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外研社(一起)一上《How many girls?》教学设计

作为大家敬仰的人民教师,要对每一堂课认真负责。通常大家都会准备一份教案来辅助教学。这样我们可以在上课时根据不同的情况做出一定的调整,你们见过哪些优秀教师的小学教案吗?小编收集整理了一些“外研社(一起)一上《How many girls?》教学设计”,仅供参考,希望能为您提供参考!

教学目标:

1. 知识目标:会用英语正确说1-10的数字,初步认读1-10的英文单词,会用How many ?进行问答。

2. 技能目标:能在实际情景中运用数字,能根据指令做出相应的动作,能数10以内物体的数量。

3. 情感目标:学生能够参与到课堂中,养成合作学习的习惯,注重培养学生的学习兴趣。

重点难点:

1. 单词:one, two, three, four, five, six, seven, eight, nine, ten

2. 句型: How many?

教学方法:

游戏教学法

TPR教学法

教学准备:

1. 教材相配套的教学录音带,单词卡片。

2. 教材相关人物的面具或头饰。

3. 录音机。

教学过程:

StepⅠ Warm up

1. Greetings.

2. Sing a song Hello

StepⅡ Presentation

( T holds up the picture )T: Hi, my names One.

( T shows one finger ) T:one. Ss: one.m.jab88.Com

(T claps hands) T:Listen, how many? Ss: one.

(T points to a chalk, a blackboard ,a nose, a mouth) T: Look, how many? Ss:one.

( T holds up the picture) T: Hi, Im Two.

( T shows two fingers) T: Two. Ss: Two.

(T claps hands) T: Listen,how many? Ss: Two.

(T points to eyes,ears,hands,legs) T: Look , how many? Ss: two.

T: Whats next to two? Two 的邻居是什么? Ss: Three.

T: Yes, Im three.

( T shows three fingers) T: Three. Ss: Three.

(T claps hands) T:Listen, how many? Ss: Three..

( T holds up the picture)T: Hello, Im four.

( T shows four fingers) T: Four. Ss: Four.

T: Lets clap 4. Ss clap 4 times.

( T shows five fingers) T: Look, how many? Ss: five.

( T holds up the picture) T: Hello, Im five.

( T shows five fingers) T: Five. Ss: five.

T: Lets clap 5. Ss clap 5 times.

T: Look!Panpan has many baby pandas.How many?Lets count.

StepⅢ Drills

Listen and read.

StepⅣ Practice

1. Game: 大小声读词;看口型读词

2. Game:击掌说数字

eg:Pa,one/Pa,Pa,two/Pa,Pa,Pa,three/

3. Game:听数字翻书

StepⅤ Extension

Game:火箭发射现场。

T: Lets count down. 我们一起倒数, 让火箭发射。

S: Ten,nine,eight,seven,six,five,four,three,two,one, start.

T: well done.

StepⅥ Conclusion

Make a summary.

课堂练习设计

Listen and point to the P10,then repeat follow the tape.

课外作业设计

1.Listen , point and read P10.

2.Read new words.

板书设计:

Module 3

Unit1 How many?

Conut.How many? 数一数,多少?

每日词句

How many? 多少?

扩展阅读

外研社(一起)一上《How many green balls?》教学设计


作为大家敬仰的人民教师,要对每一堂课认真负责。有的老师会在很久之前就精心制作一份教学计划。才能有计划、有步骤、有质量的完成教学任务,那么教案怎样写才好呢?以下是小编为大家收集的“外研社(一起)一上《How many green balls?》教学设计”,仅供参考,希望可以帮助到您。

教学内容:

How many green balls?

教学目标:

1. To learn the song : I can sing a rainbow.

2. To make them sing English with the right rhyme, to think say language is beautiful thing.

重点难点:

To make them sing English with the right rhyme, to think say language is beautiful thing.

教学准备:

Pictures, cards, etc.

设计理念:

To have a language learning surrounding for the children, let them learn and use language in the situation, make sure they can use the language in the life.

教学过程:

Step1: Warming up

1. Greeting with the children each other.( Good morning/ afternoon)

2 listen and sing the song ( 123 whats your name?)

3 Review the colures. Purpose: Review the knowledge of we have learning ,in order to learning the knowledge of the next.

Step2: Activity1: listen and say. Then sing.

1. Show them some colors and say the colors. T : red Ss: Red

T: yellow Ss: yellow. ----

2. T: red and tallow and pink and green.. have them say the sentence.

3. Show them the picture of rainbow and teach the word: Rainbow.

4. Then say the song

5. Play the tape and have them listen and point the sentences.

6. Play it three times.

7. Then song and do the actions with the teacher.

Purpose: Before we leaning to sing a song , help them learning to the sentences and understanding the meanings.

Step3 : listen color and say

1. T: Color 1 red Color 2 green

2. listen and colur.

Purpose: help them do exercise in good habit of listen to the tape.

外研社(一起)英语一上《How many green balls?》教案


教学方法:

游戏教学法、情景教学法

课前准备:

Radio, picture and video

教学目标:

1. Understand and say the wordsso,many,green,brown,ball

2.Remember the new words and sentences to act the text.

重点难点:

1. How many green balls?

2. the text

教学过程:

Step 1: Warmer

Play a game. Show some pictures and let the children to read it. Then find a picture and ask the students to guess What is it?

词汇复习:通过拍球游戏,快速复习数字one to ten。教师请几个学生上台拍篮球,其余学生一起数数(如果超过6,教师可带领继续读下去),也可以进行分组比赛。

Step 2: Revision

Hold up the fingers and ask the class How many? The children answer : 3.

