一起一Module10教案

一起一Module10教案（共9篇）

一起一Module10教案 篇1

一起一Module10教案

第46课时 学 科 新标准英语供一年级起始用 (第1册) 主备教师 陈薇薇 授 课 时 间 第___周___月__日 使用教师 陈薇薇 杜海梅 课 题 Module 10 Unit1 Where’s my pen? 教 学 目 标 1. 知识目标：学会三个介词on,in,under,并能用“Where’s my/the…?”去询问物品在哪里以及用“It’s on/in/under…”作出相应的回答。 2. 技能目标：学会运用所学的英语，能在语境中活用“Where’s my/the…?” “It’s on/in/under…”获得询问某物的方位及回答的日常交际用语。 3. 情感目标：让学生感受英语的实用性，培养学生运用语言的能力，通过交际化语言的学习，激发学生对语言学习的热情，培养学生学习英语的兴趣。 教学重点 难点 1. 单词： Where’s on in under hat 2. 句型： Where’s my/the…? It’s on/in/under… 教学方法与手段 TPR教学法 游戏教学法 教学准备 1. 教材相配套的教学录音带，单词卡片，挂图。 2. 录音机。 教学 过程 设计 StepⅠ Warm up 1.Greetings. 2. Let’s chant. Bounce ,bounce ,bounce the ball. Bounce ,bounce ,bounce. 3. Flash the cards.( pen/pencil/ruler/dog/fox/hat/box…) StepⅡ Presentation T: What’s this?(老师拿出一个漂亮的盒子) Ss: It’s a box. T: Yes, it’s a box.. T: Now, look, it’s my box.It’s so beautiful.I like it very much.. Guess, what’s in my box?(摇摇盒子) (老师引导学生猜Is it a ruler? Is it a book? Is it a pencil?…) T: Now, Who can touch the box? (请学生摸盒子，猜盒子里的东西) T: What’s this? S1: It’s a ball. T: Yes, you are right. It’s a ball. T: Where’s the ball? Ss: It’s in the box. (新授单词：where’s in ，板书句型：Where’s the…?It’s in the…) T: What’s this?(老师拿出一顶帽子) Ss: … T: It’s a hat. (新授单词：hat) T: Where’s the eraser?(老师把橡皮擦放在帽子的上面) Ss: It’s on the hat. (新授单词: on ，板书句型： It’s on the…) T: What’s this?(老师拿出一支铅笔) Ss: It’s a pencil. T: Now,close your eyes.(老师把铅笔藏在书的下面) T: Now，open your eyes.Where’s the pencil? Ss: It’s under the book. (新授单词：under，板书句型： It’s under the…) StepⅢ Drills Listen and read the P38 StepⅣ Practice 1.Do and say 用体态语操练“in ，on ，under”(老师说英文，学生边说边用手势表示，或者老师用手势表示，学生跟做并说出英文) 2.Listen and touch the words“in ，on ，under” 3.Game:Louder 老师叫一个学生到前面来，这个学生要背对着其他学生，这时老师从书包里拿出任意一件物品放到教室的某一个地方，等老师放好后，引导全班学生问：“Where’s the pencil/eraser…?”让这个学生找，根据这个学生离这个物品的远近，全班学生问问题的声音有高有低。如果离这个物品很远，全班学生声音则小，如果很近，声音则很大，直到这个学生找到这个物品为止，该学生找到后，其余学生根据这个物品的位置，用“ It’s in/on/under the… ”回答。 StepⅤ Extension Game: 找东西 创设情景，例如老师装作很慌张的样子，找不到自己的书了，问全班的学生：“Where’s my book?”,学生一起帮助老师找书，谁先找到，谁就说：“ It’s in/on/under the… ”(还可以创设互帮互助，学生帮学生找东西的情景) eg：T: Where’s my book? S1: It’s in the desk. T: Thank you. S1:You’re welcome. StepⅥ Conclusion Make a summary. 二次备课 课堂练习设计 Listen and point to the P38, then repeat follow the tape. 课外作业设计 1.Listen , point and read the P2-38. 2.Read new words. 板 书 设 计 Module 10 Unit1 Where’s my pen? Where’s the …? in the … It’s on the … under the … 每日词句 Where’s my pen? 我的钢笔在哪里? It’s in my hat. 它在我的帽子里。 