全册教学设计（教案）-2022-2023学年英语三年级上册-人教PEP版

这是一份全册教学设计（教案）-2022-2023学年英语三年级上册-人教PEP版，共164页。
Unit 1 Hello!
一、 教材分析
本单元学习的主题是打招呼、自我介绍以及道别。教学内容主要是围绕着主线人物在学校里经历的事来展开的。教学重点是能够听懂、会说核心句型“Hello!/Hi! /I'm…” “—What's your name? —My name is…” “Goodbye./Bye.”；能够听、说、认读词汇“ruler, pencil, eraser, crayon, bag, pen, pencil box, book”。
二、学情分析
三年级新生作为英语的初学者，对英语充满好奇的同时又很陌生，学生的年龄段多处于8-10岁，对新事物的兴趣大于困惑，学生思维活跃，善于表达自己，乐于与同学交流，渴望得到老师和同学的表扬和赞许。绝大多数学生对英语的学习有着浓厚的兴趣，但认知发展尚未成熟，注意力分散、好动。鉴于这样的学情，教师要抓住以培养兴趣为重点，通过展示单词卡片，播放与教学内容相关的动画片，课堂小游戏等方式，激发他们对英语的兴趣和增强开口说英语的勇气，进而培养他们的英语语感，提高学生对英语学习的热情。
三、教学目标
1 知识与能力
（1）能够按顺序说出26个字母
（2）能听、说、认读词汇“ruler, pencil, eraser, crayon, bag, pen, pencil box, book”句型
（3）能听懂、会说句型“Hello!/Hi! I'm…”“—What's your name? —My name is…”“Goodbye./Bye.”
（4）能够在情境中运用句型“Hello!”和“Hi!”与别人打招呼
（5）能够在情境中运用句型“I'm…”介绍自己
（6）能够在情境中运用句型“What's your name?”询问别人的姓名，用“My name is…”回应别人的询问
（7）会唱英文歌曲《ABC song》
（8）能根据老师指令作出相应动作。
（9）能够基本表演出小故事，培养学生的表演积极性和学习英语的兴趣。
2 情感态度价值观
（1）培养学生对英语和英语学习的积极态度， 逐步增强对英语的兴趣；
（2）通过语境真实的对话，培养学生运用礼貌用语的意识
四、课时安排
第一课时: Part A Let’s talk & Let’s play
第二课时: Part A Let’s learn & Let’s chant
第三课时: Part A Let’s sing & Let’s find out
第四课时: Part B Let’s talk & Let’s play
第五课时: Part B Let’s learn & Let’s do
第六课时: Part B Start to read & Let’s check & Let’s sing
第七课时: Part C Story time
The first period（第一课时）
Part A Let's talk & Let's play
内容分析
本课是PEP小学英语三年级起点第一册Unit1第一课时。主要学习“Hello./ Hi.”打招呼用语，以及“I'm...”的自我介绍用语。本课为大部分学生的第一节英语课，老师将通过多种实际情景活动，使学生掌握本节课知识点，并运用到实际生活当中，激发学生对英语的兴趣，为日后的英语学习打下基础。
课时目标
知识与能力
1. 能够通过观察、谈论Let's talk板块的图片，并在PPT和教师的帮助下理解对话大意
2. 能够通过听录音，学会用正确的语音、语调朗读对话，并能在小组中进行角色扮演
3. 能够听懂、会说核心句型“Hello!/ Hi! I'm…”
4. 能够在情景中运用“Hello!/Hi!”与别人打招呼并运用句型“I'm…”介绍自己
过程与方法
通过角色扮演、情景模拟活动，引导学生将所学“Hello！/Hi！ I'm”句型应用于实际生活中，培养学生在生活运用中学习英语的习惯。
情感态度价值观
1. 通过语境真实的对话，培养学生运用礼貌用语的意识。
2. 提高学生之间合作能力。
教学重难点
教学重点
1.能够理解和掌握本课时的重点句型。
2.能够在情景中运用“Hello!/Hi!”与别人打招呼并运用句型“I'm…”介绍自己。
教学难点
能够在日常生活中自然地运用本课时句型进行交际。
教学准备
教学课件、课文视频、人物头饰等。
教学媒体选择
多媒体，录音。
教学活动
1.角色扮演
2.游戏
3.观看动画
教学过程
Step 1: Warm-up & Lead-in
1. Greetings.
T: Hello, boys and girls. I'm your English teacher. Nice to meet you! My Chinese name is ____. My English name is ____. You can call me Miss/Mr ____. I come from ____. I am very happy to come here to study with you. My hobby is singing and reading. I would love to play with you. I hope I can become your friend soon. If you have any questions, please ask me. Thank you very much.
2. Teach “Stand up! / Sit down!”.
(引导学生学习课前课后简单课堂用语)
T: Now, let's play a game“I say, you do”.
(教授学生理解Good morning, Good afternoon, Stand up, Sit down, Goodbye)

Step 2: Presentation
1. Meet some new friends.
T: Today, we'll meet some new friends. Who are they? Let's have a look!（课件出示：教材Unit 1的主情景图，让同学用中文积极描述图片内容。）
(1)（拿出准备好的Wu Yifan的头饰，准备开始扮演Wu） “Look at this boy. He is a Chinese boy. He is Wu Yifan.”
（在介绍人物后及时将名字写在黑板上，方便同学加深印象。）
（戴上Wu Yifan的头饰，开始扮演Wu）“Hello, everyone! I'm Wu Yifan.”
（将I'm...写在黑板上，方便同学加深印象。）Lead students to say hello to “Wu Yifan”. Then let different students wear the headdress of Wu Yifan and greet the class with“Hello, I'm Wu Yifan.”
(2)Take out the headdress of Miss White and say, “Look, here's a woman. She is Miss White.”
Write down “Miss White” on the blackboard.
Wear the headdress of Miss White and say, “Hi, everyone! I'm Miss White.” Lead students to say hi to “Miss White”. Then let different students wear the headdress of Miss White and greet the class with “Hi, I'm Miss White.”
（用同样的方法介绍剩余的人物：Mike, Chen Jie, Sarah, John, Zoom, Zip）
2. Look and say.
(用PPT展示Let's talk的图片)
T: Boys and girls. Please look at the picture carefully. Who can you see in the picture?
S1: Wu Yifan.
S2: Sarah.
S3: Miss White.
T: Well done!
3.Watch and do.
(1) Watch and answer.
T: They are in the classroom. What are they doing? Let's have a look!
Play the cartoon of“Let's talk” for the first time. （课件出示：教材P4 Let's talk板块的视频）
T: What are they doing?
Ss: …
T: Yes. They are greeting each other. How do they greet? Miss White says…
Ss: “Hello, I'm Miss White.”
T: You're so clever! And Wu Yifan says…
Ss: “Hello, I'm Wu Yifan.”
4.Read and act.
（1）让学生听录音跟读。引导学生注意英语的发音，语音语调。
（2）自己大声朗读。
（3）分小组，让学生在小组里分角色朗读，并上台展示。
Step 3: Practice
1. Let's play.
(1)首先介绍头饰上代表的人物：John, Chen Jie, Mike, Wu Yifan, Zoom, Zip, Miss White, Sarah, 并让观察中文名和英文名的不同之处。
(2)Play the cartoon of “Let's play”.
（课件出示：教材P4 Let's play板块的视频，让学生看动画，并提醒学生注意单词发音。）
(3) 让学生自己读。
(4) 分组角色扮演，并上台展示。
A: Hello, I'm…
B: Hi, I'm…
2. 击鼓传花
请听音乐，当老师说“停！”的时候，手上拿花的同学站起来，用“Hello/Hi, I’m…”句型做自我介绍，其他同学用“Hello/Hi!”回应。
3.Let's read.
学生读课本，复习今天所学课文，加深印象。
4.配音秀

板书设计

作业设计
完成《核心课堂》/《一本好卷》本节课习题。
教学反思
1以教师自我介绍为导入，引发学生的好奇心，拉近师生距离。
2以生活中常见的英语为切入点展开启蒙教学，贴近学生的生活实际，激发学生的学习兴趣，增强其学习英语的自信。
3活动设计丰富，易操作，且具备层次感，既活跃了课堂气氛，又有效地提升了学生的核心素养。
4突出学生的主体地位，注重引导学生和对学生的学习方法进行指导。
5板书设计清晰明了，重点突出，起到了很好的辅助作用。
The second period（第二课时）
Part A Let's learn & Let's chant
内容分析
本课是PEP小学英语三年级起点第一册Unit1第二课时。主要学习“ruler，pencil，eraser，crayon”这四个文具类单词，以及“I have a/an...”的句型。老师将通过多种实际情景活动，游戏，使学生掌握本节课知识点，并运用到实际生活当中，激发学生对英语的兴趣，提高英语表达能力。
课时目标
知识与能力
5. 能够听、说、认读四个文具类单词“ruler, pencil, crayon, eraser”
6. 能够通过多种活动运用句型“I have a/an…”来表达自己拥有某物
7. 能够理解“Me too!”的意思并在实际情景中运用
8. 能够在录音，图片和讲解的帮助下，理解并跟读歌谣
过程与方法
通过问题引导学生主动观察事物，培养学生的观察能力和逻辑思维能力。通过引导学生反复阅读英文内容，提高学生的英语掌握水平，培养学生养成主动阅读英文读物的习惯。
情感态度价值观
通过语境真实的对话，提高学生之间合作能力。
教学重难点
教学重点
1. 能够理解和掌握本课重点单词“ruler, pencil, crayon, eraser”。
2. 能够理解和掌握句型“I have a/an…”。
教学难点
能够在情景中运用句型“I have a/an…”来表达自己拥有某物。
教学准备
教学课件、课文视频、文具卡片，准备4种文具等。
教学媒体选择
多媒体，录音。
教学活动
1.角色扮演
2.游戏
教学过程
Step 1: Warm-up & Lead-in
1. Greetings.
2. Revision
(挑几组进行开火车式自我介绍。)
Ss: Hello, I'm Zhang Peng...

Step 2: Presentation
1. Learn the new words and sentences.
单词教学：（事先准备一个抽奖箱，里面放上四类文具，随机抽四名学生依次从里面抽取文具并猜测文具类型，学生猜对，便进行展示和教学。）
S：Pencil！
T：Yes! Very good! This is a pencil. Now, read after me. Pencil，pencil.
Ss: Pencil，pencil.
（用上述方法继续教学ruler，eraser，crayon，并依次将单词写在黑板上。最后留一些时间给学生自己朗读以加深记忆。）
小游戏：挑一整组同学，根据老师展示的卡片快速说出对应的英语单词。
句型教学：老师拿起文具，边展示边说：“I have a ruler.”,并让学生猜测这句话所表达的意思。
T：OK，now let me tell you the meaning of this sentence.
(老师讲解后将句型：I have a/an...写在黑板上，进行领读，并用其他单词进行造句。)
（讲解 a用在读音以辅音音素开头的单词前面，an用在读音以元音因素开头的单词前面。）
2. Look and say.
(让学生观察书中的Let's learn部分，并回答下列问题)
Q1: Who are they?
Q2: What can you see?
Q3: What do they have?
3. Read and act.
T: Who are they?
S1: Zoom and Zip.
T: What can you see?
S2: A ruler, a pencil, a crayon, an eraser.
T: Well done!
T:What do they have?
S3: Zoom has a ruler. Zip has an eraser.
老师戴上Zoom的头饰，拿上尺子领读：
T：I have a ruler.
Ss：I have a ruler.
T: Do you have a ruler?
Ss: Yes, I have.
T: OK. So I say “I have a ruler. ” and you can say “Me too.”
3.Read and act.
（展示let's learn的视频动画）
1.要求学生听对话并注意语音，语调。
2.带领学生读单词和句子。
3.留给学生时间进行小组练习，并挑选同学上台展示。
Step 3: Practice
1. Which one is missing?
展示课件：播放动画，同学们观察哪一个文具图片消失了，然后抢答消失的文具图片的英文单词。
2. Magic box.
准备一个抽奖箱，里面放上四类文具，请小组代表上台抽取文具，该组整齐说出“I have a/an...”。
Step 4: Consolidation
1. Let's chant.
（课件出示：Let's chant板块的视频）
（1） 第一遍，学生跟读歌谣。
（2） 第二遍，学生将听到的文具依次放到桌子上。
（3） 学生在小组中练习歌谣，随后上台展示。
2. Quick response.
（老师展示文具，展示相应的文具并作出回应）
T: Now, let's play a game. When I say “I have a ruler!”, if you have a ruler, show me your ruler and say “Me too!” as fast as you can. OK?
Ss: OK!
T: I have a ruler!
Ss: Me too!
T: I have a/an…
Ss: Me too!

板书设计

作业设计
完成《核心课堂》/《一本好卷》本节课习题。
教学反思
1 单词教学的活动形式丰富，如：实物呈现、各种游戏操练、chant巩固，并且在单词的教授过程中做到了词不离句。
2 整个的教学流程比较清晰，教学设计合理，能较好地帮助学生掌握新知。
3 采用多种形式调动学生学习的积极性，营造良好的英语学习氛围。
4 板书设计精美直观，清晰明了，起到了很好的辅助作用。

The first period（第三课时）
Part A Let's sing & Let's find out
内容分析
本课是PEP小学英语三年级起点第一册Unit1第三课时。主要学习26个字母。老师将通过多种教学活动活动，使学生掌握本节课知识点，并运用到实际生活当中，激发学生对英语的兴趣，为日后的英语学习打下基础。
课时目标
知识与能力
9. 能够跟着录音说唱歌谣，初步感知26个字母的读音及其形式
10. 能够按顺序说出26个字母
过程与方法
通过课件呈现26个英文字母，并用字母卡片教授，让学生初步感知26个字母的读音及其形式。带领学生打着拍子朗读26个字母，让学生在节奏中加强对26个字母的记忆。
情感态度价值观
选取生活中的图片，引导学生寻找隐藏的字母，为后面的活动做铺垫,同时培养学生的观察能力。让学生自主创作一幅隐藏着字母的图画，既能加强学生对字母形的记忆，又有利于开拓其发散性思维。
教学重难点
教学重点
4. 能够初步感知26个字母的读音及其形式。
5. 能够按顺序说出26个字母。
教学难点
能够按顺序说出26个字母。
教学准备
教学课件、课文录音、视频、字母卡片等。
教学媒体选择
多媒体，录音。
教学活动
1. 唱歌
2. 游戏
教学过程
Step 1: Warm-up & Lead-in
1. Greetings.
Say hello to the class.
T: Hello, I'm…
S1: Hi, I'm…
S2: Hi, I'm…
…
2. Sing and dance—Hello!
3. Revision.
T: Look! I have a ruler!
Ss: Me too!

Step 2: Presentation
1. Can you say?
T: Boys and girls, we have 26 letters in English. What are they?
Look at the screen, please.
Show the 26 letters on the PPT.
T: Can you read them?
Ss: Yes! A, B, C, D…
T: Great! OK! Follow me, please. A, A, A!
Ss: A, A, A!
…
Teach the 26 letters one by one by using the letter cards. Let students
clap their hands and read the letters.

2. Drive a train.
T: Boys and girls, now let's play a game.
Point to a student and say, “Now the train is coming! A! Go go go!”
S1: B!
S2: C!
…
（游戏说明:可从任意字母开始，让学生以“开火车”的方式接龙，
也可以“串糖葫芦”的方式，让学生说字母再任意指向其他学生。）

3. Sharp eyes.
（1）Let students look at the 26 letters on the PPT. Lead students to read them one by one.
（2）Play the game.
Show the letters on the PPT one by one slowly and then show quickly.
T: Now, let's play a game. Look at the letters on the screen. If you know,
you can stand up and say them loudly. Ready?
Ss: Go!
…
4. Let's sing.
（1）Play the song for the first time. （教材P6 Let's sing板块的歌曲）
T: Now, let's listen to the song.
（2）Play the song again.
T: Listen again, and this time please sing with the recording!
（3）Play the song for the third time.
T: This time, let's clap our hands and sing together.
Students clap their hands and sing with the teacher.
（4）Ask students to sing in groups.
T: Now practice the song in groups, please. We'll make a competition
among the four groups. Five minutes for you!
Give the prize to the best group.

Step 3: Practice
1. I can fill.
2. I can match.

Step 4: Consolidation & Extension
1. Look and find.
Show some pictures of daily life on the PPT.
Let students look at the pictures carefully.
T: What letters can you find?
Ss: …
2. Let's find out.
（1）Show the picture of “Let's find out” on the PPT.
T: The letters are playing games with us. Look! (Point to the door.) What's this?
Ss: …
T: Yes, it's a door. And does it look like a letter?
Ss: Yes!
T: Which letter?
Ss: “n”.
T: Great! The letters are hiding in the picture. Can you find them? Please circle the letters you find.
（2）Check the answers on the PPT.
3. Let's draw.
Let students draw a picture with some hidden letters, then share it with the class.

板书设计

作业设计
完成《核心课堂》/《一本好卷》本节课习题。
教学反思
1. 充分利用网络资源服务课堂教学，利用生动形象的图片辅助教学，激发学生的学习兴趣，调动学生的学习积极性。
2. 游戏形式多样，充满趣味性并且面向全体学生，较好地兼顾了不同层次的学生。
3. 设计开放性的练习，让学生自主创作含有隐藏字母的图片，培养学生的发散性思维。


The first period（第四课时）
Part B Let's talk & Let's play
内容分析
本课是PEP小学英语三年级起点第一册Unit1第四课时。主要学习核心句型“—What's your name? —My name's…”“Goodbye./Bye.”。老师将通过多种实际情景活动，使学生掌握本节课知识点，并运用到实际生活当中，激发学生对英语的兴趣，为日后的英语学习打下基础。
课时目标
知识与能力
·能够通过观察、谈论Let's talk板块的图片，并在PPT和教师的帮助下理解对话大意
·能够按照正确的语音、语调及意群朗读对话，并能在小组中进行角色扮演
·能够听懂、会说核心句型“—What's your name? —My name's…”“Goodbye./Bye.”
·能够在情景中运用句型“—What's your name? —My name's…”询问对方的姓名并作答
·能够用“Goodbye./Bye.”与人道别
·能够在情景中运用句型“—What's your name? —My name's…”进行问答游戏
过程与方法
通过戴头饰做自我介绍，引出本课核心句型，让学生了解可以用不同的方式介绍自己。自然引入新知，使学生易于理解和掌握，为后面的学习做好铺垫。
情感态度价值观
创设情境教学，培养学生的综合语言运用能力。最后师生道别，让学生在语境中理解及运用。
教学重难点
教学重点
1.能够在情景中运用句型“—What's your name? —My name's…”询问对方的姓名并作答。
2.能够用“Goodbye./Bye.”与人道别。
教学难点
能够在日常生活中自然地运用本课核心句型进行交际。
教学准备
教学课件、课文录音、视频、人物头饰、面具等。
教学媒体选择
多媒体，录音。
教学活动
1.歌曲
2.游戏
教学过程
Step 1: Warm-up & Revision
1. Greetings.
2. Sing the song—ABC Song.
Let students clap their hands and sing the song together.
3. Revision.
T: Do you have an English name? Can you introduce yourself ? Who wants to try first?
Invite some students to the front to introduce themselves by using “Hello/ Hi, I'm…”

Step 2: Presentation
1. Teach the sentence structure “My name's…”
The teacher takes out different headdresses and wears the headdress of Chen Jie, then greets the class,
“Hello, I'm Chen Jie. I can also say that my name's Chen Jie.”
The teacher wears the headdress of Mike and says, “Hello, my name's Mike.”
The teacher wears the headdress of John and says, “Hello, my name's John. What's your name?”
Teach the sentence structure “My name's…” several times and lead students to answer the question by using “My name's…”
2. Look and say.
Show the pictures of “Let's talk” on the PPT. Let students look at the pictures carefully. Ask some questions to lead them to predict the main idea of the dialogue.

3. Watch, answer and act.
（1）Play the cartoon about Picture 1.
Let students watch the cartoon with a question: What are their names?
T: One boy is Mike, and the other is John. If you want to know somebody's name, you can ask, “What's your name?” He/She can answer, “My name's…”
Write down the sentence structures “—What's your name? —My name's…” on the blackboard. Let students read after the cartoon. Invite some students to be little teachers to lead other students to read.
Then ask students to play the game “Whisper”. Let two lines of students pass on the two sentences one by one in a low voice.
①What's your name?
②My name's…
Choose the best line.
（2）Play the cartoon about Picture
2.Let students watch and answer the following questions:
①Who are they?
②What does the woman say to the boys?
③What do the boys say to the woman?
S1: They are Mike, John and Miss White.
S2: Miss White says, “Goodbye!”
S3: The boys say, “Bye, Miss White.”
Help students understand “Goodbye. / Bye.” by body language. Then say
“Goodbye.” to different students.
T: Goodbye, S1.
S1: Bye, …
…
（3）Ask students to read after the whole cartoon and pay attention to the pronunciation and the intonation. Let them practice the dialogue in groups and role-play. Then choose some students to show in class.

Step 3: Practice
1. I can fill.
Check the answers together.

2. Role-play.
Create a situation by the PPT. Let students wear the headdresses and role-play.

3. Let's play.
Let each student write down his/her English name on a piece of paper. Provide an English name for the student who doesn't have an English name. Then put all the paper into a box. Ask a student to pick one from the box.
Ss: What's your name?
S1: My name's…
S2: Oh! That's my name!
…

Step 4: Consolidation & Extension
Welcome to our party!”
T: Now, let's begin our costume party. Boys and girls, please take out your masks. You can go and get to know each other.
Let students wear the masks and greet each other by using the sentence structures “—What's your name? — My name's…”
T: How many friends do you make? Who are they?
S1: …
S2: …
…
T: OK! Class is over. Let's say goodbye to your friends.
Ss: Goodbye/ Bye, …

板书设计

作业设计
完成《核心课堂》/《一本好卷》本节课习题。
教学反思
1. 教学目标明确，教学重难点把握准确，整个教学过程重点突出。
2. 注重创设情境教学，充分利用多媒体资源优势，让学生在情景中自然地进行对话交际。
3. 充分发挥教师的引导作用，引导学生理解和运用所学知识。
4. 活动设计符合小学生的心理特点和生理特点,极大地激发了学生的学习热情，尊重学生的主体地位，让学生在活动、操练、合作中逐步掌握重难点知识。

The first period（第五课时）
Part B Let's learn & Let's do
内容分析
本课是PEP小学英语三年级起点第一册Unit1第五课时。主要学习四个新词汇“bag, pencil box, pen, book”。老师将通过多种实际情景活动，使学生掌握本节课知识点，并运用到实际生活当中，激发学生对英语的兴趣，为日后的英语学习打下基础。
课时目标
知识与能力
·能够通过观察、谈论Let's learn板块的图片，并在PPT和教师的帮助下理解对话大意
·能够听、说、认读四个新词汇“bag, pencil box, pen, book”
·能够理解Let's do板块句子的意思，并能够按照指令做动作
·能够养成良好的行为习惯，爱惜自己的文具
过程与方法
实物教学，并结合“大小声”和“唱反调”的方式教授新单词、短语，极大地激发学生的学习兴趣，活跃课堂氛围，寓教于乐。自然地引出“Your…”这一表达,词不离句，帮助学生在语境中理解其含义。
情感态度价值观
适时渗透情感价值观的教育，引导学生要细心和爱惜自己的学习用品。
教学重难点
教学重点
能够听、说、认读四个新词汇“bag, pencil box, pen, book”。
教学难点
能够理解Let's do板块句子的意思，并能够按照指令做动作。
教学准备
教学课件、课文录音、视频、单词卡片、教学实物、图片等。
教学媒体选择
多媒体，录音。
教学活动
1.歌曲
2.游戏
教学过程
Step 1: Warm-up & Lead-in
1. Greetings.
2. Sing and dance—Hello!
3. Revision.
Let students sing the chant on page 5.
Then ask students to make a dialogue by using the following sentences.
Divide students into four groups: Bag, Pencil box, Pen, Book. Let them make a competition.

Step 2: Presentation
1. Teach the word “bag”.
The teacher takes out a bag and points to it.
T: Look! I have a bag! Do you have a bag?
Ss: Yes!
Teach the word “bag” by the game “High and low voice”.
T: I have a bag. /b/-/ æ /-/g/, /bæg/. My bag!
Point to a student's bag and say, “Your bag!” Lead students to clap hands and chant: Bag, ↗ bag,↘ my bag,↗ your bag.↘
Write down the word “bag” on the blackboard.
2. Teach the phrase “pencil box”.
T: Boys and girls, what's in my bag? Please guess.
S1: …
Take out a pencil box from the bag.
T: Wow! It's a pencil box! Do you have a pencil box?
Ss: Yes!
T: I have a pencil box. /pen/-/sl/, /'pensl/, /b/-/ɒ/-/ks/, /bɒks/,
/'pensl bɒks/. My pencil box!
Teach the phrase “pencil box” by the game “Opposite tune”. Then lead students to clap hands and chant: Pencil box, ↗ pencil box,↘ my pencil box,↗ your pencil box. ↘
Write down “pencil box” on the blackboard.
3. Teach the word “pen”.
Open the pencil box.
T: Look! What's this?
Ss: …
T: Great! It's a pen. /p/, /e/, /n/, /pen/.
Teach the word by passing the pen. Lead students to clap hands and chant: Pen, ↗ pen,↘ my pen, ↗ your pen. ↘
Write down the word “pen” on the blackboard.
4. Teach the word “book”.
Wave the English book and ask, “What's this?”
Ss: …
T: Bingo! It's a book. /b/-/ʊ/-/k/, /bʊk/.
Teach the word by the game “Jump and say”.
(活动说明:教师将书放在学生头顶上方，让学生跳跃并用头碰书，同时大声朗读单词。)
Lead students to clap hands and chant: Book,↗ book,↘ my book, ↗ your book.↘
Write down the word “book” on the blackboard.
5. Learn the new word “bridge”.
Play the video. Let students talk about what they see and number the school things according to the video. Teach“no”several times. Then let students read the dialogue after the recording.
T: How careless Zoom is! Class, we should be careful and cherish our school things.

Step 3: Practice
1. Do a matching task.
Disorder the word cards and the pictures on the blackboard. Let students do the matching task.
2. Choose the cards.
Let students choose the cards of “pencil box, book, pen, bag, King, Queen”. If they choose “King” or “Queen”, they can get a prize. If they choose other words or phrase, they have to read them three times.
3. Up and down.
Let some students take out their stationery to the front, such as a pencil box, a pen, a pencil, a bag, a ruler and so on.
Give an example: Bag down, bag down, bag down then book down.
The last student will be the winner and he/she can get a prize.

Step 4: Consolidation & Extension
Let's do.
（1）I say, you do.
①Play the cartoon for the first time. Teach the words “open, show, close, carry” by body language. Then lead students to do the actions after the video.
②T: Now, I say, you do. Open your book…
Ask students to do the actions according to the instructions.
③Let students practice the sentences in groups and then read aloud to the class.
（2）I do, you say.
①T: Now, let's play the game “I do, you say”.
Ask students to say the sentences according to the actions.
②Let students practice the sentences in groups. Ask them to imitate the game and show it to the class.
Give the prize to the best group.

板书设计

作业设计
完成《核心课堂》/《一本好卷》本节课习题。
教学反思
1. 各种丰富的游戏贯穿于教学的始终，如“大小声”“唱反调”“抽卡片”“萝卜蹲”“我说你做”等，既活跃了课堂气氛，又充分调动了学生的学习积极性。
2. 整个教学过程环环相扣，层层递进，让不同层次的学生都能得到较好的训练。
3. 评价机制的设定有利于培养学生的合作和竞争意识，激发学生的学习热情。
4. 抓住课堂契机，适时渗透情感价值观的教育，体现了以学生为本的教学理念。


The first period（第六课时）
Part B Start to read & Let's check & Let's sing
内容分析
本课是PEP小学英语三年级起点第一册Unit1第六课时。主要学习26个字母以及听、说、认读本单元所学词汇。老师将通过多种游戏和活动，使学生掌握本节课知识点，激发学生对英语的兴趣，为日后的英语学习打下基础。
课时目标
知识与能力
1.能够识别、认读26个字母，完成圈出相同字母的练习
2.能够听、说、认读本单元所学词汇，正确数出相同词汇的数
3.能够观察图片，根据图片信息预测听力考查点，并有意识地去听录音排序
4.能够观察图片，朗读词汇，并完成配对练习
过程与方法
通过游戏、情景模拟活动，引导学生将所学26个字母应用于课堂练习中，培养学生在运用中学习英语的习惯。
情感态度价值观
通过情景模拟对话，提高学生参与兴趣和学生之间合作能力。
教学重难点
教学重点
1.能够识别、认读26个字母。
2.复习本单元与学习用品有关的词汇，并做到能听懂、会说、认读这些词汇。
教学难点
能够识别、认读26个字母，并独立完成Let's check板块的练习。
教学准备
教学课件、课文录音、视频、字母卡片、人物头饰等。
教学媒体选择
多媒体，录音。
教学活动
1.歌曲
2.游戏
教学过程
Step 1: Warm-up & Lead-in
1. Greetings.
2.Sing a song—ABC Song.
Let students clap hands and sing the song together.
Step 2: Presentation
1. Circle the same letters.
(1) Take out the letter cards, disorder them and let students read one by one. Let students recite the 26 letters in order.
(2) Invite some students to read the letters in the book.
(3) Let students circle the same letters. Ask students to count the same letters. Check the answers on the PPT. (课件出示：教材P9 Circle the same letters的答案)
2. Whack-mole.
Let students play the game to practice the words and the phrase “pen, pencil, pencil box, eraser, ruler, book, bag, crayon”.
(游戏说明：用课件制作一个打地鼠的游戏，地鼠们举着词汇卡：pen, pencil, pencil box, eraser, ruler, book, bag, crayon。地鼠举起词汇卡的时候学生读词汇，教师用鼠标控制小锤子锤词汇，地鼠进洞。)
3. Read and count.
(1) Let students look at the words and phrase on the leaves and then read them one by one.
(2) Let students mark the same words and phrase in the same way and then count them. For example, they can underline “pencil” when they see “pencil” and they can circle “pen” when they see “pen”.
Check the answers on the PPT.
Step 3: Practice
1. Whisper.
Divide students into several groups. Let them pass on different sentences in a low voice one by one. Let the last student in each group share the sentence with the class. The best group will get a prize.
Sentences are like these:
What's your name?
My name's Mike.
Hello, I'm Sarah.
Goodbye, Miss White.
…
2. Listen and number.
(1) Let students look at the four pictures carefully and predict the listening contents.
(2) Remind students to listen to the key words. Play the recording. Let students listen to it and try to number the pictures. Check the answers on the PPT.
（3）Play the recording again. Let students read after the recording.
3. Look and match.
(1) Let students cover the words and the phrase and say them according to the pictures.
(2) Let students read the words and the phrase one by one, and then match them to the pictures. Check the answers on the PPT.

Step 4: Consolidation & Extension
Let's sing!
（1）Play the song for the first time. Let students listen to it carefully.
T: How many names can you hear? Who are they?
Ss: …
（2）Play the song again. Lead students to clap hands and sing with the recording. Let them practice in groups. Invite some students to wear the headdresses, and the others sing the song and greet them.
（3）Make a new song.
Let students try to make a new song with their friends' names. Make a model:
Hello, Dora! Do, oh, do. Hello, Jackson! Do, oh, do.
Hello, Jay! Do, oh, do. Hello! Hello! Hello!