Do this game again and each time, encourage the children to count the fingers out loud.

The children then continue this activity in pairs.

Step 3: Presentation

Show the first picture and ask the children to say ball。

Then show the second picture and ask the children to see How many balls? Then teach them girls.

Read balls some times and ask some children to read it one by one.

learn green brown

Repeat with the all pictures, then the children practise these pictures.

Step 4: Practice ( Point , ask and answer.)

Draw students attention to the picture in their books. In Chinese what is happening. Answers: They are playing in the park.

Ask the children to point everything when the teacher say the word.

Then ask How many boys? The children count the boys that they are playing. The class answer: 5. Encourage them to use the plurals.

Repeat with the girls , pandas and dogs.

Work groups:

The students can continue the activity in pairs.

Step 5: Consolidation

Let the class to read the words together.

Point to a girl and girls, a boy and boys, a dog and dogs.

作业设计:

Read the text 3 times.

板书设计:

Module 8 Unit 2 How many green balls?

brown How many ball(s)?

green

教学反思:

This lesson is hard to the students, they can say the new words, but

they cant grasp the plural form, they need help and practice more and more.

外研社(一起)英语一上《How many green balls?》教案设计


作为杰出的教学工作者,为了教学顺利的展开。所以大多数老师都会选择制定一份教学计划。从而在课堂上与学生更好的交流,你们见过哪些优秀教师的小学教案吗?以下是小编为大家收集的“外研社(一起)英语一上《How many green balls?》教案设计”,仅供参考,欢迎大家阅读。

教学方法:

游戏教学法、情景教学法

课前准备:

电子课本、课件

教学目标:

1. Understand and say the wordsso,many,green,brown,ball

2.Remember the new words and sentences to act the text.

重点难点:

1. How many green balls?

2. the text

教学过程:

Step 1: 热身/ 复习 (Warm-up / Revision)

(1) Daily oral practice.

(2) 通过词卡和图卡复习所学的数字(Read the words one by one)。

(3) 游戏:速认速记。

Step 2: Do exercises

Join the dots. Say the numbers. Whats this?

Ask the children to join the dots to form pictures. Then ask the children say the numbers. Then ask the children What is this? The answer : A panda. In pairs, practice this activity.

Say and draw the numbers.

1. Ask one student to say a number the other student to draw it on their exercise-book.

2. In pairs practise this activity.

Listen and circle T or F.

Play the cassette or read the texts. The children listen carefully. If what they hear matches the picture they see, tell them to circle the T . If what they hear is incorrect, tell them to circle the F.

Now ask and answer.

Draw the childrens attention to the pictures in their Activity Books. Ask them to look at the first picture and act out model dialogue. In pairs, then ask them to point to the other two pictures and say the dialogue.

Step 3 Work in groups.

Each group has 6 children. Get one ask how many girls/boys/dogs/catsand the others answer them. Make sure that all the class can say the numbers correctly .

作业设计:

Recite the text.

板书设计:

Module 8 Unit 2 How many green balls?

brown How many ball(s)?

green

教学反思:

Most of the students basically can master the words and phrase. The students like play game very much, we should pay games in the teaching.

外研社(一起)一上《How are you?》教学设计


教学内容:

能听懂打招呼问候语与并回答。

How are you ? Im fine, thank you.

教学目标:

知识目标:掌握能听懂打招呼问候语与并回答。

How are you ? Im fine, thank you.

能力目标:培养学生们的听说能力,简单运用语言的能力。

情感目标:激发学生的兴趣,积极性及主动学习的乐趣。

教学重点:

熟练运用交际对话How are you ? Im fine, thank you.

教学方法:

听说法、认读法、TPR教学法。

教学手段:

录音机,句型及单词卡片,奖励小粘贴。

教学过程:

一、热身运动

1.师生问候

2.唱一首英文歌曲hello,hello并跟老师欢快地做身体运动 。

3.复习第一课对话。

二、介绍新语言项目与教学方法

a.会话教学

1.先教单词fine.教师指着自己对学生说:Im fine today. 用表情来表示出自己今天很好(指身体)。并把fine一词写在黑板上,可向学生用汉语解释fine一词意思是身体好。

2.教师反复带读fine一词并检查学生的发音。

3.教师和一个学生打招呼:hello, how are you ?然后指着黑板上fine 一词,启发学生回答:fine, thanks或 fine, thank you.

4.教师再和另一位学生重复刚才的会话。

5.让一个学生向老师打招呼并问候,如

S: Hello, Miss How are you?

三、新知呈现

1.问个别学生How are you ? 引导学生答 Fine,拿出句子卡片,领读。让学生跟我问好,引出Fine, thank you.并把卡片贴上,练习读对话。

点评:看句子图片和教师朗读,并带着动作,动一动、说一说学生们很喜爱很活跃,教师示范发音,学生听说训练。分整体部分学生反馈,教师适时鼓励纠正。

2.全班同学以同桌打电话式形式练习新对话。

3.在新知呈现的过程中奖励突出的学生小粘贴,小组比赛等形式。适时鼓励评价学生:Well! Very Good!

四、课文教学

1.教师把挂图贴在黑板上,引导学生观察挂图上都有什么?丰富词汇:bird,dog。

2.听课文录音。请学生把书翻到SBUnit2活动1,一般看书,一边听录音。请学生保持安静,仔细听录音对话然后请同学仔细分辨录音中的对话是谁。第三遍录音的时候,逐句停顿,请学生一般指着书中的人物,跟读句子。

3.教师板书good morning,并扩展语言good afternoon。

五、操练活动

1.Look at the book. Listen and repeat.