教 学 反 思 参考资料 第47课时 学 科 新标准英语供一年级起始用 (第1册) 主备教师 陈薇薇 授 课 时 间 第___周___月__日 使用教师 陈薇薇 杜海梅 课 题 Module 10 Unit1 Where’s my pen? 教 学 目 标 1. 知识目标：学会三个介词on,in,under,并能用“Where’s my/the…?”去询问物品在哪里以及用“It’s on/in/under…”作出相应的回答。 2. 技能目标：学会运用所学的`英语，能在语境中活用“Where’s my/the…?” “It’s on/in/under…”获得询问某物的方位及回答的日常交际用语。 3. 情感目标：让学生感受英语的实用性，培养学生运用语言的能力，通过交际化语言的学习，激发学生对语言学习的热情，培养学生学习英语的兴趣。 教学重点 难点 1. 单词： Where’s on in under hat 2. 句型： Where’s my/the…? It’s on/in/under… 教学方法与手段 TPR教学法 游戏教学法 教学准备 1. 教材相配套的教学录音带，单词卡片，挂图。 2. 录音机。 教学 过程 设计 StepⅠ Warm up 1.Greetings. 2. Let’s do and say In ,in 在……里 On ,on 在……上 Under ,under 在……下 StepⅡ Presentation 1. Review the words. 2. Game:Listen and do eg: Put your pencil under the book. Put your eraser in the school bag. Put your ruler on the pencil-box. StepⅢ Drills 1. Listen and read the P38. 2. Role-play StepⅣ Practice 1. Listen ,point and read the P38 ,then find“in, on, under” 2. Finish the exercise 2. (Listen and say) eg:1)Where’s the cat? ―It’s in the box. 2)Where’s the cat? ―It’s on the box. 3)Where’s the cat? ―It’s under the box. 3. Finish the exercise 3.(Pair work) 做活动之前，老师先向学生介绍这样一个情景：一个小朋友找不到他的钢笔了，你们能猜猜他的钢笔哪儿去了吗?老师让学生发挥想象力，用“It’s in/on/under…”去猜，老师用“Yes,it is.”或“No,it isn’t.”去回答，等学生猜得差不多了，老师让学生打开书，看看小朋友的钢笔到底在哪里。 eg: S1: Where’s my pen? S2: It’s under the book. S1: Yes,it is. StepⅤ Extension Game: Harry Potter(哈利波特) 老师让学生扮演Harry Potter，藏起某样物品，Harry Potter问：“Where’s the …?”其余学生用：““It’s in/on/under…”去猜， Harry Potter用“Yes,it is.”或“No,it isn’t.”去回答。 eg: Harry Potter: Where’s the book? S1: It’s in the desk. Harry Potter: Yes,it is./No,it isn’t. StepⅥ Conclusion Make a summary. 二次备课 课堂练习设计 Finish the activity book. 课外作业设计 1.Listen ,point and read the P2-39. 2.Read new words. 板 书 设 计 Module 10 Unit1 Where’s my pen? Where’s my…? in my … It’s on my … under my … 每日词句 Where’s my pen? ―It’ s on my hat. 我的钢笔在哪里?―它在我的帽子上。 Where’s my pen? ―It’ s under my hat. 我的钢笔在哪里?―它在我的帽子下。 教 学 反 思 参考资料 第48课时 学 科 新标准英语供一年级起始用 (第1册) 主备教师 陈薇薇 授 课 时 间 第___周___月__日 使用教师 陈薇薇 杜海梅 课 题 Module10 Unit2 A doll is under the bed. 教 学 目 标 1. 知识目标：会读、会说单词bed , balloon, doll, bear, 能听懂、会认读句子Where is my/the …?, It’s on/in/under…, A …is on /in/under… 2. 技能目标：进一步学会询问某物的方位及其回答的日常交际用语，学会某物在什么位置的简单描述，掌握相关单词和句型，并能综合运用新、旧知识组织对话完成一定的交际任务，同时增加已学知识的复现率，培养学生对重点单词和句子的认读能力。 3. 情感目标：培养学生浓厚的英语学习兴趣，积极参与说英语、做游戏等实践活动，帮助学生树立较强的自信心，培养学生乐于与他人合作的精神与竞争意识。 教学重点 难点 1. 单词：Where’s on in under hat balloon bed doll bear 2. 句型： Where is my/the …? It’s on/in/under… A …is on /in/under… 教学方法与手段 情境教学法 游戏教学法 教学准备 1. 教材相配套的教学录音带，单词卡片，挂图，洋娃娃、气球、玩具熊等实物。 2. 录

