1、Module 1 Unit 1 It was my birthday on Saturday. 教案一、课时目标：1. 复习一般过去式和一般现在式第三人称单数的动词变化。2. 掌握英文书信的一般格式。3. 能够准确运用下列句型：Where does she live? She lives in. It was my birthday on Saturday.We were at Buckingham Palace.二、课时重、难点简析：1. 一般现在式第三人称单数的动词变化(e)sWhere does she live? She lives in. 学生对此语法掌握的不扎实，虽然23年级都有学
2、习和复习，但是在实际运用中会忘掉动词的相应变化。2. Where was he/she?特殊疑问句和第三人称单数的动词变化放在一起出现，对应学生来说要通过多练习才能掌握。三、学生认知分析：1. 学生对英文书信的格式有了解。2. 对于一般过去式和一般现在式的第三人称单数的动词变化有了解。3. 对于大地点（城市、国家前用in，在小地点home/park 等前用at）都学过、练习过。四、教学准备：1. 学生：预习课文；拿自己过生日时的照片2. 老师：课件、单词卡片、照片五、教学过程：Step 1 Warm-upGood morning, boys and girls.How are you?Did
3、you have a good summer holiday?What did you do in summer holiday?I read some books, watched the film and did many other things.What about you?You did so many things in summer holiday. The summer holiday passed. Now were having class. Were having an English class.Who can ask me?What are you/is he/is
4、she doing?Im/Shes/Hes Step 2 Lead in S: What are you doing?T: Im eating noodles.Who can come here and do the action?Who can ask?Step 3 Presentation1. What is Amy doing? Lets watch to the video. If you are Amy, what is Amy doing?S: Im reading a letter.Great! What does the letter say?2. Lets watch the
5、 video again and answer the questions.1) Where does she live?She lives in London.2) What day was Zaras birthday?It was my birthday on Saturday.3) Where were they?We were at Buckingham Palace.3. Listen and repeat the text.4. Read in group.5. Show6. Practice:1) read and do.2) check the answer.7. Talk
6、about your birthday.It was my birthday on Monday. We were at Guanxiangshan Park.Who can talk about yours?8. Book Practice.1) give an example.2) do in pairs.3) show.4) write down. 六、板书：Module 1 Unit 1 It was my birthday on Saturday.观察内容的选择，我本着先静后动，由近及远的原则，有目的、有计划的先安排与幼儿生活接近的，能理解的观察内容。随机观察也是不可少的，是相当有趣
7、的，如蜻蜓、蚯蚓、毛毛虫等，孩子一边观察，一边提问，兴趣很浓。我提供的观察对象，注意形象逼真，色彩鲜明，大小适中，引导幼儿多角度多层面地进行观察，保证每个幼儿看得到，看得清。看得清才能说得正确。在观察过程中指导。我注意帮助幼儿学习正确的观察方法，即按顺序观察和抓住事物的不同特征重点观察，观察与说话相结合，在观察中积累词汇，理解词汇，如一次我抓住时机，引导幼儿观察雷雨，雷雨前天空急剧变化，乌云密布，我问幼儿乌云是什么样子的，有的孩子说：乌云像大海的波浪。有的孩子说“乌云跑得飞快。”我加以肯定说“这是乌云滚滚。”当幼儿看到闪电时，我告诉他“这叫电光闪闪。”接着幼儿听到雷声惊叫起来，我抓住时机说：“
8、这就是雷声隆隆。”一会儿下起了大雨，我问：“雨下得怎样?”幼儿说大极了，我就舀一盆水往下一倒，作比较观察，让幼儿掌握“倾盆大雨”这个词。雨后，我又带幼儿观察晴朗的天空，朗诵自编的一首儿歌：“蓝天高，白云飘，鸟儿飞，树儿摇，太阳公公咪咪笑。”这样抓住特征见景生情，幼儿不仅印象深刻，对雷雨前后气象变化的词语学得快，记得牢，而且会应用。我还在观察的基础上，引导幼儿联想，让他们与以往学的词语、生活经验联系起来，在发展想象力中发展语言。如啄木鸟的嘴是长长的，尖尖的，硬硬的，像医生用的手术刀样，给大树开刀治病。通过联想，幼儿能够生动形象地描述观察对象。What is she doing? Shes rea
9、ding a letter.与当今“教师”一称最接近的“老师”概念，最早也要追溯至宋元时期。金代元好问示侄孙伯安诗云：“伯安入小学，颖悟非凡貌，属句有夙性，说字惊老师。”于是看，宋元时期小学教师被称为“老师”有案可稽。清代称主考官也为“老师”，而一般学堂里的先生则称为“教师”或“教习”。可见，“教师”一说是比较晚的事了。如今体会，“教师”的含义比之“老师”一说，具有资历和学识程度上较低一些的差别。辛亥革命后，教师与其他官员一样依法令任命，故又称“教师”为“教员”。What does she live? She lives in London.七、作业：1. Listen and repeat the text 5 times这个工作可让学生分组负责收集整理,登在小黑板上,每周一换。要求学生抽空抄录并且阅读成诵。其目的在于扩大学生的知识面,引导学生关注社会,热爱生活,所以内容要尽量广泛一些,可以分为人生、价值、理想、学习、成长、责任、友谊、爱心、探索、环保等多方面。如此下去,除假期外,一年便可以积累40多则材料。如果学生的脑海里有了众多的鲜活生动的材料,写起文章来还用乱翻参考书吗?2. Retell the words.
