The latest English teaching plan for grade three.

What are the English teaching plans for Grade Three? English has developed 1400 years. The earliest form of English is a group of West Germanic dialects brought to Britain by Anglo-Saxon immigrants in the 5th century A.D., collectively known as Old English. The following are the latest seven English teaching plans for Grade Three brought by Bian Xiao. I hope you like them!

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# Latest English Teaching Plan for Grade Three (1)#

Learning objective: 1. Master the six words in this lesson.

2. Learn to ask other people's names and introduce them.

3. Be able to understand conversations about talking about other people's names and communicate freely.

Learning focus: ask others' names and introduce others' names.

First, autonomous learning (teacher's message: Knowledgeispower. )

Task 1: Read and write the six words in this lesson skillfully.

1. Self-abuse, recite the words in this lesson.

2. Groups check each other's word reading and writing.

3. Write and show the following English words according to Chinese.

Learning task 2: Use sentence patterns: What's her/her name?

His/her name ... Free communication.

1. Work in groups, understand and read the following phrases, and write the Chinese meaning.

My name ()

His name () Her name ()

2. Personally understand the following dialogue and practice in cooperation.

A: Hello! What's your name?

My name is Gina.

A: Hello.

B: You too.

What's her name?

Her name is Jenny.

3. Practice your dialogue in groups.

The two opposing groups have a contest to show their dialogue.

Study Task 3: Listen, listen and complete 2a and 2b.

1. Look at the pictures, understand the four pictures and think about whether the people in the pictures are talking about others or each other.

2. Listen and number the four pictures.

3. Read the names in 2b in groups.

4. Listen and complete 2b.

Second, cooperative construction (teacher's message: Manyhandsmakelightwork. )

Discuss how to express the following two sentences in English.

1. His name is Bob.

2. Her name is Jenny.

Third, the system summary (teacher's message: Nomancandotwothingsatonce. )

Complete the following questions and answers according to the prompts.

______________

What is the name of _ _ _ _ _? _ _ _ _ _ _ Yes ....

_______________

Fourth, diagnostic assessment.

Write the following phrases.

(1) My clock (2) Your question

His name, her answer

2. Complete the word according to the meaning of the sentence and the first letter.

(1) _ _ _ _ _ _ Is that your name?

(2) Nice Tom _ _ _ _ _ _ you.

(3) Hisa _ _ _ _ _ _ _ Good.

(4)L______！ His clock is very beautiful (beautiful)

Third, choose

1._ _ _ _ _, what's his name? His name is JohnGreen.

A.HiB.OhC.SorryD.OK

2.Sheisagirl (girl). What is the name of _ _ _?

She is his.

Five, after-school reflection (teacher's message: Neverdothingsbyhalves)

# Latest English Teaching Plan for Grade Three (Part Two) #

Language goal:

Talk about what people are doing.

Teaching objectives:

Current progress (structural formula: Be+V-ing)

Key points:

What is she doing?

-He's reading.

Difficulties:

The usage of the present continuous tense and the formation of the verb V-V-ing.

Teaching methods:

From shallow to deep, set up scenes, dialogues and performances, and teach new sentence patterns.

Teaching AIDS:

Teaching pictures, teaching CDs, VCD players, tape recorders.

Teaching procedures:

Step 1. warm up

A. Customs report

Teacher: How are you, children?

Ss: Fine, thanks.

Teacher: OK, who is the protagonist today?

(studentwhoisondutystartstomakeadutyreport)

B. Asquin Das

The teacher asked some questions on the blackboard. )

When do you usually go to school?

S 1:……

When does your father watch TV in the evening?

S2:……

Do you do your homework at night?

S3:……

T: When do you play football?

S4:……

T: When do you usually have dinner?

S5:……

Teachers should encourage students to answer questions. )

The teacher asked the students to read these five words continuously.

Step two. Briefing session; exhibition

Match words and activities.

Ask studentstoturntopage83 and lookatthepitices in1a.

Then, the teacher asked questions:

What is she doing? (Photo 1)

-He's on the phone.

(help thestudentsanswertheQuestionwithbodylanguage. )

Askandanswerjustlikethat and complete1a. Doing homework, watching TV, cleaning, eating and reading. )

thess readthesev-ingwords saftertheteacher。

B.Playthevideo

Tomakethesclear what they are learning. Teacher Gong's sword.

