第一篇：三年级英语教学设计
三年级上册Unit Two
（B类）
Teaching Plan Teaching title:
PEP三年级(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.设计意图：教师播放自编歌曲帮助学生复习所学内容，并引出即将要学习的内容
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?(教师指向Mike)
S1:He is Mike.T:Who is he?(教师指向Wu Yifan)
S2: He is Wu Yifan.T:Who is she?(教师指向Mike’s mother)
S3: She is Mike’s mother.T:In the afternoon,Mike goes home with Wu Yifan after school.Listen carefully.设计意图：教师利用主情景图让学生在情境中学习。
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.设计意图：通过教师与学生的不断操练，帮助学生复习掌握对话内容，提高他们的听说能力，重复变化的操练也强化学生对单词afternoon读音的正确掌握。
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.设计意图：学生通过气球传接游戏很好地复习了初次见到某人时用的问候语。
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：三年级英语教学设计
三年级英语教学设计 设计人:贾郁文
教学内容：义务教育课程标准实验教科书（湘少版）英语三年级下册
Unit 7 What shape is this 教学时数：第一课时
教学目标： 1.语言目标：能熟练掌握所教的单词：circle, triangle, rectangle, square和句型What shape is it? It is a…。
2.交际目标：能熟练使用新学句型并结合以前学过的句型对图形内容进行描述。
3.应用目标：能分组用形状设计图形并对其进行描述。设计思路： 本课设计的重点在于培养学生的形象思维和分组用形状设计图形，并熟练使用What shape is it?和It is a …这两个句型来谈论图形。为了实现和完成学习任务，教学活动的展开是以阶段性子任务达成方式来设计的。（1）通过游戏和设置任务活动让学生操练掌握四种形状，突破单词难点。（2）通过游戏和设置任务活动操练掌握句型“What shape is it?” “It is a…”.（3）通过做一些有关形状的思维题，拓展学生的形象思维。（4）通过最后设置一个任务掌握并应用四种形状和句型，询问学生看到哪些东西来培养学生的发散性思维.教学重点：能分组用形状设计图形，并对该图形内容进行描述。教学难点：能熟练使用新句型并结合以前学过的句型对图形内容进行描述。教学准备：电脑、彩笔、形状卡片和设计用纸等 教学过程： 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.(板书课题 shape)Look the screen carefully please, what can you see?(课件中出示两辆在起跑线上的赛车，1号车是正方形轮胎的车，2号车是圆形轮胎的车)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…(课件中出示到达终点时2号车领先)
T: Which car is the winner? Ss: No.2.T: Why? Because wheels can run faster.(老师边用鼠标指着两辆车上的有关形状的轮胎和旗帜边介绍形状)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.(板书 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.(课件中出示四种形状的碎片)
the No.1 puzzle T: What shape is it? Ss: It’s a square.（板书句型 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.(课件中出示一些看形状找规律和移动棍子变形状的拓展思维的题)Task: Let students guess pictures.(课件中出示一些由形状组拼的图形，让学生猜形状和图形)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：三年级英语教学设计
Unit11 A boy and a girl第二课时
一、教学内容：
１、词汇：tall , short , thin ,fat.２、日常交际用语：I’m „, I’m not „
二、教学目标：
１、能听懂、会说tall ,short ,thin ,fat.２、能听懂、会说I’m „/I’m not „.３、进一步学习自我介绍的方法。
三、教具准备：
人物、动物图片、录音机、磁带。
四、教学过程：
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.“头脑风暴.” 上一节课你学会了什么？ What do you remember? 鼓励学生大胆用英语发言，教师给予合适的评价和激励My name is „ I’m „ I’m from„
Step 2 Revision and motivation.1、教师自我介绍：T：My name is „ I’m a Chinese woman ,I’m from …,I’m thirty two.T: Can you introduce yourselves?
2、指名作自我介绍。(板书上有提示内容)
3、同位互相自我介绍。
Step3 Presentation and practice.1、学习tall ,short.a.师生对比。T:I’m tall ,You’re short.(指着班级里１高１矮学生)Ｔ：He/She is tall.He/She is short.b.学生跟读单词tall ,short.c.T:（指着个别学生）Are you tall /short ?
