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Module1单元备课
一、教学目标任务
单词：more than，thousand，kilometre，million，something，map, right, country
学习句子：These postcards are great!
How long is it? It‟s more than twenty thousand kilometers long. Where is New York？
It‟s here in the east.
二、教学重点：
1.能口头运用这类语句说明How long is it?
It‟s more than twenty thousand kilometers long.
2.运用Where is New York？
It‟s here in the east.说明地理位置。
三、教学难点：
1.能口头运用这类语句How long is it?
It‟s more than twenty thousand kilometers long.说明历史古迹。 运用Where is New York？
It‟s here in the east.
四、功能
1.讲述关于某个地方或某件事物的情况。
2.讲述某地的地理位置和相关的基本信息.
教学反思: (一)创设各种情境，鼓励学生，大胆的使用英语，对他们在学习过程中的英语和错误采取宽容的态度。采取互动游戏的方式让孩子参与到课程互动中来，让孩子以愉悦和充满乐趣的方式吸取更多的知识和体验，加强学习和记忆的效果。
(二)为学生提供自主学习和直接交流的机会，以及充分表现和自我发展的一个空间。
(三)鼓励学生，通过体验、实践、合作、探究等方式，发展听、说、读、写的综合能力。突出了学生在课堂上的自主学习，创设条件让学生能够探究他们自己的一些问题，并自主解决问题。
Unit 1 It’s more than twenty thousand kilometers long. 一、教材分析：【it,is,more,than,twenty,thousand,kilometers,long】
本课是外研社《新标准英语》三年级起点Book 7第一模块的第一单元的教学内容，是语言呈现课，以谈论明信片为导线，引出长城，北京，纽约等话题，学习怎样谈论一个地方，例如一个景点、一个城市等。学习用较大的数字表达长度，人口数量等。
二、教学目标：
A) 知识目标：能掌握新授单词postcard, more, thousand, kilometer, million .能听说、认读句型 Tell me more… How big… ?How long… ? It‟s more than … It‟s got …
B) 能力目标：能运用句型How big is it? How long is it? 对某事物或某地区的特征进行提问，并能运用千以上较大的数字回答。
C) 情感、态度目标：培养学生在各种任务中积极与他人合作的良好学习习惯，通过对家乡和祖国的介绍，培养学生热爱家乡和祖国的情感。
三、教学重点：单词：postcard, thousand, million等，
句型：Tell me more… How long/big is…？
四、教学难点：用本课所学的基本句型How long/big is…？等描述某个地方或某事物的情况。
五、学情分析：
学生在之前的英语学习过程中已经具备了较强的音标拼读和在教师同伴的帮助下泛读课文的能力，在这学期的课文教学中我将侧重
于帮助学生真正理解课文，进一步学习归纳概括，完成各种学习任务，提高英语的综合语言运用能力，同时注重培养学生积极与他人交流合作，相互学习，共同完成任务的能力，乐于运用英语进行表达和交流的能力
六、教学方法：
《英语课程标准》明确指出，英语课程改革的出发点和最终目标就是使学生形成自主学习能力。教师的教是为了达到不教，所以我注重传授学生获取知识的方法，注重了学生听、说、读、写能力的培养与训练，从而达到创造性运用语言的目的。
七、课时安排：一课时
八、 教学过程：
1: Warm up
1) Greetings.
2) Sing a song: Row a boat.
] 3）Free talk: Describe their summer holiday. “Life is like a dream.”” My summer holiday is like a dream, （课件出示）I read books in the library…What did you do in summer holiday?”
Free talk.）
2 Presentation
1) Show the Task: 描述某一地点，如北京，上海，宁夏等。
2）Students learn new words with teacher‟s help.
3)（课件出示)Play CD-ROM, then ask students answer: “What are they （Simon and Daming）doing?”.
4) Play CD-ROM again, ask students to listen carefully then try to answer the questions: Where are Daming and Simon? What are they doing? Are these postcards great ? How long is the Great Wall? How big is New York? How big is Beijing?
5) (课件出示) Play CD-ROM again，Then let students describe text use the answer. Students read it by themselves.
6) Students learn: „s=is „s got=has got with teacher‟s help
3 Practice
1) Do replacements exercise. (the Changjiang River, Sichuan, Fujian)
2) Act it out.
4 Play a game: Tell me more.( Activisty3 )
5 Consolidation
1) Talking about Beijing. “Where is Tian‟an Men Square?”引出
Beijing，课件出示Beijing 及The Great Wall 、Water Cube 、 Bird‟s Nest继而引导学生用Beijing has got…句型描述北京)
2) Talking about Shang Hai. (课件出示上海地图，上海的美景等图，给学生一些句型的提示让学生通过group work活动完成对上海的描述。)
3) Students describe Sanming in their group then act it out.
1【it,is,more,than,twenty,thousand,kilometers,long】
2
Module1 unit1 It’s more than twenty thousand kilometers long【it,is,more,than,twenty,thousand,kilometers,long】
一、教学目标任务
单词：more than，thousand，kilometre，million，something，map, right, country 学习句子：These postcards are great!
How long is it? It‟s more than twenty thousand kilometers long.
Where is New York？It‟s here in the east.
二、教学重点：
1.能口头运用这类语句说明How long is it?
It‟s more than twenty thousand kilometers long.
2.运用Where is New York？
It‟s here in the east.说明地理位置。
三、教学难点：
1.能口头运用这类语句How long is it?
It‟s more than twenty thousand kilometers long.说明历史古迹。
运用Where is New York？
It‟s here in the east.
四、 教学过程：
1: Warm up
1) Greetings.
2) Sing a song: Row a boat.
3）Free talk: Describe their summer holiday. “Life is like a dream.”” My summer holiday is like a dream, （课件出示）I read books in the library…What did you do in summer holiday?”
2 Presentation
1) Show the Task: 描述某一地点，如北京，上海，宁夏等。
2）Students learn new words with teacher‟s help.
3)（课件出示)Play CD-ROM, then ask students answer: “What are they （Simon and Daming）doing?”.
4) Play CD-ROM again, ask students to listen carefully then try to answer the questions:
Where are Daming and Simon? What are they doing? Are these postcards great ? How long is the Great Wall?
How big is New York? How big is Beijing?
5) (课件出示) Play CD-ROM again，Then let students describe text use the answer. Students read it by themselves.
6) Students learn: „s=is „s got=has got with teacher‟s help
3 Practice
1) Do replacements exercise. (the Changjiang River, Sichuan, Fujian)
2) Act it out.
4 Play a game: Tell me more.( Activisty3 )
5 Consolidation
1) Talking about Beijing. “Where is Tian‟an Men Square?”引出Beijing，课件出示Beijing 及The Great Wall 、Water Cube 、 Bird‟s Nest继而引导学生用Beijing has got…句型描述北京)
2) Talking about Shang Hai. (课件出示上海地图，上海的美景等图，给学生一些句型的提示让学生通过group work活动完成对上海的描述。)
3) Students describe Sanming in their group then act it out.
4）完成任务：全班同学完成配套练习3。学生认真看短文，先让学生口头回答，然后再书写，鼓励学生说出自己不同的想法，最后老师可以给全班核对答案 6 Summary
7 Homework:
A: Talking about Beijing ，NingXia with your parents.
B: Talking about Beijing ，NingXia and Shang Hai with your parents then write on your book.
C: 1)Listen the tape and read the text half an hour.
8板书设计： Module 1 Unit 1 The Great Wall
It‟s a picture of … postcard
Tell me more … .
How long is it? It‟s more than… thousand kilometres
How big is it? It‟s got… million people