义务教育教科书 英语 三年级

义务教育教科书英语三年级上册Unit 1Hello!A Let’s learn教学设计一、教学目标：（1）能够听说，认读四种文具单词：ruler,eraser,pencil,crayon.(2)能运用句型I have a\an...来介绍自己的文具。

二、教学重、难点：能准确读出四个单词，尤其是eraser,crayon两个词的发音。

三、课前准备：文具实物，及单词卡片四、教学步骤：Step1. Warm-up1、教师播放A B C song 活跃课堂气氛.2、让学生与自己想认识的孩子以接龙的形式打招呼。

S1: Hello,I’m A.S2:Hi,I’m B.S2:Hello,I’m B.S3:Hi,I’m C.…（设计意图：通过接龙的形式大范围操练上节课所学重点句型，让孩子进一步了解语言所应用的环境。

）Step2.Presentation1、教师介绍今天是小熊的生日，我准备了一些礼物送给它。

T:I have a ruler.T:I have an eraser.T:I have a pencil.T:I have a crayon.（设计意图：教师通过设计的小故事情节，意在整体呈现本课单词及句型。

）2、教师将呈现过的实物放入袋子，一样样拿出来，让孩子猜。

S1: ruler.T: Sorry.S2: pencil.T: Yes, I have a pencil.教读：pencil①分行读，用开火车的形式读。

②男生读，女生读，一组一组读。

③让学生拿着自己的铅笔读，教师用Me,too.来配合。

让学生领会Me,too.所运用的语言环境。

（设计意图：利用猜文具的形式，教师有意识地在第一环节整体呈现的基础上，给学生制造了信息差，让他们动脑筋去想，刚才老师呈现的文具用英语都怎么表达。

并通过不同形式去操练，避免枯燥。

）3、用同样的方式新授另外三个单词。

4、听音，跟读。

Step3 Practice1、教师将单词卡片贴于黑板，迅速拿走一张，让孩子大声说出单词。

义务教育教科书三年级上册英语教案（最新）义务教育课程标准试验教科书三年级上册英语教案（精通版）1.任教年级、班级三年级2.任教科目英语3.教师名字4.教龄三年5.职称小教二级6.2015至 2016年度上学期Unit 1 Lesson 1教学时间20XX年9月7日教学课时1课时教学内容人教版义务教育课程标准实验教科书三年级上册Unit 1 Lesson 1教材第2页的内容。

教学目标Teaching aims1、能够在情景中理解会说Hello! /Hi! I’m … ,并能够在真实的语言环境中初步运用。

2、能够听、说、认、读单词：cat ，monkey.3、学唱歌曲Hello, 巩固本课教学内容。

教学重、难点Main and difficult points能够熟练地掌握句型：Hello! I’m… 并熟练地应用在日常生活中。

教具准备Teaching aids相关的动物图片，录音机，头饰等。

教材分析本课的会话场景是：刚开学，同学之间、师生之间见面相互问候。

通过打招呼、自我介绍等情景，让学生在感知、模仿、学习、体验的基础上初步应用语言。

学情分析教学方法讲授法、讨论法、演示法、指导法学生活动同桌交流、小组合作、表演朗读学法指导讲授指导、交流指导、示范指导教学过程Teaching procedure1.Warm-up课前播放歌曲Hello, 渲染课堂学习的气氛。

2.Presentationa.以自然的方式向学生说Hello, 引导学生向老师说Hello, Hello,表示问候。

然后让学生相互用Hello! 练习问好。

b.让学生到讲台上来，戴上Li Yan 的头饰说Hello, I’m… 然后请学生向老师进行真实的自我介绍。

c. 向学生出示本课书的教学挂图并提供话题情景：清晨，校园里来了一个外国小学生，同学们和他热情地打招呼。

同时借助挂图，提问：Look, what’s this ? 并将贴在树后的动物图片进行移动，然后戴上面具说：Hi , I’m Mimi. Hello, I’m Mimi.d. 听录音，让学生跟读，并要求学生用手指着句子、单词来认读。

