformsTeachingdifficultpoint:Thestudentscoulddescribeasituatoninwhichpluralformsareused.Preparation:Picutres,cards,CD-ROM,Teachingprocesses:Stepone:warmingupThestudentsenjoythesong:RowRowRowYourBoat.Theteacherdoesactionsandsingsthissongto

44、getherwiththestudents.Theteacherwritesthesewordsontheblackboardandthestudentscouldlearnthesewordsfromthesong.rowyour/aboatStep2:PresentationandpracticeTheteacherasksstudents“Doyouwanttorowaboat?”accordingtothesong.Andfurthertheteacherasksstudents“Wherecanyourowaboat?”Thentheteacherdrawsapictureofboatontheblackboardandteachesthenewwordlake.Andtheteachersayslikethis:“Youcanrowaboatonalake.”Atthistime,theteachercanshowthepictureofdragonboat.“Look!Thisisaverybigboat.Itsadragonboat!TheteacherasksquestionssuchasWhatsthis/that?Itsatopracticethenewwordsandsentences.Th