三上教学设计Module10

2024-07-12

三上教学设计Module10(共10篇)

1.三上教学设计Module10 篇一

五年级英语上册dule10教学设计(外研

版)

五年级英语上册dule10教学设计

dule10:unit1Heasintheithen

教学目标、能够听、说、读、写本单元的单词和基本句型:heredidufindLingling?IfundLinglinginthetilet

2、能够询问对方在何处找到的某人或某物。

3、学会用英语描述良好的行为习惯。

4、能正确、流利地朗读对话。

教学重点

准确理解对话中的语句,掌握四会单词和基本句型,并能正确书写。

教学难点

用“heredidufindLingling?IfundLinglinginthetilet”等语句。

教学用具

教学挂图、单词卡片、录音机、录音带、物品图片

教学过程

一、aringup

step1:singasng

step2:Listenandhant

二、任务呈现与文导入。、教师向学生介绍故事情节并导入新。

2、将挂图出示出来,让学生看图猜想发生了什么事?

3、听录音,引导学生说说故事。

4、listen,readandatut 基

:heredidufindLingling?IfundLinglinginthetilet、播放录音,呈现SB活动2。

6、Plathetape

7、Plathetapeagain

Agrupdit,thethergrup at边做动作帮助学生理解。

8、Listenandsa

Sa:heredidufindhn?

A:Ifundhnintheithen

三、Pratise

Atdialgues

四、Her

pthenerds

Anserthequestin

dule10:unit2Dn’tshut,please!

教学目标、能够听、说、读、写本单元的单词和基本句型:Dn’talnthegrass。

2、能够告诫他人不要做某事。

3、学会用英语描述良好的行为习惯。

4、能正确、流利地朗读对话。

教学重点

准确理解对话中的语句,掌握四会单词和基本句型,并能正确书写。

教学难点

会用“Dn’talnthegrass”等语句。

教学用具

教学挂图、单词卡片、录音机、录音带

教学过程

一、aringup

step1:singasng

step2:Listenandhant

二、Listenandread:任务呈现与文导入。

、教师播放文录音

2、拿出挂图,引导学生说说

3、说说该做的和不该做的事。

singasng

ss:了解文内容

Landsa

4、教师拿出挂图,引导学生看图讲讲图上的内容。

、播放录音,呈现SB活动2。

6、Plathetape

7、Plathetapeagain

三、LandriteThensa

完成SB活动3Dn’tlibthetree!

四、Listenandrepeat:注意字母和I的发音。

五、listenandsathenhant、Plathetape

2、Plathetapeagain

六、Dandsa:uan和Dn’t

Her:aelassrrules

2.三上教学设计Module10 篇二

Module10Fitness

Unit 3 Language in use

编写人: 张建军 审核:英语学科编写组

【学习目标】

1、加深对定语从句的理解和认识。

2、通过练习查缺补漏。

3、熟练掌握、运用that 和who引导的定语从句。

【重点难点】

重点:对整个模块单词、短语、固定搭配、句式及语法知识点总结复习。难点:归纳总结定语从句。

【课前预习导学】

1.学生预习本单元新单词。

2.说一说whose 引导的定语从句的结构、用法及意义。试着归纳一下:

_________________________________________________________________________ _________________________________________________________________________ __________________________________________________________________________________________________________________________________________________

3.预习过程中我发现的困难有:____________________________________________________________________________________________________________________________________________________________________________________________

【课堂学习研讨】

Ⅰ.导入:_______________________________________________________________________________________________________________________________________Ⅱ.完成Part1,Part2 和Part3有关whose 引导的定语从句的题目。Ⅲ.各小组讨论在whose 引导的定语从句中遇到的难题:

_____________________________________________________________________Ⅳ.根据提供的信息,完成Part4-8有关本模块的词汇词组的题目。

【课内训练巩固】

Ⅰ.单项选择

1.The police ______ searching for the missing child.A.gave upB.gave inC.gave offD.gave away

2.It was because I like you ______ I speak out frankly.A.thatB.whyC.becauseD.who

3.The doctor advised me to ______ exercises.A.takeB.doC.makeD.learn

4.I have ______ money, and I can’t afford the house.A.manyB.a littleC.lots ofD.few

5.He gave me ______ on how to play soccer well.A.some advicesB.some adviceC.many advicesD.an advice

6.Is this the reason ______ at the meeting for his carelessness in his work?

A.he explainedB.what he explained

C.how he explainedD.why he explained

7.Could you tell me _______?

A.where do you liveB.who you are waiting for

C.who were you waiting forD.where you live in

8.He has a friend _______ father is a doctor.A.whoB.whomC.whoseD.which

9.I once lived in a house _______ roof has fallen in.A.whichB.thatC.whatD.whose

10.Do you like the book _______ is yellwo?

A.whose coverB.which coverC.cover whoseD.cover which

11.---It’s a fine day.Shall we go swimming?

---_______, let’s go.A.It’s boringB.Of course, you willC.That sounds goodD.No, thank you

12.Walking is good for the _______.A.healthfulB.healthyC.healthilyD.health

13.Though the doctor _______ his patient to give up smoking, yet he wan’t able to ________ hime to do so.A.adviced, persuadeB.advised, persuadeC.adviced, suggestD.advisied, suggest

14.---Smoking is bad for your health.---Yes, I know.But I simply can’t _______.A.give it upB.give it inC.give it outD.give it away

15.The number of deaths from heart disease will be reduced greatly if people ______ to eat more fruit and vegetable.A.persuadeB.will persuadeC.be persuadedD.are persuaded

16.It is believed tha if a book is ______, it will surely ______ the reader.A.interested;interestB.interesting;be interested

C.interested;be interestingD.interesting;interest

17.It is what you do rather than what you say _______ matters.A.thatB.whatC.whichD.this

18.For a year, black people refused _______ the city house.A.takingB.to takeC.seatD.to sit on

19.It is unlikely _______ a meeting will be held soon.A.toB.forC.thatD.when

20.This painting is ______ of his early work.A.characterB.specialC.especialD.typical

Ⅱ.根据汉语完成句子

1.你的生活方式和她的一样吗?

Is your lifestyle the _______________ hers?

