Important points重难点突破预设方案22
[2012版]人教版(PEP)三上《Unit 2 Colours》(Period One)word教案
![[2012版]人教版(PEP)三上《Unit 2 Colours》(Period One)word教案](https://img.taocdn.com/s3/m/2fcca5f96f1aff00bfd51e05.png)
人教版pep（三年级起点）（2012教材）小学三上Unit 2 Colours Period One教案㈠Teaching aims（教学目标）Knowledge and skill（知识与技能）1、能够在情景中理解会说Hello! Hi! I’m …, Nice to meet you 并能够在真实的语言环境中初步运用.2、学会自我介绍，介绍朋友给他人。
Process and measure（过程与方法）通过课件向学生展示如何将熟人介绍给他人。
Attitude and value（情感态度与价值观）鼓励学生做自我介绍。
培养学生与他人交流的能力。
㈡Teaching important points and difficult points（教学重点与难点）Teaching important points（教学重点）能够熟练地掌握句型：Hello! I’m… This is…Nice to meet you.并熟练地应用在日常生活中。
Teaching difficult points（教学难点）能够熟练地掌握句型：Hello! I’m… 并熟练地应用在日常生活中。
Teaching steps（教学步骤）StepⅠ Warm-up/Revision（热身/复习）老师首先做出自我介绍，应用I’m…Nice to meet you.问好StepⅡ Presentation（讲课）(1) 逐步向同学展示课件上的图片，让学生了解英语自我介绍，引荐两个人认识的方式。
（2）让学生到讲台上来进行自我介绍及向全班同学打招呼。
（3）向学生出示本课书的教学挂图并提供话题情景：公园里，学生向家长介绍自己的老师。
（4）听录音，让学生跟读，并要求学生用手指者句子、单词来认读。
Step Ⅲ Practice互相介绍：将学生按照坐位分组，要求一名学生向另一组同学打招呼及介绍自己的同桌给另一组同学认识。
Step ⅣHomework听本课录音，熟读本课课文及单词并应用所学对话进行交流。
高一英语 Moudle 22导学案
14. Hetells jokeswhen he thinks we’re getting bored.
1) That’s just a joke. 2) It’s no joke.
play a joke on sb 戏弄… 开玩笑…
8. There are a few students in our classwho keep ing to class late.
who keep ing= keeping ing定语从句
19. appreciate
①感激；感谢 I appreciate your help. We greatly appreciate your timely help. 我们非常感谢你们的及时帮助
2.appreciate doing sth
例: We shall appreciate hearing from you again. 我们恭候佳音。
3. appreciate +that从句
I really appreciate that god send me a beautiful girl to me like you !
5.I’v alwayshatedmaking mistakes…
Hate to do sth/hate doing sth.
总结：后面既可跟to do又可跟v-ing的动词有：
love, like, hate, prefer, begin, continue, stop, forget, remember, can’t afford, intend, plan, neglect
学习
目标
1.知识目标：重点词汇、语法、重要句型
新标准三年级上册M1 U1 I’m Sam.精彩教学设计、反思
新标准三年级上册M1 U1 I’m Sam.精彩教学设计、反思一、课标解读（Curriculum interpretation)学校英语新的课程标准语言技能一级目标：对英语有惊奇心，宠爱听他人说英语。
能依据老师的简洁指令做玩耍、做动作。
能做简洁的角色扮演。
能沟通简洁的个人信息，表达简洁的情感和感觉。
能书写字母和单词。
对英语学习中接触的外国文化习俗感爱好。
二级：对英语学习有持续的爱好和爱好。
能用简洁的英语互致问候、交换有关个人、家庭和伴侣的简洁信息。
能依据所学内容表演小对话或歌谣。
从以上语言技能和语言学问的课程标准看，“能”就是会，在简洁指令下对本课的Hi, Hello, Goodbye, Byebye等做到会听、会说、会读、会演，通过听、读然后会用语言，并且通过对本课语言的学习，用简洁的英语进行问候，而且会用英语进行自我介绍，所以本堂课中，支配了听读任务及应用玩耍，让同学从听懂到会读，最终把语言加以运用。
二、教材分析（Text description）本模块，是学期的第一模块。
所以怎样让同学初对英语感爱好，就要看这模块老师怎样引导，可见本模块的重要性。
要求同学会简洁的与他人打招呼，并能简洁的介绍自己。
Unit 1：会用礼貌用语“Hello、Hi”、“Goodbye、Bye”与他人打招呼。
熟识四个小伴侣：、 Lingling、Sam、Daming”“Amy三、学情分析（Pupil description）我所教的三班级班共有同学40人。
由于三班级的同学刚由低段过度到中段，身理心理年龄都比较低。
爱说、唱、跳、做，在玩耍中学习，留意力不够长期，但是爱表现，所以，老师在教学设计中要抓住同学的这一心理特点，设计一系列的课堂教学活动，通过活动来实现教学目标。
让同学在欢快中学习英语，在活动中感受英语的魅力。
不要让同学对英语产生厌倦可怕。
因此本课在设计中，我特别留意培育同学的学习爱好，以及设计一系列切实可行的教学活动来开展课堂教学。
五年级英语上导学案(精编文档).doc
【最新整理，下载后即可编辑】五年级英语学科（上）导学指导案Unit 1 What’s he like?Period 1 Section A Let’s learn Ask and answer P5 教师寄语：（One thing at a time!一时专一事！）Learning aims(学习目标)1. 能够听、说、读、写old, young, funny, kind, strict。
2. 能够掌握句型：“Who’s your music/maths/... teacher? ”“Is he/she old/young/…? ”并能做出正确的回答。
Important &difficult points(重难点)1. Master the words：old, young, funny, kind, strict。
2. 能够掌握学习目标中的句型。
导学探究Step1 : 预习温故（用时7分钟）1）T: Hello , boys and girls! Welcome back to school!Ss: Hello, Miss.... Nice to see you again.T: Nice to see you ,too.2）T: Do you have new teachers? Ss: Yes/No.T: Who’s he /she ? (出示教不同学科的老师的照片) Ss: He’s/She’s...T:Who’s this boy/girl? Ss:He’s /She’s….多和几组学生操练，掌握这些句型。