板书设计

作业设计
完成《核心课堂》/《一本好卷》本节课习题。
教学反思
1. 在进行听力活动和练习之前，预留时间让学生观察和思考，突出学生学习的主体地位，充分发挥教师的引导作用，尽可能地给学生足够的时间和空间，培养他们的自主学习能力。
2. 打地鼠、传话游戏等活动设计符合小学生心理特点和生理特点，营造良好的学习氛围，增强学生学习的主动性。
3. 注重对学生学习方法的指导，如对学生读的指导、听的指导、做的指导。
4. 实施单元整体教学，能较好地实现单元教学目标，能够对本单元的重点词汇和句型进行准确的复习和巩固。
The seventh period（第七课时）
Part C Story time
内容分析
本课是PEP小学英语三年级起点第一册Unit1第七课时。Story time呈现的是Zoom和Zip捉迷藏的小故事。故事中重现了本单元的重点句型，目的是通过有意义的语篇，扩大学生语言的输入以及训练学生逐步适应文本的阅读。
课时目标
知识与能力
1.能理解故事内容。
2.能按正确的意群及语音、语调朗读故事。
3.能表演故事，恰当运用故事中的语言。
过程与方法
通过比赛游戏，把故事语言内化为学生自己的语言，培养学生综合运用语言的能力。
情感态度价值观
通过有意义的语篇，扩大学生语言的输入以及训练学生逐步适应文本的阅读。
教学重难点
教学重点
1.能全面复习本单元的核心词汇。
2.能理解故事内容。
教学难点
能表演故事，恰当运用故事中的语言。
教学准备
教学课件、图片等
教学媒体选择
多媒体，录音。
教学活动
1.角色扮演
2.观看动画
3.游戏&比赛
教学过程
Step 1: Warm-up & Lead-in
1. Greetings.
2. Q & A
T：Who are they?
Ss：They are Zoom and Zip.
3. Group discussion.
Ask students to guess what happened in the picture.
（分角色朗读，提高学生的参与兴趣，在反复朗读中让学生复习巩固故事中的语言。在运用这种方法的时候要注意：一定要大声模仿，清楚地朗读，同时注意语音、语调、重音、连读等朗读技巧。还要注意，先易后难，先少后多这样循序渐进的过程。）

Step 2: Presentation
导：看故事动画，回答问题：Is it Tutu? Who’s there?
练：教师播放故事动画，学生边看边思考问题。
讲：教师指名学生回答问题。教师出示第四幅图片，同学们齐读第四幅图片中的句子。

导：教师用多媒体课件先出示阅读任务：
1.自读放事， 回答问题：Are they playing?
2.找出不理解的地方，和同学讨论。
练：(1)学生自读故事，思考问题的答案。
(2)在四人小组内交流答案，提出不理解的地方，合作解决。
讲：(1) 订正答案。教师出示第五幅图片， 解释“Let's play! OK?”“Great”的意思。
(2)让学生提出不理解的地方，教师解答。
(3)教师在解答过程中，出示第二、三幅图片，板书并领读句子。

练：(1)听录音，跟读。
(2)利用多媒体课件的角色扮演功能让学生集体分角色朗读。
(3)小组活动；练习分角色朗读。

Step 3: Practice
1.练习：同桌两人小组练习表演故事。
2.初赛：把全班分为四大组，每个表演小组在大组内表演故事，同学们评选出最优秀的一组代表大组参加比赛。
3.决赛：选出的四个优秀组戴上头饰表演故事，全班评价，推选出最佳演员。

板书设计

作业设计
完成《核心课堂》/《一本好卷》本节课习题。
教学反思
1.本节课利用图片、视频、音频、多种资源帮助学生学习Story time中的英语小故事。
2.本节课利用角色扮演、你问我答等多种游戏活动强化了学生对句型的掌握。
3.由于课时限制，角色扮演活动只能找1-2两组学生进行，给学生提供的展示机会较少。

Unit 2 Colours
二、 教材分析
本单元学习的主题是颜色和介绍、问候他人。教学内容主要是围绕Miss White等人见面打招呼并相互认识和Wu Yifan到Mike家做客的场景来展开的。教学重点是能够听懂、会说核心句型“Good morning.”“Good afternoon.”“This is…”“Nice to meet you.”；能够听、说、认读单词“red, green, yellow, blue, black, brown, white, orange”。
二、学情分析
三年级新生作为英语的初学者，对英语充满好奇的同时又很陌生，学生的年龄段多处于8-10岁，对新事物的兴趣大于困惑，学生思维活跃，善于表达自己，乐于与同学交流，渴望得到老师和同学的表扬和赞许。绝大多数学生对英语的学习有着浓厚的兴趣，但认知发展尚未成熟，注意力分散、好动。鉴于这样的学情，教师要抓住以培养兴趣为重点，通过展示单词卡片，播放与教学内容相关的动画片，课堂小游戏等方式，激发他们对英语的兴趣和增强开口说英语的勇气，进而培养他们的英语语感，提高学生对英语学习的热情。
三、教学目标
1 知识与能力
（1）能听懂、会说句型“Good morning.”“Good afternoon.”“This is…”“Nice to meet you.”
（2）能听、说、认读单词“red, green, yellow, blue, black, brown, white, orange”
（3）能正确听、说、读、写字母Aa， Bb， Cc， Dd并知道其在单词中的发音
（4）能够在情境中运用句型“Good morning.”和“Good afternoon.”向别人表达问候并回应别人的问候。
（5）能够在情境中运用句型“This is…”介绍他人。
（6）能够在情境中运用句型“Nice to meet you.”表达初次相识或被人介绍而相识时相互间的问候。
（7）听到字母能说出它对应的发音。
2 情感态度价值观
（1）学会问候他人，向他人介绍朋友。
（2）了解彩虹的颜色组成。
（3）能够建立单词音、义、形之间的联系，整体学习单词。
四、课时安排
第一课时: Part A Let's talk & Draw and say
第二课时: Part A Let's learn & Let's do
第三课时: Part A Letters and sounds
第四课时: Part B Let's talk & Let's play
第五课时: Part B Let's learn & Let's do
第六课时: Part B Start to read & Let's check & Let's sing
第七课时: Part C Story time
The first period（第一课时）
Part A Let's talk & Draw and say
内容分析
本课是PEP小学英语三年级起点第一册Unit2第一课时。主要学习“Good morning.”打招呼用语，以及介绍用语“This is…”。老师将通过多种实际情景活动，使学生掌握本节课知识点，并运用到实际生活当中，激发学生对英语的兴趣，为日后的英语学习打下基础。
课时目标
知识与能力
1.能够理解对话大意，并能用正确的语音、语调朗读对话
2.能够在语境中运用“Good morning.”向他人表达问候
3.能够在语境中运用句型“This is…”介绍他人并能正确使用“Miss，Mr”称呼他人
4.能够运用句型 “This is…”介绍自己画的教师肖像画并能正确使用“Miss，Mr”称呼他人
过程与方法
通过创设真实的情景，让学生听懂并会说句型。并在师生、生生间充分地操练，让学生在情景中学会运用。
情感态度价值观
通过开放性的问题来激发学生的好奇心及其表达的欲望，激发学生学习英语的兴趣。
教学重难点
教学重点
能够理解和掌握本课时的核心句型“Good morning.”“This is…”。
教学难点
1. 能够在实际情景中正确运用句型“This is…”介绍他人。
2. 能够正确使用“Miss, Mr”称呼他人，并能区分它们的读音。
教学准备
学课件、课文录音、视频、人物头饰等。
教学媒体选择
多媒体，录音。
教学活动
1.角色扮演
2.游戏
3.观看动画
教学过程
Step 1: Warm-up & Lead-in
1. Greetings.
T: Hello, boys and girls!
Ss: Hello, Mrs/ Mr…
T: Hi, boy! What's your name?
S1: My name is…
T: Hello, girl! What's your name?
S2: I'm…
2. Revision.
Let students ask and answer one by one:
S1: Hello! I'm… What's your name?
S2: Hello! I'm… What's your name?
S3: Hello! I'm… What's your name?
…
3. Lead-in.
Show the pictures of Miss Green and Mr Jones. Let students guess who they are.

T: Look at the pictures. Who is she? Yes, she's Miss Green. /mɪs/, /gri:n/. And who is he? He's Mr Jones. /'mɪstə(r)/, /dʒəʊnz/. They are teachers, too. The woman teacher is Miss Green. And the name of the man teacher is Jones. Can we call him Miss Jones?
Ss: No.
T: Yes. We should call him Mr Jones.
Show some photos of different adults on the PPT. (出示课件) Let students choose “Miss” or “Mr” for these people.
T: Now let's say hello to Miss Green. OK?
Ss: OK! Hello! Miss Green.
T: Now, please say hi to Mr Jones.
Ss: Hi! Mr Jones.
Step 2: Presentation
1. Learn the new sentences.
(1) Show a picture of the rising sun on the PPT. (出示课件)
T: Look at the picture. When is it? In the morning or in the afternoon? And how do you know that?
Ss: …
T: Yes. We can see the rising sun. It's morning now!

Teach students the pronunciation and the meaning of “morning”. Let students follow the teacher to read and practice it several times.
T: Good morning, boys and girls! Good, /g/ /ʊ/ /d/, /gʊd/. Morning, /m/-/ɔ:/ /nɪŋ/, / 'mɔ:nɪŋ/. Good morning. You can answer like this: Good morning, Miss/Mr…
Ss: Good morning, Miss/Mr…
Write down the sentence“Good morning.”on the blackboard.
T: Boys, say“Good morning.”to all the girls!
Bs: Good morning, girls!
T: Now! Girls, say“Good morning.”to the boys.
Gs: Good morning, boys!
(2) Create a real situation to teach the sentence structure “This is…”
Let two students wear the headdresses of Miss Green and Mr Jones.
T: Look! This is Miss Green! This, /ð/-/ɪ/-/s/, /ðɪs/. You can introduce this woman teacher like this: This is Miss Green.
Write down the sentence structure “This is Miss…” on the blackboard.
T: Let's say “Good morning.” to Miss Green.
Ss: Good morning, Miss Green!
T: (Point to the student who wears the headdress of Mr Jones.) This is…
Ss: This is Mr Jones.
Write down the sentence structure “This is Mr…” on the blackboard.
T: Say “Good morning.” to Mr Jones.
Ss: Good morning, Mr Jones!
T: You are great! (Point to S1.) Look, this is…
Ss: This is S1.
T: Good morning, S1. (Point to S2.) This is…
Ss: This is S2.
T: Good morning, S2.
…
(3) Let students use the sentence structure “This is…” to introduce their classmates in groups. For example:
S1: Good morning. I'm S1. This is S2.
S2: Good morning. I'm S2. This is S3.
S3: Good morning. I'm S3. This is S4.
S4: Good morning. I'm S4. This is S1.
2. Look and guess.
Show the picture of Miss White in “Let's talk”.

T: Who is she?
Ss: Miss White.
T: Who is she talking to? Can you guess?
S1: Wu Yifan.
S2: Mr Jones.
S3: Miss Green.
…
T: Good guess!

3. Listen and answer.
(1)Play the recording of “Let's talk”. Let students listen to the recording and finish the task.
T: After listening to the recording, please choose the right answer. Who is Miss White talking to?

(2)Play the video and let students watch it carefully. Then ask them to answer the question.
T: What are they talking about?
(Students can answer in Chinese.)
Ss: …
4. Listen and answer
(1)Let students read after the recording and pay attention to the pronunciation and the intonation.
(2)Let students read the dialogue by themselves.
(3)Let students practice the dialogue in groups, and then wear the headdresses to act out the dialogue in class.
Step 3: Practice
1. Play a turntable game.
There are some photos of different famous cartoon characters on the turntable. Let students use the sentence structure “This is…” to introduce the famous cartoon character that is pointed to one by one.
2. Draw and say.
Draw the simple picture of a woman on the blackboard, and lead students to say, “This is Miss Green.” Then draw the simple picture of a man, and lead students to say, “This is Mr Jones.”
3. Draw and introduce.
Let students work in groups of four. One of the students draws a picture of his or her favourite teacher, and then introduces the person he/she draws to the other three students.
For example:
S1: This is Miss/Mr…
S2/S3/S4: Good morning, Miss/Mr…
Choose some students who draw well to come to the front and introduce the person they draw.
Give some stars to the students who do a good job.
Step 4: Consolidation & Extension
Let's act.
Create an interesting acting environment. Let students work in groups of five. Let students introduce each other in groups. Choose the best group to show in class.
For example:
Show some headdresses of the cartoon characters in Snow White: the dwarf, the princess, the prince, the hunter, the queen. Let them introduce each other.

板书设计

作业设计
完成《核心课堂》/《一本好卷》本节课习题。
教学反思
1.活动设计形式丰富，易于操作，且具备层次感，较好地活跃了课堂氛围，同时也有效地提升了学生的核心素养。
2.开放性问题的设置能激发学生的好奇心和求知欲，推动学生自主思考，让课堂教学更高效。
3.游戏环节的安排能极大地提升学生的学习兴趣，让学生真正地体会到英语学习的乐趣。
4.突出语用功能，联系学生和班级的实际情况，设置多个环节，环环相扣，层层深入，帮助学生在真实情境中自然地使用所学语言。

The second period（第二课时）
Part A Let's learn & Let's do
内容分析
本课是PEP小学英语三年级起点第一册Unit2第二课时。主要学习“red, yellow, green, blue”这四个颜色单词，以及能听懂该板块的指令用语，并能按照指令用语做出相应的动作。老师将通过多种实际情景活动，游戏，使学生掌握本节课知识点，并运用到实际生活当中，激发学生对英语的兴趣，提高英语表达能力。
课时目标
知识与能力
1.能够听、说、认读颜色单词“red, yellow, green, blue”
2.能够听懂该板块的指令用语，并能按照指令用语做出相应的动作
过程与方法
通过学习情境，让学生能够借助图片直观地理解和学习四个关于颜色的单词。通过师生间的情景对话拉近师生距离，创设愉快的学习氛围。
情感态度价值观
通过创设有趣的游戏情境，激发学生的学习兴趣，操练和巩固核心词汇以及常用表达，并为后面的英语学习做铺垫。
教学重难点
教学重点
能够听、说、认读表示颜色的单词“red, yellow, green, blue”。
教学难点
能听懂Let's do板块的指令用语，并能按照指令用语做出相应的动作。
教学准备
教学课件、课文录音、视频、人物头饰、颜色卡片、魔法棒等。
教学媒体选择
多媒体，录音。
教学活动
1.角色扮演
2.游戏
3.听录音
教学过程
Step 1: Warm-up & Lead-in
1. Greetings.
T: Hello, boys and girls!
Ss: Hello, Miss/Mr…
T: Hello, S1! Good morning.
S1: Hello, Miss/Mr… Good morning.
T: Hello, S2! Good morning.
S2: Hello, Miss/Mr… Good morning.
T: Hello, S3! Good morning！
S3: Hello, Miss/Mr… Good morning.
……
2. Listen and do.
T: Take out your pens, pencils, books, rulers and crayons. Now, please listen and do. (Demonstrate for students first.) Show me your book.
T: Show me your ruler.
Students show the rulers.
T: Show me your pencil.
Students show the pencils.
T: Show me your crayon.
Students show the crayons.
…
Students show the books.
3. Enjoy a song—Colour Song.
T: You all did a very good job! It's a happy day! Let's enjoy a nice song together!
Play the recording and explain the word “rainbow” with the picture. （课件出示：教材P20 Let's sing板块的歌曲音频和一张彩虹的图片）
Step 2: Presentation
1. Learn the new words about colours.
(1)Teach the word “red”.
Show the magic stick and say “Three, two, one!”（课件出示：依照翻译笔的点动，先呈现一只没有颜色的小狗，点一下变成红色小狗，接着点第二下变成绿色小狗，点第三下变成黄色小狗，点第四下变成蓝色小狗）
T: I have a magic stick. This is a dog. Three, two, one! Look! This is a red dog. Red, /e/-/ed/-/red/, red.
Write down the word “red” on the blackboard and teach it in high and low voice.
T: Red, red, red. I see red. Follow me, please!
Ss: Red, red, red. I see red.
(2) Teach the word “green”.
T: Three, two, one! Now, look! This is a green dog. Green, /gr/-/i:/，/n/, /gri:n/, green.
Write down the word“green”on the blackboard and teach it in high and low voice.
T: Green, green, green. I see green. Follow me, please!
Ss: Green, green, green. I see green.
(3) Teach the word “yellow”.
Let one student hold up the magic stick and say “Three, two, one!”
T: A red dog?
S1: No!
T: A green dog?
S1: No.
T: Oh, this is a yellow dog. Read after me, please! Yellow, /je/-/ləʊ/, /'jeləʊ/, yellow.
Write down the word “yellow” on the blackboard and lead students to read it several times.
T: Yellow, yellow, yellow. I see yellow.
Ss: Yellow, yellow, yellow. I see yellow.
(4) Teach the word “blue”.
T: There is another dog. What colour is it? Can you guess?
S1: Red.
S2: Green.
S3: Yellow.
…
T: Let's see. Say “Three, two, one！” together.
Ss: Three, two, one!
T: What colour?
Ss: …
T: Blue! This is a blue dog. Read after me! Blue, /bl/-/u:/, /blu:/, blue.
Write down the word “blue” on the blackboard and lead students to read it several times.
T: What colour do you see now?
Ss: I see blue.
2. Look and say.
Let students look at the picture and say the colours of the rainbow by using the sentence structure “I see…”quickly. (课件出示：教材P15 Let's learn板块的图片)
Write down the sentence structure “I see…” on the blackboard and let students practice it.
3. Read and act.
(1)Play the recording of “Let's learn”. (课件出示：教材P15 Let's learn板块的音频) Let students read after the recording and pay attention to the pronunciation and the intonation.
(2)Let students read the words and the sentences by themselves.
(3)Let students practice in groups, and then wear the headdresses to act out in class.
Step 3: Practice
1. Play a bomb game.
Ask one student to come to the front of the classroom. Let the student choose cards about colours and hold them up one by one.
The game includes four rounds. Set one colour as the bomb of each round. Students say the colours according to the cards. When they see the bomb cards, they should say “bomb”.
2. Sharp eyes.
(课件出示：依次闪现一支红色蜡笔，一支蓝色蜡笔，一支绿色蜡笔，一支黄色蜡笔)
Ask students to look carefully and say quickly with the sentence structure “I see a…crayon.”
3. Let's do.
(1)Show the picture of “Let's do” on the PPT. (课件出示：教材P15 Let's do板块的图片) Let students listen and guess the meaning.
（2）Listen and do.
T: Take out your crayons. Now, please listen and do. (Demonstrate for students first.) Show me green.
Students show the green crayons.
T: Show me red.
Students show the red crayons.
T: Show me yellow.
Students show the yellow crayons.
T: Show me blue.
Students show the blue crayons.
T: Now, who can be a little teacher? Please give the instruction “Show me…” (Let the other students do as the little teacher says.)
Write down the sentence structure “Show me…” on the blackboard and let students practice it.…
4. Let's chant.
Beat time and let students chant together. (出示课件)

Step 4: Consolidation & Extension
1. Find out the four colours in the classroom.
T: There are different colours in our classroom. Look at the blackboard, the desks, the chairs, the pictures, the doors and the windows. Observe the objects carefully in the classroom and find out the four colours “red, yellow, green, blue”.
2. Show some world famous paintings.
T: In this period, we have learned the four colours. There are other colours in our daily life. Colours can make our life more beautiful. What colour do you see? Let's enjoy the colourful paintings together.
(课件出示：色彩搭配经典的世界名画)
Expand more words about colours to students, such as pink, grey, purple, orange…

板书设计

作业设计
完成《核心课堂》/《一本好卷》本节课习题。
教学反思
1.结合三年级学生的年龄特点，设置丰富多彩的趣味活动，极大地吸引了学生的注意力，并提升了他们的学习兴趣。
2.寓教学活动于游戏，培养学生的动口动手能力，使得学生在说、做、听、读、玩中体会英语学习的乐趣。
3.注重语言交际能力的培养，让学生在课堂中真正地运用英语，并能将它们用于现实生活中。
4.活动设置层次分明，有梯度，有利于提升学生的思维能力。板书设计简洁明了，为课堂教学提供了很好的辅助作用。

The third period(第三课时)
Part A Letters and sounds
内容分析
本课是PEP小学英语三年级起点第一册Unit2第三课时。主要学习字母Aa, Bb, Cc, Dd，以及初步掌握3个辅音字母作为单词首字母时的发音。老师将通过多种游戏情活动，使学生掌握本节课知识点。通过寓教于乐的教育方式，让学生在玩中学、学中用。
课时目标
知识与能力
1. 能够听、说、读、写字母Aa, Bb, Cc, Dd。
2. 能够在学习字母音形的基础上，初步掌握3个辅音字母作为单词首字母时的发音。
过程与方法
将字母教学和单词教学相结合并融入语音知识，引导学生自主探究字母在单词中的发音规则。
情感态度价值观
通过让学生寻找生活中与字母形状相同的物品来加强学习的趣味性，强化学生对字母知识的记忆。
教学重难点
教学重点
能够听、说、读、写字母Aa, Bb, Cc, Dd，并初步掌握3个辅音字母作为单词首字母时的发音。
教学难点
能够掌握这四个字母的笔顺、书写格式及其在相关例词中的发音。
教学准备
教学课件、课文录音、视频、字母卡片等。
教学媒体选择
多媒体，录音。
教学活动
1.歌曲；
2.游戏；
3.录音。
教学过程
Step 1: Warm-up & Lead-in
1. Greetings.
T: Hi, boys and girls!
Ss: Hello, Miss/Mr…
T: Good morning!
Ss: Good morning!
2. Enjoy a song—ABC Song.（课件出示：教材P6 Let’s sing板块的歌曲）
Sing the ABC Song with students.
T: It’s a happy song. Do you like it?
Ss: Yes!
T: What’s the first letter of the letter song? A, B, C or D?
(Use body language to explain “the first letter”.)
Ss: A.
T: You are so great!
3. Lead-in.
Show some letter cards to students.
T: Look! Here are some letter cards. Try your best to get the cards.
Step 2: Presentation
1. Teach the new letters.
(1) Learn the letter “Aa”.
Show the letter card “A”.
T: Look at the card. I see “A”. Follow me, please. A, A, A!
Let students follow the teacher.
Ask students to find out A-shaped things in their daily life.
T: Can you say something that looks like “A”?
(Students can answer in Chinese.)
S1: 宝塔。
S2: 金字塔。
…
T: You are so clever! Now, look at the pictures and the words. Try to find the letter “Aa”.
T: A, A, A! A is for apple! A, A, A! A is for ant! Can you find the similarity of the two words?
(Students can answer in Chinese.)
Ss: …
T: Yes! The pronunciation of the letter “a” in the two words is the same. It pronounces “/æ/”. /æ/, /æ/, /æ/, apple. / æ/, /æ/, /æ /, ant.
Let students read after the teacher and practice several times.
(2) Learn the letter “Bb”.
Show the letter card “B”.
T: Look! This is the letter “B”. B, B, B!
Let students follow the teacher.
Ask students to find out B-shaped things in their daily life.
T: Can you say something that looks like “B”?
(Students can answer in Chinese.)
S1: 眼镜。
S2: 葫芦。
…
T: Well done! Look at the pictures and the words. Point to the letter “Bb”.
T: B, B, B! B is for book! B, B, B! B is for bag! Can you find the similarity of the two words?
(Students can answer in Chinese.)
Ss: …
T: Yes! The pronunciation of the letter “b” in the two words is the same. It pronounces “/b/”. /b/, /b/, /b/, bag. /b/, /b/, /b/, book.
Let students read after the teacher and practice several times.
(3) Learn the letter “Cc”.
Show the letter card “C”.
T: Look! This is the letter “C”. C, C, C!
Let students follow the teacher.
Ask students to draw C-shaped things they are familiar with.
T: Can you draw something that looks like “C”? (Give an example to students first, such as drawing a moon.)
Let students draw some other things that look like “C”.
T: Now! Look at the pictures and the words. Find out the letter “Cc”, please!
T: C, C, C! C is for cat! C, C, C! C is for crayon! Can you find the similarity of the two words?
(Students can answer in Chinese.)
Ss: …
T: Yes! The pronunciation of the letter “c” in the two words is the same. It pronounces “/k/”. /k/, /k/, /k/, cat. /k/, /k/, /k/, crayon.
Let students read after the teacher and practice several times.
(4) Learn the letter “Dd”.
Show the letter card “D”.
T: Look! This is the letter “D”. D, D, D!
Let students follow the teacher.
Ask students to draw D-shaped things they are familiar with.
T: Can you draw something that looks like “D”? (Give an example to students first, such as drawing an open mouth.)
Let students draw some other things that look like “D”.
…
T: Nice job! Look at the pictures and the words. Find out the letter “Dd”, please!
T: D, D, D! D is for dog! D, D, D! D is for duck! Can you find the similarity of the two words?
(Students can answer in Chinese.)
Ss: …
T: Yes! The pronunciation of the letter “d” in the two words is the same. It pronounces “/d/”. /d/, /d/, /d/, duck. /d/, /d/, /d/, dog.
Let students read after the teacher and practice several times.
2. Listen, repeat and chant.
Play the recording. (课件出示：教材P16 Listen, repeat and chant的音频)
Let students listen to the recording carefully and pay attention to the pronunciation and the intonation.
Show the chant of “Listen, repeat and chant” on the PPT. Play the recording again.（出示课件）
T: Turn to page 16. Let’s listen and chant together!
Step 3: Practice
1. Listen and circle.
（1）Show the pictures of “Listen and circle”. (课件出示：教材P16 Listen and circle的图片)
Let students observe the pictures and try to predict the key words.
(2) Play the recording. (课件出示：教材P16 Listen and circle的音频)
Let students listen and circle the letters.
（3）Check the answers with students.
(Answers: d; c; b; c; d)
2. What’s missing?
(1) Let students find out the missing letter in each word according to the pictures.
(2) Let students read aloud the complete words.
(apple, book, ant, cat, dog)
Step 4: Consolidation & Extension
1. Write and say.
(1) Write down the letters “Aa, Bb, Cc, Dd” on the blackboard step by step. Ask students to write them down in their exercise books. Choose some students to write on the blackboard. Let students pay attention to the correct stroke order and writing form of the letters.
(2) Prepare the cards of the four letters. Choose one student to come to the podium. Let the student hold up the cards one by one, and the other students read the corresponding letters quickly.
2. Do the alphabet exercises.
Play a video about the alphabet (A, B, C, D) exercises.（课件出示：字母操视频的A~D片段） Ask students to sing and do the actions after the video.

板书设计

作业设计
完成《核心课堂》/《一本好卷》本节课习题。
教学反思
1. 活动设计丰富多彩，较大地激发了学生的学习热情，同时也有效地提升了学生的核心素养。
2. 教学活动以学生为主体，培养了学生的自主探究能力，充分发挥了学生的学习主动性。
3. 通过寓教于乐的教育方式，让学生在玩中学、学中用，较好地完成了教学目标。
4. TPR教学法的应用活跃了课堂氛围，建立了良好的师生关系。
5. 板书设计具有规范性，为学生正确书写习惯的培养打下了良好的基础。
The fourth period(第四课时)
Part B Let’s talk & Let’s play
内容分析
本课是PEP小学英语三年级起点第一册Unit2第四课时。主要学习能够在语境中正确运用“Good afternoon.”“Nice to meet you.”。老师将通过多种游戏活动，使学生掌握本节课知识点。通过创设情境引导学生轻松学习和准确运用本课句型。
课时目标
知识与能力
1. 能够在情景中运用句型“Good afternoon.”问候他人并回应他人的问候
2. 能够在情景中运用句型“Nice to meet you.”表达初次相识或被人介绍而相识时相互间的问候
3. 能够在语境中正确运用“Good afternoon.”“Nice to meet you.”问候他人
过程与方法
用问候卡通人物的方式巩固本节课的问候用语，让学生学会在真实的情境中运用本节课所学的句型。
情感态度价值观
通过手偶活动来让学生创编对话并分角色表演，以此激发学生的学习兴趣，并巩固核心句型。
教学重难点
教学重点
能够在语境中正确运用句型“Good afternoon.”“Nice to meet you.”, 要求语音准确、语调自然。
教学难点
能够读准单词“afternoon”的发音。
教学准备
教学课件、课文录音、视频、人物头饰、Zoom和Zip的手偶等。
教学媒体选择
多媒体，录音。
教学活动
1.角色扮演
2.游戏
3.视频。
教学过程
Step 1: Warm-up & Revision & Lead-in
1. Greetings.
T: Good morning, boys and girls!
Ss: Good morning, Miss/ Mr…
2. Sing a song—Good morning.
Play the song with the melody of Happy New Year. (课件出示:歌曲Happy New Year的旋律) Let students follow the teacher to sing.
T: Follow me, please!
3. Free talk.
Show some pictures of the cartoon characters on the PPT. (课件出示：一些卡通人物的图片)
Let students introduce the cartoon characters with the sentence structure “This is…” freely.
Step 2: Presentation
1. Learn the new sentences.
(1) Review and learn.
① Review the sentence “Good morning.”(课件出示：关于 “morning”的小视频)
T: Look! It’s morning now! How do you greet others in the morning?
Ss: Good morning.
T: Well done!
②Teach the sentence“Good afternoon.”(课件出示：关于 “afternoon”的小视频)
T: Is it morning now?
Ss: No!
T: It’s afternoon now!
Teach students the pronunciation and the meaning of the word “afternoon”. Let students follow the teacher and practice it several times.
T: How do you greet others in the afternoon? Who can have a try?
…
T: Good afternoon.
Write down the sentence “Good afternoon.” on the blackboard. Let students follow the teacher and practice it with their partners.
(2) Create a situation to teach the sentence “Nice to meet you.”
Show a picture of Mike. (课件出示: Mike的图片)
T: This is our new friend, Mike. It’s the first time we meet. How do you greet him? Think it over!
S1: Hello, Mike!
S2: Hi! Mike!
S3: Good morning/afternoon, Mike!
…
T: When we meet someone for the first time, we can also say “Nice to meet you.”
Teach students the pronunciation and the meaning of “Nice to meet you.” Then tell students how to use “Nice to meet you, too.”
Write down the sentences “Nice to meet you.” “Nice to meet you, too.” on the blackboard. Let students practice the two sentences.
2. Listen, watch and do.
(1) Show the picture of“Let’s talk”on the PPT.（课件出示：教材P17 Let’s talk板块的图片）Introduce the background of the picture. Lead students to observe the picture and predict the main idea of the dialogue.
(2) Watch and answer.
①Play the video of “Let’s talk”. (课件出示：教材P17 Let’s talk板块的视频) Let students underline the key sentences about the questions in their books.
②Answer the questions.
T: How does Mike introduce Wu Yifan?
Ss: “Hi, Mum. This is Wu Yifan.”
T: How does Mike’s mum greet Wu Yifan?
Ss: “Good afternoon, Wu Yifan.”
T: How does Wu Yifan greet Mike’s mum?
Ss: “Good afternoon. Nice to meet you.”
T: How does Mike’s mum answer Wu Yifan?
Ss: “Nice to meet you, too.”
(3) Number the sentences.
Play the recording of“Let’s talk”.（课件出示：教材P17 Let’s talk的音频）
Let students listen to the dialogue and number the sentences.
Check the answers together.
(Answers: 3 4 2 1)
3. Read and act.
(1) Let students read after the recording and pay attention to the pronunciation and the intonation.
(2) Let students read the dialogue by themselves.
(3) Let students practice the dialogue in groups, and then wear the headdresses to act out the dialogue in class.
Step 3: Practice
1. Let’s play.
(1) Make a new dialogue.
Show the hand puppets of Zoom and Zip. Let students imitate the dialogue of “Let’s play” and make their own dialogues.
For example:
S1: Good afternoon, S2. This is Zoom.
S2: Hello, Zoom! This is Zip. Nice to meet you.
S1: Nice to meet you, too.
(2) Ask students to show their dialogues on the podium.
2. Let’s sing.
Play a song with the melody of Happy birthday. Let students learn to sing. (课件出示：歌曲Happy Birthday的旋律)
Step 4: Consolidation & Extension
“Meet new friends!”.
Show some pictures of the cartoon characters. (课件出示：一些卡通人物的图片)
Say the sentences “Good afternoon, everyone!” “Nice to meet you.” like Mickey Mouse. Lead students to answer with the sentences “Good afternoon, Mickey Mouse!” “Nice to meet you, too.” Use different cartoon characters to greet students.

