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英語(yǔ)課本38頁(yè)
英語(yǔ)書38頁(yè)怎么讀
人教版英語(yǔ)第38頁(yè)
三年級(jí)英語(yǔ)書38頁(yè)的漢語(yǔ)
三年級(jí)英語(yǔ)38頁(yè)跟讀

英語(yǔ)課本38頁(yè)

三年級(jí)配判上冊(cè)灶祥英語(yǔ)38頁(yè)怎么讀 - 百度知道

1個(gè)回答回答時(shí)間：2022年11月21日

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英語(yǔ)書38頁(yè)怎么讀

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人教版英語(yǔ)第38頁(yè)

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Module 1

The general aims of module one:

Language points:

(1) the new words: chopsticks, a knife and fork, use, easy, hard and mess

(2) the basic sentence pattern and the students could make dialogues according to the sentence patterns：Do you want…

Do you use…

(3) the new words: hamburgers, chips, fast food

(4) The basic structure of processing tense

Attitude aims:

The students could make differences in food culture between the western countries and China.

Teaching important points:

(1) Do you use chopsticks in …?

Do you use a knife and fork in …?

(2) The processing tense

Teaching difficult points:

(1) The pronunciation of some new words. For example, chopsticks

(2) The changes of “be”

Activity for module one:

In module one, the topic is mainly about the different customs in China and western countries. Before the class, I require the students to prepare the pictures of food. In the process of teaching, I begin the class with talking about the differences in food and then some other topics are related. With the help of pictures, the students talk about the differences in group. Several minutes later, one group is given two minutes to show the results of discussion. Then the teacher takes out the chopsticks and fork and knife. The students can also talk about the other aspects. This activity class is designed in the form of dicussion. The students could speak freely according to their own vocabularies.

Unit 1 Do you use chopsticks in England?

Teaching aims：

(1)Make students remember the new words:

Chopsticks, a knife and fork, use, easy, hard and mess

(2) Mastering the basic sentence pattern and the students could make dialogues according to the sentence patterns.

Do you want…

Do you use…

Attitude aims:

The students could make differences in food culture between the western countries and China.

Teaching important points:

Do you use chopsticks in …?

Do you use a knife and fork in …?

Teaching difficult point:

The pronunciation of some new words. For example, chopsticks

Preparation:

Word card, CD-ROM

Teaching process:

Warming up part:

The teacher shows many pictures about food.(noodles,rice, hamburgers,cakes and so on). Firstly, the teacher leads the students to get familiar with these food names and then on this basis the teacher can ask them to practice the sentence pattern.

Do you like noodles? Yes, I do.\ No, I don’t.

Do you want …? Yes, I do.\No,I don’t.

Step two: presentation and practice

The teacher makes use of the picture “noodles” and a new word “chopsticks” can be leaded out.

T: I like noodles. I eat noodles with chopsticks.

The teacher takes out the real chopsticks and then says the new word. At the same time, the teacher shows the picture of chopsticks.

An activity can be made here. The title of the activity is saying words as quickly. The pronunciation of new word is a difficult point. So the teacher should ask students to practice more.

Step three:

The new word “use” can be leaded out in the process of communication.

T: Can you use chopsticks?

The word card of use should be shown.

We use chopsticks in China. And the teacher writes the sentence on the blackboard.

We use chopsticks.

Do you use chopsticks?Yes, we do. No, we don’t.

Ask and answer in pairs.

The teacher inquires the students if the English people use

Chopsticks and a knife and fork will be leaded out.

T: We use chopsticks in China. Do the English people use chopsticks?

S: No, they don’t.

English people use a knife and fork.

Do you use chopsticks / a knife and fork? Yes, I do. No, I don’t.

Step four:

(1)Presentation of the text.

Amy and Daming are in the park. They want to eat noodles. Watch the CD-ROM, then answer the questions: “Does Amy use chopsticks in England?”

The students look at the CO-ROM and then answer questions.

Now Amy is using chopsticks. Watch again, then answer the next question: Are the chopsticks “easy” or “hard” for her?

easy – hard

Chopsticks are hard for Amy.

A knife and fork are easy for her.Some other oposite words are shown here.

big-small

long-short

fat-thin

hot-cold

white-black

easy-hard

Listen again, then answer:

Are the chopsticks “easy” or “hard” for English people?

T: If I say “big”. You should say “small”. Please say the words as quickly as you can.

Chopsticks are hard for English people. So Amy make the mess.

?mess /e/

Then the students read the passage again.

Find the sentences, “ Do you …?”. Then circle them.

Practice:

(1)In China, we use __________. In England, people use ________.

Chopsticks are ________ for Chinese people. They are _______ for English people.

Chant:

Do you use chopsticks? Yes I do. Yes, I do.

We use chopsticks in China.

They’re easy for us.

Do you use ___________? Yes I do. Yes, I do.

We use ________ in England.

They’re easy for us.

Homework:

Ask students to practice the sentence patterns that they have learned in this lesson.

Unit 2 I’m eating hamburgers and chips

Teaching aims:

(1) Mastering the new words:

hamburgers, chips, fast food

(2) The basic structure of processing tense

Teaching important point:

The processing tense

Teaching difficult point:

The changes of “be”

Preparation:

Word card, card for real things,CD-ROM

Teaching process:

Warming up part:

Review the content of unit one.

We use chopsticks in China. English people use a knife and fork in England.

Listen to a poem, then say it.

Step one:Presentation and practice

a. The teacher does actions and ask questions.

What am I doing?（running, playing, jumping, etc.）

E.g. You’re running.

b.do actions：Look, I’m eating. I’meating hamburgers and chips.And then the new words are be leaded out. hamburger, chip

?It’s English fast food. Here we can talk about the England food. steak, cheese, bread and butter, etc. What is Chinese / English fast food? Do you like …? Do you want …?

Step two:

Asking students to listen to the tape and answer the questions.

What is Amy eating?

Listen, point and repeat the text.

Practice:

Here the teacher asks students to practice the processing tense.

三年級(jí)英語(yǔ)書38頁(yè)的漢語(yǔ)

尼克：吉爾，你在讀什么？吉爾：關(guān)于未來(lái)方面的一本書。尼克：聽(tīng)上去很酷。那么未來(lái)將會(huì)是什么樣子？吉爾：噢，城空姿市會(huì)更擁擠，污染會(huì)更嚴(yán)指虧啟重。會(huì)有更少的樹(shù)，環(huán)境將會(huì)處于極度危險(xiǎn)之中。尼克：那聽(tīng)起來(lái)太糟糕了！我們將不得不搬到其他星球上嗎？吉爾：也許。但我想住在地球上。尼克：我也是唯如。那么我們可以做些什么？吉爾：我們可以少用水，多栽樹(shù)。每個(gè)人都應(yīng)該參與到拯救地球的行列當(dāng)中去。