中彩那天说课稿范文英文版

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中彩那天说课稿范文英文版(共10篇)

中彩那天说课稿范文英文版（一）：

丰收那天
爷爷常常跟我讲起他年轻时的故事.那时候,他是一个农民,在集体共同的劳动中,他收获着家里的柴米油盐.他常常说：“人只要活得有气节,
所以他乖乖的做着分内的事,勤勤恳恳地劳作,日出而作,日入而息.他常常想着能够为气体奉献自己的一份力量,却不求索取.
那一年是一个雨季,庄家在田地里无奈地低着头,连绵的雨让种子发出了芽,许多人家都饿着肚子,爷爷奶奶也不例外.集体决定分发粮食到各家各户.
爸爸从学校回来,看到爷爷拎回来的一大袋粮食,内心充满了喜悦,终于可以不用饿肚子了,想到白澄澄的米饭,不经垂涎三尺.他高兴的问奶奶今晚的伙食.爷爷奶奶却愁眉苦脸,一言不发.原来队长错误的发了粮食,爷爷多领了一份.其实,不送回去,也没有人会发觉,而且一家可以吃的更饱.
那袋粮食已经被打开,大家犹豫着要不要倒进自家的米缸.爸爸说：“就留着吧,没有人会知道,他们不缺这些”而且,爷爷平时做了不少贡献,多做多得.但是,正直的爷爷思考后,还是背着米袋来到了村长的办公室.出门时他说“只有正直的人才不会饿肚子.”
爷爷的品格就这样平凡而伟大着,而爸爸在他的这种教育思想的引导下也事业有成.
多年以后,大家坐在一起,回忆起那年的事情,还具有无限感慨,送回的是粮食,收获的却是人生啊.所以,人生丰收,无论四季.

中彩那天说课稿范文英文版（二）：

买彩票 中彩票 严肃 到底要不要把汽车给朋友

中彩那天说课稿范文英文版（三）：

本册英语书共6个单元,每单元分"A,B,C"三个部分,该课属于A部分的对话内容.Let"s talk的要求是通过真实,自然的情景教会对话,Let"s practice是要通过多种趣味活动逐步达到熟练运用所学会话的要求.本课是功能型的交际型的交际训练课,我借助"任务型"教学采用多种教学手段将听,说,读,玩,演融为一体,激发学生学习英语的兴趣和愿望,使学生通过合作学习体验成就感,激发自主学习的能力,初步形成用英语进行日常交际的能力.
Let"s talk
本部分主要通过情景会话,让学生学习运用"How many…can you see "询问别人能看见多少样东西以及如何赞美别人的东西,例如:Oh,it"s beautiful!并且在实际情景中自然运用.在三年级上册的Unit 6中已经学过用"How many… " 来询问有关多少样东西及相应的回答,因此可以结合本课内容复习三年级上册Unit4,5,6中的有关动物,食物和玩具的单词.
Let"s practice
本部分是为了练习和运用所学的Let"s talk部分的内容,提供给学生一个实际运用语言的机会.

