以下是小编整理的三年级英语教案全英文，本文共14篇，欢迎阅读分享，希望对您有所帮助。
篇1：三年级英语教案全英文
unit 3 touching and feeling(1)
教学内容 1. learners identify objects by touch
2. learners categorize objects by feeling to complete a table
3. learners play a game to guess what an object is by feeling and categorizing it
4. learners should conclude that we feel with our hands
教学目标： 知识与技能：掌握祈使句和相关形容词的用法。
过程与方法：学会灵活的自编小对话。
情感、态度与价值：学会礼貌的待人接物。
教学重难点 5. identifying objects by touch
6. asking questions about and describing the way things feel
7. identifying letters of the alphabet shapes
8. responding to simple instructions
9. saying the sound ‘e’ in its open syllable form
教学准备 cassette 3b and a cassette player, wall pictures, cushion, pineapple, apple
教学过程 教师活动 学生活动 教学意图
pre-task preparation . revision
1.put on the masks then play the game.
2.what can you do? introduce.
3.show the pictures. what’s this/that?
is this/that…? what do you see?
1.words: soft, hard, rough, smooth
1.t: what do you see? p:i see some sweets.
2..touch the sweets one by one then teach” soft”
3.what is soft? please tell me.
4.touch the desk then teach “hard”.
5.the same way to teach “rough, smooth”
6.make a new rhyme.
2 play the cassette again. students repeat.
3 invite individual students to come to the desk. give them a thing to touch and feel. students have to close their eyes when they play the game.
say: touch it. how does it feel?
to elicit: it's ...
ask: what is it?
to elicit: it's at an ...
ask the questions.
用旧知引入新知识，新单词。
引入新的句型。
while-task procedure 1. divide students into pairs. ask them to choose three things for their partner to touch and feel.
2. students use the dialogue when they play the game.
3. ask students to write down their three things and how they feel on a sheet of paper as riddles, e.g. it's brown. it's big. it's smooth. it's hard. what is it? (a desk)
4. invite individual students to read out how a certain thing feels and the three things for the class to guess which one it should be.
do pairs work.
work in the groups.
make dialogues.
练习问答，巩固句型。
通过对话练习来运用英语。
post-task activity workbook page 6
a review adjectives and nouns at the top of the page.
b students complete the dialogues orally in pairs.
c students write the missing words.
d invite students to read out the dialogues to check answers.
do exercises.
书面练习加强巩固。
homework
copy and recite the new words and the text
教学效果反馈 本课我事先准备一些相关的物品带入教室，让学生从感性上进行触摸，而后引出新单词，学生的积极性很高，愿意表达自己的想法，但由于本课新单词教多，学生一节课下来对于smooth，rough，touch这三个单词的认读能力存在着困难，掌握情况不是很好，在随后的抽读中特别明显。在后来的课课练中，学生对于句子it is hard.划线提问中都写成了what is it?而没做成how does it feel?
篇2：三年级英语教案全英文
3b unit 9. shopping
单元教学内容简析：
本单元的教学内容是让学生理解并掌握日常生活中购物时常用的英语表达方式。can i
help you? i'd like a......?以及词汇a cap、a jacket的四会掌握和词汇a hat、a tie、a
vest、a belt、socks、shoes的三会掌握。本单元日常用语学生第一次接触，但是本单元教
材为学生提供了一个日常生活中购买服饰的场景，教师可利用实物或卡片，以情景对话的方
式将此句型引出，并通过不同的手势，语调和表情帮助学生理解、掌握。在学生理解、掌握
的基础上，利用以前学过的水果、食品、饮料、家具等词汇进行扩展练习，让学生在贴近生
活的真实情境中学习英语，富有情趣，激发学生的学习兴趣，另外，四会单词jacket和三会
单词vest以前已学过，因此，学生较易掌握，但是socks, shoes, trousers的复数形式需要
提醒学生注意。
单元教学要求：
1. 能听懂、会说、会读、会拼写单词：cap、jacket
2. 能听懂、会说、会读服装类词汇:a hat、a vest、a tie、a belt、socks、shoes、
trousers等。
3. 能听懂、会说日常交际用语：can i help you? what colour? how much is
it?......yuan, please.并能较熟练地运用日常交际用语回答。
4. 能背诵歌谣 a red dress.
单元教学重难点：
(1) 服装类单词cap、jacket的听，说，读，写。
(2) 本单元日常交际用语can i help you? what colour? how much is it?......yuan、
please 的熟练运用。
单元教学安排：
共六课时：
第一课时：学习a部分：learn to say.
第二课时：学习b部分：look and learn.
第三课时：学习c部分：look and say.
第四课时：学习d部分：look read and write.
第五课时：学习e部分：(1)fun house.
(2)play a game.
(3)say a rhyme.
第六课时：复习及完成练习册中的本单元练习。
the first period (第一课时)
一、教学内容：
3b 第九单元 a部分：
二、教学目标：
(1) 能听懂、会说日常交际用语can i help you? what colour? how much is it? ......
yuan、please,并能较熟练地运用日常交际用语回答。
(2) 有表情地朗读歌谣：a red dress
三、教学重难点：
本单元日常交际用语的正确理解、运用
四、课前准备：
1. 教具准备：本单元对话的挂图、录音机、磁带、实物 如：毛衣、短裙等以前学过的服装
类单词实物。
2. 教学准备：学生自备一些夹克、外套、连衣裙、t恤等服装，及一些人民币，预习a部分
内容。
3. 板书准备：黑板上预先写好课题：“shopping“.
五、教学过程：
step1. warm up.
1、daily talk:教师可以走到学生面前用以前所学的日常用语
英语氛围，为下面的英语学习作铺垫。
2、学说歌谣：a red dress.
本歌谣是新内容，提到第一课时学，既可以复习以前3a所学的服装单词，又可以引出本节
课的新内容，起到承前启后的作用。
step 2. revision:
由歌谣a red dress 引出以前所学的服装量单词。
a coat a jacket a sweater a blouse
a dress a skirt a shirt a t—shirt
教师边读边说：今天我们还要去商店里买一些新衣服，为下面的教学作铺垫。
step 3.presentation and practice.
(1) 教师找两位学生一起去商店买服装(可将本课挂图挂在黑板上)(教师事先创设一个类
似本单元教材内容的购物场所，让学生有身临其境的感觉)
(2)扮演不同角色的学生和老师一边购物一边对话(此时放录音磁带，各角色只是做表情，
动作，让学生在真实的情景中听录音，反复听二遍，可分段跟读)
(3)听过两遍后的学生已基本理解录音内容，此时教师板书并讲解：
can i help you? i'd like ... please.
(4)学生理解后进行个人或集体操练，并把以前学过的服装类词带入句中操练，句型熟练后引
出新单词：cap、vest 教师示范发音，然后带读，个人，集体朗读(形式可多样)
(5)说明how much is it? 的意思，可告诉学生也可直接用how much?来询问价钱，yuan是
人民币的单位名称。
step 4. consolidation:
(1)分段表演对话 a.第一段对话挑选商品
b.第二段对话购物付账
(2)整体对话表演(用自带的服装作道具)并打分，评出最佳表演奖。
六.布置作业：
(1) 听录音，模仿学说对话，并会表演。
七.板书设计：
unit 9. shopping
can i help you?
i'd like a cap
how much is it?
