小学新标准英语第十册教材分析与考试方向

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新标准英语第十册第一模块第一单元

Mould 1 Unit 1 She was a driver before.教学内容：本课是新标准英语教材，一年级起点第十册第一模块第一单元，She was a driver before.主要要求学生学会用英文表达如何问对方的职业，穿插着过去式和现在式的对比。

模块分析：本模块是本学期第一模块，其中句型She was…;He played…等过去式句型学生已经学习过并掌握熟练。

在本模块中重现的目的是让学生用所学知识讨论职业，比较过去与现在。

学生分析：五年级的学生已经具有了一定的自学能力和语言组织能力，而本课生词较少有50％的学生已经熟练掌握了本课词语，但是在灵活应用上还有欠缺，单词的拓展面较少；另外50％的学生对学习本课有关职业的知识有着浓厚的兴趣。

设计理念：根据模块内容和学生的状况，本课在设计上采用任务型教学，从听说入手，创设情景，设计游戏、歌谣，激发学生学习兴趣；所设计的内容面向全体学生，由易到难，让学生在愉快的氛围中从不同程度得到提升。

教学目标：知识目标：1单词：听说读写drove flute player office parent 补充单词：drive driver officer factory hospital2句型：灵活使用：She was a driver before. What music did he play?拓展句型: What is his job? What does he do?能力目标：会用英语说出各种职业及其相关的知识。

情感目标：学习描述职业，通过职业的变换向学生渗透德育教育，增强学生学习英语的兴趣。

同时培养学生的正确的三观。

教学重点：讨论职业，比较过去与现在。

教学难点：会用英语询问并回答：What did she drive?She drove …课前准备：卡片CD-ROM、预习卡、知识点教学流程：step 1任务启动：整体反馈预习卡的使用情况，评出优秀、良好。

一年级起点第十册教材知识分析点

2、能听懂课堂活动中简得提问；
3、能听懂常用指令和要求并做出适当反应；
4、能听懂简单的配图小故事，并做出相应的反应。
1、能在口头表达中做到发音准确清楚、语调达意；
2、能就所熟悉的个人或家庭情况进行简单对话，能互相交流简单的校园、生活信息；
3、能运用一些最常用语，如问候、告别、致歉等；
４、能在老师的帮助下讲述简单的小故事；
M10U2
I played on the peach .
M9U2
That will be fun.
…
…
能根据图片或提示写简单的句子。
M1-M10
目标语句What did she drive?
…
…
在学习中乐于参与、积极合作、主动请教。
乐于了解异国文化、习俗。
M2、
What did she have for lunch?
。
语言
知识
与
技能
功能
谈论他人以前、现在所从事的职业。
语法
1.复习一般过去时的陈述句式、特殊疑问句式及回答
2.比较询问职业时now和before；did和do/does的区别。
核心语句
三会：My grandma was a driver before.
He worked in an office.
四会：What did she drive?
四会：There weren’t any buses.
We lived in a small house many years ago.
We live in a big house now.
词汇
单词
四会：returnborrow
短语
三会：on the computer/on Shelf C/ in two weeks

1小学新标准英语第十册全册教案(一学年起点)

课时教学笔记第周第课时授课时间： 2018年月日
课时教学笔记第周第课时授课时间： 2018年月日
课时教学笔记
第周第课时授课时间： 2018年月日
课时教学笔记第周第课时授课时间： 2018年月日
课时教学笔记第周第课时授课时间： 2018年月日
课时教学笔记第周第课时授课时间： 2018年月日
课时教学笔记
周课时授课时间: 2018 年月日主备
课时教学笔记周课时授课时间: 2018年月日
课时教学笔记
周课时授课时间: 2018 年月日主
课时教学笔记
周课时授课时间: 2018 年月日主备人：
课时教学笔记
课时教学笔记
周课时授课时间: 2018年月日主备人：
课时教学笔记
课时教学笔记
课时教学笔记
课时教学笔记
周课时授课时间: 20 年月日主备人：
…
课时教学笔记
课时教学笔记
课时教学笔记
第周第课时授课时间： 2018年月日
课时教学笔记
第周第课时授课时间： 2018年月日
课时教学笔记
第周第课时授课时间： 2018年月日
课时教学笔记
第周第课时授课时间： 2018年月日
课时教学笔记
第周第课时授课时间： 2018年月日
课时教学笔记
第周第课时授课时间： 2018年月日
课时教学笔记
第周第课时授课时间： 2018年月日
课时教学笔记
第周第课时授课时间： 2018年月日。

小学英语第十册教材分析和教学建议.doc

小学英语《新标准》第十册教材分析和教学建议一.教材分析《新标准英语》（一年级起点）第十册共由10个学习模块（20个单元）和1个复习模块组成。

每个模块的第一单元是新知识呈现和运用部分，第二单元是新知识的巩固和扩展部分。

本册教材主要有Jobs,English Food,Library,Presents,My Bag,Travel,Computer,Decision,English Letters and Getting Ready十个话题。

在语言学习过程中，学生将要学习、掌握单词建议表中的54个四会单词和33个三会单词，主要语言结构中的20个句式、4首歌曲和2首韵律诗、4首诗歌，除此以外，课文中出现的一些、单词、词组和句式只是为了语境的需要而设置的，可视学生能力情况而掌握。

