外研版一起小学三年级英语上册教学设计全册_教学案例_城市学校网
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外研版一起小学三年级英语上册教学设计全册_教学案例_城市学校网
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 …?
(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:
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 ,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 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.
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外研版一起小学三年级英语上册教学设计全册_教学案例_城市学校网
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 …?
(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:
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 ,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 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.
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