小学英语教案：I'm Sam

小学英语教案：I'm Sam

2025/08/16·StepFun can make mistakes, check important info.

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# [Unit Name] - [Lesson Title] Teaching Plan ## I. Teaching Aims ### 1. Knowledge Aims - Students will be able to master the new words: [list the new words, e.g., apple, banana, orange]. - Students will be able to understand and use the key sentence patterns: [write down the sentence patterns, such as “What’s this? It’s a/an...”]. ### 2. Ability Aims - Develop students' listening, speaking, reading and writing skills. - Enable students to communicate in English in relevant situations, like describing fruits. ### 3. Emotional Aims - Cultivate students' interest in learning English. - Encourage students to be active in group work and cooperation. ## II. Teaching Key and Difficult Points ### 1. Key Points - Mastery of new words and sentence patterns. - Be able to use the sentence patterns in daily communication. ### 2. Difficult Points - Correct pronunciation of some words, especially [mention the words with difficult pronunciation]. - Using the sentence patterns accurately in different situations. ## III. Teaching Methods - **TPR (Total Physical Response) Method**: To help students learn words through body movements. For example, when teaching “jump”, the teacher can jump and ask students to follow. - **Situational Teaching Method**: Create real - life situations, like a fruit shop, to make students feel the practical use of English. - **Group - work Method**: Let students work in groups to practice speaking English, which can improve their cooperation ability. ## IV. Teaching Aids - Flashcards of new words. - Multimedia courseware with pictures and videos of fruits. - Real fruits as teaching props. ## V. Teaching Procedures ### 1. Warming - up (3 minutes) - Greet students as usual: “Good morning/afternoon, boys and girls.” - Sing an English song related to fruits, such as “The Fruit Song”. While singing, the teacher can lead students to do some simple actions, like pretending to pick fruits. ### 2. Presentation (12 minutes) - **Word Presentation** - Show a real apple. Ask students “What’s this?” and then answer “It’s an apple.” Repeat several times, and write “apple” on the blackboard. Teach students to read the word, using the phonetic symbols if necessary. Then use TPR method, for example, hold the apple high and say “apple” loudly, hold it low and say it softly. - In the same way, present other new words like “banana”, “orange” etc. by showing real fruits or pictures on flashcards. - **Sentence Pattern Presentation** - After teaching all the words, use the fruits to present the sentence pattern “What’s this? It’s a/an...”. Pick up a fruit, ask “What’s this?” and lead students to answer. Then let students ask and answer in pairs. ### 3. Practice (15 minutes) - **Individual Practice** - The teacher shows flashcards of fruits one by one, and students should quickly say the English words and use the sentence pattern “What’s this? It’s a/an...” to answer. - **Group Practice** - Divide students into groups of four. Each group gets a set of fruit flashcards. One student in the group picks up a flashcard, asks “What’s this?” and the other three students answer. Then they take turns. - Do a “Guessing Game”. One student in the group closes his/her eyes, and the others in the group describe a fruit in English (using the sentence pattern). The student with eyes closed tries to guess what fruit it is. ### 4. Consolidation (8 minutes) - **Multimedia Activity** - Play a video on the multimedia. In the video, there are different people in a fruit shop, asking and answering about fruits. Pause the video at some points and let students repeat the sentences. - Then show some pictures of fruits on the screen, and students should write down the words and complete the sentences “What’s this? It’s a/an...” on their exercise books. - **Role - play** - Set up a situation of a fruit shop. Some students act as shop assistants, and some act as customers. They use the sentence pattern “What’s this? It’s a/an...” to communicate about the fruits in the shop. ### 5. Summary (3 minutes) - Invite some students to summarize what they have learned today, including new words and sentence patterns. - The teacher makes a supplement if necessary, and writes the key points on the blackboard again. ### 6. Homework (1 minute) - Ask students to draw their favorite fruits at home and write the English names and sentences “What’s this? It’s a/an...” next to them. - Tell students to practice speaking with their parents about fruits using the sentence pattern they learned today. ## VI. Blackboard Design | Left Side | Middle | Right Side | | ---- | ---- | ---- | | New words: apple banana orange ... | Key sentence pattern: What’s this? It’s a/an... | Examples of using the sentence pattern: What’s this? It’s an apple. What’s this? It’s a banana. | ## VII. Teaching Reflection After the class, reflect on whether the teaching aims are achieved, which teaching methods work well and which need improvement. Consider students' participation and understanding during the class, and think about how to adjust the teaching plan in future classes. 这是教案模板，请做一份教案设计学科：小学三年级英语教材版本和册别：外语教学与研究出版社小学三年级英语课文上册课题主题：I’m Sam 总课时：1课时

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附件解析

[Unit Name] - [Lesson Title] Teaching Plan

I. Teaching Aims

1. Knowledge Aims

Students will be able to master the new words:
Sam, Daming, hello, goodbye, hi, bye-bye
Students will be able to understand and use the key sentence patterns:
“Hello, I’m ...”
“Goodbye, ...!”

