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一起新标准英语新教材2BM9教学设计

身为一位人名教师,我们要给学生一个优质的课堂。老师需要提前做好准备,让学生能够快速的明白这个知识点。这样可以有效的提高课堂的教学效率,那吗编写一份教案应该注意那些问题呢?小编特地为您收集整理“一起新标准英语新教材2BM9教学设计”,供您参考,希望能够帮助到大家。

课题:一年级起点第四册(NSE)Module9
Unit1Turnleft!
广鹿小学

语言功能:掌握并能应用道路方向的行进用语,及前往某一目的地过程中的动作指令,并学会介绍前往不同场所的路线。
语言结构:Excuseme.Where’sWestLakeRoad?Gostraighton!Turnleft!
Turnright!Thankyou!You’rewelcome.
教学目标:
a.语言知识目标:(1)学习单词、词组:left、right、straight、excuseme、WestLakeRoad、EastLakeRoad
(2)学习目标语句:Gostraighton!Turnleft!Turnright!
b.语言技能目标:能听懂应用Gostraighton!Turnleft!Turnright!这类说明道路方向的行进用语;能熟练朗读并表演对话;能运用恰当的表示指令性动作的语言来描述去往某地的准确路线;并且能准确抄写功能句。
c.情感态度目标:引导学生关注生活,激发学生学习兴趣和热情,提高学生学习的积极性和主动性;培养学生团结合作的意识和精神。
教学重、难点:
重点:学习并能正确认读功能句、对话,运用恰当的表示指令性动作的语言来描述去往某地的准确路线;并且能准确抄写功能句。
难点:如何结合实际生活,创设大量真实、生动的语言环境,拓展学生对询问线路的应用,让学生感受到准确描述去往某地的路线在生活中发挥着重要作用。能否让学生学以致用是本课教学成败的关键。

二年级的孩子天真活泼,好奇心强,而且乐于表现,因而要抓住他们的心理特征,让他们大胆地模仿,积极的说、做、唱、读、演,掌握单词、句子。低年级的孩子年龄小,有意注意的时间较少,这就要求教学环节的设计要紧凑,活动要多样性和趣味性相结合。

1.融任务于活动中,创设真实的语言情景,进行语言实践。让学生自悟功能句并恰当地运用。
2.手、脑、口、眼在“活动”中并用,加深学生对新知识的记忆。
3.面向全体学生,关注个体,使不同层次的学生均有发展。
4.为用而学、在用中学、学中用、学以致用的目的。
[教学准备]
多媒体课件、CD-ROM、磁带、卡片、录音机、粘贴、哨子小旗子

Ⅰ、Warmup
a.师生问候后,放第一册书中的“OneTwoThreeSong”歌曲,让学生跟录音机一起唱。
b.Lookatthephrases,sayanddotheactions.出示几组动词短语如:Standup.Sitdown.Standintwolines.
通过一开始的说说唱唱,活跃课堂气氛,激活学生已有的学习经验。随之进行看、说、做互动,不仅复习旧知,更让学生愉快地动起来,不由自主地进入了一个新的英语学习氛围。
Ⅱ、Presentation
教师吹哨子并出示手旗做示范动作。
T:Please,lookandlistencarefully.Gostraighton!Turnleft!Turnright!
S:Gostraighton!Turnleft!Turnright!
同时将功能句及图标以幻灯片的方式展示出来。学生以一组、一排、单数学号、双数学号、个人形式逐句模仿操练上口。
b.Let’shaveamatch.
通过小组比赛的形式检测学生是否掌握了重点句型同时也激发了学生的学习热情,培养了学生团结合作和竞争的意识。
c.T:Where’syourhome?Howdoyougotoschool?教师以多媒体课件出示社区平面图,让学生自己准确表述不同场所的路线。
d.T:Today,SamwillgotoDaming’shome.Buthedoesn’tknowwhereitis.Let’shelpSam.WheredoesDaminglive?Where’sWestLakeRoad?Now,let’slistentothedialogue.融任务于活动中?请学生边看幻灯片边听录音,看看警察叔叔怎样告诉Sam方向的。CD_ROM呈现课文,直观教学更加有利帮助学生快速理解故事内容和情节。
e.Listenandcircle“Gostraighton!Turnleft!Turnright!”
f.Answerthequestion.
g.DoesSamfindDaming’shomeatlast?Why?
如果学生能够正确回答这些问题,说明他们已经能够较好地理解了课文的内容。
h.Listenandrepeatthedialogue.
通过整体呈现课文,让学生在大的语境中理解所要学习的新语言结构。在明确的任务指引下,学生会积极地投入到各项活动中,在语境中学习语言,使用语言,达到学以致用的目的。
Ⅲ、Practice
新语言的教学:
a.Dialogue:
1.听录音排对话——以小组合作的形式,边听边将正确的对话顺序从新排列出来。培养了学生的听力和认读能力以及与他人合作学习的意识。
2.Playthedialogue.
b.Drills:
1.Readthedrills“Gostraighton!Turnleft!Turnright!”
2.Copythesesentences.抄写完自己起立再读一遍。
教师小结同时让学生读出本课重点句型并抄写,帮助学生再次再现,培养学生认读能力和书写能力,为今后学习英语奠定良好的基础。
在这一环节中,设计了学生喜闻乐见的游戏活动,寓教于乐。学生在玩中学,在学中玩,在活动中巩固所学的语言,为真实地运用语言打好基础。有效的培养了学生的听、说、读、写的能力。
Ⅳ、Production
a.游戏:测试机器人。教师请一组学生当“机器人”,一名学生当制造机器人的“工程师”,对“机器人”的反应做测试工作。“工程师”对“机器人”发号施令,如“Gostraighton!Turnleft!Turnright!”等,“机器人”必须按照“工程师”的口令做出相应的动作反应。比一比哪个“机器人”的反应最快速最准确。
b.Haveatest.
1.Listenanddrawthearrows.
2.Lookandcomplete.
设计有层次的任务活动,让学生体会语言知识的实际应用。在语言活动中找到真实的感觉,收获用英语做事情的快乐。
Ⅴ、Homework
a.Listenandreadthedialouge.
b.Talkwithyourparents——Howcanyougettoschool?
巩固学习成果,课内延身到课外。

课题:一年级起点第四册(NSE)Module9
Unit2Wheredoyoulive?
广鹿小学
]
语言功能:询问并说明线路
语言结构:Wheredoyoulive?IliveinAppleStreet.WhereisAppleStreet?Gooutoftheschool.Yougopastthefactory.
教学目标:
a.语言知识目标:
(1)学习单词factory并能书写这个单词。
(2)学习目标语句Wheredoyoulive?IliveinAppleStreet.并能正确书写句子。
(3)学说韵句
b.语言技能目标:能听懂应用Wheredoyoulive?Ilivein…Street.Whereis…Street?Gooutoftheschool.Yougopastthefactory.
Gostraighton!Turnleft!Turnright!这类说明道路方向的行进用语;能熟练朗读并表演对话;能运用恰当的表示指令性动作的语言来描述去往某地的准确路线;并且能准确抄写功能句和单词。
c.情感态度目标:让学生积极参与活动,愿意参与课堂活动,在活动中大胆开口说英语,体验成功,增强自信心,激发学生学习语言的兴趣,提高英语的口语表达能力。
教学重、难点:
重点:学习新词factory、能听懂应用Wheredoyoulive?Ilivein…Street.Whereis…Street?Gooutoftheschool.Yougopastthefactory.
Gostraighton!Turnleft!Turnright!这类说明道路方向的行进用语。
难点:能运用本模块所学的语言如:Gooutoftheschool.Yougopastthefactory.等句子进行询问和说明路线。

通过前一单元的学习,学生们基本掌握了询问和说明路线的简单用语,为本课的学习奠定了基础。但“Gooutoftheschool.Yougopastthefactory.”的句子对于二年级孩子理解和发音上有一定的难度。结合小学生识记快、忘却也快的特点,在教学中应遵循“勤反复重积累”的原则,设计学生喜欢的游戏活动,以动促说,以动促练。

本节课仍采用以任务型教学模式为主导,以活动为主线,通过完成创设的真实的情景进行交际,从而获得和积累相应的学习经验。采用合作的学习方式,互相帮助。以任务活动促进学生综合语言运用能力的发展,培养学生学会用英语进行思维的能力。
[教学准备]
多媒体课件、CD-ROM、磁带、录音机、粘贴、哨子小旗子


