一、教学内容：Unit3 Language in use 二、课型：Revision and application 三、 教学目标：
1、正确运用本模块的词汇及短语
2、掌握现在完成时中的already、just和yet的用法，并能正确运用have been to 和
have gone to。
3、能够用所学知识现在完成时谈论最近发生的事情。
4.、引导学生制作一张关于太空旅行的海报，让学生了解更多的航天知识。
四、 教学重难点：
1.掌握现在完成时中的already、just和yet的用法，并能正确运用have been to 和
have gone to。
2.能够用所学知识现在完成时谈论最近发生的事情。
五、 教学准备：
六、 教学过程：
教学步骤 1. Leading-in （8’） 教 师 活 动 学 生 活 动 活 动 目 的 Review the use of the present perfect tense. Task 1: Revision Show some pictures Look at the pictures, and ask students to discuss in pairs and discuss in pairs and make make sentences like sentences like these: these: (1) Scientists have sent (1) Scientists have sent spaceship to Mars. spaceship to Mars. The journey has taken The journey has taken several months. several months. (2)Astronauts have (2)Astronauts have already been to the already been to the moon. moon. … …
2. While-task(Task2:Consolidation and extension 20’)
1.Explain the grammar to 1. Listen to the teacher the students: 现在完成to explain the grammar: Review and consolidate 时（ have / has +done）, 现在完成时（ have / the grammar and especially the uses of has +done）, especially vocabulary just learned have been to and have the uses of have been in the first two units. gone to. to and have gone to. 2. Let the students do 2. Do Activity4：Activity 4, then check the Complete the answers. conversation with the correct form of the verbs in brackets. 3. Ask the students to 3. To work in pairs. work in pairs. Role-play Role-play the conver- the conversation in sation in Activity 4. Activity 4. 4. To consolidate the uses 4. To consolidate the of have been to & have uses of have been to & gone to have gone to Ask the students to do (1) Do Activity 2: Look Activity 2 and Activity3 at these sentences and individually, then check choose the correct the answers. answers. (2) Do Activity 3: Complete the sentences with the expressions in the box, then check the answers in groups. (3) Show the answers. 5. To consolidate the 5. To consolidate the present perfect tense with present perfect tense already, just and yet. with already, just and Ask the students to do yet. Activity 1 and Activity 6, (1) Do Activity 1: then check the answers. Complete the news with already, just and yet. (2) Do Activity 6: Complete the email with the words in the box, then check the answers in groups. (3) Show the answers. 5. Let the students do 5. Do Activity 8 Activity 8: Complete the individually, then show word map with the words the answers. and expressions in the box. Then check the answers from the whole class. 6. Do a listening. 6. Listen and complete Ask the students to the notes, then show listen and complete the the answers. (Activity notes, then check the 7) answers. (Activity 7) 7. Let the students do 7. Do Activity9, then Activity9, then check the show the answers. answers. 8. Ask students to read 8. Read “Around the “Around the world”, and world”, and answer the then answer the questions questions after reading. after reading. Q1：What do European Q1：What do European languages use for the languages use for the days of the week? days of the week? Q2: What day is named Q2: What day is named after the planet Saturn? after the planet Saturn? Q3: Is Monday the day Q3: Is Monday the day of of the moon? the moon? 6. Check the answers. 6. Show the answers. 3. Post-task Task 3: Making a poster (10’) 1. Ask students to work 1.Work in six: Making in groups of six: Making a poster about space a poster about space travel. travel. 2. Help the students 2. Choose a subject, for choose a subject, for example, the first moon example, the first moon landing or China’s landing or China’s manned space travels. manned space travels. And look for some And look for some photos and information photos and information about it.
Improve listening. Review the words. Enlarge the knowledge about the world. To develop the abilities of the cooperation. about it. 3. Guide the students to 3. Write captions for write captions for the the photos and use the photos and use the information they found information they found to to write a description of write a description of each one and give the each one and give the poster a title. Put their poster a title. Let them posters up for their put their posters up for classmates to see after their classmates to see finishing. after finishing. 4. Choose the best 4. Choose the best poster. poster. Task4: Exercise Let students do some Do some exercises exercises and then check. and then check. 4. Summary Ask the students to say Students conclude the (1’) out what to learn. knowledge that they learn. 5.Homewor-Finish the workbook of Unit 3. k（1’） Practice the language points. Let the students internalize the grammar they’ve learned in this module. 板书设计 The present perfect : have/ has +done already, just and yet have/ has been to &have/ has gone to
一、用括号内所给动词的适当形式完成句子。 1. — Where’s Uncle Black? I can’t find him.
— He _____ ______ (go) to Sichuan to help people in a disaster area (灾区). 2. — _____ you ever _____ (eat ) Beijing roast duck? — Yes. It’s delicious.