3)Read these words and speak Chinese meaning. （小组比赛，看谁记得多）thin, fat, short, tall, strongStep 2. 新课内容展示（用时15分钟），多分组操练，让学生会说、会读。
1）Use the pictures to learn new words: old, young, funny, kind, strict.巩固单词，如下：Mr Young music teacher old old ...2）Read these sentence.T: Who’s your music/art/...teacher? Ss: Mr Young/Miss Li/....T: Is he/she old/? Ss: Yes,he/she is.No,he/she isn’t.3）Use English to introduce your teachers 。
教学设计(There is a horse in this photo.)
新标准英语（三年级起点）四年级上册M7 U1 There is a horse in this photo.教学设计威海经济技术开发区长峰小学王前宋艳华钟苏丹新标准英语（三年级起点）四年级上册M7 U1 There is a horse in this photo.教学设计一、课标解读（Curriculum interpretation)小学英语新的课程标准语言技能的一级目标要求“能根据教师的简单指令做游戏、做动作、做事情。
能做简单的角色扮演。
能唱简单的英文歌曲，说简单的英语歌谣。
能在图片的帮助下听懂和读懂简单的小故事。
能交流简单的个人信息，表达简单的情感和感觉。
”语言知识的二级目标要求“能用简单的英语互致问候、交换有关个人、家庭和朋友的简单信息。
能在图片的帮助下听懂、读懂并讲述简单的句子。
”从以上语言技能和语言知识的课程标准看，就是要在真实的语境对本课的horse, sheep, climb, vegetables等单词、短语和There is…句型, 做到会听、会说、会读、会描述、会运用。
因而本课要创设真实的情景，开展多种层次的描述介绍照片的活动，引导学生积极体验和运用语言。
在学生已有的英语知识和表达能力的基础上展开学习，充分利用文本图片引导学生形成自主学习能力和初步的语言能力。
二、教材分析（Text description）本课是新标准英语三年级起点第二册第七模块第一单元，There is a horse in this photo.，主要通过Sam与Amy照片的呈现，让学生学会用英语介绍照片上有什么，并描述出照片上他正在进行的动作。
本课的语言功能是运用There be 句型描述某地有某物。
三、学情分析（Pupil description）本课的教学对象是四年级学生。
在三年英语学习基础上，已经具备初步的听，说，认读等语言能力。
他们对进行时的学习已有了一定的基础，能够正确地运用“What is she/he/it doing?”“She/He/It is …”等句型来进行问答交流。
必修2模块3 重难点突破预案
必修2模块3 重难点突破预案一、教学内容分析本节课是阅读课,本文围绕音乐这一主题向学生介绍了海顿、莫扎特和贝多芬等三位欧洲十八世纪的伟大的音乐家的主要成就和生平细节, 是学生感兴趣的话题。
现阶段学生已经具有一定的语言基础,具备一定的认知能力,有自我的观点和看法,对音乐会非常感兴趣,对本文一些知名的音乐家会有所了解,但对于音乐家的英文名不会太熟悉。
二、学习者特征分析教学班级为高一年级实验班，学生英文水平相对较好，课堂反应也比较积极主动。
因此，教学中会充分发挥学生的作用；同时，学生水平高也给教师的课堂教学带来挑战。
三、教学目标1. 知识与技能在语言知识目标方面,要求学生掌握并能运用本课中的主要词汇,尤其是关于音乐术语的表达方式;在语言技能方面,首先能够运用所学词汇、语言知识从主要成就和生平细节等方面介绍音乐家,第二是要培养学生获取信息、处理信息、运用信息进行推理判断的能力。
2. 过程与方法在认知策略方面力求通过阅读培养学生抓住和辨别信息要点的能力,并能够运用用现有知识与音乐常识对材料进行理解、分析及综合加工;在调控策略方面,使学生在阅读过程中善于根据时间顺序为线索理解和撰写人物介绍类文章;在资源策略方面,通过网络或其它媒体等多种途径丰富音乐知识,提高艺术修养。
3. 情感态度与价值观培养学生通过音乐这一特殊语言进行文化交流的意识。
使学生喜爱音乐、欣赏音乐、丰富情感。
四、教学策略选择与设计本课教学采用本人的“引学-导思-助拓”教学模式，引导学生进行自主学习与合作探究。
“引学-导思-助拓”教学模式是指学生在教师的引导和帮助下，主动学习、积极思考、努力拓展，以达到知识升值的目的。
五、教学重点及难点教学重点是学生语言知识的习得和略读、查读等阅读微技能的训练;教学难点是如何让学生们运用所学词汇、语言恰当介绍类似任务。
Teaching important points教学重点
Teaching important points教学重点1 ).The new words and expressions;2). Learn some detailed information about the Amber Room;3). Train the students’ ability to cooperate with others;4). Train the students’ speaking ability.Learn to discuss and act out the Ss’ opinions about cultural relics.Teaching procedures and ways教学过程与方式The first & second period (Vocabulary,Warming up and Pre-reading) Teaching goals:1.Target languageCultural, survive, remain, state, rare, dynasty, vase, belong to2. Learning ability goalsHelp the students learn how to talk about cultural relics and have the sense of protecting cultural relics.Teaching important pointsTalk about cultural relics and what should be done with them.Teaching difficult points:How to talk about cultural relics.Teaching methods:Group discussion and presentation.