第一篇：三年級英語教學設計

三年級上冊Unit Two

（B類）

Teaching Plan Teaching title:

PEP三年級(上)Unit Two

Clours(B)Teaching goals:

Knowledge goals: A:Help them know and master the new phrases proficiently.B:Enable them to know and master the different ways to greet someone,eg:”Good afternoon.Nice to meet you.Nice to meet you ,too.”

Ability goals: A:Help them improve their reading Ability.B:Make them develop their speaking Ability.Moral goals: A:Make them develop a sense of cooperation.B:Let them know how to introduce and greet others.Teaching key points: A: Enable them to know and master the different ways to greet someone.B:Make them develop their speaking Ability.Teaching difficult points: A:How to enable them to pronounce the word”afternoon”correctly.B: How to make them develop their speaking Ability.Teaching aids:Multi-media set、Bb、pictures、hat,etc.Teaching methods:TPR、task-based approach、communicative method ,etc.Teaching times:One periods

Teaching procedures:

Step 1:Warm up The teacher plays a song called” Good morning ”to make them review what they have

learned during the last class.T:Children!listen carefully!This is a song” Good morning”.Ss:……

Good morning,Miss Green.Good morning, Mr Jones.Good morning,Wu Yifan.設計意圖：教師播放自編歌曲幫助學生復習所學內容，并引出即將要學習的內容

Good afternoon。

Step 2: Preview

1、The teacher shows a picture clock to the Ss.16:15 T:What time is it? Is it in the morning? Ss:No，it isn’t.It’s in the afternoon.2,The teacher plays the tape to let them read after it ,especially the pronounciation of

the word “afternoon”.3,Make them do the pair work using “Good afternoon”to greet each other and correct

them if possible.Step3:presentation 1, The teacher uses Multi-media set to present the main scene picture.T:Who is he?(教師指向Mike)

S1:He is Mike.T:Who is he?(教師指向Wu Yifan)

S2: He is Wu Yifan.T:Who is she?(教師指向Mike’s mother)

S3: She is Mike’s mother.T:In the afternoon,Mike goes home with Wu Yifan after school.Listen carefully.設計意圖：教師利用主情景圖讓學生在情境中學習。

Step4：practice

1,The teacher plays the tape and asks them to read after it.2,The teacher wears a hat pretending to be the Mike’s mother.1)Group A,B are Wu Yifan.Group C,D are Mike.Do the pair work.2)Boys are Wu Yifan.Girls are Mike.Do the pair work.設計意圖：通過教師與學生的不斷操練，幫助學生復習掌握對話內容，提高他們的聽說能力，重復變化的操練也強化學生對單詞afternoon讀音的正確掌握。

Step4:presentation

1,The teacher takes out a balloon asking them to pass it one by one.At the same time,a student will be required to play the music.Whenever the music stops,the student who still holds the balloon will do the dialogue with others.Music stops:

Others: Nice to meet you.S1: Nice to meet you,too.Music stops:

Others: Nice to meet you.S2:Nice to meet you,too.設計意圖：學生通過氣球傳接游戲很好地復習了初次見到某人時用的問候語。

Homework:

Blackboard Design:

B

Good afternoon!

Nice to meet you.Nice to meet you,too.Teaching reflection:

1,Some students are reluctant to present their dialogue in the class,therefore much more encourage shall be given to help them practice the dialogue.2, Some students feel unfamiliar with the circumstance which the teacher provides to the class.It’s better for us teacher to design a better circumstance,in other words to design a circumstance which related to their real life circumstance,to make them get better understanding of the dialogue’s background.

第二篇：三年級英語教學設計

三年級英語教學設計 設計人:賈郁文

教學內容：義務教育課程標準實驗教科書（湘少版）英語三年級下冊

Unit 7 What shape is this 教學時數：第一課時

教學目標： 1.語言目標：能熟練掌握所教的單詞：circle, triangle, rectangle, square和句型What shape is it? It is a…。