Unit 1 Hello ！Let's talkListen and say. (page 2 and page 3)LearningobjectivePupils will learn some common greetings through a dialogue about children arriving at schoolin the morning.Presenting the main dialogue~ Present the situation in the picture on page 2 and page 3. Have pupils study the picturebriefly.~ Draw pupils' attention to details such as the time of the day (7:30 a. m. ), the place(the entrance of a school), and the people in the picture (pupils, a teacher, a mother).~ Go over the names of the people in the picture with the pupils. Ahernatively, if youhave already presented the names of the people on page 1, you could invite pupils tolook at the people in the picture on page 2 and page 3 and recall their names.~ Present the dialogue to pupils. You could either play the recording or read aloud thedialogue to the pupils.~ Present the dialogue a second time, pausing from time to time to (a) convey the meaning of the sentences, and (b) to invite pupils to repeat after you or the recording.~ Have pupils read aloud the whole dialogue all the way through.Presenting "Good afternoon" and "Good evening"~ Have pupils look at the 4 pictures on page 3. Invite them to read aloud picture 1 andpicture 4, which they have known already.~ Ask pupils to look at picture 2 and picture 3. Present "Good afternoon" and "Goodevening" making use of the time reflected in each picture.~ Pupils read aloud the four sentences in sequence.~ Point to a picture randomly, and invite pupils to read aloud the sentence. SubstitutionGet pupils to the greetings and farewells listed in the four pictures.Fun with language1. Look and match. (page 4)LearningobjectivePupils will practise the words morning,evening through a matching task.~ This task revises the vocabulary items morning, afternoon, and evening that pupils haveIlearnt on page 3.~ Ask pupils to read aloud the three words below the pictures.~ If necessary, ask pupils to look at the first picture, and say " Morning? Afternoon? Evening?", pointing to the three words while saying them. Pupils will then understand theidea of matching pictures to the right words.~ Explain the task to pupils, demonstrating with one picture if necessary.2. Listen and number. (page 4)Learning objectivePupils will practise the common greetings they have learnt through a listening task.~ This task practises the expressions presented on page 2 and page 3. Revise these expressions with pupils if necessary.~ Ask pupils to look at the example picture, and invite pupils to guess what the people in thepicture are saying.~ Ask pupils to look at the other pictures, drawing their attention to the time of the day ineach picture. Invite pupils to guess what the people in each picture are saying.~ Explain the task. Then play the recording, or read aloud the sentences yourself, for pupilsto complete the task.~ Extension: As a follow-up activity, you may ask pupils to repeat the sentences after therecording after you have checked the answers with them.Sing alongListen and sing. (page 6)Learning objectivePupils practise the greetings they have learnt so far through singing a song. Suggestions~ This activity provides further practice of the expressions pupils have learnt so far in theunit.~ Ask pupils to look at the picture on the page. Present boys and girls using the picture.~ Help pupils understand that Ms White and the children are greeting each other.~ Read aloud the lyrics of the song, line by line, for pupils to repeat after you.~ Play the recording of the song. Ask students to look at the lyrics while listening to therecording.~ Play the recording again, and invite pupils to sing along with the recording.~ Extension: If you like, you can ask the pupils to sing the song again, changing Ms Whiteto your own name.Sound familyLearningobjectiveTo recognise and read aloud the letters A/a to H/h in both upper case and lower case.1. Listen and read. (page 7)Ask pupils to look at the letters A/a to H/h. Play the recording. Pupils listen and repeateach letter after the recording.2. Listen and point. (page 7)~ In this activity, the letters Aa to Hh are hidden in the picture. Some of them are shown inupper case; some are shown in lower case. Pupils listen to the recording and point at eachletter that they hear.~ Point to any letter in the picture, and ask pupils to say the letter.Rhyme time ( page 7)LearningobjectiveTo practise the letters A to H through a rhyme.~ The rhyme contains a new structure This is, and the expression Say after me, which youmay have used in the classroom incidentally. As the main objective is to practise the lettersA to H, simply present the whole rhyme as a while.~ Play the recording once all the way through. Play the recording again, pausing after everyline for pupils to repeat.~ Pupils then read the rhyme all the way through.~ Extension: To increase interest and/or for further practice, divide the whole class into twogroups,, who will read aloud the rhyme as follows:GroupA, B, C, D.A, B, C.GroupThis is A,This is B.GroupE,F,G,H.E, F, G.Group B:Say after meSay after me.Unit 2 How are you?Let's talkListen and say. (page 8 and page 9)Learning objectives~ To learn the expressions "How are you", "Fine", and "Good night" through listening toand practising a dialogue.~ To learn the vocabulary items dad, grandpa and grandma.Suggestions~ Ask pupils to look at the family picture on page 8. Invite them to recall the name of theboy.~ Point to Ben's Dad on the right of the picture and introduce Dad.~ Take this opportunity to introduce grandpa and grandma on page 9, by saying "dad's dadis grandpa" and "dad's mum is grandma".~ Draw pupils' attention to details in the picture (seven o'clock; Ben playing at home; Dadreturning home) to convey the meaning of the picture.~ Ask pupils to look at the family picture on page 9. Draw pupils' attention to details in thepicture (Mum and Dad waving; Ben lying in bed) to convey the meaning of the picture.~ Present the dialogue. Play the recording, or read aloud the dialogue to the class.~ Play the recording again, pausing after each speech bubble for pupils to repeat.~ Substitution : Substitute Dad in the dialogue with "mum", "grandpa" and "grandma".Have pupils practise the dialogue in pairs.~ Extension: Ask pupils what to say at different times of the day as a recycling task. Fun withlanguage1. Look and match. (page 10)Learning objectiveTo revise vocabulary of family members: dad, mum, grandpa, grandma. Suggestions~ Go over the five pictures on the left with pupils, stating the word representing each picture.~ Have pupils look at the 5 words on the right. Invite them to read aloud the words. Providehelp if necessary.~ Say a word from the list, and ask pupils to point at the word..Pupils practise listening to dialogues containing the greetings that they have learnt so far inthis module.Suggestions~ Choose one of the four pictures. Get across the idea that the two people in the picture aretalking to each other.~ Invite pupils to guess what the two people are saying to each other. You could jog pupils'memory by providing them with some of the expressions that they have learnt so far. ~ Explain the task, i.e. they should match the dialogue they'll hear to the appropriate/correct picture. If necessary, use the first mini-dialogue in the recording as an example.~ Assessment: When pupils have finished the task, you could invite them to recall what thepeople in each picture say to each other.~ Extension: Call out different events and ask pupils to say what greeting/farewell shouldbe used (can use Chinese for explanation). Some examples of events: see a friend at ashop in the morning; leaving school in the afternoon, etc.3. Look and say. (page 11)Learning objectivePupils will revise all the expressions they have learnt in this module.Suggestions~ Explain what is going on in Picture 1. Then ask pupils to look at picture 2, study thedetails, and try saying the sentences from the picture.~ Repeat the same procedure with the remaining pictures.three minutes to work out the sentences themselves.pairs.You could also give pupils two orThey could do this individually or inAnswer key (accept every reasonable answer)2. Good bye, Mum.3. Good morning, Ms White.4. Hi.5. Good bye.6. Good evening, grandma.7. Good evening, Dad.8. Good night, Mum.4. Do the project. (page 11 )Learning objectivePupils will use all the expressions they have learnt in this module in greeting each other.~ Explain Step 1 and Step 2 to pupils.~ There are different ways to conduct Step 3. The important thing is that each mini-dialogueshould make sense.Story timeRead and act. (page 12)LearningObjectiveunderstand all the sentences in the story text, so avoid over-explaining the story to the pupils.~ This story will introduce a character, Aki the Alien, who will appear again and again inlater stories.