中彩那天说课稿范文英文版（四）：

Good afternoon, everyone. I’m Zhou Yan. I’m an English teacher from Experimental School of Suqian. Now I’ll say Sample A of Lesson Six in Book One. I’ll prepare to say the lesson from four parts.
Part One Analysis of the Teaching Material
(一) STATUS AND FUNCTION
1.This is an important lesson in Book One. From this lesson, it starts asking the Ss to grasp contents of each Sample. To attain “four skills” request of listening, speaking, reading and writing. To start listing “Word Bank” and tell the Ss to remember the new words. To start asking the Ss to write English sentences well. Therefore this lesson is in the important position of the teaching material.
2.This lesson is the first one of Unit 2.So if the Ss can learn it well, it will be helpful to make the Ss learn the rest of this unit.
3.Such a topic is related to daily life, so it is helpful to raise learning interests of students and it will be also helpful to improve their spoken English.
(二)ANALYSIS OF THE STUDENTS
The Ss has learned English for about one month so far. They can understand some words and some simple sentences. The Ss have taken a great interest in English now.
(三)TEACHING AIMS AND DEMANDS
The teaching aim"s basis is established according to Junior School English syllabus" provision.
1.Knowledge objects
(1) To make the Ss know how to use the affirmative sentence “This is. . . .” and the negative sentence “This is not….”Everyday expressions for “Apologies”“I\"m sorry”“That\"s all right”.
(2) To study the new words “six, hey, sorry, it’s, that’s”, etc. by learning the dialogue of this lesson.
(3) To finish some exercises.
2.Ability objects
(1) To develop the Ss’ abilities of listening, speaking, reading and writing.
(2) To train the Ss’ ability of working in pairs.
(3) To develop the Ss’ abilities of communication by learning the useful structures.
3.Moral objects
(1) To enable the Ss to be polite and love life.
(2) To enable the Ss to look after their things well.
(四)TEACHING KEY AND DIFFICULT POINTS
The teaching key and difficult points’ basis is established according to Sample A of Lesson Six in the teaching material\"s position and function.
1.Key points:
(1).To help the Ss to communicate with each other.
(2).To enable the Ss to study in groups and co-operate skillfully.
(3).To develop the Ss’ interest in English.
2.Difficult points:
(1) How to make dialogues and act them out.
(2) How to write the right whole sentences.
(五) TEACHING AIDS
Multi-media computer, Tape recorder, Software: Powerpoint or Authorware, school things and so on. They will be needed in this lesson.
Part Two The Teaching Methods
1. Communicative teaching method
2. Audio-visual teaching method
3. Task-based” teaching method
As we all know: the main instructional aims of learning English in the Middle School is to cultivate students’ abilities of listening, speaking, reading, writing and their good sense of the English language. So in this lesson I’ll mainly use “Communicative” teaching method, “Audio-visual” teaching method and “Task-based” teaching method. That is to say, I’ll let the Ss to get a better understanding of the key structure of the dialogue. I’ll give the Ss some tasks and arrange five kinds of activities: talking, guessing games, watching CAI, acting out Sample A and having a competition.
Teaching special features
To use these methods are helpful to develop the Ss’ thought.
Part Three STUDYING WAYS
1.Teach the Ss how to be successful language learners.
2.Let the Ss pass \"Observation—Imitation—Practice \" to study language.
3.Teach the Ss how to master dialogues and how to communicate with others.
Teaching special features:
Let the Ss communicate with each other and adopt competition methods to develop the Ss’ keen interest in English.
Part Four Teaching Procedure
I’ll finish this lesson in four steps. First I’ll divide the Ss into four groups and bring a competition into the class. At last let’s see which group is the winner.
Step1 Warm-up
1. Free talk between T and Ss .
Such as: Hi, I’m . . . . What’s your name?
This is …. How do you do?
Who is he/she? How are you?
Who can count from 1to 5?
What’s this in English? etc.
2.A game: Ask the Ss to give T some school things. For example:
T: Give me your book.(ruler, box, pen, table, knife, etc.)
T: This is your book. This is not my book. It’s your book. etc.
In this course I’ll ask them to make a dialogue group by group without repetition. Find out which group will make the most dialogues.
Purpose of my designing: I think it is important to form a better English learning surrounding for the Ss by imitating and at the same time it is necessary to provide situations to review learned knowledge.
Step2. Presentation
This course is very important. I’ll mainly talk about this step.
I’ll use CAI to present the whole dialogue. Arrange some situations to help Ss understand Sample A.
First scene: There is a bag on the floor. B is picking it up and get ready to leave. Now A is talking with B.
A: Hi, B. How are you today?
B: I’m fine, thank you. And you?
A: I’m fine, too. Oh, this is my bag.
B: No, this is not your bag. It’s my bag.
A: (Look closely) Oh, I’m sorry.
B: That’s all right.
(At the same time, C is running up and hitting A.)
C: Oh, I’m sorry.
A: That’s OK.
I’ll write the key points on the Bb while they are watching. After watching, I’ll teach them to read the words and sentences on the Bb. Make sure they can read them well.
Purpose of my designing: To present Sample A by CAI is much easier for the Ss to learn and grasp the meanings. CAI can provide a real situation with its sound and picture and it makes the relationships between the Ss better.
Step3.Practice
First play the tape recorder. Let the Ss listen and imitate the dialogue. Pay attention to their pronunciation and intonation. In this step the Ss are required to practise the Sample in pairs by reading the dialogue aloud. This step is employed to make the Ss grasp the Sample .At last I’ll ask the Ss to think hard and act it out with a partner according to Sample A. Then find out which group will act it out well. I’ll give them red stars.
Purpose of my designing: This step is employed to make the Ss get the general idea of the dialogue as a whole one. At the same time let the Ss have a chance to practise their listening and spoken ability.
Step4.Production
In this step I’ll give the Ss a free space to show their abilities.
Second scene: The Ss are having a picnic. It’s hot and they take off their coats and put them together. They are singing and dancing, laughing and chatting. After the picnic, they begin to look for their coats. D and E are talking. F and G are talking. etc.
After watching, I’ll give the Ss some tasks to make similar dialogues without repetition and find out which group will make more dialogues.
Purpose of my designing: “Task-based” teaching method is used here to develop the Ss’ ability of communication and also their ability of co-operation will be well trained. Tell the Ss we should be polite and take good care of our things. We should love our life. I think proper competition can arouse the Ss’ interest in English learning. If the Ss can finish this task well, they will benefit a lot in their spoken English.
2.Skill 1 Model 1.
I’ll ask four Ss of the groups to write these sentences on the Bb in the four lines.
Then check their handwriting, correct their mistakes. Find out who will write well and whose handing is the best.
3.Finish the Ss’ workbook.
Purpose of my designing: To check the knowledge Ss have learned in this lesson.
Step5.Homework:
(1)Recite the words as many as possible after class.
(2)Make a dialogue according to Sample A and write it in the exercise book.
Purpose of my designing: I think homework is so important that the Ss should speak English as much as they can in class or after class. It is necessary for the Ss to do some extensive exercises after class to consolidate the knowledge they learned.
Blackboard Design
Lesson Six Sample ASix This is my….hey This is not your. . . .sorry It’s my. . . . Picture it’s=it is Oh, I’m sorry.that’s=that is That’s all right/OK.