2.交際目標：能熟練使用新學句型并結合以前學過的句型對圖形內容進行描述。

3.應用目標：能分組用形狀設計圖形并對其進行描述。設計思路： 本課設計的重點在于培養學生的形象思維和分組用形狀設計圖形，并熟練使用What shape is it?和It is a …這兩個句型來談論圖形。為了實現和完成學習任務，教學活動的展開是以階段性子任務達成方式來設計的。（1）通過游戲和設置任務活動讓學生操練掌握四種形狀，突破單詞難點。（2）通過游戲和設置任務活動操練掌握句型“What shape is it?” “It is a…”.（3）通過做一些有關形狀的思維題，拓展學生的形象思維。（4）通過最后設置一個任務掌握并應用四種形狀和句型，詢問學生看到哪些東西來培養學生的發散性思維.教學重點：能分組用形狀設計圖形，并對該圖形內容進行描述。教學難點：能熟練使用新句型并結合以前學過的句型對圖形內容進行描述。教學準備：電腦、彩筆、形狀卡片和設計用紙等 教學過程： Step 1 Warming: Greeting : T: Hello, boys and girls.Nice to meet you.Ss: Hello, Miss Huang.Nice to meet you too.Step 2 Presentation: T: Now please follow me.Let’s look for some shapes.(板書課題 shape)Look the screen carefully please, what can you see?(課件中出示兩輛在起跑線上的賽車，1號車是正方形輪胎的車，2號車是圓形輪胎的車)Ss: There are two cars…

T: Yes, the two cars will have a race.Can you guess which car can run faster? No.1 or No.2 car.S1: No.1 car.S2: No.2 car….T: The competition start, let’s say “come on” together and see which car is the winner.Ss: Come on, come on…(課件中出示到達終點時2號車領先)

T: Which car is the winner? Ss: No.2.T: Why? Because wheels can run faster.(老師邊用鼠標指著兩輛車上的有關形狀的輪胎和旗幟邊介紹形狀)It’s a circle.Look here, it’s a square.Boys and girls what can you see on the No.1 car? It’s a flag.Is it a circle? Is it a square? It’s a triangle.What shape is the flag on the No.2 car? It’s a rectangle.(板書 a circle, a square, a triangle, a rectangle)Step 3 Practice: 1.Let students listen and show.There are five groups and each group has a pair of the four shapes.T says the four shapes and students say after T together and show the shape.Which group is the fastest and which group is the winner.2.Look for shapes in the classroom and show them.S1: Look at the window, it’s a rectangle.S2: Look here, it’s a square.Competition: We say, you do action.T sticks the four shapes’ cards on the floor of the classroom.When students look for shapes in the classroom, they will look for these four shapes’ cards.T asks one student to show shapes’ cards one by one and all students say the words together one by one, then T asks a boy and a girl to make a competition to listen and jump on the shapes.Step 4 Presentation of the new pattern: Game1: Let students do some puzzles.(課件中出示四種形狀的碎片)

the No.1 puzzle T: What shape is it? Ss: It’s a square.（板書句型 What shape is it? It’s…）

the other three puzzles Ss: What shape is it? S1: It’s a… S2: It’s a … Step 5 Practice: IQ test: Let students do some IQ test about shapes.(課件中出示一些看形狀找規律和移動棍子變形狀的拓展思維的題)Task: Let students guess pictures.(課件中出示一些由形狀組拼的圖形，讓學生猜形狀和圖形)T: What shape is this? S1: It’s a … S2: … T: Guess, what’s this? S1: … S2: … Step 6 Extension: Make a picture with the shapes:

Let students choose one shape to make a picture.Then T asks students to show the picture.For example: S1: Draw a shape and ask others: what shape is it? It’s a … Guess what is this, please.Then continue to draw and to ask..Step 7 Ending:

Let students listen and learn to sing a shape song.Blackboard design: Shape What shape is it? circle.rectangle.It’s a triangle.square.

第三篇：三年級英語教學設計

Unit11 A boy and a girl第二課時

一、教學內容：

１、詞匯：tall , short , thin ,fat.２、日常交際用語：I’m ?, I’m not ?

二、教學目標：

１、能聽懂、會說tall ,short ,thin ,fat.２、能聽懂、會說I’m ?/I’m not ?.３、進一步學習自我介紹的方法。

三、教具準備：

人物、動物圖片、錄音機、磁帶。

四、教學過程：

Step1.Warm –up.1.Greetings.“Glad to see you.boys and girls.How are you? Let’s sing and dance ,ok?)

2.Sing a song “Colour song”.3.“頭腦風暴.” 上一節課你學會了什么？ What do you remember? 鼓勵學生大膽用英語發言，教師給予合適的評價和激勵My name is ? I’m ? I’m from?

Step 2 Revision and motivation.1、教師自我介紹：T：My name is ? I’m a Chinese woman ,I’m from …,I’m thirty two.T: Can you introduce yourselves?