看书,听课文录音分整体,部分学生跟读。

2.play a game: big voice and small voice

请同学们在自己的一只手的五个手指头上画出五个人物,手指一家人,然后用不同的声音练习对话。教师先示范,然后做pairwork。y

3.做workbook练习册。教师讲读。

五、总结及作业

1.总结

评价表扬学生,师生看板书对话。

2.布置作业:今天的作业是用新学的对话与你的好朋友问候并回家教给爸爸妈妈。

外研社(一起)一上《How old are you?》教学设计


教材简析:

本套教材是由外语教学与研究出版社和英国麦克米伦出版集团合作组织编写,充分体现教育部颁发的国家《义务教育英语课程标准》和国内外先进的中小学生英语教育理念,供中国中小学使用的一条龙式英语教材。本节课是以Sam在学校向同学展示自己的年龄牌,(西方国家的孩子在自己生日时会戴年龄牌,表示自己有长大了一岁,小孩会引以为豪)引出的教学内容,以及问句How old are you?和答语Im的回答。

学情分析:

通过前5个模块的英语学习,学生有了一定的英语学习基础,在学习技能方面已经能够与教师进行简单的交流,而且已经熟悉老师的课堂指令。

设计理念:

本课时围绕Sam在学校向同学展示自己的年龄牌所展开,通过吸引力的课堂学校任务,抓住三年级学生爱表达、爱表演的天性,以比赛、表演、合作的方式培养学生的语言运用能力。不仅要培养学生的语言运用能力。同时还要将知识点通过有效途径的模式静看-读写、静听-静思的方式,实现学生的能力迁移,培养学生的英语学习策略与习惯。

教学目标:

1、掌握本课新单词old、 how old 、yes、 youre及新句型How old are you? ImImtoo进行简单的交流。

2、运用所学句型进行口语交际,获得有关年龄的信息。

3、培养学习小学英语的兴趣、爱好;培养学习的合作能力和语言交际能力。

教学重点:

能听说读写新单词old、 how old 、yes、 youre及新句型How old are you? ImImtoo进行简单的交流。

教学难点:

能用How old are you?及答语ImImtoo进行简单的交流。

教具准备:

PPT课件,录音机,单词卡,数字年龄卡,奖品贴片

教学方法:

直观教学法、讨论法、 合作法

教学过程:

Step 1、 Warm - up

1、 Greetings

T: Good morning , boys and girls. S: Good morning ,Miss cui.

T: How are you? S: Im fine, Thank you. And you ?

T: Im fine, too , Thank you.

2、 sing a song 《Ten little fingers》

3、 Review

(1) 复习数字112.

(2) 出示课本P35 活动1课件。教师出示挂有年龄 信息的玩具熊猫、猴子,上面写着:Im panda, Im three; Im monkey, Im ten.(让学生理解,并读一读,然后让学生说说自己的年龄。)

Step 2 Presentation

1、 利用课件展示Sam生日聚会的情景,播放Happy birthday 的歌曲,师生共同唱。让学生数一数蛋糕上的蜡烛,说出nine.

2、 T :Today is Sams birthday .我们知道Sam的 年龄了,那么我们怎样来询问别人的年龄呢? (板书:How old are you ?)

3、 带读、齐读。

4、 引出年龄数字,如:nine ten. 教师将数字引入句子中: Im nine .

5、 利用PPT与单词卡学习单词: old how old yes youre.

(1)、教师带读,学生跟读。

(2)、学生自由练习,教师纠正学生的发音。

(3)、教师检查:抽个别学生读,并给以奖励。

(4)、Games:

①、以开火车的形式进行操练。

②、拍单词卡游戏。

6、 课文学习

(1)、学习SB Unit2 活动2.引导学生看图,说说故事中的大明出了什么小差错?通过这个故事,教师可以教育学生做事要认真,不用粗心大意。

(2)、播放录音,请学生逐句跟读。

(3)、齐读,分小组朗读。

(4)、操练How old are you? Im。Imtoo .

Step3 Consolidation

1、 完成调查表 Name Age

(1)、让学生利用句型How old are you? Im来完成调查表。(教师利用投影出示几名学生完成的情况,给予表扬和奖励。)

(2)、利用调查表,请几组学生上台表演对话。

2、 Sing a song 《How old are you, Sam?》 教师播放录音,请学生跟唱、练习;齐唱。

Step 4 Homework

1、 请同学回去把单词、课文读给家长听。

2、 请同学之间操练句型How old are you? Im

板书设计:

Module 6 Unit 2 How old are you?

How old are you?

Im nine. Im nine too

外研社(一起)一上《How old are you?》教学反思


老师要承担起对每一位同学的教学责任,在开展教学工作之前。即使每天晚上一两点都要坚持制定出一份最详细的教学计划。上课自己轻松的同时,学生也更好的消化课堂内容。你们有没有写过一份完整的教学计划?小编收集整理了一些外研社(一起)一上《How old are you?》教学反思,欢迎您参考,希望对您有所助益。

一、教学内容分析

本课的知识重点有两个

(一)让学生熟练运用How old are you?Im......句型进行沟通交流。

(二)复习字母A---N,正确书写拼读字母O---T。

二、教法回顾

为了更好地实现教学目标,有效地突出重点、突破难点,我在教学中采取了合作式的教学方法。通过比赛、游戏等活动充分调动学生学习的积极性、主动性和创造性,极大地激发他们学习英语的兴趣,让学生在实际交际运用中,主动地获取知识、发展能力,从而提高学生的听、说、读、写水平和自主学习意识。