二、学生分析本册书的教授对象是小学五年级的学生，他们已经学习了四年半的英语.他们对英语学习有一定的兴趣，并具备一定的英语知识,也具有了一定的自学能力和语言组织能力，但是在灵活应用上还有欠缺；这一年龄阶段的孩子好胜心强，集体荣誉感也强，因此在设计上应采用任务型教学从听说入手，创设情景，设计游戏、歌谣，激发学生学习兴趣；所设计的内容面向全体学生，由易到难，让学生在愉快的氛围中从不同程度得到提升。

从而达到培养学生综合运用语言能力的目的，激发学生对英语学习的兴趣，增强自信心。

三、总体教学目标语言知识方面：达到单词建议表中的54个四会单词和33个三会单词、主要语言结构中的20个句式和歌曲、韵律诗等要求。

语言技能方面：能根据教师的简单指令做游戏、做动作、做事情（如：画画、涂色、连线、做手工等）；能交流简单的个人信息(如工作、礼物、旅行以及做准备等)；能表达简单的情感和感觉（喜欢的食物、图书、比较挑选物品等）；能认读和书写单词及简单的句式；对英语学习中接触的外国文化感兴趣（如巨石阵、英国的饮食文化等）；能在教师的指导下用英语做游戏，在游戏过程中，能够根据情景需要，用简单的英语进行交流；能唱简单的英文歌曲，说简单的英语歌谣；能在图片的帮助下听懂和读懂简单的小故事并进行角色表演（重在表演兴趣及表演能力上，同伴的合作。

小学新标准英语说课_一年级起点第十册Module10

1. Where did you go? 2.When did you go there? 3.Who did you go with？ 4.How did you go there? 5.What did you do there?
六、模块知识巩固
写作练习由特殊疑问句进行引导
Last summer holiday
Where is Daming going to go? He is going to go to the airport. What is Daming going to take?
设计意图小组完成，培养学生团结合作的精神，能够克服学习中遇到的困难，并能正确理解特殊疑问词。
He is going to take clothes, shoes, present, ticket, passport,toothbrush……
5.______is he going to go?----Go to America.
走出教材，发展新知
Where are you going to go？
Who are /is going to go with you？ How are you going to go?
When are you going to go there?
【设计意图】引出课文内容，将学生注意力集中到课文上。
Daming is going to go to New York.
三、课文教学
播放录音，让学生整体感知课文，并找出疑问词，理解文意，再播放录音，学生逐句模仿读。分角色朗读。小组赛读。设计意图在初步掌握了本课的主要句型之后，立即把学生带回教材进行系统的感知。从多方面激发学生的兴趣，培养自信心，让他们感受成功的快乐。

外研社新标准小学英语一年级起点第十册

外研社新标准小学英语一年级起点第十册Module 6 Unit 2It was amazing 教学设计大连市旅顺口区登峰小学邹新瑜新标准英语一年级起点第十册Module 6 Unit 2 It was amazing 教学设计辽宁省大连市旅顺口区登峰小学邹新瑜教学单元：Module6 Unit2课题及课时：It was amazing.教学内容：课本29页设计思路：整体设计思路：本课设计分为五部分，第一部分是热身复习导入环节，由书上的说说唱唱导入，There is one same thing we do in the world.那就是旅行，引出旅游话题；玲玲在英国旅游，由她带来的照片说起，复习上一模块的内容，复习特殊疑问句，也复习了将来时的用法；第二部分是呈现学习任务和新授环节，交代本节课的学习任务，学习说说我们的旅行经历，教会学生用过去时进行提问和回答，解决重点难点；第三部分就是巩固练习文本内容，解决难点take a helicopter ride over,引申到take a bus ride to,以及对Lingling的感觉进行询问得到It was amazing,强化不同的feeling；第四部分是语言输出和拓展环节，世界那么大，我想去看看，你都去了哪里了呢？朋友之间的分享活动，让学生在交流中纠正语言，帮助学生理顺思路说说自己的旅行，进而能写出自己的旅行经历。

第五部分，总结和布置作业环节。

作业分必做和选做，让学生从自己的角度有高要求高目标，由读到背诵，再到把自己的文章投稿，学习是为自己而学，教师应该向学生提供学习的方向。

本节课重点侧重训练学生的提问和自由表达，帮助学生形成一个比较好的表达思路。

【教材分析】语言功能：运用过去时介绍旅行经历。

语言结构：It was amazing.教学目标：a.语言知识目标：掌握单词take ,short, amazing, helicopter；功能句It was amazing.b.语言技能目标：能够听懂会说本模块句型，并运用过去时谈论旅行经历。

十册教材介绍

小学英语第十册教材分析第十册教材主要通过四个方面来分析：一、本册教材的整体结构、二、教材单元的结构、三、各版块分析及教学建议、四、复习单元。

为什么要把复习单元单独提出来来分析呢？因为是六年级面临毕业，下册的内容前三单元和九的体系是一致的，后三单元，涉及到复习。

一、第一部分：本册教材的整体结构全册书共6个单元，其中第10、11、12单元为复习单元；前3单元各有12页，大约需要6课时；后3单元可适当减少课时；第12单元之后配有听力测验、阅读测验和语音及书写测验。

其实也就是有两套检测题，分别检测听说读写二、第二部分：教材的单元结构单元结构从两方面看：教材单元整体结构，和具体结构。

教材单元整体结构：各单元首先呈现一个完整的、有情节的故事（课文）。

故事既是语言输入，也是后面学习活动的主要学习素材；故事（课文）之后，各单元根据语言知识与语言技能的不同组合方式，安排各种学习板块；各课内容以复习的形式建立联系和复现。

解释：故事是一个输入（input），后面的活动都是取材于前面的故事，每节课之间是有一些联系的，单元本身可能没有联系，比如上第三节课的时候先设计一个活动对前面的内容进行复现。