八.教后记：
3b unit 9 the second period (第二课时)
一.教学内容：
3b 第九单元 b部分：
二.教学目标：
1. 能听懂，会说、会读、会拼写服装类单词:a cap、a jacket
2. 能听懂，会说、会读服装类单词：a hat、a vest、a tie、a belt、socks、shoes、
trousers
三、教学重、难点：
1、单词 a cap、a jacket的口令的掌握
2、单词shoes、trousers的发音
四、课前准备：
1、教具准备：录音机、磁带、单词卡片、或服装
2、教学准备：学生自带服装，预习b部分内容
3、板书准备：课前板书的课题：unit 9. shopping
五、教学进程：
step 1.warm up：
(1) sing an english song
(2) daily talk
step 2.revision：
(1) say a rhyme：“a red dress”复习巩固上节课内容
(2) 学生表演上节课所学对话
(3) 出示单词卡，让学生认读单词，复习以前所学的服装类单词：
a coat a jacket a sweater a blouse
a dress a skirt a shirt a t-shirt
step 3.presentation and practice：
(1) 教师用简笔画在里板上画一顶帽子，画一半时让学生猜：what is it?激发学生兴趣
进行交流，营造轻松、愉快地
，学生猜对后，教师教单词cap，并讲解，朗读、学生模仿、
(2) 以同样的方法教其它单词.(提醒学生socks，trousers，shoes经常做复数使用)
特别注意：trousers的发音，注意口形
(3) 比较cap，hat的区别
cap指有“鸭舌”的帽子，hat指四周有边的帽子
(4) 重点板书四会单词cap，jacket。 jacket在3a中已学过，因此较容易掌握，但要注意
篇3：三年级英语教案全英文
三年级英语教案全英文1
unit 3 touching and feeling(1)
教学内容 1. learners identify objects by touch
2. learners categorize objects by feeling to complete a table
3. learners play a game to guess what an object is by feeling and categorizing it
4. learners should conclude that we feel with our hands
教学目标： 知识与技能：掌握祈使句和相关形容词的用法。
过程与方法：学会灵活的自编小对话。
情感、态度与价值：学会礼貌的待人接物。
教学重难点 5. identifying objects by touch
6. asking questions about and describing the way things feel
7. identifying letters of the alphabet shapes
8. responding to simple instructions
9. saying the sound ‘e’ in its open syllable form
教学准备 cassette 3b and a cassette player, wall pictures, cushion, pineapple, apple
教学过程 教师活动 学生活动 教学意图
pre-task preparation . revision
1.put on the masks then play the game.
2.what can you do? introduce.
3.show the pictures. what’s this/that?
is this/that…? what do you see?
1.words: soft, hard, rough, smooth
1.t: what do you see? p:i see some sweets.
2..touch the sweets one by one then teach” soft”
3.what is soft? please tell me.
4.touch the desk then teach “hard”.
5.the same way to teach “rough, smooth”
6.make a new rhyme.
2 play the cassette again. students repeat.
3 invite individual students to come to the desk. give them a thing to touch and feel. students have to close their eyes when they play the game.
say: touch it. how does it feel?
to elicit: it's ...
ask: what is it?
to elicit: it's at an ...
ask the questions.
用旧知引入新知识，新单词。
引入新的句型。
while-task procedure 1. divide students into pairs. ask them to choose three things for their partner to touch and feel.
2. students use the dialogue when they play the game.
3. ask students to write down their three things and how they feel on a sheet of paper as riddles, e.g. it's brown. it's big. it's smooth. it's hard. what is it? (a desk)
4. invite individual students to read out how a certain thing feels and the three things for the class to guess which one it should be.
do pairs work.
work in the groups.
make dialogues.
练习问答，巩固句型。
通过对话练习来运用英语。
post-task activity workbook page 6
a review adjectives and nouns at the top of the page.
b students complete the dialogues orally in pairs.
c students write the missing words.
d invite students to read out the dialogues to check answers.
do exercises.
书面练习加强巩固。
homework
copy and recite the new words and the text
教学效果反馈 本课我事先准备一些相关的物品带入教室，让学生从感性上进行触摸，而后引出新单词，学生的积极性很高，愿意表达自己的想法，但由于本课新单词教多，学生一节课下来对于smooth，rough，touch这三个单词的认读能力存在着困难，掌握情况不是很好，在随后的抽读中特别明显。在后来的课课练中，学生对于句子it is hard.划线提问中都写成了what is it?而没做成how does it feel?
三年级英语教案全英文2
3b unit 9. shopping
单元教学内容简析：
本单元的教学内容是让学生理解并掌握日常生活中购物时常用的英语表达方式。can i
help you? i'd like a......?以及词汇a cap、a jacket的四会掌握和词汇a hat、a tie、a
vest、a belt、socks、shoes的三会掌握。本单元日常用语学生第一次接触，但是本单元教
材为学生提供了一个日常生活中购买服饰的场景，教师可利用实物或卡片，以情景对话的方
式将此句型引出，并通过不同的手势，语调和表情帮助学生理解、掌握。在学生理解、掌握
的基础上，利用以前学过的水果、食品、饮料、家具等词汇进行扩展练习，让学生在贴近生
活的真实情境中学习英语，富有情趣，激发学生的学习兴趣，另外，四会单词jacket和三会
单词vest以前已学过，因此，学生较易掌握，但是socks, shoes, trousers的复数形式需要
提醒学生注意。
单元教学要求：
1. 能听懂、会说、会读、会拼写单词：cap、jacket
2. 能听懂、会说、会读服装类词汇:a hat、a vest、a tie、a belt、socks、shoes、
trousers等。
3. 能听懂、会说日常交际用语：can i help you? what colour? how much is
it?......yuan, please.并能较熟练地运用日常交际用语回答。
4. 能背诵歌谣 a red dress.
单元教学重难点：
(1) 服装类单词cap、jacket的听，说，读，写。
(2) 本单元日常交际用语can i help you? what colour? how much is it?......yuan、
please 的熟练运用。
单元教学安排：
共六课时：
第一课时：学习a部分：learn to say.
第二课时：学习b部分：look and learn.
第三课时：学习c部分：look and say.
第四课时：学习d部分：look read and write.
第五课时：学习e部分：(1)fun house.
(2)play a game.
(3)say a rhyme.
第六课时：复习及完成练习册中的本单元练习。
the first period (第一课时)
一、教学内容：
3b 第九单元 a部分：
二、教学目标：
(1) 能听懂、会说日常交际用语can i help you? what colour? how much is it? ......
yuan、please,并能较熟练地运用日常交际用语回答。
(2) 有表情地朗读歌谣：a red dress
三、教学重难点：
本单元日常交际用语的正确理解、运用
四、课前准备：
1. 教具准备：本单元对话的挂图、录音机、磁带、实物 如：毛衣、短裙等以前学过的服装
类单词实物。
2. 教学准备：学生自备一些夹克、外套、连衣裙、t恤等服装，及一些人民币，预习a部分
内容。
3. 板书准备：黑板上预先写好课题：“shopping”.
五、教学过程：
step1. warm up.
1、daily talk:教师可以走到学生面前用以前所学的日常用语
英语氛围，为下面的英语学习作铺垫。
2、学说歌谣：a red dress.
本歌谣是新内容，提到第一课时学，既可以复习以前3a所学的服装单词，又可以引出本节
课的新内容，起到承前启后的作用。
step 2. revision:
由歌谣a red dress 引出以前所学的服装量单词。
a coat a jacket a sweater a blouse
a dress a skirt a shirt a t—shirt
教师边读边说：今天我们还要去商店里买一些新衣服，为下面的教学作铺垫。
step 3.presentation and practice.
(1) 教师找两位学生一起去商店买服装(可将本课挂图挂在黑板上)(教师事先创设一个类
似本单元教材内容的购物场所，让学生有身临其境的感觉)
(2)扮演不同角色的学生和老师一边购物一边对话(此时放录音磁带，各角色只是做表情，
动作，让学生在真实的情景中听录音，反复听二遍，可分段跟读)
(3)听过两遍后的学生已基本理解录音内容，此时教师板书并讲解：
can i help you? i'd like ... please.
(4)学生理解后进行个人或集体操练，并把以前学过的服装类词带入句中操练，句型熟练后引
出新单词：cap、vest 教师示范发音，然后带读，个人，集体朗读(形式可多样)
(5)说明how much is it? 的意思，可告诉学生也可直接用how much?来询问价钱，yuan是
人民币的单位名称。
step 4. consolidation:
(1)分段表演对话 a.第一段对话挑选商品
b.第二段对话购物付账
(2)整体对话表演(用自带的服装作道具)并打分，评出最佳表演奖。
六.布置作业：
(1) 听录音，模仿学说对话，并会表演。
七.板书设计：
unit 9. shopping
can i help you?
i'd like a cap
how much is it?
