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2007年1月24日
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课 题 |
M2 Unit1 |
第 4 课时 |
原备课者 |
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修改者 |
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教研主题 |
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教学目标预设 |
1. Learn the new sentences: Whose ___ is this/that? This is /That’s XXX’s _____.
2. Lern the sound of ‘th’ . |
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重、难点分析 |
Whose |
教学资源准备 |
Pictures |
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教学过程预设 |
二次备课（评析） |
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1. Warm up.
Sing the song.
2. Show the pictures about Kitty.
Ss recite the text together.
3. New sentence: Whose block is that?
That’s Kitty’s block.
Ss read those two sentences.
Ask and answer with the pictures on the board.
Whose dog is that?......
4. Show some pictures used in M1Unit3.
Whose syringe is that? That’s the nurse’s syringe.
Whose white coat is that? That’s the doctor’s white coat.
……
5. Ss use their own things to ask and answer.
Whose … is this? This is …..
Whose … is that? That is ….
Practise in pairs.
The sounds of ‘th’. P16.
/ð/ this, that……
/θ/ thin……
语音练习
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thank |
thin |
three |
birthday |
think |
bath |
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both |
mahts |
mouth |
smooth |
thick |
thing |
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throw |
tooth |
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brother |
mother |
father |
that |
this |
these |
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those |
the |
there |
their |
then |
them |
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they |
together |
with |
weather |
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板书 |
Whose block is that?
That’s Kitty’s block. |
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课后记 |
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课 题 |
M2 Unit1 |
第 3 课时 |
原备课者 |
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修改者 |
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教研主题 |
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教学目标预设 |
1. Learn some new words: block(小区，街区)
2. Can use the sentence: That’s …. To describe things.
3. 名词所有格。Xxx’s |
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重、难点分析 |
That’s… |
教学资源准备 |
Pictures |
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教学过程预设 |
二次备课（评析） |
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1. Warm up.
Sing the song ‘Head, shoulders, knees and toes.’
2. Review.
Show the puppet. Say together how to make it.
3. I point to one part. Ss say: That’s his ….
That are his….
4. Show two girls pictures: Kitty and Kally.
1) That are Kitty and Kally.
Show a building. It’s a block.
Teach ‘block’ 小区。
Whose block is this?
It’s Kitty’s block.
2) So Kitty says: It’s my block.
3) Di, di. A car is coming.
There is a woman.
Who is she?
Kitty says: That’s …….
学生发挥想象说。
4）Another car is coming.
There is a man.
Who is he?
Kitty says: That’s ________.
5) Ben
6) Dog and Grandma.
5. Ss open their books to read. P15.
6. Try to recite the text with the help of the pictures on the board. |
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板书 |
Pictures on the board.
That’s ______
She/he _______.
That’s ___’s ______. |
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课后记 |
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课 题 |
M2 Unit1 |
第 2 课时 |
原备课者 |
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修改者 |
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教研主题 |
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教学目标预设 |
1. Ss know how to make a puppet.
-What do they need?
-How to make it?
2. Review the shapes words: rectangle, triangle, square, circle, star
Learn some new words: stick the string, cut, tape, oval, |
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重、难点分析 |
Introduce the puppet |
教学资源准备 |
Materials that can make a puppet |
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教学过程预设 |
二次备课（评析） |
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1. Warm up.
Sing the song ‘Head, shoulders, knees and toes.’
2. Show some shapes.
rectangle, triangle, square, circle, star, oval,
Teach the word: oval
3. Use these shapes, what can you make?
I can make a puppet.
Teach the word: puppet.
4. How to make a puppet?
1) What do you need?
I need a string, a tape, scissors, card, a pencil and a rubber
Stick with the tape, cut with the scissors, draw with the pencil
2) How?
First, What can I do?--------Draw
What can I draw? A face, a body, arms, hands, legs and feet
Then, What can I do?--------Cut
Cut with the scissors.
3) At last, stick the string with a tape.
5. Ss say together how to make a puppet.
1) Say it follow me.
2) Invite some good ones to say out.
3) Say it in their groups.
6. Now, the puppet is Ok.
He can say Hello.
If you are the puppet, what do you say?
Hello, my name is _____.
I’m a puppet.
Look, my eyes are……
Ss say it with their deskmates.