一起一Module10教案 篇2

【关键词】运用 模仿 游戏

教材分析：本单元的主要语言功能是谈论他人的作息时间和活动。这节课的主要教学任务是让学生学会怎样制定作息时间表。

学情分析：本课内容主要是运用“At ，I .”这个句型表达在某个时间做某事， 通过课文的学习，重点句型的操练，然后创设真实的语言环境，让学生更好的感知语言，通过活动巩固并运用语言。

教学目标：

语言知识目标：

1.全体学生能听懂、能说 “ get up， go to school， have lunch， play football”. 部分学生会用： poster.

2.全体学生能听懂、能说“At__， I______.”运用句型谈论自己一天的主要作息时间和活动。

语言技能目标：

1.能够理解课文的大意，流利的模仿、朗读课文。

2.能够运用核心句型和词汇制定作息时间表，通过拓展描述内容，提高学生综合运用语言的能力。

情感态度目标：

通过课文的学习，让学生乐于学习英语，感知要在正确的时间做正确的事，养成良好的生活习惯。

教学重点和难点：

1.听懂、会说 “ get up， go to school， have lunch， play football”.

2.有关他人作息时间和主要活动的表达，能够理解课文的大意，流利的模仿、朗读课文。

3.通过学习，能够制定自己的作息时间表。

教学过程：

一、Warm-up

1.Greetings.

2. Play a game：Say“Hello” to numbers.

3.Review the numebers.

设计意图： 通过师生问候和游戏等让学生尽快进入状态。通过数字的复习来为后面时间的表达做铺垫。

二、Lead-in

1.Listen and tell the time you hear.

2.Find the time in the text then write the time on the blackboard.

设计意图：把学过的知识提炼出来，让整个课文化难为易。

三、Presentation

1.Learn the new phrases.

T： Do you want to know what does Sam do on these times？At 7/8/12/4，What does Sam do？

Ss： “get up， go to school， have lunch， play football”

设计意图：通过问题引导，学生了解课文，初步感知今天的目标句型。并且初步感知在某个时间从事的活动。

2. Learn the key sentences and drill.

At 7， I get up. At 8，I go to school. At 12，I have lunch. At 4，I play football.

3. Text learning.

1）Listen and repeat.

2）Read the text all together.

3）Role play（group work）.

4）Game： Make the right sentences and read the sentences.

设计意图：通过翻牌游戏的形式，帮助学生在活动中完成对重点句型的理解和掌握。另一方面教育学生要在正确的时间做正确的事情，养成良好的生活习惯。

四、Practice

1. Guess ？What does teacher do at 7/8/12…（Introduce teachers time table）.

2. Make own time table.

1）survey in group and then make their own time table.

2）Show the time table.

设计意图：通过猜一猜老师的作息表，引导学生巩固课文，同时利用同学们制作自己作息表的形式来引导学生用英语做事。

五、Homework

一起一Module10教案 篇3

The grammar items in this unit focus on one aspect of the structure of a text-the development of a text. You will learn how a text should be written to allow readers to move from one idea to the next easily. You will get to know that there are four features that can help develop a text logically. You are expected to apply what you have learnt to practice by finishing an exercise.

Step 2 Explanation-the development of a text

1. Turn your books to pages 34 and 35 and have a look:

T: How many paragraphs are there in the text?

(There are ten paragraphs.)

T: What is the title of the text?

(The title is ‘Aids today’.)

T: Can we learn what the text is about from the title?

(Yes. We learn that the text is about the deadly disease of Aids at the present time.)

T: If you are asked to divide the whole text into several parts, how will you divide it?

(We can divide it into three parts. The first part is the introduction in the first paragraph. The second part is the main body and includes the next eight paragraphs. The conclusion is the last paragraph, and is the last part.)

T: What is the main idea of the first part?

(It gives us an example to show us how serious the situation of Aids is in Africa.)

T: What is the second part about?

(It tells us some detailed information abut Aids. For example, what causes Aids, the ways people get infected with aids, how serious the situation is around the world and what the UN and the Chinese government have been doing to deal with this situation.)

T: What is the last part about?

(It refers again to the example mentioned in the first paragraph and points out the key to stopping Aids in the future.)

T: Now we can see how a text is developed. We know that a text usually includes several parts. We call these parts the title, the beginning paragraph, the body paragraphs and the concluding paragraph. Now, let’s go over the Grammar and Usage section to learn how to develop a text logically.

2. Read the guidelines and Part 1. Can you also think of some titles of some other articles that are not too long and are clear and simple?

3. Go over the three points of Part 2 and see what should be included in the beginning paragraph.

4. Go over Part 3. This part will tell you that each body paragraph usually contains a topic sentences and a concluding sentence to the paragraph. Try to find what the topic sentence should be like and where it can be found, what supporting sentences are, and what the function of a concluding sentence is in a paragraph.

5. Read Part 4 and try to find how the concluding paragraph functions in a text.

6. Do the exercise on page 41. Read the sentences and decide which paragraph they belong to and what type of sentence each one is.