~ In the story, different insects meet and greet each other at different time of the day. Atnight time, a firefly comes out to play. He wants to greet the other insects but they are allasleep. He is getting bored when at this point, Aki the Alien appears and greets him enthusiastically.~ Pupils need not know the English names of the insects to understand the story.~ Motivate interests in the story. Draw pupils' attention to the arrows that will show thesequence of the pictures as they read.~ Then have them read the story text silently on their own.~ When they have finished, ask them whether they like the story.~ Play the recording of the story.~ Invite groups of students to act out the story.Did you know?Greetings around the world. (page 13)LearningobjectiveTo learn about the practices of greetings in other parts of the world.~ Revise with pupils the expressions of greetings introduced in this module.~ Invite pupils to talk about how they greet each other in everyday life.~ Ask pupils to read page 13 to find out about how people in other parts of the worldgreeteach other.~ Ask pupils to guess where the people in each picture are. (They can use Chinese. )Unit 3 What's your name?Let's talkListen and say. ( page 14)LearningobjectivesTo learn the expressions for:~ introducing oneself to others;~ asking people their names.Presenting the main dialogue~ Ask pupils to look at the picture on page 14. Draw their attention to the date on the noticeboard (the 1 st of September).~ Invite pupils to recall the names of the two boys in the picture.~ Draw pupils' attention to the gestures of the two boys to get across the idea that they aregreeting and introducing themselves to each other.~ Present the dialogue by reading it aloud to the pupils, or playing the recording. Whiledoing this, point to the boy who is saying each line.~ Present the dialogue a second time, pausing from time to time to (a) convey the meaningof the sentences, and (b) to invite pupils to repeat after you or the recording.~ Have pupils read aloud the whole dialogue all the way through.~ Extension: Invite pairs of pupils to read aloud the whole dialogue to the wl~ole class.Presenting the names of the other children~ Invite pupils to recall the names of the two boys.~ Go on to point to the other children on page 15 to signal that you are going to present thenames of them.~ Point to each child in the picture and say his/her name. Trace the balloon to highlight thewritten form of the name. Ask pupils to say the name after you.~ Repeat the above procedure for the other children in the picture.~ For further practice, ask pupils to read aloud the names from left to right first in sequence,then out of sequence.SubstitutionGet pupils to repeat the dialogue in pairs using the names in the balloons.Fun withlanguage1. Listen and match. (page 16)Learning objectivesTo listen to some English names and recognise the written words that represent them. ~ Have pupils look at the pictures of the children. The names of the 6 children have beenpresented on page 15.~ Encourage pupils to read aloud the names of the 6 children. After one or two attempts, youcould invite pupils to cover the written names, and say aloud the names of the children bylooking at the pictures only.~ Revise the letters A to F with pupils.~ Demonstrate to pupils how to complete the task, using Tom as an example.~ Play the recording for pupils to complete the task.TapescriptA. TomB. JanetC. BenD. MikeE. KateF. AnnAnswer key2. Choose and say. (page 16)Learning objective~ To practise introducing oneself using "My name is ...".~ To revise using "Hi" and "Hello" to greet someone.Suggestions~ Module 2 Introductions~~ Ask pupils to look at page 14 again to find out how Jiamin introduces his name to Ben.~ Help pupils select an English name and then introduce themselves.~ Invite pupils to tell the class their names by saying My name is ... when each pupil hasdone this, say to him/her Hello and then his/her name.~ Repeat Step 3 above. This time, point to a pupil, who will then say My name is ... to thewhole class. The whole class then greet him/her by saying Hello and then his/her name.~ Have pupils study the pictures in Choose and say on page 16. Explain the task to pupilsusing the two pictures.~ Ask pupils to write their English names on a sheet of paper, which they will use later inintroducing themselves. They will then practise introducing themselves to theirYou could follow the exampleof the pictures and invite groups of pupils to perform the taskin front of the class, or invite half of the class to walk around the classroom to introducethemselves to the other half who remain seated.3. Play the game. (page 17)Learning objectiveTo practise (a) telling one's name to others, and (b) asking others their name.~ The question What's your name? appears for the first time in this module.~ Conduct a mini dialogue with a few pupils as follows during which you will get across themeaning of What's your name? to the pupils:II You: My name is Mr/Ms ... What's your name?m Pupils: My name is ...~ Have pupils look at the pictures in Play the game on page 17. Go over the 3 pictures insequence to explain the game. (Have each group use a ball or ruler, then pass it from oneto the other. The one with the ball or ruler needs to introduce themselves.')~ Invite groups of pupils to try the game in front of the class. Increase the number of pupilsinvolved in each round gradually.4. Look and act..( page 17)LearningobjectiveTo practise telling others one's name and asking others their name through a fun activity.~ Pupils will reinforce the expressions they have practised through an acting activity. Highlight the acting element when you set up the activity.~ Ask pupils to look at the pictures in Look and act on page 17. Point to Snow White in thefirst picture. Check whether pupils already know the name Snow White. If they don't,present the name to the pupils.~ Repeat Step 2 above with the second picture.~ Tell pupils you now want some of them to be Snow White and Monkey King. Invite 2 pupilsto do a demonstration in front of the class. Encourage pupils to act as Snow White andMonkey King.~ Extension: Invite pupils to suggest other characters that they know. They then continuethe acting activity using these other characters.Listen and sing. (page 18)LearningobjectiveTo further practise expressions for greeting others and introducing oneself through singing a~ Ask pupils to study the picture on page 18 and identify Janet and Xiaoling in the picture.~ The song contains a new expression: It's nice to meet you (too). Use the picture to convey the idea that Janet is happy to meet her new classmates, so she says It's nice tomeet you to them.~ Read aloud the lyrics to the pupils. Ask them to repeat each line after you.~ Play the recording. Then play the recording again for pupils to sing along with the recording.~ Extension: Get students to use classmates' names they like to sing the song again. Sound familyLearningobjectiveTo recognise and read aloud the lettersI/I to Q/q in both upper case and lower case.1. Listen and read. (page ]9)Suggestions~ Ask pupils to look at the letters I/i to Q/q. Play the recording. Pupils listen and repeateach letter after the recording.~ Write the same letters on the board. Point to the letters randomly for pupils to say themaloud.2. Listen and join the dots. (page 19)Learning objectiveTo revise the letters A/a to Q/q.Suggestions~ This task covers all the letters that pupils have learnt so far.~ If necessary, revise A/a to H/h with pupils.~ Invite pupils to look at the picture, drawing their attention to the tree and the shape of theanimal. Motivate interest by inviting pupils to guess what animal it is.~ Explain the task by demonstrating the first few letters (e. g. , A -P- C) that pupils willhear. (Pupils should draw a line between each of the letters they will hear. )~ Play the recording for pupils to complete the task.~ After you have checked the answer with the pupils when they have finished you couldconduct further practice by asking them to read aloud the letters in the correct sequence inthe picture.TapescriptA-P-C - D-I-E -N-B -J-H -K-M -F- Q- G-L-OAnswer keyA giraffe.Rhyme time ( page 19)Learning objectiveTo practise some of the expressions learnt so far through a rhyme.Suggestions~ The rhyme contains no new language items. Pupils should have no difficulty understandingthe rhyme.~ The words in the rhyme are Ben, Ken, and friends. Emphasise those appropriately whenpresenting the rhyme.~ Explain to pupils that the children are happy to meet each other, and they are now sayinga rhyme about their new friends.~ Play the recording all the way through.