(一)字母教学

在课堂的导入和热身运动环节,我设计是字母操,学生随着音乐律动随老师一起做字母操,从A-T,热身运动起到温故而知新的作用。接下来学习字母书写和拼读过程中我有采用了书空、高低声等方式让学生练习拼读和书写新字母,课堂气氛活跃学生参与度几乎达到百分百。

(二)句型教学

How old are you教学反思5篇教学反思因为本课所要学的句型跟数字有关,所以我开始跟学生玩儿一个magic fingers的游戏让大家在手指变换的过程中对数字有大概的认知。然后我拿出教具奇奇模仿奇奇说话:Im Qiqi,Whats your name?Im three,how old are you?同时伴随手指动作,告诉同学们我说话的含义,在我的启发诱导下学生很自然的想到了年龄的概念,并说出了数字nine/eight。

操练环节我设计的是带领大家玩儿开火车这个游戏,这个游戏的特点是操练句型时可以让每一位同学都参与进来,不会出现脱节的现象,在合作比赛的过程中既操练了句型也能培养学生的集体意识,是一个很好玩儿也实用的游戏。

课堂上还要给学生展示自己的机会,对于表现欲很强的小学生来说能有一片展示自我的空间是多么难得的事儿啊,所以我给学生充分展示自己的时间和空间。我让他们自由组合编对话,发挥自己的想象力把所学过的句子充分利用起来,这样就可以达到学以致用的目的。

三、不足之处

每一节课都不可能是完美的,本节课也存在着一些不足之处。

1、对于刚刚开始接触英语的三年级学生来说,由于拼读经验不足,掌握how,old,sorry,know等单词相当困难,所以在教学过程中教师要有足够的耐心和信心给学生预留出充足的时间进行范读和点读才能达到指认的效果。而本节课由于时间问题就显得匆忙,以后上课时要注意时间的调整分配。

2、在学习字母时如果把字母和某个形象的物体练习起来会更加容易掌握,比如:Oo...OK,ppp....Police,等,学生的想象力是无穷的,备课时要与学生一起发挥想象力改进字母操,chant等课堂活动,这样会更加实用有效。

四、改进措施

作为小学英语教师,设计教学时要从学生的实际出发找到适合学生身心发展的教学方法,把知识融化到每一个教学环节中这样才能真正起到润物细无声的效果。课堂应该是有生命力的课堂,只有把课堂还给学生及时引导鼓励才能实现高效课堂的目的。

外研社一起英语三上《How many people are there in your family》教学设计


老师在上课时经常会遇到难解决的问题而耗费半节课的时间吧,所以大多数老师都会选择制定一份教学计划。这样可以让同学们很容易的听懂所讲的内容,那么优秀的教案是怎么样的呢?小编特地为您收集整理“外研社一起英语三上《How many people are there in your family》教学设计”,仅供您在工作和学习中参考。

教学内容:

本单元是本模块的第一节课,学习的主题是家人。本单元的主要内容是掌握各类称谓,能描述小家庭、大家庭的情况,以及提问有几口人、有没有某人的句型。学生还要学会用连贯的一段话来描述家庭的情况。

教学设想:

本课时的教学分五步走:第一步,由表述称谓的英文歌曲进入本课的教学,引出词汇的学习;第二步,进入表示称谓的词汇、介绍家庭情况的相关句型、怎样介绍家庭信息等知识点的学习;第三步,播放全文录音,学生矫正自己的读音边回顾课堂讲授的知识;第四步,课堂知识小结;第五步,在巩固练习中加强学生对所学知识的掌握。

教学目标:

知识目标

1、 知道表示称谓的词语。

2、能掌握介绍某人的句型及描述家庭信息的句式。

能力目标

通过本单元介绍家庭情况的学习、仿照练习、前后桌相互练习等方式,能掌握基本的词汇和句型,围绕本课主题How many people are there in your family?进行英语口语的综合训练,培养学生自主学习英语的能力和运用英语分析、解决问题的能力以及交流和合作的能力。

情感目标

本单元的学习实际应用性强,在学习中注重学生主观能动性的激发,培养学生学以致用的能力。

教学策略:

1、自学策略:能借助词汇图掌握单词。

2、合作学习策略:了解他人的家庭,培养移情策略。

重点难点:

1、掌握表示称谓的单词:aunt, uncle, parents, grandparents, father,

sister, grandmother, grandfather。

2、掌握句型How many people are there in your family?------There arein my family.

3、掌握have got引导的陈述句、疑问句。

4、 运用所学的知识在生活中进行交流。

教学突破:

本单元的重难点知识只有在不断地练习中才能理解、应用;在教学中,教师要将这些句型、词语综合到一起,让学生一步步巩固,在完全掌握的基础上进一步加深。同时,要积极引导学生参与创设对话情景,在反反复复地练习中掌握句式的用法。

教学过程:

Step1:Warming up

T: We have learnt how to introduce my parents in Module2 .Do you know how to call 爷爷奶奶、外公外婆,爸爸妈妈的兄弟姐妹们in English?

教师播放儿童英语歌曲

爸爸、爸爸Daddy, Daddy, Daddy, Daddy;

妈妈、妈妈Mummy, Mummy, Mummy, Mummy;

哥哥弟弟Brother, Brother, Brother;

姐姐妹妹Sister, Sister, Sister,

姥爷、爷爷Grandpa, Grandpa, Grandpa;

姥姥、奶奶Grandma, Grandma, Grandma;

伯伯、叔叔和舅舅Uncle, Uncle, Uncle;

姑姑、婶婶和阿姨Aunt, Aunt, Aunt.

