外研版三年级上册英语教案？《英语课程标准》指出:老师要充分地提供一个宽松、愉悦的舞台,创造一个相对自由的学习环境给学生宽松、愉悦地探究学习,让课堂因为学生的自主发现、自我展现而呈现生动精彩的一面。因此,我会把精力放在情景的设计上,鼓励学生参与活动,让学生在集体的情景中乐学英语、掌握英语、那么，外研版三年级上册英语教案？一起来了解一下吧。
评课是每个老师必须要做的重要工作，通过对学生的学习情况和教学过程的反思，不断改进自己的教育教学方法，提高教学水平。下面就针对小学三年级外研版英语课程的评课进行探讨。
一、考查学生听力基本技能的测试
在评价小学三年级外研版英语课程时，首先要考虑到学生的听力基础技能是否得到了良好的培养。因此，在具体的评课过程中，老师可以针对学生的基础技能进行测试，比如教师可以出示一些单词或文句，然后播放相应的录音，检测学生是否理解正确，并适当给予评分。
二、观察学生的口语表达能力
语言的表达方式、能力是英语学习的重点之一。为此，在评价小学三年级外研版英语课程时，老师需要重视学生的口语技能。老师应该构建一个有选择性的话题，引导学生以学过的单词或句型为基础，自己编写语言表达，并在身体语言、语音、语调等方面指导学生进行适当改进。
三、合理选择教材内容
对于小学三年级外研版英语课程的评价，老师还需要重点关注教材内容的选择，教材内容是否与学生实际生活密切相关。老师应当根据孩子的年龄特点和生活经验，合理选择教材，比如教育孩子如何做功课，给孩子介绍国家文化，激发孩子的学习热情等等。
背景分析：
本课是《新标准英语》一年级起点第一册Module4的Unit1。这是第一课时，核心内容是用英语说出几种常见的颜色，他们是red 、yellow、 black、 white、 green、 blue，并能听懂 What color？以及用It’s red/……来描述颜色.对于一年级学生来说，由于词汇较多，尚不能完全掌握。因此, 结合本课的学习目标和低年级学生的特点，我设计了一些有趣的活动，达到学习新知并学会在实际生活中运用所学的目的。在授课过程中，开展形式多样的教学活动，如猜颜色、找身边的颜色、看谁反应快、边听边做、唱歌谣等，鼓励学生开口说，敢于说，乐于说，促进其语言实际运用能力的提高。
教学内容：由外研社出版的小学新标准英语（一年级起始）Book 1 Module 4 Unit 1 It’s red
教学目标：
1、情感目标：营造良好的英语学习氛围，激发学生学习英语的兴趣；
培养小组合作精神和竞争意识，鼓励参与，激发学习积极性。
2、知识目标：学会单词red, blue, yellow, black, green, white,以及会说句子 It’s red/……
3、能力目标：通过认识五彩的世界，培养学生的审美能力。
外研社版小学一年级起点新标准英语三年级上册第五册全套英文教案，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.
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【篇一】
一、依据课标说理念
《英语课程标准》指出：老师要充分地提供一个宽松、愉悦的舞台，创造一个相对自由的学习环境给学生宽松、愉悦地探究学习，让课堂因为学生的自主发现、自我展现而呈现生动精彩的一面。因此，我会把精力放在情景的设计上，鼓励学生参与活动，让学生在集体的情景中乐学英语、掌握英语、会用英语，并保持强烈的学习情感和兴趣，促进学生的英语学习能力得到发展。
二、结合内容说教材
通过教学“My bedroom has……”这个句型，使学生学会用简单的语言描述自己的卧室，并学习一些关于房间物品的单词。本课是这个单元的第一课，它起到统领全单元的作用并为下一课学习表示方位的知识作了重要铺垫。在此之前，学生已学习了“Do you have……？”等句型，这为学生学习本课的新知打下了基础，基于教材的特点，结合《新课程标准》的目的要求，我将本课的目标确定为：
1、语言知识目标
1）学会本课的单词。
2）学习描述自己卧室的句型：My bedroom hasa……
3）理解、朗读并尝试表演对话。
2、语言技能目标
1）根据情景说出单词和句子。
2）在图文和场景下进行简单的英语交流和表演。
以上就是外研版三年级上册英语教案的全部内容，本课是《新标准英语》一年级起点第一册Module4的Unit1。这是第一课时,核心内容是用英语说出几种常见的颜色,他们是red 、yellow、 black、 white、 green、 blue,并能听懂 What color?以及用It’s red/……来描述颜色.对于一年级学生来说,由于词汇较多,尚不能完全掌握。