~ Play the recording again, pausing after each line for pupils to repeat. Remind pupils of therhythm.~ Pupils read aloud the rhyme all the way through. For further practice, divide the class intotwo groups. One group will read the first two lines and the other group will read the nexttwo lines. Then both groups read the last two lines together.Unit 4This is my dadLet's talkListen and say. ( page 20 -- 21 )Learning objectiveTo learn how to introduce one person to another through a dialogue.~ Ask pupils to study the picture on page 20. Draw pupils' attention to the time of the day(4:40 o'clock), and other details that depict the situation: Jiamin carrying hison his back, ready to go home; Ms White waving goodbye to Jiamin, Jiamin's dad pickinghim up from school, etc.~ Convey the idea that Ms White and Jiamin's father do not know each other yet. Jiamin isnow introducing them to each other.~ Play the recording all the way through.~ Play the recording again, pausing after each speech bubble for pupils to repeat.~ Draw pupils' attention to the expression that Jiamin uses to introduce Ms White and his dadto each other: This is ...~ Now ask pupils to look at page 21. Ask pupils to recall the name of the other boy.~ Repeat the above procedure for presenting the second half of the dialogue.~ If pupils need further practice, you could invite groups of 3 pupils to read and act out thedialogue (the first half or the second half) in front of the class.~ You could also use the pairs of names on pages 20 and 21 (mum &Xiaoling; Mike &grandpa; grandma & Janet) for pupils to act out a similar dialogue between the child andMs White.~ Substitution: Get the class to read the dialogue aloud using the new character pairs (mumand Xiaoling, Mike and grandpa, etc. ), to replace Jiamin and his dad.Fun with languagePlay the game. (page 22)LearningobjectiveModule 2 IntroductionsTo practise introducing oneself with I am ..., and practice identifying a person with Thatis ... through a game.~ Ask pupils to look at the pictures on page 22. Present the scenario to pupils using thepictures. Read the sentence in the third picture ( That is Sam) with appropriate emphasis.~ Explain the game again with the help of 3 pupils. When you get the guessing part, encourage pupils to make the guess using the expression That is ...~ Continue to play the game with groups of 3 pupils.~ Extension: Get pupils to make paper masks to cover their faces and do the guess usingThat is .../ This is ...2. Show and say. (page 22) --Pre-class preparation (pupils required)objectiveTo practise introducing one's family members using This is ...~ Pre-class preparation: Ask pupils to bring a photograph of their family to the next lesson.~ Revise dad, mum, grandma and grandpa, using the pictures of pages 20 and 21 if necessary.~ Ask pupils to look at the picture on page 22. Check if pupils understand that the twochildren are looking at a photograph.~ Get across the idea that the boy is introducing his family members to the girl.~ Read out the boy's lines, or invite some pupils to read out the boy's lines.~ Invite one pupil to give a demonstration by introducing the family members in the photograph that he/she has brought to class.~ Extension: Get pupils to introduce members in their pictures to each other.3. Look and act. (page 23)LearningobjectiveTo practise introducing two people to each other in a simulated real-life situation.~ In this activity, pupils imagine that they run into each other in a public place, such as apark. They then introduce their family members.~ Ask pupils to look at the picture on page 23, drawing their attention to the place.~ Invite pupils to identify Janet and Jiamin in the crowd.~ Draw pupils' attention to Janet's grandpa, who is standing next to her.~ Present the scenario in the picture to pupils.~ Invite groups of pupils to act out the scenario in front of the class.~ Extension: change Janet or Jiamin to another child; change grandpa to grandma. 4. Do the project. (page 23)LearningobjectivePupils will make a name card of themselves and practise introducing themselves to others.~ Ask pupils to study the name card on page 23 to get an idea of what it is. Introduce theword name card.~ Ask questions to elicit the content of the name card: the owner's English name, her school, and her class.~ Explain the task. Give pupils time to make their own name card. Encourage them to addartwork to it if time allows. )klternatively, this step could be done at home.~ When pupils have their name cards ready, invite them to take their own name card andintroduce themselves to each other. This can be done as a milling activity, that is, thewhole class will stand up and walk around making exchanges with whoever they meet.Alternatively, collect all the name cards. Then draw a card from the stack. The pupilwhose name card is drawn will introduce himself/herself to the whole class.Story timeRead and act. (page 24)LearningobjectiveTo read with understanding a story that contains some of the expressions that pupils havelearnt so far.20~ In this story, the children meet each other in a strange place and introduce themselves toeach other. Finally, they meet Aki, who has a funny name and is from space.~ Ask pupils to look at the pictures briefly to find out the characters involved. Invite pupils to tell the names of the characters they have recognised.Module 2 Introductions~~ By making use of one or two of the pictures, get across the idea that the children are in astrange place and they do not know each other.~ Check if the pupils understand the sequence of the pictures.~ Play the recording. Pupils read the story text while listening to the recording.~ Explainnny and space. Ask pupils to read aloud the story text in chorus.~ Extension: Get pupils to work in groups to act out the story.Did you know? ( page 25 )LearningobjectiveTo learn about how names are stated in different countries.SuggestionsI~ Introduce the terms family name and given name, using your own name or the names oftwo or three pupils.~ Ask pupils to look at the 3 pictures on page 25. Invite them to find out the family name ofeach person. You could ask pupils to underline the family name of each person.~ The above steps will show pupils the different positions of the family name in differentcountries.~ Repeat the above steps for given name.~ Zoom in on the first picture, and draw pupils' attention to the middle name. Explain topupils that today the middle name is used in formal contexts only.~ If you like, you could show pupils how to read the 3 names.~ Extension: Use pupils self-selected English names and family names to highlight positiondifference between western and Chinese name convention.Module 3 BodyModule overviewUnits and thematic contentIn Unit 5, Ben returns home for dinner. He looks dirty,so his mum and dad ask him toclean up before having dinner.In Unit 6, Ms White plays a game with the children which requires them to listen to andfollow her instructions correctly.22Grammar and communicative functionsImperatives for giving instructions,e.g.,~ Wash your hand.~ Clean your nose.Negative imperatives for prohibitions, e. g. ,Don't touch your eyes. Common expressions:~ Oh.~ Okay.~ Oh not~ And ...~ too~ Let's ...Plural form of countable nouns, e. g. , eyes, handsIrregular plural form of countable nouns:Possessive pronoun: youV ocabularyVerbs:wash, touch, clean, brush, open, close，feetNouns :face, eye, hand, ear, feet, teeth, head, hairAdjective:earlyWords in context:game, tail, turn (n.), Simon SaysPhonicsThe letters R/r to Z/z.Learning outcomesPupils will be able to:~ refer to parts of the body;~ understand and give simple commands by using the imperative;~ refer to things and people using the demonstratives this and that;~ recognise the letters R/r to Z/z.Unit 5 Wash your faceLet's talkListen and say. (page 26)LearningobjectiveTo be introduced to parts of the body and simple imperatives.Presenting the main dialogue~ Have pupils study the picture on page 26 and page 27. Invite them to recall the name ofthe boy (Ben). Ask pupils who the other people in the picture are (Ben's mum and Ben'sdad).J~ Convey the context by drawing pupils' attention to the following details: Ben looks dirty;Ben returning home from outside; the time of the day; the table being prepared for dinner,etc.~ While talking about Ben's appearance, present eyes, hands, and face.~ Prepare pupils for the listening by asking What are Ben's mum and dad saying to him.~ Play the recording all the way through. Pupils look at the dialogue text while listening.Check if they are following the correct speech bubbles.~ You could now repeat the dialogue sentence by sentence, taking this opportunity to presentthe meaning of the imperatives.~ Play the recording again, or read the dialogue again, sentence by sentence for pupils to。