中彩那天说课稿范文英文版（五）：

作者：加德纳。《中彩那天》这是一篇外国小故事，写了一名修理厂的技工无意抽中了大奖，但是抽中了大奖的彩票却是他帮同事代买的。经过思想斗争，他把大奖送还了同事。作者赞扬了这种诚实、守信的品质。

中彩那天说课稿范文英文版（六）：

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中彩那天说课稿范文英文版（七）：

Good morning,everyone!
Today,I’ll say something about Unit 9 Part A in Book 4 of Oxford English.
Background on the reformation of curriculum,this book can connect the life and act,emphasize the interest and experience of the Ss,the pictures are active and vivid.Grade four is the initial stage of English learning,so it stresses on the emotion of the Ss,creates a well beginning for the Ss.This Unit has 7 parts,we’ll learn Part A mainly,it embodies the repeating characterize.Review the learned language points “Where’s…”and the new language points will be represented in the following units.So this unit forms connecting links with a special meaning in this book.
The content of this period is to use “Where’s\are…” to determine the place.And according to the contents and the fact of the Ss,I establish the following three teaching aims of this period:
The first one:students can listen,read,say and spell the following words:a glass,a fridge,an egg,bread and a table.
The second one:students can listen,read,say and write the following daily expressions:What’s for breakfast?
Have some juice then.
The third one:students can listen,read,say and write the following sentence patterns:Where’s\Where are the\my…
It’s \They’re…
There’s no …in \on \near…
I think the most difficult point of this period is to make sure the students can use the patterns “Where’s\Where are…and There is no …in\on\near…” in their daily life correctly.
And I will use some pictures,words and sentence cards,a tape recorder and the multi-media computer to help me achieve the aims.
The task-based method,communicated method,group cooperate method will be used in this period.
To accomplish the aims,I design the following steps:
Step 1 Songs and the game arousers the emotion.
In order to attract the Ss’ attention and construct an atmosphere of learning English,I let the students sing some English songs and play the game “Simon says”.At the same time the game can review the prep,serve the knowledge as foil and consist the appearance of the knowledge.
Step 2 Change class to life,happy to say.
The substance of language is communication and the environment of communication is life.So when I present the sentence pattern “What’s for breakfast?” I first show a clock to elicit the time for breakfast,teach the sentence.Then show my own photo of having breakfast,Ss ask and guess.In this way I can attract Ss’ attention,encourage Ss to ask Qs with the new knowledge.
Most of the Ss have learnt the sentence pattern:Where’s…?so I design a task for Ss to help Helen find the food and drinks for breakfast,and teach the new language points:Where are…?They’re … Meanwhile stick the sentences on the Bb.
After some practice by asking and answering,I present the next language points:
There’s no …in\on\near…
Have …then.
And I will stick these sentence patterns on the Bb.Finally I’ll let the Ss do pair works to consolidate them.
Step 3 Listen to the tape and Ss imitate to read and say.
As the new reformation of curriculum,emphasized the traditional class attach importance to the mechanical teaching,neglect the experience and participation,for example,the five-step method.So in this lesson,after presentation,I ask Ss to listen to the tape with three Qs,read in different roles and in pairs,then try to recite the text.
Step 4 Ss be the main body,T makes a guider.
In class,Ss play as a host,and the T makes an influence on guiding,help Ss to act the learnt dialogue,it can stress the position of the Ss,and arouse their interest.
Then I show a carton with no voice,ask Ss to make a dialogue in pairs.
There are lots of ways to consolidate the new knowledge.Playing game is a good way.So according to the physiology of Ss,I hold a group competition during the game,ask Ss to finish the blanks.In this way can develop Ss’ good habits and achieve the aim of mastering the learned knowledge in situation.
Step 5 Change class to life,learn by themselves.
Is this the end of the class?I don’t think so.If there is an end,I think it should be in the life.So I extend this class,encourage Ss to use the learned to communicate with each other in their life.
In a word,the whole period is based on tasks,which are designed from easy steps to steps that are challenging.When the Ss are carting out the tasks,they can acquire information,knowledge,and have their ability and skills trained.
That’s all.Thanks a lot for your attention.