(cooperative learning)The first &second periodTeaching procedures:Step 1 New words teachingStep 2 Warming-upT: When talking about cultural relics, what comes to your mind?S1: The Great Wall.S2: The Pyramids in Egypt.S3: …T: Well done.Teacher asks the Ss to look at the three groups of pictures and discuss these questions.1. Do you know these places?2. If you know, what do you know about the places?3. Which one would you like to visit? Why?I: As is known to all, China is a country with a history of more than 5,000 years. In the long history, people in different periods have left us quite a number of cultural sites, many of which are world famous. Now look at the pictures and guess what heritage they are.All these are cultural relics.Do you know any other cultural relics in the world?T shows the Ss some cultural relics abroad.Task 1: ask the Ss to make a dialogue by saying.Imagine you have a chance to travel these places. Which place would you like to go? Why? When are you starting off? How are you getting there? How long are you staying?Please make a dialogue with your partners. Then students answer the following questions:What is your favorite city? Why?What makes a city great and famous?(a long history; cultural relics; many great people; important events taking place there) T:Unfortunately, some of them are in danger because they are destroyed, and some of them were lost because someone stole them.Task 2: Now suppose that you work for the state office of cultural relics. You are sent to a small town where you find a relic that was stolen from a palace. It is a rare Ming Dynasty vase. The man who has it insists that it belongs to his family. What will you say to him?Work in pairs to discuss this question, and then I’ll ask some Ss to tell me your answers.Step 3 Task 3 Speaking task on page 46Debate Do you think China should save all of its cultural relics?Do you think it necessary to rebuild yuanmingyuan in Beijing?T: After watching so many pictures, now discuss with your partners the following question:What is a cultural relics?(Ss can find the answer from the Warming up.)Step 4 Pre-readingT: OK, class, do you think these cultural relics are beautiful?Ss: Yes, very beautiful.T: Suppose one of them got lost, how would you feel and what will you do with it?S1: Try our best to find it.S2: Protect the others in order that they will not lost. ……T: Thanks for your good suggestions. If you find a cultural relic, what will you do with it? You can make a dialogue with your partner on this question.T can practice it with a student to give an example.Extending questions: To whom do cultural relics belong?Step 5 Language points1) survivesurvive: vi. continue to live or exist.vt. Continue to live or exist in spite of nearly being killed or destroyed by sth.vt. Remain alive after sb., live or exist longer thane.g: Many strange customs have survived from earlier times.Her parents died in the accident, but she survived.Few buildings survived the earthquake.The man survived his sister by three years.2) (a) part ofA part of the books have arrived.A leg is a part of the body.He gave me back only part of the money I lent him.Part of the house was burnt in the fire.Part of the passengers were injured in the accident.*Part of it _________ good.*Part of them _____________ good.3) something通常用于肯定句，而在疑问句、否定句、if/weather从句中用anything。
Pointtothedoor.教学设计、反思
