外研社小学英语一起三年级上册教案
河北经贸大学mba-校园消防安全知识
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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）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<
br>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<
br>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
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为两个单元。一般情况下，第一单元呈现本模块所要学习的语
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-base
d）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。
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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。
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（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）
① SOS有关知识
② 浓烟信号
③ 旗语信号
④ 在野外遇险可用火光信号
⑤ 声音信号
⑥ 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。
Unit 1 Do you
use chopsticks in England?
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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:
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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.
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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.
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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
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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:
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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.
Unit2 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
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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.
actions：Look, I’m
eating. I’m eating hamburgers and
then the
new words are be leaded out. hamburger, chip
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?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 ---
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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
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Make a summary about the differences in
customs in different
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 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.
Reading of module one:
Content of reading:
An article about
the different customs
Purpose of reading:
Broaden the cultural knowledge of students.
Preparation:
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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.
Module2 Unit1 We're making a cake
The
general aims of module one:
Language points:
(1) the new words: make, cake, idea,
instead, lovely.
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(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:
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What are you doing? We’re making a cake.
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.
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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…” Then
explain.
the cassette again. Ask the
students to repeat.
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.
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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 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 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:
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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.
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
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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?
Purpose: Remember the words in
Module One
Teaching Steps:
Step one
Read the texts and the words in module one.
Step two
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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 did this well that their group
could get high points.
Reading:
Title:
Fox and Grapes
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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.”
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:
This is the
first class about English reading. So I just ask
them
to listen the story and say some easy
sentences. I want them to listen
the story
just like Chinese story, so I do some actions. At
last, some
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students from class one can recite the story
with their own words. But
the class two is not
good.
Module3 Unit1 These ducks are very
naughty.
The general aims of module three:
Teaching aims:
(1) Vocabulary:
naughty, dragon boat, row, lake, feed, get out
Sentence structure：What are thesethose?
They’re…
(2) Vocabularies:wet, shorts
Sentence structure: This is …’s …
These are
…’s …
Teaching important points:
(1)
Mastering the sentence introducing the plural
forms
(2) The students could describe the
processive form of some things
in non-plural
sentences.
Teaching difficult points:
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(1) The
students could describe a situaton in which plural
forms
are used.
(2) The students could
use non-plural sentences correctly.
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 students’
interests are aroused through the organization
of activity.
Preparation of activity:
Pensil, pens, and many other things 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 things. The
teacher guides
the students to using the sentence:
This is…
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These are …
This 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 are very naughty.
Teaching
aims:
Vocabulary: naughty dragon boat, row,
lake, feed, get out
Sentence structure：What
are thesethose?
They’re…
Attitude aim:
Cultivating the emotion of loving life and
nature
Teaching important point:
Mastering the sentence introducing the plural
forms
Teaching difficult point:
The
students could describe a situaton in which plural
forms
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are
used.
Preparation:
Picutres, cards,CD-
ROM,
Teaching processes:
Step one:
warming up
The students enjoy the song: Row
Row Row Your Boat. The teacher
does actions
and
sings this song together with the
students. The teacher writes
these words on
the
blackboard and the students could learn
these words from the song.
row youra boat
Step 2: Presentation and practice
The
teacher asks students “Do you want to row a boat?”
according
to the song. And further the teacher
asks students “Where can you row
a boat?” Then
the teacher draws a picture of boat on the
blackboard
and teaches the new word lake. And
the teacher says like this: “You
can row a
boat on a lake.” At this time, the teacher can
show the picture
of dragon boat. “Look! This
is a very big boat. It’s a dragon boat!
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The teacher
asks questions such as What’s thisthat ? It’s a
…to
practice the new words and sentences. Then
the teacher can show more
pictures about
dragon boatand asks them. What are these? The
students
are leaded to speak out the sentence
that they are dragon boats. The
teacher draws
some pictures of some ducks and practice the
sentence
pattern. The teacher says that“Sam
and his family are in the park now.
Let’s have
a look. What’s happen?” After listening to the
tape,some
students perform different roles and
read the new lesson. At the same
time the
teacher teaches the new words: these, those, feed
the ducks.
The students imitates the sound of
ducks and teaches the word naughty.
Activities: read the text in roles
Step 4
Summary
The teacher asks students to
reinforce the new words:this, that,
these,
those.
Step 5 Homework
Read the lesson
for three times and write one time