2.他不是很健康,因为他几乎不锻炼。

He isn’t very ________.Because he ________ ever exercises.3.我认为经常吃垃圾食品对你的健康没有好处。

I don’t think eating junk food usually is ______________ your health.4.少数学生从不锻炼,他们经常感到体弱。

A ________ students never exercises.They often feel ________.5.为了保持健康的身体,你应该照顾好你自己。

To keep in good health, you should _______________ yourself.【课后拓展延伸】

Ⅰ.阅读理解。

Once there was a boy.He loved sweets very much.He always asked his father for sweets.The boy’s father thought hard about how to stop the child from asking for so many sweets.A great man lived nearby.The boy’s father decided to take the boy to him.He might be able to make the child give up sweets.So they went to the great man.The father asked the great man to help him.But the great man liked sweets himself.He told the father to bring his son back after a month.During the month, the great man tried to give up eating sweets.At last he did it.When the boy and his father returned after a month, the great man had a talk with the boy.From then on, the boy did not ask for sweets any more.The boy’s father felt surprised, “Why didn’t you ask my son to give up sweets when we came to you a month ago?” The man answered, “How could I ask a boy to give up sweets when I loved sweets myself?” In the last month I gave up eating sweets.”

A person’s example is always stronger than words.We should not ask others to do what we can’t do ourselves.1.The boy’s father took his son to the great man because ______.A.the man lived close to the house.B.the man might give him some help.C.the man was also fond of sweets.D.the man had already given up sweets.2.Which of the following is NOT TRUE?

A.The great man had a hobby of eating sweets.B.The great man gave up eating sweets in a month.C.The father and son came back to the man a month later.D.The boy failed to stop eating sweets at last.3.Which is the best title for the passage?

A.Eating sweets is bad for children.B.A good way to give up eating sweets.C.Giving up sweets is not difficult.D.Examples speak louder than words.Ⅱ.书面表达

假设你们班要召开“珍爱生命,远离垃圾食品”主题班会,请你以 Feed me better为

话题写一篇发言稿。词数:80左右。

要点提示:

1.健康的重要性;

2.吃哪些食物、怎样吃更健康;

3.保持健康的其他方法。

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________ ___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

【教学后记】

____________________________________________________________________________________.参考答案

Module10Unit 1

【课内训练巩固】 Ⅰ.1.exercise2.ached3.bumped4.weight5.unlikely

Ⅱ.1.exercise2.running3.interested4.fitness5.smoking

Ⅲ.1.have2.are3.going4.would5.When

6.sorry7.early8.a9.little10.come

Ⅳ.1.aches a bit2.What’s up/happening/wrong

3.talk to, about, boring4.How, training

5.fitness classes

Module10Unit 2

【课内训练巩固】

Ⅰ.1.sugars2.menu3.typical4.ache5.educate

6.running7.cooking8.disadvantage9.advertise10.diet

Ⅱ.1.behaved badly2.junk food isn’t just3.bumped into

4.persuaded me to5.gained / put on much weight

Ⅵ.(答案不唯一)1.What’s the matter with you2.How are you feeling now

3.Did you eat anything for breakfast4.take the medicine three times a day

5.You’re welcome

【课后拓展延伸】

1.At 0℃.2.I won’t be able to eat anything else for a few hours.3.43.06km/h.4.Sound which is lower than 168dB.5.In a science magazine.Module10Unit 3

【课内训练巩固】

Ⅰ.单项选择

1-5 A A B B B6-10 A B C D A11-15 C D BA D16-20 D A B C D

Ⅱ.根据汉语完成句子

1.same;as2.healthy;hardly3.good;for4.few;weak5.look;after

【课后拓展延伸】

Ⅰ.阅读理解。

1-3 :B D D

Ⅱ.书面表达

One possible version:

As a student, I know I need a healthy body and mind.With the development of science, there are many kinds of food.But most of them are junk food.Typical meals include rice, dumplings, meat and vegetables.In my opinion, we should eat more green vegetables and a little meat.Too much meat contains too much fat which is bad for health.I think three meals must be eaten on time.I’ll eat healthy food and take exercise every day.I hope you all follow

3.三上教学设计Module10 篇三

Grammar and Usage

常用英语关联词语

1) 先后次序关系:

at this time; first; second; at last; next;previously; simultaneously; eventually;last but not least;to begin with;to start with;to end with;finally;seeing...;since then;first of all;afterwards;

following this; preceding this.

2) 因果关系:

because;because of this;being that;another important factor/reason of... ; since; as; for; in that...; owing to; due to; for the reason that...; in view of;

the reason seems to be obvious; there are about... ;for this reason; as a result of this; therefore;...and so...; consequently;as a result; thus; hence; so;so that...; in consequence; as a consequence; accordingly; inevitably; under these conditions; thereupon.

3) 转折关系:

but;even so;however;though;even though;independent of;reckless of ;despite that; in spite of that; regardless of; yet...;and yet; but ;unless.

4) 并列关系:

and; also;too;as well as;either...,or...;both...and...

4) (补充)递进关系:

furthermore;moreover;further;In this way ;still; not only...but also...; not...but...;

in addition (to);additionally, much more interesting; more specifically; next; besides;

as far as... is concerned; moreover;in other words;along this line of consideration;

on the one hand...,on the other hand...; even; as a poplar saying goes...;in order to do it...; meanwhile; at the same time; accordingly; In the first place...,in the second place...;

equally important; of even greater appeal.

5) 比较关系:

similarly; in like manner, in comparison with;when compared with;compared with;

when in fact...; like...; likewise; similarly important; apart from (doing)...; ... rather than...,by doing so ;both…and...; in the same way; not only...but (also).

6) 对照(不同点):

yet; still; for all of that; notwithstanding; rather; neither ... nor; although; though; but; however; something is just the other way around;yet; conversely; unlike; opposed to; as opposed to ; in contrast (to); by way of;on the contrary;different from this;as opposed to this;

nevertheless; contrary to; whereas; while;but on the other hand.

7) 举例关系:

for example; for instance; in this case; namely; as you know; you may as/say;

as he explains; like; such as; a case in point is...; consider...; in particular;including...;for one thing...,for another...;put it simply;stated roughly; as an illustration,

I will say...; a good example (of...)would be...;to detail this,I would like to...;

It is interesting to note that...;in this situation; as proof; take the case of; take as example (something); as for; as regards; as to; according to; on this occasion.

9) 强调关系:

in fact; especially;particularly;moreover;naturally; what is more important; in reality; certainly; of course; indeed; in particular;not to mention...;believe it or not;undeniably;

it is certain/sure that...;to be strict; to be true;by definition; definitely; undoubtedly;

without a doubt; in truth, in any event(不论怎样); without reservation(毫无保留地); obviously, not only.. but(also...), both... and...

10) 条件关系:

if;unless; lest;provided that;if it is the case;in this sense;once...;if possible;if necessary;if so;if not all; if anything.

11) 归纳总结类:

in other words;on the whole; in sum; therefore;hence;in short;in brief;to sum up;

in conclusion; in summary; to conclude; the conclusion can be drawn that...;

for this reason; in short.