(writedownthetitleofunit 14I ' mwatchingtvontheblackboardandskthestoreadit。 )

C.TeachthePresentProgressive。

1. Introduction

tellthesswatthepresentprogressives。 (The present continuous tense indicates the action that is going on or happening now, and the expression form is Beverbs+v-ing-that is, its structural formula. )

Step 2 tell the difference

Write what you want to see, see, do and play on the blackboard. Ask stohavealook to find out the difference between them. For example: goandgoing, watchandwatching, doanddoing, etc. Then, ask asktheSstoreadthemagain.

3.Listentothetape

LettheSsgetreadytolistentothetape(paperandball-point pen)。

Check answer: 24 1

4. Activities

The teacher said, "What are you doing?" "I'm cleaning the room."

(Theotheractions:lookatsomeone，cleanthewindow)

Write three sentences on the blackboard and underline the important words:

nWhatamIdoing？

I'm not sad.

nWhatamIdoing？

you look at me in the face

nWhatamIdoing？

Ni Mike lines Windo.

5. Work in pairs.

Askandswerquestions about what people are doing.

What is she doing?

He is reading a book.

Scan practice gives different sentences on the blackboard.

6. Guessing game

the teacher prepare severlpiecesofpaperandherearedifferentactionsonit . askapairofstoactitout .(eaccpairofschoosetwpiecesofpaperandact .)

(TheSsmustliketodoit，sotheteachercanaskmanypairstodothisgameand，thesscanbefamiliar with thepresentprogressivestepbystep。 They can play in class, which is the most important thing. )

7. Self-assessment.

The teacher prepared some listening exercises, then played the tape and asked them to finish the exercises at once. Then, check the answers to see if they have learned the current progress.

8. Do more exercise

The teacher did some exercises and asked some questions.

& lt 1 & gt； -What's Slim doing?

-He _ _ _ _ _ _ _ _ _. (reading)

& lt2>- What is he doing?

-She _ _ _ _ _ _ _ _ _. (write)

& lt3>- What are they doing?

-They _ _ _ _ _ _ _ _ _. (Playing football)

& lt4>- What are you doing?

-They _ _ _ _ _ _ _ _ _. (having dinner)

& lt5> What is Jenny doing?

-She _ _ _ _ _ _ _ _ _ _. (running)

In fact, the students didn't finish the exercises, so they can finish them after class.

Step three. homework

1. Finish the exercises in the class.

2 . makeaconversationandactitoutwithforpartner。

Step four. end

Students, you did a good job today! Thank you for listening. Bye.

# Latest English Teaching Plan for Grade Three (Part III) #

I. teaching material analysis

(A) the status and role of teaching materials

This lesson is Unit 8 of the first volume of Grade 8 of New Target English. The textbook is Howwasyourschooltrip? As a central topic, learn and use the general question didyougo/see/buy around the description of "what happened in the past"? Did we ... Ask about the past and let students learn to talk about and share the past. The teaching content of this course is closely related to students' real life, which is easy to cause students to communicate and communicate in simple English. In learning activities, students can exchange descriptions and views on what happened in the past, promote emotional exchanges between students and between teachers and students, and enhance friendship. The main learning contents of SectionA are: reviewing the rules and irregular changes of general past tense and verbs, and learning two general interrogative sentences of general past tense: Didyou…? Did we ... There are many tasks of listening, speaking, reading and writing in the textbook. I will use these activities flexibly and change or integrate some of them. For example, the Pairwork activities of 1c, 2c and 3c are similar in content, so I will integrate 2c and 3c into an interview task.

(B) Teaching objectives

According to the specific description of the general objective in English Curriculum Standards and the textbook of Unit 8, I have divided the teaching objectives of this unit into five aspects: language knowledge, language skills, learning strategies, emotional attitudes and cultural awareness:

1, knowledge goal: words: learn to master the vocabulary of aquarium, gift shop, seal, shark, Hangout, etc.

Function: Describe what happened in the past.

Language structure: the general past tense of regular verbs and irregular verbs

General interrogative sentences in the simple past tense

Sentence pattern: Didyougotothezoo? Yes, I do. No I don't. I want to go to the aquarium. Is it really sealed? Yes, there is. No, there is no tanysharks.Isawsomesharps/Iwenttotheaquarium..