板书设计

作业设计
完成《核心课堂》/《一本好卷》本节课习题。
教学反思
1. 活动设计丰富，易于操作，符合三年级学生的年龄特点和认知水平，有效地提升了学生的核心素养。
2. 卡通人物的加入激发了学生的好奇心和求知欲，让课堂教学更高效。
3. 游戏能极大地提高学生的学习兴趣，让学生真正地体会到英语学习的乐趣。
4. 创设多个情境，逐步呈现新知，让学生在实际情景中感知、学习新知。
5. 板书设计一目了然，重点突出，为课堂教学提供了很好的辅助作用。

The fifth period(第五课时)
Part B Let’s learn & Let’s do
内容分析
本课是PEP小学英语三年级起点第一册Unit2第五课时。主要学习颜色单词“black, white, orange, brown”，以及听懂该板块的指令，并能够按照指令做出相应的动作。老师通过多种教学活动，使学生掌握本节课重难点。
课时目标
知识与能力
1. 能够听、说、认读颜色单词“black, white, orange, brown”
2. 能够听懂该板块的指令，并能够按照指令做出相应的动作
过程与方法
通过让学生观察图片说出不同的颜色以及快速反应的游戏，让学生操练本单元所学的颜色单词。
情感态度价值观
TPR教学法可以极大提升学生的学习热情，真正地让学生在 “做中玩，玩中学”。
教学重难点
教学重点
能够听、说、认读表示颜色的单词“black, white, orange, brown”
教学难点
能够读准单词“brown, white”的发音。
教学准备
教学课件、课文录音、视频、人物头饰、教学实物等。
教学媒体选择
多媒体，录音。
教学活动
1.角色扮演
2.游戏
教学过程
Step 1: Warm-up & Lead-in
1. Greetings.
T: Good morning/ afternoon, boys and girls!
Ss: Good morning/ afternoon, Miss/ Mr…
T: Nice to meet you, S1!
S1: Nice to meet you, too.
T: Nice to meet you, S2!
S2: Nice to meet you, too.
…
2. Enjoy a song—What colour is it? (出示课件)
Play the song and ask students to sing along with it.
T: What colours can you hear in this song?
S1: Red.
S2: Yellow.
S3: Green.
S4: Blue.
T: Great! Today we are going to learn more words about colours.
Step 2: Presentation
1. Learn the new words about colours.
Show a magic box with some toys and an orange in it.
(1) Learn the word “white”.
Take out a white toy rabbit from the box.
T: This is a magic box. We can find different colours in it. Look! What’s this?
Ss: 兔子。
T: What colour is it? Do you know? Is it red?
Ss: No.
T: It’s white.
Write down the word “white” on the blackboard. Teach the pronunciation and the meaning of it. Ask students to pay attention to the pronunciation of the letter “i” which pronounces “/aɪ/”. Let students practice it row by row.
T: White, white, white! Can you point to the white things in our classroom?
Students point to the wall, the paper…
(2) Learn the word “black”.
Take out a black toy car from the magic box.
T: What’s this?
Ss: 小汽车。
T: What colour is it?
…
Write down the word “black” on the blackboard. Teach the pronunciation and the meaning of it. Let students pay attention to the pronunciation of the letter “a”.
T: /blæk/. Read after me. Black, black, black.
…
T: Do you like black? Can you point to the black things in our classroom?
Students point to the blackboard, the clothes, the schoolbag…
(3) Learn the word “brown”.
Take out a brown teddy bear from the magic box.
T: Look at the bear. Is it black?
Ss: No.
T: Is it white?
Ss: No.
T: It’s brown. /br/, /aʊ/, /braʊn/.
Write down the word “brown” on the blackboard. Lead students to read and practice it in high and low voice.
(4) Learn the word “orange”.
Let students touch the fruit in the magic box.
T: Touch the fruit! What is it?
S1: 梨子。
S2: 苹果。
…
T: It’s an orange. What colour is it?
…Write down the word “orange” on the blackboard. Lead students to read it several times.
T: The orange is orange. Orange, orange, orange!
Students practice it line by line.
2. Draw and colour.
Ask students to draw some simple pictures with a pencil on the paper, including a bear, a cat, a squirrel and a pig.
T: Show me the bear.
Students show the picture of the bear.
T: Colour it brown!
Write down the sentence structure “Colour it…!” on the blackboard.
Ask students to colour the picture of the bear with the brown crayon.
T: Show me the cat. Colour it white!
Let students read the sentence “Colour it white!” and use the crayon to colour the cat white.
Lead two students to say the sentences “Colour it orange!” and “Colour it black!” Then let students follow the instructions to colour the pig black and the squirrel orange.
3. Read and act.
Play the recording of “Let’s learn”. (课件出示：教材P18 Let’s learn板块的音频)
(1) Let students read after the recording and pay attention to the pronunciation and the intonation.
(2) Let students read the words and the sentences by themselves.
(3) Let students practice in groups, and then wear the headdresses to act out in class.
Step 3: Practice
1. Look and say.
Show some pictures in different colours. (课件出示：橙色的树叶，黑色的小狗，棕色的帽子，白色的裙子，黑色的包，棕色的袜子，白色的手绢，橙色的衬衣)
Let students say the colours according to the pictures.
T: Here are some pictures. You can see different colours in them. Let’s have a look.
T: What colour can you see?
S1: I can see…
S2: I can see…
S3: I can see…
…
2. Quick response.
Show the words “black, white, orange, brown, red, green, yellow, blue”on the PPT randomly and quickly. (出示课件)
Let students say the words loudly and quickly.
T: Look at the PPT! Please say the words you see loudly and quickly.
Step 4: Consolidation & Extension
Let’s do.
（1）Show the pictures of “Let’s do”. (课件出示：教材P18 Let’s do板块的图片)
Let students watch and guess the meanings of the sentences.
（2）Listen and do.
Write down the phrases “stand up, sit down, touch the ground, turn around” on the blackboard. Explain the meanings of the phrases with body language. Do the actions and say the instructions. Let students do and say after the teacher.
T: Black, black. Stand up.
Students stand up and repeat.
T: Orange, orange. Sit down.
Students sit down and repeat.
T: White, white. Touch the ground.
Students touch the ground and repeat.
T: Brown, brown. Turn around.
Students turn around and repeat.
(3) Divide the whole class into four groups. Say the instructions faster and faster. Let the four groups compete to do the actions. The best group will get the prize.
板书设计

作业设计
完成《核心课堂》/《一本好卷》本节课习题。
教学反思
1注重教学活动的多样性、趣味性、新颖性和竞争性，真正地实现了 “快乐学习” 的法则。
2 TPR教学法让每个学生都动起来，鼓励学生积极融入教学实践活动中，极大地提高了课堂教学的效率。
3注重语言交际能力的培养，让学生在课堂中学会运用英语进行交流。
4板书设计条理清晰，一目了然，重点突出。


The sixth period (第六课时)
Part B Start to read & Let's check & Let's sing
内容分析
本课是PEP小学英语三年级起点第一册Unit2第六课时。主要学习颜色单词“red, green, yellow, blue, black, white, orange, brown”，以及能够听懂、跟唱歌曲。老师通过多种游戏活动，使学生掌握本节课重难点。
课时目标
知识与能力
11. 能够找出并能听、说、读、写图片中的字母
12. 能够听、说、认读表示颜色的单词“red, green, yellow, blue, black, white, orange, brown”
13. 能够独立完成Let's check板块的练习
14. 能够听懂、跟唱歌曲，并能创编新的歌曲
过程与方法
请学生先观察图片再学习重难点，对学生进行有效的听力技巧指导，同时强调听音重点，帮助学生完成听力任务。
情感态度价值观
通过让学生说出自己喜欢的颜色来复习学过的颜色单词。接着通过找朋友的游戏来提升英语学习的趣味性，并进一步巩固对颜色单词的记忆，提高学生的学习兴趣。
教学重难点
教学重点
能够掌握本单元所学的字母和表示颜色的单词。
教学难点
能够独立完成Let's check板块的练习。
教学准备
教学课件、课文录音、视频、单词卡片、颜色卡片、蜡笔等。
教学媒体选择
多媒体，录音。
教学活动
1.录音
2.游戏
3.歌曲
教学过程
Step 1: Warm-up & Lead-in
1. Greetings.
T: Hi, boys and girls!
Ss: Hello, Miss/Mr…
T: Good afternoon/morning, S1!
S1: Good afternoon/morning, Miss/Mr…
…
2. Enjoy a song—ABC Song. （课件出示：教材P6 Let's sing板块的歌曲）
T: Let's sing the song together. Clap your hands, please!
3. Listen and do.
Say the instructions and let students do the actions.
T: Orange, orange. Sit down.
Black, black. Stand up.
White, white. Touch the ground.
Brown, brown. Turn around.
Step 2: Presentation
1. Find and say.
(1) Sharp eyes.
T: Boys and girls! There are many stars on the PPT. Read the letters on the stars immediately when they appear. Let's look and read them quickly.
(2) Find and say.
Let students look at the picture and find out the letters in it. (课件出示：教材P19 Find and say的图片) Try to find out the most letters.
T: Here is a beautiful picture. We can see many beautiful things. Wow! Look! I see a big letter “C”. (Point to the big letter “C”.) What letters do you see?
S1: I see…
S2: I see…
S3: I see…
S4: I see C, a, D…
…
Ask students to count the letters.
T: How many big letters “A/B/C/D” do you see?
Ss: I see… “A/B/C/D”.
T: How many small letters “a/b/c/d” do you see?
Ss: I see… “a/b/c/d”.
2. Review the words about colours.
(1) Ask students a question “What colour do you like?” Lead students to answer with the words about colours. Give the relevant colour cards they like to students.
T: What colour do you like?
S1: Red.
S2: Blue.
S3: Yellow.
…
(2) Find friends.
Ask students to try to remember their classmates' favourite colours. Students who can remember their favourite colours mutually will be friends.
3. Read and tick.
Show the picture of “Read and tick” on the PPT. (课件出示：教材P19 Read and tick的图片) Explain the rule of the task and make a demonstration first. Then let students read and tick by themselves.
T:（Point to the red barrel.） Look! What colour is it?
Ss: It's red.
T: Great. It's a red barrel. Can you see the word “red”?
Ss: Yes.
T: So we should tick on the square frame of the red barrel. Please finish the rest.
Check the answers together.
(Answers: √blue √black √brown √green √yellow √red)
Step 3: Practice
1. Listen and tick or cross.
(1)Show the pictures of“Listen and tick or cross”on the PPT. (出示课件)
Let students look at the four pictures. Ask some questions to help them predict the meaning of the pictures.
T: What can you see in the pictures?
S1: I can see…
S2: I can see…
…
T: Who can you see in Picture 2 and Picture 3?
S1: I can see Miss white and Mr Jones.
S2: I can see Wu Yifan, Mike and…
T: Good! The man in Picture 3 is Mike's Dad. They are our friends. What are they talking about? Now, let's listen and tick or cross.
(2) Play the recording and let students finish the task. (课件出示：教材P20 Listen and tick or cross的音频) Ask students to pay attention to the key words.
(3) Check the answers with students.
(Answers: 1.√ 2.× 3.× 4.×)
2. Match and colour.
Show the pictures of “Match and colour” on the PPT. (出示课件)
Let students say the colours they have learned one by one. Then ask them to finish the task by themselves.
T: Can you say the colours in English quickly?
S1: Blue.
S2: Red.
S3: Black.
…
T: Well done! Now, please match the words to the pictures.
Then colour the pictures with your crayons.
Step 4: Consolidation & Extension
“Story time”
1. Let's sing!
(1) Play the video of the song for the first time. (课件出示：教材P20 Let's sing板块的视频) Let students listen to it carefully.
T: How many colours can you hear? What are they?
Ss: …
（2）Play the song again. （出示课件） Lead students to clap their hands and sing with the video. Let them practice in groups. Invite some students to sing on the podium, and the others sing and clap hands for them.
（3）Make a new song and draw a different rainbow.
Let students try to make a new song. For example:
Let students draw a different rainbow by themselves.

板书设计

作业设计
完成《核心课堂》/《一本好卷》本节课习题。
教学反思
1 注重新旧知识的串联，做到以旧带新，以新温旧。
2 设置的教学活动简单易行，能有效激发学生的学习兴趣。
3 以旧带新，可以降低学生的学习难度，使学生在轻松的学习氛围中巩固旧知，学习新知。
4 板书设计条理清晰，一目了然，突出重点。
The seventh period (第七课时)
Part C Story time
内容分析
本课是PEP小学英语三年级起点第一册Unit2第七课时。本部分通过Zoom和Zip在公园里摘花朵的故事，体现了本单元难点词汇和部分句型，目的是通过一个较为有意义的语篇，扩大学生语言的输入以及训练学生逐步适应文本的阅读。教师可根据学生具体情况制定不同层次的教学目标：教会学生注意社会公德，不要随便摘花。
课时目标
知识与能力
1. 复习本单元所学的颜色单词，并学会“a+颜色单词+名词”的表达方法；
2. 初步认读句子：How are you? Fine，thank you.为单元正式学习做铺垫；
3. 能听懂、会说生词：flower(s)、look；
4. 能在图片的帮助下读懂文本，并表演出来；
5. 能注意社会公德，不随便摘花，遵守公共场所的各项规定，做文明学生过程与方法
通过游戏活动，引导学生主动复习所学过的颜色单调，培养学生主思考的学习习惯。在黑板上用思维导图的形式逐步呈现各个颜色单调，化零为整，给学生留下整体印象，从而系统的记忆单词，逐步渗透用思维导图学习的技能。
情感态度价值观
师生搭档、生生配合和小组合作三种形式表演故事内容，由易到难，由部分到整体。呈现各种禁止标志，联系创主文明城市的大环境，将本节的学习内容与学生生活紧密联系起来，教育学生注意社会公德，争做文明使者。在优美的背景音乐和图片中完成本节课的情感升华。

教学重难点
教学重点
1. 巩面复习本单元所学的颜色单词，会用英语形容物品的颜色；
2. 能在图片的帮助下读懂Story time并表演出来。
教学难点
新单词flower(s)的发音。
教学准备
单词卡片、图片卡、磁铁、小奖品、PPT等。
教学媒体选择
多媒体，录音。
教学活动
1.唱歌
2.游戏
教学过程
Step 1: Warm-up & Lead-in
1.Greetings
2.Let's sing and do.
3.Sing a song： Colour Song
3.Brain storming： Colour
4.Sing a song： Colour Song

Step 2: Presentation
1.Show a dog and change the colour .
2.Show some pictures and describe the words.
3.Play a game：What’s missing?
4.Look at the black board，“The Flower”.
5.PPT show flower-flowers.
6.Describe the flowers.

Step 3: Practice .
1.Open the book，look at the pictures and answer the questions .
Q1：Who are they?
Q2：Where are they?
Q3：What can you see in the park?
2.Watch the cartoon.
3. Follow the tape.
4. Story show.
Step 4: Consolidation
1.PPT：show the sign and say.
2.PPT：show pictures of the ancient city .

板书设计

作业设计
完成《核心课堂》/《一本好卷》本节课习题。
教学反思
1.本节课利用图片、视频、音频、多种资源帮助学生学习Story time中的英语小故事。
2.本节课利用角色扮演、你问我答等多种游戏活动强化了学生对句型的掌握。
3.由于课时限制，角色扮演活动只能找1-2两组学生进行，给学生提供的展示机会较少。



Unit 3 Look at me!
三、 教材分析
本单元学习的主题是五官和身体部位。教学内容主要是围绕孩子们在上学路上和在Mike家发生的故事来展开的。
教学重点是能够听懂、会说核心句型“Look at me. This is my/the/a/an…”“—How are you? —I'm fine, thank you./Very well, thanks.” “Let's…”；能够听、说、认读单词“ear, eye, nose, mouth, face, head, hand, arm, body, leg, foot”。
二、学情分析
三年级新生作为英语的初学者，对英语充满好奇的同时又很陌生，学生的年龄段多处于8-10岁，对新事物的兴趣大于困惑，学生思维活跃，善于表达自己，乐于与同学交流，渴望得到老师和同学的表扬和赞许。绝大多数学生对英语的学习有着浓厚的兴趣，但认知发展尚未成熟，注意力分散、好动。鉴于这样的学情，教师要抓住以培养兴趣为重点，通过展示单词卡片，播放与教学内容相关的动画片，课堂小游戏等方式，激发他们对英语的兴趣和增强开口说英语的勇气，进而培养他们的英语语感，提高学生对英语学习的热情。
三、教学目标
1 知识与能力
（1）能听懂、会说句型“Look at me. This is my/the/a/an…”“—How are you? —I'm fine, thank you./Very well, thanks.”“Let's…”
（2）能听、说、认读单词“ear, eye, nose, mouth, face, head, hand, arm, body, leg, foot”
（3）能正确听、说、读、写字母Ee, Ff, Gg, Hh, Ii并知道其在单词中的发音。
（4）能够在图片、实物或情境的帮助下运用句型“Look at me. This is my/the/a/an…”向别人介绍自己或别人的五官和身体部位。
（5）能够在情境中运用句型“—How are you? —I'm fine, thank you./Very well, thanks.”有礼貌地询问别人的近况并进行回答。
（6）能够在情境中运用句型“Let's…”向别人提议一起做某事并进行回答。
（7）听到字母能说出其对应的发音。
2 情感态度价值观
（1）培养保护眼睛和牙齿的意识。
（2）能够建立单词音、义、形之间的联系，整体学习单词。
四、课时安排
第一课时: Part A Let's talk & Let's play
第二课时: Part A Let's learn & Let's do
第三课时: Part A Letters and sounds
第四课时: Part B Let's talk & Let's play
第五课时: Part B Let's learn & Let's do
第六课时: Part B Start to read & Let's check & Let's sing
第七课时: Part C Story time
The first period(第一课时)
Part A Let’s talk & Let’s play
内容分析
本课是PEP小学英语三年级起点第一册Unit 3第一课时。主要学习能够在语境中正确运用“—How are you?—I'm fine, thank you.”以及能够运用句型“Let's…”向别人提议一起做某事。老师将通过通过歌曲和游戏巩固重点句型，使学生掌握本节课知识点。
课时目标
知识与能力
1. 能够通过观察、谈论Let's talk板块的图片，并在PPT和教师的帮助下理解对话大意
2. 能够通过听录音，用正确的语音、语调朗读对话，并能在小组中进行角色扮演
3. 能够在语境中运用“—How are you?—I'm fine, thank you.”来询问别人近况并回答
4. 能够运用句型“Let's…”向别人提议一起做某事
5. 能够学唱歌曲，并能通过歌曲和游戏巩固重点句型
过程与方法
引导学生按照正确的语音、语调朗读对话，并在小组中进行角色扮演。以补全句子的形式进行文本再构，帮助学生梳理重点知识，加强对重点句型的记忆。
情感态度价值观
引导学生在真实的语境中创编对话，培养学生综合语言运用能力。帮助学生在真实的语境中自然地运用句型，进而达到学以致用、提升学生口语交际能力的目的。
教学重难点
教学重点
1. 能够在语境中运用“—How are you? —I'm fine, thank you.”来询问别人近况并回答。
2. 能够运用句型“Let's…”向别人提议一起做某事。
教学难点
能够在真实的语境中运用本课时所学重点句型自然流利地进行对话。
教学准备
教学课件、课文录音、视频、课本插图、人物头饰等。
教学媒体选择
多媒体，录音。
教学活动
1.角色扮演
2.游戏
教学过程
Step 1: Warm-up & Revision
1. Greetings.
2. Let's do.
Play the video of “Let's do” on page 18. （课件出示：教材P18 Let's do板块的视频） Ask students to sing and do the actions after it.
3. Free talk.
T: Hello/Good morning/Good afternoon, …!
Ss: Hello! …
T: Nice to meet you!
Ss: Nice to meet you, too.
…
Step 2: Presentation
1. Teach the sentences “—How are you? — I'm fine, thank you.”
T: Boys and girls, look out of the window please. It's sunny today. I'm very happy. Look at me. I'm fine.
Help students get the meaning of “I'm fine.” with body language and facial expressions.
T: What about you? How are you?
Lead students to answer with the sentence “I'm fine, thank you.”
Write down “—How are you? —I'm fine, thank you.” on the blackboard and let students read several times.
T: How are you?
Ss: I'm fine, thank you.
2. Teach the sentence structure “Let's…” and the word “school”.
T: You see, it's really a nice day. Let's play basketball after school, OK？
Ss: OK!
T: Let's play football/fly a kite/ride a bike/play chess/row a boat…
Help students understand the sentence structure “Let's…” with body language. Point to the watch and take the schoolbag.
T: Oh, It's time for class. Let's go to school.
Ss: OK!
Write down “—Let's go to school. —OK！” on the blackboard and teach the word “school”.
3. Look and say.
Show the two pictures of “Let's talk”. （课件出示: 教材P24 Let's talk板块的图片） Let students look at the pictures carefully. Ask some questions to help them predict the main idea of the dialogue.
The questions are like these:
(1)Who is the girl? What does the girl say to the bird?
(2)Who is the boy? Where are they? What are they doing?
T: Look at the pictures. What can you see in Picture 1? What can you see in Picture 2? Now answer my questions.
Ss: …
4. Read and act.
(1) Play the cartoon for the first time. （课件出示：教材P24 Let's talk板块的视频） Ask students to read after the recording. Let students pay attention to the pronunciation and the intonation.
(2) Play the cartoon again. Let students practice the dialogue in groups and fill in the blanks. （课件出示：教材P24 Let's talk板块的填空题）
(3) Let students wear the headdresses and role-play, then share it with the class.
Step 3: Practice
1. Chain work.
Divide students into several groups. Let students ask and answer in two chains.
Chain 1:
S1: How are you?
S2: I'm fine, thank you. How are you?
S3: I'm fine, thank you. How are you?
…
Chain 2:
S1: Let's go to school, S2.
S2: OK! Let's go to school, S3.
S3: OK! …
…
The fastest group can get a prize.
2. Let's play.
(1) Play the recording of “Let's play”. （课件出示：教材P24 Let's play板块的音频） Help students get the meaning of the song.
(2) Play the recording again. Let students sing after the recording. （课件出示：教材P24 Let's play板块的听力材料）
(3) Lead students to practice the song in groups, clap hands and sing together, then show it to the class. Let students go around the classroom, sing the song and give their classmates a high-five.
Step 4: Consolidation & Extension
1. Make a dialogue.
Let students make their own dialogues in pairs according to the example.
2. Find friends.
T: Boys and girls, Let's play a game. When the music begins, go around the classroom and talk to others with the sentence “Let's go to school.” If he/she answers “OK！”, you can be friends. Find as more friends as you can. When the music stops, you should go back to your seat. Now, begin.
T: How many friends do you have? Who are they?
Give a present to the student who does the best performance.
3. Enjoy the song—Teddy Bear.
Play a video of the song.（课件出示：歌曲Teddy Bear的视频） Ask students to enjoy the song and try to sing after it.

板书设计

作业设计
完成《核心课堂》/《一本好卷》本节课习题。
教学反思
1借助天气引入本课两个重点句型，过渡自然;充分利用肢体语言和面部表情，让学生初步感知新句型；所给例句贴近学生的生活实际，便于学生理解和掌握。
2让学生观察图片，借助图片预测教学内容，注重对学生观察能力的培养和学习方法的指导。
3创设情境教学，让学生在真实的语境中自然流利地运用本课句型进行对话，培养学生的综合语言运用能力。
4活动设计丰富且具有针对性，能让不同层次的学生得到较好的训练。
5板书设计清晰明了，重点突出，起到了很好的辅助作用。


The second period(第二课时)
Part A Let's learn & Let's do
内容分析
本课是PEP小学英语三年级起点第一册Unit 3第二课时。主要学习五官单词“face, ear, eye, nose, mouth”以及能够运用句型“Look at me! This is my…”介绍自己的五官。老师将通过通过听音跟读和游戏巩固重点单词和句型，使学生掌握本节课知识点。
课时目标
知识与能力
1. 能够听、说、认读五官单词“face, ear, eye, nose, mouth”
2. 能够通过观察、谈论Let's learn板块的图片，并在PPT和教师的帮助下理解句子的意思
3. 能够通过多种活动运用句型“Look at me! This is my…”介绍自己的五官
4. 能够在图片、动作和音频的帮助下理解、跟读歌谣
5. 能够根据指令做出相应的动作或根据动作说出相应的指令性用语
过程与方法
让学生听音给单词标序并跟读，锻炼学生听和说的能力。让学生模拟自我介绍，创设情境教学，提高学生的综合语言运用能力。
情感态度价值观
通过设计游戏活动，帮助学生操练单词，同时调动学生的学习积极性。蒙眼画五官并进行介绍，培养学生的动手动口能力，从而学以致用。
教学重难点
教学重点
1. 能够听、说、认读所学的五官单词。
2. 能够在情景中运用句型“Look at me! This is my…”介绍自己的五官。
教学难点
能够听懂“Let's do”板块的指令性用语，并能够根据指令做出相应的动作。
教学准备
教学课件、课文录音、视频、单词卡片、人物头饰、卡通手偶等。
教学媒体选择
多媒体，录音。
教学活动
1.录音
2.游戏
教学过程
Step 1: Warm-up & Revision
1. Greetings.
2. Sing a song.
Play the recording of “Let's play” on page 24. （课件出示：教材P24 Let's play板块的音频） Ask students to sing after it.
3. Revision.
Let students review the dialogue of “Let's talk” on page 24 through role play. （课件出示：教材P24 Let's talk板块的对话）
Step 2: Presentation
1. Teach the new words.
(1) Teach the word “face”.
T: Boys and girls, I have lots of friends. Do you want to know them?
Take out a hand puppet of Sun Wukong. Point to the face of the hand puppet.
· T: Hello, everyone! I'm Sun Wukong. Nice to meet you! Look at me! This is my face. Face, /f/-/eɪ/-/s/, /feɪs/.
Teach the sentence “Look at me!” by body language, and teach the word “face” by pointing to different students' faces.
Write down the sentences “Look at me! This is my face.” on the blackboard. Let students introduce their faces with the sentences “Look at me! This is my face.”
Lead students to sing the chant with the melody of Two tigers. （课件出示：歌曲《两只老虎》的旋律）
（2）Teach the word “ear”.
Take out a hand puppet of Bugs Bunny.
· T: Hello, everyone! I'm Bugs Bunny. Nice to meet you. Look at me！ This is my ear. Ear, /ɪə(r)/.
Use the word card to teach the word “ear”. Ask students to read the word in different ways.
Write down the word “ear” on the blackboard. Let students dub the hand puppet with the sentences “Look at me! This is my ear.”
Replace the word “face” in the chant with “ear”. Lead students to sing the chant.
(3) Teach the word “eye”.
Show a panda on the PPT. （课件出示：熊猫的图片） Dub the panda.
T：Hello, I'm Panpan. Nice to meet you! Look at me! This is my eye. Eye, /aɪ/.
Teach the word “eye” by the game “Simon says”.
（游戏说明：当老师说“Simon says: Eye.”的时候，学生大声朗读eye;当老师只说“Eye”的时候，学生捂住嘴巴不能出声。）
Write down the word “eye” on the blackboard. Let students introduce their eyes with the sentences “Look at me! This is my eye.”
Replace the word “face” in the chant with “eye”. Lead students to sing the chant. （课件出示：与eye有关的chant及其旋律）
(4) Teach the word “nose”.
Show a picture of a cartoon character on the PPT. （课件出示：卡通人物的图片） Dub the cartoon character.
· T：Hi, I'm Peppa Pig. Nice to meet you! Look at me! This is my nose. Nose, /n/-/əʊ/-/z/, /nəʊz/.
Teach the word “nose” by the game “Catch the finger”.
（游戏说明：学生朗读单词的同时用食指快速戳老师的掌心，被老师捉到则挑战失败，反之则算成功。）
Write down the word “nose” on the blackboard. Let students dub the cartoon character with the sentences “Look at me! This is my nose.”
Replace the word “face” in the chant with “nose”. Lead students to sing the chant. （课件出示：与nose有关的chant及其旋律）
(5) Teach the word “mouth”.
Show a picture of a hippo on the PPT. （课件出示：一只河马的图片） Dub the hippo.
· T：Hi, I'm a hippo. Nice to meet you! Look at me! This is my mouth. Mouth, /m/-/aʊ/-/θ/, /maʊθ/. （Pay attention to the pronunciation of “th/θ/”.）
Teach the word “mouth” by the game “High and low voice”.
Write down the word “mouth” on the blackboard. Let students dub the hippo with the sentences “Look at me! This is my mouth.”
Replace the word “face” in the chant with “mouth”. Lead students to sing the chant. （课件出示：与mouth有关的chant及其旋律）
2. Read and act.
T: I have another friend. Who is he? Is he Wu Yifan? Oh, no! He is Zoom now.
Play the cartoon of “Let's learn”. （课件出示：教材P25 Let's learn板块的视频） Let students number the words first according to the recording.
Play the cartoon again and let students read after it. Then let students wear the headdress of Zoom and make an introduction with the sentence structure “Look at me! This is my…”
Step 3: Practice
1. Sharp eyes.
Show the words “face, ear, eye, nose, mouth” and the pictures of them one by one on the PPT. （课件出示：依次出示五官的单词和图片）
T: Class, please look at the pictures and the words carefully. If you know one of them, you can stand up and read it aloud. Now, begin!
2. I can draw.
Invite some students to the front. Cover their eyes and let them draw pictures according to the teacher's instructions. Let them introduce their pictures with the sentence structure “Look at me! This is my…”
Step 4: Consolidation & Extension
1. I say, you do.
Play the cartoon of “Let's do” for the first time. （课件出示：教材P25 Let's do板块的视频） Lead students to get the meanings of the sentences.
Play the cartoon again, and lead students to do the actions after it. Help students understand the meanings of the words “close, open, touch” with body language and some pictures. （课件出示：close, open, touch的相关图片）
Ask students to do the actions according to the teacher's instructions and practice in groups, then show to the class.
S1: Close your eyes.
S2: (Do the action.) …
…
2. I do, you say.
One student does the actions, and the other students say the sentences. Then let students fill in the blanks.

3. Enjoy the song—If you are happy and you know it.
Play the video of the song. （出示课件） Ask students to sing after it.
板书设计

作业设计
完成《核心课堂》/《一本好卷》本节课习题。
教学反思
1采用“我说你画”“我说你做”“我做你说”等不同的操练游戏，调动学生多种感官参与，使他们积极地参与课堂活动。
2充分发挥多媒体资源辅助教学的优势，选取了如“孙悟空”“兔八哥”“小猪佩奇”等学生熟悉的卡通人物，贴近学生的生活实际，并配以实物、音频、视频等辅助教学，课堂内容丰富多彩，激发了学生的学习兴趣。
3创设情境教学，让学生在真实的语境中自然流利地运用本课重点句型，培养了学生的综合语言运用能力。
4板书设计精美，重点突出，起到了很好的辅助作用。
The third period(第三课时)
Part A Letters and sounds
内容分析
本课是PEP小学英语三年级起点第一册Unit 3第三课时。主要学习Ee，Ff，Gg，Hh，Ii五个字母以及掌握两个元音字母在单词中的发音和三个辅音字母作为单词首字母时的发音。老师通过图片及单词卡片辅助教学来巩固字母学习，使学生掌握本节课知识点。
课时目标
知识与能力
1. 能够听、说、读、写Ee，Ff，Gg，Hh，Ii五个字母
2. 能够在学习字母音、形的基础上，初步掌握两个元音字母在单词中的发音和三个辅音字母作为单词首字母时的发音
过程与方法
引导学生根据图片内容对听力文本进行听前预测，注重对学生学习方法的指导。让学生根据图片提示和听力内容，选择正确的字母，培养学生动手和动脑的能力，进而加深对字母的记忆。
情感态度价值观
引导学生总结字母的发音，培养学生的自主学习能力，激发学生的学习积极性。利用图片及单词卡片辅助教学，并让学生打着节拍吟诵chant，增强趣味性的同时还能培养学生的节奏感。
教学重难点
教学重点
1. 能够听、说、读、写字母Ee，Ff，Gg，Hh，Ii。
2. 能够初步掌握两个元音字母在单词中的发音和三个辅音字母作为单词首字母时的发音。
教学难点
能够掌握所学字母的笔顺以及相关例词的发音。
教学准备
教学课件、课文录音、视频、字母卡片等。
教学媒体选择
多媒体，录音。
教学活动
1. 录音
2. 听力练习
3. 游戏
教学过程
Step 1: Warm-up & Revision
1. Greetings.
2. Enjoy the song—ABC Song.
Play the recording of the song. （课件出示：教材P6 Let’s sing板块的歌曲音频） Ask students to sing after it.
3. Revision.
Students chant with the teacher and show the letter cards.

Step 2: Presentation
1. Teach the letters “Ee, Ff, Gg, Hh, Ii”.
T: We have so many letter friends like “Aa” “Bb” “Cc” “Dd”. Today, we’ll meet five new letter friends. Who are they? Let’s have a look!
Show the cartoon image of the letter “Ee” on the PPT. （课件出示：字母Ee的卡通形象及其录音）
T: Can you find something that looks like “Ee” in your daily life?
Ss： …
Show some pictures that contain “Ee”. （课件出示：包含字母Ee的图片）
Write down the letter “Ee” on the blackboard. Let students show their fingers and write after the teacher. Let them pay attention to the capital letter and lowercase letter.
Lead in and teach the letters “Ff, Gg, Hh, Ii” in the same way. （课件出示：字母Ff, Gg, Hh, Ii的相关图片及其录音）
2. Let’s match.
Show a task of matching the capital letters to the lowercase letters. Ask students to finish it.

3. Listen and repeat.
(1) Play the video. （课件出示：教材P26 Listen, repeat and chant的视频）Let students read after it.
(2) Show the picture on the PPT. （课件出示：教材P26 Listen, repeat and chant的图片） Let students read the words after the recording. Teach the words by word cards.
(3) Lead students to summarize the pronunciation of the letter “e”. Let students clap their hands and chant: Ee, Ee, Ee, /e/, /e/, /e/, egg, egg, elephant, elephant.

(4) Use the same method to teach the other four letters. （课件出示：依次出示字母Ff, Gg, Hh, Ii的相关内容）
4. Let’s chant.
Play the recording of the chant. Ask students to chant after the recording. Then lead students to clap their hands and do the actions after the teacher.

Step 3: Practice
1. Listen and circle.
Show the pictures on the PPT. （课件出示：教材P26 Listen and circle的图片） Help students say the corresponding words according to the pictures.
Let students read the letters below the pictures correctly.
Play the recording. （课件出示：教材P26 Listen and circle的音频） Let students listen and circle. Then check the answers together.
（Answers: g; h; f; e; i）
2. Fill in the blanks.
Show some letter cards and invite some students to the front. Lead students to choose the right cards to fill in the blanks.