单元具体结构：L 1：故事（课文）L 2：对话、听力、词汇和阅读/语法练习L 3：阅读、听力（语篇）和等活动L 4：语法归纳、句型操练、阅读和练习L 5：语音、歌曲和趣味阅读L 6：复习与评价前三单元由六课时完成，每课时完成两页书，这六个课时看起来是六个版块，但是仔细分析就会发现六个版块都是循环的。

首先是故事，是以阅读为主，以理解为主，是语音的输入。

然后第二课时是结合故事内容对话练习，听力练习，词汇语法的练习，先有输出在集中学习。

接着第三课时又是阅读听力，有是语言的输入，第四课时又是集中学习语言知识的循环。

通过教材的安排我们可以看出六年级的知识增加了阅读量，不象低年级。

第五课时是知识的一种缓冲，第六课时是考察练习听力、词汇和语法写第三部分：各版块分析及教学建议第一课时故事教学：（一）1 该板块的主要目的是：通过阅读故事，使学生在相对真实、完整的语境中接触、体验、理解语言；解释：注意关键词：故事阅读，接触体验理解三个层次是不一样的。

10新标准英语第十册教案

Module 1Teaching aims:V ocabulary: drove, flute, player, parent, officeSentence pattern: She was a driver before.What music did he play?He played Chinese music.He worked in an office.Grammar: simple past tense.The Moral education: Let Ss know jobs about other countries and arouse students' interest of English study.Module 1 Unit 1 She was a driver before .Teaching aims:The Knowledge and AbilityV ocabulary: drove, flute, player,Sentence pattern: She was a driver before.What music did he play?He played Chinese music.The Process and Method.Tasked based teachingThe Emotion, Attitude and Values.Arouse students‟ interests.The key points:1. Get the Ss to grasp the new words.2. Can describe jobs with past tense.The difficult points: talk about jobs and compare with past and now.The Preparation:Cassette playerTeaching steps:Step One: Warm-up1. Greetings: Good morning, boys and girls.Glad to see you again!2. Free talk: review past tenseWhat did you do in the holidays ?3. Revision: let Ss to describe jobs that they learned before.Step Two: Presentation1. Use CAI show some pictures , let Ss describe jobs and ask:What is he?What is she?2. Show Lingling‟s grandma‟s picture and describe using:She was…3、Show Lingling‟s grandpa‟s picture and describe using:He was a….4、Ask question: What was Lingling‟s grandma?What was Lingling‟s grandpa?5、Let Ss listen to the tape and answer :She was a driver before.He was a flute player before.Step Three: Practice1. Listen to the tape with the questions :What did she drive?What did he play?2. Answer the questions:She drove a bus.He played Chinese music.3. Listen to the tape once again. Read after the tape .4. Read the dialogue together.Step Four: Activities1. Read the dialogue by themselves .2. Divide them three groups to read the dialogue, then let them to act it3. Ask one of each group to act it.Step Five: Consolidation1. Think and say:What was she/he before? She/He was…What did she/he do? She/He …What is she/he now? She/He is….What does she/he do? She/He…2. Retell the textStep Six: Homework1. Listen to the tape and imitate2. Copy the words and sentences.Step Seven: Blackboard DesignModule 1 Unit 2Teaching aims:The Knowledge and AbilityV ocabulary: parent, officeSentence pattern: He worked in an office.The Process and Method.Tasked based teachingThe Emotion, Attitude and Values.Arouse students‟ interests.The key points:1. Get the Ss to grasp the new words.2. Can describe places with past tense.The difficult points: talk about places and compare with past and now.The Preparation:Cassette playerTeaching steps:Step One: Warm-up(The teacher should have this information on the blackboard before the lesson starts)Teacher say job ,let Ss say place where that person works. For example :T: teacherSs: schoolT: workerSs: factoryStep Two: Presentation1. Teacher play the tape and let Ss listen carefully abd make the listof the places where the people work.2. Teacher ask:Can you tell me the places where the people work?3. Teacher write the answer on the blackboard.4. Let Ss listen to the tape again and ask:Where did your grandpa work?Where did your grandma work?Where do your parents work?5. Call students answer .6. Let Ss look at the words and repeat the sentences:He worked in an office.She worked in a factory.My father works in a shop.My mother works in a hospital.7. Read after the tape.Step Three: Practice1.Let Ss look at the picture and name the places.2. practice the pattern:Where did … work? She/He worked in ….Where do/does …work? They work in....She/He works in…Step Four: Activities1. Let Ss look at the picture and say what they can see?2. Let Ss look at the picture and guess what the song is about?3. Repeat the words after the tape .4. Sing a song .Step Five: ConsolidationGame :Ask and answer.What were you before?What did you do?What are you now?What do you do ?Step Six: Homework1. Listen to the tape and imitate2. Practice the sentences.Step Seven: Blackboard DesignStep eight: Reflection & FeedbackModule 1 Activity bookTeaching AimsThe Knowledge and AbilityActivity bookThe Process and Method.Tasked based teachingThe Emotion, Attitude and Values.Arouse students‟ interests.The key points:Exercises.The difficult points:Look and write.The Preparation:Cassette playerTeaching steps:Step one: reviewHave them review this module .Recite together.Give a dictationStep two: Activities.Read, then circle T or F.Have them read the dialogue by themselves.Have them do the exercise.Then check the answers.Then correct the false statement.Step three:Now match the false statements in Exercise 1 to the pictures, write the numbers.Match the false statement in Exercise 1Write the numbersCheck their answers.Step four:Now correct the false statements in Exercise 1, write on the lines under each picture in Exercise 2.Step five:Listen and repeat--Does London look different now?--yes , it does.--Do you like the park now?--Yes, I do.Step six:Listen and write.Play the tape and have them listen to the tape then do the exercises. Finish the sentences by themselves.Check their answers.Step seven:Look at the pictures and say.Find 6 differences.Write:--there was--There were-- There are-- There is …Step eight:Now write about the differences in Exercise 2.Write the sentences by themselves.Check their answers.Homework :Preview next module .The reflections:Module 2Teaching aims:V ocabulary: email sausage sandwich deliciousSentence pattern: What did she have for breakfast?She had eggs and sausages.What did she have for lunch?She had fish and chips.Grammar: simple past tense.The Moral education: guide students in thinking as often as possible so that they can express the many things they have in their lives ).Unit 1 What did she have for lunch?Teaching aims:The Knowledge and AbilityV ocabulary: email sausage sandwich delicious Sentence pattern: What did she have for breakfast?She had eggs and sausages.What did she have for lunch?She had fish and chips.The Process and Method.Tasked based teachingThe Emotion, Attitude and Values.Arouse students‟ interests.The key points:1. Get the Ss to grasp the new words.2. Can use sentence structure “What did she have for lunch?”