三年级英语上册全册教案(外研版一起)
猜字谜及答案-春季健康知识
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 …?
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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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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,
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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” can be leaded
out.共27页，当前第1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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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?”
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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
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.
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?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
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teaching aims:
(1)mastering the new words:
hamburgers, chips, fast food
(2)the basic
structure of processing
tense共27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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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 ---
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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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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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reading of module
one:
content of reading:
an article about
the different customs
purpose of reading:
broaden the cultural knowledge of students.
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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) 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.
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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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then explain.
the
cassette again. ask the students to
repeat.共27页，当前第4
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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
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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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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?
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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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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.”共27页，当前第5页
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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:
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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 students from class
one can recite
the story with their own words. but the class two
is not
good.
module 3
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.
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teaching difficult points:
(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:共27页，当前第6页
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mastering the sentence introducing the plural
forms
teaching difficult point:
the
students could describe a situaton in which plural
forms
are used.
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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! the
teacher asks questions such as what’s thisthat
? it’s a …to practice
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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
unit 2 this is sam’s
sweater.
teaching aims:
vocabulary: wet,
shorts
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the sentence structure: this is …’s …
these are …’s …
teaching important point:
describing the processing of things using non-
plural sentence.
teaching difficult point:
using the non-plural sentences correctly.
preparation:
cd-rom, pictures and word
cards
teaching processes:
step 1 warm up
review the song row row row your the same
time, the teacher
sings and does action to
creat the situaiton for speaking english.
the
teacher takes out the rulers, pensils and so on.
then the teacher
leads the students to use the
new sentence
is it ……’s….?
yes, it is. no,
it isn’t.共27页，当前第7页
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step 2
presentation and practice
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the teacher
draws sam’s clothes and amy’s clothes on the
blackboard.
the students are required to
introduce the teacher can write
the sentence
on the blackboard.
thisthat is …..’s….
thesethose are …..’s…….
the teacher asks
students to open the book and introduce like this:
it’s
raining is happening to sam and amy? the
teacher illustrates
the new word wet.
the
trees are wet.
the dog is wet.
practice:
the teacher asks students to practice the
sentence pattern that they
have learned.
thisthat is ….’s…
thesethose are …’s…
then some dialogues are shown.
sam:this is
my red sweater. these are my blue shorts.
the
students are required to draw on the paper
according to the content.
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step 3 summary
the
teacher makes use of the picutre on the blackboard
to practice the
important sentence patterns.
step 5 homework
draw a picture about your
home and use the sentence to introduce
thisthat is ….’s…
thesethose are …’s…
and also they should be able to write down at
least four
sentences.
unit 2 this is sam’s
sweater.
teaching aims；
language points:
vocabularies:wet, shorts
sentence
structure: this is …’s …
these are …’s …
emotion and attitude aim:
create the
english enviornment and the students could be
enjoyable in
the process of speaking english.
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teaching important point:
the students
could describe the processive form of some things
in
non-plural sentences.
teaching
difficult point:
the students could use non-
plural sentences correctly.
preparation:
cd-rom, pictures and word cards
teaching
steps:
step one：warming up
review the
song: row row row your boat. the teacher can do
actions with
the students to arouse the
students’ interests.
then we can take out the
pensils, pens and so on. the students are
guided to use the sentence as following.
is it ……’s….? yes, it is. no, it isn’t.
through the guessing, the students finds the
owner of these things.
step two:presentation
and practice
the teacher draws two different
pictures and explains that this is sam’s
clothes and amy’s clothes. the teacher write
the following sentence on
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the blackboard and asks
students to practice according to the pictures.
thisthat is …..’s….
thesethose are
…..’s…….
the students are required to open the
book and the teacher introduces
that it is
raining now. what has happened to sam and amy? the
teacher
asks students to listen to the tape
and answer the questions. the teacher
should
explains the meaning of wet. here we can show a
picture of
raining and make students
understand the word better.
共27页，当前
第8页1718192627
the trees are wet.
the dog is wet.
the students are required
to listen to the tape for three times and retell
the story.
in the next step we should
guide students to practice the sentence
pattern.
this is my red sweater. these are
my blue shorts.
step three: summary
the
teacher can use the pictures on the blackboard to
review the
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important sentences.
step four: homework
asks the students to draw a picture of their
own home and introduce the
home using the
sentence pattern that have been learned in the
class.
also at least four sentences are
required to write down.
thisthat is ….’s…
thesethose are …’s…
reading lesson:
the reading class content:
a flash: can i
help him?
purpose of reading:
the students
could review the content about the ducks and at
the same
time the story could arouse the
students’ emotion of protecting
animals.
the content of story:
i find a turtle in
the street, i want to keep him. “mom, can i keep
him?”
mom says, “no, it is not easy taking
care of him. you have to feed him
everyday. i
find a cat in the street and i want to keep him.
mom, can i
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30
keep him?
mom says, “no, it is not easy
taking care of him. you have to feed him
everyday. you have to wash him everyday.
i
find a dog in the street, i want to keep him.
