优质外研版七年级英语starter module 3教案Word文档格式.docx

1、 Students can write objects in the class.Teaching Procedures: Step 1 Lead in:1.Review English expression of numbers.2.Show some numbers by PPT, have students give the number of things.3.Review the objectsnames in the classroom.4.Point one object and ask students to give its name.Step 2 Vocabulary st

2、udy:1.Show some pictures by PPT. 2.Ask and answer: Whats this in English?3.Enjoy Flash.4.Learn the new words.5.Read the new words.Step 3 Listen and reaD.1.Ask the students to read the conversation silently.2.Play the recording and ask the students to listen and read the conversation.3.Read the conve

3、rsation.4.Act it out.Step 4 Listen and point.1.Ask the students to look at the pictures in Activity 2.2.Ask and answer like this:Whats this in English?Its a dog. （1. a bird 2 .a book 3.a cat 4.a dog 5.a flower 6.a pen 7.apencil3.Work in pairs.Step 5 Listening practice.1.Play the recording of Activit

4、y 3 and listen and write.2.Play the recording of Activity 5 and listen and write.1） Whats _?2） _ cat.3） How _ spell “cat”?4） _4.Listen again and check.5.Call back the answer from the whole class and check the answer.Keys:1.this in English 2.Its a 3.do you 4.C-A-T, cat.Step 6 Work in pairs.1.Ask and

5、answer like this.A: B: A pen? No.B: A pencil? Yes, a pencil. How do you spell “pencil ”? P-E-N-C-I-L, pencil.2.Work in pairs.Unit 2 Can you help me, please? .Analysis of the text:In this text students will learn how to spell the words.Teaching focus:1.Master language of asking positions of things, a

6、nd master the English expressionsof positions. help, me, classroom, know, say, that, again, welcome,youre welcome.2.Be skilled in oral expression of asking and answering the position of things. recognition of positions. Students can understand othersquestions of spelling, and givecorresponding answe

7、rs. Students can ask and answer “how to spell”. Students can understand the similar dialogue of asking and answeringspelling. Students can write spelling of the words.1.Review the text of Unit 1. 2.Show some pictures, ask the students to look at the pictures, then talk somethingabout the pictures.3.

8、Introduce the new words.1.Show some pictures by PPT.2.Ask and answer:Whats this in English?How can you spell it?3.Learn the new words.4.Read the new words.Daming : Can you help me, please, Lingling?Lingling: Yes, of course. How do you spell “ classroom ”? Im sorry.I dont know.Miss Zhou: Its C-L-A-S-

9、S-R-O-O-M.Daming: Cab you say that again, please?Miss Zhou : Yes.Its C-L-A-S-S-R-O-O-M. Thank you. Youre welcome.Its a monkey.3.Work in pairs. Step 5 Listening practice.1.Play the recording of Activity 3 and Listen and say.2.Read and match.1.Can you help me , please ? a ） Youre welcome.2.How do you

10、spell “ desk ”? b） Yes, D-E-S-K.3.Can you say that again, please? c） Its D-E-S-K.4.Thank you. d） Yes.Of course.3.Listen again and check.4.Call back the answer from the whole class and check the answer.1.d 2.c 3.b 4.a5.Listen again and say.6.Listen and point. Can you help me, please? Its a How do you

11、 spell it? 2.Work in pairs.Step 7 Write.1.Ask the students to read through the sentences in Activity 6. _ you help me, please? Yes._. How do _ spell “ _”? Its D-E-S-K. _ say that again, please? Yes, _._ you. Youre _.2.Listen and check.1.Can 2.of course 3.you, desk 5.Can you 6.D-E-S-K 7.Thank 8.welco

12、me3.Read together. Unit 3 What colour is it?In this text students will learn colours of things.1.Master language of asking colour of things, and master the English expressions of colours. of, course, want, cocour, black, white, blue, green,yellow, red, brown, orange, and What colour is/are ?2.Be ski

13、lled in oral expression of asking and answering the colours of things. Recognition of colours. Students can understand othersquestions of asking colours, and give Students can ask and answer colours. Students can understand the similar dialogue of asking and answering colours. Students can write col

14、ours. Step 1 Lead in:1.Review the text of Unit 1 and 2 .2.Show some pictures, ask the students to look at the pictures, then talk something3.Introduce the new words.What colour is it?Step 3 Listen and point.1.Ask the students to look at the pictures in Activity 1.2.Play the recording and ask the stu

15、dents to listen and point.3.Listen and repeat.4.Work in pairs.What colour is it ?Its black, B-L-A-C-K, black.Step 4 Look, read and match.2.Look through the sentence.3.Play the recording and ask the students to listen and point.4.Match the sentences.1 ） What colour is the pen? a） Its red2 ） What colo