3. — I have _____ ____ (not see) Water Margin (《水浒》) . — Really? I _______(see) it yesterday.
4. — How long _____ you _______ (work) in the factory?
— For five weeks till now.
5. Shenzhen ____ (be) a small town fifty years ago. Now it _______ _______(become) a large city.
二、阅读理解
Life on the earth depends on the sun. Day after day we see its light and feel its warmth. The sun is ninety—three million miles away from the earth .
The sun is a large star. The earth is very small among its planets. Every day the sun sends out a great deal of heat and makes us feel hot. But we receive only a small part of the heat, because the sun is so far way from us and its light loses more of its energy（能量）.When it reaches the growth of trees, plants and humans. On the other hand ,much heat and light would do harm（危害）to us. The heat and light from the sun come in just the right quantities（数量）for life on the earth. ( ) 1. The earth is a ________.
A. star B. satellite C. planet D. moon
( ) 2. The earth receives _______of the sun’s heat and light.
A. all B. less C. not enough D. right quantities
( ) 3. The temperature of the sun is _______ that of the earth.
A. very higher than B. much higher than C. the same as D. more higher than
( ) 4. It is _____ from the sun to the earth.
A. quite far B. very near C. a lot of farther D. more higher than
( ) 5. The heat and light from the sun is __________for life on the earth.
A. more B. less C .bad D. fit
Keys: 一、 1. has gone 2. Have, eaten 3. never seen, saw 4.have, worked 5. was, has become
二、 1-5 CBBAD
赠送：英语说课模板（英文版）
Good moring, I'm glad to interpret my lesson here . The lesson plan I am going to talk about is Part A let's learn of unit1 PEP Primary English book7. I will explain how to teach and the reason for doing this from following aspects. Ⅰ analysis of the teaching content. Ⅱ ways of teaching and learning . Ⅲ teaching procedures Ⅳ blackboard design V assessment
Now Let’s focus on the analysis of teaching content. It can be divided into 3 parts as followed: the status and the function, the teaching objectives , the main points and difficult points, I’ll talk about it one by one. This lesson is the first lesson of unit 1, book7 . It includes two parts: Let’s learn and let’s play. In section 1, it mainly deals with these key phrases: on foot, by bike, by bus, by train, by subway. And in section 2, it provides a game for the Ss to prastise the patterns: How do you go to…? And the answer: I go… by../ on foot.
Our students have already known some vehicles in the daily life. It’s not difficult for them to understand and use
these words . If students can learn it well, it will help students to learn the rest of this unit. So, I set the following aims:
The first is language objectives
To make sure that students can read, recognize and use these
key
phrases
:on
foot ,by
bike,by
bus,by train skillfully. The next is ability objectives
(1) To develop Ss’ abilities of listening and speaking. (2) To train the Ss’ ability of working in groups. moral objectives
(1)to help students know some vehicles and comprehend the traffic rules
(2) To foster Ss’ consciousness of good co-operation and proper competition.
The main points and difficult points about this lesson is:
(1) To make sure that Ss can use these key phrases correctly and skillfully.
(2) To enable Ss to study in groups and co-operate skillfully.
(3) To develop Ss’ interest in English. Difficult points
To help the Ss ask and answer the question “How do you go to…?
part Ⅱways of teaching and learning
As we all know: the main instructional aims of learning English in primary school is to cultivate pupils’ basic abilities of listening and speaking and their good sense of the English language. So in this lesson I’ll mainly use “Task-based” teaching method. That is to say, I will let the Ss learn in real situations, finish a task by making a survey”How do you go to school?” to help Ss to get a better understanding of the key phrases. I will arrange these activities: guessing game, finishing a survey and having a competition. And in this lesson a recorder, CAI, will be needed.
partⅢ teaching procedures
I’ll finish this lesson in five steps. step1 lead--in activities
I will begin my class with \"drawing and guessing\" game, just like this : I show students some vehicles such as bike ,bus ,jeep which they learned before by \"Stick Figures\" and ask them guess what’s it.
Purpose: It is important to form a better English learning surrounding for the Ss by guessing game. and at the same time it provides situations to review learned knowledge for the next step. step2 prestentation
Now I’ll mainly talk about this step.
1、first there is a Free talk between T and Ss. For example: I show many pictures of beautiful cities and ask students some questions, such as \"do you like this city?where do you want to go ?\"and help Ss to answer them with \"by train ,by plane,by ship\".
By the way, I show the picture of a school, and say“ I go to schiool by bus” ,Ss read this sentence. do the actions and ask \"how do you go to school?\many pictures of tools such as ,on foot by bike ,by bus to help students answer my question one by one.
To present the key structures one by one is much easier for the Ss to learn and grasp the meanings.
