外研版一起英语一年级上册
刘耀文的大沙雕
钟意阿满
请问，外研社英语中，一年级起点教材和三年级起点有什么区别？
《义务教育教科书:英语(1年级起点)(1年级上)(2012)》是基于教育部新颁布的国家《义务教育英语课程标准》进行修订的版本。《义务教育教科书:英语(1年级起点)(1年级上)(2012)》为修订后的一年级起点一年级上册学生用书，已于2012年4月正式通过教育部审查。修订后的教材每册包括10个模块、一个复习模块、四个单词表、补充阅读板块以及一个综合运用实践项目。每个学习模块分两个单元，一般情况下，第一单元呈现本模块所要学习的语言内容，第二单元提供若干任务型活动，包括一首歌曲、歌谣或韵句。
抱起亚轩找小葵
一起作业上没有外研版一年级英语了吗
外研社出版的小学英语教材中：
标明“一年级起点”的，适用对象为从一年级起开设英语课的小学。全套共有六个年级共十二本教科书，第一本为一年级上册。
标明“三年级起点”的，适用对象为从三年级起开设英语课的小学。全套共有三个年级共六本教科书。
“一年级起点”进度较慢因此难度较低，“三年级起点”进度较快且难度较高。
区别有：
1、适用对象不同
标明“一年级起点”的，适用对象为从一年级起开设英语课的小学。全套共有六个年级共十二本教科书，第一本为一年级上册。标明“三年级起点”的，适用对象为从三年级起开设英语课的小学。全套共有三个年级共六本教科书。
2、难易程度不同
“一年级起点”进度较慢因此难度较低，“三年级起点”进度较快且难度较高。三年级起点，是人民教育出版社出版的教学作品，以精彩的动画故事、童谣歌曲，生动地展现了语言情境，让孩子看得愉快，学得轻松。
3、书籍不同
标明“一年级起点”的全套共有六个年级共十二本教科书，第一本为一年级上册。标明“三年级起点”的全套共有三个年级共六本教科书。单元内容围绕模块主题，而不同年级的模块又复现同一主题内容。让学生通过对英语知识内容间接不断的重复循环，在进行发展，以螺旋式上升提高英语学习成绩。
大圣杰锅是
外研版小学英语三年级(一年级起)上册教案
一起作业上没有外研版一年级英语了。根据查询相关公开信息显示软件一起作业已经移除了外研版一年级英语的内容。英语是一种西日耳曼语支，最早被中世纪的英国使用，并因其广阔的殖民地而成为世界使用面积最广的语言。英国人的祖先盎格鲁部落是后来迁移到大不列颠岛地区的日耳曼部落之一，称为英格兰。这两个名字都来自波罗的海半岛的Anglia。该语言与弗里斯兰语和下撒克森语密切相关，其词汇受到其他日耳曼语系语言的影响，尤其是北欧语（北日耳曼语），并在很大程度上由拉丁文和法文撰写。
小韩在追星
外研社版小学一年级起点新标准英语三年级上册第五册全套英文教案，共38页，这里无法全部复制，你到我们网站去下载吧，百度搜索“飞翔教学资源网”就可以到我们网站。
Module 1
The general aims of module one:。
Language points:。
(1) the new words: chopsticks, a knife and fork, use, easy, hard and mess。
(2) the basic sentence pattern and the students could make dialogues according to the sentence patterns： Do you want…
Do you use…
(3) the new words: hamburgers, chips, fast food。
(4) The basic structure of processing tense。
Attitude aims:
The students could make differences in food culture between the western countries and China. 。
Teaching important points:。
(1) Do you use chopsticks in …?。
Do you use a knife and fork in …?。
(2) The processing tense。
Teaching difficult points:。
(1) The pronunciation of some new words. For example, chopsticks。
(2) The changes of “be”
Activity for module one:。
In module one, the topic is mainly about the different customs in China and western countries. Before the class, I require the students to prepare the pictures of food. In the process of teaching, I begin the class with talking about the differences in food and then some other topics are related. With the help of pictures, the students talk about the differences in group. Several minutes later, one group is given two minutes to show the results of discussion. Then the teacher takes out the chopsticks and fork and knife. The students can also talk about the other aspects. This activity class is designed in the form of dicussion. The students could speak freely according to their own vocabularies.。
Unit 1 Do you use chopsticks in England?。
Teaching aims：
(1)Make students remember the new words:。
Chopsticks, a knife and fork, use, easy, hard and mess。
(2) Mastering the basic sentence pattern and the students could make dialogues according to the sentence patterns.。
Do you want…
Do you use…
Attitude aims:
The students could make differences in food culture between the western countries and China. 。
Teaching important points:。
Do you use chopsticks in …?。
Do you use a knife and fork in …?。
Teaching difficult point:。
The pronunciation of some new words. For example, chopsticks。
Preparation:
Word card, CD-ROM。
Teaching process:。
Warming up part:。
The teacher shows many pictures about food.(noodles,rice, hamburgers,cakes and so on). Firstly, the teacher leads the students to get familiar with these food names and then on this basis the teacher can ask them to practice the sentence pattern.。