Ⅰ、Warmup
a.师生问候后,教师带领全班做TPR活动。教师发出指令“Gostraighton!Turnleft!Turnright!”学生听指令做出动作。可以适当的逐渐加快速度。通过这种简单的游戏调动学生的学习积极性,并复习了上一单元的语言。
b.Aguessinggame____Excuseme,where’sthezoo/school…?
让学生在情趣激昂的游戏中温习旧知,在宽松愉悦的氛围中巩固所学的语言知识,为下面的学习做好铺垫。
Ⅱ、Presentation
a.Look、askandanswer.
T:Wheredoyoulive?IliveinBeijingStreet.
S:Ilivein…Street.
教师自问自答,同时以幻灯片的形式出示示意图在图上找到正确的位置,学生理解后,采用教师问学生答,学生问教师答,学生互问互答等方式操练对话。
b.Point、askandanswer.
学生到讲台前指图问答进行展示。
c.T:Today,Iwillintroduceanewfriendtoyou.Guess,whoisshe?Pleaselookattheslide,sheisJess.Doyouknow,wheredoesshelive?Pleaselistencarefully.呈现课文,带着任务听并看着CD-ROM理解课文大意。
d.Answerthequestion.
e.Jess想从学校回家该怎么走,带着这个问题Listenandcirclethedifficultsentences.
f.突破难点:Gooutoftheschool.Yougopastthefactory.等进行询问和说明路线的语言。
方法:教师将一个可操纵的玩具小人出示在地图上,玩具小人听从教师的指令,从学校出发,到达“AppleStreet”。教师的指令如下:Gooutoftheschool.Turnleft.Thengostraighton.Yougopastthefactory.Thenyouturnright.ThatisAppleStreet.教师重复演示,学生看图,跟着教师的指令做动作,并逐句跟读也可以采取个人、两人、小组、一排、一列的形式读。
在句子中学习单词factory,句不离词,词不离句。并引导学生回忆旧知,曾经学过的地点词如:school/station/hospital/zoo/park/classroom….新旧相联,触类旁通。
g.Listenandrepeat.
学生跟读,并用食指和中指做出一个人走路的样子,在课本上做出相应的动作。
的路线。

Ⅲ、Practice
a.对话学习:
1、两人一组或四人一组进行操练,让学生充分熟悉从学校到小孩家的路线。
2、Readthedialogue.以小组开火车的形式读,注意纠正学生的语音、语调。
b.目标语句的学习:抄写目标句并熟读。
c.韵句的学习。请学生用不同的方式比赛说,看那个小组节奏感最好、语音最标准。
把竞赛游戏引入课堂,能充分调动学生的主动性和积极性,并能激活他们思维的火花,促进知识的滚动和复现。在这一环节中,逐渐将机械性的操练变为有意义的练习,让学生在语言实践中找到真实的感觉,提高学生运用语言的能力。
Ⅳ、Production
小记者报道:
教师课前布置作业,介绍从学校去往自己家的简单路线,并手绘一张较大的路线示意图。以小组推荐的形式进行汇报,并可在发言中邀请大家到家中作客。同时没有课上交流的同学课下互相介绍,并行成文字于作业本中,教师再给予批阅。
此环节要尊重学生的个体差异,教师给予指导。提高学生的外在表现力和口语表达能力,增强自信心。
b.Haveatest.
Ⅴ、Homework
1.熟读课文并抄写单词和句子。
2.向自己的小伙伴介绍从学校去往自己家的简单路线,并行成文字于作业本中。

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一起新标准英语新教材2BM8教学设计


相信很多老师都希望自己的课堂上同学们能够积极的与自己互动。为此老师就需要在上课前准备好教案,以此来提高课堂的教学质量。上课才能够为同学讲更多的,更全面的知识。那你有没有为了一个问题而去做过一份教案呢?小编收集整理了一些一起新标准英语新教材2BM8教学设计,仅供参考,希望能为您提供参考!

一年级起点第四册
《Module8Unit1》教学设计
四块石小学
教学目标:
1.知识与技能目标:学生能正确的书写hospital和stop这两个单词,能够在语境中正确自如的运用going来描述路线。能够准确恰当的运用目标语句“Thetrainisgoingupahill”来描述路线。能流利的朗读课文,理解课文意思。
2.情感与态度目标:通过本课学习使学生保持并巩固英语学习的兴趣、敢干开口,乐于参与各种形式的学习活动,并在鼓励性评价中不断树立学习英语的自信心。
重点:学生能够能熟练运用”It’sgoingupahill.”目标语句来描述路线。
难点:学生对hospital的正确发音及对进行时的正确运用。
教学准备:
教师:教科书,练习册,CAI,玩具小车,单词卡片,光盘。
学生:教材,taskpaper.
教学过程:
StepOne:Warmer:
1.Greeting:Hello,everyone!
2.Dotheactions:upupstandup;downdownsitdown
StepTwo:Presentation
T:Didyougoanyplaces?Showsomepicturestosay.Howdidyougothere?(Bycar,bybus,bytrain…)Canyousaytheroutines?TodaywearegoingtolearnModule8Unit1.
StepThree:Practice
1.Firstlistentothetapeandthink:Whereisthegirl?
2.Listenandrepeat,andthink:Whereisthetrain?Lookattheslideandchoose:Thetrainisgoing___ahill.
3.Thenwhereisthetrain?Listentotape.
Judge:TrueorFalse
4.Lookatthepictureandtrytoputthewordsinorder:Thetrainisgongpastthehospital.
Ss:It’sgoingpastahospital.(学生做火车游戏的时候,马上要经过讲台)
5.Gesturelanguageexerciseabout“goingup,goingdown,goingpast”
6.Practisethesentences.Andhaveacompetition.
7.Readthedialogue.
StepFour:Production
1.Lookandguess:Wherearethey?
2.Listenandfollowtheroutewithyourfinger.Thenpointandsay.
3.WelcomeSscometothefrontandusetheirtraintodescribetheroutinesfromschooltotheirhome.
4.Taskpaper.
StepFive:Summaryandhomework
Homework:1.Readthetextafterclass.2.Copythewords.

板书设计
Module8Unit1
Thetrainisgoingupthehill.
down
pastahospital

Module8Unit2Thehorseisturningaround.教案设计
四块石小学

(一)知识目标:
1.学生能够正确听、说、读和拼写单词turn,again,jump,back,能够听说认读单词和短语around,turnaround,ground,comeback
2.能听懂、会说和会读:Thehorseisturningaround.
 (二)能力目标:
1.通过说唱本单元的儿歌、童谣,培养学生听、说和唱的技能,同时提高学生自主学习能力。
 2.在各种训练活动中,培养学生运用语言的能力。
(三)情感目标:
 1.引导学生体会、了解学习英语的兴趣,激发学生热爱生活的情感。
 2.培养学生的合作意识。

 1.能听懂、会说、会读以下句子:
Thehorseisturningaround.
 2.会说唱本单元的英语儿歌和童谣。

 1.正确区别几个方位词及其用法。
 2.能熟练快速地说出本单元的英语指令且能迅速做出相应的动作。

 1.CD-ROM,wordcards,pictures

Step1.Warming-up
1.Greeting
Letusplayagame.Ok.?“Simonsays.”
Simonsays:Standup!
Simonsays:Sitdown!
Simonsays:Handsup!
2.Pointtothepictures.
T:Boysandgirls,lookatthepicturesonthewall.
Saythesentences.
It’sgoingupahill.
It’sgoingdownahill.
It’sgoingpastahospital.
3.Listenandchant
Lookatthevideo,andteachthenewwords“turnaround,ground,again”
T:look,whatamIdoing?转圈动作turnaround
T:WhatamIdoing?CanyousayitinEnglish?
Showthewordcards:turnaround.Teach“turn”.Teach“around”.
4.Sayanddotheactions.
Step2Presentation
NowI’mwatchingTVabouthorse.Let’ssee.Whatisthehorsedoing?
Step3Practise
1.Listenandtrytofindtheanswer.
2.Underlinethesentences.Thenchecktheanswer.
Saythesentencesandteachthenewwords“comeback”
3.Listenandrepeat.
4.Practiseingroups,readthesentencesonebyone.
5.Makethesentencesinrightorder.
Step4.Consolidation
1.S1:Dotheactions
Ss:S1isrunning.
S1isturningaround.
S1isjumping.
S1iscomingback.
2.Listen,matchandsay.完成活动3.
3.Listenandsing.学生唱完歌曲后,教师可以和学生一起根据本单元歌曲的旋律重新填充歌词,例如:
Shake,shake,shakeyourhead,
Shakeitupanddown.
Shake,shake,shakeyourbody,
Nowjumpanddown.
4.教师和学生做游戏“我是小火车”。教师选择部分学生扮演“小火车”,在教室里放上一些表示不同地点的标志物,当这些“小火车”在教室里经过这些标志物的时候,扮演“小火车”的学生运用所学的知识描述当时的状态,如“Thetrainisgoingupahill.”
Step5.Summary
教师和学生一起归纳本单元所学的语言项目。
Homework
1.让学生运用所学方位词描述自己曾经做飞机、火车、公共汽车、出租车到达目的地的过程。
2.熟练说唱本单元学习的童谣歌曲。
Step6板书
Module8Unit2
running.
Thehorseisturningaround.
jumping.
comingback.