、“She had sandwiches .”to ask names of drink and food in England.The difficult points:1. Remember key words and know some words about food.2. Use sente nce structure “What did she have for lunch?”、“She had sandwiches .”to ask names of drink and food in England.The Preparation:Cassette playerTeaching steps:Step One: Revision and Lead-in1. Sing a song: I worked in an office2. Find past tense and tick out word in the song:work - worked drive-drove is-was are-were3. T: What about these words?S: do-did have-had get-got eat-ateStep Two: Presentation1. T: And this word “email”?Students discuss.T: It‟s not verb. It‟s a noun. So it doesn‟t h ave the past tense.2. Show card and practice word :email3. Show pictures and teacher ask:T：What can you see?S: Sausage, sandwich, rice, noodles, bread, hamburger, eggT: Can you say any other words?S: ……T: They are very delicious.Show cards and practice :sausage, sandwich, delicious4. T: I had sausage yesterday. I had sandwich and egg for lunch yesterday. What did you have?T: And what did you have?S: I had ……S: …T: What did she/he have? Who can remember?S: He/She had ……S: …5. Show sentence on the blackboard:What did she have for breakfast?Learn words breakfast \ lunch \ dinner6. T: Can you ask your partner “What did he/she have for breakfast/lunch/dinner?” and then finish the survey.Students‟ groups practice.Students show their result.7. T: Guess …What did ×× have for breakfast/lunch/dinner?‟ (the winner get mark )Groups practice.Step Three: Practice1. Listen to the tape with the questions :Who is the email from?What is the email about?What did Lingling have for breakfast yesterday?What did Lingling have for lunch?What did Lingling have for dinner?2. Answer the questions:3. Listen to the tape once again. Read after the tape .4. Read the dialogue together.Step Four: Activities1. Read the dialogue by themselves .2. Divide them three groups to read the dialogue, then let them to act it3. Ask one or two group to act it out.Step Five: Consolidation1. look ,ask and answer:What did you have for breakfast?I had eggs and sausages.2. Show cards and review the words.Step Six: Homework1. Listen to the tape and imitate2. Copy the words and sentences.Step Seven: Blackboard DesignStep eight: Reflection & FeedbackUnit 2 Lunch is usually at half past twelve.Teaching aims:The Knowledge and AbilityV ocabulary: sausage sandwich deliciousSentence pattern: What time does Sam have breakfast?He has breakfast at seven .What does he have for breakfast?He has eggs and sausages.The Process and Method.Tasked based teachingThe Emotion, Attitude and Values.Arouse students‟ interes ts.The key points:1. Get the Ss to grasp the new words.2. Can use sentence structure: What time does Sam have breakfast? What does he have for breakfast? Ask and answer.The difficult points:Can describe food habitsThe Preparation:Cassette playerTeaching steps:Step One: Warm-up(The teacher should have this information on the blackboard before the lesson starts)T: What time is it?Ss: It‟s 9‟o clock.T: What do you usually do at 9‟o clock？Ss: I usually watch TV.T: What time is it?Ss: It‟s half past six o‟clock .T: What do you usually do at six o‟clock？Ss: I usually have breakfast.T: What do you have for breakfast?Ss: I usually have eggs .Step Two: Presentation1. Teacher describe the own food habits.For example: I usually have breakfast at half past six, have lunch at twelve o‟clock and have dinner at six o‟clock.2. Let Ss describe like teacher.3. Teacher ask: Do you know other country‟s food habits?4. Teacher write the answer on the blackboard.When do people have breakfast in England?When do people have lunch?When do people have dinner?5. Let Ss listen to the tape and answer above questions6. Call students answer .7. Let Ss listen again and ask :What day is special in England?What do they do on that day?What do they eat?8. Read after the tape.Step Three: Practice1. Let Ss look at the picture and ask and answer.2. Practice the pattern:What time does Sam have breakfast?He has breakfast at seven .What does he have for breakfast?He has eggs and sausages.Step Four: Activities1. Let Ss look at the picture and say what they can see?2. Let Ss look at the picture and guess what the song is about?3. Repeat the words after the tape .4. Sing a song .Step Five: ConsolidationGame :I am hungry.I am hungry. I want noodles.He wants noodles. I want fish.He wants noodles. She wants fish. I want a hamburger.Step Six: Homework1. Listen to the tape and imitate2. Practice the sentences.Step Seven: Blackboard DesignStep eight: Reflection & FeedbackModule 2 Activity bookTeaching AimsThe Knowledge and Ability Activity bookThe Process and Method. Tasked based teachingThe Emotion, Attitude and Values. Arouse students‟ interests.The key points:Exercises.The difficult points:Look and write.The Preparation:Cassette playerTeaching steps:Step one: reviewHave them review this module .Recite together.Give a dictationStep two: Activities.Read, then circle T or F.Have them read the dialogue by themselves.Have them do the exercise.Then check the answers.Then correct the false statement.Step three:Now match the false statements in Exercise 1 to the pictures, write the numbers.Match the false statement in Exercise 1Write the numbersCheck their answers.Step four:Now correct the false statements in Exercise 1, write on the lines under each picture in Exercise 2.Step five:Listen and repeat--Does London look different now?--yes , it does.--Do you like the park now?