2 With the help of the CAI I set a situation to help Ss understand the way of using these key phrases:
A boy is coming, who is going to school. He says: I go to school by…Then play the sounds of bus, bike ask students to listen carefully and tell “I go to school by…\"
according to the different sounds, by the way , I present another new phrases:by subway
Purpose:Make Ss use these new phrases with sentence structures, to help Ss use the language in a real situation. step3 practise
3 I order to make every student read these new phrases correctly, I design a \"drill \"in this step, I show cards as soon as possible ,students should read the words quickly and spell them. Then I ask 'How do you go to school?'students answer \"I go to ......\"also I will quicken the speed to ask .
The purpose is to draw the whole students'attention to the spelling of the words
4 After this, I ask Ss to do \"Let's play \" in fours. They use places cards and vehicle cards, ask and answer:How do you go to …? I go to … by…” 5, If Ss can ask and answer expertly, I will ask them to make a short dialogue.
the purpose of this is to help students to learn those sentenses through a ture situation and make the dialogues in order to check if Ss can usse these key prases、sentences structures skillfully
step 4 consolidation
let students do a survey about \"how do you go to school?\"and the table like this :write down names and tools another Ss choose
Task-based teaching method is used here to develop Ss’ ability of communication and also their ability of co-operation will be well trained. step 5 homework
ask students to collect other kinds of transport tools through the library ,computer.
the purpose of this is to stimulate the interest of learning english and to wide the students'knowledge step6 blackboard design
my blackboard design like this :on the left Ishow the phrases:on foot,by bus.......on the right there are many sentences:how do you go to school?I go to ......\" step 7 assessment
due to the students'age ,I make every students work in class through many activities in order to stimulate the students'interest and provide they a wide thinking room. I make students learn this lesson very well through desiring scene statues
that's all,thank you for your listening !
小学英语说课稿模板二
学生分析\" J7 d! a4 T5 ?- y# ~( |
根据小学高年级阶段学生的特点：好奇、好动、善模仿、好表演，对英语的学习兴趣浓，但不能持久，因此，需要具体、形象的教学材料及灵活多样的教学方法来引导学习。 9 y5 C; h. V7 {4 [( `, Y 在学习本课时前，五年级的学生已经具备下列语言知识和技能：能够听、说、读、写一些课本要求掌握的四会单词及句子；能够听懂一些简单的对话，并作大；能够根据情景组织简单的对话焦急和表演；能够提出简单的问题及回答，但还没有很好地形成科学的学习英语的方法和用英语进行思维的习惯。
5 | I: Q; E! g: ? + u: @# Y% _8 a8 _9 {' W' L9 R
教材分析
- p: N. H3 y! U. D2 `/ a. t* d 本课教学内容为Book 6 , Unit 5 Look at the monkeys的第一课时，在Unit . h8 d2 H, m1 L2 x- [, w Four中学生们已经学习了动词的ing形式及现在进行时的构成，在本课中，我安排学习5个现在分词以及句型，并创造性地自编对话，拓展话题，让学生们在当导游，带领在场的各位教师游览动物园，评选出最佳导游这一任务中，自然地运用所学的词汇和句型进行语言的交际运用。3 P5 P. m! @1 ] a& x# o
& Z# c u: b+ l3 |8 m) d 教学目标2 [( m\" ~( C6 [
（1） 语言技能：能运用来询问动物正在做什么？6 A9 ^7 P% J2 `! z6
（2） 语言知识：能够听、说、认读动词flying, jumping, walking , running,
1 I$ _3 o; Q7 Y! n* swimming五个现在分词及主要句型
+ A7 q* ^9 l; O: E' F: _2 W （3） 情感态度：通过学习，培养学生热爱动物，热爱大自然的良好品质。 & o- a5 A5 |: N （4） 学习策略：小组合作，共同完成学习任务，主动运用英语进行交流表达。3 d\" t% ~( k0 i' F& Y
4 \\) A7 B0 i: _/ [& P\" ~) i 四． 教学策略 3 f* N4 j\" T& Q) o! p2 ]5 G 依据新课标的教学理念，遵循以学生为中心，以兴趣为支点，以交际为目的的原则，主要运用任务驱使、合作互动、情境体验、交流评价等教学策略，把单词、句型和会话的教学，学生的操练、交流和合作，以及师生评价、小组互评和自我评价，融为一体，达到了话题、语言、功能、结构、任务和评价的有机结合。- J/ r0 J3 a5 x\" `
1 s\" e0 A0 N! {$ a7 S9 A 教学过程 5 {% p7 `* S3 u Step 1 Warming-up 5 H) ^& L4 |1 ?7 R/ ~1 X
8 \\0 l/ Z9 w. D4 L5 @ c& o 本环节的设计是利用歌曲和日常谈话的形式为学生创设轻松的学习氛围，消除学生的紧张情绪，并通过复习上个单元打电话的对话引入新课，为新课的主题—游动物园作铺垫。
7 ^3 Q. y- ^/ Z6 H9 w Step 2 New words and sentences (presentation 1)
, M) ^* p$ @3 P\" S2 L2 ^# P 通过CAI呈现动物园里各种动物的活动情景，吸引学生的兴趣，利用多媒体课件，使原本枯燥的内容不再枯燥，词句穿插教学，让学生融会贯通。, R8 n+ J: B s' g; Y% b- l. w. Z Step 3 Practice the words and sentences
1 ~, H0 I- G* K3 t4 c9 L\" x# f( h 本环节设计的Save the
2 L; f$ p& E' _1 X animals游戏，让学生运用所学过的句型，在猎人的枪下救下动物，既进一步巩固和操练了句型，又培养了学生热爱动物，热爱大自然的良好品质。 + q+ W, s1 q8 v( b8 F- H Step 4 Let’s talk (Presentation 2)