新标准英语一起第二册M1~~~M10单词和功能语句


一年级下M1~~~M10单词和功能语句
一.单词:
elevenHowmanytwelveorangemanybirdlet’streeknowothersoricenoodlesmeatsweetschildrenicecream
fathermotherdoctorfriendclownbrothersistergrandmagrandpapupilpresentsorrycarhere’s=hereis
He’s=HeishisShe’s=Sheisherbagcoatnursedressbusdrivertheir
headnoseeareyemouthfacethey’re=theyarefarmcowpigchickeneggthinfatbiglittlebabycutescarylongshorttallveryzoolionsnakelikeplayhotfootballbasketballping-pongswimmingdancetiredgoswimmingsportaboutfavouritetogetherwith

二、功能语句:

1.Where’stheorangecat?Doyoulikedolls?
Idon’tknow.Yes,Ido.No,Idon’t.

2.Isitunderthebed?Dotheylikejigsaws?
Yes,itis.Yes,theydo.No,theydon’t.

3.Howmanygreenbirds?Idon’tlikenoodles.
Fourgreenbirds.Idon’tlikemeat.

4.Thisismymother.What’syourfavouritesport?
Thatismyfather.It’sfootball.
5.Thisismymother,She’sateacher.What’syourfavouritecolour?
Thisismyfather,He’sadoctor.It’sred.

6.Thisismybrother,He’sapupil.What’syourfavouriteanimal?
That’sme.I’mapupil,too.It’salion.

7.Thisisherbag.Thisisherbook.Ilikefootball.Welikefootball.
Thatishishat.Thatishiscoat.Theylikefootball.

8.Mymotherisanurse.Thisisherdress.Let’ssing.Let’sdance.
Myfatherisadriver,That’shisbus.Thissnakeislong.Thatsnakeisshort.

9.Thisismyhead.Whatarethey?They’recows.
Thisisyourmouth.Whatarethey?They’repigs.
10.Whatarethese?It’sthin.
Theseareyourlegs.Idon’tlikeginger.

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)英语一上《Hello》教学设计


教学目标:

1.Through this lesson , get the students to grasp how to ask and answer How are you ?

2.Encourage the students to interest to learn English .

教学重点:

How are you ? Im fine .

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

Greet the students with phrases they have learned such as hello ,hi ,Im

Ⅱ.Leading-in

1.Play a game.

Explain that Im going to say different greetings and farewells.

T: Hello

Bye

Hi

(Saying the greetings or farewells faster and faster)

2.Listen and point

Ask the students to describe the pictures.

To play the tape and ask the students to close their books and listen.

ⅢListen and Reading Activities.

1.Show the picture in the students book. Play the tape three times.

2.To play the tape again.

3.Divides the class in half.

4.Ask some volunteers to act.

Ⅳ Further Development

1.Song Teach this song line by line to the students.

2.Game:How are you?

3.Do the exercises.

板书设计:

Module 1 Unit 2

How are you?

Im fine.

(新标准)小学英语第6册Module9Unit1TomorrowisFriday教案


(新标准)小学英语第6册Module9Unit1TomorrowisFriday教案
模块整体分析:
语言功能:询问和描述即将要做的事情
学习任务:
能够听说认读抄写或仿写下列句子:
能够仿说和运用下列句子:
Whatdayisafter…?It’s…
…will…on….
能听说读写的词语:
take,why,after,ball(1-4),picnic(4-7)
运用任务:“…willdo”与“…begoingtodo”这两种句式之间的转换;掷骰子完成书上的棋子游戏;说童谣;朗读、表演课文;说说自己近一周的打算。
模块分析:在本册的前几个模块已经向学生展示了将来时态,在这一模块中对于这部分的知识又有了一些延伸和提高,具体体现在以下两个方面:第一,引进了“begoingtodo”这个同样也可以表示将来的动作的句式;第二,在表示将来要做的事情的句子的后面加上了表示具体时间的词语或短语。这样一来,便使得学生在描述将来要做的事情的语言就更加丰富和具体了!

Unit1TomorrowisFriday.

一、教学目标与要求:
1、知识与能力目标
1)能够听懂、会说、认读和运用下列词汇:
take,why,after,ball(1-4),picnic(4-7)
2)能够听懂、会说、认读和运用下列句型:
Willyoutakeyourkitetothepicnictomorrow?
No,Iwon’t.
Willyoutakeyourballtomorrow?No,Iwon’t..
3)能够初步了解课文情景,跟读课文。
4)能够运用Willyou…?No,Iwon’t.描述即将要做的事情。
2、情感态度目标
通过学习描述即将要做的事情,培养学生形成做事要有计划性的人生态度。
二、教学重点及难点
重点:
1)能够听懂、会说、认读和运用下列词汇:
take,why,after,ball(1-4),picnic(4-7)
2)能够听懂、会说、认读和运用下列句型:
Willyoutakeyourkitetothepicnictomorrow?
No,Iwon’t.
Willyoutakeyourballtomorrow?No,Iwon’t..
难点:
能够运用Willyou…?No,Iwon’t.描述即将要做的事情。
三、课前准备
课件、卡片、图片、实物(ball,kite,…)
四、教学过程
Step1Warmup
1.Sayachant:Module3Unit2Activity3
2.Freetalk:
T:Whatareyougoingtodothisweekend,children?
Willyou…?
引导学生谈论他们周末的安排,借机引出Willyou…?的问答。
Step2Presentationandpractice
1.T:Goodjob.TodaySamandAmy’sfathertellthemapieceofnews.Let’sseewhatnewsitis.Watchandanwer:
Dad:We’regoingtohaveapicniconSaturday.
Learn:picnic郊游
haveapicnic去郊游
2.T:AreSamandAmyhappy?
Ss:Yes.
T:Pleaseguess,whatwilltheytakeonSaturday?
Learn:take带着,拿着
S:take…
T:O.K.WatchTV,please.Answer:
1)WillAmytakeherkitetomorrow?
2)WillAmytakeherballtomorrow?
Learn:tomorrowto-mo-rrow
(row)
Watchandanswer:
1)Amy:No,Iwon’t.
2)Amy:No,Iwon’t.
3.T:Whynot?
Learn:why=y(telltheSswhy=y’spronunciation)
Clearitsmeaning.
Watchandanswer:
TomorrowisFriday.
T:Sothey’regoingtogoonSaturday.
4.Repeataskingindividualstudentstorepeattheutterances.
5.Listentothetapeandrepeat.Activity1
6.Repeatactivity2.
Step3Consolidationandextension
1.Matchandsay.
Askthechildrentolookatpicturesofthechildrenandtodrawalinetomatchthemtotheathleticseventthattheyaregoingtodo.
完成活动手册活动P352
2.Nowlookandwrite.
Nowasktheclasstocompletethesentencesaboutwhateachchildisgoingtodo.
完成活动手册活动P341
3.Playaguessinggame:
ShowsomeverbphraseshavetheSstoreadandconsiderateoneofthemtodoonSaturday.
Guessingroupsof4
A,B,C:Willyou…onSaturday?
D:Yes,Iwill./No,Iwon’t.
Step4Summary
T:Whatdidwelearntoday?
S:谈论将来的计划。
Step5Homework
1.Readafterthetapeandreadthetextfluently.
2.Makeaplanforthisweekend.
Step6Blackboarddesign
Module9Unit1
Willyoutakeyourkitetothepicnictomorrow? 
No,Iwon’t.
Willyoutakeyourballtomorrow?
No,Iwon’t.