This lesson we will deal with Unit1 How many people are there in your family? in Module4 My family.

设计意图:简单的儿童歌曲,让学生想起自己的小时候,同时也回想起小学阶段接触过的关于称谓的词语。

Step2:

Activity1

Look at the words in the Activity1and teaches them. Let the students read them after the teacher and remember them.

Then the teacher shows Tonys family photo and write the words in the picture.

Next the teacher says Who is he? He is Tonys uncle. and ask the students to practice in pairs, the teacher walks around the classroom.

Finally if you are Tony, please introduce your family. Can you do? Please have a try. Ask the students to write and say .

设计意图:在设计中遵循了逐步深入的原则,由词汇训练到引入句子,变换方式地让学生掌握词汇。

Activity2

Let the students say about Tonys family in the class

Look at the Activity3 and ask the students to act them in pairs. Then let the students answer the questions:

How many people are there in Tonys family?

Has Tony got any aunts or uncles?

知识点

1、提问有多少人用句型How many people are there in ?回答用There are

2、have got是有的意思,表示我们、你们、他们等与我一样用have got;表她/他有用has got;表示没有则要用have not(havent) got或has not (hasnt)got;询问有没有要将have/has提至到句首。

Look at the page121to page 122, the students learn the grammar with the teacher.

Then complete the sentences in Activity4, check the answers in groups.

Look at Activity6,let the students talk about their families with the partners. Then show in the class.

设计意图:跳出以往的框架,先让学生自己描述,教师进行点评;再学习课文讲解知识点,利于培养学生自行思考的能力,利于发现学生的潜能。

Activity3

Pronunciation and speaking

Play the recording and listen the whole class.

Play the recording and stop at the end of each line, then ask the whole class to repeat.

Play the recording and stop at the end of each line, then ask individual students to repeat .

Ask the students to practice the sounds in pairs.

Step3

Play the recording and listen the whole class.

work in pairs (要求学生指着自己的家庭照片,根据实际情况交流。)

S!:How many people are there in your family ?

S2 :There are four .

S1: Have you got a sister ?

S2: Yes

S1: Whats her name ?

S2: 。.

Step4 Summing up

1、基本词汇:aunt, uncle, parents, grandparents, father, sister, grandmother, grandfather

2、句型How many people are there in your family? There are four in my family.

3、 have got 是有的意思。

Step5Home work

1、All the Ss can finish workbook 1,2,3.

2、Some Ss can write about your family .

教学反思:

在单词学习环节,教师展示人物图,指名让学生说出其称谓,拼写单词,并用How do you spell?句型进行词汇的巩固、练习。在活动六中学生参照教材的示例介绍自己的情况,前后桌相互练习。在相互介绍完后,由其中一人对其他三人的情况进行复述式描述,既能锻炼学生的信息提取能力,又能巩固知识点。

外研社(一起)一上《Is it a dog?》教学设计


教学目标:

1. 语言知识目标:词汇:new,kite,or,not(isns=is not),monkey,monster,help.

2. 语言技能目标:全体学生能听懂会说Is it a dog? Yes,it is. No,it isnt. Help!

3. 学习策略:就自己的推断进行询问,对help这类特殊语句具有兴趣。

4. 文化意识:了解英语中的求救用语Help!

5. 情感态度:敢于和乐于提出问题。

重点难点:

全体学生能听懂会说Is it a dog? Yes,it is. No,it isnt. Help!

教学方法:

游戏教学法,情境教学法,谈话法。

教学准备:

Card,studentsbook,tape,recorder.

学情分析:

上节课已经把单词学习完了,这节课要通过活动和练习巩固他们所学习的知识。

教学过程:

Step1 Warming-up

1. Greeting each other.

2. Sing a song.

3. Free talk.

Step2 Presentation and Practice

1. 播放活动二动画,学生跟读。

2. 小组练习

3. 成果展示。

Step3 Consolidation and Extension

1. 完成活动3.请学生听录音跟读,教师强调语音语调。

2. 完成活动4.教师将课前准备的图片分发给学生,请学生两人一组进行问答训练。最后请部分学生进行展示。

3. Play a game。猜一猜。教师设计好一些图片发给学生,每张图片正面只露出物品的一小部分,背面则是物品的全貌。每两个学生一套图片。操练时一位学生只能看图片的正面进行猜测,使用句型:Whats this? Is it a(an)另一位学生看图片的背面,回答:Yes,it is.或No,it isnt.

Step4 Summary

Summary what we have learned. ( students sayfirstly)

Step5 Homework

向家人展示模仿跟读课文录音的情况。

向家人介绍英语求救的语言,并带领家人学习。

教学反思:

充分调动他们的积极性,及时表扬鼓励他们。课堂上,重点句型的运用不是很熟练,我鼓励他们在平时生活中乐于用学过的英语进行对话。

外研社(一起)一上《Hello!》教学设计


教学内容:

1. 认识:Mocky, Ann,Ken

2. 课文对话:A: Hi, Im Mocky. B: Hello, Mocky.

3. 指令句子: Stand up./ Sit down.

教学目标:

1.知识目标

(1)能对Mocky, Ann, Ken进行听、说、读。

(2)能听说读和运用本单元目标语言

A:Hi, Im .

B:Hello, .