--Yes, I do.Step six:Listen and write.Play the tape and have them listen to the tape then do the exercises. Finish the sentences by themselves.Check their answers.Step seven:Look at the pictures and say.Find 6 differences.Write:--there was--There were-- There are-- There is …Step eight:Now write about the differences in Exercise 2.Write the sentences by themselves.Check their answers.Homework :Preview next module .The reflections:Module 3Teaching aims:V ocabulary: return borrowSentence pattern:Have you got the Harry Potter videos?Sorry we haven‟t got the videos.But we have got the books.You can use the computerGrammar: can ，can‟tThe Moral education: Develop the students ability of listening、speaking and reading. Let them know what we should do and what we shouldn‟t do at a public place.Unit 1 Have you got the Harry Potter videos?Teaching aims:The Knowledge and AbilityV ocabulary: return borrowSentence pattern:Have you got the Harry Potter videos?Sorry we haven‟t got the videos.But we have got the books.The Process and Method.Tasked based teachingThe Emotion, Attitude and Values.Aro use students‟ interests.The key points:1. Get the Ss to grasp the new words.2. Get the Ss to grasp sentence “Have you got the Harry Potter videos? Sorry we haven‟t got the videos. But we have got the books. The difficult points:1. Remember key words and sentence.2. Get the Ss to talking about how to borrow books in the library and let them know what we should do and what we shouldn‟t do at a public place.The Preparation:Cassette playerTeaching steps:Step One: Revision and Lead-in1. Sing a so ng: “breakfast lunch and dinner.2. Hold up four of possessions :a ruler ,a pen ,a book, two erasers. Ask them do you have got?let them answer use” Yes, I have./No, haven‟t3. Put them in pairs: each student put three items on the desk. They should take turns to say what they have and haven‟t got.4. Play a game about guess what‟s this? Until they guess Harry Potter books.5. Lead in “I have got Harry potter books. Have you got Harry potter books? Let them answer use” Yes, I have./No, I haven‟t6. Tell students we will go to the library. And look at Do Amy and Ling ling borrow any books?Step Two: Presentation1. Play the tape-recorder, The students just to listen.2. Have students think of things that they might see in a library. WritePlay the tape-recorder again, let them to check their answers.3. Play the tape-recorder again, Tell them that you are going to find out the question:“What book do they borrow?”4. Play the tape-recorder. explain the words from a phonetic alphabet 、spell、meaning and sentence-makingStep Three: Practice1. Listen and repeat again.2. Three minutes practice the dialogue and then act.Step Four: Activities1. Tell students make up a short story about” borrow books”2. To discuss and elect the best group to act it out.Step Five: Consolidation1. look , ask and answer:Excuse me. Have you got…?Yes ,we have \ No, we haven‟t.Step Six: Homework1. Listen to the tape and imitate2. Copy the words and sentences.Step Seven: Blackboard DesignStep eight: Reflection & FeedbackUnit 2 He can use the computers .Teaching aims:The Knowledge and AbilityV ocabulary: borrowSentence pattern: You can use the computerThe Process and Method.Tasked based teachingThe Emotion, Attitude and Values.Arouse students‟ interests.The key points:1. Get the Ss to grasp the new words.2. Get the Ss to grasp sentence: You can use the computer.The difficult points: talk about what we should do and what we shouldn‟t do at a public place.The Preparation:Cassette playerTeaching steps:Step One: Warm-up1. Greet the students2. Ask questions about the objectsExcuse me. Have you got…?Yes, we have \ No, we haven‟t.Show the card” library”.Ask: What can we do in the library?What can‟t we do in the l ibrary?Do you know what difference between English library and our library?Step Two: Presentation1. Play the tape-recorder, The students just to listen.2. Tell students find ”What do children do in library? The students listen and answer the questions3. Play the tape-recorder again4.To lead students guess what‟s the meaning “return” and “borrow” Solve the words ”return” and “borrow” use the way they like.4.Check the words from phonetic alphabet 、spell、meaning and sentence-makingStep Three: Practice1. Play the tape-recorder .Listen and repeat again.2. Three minutes practice the dialogue and then act.Step Four: Activities1.Look,think and say:Have the students work in pairs. Students can ask and answer questions about the things they can do at these places.2. Learn poem:1) Have the students look at two pictures and describe what theysee.2) Play the tape-recorder and let them to repeat words.3) Play the tape-recorder again. Let them can say the poem as they listen group1 will say Stanzas 1 and 2. group 2 will say Stanzas3 and 44) Have the students do the actions as they say the poem.5) Tell students to imagine they are going to visit a huge new library. Talk about what they would like to do there.Step Five: Consolidation1.Explain that they have to make sentences with”eat”or”wear”Point out that some questions can be serious and others can be silly.2. Have them work in pairs.Step Six: Homework1. Listen to the tape and imitate2. Write :What can we do in the library?What can‟t we do in the library?Step eight: Reflection & FeedbackModule 3 Activity bookTeaching AimsThe Knowledge and AbilityActivity bookThe Process and Method.Tasked based teachingThe Emotion, Attitude and Values.Arouse students‟ interests.The key points:Exercises.The difficult points:Look and write.The Preparation:Cassette playerTeaching steps:Step one: reviewHave them review this module .Recite together.Give a dictationStep two: Activities.Read, then circle T or F.Have them read the dialogue by themselves.Have them do the exercise.Then check the answers.Then correct the false statement.Step three:Now match the false statements in Exercise 1 to the pictures, write the numbers.Match the false statement in Exercise 1Write the numbersCheck their answers.Step four:Now correct the false statements in Exercise 1, write on the lines under each picture in Exercise 2.Step five:Listen and repeat--Does London look different now?--yes , it does.--Do you like the park now?