外研社(一起)英语一上《It's my ruler》教学设计


在上课时老师为了能够精准的讲出一道题的解决步骤。老师需要做好课前准备,编写一份教案。这样可以有效的提高课堂的教学效率,那有什么样的教案适合新手教师吗?请您阅读小编辑为您编辑整理的《外研社(一起)英语一上《It's my ruler》教学设计》,仅供参考,欢迎大家来阅读。

教学方法:

情景教学法、游戏教学法

课前准备:

电子课本、课件

教学目标:

1.能认读,单词: crayon, eraser。

2.能听懂,会读句子:Whats this? Whats that? Its my ruler/pencil case/eraser/crayon.

重点难点:

1.熟练掌握用英文询问和介绍物品名称的单词和句子,能在实际生活中灵活运用。

2.培养学生用英语思维的能力,及大胆用英语交流的能力。

教学过程:

Step 1.Warming-up

1.教师热情地和学生打招呼问好,做简单的Free Talk。

2.教师和学生一起进行Look and say活动。教师拿出一件文具,只做口型不发音,用唇语表示出这件文具:My学生根据老师的口型快速反应,从书桌上拿出同样的物品,大声说这个词组:My 看看谁的反应快又准。教师对在活动中表现优秀的同学发送小礼物表示奖励。

Step 2.Presentation

1.教师和学生做接龙游戏。教师可以先示范:手里拿着自己的铅笔问学生:Whats this?引导学生回答:Its a pencil.然后这个回答的学生也拿起一件自己的文具问下一个同学:Whats this?下一个同学进行回答,再提问依次类推。

2.教师把课前准备好的失物招领的牌子放到课桌上,然后对同学们说:I have something you lost. Whose is it?教师从中拿出自己的一把尺子,说:Its my ruler.重复这个句子,并随机将这个句子板书,引导丢失物品的学生到前面用刚刚学过的新句型进行物品认领。

3.教师把本单元活动1的教学挂图呈现给学生,并告诉大家:课本中的小伙伴也在失物招领处认领自己的物品,我们一起看看他们是怎么表达的吧!

4.教师引导学生看图片,然后通过实物演示再讲授新句型Its my 让学生充分领会。

5.在学生充分理解了对话之后,教师让学生自由结合四个人一组,进行小组练习。练习之后,进行对话表演。

Step3.Practice

教师把活动4的教学挂图呈现给学生,让学生认真看图,了解活动规则。

之后运用图片上所呈现的句型和各种物品进行猜猜看练习。教师可以先示范,用一支铅笔在桌子下面轻轻地敲击,要注意不能够让学生看见铅笔,只能够让学生听见铅笔敲击桌面的声音。鼓励学生大胆猜,猜对的同学到前面来,选择另一种物品敲击,注意同样不要让其他同学看见,只让他们听见物品的声音。到前面的学生问:Whats this?其他同学猜。猜对的学生到前面来继续游戏。

Step4.Learn to the chant

教师通过教学媒体资源给学生呈现出活动4的Chant 内容。

让学生听录音,找出韵句的规律,和学生一起根据韵律拍手打节拍。然后再放录音,学生打着节拍进行跟读。最后进行小组活动,学生以小组为单位进行模仿,用身边的其他文具物品自编韵句,在全班范围内展示。教师对表现优秀的学生发送小礼物表示奖励。

Step5.Consolidation

教师和学生一起归纳本单元所学的知识点。

作业设计

用本模块学过的句型向家人介绍自己的物品。不会的单词可以通过上网,查字典,请教老师等多种方式获悉。数数看,自己向家人介绍了多少件物品呢?

板书设计:

Whats this?

Its my pen/ruler/eraser/pencil case/crayon.

教学反思:

开展角色扮演活动,学生需要结合已有的知识和经验,把课本中的内容引入到生活情景中,从而体验语言的真实运用。童谣的学习容易激发小学生的学习兴趣,是他们喜闻乐见的学习内容之一,教师在教学中把童谣与教学内容紧密结合,使之服务于教学目标,通过让学生自编,使学生的创造能力得到培养和锻炼,而且学生可以自己体验到英语学习的成就感和快乐。

外研社(一起)英语一上《It's red.》教学设计


教学目标:

1. 语言知识目标:it,its=it is , red,blue,yellow,colour,green,now,black,white,dog,cat,and,look,orange. 能初步运用its= it is,red,blue,yellow,dog,cat.

2. 语言技能目标:全体学生能听懂What colour is it? Its red.Its a red dog.

3. 学习策略:能通过说明事物的颜色等特征,激发学生对生活中色彩的关注。能在他人有语言困难时给予帮助。

4. 文化意识:了解西方孩子和中国孩子一样很喜欢各种动物,尤其是宠物。

5. 情感态度:进一步培养科学精神和乐于分享爱好、帮助他人的情感。

重点难点:

全体学生能听懂What colour is it? Its red.Its a red dog.

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:

低年级小学生的模仿力、求知欲和表现欲都很强,我要遵循这个年龄段孩子的身心发展特点,在教学中采用灵活多样的教学手段,让学生在听一听、说一说、玩一玩、唱一唱、讲一讲、演一演中学习并掌握英语,从而激发学生对英语的学习兴趣,培养其良好的学习习惯,使学生乐学,且学有所得。

教学过程:

Step1 Warming-up

T: Stand up, please!

Ss: Good morning, Miss Wu.

T: Good morning, Boys and girls. Sit down, please. How are you?

Ss: Im fine, thank you!And you?

T: Im fine, too. Thanks! (The teacher point to a child and ask :Whats your name?

S1:My names

T:Whats your name?

S2:Im

T: Your name, please ?

S3:

Step2 Presentation and Practice

1.今天,熊猫Panpan遇到了一种很有特点的动物,是什么动物呢?我们来看看吧!

播放活动2的动画,请学生看动画。先整体听一遍,然后请学生回答问题:Kami有什么特点?为什么会变颜色?告诉学生变色龙不仅会随着环境变色,也会随着温度或心情的变化而改变颜色。同事,变色龙一次可以变成几种不同的颜色。、

2.再次播放动画,请学生逐图跟读语句。可进行模仿比赛,看谁模仿得更接近课文录音。

3.训练所学的六种颜色,用Its

4.完成活动三。播放录音,学生跟读。然后两人一组,指着身边的物品练习所学颜色。

Step3 Summary

总结今天所学重点。

Step4 Homework

听音读课文。

教学反思:

由于活动贴近学生的生活,学生有话可说。活动设计遵循了由浅入深、循序渐进、螺旋上升的教学原则,不仅使学生再次巩固所学知识,而且还提高了学生的综合语言运用能力。

新标准小学英语第四册全册教案2


Module5Size
Unit2BeijingisbiggerthanTianjin.

Wordsandphrases:MountQomolangmatheGreatWalltheSummerPalace
Sentences:TheChangjiangRiverislongerthantheYellowRiver.
TeachingpropertiesL:picturesmaptape-recorder
Teachingprocedures:
A.songs:Willitbewindy?
B.Freetalk:talkabouttwoSs.
C.newconcepts:
(Step1).DrawaChinesemapontheblackboard.PointtoBeijingandTianjin,andthentalkwhatisbigger.Handwriting:
(Unit2BeijingisbiggerthanTianjin.)ThenletSstrytosayoutthesamemeaningsentence.(TianjinissmallerthanBeijing.)
PointtoMountQomolangmaandMountTai,talkandwrite:
(MountQomolangmaishigherthanMountTai.)(MountTaiislowerthantheMountQomolangma.)
PointtotheChangjiangRiverandtheYellowRiver,talkandsay:
(TheChangjiangRiverislongerthantheYellowRiver.)Andtheothersentence(TheYellowRiverisshorterthantheChangjiangRiver.)
ShowoutthepicturesoftheGreatWallandtheSummerPalace.Lookandlearn.Thentalk:(TheGreatWallisolderthantheSummerPalace.)
Listenandreadthelesson.
(Step2)Makemoresentences,talkabout(BeijingandShanghaiSnakeandchameleon…)
(Step3)listenandlearnthepoem.(Listen3timesandtrytochant.)
Thenhavearacebetweentwogroups,andsayout“Whichgroupisgoodbetterworse.”
Write“goodbetterworse”ontheblackboard.LetSstrytosaythem.
Designs:
Unit2BeijingisbiggerthanTianjin.