Do you like noodles? Yes, I do.\ No, I don’t.。
Do you want …? Yes, I do.\No,I don’t.。
Step two: presentation and practice。
The teacher makes use of the picture “noodles” and a new word “chopsticks” can be leaded out.。
T: I like noodles. I eat noodles with chopsticks. 。
The teacher takes out the real chopsticks and then says the new word. At the same time, the teacher shows the picture of chopsticks.。
An activity can be made here. The title of the activity is saying words as quickly. The pronunciation of new word is a difficult point. So the teacher should ask students to practice more.。
Step three:
The new word “use” can be leaded out in the process of communication. 。
T: Can you use chopsticks?。
The word card of use should be shown.。
We use chopsticks in China. And the teacher writes the sentence on the blackboard.。
We use chopsticks.。
Do you use chopsticks? Yes, we do. No, we don’t.。
Ask and answer in pairs.。
The teacher inquires the students if the English people use 。
Chopsticks and a knife and fork will be leaded out.。
T: We use chopsticks in China. Do the English people use chopsticks?。
S: No, they don’t.。
English people use a knife and fork. 。
Do you use chopsticks / a knife and fork? Yes, I do. No, I don’t.。
Step four:
(1)Presentation of the text.。
Amy and Daming are in the park. They want to eat noodles. Watch the CD-ROM, then answer the questions: “Does Amy use chopsticks in England?”
The students look at the CO-ROM and then answer questions.。
Now Amy is using chopsticks. Watch again, then answer the next question: Are the chopsticks “easy” or “hard” for her?。
easy – hard
Chopsticks are hard for Amy.。
A knife and fork are easy for her.Some other oposite words are shown here.。
big-small
long-short
fat-thin
hot-cold
white-black
easy-hard
Listen again, then answer: 。
Are the chopsticks “easy” or “hard” for English people?。
T: If I say “big”. You should say “small”. Please say the words as quickly as you can.。
Chopsticks are hard for English people. So Amy make the mess.。
?mess /e/
Then the students read the passage again.。
Find the sentences, “ Do you …?”. Then circle them.。
Practice:
(1)In China, we use __________. In England, people use ________.。
Chopsticks are ________ for Chinese people. They are _______ for English people.。
Chant:
Do you use chopsticks? Yes I do. Yes, I do.。
We use chopsticks in China.。
They’re easy for us.。
Do you use ___________? Yes I do. Yes, I do.。
We use ________ in England.。
They’re easy for us.。
Homework:
Ask students to practice the sentence patterns that they have learned in this lesson.。
Unit 2 I’m eating hamburgers and chips。
Teaching aims:
(1) Mastering the new words:。
hamburgers, chips, fast food。
(2) The basic structure of processing tense。
Teaching important point:。
The processing tense。
Teaching difficult point:。
The changes of “be”
Preparation:
Word card, card for real things,CD-ROM。
Teaching process:。
Warming up part:。
Review the content of unit one. 。
We use chopsticks in China. English people use a knife and fork in England.。
Listen to a poem, then say it.。
Step one:Presentation and practice 。
a. The teacher does actions and ask questions.。
What am I doing?（running, playing, jumping, etc.）
E.g. You’re running.。
b.do actions：Look, I’m eating. I’m eating 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.。