(3)能听懂指令: Stand up.和 Sit down.,并能作出相应的回应。

技能目标

(1)学生能对会话内容进行听、说、读、演,并做到语音、语调基本正确、自然、流畅。

(2)能用Hello.和Hi.跟别人打招呼,并能作出正确的回应。

(3)能听懂指令: Stand up.和 Sit down.,并能作出相应的回应。

情感目标

(1)学会主动、礼貌地跟别人打招呼,与他人友好相处。

(2)通过各种形式的教学活动激发学生学习英语的兴趣和愿望,并养成良好的学习习惯。

(3)有兴趣去了解更多关于跟别人打招呼的西方文化。

教学重点:

(1)能对Mocky, Ann, Ken进行听、说、读。

(2)能听说读和运用本单元目标语言

A:Hi, Im .

B:Hello, .

教学难点:

(1)能灵活运用目标语言,对本课的会话中句子基本做到语音、语调基本正确、自然、流畅。

(2)能发准单词Im的音。

教学方法:

本节课采用TPR、情景教学法、交际法、游戏法和多媒体教学法。

(1)情景教学法:由于学生对课堂常规不熟悉,所以第一节课不需要按课堂常规开展。将音频和图片相结合,制作成课件,通过此课件引领学生进入英语课堂,接着老师趁势进行自我介绍,并哼起 Good morning to you!歌曲,完了立刻跟学生SayHello!,然后拿出Mocky手偶,认识Mocky,并随之展开一系列的学习活动。

(2)游戏和故事相结合。在操练环节,创设了与真实生活紧密联系的游戏:乘坐Mocky, Ken 和Ann 3人开启的汽车到动物园探访Mocky的朋友,要求先跟司机打招呼,才能乘坐。此游戏能调动学生积极性,学生乐于参与,情绪高涨,有效进行实际语言操练,提高了学生语言运用能力。

辅助手段:

(1)制作多媒体课件来辅助教学,CAI能够使教学内容更为直观的效果,给学生带来图,文,音三合一的感觉。

(2)CAI更能制作出色彩鲜艳的视角效果,能够更好地引吸学生的注意力。相对传统教学手段来说,CAI产生的效果更加明显。

(3)我们还可以利用CAI的设计使得教学难点简单化。

准备材料:

课件、Mocky、Ken和Ann三人物角色头饰、司

教学过程:

Step1 Warm up: Greeting with the Ss.

Miss Yang(T): Miss Liang is me. Hello!(手势和眼神提示学生)

Ss: Hello!

T: Good morning to you. Good morning to you. (跟随音乐唱起歌来)

T: Good morning, boys and girls.(歌曲一唱完,马上跟学生问好)

Ss: Good morning, Miss Liang.

【设计意图: 通过Song引领学生进入英语课堂, 既符合学生的认知,又发挥了承上启下的作用。】

Step2 Presentation:

1. Introduce Mocky to Ss

T: Hi, Im Mocky. (戴上Mocky头饰) Im from here.(指着英语书封面的画面) Im your new friend. Say hello to Mocky.

Ss: Hello, Mocky.

(将Mocky头饰分别戴在部分学生的头上:S1,S2,S3)

S1: Hi, Im Mocky.

Ss: Hello, Mocky.

S2:

Ss:

【设计意图:通过头饰可以让Mocky这一角色活生生地进入英语课堂,既能让学生自然地进入目标语言情景,又能拉近师生间的距离, 大大调动课堂教学气氛。】

2. Say Hello to Mocky:

T: Hello, Im Mocky. (戴上Mocky头饰)

S1: Hi, Mocky.

T: Lets say Hello in pairs.

S2: Hello, Im Mocky.

S3: Hi, Mocky.

(以同样的方式在小组里进行对话训练)

【设计意图:一定量的机械操练肯定能强化学生对句型的记忆,并强化其口语基本交际技能。】

3. Introduce Ann and Ken:

T: One day, Mocky is playing in the park. He meets two new friends. Who are they? (出示图片)

S:

T: This is Ann. Thats Ken. (出示人物)

T: What are they talking? Lets listen.

Mocky: Hi, Im Mocky.

Ken: Hello, Mocky.

Ann: Hi, Mocky.

【设计意图:通过创设简单的情境,将语言整体输入,帮助学生对语言进行整体的吸收和运用,逐步培养学生实际语言运用能力。】

4. Read the text:

(1) Read the text.

(2) Open the books and read it again.

Step3 Practice:

1.Have a role-play.

T: Im Mocky. Boys, you are Ken. Girls, you are Ann. Hi, Im Mocky.(手势提示男生作回应)

Boys(Ken): Hello, Mocky.

Girls(Ann): Hi, Mocky.

T: Well done. Who wants to be Mocky?

S1(Mocky):(戴上Mocky头饰)

T: Who wants to be Ken?

S2(Ken):(戴上Ken头饰)

T: Who wants to be Ann?

S3(Ann):(戴上Ann头饰)

T: OK. Lets begin.

S1(Mocky):

S2(Ken):

S3(Ann):

(以同样的方式让多组进行角色扮演)

【设计意图:通过角色扮演,学生能够很清晰地进入角色,体验实际语言活动,更能意会到Hello和 Hi真实语用含义。】

2. Play a game: ( A bus driving game )

(1) Model:

T: Im Mocky.(戴上Mocky头饰和司机开车的手套) Im a bus driver. Im driving a bus now. (做开汽车的动作) Lets go to the zoo to visit my friends. Do you want to go with me?( 想跟我来吗?)

Ss: Yes.

T: Hi , Im Mocky. (走到某学生面前)

S1: Hello, Mocky.

T: Come with me. (挥手,指示该生跟老师的后面,充当乘客)

T: Hi, Im Mocky.

S2:

S3:

T: Well done. Do you understand?(Yes.)Here, there are three buses, Mockys Bus, Anns Bus and Kens Bus. Who wants to be the bus drivers? (将3个头饰分别戴在3名自愿当司机的同学的头上) Come on , lets go.