(此处为中国地图)
MountQomolangmaishigher
thanMountTai.

TheChangjiangRiverislongerthantheYellowRiver.

TheGreatWallisolderthantheSummerPalace.

(goodbetterworse)

Module6Music
Unit1Thegirlisgood.
TeachingObjectives:
1.Wordsandphrases:betterworsevoicethinkfirstagreequiet
2.Sentences:Ithinkthisgirlisbetterthanthefirstgirl.
3.grammar:adj.comparison
4.Teachingproperties:tape-recorder
Teachingprocedures:
A.songs:Polly’shair-
B.Freetalk:talkaboutthethingsonthemap.
C.newconcepts:
(Step1).LetagirlsingsanEnglishsong,andwrites“thegirlisgood.”ontheblackboard.
Thenwrite“betterbad-worseIthinkIagreevoicefirst”ontheblackboard.Andlearnhowtopronounceandhowtouse.
Makesentenceswitheveryword.
(Freetalk):Letanothergirlsingasong,andsay“thegirlisbetterthanthefirstgirl.”Pleasetalkaboutthem,andthenanswerthequestions:
1.“Whoisbetter?”
2.Whatdoyouthink?
3.Doyouagree?
Listentothetapeandpractisereadingthislesson.
(Step2)LookattheActivityBookandcompleteit.(Practiseusingbetterandworse)
(Step3).Agame:Drawandtalk.(LettwoSsdrawpicturesontheblackboardandwetalkaboutthemlikestep1.)
Designs:
Module6Music
Unit1Thegirlisgood.

good—betterIthink_____________.
bad---worseIagree.voice
Bequiet.
Ithinkthisgirlisbetterthanthefirstgirl.

Module6Music
Unit2LinglingisbetterthanDaming.
Teachingobjectives:
1.Wordsandphrases:zitherguitardrumspopmusic
2.Sentences:thenewsong
Teachingproperties:
Picturestape-recorder
Teachingprocedures:
A.Songs:LondonBridgeisfallingdown.
B.Freetalk:let2studentssingsongs,andtalkaboutthem.
C.newconcepts:
(Step1)Askstudents:“Doyoulikemusic?”Todaywewilllearnaboutmusic.
Writethetitle“Unit2LinglingisbetterthanDaming.”ontheblackboard.
Write“Chinesemusicandpopmusic”ontheblackboard.
Talkabout“whatisChinesemusicandwhatispopmusic.”
Writethemontheblackboard.(erhuzitherandpianoguitardrumsviolin)
LetSsmakesentencesandact.Forexample:Icanplaytheerhu.(Thestudentdotheactionsandsay.)(Mustwrite“the”beforetheinstrument)
ThenaskSs:“Whatmusicdoyoulike?”
“Whatcanyouplay?”
“Canyouplaythezither?”
ChoosetwoSswhomcanplaythesameinstrument,Letthemplayoractandthenwetalkabout“whoisbetter?andwhoisworse?”
Listentothetapeandpractisereadingthislesson.
(Step2)Listentothetapeandlearntosingthenewsong.
Listentomusicmoretimes,andthentrytosingthesongtogether.
(Step3)Freetalk.LetSssingthesongingroups,andwetalkwhichgroupisbetter.
LetSsdotheactionsforthesong,andwetalkwhichgroupisbetterorworse.
Designs:
Unit2LinglingisbetterthanDaming.
ChinesemusicPopmusic
erhuguitar
zitherdrums
Piano
Violin

Module7Countries
Unit1NewYorkisintheeast.
TitleUnite1NewYorkisintheeast.NewLesson
TwoPeriod
LearningObjectsa.Keywordsandphrases:countryprojectalsocallspeakrightcitycousinthere
b.Sentences:SanFranciscoisinthewest.
c.Taskaim:LearnaboutthecitiesofAmerica.Andgraspthepositionwords.Usethesimplesentencestodescribethepositionofsomething.

Learningproperties:
map,taperecorder,pictures

Designidea:
LearnaboutsomesimpleEnglishexpression.AndletstudentslearnalittleaboutAmericainordertoincreaseinterestingandfosterthestudents‘consciousnessofEnglish.
Procedures
StepⅠ

WarmingUp1.Singthesongtogether.”Iamthemusicman.”(constructfunnyatmosphere)
2.ShowsomepicturesormapsaboutLondon.
3.Freetalk(Havestudentsdescribethepicture)(reviewandpresentthenewlesson)
StepⅡ

Presentation
1.Teacher’sQ:WhichcountriesspeakEnglish/
S:England,American…
Q:WhatdoyouknowaboutAmerica?
S:InChinesetheymaysaysomethingaboutit.
OK,todaylet’sdoitinEnglish.
2.
a.ShowamapofAmerica.(Teacherdrawitbeforetheclass)
Andintroduce“Thisismyproject.ItaboutAmerica”(show“project…)readitandunderstandit.
b.Usequestionstoshownewwords
Q:whatlanguagedothepeoplespeakinAmerica?
S:peoplespeakEnglishinAmerica.
Q:what’sthecapitalofAmerica?
S:WashingtonD.CisthecapitaloftheUSA.
Q:whereisit?
S:It’sintheeast.
Newwords:speak,east

c.UsethemaptoshowthepositionofNewYorkandSanFrancisco.Andpresentthetextcontestontheblackboard.(teachnewwords“city,west,cousin)

d.Makesurethatallthecontestontheblackboardanduseacolorchalkunderlinethenewwords.

StepⅢ
Drilla.Listenandrepeat.Andreaditinpairs.
b.Repeatsomekeysentenceswithateacher.Understandthemeaningofit.
c.Competitionbetweentwostudents.Readit“Whocanreaditmorequickly?”
(ImprovethestudentsabilityoforalEnglish)

StepⅣ

Practice1.Givethem2’torememberthenewwordsandthemeaningofit.Thenfinishthepart1onActivitybook.Checktheansweringroups
2.Point,askandanswer
ShowsomepicturesonTV.(ontheblackboard)
A:WhereisNewYork?B:It’sintheeast.
(Lookatpicturesanddescribethepositionofit)
3.ShowamapofChinaanddealwiththepart3onactivitybook.
StepⅤ

GameDoyouhaveafriend?Ifyouhave,pleasedrawher/hishouse.Andtelluswhereishis/herhouse?
(Practice“IliveinBeijing.Myfriendlivesin…)
StepⅥ
Summary1.Practicetoreadandrememberthenewwords.(lookatthephoneticsymbolandsaythemout)
2.Importantsentences(makeasimpletranslation)
StepⅦHomeworkMakesomesentenceslikethemoduleones.
(Chinese,speak,China)PeoplespeakEnglishinAmerica.(capital,Beijing,China)WashingtonisthecapitalofAmerica

DesignModule7Unit1NewYorkisintheeast.
It’saboutAmerica.

It’scalledUSA.

Module7Countries
Unite2BeijingistheCapitalofChina.

TitleUnite2BeijingistheCapitalofChina.NewLesson
TwoPeriod
LearningObjectsa.Keywordsandphrases:north,south
b.Sentences:BeijingisthecapitalofChina.
c.Taskaim:
1.Goonlearningthepositionwords,LearnaboutChinaandAmericafromthis.2.Introducesomecitiespositionandchoosesomecitiestopractice.
Learningproperties:map,taperecorder,pictures

Designidea:
LearnaboutsomesimpleEnglishexpression.AndletstudentslearnalittleaboutAmericainordertoincreaseinterestingandfosterthestudents‘consciousnessofEnglish.
Procedures
 
StepⅠ
WarmingUp1.Singingasongtogether.
2.Chooseyourfavoritecountryanddescribeit(positioncapitalnicecity)
3.TeachershowsthepictureofBeijing,Sanya,Washington,andSanFranciscoonTV.
StepⅡ
Presentation
Q:DoyoulikeBeijing?Andlookatit
S:Describeit(position…)
Q:ThereisafamouscityinChina,Whatisit/It’sveryhot.
S:Sanyaanddescribeit.
AndusethesamewaytoshowWashington(toteachnorth,south,east,andwest)Wecanuseamaptolearnfourwords.