Answers:

Step 3. Practice

1. Now let’s come to Parts C1 and C2 on page 116 in Workbook, so that you can have more chances to practice what you have learnt in this section.

2. Read the following passage and do the exercises as you are required to.

Are There Extra-Terrestrials?

(1) Many scientists today believe that life exists elsewhere in the universe-life probably much like that on our own planet. They reason in the following way.

(2) As far as astronomers can determine, the entire universe is built of the same matter. They have no reason to doubt that matter obeys the same laws in every part of the universe. Therefore, it is reasonable to guess that other stars, with their own planets, were born in same way as our own solar system. What we know of life on earth suggests that life will arise wherever the proper conditions exist.

(3) Life requires the right amount and kind of atmosphere. This eliminates all those planets in the universe that are not about the same size and weight as the earth. A smaller planet would lose its atmosphere; a larger one would hold too much of it.

(4) Life also requires a steady supply of heat and light. This eliminates double stars, or stars that burn up suddenly. Only single stars that are steady sources of heat and light like our sun would quality. Finally, life could develop only if the planet is just the right distance from its sun. With a weaker sun than our own, the planet would have to be closer to it. With a stronger sun, it would have to be farther away.

(5) If we suppose that every star in the universe has a family of planets, then how many planets might support life? First, eliminate those stars that are not like our sun. next, eliminate most of their planets; they are either too far from or too close to their suns. Then eliminate all those planets which are not the same size and weight as the earth. Finally, remember that the proper conditions do not necessarily mean that life actually does exist on a planet. It may not have begun yet, or it may have already died out.

(6) This process of eliminate seems to leave very few planets on which earthlike life might be found. However, even if life could exist on only one planet in a million, there are so many billions of planets that this would still leave a vast number on which life could exist.

The title ___________________________________________________

The beginning paragraph _____________________________________

Topic sentence _______________________________________________

Body paragraph 1 ____________________________________________

Topic sentence _______________________________________________

Body paragraph 2 ____________________________________________

Topic sentence _______________________________________________

Body paragraph 3 ____________________________________________

Topic sentence ________________________________________________

Body paragraph 4 _____________________________________________

The concluding paragraph ______________________________________

Topic sentence _________________________________________________

Answers:

The title: Are there Extra-Terrestrials?

The beginning paragraph: Paragraph 1

Topic sentence: Many scientists today believe that life exists elsewhere in the universe-life probably much like that on our own planet.

Body paragraph 1: Paragraph 2

Topic sentence: What we know of life on earth suggests that life will arise wherever the proper conditions exist.

Body paragraph 2: Paragraph 3

Topic sentence: Life requires the right amount and kind of atmosphere.

Body paragraph 3: Paragraph 4

Topic sentence: Life also requires a steady supply of heat and light.

Body paragraph 4: Paragraph 5

Topic sentence: If we suppose that every star in the universe has a family of planets, then how many planets might support life?

The concluding paragraph: Paragraph 6

一起一Module10教案 篇4

一、 课前分析

小学英语的学习是一个循序渐进、承上启下的过程。本课作为一个新授课，我认为教学环节应该是：1、热身活动;2、新课导入;3、提出任务;4、学习新知;5、完成任务6、学习补充;7、家庭作业。

二、 教学内容分析

本模块是《新规范英语》三年级起点第二册Module10 Unit1。本模块以position即方位为话题，Unit1出现了Daming通过阅读朋友留下的字条寻找自身的生日礼物的场景。Unit2出现了Daming一年四季的主要活动和一首歌曲、字母Xx、Yy、Zz。本模块预计三课时完成，本课是第一课时。本单元的语言功能是描述物品所在的地点和介词in、on、under的使用。由于It’s 引导的陈说句同学在第一册已经感知，因此，我对教材做了处置：先教授描述物品地点的陈说句，再回到课文所创设的场景，最后联系生活实际。同学先能够询问和回答，而后运用于生活，这样处置比较符合同学的认知特点和语言规律，在学习目标的难易上也有一个梯度。

三、 教学对象分析

三年级的同学活泼好动，乐于参与活动、游戏和扮演，所以要采用多种教学手段交替使用，创设情景，尽量利用实物、图片和课件等直观教具进行教学，激发同学求知欲望。三年级的同学求胜心理较强，小组活动中，为取得好成果，局部小组长会布置学困生完成简单的手工活动，而剥夺他们开口讲、动手写的`机会，教师要加以指导：或言语鼓励、或对学困生担当重要角色的小组给以较高的评价等，引导同学真正做到互帮互助。

四、 教学目标分析

根据《小学英语新课程规范》，三年级要达到一级教学目标：(1)能听懂简单指令做动作。(2)能模仿录音，与人进行简单的交流;(3)能说、唱英语歌谣，并进行角色扮演;(4)能看图识字，正确书写字母、单词。(5)每学年视听时间不少于10小时。对照这些目标，结合本课教材，本单元的教学目标和学习目标为：

(一)知识目标：(1)听：能听懂关于描述位置的介词和句子：in, on, under, It’s in the box. It’s on your desk. It’s under the chair.