. r5 |3 W# R) N* @\" R/ T 本环节通过和在动物园的见闻，引入对话。通过创设情景，让学生更易于接受，并为下一个环节作铺垫。
5 B! Z0 e( A\" H\" M Step 5 Make a dialogue% E$ q* o/ A3 G1 ?
运用多媒体课件，创设情景，联系学生实际进行操练，让学生们创造性地自编对话，拓展话题，自然地运用所学的词汇和句型进行语言的交际运用。+ i4 w+ ^* c2 ?5 H
Step 6 Do some exercises/ w* Y0 x, s' [$ e9 |: m( I% ^/ i
1 Y8 } T8 v. v, H2 | 这一活动的设计是为了更好地巩固本课的教学成果。本环节采用学生自评的形式，把学生的个体表现和合作小组的表现联系在一起，充分调动学生参与的积极性。
小学英语说课稿模板三
今天我说课的内容是义务教育课程标准实验教科书，人教版小学英语的第 单元第 课时。 1． 说教材
⑴教材内容 A本课时的教学内容为 B需要掌握的词汇有 C需要掌握的句型有
⑵地位和作用 本课是第 单元的第 课时，教材中出现了 的用
法，本课时又是第 单元的重点，因此本课时的教学对第单元的学习起着关键的作用。 2． 说目标
⑴教学目标 根据新课程理念教材内容，教学要求，我制定以下教学目标：
知识目标：能听懂，会说，会读，会拼写本课时主要词汇： 以及句型；
能力目标：能用本课时所学句型： 就日常生活中的话题进行交流，使学生掌握 的用法； 情感目标：引导学生 总思路： ⑵重点和难点
本课时的重点使要求学生掌握词汇 以及句型 ，本课时的难点是：
3．说教法（本课是 学生情况）
⑴教法分析（创设情境，事物展示，活动 ）
英语教学的目的在于让学生获得用英语焦急的能力，所以在课堂教学活动中需创设特定的情景，使学生通过模仿和想象，促进学生的理解和记忆，启发学生思维达到教学目的。 ⑵学法指导
要让全班学生都参与到课堂活动中来，同桌之间的合作，尤为重要，可使同学们都敢于在课堂中操练口语，更可使学生们不会有被忽视的感觉，合作简单，增多操练机会。
⑶教学手段
充分利用多媒体，投影仪，录音机等教学手段，为学生创设英语学习的环境增加学生的学习兴趣。 4．教学过程
为了完成以上教学任务，我设计了一下教学过程： Step1:Warming up
⑴It’s time for English class.Let’s ； ⑵创设轻松的氛围，带领学生进入英语学习的；
⑶复习动词Let’s do 通过“你说我做”的TPR活动在复习旧知的同时，为新课做好铺垫，因为学生都熟悉这些动作，建议教师让学生当小老师来发指令，这样可以充分体现学生的主动性。
Step2：Free talk ⑴提问 ⑵Game
本课学习的重点是 教学手段 巩固 的掌握，为导入新课作准备。
Step3：Presentation
⑴单词新授 通过事物或图片教学单词，学生能更好的理解和掌握单词；
⑵单词复习 互问互答 让学生通过对句子的操练巩固语言知识，拓宽学生的视野和增添学习兴趣； ⑶句子新授
⑷巩固新句型，快速抢答，互问互答
A 在紧张激烈的比赛中，大量输入降低学习的难度，使学生学习的积极性更加高涨（讲情规则）；
B 生活情景展示 通过多媒体等方式把语言知识放在特定的情景中进行操练，体现语言运用的真实性；
⑸播放录音 学生观看相关的动作画面，跟着录音听，说，演，做，在轻松自然的状态下巩固所学语言。 Step4 Practice and consolidation
同桌互助合作，体现了以语言为载体和以真实情景交际为目的的小学英语教学的基本要求。 Step5 Homework
A 听录音 巩固所学词汇和句型 B 运用句型 板书设计
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