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广东版小学开心英语第1 8册单词、词组和句子《开心学英语》第一册至第七册重点单词、词组和句子第一册Book1:Unit 1: Hello! 重点单词:1.hello你好2.hi你好3.goodbye再见4.bye再见5.apple苹果6.ant蚂蚁7.banana香蕉.bear熊9.cat猫10.carrot胡萝卜重点句子:(Target)1.Hello! 你好!2.Hi! 你好!3..I’m Gogo.我叫Gogo.4.I’m Tony.我叫托尼5.What’s your n ame? 你叫什么名字,(你的名字是什么,) I’m Jenny. 我叫珍妮。
6.Nice to meet you, Tony. 托尼，见到你很高兴。
7.Goodbye, Tony. 托尼，再见。
Unit 2: What’s this? 重点单词:1.table桌子2.desk书桌3.chair椅子4.book书5.pencil铅笔6.eraser 橡皮擦7.dog狗8.duck鸭9.elephant大象 10.egg蛋 11.fish鱼 12.fox狐狸重点句子: (Target)1.What’s this? 这是什么,It’s a desk/a book.它是一张书桌/一本书。
2.And this? 那这个呢,Oh, it’s an eraser/an apple. 哦，它是一块橡皮擦/一个苹果。
Unit 3: Can you sing? 重点单词:undertaking, strengthen the construction of party and Government personnel. To vigorously implement the "capacity building" project,solution engineering immigrants safe haven and other key projects, key projects as the main capacity-building and their own business, Act big, good, capable to do difficult things, high standards and a high level, and constantly enhancing the development of leadership capacity. Focusing on precision of poverty, strengthen the construction of practical personnel in rural areas. Around the development of practice, a village if there are several talents cultivation, processing, marketing, can promote the development of the village, village of JI Zhen an Peng is a People driving a village, Sun Qingyuan back in business as branch Secretary, Ann village has changed dramatically. County Social Welfare Bureau, agriculture Bureau, the Immigration Department (unit) will increase its training of rural talents, pay attention to the strong desire to learn, cultural foundation of "local people" skills training, role play capable drive getting rich, focused on creating a support national policy, Fu Fu and strong talent. With the development of urbanization, especially promotion of hedging relief project, communities of immigrants have been staying, need more community management personnel. The relevant town (Street) to co-ordinate focus on Community Affairs, Social Affairs, public service, protection of migrant people into community, sharing the good life. Laohuzhen Qian BU Zi Cun Jie Qingli, after participating in the e-business training courses throughout the County using learned knowledge of electrical contractor, registered the "Chen of Dongping Lake fish produce" shop, forming a home order online order business model1.fly飞2.read阅读3.sing 唱歌4.draw绘画5.swim游泳6.cook 烹调7.goat山羊 8.girl女孩 9.hippo河马 10.hat帽子 11.insect昆虫 12.ink墨水,油墨重点句子: (Target)1.Can you read? 你会读书吗, Yes, I can.是的，我会。
（广东版）开心英语三年级下册教学反思Unit 11 Do you have plants?新课程改革以来，我们一直在提倡“以学生为主体，教师为主导”这种宗旨。
因此我觉得课堂上不应该总是老师在讲，抛弃以往那种填鸭式教育，而应培养学生的主体性，营造一种欢快、民主、和谐的气氛，让学生在这种环境下快乐而又有效地学习。
这是我的第一次公开课，我采用多媒体辅助教学。
多媒体上课有利有弊，利在于能直观、形象、生动和大容量地传递所要教的信息和知识，弊在于课堂有时候过于活跃，导致课堂纪律难以控制。
因为是公开课，我知道学生肯定会有些压抑。
所以在课前我播放了一个与本课有关的Flash 《Rain, Rain, go away》，以此来调动学生注意力和兴趣，让他们以一个欢快的心情进入课堂，并联想今天上课的内容。
我始终认为一节好课关键在于有一个好的开头，所以如何导入是非常重要的。
我先是友好亲切地跟同学们打招呼并问好，降低学生的紧张，并以此来复习旧知识。
并由我的英语书做铺垫，分别复习前面几个单元学过的“What’s this in English?”“What color is it?”“Where is it?”“Is this your English book?”这些句型及回答。
由“It’s my English book. Do you have an English book?”, “Do you have a watch?”和“Do you have a hat?”来导入这堂课要学的重点句型：-Do you have a……？Yes, I do. / No, I don’t. 及对第三人称的问答方式。
接下来就是呈现新课的新单词这一环节。
首先我用幻灯片放一张北京奥运五环的照片，引出08年北京奥运有哪些比赛项目，并且设置疑问如何用英语说这些活动，激发学生想学英语的欲望。