StepⅢ
Consolidate

Listenandmatch.Thenpointandsay(consolidatetorememberthefourpositionwords)Finishthepart1onActivitybook.
Givethem2’torememberthenewwordsandthemeaningofit.Thenfinishthepart1onActivitybook.Checktheansweringroups
Point,askandanswer
ShowsomepicturesonTV.(ontheblackboard)
StepⅣ
PracticeA:WhereisNewYork?B:It’sintheeast.
(Lookatpicturesanddescribethepositionofit)
ShowamapofChinaanddealwiththepart3onactivitybook.

StepⅤ
Game
Doyouhaveafriend?Ifyouhave,pleasedrawher/hishouse.Andtelluswhereishis/herhouse?
(Practice“IliveinBeijing.Myfriendlivesin…)

StepⅥ
Summary
1.Practicetoreadandrememberthenewwords.(lookatthephoneticsymbolandsaythemout)
2.Importantsentences(makeasimpletranslation)
StepⅦ
HomeworkMakesomesentenceslikethemoduleones.
(Chinese,speak,China)PeoplespeakEnglishinAmerica.
(capital,Beijing,China)WashingtonisthecapitalofAmerica.
DesignModule7Unite2BeijingisthecapitalofChina.

StepⅢ
Consolidate
Listenandmatch.Thenpointandsay(consolidatetorememberthefourpositionwords)Finishthepart1onActivitybook.
Givethem2’torememberthenewwordsandthemeaningofit.Thenfinishthepart1onActivitybook.Checktheansweringroups
Point,askandanswer
ShowsomepicturesonTV.(ontheblackboard)
StepⅣ
PracticeA:WhereisNewYork?B:It’sintheeast.
(Lookatpicturesanddescribethepositionofit)
ShowamapofChinaanddealwiththepart3onactivitybook.

StepⅤ
Game
Doyouhaveafriend?Ifyouhave,pleasedrawher/hishouse.Andtelluswhereishis/herhouse?
(Practice“IliveinBeijing.Myfriendlivesin…)

StepⅥ
Summary
1.Practicetoreadandrememberthenewwords.(lookatthephoneticsymbolandsaythemout)
2.Importantsentences(makeasimpletranslation)
StepⅦ
HomeworkMakesomesentenceslikethemoduleones.
(Chinese,speak,China)PeoplespeakEnglishinAmerica.
(capital,Beijing,China)WashingtonisthecapitalofAmerica.
DesignModule7Unite2BeijingisthecapitalofChina.

Module8Changes
Unit1Unit1Iwastwo.

TopicModule8ChangesUnit1Iwastwo.
TypeNew
TimeTwo
IdeaDesign1.面向全体学生并让孩子们带着兴趣性去学习英语。
2.培养学生的综合语言运用能力并形成良好的英语语感。
3.利用课件教学强化现在与过去的对比,组织学生小组合作,共同进步。
TeachingAims1.TheSscangraspthenewwordsandphrases.
2.Usingthesimplepasttenseoftheirregularverb“be”totalkaboutthepast.
3.CultivatetheSs’cooperation.
KeypointUsingthesimplepasttense.Theywereyoungthen.Iwastwothen.
DifficultpointTheSscandescribethepast.
Methods1.Audio–visualApproach.2.Interestingteaching.
Tools1.Thetaperecorder.2.Multi–media.3.Thepictures.
Teachingprocedures
StepIWarmer1.Singthesong
”OH,weloveholidays.”(调动学生的学习兴趣,营造英语教学气氛)
2.Reviewsomeadjectives.
E.g.tall,short;fat,thin;big,smalletc.HavetheSsmakethesentenceswiththepictures.(为后面的课文教学做铺垫)
3.Freetalk
HavetheSstalkaboutcountriesandtheircapitals(theUSAandChina)
StepIIPresentation1.Leading
Takeoutaphotoofmyfamily.Thenintroduceit.“It’sold.BecauseIwasfourthen.Look,therearemyparents.Theywereyoungthen.Butnowtheyareold.”Pointtomeandsay“Iwasfatandshortthen.Nowyoucanlookatme.”ThengettheSstolookattoday’sstory.(教师可以通过肢体语言及神情让学生领会这段英语的意思。)
2.Writethesentencesontheboard.Andmark“were,are,was,is”
╱Theywereyoungthen.╱Iwasfourthen.
╲Theyareoldnow.╲NowIamthirty.
ExplaintotheSs.Weusuallyuse“were,was”whenit’sthepast.Andusing“are,is”whenwedescribethepresent.(板书明确,再通过句式操练,学生更容易理解,并加深印象。)
3.Teachthewordswiththepictures.ThenhavetheSssaythesentenceswiththewards.“Grandparentsaregrandmaandgrandpa.”
e.g.“Whoarethey?Theyaremygrandparents.”
Compare“now”and“then”.Thensaythesentences.
Teach“hair”withpointingtoSs’hair.Explain“Cutemeansverylovely”
StepIII

Drill1.Listentothetape.Thenrepeat.
2.HavetheSsactoutthestoryingroups.(让学生成小组式操练,不仅关注每一个学生的发展,同时还能增进学生间的友谊。)
StepIV

Practice1.Pointandsay.
Usingthemulti-media.HavetheSslookatthepictures.
Thensaythesentenceswiththepresentandthepasttense.(教师运用多媒体课件教学,让学生感知语言内容,调动学生的视、听觉,参与学习中来。)
2.DotheActivityBook.
StepV
GameTelltheSstobringaphotoofthemselvesortheirrelativestoclass.Thephotoshouldshowthemortheirrelativeswhentheywereyoung.ThenhavetheSscometothefronttoshowandtalkabouttheirphotos.
StepVI
Summary1.Readandwritethenewwordsandsentences.
2.DoActivityIII.
StepVII
Homework1.DoActivityIV.ThennextclassIwillcheckitup.
2.Readandretellthestory.
StepVIII
DesignsModule8Changes
Unit1Iwastwo.

grandparents
╱╲
grandpagrandma
hairthenso
who/hu:/me/mi:/

NowThen
Grandparentsareold.Grandparentswereyoung.
Lingling’shairislong.Lingling’shairwasshort.
Linglingisn’ttwo.Linglingwastwo.

Module8Changes
Uint2Theywereyoung.

TopicModule8Uint2Theywereyoung.
TypeNewandconsolidation.
TimeTwo
Taskaims1.Sentences:Theyweren’toldthen.Theywereyoung.
2.Graspthesimplepasttense.Andusingthepasttensetotalkaboutsomechanges.
3.HavetheSssaythechant.
4.HavetheSsvalvetheirtime.
Teachingprocedures
StepI
Warmer1.HavetheSsretellthestory.
2.CheckupSs’homework.(ActivityIV)
3.GettheSstoactoutthedialogue.(HavetheSsinterestinEnglish)
StepII
Presentation1.Leading
Describethephotosorpictureswithcomparingthepresentandthepast.
2.TelltheSs“wasn’t”and“wasnot”arethesame.And“weren’t”isthesameas“werenot”.
3.PlaythetapeandhavetheSslistenandfindouttheadjectives.Andreportthem.(Reviewtheadjectivesandfindoutthedifferences)
4.Learnthechant.
First,gettheSstolookatthepicturesanddescribethem.
(Asmallchickandtwobigfathens.)ThenplaythespokenversionofthechantandgettheSstorepeatthewordsthenchant.
StepIII
DrillandPractice1.Listenandrepeat.
2.Chantanddothemimesatthesametime.
3.HavetheSsdoActivityIV.
Lookatthepictures.Compare“now”and“then”.Thendescribethepictures.(CultivatetheSs’oralEnglish.)
4.DotheActivityBook.
StepIV
GameHavetheSsworkingroups.SawillactoutSbwhowasinmanyyearsago.ThenScwillintroducethetwoSs.Findoutsomechangeswiththepastandpresenttense.
StepV
Homework1.Readthetextandchant.
2.DoActivityIIinpairs.
StepIV
DesignsModule8Changes
Unit2Theywereyoung.
Theyweren’toldthen.werent→werenot
Theywereyoung.wasnt→wasnot
A:Wasitfat?
B:No,itwasn’t.It’sthin.