2. Ability Aims

Develop students' listening, speaking, reading, and writing skills.
Enable students to communicate in English in relevant situations, like greeting each other.

3. Emotional Aims

Cultivate students' interest in learning English.
Encourage students to be active in group work and cooperation.

II. Teaching Key and Difficult Points

1. Key Points

Mastery of new words and sentence patterns.
Be able to use the sentence patterns in daily communication.

2. Difficult Points

Correct pronunciation of some words, especially hello and goodbye with proper intonation.
Using the sentence patterns accurately in different situations.

III. Teaching Methods

TPR (Total Physical Response) Method:
To help students learn words through body movements. For example, when teaching “hello” and “goodbye”, the teacher can wave and ask students to follow.
Situational Teaching Method:
Create real-life situations, like meeting new friends or saying goodbye, to make students feel the practical use of English.
Group-work Method:
Let students work in groups to practice speaking English, which can improve their cooperation ability.

IV. Teaching Aids

Flashcards of new words and characters (Sam and Daming).
Multimedia courseware with pictures and videos of greeting scenes.
Puppets or dolls representing Sam and Daming as teaching props.

V. Teaching Procedures

1. Warming-up (3 minutes)

Greet students as usual:
“Good morning/afternoon, boys and girls!”
Sing an English song related to greetings, such as “Hello Song”.
While singing, the teacher can lead students to do some simple actions, like waving hands for “hello” and “goodbye”.

2. Presentation (12 minutes)

Word Presentation
- Show a puppet of Sam.
  Ask students “Who’s this?” and then answer “This is Sam.”
  Repeat several times, and write “Sam” on the blackboard. Teach students to read the word, using the phonetic symbols if necessary. Then use TPR method, for example, wave and say “Hello, Sam!” loudly.
- In the same way, present other new words like “Daming”, “hello”, “goodbye”, “hi”, and “bye-bye” by showing flashcards or puppets.
Sentence Pattern Presentation
- After teaching all the words, use the puppets to present the sentence pattern “Hello, I’m ...” and “Goodbye, ...!”.
  Use Sam and Daming to demonstrate: “Hello, I’m Sam!” and “Goodbye, Daming!”.
  Lead students to repeat and then let them practice in pairs.

3. Practice (15 minutes)

Individual Practice
- The teacher shows flashcards of Sam and Daming one by one, and students should quickly say “Hello, I’m ...” or “Goodbye, ...!”.
Group Practice
- Divide students into groups of four. Each group gets a set of flashcards with Sam and Daming.
  One student in the group picks up a flashcard, says “Hello, I’m ...” or “Goodbye, ...!”, and the other three students respond. Then they take turns.
- Do a “Guessing Game”.
  One student in the group closes his/her eyes, and the others describe a character (using “Hello, I’m ...”). The student with eyes closed tries to guess who it is.

4. Consolidation (8 minutes)

Multimedia Activity
- Play a video on the multimedia. In the video, there are different people greeting each other using “Hello, I’m ...” and “Goodbye, ...!”.
  Pause the video at some points and let students repeat the sentences.
- Then show some pictures of greeting scenes on the screen, and students should write down the sentences on their exercise books.
Role-play
- Set up a situation of meeting new friends or saying goodbye.
  Some students act as Sam, and some act as Daming. They use the sentence patterns to communicate with each other.

5. Summary (3 minutes)

Invite some students to summarize what they have learned today, including new words and sentence patterns.
The teacher makes a supplement if necessary, and writes the key points on the blackboard again.

6. Homework (1 minute)

Ask students to draw pictures of themselves greeting Sam or Daming at home and write the sentences “Hello, I’m ...” and “Goodbye, ...!” next to them.
Tell students to practice greeting with their parents using the sentence patterns they learned today.

VI. Blackboard Design

Left Side	Middle	Right Side
New words: Sam Daming hello goodbye hi bye-bye	Key sentence patterns: Hello, I’m ... Goodbye, ...!	Examples of using the sentence patterns: Hello, I’m Sam! Goodbye, Daming!

VII. Teaching Reflection

After the class, reflect on whether the teaching aims are achieved, which teaching methods work well and which need improvement. Consider students' participation and understanding during the class, and think about how to adjust the teaching plan in future classes. For example:

Did students actively participate in group activities?
Were there any difficulties in pronunciation that need more practice?
How can the role-play activity be enhanced to make it more engaging?