2. Language skills: Listening: Being able to recognize the intonation of different sentence patterns and judge the change of sentence meaning according to the change of intonation; Be able to understand the problems in the learning activities in this class and make more appropriate answers.

Say: You can have simple communication in the task-based activities of this class, such as games, surveys, story solitaire and so on.

Reading: be able to read the dialogues and sentence patterns in this unit correctly; You can consult reference books to prepare for completing the task.

Writing: Can write the words and sentence patterns learned in this lesson, and can write past activities and feelings in simple sentences.

3. Learning strategy: Seize the opportunity to communicate in English, pay attention to the expression of meaning in communication, and borrow it if necessary.

Auxiliary posture and expression.

Take an active part in learning activities and be good at cooperating with others.

4. Emotional goal: By describing what you have done in the past and expressing your own views, let students learn to respect and understand others in interpersonal communication, learn to exchange different views, understand other people's preferences and enhance friendship.

5. Cultural awareness: expressing praise or one's own views in an appropriate way; Understand the extracurricular life of primary and secondary school students in Britain and America, and cultivate world consciousness.

# Latest English Teaching Plan for Grade Three (Part IV) #

Teaching objectives

I. Knowledge and skills

1. master the sentence pattern:-where diddyougoonvacation? I want to go to the mountains. Are you with anyone? Yes, I am. /No, I didn't.

2. Master the phrases in this lesson: stay at home, Winton Work City, Winton Sommerkamp, Winton North Mountain, Winton North Beach, visit museums, visit museums.

Second, the process and methods

For example, who went to the movies last Saturday? Introduce the past tense god of the verb go, and then introduce the general past tense. Practice in a large area, ask questions and solve problems with students, and improve students' initiative with multimedia.

Third, feelings, attitudes and values.

Learn to exchange information in simple past tense, cultivate students' awareness of environmental protection and love nature.

Teaching focus

Master this sentence pattern:-where is the-where did you goonwavacation? I want to go to the mountain/new york/beach/summer camp. Are you with anyone? Yes, I am. /No, I didn't.

Teaching difficulties

Master the activities of talking about holidays in past tense.

Teaching method navigation

Learn to speak and express your wishes by looking at pictures, watching videos, listening to tapes, asking questions and discussing.

Learning navigation

Through watching, listening and speaking, and in the form of group cooperation, actively explore knowledge and exercise autonomous learning ability.

Teaching preparation

Pictures, multimedia.

teaching process

send one's regards to

Welcome students.

Step 2 Import

askquestionsaboutwhatsusendlast Saturday。

Who went to the movies last Saturday? pointtoonestuentwhoraiseshisorherhand . Sara went to movies last Saturday . repeat . write this sentence on the board

Underlinethewordwent。

(2) Question: Who visited Africa last Saturday? pointtoonestuentwhoraiseshisorherhand。 CarlosvisitedAfriendlast Saturday. repeat. write this sentence on the board. underline the word "visited".

pointtowordswentandvisitedinthesentences on the board。 Say: We use these words to sum up what happened in the past. Write these on the blackboard: go–went, visit-visit. Q: canyuppointoutthewordsthattalkabutthe past?

This activity introduces the key words and vocabulary.

Step 3 practice

1.focusattentenonthepicture. Q: Whatcanyousee? Say: Each picture shows something. Name each activity and ask the students to repeat it: going to the mountain, going to new york, going to summer camp, going to the museum.

2 . pointtothenumberedlist of activities . sayeachoneagainstandskthestudentstorepeat。

3. Now, please use one of the pictures. Say: writeeletrofacipturenexttothenameofteactivity. pointtothesamplianswer

4. Check the answers.

listen attentively to

1. Point to pictureonthescreen. Say, lookatPictureA, where's WheredidTinagoonvacation? Yes, she went to the mountains.

Question: What is thepersondoineachscene? Say: thereethereconversion. playtherecordingthefirstime

2.thepeopletalkaboutwhateddonvacation . listentotherecordingandwritenumberofthenamesightboxesinthepicture . pleaswriteonly 5 numbers . point out the sa mpleanswernextto pictureshowingwenttothe mountain . playtherecordingsecond time

3. Correct the answer.

Step 5 work

Pointouttheexampleconversation。 ask two studentstoreadthedialoguetotheclass . say the dialogueinthepicturewith student，Doasecondexampletotheclass。 Then say: Now talk with your partner about the characters in the picture. As you said, movearoundclassroomonitoringthirwork. offerlanguage or ronctionsupported.

listen attentively to

1.2a。 Question: Where do people spend their holidays? Then ask the students to listen carefully and fill in the chart. Play according to the prompts and check the answers.