Module9
Unit1IhelpedMum.
Title:Module9Unit1IhelpedMum.
KnowledgeAim:1.IhelpedMum.
2.Didyoucookmeatyesterday?
Yes,Idid./No,Ididn’t.
AbilityAim:1.Talkabouttheactionoreventinthepast.
2.Understandthesentence“Didyoucookmeatyesterday?”andanswercorrectly.
3.Usethepasttensetoexplaintheactionsinoral.
MoralAim:HavethestudentsunderstandthedifferencesbetweenChineselanguagesandforeignlanguages.
DifficultPoints:1.words:phone,yesterday,day.
2.thepastformoftheverbs:help—helped,cook—cooked,walk—walked,talk—talked,watch—watched,listen—listened.
3.Grammer:thepasttense
KeyPoint:theusageofthepasttense
Aids:record,pictures,smallblackboard,booksetc.
TeachingProcedures:
Step1Warmup
T:Hello,boysandgirls.TodaywearegoingtolearnModule9Unit1IhelpedMum.First,let’ssingasong,OK?
Ss:OK.
(Sssingthesong“OH,weloveholidays.”)
T:Nowwhocancompareyourselfnowandpast?
Severalstudentscomparethemselves.Accordingtothispracticetoreviewthepasttense.
Step2Leading
T:Today,wewillgoonlearningthepasttenseinModule9Unit1.AmyphonedhergrandmainEngland.Theytalkedabouttheirlastweekend.Doyouknowhowtodescribethethingsinthepast?Let’slooktogether,andthenpleasetalkaboutyouwhatyoudidlastweekend.
Step3NewConcepts
1.Teacherdotheactionsandsay:“Iplayedbasketballyesterday.”forseveraltimes.Thenwriteplayedontheboard.
2.Teacherasksonestudent:“Didyouplayedbasketballyesterday?”andhelpthemanswer“Yes,Idid./No,Ididn’t.”Writethesesentencesontheboard.
3.Playthetapeandhavethemunderline“did”“didn’t”andthewordsthatadd–ed.Teacherexplainshowtochangethepasttenseofverbs.
4.Playthetapeagainandhavethemread.
Step4Practice
T:Searchyourfriendswhatdidtheydoyesterday.Pleasemakeatablejustlikethetableinthebook.
(Studentsmakeatableandusethepasttensetoinquiretheirfriendswhatdidtheydoyesterday.)
T:Nowlet’splayagame“Findfriends”
Teachertakesoutsomecards,therearesomeverbsandtheirpasttenseformsonit.Onestudentshouldfinditscorrectpasttenseformandsay:“Wearefriends.”
Inthisway,theycanreviewthepasttenseformoftheverbs.
T:OK.Goodboy.Youdoverywell.
Step5Homework
Writeashortpassageaboutyourfamilyorfriend.Andtelluswhattheydidyesterday
Step6Designoftheblackboard
Module9Unit1IhelpedMum.
Didyouplaybasketballyesterday?
Yes,Idid./No,Ididn’t.

Module9
Unit2DidDadcooklunch?
Function:Talkaboutthepastactivitiesandevents
Teachingpoints:1Vocabulary:himlaughdancestoplast
2Sentences:DidDadcooklunch?
Yes,hedid./No,hedidn’t.
3Grammar:usingthepasttense.
Teachingaids:CAIpicturescardsrecorder
Teachingsteps:
1Warmingup
T:Hi,boysandgirls!YesterdayItalkedwithmyfriendsandIwatchedTV.Whataboutyou?DidyouwatchTVyesterday?
S1:Yes,Idid.
T:Didyoulistentomusicyesterday?
S2:No,Ididn’t
T:Didyoucleanthehouse?
S3:Yes,Idid.
T:Whatdidtheydoyesterday?Pointandsay(showthe6picturesonpage35)(screen)
S1:Grandmacookedfish
2Reviewandleading
Let’scometotheSmarts.Whataretheyintheirfamily?Whatdidtheydoyesterday?Areyouclear?
Listentothetapeandrepeat(CAI)
Listentothetapeandanswerthequestions.
S1:Answerthequestions.
3Newconcepts
T:Nowthisclasswe’regoingtolearnModule9Unit2DidDadcooklunch?
PairworkTalkaboutthepicturesonpage36(CAI)
S1:DidDadcooknoodlesyesterday?S2:Yes,hedid.
CompleteEx1Listenandmatch
Asksomestudentstogivethesimilarquestions.
S1:AskS2:Answer.
Findoutthepasttenseoftheverbs,Underlinethepastverbs.
Readtheverbsaftertheteacher.Whichisnewword?Askstudentstopointout.
S1:Pointoutthenewwords.
Learntosaythenewwords(cards).Thenlisten,sayandchant.
4Practice
Talkaboutsomethingaboutyourlastweekend.
S1:Italkedwithmygrandmalastweekend.
S2:Iplayedfootballlastweekend.
S3:I…
Let’splayagame.Guesswhathe/shedidlastweekend?
S1:Lastweekend,I…
S2:Didyouplaytennislastweekend?
S1:No,Ididn’t.
S3:DidyouwatchTVlastweekend?
S1:No,Ididn’t.
S4:Didyouplayfootballlastweekend?
S1:Yes,Idid.
David8groupstoplaythegame.
CompleteEx3atthesametime.
5HomeworkWritesomethingaboutwhatyourfamilydidlastweekend?
6Designsoftheblackboard
Module9Unit2DidDadcooklunch?
DidDadcooklunch?Yes,hedid.
No,hedidn’t.

Module10Accidents
Unit1Samfelloffhisbike.

Teachingcontent:Module10Unit1Samfelloffhisbike.
Teachingobjectives:
1.Wordsandphrases:happenridethenthirstywatermeloncarrybump
2.Sentences:SamandIwentforabikerideyesterday.
Andthen……?
3.Pastformoftheverbs:
happen---happenedbump---bumpedcarry---carried
go---wentare---werebuy------boughtfall-----fell
Teachingproperties:cardspicturetape-recorderCAIprojection
Teachingprocedures:
ASongs:Oh,weloveholidays.
BFreetalk:Idid……yesterday.
CNewconcepts:
1.Warmingup
Onthecards,writethepresentandpasttenseformsofsomeirregularverbs.
Examples:go---wentare---werebuy---boughtfall-----fell
T:Today,We’lllearnthenewverbsandtheirpasttenseforms.
Thenteach:happen----happenedbump-----bumpedcarry-----carried
2.Askandanswer
T:Wedidmanythingsyesterday.Whocantellmewhoyoudidyesterday?
T:Whatdidyoudoyesterday,A?
Sa:Iplayedbasketballyesterday.
T:WhatdidSadoyesterday?
Sb:He/Sheplayedbasketballyesterday.
Thenaskseveraltheotherstudentslikethis.
3.Tellthestory:
T:Now,lookatyourbooks.Module10AccidentsUnit1Samfellofhisbike.
Listentothetapeandunderlinethenewwords.(Showthecardsofnewwords)
Teachthenewwords.
T:Nowlistentothetapeagainandrepeatit.Areyouclear?
T:Nowlistentothetapeagainandanswer:WhatdidSamandDamingdoyesterday?
AskstudentstolookattheCAI
S1:Theywentforabikerideyesterday.
T:Andthen……?(AskstudentstolookattheCAIandanswer)
4.Read
Askstudentstouseallkindsofwaystoreadthetextwell.
5.Tellthestory
AskstudentstolookattheCAIandtellthestory.Forexample:
T:SamandDamingwentforabilerideyesterday.
T:Andthen……?
S1:Theywerehungryandthirsty.
S2:Andthen……?
S3:Theyboughtawatermelon.
……
6.Homework
Reviewthetext.
TellthestoryaboutSamandDaming.
7.Designsoftheblackboard
Module1oAccident
Unit1Samfellofhisbike.
Cards:happenridethenthirstywatermeloncarrybump
(1)happen---happenedbump---bumped
(2)carry---carried
(3)go---wentare---werebuy---boughtfall---fell

Module10Accidents
Unit2Samhadlotsofchocolatebiscuits.