八.教后记：
3b unit 9 the second period (第二课时)
一.教学内容：
3b 第九单元 b部分：
二.教学目标：
1. 能听懂，会说、会读、会拼写服装类单词:a cap、a jacket
2. 能听懂，会说、会读服装类单词：a hat、a vest、a tie、a belt、socks、shoes、
trousers
三、教学重、难点：
1、单词 a cap、a jacket的口令的掌握
2、单词shoes、trousers的发音
四、课前准备：
1、教具准备：录音机、磁带、单词卡片、或服装
2、教学准备：学生自带服装，预习b部分内容
3、板书准备：课前板书的课题：unit 9. shopping
五、教学进程：
step 1.warm up：
(1) sing an english song
(2) daily talk
step 2.revision：
(1) say a rhyme：“a red dress”复习巩固上节课内容
(2) 学生表演上节课所学对话
(3) 出示单词卡，让学生认读单词，复习以前所学的服装类单词：
a coat a jacket a sweater a blouse
a dress a skirt a shirt a t-shirt
step 3.presentation and practice：
(1) 教师用简笔画在里板上画一顶帽子，画一半时让学生猜：what is it?激发学生兴趣
进行交流，营造轻松、愉快地
，学生猜对后，教师教单词cap，并讲解，朗读、学生模仿、
(2) 以同样的方法教其它单词.(提醒学生socks，trousers，shoes经常做复数使用)
特别注意：trousers的发音，注意口形
(3) 比较cap，hat的区别
cap指有“鸭舌”的帽子，hat指四周有边的帽子
(4) 重点板书四会单词cap，jacket。 jacket在3a中已学过，因此较容易掌握，但要注意
三年级英语教案全英文3
教学目标：
1、基本能听懂会说：Hello, Hi, Goodbye, bye- bye
2、学会运用句型I’m…进行自我介绍。
3、初步感知本册书中的主要人物： Sam,Amy,Lingling , Daming，并注意Sam和Amy的正确发音。
教学重点：
1、学会并运用Hello，Hi进行相互间问好打招呼。
2、引导学生使用I’m …句型进行自我介绍。
教学难点：
1、要求学生注意I’m中m的发音，不要吞音，发音要到位。
2、强调Goodbye和Bye-bye的正确发音。
教具准备：
单词卡片、头像图片及姓名卡片、录音机
教学过程：
一、Warmer
1、Listen and sing the ABC song .
2、Say the letters one by one.
二、New lesson
1、Tell students: From today, we begin to learn our books. First, let’s meet our friends in the book. Look, they’re coming.
(教师带上不同的头饰，跟学生打招呼)
Hello, I’m Daming.
Hello, I’m Lingling.
Hello, I’m Sam.
Hello, I’m Amy.
(教师运用肢体语言及声音变化让学生明白意思，并着重强调Sam和Amy的发音。)
2、Practice
教师将句型：Hello, I’m __________.写在黑板上，教学发音，着重强调I’m的发音。然后让学生仿照句型作自我介绍。教师及时给予表扬和奖励，激发学生的热情和积极性。
3、Text
告诉学生：开学的`第一天我们的四个小朋友在校门口相遇了，让我们一起去看一看他们是如何相识的吧。
Listen and point, then answer the questions:
When Sam said: Hello, I’m Sam. What did Daming say?
When they went home, what did they say?
(用汉语翻译一遍)
(强调读书方法--指读，要求作到眼到，手到，口到，心 到，体会其英语句意。)
Ask several students to answer the two questions, and teach:
Hi (介绍和Hello的联系与区别)
Goodbye/Bye-bye
板书并针对两词进行分组和个别操练，以矫正发音。
Listen point and say for three times
Read in pairs, then ask some pairs to act it out.
三、Practice
Part 3. Ask students to say Hello say Goodbye to their partner.
Then ask some pairs to act.
四、Summary
1、Meet the four friends again, revise their names.
2、Point the important sentences and lead to read again.
五、Homework
1、Read the words and remember their Chinese meaning.
2、Listen and read the text for 5 times ,then recite it.
板书设计：
Hello, I’m________. ------ Hi, _______.
Goodbye,_______.------ Bye-bye______.
三年级英语教案全英文4
第一课时
一、教学内容
Let’sChant
二、教学目标
(一)语言技能目标
1、能理解小诗的意义，并能朗读小诗。
2、能够表演小诗。
(二)学习策略目标
1、在学习新单词时要注意观察老师的发音，乐于模仿。
2、建立起词组和方位之间的联想，能根据发音认出相应的词组。
3、借助情景，理解新知识。
4、积极参加活动，大胆表现自己。
(三)情感态度目标
1、通过玩游戏、读小诗培养学生的学习兴趣，使学生产生爱上英语课的积极情感。
2、通过学习，加深过马路要遵守交通规则的意识。
三、教学策略
1、通过模拟的场景，加深学生对小诗的印象。
2、通过游戏、练习，帮助学生认读词组。
3、在学生输出语言前为他们提供大量的语言输入，为学生输出语言提供坚实的保障。
四、教学重点和难点
教学重点：朗读小诗。
教学难点：部分单词的发音，特别是between和must的读音。
五、资源准备
自制红绿灯(也可以用颜色卡片)、自制词组卡、金太阳教学软件。
六、教学过程
(一)复习热身
1、唱歌曲rainbow。目的在于让学生回忆一年级所学过的颜色，为今天要学的小诗中出现的颜色作铺垫。在此过程中，老师可以不断地出示在rainbow中出现的颜色，或者由学生代替老师出示颜色卡片。
2、游戏：两种游戏可任选一样，不一定要两种游戏都玩，可视学生情况而定，第2个游戏难度稍大，要考学生的记忆力还有单词的读法。
(1)快速翻转卡片，让学生猜猜老师手中卡片的颜色。
(2)What’smissing?让学生看看这七种颜色中少了哪种颜色。
(二)呈现与操练
1、创设情景
(1)从刚才的颜色卡片中拿出红、黄、绿三种颜色，把它拼凑成交通灯，贴在黑板上，让学生猜猜是什么，使学生认识trafficlight。
(2)让学生知道日常生活中遇到交通灯时，我们应该怎么做。学生可以用中文说“红
灯停绿灯走”。(教师交代教学目标：今天我们学习的小诗就是和交通灯有关，那么“红灯停绿灯走”用英语该怎样说?)
(3)看金太阳教学软件，大概了解小诗的内容。
2、学习小诗中有颜色的三个句子
(1)边做动作边进行教学，让学生理解atthetop，between，below的意思(在教的过程中要注意正音，特别是between)，并将词组贴在黑板上交通灯相应的颜色旁。
(2)老师利用黑板上的交通灯和词组，带学生说句子。
(3)小组操练，教师巡视指导
(4)学生汇报
3、学习小诗其他的部分
(1)看金太阳教学软件，老师配以动作，学生理解意思。(在学的过程中，老师要进行交通规则的指导，边说边做以便加深学生的记忆。另外，要注意must的发音，很多同学会漏掉st的音，因为在小诗里，后面还有一个stop，一连读的话，很容易漏st)，并将句子贴在黑板上相应的位置，将整首小诗补充完整。
(2)老师带读黑板上的小诗。
(3)小组操练，教师巡视指导。
(4)学生汇报。
(三)巩固与发展
1、观看金太阳教学软件或听录音。
2、跟录音、跟老师打着拍子朗读小诗。
3、游戏
(1)听老师说做动作：如果老师说得对，如：Redatthetop，youmuststop.学生做动作，如果老师说得不对，如：Redatthetop，youcango.学生就不做动作。
(2)考反应：老师说上半部分：Redatthetop，学生说下半部分，并加动作。
4、让三个同学分别拿着红黄绿的颜色卡站在前面，听老师的口令举牌，其他学生在教室里排成四行，根据交通灯的变换情况，模拟过马路的情景。
(四)布置作业
1、听录音读小诗，并配以动作。
2、和家长一起完成表演小诗的任务。
三年级英语教案全英文5
教学内容：
Rhyme
教学目标：
1、通过本单元的学习熟悉询问某物是什么及回答的句型。
2、通过本单元的学习了解一些动物名词。
3、通过本单元的学习复习询问数量及回答的句型。
教学重点：
询问某物是什么及回答的句型;一些动物名词。
教学难点：
1、询问某物是什么及回答这一句型的正确使用。
2、个别单词：what’s, this, it’s, lion 的正确发音。
教具准备：
录音机
教学过程：
一、Greetings.