三年级上册义务教育教科书英语一、引言1.1 义务教育教科书的重要性1.2 本文写作的目的和意义二、教科书概述2.1 三年级上册英语教科书的内容组成 2.2 教科书的编写背景和理念2.3 教科书的编写者介绍三、课文分析3.1 课文内容的主题和情境3.2 课文的语法和词汇点评3.3 课文的难点和易错点分析3.4 课文与生活的联系和启发四、教学建议4.1 结合教科书的教学方法和策略4.2 课堂教学的案例分析和实践建议 4.3 家庭作业的设计和评价4.4 提高学生学习兴趣的途径和方法五、教学效果评价5.1 学生的学习成绩和情况5.2 教学效果的评估和反思5.3 教材的优缺点和改进意见六、教学心得6.1 教师的教学心得和体会6.2 学生的学习体会和反馈6.3 教师和学生在教学中的成长和收获七、结论7.1 对三年级上册英语教科书的总体评价7.2 对教学和教材改进的建议和展望在义务教育阶段，学生接受的教科书教育具有举足轻重的地位。

特别是在英语教学中，教科书的选择和使用对学生语言能力的培养和提高至关重要。

本文将针对三年级上册的英语教科书进行全面分析和评价，并结合具体的教学建议和效果评价，希望能够对教师和教育工作者提供有益的参考和借鉴。

我们从教科书的整体情况进行概述。

三年级上册的英语教科书主要包括课文、单词、语法等内容，以及配套的练习册和教师用书。

教科书的编写背景是为了满足学生的学习需求和教师的教学需要，体现了以学生为中心的教学理念。

编写者是一批资深的教育专家和教学实践者，具有丰富的教育理论和实践经验。

接下来，我们对教科书中的课文内容进行分析。

课文主题丰富多彩，涵盖了学生日常生活中的各个方面，具有鲜明的情境和语境，有利于激发学生的学习兴趣和语言表达能力。

课文的语法和词汇设计合理，符合学生的认知和语言水平，易于理解和掌握。

在教学中，教师需要重点关注课文中的难点和易错点，采取针对性的教学策略，有效帮助学生解决问题。

我们还给出了针对三年级上册英语教科书的教学建议。

义务教育教科书英语三年级上册
义务教育教科书英语三年级上册
第一单元我的家 My Family
本单元主要介绍了家庭成员的称呼和家庭成员的基本信息。

主要掌握家庭成员的称呼和基本信息的问答。

第二单元我的学校 My School
本单元主要介绍学习生活和教学环境。

主要掌握学校里的设施名称，校规和教学环境。

第三单元我的朋友 My Friend
本单元主要介绍了朋友的基本信息以及友谊的重要性。

主要掌握朋友的基本信息和相关礼仪。

第四单元我的周末 My Weekend
本单元主要介绍了周末活动的种类和方式。

主要掌握周末活动的描述和口头表达。

第五单元我的家乡 My Hometown
本单元主要介绍了家乡的地理位置、文化、历史和名胜等。

主要掌握家乡相关的基本信息和相关知识。

第六单元我的兴趣 My Hobbies
本单元主要介绍了个人的爱好和兴趣。

主要掌握口头表达和书写来描述个人爱好和兴趣。

第七单元我的家具 My Furniture
本单元主要介绍了家具的名称和相关用途。

主要掌握家具的名称和相关用途。

第八单元我的节日 My Festival
本单元主要介绍了主要的传统节日和相关的文化和习俗。

主要掌握相关节日的名称和情况。

总之，此教科书主要介绍了基础的英语知识，非常适合三年级学生使用，能够提高他们的英语储备，同时也有助于他们日后的学习和工作。

2024年秋季学期三年级英语（2024版）教学计划一、教材分析本教材为义务教育教科书英语（PEP）三年级上册，以2022新课程标准为指导，注重培养学生的核心素养。

教材内容丰富多样，涵盖六个单元和一个复习单元。

每个单元围绕特定主题展开，如“Making friends”“Different families”“Amazing animals”等，通过听、说、读、写等活动引导学生学习英语知识和技能。

教材具有以下特点：1.主题贴近学生生活，激发学习兴趣。

如交朋友、家庭、动物等主题都是学生熟悉且感兴趣的，能让学生在实际情境中学习英语，提高语言运用能力。

2.板块设置合理，综合性强。

包括对话、词汇、语音、阅读、项目活动等板块，全面培养学生的语言综合能力。

例如，在“Making friends”单元，通过对话让学生学会打招呼和介绍自己，词汇部分学习表示身体部位的词，语音板块学习字母 Aa-Dd，阅读部分则引导学生理解友谊的含义。

3.注重培养学生的思维能力和跨文化意识。

如在不同单元中通过对比不同家庭、动物的特点等，培养学生的观察和分析能力。

同时，介绍英语国家的文化和风俗习惯，拓宽学生的国际视野。

二、教学目标1.语言能力目标：（1）掌握教材中的词汇、句型和语法知识。

如能准确说出身体部位、家庭成员、动物、水果、颜色、数字等词汇，熟练运用“Thisis...”“Is this...?”“Do you have a pet?”等句型。

（2）提高听、说、读、写四项语言技能。

学生能听懂简单的英语对话，正确朗读单词和句子，进行简单的口语交流和书写字母、单词。

2.文化意识目标：（1）了解英语国家的文化和风俗习惯。

例如，通过学习不同单元的内容，了解英语国家人们在交朋友、家庭生活等方面的习惯。

（2）培养跨文化交际意识。

让学生明白不同文化之间的差异，学会尊重和欣赏不同文化。

3.思维品质目标：（1）培养学生的观察力、分析力和创造力。

在学习过程中，引导学生观察图片、分析问题、进行创意表达，如在项目活动中制作思维导图、动物图画书等。

义务教育教科书英语（PEP）（三年级起点）教材介绍与教法建议一、教材修订重点（一）Let’s talk. 1.减少了话轮；2. 拆分了易混淆的语言；3.恰当的融入文化（二）Let’s learn. 1.增加了语境语言；2. 在话题词汇中删减了非课标词；3.恰当的融入文化（三）Letters and sounds/ Let’s spell.（四）Start to read/Read and write.读：（1）三年级强化字母、单词与核心句的认读。

（2）四年级注重阅读组句、小短文。

（3）五-六年级每册教材围绕一条故事线展开趣味阅读，文体形式包括信件、日记、便笺、广告、邀请函等。

写：（1）三年级描红、书写字母、单词。

（2）四年级在有意义的语境中抄写单词与句子。

（3）五-六年级设计了读后回答问题、填充短文以及描述图片、回复邮件等形式的仿写活动。

二、课时分配建议每周2-3个课时，每单元4-6课时完成，立足于核心教学板块（Let’s talk; Let’s learn; Letters and sounds ），合理整合教材内容。

1. Let’s talk与Let’s learn整合；2. Let’s learn与Letters and sounds 整合；3. Letters and sounds分散到各单元课时中分解处理；4.Start to read.与Let’s learn/Letters and sounds 整合；5. Let’s check.融合到教学课时中完成。

有关星期名词的用法：(1) 与月份名词连用时，通常应置于其前。

如：Gilbert was born at 11:58 on Friday November 18th 1986. 吉尔伯特生于1986年11月18日星期一11点58分。

(2)“每周星期五”在英语中习惯上说成every Friday，不说on Friday every week。

义务教育教科书小学《英语》三年级上册_义务教育教科书小学《英语》三年级上册概述义务教育教科书小学《英语》三年级上册是一本适合小学生学习的英语教材。

这本书以生动有趣的方式介绍了基础英语知识，包括单词、短语、语法和交流技能。

通过学习这本书，学生可以建立良好的英语基础，为将来的学习做好准备。

文章结构这本书的每个单元都由以下几个部分组成：1、单元主题：每个单元都有一个明确的主题，例如家庭、动物、学校生活等。

2、词汇：单元主题下涵盖了一系列与主题相关的单词和短语，便于学生记忆和应用。

3、对话和短文：这部分提供了一些对话和短文，旨在帮助学生掌握日常英语交流技巧。

4、游戏和活动：通过各种游戏和活动，学生可以在轻松愉快的氛围中巩固所学知识。

5、语法：这部分简明扼要地介绍了基本语法知识，如动词时态、名词单复数等。

6、歌曲和儿歌：书中收录了一些有趣的英语歌曲和儿歌，让学生在娱乐中学习英语。

特色人物这本书通过一些特色人物的形象，使学习内容更加生动有趣。

例如，教材中的主人公小明和他的朋友们在每个单元中都会遇到一些与主题相关的问题和挑战。

通过他们的故事，学生可以更好地理解和应用所学知识。

语言技巧这本书在语言技巧方面注重以下几个方面：1、句式结构：通过介绍简单的句子结构和语法规则，帮助学生掌握正确的语言表达。

2、词汇运用：通过单词和短语的搭配，让学生了解英语词汇的正确用法。

3、语调和节奏：书中强调了英语语调和节奏的重要性，帮助学生掌握地道的英语口语。

4、交流技能：通过对话和短文，培养学生基本的听、说、读、写能力，提高他们的英语交流能力。

总结义务教育教科书小学《英语》三年级上册是一本适合小学生学习英语的教材。

通过学习这本书，学生可以建立良好的英语基础，为将来的学习做好准备。

这本书的生动有趣的设计和特色人物的形象也能够激发学生学习英语的兴趣，提高他们的学习效果。

在语言技巧方面，这本书注重句式结构、词汇运用、语调和节奏以及交流技能的培养，让学生能够全面地提高自己的英语能力。

义务教育教科书小学《英语》三年级上册_标题：义务教育教科书小学《英语》三年级上册——开启孩子们的英语学习之旅一、引言随着全球化的不断深入，英语作为一门国际性语言，在日常生活和工作中发挥着越来越重要的作用。