Step 4: Consolidation & Extension
1. Write and say.
Play the cartoon. （课件出示：教材P26 Write and say的视频） Let students watch it carefully. Remind them to pay attention to the stroke order and other tips. Then ask students to write the letters in the correct stroke order in their books.
2. Bingo.
Ask students to write down the letters “Aa” to “Ii” in “Sudoku” in disorder and play the game.
（游戏说明：学生在九宫格内按照任意顺序写出Aa到Ii等大小写字母组合，教师任意挑选其中三个字母组合，这三个字母组合在九宫格内能连成任意一条直线的则视为Bingo，获得Bingo的学生将得到奖励。）
板书设计

作业设计
完成《核心课堂》/《一本好卷》本节课习题。
教学反思
1将字母的音、形学习与图片相结合，给学生以视觉冲击，提高了学生的学习兴趣。
2鼓励学生寻找和发现生活中像字母的物品，教学方式贴近学生的生活实际，帮助他们克服畏难的心理，降低学习难度，体现学以致用的原则。
3注重对学生学习方法的指导，包括对学生听的指导和写的指导。在听力练习之前，为学生预留时间思考，在教授新字母的书写时，先做好示范。
4突出学生的主体地位，教师以引导为主，尽可能给学生足够的空间，如通过听例词、读例词、学例词，让他们自己总结字母的发音规律。
5整个教学过程流程清晰，可以较好地达到课时教学目标。


The fourth period(第四课时)
Part B Let's talk & Let's play
内容分析
本课是PEP小学英语三年级起点第一册Unit 3第四课时。主要学习句型“—How are you?—Very well, thanks.”以及能够运用句型“Let's make a puppet！”向别人提出建议。老师将通过多种游戏活动，使学生掌握本节课句型。
课时目标
知识与能力
·能够通过观察、谈论Let's talk板块的图片，并在PPT和教师的帮助下理解对话大意
·能够通过听录音，用正确的语音、语调朗读对话，并能在小组中进行角色扮演
·能够听懂并运用核心句型“—How are you?—Very well, thanks.”来询问别人近况并回答
·能够运用句型“Let's make a puppet！”向别人提出建议
·能够完成句子接龙活动以及运用“How are you?”询问别人近况并知晓其多种回答形式
过程与方法
播放录音，让学生听录音跟读。引导学生按照正确的语音、语调朗读对话，并在小组中进行角色扮演。以补全句子的形式进行文本再构，帮助学生梳理重点知识，加强对重点句型的记忆。
情感态度价值观
将所学重点句型完美地融合在学生熟悉的旋律中，进而增强学生的自信心，提高其学习积极性。通过对话、游戏，对重点句型进行操练，使学生在愉快、轻松的语言环境中自然地使用所学语言。
教学重难点
教学重点
1. 能够理解和掌握本课时的重点句型“—How are you?—Very well, thanks.”“Let's make a puppet!”。
2. 能够掌握“very well”和“thanks”的读音。
教学难点
能够在真实的语境中运用本课重点句型自然流利地进行对话。
教学准备
教学课件、课文录音、视频、句型卡片、人物头饰等。
教学媒体选择
多媒体，录音。
教学活动
1. 录音
2. 游戏
3. Chant
教学过程
Step 1: Warm-up & Revision
1. Greetings.
2. Sing and do.
Play the video of the song—If you are happy and you know it. （出示课件） Lead students to sing and do the actions.
3. Make a daily talk.
T: Good morning/afternoon, A. How are you?
A: I'm fine, thank you. Good morning/afternoon, B. How are you?
B: I'm fine, thank you. Good morning/afternoon, C. How are you?
C: …
…
Step 2: Presentation
1. Look and predict.
Show the picture of “Let's talk”. （课件出示：教材P27 Let's talk板块的图片） Let students look at the picture carefully. Ask some questions to help students predict the main idea of the dialogue.
The questions are like these:
（1）Who can you see in the picture?
（2）Where are they?
2. Teach the sentence “Very well, thanks.”
(1) Play the video of “Let's talk”. （课件出示: 教材P27 Let's talk板块的视频） Help students get the overall perception of the text.
T: How is Mike? What does he say?
Ss: …
(2) Take out the sentence card of “Very well, thanks.”
T: When others ask you “How are you?”, if you're fine, you can say “Very well, thanks.”
Students ask the teacher “How are you?” and the teacher answers with the sentence “Very well, thanks.”
Write down “—How are you? — Very well, thanks.” on the blackboard.
(3) Teach the pronunciation of “very well” and “thanks”. Let students read one by one.
T: Boys and girls, please pay attention to my mouth. /v/, /v/, /v/, very! /e/-/el/-/wel/, well! Very well!
Ss: Very well!
T: Look at my mouth. The letter combination “th” pronounces
“/θ/”. Follow me, /θæŋks/, thanks!
Ss: Thanks!
(4) Read the words several times, then let students point and say.
S1: How are you?
S2: Very well, thanks. How are you?
S3: …
…
3. Teach the sentence structures “—Let's make a puppet! —Great!”
（1）Ask the questions and play the video again. （出示课件）
T: What are Sarah and Mike going to do? What does Sarah say?
Ss: Sarah says，“Let's make a puppet!”
Show a picture of a puppet and teach the word “puppet”. （课件出示：puppet的相关内容） Let students listen and repeat the sentence.
（2）Help students get the meaning of “great” by body language. Teach the word “great”. （课件出示：great的相关内容）
Hold the picture of “puppet” and say to different students loudly，“Let's make a puppet!” Lead students to answer with “Great!” and give a high-five.
Write down “—Let's make a puppet!—Great!” on the blackboard.
4. Read and act.
(1) Play the recording of “Let's talk”. （出示课件） Let students read after the recording. Remind them to pay attention to the pronunciation and the intonation.
(2) Play the recording again. Ask students to repeat and practice the dialogue in pairs. Then let them fill in the blanks.
(3) Let students wear the headdresses and act out the dialogue, then show it to the class.
Step 3: Practice
1. Let's sing.
Lead students to sing the chant with the melody of Two tigers and do the actions. （课件出示：歌曲《两只老虎》的旋律）
Let students sing in groups and show it to the class. Give the prize to the best group.
2. Let's play.
T: Sarah and Mike are making a puppet. They are very happy. What about their friends? Let's have a look!
Play the cartoon of “Let's play”. （课件出示: 教材P27 Let's play板块的视频） Ask students to enjoy the cartoon.
Let students read the dialogue after the cartoon. Act out the dialogue with three students to make a model. Lead students to play the game in groups of four. Let students ask and answer in a chain by using their real names. The fastest group can get the prize.
Step 4: Consolidation & Extension
“Find friends.”
T: Let's play a game. Find friends who want to do the same things with you. Now draw what you want to do on the paper. When the music begins, go around the classroom, greet your classmates and find friends to go to school with you, play basketball with you, make a puppet with you and so on. When the music stops, you should go back to your seat. Now, begin!
Ask two students to make a demonstration:
S1: Hi! / Hello! How are you?
S2: I'm fine, thank you. How are you?
S1: Very well, thanks. Let's…
S2: Great!
T: What do you want to do? Who does it with you? How many friends do you have? Who are they?
…
板书设计

作业设计
完成《核心课堂》/《一本好卷》本节课习题。
教学反思
1让学生观察图片，借助图片预测教学内容，注重对学生观察能力的培养和学习方法的指导。
2将所学知识与学生的生活实际相联系，创编歌谣让学生熟练运用新句型，增强了学生的自信心，帮助学生在轻松、愉快的氛围中掌握新知。
3创设情境教学，让学生在真实的语境中自然流利地运用本节课句型进行对话，培养了学生的综合语言运用能力。
4重难点突出，较好地完成了既定教学目标。




The fifth period(第五课时)
Part B Let's learn & Let's do
内容分析
本课是PEP小学英语三年级起点第一册Unit 3第五课时。主要学习体各部位名称的六个单词“head, hand, body, arm, leg, foot”以及在情景中运用句型“This is the…”介绍身体各部位。老师将通过教学活动巩固重点单词和句型，使学生掌握本节课知识点。
课时目标
知识与能力
·能够听、说、认读表示身体各部位名称的六个单词“head, hand, body, arm, leg, foot”
·能够在图片、PPT和教师的帮助下理解Let's learn板块中句子的含义
·能够在情景中运用句型“This is the…”介绍身体各部位
·能够在图片、动作和音频的帮助下理解、跟读歌谣
·能够根据指令做出相应的动作或根据动作说出相应的指令性用语
过程与方法
将文本内容巧妙地转化为听力练习，训练学生的听音能力，以给单词排序的形式，充分调动学生的听觉和视觉，让学生可以更好地学习、理解词汇。
情感态度价值观
通过游戏，创设情境，让学生在真实愉快的气氛中操练单词和表示指令的句子。鼓励学生大胆创编歌曲，激发他们的创作欲望，培养他们的创作才能。
教学重难点
教学重点
1. 能够听、说、认读表示身体各部位名称的六个单词“head, hand, body, arm, leg, foot”。
2. 能够在情景中运用句型“This is the…”介绍身体各部位。
教学难点
能够区分单词“head”与“hand”的发音。
教学准备
教学课件、课文录音、视频、单词卡片、木偶等。
教学媒体选择
多媒体，录音。
教学活动
1. 听力练习
2. 游戏
3. 歌曲
教学过程
Step 1: Warm-up & Revision & Lead-in
1. Greetings.
2. Revision.
（1）Ask students to act out the dialogue of “Let's talk” on page 27.
（2）Play the video of “Let's do” on page 25. （出示课件） Lead students to do the actions according to the video together.
3. Lead-in.
Play the video of the song—Head and shoulders, knees and toes. （课件出示：教材P30 Let's sing板块的歌曲视频）
Step 2: Presentation
1. Teach the new words.
（1）Teach the words “head， hand”.
Show the picture of a cartoon character on the PPT. （出示课件） Dub the cartoon character.
T: Boys and girls, do you still remember me?
Ss: Yes.
T: Nice to see you again! This is my face/ear/eye/nose/mouth. And this is my head. This is my hand. （课件出示：一个卡通人物的图片，突出其相应的部位）
Teach the words “head, hand”. （课件出示：head和hand的相关内容） Ask students to read the words after the recording and pay attention to the pronunciation.
T: Please look at my mouth. /e/, /e/, /e/, /ed/, /hed/. /æ/, /æ/, /æ/,
/æn/, /ænd/, /hænd/.
Teach the words by word cards. Lead students to chant and do the actions.
Hand,↗ hand,↘ this is the hand.↘ Clap my hands. （Do the action.）
Head,↗ head,↘ this is the head.↘ Touch my head. （Do the action.）
Pay attention to the pronunciation of “the”.
Write down the words “head, hand” and the sentence structure “This is the…” on the blackboard.
（2）Teach the words “body, arm”.
Show the picture of the cartoon character on the PPT. Circle the cartoon character's body and arm.（课件出示：该卡通人物的图片，圈出其身体和胳膊） Dub the cartoon character.
T： This is my body. This is my arm. Please look at my mouth.
/ɒ/, /ɒ/, /ɒ/, /bɒ/-/di/, /ˈbɒdi/ . /ɑː/, /ɑː/, /ɑːm/.
Teach the word “body” in high and low voice. Teach the word “arm” in opposite tune. Lead students to chant and do the actions.
Body,↗ body,↘ this is the body.↘ Shake my body. （Do the action.）
Arm,↗ arm,↘ this is the arm.↘ Wave my arms. （Do the action.）
Write down the words “body, arm” on the blackboard.
Let students repeat and do the actions.
(3)Teach the words “leg, foot”.
Show the picture of the cartoon character on the PPT. Circle the cartoon character's leg and foot.（课件出示：该卡通人物的图片，圈出其腿和脚）Dub the cartoon character.
T: This is my leg. This is my foot. Please look at my mouth. /e/, /e/, /e/, /eg/, /leg/. /ʊ/, /ʊ/, /ʊ/, /ʊt/, /fʊt/.
Teach the word “leg” by jumping and saying. Teach the word “foot” by pointing and saying. Lead students to chant and do the actions.
Leg,↗ leg,↘ this is the leg.↘ Shake your legs. （Do the action.）
Foot,↗ foot,↘ this is the foot.↘ Stamp your foot. （Do the action.）
Write down the words “leg, foot” on the blackboard.
2. Listen and number.
(1)Show the picture of “Let's learn” on the PPT. （课件出示: 教材P28 Let's learn板块的图片）
T: Look, who are they?
Ss: …
T: Yes, they are Mike and Sarah. They are making a puppet. Now, please listen and number the words.
Play the recording of the listening exercise. （课件出示：教材P28 Let's learn板块补充听力材料的音频） Ask students to listen and number the words.
（2）Play the recording again. Show the listening material. Ask students to read after the recording and act it out in pairs.

Step 3: Practice
1. Words game.
（游戏说明：学生从以下礼物中选择一个，教师点击礼物后出现一个单词，学生读出相应单词就可以得到该礼物。）
2. Make a puppet.
Take out some parts of a puppet on the desk.
T: Look! I have a puppet. But the parts of the puppet are mixed and I can't play with it. Can you help me put them together?
Invite some students to make a puppet and introduce the parts of the puppet with the sentence structure “This is the…”
3. Guessing game.
Show some pictures on the PPT. （课件出示：猴子、大象和小猫的身体部位图片） Ask students to guess the animals.
Students guess the animals, then introduce the pictures with the sentence structure “This is the…”
Step 4: Consolidation & Extension
1. Let's do.
(1)Play the cartoon of “Let's do”.（课件出示：教材P28 Let's do板块的视频） Let students get the meaning of it. Help students understand the meanings of the words “clap, wave, shake, stamp” by body language.
(2) Play the cartoon again. Lead students to do the actions after it. Then ask students to do the actions according to the instructions. Invite some students to give the instructions, and the others do the actions. Let students practice in groups and show it to the class.
2. Let's sing.
Play the video of the song—Teddy bear. （课件出示：歌曲《Teddy bear》的视频） Ask students to create their own songs according to the example.
板书设计

作业设计
完成《核心课堂》/《一本好卷》本节课习题。
教学反思
1游戏教学贯穿课堂始终，通过单词卡片、大小声、唱反调、会飞的礼物等方式操练单词，寓教于乐，帮助学生较好较快地掌握新知。
2采用各种形式调动学生的学习积极性，吸引学生注意力，让他们全身心地投入到学习中，并让学生体会学习带来的成就感，增强学生的自信心。
3基于本课时的重点内容设计教学情境，注意话题的延续性和整体性。
4鼓励学生大胆创编歌曲，开放性的练习激发了学生的创作欲望，并拓展了学生的发散性思维。




The sixth period(第六课时)
Part B Start to read & Let’s check & Let’s sing
内容分析
本课是PEP小学英语三年级起点第一册Unit 3第六课时。主要学习五官和身体部位的单词，并要求学会数出对应的单词个数。老师通过多种教学活动教授重难点，使学生掌握本节课知识点。
课时目标
知识与能力
·能够找出并能听、说、读、写图片中的字母
·能够听、说、认读表示五官和身体部位的单词，并数出对应的单词个数
·能够根据图片信息预测听力考查点，并有意识地去听录音，完成排序
·能够观察图片，朗读单词并完成配对练习
·能够理解、跟唱歌曲，并能创编新的歌曲
过程与方法
在听力练习之前，预留时间让学生对所听内容进行预测，对学生进行有效的听力技巧指导。通过配对练习，巩固所学单词，帮助学生在日常生活中熟练使用所学知识。
情感态度价值观
教唱快乐且节奏感强的歌曲，复习单词的同时还能活跃课堂气氛，通过音乐、韵律和动作来让学生感受英语的节奏美。鼓励学生运用所学知识对歌曲进行大胆创编，增强学生学习英语的自信心。通过音乐和英语的结合，培养学生的综合能力和创造力。
教学重难点
教学重点
1. 能听、说、认读本单元与五官及身体部位有关的单词。
2. 能够独立完成Let’s check板块的练习。
教学难点
能够在日常生活中自然地运用本单元句型进行交际。
教学准备
教学课件、课文录音、视频、小礼物等。
教学媒体选择
多媒体，录音。
教学活动
1. 游戏
2. 听力练习
3. 歌曲
教学过程
Step 1: Warm-up & Revision
1. Greetings.
2. Let’s sing.
Lead students to sing the chant with the melody of Two tigers. （课件出示：歌曲《两只老虎》的旋律）
3. Revision.
T: Boys and girls, Let’s play the game “I say, you do”. Are you ready? Let’s go! Clap your hands! Wave your arms! Shake your body! Stamp your foot! Touch your nose! Touch your ear! Open your eyes! …
Step 2: Presentation
1. Turn and turn.
Show the turntable with the pictures of body parts and facial features on the PPT. （课件出示：转盘图） Turn the turntable and ask students to say the corresponding words.
2. Make a dialogue.
Let students make a dialogue. Give an example first. Then ask students to practice in pairs and share it with the class.
3. Find and say.
Let students look at the picture of“Find and say”carefully. （课件出示：教材P29 Find and say的图片）
T: Wow! Look! There are so many candies. What else can you see?
Ss: Letters!
T: Great! What letter can you see?
S1: I see a big E.
S2: I see a big F.
…
T: Now, please circle all the letters. How many letters can you see? How many big/small letters?
Ss: …
4. Read and count.
(1) Show the picture of the clown on the PPT. （课件出示：教材P29 Read and count的小丑图）Lead students to describe the clown with the sentence structure “This is the arm/ear/hand…”
(2) Show the words on the clown. （课件出示：小丑身体栏中的单词）Invite some students to read the words one by one. Let students point to the corresponding body parts while reading the words.
(3) Let students count the words. Check the answers on the PPT. (课件出示: 教材P29 Read and count的答案)
Step 3: Practice
1. Listen and number.
(1)Let students look at the pictures of “Listen and number” by themselves. （课件出示：教材P30 Listen and number的图片）Lead them to predict the content of every picture. Remind students to pay attention to the key information.
(2) Play the recording. （课件出示:教材P30 Listen and number的音频）Let students listen to the recording and try to number the pictures.
(3) Check the answers together. Then ask students to read the listening material. （课件出示：教材P30 Listen and number的听力材料及答案）
2. Look and match.
(1) Show the picture of“Look and match”on the PPT. （课件出示：教材P30 Look and match的图片） Let students describe what they see.
T: Who are they? What are they doing? What can you see?
(2) Invite some students to read the words one by one. Then ask students to read the words group by group.
(3) Let students match the words to the pictures. Then check the answers.（课件出示：教材P30 Look and match的答案）
Step 4: Consolidation & Extension
Let’s sing.
（1）Play the cartoon for the first time. （课件出示：教材P30 Let’s sing板块的视频） Let students get the meaning of it. Help students understand the meanings of the words“shoulders, knees, toes”by body language.
（2）Play the cartoon again. (出示课件) Let students learn to sing and do the actions after the cartoon. Then ask students to practice the song in groups and show it to the class.
（3）Create your own song.
Encourage students to create their own songs. Give an example.
T: Now, please create your own song.
Let students sing their own songs.

板书设计

作业设计
完成《核心课堂》/《一本好卷》本节课习题。
教学反思
1基于单元整体教学，将重点单词和句型较好地进行了整合，融入游戏、歌曲等多种活动中。
2注重对学生学习方法的指导，包括听的指导、说的指导和读的指导。
3充分利用了多媒体资源辅助教学，利用课件为学生创设一定的情境，让学生能够在情境中自然地会话。
4鼓励学生创编歌曲，增强了学生的自信心，培养了学生的综合能力和创造力。


The seventh period (第七课时)
Part C Story time
内容分析
本课是PEP小学英语三年级起点第一册Unit3第七课时。本部分通过Zoom和Zip制作玩偶的故事，体现了本单元难点词汇和部分句型，目的是通过一个较为有意义的语篇，扩大学生语言的输入以及训练学生逐步适应文本的阅读。
课时目标
知识与能力
6. 巩固、检测、拓展本单元内容。
7. 能在图片和动作的帮助下读懂、理解小故事。
8. 培养学生积极参与交际，乐于表达的习惯。
过程与方法
通过自由谈话操练本单元的重点句型，让学生进一步的了解巩固问候语的意义及所应用的环境。考察学生的听力和观察能力，通过认真听、仔细看，锻炼了学生的听力，检查学生对旧知识的理解与掌握情况。
情感态度价值观
表演故事内容，由易到难，由部分到整体。通过Zoom和Zip制作玩偶的故事，让学生理解一起制作手工玩偶的过程和团队配合的重要性。
教学重难点
教学重点
3. 复习检测旧知识，理解小故事
教学难点
1.复习检测旧知识，理解小故事
教学准备
单词、卡片、录音机、教学挂图。
教学媒体选择
多媒体，录音。
教学活动
1.游戏
教学过程
Step l Warm-up
1. Greetings：
T：Good morning/afternoon.
S：Good morning/afternoon.
T：How are you?
S：I'm fine./Very well/Fine， thank you/thanks.
(设计意图：通过自由谈话操练本单元的重点句型，让学生进一步的了解巩固问候语的意义及所应用的环境。)
4. Sing a song Head and shoulders, knees and toes.
教师播放歌曲师生共同吟唱并做动作。
(设计意图：这首歌曲在前几次课学习身体部位的单词时就让学生听唱过，再次出现，活跃课堂气氛，复习身体部位.)
5. Play a game
教师拿出身体部位的单词卡片，每次游戏前指定一个单词，教师不停的更换其他的单词卡片，学生把该单词读三遍并指出相应的身体部位，当看到被指定的单词时，立刻闭嘴并趴在桌子上。
(设计意图：在游戏中，学生不仅练习了单词的发音，也完成了对单词的认读，游戏虽然简单，却轻松的解决了学生音义形相结合的难题。)
Step2 Let's check
Listen and number，
教师播放录音， 学生认真听并观察图意， 标上序号。
2. 再次播放录音，学生检查，公布答案。
(设计意图：这部分是主要考察学生的听力和观察能力，通过认真听、仔细看，锻炼了学生的听力，检查学生对旧知识的理解与掌握情况。)
Look and match
(设计意图：这部分主要考察学生对单词义形的辨认， 刚才的游戏为这部分的顺利完成做了铺垫。)
Step 3 Story time：
1. 教师出示上节课制作的小熊puppet。
T：Do you like puppet?
S：Yes.
T：Let's make another puppet!
S：Great./OK. ..
T：You can say：Good idea!
T：教师拿出head body arms legs， 边做边说，.
T：First, let's make the .
S：head.
T：Then, let's make the .
S：body.
T：Look, they are and .
S：legs and arms.
T：Oh, this is a puppet. I like it. Let's play with the puppet.
S：Great/Good idea./OK.
(教师适时对重点进行板书)
(设计意图：利用玩偶让学生用英语说出相关的身体部位单词，为学生学习新故事做铺垫，激发学生的好奇心。)
2. Today Zoom and Zip want to make a puppet, too. Do you want to see?
S：Yes.
3. 教师引导学生看图听音，通过图片和教师的肢体语言帮助学生揣测故事的大意。
4学生听音跟读故事。
5教师把句子顺序打乱，学生听音指图
6在教师的指导下，学生分角色练习故事。
7以小组的形式表演故事，给予评价。
(设计意图：先让学生听音感知语言，再通过图片和朗读认知语言，最后通过表演运用语言，这也符合儿童学习语言的规律。)
Step 4 Homework：
读故事并表演给家长看。
板书设计
·
作业设计
完成《核心课堂》/《一本好卷》本节课习题。
教学反思
1.本节课利用图片、视频、音频、多种资源帮助学生学习Story time中的英语小故事。
2.本节课利用角色扮演、你问我答等多种游戏活动强化了学生对句型的掌握。
3.由于课时限制，角色扮演活动只能找两组学生进行，给学生提供的展示机会较少。

Unit 4 We love animals
四、 教材分析
本单元学习的主题是动物。教学内容主要是围绕着主线人物询问近处或远处不认识的动物（或其他事物）来展开的。教学重点是能够听懂、会说核心句型“—What's this/ that? —It's a…”“Cool! I like it.”；能够听、说、认读单词“duck, pig, cat, bear, dog, elephant, monkey, bird, tiger, panda, zoo”。
二、学情分析
三年级新生作为英语的初学者，对英语充满好奇的同时又很陌生，学生的年龄段多处于8-10岁，对新事物的兴趣大于困惑，学生思维活跃，善于表达自己，乐于与同学交流，渴望得到老师和同学的表扬和赞许。绝大多数学生对英语的学习有着浓厚的兴趣，但认知发展尚未成熟，注意力分散、好动。鉴于这样的学情，教师要抓住以培养兴趣为重点，通过展示单词卡片，播放与教学内容相关的动画片，课堂小游戏等方式，激发他们对英语的兴趣和增强开口说英语的勇气，进而培养他们的英语语感，提高学生对英语学习的热情。
三、教学目标
1 知识与能力
（1）能听懂、会说句型“—What's this/ that? —It's a…”“Cool! I like it.”
（2）能听、说、认读单词“duck, pig, cat, bear, dog, elephant, monkey, bird, tiger, panda, zoo”
（3）能正确听、说、读、写字母Jj, Kk, Ll, Mm, Nn并知道其在单词中的发音
（4）能够在图片、实物或情境的帮助下运用句型“—What's this/that? —It's a…”询问并回答动物的名称
（5）能够在情境中运用句型“Cool! I like it.”表达赞美或欣赏
（6）听到字母能说出它对应的发音
2 情感态度价值观
（1）培养学生热爱动物、保护动物的意识
（2）了解英语中部分动物声音的拟声词
（3）能够建立单词音、义、形之间的联系，整体学习单词
四、课时安排
第一课时: Part A Let's talk & Let's play
第二课时: Part A Let's learn & Let's chant
第三课时: Part A Letters and sounds
第四课时: Part B Let's talk & Let's play
第五课时: Part B Let's learn & Let's do
第六课时: Part B Start to read & Let's check & Let's sing
第七课时: Part C Story time

The first period(第一课时)
Part A Let's talk & Let's play
内容分析
本课是PEP小学英语三年级起点第一册Unit 4第一课时。主要学习在语境中运用句型“—What's this? —It's a…”来交流图片上的各种动物信息。老师将通过chant和游戏巩固重点句型，使学生掌握本节课知识点。
课时目标
知识与能力
·能够理解对话大意，能够用正确的语音、语调朗读对话
· 能够在图片和教师的帮助下，在语境中运用句型“—What's this? —It's a…”来交流图片上的各种动物信息
· 能够通过声音与意义相结合的游戏活动，巩固记忆动物单词的音和义以及句型“—What's this? —It's a…”
过程与方法
通过创设语音情境，对重点句型进行拓展操练，首尾照应。能够极大地调动学生的积极性。
情感态度价值观
在学习课文对话这一环节，从提供语言支架，到逐步去掉支架，让学生自主学习,并操练句型。以回答问题、自由发挥、表演等多种形式，在降低学习难度的同时，培养学生的观察能力和逻辑思维能力。
教学重难点
教学重点
1. 能够理解对话大意，能够用正确的语音、语调朗读对话。
2. 能够听懂、会说句子“—What's this? —It's a duck/ dog/ bear.”。
教学难点
能够在实际情境中正确运用句型“—What's this? —It's a…”询问并回答动物的名称。
教学准备
教学课件、课文录音、视频、人物头饰、教学实物等。
教学媒体选择
多媒体，录音。
教学活动
1. 录音
2. Chant
3. 游戏
教学过程
Step 1: Warm-up & Lead-in
1. Greetings.
T: Hello, boys and girls!
Ss: Hello, Miss/ Mr…
2. Enjoy the song—Old MacDonald.（课件出示：教材P44 Let's sing板块的歌曲）
3. Listen and do.
T: Show me your pencil/ ruler/ crayon…
Students show the stationery according to the teacher's instructions.
Step 2: Presentation
1. Teach the new sentence structures and words.
(1) Teach the new sentence structure “It's a…”
The teacher shows a pen to students.
T: What's this? It's a…
Ss: Pen.
T: Great! It's a pen. Follow me: It's a pen.
The teacher writes down the sentence structure “It's a…” on the blackboard.
Then the teacher shows other stationery to help students practice the new sentence structure “It's a…”
Ss: It's a pencil/ ruler/ crayon/…
(2) Teach the new sentence structure “What's this?” and the word “dog”.
T: (Show a crayon.) What's this?
Ss: It's a crayon.
T: Good! Follow me: What's this?
The teacher writes down the sentence “What's this?” on the blackboard.
T: Now, you ask, I answer.
Ss: What's this?
T: It's a pencil/ ruler/ crayon/…
Show the picture of a dog on the PPT.（出示课件）
T: What's this?
Ss: 狗。
T: Yes. It's a dog.
The teacher writes down the word “dog” on the blackboard.
· T: Woof, woof! It's a dog. Read after me. /d/-/ɒ/-/g/, dog, ↗
dog.↘
Students read the word “dog” and the sentence “It's a dog.” after the teacher.
(3) Teach the word “duck”.
The teacher plays the recording of the sound that a duck makes. （出示课件）
T: Listen! What's this? A dog?
Ss: No.
T: (Show the picture of a duck.) A duck?
Ss: Yes!
The teacher writes down the word “duck” on the blackboard.
T: Quack, quack! It's a duck. Read after me. /d/-/ʌ/-/k/, duck,↗ duck.↘
Students read the word “duck” and the sentence “It's a duck.” after the teacher.
(4) Teach the word “bear”.
The teacher shows a box to students. Let students guess what's in the box.
T: Look, I have a box. What's in the box? You can touch it.

Ss: …
T: (Take out the toy bear.) What's this? It's a bear. Read after me. /b/-/eə(r)/, bear,↗bear.↘
The teacher writes down the word “bear” on the blackboard.
Students read the word “bear” and the sentence “It's a bear.” after the teacher.
2. Look and say.
(1) Show the first picture of “Let's talk”.
T: Look! Wu Yifan and Mike! What are they doing? They are playing games in the classroom. Wu Yifan is making animals with his hands. He is making animals on the wall. What's this on the wall?
Ss: It's a duck.
T: Good!
(2) Show the second picture of “Let's talk”.
T: Look, what's this? Who wants to be Wu Yifan?
S1: What's this?
Ss: It's a dog.
T: Cool!
(3) Show the third picture of “Let's talk”.
T: Look, what are they talking about? Please work in pairs. One acts Wu Yifan. The other one acts Mike.
Let students work in pairs, and then have a show. The teacher gives the assessment at last.
(4) Show the last picture of “Let's talk”.（课件出示：教材P38 Let's talk板块的第四幅图）
T: Who is that?
Ss: Zoom!
T: Oh, it's Zoom.
3. Read and act.
(1) The teacher plays the cartoon.（课件出示：教材P38 Let's talk板块的动画）Ask students to watch the cartoon and read after it. Let students pay attention to the pronunciation and the intonation.
(2) Let students read the dialogue by themselves.
(3) Let students practice the dialogue in pairs, and then wear the headdresses to act out the dialogue in class.
Step 3: Practice
1. Make a chant.
The teacher gives an example to students. Then let students make a chant together.
2. Let's play.
(1) Show the pictures of “duck, dog, bear” one by one.（出示课件）
Do the hand shadows and imitate the sounds of the three animals. Let students ask and answer with the sentence structures “—What's this? —It's a duck/ dog/ bear.”
(2) Pair work.
Let students work in pairs to practice the dialogue of “Let's play”.
(3) Show time.
Ask one student to come to the front and imitate the sounds of the animals, and the other students guess by saying “It's a…”
S1: Woof! Woof! What's this?
Ss: It's a dog.
…
Step 4: Consolidation & Extension
1. What is on the farm?
Show the picture of old MacDonald and his farm on the PPT.（课件出示：MacDonald和他的农场）Students can see part of the dog/ duck/ bear in the picture.
T:（课件出示：一只狗在吃狗粮） Look! What's this?
Ss: It's a dog.
T: Wow, you are so clever! （课件出示：地上有一些鸭子的脚印） What's this?
Ss: It's a duck.
T: （课件出示： 一只熊躲在树洞里，只露出尾巴） Look! What's this?
Ss: It's a bear.
2. Practice in pairs and show in class.
Students practice the sentence structures “—What's this? — It's a…” in pairs.
S1: (Point to the picture of the dog on the farm.) Look! What's this?
S2: It's a dog.
S1: (Point to the…) Look! What's this?
S2: …
The teacher chooses several pairs of students to show their dialogues in class, and gives some stickers to the students who do a good job.
板书设计

作业设计
完成《核心课堂》/《一本好卷》本节课习题。
教学反思
1. 教学设计精心巧妙，层层递进，由易到难，易于操作，始终使学生保持浓厚的学习兴趣。
2. 新知的学习尽可能地联系旧知，以旧引新，降低了学生学习的难度，帮助学生更好地理解所学知识。
3. 板书设计配合图片展示，一目了然，重点突出，对课堂教学起到了很好的辅助作用。
The second period(第二课时)
Part A Let’s learn & Let’s chant
内容分析
本课是PEP小学英语三年级起点第一册Unit 4第二课时。主要学习五个动物单词“pig, bear, cat, duck, dog”以及利用读音规则拼读新单词。老师将通过多种教学活动巩固重点单词，使学生掌握本节课知识点。
课时目标
知识与能力
·能够听、说、认读五个动物单词“pig, bear, cat, duck, dog”
·能够了解这五个动物单词的书写形式
·能够通过朗读歌谣对动物单词音和义进行巩固操练，并初步感知一些形容词的意义
·能够利用读音规则拼读新单词
过程与方法
用手影、动物身体的一部分、叫声、脚印和简笔画的方式引出这五个动物单词，先让学生通过chant感知读音规则，再通过字母替换，训练学生的自然拼读能力。通过TPR教学法，使学生动口，动手，动眼，动脑，调动其全身感官，投入英语学习中来，提高学习效率。
情感态度价值观
通过创编chant、创设动物聚会的情景，让学生结合学过的句型自由表达，培养学生的发散性思维。在本课的最后，呈现可爱的小动物视频，培养学生热爱动物、保护动物的意识。
教学重难点
教学重点
能够听、说、认读五个动物单词“pig, bear, cat, duck, dog”。
教学难点
能够了解这五个动物单词的书写形式，并利用读音规则拼读新单词。
教学准备
教学课件、课文录音、视频、动物头饰等。
教学媒体选择
多媒体，录音。
教学活动
4. 录音
5. 游戏
6. Chant
教学过程
Step 1: Warm-up & Revision
1. Greetings.
T: Good morning! Boys and girls!
Ss: Good morning! Miss/ Mr…
T: S1, how are you?
S1: …
T: Hello, what’s your name?
S2: …
…
2. Sharp eyes.
The teacher shows the pictures of the tails and footprints of “duck, bear, dog” on the PPT. （课件出示：依次快速出示鸭子、熊、狗的尾巴和脚印的图片）Students respond to the teacher with the sentence structure “It’s a…” quickly.
T: Look at the PPT. What’s this?
Ss: It’s a duck/ bear/ dog.
3. Listen and do.

T: Show me your pencil/ ruler/ crayon…
Students show the stationery according to the teacher’s instructions.
Step 2: Presentation
1. Teach the new words.
(1) Teach the words “cat, fat”.
T: I can make an animal with my hands. Look, what’s this?
(The teacher makes a cat with his/ her hands.)
Ss: 猫。
T: Yes! It’s a cat.
Show a picture of a cat on the PPT.（出示课件）
T: /æt/, /kæt/, cat. Follow me: Meow, meow, cat.
Ss: Meow, meow, cat.
(The teacher checks students’ pronunciation one by one.)
T: Look at the cat. It becomes fat.（课件出示：鼠标点击猫的图片，猫逐渐变胖，图片下方呈现cat—fat）
T: /æt/, cat. /æt/, fat. Fat, fat, fat. Follow me: It’s a fat cat.
Ss: It’s a fat cat.
T: Now, let’s make a chant.