--Yes, I do.Step six:Listen and write.Play the tape and have them listen to the tape then do the exercises. Finish the sentences by themselves.Check their answers.Step seven:Look at the pictures and say.Find 6 differences.Write:--there was--There were-- There are-- There is …Step eight:Now write about the differences in Exercise 2.Write the sentences by themselves.Check their answers.Homework :Preview next module .The reflections:Module 4Teaching aims:V ocabulary: fine sent get chocolate seasonSentence pattern: I sent you a Maths game.Did you get it?I sent you English books.Did you read them?What‟s your favourite season? Grammar: simple present tense and it\themThe Moral education: let them know when they offer and accept presents they should be cate them protect environment.Unit 1 Did you read them?Teaching aims:The Knowledge and AbilityV ocabulary: fine sent get chocolateSentence pattern: I sent you a Maths game.Did you get it?I sent you English books.Did you read them?The Process and Method.Tasked based teachingThe Emotion, Attitude and Values.Arouse students‟ interests.The key points: let them know how to use it\themThe difficult points: can use it\themThe Preparation:Cassette playerTeaching steps:Step One: Warm up1. Write sentence structure on the blackboard and practice.A: I like …B: I like it \them,too.2. Play a game: I can do.For example: Can you eat apples?Yes , I can2. Practice words: eat , read ,sendStep Two: Presentation1. Lead in sentence structure:I have got a present. My mum sent it to me. Can you guess what is it? My mum sent me some English books.Did you read them?2. Explain it\them3. Practice sentence structure:A: I sent you …B: Did you …?4. Today Daming got presents from his grandma .Can you guess what are they?Step Three: Practice1. Listen to the tape with the questions :Where does Daming‟s grandma live?What presents did Daming get?2. Answer the questions.3. Listen to the tape once again. Read after the tape .4. Read the dialogue together.Step Four: ActivitiesLook and say.I have got some books. I read them last week.Step Five: ConsolidationWhat has she got?Did he \she…?Step Six: HomeworkWrite sentence structureStep Seven: Blackboard DesignUnit 2 My favorite season is springTeaching aims:The Knowledge and AbilityV ocabulary: season warm cool cold hotSentence pattern: What is your favorite season?My favorite season is …I can …,I love….The Process and Method.Tasked based teachingThe Emotion, Attitude and Values.Arouse students‟ interests.The key points: Can describe seasonThe difficult points: What is your favorite season?My fa vorite season is …The Preparation:Cassette playerTeaching steps:Step One: Warm upDaily talk:How many hours are there in a day?How many days are there in a week?How many weeks are there in a month?How many months are there in a season?How many seasons are there in a year?What are they?Step Two: PresentationWhich season do you like best?What‟s your favorite season?Why do you like …?Step Three: PracticeA. Look at the pictures and listen, please tell us what you have heard or which sentences or words do you like best?B. Listen again then answer questions:1）Which season do you like best?2）What‟s the weather like in summer/spring/autumn/winter?3）What can they do in spring/summer/autumn/winter?C. Listen to the tape, then repeat.Step Four: ActivitiesLet them describe seasons by themselves.1、Spring is green, Summer is bright, Autumn is golden, Winter is white.2、Spring spring I can fly a kite in spring, summer summer I can swim in summer, autumn autumn I can pick the apple in autumn, winter winter I can ski in winter.Step Five: Consolidation1. Talk about the pictures:What can you do in spring?2. Listen and say .Then say the poem .1) Read them2) Say the poem .3. Game :When is my birthday ?Is it in summer?Yes, it is.No ,it isn‟t.Step Six: HomeworkWrite a composition:My favourite season is …Step Seven: Blackboard DesignStep eight: Reflection & FeedbackModule 4 Activity bookTeaching AimsThe Knowledge and AbilityActivity bookThe Process and Method.Tasked based teachingThe Emotion, Attitude and Values.Arouse students‟ interests.The key points:Exercises.The difficult points:Look and write.The Preparation:Cassette playerTeaching steps:Step one: reviewHave them review this module .Recite together.Give a dictationStep two: Activities.Read, then circle T or F.Have them read the dialogue by themselves.Have them do the exercise.Then check the answers.Then correct the false statement.Step three:Now match the false statements in Exercise 1 to the pictures, write the numbers.Match the false statement in Exercise 1Write the numbersCheck their answers.Step four:Now correct the false statements in Exercise 1, write on the lines under each picture in Exercise 2.Step five:Listen and repeat--Does London look different now?--yes , it does.--Do you like the park now?--Yes, I do.Step six:Listen and write.Play the tape and have them listen to the tape then do the exercises. Finish the sentences by themselves.Check their answers.Step seven:Look at the pictures and say.Find 6 differences.Write:--there was--There were-- There are-- There is …Step eight:Now write about the differences in Exercise 2.Write the sentences by themselves.Check their answers.Homework :Preview next module .The reflections:Module 5Teaching aims:V ocabulary: broken carry back shoulder brown handSentence pattern: This bag is broken.This black bag is nice. It‟s big.Mine is pink. I carry it over my shoulder. Grammar: simple present tenseThe Moral education: Let them know how to comparing objects with adjectives.Unit 1 Your bag is broken!Teaching aims:The Knowledge and AbilityV ocabulary: broken carry backSentence pattern: This bag is broken.This black bag is nice. It‟s big.The Process and Method.Tasked based teachingThe Emotion, Attitude and Values.Arouse students‟ interests.The key points:1. Get the Ss to grasp the new words.2. Can describe the things with the adjectives.The difficult points: Get the Ss to describe the things with the adjectives.The Preparation:Cassette playerTeaching steps:Step One: Warm up1. Greeting:Good morning, boys and girls.Glad to see you again!2. Say a poem: In spring it is warm.3. Play a game—Find friends: (Ss write some adjectives on the paper. T also do this and put them in the box. Then ask some Ss to choose one and read, and make friends with the student who has the antonym. Then make a dialogue with the adjectives )4. Ask the Ss to describe the objectives in the classroom.Step Two: Presentation1. T takes out a broken bag: What is the bag like?It‟s broken. Learn the new words: broken.2. T takes out an old bag: This is my bag. It‟s old. I bought it last year. It‟s too small to take my books. So I bought a new one yesterday.” T takes out an new bag: What color is it? Is it nice?”Step Three: Practice1. (T: Lingling also got a new bag. What is it like? Is it big or small? Let‟s have a look.)Play the tape, look and listen to th e dialogue.2. Listen and find the adjectives.。