接下来就是跟幻灯片里的咪咪和她的朋友一起学英语，营造一种身临其境的感觉。
广东版（开心英语）三年级下册中英翻译文本广东人民版小学英语(开心学英语)三年级下册中英翻译文本Unit 1 Big or small第一单元大还是小Story故事Listen and look.听一听，看一看In the park...在公园里……Look! I'm big.看！我很大。
Yes. You're big.是的。
你很大。
Look! Jenny is small.看！珍妮很小。
Yes. She's small.是的，她很小。
They're big.他们很大。
We're small.我们很小。
Look! He's sad.看！他很伤心。
He's happy!他很高兴！Thank you.谢谢！Vocabulary单词Listen and say.听一听，说一说。
happy tall hot big sad short cold small 快乐的高的热的大的悲伤的矮的冷的小的Target学习目标Listen and say.听一听，说一说。
We're happy!我们很快乐！They're cold.他们很冷。
Practice 1练习1Listen and number.听一听并排序。
Practice 2练习2Your turn! Listen and answer.轮到你了！听一听并回答。
Chant唱一唱Listen and chant.听一听，唱一唱。
I'm happy!我很快乐！I'm happy. Hey! Hey! I'm happy. Are you happy Yes, I am. Are you happy Yes, I am. I'm happy! Hey! Hey! I'm happy.(歌曲)Sounds and words语音和单词Listen, point and say.听一听，指一指并说一说。
广东开心英语三年级下册教案11 Do you have plates?Teaching Objectives:1.Study sentences (does she have napkins? No, she doesn’t. She has glasses. Do you have forks? Yes, we do.).2. Study words (forks, spoons).Teaching Key Points:Words: forks, spoons.Phrases: Excuse me.Sentences: does she have napkins? No, she doesn’t. She has glasses. Do you have forks? Yes, we do.Revision and Extension: the wordbook’ exercise.Teaching Difficult Points:Study words: spoons.Study sentences: does she have napkins? No, she doesn’t. She has glasses. Teaching Aids:Utensils, Picture cards, plastic utensils, plate, cup.Period oneStep 1 Getting ready1) Bring in forks, spoons, plates and cups.2) Let Ss touch the utensils and feel them as you introduce the new words. Step 2 Using the book1) T: (point to the spoons in the first picture.) what ate these? Ss they’re spoons. That’s right. They’re spoons.2) Let’s listen.3) Let’s listen again and repeat.4) Play the tape one time and ask Ss some comprehension questions.5) Put Ss into groups of four.6) One student takes the role of Gogo, one takes the role of Tony, One takes the role of the man and the last student takes the role of the woman. 7) Have Ss act out the dialog using real. 8) Play the tape again if necessary. Step 3Extension activity Have Ss repeat and do the same gestures as T. T points to himself/herself and says I. point to them selves and say I. point to Ss and say you. Ss point to T and say you. Point to Ss and T himself/herself several times and say we. Does she have napkins? No, she doesn’t. She has glasses. Do you have forks? Yes, we do. Ss point to themselves and T and say we. Point to the picture of Tony, Jenny and Go g o and say they. Ss do the same. Do this until Ss have a clear grasp of the meanings of the words.Step 4 practice 11) T: Let’s listen.2) Play the tape for number 1.3) T: Which picture is it? Is it a? Is it b?4) While Ss are responding, gradually move your hand to picture a.5) T: A is number 1. Write the number 1 in the box.6) Continue with the other three, pausing after each one.Period twoTeaching Objectives:1.Study sentences (does she have napkins? No, she doesn’t. She has glasses. Do you have forks? Yes, we do.) .2. Study words (forks, spoons, knives, chopsticks, napkins glasses, tissues, bowls) .Teaching Key Points:Words: forks, spoons, knives, chopsticks, napkins glasses, tissues, bowls. Sentences: She has glasses. Do you have forks? Yes, we do. Revision and Extension: the wordbook’ exercise.Teaching Difficult Points:Study words: chopsticks, tissues, napkins.Study