(2)说：能够使用关于描述位置的介词和句子：in, on, under, It’s in the box. It’s on your desk. It’s under the chair.

(3)读：能够在图片的提示下，在语句中认读单词：in, on, under, box, bedroom和描述物品位置的句子：in the box. It’s on your desk. It’s under the chair.

(4)写：能够正确誊写描述位置的介词：in, on, under

(二)技能目标：(1)掌握描述物品所在位置的句子，并能在实际学习生活活中运用、交流、讨论。

(2)培养同学听说读画猜的能力和综合运用英语的能力。

(三)情感目标：(1)培养同学对所学的话题感兴趣，乐于参与讨论。

(2)在活动中培养同学的合作精神和自评、互评意识。

(3)教育同学不乱丢东西，学会整理好自身的物品。

(四)文化意识：了解中西方小朋友过生日的不同习俗。

(五)教学重点：(1)能掌握、运用介词in, on, under

(2)能掌握功能句来描述物品的位置：It’s in the box. It’s on your desk. It’s under the chair.

(六)教学难点：(1)介词under的读音

(2)描述具体物品的位置。The panda is in the hat.

五、教法、学法分析：

教法：整堂课围绕“同学为主体，教师为主导”的教学理念，通过简笔画、CAI辅助教学，创设一系列情景，让同学在具体的情景中学习新单词、新句型，然后再运用于语言交流，使整个教学源于生活，又用于生活，创设了真实的生活场景，使同学学有所用，体验胜利的喜悦。具体采用以下几种方法：1、情景教学法;2、全身反应法(TPR);3、任务型教学法;4、交际法;5、游戏法;6、多媒体教学法。

学法：1、使同学认识到预习的重要性，学会利用现有资料;2、充沛利用已学的知识利用学习正迁移作用，为本课的学习做铺垫;3、在会话教学中鼓励同学大声说，说清楚并配以丰富的表情和适当的手势，采用委婉有礼貌的语调，有感情，有条理的说，培养同学口头表达能力。

六、教学准备：

磁带、文具数样、图片数张、VCD、 CAI

师了解同学原有的知识能力经验

七、板书设计

Module10 position word cards

一起一Module10教案 篇5

Improve the students’ ability and provide practice.

Master the usage of some useful words and expressions.

Write a speech about entering a new sport into the Olympics

Important points & difficult points:

Write a speech and present it in the class

Procedure:

Step 1 lead-in

What sporting events are performed in the Olympics?

Which of these sporting events do you like best? Why?

How can we try to enter a new sport into the Olympics?

Step 2 Answering questions

1.What requirements must be met before a sport can be considered by IOC?

2.What sports have been removed from the Olympics? Why?

3.What sports have been added in the Olympics only recently?And in which year?

4.Which sport is still trying to get into the Olympics?

Step 3 Language points

popular maintain make way for meet sb’s requirement drop ensure at least keep… under control

Step 4 Writing a speech

Planning

Preparing

Producing

Presenting

Step 5 homework

. Prepare the speech in groups of four.

一起一Module10教案 篇6

2. get rich

3. dream up

4. dream of / about sth. / doing sth.

5. not dream of sth. / doing sth.

6. think about

7. turn one’s back(s) on …

8. turn one’s back(s) to …

9. be tired of

10. give away money to charities

11. give up

12. drop out

13. drop in ( on sb. / at some place)

14. go back to …

15. no way

16. appeal to sb.

17. Yellow River erosion

18. the point of view

19. what’s more

20. the remote headphone

21. a credit card

22. the Euro

23. be associated with

24. be keen to do

25. make up

26. at present

27. put off

28. out of work / without a job

29. be aware of / that …

30. be ashamed of sth. / to do sth. / that …

31. be of great importance

32. motivation techniques

33. speak fluently

34. a native speaker of English

35. weak areas

36. earn a good salary / earn good money

37. be careful with money

38. pocket money

39. be concerned about / for sth. / that …

40. be concerned with sth.

41. be concerned in sth.