Students follow the teacher and repeat the chant.
(2) Teach the words “pig, big”.
Show a picture of a pig’s tail on the PPT.（出示课件）
T: Look, what’s this? A cat?
Ss: No.
Show a picture of a little pig on the PPT.（出示课件）
T: It’s a pig. /ɪg/, pig. Follow me: Oink, oink, pig.
Ss: Oink, oink, pig.
(The teacher checks students’ pronunciation by the game “High and low voice”.)
T: Look at the pig. It becomes big.（课件出示：鼠标点击小猪的图片，猪逐渐变大，图片下方呈现pig—big）
T: /ɪg/, pig. /ɪg/, big. Big, big, big. Follow me: It’s a big pig.
Ss: It’s a big pig.
T: Now, let’s make a chant.
Students follow the teacher and repeat the chant.
(3) Teach the words “dog, log”.
Play the recording of the sound that a dog makes.（出示课件）
T: Listen! What’s this?
Ss: It’s a dog.
Show a picture of a dog on the PPT.（出示课件）
T: Yes, it’s a dog. /d/-/ɒ/-/g/, dog. Follow me: Woof, woof, dog.
Ss: Woof, woof, dog.
（课件出示：鼠标点击小狗的图片，小狗下方出现一根圆木，图片下方呈现dog—log）
T: Change the first letter “d” of the word “dog” into “l”. Who can read the new word?
S1: Log.
T: Good! A sticker for you. It’s a log. /ɒ/-/g/, log. Log, log, log. Read after me: The dog is on the log.
Ss: The dog is on the log.
(4) Teach the words “duck, truck”.
Show the footprint of a duck on the PPT. (出示课件)
T: What’s this?
Ss: It’s a duck.
Show a picture of a duck on the PPT.（出示课件）
T: Great. Follow me: /ʌk/, /ʌk/, duck.
Ss: /ʌk/, /ʌk/, duck.
（课件出示：鼠标点击鸭子的图片，鸭子出现在一辆货车里，图片下方呈现duck—truck）
T: Who can read it? (The teacher points to the word “truck”.)
S2: Truck.
T: Wonderful! A sticker for you. It’s a truck. /ʌk/, /ʌk/, duck. /ʌk/,
/ʌk/, truck, truck, truck. Read after me: The duck is in the truck.
Ss: The duck is in the truck.
(5) Teach the words “bear, pear”.
T: Now, I will draw an animal on the blackboard. Guess what it is! The fastest one can get a sticker.
S3: It’s a bear.
T: Nice job. You can get a sticker.
Show a picture of a bear on the PPT.（出示课件）

T: /eə(r)/, /eə(r)/, bear. Follow me: Growl, growl, bear.
Ss: Growl, growl, bear.
T: What’s this? (The teacher points to the picture on the PPT.)
Ss: It’s a bear.
（课件出示：鼠标点击熊的图片，一个梨子出现在熊的身下，图片下方呈现bear—pear）
T: We know “ear” pronounces “/eə(r)/”. Change the first letter “b” of the word “bear” into “p”. Who can read the new word?
S4: Pear!
T: Great! You can get a sticker. It’s a pear. /p/-/eə(r)/, pear. Read after me: The bear is on the pear.
Ss: The bear is on the pear.
2. Read and act.
(1) Play the cartoon of “Let’s learn”.（课件出示：教材P39 Let’s learn板块的动画）Ask students to watch the cartoon and read after it. Let students pay attention to the pronunciation and the intonation.
(2) Let students read the words and the dialogue by themselves.
(3) Let students practice the words and the dialogue in pairs, and then act out the hand shadows of the five animals in class.
Step 3: Practice
1. What is missing?
Present the pictures of the five animals on the PPT at a time. （课件出示：猪、熊、猫、鸭子和狗这五张图片同时出现后，每次随机让其中一张图片消失） Then ask students to find out the missing animal and say the word quickly.
2. What is this?
The teacher chooses one student to come to the front and wears the headdress for him/ her. Then the student guesses what this is.
Ss: What is this?
S1: It’s a dog.
Ss: No!
S1: It’s a pig.
Ss: No!
S1: It’s a duck.
Ss: Yes!
(The teacher can choose three or four students to play the game.)
3. Let’s chant.
(1) Watch the video and guess the meaning.
The teacher plays the video of “Let’s chant”. (课件出示：教材P39 Let’s chant板块的视频) Students watch the video and guess the meaning of the chant.
(2) Listen, look and point.
T: Class, let’s listen to the recording again. This time, you should listen and point to the pictures. For example: If you hear “Look at the cat. It is fat.”, you should point to the picture of “cat”. OK?
Ss: OK!
(3) Listen and chant.
T: Now, let’s chant together after the recording! Are you ready? Let’s go!
Ss: …
Step 4: Consolidation & Extension
1. Make a new chant.
Ask students to make a new chant with the key words as the demonstration.
2. Welcome to the animals’ party.
T: The animals are having a party in the zoo. Do you want to join them? Five students can come to the front. You can wear the headdresses and say like these:
Hello, I’m a dog. / Good morning, I’m a cat! / How are you? I’m a bear!
3. Watch a video about animals.
T: You are so great! At last, let’s enjoy a video about animals. Look at the animals. They are so cute. We must love the animals. （课件出示：一段关于动物的视频）
板书设计

作业设计
完成《核心课堂》/《一本好卷》本节课习题。
教学反思
1.TPR教学法适合本课的教学，使得整节课活泼生动，让学生也能积极参与到课堂中来。
2.本课涉及单词的读音规则，教师利用了这个机会对自然拼读法进行渗透，让学生尝试拼读单词，为之后的单词学习打下了基础。
3.本课涉及的单词较多，在Let’s talk板块已学过“duck, bear, dog”，因此在本课的教学中，多花了一点时间在新词“pig, cat”的操练上。
4.板书设计简洁明了，对课堂教学起到了很好的辅助作用。
The third period(第三课时)
Part A Letters and sounds
内容分析
本课是PEP小学英语三年级起点第一册Unit 4第三课时。主要学习字母Jj, Kk, Ll, Mm, Nn以及初步掌握这五个辅音字母作为单词首字母时的发音。老师将通过听音跟读和游戏巩固重难点，使学生掌握本节课知识点。
课时目标
知识与能力
·能够听、说、读、写字母Jj, Kk, Ll, Mm, Nn
·能够初步掌握这五个辅音字母作为单词首字母时的发音
过程与方法
让学生寻找生活中与这五个辅音字母形状相似的物品来增强字母学习的趣味性，强化学生的记忆。将字母教学和单词教学相结合并融入语音知识，引导学生自主探究字母在单词中的发音规则。通过反复操练，使学生理解并掌握这五个辅音字母作为单词首字母时的发音。注重培养学生的跟读和模仿能力。
情感态度价值观
引导学生在四线三格中正确书写字母，培养学生规范的英文书写习惯。以游戏的形式，进一步加强学生对字母的理解与认识。字母操增强字母语音知识的趣味性。
教学重难点
教学重点
能够听、说、读、写字母Jj, Kk, Ll, Mm, Nn。
教学难点
能够掌握这五个辅音字母的笔顺以及相关例词的发音。
教学准备
教学课件、课文录音、视频、字母卡片等。
教学媒体选择
多媒体，录音。
教学活动
7. 游戏
8. 听音练习
9. 视频
教学过程
Step 1: Warm-up & Revision
1. Greetings.
T: Hi, boys and girls!
Ss: Hello, Miss/ Mr…
T: Good morning!
Ss: Good morning!
T: Let’s play letter games, OK?
Ss: OK!
2. Letter games.
(1) Find out the adjacent letters.
T: (Show the letter card “D” to students.) Look! If I show you “D”, you should say “C” and “E” loudly. OK?
Ss: OK!
(The teacher shows different letter cards. Students say the adjacent letters.)
(2) Sort the letters.
(There are two groups of disordered letters “A~I” on the blackboard. The teacher asks a boy and a girl to compete to sort the letters from A to I. The other students are the judges. The faster one is the winner.)
T: Now, I need a boy and a girl to come to the front to sort the letters from A to I. The faster one can get a sticker. Who wants to have a try?
Ss: …
3. Let’s chant.
T: Now, let’s chant and do some actions.

Step 2: Presentation
1. Teach the new letters.
(1) Teach the letter “Jj”.
Show the letter card “J”.
T: Look at the card. I see “J”. Follow me, please. J, J, J!
Lead students to read it. Then let students find out J-shaped things in their daily lives.
T: Can you say something that looks like “J”?
(Students can say them in Chinese.)
S1: 鱼钩。
S2: 伞柄。
…
T: You are so clever!
（课件出示：一辆吉普车的图片）
T: Look, this is a jeep. J, /dʒ/, jeep! J, /dʒ/, jeep!
Students follow the teacher and practice.
（课件出示：吉普车里跳出一只青蛙的图片）
T: Look, the frog is jumping. J, /dʒ/, jump. J, /dʒ/, jump. The pronunciation of the letter “Jj” in the two words is the same. It pronounces “/dʒ/”. Jj, Jj, Jj, /dʒ/, /dʒ/, /dʒ/, jeep, jump.
Students read after the teacher and practice several times.
(2) Teach the letter “Kk”.
Show the letter card “K”.
T: Look! This is the letter “K”. Follow me, please. K, K, K!
Ss: K, K, K.
T: Well done!
（课件出示：一只风筝在天空中的图片）
T: Look, this is a kite. K, /k/, kite! K, /k/, kite!
Students follow the teacher and practice.
（课件出示：Kate在放风筝的图片）
T: Look. Kate is flying a kite. K, /k/, Kate! K, /k/, Kate! The pronunciation of the letter “Kk” in the two words is the same. It pronounces “/k/”. Kk, Kk, Kk, /k/, /k/, /k/, kite, Kate.
Students read after the teacher and practice several times.
T: Now, I say “Kate” or “kite”, and you say “K/k/”. I say “K/k/”, and you say “Kate” or “kite”. OK?
Ss: OK.
…
(3) Teach the letter “Ll”.
Show the letter card “L”.
T: Look! This is the letter “L”. L, L, L!
Lead students to read it. Then let students find out L-shaped things they are familiar with.
T: Can you say something that looks like “L”?
(Students can say them in Chinese.)
S1: 锄头。
…
T: You are so smart! (Take out a long ruler.) Look. The ruler is long. L, /l/, long! L, /l/, long!
Students follow the teacher and practice.
（课件出示：一只火烈鸟的图片）
T: Look. The legs of the flamingo are very long, too. L, /l/, leg! L, /l/, leg! The pronunciation of the letter “Ll” in the two words is the same. It pronounces “/l/”. Ll, Ll, Ll, /l/, /l/, /l/, long, leg.
Students read after the teacher and practice several times.
T: Now, I say “long” or “leg”, and you say “L/l/”. I say “L/l/”, and you say “long” or “leg”. OK?
Ss: OK.
…
(4) Teach the letter “Mm”.
Show the letter card “M”.
T: Look! This is the letter “M”. M, M, M!
Lead students to read it. Then let students draw M-shaped things they are familiar with.
T: Can you draw something that looks like “M”? (Give an example to students first, such as drawing two mountains.)
Let students draw some other things that look like “M”.
…

T: Good job!
（课件出示：抱着婴儿的“妈妈”的图片）
T: Look, this is the baby’s mum. M, /m/, mum! M, /m/, mum!
Students follow the teacher and practice.
（课件出示：“妈妈”正在喝牛奶的图片）
T: Look! Mum is drinking milk. M, /m/, milk! M, /m/, milk! The pronunciation of the letter “Mm” in the two words is the same. It pronounces “/m/”. Mm, Mm, Mm, /m/, /m/, /m/, mum, milk.
Students read after the teacher and practice several times.
T: Who wants to be the little teacher? Now, you say “milk” or “mum”, and the others say “M/m/”. You say “M/m/”, and the others say “milk” or “mum”.
S1: Let me try.
…
(5) Teach the letter “Nn”.
Show the letter card “N”.
T: Look! This is the letter “N”. N, N, N!
Lead students to read it. Then let students draw N-shaped things they are familiar with.
T: Can you draw something that looks like “N”? (Give an example to students first, such as drawing a door.)
Let students draw some other things that look like “N”.
…
T: Well done!
（课件出示：Zoom的鼻子的图片）
T: Look, this is the nose of Zoom. N, /n/, nose! N, /n/, nose!
Students follow the teacher and practice.
（课件出示：Zoom正在看面条的图片）
T: Look. Zoom is staring at the noodles. N, /n/, noodles! N, /n/, noodles! The pronunciation of the letter “Nn” in the two words is the same. It pronounces “/n/”. Nn, Nn, Nn, /n/, /n/, /n/, nose, noodles.
Students read after the teacher and practice several times.
T: Please work in pairs. One says “nose” or “noodles”, and the other says “N/n/”. One says “N/n/”, and the other says “nose” or “noodles”. OK?
Ss: OK.
…
2. Listen, repeat and chant.
Play the video.（课件出示：教材P40 Listen, repeat and chant的视频）
Ask students to read after the video. Let students pay attention to the pronunciation and the intonation.
Show the chant of “Listen, repeat and chant”.
T: Turn to page 40. Let’s listen and chant together!

Step 3: Practice
1. Listen and circle.
(1) Present the pictures and talk about them.（课件出示：教材P40 Listen and circle的图片）
T: Look, what’s in Picture 1?
Ss: A jeep.
T: You are right! How about Picture 2?
Ss: A leg.
T: (Point to the picture of the kite.) Who can tell me? What’s this?
S1: A kite.
T: Wonderful! Next one?
S2: Milk.
T: Great! The last one?
S3: Zoom’s nose.
T: Cool!
(2) Play the recording.（课件出示：教材P40 Listen and circle的音频）
T: Now, let’s listen and circle the first letter of the word you hear. For example, if you hear “jeep”, you should circle “j”.
(3) Check the answers with students.
(Answers: j; l; k; m; n)
2. Play a game—What’s missing?
Show some pictures and the words on the PPT. Let students find out the missing letter in each word and fill in the blanks.
Check the answers together.
(Answers: j; k; l; m; n)
Step 4: Consolidation & Extension
1. Write and say.
Write down the letters “Jj, Kk, Ll, Mm, Nn” on the blackboard step by step.
Ask students to write them down in their exercise books in the correct stroke order.
Choose some students to write on the blackboard. Let students pay attention to the correct writing form of the letters.
2. Practice the letters and the related words.
(1) Prepare five letter cards of “Jj, Kk, Ll, Mm, Nn”. Choose one student to come to the front. Let the student hold up the cards one by one. The other students read aloud the letters quickly.
(2) Pair work.
The teacher leads students to practice the related words in pairs. One student says a word, and the other student says the first letter of the word and writes it with his/her finger. The teacher gives an example first.
T: Jeep.
S1: Jj. (Use the finger to write the letter “Jj”.)
T: Long.
S1: Ll. (Use the finger to write the letter “Ll”.)
…
3. Do the alphabet exercises.
Play a video about the alphabet (J, K, L, M, N) exercises. （课件出示：字母操视频的J~N片段）Students follow it to sing and do.
板书设计

作业设计
完成《核心课堂》/《一本好卷》本节课习题。
教学反思
1.利用TPR教学法进行字母教学，既活跃了课堂氛围，又帮助学生巩固了知识。
2.教学活动以学生为主体，培养了学生的自主学习能力，充分发挥了学生的学习主动性。
3.活动设计丰富多彩，较大地激发了学生的学习热情，同时也有效地提升了学生的核心素养。
4.板书设计具有规范性，并提醒学生注意字母书写的细节，如大写字母K和小写字母k的区别，为学生正确书写习惯的养成打下了良好的基础。

The fourth period(第四课时)
Part B Let' talk & Let' play
内容分析
本课是PEP小学英语三年级起点第一册Unit 4第四课时。主要学习在语境中区分和运用“What's this?”和“What's that?”以及运用句型“—What's that? —It's…”对远处的物品进行询问及作答。老师将通过多种教学活动巩固重点句型，使学生掌握本节课知识点。
课时目标
知识与能力
·能够理解对话大意，并能够用正确的语音、语调朗读对话
·能够在语境中区分和运用“What's this?”和“What's that?”
·能够在语境中运用句型“—What's that? —It's…”对远处的物品进行询问及作答
过程与方法
通过展示模糊的动物影子到呈现清晰的动物图片或实物，由导入环节自然过渡到授新环节。从距离的远近让学生感知“What's this?”和“What's that?”的用法及差异。几组示范后，让学生自行操练句型并进行总结。
情感态度价值观
创设真实的情景，让学生对屏幕上的动物进行解说与介绍。让学生产生想要表达的强烈意愿，使学生学会在语境中运用本节课所学的句型。
教学重难点
教学重点
1. 能够理解对话大意，并能够用正确的语音、语调朗读对话。
2. 能够掌握、运用新句型“—What's that? —It's…”。
教学难点
能够在语境中区分和运用“What's this?”和“What's that?”。
教学准备
教学课件、课文录音、视频、教学挂图、动物头饰、动物图片、玩具望远镜等。
教学媒体选择
多媒体，录音。
教学活动
10. 录音
11. Chant
12. 角色扮演
教学过程
Step 1: Warm-up & Lead-in
1. Greetings.
T: Hello, boys and girls!
Ss: Hello, Miss/ Mr…
…
2. Let' chant.
Show the chant of “Let' chant” on page 39. (课件出示：教材P39 Let' chant板块的相关内容)
Let students chant together.
3. A guessing game.
Show the shadows of the animals on the PPT.（出示课件）Let students guess what they are as fast as possible.
T: Guess! What's this? You can ask me like this: A dog? ↗(Remind students to pay attention to the intonation. They should read with the rising tone.)
S1: A…? ↗
T: No. / Yes.
…
Step 2: Presentation
1. Teach the sentence “What's that?”
T: (Point to the picture of a dog on the PPT.) What's this?
Ss: It's a dog.
(Lift the telescope and point to a toy pig at the back of the classroom.)
T: Look! What's that?
Ss: It's a pig.
(Put a toy duck on the teacher' desk. Take a toy bear and walk to a student who sits far from the teacher' desk.)
T: (Point to the toy bear.) S1, What's this?
S1: A bear.
T: (Point to the toy duck on the teacher' desk.) Look！What's that?
S1: It's a duck.
Write down the sentence structures “—What's that? —It's…” on the blackboard. Let students practice the sentence structures “—What's this/ that? —It's…” with some other objects.
T: Can you tell me the difference between “What's this?” and “What's that?”
Ss: … (They can speak in Chinese.)
2. Let's talk.
(1) Play the video of “Let's talk”.（出示课件）
T: Let's watch the video of “Let's talk” and think about the question. What are they talking about? Colours or animals?
Ss: They are talking about animals.
(2) Teach the sentences “—A bear? —No! It's a panda.”
（课件出示：教材P41 Let's talk板块的第一幅图）
T: Look! They are Mike and his sister. What do they see?
Show the outline of a panda on the PPT.（出示课件）
T: Guess! Can you say like this?
Write down the sentence “A ______? ↗” on the blackboard.
Ss: A bear/ cat/ dog?
T: No. Let's have a look.
Show a picture of a panda on the PPT. (出示课件)
T & Ss: It's a panda.
Write down the sentence “It's a panda.” on the blackboard.
T: The panda is black and white. Read after me: Panda, ↗panda. ↘It's a panda.
Students follow the teacher.
(3) Teach the sentence “Look! A funny dog!”
Show a video of a panda. (出示课件)
T: Look! The panda is so funny. Read after me: /fʌ/-/ni/, /ˈfʌni/, funny, ↗funny. ↘ A funny panda! Who wants to act like a funny panda?
One student acts like a panda. The teacher emphasizes the word “funny”.
Write down the sentence “Look! A funny panda!” on the blackboard.
The teacher shows some other funny animals (except a funny dog) on the PPT. (出示课件) Students can say: A funny…
（课件出示：一只滑稽的小狗的图片）
T: Look, what do you see?
Ss: A funny dog!
T: Cool! Read after me: A funny dog.
(4) Teach the sentence “Cool! I like it!”
（课件出示：教材P41 Let' talk板块的第二幅图片）
T: Do you like this funny dog?
Ss: Yes!
T: Oh, cool! I like it, too! Follow me, Mike→ like. (Do an action of “like”.) Cool! I like it!
Write down the sentence “Cool! I like it!” on the blackboard.
T: (Take out some animal stickers.) What animal do you like best?
S1: I like dogs.
T: (Pass a dog sticker to S1.) Here you are. You can say, “Cool! I like it.”
S1: Cool! I like it.
…
3. Read and act.
(1) Play the video. (课件出示：教材P41 Let' talk板块的视频) Let students read after the video and pay attention to the pronunciation and the intonation.
(2) Let students read the dialogue by themselves.
(3) Let students practice the dialogue in pairs and act it out.
Step 3: Practice
1. Let's chant.
Adapt the text into a chant. Lead students to clap their hands and chant.
2. Let's play.
(1) Give an example to students.
The teacher hides a picture of an animal behind his/ her back and makes a dialogue with a student.
S1: What's that?
T: Guess!
S1: A…?
T: Yes. / No！ It's a…
S1: Cool! I like it!
T: Thanks.
Let students work in pairs. Imitate the dialogue and try to make their own dialogues.
(2) Show time.
Ask some pairs to show their dialogues in class.
Step 4: Consolidation & Extension
“Play a game—I am the host!”
(1) Show a TV programme—Animal World.（课件出示：动物嬉戏的视频，然后画面定格在有猪、熊、猫、鸭子、小狗、熊猫等动物的图片上）
Make an example with a student.
T & S1: Welcome to Animal World. We are the hosts of this programme.
T: Look! What's that?
S1: It's a…
T: Look! A fat cat!
S1: Cool! I like it.
(2) Let students work in pairs to act as the hosts and show in class.
板书设计

作业设计
完成《核心课堂》/《一本好卷》本节课习题。
教学反思
1.本课的难点是“What's this?”和“What's that?”两个句型的比较和运用，以摆放在不同位置的实物有效地帮助了学生理解。
2.本课的句型较多，利用课本提供的情景，一步一步引导学生理解每句话的意义，并结合课时话题创设新的情景，对重点句型进行操练，取得了不错的效果。
3.各环节之间过渡自然，循序渐进，符合学生的年龄特点和认知水平，潜移默化地提高了学生的核心素养。

The fifth period(第五课时)
Part B Let’s learn & Let’s do
内容分析
本课是PEP小学英语三年级起点第一册Unit 4第五课时。主要学习单词“elephant, monkey, bird, tiger, panda, zoo”以及能够听懂指示语“Act like a…”，并能够按照指令做出相应的动作。老师将通过听音跟读和游戏巩固重难点，使学生掌握本节课知识点。
课时目标
知识与能力
·能够听辨、认读图片中单词“elephant, monkey, bird, tiger, panda, zoo”及其书写形式
·能够听懂指示语“Act like a…”，并能够按照指令做出相应的动作
过程与方法
创设Zoom和Zip观察动物园的情景，逐个引出本课要学的单词，通过听音、看脚印、说颜色猜动物、出示部分身体部位等多种形式呈现新单词。在模仿动作时，由最初教师带领同学做，到让学生自由发挥，充分发挥学生的自主性。
情感态度价值观
在课堂的最后，对学生进行情感教育。推荐与本课时主题相关的绘本，有利于培养学生热爱阅读的良好习惯，在阅读中陶冶情操。
教学重难点
教学重点
能够听、说、认读单词“elephant, monkey, bird, tiger, panda, zoo”。
教学难点
能够正确区分“a”和“an”的用法。
教学准备
教学课件、课文录音、视频、动物图片、动物头饰、动物玩具等。
教学媒体选择
多媒体，录音。
教学活动
13. 录音
14. 游戏
教学过程
Step 1: Warm-up & Lead-in
1. Greetings.
T: Good morning, boys and girls!
Ss: Good morning, Miss/ Mr…
2. Sing the song—Old MacDonald.
Play the song.（出示课件）Let students follow it to sing.
3. Listen and guess.
T: Oink! Oink! What’s this?
Ss: It’s a pig.
T: Woof! Woof! What’s this?
Ss: It’s a dog.
…
Step 2: Presentation
1. Teach the new words.
(1) Teach the word “zoo”.
Show the picture of Zoom and Zip in “Let’s learn on the PPT. （出示课件）
T: Look, who are they?
Ss: Zoom and Zip.
T: Guess! What are they looking at?
Ss: …
T:（课件出示：有“zoo”标志的动物园图片）Look, they are looking at the zoo. oo/u:/, zoo/zu:/. (Write down the word “zoo” on the blackboard.) Follow me, zoo, zoo, zoo. Students repeat the word and practice it in groups.
(2) Teach the word “bird”.
Play the recording of the sound that a bird makes.（出示课件）
T: Listen, who is singing in the zoo?
Ss: 小鸟。
T: Good, it’s a bird. (Write down the word “bird” on the blackboard.) Follow me: /b/-/ɜː/-/d/,/bɜːd/. Bird,↗bird.↘
Ask students to pay attention to the pronunciation of the letter combination “ir” which pronounces “/ɜː/”. Let students practice the word row by row.
Show a picture of a bird on the PPT.（出示课件）Walk far away from the teacher’s desk and point to the PPT.
T: S1, look! What’s that?
S1: It’s a bird.
T: (Do the action.) I can act like a bird. Boys and girls, follow me: Act like a bird.
Ss: (Do the action.) Act like a bird.
Let students practice it row by row.
(3) Teach the word “tiger”.
Show the footprints of a tiger.（出示课件）
T: Look at the footprints. Is it a duck?
Ss: No.
T: What’s that?
Ss: A dog/ cat?
T:（课件出示：老虎图片） Look, it’s a tiger. (Write down the word “tiger” on the blackboard.) Read after me. /t/-/aɪ/-/gə(r)/,/ˈtaɪɡə(r)/ . Tiger, tiger, tiger.
Lead students to read the word “tiger” and practice it in high and low voice.
T: (Do the action.) I can act like a tiger. Boys and girls, follow me: Act like a tiger.
Ss: (Do the action.) Act like a tiger.
(4) Teach the word “panda”.
The teacher wears the headdress of Zoom and puts a telescope in front of his/ her right eye.
T: Look, I am Zoom. I want to see the animals in the zoo. (Pretend to be looking at something.) Oh, I see an animal. It’s black and white. It is fat. What’s that?
Ss: 熊猫。
T: Yes. It’s a panda. (Write down the word “panda” on the blackboard.) Follow me: /p/-/æn/-/də/, /ˈpændə/. Panda, ↗panda.↘
Lead students to read the word “panda” several times.
T: Who can act like a panda?
S1: (Do the action.) Act like a panda.
T: Boys and girls, follow him/ her: Act like a panda.
Ss: (Do the action.) Act like a panda.
(5) Teach the word “monkey”.
Show a tail of a monkey on the PPT.（出示课件）
T: A tail! What’s that?
S1: A tiger?
S2: A monkey？
T: Yes! It’s a monkey. (Write down the word “monkey” on the blackboard.) Follow me: /ʌ/-/mʌŋ/-/ki/, /ˈmʌŋki/. Monkey, ↗monkey.↘Students practice it line by line.
T: Act like a monkey.
Ss: (Do the action.) Act like a monkey.
(6) Teach the word “elephant”.
Show a nose of an elephant on the PPT.（出示课件）
T: What’s that?
Ss:大象。
T: It’s an elephant. (Write down the word “elephant” on the blackboard.) Follow me: /e/, /e/, elephant.
Ss: /e/, /e/, elephant.
T: Cool! Act like an elephant.
Ss: (Do the action.) Act like an elephant.
Remind students that we can say “a monkey/bird/tiger/panda”, but we should say “an elephant”.
T: We should say “an…” if a word begins with a vowel sound, for example: an elephant, an apple.（课件出示：an elephant, an apple及图片）We should say “a…” if a word begins with a consonant sound, for example: a dog, a cat.（课件出示：a dog, a cat及图片）
T: Now, I say the animal word, and you say “a…” or “an…”. OK?
Ss: OK!
T: Panda.
Ss: A panda.
T: Elephant.
Ss: An elephant.
…
（课件出示：一些动物单词，两所房子，一个标有“a”,一个标有“an”）
T: Look! Can you take the animals home? For example, we can say “a panda” “an elephant”. Who wants to have a try?
Two students come to the front and finish the exercises on the PPT.
The teacher and the other students check the answers together.
2. Read and act.
(1) Play the recording of “Let’s learn”. （课件出示：教材P42 Let’s learn板块的音频）
Ask students to read after the recording. Let students pay attention to the pronunciation and the intonation.
(2) Let students read the words and the sentences by themselves.
(3) Ask some students to the front to read the words and the sentences in class. Check if they read correctly and fluently.
Step 3: Practice
1. Listen and touch.
Two students are invited to the front. After the teacher says a word, two students touch the word on the blackboard quickly. The others repeat the word. The words are said faster and faster. The winner can get two stickers.
2. A guessing game.
The teacher hides a picture of an animal behind his/her back. The picture will be shown to students if someone says the right answer. The winner can get a sticker and be the little teacher.
T: Guess. What’s that?
S1: It’s a panda.
T: No.
S2: It’s a dog.
T: No.
…
3. Pair work.
(1) Let students work in pairs to ask and answer with each other.
T: Take out and show me your pictures of animals. Now you can ask and answer with your partners.
S1: What’s that?
S2: It’s a / an…
S2: What’s that?
S1: It’s a / an…
(2) Show time.
Ask some pairs to come to the front and have a show.
Step 4: Consolidation & Extension
1. Let’s do.
(1) Show some pictures of different animals one by one. (出示课件) Let students say the words through the pictures.
T:（Show the picture of a bird.）You can say like this: Act like a bird. Bird, bird, bird.
(Show the picture of a tiger.)
Ss: Act like a tiger. Tiger, tiger, tiger.
…
(2) Do the actions and say the instructions.
Students do and say as the teacher does.
Play the video of “Let’s do”. (出示课件) Ask students to practice after the video.
(3) Divide the whole class into five groups. The teacher says the instructions and the groups act accordingly at once. The group which does the actions the fastest and most tidily wins.
2. Introduce the picture books about animals.
Enjoy the song—Brown bear, brown bear, what do you see?
T: Class, do you love animals?
Ss: Yes!
T: I love animals! We love animals! Now, let’s enjoy the song—Brown bear, brown bear, what do you see? （课件出示：歌曲的视频）
Students watch the video and listen to the song.
T:（课件出示：两个绘本故事的相关介绍） After class, you can read the picture books Brown bear, brown bear, what do you see? and Good night, gorilla.
板书设计

作业设计
完成《核心课堂》/《一本好卷》本节课习题。
教学反思
1.活动的设计有层次、有梯度，由易到难，充满趣味性，便于学生掌握。
2.本课单词教学中，以听音、看脚印、说颜色猜动物、出示部分身体部位等多种方式呈现新单词,形式多样。并且注重语音细节，有意识地培养学生规范读音的好习惯。
3.介绍与主题相关的绘本，拓展学生的知识视野，培养学生的核心素养。
4.板书设计条理清晰，一目了然，突出教学重点。

The sixth period(第六课时)
Part B Start to read & Let's check & Let's sing
内容分析
本课是PEP小学英语三年级起点第一册Unit 4第六课时。主要学习掌握本单元所有动物单词并掌握其书写形式。老师将通过多种游戏活动重点单词和句型，使学生掌握本节课知识点。
课时目标
知识与能力
·能够找出并能听、说、读、写图片中的字母
·能够熟练听说、认读本单元所有动物单词并掌握其书写形式
·能够独立完成Let's check板块的练习
·能够听懂、跟唱歌曲，并用其他学过的动物单词进行替换练习
过程与方法
通过听力和游戏等多种操练方式巩固本单元的重点句型及动物单词。
情感态度价值观
通过歌曲替换本单元学过的其他动物单词，让这首歌更加丰富。既能够培养和锻炼学生的创新思维，同时也能活跃学习氛围，让学生收获成就感，在愉悦的氛围中结束这堂课的学习。既能够培养和锻炼学生的创新思维，同时也能活跃学习氛围，让学生收获成就感。
教学重难点
教学重点
复习并掌握本单元所学字母及动物单词。
教学难点
能够独立完成Let's check板块的练习。
教学准备
教学课件、字母卡片、单词卡片等。
教学媒体选择
多媒体，录音。
教学活动
15. 录音
16. 游戏
17. 歌曲
教学过程
Step 1: Warm-up & Revision
1. Greetings.
2. Let's do.
The teacher says the instructions and students do the actions.
T: Act like a/ an monkey/ bird/ tiger/ panda/ elephant/…
3. What's this?
Show the letter card and ask, “What's this?”
Ss: m/N/J/l/…
Step 2: Presentation
1. Look and finish.
(1) Sharp eyes.
Show some cute pictures about the letters “Jj, Kk, Ll, Mm, Nn” on the PPT. (出示课件)
T: Boys and girls! Look at these pictures. What letters can you see? Please read them aloud.
Ss: …

(2) Find and say.
Show the picture of “Find and say”.（课件出示：教材P43 Find and say的图片）
T: Here is a beautiful picture. We can see many beautiful things. Wow! Look! I see a capital letter “L”. (Point to the letter “L”.) What letters do you see?
S1: I see…
S2: I see…
S3: I see…
S4: I see k, n, j…
…
Ask students to count the letters.
T: How many capital letters “J/K/L/M/N” do you see?
Ss: …
T: How many lowercase letters “j/k/l/m/n” do you see?
Ss: …
2. Review the words about animals.
Show the pictures and the word cards about animals to students. (出示课件) Ask students with “What's this?” and lead students to answer with the sentence structure “It's a/an…”
T: What's this?
S1: It's a… What's this?
S2: It's a… What's this?
S3: It's an…
…
3. Read and count.
Show the picture of “Read and count”. （课件出示：教材P43 Read and count的图片） Explain the meaning of the exercise and make a demonstration first. Finally let students write down the numbers by themselves.
T: Look! (Point to the upper part of “Read and count”.) What animals are there?
Ss: Elephant, cat, bird, dog, pig and monkey.
T: Let's spell the words one by one. OK?
Ss: OK.
T: Duck.
Ss: D-U-C-K, duck.
T: Good. Dog.
Ss: D-O-G, dog.
T: Great! Pig/cat/bear/elephant/monkey/bird/tiger/panda.
Ss: …
T: Oh, the elephant eats two kinds of food. What about the cat/ bird/…? Now, finish the exercises by yourselves.
Step 3: Practice
1. Listen and number.
Show the pictures.（课件出示：教材P44 Listen and number的图片）
Let students look at the four pictures. Ask some questions and lead them to answer.
T: What do you see in Picture 1?
S1: I see John.
S2: I see a monkey.
T: What do you see in Picture 2?
S3: I see Sarah and Mike.
S4: I see a bird.
T: What do you see in Picture 3 and Picture 4?
S5: I see a panda.
S6: I see a bear.
T: OK! What are they talking about? Now, let's listen and number.
Then play the recording and let students finish the task. （课件出示：教材P44 Listen and number的音频）
Check the answers together. (课件出示：教材P44 Listen and number的听力材料及答案)
2. Look and match.
Show the pictures. （课件出示：教材P44 Look and match的图片）
Let students say the words about animals they have learned one by one first. Then ask them to finish the task by themselves.
T: Let's say the words about animals one by one!
S1: Bird.
S2: Tiger.
S3: Dog.
…
T: Well done! Now, please match the words to the pictures.
The teacher and students check the answers together. (课件出示：教材P44 Look and match的答案)
Step 4: Consolidation & Extension
Let's sing!
（1）Play the video of the song for the first time.（课件出示：教材P44 Let's sing板块的视频） Let students watch the video carefully.
T: Let's enjoy the song together! If you can sing, follow it, please.
Ss: …
（2）Play the song again.（出示课件）Lead students to wave hands and sing along with the video. Let them practice in groups. Invite some students to sing in the front, and the others sing and wave hands with them.
（3）Make a new song.
Let students try to make a new song by replacing the words about animals. Give an example：
板书设计

作业设计
完成《核心课堂》/《一本好卷》本节课习题。
教学反思
1.以“滚雪球”的方法学习英语，做到以旧带新，以新温旧。
2.设置的教学活动循序渐进，符合学生的认知能力，易于被学生接受和掌握。
3.歌曲创新，亮点纷呈，效果极佳。学生的创意在这一刻得到充分体现。
4.板书设计条理清晰，一目了然，突出教学重点。
The seventh period (第七课时)
Part C Story time
内容分析
本课是PEP小学英语三年级起点第一册Unit4第七课时。本部分通过讲述Zoom和他的朋友们之间发生的一个小故事，重现了本单元教学词汇和部分句型， 两个新词follow和carrot的加入， 目的是通过一个较为有意义的语篇，激发学生学习英语的兴趣，增加学生语言的输入以及训练学生逐步适应文本阅读。更重要的是为能力较强的学生提供语言拓展内容，以达到分层次教学的目的。
课时目标
知识与能力
1.Knowledge objectives(知识目标)
(1) Review all the animal words appeared in the story.
(2) Understand the story
(3) Use the sentence pattern“Follow me!”in daily life
2.Ability objectives(能力目标)
(1) Answer all the questions raised by teacher
(2) Read the story and act it out with partner .
(3) Makeup an ending for the story .
过程与方法
突出学生主体，采用活动途径，恰当地运用电教手段，创设情境，激发和培养学生学习英语的兴趣，使学生树立自信心，让学生产生说英语的欲望。通过续编故事的环节，发散学生思维，促进学生思维品质的形成与发展。
情感态度价值观
恰当地运用电教手段，创设情境，激发和培养学生学习英语的兴趣，使学生树立自信心，让学生产生说英语的欲望。通过续编故事的环节，发散学生思维，促进学生思维品质的形成与发展。
教学重难点
教学重点
Let students：
(1) Understand the story .
(2) Use the sentence pattern“Follow me!" and“I have a..."in daily life.
(3) Act the story out with their partner .
教学难点
After learning the whole story ，Ss can make up a proper ending to the story .
教学准备
单词、卡片、PPT、教学挂图。
教学媒体选择
多媒体，录音。
教学活动
1.游戏
教学过程
Step1：Greeting and warm-up.
1.Greet to the whole class.
2.Sing the song“Follow me”and do the actions
(师生问好、歌曲Follow me热身。)
设计意图：歌曲Follow Me紧扣故事中心句型， 通过不同的动作让学生感知follow me的含义。

Step2：Presentation.
This lesson we will read a story happened among Zoom, Zip and their friends.)
1. Play the video of the story and raise a question : What animals can you see in this story ?(dog, pig, duck, rabbit)
(播放课文动画视频并提简单问题。)

2.Read, spell and practice the 4 words in different ways
(朗读、拼读4个动物单词。)
设计意图：看视频了解故事内容，对故事人物进行列举，简单的小游戏调动学生学习的热情。

3.Ss read the story after the MP3 and try to answer the question: Who follows Zoom?(Pig)
(Ss wants to list all the animals at a time. T should raise more questions to let Ss understand the word follow )
(1)Who follows pig?
(2)Who follows dog?
(3)Who follows duck?
(逐句跟读课文并简单提问。)

4.(When Zoom meets pig. what does Zoom say?)
Question leads to the key sentence：Follow me
设计意图：跟读、板书不同的动物可以让学生对故事的脉络更加地清晰；创设更多的情境， 让学生明白“Follow me.”的含义。

5.Ss read the story silently
(学生默读课文，思考两个发散性问题。)
Q1：Have a guess，why do they follow Zoom?
Q2：Why do they follow Zip at last?
设计意图：问题(1)的设置旨在发散学生思维，鼓励学生大胆去猜、并运用已经学过的简单语言尝试表达； 问题(2) 的设置是要引出接下来的学习内容：Zip has a carrot.