12) 地点关系:

beyond; opposite to; adjacent to; at the same place; there; over; in the middle; around;

in front of; in the distance; farther; here and there; above; below; at the right; between;

on this side.

13) 目的关系:

with this object; for this purpose; in order that; in this way, since; so that; on that account;

in case; with a view to; for the same reason.

14) 重申关系:

in other words; that is to say; as I have said; again; once again.

15) 结果关系:

accordingly; thus; consequently; hence; therefore; thereupon; inevitably; under these conditions; as a result; as a consequence; because; because of; so that; not only...but (also...); so... as to.

16) 顺序关系:

first; second; thirdly; next; then; at the outset(在开始时),following this; at this time; now;

at this point; after; afterward; after this; subsequently; lastly; finally; consequently;

before this; previously; preceding this; simultaneously; concurrently(同时).

17) 时间关系:

at once; immediately; at length; in the mean time; meanwhile; at the same time; in the end; then; soon; not long after; later; at once; at last; finally; some time ago; at present; all of a sudden; from this time on; from time to time; since then; when; whenever; next point;

a few minutes later; formerly; as; once; since; occasionally; in a moment; shortly; whereupon; previously.

4.三上教学设计Module10 篇四

Improve the students’ ability and provide practice.

Master the usage of some useful words and expressions.

Write a speech about entering a new sport into the Olympics

Important points & difficult points:

Write a speech and present it in the class

Procedure:

Step 1 lead-in

What sporting events are performed in the Olympics?

Which of these sporting events do you like best? Why?

How can we try to enter a new sport into the Olympics?

Step 2 Answering questions

1.What requirements must be met before a sport can be considered by IOC?

2.What sports have been removed from the Olympics? Why?

3.What sports have been added in the Olympics only recently?And in which year?

4.Which sport is still trying to get into the Olympics?

Step 3 Language points

popular maintain make way for meet sb’s requirement drop ensure at least keep… under control

Step 4 Writing a speech

Planning

Preparing

Producing

Presenting

Step 5 homework

. Prepare the speech in groups of four.

5.三上教学设计Module10 篇五

Ⅰ.单项选择(15分)

从A、B、C三个选项中,选择一个能填入句中空白处的最佳答案。

()1.Alice is from England.She is _______ English girl.A.aB./C.an

()2.I am David Green.My family name is _______.A.DavidB.GreenC.David Green

()3.Please match the words _______ the pictures.A.toB.forC.with

()4.Lingling is from Tianjin and Tianjin is a big _______.A.cityB.schoolC.friend

()5._______ sister is a student and _______ is twelve.A.My;sheB.She;herC.My;her

()6.James Brown is from England.________ is his family name.A.James

B.Brown James

C.Brown

()7.I’m in No.12 Middle School _____ my sister Rose.A.andB.withC.in

()8.Helen is from Shanghai and Shanghai is a big _____.A.friendB.schoolC.city

()9.—Are you David Brown?

—_____

A.No, I’m not.B.Yes, I’m.C.No, you aren’t.()10.—Where are you from?— _______

A.I’m a teacher.B.I’m from Shenyang.C.He is my friend.()11.— _______ is Tom’s friend from?

— Xi’an.A.WhereB.WhatC.How old

()12.I’m a student _______ I’m Chinese.A.soB.andC.or

()13.— Are you a new student?

— _______.A.Yes, you are

B.Yes, I am

C.No, I am

()14.— ________ is your brother?

— He is twelve.A.HowB.WhoC.How old

()15.— Nice to meet you, Li Ling.— _______.A.Thank you

B.You’re welcome

C.Nice to meet you, too

Ⅱ.完形填空(10分)

先通读短文,掌握其大意,然后从每题所给的三个选项中选择最佳答案填空。America.can’t write.like her very much.()16.A.studentB.friendC.teacher

()17.A.HerB.HisC.My

()18.A.youB.usC.her

()19.A.onB.atC.from

()20.A.oldB.year oldC.years old

()21.A.foodB.colourC.class

()22.A.playingB.listeningC.writing

()23.A.canB.isC.can’t

()24.A.ChinaB.EnglishC.Chinese

()25.A.weB.youC.she

Ⅲ.阅读理解(20分)

A

Hello!My name is Diana.I am from London, England, but now I am in Beijing, the capital(首都)of China.I’m an English teacher.I’m 26 years old.Here are some of my students.This is Lingling.She is 12 years old and she is in Class One.She likes eating fish.Her favourite colour is red.This is Daming.He is 12 years old, too.His favourite food is cake.He is in Class Three.This is Sam.He’s an English boy and he’s 11 years old.He is in Class One, too.He likes yellow and his favourite food is bananas.根据短文内容,判断正(T)误(F)。(10分)

()26.Diana is an English teacher.()27.Lingling’s favourite food is cake.()28.Daming and Lingling are in the same(相同的)class.()29.Daming is 12 years old and Sam is 11 years old.()30.Sam likes eating bananas.B

Hi, Li Xiaopeng,Nice to meet you!

I am a girl.My name is Mary White.I’m from England and I’m in Class One.I can speak and write English but I can’t speak or write Chinese.Can you write English? Mary

Hi, Mary,Nice to meet you, too!

I am a boy.My name is Li Xiaopeng.I’m from China and I’m in Class Two.I can speak and write Chinese.I can speak and write a little(一点)English.Li Xiaopeng

根据短文内容,选择正确答案。

()31.Mary is a ________.A.girlB.boyC.cat

()32.Mary’s given name is ________.A.MaryB.LiC.White

()33.________ is from China.A.MaryB.WhiteC.Li Xiaopeng

()34.The boy is in ________.A.Class oneB.Class TwoC.Class Three

()35.The boy can ________ Chinese.A.singB.listen toC.speak and write

Ⅳ.词汇运用(10分)

A.根据句意及中文提示,补全单词。

36.Betty is _________(十二)and she is in Class 2.37.He is from _________(英国), but he isn’t English.38.Please write down your name on the _________(黑板).39.Please _________(打开)your book and look at the picture.40.Peter and Kate are in different _________(班级).B.选择方框中的词的适当形式填空。

lesson, year, first, student, city

41.My friend Wang Peng is eleven ________ old.42.Li Ming and Wang Hui are _________.They are in Class Three.43.Shanghai is a big _________ of China.There are many people there.44.This is our _________ Chinese lesson.45.We have four _________ in the morning every day.Ⅴ.改写句子(10分)

按照括号内的要求完成下列句子。就划线部分提问)

__________ are they __________?(就划线部分提问)

__________ __________ is Linda?

48.Sam is in Class One.(改为否定句)

Sam __________ in Class One.49.He is Jack Green.(写出同义表达方式)

__________ __________ is Jack Green.50.She is my friend.(改为一般疑问句,并作肯定回答)

_________ she your friend? Yes, she ________.Ⅵ.完成句子(10分)

根据所给中文完成句子,每空限填一词。

51.他叫杰克·史密斯。杰克是他的名,史密斯是他的姓。

His name is Jack Smith.Jack is his ________ name.Smith is his ________ name.52.汤姆和海伦是英国人。

Tom and Helen ________ ________.53.亨特多大了?

