小学英语牛津上海版一年级上册unit 1 In the classroom集体备课课件ppt

课题

《Module 3 Places and activities Unit 1 In the classroom》

教学目标

1. Read the words in the text: one, two, three, four, five, six.

2. Ask questions about numbers by using the "How many..?"

教学重点

Read the words in the text: one, two, three, four, five, six.

教学难点

Ask questions about numbers by using the "How many..?"

教学准备

Teacher preparation: multimedia courseware, textbook recordings, CAI

Student Preparation: Pre-class preparation

教学过程

Step1. Pre-task preparations

Enjoy the song <Numbers > Teacher: Show me the song flash. Student: Sing a song. The purpose of the design is to stimulate students' enthusiasm for learning with the songs they have learned, and to pave the way for the new teaching with the old knowledge.

Step2. Presentation

1. Respectively new words one, two, three, four, five and six. Teachers show digital pictures in courseware, let students put out numbers with their fingers, then teachers write on the blackboard, teach students, and let students read collectively. Finally, the learned figures are summarized as follows: Count together: one, two, three, four, five, six…

2. Ask and answer Teachers teach "How many.." "Sentence patterns: When we ask for numbers, we ask: How many… ? Answer: Numbers Let’s answer，Teacher: How many rulers? Student: Four./Five. Teacher: How many pencils? Student: three.. Teacher: How many rubbers? Student: six. Teacher: How many books? Student: Four.

Design purpose: Use the learned sentence patterns to consolidate the newly taught words and reinforce the change of singular and plural words.

Step3. Practice

1. Following the Say and act section, ask students to work in groups of four, each holding their own stationery, to ask: "How many …?" ? "The other students guessed" One/Two.. " Then switch roles to practice.

2. Use "How many …" How much stationery do the members of the survey team have? Complete the following form.

       pen pencil ruler eraser

Li Ming 2       1 

 Students can simply answer with numbers. If the student has more than six pieces of stationery, the teacher can say the corresponding word representing the number, and let the student record it in the form first, prompting the student to learn it in the next lesson, and encouraging the student to preview the content of the next lesson, so as to mobilize the enthusiasm of the student. 3. Complete the matching exercise.             

Step4. Summary

Key words: one, two, three, four, five, six

Key sentence pattern: How many..?

板书设计

 one, two, three, four, five, six

 How many..?

课后作业

1. Listen to the tape and imitate the sentence patterns in the textbook.

 2. Use the learned sentence pattern to ask the students about the number of things around them.

教学反思