6. New word teaching and practicing：carrot.
Game：Hide and seek.
(单词carrot新授，捉迷藏游戏巩固练习。)
设计意图：全班同学异口同声说单词，并在游戏中操练，趣味十足。

7.T: I have a carrot. Do you have a carrot?( Check around your chairs .)
(同学们寻找老师事先藏好的carrot ，随即脱口而出I have a carrot.)

8.Sentence pattern practice：I have a...
(T引导同学们利用现有的资源，比如课堂上的小奖励、自带的文具来练习句型I have a..)
设计意图：同学们通过寻找并惊喜地发现Ｔ事先藏好的胡萝卜并脱口而出
“I have a carrot.”流畅自然； 对课本句型灵活运用， 以达到真正掌握的目的。

9.Rabbit loves carrot.
Q：Why do the other animals follow the rabbit?
(提问：为什么其他小动物要跟着兔子呢?)
设计意图：发散性的问题引发学生思考，同样给同学更多表达的机会。

Step3：Practice and expansion
1.Ss read the story all together and volunteers act the story out.
(齐读课文，表演故事。)
2.(T: Zoom is not happy .He is alone.)
Group work：Try to make up an ending for the story and act it out.
(Zoom被丢下很不开心，小组合作， 续编故事。)
设计意图：小组合作、发散学生思维、通过续编让整个故事更完整。
3.(看过学生的表演后，T还原完整故事情节。)
In fact, today is Zoom's birthday. All the friends want to give him a big surprise and make him happy. They prepare a party for Zoom.
Moral education：Friends are really the best gift which you give to yourself.
(原来今天是Zoom的生日，小伙伴想用一种特殊的方式给Zoom惊喜。
情感教育：好朋友是送给自己最好的礼物。)

Step4：Homework
1. Tell this story to your friends or parents .
2.Try to draw an ending to this story and act with your partners .
(Listen l The party is about to begin. Do you want to go with me? Do you want to
share your gifts with Zoom? Follow me)
设计意图：以参加Zoom生日趴为由，老师播放兔子舞的音乐， 学生带着小礼物跟着老师的指令走出教室并结束本节课的学习。

板书设计
Part C Story time
I have a carrot. Follow me!
作业设计
完成《核心课堂》/《一本好卷》本节课习题。
教学反思
1.本节课利用图片、视频、音频、多种资源帮助学生学习Story time中的英语小故事。
2.本节课利用角色扮演、你问我答等多种游戏活动强化了学生对句型的掌握。
3.由时课时限制，角色扮演活动只能找1-2组学生进行，给学生提供的展示机会较少。





Unit 5 Let's eat!
五、 教材分析
本单元学习的主题是食物。教学内容主要是围绕孩子们在家里和在郊外用餐时发生的故事来展开的。教学重点是能够听懂、会说核心句型“I'm hungry.” “Have some…” “I'd like some…” “Here you are.” “You're welcome.”； 能够听、说、认读单词“bread, juice, egg, milk, water, cake, fish, rice”。
二、学情分析
三年级新生作为英语的初学者，对英语充满好奇的同时又很陌生，学生的年龄段多处于8-10岁，对新事物的兴趣大于困惑，学生思维活跃，善于表达自己，乐于与同学交流，渴望得到老师和同学的表扬和赞许。绝大多数学生对英语的学习有着浓厚的兴趣，但认知发展尚未成熟，注意力分散、好动。鉴于这样的学情，教师要抓住以培养兴趣为重点，通过展示单词卡片，播放与教学内容相关的动画片，课堂小游戏等方式，激发他们对英语的兴趣和增强开口说英语的勇气，进而培养他们的英语语感，提高学生对英语学习的热情。
三、教学目标
1 知识与能力
（1）能听懂、会说句型“I'm hungry.” “Have some…” “I'd like some…” “Here you are.” “You're welcome.”
（2）能听、说、认读单词“bread, juice, egg, milk, water, cake, fish, rice”
能正确听、说、读、写字母Oo, Pp, Qq, Rr, Ss, Tt并知道其在单词中的发音
（3）能够在图片、实物或情境的帮助下运用句型“I'd like some…” “Can I have some…?”表达想吃的食物以及用“Here you are.”“Have some…”为别人提供食物或请别人吃东西
（4）能够在情境中运用句型“Thank you./Thanks.”表达感谢及用“You're welcome.”作答
（5）听到字母能说出其对应的发音
2 情感态度价值观
（1）能够比较中西方早餐的异同，了解中西方餐具和菜谱的不同
（2）能够建立单词音、义、形之间的联系，整体学习单词
四、课时安排
第一课时: Part A Let's talk & Let's play
第二课时: Part A Let's learn & Let's do
第三课时: Part A Letters and sounds
第四课时: Part B Let's talk & Let's play
第五课时: Part B Let's learn & Let's do
第六课时: Part B Start to read & Let's check & Let's sing
第七课时: Part C Story time


The first period(第一课时)
Part A Let's talk & Let's play
内容分析
本课是PEP小学英语三年级起点第一册Unit 5第一课时。主要学习句型“I'd like some…”“Have some…”。老师将通过句子接龙游戏巩固重点句型，使学生掌握本节课知识点。
课时目标
知识与能力
·能够通过观察、谈论Let's talk板块的图片，并在PPT和教师的帮助下理解对话大意
·能够通过听录音，学会用正确的语音、语调朗读对话，并能在小组中进行角色扮演
·能够听懂、会说并能在语境中运用核心句型“I'd like some…” “Have some…”
·能够在句子接龙游戏中巩固记忆食物单词以及句型“I'd like some…”
过程与方法
创造情境教学。播放录音，让学生听录音跟读，引导学生按照正确的语音、语调朗读对话。小组排练，培养学生的模仿能力并加深学生对句型的理解。
情感态度价值观
设计美食节活动，让学生在真实的场景中自主操练句型，激发学生的学习兴趣和提高学生的综合语言运用能力。最后分享一段中西式早餐的区别的视频，拓展学生的课外知识，开阔学生的眼界。
教学重难点
教学重点
1. 能够理解和掌握本课时的重点单词和句型。
2. 能够在情景中运用句型“I'd like some…”“Have some…”来交流有关食物的信息。
教学难点
能够在真实的语境中运用本课时的句型自然流利地进行对话。
教学准备
PPT课文录音、视频、单词卡片、食物图片、人物头饰、教学实物等。
教学媒体选择
多媒体，录音。
教学活动
18. 句子接龙游戏
19. 模拟美食节
教学过程
Step 1: Warm-up & Revision
1. Greetings.
The teacher wears an apron and greets students.
2. Sing the song—Old MacDonald. （出示课件）
3. Revision.
T: Boys and girls, please take out your school things. I say, you do. Let's chant!
T: I have a ruler!
Ss: Me too! (Show their rulers.)
T: I have a pencil!
Ss: Me too! (Show their pencils.)
…
Step 2: Presentation
1. Teach the words and the sentences.
The teacher holds a tray covered by table linen. There is juice, bread and two eggs on the tray.
T: Boys and girls, look! I have a lot of delicious food. Do you want to know what's on the tray?
Ss: Yes!
T: Please guess.
Ss: …
T: Look! I have juice. I'd like some juice.
Write down the sentence “I'd like some juice.” on the blackboard and teach it.
Help students get the meaning of the sentence by body language. Lead students to reply with “Me too!” Give a bottle of juice to a student.
T: Here you are. Have some juice.
S1: Thank you.
Write down the sentences “Here you are. Have some juice.” on the blackboard and teach them.
Teach the new words “bread” and “egg” in the same way. Pay attention to the word “eggs”.
2. Do a matching work.
Put up the pictures of juice, bread and an egg on the blackboard. Take out the word cards.
T: Boys and girls, look at the word cards. Can you put up the word cards under the right pictures?
Ask three students to the front and do the matching work. Check the answers together.
3. Let's talk.
(1) Look and say.
Let students look at the picture of “Let's talk” carefully. Ask some questions to help them predict the main idea of the dialogue.
(2) Teach the sentence structures.
①Play the cartoon of “Let's talk” for the first time.（课件出示:教材P48 Let's talk板块的视频）
T: What would Mike like?
Ss: Juice.
T: How does he say?
Ss: He says, “I'd like some juice, please.”
Take out some pictures of food and make a dialogue with a student.
T: What would you like?
Let the student pick a picture.
S1: I'd like some…
T: (Give him/her the picture.) Here you are.
S1: Thank you. / Thanks.
②Play the cartoon again. Let students listen to the recording and repeat. Remind them to pay attention to the pronunciation and the intonation.
Teach the sentence structure “Have some…” Give out some food and say, “Have some…”
Ss: Thank you. / Thanks.
③Do a dubbing show.
Lead students to read the dialogue. Let students practice in pairs. Play the video without subtitles. Let students wear the headdresses and do a dubbing show.
Step 3: Practice
1. Whisper.
Let students work in groups to pass on the three sentences “I'd like some…” “Here you are.” “Have some…” in a low voice.
Give the prize to the best group.
2. Let's play.
(1) Play the video of “Let's play”. (课件出示：教材P48 Let's play板块的视频) Let students say the food they see. Then let students read after the recording.
(2) Look and say.
Let students look at the three pictures. Practice the sentence structure “I'd like some…” in groups, then show in class.

Step 4: Consolidation & Extension
1. Welcome to our Gourmet Festival!
（活动说明:让一些学生拿出事先准备好的食物并在讲台前依次摆开，在教室模拟美食节场景。另外的学生以小组或个人为单位来逛美食节，挑选自己想吃的美食。）

2. Share a video.
Share a video about the differences between Chinese breakfast and western breakfast. （出示课件）
板书设计

作业设计
完成《核心课堂》/《一本好卷》本节课习题。
教学反思
1. 通过教师扮演“围裙妈妈”和组织班级“美食节”，为学生创设真实的情境，让学生在真实的语境中自然流利地运用本节课的句型进行对话，培养学生的综合语言运用能力。
2. 让学生观察图片，借助图片预测教学内容，注重对学生观察能力的培养和学习方法的指导。
3. 教学过程中充分发挥老师的示范作用，活动开始前，教师都做了良好的示范。
4. 拓展学生的课外知识，让其了解中西式早餐的不同，感知中外文化差异，适时渗透情感价值观的教育。
5. 板书设计清晰明了，重点突出，起到了很好的辅助作用。
The second period（第二课时）
Part A Let's learn & Let's do
内容分析
本课是PEP小学英语三年级起点第一册Unit 5第二课时。主要学习单词“bread, egg, milk, juice”以及能够运用句型“I'm hungry.”“Have some…”交流有关食物的信息。老师将通过多种教学活动巩固重点单词和句型，使学生掌握本节课知识点。
课时目标
知识与能力
·能够通过观察、谈论Let's learn板块的图片，并在PPT和教师的帮助下理解对话大意
·能够听、说、认读单词“bread, egg, milk, juice”，并辨认其书写形式
·能够通过多种活动运用句型“I'm hungry.”“Have some…”交流有关食物的信息
·能够在图片、动作和音频的帮助下理解、跟读指令，并能够根据指令做出相应的动作或根据动作说出相应的指令性用语
过程与方法
设计活动，调动学生多种感官参与，激发学生的学习热情，通过多样化的教学形式，吸引学生的注意力。让学生根据图片提示补全句子，强化学生对单词和句型的记忆。
情感态度价值观
通过设计活动，调动学生学习的积极性。同时，创设情境教学，让学生在活动中自然地运用所学语言进行交流，达到学以致用的目的。
教学重难点
教学重点
1. 能够听、说、认读单词“bread, juice, egg, milk”。
2. 能够在情景中运用句型“I'm hungry.”“Have some…”来交流有关食物的信息。
教学难点
能够听懂Let's do板块的指令性用语，并做出相应的动作。
教学准备
教学课件、课文录音、视频、单词卡片、食物图片、教学实物等。
教学媒体选择
多媒体，录音。
教学活动
20. 歌曲
21. 游戏
教学过程
Step 1: Warm-up & Lead-in
1. Greetings.
2. Sing the song—I'm hungry.（出示课件）
3. Share your menu.
Check the homework. Let students share and introduce their breakfast menu with the sentence structure “I'd like some…”
Step 2: Presentation
1. Teach the new words.
(1) Teach the word “bread”.
T: Boys and girls, I just came back from the supermarket and I bought some nice food for you. What's in my basket? Who wants to touch and guess? If you're right, I'll give you the food.
Invite a student to the front. Let him/her touch the food in the basket and guess what it is.
T: What's that? Can you guess?
S1: Bread!
T: Great! You're so clever. Here you are. Have some bread.
S1: Thank you!
Teach the word“bread”by passing the word card. The teacher acts and says,“Oh, I'm hungry. /h/-/ʌŋ/-/g/-/ri/, /ˈhʌŋɡri/.” Help students get the meaning of the sentence by body language and lead them to reply.
Ss: Have some bread!
The teacher gives out the bread to students and makes the gesture: Eat some bread.
(2) Teach the word “egg”.
Invite another student to the front of the classroom. Let him/her touch the food and guess.
T: What's that?
S2: An egg.
T: Bingo! I have some eggs. Here you are. Have some eggs!
S2: Thanks.
Teach the word “egg” by passing the real egg.
T: Oh, I'm still hungry.
Ss: Have some eggs.
The teacher gives out the eggs to students and makes the gesture: Have some eggs.
(3)Teach the word“milk”.
Invite a student to the front, then cover his/her eyes. Give him/her a bottle of milk, and let him/her drink and guess.
T: What is it?
S3: Milk.
T: Excellent! Have some milk!
Teach the word “milk” in high and low voice.
T: Now, I'm thirsty. (Act and say.)
Ss: Have some milk!
The teacher gives out the milk to students and makes the gesture: Drink some milk.
(4) Teach the word“juice”.
Invite a student to the front, then cover his/her eyes. Give him/her a bottle of juice, and let him/her drink and guess. Teach the word “juice” in opposite tune.
T: Hmm, I'm still thirsty.
Ss: Have some juice.
The teacher gives out the juice to students and makes the gesture: Have some juice.
2. Let's learn.
(1) Look and guess.
T: I'm hungry. I guess you are hungry, too. What about Sarah? Please look at the picture of “Let's learn” and guess the answers to the questions.
(2) Play the video of“Let's learn”.（课件出示：教材P49 Let's learn板块的视频）Teach the sentence“I'm hungry.”by body language.
Check the answers.
(Answers: Q1: Sarah is hungry. Juice and an egg. Q2: Milk and bread.)
(3) Let students read the dialogue after the recording and practice the dialogue in pairs.
Step 3: Practice
1. Do a matching work.
Put up the word cards about the food and drinks on the blackboard and take out the relevant pictures. Let some students choose the right pictures to do a matching work.
2. Sharp eyes.
Show the pictures of bread, an egg, juice and milk one by one on the PPT.（出示课件）
T: Class, please look at the pictures carefully. If you know what it is, you can stand up and say it in English loudly. Now, begin!
3. Make a new dialogue.
T: Exchange and share your food stickers by using the sentence structures “I'm hungry.” “Have some…” with your partners.
Ask two students to make a demonstration:
S1: I'm hungry.
S2: Have some eggs.
S1: Thank you.
Step 4: Consolidation & Extension
Let's do.
(1) I say, you do.
Play the cartoon of“Let's do”for the first time. (课件出示：教材P49 Let's do板块的视频) Let students get the meaning of it. Then play the cartoon again, and lead students to do actions with the cartoon. Help students understand the meanings of the words“eat, drink”by body language.
Let students do the actions according to the teacher's instructions and practice in groups, then show it in class.
S1: Have some eggs.
S2: (Do the actions.) …
…
(2)I do, you say.
Play the game in pairs. One student does the actions, and the other student says the sentences. Then let students fill in the blanks.

板书设计

作业设计
完成《核心课堂》/《一本好卷》本节课习题。
教学反思
1. 充分利用实物、卡片等进行直观教学，贴近学生的生活实际，给学生以视觉冲击，调动学生的积极性，有利于他们学习和掌握新知识。
2. 注重对学生的评价，如使用“Great!”“Bingo!”“Excellent!”等鼓励性语言，及时给予学生以肯定，增强学生的自信心。
3. 为学生创设真实的语言环境，与生活紧密相连，引导学生进行真实的语言交际。
4. 利用游戏等多种教学手段进行单词教学，能较好地活跃课堂氛围，激发学生的学习热情。
5. 板书设计清晰明了，重点突出，起到了很好的辅助作用。

The third period（第三课时）
Part A Letters and sounds
内容分析
本课是PEP小学英语三年级起点第一册Unit 5第三课时。主要学习字母Oo，Pp，Qq，Rr，Ss，Tt以及初步掌握元音字母Oo和五个辅音字母作为单词首字母时的发音。老师将通过听音跟读和游戏巩固重难点，使学生掌握本节课知识点。
课时目标
知识与能力
能够听、说、读、写字母Oo，Pp，Qq，Rr，Ss，Tt，并在学习字母音、形的基础上，初步掌握元音字母Oo和五个辅音字母作为单词首字母时的发音
过程与方法
让学生打着节拍chant，增强趣味性的同时还能培养学生的节奏感。最后，分组排练并在班级内竞赛展示，将一般的练习特殊化，更好地激发学生的学习热情，加强对字母的掌握。
情感态度价值观
指导学生注意字母在四线三格内的笔顺。通过传球游戏，提高学生的学习热情，活跃课堂气氛，在游戏中培养学生的合作竞争意识，同时强化学生对字母的记忆。
教学重难点
教学重点
1. 能够听、说、读、写字母Oo，Pp，Qq，Rr，Ss，Tt。
2. 能够初步掌握元音字母Oo和五个辅音字母作为单词首字母时的发音。
教学难点
能够掌握字母的笔顺以及相关例词的发音。
教学准备
教学课件、课文录音、视频、字母卡片等。
教学媒体选择
多媒体，录音。
教学活动
22. 听力
23. 游戏
24. Chant
教学过程
Step 1: Warm-up & Revision
1. Greetings.
2. Sing the song—ABC Song. （出示课件）
3. Revision.
T: Now, let’s chant and do some actions.

Step 2: Presentation
1. Teach the letters.
（老师在课件上展示一首谜语，让学生猜是哪个字母）
Ss: Oo!
Let students read the letter “Oo” after the recording.（出示课件）
T: Can you find something that looks like “Oo” in your daily life?
Ss: …
（课件出示：呼啦圈、钥匙扣、轮胎、盘子、西瓜、足球、篮球等图片,并在这些图片上标出Oo）
Write down the letter “Oo” on the blackboard. Let students show their fingers and write after the teacher. Let them pay attention to the capital letter and the lowercase letter.
T: “Oo” has many friends. Who are they?
Lead in the letters “Pp，Qq，Rr，Ss，Tt” in the same way.（出示课件）
2. Match the letters.
Disorder the capital letter cards and put them up on the blackboard.
T: Who can help me put up the lowercase letter cards under the right capital letter cards?
Invite some students to the front and finish the matching task.
3. Teach the example words.
Show an orange and a box on the PPT.
Let students listen to the recording and repeat. （出示课件）
T: What similarity can you find between “orange” and “on”?
Ss: …
T: Excellent! They have the same first letter “o”. What’s the sound?
Let students clap their hands and chant: Oo, Oo, Oo, /ɒ/, /ɒ/, /ɒ/. /ɒ/, /ɒ/, orange. /ɒ/, /ɒ/, on.
Show the pictures on the PPT and teach the other example words in the same way. (出示课件)
4. Listen, repeat and chant.
Play the video of the chant. (课件出示：教材P50 Listen, repeat and chant的视频) Let students chant after the video. Lead students to clap their hands and do the actions.
Let students practice in groups and show it in class. Give the prize to the best group.
Step 3: Practice
1. Listen and circle.
Let students look at the pictures and letters carefully. Lead them to predict the listening content and describe the pictures. Then ask students to read all the letters and say the words according to the pictures. Let students pay attention to the pronunciation of the letters. Play the recording, and let students listen and circle. (课件出示：教材P50 Listen and circle 的音频) Check the answers on the PPT. (课件出示：教材P50 Listen and circle的答案)
2. Can you guess?
Let students guess the animals and fill in the blanks. (课件出示：一些动物被云朵遮住，只露出部分身体的图片和首字母设空的相应单词)
Step 4: Consolidation & Extension
1. Write and say.
Play the cartoon. (课件出示：教材P50 Write and say的视频) Let students watch it carefully and pay attention to the stroke order, then write down the letters in their books.
（Tips：指导学生书写字母时，字母的笔顺、占格情况以及难点字母如Pp, Qq, Rr需多加强调。）
2. Pass the ball.
(游戏说明:教师将学生分成A、B两组，先由A组的一名学生说一个字母o，再由B组的一名学生以最快的速度说出以o开头的单词，如：orange。然后由B组的一名学生说下一个字母p，再由A组的一名学生说出以p开头的单词，如：pig。依次循环，轮流说字母和单词，积分多的那一组将获得奖励。)
板书设计

作业设计
完成《核心课堂》/《一本好卷》本节课习题。
教学反思
1. 教学始终围绕学生的生活实际展开，从生活中寻找和发现字母，降低学生的学习难度，便于学生掌握新知。
2. 突出学生的主体地位，教师以引导为主，尽可能给学生足够的空间，如让他们通过听例词、读例词、学例词总结字母在单词中作为首字母时的发音规律。
3. 运用TPR教学法，猜谜、传球游戏等多种活动形式调动学生的学习积极性，为学生创造良好的英语学习氛围。
4. 充分发挥多媒体资源优势，使得例词的教学富有故事性和情景性，吸引学生注意力，激发学生的学习兴趣。
The fourth period（第四课时）
Part B Let's talk & Let's play
内容分析
本课是PEP小学英语三年级起点第一册Unit 5第四课时。主要学习运用句型“Can I have some…, please?”来表达自己想要的食物以及能够区分“Can I have some…, please?”和“Have some…”这两个句型的不同语用功能。老师将通过多种教学活动巩固重难点，使学生掌握本节课知识点。
课时目标
知识与能力
·能够通过观察、谈论Let's talk板块的图片，并在PPT和教师的帮助下理解对话大意
·能够通过听录音，学会用正确的语音、语调朗读对话，并能在小组中进行角色扮演
·能够在语境中得体地运用句型“Can I have some…, please?”来表达自己想要的食物以及运用“You're welcome.”礼貌地回应别人的谢意
·能够区分“Can I have some…, please?”和“Have some…”这两个句型的不同语用功能
过程与方法
通过问题引导学生观察并讨论，借助图片进行教学内容，培养学生的观察能力和逻辑推理能力。创设情境自然引出句型，利用卡片教授句型，简单直接。
情感态度价值观
通过教学活动将所学重点句型完美地融合在学生熟悉的旋律中，增强学生的自信心，提高其学习积极性。将学生分组，放上食物图片，鼓励其创编对话，并在创设的情境中运用，培养学生的综合语言运用能力。
教学重难点
教学重点
1. 能够理解和掌握本课时的重点单词和句型。
2. 能够在情景中运用句型“Can I have some…, please?” 来表达自己想要的食物以及运用“You're welcome.”礼貌地回应别人的谢意。
教学难点
能够在真实的语境中运用本课句型自然流利地进行对话。
教学准备
教学课件、课文录音、视频、单词卡片、句型卡片、人物头饰、教学实物等
教学媒体选择
多媒体，录音。
教学活动
25. 歌曲
26. 角色扮演
27. 游戏
教学过程
Step 1: Warm-up & Revision
1. Greetings.
2. Let's sing—I'm hungry. (出示课件)
3. Revision.
Show the pictures of “Let's do” on page 49. (出示课件)
T: Let's chant and do the actions.
…
Step 2: Presentation
1. Look and think.
Show the picture of “Let's talk” on the PPT. (课件出示：教材P51 Let's talk板块的图片)
Let students look at the picture carefully. Ask some questions to help them predict the main idea of the dialogue.
2. Watch and circle.
T: Wu Yifan, John and Chen Jie are having a picnic. What food do they have for the picnic?
Play the cartoon of “Let's talk”. (课件出示：教材P51 Let's talk板块的视频) Let students circle the food and drinks in their books.
Check the answers. (出示课件) Then teach the words “water, cake” by the word cards.
3. Teach the sentences.
(1) Play the cartoon again. (出示课件)
T: What would Wu Yifan like?
Ss: Water!
T: Great! How does he say?
Ss: He says, “Can I have some water, please?”
Take out the sentence card “Can I have some water, please?”
T: Read after me, please.
…
Write down the sentence “Can I have some water, please?” on the blackboard and teach it by the card. Invite some students to be little teachers to lead other students to read.
(2) Put some food on the desk.
T: I have some delicious food. Who wants to eat? Come on! What should you say to me?
S1: Can I have some…, please?
T: Here you are.
S1: Thank you.
T: You're welcome.
Write down the sentence “You're welcome.” on the blackboard and teach it by the card.
Let students practice the sentences in groups.
4. Read and act.
(1) Let students read the dialogue after the recording and pay attention to the pronunciation and the intonation.
(2) Let students listen to the whole recording again and repeat, and then practice the dialogue in pairs.
(3) Let students wear the headdresses and role-play, and then share it with the class.
Step 3: Practice
1. Let's sing.
Lead students to sing the chant with the melody of Twinkle twinkle little star and do the actions.
Let students sing in groups and show it to the class. Give the prize to the best group.
2. Let's play.
Show the picture of “Let's play” on the PPT. (课件出示：教材P51 Let's play板块的图片) Ask students to describe the picture. Teach the words “fish, rice” by word cards.
Let students put all the food cards on the desk and practice the dialogue in groups of four.
Ask students to make their own dialogues. Give an example:
Step 4: Consolidation & Extension
“Turn! Turn! Turn!”
T: Let's play a game. Turn! Turn! Turn!
板书设计

作业设计
完成《核心课堂》/《一本好卷》本节课习题。
教学反思
1. 巧妙地将音乐和英语进行了整合，强化学生对重点句型的记忆，培养学生的节奏感和创造力，增强学生学习英语的自信心，让学生乐于学习。
2. 整个教学过程较清晰流畅，能帮助学生达成既定学习目标。
3. 创设情境教学，让学生在真实的语境中自然流利地运用本节课句型进行对话，培养学生的综合语言运用能力。
4. 重难点突出，板书精简明了，起到了较好的辅助作用。


The fifth period（第五课时）
Part B Let's learn & Let's do
内容分析
本课是PEP小学英语三年级起点第一册Unit 5第五课时。主要学习单词“water, cake, fish, rice”以及能够运用句型“Can I have some…, please?”来表达自己想吃的食物。老师将通过多种游戏活动巩固重点单词和句型，使学生掌握本节课知识点。
课时目标
知识与能力
·能够通过观察、谈论Let's learn板块的图片，并在PPT和教师的帮助下理解对话大意
·能够听、说、认读图片中所学的单词“water, cake, fish, rice”,并了解其书写形式
·能够通过多种活动运用句型“Can I have some…, please?”来表达自己想吃的食物
·能够在图片、动作和音频的帮助下理解、跟读歌谣，强化单词音和义之间的联系
·能够根据指令做出相应的动作或根据动作说出相应的指令性用语
过程与方法
通过设计活动，调动学生多种感官参与，激发学生的学习热情。让学生根据图片提示补全句子，强化学生对单词和句型的记忆。
情感态度价值观
以招聘的形式巩固单词和句型，给学生以耳目一新的感觉，激发他们的挑战欲望。变被动学习为主动学习，让学生在过关的过程中体会学习英语带来的成就感，增强学生的自信心。
教学重难点
教学重点
1. 能够听、说、认读单词“water, cake, fish, rice”。
2. 能够在情景中运用句型“Can I have some…, please?”来表达自己想吃的食物。
教学难点
能够在实际生活中自然流利地使用本课句型进行对话。
教学准备
教学课件、课文录音、视频、单词卡片、教学实物等。
教学媒体选择
多媒体，录音。
教学活动
28. 歌曲
29. 游戏
教学过程
Step 1: Warm-up & Revision
1. Greetings.
2. Sing the song with the melody of Twinkle twinkle little star.
3. Revision.
T: Now, let's play the game “I say, you do”. Have some eggs. Have some juice. Eat some bread. Drink some milk…
Let students do the actions according to the teacher's instructions.
Step 2: Presentation
1. Teach the new words.
(1) Invite a student to the front. Cover his/her eyes. Give him/her a bottle of water. Let him/her drink and guess.
T: What is it?
S1: Water.
T: Excellent! Have some water! /w/-/ ɔ:/-/t/-/ə(r)/, /ˈwɔːtə/
Teach the word “water” and pass a bottle of water to help students practice the word. Write down the word “water” on the blackboard.
(2) Show a riddle on the PPT. Let students guess: What is it?
Lead in the word “fish”.
T: /f/-/ɪ/-/ ʃ/, /fɪʃ/.
Use the word card to teach “fish”. Play a game “High and low voice” to help students practice the word. Write down the word “fish” on the blackboard.
(3) Show a riddle on the PPT. Let students guess: What is it?
Lead in the word “cake”.
T: /k/-/eɪ/-/k/, /keɪk/.
Teach the word by the game “Catch the finger”. Write down the word “cake” on the blackboard.
(4) Show a riddle on the PPT. Let students guess: What is it?
Lead in the word “rice”.
T: /r/-/aɪ/-/s/, /raɪs/.
Teach the word and play a game “Drive a train” to help students practice the word. Write down the word “rice” on the blackboard.
2. Look and say.
Show the picture of “Let's learn” on the PPT. (课件出示：教材P52 Let's learn板块的图片) Lead students to observe the picture and talk about it. Ask students to practice the words “cake, fish, rice” in the key sentence structures by replacing the word “water”.
3. Read and act.
(1) Play the recording. (课件出示：教材P52 Let's learn板块的音频) Let students listen carefully and read after the recording, then read freely.
(2) Let students practice the dialogue in pairs and then act it out.
Step 3: Practice
1. Whack-a-mole.
Play the game to consolidate the four words on the PPT. (出示课件)
2. Let's chant.
T: Look! There is a Food Man. What can you see?
Ss: …
T: Great! Now let's chant.
3. Let's do.
(1) I say, you do.
Play the cartoon of “Let's do” for the first time. (课件出示：教材P52 Let's do板块的视频) Help students get the meaning of it. Play it again. Lead students to do the actions according to the recording. Help students understand the meaning of “cut” by body language. Let students put their pictures or food on their desks. Students do the actions according to the teacher's instructions. Let students practice in groups and show it to the class.
S1: Drink some water.
S2: (Do the actions.) …
…
(2) I do, you say.
Play the game in pairs. One student does the actions, and the other student says the sentences. Then let students fill in the blanks! (课件出示：教材P52 Let's do板块的填空题)
Step 4: Consolidation & Extension
“We need you!”
(1) Create a situation.
Show a recruitment notice on the PPT. (出示课件)
T: The winter holiday is coming. I need some part-time workers. Do you want to have a try?
(2) Play the game.
T: Get through the games below and you can work here.
① Round 1: Read the menu.
② Round 2: Greet the customers.
Choose the correct answers.
③ Round 3: Memory test.
Show the pictures on the PPT. Let students look and read carefully.
Then make the three pictures disappear. Let students do the matching work.
④Round 4: Do a survey.
Divide students into several groups. Let students do a survey about what food “customers” would like. Ask some groups to make a report. （课件出示：调查表格）
板书设计

作业设计
完成《核心课堂》/《一本好卷》本节课习题。
教学反思
1. 游戏教学贯穿课堂始终，使用多种方式操练单词，如传递实物、大小声、抓手指、开火车、食物人、打地鼠等，寓教于乐，帮助学生较好较快地掌握新知。
2. 充分利用了多媒体资源辅助教学的优势，猜谜、chant等活动设计给学生以视觉冲击，吸引学生的注意力。
3. 教学形式新颖，利用招聘的活动设计，充分调动学生的学习积极性，使他们主动学习并乐于学习，帮助学生在游戏中获得学习英语带来的成就感，增强学生自信心。
4. 板书设计简洁明了，教学重难点突出。
The sixth period（第六课时）
Part B Start to read & Let’s check & Let’s sing
内容分析
本课是PEP小学英语三年级起点第一册Unit 5第六课时。主要要求能够掌握本单元的核心单词和句型。老师将通过教学活动游戏巩固重点单词和句型，使学生掌握本节课知识点。
课时目标
知识与能力
·能够找出并听、说、读、写图片中的字母
·能够听、说、认读本单元的重点单词，并数出对应单词的个数
·能够根据图片信息预测听力考查点，并有意识地去听录音，选出正确的图片
·能够观察图片，朗读单词，完成配对练习
·能够听懂、跟唱歌曲，并能创编新的歌曲
过程与方法
通过形式多样的活动操练单词，加强学生对单词音、义、形的记忆。在进一步的熟悉之后引导学生数出对应的单词数量，注重对学生学习方法的指导。
情感态度价值观
鼓励学生自主创编歌曲，培养学生的创造能力，增强学生的自信心，让学生体会学习英语带来的乐趣和成就感。
教学重难点
教学重点
1. 能够听、说、认读本单元的重点单词。
2. 能够独立完成Let’s check板块的练习。
教学难点
能够掌握本单元的核心单词和句型。
教学准备
教学课件、课文录音、视频、单词卡片、食物图片、食物等。
教学媒体选择
多媒体，录音。
教学活动
30. 听力练习
31. 游戏
32. 歌曲
教学过程
Step 1: Warm-up & Revision
1. Greetings.
2. Share the results of the survey.
Ask students to share the results of the survey required to be done in last class.
3. Let’s chant.
Lead students to chant and do the actions.