因此，我国义务教育阶段也明确规定了英语课程的重要性。

今天，我们将要探讨的是义务教育教科书小学《英语》三年级上册，一起探索如何更好地引导孩子们开启英语学习之旅。

二、课程目标与内容小学《英语》三年级上册的目标是培养孩子们的英语基础能力，提高他们的语言运用水平。

通过本册书的学习，孩子们将掌握约300个单词，涵盖家庭、学校、食物、动物等日常生活主题。

同时，他们将初步了解英语的基本语法和日常交际用语，如问候、介绍、感谢等。

具体内容主要包括：家庭成员的介绍、学校生活、食物与饮食习惯、动物与宠物等。

这些主题不仅帮助孩子们在日常生活中使用英语，同时也为他们未来的英语学习打下了坚实的基础。

三、教学方法与策略在教学过程中，教师应注重培养孩子们的听、说、读、写四项基本技能。

通过创设情境、角色扮演、游戏互动等方式，让孩子们在轻松愉快的氛围中学习英语。

同时，教师还应注重培养孩子们的自主学习能力，鼓励他们通过阅读、听力等途径拓宽英语知识面。

四、家庭与学校的合作家长在孩子的英语学习中扮演着重要的角色。

他们应该积极配合学校的教学工作，鼓励孩子们在家中使用英语进行交流。

家长还可以引导孩子们通过观看英语儿童节目、阅读英文绘本等方式增加英语输入。

五、结语小学《英语》三年级上册是孩子们英语学习的重要阶段。

通过科学的教学方法和有效的学习策略，相信孩子们能够在愉快的氛围中掌握英语基础知识，为未来的英语学习打下坚实的基础。

让我们一起努力，为孩子们创造一个更好的英语学习环境！颜色词汇：red, blue, yellow, green, white, black。

形状词汇：circle, square, triangle, rectangle。

2024人教版新教材三年级英语上册教学计划一、教材结构分析本册教材为义务教育阶段教科书英语三年级上册(人教版),是国家教材三年级起点的起始册次。

教材严格落实国家《义务教育英语课程标准(2022版)》要求，准确理解核心素养内涵，发挥了培根铸魂、启智增慧的作用，体现了英语课程的育人价值。

教材以落实立德树人为根本任务，以促进学生核心素养发展为核心，以和学生日常实际生活息息相关的内容为主题，以问题链的形式构建各单元基本框架。

力求引导学生基于各单元语篇内容的学习和主题意义的探究，学习语言、获得新知、探究意义、解决问题，激发学生的学习兴趣与动机，逐步建构和生成围绕单元主题的深层认知和正确的世界观、人生观和价值观，促进其核心素养综合表现的达成。

本册教材包含六个教学单元和一个复习单元。

其中，每个教学单元由开篇页、Part A、Part B、Part C板块组成。

几个各板块的设计有基础知识的学习，也有相关内容的拓展与提升。

既体现了面向全体学生，确保全体学生的语言能力、文化意识、思维品质和学习能力得到发展和提升，形成最基本的理解能力和表达能力，又关注到了地域差异与学生个体差异，具有适度的开拓性，有利于教师创造性地设计教学活动，灵活安排课堂教学环节，增补和调整学习内容。

每个单元的开篇页以真实图片呈现了本单元相关的现实情境，以文字形式呈现了单元核心问题、单元学习目标和相关学习活动等。

Part A、Part B 板块分别由各自板块的子问题为引领，包含了对话学习、词汇学习、语音学习、阅读和写作板块内容。

Part C部分以项目式活动为核心，还包含了自我评价和拓展阅读，增强了多学科内容的有机融合，助力英语综合实践活动的开展。

二、教材内容分析《义务教育英语课程标准》(2022版)提出英语教材既是英语教学的主要内容和载体，也是对学生进行思想品德教育的重要媒介。

英语课程内容的组织要以主题为引领，以不同类型的语篇为依托，融入语言知识、文化知识、语言技能和学习策略等学习要求，使学生能够使用所学语言进行真实的交流和表达，引导学生形成积极、健康的情感态度。

义务教育教科书三年级上册英语IntroductionIn the first grade of compulsory education, students are introduced to the English language in their textbooks. This sets the foundation for further language learning as they progress through the education system. In this article, we will explore the content covered in the third-grade textbook for English language learning.Unit 1: GreetingsThis unit focuses on teaching students basic greetings and introductions in English. The content includes learning how to say "Hello," "Good morning," "Good afternoon," and "Goodbye." Students are also introduced to simple questions like "What's your name?" and "How are you?" Along with the vocabulary, there are interactive exercises to practice pronunciation and conversation skills.Unit 2: FamilyUnit 2 delves into the topic of family. Students learn the English names for family members such as mother, father, brother, sister, etc. They also engage in activities that involve describing their family members, recognizing different family structures, and talking about their own families. Through this unit, students develop their vocabulary and learn to construct basic sentences using possessive pronouns like "my" and "your."Unit 3: NumbersIn this unit, students are introduced to numbers in English. They learn to count from 1 to 100, both in numerical and written form. The focus is not only on mere rote memorization but also on understanding the concept of numbers. Students engage in activities that involve counting objects, comparing quantities, and solving simple math problems in English.Unit 4: ColorsUnit 4 teaches students about colors. They learn the names of various colors in English and practice identifying and describing objects based on their colors. Activities include matching colors to objects, coloring pictures, and creating descriptive sentences using colors. This unit helps develop their vocabulary and enhances their ability to describe things in English.Unit 5: AnimalsUnit 5 introduces students to the names of different animals in English. They learn about farm animals, pets, and wild animals. Alongside learning the vocabulary, students engage in activities that involve classifying animals, describing their characteristics, and creating short narratives about animals. Through this unit, students not only expand their vocabulary but also develop their cognitive and creative skills.Unit 6: My DayThis unit focuses on familiarizing students with daily routine vocabulary. They learn words related to waking up, eating breakfast, going to school, doing homework, and going to bed. Students also learn to construct simple sentences and talk about their daily routines. Interactive exercises and role-plays help develop their fluency and communication skills.ConclusionThe third-grade English textbook for compulsory education provides a solid foundation for young learners to grasp essential language skills. With a focus on interactive learning, vocabulary building, and sentence construction, students are introduced to greetings, family, numbers, colors, animals, and daily routines. As students progress through subsequent grades, the knowledge gained from this textbook will be further expanded and developed.。