二、Say the rhyme
学生用书第6页
1、让学生翻开书第6页，看右边的插图。让学生试着用英语说出图中他们所认识的所有东西的名称。
2、让学生说一说他们认为图中的.小鸟和老鼠正在说什么。
3、指着图中的小鸟告诉学生小鸟正在说自己的鸟窝。播放第一段歌 谣的录音内容。用同样的方法完成第二歌谣。
4、给学生解释歌谣的大意思。再放一遍录音，学生听录音。
5、再放一遍录音，这一次让学生跟着录音边说歌谣边表演。
6、不放录音，鼓励学生一起说歌谣。
三、扩展性活动 需要一套单元单词复习卡片
1、把学生分为两大组。每组轮流挑出一张卡片，默读卡片上的单词，根 据卡片上的单词将物品或动物画在黑板上。第一个用正确句型说出单 词的学生为本组赢得一分。
2、继续活动，直到抽完所有卡片为止。
四、Homework
Review the rhyme
三年级英语教案全英文
篇4：中学英语教案全英文
Good morning, everyone,
Today, it’s a pleasure for me to stand here and I’m very pleased to have such an opportunity to share some of my teaching ideas with you. First, let me introduce myself. My name is Guo Xinzhi, and I am working as an English teacher in Yong’an Middle School, Congtai District of Handan.
My topic today is taken from Lesson 37 of Unit 5 in Student Book 4. The main content of this unit is “Go With Transportation”, and the topic of Lesson 37 is “Flying Donuts”. I have decided to say the lesson from six parts:
Part One —— Analysis of the Teaching Material
One: Status and Function
1. This unit tells us the improvement of traffic transportation and the related stories. Besides learning this, students will also learn some words, phrases and expressions of traffic, and so on. In Lesson 37, Danny will introduce a new type of transportation to us, it is imaginary.
2. To attain “four skills” request of listening, speaking, reading and writing, I will have the students do some exercise about the text.
3. Such a topic is very important in this unit. I will lead the students to use their imagination and encourage them to be creative. For example, helping them use English to describe their imaginary transportation. So I think if the students can learn this lesson well, it will be helpful to make them learn the rest of this unit.
4. While teaching them, I will also encourage them to say something about what they think the future transportations will be like. In a way, from practising such a topic, it can be helpful to raise learning interests of students and it will be also helpful to improve their spoken language.
Two: Teaching Aims and Demands
The teaching aim's basis is established according to Junior School English syllabus' provision.
1. Knowledge objects
(1) To study the new words “fuel”, “oil” and “coal”.
(2) To learn and master the phrases “think of, on the way to …, have fun”, etc.
2. Ability objects
(1) To develop the students’ abilities of listening, speaking, reading and writing.
(2) To train the students’ ability of working in pairs.
(3) To develop the students’ abilities of communication by learning the useful structures.
3. Moral objects
(1) Through different teaching methods to make students be interested in study.
(2) Love to know more knowledge about transportation and dare to express their opinions in English.
(3) Encourage the students to be more creative and try to make contributions to making new inventions in the future.
Three: Teaching Keys and Difficult Points
The teaching keys and difficult points’ basis is established according to Lesson 37 in the teaching material's position and function.
1. Key points:
(1).Be able to express words, phrases and sentences in English.
(2). Know about the improvement of transportation and Danny’s invention.
2. Difficult points:
Be able to talk about their imaginary future transportation in oral English.
Part Two —— The Teaching Methods
1. Communicative teaching method; 2. Audio-visual teaching method;
3. Task-based teaching method; 4. Classified teaching method.
As we all know: the main instructional aims of learning English in the Middle School is to cultivate students’ abilities of listening, speaking, reading, writing and their good sense of the English language. So in this lesson I’ll mainly use “Communicative” teaching method, “Audio-visual” teaching method and “Task-based” teaching method and “Classified” teaching method. That is to say, I’ll let the students get a better understanding of the key structures. I’ll give the students some tasks and arrange some kinds of activities, like talking, watching CAI, and reading in roles.
In a word, I want to make the students the real masters in class while the teacher himself acts as director. I also hope to combine the language structures with the language functions and let the students receive some moral education while they are learning the English language.
Part Three —— Studying ways
1. Teach the students how to be successful language learners.
2. Make situation and provide meaningful duty, encourage the students to study the text by themselves.
Part Four —— Teaching steps
As this lesson plays an important part in the English teaching of this unit, I have decided the following steps to train their ability of listening, speaking, reading and writing, especially reading and speaking ability.
The entire steps are:
Step1 Warm-up and Lead-in
Show the students some pictures of common transportations, like car, bike, train and so on. Ask the students: What can you see from the picture? Is there another kind of transportation around us?
Purpose of my designing: In this part, have the students say more about what they see or what they don’t see. In this way, they will know today’s lesson has something to do with their discussion.
Step2 Presentation
1. Learn new words in groups. The new word in this lesson are fuel, oil and coal. Show them pictures of these things and teach them these new words.
Purpose of my designing: After seeing the pictures, the students will know what they are and they can learn them quickly and easily.
2. Play the tape recorder. Let the students listen and imitate the text. Pay attention to their pronunciation and intonation. Then finish the exercises on the computer.
Purpose of my designing: This step is employed to make the students get the general idea of the text. At the same time let the students have a chance to practise their listening and speaking ability.
3. Text Learning and a Quiz
I’ll use CAI to present the whole text. I’ll write the key points on the blackboard while they are watching. After watching, I’ll teach them to read the words and sentences on the Bb. Make sure they can read them well.
After teaching them the whole text, including the meanings of new words, the use of similar expressions and so on. Get the students to try and say out some phrases on the screen, like I don’t think so, have fun, a new kind of, on the way to school, and so on.
Purpose of my designing: To present the text by CAI is much easier for the students to learn and grasp the meanings. CAI can provide a real situation with its sound and picture and it makes the relationships between the students better.
4. Key Structures and Difficult Points Learning
First, I will divide the students into three groups and tell them to have a discussion about what they learn in this lesson. Then encourage them to try to understand the whole text, know what the difficult points are, and so on. At last, I will help them to master them all.
For example, I teach the students know the differences between phrases think of, think about and think over. I will show them some sentences and get them to know the use of these phrases. Encourage them to do some exercise about these phrases.
Purpose of my designing: By practising using these new words and similar phrases, the students will know how to use them in English and master the use of them better.
5. Read and Say
Give the students two or three minutes to prepare, and then get them read the text together in three groups. Tell them to read aloud.
Then help the students say something about the future transportation or their imaginary transportation. Encourage them to say more.
Purpose of my designing: By reading the text and saying such things, get the students to practise their reading and speaking ability again.
Part Five —— Summarize and Homework
Ask the students such questions:
What have we learned from this lesson? What does Danny say about his new kind / type of transportation? Do you like his idea? What new phrases have we learned today? Do you have enough confidence to finish these exercises? Now, let’s try!
Then show them some exercises and help them to finish them.
At last, tell the students what today’s homework is. While doing this, the teacher can have the boys and girls have a competition to see who are better.
Part Six —— Blackboard Designing
Lesson 37 Flying Donuts
Language points:
1.think of认为,想起; think over仔细考虑; think out想出
2.at/in the front of在……前面(部)/ in front of在……前面
3.on the way to school在上学的路上/ on one’s way home在回家路上
4. With用……
Purpose of my designing: Presents the text key content clearly on the blackboard, favors the students to knowledge grasping.
OK. That’s all. Thanks for listening to me and helping me.
篇5：中学英语教案全英文
Teaching aims:
1. Students can master the key words, spring, summer, winter and summer;
2. Students can master the sentence structure ”Which season do you like best?”.
3. Students can use the words and sentence structures in their daily life.
4. Students can have more interest in learning English.
Teaching key points and difficult points:
Teaching key points:
Words: spring summer autumn winter
sentence structure: Which season do you like best?
Teaching difficult points:
Students can use the words and sentence structures in daily life.