Step 2: Presentation
1. Find and say.
T: Chen Jie has an aquarium. There are some beautiful fish and shells in it. But some naughty letters fell into the aquarium. Can you help her find them out?
Show the picture of “Find and say” on the PPT for several seconds. (课件出示:闪现教材P53 Find and say的图片)
T: What can you see?
S1: I see…
S2: I see…
T: What else?
Show the picture on the PPT again for more seconds. （出示课件）
S3: I see…
S4: I see…
Show the picture several times until students find out all the letters. Circle all the letters on the PPT. (出示课件)
2. Choose the cards.
Take out all the word cards of “bread, juice, egg, milk, water, cake, fish, rice, King, Queen”. Let students choose the cards. If they choose the “King” or “Queen”, they can get a prize, otherwise, they should read the words three times.
3. Pick the peaches.
Let students look at the picture carefully and put the peaches into the right basket. (课件出示：写有食物单词的桃子和写有“eat”和“drink”的两个篮子)
4. Read and count.
T: Now put your cards and pictures of food and drinks on your desks.
(1) Invite some students to read the words. When someone reads the word “milk”, the others should show the picture of milk as fast as they can and say “milk, milk, milk” loudly.
(2) Invite some students to show the pictures of food or drinks. When someone shows the picture of an egg, the others should show the word card of the egg as fast as they can and say “egg, egg, egg” loudly.
(3) Let students count the words. Check the answers on the PPT. (课件出示：教材P53 Read and count的答案)
Step 3: Practice
1. Listen and tick.
(1) Let students look at the pictures in their books by themselves and predict the listening content of every picture.
(2) Play the recording. （课件出示：教材P54 Listen and tick的音频）Remind students to grasp the key information. Let students listen to the recording and try to tick the right pictures.
(3) Check the answers on the PPT. (课件出示: 教材P54 Listen and tick的答案)
2. Look and match.
Show the whole content on the PPT. (课件出示: 教材P54 Look and match的内容)
(1) Cover the words. Let students say the words according to the pictures.
(2) Invite some students to read the words. Then let students read the words group by group.
(3) Let students match the words to the pictures. Then check the answers. (课件出示:教材P54 Look and match的答案)
Step 4: Consolidation & Extension
1. Story time.
(1) Show the pictures of “Story time”. (课件出示：教材P55 Story time的图片) Let students read the story by themselves first.
T: Zoom has lunch at the canteen. Is Zoom happy? Why?
Ss: … (Students can answer in Chinese.)
(2) Let students read the story again.
T: What does Zoom order?
S1: Some fish.
S2: Some rice.
…
T: You are so clever! Zoom also orders some Coke and ice cream.
Teach the pronunciation and the meanings of the words “Coke, ice cream”.
T: Do you like Coke? Do you like ice cream?
Ss: Yes!
(3) Play the cartoon of “Story time”. （课件出示：教材P55 Story time的视频）Let students watch the cartoon and read after it.
(4) Act out the story.
T: Do you like the story? Try to read and act it out.
2. Let’s sing.
(1) Play the cartoon for the first time. （课件出示:教材P54 Let’s sing板块的视频）Help students get the meaning of it.
T: What food or drinks can you see?
Ss: Cake, bread, milk…
(2) Play the cartoon again. Let students learn to sing and practice in groups, then share it with the class.
(3) Create your own song.
Give an example.
Encourage students to create their own songs. Let students sing their own songs.
板书设计

作业设计
完成《核心课堂》/《一本好卷》本节课习题。
教学反思
1. 突出学生的主体地位，教师以引导为主，引导学生寻找图片中的字母，引导学生预测听力内容，引导学生创编新歌曲。尽可能地给学生足够的空间，让他们自己理解和学习。
2. 注重对学生学习方法的指导，包括听的指导、说的指导和练习的指导。
3. 实施单元整体教学，对本单元的重点知识进行梳理。
4. 鼓励学生自主创编歌曲，培养学生的创造能力，增强学生的自信心，让学生体会学习英语带来的乐趣和成就感。


The seventh period（第七课时）
Part C Story time
内容分析
本课是PEP小学英语三年级起点第一册Unit5第七课时。本部分通过Zoom去餐馆就餐的故事，体现了本单元难点词汇和部分句型，目的是通过一个较为有意义的语篇，扩大学生语言的输入以及训练学生逐步适应文本的阅读。
课时目标
知识与能力
1.知识目标
（1）进一步巩固句型：I'd like some ... ./Can I have some..., please ?/ Here you are. / Sure.
（2）进一步听、说、认读单词：bread， juice， egg，milk， water，cake，fish， rice，并学习新单词Coke, ice cream .
2.能力目标
（1） 进一步在图片、实物或情境的帮助下运用句型I'd like some.../ Can I have some ..., please ?表达想吃的食物以及Here you are ./ Have some...为别人提供食物或请别人吃东西的句型。
（2）进一步在情境中运用Thanks./ Thank you.表达感谢及用You're welcome.作答。
3.情感态度、文化意识、学习策略
（1）进一步通过在图片、食物和教师的帮助下， 在语境中运用I'd like some .../Can I have some ...， please ?等来交流有关食物的信息。
（2）进一步让学生用正确的语音语调朗读对话，帮助学生掌握本单元的主要内容。
（3）培养学生热爱动物以及保护动物的良好品质。
（4）培养学生与别人交流时的良好习惯以及礼貌用语。
过程与方法
操练本单元的重点句型，让学生进一步的了解巩固问候语的意义及所应用的环境。考察学生的听力和观察能力，通过认真听、仔细看，锻炼了学生的听力，检查学生对旧知识的理解与掌握情况。
情感态度价值观
表演故事内容，由易到难，由部分到整体。通过Zoom去餐馆就餐的故事，培养学生与别人交流时的良好习惯以及礼貌用语。。
教学重难点
教学重点
听、说、认读单词：bread，juice，egg，milk，water，cake，fish，rice，并学习新单词Coke，ice cream.以及在语境中运用句型：I'd like some ..../ Can I have some..., please ? / Here you are.等。
教学难点
听、说、认读单词新单词Coke，ice cream以及灵活运用句型：I'd like some ..../ Can I have some..., please?/ Here you are.等。
教学准备
单词、卡片、录音机、教学挂图。
教学媒体选择
多媒体，录音。
教学活动
1.游戏
教学过程
Step1: Warm up
l. Greetings
T：Hello, boys and girls .
Ss：Hello, Mrs Wang.
T：Today we will learn Unit5 Let's eat! C Story time .
Well, have a match between boys and girls, OK?
Ss：OK!
2.Let's sing“Let's have a picnic today”together

Step2: Lead-in
Game l: Say and choose （“说一说、选一选”游戏）
First ，the teacher puts 8 pictures of food and drinks on the board . Then the teacher asks 8 students to come to the board. 2 students work in a pair..One says, “I'd like some ...，please.”or“Can I have some ...， please?”The other chooses the picture and says“Here you are .”Then exchange .

Game 2 Look and say（“看一看、说一说”游戏）
Ask 4 students to come to the board. Each student chooses 2 pictures and says the words quickly.（通过该游戏，复习本单元学过的8个食物和饮料的单词，并引出新单词Coke和ice cream，为下面的故事教学打下基础。）

Step 3 Presentation
l. Teach the new word“Coke”
T：Look! Coke, Coke. o-e /əu/, Coke. Can I have some Coke, please? Follow
me.
Ss：Coke， Coke. o-e /əu/， Coke. Can I have some Coke, please?
T：Here you are.
Ss：Thank you.
T：You're welcome.
2.Teach the new word“ice cream”
T：Look! Ice cream， ice cream. i-e /aɪ/， ea/i：/， ice cream. Can I have some
ice cream，please? Follow me.
Ss：Ice cream， ice cream. i-e /aɪ/，ea/i：/， ice cream. Can I have some ice cream，please?
T：Here you are.
Ss：Thanks.
T：You're welcome.
3.Books open! Turn to P55.C Story time（浏览故事一遍。）T：Before you listen to the story，try to find the answer to the questions
Zoom happy? Why? Now listen to the story carefully. Can you answer it now?
Ss：No. The cat eats the fish.
T：Yes. You're clever. （通过让学生带着问题听故事，培养学生静下心来认真听讲的好习惯。）
4.Listen to the story and repeat it sentence by sentence twice.
5.Answer the question：What does Zoom order?
Ss：fish, rice, Coke and ice cream.
T：Yes.（教师将这4个单词板书在黑板上。）

Step 4 Practice
1.Group work l
First the teacher and 2 other students read the story in roles and act it out. Then
3 students work in a group， read it in roles and act it out. （3人小组分角色朗读并表演故事，让学生进一步把故事听懂并读熟练。）
2.Group work 2
Read the story by“Bus-travelling”.（“开火车”的方式朗读这篇故事，达到检查每个学生是否熟练掌握这个故事的目的。）
Step 5 Consolidation and extension
1.Groupwork3
Give a new ending to the story in groups of 3. （通过3人小组续编这个故事，发挥学生的想象力和创新能力。）
2.Groupwork4
Discussing groups of 6：What do you learn from the story?
T&Ss：We should protect animals. Don't order too much. Don't eat too much.
（通过6人小组讨论：学了这篇故事懂得了我们要保护动物；不要点太多食物；不要吃得太多等道理，达到在传授学科知识的同时，渗透情感教育的目的。）
3.Groupwork5
Choose anyone of the 3 pictures according to the difficulty and makeup anew story in groups of 3.
（从3幅图中根据难易程度任选一幅图，编成一篇新故事，充分开发学生的思维空间，同时极大程度地锻炼学生的综合语言运用能力。）

Step 6: Summary and assessment
T：Let's see which side is the winner .

板书设计

Unit5 Part C Story time

Coke ice cream
Can I have some ..., please?
1. fish 2. rice 3. Coke 4. ice cream
作业设计
完成《核心课堂》/《一本好卷》本节课习题。
教学反思
1.本节课利用图片、视频、音频、多种资源帮助学生学习Story time中的英语小故事。
2.本节课利用角色扮演、你问我答等多种游戏活动强化了学生对句型的掌握。

Unit 6 Happy birthday!
六、 教材分析
本单元学习的主题是数字。教学内容主要是围绕Sam和妈妈在蛋糕店买蛋糕的场景和在Sam的生日派对上发生的事来展开的。教学重点是能够听懂、会说核心句型“—How many…? —Five.”“Happy birthday!”“—How old are you? —I'm…years old.”；能够听、说、认读单词“one, two, three, four, five, six, seven, eight, nine, ten”。
二、学情分析
三年级新生作为英语的初学者，对英语充满好奇的同时又很陌生，学生的年龄段多处于8-10岁，对新事物的兴趣大于困惑，学生思维活跃，善于表达自己，乐于与同学交流，渴望得到老师和同学的表扬和赞许。绝大多数学生对英语的学习有着浓厚的兴趣，但认知发展尚未成熟，注意力分散、好动。鉴于这样的学情，教师要抓住以培养兴趣为重点，通过展示单词卡片，播放与教学内容相关的动画片，课堂小游戏等方式，激发他们对英语的兴趣和增强开口说英语的勇气，进而培养他们的英语语感，提高学生对英语学习的热情。
三、教学目标
1 知识与能力
（1）能听懂、会说句型“—How many…? —Five.”“Happy birthday!”“—How old are you? —I'm…years old.”
（2）能听、说、认读单词“one, two, three, four, five, six, seven, eight, nine, ten”
（3）能正确听、说、读、写字母Uu, Vv, Ww, Xx, Yy, Zz并知道其在单词中的发音
（4）能够在图片、实物和教师的帮助下运用“How many…?”询问物品的数量并作答
（5）能够在实际情境中运用句型“—How old are you? —I'm…years old.”询问年龄并作答
（6）用“Happy birthday!”向别人表达生日祝福
（7）听到字母能说出其对应的发音
2 情感态度价值观
（1）了解中西文化中谈论年龄话题的差异
（2）了解不同国家的幸运数字
（3）注意单词音、义、形之间的联系，整体学习单词
四、课时安排
第一课时: Part A Let's talk & Count and say
第二课时: Part A Let's learn & Let's chant
第三课时: Part A Letters and sounds
第四课时: Part B Let's talk & Let's play
第五课时: Part B Let's learn & Let's do
第六课时: Part B Start to read & Let's check & Let's sing
第七课时: Part C Story time



The first period（第一课时）
Part A Let's talk & Count and say
内容分析
本课是PEP小学英语三年级起点第一册Unit 6第一课时。主要学习在语境中运用句型“How many…?”询问物品的数量。老师将通过听音跟读和游戏巩固重点句型，使学生掌握本节课知识点。
课时目标
知识与能力
·能够通过观察、谈论Let's talk板块的图片，并在PPT和教师的帮助下理解对话大意
·能够通过听录音，学会用正确的语音、语调朗读对话，并能够在小组中进行角色扮演
·能够在语境中运用句型“How many…?”询问物品的数量
·能够用英文数字“1~5”对问句“How many…?”进行回答
过程与方法
通过游戏来激发学生的学习兴趣，并巩固核心句型以及英文数字的表达。通过创设情境，让学生在真实的语境中学会使用句型“How many…?”来提问并进行回答。
情感态度价值观
通过观察图片,让学生预测文本信息，观看视频并回答问题，激发学生的好奇心和表达的欲望，同时培养学生的观察能力和逻辑思维能力。
教学重难点
教学重点
能够在实际情境中运用句型“How many…?”询问物品的数量。
教学难点
能够熟练运用句型“How many…?”询问物品的数量并进行回答。
教学准备
教学课件、课文录音、视频、球、人物头饰等。
教学媒体选择
多媒体，录音。
教学活动
33. 游戏
34. 歌曲
教学过程
Step 1: Warm-up & Lead-in
1. Greetings.
T: Hello, boys and girls!
Ss: Hello, Miss/Mr…!
T: How are you today?
Ss: I'm fine!
2. Enjoy the song—Ten little Indian boys. (出示课件)
T: Do you like the song?
Ss: Yes.
T: How many boys can you see? One? Two? … Ten?
(The teacher uses fingers to show the numbers.)
Ss: Ten.
T: Great!
3. Lead-in.
Show the picture of the main scene on page 56 and page 57. （出示课件）Let students look and answer.
T: Look at the picture. How many children can you see? How many candles are there on the cake?
Ss: …
T: Today we are going to learn numbers.
Step 2: Presentation
1. Teach the numbers from one to five and the sentence structure.
(1)Show some girls on the PPT. (课件出示：依次出示1~5个女孩的图片) Let students watch and answer.
T: Look! What can you see on the PPT?
Ss: A girl.
T: Yes! One girl. One! Show me your fingers. Say “one” together! One, /wʌn/.
Write down the word “one” on the blackboard. Lead students to read while showing their fingers. Let students pay attention to the pronunciation of “girl”: /ɜː/, /ɡɜːl/.
T: How many girls now? Show me your fingers. Let's count together! One! Two!
Ss: One! Two!
T: Yes! Two girls. /tu:/. Two! Two! Two!
Ss: Two! Two! Two!
Write down the word “two” on the blackboard. Lead students to practice it in high and low voice.
T: How many girls now? Show me your fingers. Let's count together! One! Two! Three!
Ss: One! Two! Three!
T: Yes! Three girls. /θ/-/ri:/, /θriː/. Three! Three! Three!
Ss: Three! Three! Three!
Write down the word “three” on the blackboard. Lead students to practice it by the game “Drive a train”.
T: How many girls now? Show me your fingers. Let's count together! One! Two! Three! Four!
Ss: One! Two! Three! Four!
T: Yes! Four girls. /f/-/ɔ:(r)/, /fɔ:(r)/. Four! Four! Four!
Ss: Four! Four! Four!
Write down the word “four” on the blackboard. Lead students to practice it row by row.
T: How many girls now? Show me your fingers. Let's count together! One! Two! Three! Four! Five!
Ss: One! Two! Three! Four! Five!
T: Yes! Five girls. /f/-/aɪ/-/v/, /faɪv/. Five! Five! Five!
Ss: Five! Five! Five!
Write down the word “five” on the blackboard. Lead students to practice it line by line.
Write down the sentence structure “How many…?” on the blackboard and teach it. Ask students to pay attention to the letter “s” in “girls” of the above sentences.
(2) Bounce the ball.
Prepare a ball. Bounce the ball while saying “One! Two! Three! Four! Five!” Let students have a try.
T: Who can have a try?
Choose several students to come to the front of the classroom to bounce the ball. The other students say the numbers with the rhythm of bouncing the ball.
2. Watch and answer.
(1) Show some pictures on the PPT. (课件出示：依次出示一个蛋糕、Sam戴生日帽、一个盘子的图片)
T: Whose birthday?
Ss: Sam's birthday.
T: Look! What's this?
Ss: …
T: It's a plate. Pay attention to the pronunciation of “plate”. Read after me! /pl/-/eɪ/-/t/, /pleɪt/.
Students follow the teacher to read.
(2) Show the picture of “Let's talk”. (课件出示：教材P58 Let's talk板块的图片) Let students predict the main idea of the dialogue.
T: Sam and his mum are at the baker's. They need some plates. How many plates? Let's watch the video and answer the question. Underline the key words in your books.
Play the video. (课件出示:教材P58 Let's talk板块的视频) Let students watch and answer.
T: How many plates?
Ss: Five.
(3) Let students listen again. Answer the following questions.
T: What does Sam's mum want?
Ss: A cake.
T: What does Sam's mum say?
Ss: This one, please.
T: What does the shop assistant say?
Ss: Sure. How many plates?
Explain the meaning and the usage of “sure”. And explain that “one” in the sentence “This one, please.” refers to the cake. Ask students to practice the sentence for several times.
3. Read and act.
(1) Let students read after the recording. Remind them to pay attention to the pronunciation and the intonation.
(2) Let students read the dialogue by themselves.
(3) Let students practice the dialogue in groups of three, and then wear the headdresses to act out the dialogue.
Step 3: Practice
1. Play a game.
Let students play a game in pairs. One student takes out some stationery (less than five) and asks “How many…?” The other student tries to guess the number within three times. The one who can guess the correct answer more quickly will be the winner.
The teacher makes a model with a student.
T: How many pens in my hand?
S1: Two.
T: No.
S1: Four.
T: Yes! Let's exchange!
S1: How many pencils in my hand?
T: Three.
S1: Yes! You win!
2. Count and say.
Show the picture of “Count and say”. (课件出示: 教材P58 Count and say板块的图片)
T: It's Sam's birthday today. Look! There are many gifts. What can you see?
Ss: Books./Balloons./Pencils./Cards./Crayons…
T: How many cakes?
Ss: One.
T: Now, please ask and answer in pairs. You can ask and answer like this:

Step 4: Consolidation & Extension
“Let's go shopping.”
Let students work in groups of three.
T: It's Sam's birthday. Let's go to buy some gifts for him. OK?
Ss: OK.
T: One is the shop assistant. The other two students are customers. You can make the dialogue like this...

板书设计

作业设计
完成《核心课堂》/《一本好卷》本节课习题。
教学反思
1.活动丰富，且简单易行，较好地活跃了课堂气氛，同时也有效地提升了学生的核心素养。
2.开放性问题的设置能引发学生的好奇心和求知欲，有效提高了课堂效率。
3.利用趣味游戏来提升学生的学习兴趣，让学生沉浸在快乐学英语的氛围中。
4.突出语用功能，帮助学生在真实情境中自然地使用所学语言。
5.板书设计清晰明了，重点突出，对课堂教学起到了很好的辅助作用。
The second period（第二课时）
Part A Let’s learn & Let’s chant
内容分析
本课是PEP小学英语三年级起点第一册Unit 6第二课时。主要学习能够听辨、会说生活中的“one to five”并了解其书写形式以及能够在实际情景中灵活运用所学单词。老师将通过多种教学活动巩固重难点，使学生掌握本节课知识点。
课时目标
知识与能力
·能够听辨、会说生活中的“one to five”并了解其书写形式
·能够在巩固单词音、义的基础上，强化对单词形的认读和记忆
·能够听懂有节奏、有韵律的歌谣并能够根据歌谣中的指令做出相应的动作
过程与方法
通过师生互动和生生互动来完成“one to five”的学习和指令动作，以此巩固学生对数字单词的记忆以及对指令语言的理解，提升学生的综合语言运用能力。
情感态度价值观
通过有趣的游戏，让学生能够更深刻地记忆数字单词1~5，提高学生的学习兴趣。
教学重难点
教学重点
能够认读数字“one to five”并能够按歌谣中的指令做出相应的动作。
教学难点
能够在实际情景中灵活运用所学单词。
教学准备
教学课件、课文录音、视频、数字卡片等。
教学媒体选择
多媒体，录音。
教学活动
35. 录音
36. 游戏
教学过程
Step 1: Warm-up & Lead-in
1. Greetings.
T: Hello, boys and girls!
Ss: Hi, Miss/Mr…! Good morning/afternoon!
T: Good morning/afternoon!
…
2. Listen and do.
Play the Number song. (出示课件) Let students listen to the song and show their fingers. Do like this: When they hear “one”, they should show one finger. When they hear “two”, they should show two fingers…
3. Magic eyes.
T: Boys and girls! Look at the picture. There are many numbers in the picture. Can you find them out quickly? Please point and say in English.
S1: I can see “one”. (Point to “1” in the picture.)
S2: I can see “two”. (Point to “2” in the picture.)
S3: I can see “three”. (Point to “3” in the picture.)
Step 2: Presentation
1. Listen and draw.
Let students draw some apples according to the teacher’s words.
T: I have one apple.
Students draw one apple. The teacher writes down “one” on the blackboard.
T: I have three apples.
Students draw three apples. The teacher writes down “three” on the blackboard.
T: I have five apples.
Students draw five apples. The teacher writes down “five” on the blackboard.
T: I have four apples.
Students draw four apples. The teacher writes down “four” on the blackboard.
T: I have two apples.
Students draw two apples. The teacher writes down “two” on the blackboard.
2. Read and match.
Show the picture of “Let’s learn” on the PPT. （课件出示：教材P59 Let’s learn板块的图片）
T: Now, let’s look at the picture. Read after me, please. One, two, three, four, five.
Ss: One, two, three, four, five.
T: Great! And then match the numbers to the English words in your textbooks.
Check some students’ answers.
3. Look, say and write.
Let students look at the things in the classroom. Count and say the numbers, then write them down.
T: Numbers are everywhere. Look! How many blackboards? (Point to the blackboard.) Let’s count.
Ss: … (Write down the number.)
T: How many doors? (Point to the door.)
Ss: … (Write down the number.)
T: How many lights? (Point to the light.)
Ss: … (Write down the number.)
…
4. Secret number.
Show the cards of numbers from one to five to students. Let some students choose a card as the secret number one by one. The other students guess the secret number. If they can guess it within three times, read it once aloud. If they can’t finish it within three times, read it three times from the low voice to the high voice.
T: Look at the card. It’s the secret number. Please try to guess within three times. Let’s begin.
5. Let’s read.
(1) Let students read after the recording. Remind them to pay attention to the pronunciation and the intonation.
(2) Let students read the words by themselves.
Step 3: Practice
1. Let’s do.
Every student makes some number cards from one to five. Choose some students to the front of the classroom one by one. The students in the front say some instructions and the other students do the corresponding actions according to the instructions quickly. The one who can finish the task quickly and correctly will be the winner.
T: Who can come to the front first?
S1: Me!
T: Please follow him/her.
S1: Show me five.
Students show the card “five”.
S1: Show me three.
Students show the card “three”.
T: Who can be the next one?
S2: Let me try! Are you ready?
Ss: Yes!
S2: Show me four.
Students show the card “four”.
S2: Show me two.
Students show the card “two”.
…
2. Pair work.
Let students work in pairs. One student shows the cards with numbers 1~5. The other student says the words quickly. Then they exchange. The one who spends less time will be the winner.
Step 4: Consolidation & Extension
Let’s chant.
(1) Listen and write.
Show the picture of “Let’s chant”. (课件出示:教材P59 Let’s chant板块的图片)
T: Boys and girls! Look at the picture. How many boys can you see?
Ss: Two.
T: How many girls?
Ss: Two.
T: How many children?
Ss: Four.
T: Yes! There are four children. They are jumping a rope. (Do the action of jumping.) Now, please listen to the recording and write down the numbers you hear in order. OK?
Play the recording. (课件出示：教材P59 Let’s chant板块的音频) Let students listen and write down the numbers in order.
(2)Listen, chant and do.
T: Follow the chant and do as I do.
Students chant after the recording, and do actions as the teacher does.
(3)Let’s play.
Choose four students to come to the front of the classroom. The four students jump as the other students chant.
板书设计

作业设计
完成《核心课堂》/《一本好卷》本节课习题。
教学反思
1.结合三年级年龄段学生的特点，设置难度适中的趣味活动，极大地提升了学生的学习兴趣。
2.减少枯燥无味的机械活动，设置一个个与本课学习有关、与学生生活密切相关的任务。
3.让学生在学中玩、玩中学，帮助学生树立学习英语的自信心。
4.注重语言交际能力的培养，让学生在课堂中真正地运用英语，并能将英语用于现实生活中。
5.板书设计简洁清晰，对课堂教学起到了很好的辅助作用。
The third period（第三课时）
Part A Letters and sounds
内容分析
本课是PEP小学英语三年级起点第一册Unit 6第三课时。主要学习字母Uu, Vv, Ww, Xx, Yy, Zz以及能够初步掌握元音字母Uu和五个辅音字母在单词中的发音。老师将通过听音跟读和游戏巩固重难点，使学生掌握本节课知识点。
课时目标
知识与能力
·能够听、说、读、写字母Uu, Vv, Ww, Xx, Yy, Zz
·在学习字母音、形的基础上，初步掌握元音字母Uu和五个辅音字母在单词中的发音
过程与方法
Teaching purpose
通过师生间的情景对话和语音歌曲来活跃课堂氛围。通过TPR活动，激发学生的学习兴趣，复习字母A到T。再通过PPT快速闪现字母来吸引学生的注意力，刺激学生的求知欲。
情感态度价值观
通过认真观察四线三格中字母的笔顺和正确书写格式来培养学生规范的英文书写习惯。字母操能增强字母语音知识的趣味性。引导学生自主探究字母在单词中的发音规则，培养学生的自主探究学习能力。
教学重难点
教学重点
1.能够听、说、读、写字母Uu, Vv, Ww, Xx, Yy, Zz。
2.能够初步掌握元音字母Uu和五个辅音字母在单词中的发音。
教学难点
掌握字母的笔顺以及相关例词的发音。
教学准备
教学课件、课文录音、视频、字母卡片等。
教学媒体选择
多媒体，录音。
教学活动
37. 录音
38. 游戏
39. Chant
教学过程
Step 1: Warm-up & Revision
1. Greetings.
T: Hi, boys and girls!
Ss: Hello, Miss/Mr…!
T: Good morning!
Ss: Good morning!
…
2. Sing a song.
Play the Phonics song for students. (出示课件)
Students enjoy the song while clapping their hands.
3. Let’s chant.
T: Now, let’s chant and do some actions.
4. Quick response.
Show some letters on the PPT. （出示课件）Flash the letters and ask students to say the letters quickly.
Step 2: Presentation
1. Learn the new letters.
Show some letters with hand gestures. Let students watch and say the letters according to the hand gestures.
T: Look at my hand. Which letter can you call to mind?
(Show the hand gesture of “U”.)
Ss: U.
T: “U” pronounces “/ju:/”. U, U, U, /ju:/.
Teach students the pronunciation and the writing of the letter “U”. Then lead students to learn the lowercase letter “u”. At last ask students to find out the difference between the capital letter “U” and the lowercase letter “u”.
T: Look at my hand again. Which letter can you call to mind now?
(Show the hand gesture of “V” and say “Yeah!”)
Ss: V.
T: “V” pronounces “/vi:/”. V, V, V, /vi:/.
Teach students the pronunciation and the writing of the letter “V”. Then lead students to learn the lowercase letter “v”. At last ask students to find out the difference between the capital letter “V” and the lowercase letter “v”.
Teach the other letters “Ww, Xx, Yy, Zz” in the same way.
Let students practice the pronunciation of each letter in different ways. They can practice one by one, row by row, line by line, team by team, group by group, from the low voice to the high voice, from the high voice to the low voice and so on.
2. Listen, find and learn.
(1)Play the recording of “U” and the pronunciation of its relevant phonetic symbol. Let students read after the recording. Then show two words that begin with the letter “Uu”. (课件出示：字母U在单词中的发音/ʌ/及单词umbrella, under的相关内容) Let students experience the pronunciation of the letter “Uu” in different words.
T: Look! What’s the first letter of the two words?
Ss: It’s “u”.
T: Great! Now let’s listen to the two words carefully. Can you find the similarity between them?
Ss: … (Students can answer in Chinese.)
T: Yes! The pronunciation of the letter “u” in the two words is the same. It pronounces “/ʌ/”.
(2)Play the recording of “V” and the pronunciation of its relevant phonetic symbol. Let students read after the recording. Then show two words that begin with the letter “Vv”. (课件出示：字母V在单词中的发音/v/及单词vet, vest的相关内容) Let students experience the pronunciation of the letter “Vv” in different words.
T: Look! What’s the first letter of the two words?
Ss: It’s “v”.
T: Good job! Now let’s listen to the two words carefully. Can you find the similarity between them?
Ss: … (Students can answer in Chinese.)
T: Yes! The pronunciation of the letter “v” in the two words is the same. It pronounces “/v/”.
(3)Use the same way to teach the pronunciation of the letters “Ww, Xx, Yy, Zz” in the words “wet, water, fox, box, yellow, yo-yo, zoo, Zip”.
3. Listen, repeat and chant.
Play the recording and show the listening material. (课件出示:教材P60 Listen, repeat and chant的音频及听力材料) Let students read after it and repeat. Then chant together.
T: Listen carefully and repeat. Are you ready?
Ss: Yes!
Step 3: Practice
1. Listen and circle.
Play the recording. Let students listen and circle the letters. Show the listening material to check the answers. (课件出示：教材P60 Listen and circle的音频及听力材料)
2. Look and say.
Show the six letters “U，V，W，X，Y，Z” and the corresponding words “under, umbrella, vet, vest, wet, water, fox, box, yellow, yo-yo, zoo, Zip” one by one. (出示课件) Let students say them out loudly and quickly.
T: Boys and girls! There are some letters and words. Please say them out loudly and quickly.
Step 4: Consolidation & Extension
1. Write and say.
(1)Write down the letters “Uu, Vv, Ww, Xx, Yy, Zz” on the blackboard step by step. Ask students to write them down in their exercise books. Choose some students to write on the blackboard. Let students pay attention to the correct writing form of the letters.
After students finish writing, show the standard writing and the stroke order of the letters on the PPT. （课件出示：26个英文字母的正确书写格式和笔顺） Let students observe carefully and learn how to write correctly.
(2)Prepare six letter cards. Choose one student to come to the front of the classroom. Let the student hold up the letter cards one by one. The other students say the letters quickly.
2. Do the alphabet exercises.
Play a video about the alphabet (U, V, W, X, Y, Z) exercises. (课件出示:字母操视频的U~Z片段) Let students follow it to sing and do.
板书设计