义务教育教科书英语三年级(上册)(总17页)-CAL-FENGHAI.-(YICAI)-Company One1-CAL-本页仅作为文档封面，使用请直接删除义务教育教科书英语三年级（上册）Unit One Hello!-Hello! I’m Zoom. -Hi! My name’s Zip.-Hello! I’m Mike. -Hi, I’m Wu Yifan.-Hello, I’m Chen Jie. What’s your name? -My name’s Sarah. -Goodbye! -Bye, Miss White!Let’s talk.-Hello, I’m Miss White.-Hello, I’m Wu Yifan.-Hi, I’m Sarah.Let’s play.-Hello, I’m Liu Xin. -Hi, I’m John.Let’s learn.ruler/eraser/pencil/crayonI have a ruler.I have an eraser.Let’s chant.I have a ruler. Me too!I have a pencil. Me too!I have a crayon. Me too!I have an eraser. Me too!Let’s sing.ABC songAa-Bb-Cc-Dd-Ee-Ff-Gg,Hh-Ii-Jj-Kk-Ll-Mm-Nn,Oo-Pp-Qq,Rr-Ss-Tt,Uu-Vv-Ww-Xx-Yy-Zz.Xx-Yy-Zz,now you see, I can say my ABCs.Let’s find out.Let’s talk.-Hello, I’m Mike. What’s your name-My name’s John.-Goodbye!-Bye, Miss White.Let’s play.-What’s your name?-My name’s Lily.Let’s learn.bag/pen/pencil box/book-Zoom! Your bag!-Oh, no!Let’s do.Open your pencil box./Show me your pen./Close your book./Carry your bag.Start to read.Circle the same letters.1. a c a o e a2. b j d q g b3.H N A H Z H4.Q D O Q C PRead and count.ruler/pen/ruler/book/crayon/eraser/book/pencil/bag/pencilbox/ruler/crayo n/pen/eraser/bagpen 2 , pencil _ , pencil box _ , bag _ , book _ , crayon _ , ruler _ , eraser _ . Let’s check.Listen and number.Look and match.pencil box/eraser/pencil/bag/pen/ruler/crayon/book.Let’s sing.Hello!Hello, Sarah! Do, oh, do. Hello, John! Do, oh, do.Hello, Mike! Do, oh, do. Hello! Hello! Hello!Story time.1.-Hello!2.-Hi! Who’s there3.-Guess!4.5.-Are you Tutu -No!6.-Haha! I’m Zip. –Hi, Zip! My name’s Zoom.7.-Let’s play! Ok -Great!8.Unit Two Colours-Let’s paint! -Ok!-Good afternoon, Yifan. -Good afternoon.-Dad, this is Mr. Jones. -Nice to meet you. -Nice to meet you, too.Let’s talk.-Mr. Jones, this is Miss Green. -Good morning, Miss Green.-Good morning. Draw and say.-This is Miss Green.-This is Mr. Jones.Let’s learn.red/yellow/green/blue.I see green.I see red.Let’s do.Show me green.Show me red.Show me blue.Show me yellow.Letters and sounds.Listen, repeat and chant.Aa, ant, apple; Bb, book, bag; Cc, crayon, cat; Dd, dog, duck.Listen and circle.dog/cat/brown/crayon/duckWrite and say.Aa, Bb, Cc, Dd.Let’s talk.-Hi, Mum. This is Wu Yifan.-Good afternoon, Wu Yifan.-Good afternoon. Nice to meet you.-Nice to meet you, too.Let’s play.-Good afternoon, Chen Jie. This is Zoom.-Hello, Zoom! This is Zip. Nice to meet you. -Nice to meet you, too.Let’s learn.black/white/orange/brown-Colour it brown! -Ok!Let’s do.Black,black. Stand up.Orange, orange. Sit down.White, white. Touch the ground.Brown, brown. Turn around.Start to read.Find and say.I see C,a,D…Read and tick(√).red/green/brown/yellow/blue/black.Let’s check.Listen and tick(√) or cross(×).Match and colour.Let’s sing.Colour songRed and yellow and pink and green,Purple and orange and blue.I can sing a rainbow, sing a rainbow,Sing a rainbow now.Story time.1.–Good morning, Zoom. –Good morning, Zip. –How are you2.–Fine, thank you.3.–Wow! Flowers!4.…5.–A red flower. A yellow flower. A blue flower…6.–Zip, look!7.–Zoom, look!Unit Three Look at me!-Let’s play! -Ok.-How are you-I’m fine, thank you.-How are you-Very well, thanks.-Look at my nose!Let’s talk.-Good morning.-Good morning.-How are you?-I’m fine, thank you. Let’s go to school! -Ok!Let’s play.-Hello! Hello!-How are you?Let’s learn.face/ear/eye/nose/mouthLook at me! This is my face.Let’s do.Close your eyes.Open your mouth.Touch your nose.Touch your ear.Touch your face.Letters and sounds.Listen, repeat and chant.Ee, egg, elephant;Ff, face, foot;Gg, green, gift;Hh, hand, hi;Ii, ice, ice cream.Listen and circle.green/hand/foot/egg/ice cream.Write and say.Ee, Ff, Gg, Hh, Ii.Let’s talk.-Hi, Mike! How are you?-Very well, thanks.-Let’s make a puppet!-Great!Let’s play.-Hi, John! How are you?-I’m fine, thank you. Hi, Chen Jie! How are you? -I’m fine. Hi, Mike! How are you?-Very well, thanks.Let’s learn.arm/hand/head/body/leg/foot.-This is the arm. -This is the leg.Let’s do.Clap your hands.Touch your head.Wave your arms.Shake your legs.Shake your body.Stamp your foot.Start to read.Find and say.I see E, i…Read and count.body/hand/nose/ear/mouth/leg/nose/leg/hand/mouth/body/ear/foot/arm /eye/mouth/bodyarm 1 ; ear _ ; hand _ ; mouth _ ; nose _ ; leg _ ; eye _ ; body _ ; foot _ . Let’s check.Listen and number.Look and match.foot/head/leg/ear/eye/body/arm/mouth/hand/nose.Let’s sing.Head and shoulders, knees and toesHead and shoulders, knees and toes, knees and toes.Head and shoulders, knees and toes, knees and toes.Eyes and ears and mouth and nose.Head and shoulders, knees and toes, knees and toes.Story time.1.-Let’s make a puppet.-Good idea.2.-First, make the head.3.-Then, make the body.4.-Look! An arm and a leg.5.-Let’s play with the puppet.6.-Goodbye!Recycle 1Read aloud.1.-Morning!2.-Good morning. I’m Chen Jie. This is Sarah.3.-My name’s Zip. -I’m Zoom. -White hands - Brown arms4.5.-Hello! -Look! Zoom and Zip!6.-Hey! -Bye!Listen and colour.Look and tick(√).I see …1. a yellow body; a red body.2.blue arms; brown arms.3. a red mouth; a white mouth.4.orange eyes; black eyes.Go up the ladders. Go down the snakes.Match, write and read aloud.Sing a song.How are you?Hello, Mike. Hello, Chen Jie. Hello, hello! How are you?This is Mary. This is Willy. Nice to meet you. How are you?I’m fine. I’m fine. Thank you, thank you very much.I’m fine. I’m fine. Thank you, thank you very much.Unit Four We love animals. -Look, a panda!-Look, Zoom!-What’s that-It’s an elephant.-Cool! I like it.-What’s this-It’s a bear.Let’s talk.-What’s this-It’s a duck.-What’s this-It’s a dog.-What’s this-Oh, no! It’s a bear!-Oh, it’s Zoom!Let’s play.-What’s this-It’s a duck.-What’s this-It’s a dog.Let’s learn.pig/bear/cat/duck/dog.It’s a duck.It’s a dog.Let’s chant.Look at the cat. It is fat.Look at the pig. It is big.Look at the dog. It’s on the log.Look at the duck. It’s in the truck.Look at the bear. It’s on the pear. Letters and sounds.Listen, repeat and chant.Jj, jeep, jump;Kk, kate, kite;Ll, leg, long;Mm, mum, milk;Nn, nose, noodles.Listen and circle.Jeep/leg/kite/milk/nose.Write and say.Jj; Kk; Ll; Mm; Nn.Let’s talk.