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第课时执教日期：年月日课题The Swan with golden feathers

教学目标1. 学生能正确熟练地运用阅读策略，对故事进行阅读，分析和理解。

2.在阅读的基础上提高学生英语口语表达能力，能大概地进行故事讲解或表演。

3. 培养学生英语阅读的兴趣。

教学重点针对故事，进行阅读理解的综合能力的培养。教学难点掌握阅读的策略，并实际运用到课外阅读中

教学过程

教学内容及呈现方式导学与提问学生活动集体备课后的调整

Step1. Learning aims

一、读短文，激发学生阅读兴趣，引入阅读指导

Step2. Presentation

1.学生自己略读短文，并将生词进行标注，掌握故事的大意。

2、引导学生总结阅读的方法

Step3. Reading.

1.组内讨论解决阅读中的难点。

2.各小组展示问题。Qs: Who is in the story? What happened?

1.在教师的指导下讨论并解决。画出体现细节的单词、短语和句子

Step4.Tasks

1.Read and match.

2.Read and order

3.Think and answer What do you think of the swan and the woman? Step5: Act in roles.

组内分角色，将故事呈现出来，进行生动的表演。读短文，激发学生阅读

兴趣，引入阅读指导

T：

Who is in the story?

What happened?

T：What do you think of

the swan and the

woman?

略读短文，

并将生词进

行标注，掌

握故事的大

意。

总结阅读的

方法

组内讨论解决

阅读中的难

点。

各小组展示问

题。

在教师的指导

下讨论并解决

问题。画出体

现细节的单

词、短语和句

子

完成课本中

的相关任务

练习。

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新版pep小学英语四年级上册Unit2Myschoolbag教案

Unit 2 My schoolbag第1课时教学目标 1．能听懂会说本课的会话。 2．能够熟练运用句型What’s in your schoolbag?来回答书包中各书本的名称。3．能听说认读本课主要词汇：Chinese book, English book, maths book, storybook, schoolbag 重点难点 1．句型：What’s in your schoolbag? 2．词汇：Chinese book, English book, maths book, storybook, schoolbag 3．发音：math book, Chinese book 4．区别书写形式：notebook, storybook与Chinese book, English book, maths book 教学准备多媒体课件，书包，各学科教科书，教学图片，单词卡片，学生活动手册。教学过程（内容、方法、手段） Step 1 Warming up & Revision 1．复习第一单元My classroom所学内容做游戏：Simon says 教师说simon says: Clean the board….学生根据游戏规则做出动作。看图问答：教师出示一幅画有教室的图片，学生之间根据图片内容做问答练习。 2．复习与本课内容有关的单词做游戏：教师先出示图片pencil, pen, pencil-case, ruler, ersaser, crayon, book, sharpener…，请学生说出单词。然后教师出示写有上述单词的卡片让学生读出来，让学生把单词和图片配成一对 Step 2 Presentation 1．让学生熟悉句型What’s in your schoolbag? 教师手拿出书包，提问：What is this? 教师出示单词卡，引导学生回答：Schoolbag并让学生指一指自己的schoolbag。教师继续提问：What’s in your schoolbag?教师分别出示语文书、英语书、数学书、故事书和笔记本，让学生用英文进行识别。学生在教师的帮助下学习这些单词。

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六年级英语教学设计南康市唐西片中心小学温世燕一、教学背景：时态是英语学习中的一个重要内容，广大小学生在实际运用时会出现混淆的情况。在这八册书中出现了一般现在时、现在进行时、一般过去时和一般将来时这四种时态，我将会用两节课对这四种时态进行复习。二、教学内容：复习语法一般过去时和一般将来时。三、教学目标： 1、复习一般过去时和一般将来时两种时态并让学生能够能灵活运用。 2、通过听说读写训练，发展学生综合运用语言的能力,培养学生参与课堂教学的兴趣和积极性，以及培养他们运用语法知识的交际能力。四、教学准备：多媒体课件五、教学过程： Step 1：Warm－up 1、Greetings Good afternoon, boys and girls. Good afternoon, Miss Wen. 2、Daily talk eg：①.What did you /he /she do …? ②.What did you /he /she do …? ③.Did you go to …? ①.What are you going to do …? ②.What is he/ she going to do …? ③.Are you going to…? (设计意图：由老师与学生的自由交流，自然地复习了过去时和将来时的句子，唤醒对这两种时态的记忆,并拉近了师生之间的距离，营造英语氛围，引导学生乐于用英语开口说话。) 3、Sing a song: What are you going to do? (设计意图：利用歌曲复习将来时,为下面的课堂教学做好铺垫，活跃课堂气氛并激发学生学习兴趣。) Step2: Presentation/Practice 1、Brain storm(PPT出示动词图片、词组，学生快速朗读一次) A、过去式的复习 Da Xiong’s Last Week Da Xiong: （crying）I failed the English test.

江苏省滨海县第一初级中学七年级英语下学期《快乐英语》阅读教学案3(无答案) 牛津版

《快乐英语》阅读课题： The Master Maid Teaching aims: 1.To b e able to improve reading skills in different ways of reading. 2.To skim the text and key information from the article. 3.To learn some words and get the main idea of the story. 4.To be able to guess the meanings of new words from the context. Teaching important and difficult points: 1.The main idea in each article. 2.How to understand the meanings of new words from the context. Teaching period: One period Teaching procedures: While-reading Step 1 Read Chapter 1 and answer: A. Answer the following questions. 1. What was Leif like? 2. What was Leif’s father’s advice? 3. What did the troll ask Leif to do the first day? Step 2 Read Chapter 2 and answer the following questions. 1.What work did the troll give Leif the second day? 2.Did Leif tell the troll that he went to see the Master Maid? Step 3 Read Chapter 3 and answer the following questions. 1. What was Leif’s third work? 2. Did Leif fall in love with the Master Maid? 3. What did the Master Maid tell Leif to do? 4. What did Leif say first? What happened to him? Step 4 Read Chapter 4 and answer the following questions. 1. What did the troll want to do with Leif? 2. What did the Master Maid put into the pot? 3. What did she take with t hem when they escape? 4. Did Le if change at last? Did he listen to others now? 5. What happened to Leif and the Master Maid in the end? B. Decide the following questions whether they are true or false. If it is true, write “T”,