7. Open their books to page 14. Read.
8. Homework: Do the exercise. |
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板书 |
Need: strings, a tape, scissors, card, a pencil and a rubber
How: First ---Draw A face, a body, arms, hands, legs and feet
Then--- Cut Cut with the scissors.
At last: Stick stick the string with a tape. |
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课后记 |
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课 题 |
M2 Unit1 |
第 1 课时 |
原备课者 |
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修改者 |
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教研主题 |
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教学目标预设 |
1. Ss can introduce theirselves.
Learn the new expression: I’m in Class 1/2, Grade 4.
2. Can sing the song ‘head, shoulders, knees and toes’
Review related words. |
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重、难点分析 |
Introduce theirselves |
教学资源准备 |
A picture of Kally. |
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教学过程预设 |
二次备课（评析） |
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1. Free talk.
Ss ask me some questions and I answer.
2. Show a picture of ‘Kally”.
Who is she?
What does she do? She is a student.
Guess what class is she in?
She is in Class 1/2, Grade 4.
What class are you in?
I’m in Class 1/2, Grade 4.
Make everyone can say the sentence: I’m in …..
3. Kally is a a new classmate.
She says: Hello, I’m Chen Kai lei, Kally.
I’m ten years old.
You can call me Kally.
Can you introduce yourself like this?
Ss say.
Encourage students say as more as they can.
4. Now, Kally has many friends. Let’s open your books and read. P13.
5. Learn the song ‘Head, shoulders, knees and toes’.
1) Review the words of different part of the body.
head, hair, shoulders, arms……
2) Read the song script.
3) Follow and sing.
6. Rewrite the song with other words.
7. Do the exercise. |
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板书 |
Hello, I’m Chen Kai lei, Kally.
I’m ten years old.
You can call me kally.
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课后记 |
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2006年8月1日
课 题
M1 Unit3
第 1 课时
原备课者
修改者
教研主题
教学目标预设
1. Learn some new words: ambulance man, police woman, ambulance救护车, fire, bring, engine, handcuffs... 阅读全文
课 题
M1 Unit2
第 1 课时
原备课者
修改者
教研主题
教学目标预设
1. Can ask age. “How old is…? He/She is ….”
2. Pronunciation: /sh/
重、难点分析
/sh/的发音
... 阅读全文
课 题
M1 Unit1
第 1 课时
原备课者
修改者
教研主题
教学目标预设
1.词汇: classmate our your their its
2.词组: my(sister etc.) ... 阅读全文
2006年4月2日
随便写了点，没地方放，先放这里。
Aims: Learn the new words: lizards, snakes, giraffes, zebras, ostriches.
Can use the sentence to describe things : They are______________.
Can talk about things they like with sentences: Do you like_____? Yes/No. What about you?
Materials: 音标卡
Procedure:
1. Recite ‘a sandwich’.
2. 发音归类。10’
T: Do you like sandwiches?
S: Yes, I like sandwiches. 强调三明治的复数发音。板书I like _______.
T: What else do you like?
S: I like __________.
学生说一个黑板上写一个单词，并且是根据发音规则分类写。
/s/, /ts/, /z/, /dz/, /iz/
出示几个单词，让学生自己读读，找找应该发什么音。
lizards, snakes, giraffes, zebras, ostriches,
3. Games. 5’
T: Do you like this game? Spog and Mak like to play games, too. Look, they are playing guessing game.解释猜的游戏。(课件出现Spog and Mak)
1) Spog : Guess, what are they?看阴影猜。动物。
2）看颜色猜。水果。
3）看一部分猜。日用品。
4）听声音猜。交通工具。
5）看文字猜。吃的，用的，动物。
4. Act the guessing game. 5’
1) 让一个学生出题，老师回答。
2）一个学生出题，另一个学生回答。
3）同桌表演。
5. 出现一辆载有很多水果的卡车.
T: It’s a lorry. What can you see on the lorry?
S: I can see some ______.
T: Do you like _____?
S: Yes, I like ____. No, I don’t like __________.
T: Spog and Mak are taliking.
Spog asks Mak: Do you like ______?
Mak says: Yes, I like _______. They are _____.No, I don’t like ___________.
What about you?
Mak says: I like __________. They are _________.