2、指名作自我介紹。(板書上有提示內容)

3、同位互相自我介紹。

Step3 Presentation and practice.1、學習tall ,short.a.師生對比。T:I’m tall ,You’re short.(指著班級里１高１矮學生)Ｔ：He/She is tall.He/She is short.b.學生跟讀單詞tall ,short.c.T:（指著個別學生）Are you tall /short ?

S: Yes /No ,I’m tall /short.d.領讀：I’m tall/I’m not tall.I’m short /I’m not short.e.出示人物圖片：（Mr Green和Mike ,Helen和Miss Li）學生根據圖中人物的高矮情況練說：??is tall ,??is short.f.Listen and draw.聽指令畫畫。A tall tree.A short tree.A tall bookcase.A short chair.2、學習thin ,fat.a.出示人物圖片。（一胖一瘦的兩個人：Gao Shan, Yang Lin）T: Gao Shan is fat ,Yang Ling is thin.b.指著班級一胖一瘦兩個學生：×××is fat ,×××is thin.示意學生說：I’m fat ,I’m thin.c.學生跟讀fat ,thin.d.教會學生說：I’m fat /thin.教法同上。

e.出示動物圖片：對比monkey與panda.T: The monkey is thin ,The monkey is thin.The monkey is thin ,very thin ,The panda is fat ,??，very fat.3、指名讀單詞，檢查這四單詞掌握情況。

4、指名練說：I’m tall ,I’m thin /I’m short.I’m fat.(同位練習說)

4、找一找，說一說。××is tall.××is short.×× is fat.××is thin.Step4 Say a rhyme : Green tea.Step5 Consolidation.1.Please introduce yourselves : I’m tall /short /fat /thin.2.Listen to the tape and imitate.3.Introduce :(學生連貫自我介紹)。

My name is … I’m a Chinese boy /girl.I’m from …,I’m ten.I’m(not)tall/short /fat /thin.Step6 Homework

自我介紹(下節課，進行隨堂檢測)教學反思：

在第二課時，教學形容詞時，我盡量用學生喜聞樂見的人或動物來做例子，很大程度上激發了學生的學習積極性。如教學高矮的時候，我用姚明、長頸鹿做例子，說He/It is tall.在學生操練時，讓同桌的兩個孩子站起來比一比高低分別說出I’m tall./short.這樣的句子。

第四篇：三年級英語教學設計

PEP小學英語三年級下冊Unit 4 Where is my car

第二課時 教學設計

武安市陽邑小學 楊俏 2018.4.10

概述：

小學人教版三年級下冊Unit4Where is my car?本單元共需六個課時，本課是第一課時，本課主要教學內容是學習單詞desk, in, under, Where is...It’s in under...并在具體的語境中使用句型,在課堂教學中，教師要使教學內容生活化，結合學生的實際情境，使學生口語練習生活化，交際化，從而達到學以致用的目的。

設計理念:

在跨越式為指導下，以語言運交際為中心，借助現代信息技術，努力為學生創設理想的英語學習環境，提供豐富的網絡資源，倡導體驗、實踐、參與、交流與合作的學習方式。倡導任務型教學，把語言綜合運用能力的培養落實在教學過程中。面向全體學生，突出“以人為本”的素質教育理想，使語言教學的過程同時成為提高人文素養、增強實踐能力、培養創新精神的過程。

教學目標: 1.知識目標.能聽、說、認讀單詞 desk, in, under,句型：Where is...It’s in under...2.能力目標

能在具體的語境中使用句型, Where is...It’s in under...并且用已經學過的學習用具來練習Let’s play的內容。

3.情感目標

結合實際生活，創設真實情境，激發學生學習興趣和熱情，提高學習的積極性和主動性，增長課外知識，激發學習熱情。

學情分析: 由于學生是三年級學生參加跨越式教學已經有一學期了，他們已經適應了跨越式課堂模式，聽說能力都比較強。樂于感知，模仿習得英語。所以本節課采用多種方式來教學，讓學生從不同的教學活動中獲取知識。

教學重難點:

教學重點：能聽、說、認讀單詞 desk, in, under,句型：Where is...It’s in under...教學難點：where 的讀音，能理解方位介詞in, under 的含義。教學策略:

由于三年級學生已學習英語一學期了，讀與說的能力相對較好，因此在教學過程中采用語言交際的教學策略，通過角色扮演、情景創設、教室內真實的輔助性教學資源提供等,多種方式，激發學生學習積極性，幫助學生領會教具準備: 1.相關人物單詞的圖片和卡片。2.教師自制的PPT。

3.跨越式課題組提供的拓展資源。

第一課時

教學過程:

一．Warm-up /Revision（5minutes）sing a song.(2minutes)教師播放歌曲《Where is the toy car?》

【設計意圖：讓學生唱熟悉的歌曲，既能激發學生的興趣，又能營造英語氛圍幫助學生進入學習英語的環境中?！?/p>

二.Presentation（15minutes）

1教師指著教室里的一張桌子說：This is a desk.It’s a yellow desk.從而讓學生知道desk就是桌子的意思。然后教師把一支鉛筆放在桌子里面說：Where is my pencil? It’s in the desk.教師又把一本書放到桌子上說：Where is my book? It’s on the desk.教師又把鉛筆盒放在桌子底下說：Where is my pencil box? It’s under the desk.【設計意圖：采用教室里的具體的實物和學習用具來展示單詞，可以降低學生學習的難度，學生會很好奇，也可以激發學生學習的興趣。】

2.教師在PPT上進一步展示圖片來練習單詞和句子?！驹O計意圖：進一步鞏固和練習所學新句子。】

3.教師播放 Let’s play 部分的錄音，然后讓學生把自己的文具和自己制作的單詞卡片拿出來做練習。

【設計意圖：讓學生在玩中學，在學中玩，也可以鞏固和練習所學新句子?！?對話內容，提高學生的語言交際能力。

4.對話練習（ModelPair workFeedback）A: What can you see? B: I can see a bag/book … A: Where is the ruler/pencil…? B: It’s in /on/under… 兩人一組練習展示。

【設計意圖：利用真實的情景把學到的知識活用到言語交際中，從而實現跨越式的要求?！?/p>

三．Extending reading 10分

總共四篇閱讀材料。第一篇是課本上的聽力材料，聽后讓學生回答問題：Where is the book? 第二篇是dialogue2-2 聽后讓學生獲取新單詞：behind，next.第三篇是讓學生獲取新句型: There are some …in/under.第四篇是reading1聽后讓學生回答問題：Where is my market? 【設計意圖：讓學生聽讀與課本內容相關的短文，大信息量輸入，豐富學生的語言，在語境中體會、理解新知。培養學生自主聽讀的能力及語感。通過聽 后反饋信息，在交流中進一步學習拓展句型?！?/p>

四． Cooperation and making dialogues 8分 支架如下：

A: What can you see? B: I can see a … A: Where is the … B: It’s in/under the … A: What colour is it? B: It’s … 兩人一組練習展示。

【設計意圖:此環節是對學生聽讀情境對話的反饋和運用，同時也是在語言輸入的基礎上為學生提供語言輸出的機會，在老師的示范和引導下進行對話，培養學生靈活運用語言的能力。既能落實課標的要求，又能實現語言的遷移運用。】

五． Summary What did you learn? 【設計意圖:總結本課學習的內容，使學生產生成就感，激發學習英語的興趣。】

六． Homework

和同學們用自己的學習用具練習今天所學的句型?！驹O計意圖:復習鞏固本課所學內容。】 板書設計：

Unit 4 Where is my car?

desk in Where is …? under It’s inunder …

第五篇：三年級英語教學設計

Lesson 3 Nice to meet you!學習目標：

1、掌握字母L l

M m

N n O o的讀音及大小書寫形式。

2、能夠聽說認讀單詞leg mouth nose toe hi this nice to.3、能聽懂指令性句子并做出反應，能聽說補充的詞匯head ear eye arm face foot.4、熟練掌握介紹用語-This is …

-Nice to meet you

Kk Step II Presentation 1.The letters’s pronunciation Ll /el/ Mm /em/ Nn /en/ Oo/eu/ 2.Writing

L l

M m

N n O o 3.New words

Leg

mouth

nose

toe Listen, look ,and repeat the new words ４.－nice to meet you －nice to meet you，too.Step III Practice 1.listen ,look and repeat

2.let’s do.Touch your nose/mouth/eyes/ears/hair.3.Listen ,look and say(I II)

4.lest’s sing : Nice to meet you.Step IV Homework 1.Write the new letters and words 2.Recite the dialogue.3.Preview lesson 板書設計.Nice to meet you Aa Bb Cc Dd Ee Ff Gg