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ID:34700430
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时间:2019-03-09
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1、课题Lesson1AttheAirport教学目标1、知识与技能:本课要求学生能正确听、说、读、数字1-1000。会口头运用句子:“Whattimeisit?It’s__________”。2、情感态度价值观:运用多种教学手段激发学生学习英语的积极性,并力争能够让学生人人参与,通过鼓励、表扬来让学生有成就感,对自己充满信心。重点难点本课重点句子,会正确使用句子。教学过程重点难点解决策略1)Greeting2)Review①Play“Thenumbergame”toreviewnumber,playwithnumbersuptotenthou
2、sand.②Reviewthephrases:Whatdayisit?Whattimeisit?Step2:Presentationandpractice1、Teaching“Whattimeisit?”1)Useabigclocktoteach“Whattimeisit?”2)Demonstrate:MorethehandsontheclockasIaskandanswerthequestion.Thengetvolunteerstoanswerthequestion.Here’sasimplewaytosaysometimesinEng
3、lish.1:45onefortyfive2:10twoten5:37fivethirtyseven8:00eighto’clock3)Extendknowledge:2:10twotenortenpasttwo4:30fourthirtyorhalfpastthree9:00nineo’clockornine4)Practice:①Practiceinpairs②Askthevolunteerstomorethehandsontheclockastheyaskandanswerthequestion.2、Teaching“thetext”
4、1)Whenthestudentslistentothetape,thinkoverthequestion:①WheredoJenny,Danny,LiMinglive?②WhyisLiMingcomingtoCanada?教学侧记③WhendoesLiMingarrive?WhenwillLiMinggohome?HowlongwillLiMingliveinCanada?④Howdoeshecome?⑤WhattimedidLiMing’splanearrive?⑥Whomeetshimattheairport?⑦Didhehaveag
5、oodtrip?2)Readthedialogueanddiscussthequestionsingroups.3)Askthestudentstoanswerthequestions.4)Readbythemselves,thenreadrole-play.Step3ConsolidationMakeupadialogueaboutmeetingsomeoneattheairport.Dividetheclassintosmallgroups.Askeachgrouptoincludeintheirdialoguethequestiona
6、ndanswer.“Whattimeisit?It’s”EnouncethestudentstobecreativeandtouseasmanyEnglishphrasesastheycan.反复训练“Whattimeisit?It’s________.”修改批注练习设计板书设计教学反思4/4课题Lesson2:Jenny’sHouse教学目标1、知识与技能:本课要求学生能正确听、说、读、写单词:room,kitchen,bathroom,livingroom。2、理解mine和yours的意思。2、情感态度价值观:通过游戏激发学生学习兴趣
7、,通过创设情境激发学生的积极性,让学生感受到学习英语是有趣的、容易的。重点难点本课重点句子,会正确使用句子。教学过程重点难点解决策略Step1ClassopeningandReview1)Reviewthephrases:Whattimeisit?It’s.2)Play“spellit“toreviewthewords:housebedroombed.Step2Presentationandpractice1、Teachthewords:room,kitchen,bathroom,livingroom.1)Usemypastorsofroo
8、mstodemonstrateeachword.Askthestudentstofindthesamepointofthesewords.2)Practicethenewword
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