sentences: does she have napkins? No, she doesn’t. She has glasses. Teaching Aids:Picture cards, plastic utensils, plate, cup, napkin, paper.Teaching Procedure:Step 1 Vocabularuy1)Getting ready Bring in reality.T: (Hold up forks.) forks. Pass the forks to Ss. Ss say the word while passing them around. Continue with the other items.2)Using the bookT: Listen and repeat. Point to each umbers as you say it. Play the tape and have Ss repeat each word. Point to the picture randomly and have Ss say the word.3)Extension activityStep 2 Target1)Getting readyPass out some of the picture cards. Have Ss hold up their cards and pose questions to them about their cards.T: do you have tissues?S1: No, I don’t. I have napkins.T: Does she have glasses?S2:Yes, she does.2)Using the book Point to the first picture and model the dialog. Point tothe second pictureand model the dialog.T: listen and repeat. Play the tape and pause after each sentence for Ss to repeat.3)Extension activity Divide Ss into groups of four. Each group will have twoteams of twoSs each. Use one group to demonstrate the game. The group uses paper cards to make three flash cards with pictures of one, two and three napkins. One student from Team 1 pulls out a card and a card and another points to him/her and asks a question.Period threeTeaching Objectives:1.Study sentences (does she have napkins? No, she doesn’t. She has glasses. Do you have forks? Yes, we do.).2. Study words (forks, spoons, knives, chopsticks, napkins glasses, tissues, bowls).Teaching Key Points:Words: forks, spoons, knives, chopsticks, napkins glasses, tissues, bowls. Sentences: She has glasses. Do you have forks? Yes, we do.Teaching Aids:Plastic utensils, plate, cup, napkin, paper.Teaching Pocedure:Step 1 Practice 21) T: Now, listen and answer the questions.2) Play the tape and have Ss answer questions.3) Put Ss in small groups to ask and answer the questions.Step 2 Song1) Point to the pictures on the page. Ask Ss questions about the items and who has them.2) Elicit responses and encourage complete phrases.3) T: Are you ready to sing? Let’s sing! First, listen.4) Play the tape and point to each phrase as it is sung.5) Divide Ss into two groups. One group sings the questions and the other group sings the responses. Both groups do the Hey parts together.6) Song Divide the class into two groups: the question singers and the answer singers. Bring in plastic utensils. Give each answer singer a set. While sing, Ss hold up corresponding utensils.Step 3 Activity 11) T: Open your books. Work with a partner. What do Tony and Jenny have? What don’t they have?2) Have Ss ask one another questions, e.g. does she have a fork? Does he havea napkin?3) Ss draw lines from the words to the character who has those items. Step 4 Extension activityHave Ss refer to the chart in the book for this game. In advance, T translates one of the vocabulary words into numbers using the code chart. T writes each number on a separate piece of paper. Put Ss in small groups.Period fourTeaching Objectives:1.Study: sound /p/.2.Study words (cap, map, rope, ship, sleep, soap).Teaching Key Points:Words: cap, map, rope, ship, sleep, soap.Sentences: what is this? It is a map.Teaching Aids:Tape, Paper tokens, yarn.Teaching Procedure:Step 1 Activity 21) T: Open your books. Look at the pictures.2) Hold your book up and point to various pictures.3) T: point to the