外研版一起三年级英语上册教案.doc

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Module 1
The general aims of module one:
Language points:
(1) the new words: chopsticks, a knife and fork, use, easy, hard and mess
(2) the basic sentence pattern and the students could make dialogues according to the sentence patterns.
Do you want…
Do you use…
(3) the new words: hamburgers, chips, fast food
(4) The basic structure of processing tense
Attitude aims:
The students could make differences in food culture between the western countries and China.
Teaching important points:
(1) Do you use chopsticks in …?
Do you use a knife and fork in …?
(2) The processing tense
Teaching difficult points:
(1) The pronunciation of some new words. For example, chopsticks
(2) The changes of “be”
Activity for module one:
In module one, the topic is mainly about the different customs in China and western countries. Before the class, I require the students to prepare the pictures of food. In the process of teaching, I begin the class with talking about the differences in food and then some other topics are related. With the help of pictures, the students talk about the differences in group. Several minutes later, one group is given two minutes to show the results of discussion. Then the teacher takes out the chopsticks and fork and knife. The students can also talk about the other aspects. This activity class is designed in the form of dicussion. The students could speak freely according to their own vocabularies.
Unit 1 Do you use chopsticks in England?
Teaching aims：
(1)Make students remember the new words:
Chopsticks, a knife and fork, use, easy, hard and mess
(2) Mastering the basic sentence pattern and the students could make dialogues according to the sentence patterns.
Do you want…
Do you use…
Attitude aims:
The students could make differences in food culture between the western countries and China.
Teaching important points:
Do you use chopsticks in …?
Do you use a knife and fork in …?
Teaching difficult point:
The pronunciation of some new words. For example, chopsticks
Preparation:
Word card, CD-ROM
Teaching process:
Warming up part:
The teacher shows many pictures about food.(noodles,rice, hamburgers,cakes and so on). Firstly, the teacher leads the students to get familiar with these food names and then on this basis the teacher can ask them to practice the sentence pattern.
Do you like noodles? Yes, I do.\ No, I don’t.
Do you want …? Yes, I do.\No,I don’t.
Step two: presentation and practice
The teacher makes use of the picture “noodles” and a new word “chopsticks” can be leaded out.
T: I like noodles. I eat noodles with chopsticks.
The teacher takes out the real chopsticks and then says the new word. At the same time, the teacher shows the picture of chopsticks.
An activity can be made here. The title of the activity is saying words as quickly. The pronunciation of new word is a difficult point. So the teacher should ask students to practice more.
Step three:
The new word “use” can be leaded out in the process of communication.
T: Can you use chopsticks?
The word card of use should be shown.
We use chopsticks in China. And the teacher writes the sentence on the blackboard.
We use chopsticks.
Do you use chopsticks? Yes, we do. No, we don’t
Ask and answer in pairs.
The teacher inquires the students if the English people use
Chopsticks and a knife and fork will be leaded out.
T: We use chopsticks in China. Do the English people use chopsticks?
S: No, they don’t.
English people use a knife and fork.
Do you use chopsticks / a knife and fork? Yes, I do. No, I don’t.
Step four:
(1)Presentation of the text.
Amy and Daming are in the park. They want to eat noodles. Watch the CD-ROM, then answer the questions: “Does Amy use chopsticks in England?”
The students look at the CO-ROM and then answer questions.
Now Amy is using chopsticks. Watch again, then answer the next question: Are the chopsticks “easy” or “hard” for her?
easy – hard
Chopsticks are hard for Amy.
A knife and fork are easy for her.Some other oposite words are shown here.
big-small
long-short
fat-thin
hot-cold
white-black
easy-hard
Listen again, then answer:
Are the chopsticks “easy” or “hard” for English people?
T: If I say “big”. You should say “small”. Please say the words as quickly as you can.
Chopsticks are hard for English people. So Amy make the mess.
?mess /e/
Then the students read the passage again.
Find the sentences, “ Do you …?”. Then circle them.
Practice:
(1)In China, we use __________. In England, people use ________.
Chopsticks are ________ for Chinese people. They are _______ for English people.
Chant:
Do you use chopsticks? Yes I do. Yes, I do.
We use chopsticks in China.
They’re easy for us.
Do you use ___________? Yes I do. Yes, I do.
We use ________ in England.
They’re easy for us.
Homework:
Ask students to practice the sentence patterns that they have learned in this lesson.
Unit 2 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
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.
b.do actions：Look, I’m eating. I’m eating hamburgers and chips.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 ---
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 he\she is doing.For 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.

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:
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:
(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.
2.Can 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.
Please be quiet! I’m working.
Teaching Aids:
1.tape-recorder
2.some cards
Teaching course:
Step One Warming up
1.Say the poem of Module 1.
2.Review: 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
1.Ask the child to act, and ask him: What are you doing?
The child try to answer: I’m eating…
2.Ask Ss to look at their books. Elicit as much as I can.
3.Play the cassette. The children listen and follow it.
4.Play the cassette again. Pause after each utterance for the children to point at the corresponding picture.
5.Play the cassette again. Ask the children to find “We are making…” Then explain.
6.Play the cassette again. Ask the students to repeat.
Step Three
1.Listen to the tape and say the sentence.
2.Explain and practice: Read row by row.
3.Practice in pairs. Then check it.
Step Four
1.Point and say: cake, plane, kite, noodles
2. Practice in pairs.: What are you doing? We’re making a plane.
3.Check them.
Step Five
1.Listen and write the missing words.
2.Now 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.
Unit 2 I’m watching TV.
Teaching Aims:
1.Can listen and repeat: I’m watching TV.
2.Can sing the song.
3.Play the game: Point and say.
Teaching important and focal points:
I’m watching TV.
Teaching Aids:
tape-recorder
Teaching course:Xk
Step One Wrming up
1.Listen to the tape of Unit 1 and repeat.
2.Review: what are you doing? We’re making a cake.
Step Two
1.Ask the children to look at the picture. Listen to the tape.
2.Play the cassette again and explain.
3.Play the cassette again. The children follow it.
4.Practice the sentence: I’m watching TV.
Step Three
1.Listen and say the words.
2.Teach the children the song line by line.
3.Listen and sing.
Step Five
1.Play the game in groups.
2.Point 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:新课|标 第 |一|网
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
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
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 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 these/those?
They’re…
(2) Vocabularies:wet, shorts
Sentence structure: This is …’s …
These are …’s …新-课-标- 第 -一-网

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:
(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…
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 t