Teaching procedures:
Step1 Warming up
1.greet with the students.2. play and enjoy the “Four seasons” song and ask students what they hear and then lead in our topic “season”.
Step 2 Presentation and practice
1.the learning of the wordsDraw the picture of “spring summer autumn winter” on the blackboard to help students understand the meaning of the words.
2.the learning of the sentence structureShow the videos of the four seasons and tell students my favorite season is summer and I like ice cream and then ask “which season do you like best”? to present the sentence structure.
3.the practice of the sentence structureWork in pairs to ask and answer.
4.Understanding the dialogue
1)show pictures of Mr. Jones, Mike and Wuyifan and ask students to guess what they are talking about and then listen to the tape for the first time to check the answer.
2)listen to the tape for the second time and answer the following questions:What's the music?Which season does Mike like best and why?Which season does Wuyifan like best and why?
3) Listen to the tape for the third time and read after it and ask students to pay attention to their prounciation and innonation.
5.Practice the dialogueStep 3 Production
Four students in a group and ask students to do a survey using the sentence structure about what season their group members like and why. Then ask some representatives to report their survey.
Blackboard Design
篇6：幼儿园全英文英语教案
目标：
1、在小花园情境中，体验雨点，落在身上、花草上的乐趣，愿意用Rain on …进行大胆表达。
2、喜欢和教师和同伴一起游戏，在多种方式中感受下雨的情境。
准备：花园场景(花、树、草、小熊、小鸟等)、晴天的标志、雨天的标志
过程：
一、熟悉环境
1、问好：say hello to the teachers./welcome./give you a kiss.
2、Let’s ride in our cars.here we go.( 开到花园前部)
3、Here’s a garden..Is it nice?—very nice/very beautiful.
4、Let me show you around it. Follow me.what’s this?/what do you see?
(渗透what colour is it? 和环境中的flower\\bear等打招呼) 5、Now let’s have a rest.sit
down,please.
二、复习各种天气
1、The spring is coming,and the weather is very
changeable. who can tell me what’s the weather like?(出示教具，幼儿说说天气。集体—个别)
2、today I bring you a piece of music.while enjoying it,let’s guess what’s the weather like. ˉ Listen. 音乐(round round the garden.)
第一遍：猜天气(集体—个别)what’s the weather like? 第二、三遍：唱歌 (渗透和环境打招呼/fly. Jump. run) ˉ Stop.listen.
音乐(下雨的声音)what’s the weather like? Do you like rainy ?(集体—个别) Some of you say
“yeah.i like it.”some of you say“no .i don’t like it.” But I think little Johnny doesn’t like rainy day.because he say“rain rain go away…..” It’s rainy,let’s go home.
三、学习rain on…
1、look, what’s this?—it’s rain.教师演示rain on me. Do
you want to play with the rain?you can say:rain on me. Where is your
shoes?raise your shoes.rain on the shoes. Where is your hands?raise your
hands.rain on the hands.oh, it’s very funny. Rain rain ,fly fly fly. Rain on the
flower/bear.(集体—个别)
2、Do you want to try?everyone can take one.
(轻快的音乐伴奏)幼儿说说rain on
篇7：幼儿园全英文英语教案
Cla : Middle
Teacher: Mi Zhang
Time:20 min
一、Teacher Aims:
1. Study the word “five”, let children learn it. The pronunciation and the meaning of them.
2. Review the words: one, two, three and four.
3. Study the phrase: five eggs
二、Teaching preparation
Picture (eggs in a box)
三、Teaching procedure:
T: Hello ,boys and girls.
C: Hello ,Mi Zhang. How are you?
T: Fine, Thank you. And you?
C: I’m fine ,too
T: I have a riddle. Who is the most clever?
(钩儿弯弯，挂在竹竿、竹杆短，钩钩大，我们记数要靠它)
T: Gue , what’s it?
C: 5
T: Yes. Read after me “five, five ,five…”
(Study the pronunciation of “five”)
T: Let’s play a game, ok?/↑
C:OK.
T: I’ll do the action, all of you say the English word. OK?↑
C: One ,two ,three, four, five.
T: Let’s have a change
I’ll say the English word, All of you will do the action. OK?↑
C: One, two, three, four five.
(Go on)
TShow them a box) What’s this?
C:…
T: Let’s have a look. What’s this?
C: Egg.
T: Yes, very good. (往外拿)
C: One egg, two eggs, three egg, four eggs, five eggs.
T: How many eggs in the box?
C: Five eggs.
T: Yes, very ,very good.
(Study the phrase: five eggs)
TShow them pictures, let children eak English)
C: Five lio . Five eggs.
Five trees five boys…
T: Let’s go out to look for “five”
幼儿园全英文英语教案
篇8：版初中英语教案全英文
版初中英语教案全英文
Unit 8 I’d like some noodles
( period 1 1a to grammar focus)
一、The analysis of the textbook.
Different people have different tasts and habits of the food.
Unit 8 focuses on the chinese food and it specialities.
The main languge targets are “ What kind of noodles would youhe she like ? I’d He’dShe’d like …… noodles.
What size bowl of noodles would you he she like?” I’d He’d She’d like a small mediumlarge bowl of noodles.
It is an interesting topic related to the students’ daily lives.
So it is easy to arouse the interests of the students.
二.The analysis of the students.
The students show a lot enthusiams and passions to the lesson .
Because the topic is useful and necessary in their daily lives.
They show great curiosity and inquiry.
Most names of the food are familiar to them.
However some students are not familiar with some new words of the food such as beef, mutton, cabbage and so on.
Besides the words of bowl , large, special are hard for them to pronouce.
Some students have never seen or eaten the food in the lesson.
So I will help them to overcome these obstacles.
I will help them enjoy the fun of English .
三.The analysis of the teaching methods.
1.The students are always the masters of the class.
The teachers are only the guides and organizers of the class activities.
In English teaching, we should make the lessons close to their daily lives ,and complish the teaching goals in the activites.
We should make the students master the ways to study in the activities.
So the teachers and students can show their initiatives and creativities at their best.
2.I adopt the task-based teaching method.
I mix the main words and main language targets into the pratical activities.
The students complish the goals through the experance of the class activities.
3.Groupwork is the main teaching method in the English class.
The teacher should give the students more freedom to show and express themselves.
We should provide a stage for the students to mix the knowledge , exchange the information and share the resources .
The teachers had better give them more praise and affirmation.
So the relations between the teachers and students are natural and democratic.
四.The teaching goals.
1.Knowlege object:
words: would, I’d, noodle, beef, mutton, cabbage, potato, special, juice, drink, bowl, he’d, he would, size
language goals:
What kind of noodles would youhe she like ? I’d He’dShe’d like …… noodles.
What size bowl of noodles would you he she like?
2.Ability object:
The students are able to make the new conversations using the target languages.
They foster the ability to speak ,listen, read, and study by themselves.
3.Emotion object:
Let the students enjoy the English and learn by using , learn by doing.
4.learning strategy object:
Self study and cooperation in groups.
五.Teaching important and difficult points.
Important points:
1 The words of the food.
2 The target language.
Difficult points:
Teach the students to put the knowledge into use.
六.Teaching aids :
The pictures of the food; a radio;a computer; a paper;
七.Teaching procedure:
Before ---task:
( Let’s begin the lesson with the English song “ A mouse likes rice”)
1 Warm up:
Play a game using the target language “ Can you ? Yes, I can.
No, I can’t.”
T: My boys and girls, do you like games ? (The students may answer “ Yes, I do” )
T: Good ! now please take out a paper ( No matter how large the paper is .
Any paper is ok!) and fold it like me ! First fold it into a square and cut the unnecessary part.
If you can fold it easily , you can say loudly “ Yes, I can” If you can’t go on to fold it , you can say loudly “ No, I can’t”
T: Are you ready?
S: Yes!
T: Ok! Let’s go ! First fold it “ can you?”
S: Yes, I can !
T: Go on! “can you?”
S: Yes, I can !
T: Go on ! “ can you?”
S: Yes, I can!
T:Go on! “ can you?”
S: Yes, I can!
T: Go on! “can you?”
S: Yes, I can !
T: Go on ! “ can you?”