________ ________ is Hunter?

54.王蒙是在二班吗?

_________ Wang Meng ________ Class Two?

55.他们来自北京。

They ________ ________ Beijing

Ⅶ.补全对话(5分)

根据对话内容,从下面的选项中选出能填入空白处的最佳选项,其中有两项为多余选项。

A.How old are you?

B.How are you?

C.Good morning!

D.Good afternoon.E.What’s your name?

F.Nice to meet you.G.Are you from England?

Betty: Good morning!

Mike:(56)________________

Betty: My name is Betty.I’m from England.(57)________________

Mike: My name is Mike.Betty:(58)________________

Mike: No, I’m not.I’m from America.(59)________________

Betty: I’m eleven.What about you?

Mike: I’m eleven, too.Betty:(60)________________

Mike: Nice to meet you, too.Betty: Let’s go and play games.Mike: OK!Let’s go.Ⅷ.任务型阅读(10分)

阅读下列短文,完成文后的练习。

Hello!(1)My name is meet you.I am in Chongqing.I amLucy and Lily.This is my teacher, Miss We all like her.61.对文中(1)句中划线部分提问。

_______________________________________

62.在文中(2)处填入适当的词。

_______________________________________

63.文中(3)句中有一处错误,请指出并改正。

_______________________________________

64.Where is Miss Green from?

_______________________________________

65.Can Miss Green speak English?

____________________________

Ⅸ.书面表达(10分)

假设你的好朋友叫王梦娇,请根据她的学生证提供的信息,对她作一个简单介绍。要求:1.用到所提供的全部信息;2.不少于5句话。

太原市第三中学

姓名:王梦娇

性别:女

年龄:12

班级:七年级三班

Key:

1-5 CBCAA6-10 CBCAB11-15 ABBCC

16-20 CABCC21-25 ABACA

26-30 TFFTT31-35 AACBC

36.twelve37.England38.blackboard

39.open40.classes

41.years42.students43.city

44.first45.lessons

46.Where;from47.How old48.isn’t

49.His name50.Is;is

51.given / first;family / last

52.are English53.How old

54.Is;in55.are from

56-60 CEGAF

61.What’s your name? 62.with63.I→my

64.She is from Tianjin.65.Yes, she can.One possible version:

6.三上教学设计Module10 篇六

一、 课前分析

小学英语的学习是一个循序渐进、承上启下的过程。本课作为一个新授课,我认为教学环节应该是:1、热身活动;2、新课导入;3、提出任务;4、学习新知;5、完成任务6、学习补充;7、家庭作业。

二、 教学内容分析

本模块是《新规范英语》三年级起点第二册Module10 Unit1。本模块以position即方位为话题,Unit1出现了Daming通过阅读朋友留下的字条寻找自身的生日礼物的场景。Unit2出现了Daming一年四季的主要活动和一首歌曲、字母Xx、Yy、Zz。本模块预计三课时完成,本课是第一课时。本单元的语言功能是描述物品所在的地点和介词in、on、under的使用。由于It’s 引导的陈说句同学在第一册已经感知,因此,我对教材做了处置:先教授描述物品地点的陈说句,再回到课文所创设的场景,最后联系生活实际。同学先能够询问和回答,而后运用于生活,这样处置比较符合同学的认知特点和语言规律,在学习目标的难易上也有一个梯度。

三、 教学对象分析

三年级的同学活泼好动,乐于参与活动、游戏和扮演,所以要采用多种教学手段交替使用,创设情景,尽量利用实物、图片和课件等直观教具进行教学,激发同学求知欲望。三年级的同学求胜心理较强,小组活动中,为取得好成果,局部小组长会布置学困生完成简单的手工活动,而剥夺他们开口讲、动手写的`机会,教师要加以指导:或言语鼓励、或对学困生担当重要角色的小组给以较高的评价等,引导同学真正做到互帮互助。

四、 教学目标分析

根据《小学英语新课程规范》,三年级要达到一级教学目标:(1)能听懂简单指令做动作。(2)能模仿录音,与人进行简单的交流;(3)能说、唱英语歌谣,并进行角色扮演;(4)能看图识字,正确书写字母、单词。(5)每学年视听时间不少于10小时。对照这些目标,结合本课教材,本单元的教学目标和学习目标为:

(一)知识目标:(1)听:能听懂关于描述位置的介词和句子:in, on, under, It’s in the box. It’s on your desk. It’s under the chair.

(2)说:能够使用关于描述位置的介词和句子:in, on, under, It’s in the box. It’s on your desk. It’s under the chair.

(3)读:能够在图片的提示下,在语句中认读单词:in, on, under, box, bedroom和描述物品位置的句子:in the box. It’s on your desk. It’s under the chair.

(4)写:能够正确誊写描述位置的介词:in, on, under

(二)技能目标:(1)掌握描述物品所在位置的句子,并能在实际学习生活活中运用、交流、讨论。

(2)培养同学听说读画猜的能力和综合运用英语的能力。

(三)情感目标:(1)培养同学对所学的话题感兴趣,乐于参与讨论。

(2)在活动中培养同学的合作精神和自评、互评意识。

(3)教育同学不乱丢东西,学会整理好自身的物品。

(四)文化意识:了解中西方小朋友过生日的不同习俗。

(五)教学重点:(1)能掌握、运用介词in, on, under

(2)能掌握功能句来描述物品的位置:It’s in the box. It’s on your desk. It’s under the chair.

(六)教学难点:(1)介词under的读音

(2)描述具体物品的位置。The panda is in the hat.