2. Look at the form carefully and ask: Did people do the following things? Then ask questions

Listen carefully and check the answers. Students check the answers, and then check the answers together.

Cosplay

Lookattheformagaincially andmakerole and makerole-play conversation samongrace, kevinadjulie. askonor two groups show conversationfirst and Tenggetthestudentstopractical groups.

# Latest English Teaching Plan for Grade Three (Chapter 5) #

Unit goal

I. Knowledge and skills

1. new york, Central Park, exam, rain, delicious, expensive, cheap, crowded, flying, kite, back, feeling, small, corner, discussion, etc.

2. Sentence pattern: Wheredidyougoonvacation? Iwenttosummercamp。 DidshegotoCentralPark？ Yes, she did. No, she didn't.

3. Grammar: special questions, general questions and affirmative and negative answers in the past tense.

4. Ability goal: be able to talk about what happened during the holiday in the simple past tense skillfully.

Second, the process and methods

Flexible use of teaching materials, starting from the actual level and language ability of the students taught, adjust and select the teaching content, reasonably arrange the class hours of this unit, and design the teaching content of each class hour.

Third, feelings, attitudes and values.

1. By describing what happened during the holiday, we can enhance the understanding and affection between students.

2. Appreciate the beautiful scenery through pictures and videos, cultivate the thoughts and feelings of loving the great rivers and mountains of the motherland, and improve students' awareness of environmental protection.

3. Know your own ability and cultivate your own sentiment.

4. Cultivate students' interest in English.

Teaching method navigation

1. Take task-based teaching as the classroom teaching concept, and use holistic language teaching method, situational teaching method and communicative teaching method.

2. Create practical task-based teaching activities in teaching and highlight communication.

3. Teacher-oriented, student-oriented, task-based and practice-oriented.

4. Strategies to stimulate interest, create an atmosphere of situational adjustment, and stimulate students' interest.

Learning navigation

Read more, think more, cooperate in groups, explore, learn and communicate.

Class rule

1 level: 1a-2c section

Lesson 2: Section 2d-3c

Lesson 3: Section B 1a-2c

Lesson 4: Part B2d-Self-check

# Latest English Teaching Plan for Grade Three (Chapter 6) #

First, the teaching objectives:

1. Language knowledge goal:

1) can master the following words:

Guitar, singing, swimming, dancing, chess, playing chess, drawing, speaking, speaking English, joining, club.

Can master the following sentence patterns:

①—canyuplaytheguitar？ Yes, I can. No, I can't.

②—whatscanyudo？ —Icandance。

③—Whatclubdoyouwanttojoin？ —Iwanttojointhechessclub。

2) be able to understand the following grammar: the usage of modal verb can

The usage of wanttodosth.

2. Emotions, attitudes and values:

Cultivate students' group consciousness.

Second, the difficulties in teaching

1. Teaching focus:

1) Learn to ask and talk about each other's abilities and specialties; 2)

2. Teaching difficulties:

The formation and use of modal verb can.

Third, the teaching process

I. Lead-in line

1.:Icanplaythe

Guitar. ..... and so on; Then point to the picture and say: He /ShecanPlaytheViolin. CanyouPlaytheGuitar？ ... and guide students to make simple answers.

Then check the answers with the class.

Ii. briefing session; exhibition

He/she dances/swims/sings//... etc. And learn verb phrases to express activities. Iii. games (WhatcanIdo? )

T:Tellyourpartnerswhatyoucando。 For example:

icanplaytheguitar . icansinganddance。

ⅳ. Listening

1.t: Come now.

Play the teaching part of lb1b.

Service. )

V. Pairing activities

(lc oral communication part of the teaching task, learn to use can to ask questions and express. ) ⅵ. Listen

Ability and writing ability, complete the teaching task of part 2b.

Check the answer with the answer.