T: Can you act Spog and Mak? 请一对人表演。桌互相表演。
6. T: Can you guess where does the lorry go?
The lorry goes to the zoo.
牛津3b Module2 uint1
2006年3月6日
0xford English 3A Module 3 Unit 1
My school
☆Teacher aims:
1. Language/Vocabulary:
(1) Countable nouns(names of places in a school): the playground, a classroom, the office , the library , the hall ,the toilet
(2) Demonstrative: this
(3) Wh—question: What is this?
(4) Definite article: the
(5) Pronounce: It, It’s
2. Structures:
(1) What’s this? It’s the/a…
(2) Is this the/a…? Yes, it is. /No, it’s the/a…
3. Functions:
(1) Asking about and identifying different places
(2) Using nouns to identify things
☆Main and difficult points :
Open an interaction by eliciting a response
☆Materials:
(1) Student’s Book3A, P25
(2) Cassette 3A and a cassette player
(4) Multi-media
(5) Pictures
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Procedure |
Contents |
Methods |
Purpose |
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Warming up |
Rhyme |
< Two fat boys in the rain> |
以快乐的气氛进入英语学习状态,同时复习已学句型。 |
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Pre-task procedure |
Show the puppet about Dora and say something about it. |
The teacher says something abut it: He’s Dora. He’s from Japan. He is very lovely. His good friend is Da Xiong. We all like him because he is so clever. And he is good at gramary. Now he will play the gramary with us. Look at the screen, can you guess what’s in the bag? |
出示学生所喜爱的卡通人物，激发学生的学习兴趣，同时用猜一猜的形式引出新授内容。 |
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While-task procedure |
1. Show the picture about Da Xiong’s school.
2. Introduce his school to students
3. Learn the new word and structures. |
1. Learn the new words: the playground, a classroom, the office , the library , the hall ,the toilet
2. Learn the structure: What’s this?
3. Work in pair
4. Quick response
5. Learn the structure: Is this the/a…?
6. Say a chant.
What’s this? What’s this?
Is this the classroom?
No, no, no. It’s the library.
What’s that? What’s that?
Is that the hall?
Yes, yes, yes. It’s the hall.
7. Play a guessing game.
8. Listen and read after the tape. |
1.用卡通人物来介绍学校，使学生对新授内容有个整体认知。
2.用媒体的形式及各中教学方式使学生熟练掌握新授单词和句型。
3.通过快速反应这一活动，可以调动学生积极性，使学生乐于参与。
4..儿歌教学可以增加学生的学习兴趣和增加对知识的把握。
5.游戏互动，可以让学生在愉快的学习环境中轻松学会知识。 |
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Post-task procedures |
1. Say something about our school.
2. A reading.
3. Exercise.
4. Design a new school.
5. Make a report. |
1. Students introduce the places: This is the… It’s…
2. A reading about our school
3. Students listen and fill in the blanks.
4. Students design a new school with some pictures.
5. Students introduce their new school. |
1. 让学生用已学单词和句型来介绍自己的学校，训练学生的口头表达能，力。
2. 通过录象的形式，使学生对今天的所学内容做一个综合的反馈。
3.请学生设计一个新学校，培养学生对语言的综合运用能力和合作精神。 |
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Homework |
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1. Introduce our school to your friends and parents.