五、教法、学法分析:

教法:整堂课围绕“同学为主体,教师为主导”的教学理念,通过简笔画、CAI辅助教学,创设一系列情景,让同学在具体的情景中学习新单词、新句型,然后再运用于语言交流,使整个教学源于生活,又用于生活,创设了真实的生活场景,使同学学有所用,体验胜利的喜悦。具体采用以下几种方法:1、情景教学法;2、全身反应法(TPR);3、任务型教学法;4、交际法;5、游戏法;6、多媒体教学法。

学法:1、使同学认识到预习的重要性,学会利用现有资料;2、充沛利用已学的知识利用学习正迁移作用,为本课的学习做铺垫;3、在会话教学中鼓励同学大声说,说清楚并配以丰富的表情和适当的手势,采用委婉有礼貌的语调,有感情,有条理的说,培养同学口头表达能力。

六、教学准备:

磁带、文具数样、图片数张、VCD、 CAI

师了解同学原有的知识能力经验

七、板书设计

Module10 position word cards

7.认识时间教学设计三上 篇七

《认识时间》教学设计

执教者:柳江县拉堡小学

教学目标:

【知识目标】1.进一步认识钟面的结构。

2.能用5分5分的方法读取分针的时间。3.知道认几时几分的方法并能正确书写。

【能力目标】通过观察、操作等活动,培养学生的探索意识和认真观察事物、善于思考问题的好习惯。

【情感目标】让学生经历探索知识的过程,体验成功的快乐,培养学生珍惜时间的意识。

教学重点:能用5分5分的方法读取分针的时间,知道认几时几分的方法并能正确书写几时几分。

教学难点:知道1小时=60分,读写接近整时的时刻。教学过程:

课前交流:和学生玩5个5个的数数游戏。比一比哪个组反应快,声音齐。(意图:回顾5个5个的数数方法,为认识钟面结构巧妙设伏。)

一、生活情境,激趣导入。

1.复习整时和半时。播放三段音乐,让学生欣赏。在回顾快乐时刻的同时,说出分别是几时或几时半?怎么知道的?明确可以用中文表示法和电子表示法来记时。(意图:让学生在熟悉的生活情境中回顾整时和半时的钟面计时方法及两种表示法。)

2.揭示课题。出示钟面让学生尝试说出是几时几分?自己是怎么想的?引入课题:认识时间。(意图:尊重学生,调用学生原有的生活经验,明确本节课要学习的内容及目标)

二、自主探索,获取新知。

(一)认识钟面结构。

1.仔细观察:钟面上除了时针、分针、数字外还有什么?

2.大胆交流:从哪到哪是一大格?钟面一共有几个大格?每个大格里有几个小格呢?

3.动态演示:结合课件帮助学生建构大格、小格等概念。知道一大格里有五个小格。

(二)学习分的知识。

1.谈话激趣:钟面的大格和小格,是时针和分针每天都要走过的地方,现在分针遇到了一些困难?请听,课件播放。

2.动态演示:学习分针的知识。

(1)课件演示播放分针的话。大家好,我是分针妹妹,我是用来表示分的,我走一小格是1分,那我走一大格是几分呢?

(2)学生说理。说说为什么是5分?明白分针走一小格是1分,走一大格是5分。

(3)学会看分。我们已经发现分针指向1是5分,分针指向2是几分呢?为什么?分针指向1是5分,指向2是10分,指向3呢?,按照这样的规律一直数下去,你会数吗? 5、10、15、20、25„„。分针从12又走到12走了一圈,用了多少分?

(4)对口令游戏,巩固认知。分针指向2是几分,你怎么知道的?分针指向4,分针指向5,分针指向7,适时优化策略。找到好的方法,就能更快地记住其他数是几分了。

(三)动手拨一拨,学习时与分的关系。

1拨一拨。每个同学用钟面拨动分针从12开始顺时针走一圈,观察时针有什么变化?

2.说一说。谁来说一说,分针走了一圈,时针有什么变化?

3.看一看。结合课件动态演示,让学生明白:分针走一圈用了60分,时针走一大格用是1小时,1时等于60分。

(四)学习读写钟面的时刻。

1、出示钟面,让学生再次观察,现在钟面是几时?(9时)时间继续走着,现在是几时几分呢?(9时5分)和你的同桌说一说。

2.认、读、写几时几分。9:05分读成9时5分就可以了。现在的9时5分过9时了吗?过9时就是9时多了,多了多少分呢?你是怎么知道的?要想知道几时过了几分,就得去看分针。9时5分是用中文表示法,电子表示法时,先写下9时在写5分,但分不满10分时,要在前填一个0,再写5,读做9时5分。谁能快速说出这个钟面是几时几分吗?

3.自主认读6时25分。这又是几时几分呢?四人小组互相说一说你是怎么看的?哪个小组说说你们是怎么看这个时刻的?(时针指在6和7的中间,分针指向5是6时25分)。师导问:谁来说说我们先看什么针,再看什么针?看时间时要看清时针指在几和几之间就是几时多了,多了多少,就去看分针。4.重点认读4时55分。大家会看时间了,这个钟面是几时几分呢?请用你喜欢的计时法在练习本上写下这个时间。

(1)学生独立完成。

(2)收集、展示学生的几种信息及时反馈,进行辩论。

(预设学生会出现如下答案:5时55分,4时55分,11时25分)让学生板演后追问:谁的才是正确呢?咱们来场争辩赛怎么样?首先请11时25分的同学说你的理由?谁要反驳?这个时间是错的。5时55分的同学说理由?谁来反驳?还可以用什么理由反驳他?(还差一个大格才到5时),用电脑演示,现在时间从4时开始,到5时了吗?快到5时了,还差多少分才到5时了?5时55分也是错的,只剩下4时55分了,你说为什么时4时55分。)

三、弹珠跳跳,巩固新知

这节课大家表现得真棒,覃老师要奖励大家,咱们来玩玩“弹珠跳一跳”的游戏好不好。这里有2颗弹珠,你喜欢那颗弹珠咱们就让它跳一跳,跳完了还有秘密在里面哦!

1、课本83页连线题。(变换点形式让学生回答,男同学,女同学,全班)

2、课本83页第一题。你喜欢那幅图,说一说小红什么时间做什么?

3、拨一拨。

四、小结收获、回馈目标。

8.三上《四边形》教学设计 篇八

三年级数学

三年级上册《四边形》教学设计

教学内容:

人教版《数学》三年级上册第34—36页。教学目标:

1、通过对四边形的观察和直观感知,能够区分和辨认四边形。

2、掌握四边形的特征,进一步掌握长方形和正方形的特征,培养学生的观察、比较和抽象概括能力。

3、通过找一找、说一说、画一画等多种活动,使学生感受到生活中的四边形无处不在,并渗透分类思想。

4、培养学生积极参与数学学习活动的良好习惯,以及与他人合作交流的意识。

教学重点:

认识四边形及其特征。教学难点: 掌握四边形的特征。教学准备:

多媒体课件、学具(各种四边形)。教学过程:

一、直接导入,揭示课题

(1)今天我们要认识一个新朋友——四边形。板书课题:四边形

(2)关于四边形你都知道什么?