S: Yes, I can!
T:Go on! “ can you?”
S: Yes, I can!
T: Go on again! “ can you ?”
S: No, I can’t!
T: Go on again! “ can you ?”
S: No, I can’t!
T: Ok! Now unfold the paper and count how many times have you folded?
S:Seven !
T: Yes ! it is impossible for us to fold more than that, no matter how large the paper is! If you don’t believe it, you can try after class! Yeah! A very intersting game!
(Until now the students are warm.
They have prepared themselves for the coming lessons.)
2.Check the prevision of the new words.
The teacher prepares the cards of the food ahead of time.
The teacher presents the pictures to the students and the students say English together.
The teacher shows the pictures twice.
Then the teacher shows the pictures to the individual students and they are expected to say English according to the given pictures.
If they can say them correctly, the teacher will send them the pictures! ( The students are eager to get them, they need the teacher’s encouragement, so they will answer them actively!).
3.Presentation.
(1)Present the words of the food and the pictures of the food on the screen.
( the student have been familiar with them)
T: Do you know these food?
S: Yes!
T: Perfect! Now I will ask a girl and a boy to lead the other students to read them.
Then I will present the names of the drinks in the same way.
Until now all of the new words of the food have been presented to the students.
T: Look at these words please ! My students , can you find the differnces between these words?( The teacher says so while she is pointing to the “s” added to the words.
Volunteers!
S: A student may stand up and give his answers!
Present a collection of pictures of food and ask the students to category .
T: Look at these pictures ! Which are uncountable words and which are countable words? Volunteers!!!!????
S: A student may stand up to show him.
(2) Lead into the class using “ What kind of vegetables would like ? ---I’d like …….
Present the pictures of the vegetables like : carrots, cabbages, broccoli, potatoes, tomatoes, and so on!
T: “ What kind of vegetables would you like?”
S: I’d like tomatoes.
( They say it together)
T: What about you ? (point to a student)
S: I’d like ……
The teacher leads the students to read the target languages and makes the students to practice the conversations in pairs.
The teacher asks several pairs to show them .
Then the teacher presents the pictures of the meat like : beef, mutton, chicken, fish ……
The teacher asks the students using the target languages “ What kind of meat would you like? I’d like …….”
The teacher calls several students to answer and then let them practice in pairs.
Later, the teacher names several pairs to show them.
The teacher presents the pictures of the noodles.
The teacher leads the students to express the kinds of noodles according to the pictures on the screen.
Then the teacher asks the students to use the target languages “ What kind of noodles would you like? I’d like …….
noodles.”
The teacher gives them minutes to practice and then asks them to present their conversations.
Cheer for them at the duly time.
3.While --- task.
(1)T: Please turn to P47 and match the words with the pictures and let them check with their partners.
Then the teacher presents the answers on the screen.
(2) Let’s move on to activity 1b on Page47.
The students will listen to the radio twice and then check the answers.
(3) Present different sizes bowls of noodles.
( small, medium, large)
T：Boys and girls, do you want to eat noodles?
S: Yes!
T: What size bowl of noodles would you like ?
S: I’d like small mediumlarge bowl of noodles.
Teacher asks the students to answer the questions and then let them practice in pairs.
Three minutes later, the teacher asks the pairs to show their conversations.
(4) Guessing game!
The teacher shows the picture of a strong boy on the screen.
Let the students guess what size bowl of noodles would he like? He’d like a ________ bowl of noodles.
Then the teacher asks several pairs to present their guesses.
Then the teacher shows the answer “ small”
Let the students who guesses right put up their hands and cheer for them.
(5) Let the students turn to p48 .
Listen to the tape and do 2a .
Then one student gives his answer and the teacher shows the right answers on the screen.
Let us go on activity 2b .
The students will listen to the tape twice and fill the blanks.
Then the seated students check the answers with their partners and the teacher presents the correct answers on the screen.
4.Post---task.
(1) Role play.
T: My boys and girls, do you want to have noodles?
S: Yes!
T: Good! Let us go to the noodle house to have noodles!
One is a waiter, the other is a customer.
Just act it out!
Three minutes later, the teacher calls three pairs to act it!
(2) Make a survey!
Make a survey in the groups using the language goals :
They may do it like this :
A: Hello Peter! What kind of noodles would you like ?
B: I’d like beef and cabbage noodles.
A: What size bowl of noodles would you like?
B: I’d like medium bowl of noodles.
A: Hello Sally!.
Then the teacher asks the students to report the survey like this :
I’d like egg and tomato noodles.
I’d like a small bowl of noodles.
Peter would like beef and cabbage noodles.
Peter would like a mediun bowl of noodles.
And Sally.
5 Check themselves!
Do the exercise on the paper.
The exercise includes two parts: check yourselves and challenge yourselves!
6 Summary!
The teacher asks a student to sum it up , then the teacher help him add
7 Let us end the lesson with the english song “ A mouse likes rice”
篇9：三年级英语教案
一、学生情况分析
三年级的学生已经接触英语一学期了，对英语学习有着强烈的好奇心和积极性，三（1）班上学期平均分89分，其中后进生较多，这些学生平时的表现也不是很好，上课不讲话，不违反纪律，也有张开嘴巴跟读，可是不大声，可能读出来的自己也听不见，学习比较被动，学习的基础较差。三（2）班学生上课活跃，发言积极，平时很乐于参与课堂上的一些活动，大部分学生上课的表现很好，有及个别学生很懒惰，也比较典型，做事慢慢吞吞的，态度也不是很好。上学期的平均分稍高一些，90分。主要的情况就是学生比较懒散，需要无时无刻的监督。
二、教材的内容分析
小学英语学生用书是本套教材的核心，共6个单元和2个复习单元。每个单元分“ABC”三个部分，共10页，复习单元为6页。英语作业本紧密配合学生用书使用，每单元的设计以学生用书中的“AB”两个部分的内容为主，共6页。此外，还有教师用书、教师卡片、学生卡片、录音磁带、课堂作业本等与之相配套。
三、教学目标
本套教材的教学目的是激发学生学习英语的兴趣，培养他们英语学习的积极态度，使他们建立初步的学习英语的自信心；培养学生一定的语感和良好的语音、语调、基础，以及良好的学习习惯；使他们形成用英语进行简单日常交流的能力。同时，培养学生的观察、记忆、思维、想象和创造能力。更重要是本学期学生更应掌握运用英语的能力，“写与演”及时跟上。适当介绍中西方文化，培养学生爱国主义精神，增强世界意识，为学生的进一步学习奠定良好的基础。
四、教学重点
1、能听懂、会说12组对话，并能进行简单的交流。
2、能听、说、认读73个单词（包括文具、人体部位、颜色、动物、食品、数字等6个话题），并能简单地运用。
3、能听、做、演18个游戏。
4、能学唱14首歌曲。
5、能完成对自己的自我评价活动。
6、能了解6项简单的中西方文化知识。
五、教学措施
1、会话教学（Let’s talk/Let’s play）
学生很爱玩，好表现自己。用表演和游戏的形式来进行交流，学习、运用语言，是恰当的。在会话教学中，融会话教学与情景之中，与具体的实际相联系，让学生在表演中练，再交际活动中用，这一点特别重要。本年级段学生会话表演应抓扎实，为以后的学习奠定坚实的基础。
2、词汇教学（Let’s learn/Let’s do）
学生用书中的单词都是围绕话题集中归类出现的。这样有利于记忆和展开课题的讨论。在词汇教学中应注意：
（1）、巧用实物、头饰和卡片。（Let’s learn）
（2）、融词汇与会话教学中，让学生感到真实性。
（3）、充分发挥TPR活动的优势，（Let’s do）并可以进行改编。
（4）、注意单词发音的示范性教学。
3、歌词与歌谣教学
本册书中有很多的歌曲和歌谣。如在课堂教学时间内一句，一句地教唱或领唱将会影响教学进度，而且效果也不一定好。要使歌曲和歌谣真正起到活跃教学，并服务于语言学习的作用，应该注意：
1、在每节课中渗透。
2、灵活运用在各个教学环节。
3、演唱结合，培养艺术素质。Let’s chant部分可以运用教过的知识点去改编，发挥学生的创造性。
4、趣味故事教学
本册书每单元C部分中趣味故事的作用不仅仅是给学生带来乐趣，更重要的是起到语言的扩展和对不同学生分层次教学的作用。
（1）对于理解好、记忆力强的学生，要求做到理解故事，会讲故事，表演故事，并鼓励会运用故事中新的语言。
（2）对于中等学生的要求是理解故事，会跟录音指着图，讲故事。
（3）对于接受能力稍慢的学生，只要求理解故事，会跟录音指图即可。
篇10：三年级英语教案
三年级英语教案：Module 1 Unit 1
Module I Unit I Do you use chopsticks in England?