作业设计
完成《核心课堂》/《一本好卷》本节课习题。
教学反思
1.活动设计形式多样，激发了学生的学习热情，同时也有效地提升了学习效率。
2.培养了学生的自主探究学习能力，充分发挥了学生的学习主动性。
3.让学生在玩中学、学中用，较好地完成了教学目标。
4.师生关系融洽，提供了很好的教学环境。
5.板书设计规范且清晰，为学生正确书写习惯的培养打下了良好的基础。
The fourth period（第四课时）
Part B Let's talk & Let's play
内容分析
本课是PEP小学英语三年级起点第一册Unit 6第四课时。主要学习巩固句型“—How old are you? —I'm… years old.”以及复习句型“—What's your name?—I'm…”。老师将通过多种教学活动巩固重点单词和句型，使学生掌握本节课知识点。
课时目标
知识与能力
·能够通过观察、谈论Let's talk板块的图片，并在PPT和教师的帮助下理解对话大意
·能够用正确的语音、语调朗读对话,并能在小组中进行角色扮演
·能够在语境中运用句型“—How old are you? —I'm…years old.”谈论年龄
·能够在语境中理解“brother”和“Happy birthday!”的意思
·巩固句型“—How old are you? —I'm… years old.”以及复习句型“—What's your name?—I'm…”
过程与方法
教师播放录音，学生听录音跟读。引导学生按照正确的语音、语调朗读对话，并能在小组中进行角色扮演。
情感态度价值观
通过创设小猪佩奇的弟弟乔治过生日邀请朋友来参加派对的趣味情境，让学生学会在真实的语境中运用本节课所学的句型。既能提升学生的综合语言运用能力，同时也能渗透中西方文化差异。
教学重难点
教学重点
能够理解并掌握核心句型“—How old are you? —I'm…years old.”。
教学难点
能够在语境中熟练运用句型“—How old are you? —I'm…years old.”谈论年龄。
教学准备
教学课件、课文录音、视频、人物头饰等。
教学媒体选择
多媒体，录音。
教学活动
40. 游戏
41. 角色扮演
教学过程
Step 1: Warm-up & Revision & Lead-in
1. Greetings.
T: Good morning/afternoon, boys and girls!
Ss: Good morning/afternoon, Miss/Mr…!
T: What's your name?
S1: I'm…
T: What's your name?
S2: I'm…
…
T: Now, please introduce your classmates in groups.
Students use the sentence structure “This is…” to introduce their classmates in groups.
2. Play a game—What's missing?
T: Let's play a game. Please read the number which is missing quickly one by one! (课件出示：单词one ~ five依次消失)
3. Lead-in.
（课件出示：Sam头戴生日帽的图片）
T: Look! This is Sam. It's Sam's birthday! Let's sing the song Happy birthday! for Sam. OK?
Ss: OK! Play the song Happy birthday! (出示课件) Let students sing the song together.
Explain the meaning of “Happy birthday!” and teach how to use it in situations. Let students practice the sentence several times in pairs.
Step 2: Presentation
1. Look and predict.
Show the pictures of “Let's talk”. (课件出示：教材P61 Let's talk板块的图片) Let students predict the main idea of the dialogue.
T: Look at the pictures. What are they talking about？
Ss: Birthday.
T: Whose birthday?
Ss: …
2. Listen and learn.
(1)T: Please listen and answer. Sam is Sarah's…
Play the recording of the first sentence of “Let's talk”. (课件出示：教材P61 Let's talk板块第一句的音频)
Let students listen and try to answer.
Ss: Sam is Sarah's brother.
Teach the pronunciation of “brother” several times. Let students practice “brother” from the low voice to the high voice.
(2)T: Look at Picture 1 carefully. What does John give Sam?
Ss: A birthday card.
T: How does John congratulate Sam? Let's listen.
Play the recording of Picture 1. (课件出示：教材P61 Let's talk板块图一的音频)
Ss: Happy birthday!
Teach students how to use “Happy birthday!” and “Thank you.” in real life.
(3) Listen and choose.
T: How old is Sam? Let's listen and choose.
Play the recording of Picture 2. (课件出示：教材P61 Let's talk板块图二的音频)
Let students listen to the recording and try to choose the right answer.
Ss: B.
T: Good job! Sam is six years old. Six, /ɪ/, /sɪks/.
3. Look and answer.
（课件出示：7~10岁儿童的照片依次出现，年龄用蛋糕上蜡烛的数量来表示）
T: Now you are the kid. (Point to the seven-year-old kid.) How old are you?
S1: 七岁。
T: Yes. You're seven years old. (Point to the eight-year-old kid.) How old are you?
S2: 八岁。
T: Yes. You're eight years old. (Point to the nine-year-old kid.) How old are you?
S3: 九岁。
T: Yes. You're nine years old. (Point to the ten-year-old kid.) How old are you?
S4: 十岁。
T: Yes. You're ten years old.
Help students know the words “seven, eight, nine, ten”. Teach students the meaning of the sentence structures “—How old are you? —I'm…years old.” and how to use them in real situations. Lead students to practice them in pairs.

4. Read and act.
(1)Let students read after the recording. Remind them to pay attention to the pronunciation and the intonation.
(2)Let students read the dialogue by themselves.
(3)Let students practice the dialogue in groups, and then wear the headdresses to act out the dialogue.
Step 3: Practice
1. Let's play.
Play the video of “Let's play”. (课件出示：教材P61 Let's play板块的视频) Let students watch the video and make their own dialogues in pairs, and then show in the front of the classroom.
For example:
Then exchange in pairs to ask and answer.
2. Pair work.
Let students work in pairs. One student writes five numbers on five cards. The other student writes five names on five cards. Let students play the game according to the video of “Let's play”.
Step 4: Consolidation & Extension
1. Finish the dialogue and practice.
T: Boys and girls. Peppa Pig, George and their friends are at the birthday party. (课件出示：相关图片) Now please finish the following dialogue and practice in groups of four.
2. Let's think.
T: Boys and girls. You have done a very good job. I have a question. How old is Peppa's mother? Think it over.
Ss: …
T: Remember, it is not polite to ask an adult's age in western countries, especially a woman's.
板书设计

作业设计
完成《核心课堂》/《一本好卷》本节课习题。
教学反思
1.活动设计丰富，符合三年级学生的年龄特点和认知水平，有效地提升了学生的学习效率。
2.分解课文文本的知识难度，增强了学生的学习自信心。
3.趣味活动的加入让学生真正地体会到了英语学习的乐趣。
4.创设多个情境，逐步呈现新知，让学生在实际情境中感知、学习并操练新知。
5.板书设计一目了然，重点突出，对课堂教学起到了很好的辅助作用。
The fifth period（第五课时）
Part B Let's learn & Let's do
内容分析
本课是PEP小学英语三年级起点第一册Unit 6第五课时。主要学习数字单词“six, seven, eight, nine, ten”以及能能够用“I'm…years old.”表达年龄。老师将通过多种游戏活动巩固重点单词和句型，使学生掌握本节课知识点。
课时目标
知识与能力
·能够听、说、认读数字单词“six, seven, eight, nine, ten”
·能够用“I'm…years old.”表达年龄
·能够听懂指令语并做出相应的动作
过程与方法
教师播放录音，学生听录音跟读。引导学生按照正确的语音、语调朗读句子和单词，并能在小组中进行角色扮演。
情感态度价值观
游戏可以极大提升学生的学习热情，真正地让学生在“学中玩，玩中学”，同时也能巩固英文数字的熟练表达。创设趣味情境，让学生在具体的语境中体验和学习新的单词和句型，既提升学生的学习积极性，同时也提高学生的学习效率。
教学重难点
教学重点
能够听、说、认读数字单词“six, seven, eight, nine, ten”。
教学难点
能够读准单词“seven, eight, nine”的发音。
教学准备
教学课件、课文录音、视频、人物头饰、包、文具、礼物盒等。
教学媒体选择
多媒体，录音。
教学活动
42. 录音
43. 游戏
44. 角色扮演
教学过程
Step 1: Warm-up & Revision
1. Greetings.
T: Good morning, boys and girls!
Ss: Good morning, Miss/Mr…!
…
2. Sing a song.
Play a song—Ten little Indian boys. (出示课件) Let students follow it to sing.
3. Guess and say.
Take out a bag with some stationery in it. Let students guess the amount of them.
T: Look! I have a bag. What's in it?
Ss: Pens, pencils…
T: How many pens? Try to guess. You can guess within three times.
S1: Four.
T: Sorry.
S2: Three.
T: Sorry.
S3: Five.
T: Sorry. Six pens! (Show the six pens to students.)
T: How many pencils?
S4: …
S5: …
S6: …
T: Great! You did it!
…
Step 2: Presentation
1. Learn the English numbers from six to ten
(1)Show a picture of a birthday party on the PPT. (课件出示：生日聚会及一些礼物盒的图片)
T: It's XXX's birthday today. He / She gets many gifts. What are these gifts? Let's go and have a look.
Take out a real gift box.
T: What's this?
Ss: It's a box.
T: Yes, you are right. It's a box. What's in it? Let's have a look.
Take out a crayon from the box. And then talk with students.
T: Look! What's this?
Ss: It's a crayon.
T: Great! It's a crayon. (Take out some crayons.) One crayon, two crayons, three crayons, blue crayons, black crayons, yellow crayons… So many crayons! Let's count together. One, two, three, four, five…
Ss: One, two, three, four, five…
T: Six! S I X, /sɪks/. Follow me. (Teach the pronunciation and the writing of “six”.) Show me your fingers. Let's practice “six” from the low voice to the high voice for four times.
Use the same way to lead in the numbers from seven to ten. Then write down the words on the blackboard. Teach students how to pronounce and write the words correctly.
(2)Show the headdresses of Li Li, Tom, Kate, Lu Yao and Lucy. Lead students to use “This is…” to introduce them. At the same time, let students say hello to them one by one.
(3)Show the picture of a cake with six candles. (出示课件) Wear the headdress of Li Li.
T: I am Li Li. I'm six years old.
Use the picture to lead students to understand the meaning of this expression “…year/years old”. Then let students practice it for several times.
Choose five students to wear the five characters' headdresses. Ask them to introduce themselves by using “I'm… I'm…years old.” Then let students practice the sentence structures in pairs.
2. Read and act.
(1)Let students read after the recording. Remind them to pay attention to the pronunciation and the intonation.
(2)Let students read the sentence and the words by themselves.
(3)Let students practice the sentence and the words in groups, and then wear the headdresses to act out.
Step 3: Practice
1. Pass on the message.
Divide the whole class into five groups. Let the five groups pass on the sentences “I am six/seven/eight/nine/ten years old.” from the first student to the last student. The group which passes on the sentence most quickly and correctly will be the winner.
2. Let's do.
(1) Watch and follow.
Play the video of “Let's do” for the first time. (课件出示：教材P62 Let's do板块的视频) Let students point to the pictures in the textbook according to the recording and help them get the meanings of these sentences. Play it again, and let all the students stand up. Ask them to do as it does in the video. Then teach students how to show the numbers from six to ten with their fingers.
(2) Listen and do.
Play the recording of “Let's do”. （课件出示：教材P62 Let's do板块的音频）Let students do the actions according to the recording.
(3) Listen and point.
Disrupt the sentences of the pictures of this section on the PPT. (出示课件)
Give instructions and let students point to the right pictures.
Step 4: Consolidation & Extension
Play games.
(1) Show some numbers in our daily life on the PPT. (出示课件)
Such as phone numbers, room numbers, car numbers, school numbers and so on. Let students read aloud the numbers they see quickly.
(2) Say and compete.
Ask students to show the last four numbers of their parents' phone numbers. Then compete in groups of four. The one who can say the numbers within the shortest time will be the winner.
板书设计

作业设计
完成《核心课堂》/《一本好卷》本节课习题。
教学反思
1.活动设计符合三年级学生的年龄特点和认知水平，有效地提升了学生学习的积极性。
2.创设情境，逐步呈现新知，让学生在实际情境中感知、学习新知。
3.游戏能极大地提升学生的学习兴趣，让学生真正地体会到英语学习的乐趣。
4.TPR教学法极大地活跃了课堂气氛，让学生真正地手动、口动、全身动。
5.板书设计一目了然，重点突出，对课堂教学起到了很好的辅助作用。


The sixth period（第六课时）
Part B Start to read & Let’s check & Let’s sing
内容分析
本课是PEP小学英语三年级起点第一册Unit 6第六课时。主要掌握所学字母和有关数字的英文单词。老师将多种游戏活动巩固重难点，使学生掌握本节课知识点。
课时目标
知识与能力
·能够找出并能听、说、读、写图片中的字母
·能够整体认读单词，在单词的形和义之间建立联系
·能够独立完成该板块的练习
·能够听、说、认读所学的有关数字的英文单词
·能够听懂、跟唱歌曲，并能创编新的歌曲
过程与方法
通过不同的活动来锻炼学生的听、说、认读的能力，并再一次操练和巩固数字单词的形、义联系。
情感态度价值观
让学生边学歌曲边用手势表示听到的数字，活跃学习氛围。接着让学生自主创编新歌，培养学生的发散性思维，增强学生的综合语言运用能力。
教学重难点
教学重点
能够掌握所学字母和有关数字的英文单词。
教学难点
能够独立完成Let’s check板块的练习。
教学准备
教学课件、课文录音、视频、单词卡片等。
教学媒体选择
多媒体，录音。
教学活动
45. 歌曲
46. 游戏
教学过程
Step 1：Warm-up & Revision
1. Greetings.
T: Good morning/afternoon, boys and girls!
Ss: Good morning/afternoon, Miss/Mr…!
T: How are you?
Ss: I’m fine.
…
2. Listen and do.
Give instructions and let students do the actions with their fingers.
T: Show me one with your fingers!
Students show one with their fingers.
T: Show me three!
Students show three with their fingers.
Choose one student to give instructions. The other students do actions according to the instructions.
S1: Show me ten!
Students show ten with their fingers.
…
3. Enjoy a song—ABC song. （出示课件）
T: Let’s sing the ABC song together. Clap your hands, please!
Step 2: Presentation
1. Look and say.
(1)Magic eyes.
(课件出示：闪现活泼可爱的字母图形Uu ~ Zz)
T: Boys and girls! Please read aloud the letters quickly.
(2)Find and say.
(课件出示：教材P63 Find and say的图片)
Let students look at the picture and find out the letters. Try to find out the most letters.
T: Look！ It’s a room. We can see many things. There are many letters, too. Wow! I see a big X. (Point to the letter “X”.) What letters do you see?
Ss: I see…
Ask students to count the letters.
T: How many big U/V/W/X/Y/Z do you see? (Point to the letters and ask.)
Ss: …
T: How many small u/v/w/x/y/z do you see? (Point to the letters and ask.)
Ss: …
2. Count and match.
(1)Count from one to ten.
Let students work in groups of ten, and then count from one to ten one by one. The group that spends the least time will be the winner.
For example:
S1: One!
S2: Two!
S3: Three!
…
S10: Ten!
(2)Find, tick and match.
Show the picture of “Find, tick and match”. (课件出示:教材P63 Find, tick and match的图片) Explain the meaning of the exercise. Make a demonstration first.
T: Look at this goose. (Point to the second goose.) What number do you see?
Ss: 2.
T: Very good!
Tick the number “two” and match it to the second goose. Then let students tick and match by themselves. Check the answers together. (出示课件)
Step 3: Practice
Let’s check.
(1)Listen and tick or cross.
(课件出示：教材P64 Listen and tick or cross的图片)Ask some questions to lead them to observe the pictures.
T: What can you see in the pictures?
S1: I can see a cake.
S2: I can see some cats.
…
T: How many cakes? How many cats? Let’s listen and tick or cross.
Play the recording and let students finish the exercise. (课件出示: 教材P64 Listen and tick or cross的音频)
Show the listening material to check the answers. (课件出示：教材P64 Listen and tick or cross的听力材料及答案)
(2)Look and circle.
(课件出示：教材P64 Look and circle的图片)
Let students look at the picture and count the number of the things in the picture. Then ask them to finish the exercise by themselves.
T: Look! What do you see?
S1: I see monkeys.
S2: I see pencils.
S3: I see rulers.
…
T: Well done! Now, please count the number of them and circle the right numbers.
Step 4: Consolidation & Extension
1. Story time.
(1)Show the pictures of “Story time”. (课件出示：教材P65 Story time的图片) Let students read the story by themselves first.
T: What’s the story about?
Ss: Birthday.
T: Whose birthday?
Ss: Zoom’s birthday.
Let students read the story again.
T: How many candles can you see on the cake?
Ss: Six.
T: How old is Zoom?
Ss: He is six.
T: You are so clever! Now look at Picture 3. What do Zoom’s friends say to Zoom?
Ss: Happy birthday!
Simply introduce the western culture about birthday surprises. Ask students to talk about it.
(2)Act out the story.
T: Do you like the story? Try to read and act it out.
2. Let’s sing.
（1）Play the song—Ten little candles. (课件出示：教材P64 Let’s sing板块的歌曲) Lead students to show their fingers and sing with the video. Let them practice in groups. Invite some students to sing in the front of the classroom, and the others sing and show fingers with them.
（2）Make a new song.
Let students try to make a new song. Make a model:

板书设计

作业设计
完成《核心课堂》/《一本好卷》本节课习题。
教学反思
1.歌曲热身，使学生兴致盎然，迅速地投身于学习中。
2.设置的教学活动简单易行，符合三年级学生的年龄特征。
3.以旧带新，可以降低学生的学习难度，使学生在轻松的学习氛围中巩固旧知，学习新知。
4.板书设计条理清晰，一目了然，重点突出。


The seventh period（第七课时）
Part C Story time
内容分析
本课是PEP小学英语三年级起点第一册Unit6第七课时。本部分通过Zoom过生日的故事，体现了本单元难点词汇和部分句型，目的是通过一个较为有意义的语篇，扩大学生语言的输入以及训练学生逐步适应文本的阅读。
课时目标
知识与能力
1.学生能够理解对话大意，能够用正确的语音、语调朗读对话。
2.掌握句子I have two gifts. Let's eat the cake! I see so many candles . You are old.并能在实际情境中灵活运用。
3.能在语境中理解新词：surprise，have，gifts，eat，let's，so many，old的意思，并能正确发音。
过程与方法
操练本单元的重点句型，考察学生的听力和观察能力，通过认真听、仔细看，锻炼了学生的听力，检查学生对旧知识的理解与掌握情况。
情感态度价值观
表演故事内容，由易到难，由部分到整体。通过Zoom过生日的故事，让学生感受与好朋友一起过生日时的快乐氛围。
教学重难点
教学重点
掌握句子I have two gifts. Let's eat the cake! I see so many candles . You are old.并能在实际情境中灵活运用。
教学难点
1.能在语境中理解新词：surprise ，have，gift，let's，eat，so many ，old的意思，并能正确发音。
2.运用所学知识进行故事表演。
教学准备
单词、卡片、录音机、教学挂图。
教学媒体选择
多媒体，录音。
教学活动
1.游戏
教学过程
(一) Review
1.教师通过读单词说词义来帮助学生复习所学单词。看谁读得准确，词义记得准确。
2教师通过问How many books ?学生用所学数字来回答。帮助学生熟练掌握数字。
3.教师通过Ask and answer帮助学生复习所学句子。
教师可以和学生一人一句的练习。
T：Happy birthday!
S1：Thank you.
T：How old are you?
S2：I’m...
(二) Let’s learn
教师讲解单词的词义，并领读三遍，让上学生齐读三遍，然后检查结果。1. have含义为“有”。
2. gift含义为“礼物”。
3. surprise含义为“惊奇”。
4.let's表示让我们做...
5.eat含义为“吃”。
6.so many含义为“如此多”。
7.old含义为“年老的”。
(三) Story time
Now it's time for the story. Let's listen to the story to g教用多媒体课件播放Story time部分的画面，学生在欣赏中体会画面的意思，并试图说出画面中所包含的意思。然后教师分段展示画面，板书并教读单词gift及句子Surprise! I see so many candles. You are在教单词gifts时， 教师引导学生一边出示自己所带的礼品一边说单词；在教surprise!时， 教师引导学生一边做出夸张的动作一边说句子。最后学生齐读单词和句子。
(四)Let’s learn.
教师讲解并领读句子。
1.l have two gift我有两个礼物。
2. Surprise!惊奇!
3.Let's eat the cake.上我们吃蛋糕吧!
Let's表示让我们做...
4.I see so many candles.我看见如此多的蜡烛。
5. You are old你太老了!
(五) Role play
分小组进行对话练习。
l have two gifts!
Shh! There 's Zoom!
Surprise!
Happy birthday!
Thank you .Let's eat the cake!
1，2，3...l see so many candles. You are old!
(六)教师组织学生复述故事和拓展表演。

板书设计
Part C Story time
I have two gifts.
Let's eat the cake!
I see so many candles.
You are old.
作业设计
完成《核心课堂》/《一本好卷》本节课习题。
教学反思
1.本节课利用图片、视频、音频、多种资源帮助学生学习Story time中的英语小故事。
2.本节课利用角色扮演、你问我答等多种游戏活动强化了学生对句型的掌握。
Recycle 1
七、 教材分析
本单元是复习巩固单元，以巩固和操练1~3单元的核心句型和词汇为主。运用情境教学，将所学句型和词汇串联起来，让学生在创设的真实情景中复习1~3单元的核心知识。本单元的内容由三部分组成，第一部分提供的是一个阅读任务，通过一个幽默故事，帮助学生综合复习1~3单元的核心句型；第二部分通过听、画、读的活动以及梯子和蛇的游戏帮助学生复习1~3单元所学字母、词汇和句型；第三部分重点复习所学字母和语音。
二、学情分析
三年级新生作为英语的初学者，对英语充满好奇的同时又很陌生，学生的年龄段多处于8-10岁，对新事物的兴趣大于困惑，学生思维活跃，善于表达自己，乐于与同学交流，渴望得到老师和同学的表扬和赞许。绝大多数学生对英语的学习有着浓厚的兴趣，但认知发展尚未成熟，注意力分散、好动。鉴于这样的学情，教师要抓住以培养兴趣为重点，通过展示单词卡片，播放与教学内容相关的动画片，课堂小游戏等方式，激发他们对英语的兴趣和增强开口说英语的勇气，进而培养他们的英语语感，提高学生对英语学习的热情。
三、教学目标
1 知识与能力
（1）能听懂、会说句型“Hello!/Hi!”“Morning./Good morning./Good afternoon.”（2）“—How are you?—I'm fine.” “Bye.” “—What's your name? —My name is…/I'm…”“This is…”“—Nice to meet you. —Nice to meet you, too.”
（3）文具： ruler, eraser, pencil, crayon, bag, pen, pencil box, book
（4）颜色： red, yellow, green, blue, black, brown, white, orange
（5）身体部位： face, ear, eye, nose, mouth, arm, hand, head, body, leg, foot
（6）字母Aa-Ii及其在单词中的发音

能力目标：
（1）学生能在实际情景中灵活运用语言进行问候和交友
（2）巩固复习1~3单元有关文具、身体部位和颜色的词汇
（3）巩固复习1~3单元所学的字母，并能说出它们对应的发音
2 情感态度价值观
（1）建立友好的朋友关系，懂礼貌，讲文明
（2）注意单词音、义、形之间的联系，整体学习单词
四、课时安排
第一课时：Read aloud & Listen and colour & Look and tick(√)
第二课时：Go up the ladders. Go down the snakes & Match, write and read aloud & Sing a song


The first period(第一课时)
Read aloud & Listen and colour & Look and tick (√)
内容分析
本课是PEP小学英语三年级起点第一册复习巩固单元第一课时，以巩固和操练1~3单元的核心句型和词汇为主。运用情境教学，将所学句型和词汇串联起来，让学生在创设的真实情景中复习1~3单元的核心知识。
课时目标
知识与能力
·复习巩固1~3单元所学的词汇和句型
·能够在理解故事的基础上表演故事
·复习有关颜色和身体部位的单词
·能够独立完成听力练习
过程与方法
通过游戏活动，复习有关颜色和身体的单词及问候的句型，增强学生学习的趣味性，增加学生的语言输出，为后面的听音练习做好铺垫。
情感态度价值观
通过配音和角色扮演，锻炼学生的口语能力。建立友好的朋友关系，懂礼貌，讲文明.
教学重难点
教学重点
复习巩固1~3单元所学的词汇和句型。
教学难点
能够熟练运用1~3单元的核心句型在所创设的真实情境中自然得体地进行会话。
教学准备
教学课件、课文录音、视频、人物头饰等。
教学媒体选择
多媒体，录音。
教学活动
47. 录音
48. 听力
49. 角色扮演
教学过程
Step 1: Warm-up & Revision
1. Greetings.
2. Sing a song—Colour Song.（出示课件）
Students sing the song together.
3. Let’s do.
T: Hey, boys and girls. Let’s play the game “I say, you do”. Ready? Go! Close your eyes! Open your mouth! Touch your head! Wave your arms! … OK. Once again. This time you should do it faster. Stamp your foot! …
Step 2: Presentation
1. Look and say.
Show the main scene of Units 1~3. (课件出示：Units 1~3的主情景图) Let students make dialogues according to the pictures.

2. Learn the story.
(1)Show the pictures of “Read aloud”. (课件出示:教材P32 Read aloud的图片) Lead students to look at the five pictures and predict the main idea of the story.
T: We have so many friends. Look! Who are they?
(2) Play the cartoon for the first time. (课件出示：教材P32 Read aloud的视频) Help students understand the phrases “white hands, brown arms” by Picture 3 and get the main idea of the story.
T: (Point to Picture 3.) Look at Zoom/Zip. What is he/she saying?
Ss: …
T: Is this Zoom?/Is this Zip?
Ss: No. This is Mike./This is John.
Help students get more details to understand the story better.
3. Read and act.
(1)Play the cartoon again. Ask students to read after the recording. Let students practice the story and do a dubbing show.
(2)Let students wear the headdresses to act out the story.
Step 3: Post-learning
1. Play the game—Whack-a-mole.
Play the game to review the words about colours with students. (出示课件)
2. Play the game—Pass the ball.
Let students choose the cartoon characters they like and prepare the hand-made headdresses, then play the game.
T: Let’s make some new friends. Listen to the music. When it stops, the one who gets the ball will act for us! Who is the lucky one?
Make a model:
Ss: Good morning! Good morning! Who are you?
S1: I’m/My name is XXX.
Ss: Hello! Hello! Nice to meet you!
S1: Hello! Hello! Nice to meet you, too!
(游戏说明:教师让学生提前准备好自己想扮演的角色的头饰，可以是课本上的人物，也可以是学生喜爱的卡通人物。教师放音乐传球，当音乐一停，谁拿到小球就带上自制的头饰向同学们介绍自己并打招呼。)
Step 4: Consolidation & Extension
1. Look and sing.
Show the picture on page 33 on the PPT. (出示课件) Lead students to say the colours in order. Then sing the adapted song—Colour Song.
T: Look at this beautiful picture. What colours can you see?
Ss: …
T: Great! Let’s sing the new Colour Song.

2. Listen and colour.
Let students look at the picture carefully.
T: What are they doing? They are enjoying the party! Now, please help the kids to make them more beautiful. Play the recording. (课件出示：教材P33 Listen and colour的音频) Let students pay attention to the key information “Miss, Mr, green, blue, red” and colour the picture. Show the listening material. (课件出示：教材P33 Listen and colour的听力材料) Check the answers.
3. Look and tick.
Let students look at the picture on page 33 carefully and tick what they see. Check the answers on the PPT. (课件出示：教材P33 Look and tick的答案)
板书设计

作业设计
完成《核心课堂》/《一本好卷》本节课习题。
教学反思
1. 注重对学生的引导，将课堂的主动权更多地留给学生，体现了以学生为本的教学理念。
2. 让学生自主扮演自己喜欢的卡通人物，注重对学生创新能力和发散性思维的培养。
3. 角色扮演、打地鼠游戏、看图说话和自编歌曲等多种形式充分调动了学生的学习积极性，使学生在不知不觉中完成复习任务，达到了较好的教学效果。
The second period(第二课时)
Go up the ladders. Go down the snakes &Match, write and read aloud & Sing a song
内容分析
本课是PEP小学英语三年级起点第一册复习巩固单元第二课时。通过听、画、读的活动、梯子和蛇的游戏帮助学生复习1~3单元所学字母、词汇和句型以及重点复习所学字母和语音。
课时目标
知识与能力
·能够准确、快速地认读前三个单元的词汇
· 能够在真实的语境中灵活运用重点句型“Hello! Hi!”“This is…”“—How are you?—I'm fine.”“—Nice to meet you. —Nice to meet you, too.”“Goodbye!/Bye.”
·能够辨认字母的大小写形式并能掌握其正确的书写格式
·能够理解、跟唱歌曲，并能创编新歌曲
过程与方法
通过活动和游戏，复习有关文具、颜色、身体部位的单词以及前三个单元所学的句型和字母，帮助学生在真实的语境中灵活运用所学语言。
情感态度价值观
通过游戏，让学生在游戏和竞争中复习单词。加深学生对单词的记忆，同时培养学生的竞争意识，调动学生学习的积极性，同时培养其合作竞争意识。
教学重难点
教学重点
1. 复习巩固有关文具、颜色、身体部位的单词，要求能够听、说、认读。
2. 能够在情景中恰当运用重点句型问候他人和做自我介绍。
教学难点
能够辨认字母的大小写形式并能掌握其正确的书写格式。
教学准备
教学课件、课文录音、视频、书包、单词卡片、文具等。
教学媒体选择
多媒体，录音。
教学活动
50. 游戏
51. 歌曲
教学过程
Step 1: Warm-up & Revision
1. Greetings.
2. Sing a song—Head and shoulders, knees and toes. (出示课件)
3. Revision
T: I have a ruler!
Ss: (Show the rulers.) Me too!
T: I have a pen!
Ss: (Show the pens.) Me too!
…
T: You're great! Now, Let's chant together.

Step 2: Presentation
1. Play a game—Brainstorm.
Let students try to say more words or letters according to the category prompt.
2. Play a game—Whisper.
Divide students into several groups. Let them pass on different sentences in a low voice. Students pass on the sentences one by one in groups. Ask the last student to share it with the class. Reward the fastest group.

3. Let's guess.
Show a schoolbag to students. There are some word cards of the body parts, some stationery and some books in it. Let students guess the things and their colours.
T: What's in my bag? What's this? What colour is it?
4. Go up the ladders. Go down the snakes.
Ask students to work in pairs and play the game “Go up the ladders. Go down the snakes.”
Lead students to say the words or the sentences according to the pictures.
（游戏说明：学生两人一组掷骰子，每人每次掷一次，完成看图说话活动，答错的学生停掷一次。遇到梯子直接晋级到梯子顶端的格子内，完成相应活动；遇到蛇则后退到蛇尾所在的格子，完成相应活动。看到实物图片时说单词，说出完整句子更好；看到情景图片时说句子，答案开放，适合该场景的句子均算通关；看到字母时根据图片要求完成说或写的活动。谁能最快到达终点就是赢家。）
Step 3: Practice
1. Draw a letter house.
Show the picture on page 6 on the PPT. (课件出示:教材P6 Let's find out板块的图片)
T: Look! There are so many hidden letters. Can you draw your own letter house? Let students draw their own letter houses and show them to the class to find the hidden letters together.
2. Match, write and read aloud.
Let students look at the pictures and the letters on page 35 carefully. (出示课件) Lead students to match the capital letters to the lowercase letters. Then let them write these letters in their books according to the correct stroke order and writing form. Ask students to read the letters together.
Step 4: Consolidation & Extension
Sing a song.
(1)Play the cartoon of the song for the first time. （课件出示：教材P35 Sing a song的视频） Help students get the meaning of it.
T: Who are they? What are they doing?
Ss: …
(2)Play the cartoon again. (出示课件) Lead students to learn to sing the song and clap their hands after the recording. Let them practice the song in groups. Then ask them to show it to the class.
(3)Create your own songs.
Encourage students to create their own songs.

T: Now, please create your own songs.
板书设计

作业设计
完成《核心课堂》/《一本好卷》本节课习题。
教学反思
1活动设计环环相扣、层层递进，由单词到句型，进行了较全面的复习。
2实施单元整体教学，把握单元教学目标的整体性，挖掘单元教学内容的整体性，设计单元教学过程的整体性，充分体现新课程的教学理念。
3不拘泥于教材文本内容，鼓励学生结合所学知识进行创作，注重培养学生的创新精神。