二、合作交流,探究新知

1、教学例1(1)究竟怎么的图形是四边形呢?老师带来了一些图片,我们一起试着找一找?

课件图形:

2013第一学期

仙岩霞霖小学潘珍丹

三年级数学

(2)学生独立涂一涂(3)同桌相互交流

(4)集体反馈:为什么这些是四边形,而那些却不是?

2、概括四边形的特征。

(1)现在你们觉得四边形应该有哪些特点?

(2)师:对,像这样由四条直直的边围成的,有四个角的图形都是四边形。

板书:

3、生活中的四边形

师:其实我们的生活中也有很多的四边形,你能说说我们身边哪些物体的表面也是四边形吗?

4、教学例2(分类)

(1)你能给这些图形分分类吗?

(2)活动要求:

①请你选择好工具,定好分类的标准。(可以用三角尺上的直角去比一比,2013第一学期 仙岩霞霖小学潘珍丹

三年级数学

也可以用直尺量一量边)

②分类并用自己喜欢的方式记录。③四人小组交流,说说你分类的理由。④推荐一名同学发言。(3)全班交流。

(4)进一步掌握长方形、正方形的特征。

①我们来看把长方形、正方形分成一类的这种分法:

长方形、正方形和其他的四边形相比,又有什么不同呢?小组内说一说,可以借助三角板和直尺。

②小组汇报,得出结论。(在黑板上贴出正方形和长方形)板书:

我们请电脑博士来演示一下。

长方形和正方形同其他的四边形相比,有一定的特殊性,所以长方形和正方形是特殊的四边形。

(5)师总结

三、练习巩固,拓展延伸

1、判断:哪些图形是四边形?

2、画一画

在格子图上画一个四边形

3、数一数

图中有(5)个四边形

2013第一学期 3 仙岩霞霖小学潘珍丹

三年级数学

四、课堂小结

1、师:通过这节课的学习你有什么收获?

2、小结:这节课,老师和同学们一起认识了四边形。掌握了四边形的特点;还能根据四边形边和角的特点给四边形分类。同学们学的都不错!四边形家族里还有一些特殊的成员我们下次研究。

五、课后思考

把一个四边形,剪去一个角后,它会变成什么形状?(动手试一试)

9.27-28页教学设计(三上) 篇九

教学内容:教材第44~45页的例题 教学目标:

1.通过实践加深对周长含义的认识,增强计算长方形、正方形等平面图形周长的能力。

2.在实践活动中坦步提高动手操作水平,发展数学思考,培养创新意识和学习数学的积极情感。

教学重点:通过实践加深对周长含义的认识,增强计算长方形、正方形等平面图形周长的能力。

教学难点:在实践活动中坦步提高动手操作水平,发展数学思考,培养创新意识和学习数学的积极情感。教学准备:课件 教学过程:

一、创设情境,激趣导入。

这节课,老师给大家带来了一份礼物,你们想知道是什么吗?

只要今天能获得三颗星的小朋友就可以看到老师奖励的礼物了。

你们每个人面前都有一个信封。请你打开,看一看,里面有哪些学具?你能告诉老师吗?今天,老师和大家一起用这些学具来研究一些平面图形的周长。

板书课题:周长是多少

二、操作实践,解决问题。

(一)围一围。(多媒体出示课本上的插图)

1.师:看,图中的小朋友们正在围着自己喜欢的图形呢!(钥匙、松树、五角星、三角形)

2.师:你能用一根丝线围出你喜欢的图形吗?请大家拿出信封里的线围一围,要求(1)要把老师给你的线都用完。

(2)把你围好的图形形状填在作业纸第一张表格里。

(3)学生操作,教师指导。

3.师:说一说,你围的是什么图形。展示学生的作品。4.师:用手指一指你围成的图形的周长好吗?

想一想,围成的图形周长是多少?怎样量最方便?(把线拉直,用尺量一量)

学生围图形、量周长、填表格,在小组内交流。

5.评价:完成老师要求的小朋友可以在评价表里贴好第一颗星。

二、摆一摆。(多媒体出示课本上的插图)

1.师:图上的小朋友在干什么?

2.师:请你拿出信封里的小棒。量一量:4根短的长度是多少厘米?4根长的长度是多少厘米?

3.师:你打算用几根小棒,怎样摆成正方形或长方形呢?先想一想,想好了再摆一摆。把你围好的结果填在作业纸第二张表格里。

交流:我摆的是长方形,它的长是()厘米,宽是()厘米,周长是()厘米。我摆的正方形,它的边长是()厘米,周长是()厘米。

4.互相评价:同桌两人交流、评价。为成功的小朋友在评价表里画上第二颗星。【设计说明给学生足够的时间操作学具,独立地摆出自己想象的长方形和正方形,发展学生的空间观念和口头表达能力。】

三、剪一剪。

师:如果老师让你在这张长方形纸上剪下一个最大的正方形,你知道这个正方形的边长是多少?(边长是6厘米。边长就是原来长方形的宽。)

师:对,在长方形里剪一个最大的正方形,长方形的宽其实就是这个最大正方形的边长。(板书:宽是正方形的边长)

师:下面请大家动手折一折,把这个正方形剪下来,注意不要剪歪了。

学生动手剪正方形。

师:你会计算这个正方形的周长吗?(6×4=24厘米)

师:你能再把这个正方形剪成两个完全相同的长方形吗?

学生动手剪。

师:现在,每个小长方形的周长是多少呢?你是怎么算出来的?

方法一:4×6=24(厘米)24÷2=12(厘米)12+6=18(厘米)

方法二:6÷2=3(厘米)3+6=9(厘米)9×2=18(厘米)

方法三:移一移,6×3=18(厘米)

小结:大家刚才想出了几种方法,这说明解决问题的途径很多,只要我们换一个角度去思考,就会有新的发现。

四、拼一拼。(多媒体出示课本上的插图)

1.看一看,你们的桌子上还有什么学具我们没用呢?

师:读要求:用12个边长是1厘米的正方形拼成一个长方形。

拿出12个边长是1厘米的小正方形。

先想一想,商量一下怎样拼,小组合作,小组长记录填表格。

2.小组交流。(课件出示)

一排摆几个?摆几排?长是多少?宽是多少?周长是多少?

3.师:请你观察一下这些数据,说说你有什么发现?

4.师:都是由十二个小正方形组成的,周长怎么会不一样呢?

5.师:在我们拼出的3种长方形里,它们的周长哪个最长,哪个最短?