小学新标准英语一年级起点第十册教学计划

小学新标准英语一年级起点第十册教学计划一、指导思想教师应认真贯彻国家教育方针，依据国家《英语课程标准》的最新理念来实施教学活动。

坚持英语教学的实践性原则，改变过分重视语法和词汇的讲解与传授的倾向；倡导语言知识与语言技能训练相结合的开放互动的学习模式；针对小学生的特点，正确把握语言知识与语言技能之间的关系。

小学阶段的英语教学重点在听、说、读、写的训练上，要培养良好的发音，正确的听说读写习惯和运用语言的习惯，重要的是要养成良好的接受英语和学习英语的方法。

二、学生情况分析教学对象为五年级的学生。

他们大部分已经接触了四年英语，有一定的英语基础。

儿童的特性使得他们活泼好动，对新事物有着强烈的好奇心，探索知识的欲望很强烈，并且有着很强的表现欲。

教师应采用新颖活泼有趣的教学形式进行教学，保持并提高学生学习英语的兴趣。

本年级个别的后进生，他们大多数是由于上课注意力集中和基础不够好。

因而成绩不够理想。

除此外整体情况还是比较的好，基础知识掌握地比较牢固，运用也是相对的比较灵活。

这个学期，只要继续认真的学习，知识掌握应该还是很理想的。

三、教学内容：本学期教学内容是New standard English.一年级起点第十册供五年级下学期使用。

利用可以利用的机会创设情景教学，使学生在情境中学习英语，大胆说英语，表现自己，使学生大胆说，积极做，努力唱。

四、教材分析本教材难易度合理，过渡平和，主要采用的是全身反应（Total Physical Response）教学法，让学生在不同的学习活动中感知并运用英语，学习策略可采用学生间合作活动，以便学生应用语言。

本册教材分11个模块。

内含一个复习模块。

每模块分两个单元。

一般情况下，第一模块呈现本模块所要学习的语言内容，第二模块提供若干任务型练习，包括一首歌谣或小诗。

五、教学目标根据小学生的心理和生理特征以及发展需求，小学阶段的英语课程的目的是激发学生学习英语的兴趣，培养他们英语学习的积极态度，使他们建立初步的英语学习的自信心；培养学生一定的语感和良好语音、语调基础；在一些英语教学活动中能够运用英语进行交流或完成教学活动。

新标准英语第十册Module_4_Unit_1_说课

新标准英语第十册Module 4 Unit 1 说课夏家河小学孙凤楠一、教材分析1.教材的地位和作用新课程标准强调课程应从学生的学习兴趣、生活经验和认知水平出发，倡导体验、实践、参与、合作与交流的学习方式和任务型的教学途径，发展学生的综合语言运用能力，使语言学习的过程成为形成积极的情感态度、主动思维和大胆实践、提高跨文化意识和形成自主学习能力的过程。

本课是对话课，对话课是模块整体教学的一个重要环节。

作为模块的第一单元，对话课的作用是为学生提供话题和语境。

本单元围绕一个话题操练特定的功能项目，为学生深入了解和灵活运用一般过去时态扫清语言和文化理解上的障碍。

本课对话内容紧紧围绕奶奶给大明打电话展开。

奶奶向大明询问的问题必定让学生通过新知识和旧知识的迁移，重新回顾句子结构，为本册教材的重点语法——一般过去时的操练提供了相应的话题语境。

本课操练的功能项目是用Did you…?询问别人过去发生过的事情、得到的东西，学习并熟练掌握it them这两个人称代词宾格的用法，更加明确人称代词主格、宾格的形式和用法。

