外研版三年级上册英语，外研社一起点三年级上册

雕龙文库 2024-01-14 22:17:18

【简介】感谢网友“雕龙文库”参与投稿，这里小编给大家分享一些，方便大家学习。

外研版三年级上册英语？外研版三年级上册英语教学计划一一、教学现状分析英语是中小学阶段的一门重要学科,而中小学阶段的教育属基础教育。基础教育阶段是人的终身教育和终身发展最重要的阶段。那么，外研版三年级上册英语？一起来了解一下吧。

三年级上册外研版电子书

我整理了外研版三年级上册英语期中试题（有答案），希望对你有帮助。听力部分就算看得懂，听不出来也白搭，所以平时要多听多读。

听力部分

一、听音，给下列图片标号，用1, 2, . . . 标号。

二、听音，涂色。

三、听音，与录音内容相符的打“√”，不相符的打“×”。

四、听音，与录音内容相符的画“☺”，不相符的画“ ”。

五、听音，选句子。

( )1. A. What’s your name?

B. Your name?

( )2. A. How many boys?

B. How are you?

( )3. A. Stand up!

B. Sit down!

六、听音，连线。

读写部分

一、选择:把不同类词代号写在括号内。

1. A bird B four C five ( )

2. A dog B cat C cap ( )

3. A door B window C point ( )

4. A boy B girl C hello ( )

5. A up B sit C down ( )

6. A black B bird C blue ( )

二、把下面的气球系在对应的房子上吧，完成连线。

三、下面boy和girl的腔谨对话，选填句子序号补充完整吧。

免费外研版小学英语软件

外研版三年级上册英语教学计划一

一、教学现状分析

英语是中小学阶段的一门重要学科，而中小学阶段的教育属基础教育。基础教育阶段是人的终身教育和终身发展最重要的阶段。小学英语教学应努力为学生的终身发展奠定坚实的语言基础，从而使学生获得必须的英语语言能力和文化素质。以前学生未开设外语课，对外语充满了好奇与兴趣，对此教师要谨慎对待,并注意培养其兴趣，不要挫伤其积极性。小学生的水平参差不齐，需要注意照顾大多数学生。

二、教材分析

一册教材共同分为11个模块，内含一个期末分析模块。每个模块分两个单元。一般，第一单元呈现要学习的语言内容，第二提供任务型练习，包括一首歌谣和小诗。歌谣和小诗的学习目的有三，一是培养学生的语感和节奏感，二是提高学生发音准确性，三是通过这些英语国家儿童所熟知的歌谣介绍一定的西方文化。不常用单词不要求掌握。希望学生结合语用和语词的基本语义，逐步获得最基本的运用英语的能力。课文呈现了一些新的语法内容，但不要求讲解，更不要求学生掌握，只是要求初步运用这些语句。

三、教学目标

通过学习本册教材使学生：

1．逐渐形成学习英语的兴趣和爱好，形成在真实环境中使用英语进行活动的积极性。

外研版三起三年级上册英语

三年级（一起）总复习

重点句型复习：

1.Doyou首闷禅usechopsticksintheUK?Yes,Ido./No,Idon’t.

你在英国使用筷子吗？是的，我用。/不，我不用。

2.Doyouwantnoodles?Yes,please./No,thankyou.你想要面条吗？好的。/不用了，谢谢。

3.Whatareyoueating?I’meatinghamburgersandchips.你正在吃什么？我正在吃汉堡包。

4.Whatareyoudoing?I’m/We’remakingacake.你正在做什么？我/我们正在做蛋糕。5.Whatishedoing?HeiswatchingTV.他正在做什么？他正在看电视。

(read-readingwatch-watchingplay-playing

make-makinghide-hidingwrite-writingride-ridingswim-swimming者尘get-gettingrun-running)6.Theseducksareverynaughty.这些鸭子十分淘气。

7.Theducksareplayingintherain.这些鸭子正在雨里玩耍。

外研版三年级上册英语课文跟读

外研仿中社版小学一年级起点新标准英语三年级上册第五册全套好茄英文教案友大察，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 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’meating 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.