外研社版小学一年级起点新标准英语三年级上册第五册全套英文教案，共38页，这里无法全部复制，你到我们网站去下载吧，百度搜索“飞翔教学资源网”就可以到我们网站
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 doNo,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 herSome 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）
Eg You’re running
bdo actions：Look, I’m eating I’m eating hamburgers and chipsAnd 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
三年级上学期英语教学计划
学生情况分析：
三年级的学生正处于少年时期，孩子们具有好奇、好活动、爱表现、善模仿等特点。他们喜欢新鲜事物，对陌生语言的好奇心能激起他们对外语的兴趣。他们的记忆力好，形象思维好、模仿力、可塑性强，但缺乏理性思维，逻辑思维不强。他们中有些学生已经初步的接触过英语了，有的是刚开始学，但对英语都有着浓厚的兴趣。
课程教学目的：
根据小学生的生理和心理特点以及发展需求，小学阶段英语课程的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；使他们形成初步用英语进行简单日常交流的能力。同时，注重培养学生的观察、记忆、思维、想象和创造能力。适当介绍中西文化，培养学生学生爱国主义精神，增强世界意识，为进一步学习打下基础。
教材思路：
以话题为纲，交际功能为主线，兼顾结构，运用英语去完成任务为目的。即：
话题----功能-----结构-----任务
教材结构与内容：
按单元形式整体设计和编写，采用“教案式”编排体系。第一册全书共6单元，2个复习单元。每单元分“ABC”三个部分。教师可自由地选择并灵活地安排教学内容，提高教学效果。别具一格的开头---不是“零”的零起点“Welcome to English ”。
内容安排：
单元 内容
Unit 1 Hello(School things)
Unit 2 Look at me ( Body)
Unit 3 Let’s Paint ( Color )
Recycle 1
Unit 4 We love animals (Animals）
Unit 5 Let’s eat (Food and drink )
Unit 6 Happy birthday ( Numbers )
Recycle 2
总目标要求：
1）能听懂、会说12组会话，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），并能简单的运用；
3）能听、做、演18个游戏；
4）能听、做12个TPR活动；
5）能学会8个小制作；
6）能唱14首歌曲；
7）能听、说、唱10首歌谣；
8）能完成8个形成性评价活动；
9）能听懂6个幽默小故事；
10）能了解6项简单的中西方文化知识。
提高教学质量的措施：
小学生主体性地位在英语对话教学中的体现，小学英语对话教学在整个英语教学中占有相当大的份量。怎样充分体现学生学习主体性地位呢？在小学英语教材中，安排了许多浅显易懂、生动活泼的对话。根据这些对话稍稍用心设计一下，便能让学生成为学习的主人，取得意想不到的效果。
一、 建立和谐、民主的教学环境，形成学习对话的良好氛围。
通过复习与新授对话内容有联系的已学过的对话，为新对话教学作好辅垫，并可以以此导入新对话教学。从而达到以旧引新，更好地为新授打好基础。对话的方式可以有：教师与全班对话（个别学生也可），或是让学生问候教师，学生与学生的对话。
二、 以学生为中心，设置场景，表演对话。
在教学对话前为学生设计场景，营造氛围，诱发学生的语言动机。让学生发言，教师稍稍加以引导，将他们的句子串联成对话。请学生跟读。然后操练几遍，便可让学生在设置的场景里进行表演，充分利用道具让学生有真实的体验。而下面的学生当“观众”并打分，并请打分的同学说说为什么打这个分？这样可以提高学生的听说能力，更能够体现学生学习的主体性。怎么说？对不对？应带怎样的表情？怎样演会更好？学生无论是表演的还是看表演的，都会在打分时找到他们需要的答案。
三、 通过娱乐、竞赛形式激发学生的学习动机与兴趣。
小学生中，就是再高年级的学生还是非常爱玩。我们可以利用小学生爱玩
的天性。在对话教学中，设计各类竞赛、游戏。让学生在比中学，猜中学，玩中学，唱、跳中学。如：藏卡片、快看快说、快听快指等。印象会特别深。
四、注重在教学中，运用手势。
把一些单词、短语、甚至是句子与手势或是肢体语言相结合，让学生全身活动，手脑并用，即加深了记忆，又能抓住学生的注意力
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