【学生分析】学生对过去式已经有比较系统的学习，但是并列出现两个不同的动词——前面是动词过去时，后面一般疑问句中为动词原型还是第一次，由于受思维定势的干扰，学生容易出错。

对于V+代词宾格形式也有学过，但是没有将单数与复数混在一起区别运用过。

2.根据以上分析，我确立了如下教学目标语言知识目标：1.能够掌握一般过去时态一般疑问句结构及其肯定、否定回答。

2.初步了解人称代词宾格的形式和用法以及在句中的位置和作用。

语言技能目标：能够运用一般过去时一般疑问句式以及人称代词的宾格询问已经发生或过去发生的事件，并能根据不同情境比较熟练地运用一般过去时态进行比较流畅、自如的口语交际和书面应答。

情感态度目标：通过学习，使学生了解，接纳、理解不同的文化背景，激发对未知事物的探索精神，提高学习兴趣，乐于接受新事物，积极、主动地参与学习活动。

小学新标准英语第十册全册教案(一学年起点)

新版外研社一年级起点第十册教案

五年级英语第十册教学计划一、情况分析二、五年级学生己学过多年英语, 学生己有一定基础, 良好听、读、说、写英语习惯已基本养成。

由于教材难度偏大, 教学内容及课时不成比例, 学生学习兴趣难以保持, 两极分化较严重。

因此, 本学期应注重转化后进学生, 因材施教, 分层教学, 保持学生学习兴趣。

三、本学期教学指导思想及教学理念四、在小学英语教学中, 要做到面向全体学生, 正确实施素质教育。

要求老师在小学英语教学过程中, 要确定以学生为中心（Learner-centered）和以学习为中心（Learning-centered）指导思想。

以学生为中心, 就是要求小学英语教师在教法设计时密切结合学生生活实际, 考虑小学生认知水平和心理发展水平, 考虑不同年龄段学生学习要求及个体差异。

以学生为中心, 就是要求小学英语教师在教学过程中, 不要把英语课上成知识传授课, 不要以教师教代替学生学。

小学英语课一定要让学生在生活中去学习英语, 通过说说、听听、做做、唱唱、演演、玩玩等形式, 让小学生感受到学习英语快乐, 从而培养学习英语兴趣。

教师在教学活动中, 和谐师生关系有时比教学方法更重要。

教师在教学过程中, 应以小学生朋友、帮助者身份出现, 尊重每一位学生。

特别是要关爱那些在英语学习方面有困难学生, 要尽可能地为小学生提供实践英语机会, 鼓励他们所做一切尝试, 保护他们积极性。

五、本学期教学主要目要求四、对学生进行听、说、读、写训练, 培养学生为交际初步运用英语能力打好初步基础,括打好口语和书面语两方面基础。

五、本学期教学重难点1 、重点:A.句型、单词。

B、大胆进行简单英语日常交流, 发音清楚, 语调正确。

2、难点:养成良好听英语、读英语、说英语习惯。

五、本学期提高教学质量措施1、充分利用直观教具和电教手段, 创设良好语言氛围, 调动学生学习积极性。

采用情景教学法, 使学生身临其境, 积极主动地参及到课堂教学中去, 提高学生实际运用语言能力。

10册M5教案

新标准英语一起点十册Your bag is broken.潍坊国际学校刘安娜【教学背景】小学阶段英语教学的目的是：激发学生学习英语的兴趣，培养学生学习英语的积极性，使他们树立学习英语的自信心，同时培养学生一定的语感和良好的语音、语调基础，为进一步学习打下基础。

在英语课堂教学中，怎样创设良好的学习氛围、激发学生的兴趣是搞好小学英语教学的重要一环。

五年级学生的特点，英语已经有一定的基础，对新鲜的活动感兴趣，能迅速熟悉新活动。

因此本课以小游戏，小组竞赛等活动，培养了学生提问的意识，激发学生学习的兴趣。

【教材分析】本课是外语教学研究与出版社《新标准英语》一年级起点第十册第五模块第一单元。

通过购物，呈现词汇：heavy, light, broken, wheel 及主要主型：Your bag is broken. This black bag is nice. It’s big. 本课的语言功能是运用形容词描述物品的特征。

一、教学目标:1、知识目标：（1）.学习形容词“broken”以及课文中出现的形容词。

（2）.运用句型“This black bag is nice / big .”“But it’s heavy.”描述自己生活中常见物品的特征。

2、情感目标：使学生能用形容词对身边事物的明显特征进行描述，比较。

激发学生的积极情感，培养学生交流与合作的能力。

3、能力目标：让学生根据情景自由对话，培养学生发散思维和综合运用语言的能力。

二、教学重点:1、掌握单词: broken及其他形容词的运用。

2、功能句: “This black bag is nice / big .”“But it’s heavy.”三、教学难点: 能够灵活运用形容词，对事物的鲜明特征进行描述，了解及感受形容词在句中的不同位置。

【教学方法】（1）以任务型活动为中心（2）为学生创设各种情境、激发兴趣。

（3）多媒体辅助教学。

【教学过程】一、导入：1、Look, I have a beautiful wheel. It’s colorful. What color are they? Amy, Which one is your favourite ? The wheel will totate. When itstop, Let’s see, who is the luckey. Whoes color? Let’s find it.(通过转盘游戏，激发学生参与的热情，并复习颜色单词以及用颜色描述生活中常见的物品。