S1: Hi, Im Mocky. (开动Mockys Bus)

A:

S2: Hi, Im Ann. (开动Anns Bus)

B:

S3: Hi, Im Ken. (开动Kens Bus)

C:

。..

T: OK, were here. Look, they are Mockys friends.

Animals: Hello!

Ss: Hi!

【设计意图:创设了与真实生活紧密联系的游戏,学生乐于参与,且情绪高涨,能充分挖掘学生的潜能,有效进行实际语言操练,提高了学生语言运用能力。

Step4. Listen and act:

1. Watch a video:( Stand up, sit down)

T: Boys and girls, this time lets watch a video. (播放视频)

2.Listen and watch again:

T: Follow me, follow me, stand up, stand up.(站立)

Follow me, follow me, sit down, sit down.(坐下)

3.Do the actions and try to chant it:

4. Listen and do:

T: Up, up, up, stand up.

Down, down, down, sit down.(边唱边做相应的动作)

Ss: (跟着唱,也跟着做相应的动作)

(操练3次)

5. Look , listen and do.

1. Look at the flash and follow it.

2. Listen and do.

T: Boy and girls, I say , you do the actions, OK?

Ss: OK.

T: Stand up,please.

Ss: (做站立的动作)

T: Sit down,please.

Ss: (做坐下的动作)

。..

【设计意图:采用TPR教学法,将动作和声音在大脑中建立联系, 将所学的指令语言通过动作的表达形式重复多次,最后迅速的对指令做出快速的反应, 从而逐渐地融入到自己的思维中, 提高英语思维的速度。】

Step5 Sum up and introduce some western cultures:

1. Watch a video about Hello。

2. Introduce some western cultures.

T: Today we have learned how to say Hello and Hi。

T:西方人不拘礼节,讲究民主平等,见面说声: Hi 或 Hello ,道别挥手说声: Good Bye! 。

3. Sum up.

T: OK. Lets listen.

T: Times up . Look , this is todays homework. Good bye everybody.

Ss: Good bye.

【设计意图:以招呼语 Hello., Hi.和 Good bye.作为西方文化教育的开端, 将西方文化融入平时的教学中, 引领学生一点一点地了解西方文化,扫除因中西文化差异而产生误解和尴尬, 在实际语言交际中,更加游刃有余。】

Step6 Homework

1. Read the text three times.

2. Can use Hello, Hi to make a greeting with your parents.

教学检测安排

1. 给予问题后进行回答。

2.提供游戏和cartoon,让学生运用所学说出合适的词和运用学过的句子。

3.分角色表演对话。

4.能听懂指令,能作出相应的回应。

板书设计:

Unit 1 Hello

Hi, Im Mocky.

Hello, Mocky.

外研社(一起)一上《This is my teacher》教学设计


教学目标:

i. Learn these new words:this our classroom desk and seat teacher

ii.Use these words make some sentences:This is my/our...

重点难点:

i.Master the new words.

ii.Use the sentences to introduce something.

教学准备:

Recorder cards

Teaching Process

教学过程:

Teachers Activity

I.Warming up and Revision

1.Greeting.

2.Organize pupils to sing a song from module 5.

3.Play a game.

II.Leading-in

1.Now class ,point to your seat please!This is my seat.read after me!

2.point to my seat and translate the wordmy

3.write down the title:This is my teacher.

III.Listening..reading Activities

1.Listen, point,and find classroom , desk ,seat ,teacher

2.Once more.

3.Translate.

4.Listen and read.

5.New words :classroom ,desk, seat , teacher this .(强调th发音)

6.Please to meat you !

7.Ask the students to make up sentence using these words.

8.Play a game.

IV.Further Development

1.SB Activity practice3 in pairs and act it out.

2.Take out your activity books,lets do some exercises.

V.Homework

1.Listen and repeat this dialogue 5 times.

2.Make two sentences with This is my/our...

Students Activity

Greeting

Sing a song and do the actions.

Listen to teachers orders,then do the actions.

Point to their seat.

This is my seat. (point to their seat)

Read the title.

Listen and underline the new words.

Listen and point.

Translate.

Read the dialogue.

Learn the new words.

Please to meat you !

Make some sentences

Play a game.

Practice and act it out.

Do the exercises match and say.

Re-preparation

Feed back

外研社(一起)一上《What's this?》教学设计


教学方法:

导入法、讲授法、谈话法、讨论法、启发法

课前准备:

电子课本、单词卡片

教学目标:

能用英语询问物品名称

掌握句型:Whats this? Its my。

听懂会说:school bag pen ruler book pencil pencil-box

重点难点:

This 的发音能灵活运用于生活中

教学过程:

一、准备导入

1.教授下列单词:bag,pen,book和penci1拿起每件物品,说出单词让学生重复。然后指着物品让学生说单词。

2.在教室里边走边拿着一件东西说:Whats this?当学生回答:Its a 。.后,再问:what co1our is it?(注意,学生们不一定要会问这个问题。)这时学生应该回答:Its

举例

老师:Whats that?

学生:Its a book.

老师:What co1our is it?

学生:Its red

二、活动1:听音指图

1.让学生看书并用汉语提问。如:孩子们在哪儿?为什么汤姆有那么多问题?汤姆为什么害怕?

2.放录音,让学生边听边指出相应图片。

3.向学生说明,由师来说图中物品的名字,由他们来指出正确的图片。

举例

老师:Its a cat.

学生:(指向猫的图片)

老师:Its a bag.