2. Writing about our school. |
通过写作练习锻炼学生的写作能力。 |
教学设计思想
孔子曾说：“知之者不如好之者，好之者不如乐之者。”这里的“乐”指的正是“兴趣”。一个成功的英语教师要在教学中有意识地培养学生对英语的持久兴趣，渲染英语课堂气氛，引发学生的兴趣和求知欲；精心设计课堂教学，激发学生的学习的欲望；建立新型师生关系，重视师生情感交流，培养兴趣；布置适量的课后作业，延续学生对英语学习的热情。激励学生不断处于较佳的学习状态之中，使他们对英语乐学、善学、会学，学而忘我，乐此不疲，爱上English。
教师在教学过程中要精心设计教案，想方设法以新颖、丰富多彩的教学手段激发学生兴趣，用兴趣来激活他们的思维，唤起他们的学习注意，进而充分调动学生的学习积极性，组织学生进行广泛的语言实践活动，加强对学生学习英语的兴趣的培养，让学生变兴趣为参与实践的动力，为语言实践活动提供源源不断的动力。
3A Module 3 Unit 1主要教学内容是新授单词the playground, a classroom, the office , the library , the hall ,the toilet和句型What’s this? It’s the/a…Is this the/a…? Yes, it is. /No, it’s the/a…。在教学3A Module 3 Unit 1时， 我通过多媒体，运用了各种教学手段和方式，为学生创设轻松、愉快的学习气氛，让学生在课堂中活跃起来，每个人都积极参与学习，使他们处于最佳的学习状态。
一、 一个学生喜爱的卡通人物。
哆啦A梦是小学生所喜爱的卡通人物之一，在教学过程中，我让这一人物始终贯穿于整堂英语课中。在哆啦A梦脍炙人口的歌声中，每一个学生都露出了好奇的眼神，同时他们对上课的内容也产生了浓厚的兴趣。这时候，我就请出了哆啦A梦的好朋友大雄，通过一段录音，让他来介绍学校的各个场所。由于学生对卡通人物的喜爱，他们在不知不觉中就学会了本课的单词和句型。接着，我又设计了请卡通人物来我们学校这一环节。这时候，学生们就可以大胆说说自己的学校的各个场所，把机械的操练变成了学生畅所欲言的环节。最后，我让哆啦A梦给大家变出一所新学校，请学生以小组的形式也来设计新学校，学生们的积极性被充分地调动起来，互动与主动成为了主旋律，把本课的学习内容推向了高潮。
二、 形式多样的教学手段和方式。
在课堂中，如何让学生积极学习，是我设计教学的关键。因此，在教学中，Guessing game, Quick response, Chant , Exercise, Listening ,Design a new school等活动形式让每一个学生有了锻炼的机会和发挥的舞台。如在新授了单词the playground, a classroom, the office , the library , the hall ,the toilet和句型What’s this?后，我设计了Quick response的教学环节，如果我说对了单词，学生就鼓掌两次，反之，则拍桌子两下，随即说出正确的单词。在Quick response中，整班学生都积极行动起来，在有趣的操练中，学生再一次巩固了所学内容。又如，在学会了句型Is this the …? Yes, it is. /No, it’s the …后，我教学生们说一个Chant：“What’s this? What’s this? Is this the classroom? No, no, no. It’s the library. What’s that? What’s that? Is that the hall? Yes, yes, yes. It’s the hall.”在朗朗上口的儿歌中，学生们又一次进行了广泛的语言实践活动。为了培养学生对英语的持久兴趣，我还设计了一个Let’s guess，让全班学生问What’s this?，一个学生来猜Is this the…?既渲染了英语课堂的气氛，又引发了学生的兴趣和求知欲。同时，为了训练学生对知识的整体认知和感悟能力，通过拍摄学校各个场所的一段录像和同步的录音，及完成听力练习的方式，学生动耳、动脑、动手，完成了对教学内容的整体反馈。在最后的教学环节中，我又请学生来设计新学校，通过这个全身心的活动，学生的兴趣变为了参与实践的动力，为语言实践活动提供了源源不断的动力，并且培养了他们的创新能力、竞争意识、团队协作能力和交际能力。
三、 重视师生情感交流。
良好的师生关系是整堂课成功的关键。教学过程不仅是教与学的关系，更是师生双方思想和感情的交流过程。因此，我在教学中重视感情的投入，通过自己的言行、表情传递给学生亲切、鼓励、信任、尊重的情感信息，使学生敢于大胆开口说英语，不断产生学习英语的兴趣和表现自己的愿望。
四、适量的课后作业。
我布置的课后作业一是让学生向自己的朋友和父母介绍学校，二是写话练习My school。我认为这不仅延续了学生对英语学习的热情，更激励学生不断处于较佳的学习状态之中。
总之，英语学习，兴趣为先。所以，作为英语教师，一方面要向学生传授语言知识并使他们掌握技能，另一方面更要重视培养和保持学生对这门学科的兴趣，获得事半功倍的效果。
2006年3月1日
课 题
导言课
第 1 课时
原备课者
修改者
教研主题
教学目标预设
1．新学期新书新要求。
2．介绍情人节。
3．反馈作业
重、难点分析
Know some new rules about the new term.
&nbs... 阅读全文
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