Teaching aims：
1、能够听懂并跟读书中对话，鼓励学生学会表演。
2、能够听懂，会说并运用词语：easy \\ hard \\ rice \\ noodles \\ chopsticks \\ a knife and fork。
3、能听懂Do you want …? Do you use … in …. ?的句型并会运用。
Teaching key points:
1、能够听懂，会说并运用词语：easy \\ hard \\ rice \\ noodles \\ chopsticks \\ a knife and fork。
2、能听懂Do you want …? Do you use … in …. ?的句型并会运用。
3、会写词语：chopsticks \\ a knife and fork \\ easy \\ hard.
4、2课时
Teaching steps:
Warmer:
1. Greeting everyone.
2. Play game---记忆游戏
Ways: A . PPT出示一些学过或未学过的图片。(apple banana ice-cream rice noodles sweet cake hamburger chips meat soup salad chopsticks a knife and fork….)
B.I’ll give you 1’ , please try to remember more pictures.
C . 图片消失后，学生说出记住了哪些图片，并用英语表达。
Presentation:
1. 随机学习或复习单词。并将本课单词贴在黑板上认读带读。
rice \\ noodles \\ chopsticks \\ a knife and fork
2. Learn new sentences. (老师边说边板书 部分 为替换部分)
T: I like rice. Do you want rice? Yes , I do. \\ No, I don’t( do not).
Do you use chopsticks ? Yes , I do. \\ No, I don’t.
I like noodles. Do you want noodles? Yes , I do. \\ No, I don’t.
Do you use a knife and fork? Yes , I do. \\ No, I don’t.
Practice:
1. 学生看ppt 图片师生或生生进行句型练习。
Coke / juice----straw(吸管) apple / hamburger / chips / sweet--- hand
meat--- a knife and fork soup / salad--- spoon
2. Text—Listen, point and find “Do you … ? ” (3times)
① Now we’re going to play the tape. Listen carefully. Don’t look at your book.
What is Amy eating? (she’s eating noodles.)
What is she using? (chopsticks)
② Well done! We’re listen again. Please open your book , listen and circle the new words.
解释 hard / easy / mess意思
Hard--- difficule . I’m Chinese. Use a knife and fork is hard for me.
Easy--- not difficule. Chopsticks are easy for me.
Mess---put some paper on the desk in a messy.
③ I’ll listen to the tape again, I want you to listen and point to “ Do you …? ” If possible, you should lightly underline ‘ Do you… ? ’ and then erase it after the lesson.
④ 总结归纳：
A：Look at ‘Do you…?’in the first frame. What comes after ‘you’? (want)
‘want’后面跟物品名称。
B：Look at ‘Do you…?’in the second frame. What comes after‘you’? (use)
‘use’后面跟使用的工具。
⑤ Please read this dialogue by youself.
⑥ 分角色读。
Production: Game---mime
I’m going to mime eating a food. You have to guess the food and ask me a question. For example: ‘Do you want an apple?’ (T: mimes eating an applel.)
‘Do you use chopsticks? ’ (T: mimes useing chopsticks.)
师做动作学生提问---- 生做动作生回答
Ending:
1. 句型总结
2. homework: ① Listen to the tape for the dialogue.
② Read the dialogue 3 times, 家长签字。
③ Copy this new words 家长听写，下节课听写。
④ 通过上网或查阅资料，填写表格。
篇11：三年级英语教案
教学重点：学生学习早上(上午)问候语Good morning.及介绍人物用语This is …。
教学难点：介绍人物用语This is …一句的发音较难，口型和发音不易到位，教师要适当提示，切不可盲目纠正发音，从而挫伤孩子的学习积极性。
教具准备：
1、Cheng Jie ,Mike, Wu Yifan, Sarah, Zip, Zoom的头饰。
2、为Let’s play准备所需要的Kitty, Mickey等卡通人物的.手偶或头饰。
3、教材相配套的教学课件[Unit 2 Let’s talk/A]
4、教材相配套的教学录音带
5、教师准备一个小木偶
教学过程：
1、热身、复习(Warm-up/Revision)
(1)教师播放第一单元的歌曲Hello，师生共唱。教师边唱边用体态语示范和学生问候，并鼓励学生边唱边和戴有歌曲中人物头饰的同学打招呼。
(2)用所学打招呼用语，师生互相问候。Hello/Hi, what’s your name?
Hello/Hi, I’m…
(3)让学生用自己的英语名字，自由下座位同别人打招呼并询问姓名。此时，学生可将制作的英文名卡戴在胸前。(还可戴上其它一些头饰，扮演不同人物，练习打招呼和自我介绍。)
2、呈现新课(Presentation)
(1)教师用木偶的形式介绍自己和朋友的姓名。
将本单元的单元双面对开情景图展现在学生面前，(熟悉的木偶剧表演现场，学生们如亲临其境一样。教师可将此项内容再现)自然形成打招呼的氛围。
(2)教师告诉学生英语的打招呼用语有很多，除Hello/Hi以外，在早上或上午可用Good morning.来进行。同时教师出示表示上午的图片，或在黑板上画一个升起的太阳，并在旁边标上时间7：30和Good morning.一句。(在图案旁边板书Good morning.)然后教师用学生的英文名字，以不同的身份和学生打招呼。用Hello/Hi, A.和Good morning, A.两种方法同时进行(A代表人名)。
(使学生了解到，这两种方法都是在打招呼，但不同点在于Good morning.可用于上午或早上，Hello/Hi可用于所有时间段。)
(3)师生共同观看本部分的教学课件。[Unit 2 Let’s talk/A]
(4)再次观看本部分课件，教师指导学生进一步理解课件内容，并用中、英文提问，引导学生用学过的句子练习回答This is …
T: Who’s this?这是谁呀?
T: This is John.这是John 。
T: Where are they going?他们要去哪?
T: To school.去学校。 (T代表教师说)
(5)学生扮演不同角色练习Let’s talk/A 。
(教师向学生打招呼：T: Good morning. I’m Miss Wang /Mr. … What’s your name?学生回答S: My name’s …此时，教师主动与学生握手并说T: Nice to meet you.鼓励学生回答S: Nice to meet you, too.)
(6)教师介绍卡通人物Kitty, Mickey并进行交流。还可用头饰或简笔画，并让学生先简单了解称谓词Miss, Mrs , Mr。
T: Good morning, boys and girls.
S: Good morning, Miss Wang.
T: This is Kitty.
S: Hi, Kitty.
K: Nice to meet you.
S: Nice to meet you, too.
K: Let’s go to school. OK?
S: OK!