学生:(指向书包的图片)

4.让学生两人一组做练习。

三、活动2:听说

1.读例句或放录音,每句停顿并让学生重复句子。再做一次。

2.让学生合上课本。重放录音,每个问题后停顿,让学生给出答案。再放一次让他们检查对错。

活动3:指图问答

1.拿起书,指着上面的一个拼图小片说:Whats this?引导学生回答:Its a (颜色十物品)举两到三个例子。

2.让学生两人一组做练习。六次后交换角色。

补充活劝

1.让学生在课桌上放一些不同颜色的铅笔、钢笔和书包。拿起其中一件说:Whats this?引导学生回答。

2.多举几个例子,要使学生的答案里既有物品的名字也有物品的颜色。

3.让学生两人一组继续练习,四次后交换角色。

板书设计:

Whats this?

Its a school bag

penrulerbookpencil

教学反思:

学完重点词汇、句子后,我开展了找朋友的竞赛,看谁的贴画多,并评出今天的Super star。以此来激发学生的兴趣,给他们开放的思维空间,让其在玩玩、想想、说说的过程中,运用表达问候、打招呼的词汇。在竞赛中,学生们睁大眼睛,全神贯注地盯着老师,看我们是怎么表演的,争着抢着要我数他们身上的小贴画,并翘首期盼最终的结果。当得到肯定时,他们会高声欢呼;当得的还不够时,他们决不放弃,而是摩拳擦掌从头再来。这样的活动,学生不但不感到乏味,而且能主动参与,极大地巩固了所学习的兴趣。

外研社(一起)一上《It's red》教学设计


教学目标:

1、知识目标

能听,说,认读red,box,hat,yellow,color五个颜色单词并在真实情景中运用。了解o和a在单词中的发音。

2、情感目标

激发学生学习英语的兴趣,调动学习积极性,引导学生积极与他人合作,在活动中培养学生的协作精神和竞争意识。

3、能力目标

让学生熟练运用所学颜色单词,并能对身边的事物进行简单描述。

教学重点:

能听、说、认读五个新单词并运用。

教学难点:

熟练运用所学颜色单词,并能对身边的事物进行简单描述。

教具准备:

小黑板,图片,单词卡片等。

教学过程:

一、The Teaching Leading (3 minutes)

1.Greetings(打招呼):

T: Good morning, boys and girls!

Ss: Good morning, Mr.Pang.

T: How are you?

Ss: Fine, thank you.

2、 Sing a song

师生一起边唱边做动作。

3.Have a revision

Ask and answer

T: (指着一名学生)Whats your name?

S1: My name is

T: (握着S1的手)Nice to meet you!

S1: Nice to meet you,too.

3.The Leading Words(导语)

T: Today well learn Unit 4 Its red! (Writing on the blackboard)

Teach the word red

二、The Teaching Presentation(教学展开) (34 minutes)

Step1 The listening part

1. listen to the tape and think :what is Xiaolan doing?Ss:

2. listen to the tape and repeat.

Step2The studying part

1. Look at the picture and think:Who are they?What are they doing?

2. Learn the sentences :Look in this box.Learn the word box

3. Learn the sentences: Whats in it?

4. Look in this box and Guess: Whats in it?

Learn the word hat

5. Continue to learn the sentence:What color is it? Teach the word color

6. 用黄色帽子Teach the sentence :Its yellow.learn the word yellow.

Learn the sentence :Its a yellow hat.

Step3 The practicing part

1. Pass the box say sentence: :Look in this box

2. Guess : Whats in it?

3. Ask and answer : What color is it?Its

4. Read the dialog.

5. chant

Step4The practicing part

1. act the dialog.

Step5The writing part

Do the exercises.

Ⅲ.The Sum Up(总结):(3 minutes)

1、Sum up

T: In this lesson, What have you learned ?

2、Homework

A. Listen to the tape P28.

B. Say the dialog with your friends.

C. Read and write the words two times.

板书设计:

Unit 4 Its red

Look in this box 图片

Whats in it?A hat

What color is it?

Its a yellow hat

外研社(一起)英语一上《Hello!》教学设计


教学目标:

1. The pupils can introduce themselves and say hello,goodbye to each other.

2.Encourage the studentsinterest to learn English.

3.Encourage the students to cooperate with each other, help each other and learn from each other.

教学重点:

1.Help students grasp the 4-skill words: hello,hi ,goodbye, bye.

2.Help students grasp the key sentences:Im___.

3.Enable students to use the drills fluently and correctly.

教学难点:

Enable students to use the drills fluently and correctly.

教学准备:

CD-ROM

教学过程:

I.Warming up and Revision

1、 Greetings.

2、 Talk about why we will study English .

II.Leading-in

1. Introduce myself to the students.

2. Sayhello, hi, Im___, goodbye, bye to the students.

3.Learn the new words (high and Low Voice )

3. Introduce there are 4 new friends will come to our class.

III.Listening Reading Activities

1. Ask the students to open their books,turn to page 2,then play the tape.

2. Ask some questions: Who are they?

3. Let the students listen and point the text and then check the students.

4. Let the students listen, point and repeat the text.

5.Play the tape again, let the students read the text in 4 big groups.

IV.Further Development

1、Give them 2 minutes to practice the text in small groups。

2、Check the students.

3、Activity book

4、Play a video about greeting.

板书设计:

Module 1 Unit 1

Hello

Im Daming

《外研社(一起)一上《How many girls?》教学设计》一文就此结束,希望能帮助您在小学教学中起到作用,如还需更多,请关注我们的“小学一年级识字一教案”专题。

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