提问:你发现了什么规律?

(排出的图形越长,它的周长越长,排出的图形越方,它的周长越短。)

设计说明:小组合作拼一拼,培养学生协作解题的能力。让学生在拼图形和计算的过程中进一步理解周长的含义,在观察、比较、找规律的过程中,发展数学思考能力。

五、估一估。

同学们的表现真不错,我们一起用纸头来玩游戏吧。

老师帮我们每人准备了一张小纸片(长:10厘米,宽:6厘米),你能从这张纸上看出有哪些数学问题,并提问出来让其他同学来回答吗?

生:这是什么图形的纸?回答:长方形的。

生:长方形有什么特点?回答:有4条边、对边相等;有4个角,都是直角。

(生评价同学回答的问题)

生:它的周长是多少?回答:长大约~厘米,宽大约~厘米,周长大约是30厘米。师:要确切知道这张纸的周长,怎么办?(量一量)

10.三上教学设计Module10 篇十

次数:第14次课

课题:Module 10 The Months 课型:

班级:

授课日期:

一、教学内容:Module 10 Unit 1 and Unit 2

二、教学目标:

1、学会用“How many+人/物+are there?”句型来询问“这里有多少人或物”。回答是“There are/is……”。

2、学会用“in+月份”来表示“在几月”。

3、学会用“There be……”句型来表示“在哪里有什么人或事物”。

4、记忆1-12月的表达方法,并且强调首字母大写。

5、能够流利地指读、朗读课文,认读单词。

三、教学重难点:

1、学会用“How many+人/物+are there?”句型来询问“这里有多少人或物”。回答是“There are/is……”。

2、学会用“in+月份”来表示“在几月”。

3、学会用“There be……”句型来表示“在哪里有什么人或事物”。

4、记忆1-12月的表达方法,并且强调首字母大写。

5、能够流利地指读、朗读课文,认读单词。

四、教学用具:PPT、单词卡片、磁带、复读机、锤子、日历等。

五、竞争机制:跳月份阶梯应礼物,在黑板上分别写上1-12月的单词(代表12梯),当学生赢得一分就可以跳一梯,跳到12月的时候就可以赢得一个礼物。

六、上节课未完成的内容:无。

七、教学流程:

1、Greeting.2、Roll-call.3、Review the words of Module 7-Module9, no dictation.4、Warming up: 第37页的chant.5、lead-in, presentation, practice, conclusion.(1)T:(T看着事先准备好的日历)问S“What am I doing?”

S:不知道.T:“I’m counting my friends’ birthdays”.(翻译)引出count:认读、拼读、游戏(count:张收)、记忆单词。

T: Ok now follow me count ~,~ ~ , c c c/k/~~,ou ou/ au/~~,n n n/n/~~,t t t/t/~~.T: now when I do like this you should say ‘coun’, when I do like this you should say ‘t’, Ok!T: Ok now follow me count~,~ ~.How do you spell count,c-o-u-n-t.T: Ok now I’ll give you 5 seconds to remember it.读句子:What are you doing LingLing? I’m counting my friends’ birthday.(2)T:(T指着日历说)“There are so many birthday parties this year, So I’m very happy.”(翻译)引出party:认读、拼读、游戏(party:传火车)、记忆单词。

T: Ok now follow me party ~,~ ~ , p p p/p/~~,ar ar/ a:/~~,t t t/t/~~,y y y/i/~~.T: party传火车。

T: Ok now follow me party~,~ ~.How do you spell party,p-a-r-t-y.T: Ok now I’ll give you 5 seconds to remember it.读句子:I’m going to go to thirty-five birthday parties this year!

(3)T:Now, let’s count how many birthdays are there in January?

T引导S说:There are three(翻译)引出January:认读、拼读、游戏(January:上中下)、记忆单词。

T: Ok now follow me January ~,~ ~ , j j j/ dʒ/~~,a a a/ æ/~~,n n n/n/~~,u u u/ j u/~~,a a a/ ə/,r r /r/~~, y y y/i/~~.T: now when I do like this you should say ‘Ja’, when I do like this you should say ‘nua’, when I do like this you should say ‘ry’, Ok!

T: Ok now follow me January~,~ ~.How do you spell January, J-a-n-u-a-r-y.T: Ok now I’ll give you 5 seconds to remember it.读句子:January.There are three.(4)T:Now, let’s count how many birthdays are there in February?

T引导S说:There are six(翻译)引出February:认读、拼读、游戏(February:音节接力Fe-brua-ry.)、记忆单词。

T: Ok now follow me February~,~ ~ , f f /f/~~,e e e/e/~~,b b b/b/~~r r /r/~~,u u u/u/,a a a/ə/,r r /r/~~,yyy/i/~~.T: 敲桌子接龙Feb-rua-ry.T: Ok now follow me February ~,~ ~.How do you spell February, F-e-b-r-u-a-r-y T: Ok now I’ll give you 5 seconds to remember it.读句子:February.There are six.(5)T:Now, let’s count how many birthdays are there in March?

T引导S说:There are one(翻译)引出March:认读、拼读、游戏(March:大小声)、记忆单词。

T: Ok now follow me March~,~ ~ ,m m/m/~~,ar ar/a:/,ch ch/tʃ/.T: March大小声。

T: Ok now follow me March ~,~ ~.How do you spell March, m-a-r-c-h.T: Ok now I’ll give you 5 seconds to remember it 读句子:March.There is one.(6)T:Now, let’s count how many birthdays are there in April?

T引导S说:There are two(翻译)引出April:认读、拼读、游戏(April:左右)、记忆单词。

T: Ok now follow me April~,~~~.a a a/ei/,p p p/p/~~,r r /r/~~,i i i/ə/~~,l l /l/~~.T: Ok now when I do like this, this team should say ‘A’, when I do like this, this team should say ‘pril’ , Ok!T: Ok now follow me April~,~ ~.How do you spell April, A-p-r-i-l.T: Ok now I’ll give you 5 seconds to remember it.读句子:April.There are two.(7)T:Now, let’s count how many birthdays are there in May?

T引导S说:There are one(翻译)引出May:认读、拼读、游戏(May:拖长音)、记忆单词。

T: Ok now follow me May~,~~~.m m /m/~~,ay ay/ei/.T: May拖长音。

T: Ok now follow me May~,~ ~.How do you spell May, M-a-y.T: Ok now I’ll give you 5 seconds to remember it.读句子:May.There is one.(8)T:Now, let’s count how many birthdays are there in June?