此时强调Let’s go to school.和This is Kitty.两句话。提示学生Let’s go to school.一句，在第一单元B部分的Let’s do活动中的“Go to school”曾学过。教师注意新旧知识的衔接和结合，从“Go to school”导入到Let’s go to school.一句的理解“让我们一起去上学”。This is Kitty.是介绍人物的方法，本句的发音较难，口型和发音不易到位，教师要适当提示，切不可盲目纠正发音，从而挫伤孩子的学习积极性。 (在简笔画旁板书This is…)
(7)学生跟读并模仿Let’s talk部分的内容。(使用教材相配套的教学录音带)
(8)再次观看本部分的教学课件，给学生分小组，扮演对话中的人物或其他人物，进行实际交流。教师在可鼓励学生说Miss, Mrs , Mr (此时，学生可以运用教材中人物的头饰，也可运用其他卡通人物手偶或头饰)此处的练习也是与Let’s play的活动相结合。
(9)学生展示练习情况。此时，教师可给予一些小贴画儿，适当鼓励和表扬学生的展示情况,尤其是运用多人物或运用Miss, Mrs , Mr …进行练习的小组。用以进一步培养学生敢于开口、勇于运用英语的习惯并形成浓厚的学习兴趣。
3、趣味操练(Practice)
(1)游戏1：
玩“击鼓传花”的游戏。首先，将全班学生分为两大组。教师可有节奏地敲击小鼓，两组学生同时开始传花，当老师的鼓声停止时，两组各有一名学生拿到花，这时，拿到花的学生先自我介绍说Hello, I’m …/Hi, I’m …/Good morning, I’m…，之后再介绍一名好友说This is…没被介绍的学生向大家问好Nice to meet you.(这个游戏也可用放音乐来代替击鼓，学生可待音乐停止时起立做自我介绍、介绍他人等。)
(2)游戏2：
玩“听声音，猜朋友”的游戏。教师请一些学生上讲台前，分别戴上Cheng Jie ,Mike, Wu Yifan, Sarah, Zip, Zoom的面具或头饰，以及Kitty, Mickey等卡通人物的手偶或头饰，其他没有上讲台的学生闭紧双眼，等待上面的学生和大家打招呼说Good morning.之后猜猜他或她是谁，说This is Cheng Jie /Mike/ Wu Yifan/ Sarah/ Zip/ Zoom/Kitty…猜对的同学为小组赢得一分。
4、课堂评价 (Assessment)此环节可灵活处理，根据需要设置。
做活动手册第二单元的第一部分练习。
(1)学生看图，说说图中学生在做什么、说什么。
(2)让学生听录音做练习。
(3)再次播放录音，在教师的指导下让学生一句一句地跟读并相互核对答案，最后通过给小花涂色进行自我评价。
5、扩展性活动(Add-activities)
游戏：Walk to the corner
方法：(1)教师请6--8个学生上来。
(2)让他们每人选择一个头饰或面具戴上，并说出他们所戴面具的人物。This is …
(3)教师任意给每个人物指定一个角落。比如指着一个角落说：Sarah，指着另一个角落说：Zip，分别指着其它两个角落说：Mike, Zoom.
(4)学生听到老师的指令后走到与自己名字相同的地点，做在座位上的学生说：This is Zoom/ Sarah/ Zip/ Mike…
(5)角落处的学生则要与大家打招呼说：Good morning! Nice to meet you.
(6)教师可以不断更改人物的位置和学生继续这个游戏。
板书设计：
Unit 2 Look at me
在黑板上出示表示上午的图片，或在黑板上画一个升起的太阳，并在旁边标上时间7：30和Good morning.一句。
在黑板的另一侧写出介绍人物的句子This is…
篇12：三年级英语教案
一． 教学内容与分析：
1． Let's ae.
本部分是让学生学会，并制作摇摇乐。
2． Let's sing.
本部分是一首新年问好的歌曲，曲调孩子们都较熟悉。
二．课前准备：
1． 教师准备一个摇摇乐的成品，两个纸杯，一些透明胶纸，一些米，各色彩笔。
2． 学生每人准备两个纸杯，一些透明胶纸，一些米，各色彩笔。
3． 教师准备一月一日的日历。
三．教学步骤
1． 热身/ 复习（War-up/Revisin）
(1) 教师让学生听Happ New ear的歌曲，并让他们跟着节奏拍手。
(2) 学生间进行日常对话。
(3) 将学生分两组，一边拍手，一边说第二课时学的歌谣。
2． 新课展示（Presentatin）
(1) 教师举起制作好的摇摇乐说：This is a shaer.重复：a shaer。然后指着制作的工具说：Let's ae a shaer.
(2) 教师按照课本上呈现的制作程序，一边用英语讲解，一边呈现给学生。
(3) 教师使用一月一日的日历教：New ear。
3． 趣味操练（Practice）
(1) 请学生拿出他们事先准备的材料，指导学生按步骤进行摇摇乐的制作。每句话中的第一个动词都是教师要强调的部分，一定要配合手势，帮助学生理解和记忆。教师可适当给学生充分的时间，让学生用颜色笔将摇摇乐画得更漂亮些。
(2) 让学生跟随录音一起学唱歌曲Happ New ear，可在唱歌时打出相应的节拍。也可将全班分成两组，二重唱，或分男女二重唱。
4． 课堂评价（Assessent）
做活动手册本单元第4、5部分。
5． 课外活动（Add-activities）
在新年的时候将这首歌唱给家长和同学听，也可在学校元旦聚会的节目中表演合唱这首歌。
篇13：三年级英语教案
一、教学内容
句型：Canyouspellit,please?
二、教具
录音机；几张写好学生姓名的卡片。
三、课堂教学设计
1．复习字母歌。
2．复习日常会话。教师可将学过的日常用语，根据不同的情景编成几组，叫学生到前面表演，要求学生加上动作、表情等。每次叫同学表演之前，最好由教师和某个语音较好的同学示范一下。
3．叫起一个学生，教师问：
T：What”syourname,please?
S：Mynameis…
T：(将事先准备好的写有这个同学的姓名卡片递过去)Canyouspellit,please?
教师手指卡片上的汉语拼音，启发大家。并帮助这个同学回答：
S：Yes,….(用英语字母将其姓名拼出)
用同样的步骤，教师再指定两至三名学生进行操练。学生在拼读自己姓名时，要把姓名卡片举向全班。
4．放录音。第一遍听，从第二遍起跟读，读两至三遍。
5．学生两人一组进行练习。操练之前，可让全班同学把自己姓名拼写在一张纸片上。小组练习之后，可找两至三组同学到前面表演。
6．在教师指导下，完成练习册上练习。
7．布置作业
1)练习朗读所学的对话；2)准备几张空白卡片，用英语询问班上(或其他班级)的不大熟悉的同学，并在对方拼读出姓名之后，记在自己准备的卡片上。
篇14：三年级英语教案
一 热身、复习(Warm-up/Revision)
（一）游戏――抛球
教师准备一个小球，由教师先大声说出自己的名字Hello, I’m …，之后由教师将小球随意抛给另一名学生，提示他做自我介绍，以此类推，练习自我介绍和打招呼。
（二）复习Show me your …教师先发指令请全班共同练习，之后可请“小老师”带领同学们进行操练。注意此时教师应多给孩子些机会，让他们展示说词水平，教师要及时给予肯定。
（三）再次用抛球游戏，此次重点练习打招呼和文具的表述。
由教师开始，将球抛给谁（Mike）就和谁打招呼说Hello! Mike. 同时说一种文具如pencil ，接到球的学生则找到相应的文具（铅笔），边出示边说 “Yes. Pencil.”。随后由第二学生用同样的方法继续练习。
二 呈现新课 (Presentation)
教师告诉学生，英语名卡可让我们彼此了解得更快。教师将完整的名卡制作过程一边用英语讲解一边进行实际操作，将整个过程呈现给学生。
三 趣味操练 (Practice)
（一）请学生拿出事先准备的材料，指导学生按步骤制作。每句话中的第一个动词都是教师要强调的部分，一定要配合手势，帮助学生理解和记忆。
（二）学生自己动手制作名卡。
让学生用 Hello/Hi , I’m …的句型来展示自己制作好的名卡，对做得好的学生可给与表扬或适当的奖励。
（三）让学生跟录音一起学唱歌曲Hello。教师可带领学生在演唱时打出相应的节拍或做些简单的动作。如果学生对书上的歌曲掌握较快较好，教师还可以指导学生将歌曲中的人名该换成其他主人公或学生自己的名字进行演唱。
四 课堂评价 (Assessment)
做活动手册第一单元的第3部分练习。方法如下：
（一）教师在做活动手册之前，先做一个Show me your (pen…)的活动作铺垫。
（二）学生看图，说说图中学生手中的物品
（三）教师讲解题目要求并指导做的方法。告诉学生如果图中人物所拿之物与录音相同就画笑脸，不同就画哭脸。
（四）让学生听录音做练习。
（五）再次播放录音， 在教师的指导下让学生一句一句地跟读并相互核对答案，最后通过给小花涂色进行自我评价。
文档为doc格式