42. raise money / collect money

43. a piece of second-hand furniture

44. a charity shop

45. Father Christmas

46. make New Year’s resolutions

47. a man of great resolution

48. take up a sport

49. the Tennis Final

50. to be exact

51. keep the balance of …

52. play an important role in (doing) sth.

53. the Yellow River

54. the second longest river

55. over time

56. a tree-planting programme

57. Inner Mongolia

58. change … into …

59. create a green future

60. farming areas

61. take an advanced English course

62. electric toothbrushes

63. electrical equipment

64. a mini camera

65. floor cleaners

66. an alarm clock

67. special offer

68. a complete set of …

69. achieve one’s goal

70. pay in cash

71. bargain with sb. about / over sth.

72. for a start (= to start with)

73. make a choice

74. get a discount

75. get good offers

76. comment on …

77. be a bargain

78. beg sb. for sth.

79. beg sth. of (from) sb.

80. all night and day / all day long / day and night / day in and day out

81. take the place of / in place of / instead of

82. modern management techniques

83. science and technology

84. achieve the four modernizations

85. come into existence

86. as / so far as … be concerned …

87. drunken driving

88. be greedy for (power)

89. be enthusiastic about …

90. a wolf in sheep’s clothing

91. the balance of nature

92. be removed from the post

93. Behave yourself!

94. advanced math

95. practical experience

96. a danger signal

97. be in [out of] contact with …

98. stay [keep] in contact with …

99. lose contact with …

100. a contact point 1． 决心……

2． 致富

3． 臆想，想入非非

4． 梦见某事物/做某事；想象……

5． 无论如何也不做某事

6． 考虑

7． 拒绝，不理睬

8． 转身，背朝着……

9． 厌倦……

10． 捐款给慈善事业

11． 放弃

12． 退出，不再参加

13． 顺便拜访某人/ 某地

14． 回到……状态，回去

15． 决不可能

16． 使喜欢，吸引

17． 黄河水土流失

18． 观点

19． 而且，更重要的是

20． 无线耳机

21． 信用卡

22． 欧元

23． 把……和……联系起来

24． 渴望做……

25． 创造，编造

26． 目前，现在

27． 推迟

28． 失业

29． 知道，明白，察觉，意识到……

30． 羞愧，因……而惭愧

31． 很重要，重要性

32． 激励方法、技巧

33． 讲得流利

34． 母语是英语的人

35． 薄弱领域

36． 薪水高 / 收入不菲

37． 注重理财

38． 零用钱

39． 关注……，担心，忧虑……

40． 与某事有关；涉及某事物

41． 与某事有牵连；对某事负有责任

42． 集资，筹款

43． 二手家具

44． 慈善店

45． 圣诞老人

46． 下新年决心

47． 很有果断力的人

48． 学一种运动项目

49． 网球比赛决赛

50． 确切地说

51． 保持……的平衡

52． 在……方面起重要作用

53． 黄河

54． 第二长的河流

55． 经年累月，渐渐地

56． 植树计划

57． 内蒙古

58． 把……变成、转变成……

59． 创造绿色的未来

60． 耕地

61． 选修高级英语课程

62． 电动牙刷

63． 电气设备

64． 迷你照相机

65． 地板擦

66． 闹钟

67． 特惠价

68． 一整套

69． 达到目的

70． 用现金支付

71． 与某人关于……协议或谈判

72． 起先，作为开始

73． 做出选择

74． 得到打折优惠

75． 得到好价码（实惠）

76． 对……发表评论

77． 便宜，廉价

78． 向某人乞求某物

79． 向某人乞求某物

80． 日日夜夜，夜以继日 / 整天地 / 日日夜夜地 / 天天

81． 代替；交换

82． 现代管理技术

83． 科学技术

84． 实现四个现代化

85． 出现，产生

86． 就……而言

87． 酒醉后开车

88． 贪图（权力）

89． 热心于……

90． 披着羊皮的狼

91． 生态平衡

92． 被解雇

93． 规矩点!

94． 高等数学

95． 实践经验

96． 危险信号

97． 与……有（没有）接触（联络,交往）

98． 与……保持联系

99． 与……失去联络

一年级上册《一起歌》教案 篇7

教学目标：

知识技能

1、认识本课13个生字，会写“女、手、大、心”四哥字;

2、读通课文，读正确，读流利;

3、通过阅读，理解词句的意思，体会儿歌中所蕴含的思想感情。

过程方法

引导学生通过反复诵读、结合生活实际、歌唱、表演等方法来体会文章的意思和思想感情;渗透合作学习的意识和简单方法。

情感态度

创设孩子喜欢的教学情境，让孩子喜欢参与阅读教学活动，感受文章中所渗透的世界和平、友谊长存的情感。

教学札记：

在本课教学和中，以小组为单位，合作学习，在自己喜欢的环境下互相合作，把各自好的想法传授给大家，互相促进，使识字认字达到了事半功倍的效果，这一切让我惊喜不已，为孩子们的探究潜能而惊喜。这也启发我要充分相信孩子的能力，给他们足够的时间与空间，多为孩子创造展现自我的机会，使他们享受学习过程的愉悦，享受成功语文的快乐!