“mom, can i keep him?”
mom says, “no, it is
not easy taking care of him. you have to feed him
everyday. you have to wash him everyday. you
have to walk him everyday.
process of reading:
in the first period, i ask students to listen
to the story and look at the
flash. with
teachers’ guidance, the students listen to again
and again.
then the teacher know the situation
if the students have mastered the
main idea
through asking questions. i do not require
students to
remember all the new words. the
main idea is that the students could
understand the idea and then they can get some
ideas of protecting
animals.
reflection of
module three:
in module three, we mainly learn
the processive forms of nouns. also
through
the learning of unit one, the students are active
in the aspect of
protecting animals. in the
teaching of unit one, the students are very
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interested in
the knowledge of protecting. therefore, i think
that we
should love nature and impart these
good things to our students. our
students are
also volunteers in the proteching of our earth. in
this
method, the students learn quickly,
efficiently.
module 4
the general aims
of module four:
language points:
(1) the
new words: can, jump, far, see, winner.
(2)
the basic sentence pattern and the students could
make dialogues
according to the sentence
patterns.共27页，当前第9页
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can you…?
yes, i can. no, i can’t.
(3) the new
words: winner, far, jump.
(4) the basic
structure of processing tense
attitude aims:
the students could use the important sentences
to introduce
themseleves.
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32
teaching important points:
(1) can you…?
(2) the processing tense
unit 1 can you run fast?
teaching aims：
1.知识目标：
①could speak and usethe words:
can, winner, jump, far, see puddle。
②could use
the sentences:
can you …? yes, i can. no, i
can’t.
③could introduce themselves to use:
i can… i can’t…
2.能力目标：
培养学生自主探究学习以及灵活运用已有规律的能力。
3.情感目标：
通过各种生
动有趣的课堂活动形式激发学生学习英语的兴趣，并让学
生尽可能多地挖掘自己的潜能，尽可能多地表达
自己会做的事情，以
培养学生的自信心以及张口说英语的能力。
teaching
important points:
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1. can you …? yes, i can. no, i
can’t.”
2. could introduce themselves to use:
i can… i can’t…
preparation:
word
card, cd-rom
teaching steps:
step one:
warm-up
1. sing the song《row row your boat》,
2. go over some words.
t: boys and girls,
look at the tv, what’s it?
ss: swim.
t:
can you swim?
ss: yes. yes, i can. no. no, i
can’t.
t: do it, please!
ss: (do the
action )
step two: presentation
1. t:
today we’ll make a survey to find who can run
fastjump far and so
on. now we’ll learn the
unit 1.
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34
2 run & run fast
t: boys and girls, can
you run? put up your hands.
ss: (put up their
hands)
t: do the action, please.
ss: (do
the action)
t: very good. all of you can run.
but can you run fast?
t: all of you can run.
but can you run fast?
look at me , run run
fast
…
t: well, can you run fast?
ss:
yes, i can. no, i can’t.
t: well, a, you can
run fast.
b, you say you can run fast.
a,
you come here. b, you come here.
let’s see.
who can run fast?
3 jump & jump far
t:
boys and girls, can you jump?
ss: yes, i can.
no, i can’t.
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t: who say “yes”, put up your
hands.
ss(put up their hands)
t: well, can
you jump far?
ss: yes, i can. i can’t.
4.
practise in pairs.
(1)s1:can you run fast? (2)
s1:can you run fast?
s2:yes, i can. s2:no, i
can’t.
s1:do it, please.
s2:(do the
action)
5. practise （sb p15）
t: now, i
want you to use these phrases .who can have a try?
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当前第10页1718192627
6. the text.(sb p14)
t: some of you can run fast. some of you can’t
jump far. how about sam
and amy, do you know?
now, let’s see.
(1).listen and find “can,
can’t”.
(2). listen and repeat.
(3).listen
and repeat ，answer the questions.
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36
can
sam run fast? yes, he can.
can amy run fast?
no, she can’t.
can sam jump far? no, he can’t.
can amy jump far? yes, she can.
can sam
swim? yes, he can.
(4) look and match.
can can’t
sam run fast jump far
amy jump
far run fast
(5)say the sentences.
t: look
at the blackboard, can sam jump far?
ss:no, he
can’t.
t:then what can sam do?
s1: sam can
run fast.
t: how about amy?
ss: amy can
jump far. amy can’t run fast.
7. game---good
luck or bad luck?
t: sam can run fast. sam
can’t jump far.
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amy can jump far. amy can’t run
fast.
how about you? what can you do or can’t
do?
the blanks.
t:some students say “i
can play football.” some students say “i can’
t
swim.”
how about your classmates ? now, look
at this piece of paper. this time, i
want you
to ask your classmates and fill the blank, use the
sentence
“can you…?”
can you…pupil
1pupil 2pupil 3
swim?
row a boat?
run fast?
speak chinese?
step three: homework
1 to remember the new
words.
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38
2. to read the conversation fluently.
3 to
ask your parents what they can do or can’t do.
unit two this bird can fly.
teaching aims:
1．can read and use: fly, walk
2．this … can
…. but this …can’t ….
can this …? yes, it
can. no, it can’t。
3.情感态度与价值观:
引导学生主动做力所能及的事，并要努力帮助父母做一些事情。
teaching
importance and
difficulce:共27页，当前第11页
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