S: Yes /No ,I’m tall /short.d.领读：I’m tall/I’m not tall.I’m short /I’m not short.e.出示人物图片：（Mr Green和Mike ,Helen和Miss Li）学生根据图中人物的高矮情况练说：„„is tall ,„„is short.f.Listen and draw.听指令画画。A tall tree.A short tree.A tall bookcase.A short chair.2、学习thin ,fat.a.出示人物图片。（一胖一瘦的两个人：Gao Shan, Yang Lin）T: Gao Shan is fat ,Yang Ling is thin.b.指着班级一胖一瘦两个学生：×××is fat ,×××is thin.示意学生说：I’m fat ,I’m thin.c.学生跟读fat ,thin.d.教会学生说：I’m fat /thin.教法同上。
e.出示动物图片：对比monkey与panda.T: The monkey is thin ,The monkey is thin.The monkey is thin ,very thin ,The panda is fat ,„„，very fat.3、指名读单词，检查这四单词掌握情况。
4、指名练说：I’m tall ,I’m thin /I’m short.I’m fat.(同位练习说)
4、找一找，说一说。××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 :(学生连贯自我介绍)。
My name is … I’m a Chinese boy /girl.I’m from …,I’m ten.I’m(not)tall/short /fat /thin.Step6 Homework
自我介绍(下节课，进行随堂检测)教学反思：
在第二课时，教学形容词时，我尽量用学生喜闻乐见的人或动物来做例子，很大程度上激发了学生的学习积极性。如教学高矮的时候，我用姚明、长颈鹿做例子，说He/It is tall.在学生操练时，让同桌的两个孩子站起来比一比高低分别说出I’m tall./short.这样的句子。
第四篇：三年级英语教学设计
PEP小学英语三年级下册Unit 4 Where is my car
第二课时 教学设计
武安市阳邑小学 杨俏 2018.4.10
概述：
小学人教版三年级下册Unit4Where is my car?本单元共需六个课时，本课是第一课时，本课主要教学内容是学习单词desk, in, under, Where is...It’s in under...并在具体的语境中使用句型,在课堂教学中，教师要使教学内容生活化，结合学生的实际情境，使学生口语练习生活化，交际化，从而达到学以致用的目的。
设计理念:
在跨越式为指导下，以语言运交际为中心，借助现代信息技术，努力为学生创设理想的英语学习环境，提供丰富的网络资源，倡导体验、实践、参与、交流与合作的学习方式。倡导任务型教学，把语言综合运用能力的培养落实在教学过程中。面向全体学生，突出“以人为本”的素质教育理想，使语言教学的过程同时成为提高人文素养、增强实践能力、培养创新精神的过程。
教学目标: 1.知识目标.能听、说、认读单词 desk, in, under,句型：Where is...It’s in under...2.能力目标
能在具体的语境中使用句型, Where is...It’s in under...并且用已经学过的学习用具来练习Let’s play的内容。
3.情感目标
结合实际生活，创设真实情境，激发学生学习兴趣和热情，提高学习的积极性和主动性，增长课外知识，激发学习热情。
学情分析: 由于学生是三年级学生参加跨越式教学已经有一学期了，他们已经适应了跨越式课堂模式，听说能力都比较强。乐于感知，模仿习得英语。所以本节课采用多种方式来教学，让学生从不同的教学活动中获取知识。
教学重难点:
教学重点：能听、说、认读单词 desk, in, under,句型：Where is...It’s in under...教学难点：where 的读音，能理解方位介词in, under 的含义。教学策略:
由于三年级学生已学习英语一学期了，读与说的能力相对较好，因此在教学过程中采用语言交际的教学策略，通过角色扮演、情景创设、教室内真实的辅助性教学资源提供等,多种方式，激发学生学习积极性，帮助学生领会教具准备: 1.相关人物单词的图片和卡片。2.教师自制的PPT。
3.跨越式课题组提供的拓展资源。
第一课时
教学过程:
一．Warm-up /Revision（5minutes）sing a song.(2minutes)教师播放歌曲《Where is the toy car?》
【设计意图：让学生唱熟悉的歌曲，既能激发学生的兴趣，又能营造英语氛围帮助学生进入学习英语的环境中。】
二.Presentation（15minutes）
1教师指着教室里的一张桌子说：This is a desk.It’s a yellow desk.从而让学生知道desk就是桌子的意思。然后教师把一支铅笔放在桌子里面说：Where is my pencil? It’s in the desk.教师又把一本书放到桌子上说：Where is my book? It’s on the desk.教师又把铅笔盒放在桌子底下说：Where is my pencil box? It’s under the desk.【设计意图：采用教室里的具体的实物和学习用具来展示单词，可以降低学生学习的难度，学生会很好奇，也可以激发学生学习的兴趣。】
2.教师在PPT上进一步展示图片来练习单词和句子。【设计意图：进一步巩固和练习所学新句子。】
3.教师播放 Let’s play 部分的录音，然后让学生把自己的文具和自己制作的单词卡片拿出来做练习。
【设计意图：让学生在玩中学，在学中玩，也可以巩固和练习所学新句子。】 对话内容，提高学生的语言交际能力。
4.对话练习（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… 两人一组练习展示。
【设计意图：利用真实的情景把学到的知识活用到言语交际中，从而实现跨越式的要求。】
三．Extending reading 10分
总共四篇阅读材料。第一篇是课本上的听力材料，听后让学生回答问题：Where is the book? 第二篇是dialogue2-2 听后让学生获取新单词：behind，next.第三篇是让学生获取新句型: There are some …in/under.第四篇是reading1听后让学生回答问题：Where is my market? 【设计意图：让学生听读与课本内容相关的短文，大信息量输入，丰富学生的语言，在语境中体会、理解新知。培养学生自主听读的能力及语感。通过听 后反馈信息，在交流中进一步学习拓展句型。】
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 … 两人一组练习展示。
【设计意图:此环节是对学生听读情境对话的反馈和运用，同时也是在语言输入的基础上为学生提供语言输出的机会，在老师的示范和引导下进行对话，培养学生灵活运用语言的能力。既能落实课标的要求，又能实现语言的迁移运用。】
五． Summary What did you learn? 【设计意图:总结本课学习的内容，使学生产生成就感，激发学习英语的兴趣。】
六． Homework
和同学们用自己的学习用具练习今天所学的句型。【设计意图:复习巩固本课所学内容。】 板书设计：
Unit 4 Where is my car?
desk in Where is …? under It’s inunder …
第五篇：三年级英语教学设计
Lesson 3 Nice to meet you!学习目标：
1、掌握字母L l
M m
N n O o的读音及大小书写形式。
2、能够听说认读单词leg mouth nose toe hi this nice to.3、能听懂指令性句子并做出反应，能听说补充的词汇head ear eye arm face foot.4、熟练掌握介绍用语-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 板书设计.Nice to meet you Aa Bb Cc Dd Ee Ff Gg
点击咨询 