1.Wordsandphrases:stomachache,cold,headache,fever,
falloff,felloff.
2.Sentences:Samhadlotsofchocolatebiscuitsyesterday.
Sotodayhe’sgotastomachache.
3.Grammar:Talkingaboutillnesses.
Teachingproperties:cards,pictures,Tape-recorder
Teachingprocedures:
Step1Warm-up
T:Hi,boysandgirls.
T:Let’ssingasong,ok?
Ss:Ok.
T:Ok!LondonBridgeisfallingdown….(Sssingthesong)
T:Youarecleverboysandgirls.Nowlet’shaveaFreeTalk“WhatIdidyesterday”,Ok?
Ssintroducewhattheydidyesterday
Step2Presentationandleading
T:WhocantellmewhathappentoDaminginlastUnit.
Ss:Daming’sheadwasbumped.
T:Let’splaythisstory,ok?
Ss:Ok.
(Twostudentsplayinrolesof“Daming”and“Sam”,othersdescribethestory,thetwostudentsdotheactions)
Theteacherwritestheword“today”ontheblackboard.WhathappenedtoDaming,Sam,AmyandLingling?Leadthestudentstouse“to”and“and”toconnectthetwosentences.
Step3TextTeaching
T:Now,thisclasswearegoingtolearnModule10Unit2Samhadlotsofchocolatebiscuits.First,listentothetapeandunderlinethenewwords.
(Teachthenewwords’cards)
T:Nowlistentothetapeandrepeatit.Areyouclear?
(Theteacherwritesthesesentencesontheblackboard)
Samhadlotsofchocolatebiscuitsyesterday.
Sotodayhe’sgotastomachache.
T:NowlistentothetapeagainandtellmewhathappenedtoSam,Lingling,AmyandLingling.
T:Lookatthesewords:had,ate
Step4Task-Fulfilling
T:Let’splayagame,ok?Ss:Ok.
T:Let’splay“Idoyousay”.I’llaskfourstudentstocometothefrontoftheclass,onestudentperformsDamingeatingchocolatebiscuitsandthenhavingastomachache,andothersdescribeit,andsoon.
Step5TextLearning
T:LookatPart4,answerthesequestions:
1.WhatiswrongwithLittleTommy?
2.What’swrongwithLittleLingling?
3.What’swrongwithLittleBen?
T:Listentothetapeandrepeatit.
T:Let’sreadthepoemtogetheranddotheactions,ok?
Ss:Ok.
Step6Homework
Writethesesentences.
Step7Designsoftheblackboard
Unit2Samhadlotsofchocolatebiscuits

Samhadlotsofchocolatebiscuitsyesterday.
Sotodayhe’sgotastomachache.

我和小树一起长 教学设计


老师讲课学生爱听,还愿意自学的情况下,往往少不了一份教案。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。这样可以让同学们很容易的听懂所讲的内容,你们知道那些比较有创意的教学方案吗?为了让您在使用时更加简单方便,下面是小编整理的“我和小树一起长 教学设计”,供您参考,希望能够帮助到大家。

课题解决问题(我和小树一起长)
教学目标
1、巩固100以内数的认识、加与减、图形等知识与技能。
2、感受到和活中有许多的数学问题,提高提出问题和解决问题的能力。
3、培养学生环保意识,以及观察事物仔细的良好习惯。
重点难点
根据实际生活提出问题并运用所学知识解决问题
教学方法
创设情境多种形式开放练习法
教具
与学具小黑板
新课教学过程(教学程序及内容)
一、谈话导入,创造情境
师:你们知道3月份有哪些重要的日子吗?
生1:有妇女节、植树节。
生2:有学习雷锋月。
生3:我妈妈的生日是在3月份。
师:你们知道的可真多啊!而且还有同学知道自己妈妈的生日,真是个孝顺的孩子。3月12日是我国的植树节。大地刚刚舒醒,雨水充足正好是植物生长的时间,植树的好处很多:树木可以帮助我们吸收飞尘、噪音。树可以净化空气,美化环境。……今天这节课我们就一起去植树,看一看在植树中我们能发现什么?
板书:解决问题(我和小树一起长)
二自主探索
(一)淘气也来参加比赛了,他很快就植好了一棵树,瞧,他正和小树比高矮呢?(出示小黑板图)让学生自己估计,同桌交流后集体交流。
(二)观察主题图,解决问题
三个班各植树多少棵
1、根据提示得出每班植树的棵数
一班数数得出;二班根据整捆和单棵算出;三班根据数位的知识得出
根据每个班的植树棵数提出数学问题,如:哪个班植树最多?哪个班植树最少?三班植树比二班多多少棵?……
3、运用所学知识解决所提问题(对解决不了的问题,可存入问题银行)
(三)各种树有几棵及它们之间的多少关系
1、认读已知的数量:有40棵杨树
2、根据各种数量关系计算几种树的棵数
(1)、学生分析解答柳树比杨树多16棵,柳树有几棵
(2)、小组讨论又栽了52棵柏树,松树比柏树少多了,松树可能有几棵从所给的三个数中选择一个答案
(3)、鼓励学生提出尽可能多的问题
(四)图形知识
1、师:淘气乘着飞机往下看,会看到很多物体,飞机上看到的物体形状跟咱们站在平地上看到的大不一样,图中的凉亭在淘气眼中会是什么样子的呢?请你从P35下面的两幅图中进行选择
2、小组交流,独立完成
三、练习
小马虎同学参加了这次植树活觉得非常有意义就写了一篇数学日记,我们一起去读一读。
(课件出示日记)
3月12日我很早就起床了,因为今天我们要去植树。洗漱完了后,用了2分钟走完了500M的路到学校。我推开高约2CM的门等待老师来上课。今天我们年级一班种了8棵树,二班种了12棵树,我班种了14棵树。我知道了我班比一班多种7棵树,比二班多种了12棵。
(让学生自己通过读去找出错误。)
小马虎可真马虎,大家要不要学他的样?(不要)我相信我们班上的小朋友一定会做的很好的。
三、总结评价
今天这节课,我们感受到了生活中有很多数学问题,通过学习,你都有哪些收获,全班交流
课后反思:
板书设计:
我和小树一起长
一班31棵杨树40棵
二班43棵柏树52棵
三班45棵松树18棵
柳树40+16=56棵
让我们一起去保护树木

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.

外研一起1A:M9 Unit2 Happy birthday! 教案


教学目标

1.学会Happy Birthday ! A for you! Thank you. Youre welcome

2.学会向他人祝贺生日,表示感谢的语言。

学生准备

English book

教师准备

tapecardscomputer

教学重、难点

1.向他人祝贺生日,学会用英语感谢他人。

2.难点:在语境中活用语言。

板书设计 Module9 Unit2 Happy birthday!

Happy Birthday! A for you! Thank you. Youre welcome

教学过程

基本环节及意图 学生活动设计 教师活动设计 调整措施

一、Warming up and Revision

二、Leading-in

一、Warming up and Revision

1. Say a chant. Pen and pencil.

2. Guessing game: Whats in the bag?

二、Leading-in

1. Ss say Happy birthday! Practice in groups / pairs

2. Sing the song together. 一、Warming up and Revision

1. Say a chant. Pen and pencil.

2. Guessing game: Whats in the bag?

二、Leading-in

1. Show Sam on the screen. And say that Today is Sams birthday. What can we say to him?

Elicit them to say Happy birthday! Practice in groups / pairs

2. Sing the song together.

教学过程基本环节及意图 学生活动设计 教师活动设计 调整措施

三、Listening Reading Activities

四、 Further Development

五、 Homework

三、Listening and reading activities.

1. Introduce and say. The S says in the front Im Lily. Im 6. Today is my birthday.

The other say Happy birthday. A pen for you.

2. Learn a new chant.

3. Practice the chant in pairs and perform in the front.

四、Further development .

Ss say Happy Mothers / Fathers / Teachers day. Lets make a birthday card for them.

三、Listening and reading activities.

1. Introduce and say. E.g. The S says in the front Im Lily. Im 6. Today is my birthday.

The other say Happy birthday. A pen for you.

2. Learn a new chant. The teacher gives a ball to the kid and led them to say the chant. Bounce the ball.

3. Practice the chant in pairs and perform in the front.

四、Further development .

Today is Mothers day/ Fathers day/ Teachers day. What do you say to them? Elicit them to say

Happy Mothers / Fathers / Teachers day. Lets make a birthday card for them.

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

《一起新标准英语新教材2BM9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“小学教学教案”专题。

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