16、ur is the cat? b） Its yellow.3） What colour is the pencil? c） Its white.4 ） What colour is the flower? d） Its red, green and orange.5 ） What colour is the dog? e） Its blue.6 ） What colour is the bird? f） Its brown. 5.Call back the answer from the whole class and check the answer.6.Listen again and s

17、ay.Step 5 Work in pairs. What colour is the ? ItsStep 6 Write.1.Ask the students to read the words in Activity 6.2.Complete the table in Activity 6.3.Call back the answer from the whole class and check the answer.1.bag book desk pen pencil2.bird cat dog flower 3.black blue brown green orange red whi

18、te yellow4.Ask the students to read through the conversations in Activity 7 silently.5.Fill in the blank.1.What colour is the dog? Its _ 2.What _ is the flower? Its _ 3._ is the bird? Its red, green and _. 4.What _?Its yellow.5. _ the pen?Its _6._ the cat? Its _.7.Listen and check.以下是附加文档，不需要的朋友下载后删

19、除，谢谢班主任工作总结专题8篇第一篇:班主任工作总结小学班主任特别是一年级的班主任，是一个复合性角色。当孩子们需要关心爱护时，班主任应该是一位慈母，给予他们细心的体贴和温暖当孩子们有了缺点，班主任又该是一位严师，严肃地指出他的不足，并帮助他改正。于是，我认为班主任工作是一项既艰巨而又辛苦的工作。说其艰巨，是指学生的成长，发展以至能否成为合格人才，班主任起着关键性的作用，说其辛苦，是指每天除了对学生的学习负责以外，还要关心他们的身体、纪律、卫生、安全以及心理健康等情况。尽管这样，下面我就谈几点做法和体会。一、常规习惯，常抓不懈学生良好的行为习惯的养成不是一节课、一两天说说就行的，它必须贯穿在整个

20、管理过程中。于是我制定出详细的班规，要求学生对照执行，使学生做到有规可循，有章可依。由于低年级学生自觉性和自控力都比较差，避免不了会出现这样或那样的错误，因此这就需要班主任做耐心细致的思想工作、不能操之过急。于是，我经常利用班会对学生中出现的问题进行晓之以理、动之以情、导之以行的及时教育，给他们讲明道理及危害性，从而使学生做到自觉遵守纪律。二、细处关爱，亲近学生爱，是教师职业道德的核心，一个班主任要做好本职工作，首先要做到爱学生。“感人心者，莫先乎情。”工作中，我努力做到于细微处见真情，真诚的关心孩子，热心的帮助孩子。我深信，爱是一种传递，当教师真诚的付出爱时，收获的必定是孩子更多的爱感受孩子

21、们的心灵之语，便是我最快乐的一件事”三、具体要求，指导到位心理学研究表明，儿童对事物的认知是整体性的，能熟知轮廓，但不注重细节。我认为，首先要蹲下来，以孩子的视角观察事物，用孩子能听懂的话和他们交流。其次，要注重细节教育，把该做的事指导到位，因为他们很想按照老师的要求去做，很想把事情做好。四、示范带头，直观引导大教育家乌申斯基曾有过这样一段话“教师个人的范例，对于学生的心灵是任何东西都不能代替的最有用的阳光。”低年级的学生对自己的班主任是一个怎样的老师，他们会留心观察班主任的每一个动作、每一个眼神、每一种表情，会细心倾听班主任的每一句话，他们对班主任有着一种特殊的信任和依赖情感。班主任的自身素

22、质，道德修养，班主任的一言一行，一举一动，无形之中会成为全班几十个孩子的榜样。因此，在班级工作中我时刻注意自身形象，事事从我做起，以良好的形象率先垂范，潜移默化的影响着我的学生。凡要求学生做到的，教师首先自己做到，而且做得更好。要求学生讲卫生，不随便乱扔垃圾，自己就做到随手捡拾垃圾。要求学生不迟到，在我的带动下，我们班的大多数学生都能做到讲卫生不迟到，个个讲文明守纪律。五、及时表扬，延迟批评德国美学家黑格尔说“不应该使孩子们的注意力长久地集中在一些过失上，对此，尽可能委婉地提醒一下就够了。最重要的是要在学生身上激发出对自身力量和自身荣誉的信念。”教过低年级的老师都知道孩子小，事儿多，一上课就“告状”。当老师的又不能不公平处理，这样耽误的时间太多，而且学生因为受了批评，注意力长时间集中在自己的过失上，情绪受影响，低落的情绪体验使智力活动水平明显下降，课堂吸收效率变低。针对这一情况，我采取延迟批评，这样既培养学生愉快的情绪体验，又给予其改正和返回的机会，之后老师只要加以指导，就能很好的解决问题.本文来自公务员之家，