-What’s that-A bear-No! It’s a panda.-Look! A funny dog!-Cool! I like it.Let’s play.-What’s that?-Guess!-It’s a panda. I like it.-Thanks.Let’s learn.zoo/bird/panda/tiger/elephant/monkey.-What’s that-It’s a tiger!Let’s do.Act like a bird.Act like an elephant.Act like a tiger.Act like a monkey.Act like a panda.Start to read.Find and say.I see K, j…Read and count.elephant/dog/pig/cat/bird/cat/dog/elephant/cat/dog/monkey elephant 2 ; cat _ ; bird _ ; dog _ ; pig _ ; monkey _ .Let’s check.Listen and number.Look and match.pig/tiger/bear/dog/elephant/duck/birdLet’s sing.Old MacDonaldOld MacDonald had a farm, E-I-E-E-O.And on that farm he had some ducks, E-I-E-I-O.With a quack quack here and a quack quack there, Here a quack, there a quack, everywhere a quack quack.Old MacDonald had a farm, E-I-E-I-O.Story time.1.-Hello, Pig! Follow me!2.-Hello, Dog! Follow Pig. Follow me!3.-Hello, Duck! Follow Zoom. Follow Pig. Follow me!4.-Hello, Rabbit! Follow Zoom. Follow Pig. Follow Dog. Follow me.5.-I have a carrot. Follow me!6.-Follow Zip! Follow me!Unit Five Let’s eat!-I’d like some bread, please.-Here you are.-Can I have some milk-Here you are.-Thanks.-You’re welcome.-Have some cake.-Thank you.Let’s talk.-I’d like some juice, please.-Here you are. Have some bread, too.-Thanks.Let’s play.-I’d like some bread.-I’d like some bread and eggs.-I’d like some bread, eggs and juice. Let’s learn.juice/egg/milk/bread-Mum, I’m hungry!-Have some bread. Let’s do.Have some eggs.Have some juice.Eat some bread.Drink some milk.Letters and sounds.Listen, repeat and chant.Oo, on, orange;Pp, pig, pen;Qq, queen, quiet;Rr, rice, red;Ss, six, Sarah;Tt, tiger, ten.Listen and circle.pen/queen/Sarah/red/tigerWrite and say.Oo, Pp, Qq, Rr, Ss, Tt.Let’s talk.-Can I have some water, please?-Here you are.-Thank you.-You’re welcome.Let’s play.-Can I have some juice, please-Here you are. -Have some milk.-Thank you.Let’s learn.water/cake/fish/rice-Can I have some water, please-Here you are. Let’s do.Drink some water.Eat some fish.Eat some rice.Cut the cake.Start to read.Find and say.I see R, t…Read and count.milk/juice/juice/water/egg/rice/cake/fish/rice/water/fish/cake/bread/fish/ca keegg 1 ; water _ ; cake _ ; rice _ ; juice _ ; fish _ ; bread _ ; milk _ .Let’s check.Listen and tick(√).Look and match.egg/milk/fish/bread/cake/rice/juice/waterLet’s sing.Let’s have a picnic todayLet’s have some cake today. Let’s have some cake today.Let’s have some cake today, on such a lovely day.Let’s have some milk today. Let’s have some milk today.Let’s have some milk today, on such a lovely day.Story time.1.-I’d like some fish, please.2.-Here you are.3.-I’d like some rice, please.-Sure.4.-Can I have some Coke, please-Here you are.5.-Can I have some ice cream, please?6.-Here you are.-Oh, no! My fish!Unit Six Happy birthday!-How old are you?-I’m six.-1,2…-Happy birthday!Let’s talk.-This one, please.-Sure. How many plates?-Five.-Ok. Here you are.Count and say.How many…Let’s learn.1, 2, 3, 4, 5.Let’s chant.Jump! Jump! Jump! One, two, three!Jump! Jump! Jump! Three, two, one!Four and five! Four and five!Jump up high! Jump up high!Five! Four! Three, two, one!Jump! Jump! It’s so fun! Letters and sounds.Listen, repeat and chant.Uu, umbrella, undere;Vv, vet, vest;Ww, wet, water;Xx, fox, box;Yy, yellow, yo-yo;Zz, zoo, Zip.Listen and circle.Write and say.Uu, Vv, Ww, Xx, Yy, Zz.Let’s talk.-John, this is my brother, Sam. -Hi, Sam. Happy birthday!-Thank you.-How old are you?-I’m six years olds.Let’s play.-What’s your name?-I’m Jin Bao.-How old are you?-I’m four years old.Let’s learn.six/seven/eight/nine/tenI’m six years old.Let’s do.Show me six.Show me seven.Show me eight.Show me nine.Show me ten.Start to read.Find and say.I see V…Find, tick(√) and match.one/two/three/four/five/six/seven/eight/nine/tenLet’s check.Listen and tick(√)or cross(×).Look and circle.monkeys: five six pencil: nine tenruler: eight nine eggs: six sevenLet’s sing.Ten little candlesOne little, two little, three little candles,Four little, five little, six little candles,Seven little, eight little, nine little candles,Ten little candles dancing.Story time.1.-I have two gifts. -Shh! There’s Zoom!2.-Surprise!3.-Happy birthday!4.-Thank you. Let’s eat the cake!5.-1, 2, 3… I see so many candles. You are old!Recycle 2Read aloud.1.-Baby, have some water. -No, thanks. Can I have some bread, please?2.3.-Ok, wait a minute.4.-Morning! What’s your name5.-Bobby. -I’m Tom. You are a big boy! How old are you6.-I’m 2.7.-Look at your head. I like it! -Thank you.8.-Look at your face. I like it! -Thanks9.-Look at your body. I like it! -Hey cat! Go away!Listen and tick(√).Cross out(×) the words that don’t belong.1.cat/tiger/bird/elephant/egg/bear/dog/six/crayon/monkey/blue/pig/pand a/hand/duck2.fish/bread/red/eight/eraser/eye/cake/milk/egg/water/rice/bear/ten/juice Go up the ladders. Go down the snakes.Fill in the blanks.A _ _ b C c D _ E e F _ G _ H h _ I J j K _ L l _ m N n O o _ p Q _ R r S s T _ U u V v _ w X x Y _ Z zSing a song.Words in each unit 单元词汇表Unit 1ruler 尺子 pencil 铅笔 eraser 橡皮 crayon 蜡笔 bag 包 pen 钢笔 pencil box 铅笔盒 book 书 no 不 your 你（们）的Unit 2red 红色;红色的 green 绿色；绿色的 yellow 黄色；黄色的 blue 蓝色；蓝色的 black 黑色；黑色的 brown 棕色；棕色的 white 白色；白色的orange 橙色；橙色的 Ok 好；行 mum 妈妈(美式英语：mom)Unit 3face 脸 ear 耳朵 eye 眼睛 nose 鼻子 mouth 嘴 arm 胳膊 hand 手head 头 body 身体 leg 腿 foot 脚 school 学校Unit 4duck 鸭子 pig 猪 cat 猫 bear 熊 dog 狗 elephant 大象 monkey 猴子bird 鸟 tiger 老虎 panda 大熊猫 zoo 动物园 funny 滑稽的；好笑的Unit 5bread 面包 juice 果汁 egg 鸡蛋 milk 牛奶 water 水 cake 蛋糕 fish 鱼rice 米饭Unit 6one 一 two 二 three 三 four 四 five 五 six 六 seven 七 eight 八 nine 九 ten 十 brother 兄；弟 plate 盘子Useful expressions 常用表达法Unit 1Hello, I’m Wu Yifan.你好，我是吴一凡。