windows picture. What are there? They’re windows. Do we have windows? Yes, we do.4) Ask about other items on this page.5) Have Ss draw various pictures in the open squares.6) Tell Ss not to let anyone see where they are pitting their particular pictures. Every student’s board should be different.7) Circulate and check how Ss are doing.8) When Ss are finished, proceed to play Bingo.9) For a short game, the student who gets four in a row horizontally, is the winner.10) If you have more time, play until one student covers up all of his/her squares.Step 2 Sounds and words1) Have Ss look at the words on the page.2) T: Let’s listen to the tape.3) Play the tape and have Ss point to each word as the tape says it.4) T: Let’s listen again, and this time, repeat.5) Have Ss repeat after the tape.6) After enough practice, point to the pictures randomly and have Ss say the word.7) Help Ss if they have difficulty making the sound/p/.8) T: Let’s listen to the chant.9) Play the tape once.10) T: Now, listen and point to the clocks.11) Play the tape again and have Ss point to the corresponding clocks while listening.12) T: OK. Let’s chant together.13) Play the tape and have Ss chant along.Step 3 Extension activityMake a big hopscotch game on the floor with yarn or tape. Put word cards in each square. Demonstrate how to hop while saying the words in each square. Have Ss go as fast as they can.。
Unit1 第3课时公开课教案【广东珠海】授课教师：珠海市香洲区广昌小学林华璐一、教学目标1. 语言知识目标:(1) Be able to use the words: happy, sad, tall, short, hot, cold, big, small(2) Be able to use the pattern: Can you swim? Yes, I can. / No, I can’t. Is he big? Yes, he is. / No, he isn’t. What’s that? It’s a gorilla. She is strong. He is tall.2. 语言技能目标:(1) Be able to listen, speak, read and write the new words: happy, sad, tall, short, hot, cold, big, small(2) Have Ss demonstrate the story, and try to write something about their parents.通过说唱歌谣，比赛等多个环节，使学生在观察、判断、合作、自学、竞争、创造、评价等多方面的能力得到发展和提高。
3. 情感态度目标：(1) Ss are able to cherish their parents.(2) Raise the interest in reading English story.4. 学习策略目标：task-based5. 文化意识目标：Know other different kinds of family.二、重点、难点教学重点：1. Be able to listen, and read the story. 2. Try to write something about their parent.3. Be able to read and use the new language structures教学难点：1. Comprehend the story. 2. /t/, /h/, /g/, /æ/.三、教学准备PPT, story books, exercise paper, word cards, a fan, story book covers.四、教学过程Teaching Steps1. Free talk.Today is hot. Are you hot? Please look at the picture. Who’s she? —super women(上图)2. Lead in(1) Watch the video.(2) Tell Ss something about the superman’s family.(3) I have a superman here. Who is he? What can he do? Can he ...?3. Pictures skimming (Guess)Can he...? What’s this? Do you like...?4. Show the story book —My Father. （音频播放，边看边复习单词）/t/ tall fast/h/ he high/g/ big good/æ/ can dance5. A chant6. Read the story together.7. Introduce —My Mother, watch the video and try to answer “What do you think of my mother?”8. Watch the video again, and finish the exercises.9. Retell the story.10. How about your father or mother? Is he a superman, too?11. Writing12. Share your writing in your group.13. Present Ss’ writing. Collect the writing and make two story books about the super dad and super mom.14. Emotional education: A video of other different kinds of family.15. Family= father and mother I love you.16. Self assessment.17. Homework五、板书设计六、教学反思（后记）。