VII. Pairing activities

1 . look at 2 band talk about whthepeoplecandthesubstheywantto join。

Teachers can make an example of dialogue with an excellent student, so that students can understand how to ask and answer questions, such as:

T:WhatclubdoesLisawanttojoin？

s 1:Shewantstojointhechessclub。

T: Can Xue play chess?

No, she can't.

2.ssworkinpairstoppracticeaskingandwarabortlisa，BobandMary。

3 . asksomepairstoactouttheconversations。

ⅷ. Role-playing

1.asksstolookatthepicturein2d. Then read the dialog box bythemes selves and try to find the answer.

These questions.

①WhatclubdoesBobjoin？

②WhatclubdoesJanejoin？

SsreadtheConversationBythemeselves and find the answer to the question. Then check the answer:

①bobjointhesoccerclub。 ②janejointheenglishandartclub。

2. Explain something you can't understand.

3 . letssreadafterheteachertorplaytherecordingandlets sreadaftertherecording。

4 . ssworkinpairstoactouttheconversation。

The best.

Homework:

1 . rememberthenewordsandexpressionafterclass。

2. Write the English name Sasmanyasposibleinheexercissesbook.

# Latest English Teaching Plan for Grade Three (Chapter 7) #

I. Language knowledge and skills

1. Spell words according to pronunciation rules and phonetic symbols.

2. Understand and understand the basic meaning of words, grammatical items, basic structure of language forms and common ideographic functions;

3. Be able to understand conversations in daily communication situations, for example, be able to understand continuous instructions and complete tasks accordingly; Can lead to the topic, there are several rounds of dialogue;

4. Be able to understand paragraphs and simple stories that are close to normal speech speed and familiar with the topic, and obtain relevant information;

5. Be able to use ... vocabulary and ... language to talk about familiar topics; Can describe people, things, events, behaviors, characteristics, etc. By using ... words and ... language forms and/or given hints, and expressing simple opinions;

6. Be able to perform simple role performances under the guidance of teachers;

7. Be able to read the text coherently and smoothly; Be able to find out the relevant information from simple stories and short articles, and grasp the general idea; Guess the meaning of new words according to the context;

8. Read at least 200 words after class every day.

9. Be able to use ... vocabulary and ... language form and reference examples (article structure) to write simple paragraphs, including drafting and revision.

Second, cultural awareness.

10. Understand the cultural factors of language and pragmatics and experience cross-cultural communication.

Third, learning strategies.

1 1-( 1) Use pronunciation rules and phonetic symbols to spell words, use context and nonverbal information to understand words, associate and learn words, word formation, etc.

1 1-(2) Use situations to understand grammatical structures and ideographic functions, and discover language rules.

1 1-(3) Review and summarize what you have learned.

1 1-(4) Use prediction, intonation, stress and interrogative sentences to obtain listening information.

1 1-(5) Extracurricular activities use body language to communicate in English.

1 1-(6) Use prediction, skip reading, search reading and detail reading to obtain article information.

1 1-(7) imitate writing, prepare materials, draft writing and revise.

1 1-(8) Define objectives and make plans.

1 1-(9) Understanding and cross-cultural communication (correct use).

Fourth, emotional attitude.

12. I am willing to participate in English activities, dare to express myself in English, actively cooperate with others and experience my own learning effect.

Prepare for teaching

Important and difficult

content

Specific knowledge, skills and cultural objectives of curriculum standards

Important and difficult contents of knowledge, skills and cultural awareness

Selection of specific strategic objectives of curriculum standards

Section a

Section b

Target 1

During reading and writing, you can spell words according to pronunciation rules and phonetic symbols.

1 1-( 1)

1 1-(2)

1 1-(3)

Goal 2

My sister, my parents, your parents, have a nice day, my grandparents.

Language form:

1. This/that is ...

2.These/Thoseare ...

3. Who is she/he? She/he ...

4. Who are they? they are ...

Yes, it's an abbreviated form

The usage of nominative pronouns I, he, she and them.

Plural noun

The demonstrative pronoun this/that and the transformation of these/those from simple form to plural form

(See grammarfocus for details)

Genealogy, those girls, boys, two photos of my family, the first one, the second one, these two girls, in my home.

Language form:

1. is the same as the previous language form.

2.Hereis/are…

3. Are these ...? Yes, they are. No, they aren't.

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