Point to the door.教学设计、反思M3 U1 Point to the door.教学设计一、课标解读（Curriculum interpretation)本课是外研社小学英语三年级起点三年级上册第三模块Unit1。
《英语课程标准》中对本课的教学有着明确具体的目标要求和教学建议。
课标里强调：学生能根据老师的简单指令做动作、做游戏、做事情。
能做简单的角色表演。
本课非常注重学生语言应用能力的培养，在整体构思、内容安排、活动设计和教学方法都采用了与学生密切联系的生活实际，真正体现了语言的交际功能，同时，它把知识和技能目标融会在了完成任务的过程之中，从而体现出了英语新课标提出的把话题---功能---结构---任务结合起来的总思路，为培养学生运用英语进行交流打下良好的基础。
二．教材分析（Text description）本节课为新标准英语小学三年级起点第一册第三模块第一单元第一课时。
本单元主要语言功能是运用祈使句，环绕“发出指令和执行指令”这一题材开展。
主要学习Piont to the…句型。
此题材非常生活化，贴近学生的生活实际，是学生感兴趣的话题之一，这能使学生学以致用。
通过学习“Poin t to the door，stand up”等指令，进一步提高学生运用语言的能力。
三、学情分析（Pupil description）小学三年级学生由于刚接触英语，对英语有好奇心，思维活跃，喜欢摹仿，喜欢游戏、表演类活动。
在此之前也学过了简单的Greetings和Introductions这两个话题以及相关的单词和句型：Hello, Good morning, what’s your name？How are you? I’m fine, thank you.因此，在本节课中，可先进行greeting和introduction，激活了学生的知识后，再进行可理解性语言输入。
然后借助图片和情景，采用歌曲、游戏、表演等动静结合的活动形式，激活学生原有语言知识，带动学生学习积极性，从而培养学生学习兴趣、培养合作学习的习惯。
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Reading
Important points:
To help students master the words, phrases and sentence patterns;
To improve the students’ reading skills;
To arise students’interest in the colorful world and encourage them to explore the world and work hard.
Difficult points:
To improve the students’ reading skills;
To arise students’interest in the colorful world and encourage them to explore the world and work hard.
Teaching/learning steps:
Introduction
The video of the introduction of Australia and the pictures to show the other information of the country.
Skimming
Task 1. To get general ideas
What’s the passage about?
A. a train ride to Sydney
B. taking the train to Australia
C. travelling to the central part of Australia
D. a child visiting her grandmother
Task 2. Match the paragraphs with the main idea. Paragraph 1 A. the origin and the development of the Ghan
train-- the means of transport
Paragraph 2 B. when and where their travel took place Paragraph 3
Paragraph 4
Paragraph 5 C. the scenery and activities all the journey Paragraph 6
Scanning
Listening
Alice, an __________ girl, ___________ Sydney, Australia. Recently, ___________ a friend she had her first ____ on a ____________ train. They spent two days and nights on the _______ Ghan train.
The meals ______ by experts were great and the _______ was very ________.
They first saw fields ____ dark red soil, and then the _____. There were even some _________ farms ____ more than a hundred years ago.
During the day, she ___ by the window, ____________ it, reading books or _______ to some cassettes. _______, she watched the stars ______ like diamonds.
To travel to the _______ of the country, they brought some _______ from Afganistan 150 years ago. Ghan is____________ Afganistan.
Camels were_______better than horses for travelling a long ________. For many years, ________ camels carried food and other ________, and returned with ______ and other ________
___________, a new railway line was built and the camels _______needed _________.
It is allowed by law to shoot them, if they are a ________.
In 1935, the ________ in a town shot _____ camels in _____day. Retelling
Retell the text according to the picture and the phrases given. Homework
1. Write a passage to describe one of your journeys using the words, phrases and sentences learned.
2. Explore more about the country and the world.。