教学过程：

一、创设情境，激趣引入

师：(课件演示情境)一群来自世界各国的小朋友见面啦，他们在做什么呢?

生：他们在做游戏，他们在跳舞。

师：瞧，他们玩得多开心，多亲热呀!他们一边玩还一边唱起了歌，想听听他们唱些什么吗?(放歌曲录音)

生：(想)

师：这么好听的歌，其实就写在了我们的书上，快看看它叫什么名字呀?(师板书课题)

生：他们唱得真好听 生：一起歌

二、自主合作，读通儿歌。

1、自主合作读儿歌，师：请同学们自己读这首儿歌，遇到不认识的字用自己喜欢的方式解决它。

学生边读边画出不认识的字，然后通过拼拼音，问同学问老师等多种方法认识这些字，在自己认为读通后，读给同桌互相评一评

2、检查读 师：多好听的小儿歌呀，老师这儿也有这首小儿歌(出示儿歌)

谁想把它读给大家听?

师：其他同学要认真听，一会儿还请你提点小意见呢!

(我先叫了一名中上等生先读课文待他读完后，马上有学生站起来)

(我又请了两名不同层次的学生读儿歌，同学们自主评价，互帮互助。)(具体评价略)

3、师生共读儿歌。

师：同学们，你们帮互助读通了儿歌，老师还不会呢，你们愿意帮帮老师吗?

师：谢谢同学们，你们课文读得真棒!那瞧老师这儿还有13个生字宝，你们有没有信心认识他们呢?

二、自主识字、合作探究

1、合作认字 师：请同学们在小组长的带领下，用你们喜欢的游戏来记住这些字。师：谁愿意当小老师领大家读一读这些生字!

2、检查 师：大家都读了吗?那我可得请小老师检查检查大家。

3、认字比赛：(组长发生字卡，谁认得多谁得红旗)

三、读演结合，感悟体验。

师：紧张的比赛结束了，我们来休息一下，再来听听这首歌。老师给大家放音乐，我们一块儿读一遍好吗?

师：读了这么好听小儿歌，你的小脑瓜里一定也有许多的想法吧，快和你的小伙伴说说吧!

四、开展游戏，巩固字文

1、给生字找家游戏

师：刚才，我们只顾玩了瞧家里的生字宝宝都跑了，你们能把它们送回自己的家里吗?

2、读背课文 师：儿歌又完整了，这都是你们的功劳，你们高兴吗? 那让我们高高兴兴地再把这首歌读一遍吧!师：下面老师为你们配上音乐，会背的同学背一背这首儿歌，不会背的就读。

3、结束：请同学们课下也和小伙伴们高高兴兴、快快乐乐地去玩游戏吧!

一起一Module10教案 篇8

(1) Learn some useful words, phrases and sentence patterns.

(2) Train the students’ writing ability by writing a short passage using the words, phrases and sentence patterns learned.

Step1: Check homework

根据预习案中的词组，并以其正确的形式填空

1.The famous actress ______________ cancer several years ago.

2.He prefers to give his life for the country _________________ give in to the enemy.

3.I ________________ him enough to recognize him at first sight.

4.Every student in our school _________________ the library, enjoying interesting books.

5.The government ___________a committee to look into the cause of the fire.

6.After the heated discussion, most of us _____________ the view that we should begin the project as soon as possible.

7.There are twenty-four girls in my class, _____________40 percent of all the students.

8.Don’t ______________ such a thing, for it is no good for us.

Step2: Language points

1. as conj.

1) As time went on, his theory proved true. __________________________

With time __________ (go) on, his theory proved true.

2) They did as I had asked.______________

3) As you were out, I left a message. ______________

4) As is often the case, the power went off in this rural area. __________________

5) Clever as he is, he failed this exam. _________________

2. cure

(n.) 治疗，疗法（常与for连用）

一种有效的癌症疗法 ______________________

(v) 治疗，治愈 （常与of连用）

我们相信他们很快能够治愈那位老人严重的头痛病。

_____________________________________________ of his bad headache soon.

区别 treat , cure, heal

(1) treat 医治，治疗，强调治疗的动作或医治的过程，不涉及治疗的结果。

Which doctor is treating you for this trouble?