T引导S说:There are four(翻译)引出June:认读、拼读、游戏(June:123finger)、记忆单词。

T: Ok now follow June ~,~ ~ ,J J J/dʒ/~~,u-e /u:/~~, n n n/n/~~.T:When I show you NO.1,you should say June, when I show you NO.2, you should say June June, when I show you NO.3 you should clap your hands ,Ok!T: Ok now follow me June ~,~ ~.How do you spell June, J-u-n-e.T: Ok now I’ll give you 5 seconds to remember it.读句子:June.There are four.(9)T:Now, let’s count how many birthdays are there in July?

T引导S说:There are five(翻译)引出July:认读、拼读、游戏(July:藏卡片)、记忆单词。

T: Ok now follow me July~,~~~.JJJ/dʒ/~~, u u u /u:/~~, l l /l/~~,y y y/ai/~~.T: July藏卡片。

T: Ok now follow me July~,~ ~.How do you spell July, J-u-l-y.T: Ok now I’ll give you 5 seconds to remember it.读句子:There are five birthdays in July.(10)T:Now, let’s count how many birthdays are there in August?

T引导S说:There are one(翻译)引出August:认读、拼读、游戏(August:抖手)、记忆单词。

T: Ok now follow me August~,~~~.au au/ɔ:/~~,g g g/g/~~u u u/ə/~~,st st/st/~~.T: Ok now when I do like this, this team should say ‘Au’, when I do like this, this team should say ‘gust’ , Ok!T: Ok now follow me August~,~ ~.How do you spell August, A-u-g-u-s-t.T: Ok now I’ll give you 5 seconds to remember it 读句子:There is one birthday in August.(11)T:Now, let’s count how many birthdays are there in September?

T引导S说:There are two(翻译)引出September:认读、拼读、游戏(September:上下键读句子,↑键站起来说单词,↓键坐下来说单词,单词要分段Sep-tem-ber)、记忆单词。

T: Ok now follow me September~.s s /s/~~,e e e/e/~~,p p p/p/~~,t t t/t/~~,e e e/e/~~,m m/m/~~,b b b/b/~~er er/ ə/.T: Ok now when point this, you should stand up and say ‘sep’, when point this, you should sit down and say ‘tem’ , when point this, you should stand up and say ‘ber’ Ok!T: Ok now follow me September~,~ ~.How do you spell September, s-e-p-t-e-m-b-e-r.T: Ok now I’ll give you 5 seconds to remember it 读句子:There are two birthdays in September.(12)T:Now, let’s count how many birthdays are there in October?

T引导S说:There are three(翻译)引出October:认读、拼读、游戏(October:上中下Oc-to-ber)、记忆单词。

T: Ok now follow me October ~,~ ~ , o o o/o/~~,c c c/k/~~,t t t /t/~~,o o o/əu/~~,b b b/b/~~,er er/ə/~~.T: now when I do like this you should say ‘Oc’, when I do like this you should say ‘to’, when I do like this you should say ‘ber’, Ok!T: Ok now follow me October~,~ ~.How do you spell October, O-c-t-o-b-e-r.T: Ok now I’ll give you 5 seconds to remember it.读句子:There are three birthdays in October.(13)T:Now, let’s count how many birthdays are there in November?

T引导S说:There are six(翻译)引出November:认读、拼读、游戏(November:音节接力No-vem-ber)、记忆单词。

T: Ok now follow me November~ ~,N N N/n/~~,o o o/əu/~~,v v v/v/~~,e e e/e/~~,m m /m/~~,b b b/b/~~,ere r/ə/~~.T: 敲桌子接龙No-vem-ber.T: Ok now follow me November ~,~ ~.How do you spell November, N-o-v-e-m-b-e-r.T: Ok now I’ll give you 5 seconds to remember it.读句子:There are six birthdays in November.(14)T:Now, let’s count how many birthdays are there in December?

T引导S说:There are one(翻译)引出December:认读、拼读、游戏(December:编序号读单词De-cem-ber)、记忆单词。

T: Ok now follow me December~.D D D/d/~~,e e e/i/~~,c c c/c/~~,e e e/e/~~,m m /m/~~,b b b/b/~~,er er /ə/~~.T: Ok now when point this, you should stand up and say ‘De’, when point this, you should sit down and say ‘cem’ , when point this, you should stand up and say ‘ber’ Ok!T: Ok now follow me December~,~ ~.How do you spell December, D-e-c-e-m-b-e-r.T: Ok now I’ll give you 5 seconds to remember it 读句子:There is one birthday in December.(7)Conclusion:

①老师先教读一遍今天讲的所有的单词,再让学生进行抢答。②游戏:心有灵犀。

6、室内休息5分钟:分批次,按顺序上厕所和喝水等。

7、课文: Unit 1:(1)A:How many birthdays are there in January?

B:There are three.(以上重点对话写到黑板板书中)(1)①T:Now, let’s count how many birthdays are there in January?(翻译)

T/S:There are three.②老师总结出:询问对方“这里有多少人或物”用“How many+人/物+are there?”(T要强调how many后要用复数)。

③老师总结出:“in+月份”表示“在几月”。④老师总结出:“There be……”句型来表示“在哪里有什么人或事物”,当人、物只有一个时用is,当人、物是两个或两个以上时用are.(让S将There +are+复数/is+单数写在书上,老师还要再次解释单复概念)⑤教读句子、翻译句子、挑战PK.⑥T问S“How many boys/girls/chairs/birthdays……are there?”来练习句子,再让S上来表演情景对话。(2)老师先教读课文,逐个单词教一遍,要求学生指读。

(3)听第一遍磁带,跟读课文,将不认识的单词、新单词勾出来。(4)听第二遍磁带,跟读,老师纠正,抽同学模仿读。(5)翻译课文,要求学生做笔记。Unit 2:(1)老师先教读课文,让学生把不认识的单词、新单词勾出来。

(2)听磁带,跟读,老师纠正,全班齐读。(3)翻译课文,要求学生做笔记。

8、学习第40页的song.9、Conclusion:复习和总结今天所学的内容。

10、评讲Module 9的题单,以及月考试卷的听力部分。

11、过关:

(1)7-9模块的课文没背完的这个星期要背完。(2)读10模块Unit 1的课文,签已读。(如果不能完成的部分学生,可让他们来补课完成)

八、Homework(写到黑板上,要求学生抄下来)

1、完成Module 10的作业题单。

2、抄写Module 10的单词,全班2英1汉。

3、背诵10模块Unit 1的课文。

4、回家背单词,下周听写Module 10的全部单词。

5、预习Review Module。

上一篇:关于写亲切的反义词下一篇:七一诗朗诵:党啊,生日快乐!