(2) cure 治愈，痊愈，特别指病后的恢复健康

Penicilin cured him of pneumonia.

(3) heal 强调伤口的愈合；破裂感情的弥合

The cut healed up without leaving a scar.

当堂反馈

（1）The doctors are trying to ___________ him ___________ a new drug. 医生们尝试用一种新药为他治病。

（2）This new medicine soon __________ my cold. 这种新药很快治愈了我的感冒。

（3）His wounds are ____________ over. 他的伤口在愈合。

3. occur (________,__________)

1) ___________ When exactly did the accident occur?

2) An idea occurred to me. ________________

It occurred to me that I had left the classroom without locking the door.

________________________________________________________________

总结: 某人突然想起 _____________________________/_____________________________

4．subscribe to 注：to 是介词，后跟名词，代词或动名词。

(1)______________

How many kinds of newpapers and magazines have you subscribed to so far?

(2) _____________

We all subscribe to the plan that we’ll do the experiment ahead of time.

拓展：to 为介词的短语

5. devote

devote one’s life

one’s body and soul to doing

oneself

one’s efforts/ time

他把一生都献给了造福人类的事业。

___________________________________________________________________

比较 ：________________(devote) all his time to his work, he spent little time with his family.

________________(devote) to his work, he spent little time with his family.

6. apart from

(1)________________ All the children like music apart from Bobby.

(2) ________________Apart from being too large, the trousers don’t suit me.

当堂反馈

_______________ being fun and good exercise, swimming is a very useful skill.

A. Except for B. Apart from C. Or rather D. In spite of

7. It is estimated that…… 据估计

据估计，这项工程将持续四年。

______________________________________________________________________

用as/what 改写这个句子

__________________________________________________________

_________________________________________________________

当堂反馈

_____________is known to us all is that the Olympics Games took place in Beijing

A. It B. What C. As D. Which

8. the key to sth / to doing …… 的关键

approaches to doing …… 的方法

solutions to doing ……的解决方法

成功的关键是努力学习。

____________________________________________________

Step 3随堂检测

1． Once ___________ to such an argument, the meeting will be tiring and endless, I think.

A. devoted B. devoting C. to be devoted D. having devoted

2. --- Who should be responsible for the accident?

--- The boss , not the workers. They just carried out the order__________.

A. as told B. as are told C. as telling D. as they told

3. It never occurred to me __________ you could succeed in persuading him to change his mind.

A. which B. what C. that D. if

4. _________________ in the regulations that you should not tell other people the password of your e-mail account.

A. What is required B. What required C. It is required D. It requires

5. The key _________ the problem is to meet the demand __________ by the customers.

A. to solve; being solved B. to solving; made C. to solve; to be made D. to solving; having been made

6. _____________, his idea was accepted by all the people at the meeting.

A. Strange as might it sound B. As it might sound strange

C. As strange it might sound D. Strange as it might sound

Step 4 Writing (选用文章中的词组进行写作)

自从艾滋病在二十世纪八十年代被发现以来，全球感染艾滋病的人数在以令人恐怖的速度增加。据估计，到年底，全球艾滋病感染者首次突破4000万人。根据一份最新的报告

一起一Module10教案 篇9

学习内容：

一起做游戏。学习目标：

1、从游戏中获取信息，理解游戏规则。

2、丰富学生对几何体的认识，感受立体几何在生活中的价值。

3、在游戏中体验到用数学的快乐，激发学生学习兴趣。学习用具：

多媒体 学习过程： 一。板书课题

孩子们，你们做游戏吗？今天，我们就来学习“一起做游戏”，请伸出小手和老师一起板书课题。二。口述目标

这节课我们要学会的新本领是：理解游戏规则，会玩游戏。孩子们，你们有信心吗？好，非常棒！老师也相信你们，怎样才能才能学会这个新本领呢？请大家按老师的指导认真自学，自学时，比一比谁的坐姿最端正，谁看书最认真！三。自学指导

游戏一：

1.10个物体都要用上。2.堆出的作品要有创意。3.堆得又快又高的小组获胜。游戏二：

1.一边摸牌，一边算牌上的数的和。2.结果比10大的就被淘汰。3.结果最大的人获胜。

4.结果一样大，谁摸得牌少谁获胜。四。先学

1.学生在教师的指导下认真看书，师巡视，确保每位学生都能认真看书。

2.孩子们自学得都很认真。五。后教

1.更正。同桌交流 2.讨论。全班交流汇报。六。当堂训练

孩子们，这节课你们表现得都不错，下面就用今天所学的知识来比赛做游戏。比一比，谁最认真。