中彩那天说课稿范文英文版（八）：

所谓说课,是指在某一特定的场合,教师较为系统地讲述某一教学内容的课堂教学设计及其设计的理论依据.说课分详细说课和概略说课.一、英语说课讲稿的要素及撰写方法 英语说课讲稿也包括五个要素：说教材、说教法、说学法、说教学程序、说板书设计.（一）说教材 说教材要对教材所在的知识系统做简要分析,通过分析某课教学内容在整个教材体系中的作用,以及本课教学内容与学生先前掌握的知识和将要学习的知识的联系,说明教材的地位和作用；通过对课程标准关于教学的具体要求的概括分析,说明本课教学目标的确立及其依据；通过对英汉两种语言差异和学生的知识水平的简要分析,确定并说明重点、难点和关键点的确立及其依据.1.说教材的地位和作用.说教材的地位和作用,应简要分析本课内容在单元整体教学中和整个教材体系中甚至在素质教育英语教学中的重要地位.例如,在分析SEFC Bl L37的教材地位和作用时可做如下表述.
SEFC Bl L37是对话课,对话课是单元整体教学的重要环节.作为单元的第一课,对话课的作用首先是为第二、三课提供话题和语境.由于整个单元都是围绕一个话题操练特定的功能项目,对话课又具有为二、三课的学习扫清语言和文化障碍的作用.本课对话内容紧紧围绕体育运动话题展开,谈论运动项目必定使人联想到奥运会、奥运历史、奥运精神等,这就为下一课阅读教学提供了话题和语境.本课操练的功能项目是表达个人喜好的句型"prefer...to",学习并熟练掌握该句型有助于学生能就"prefer A to B”表达自己对运动项目的爱好及爱好程度.
从素质教育的要求和学习语言的目的看,高中英语教学重视培养学生运用英语进行交际的能力.根据英语课程标准的要求,对话课应侧重培养学生的口语表达能力,体现英语教学的交际性、得体性、准确性和实践性.因此,本节对话课教学应着重培养学生熟练运用所学功能用语谈论体育话题的能力,为进一步自由谈论奥运历史打下基础.2.说教学目标的确立及其依据.教学目标的确立首先要根据单元教学的目的和要求（对语音、词汇、日常交际用语、语法等方面的不同程度的要求）,结合学生的实际水平,确定贯穿单元教学的总目标（goal）.总目标可以是相当概括的,如SEFC Bl L37的总体教学目标可定为“了解奥运会历史,学习表达个人爱好的交际用语".一节课的教学目标（objective）则应落实到与本课教学内容相关的具体语言知识或某项技能上,即：通过本节课的教学,重点解决什么问题（知识和能力）,达到什么样的要求.为了贯彻“寓思想教育于语言教学之中"的教学原则,教师还要深入挖掘教材的德育因素,从而确定德育（情感情意）目标.教学目标的表述要准确、具体、简洁、全面,要明确写出本节课的知识目标、能力目标和德育目标.如,JEFC B3 L82的教学目标可表述如下.（1）知识目标：学习和掌握过去完成时；总结和归纳有关购物用语；复习衣服的名称、颜色、大小等词汇.
（2）能力目标：通过听录音,掌握正确的语音、语调,使学生形成良好的语言习惯；通过学生间的提问和回答,激发学生学习的积极性和主动性；同时在阅读过程中,注意发展学生的逻辑思维能力.
（3）德育目标：通过购物的学习和问答,使学生注意和学习在交际中的礼貌行为（寓思想教育于语言教学之中）.3.说重点、难点和关键点的确立及其依据.说课稿要写出该课的重点、难点和关键点分别是什么,并写出确立该重点、难点和关键点的理论依据,即在列举该课重点、难点和关键点的同时,说明为什么该重点是本课教学的最主要部分或最重要内容,为什么该难点在本课教学中是学生最难理解和最容易出现错误的部分（有时重点和难点相同）,为什么该关键点对本课教学的成败起决定性的作用.例如,JEFC B3 L2l说重点、难点、关键点及其依据可表述如下.
（二）说教法 说教法至少要说明选择使用何种教学方法,以哪种教学方法为主,哪几种方法为辅,采用什么教学手段实现教学目标,采用这些教学方法和手段的理论依据是什么,并说明这些教学方法在本课教学中的具体操作方法.说教法时最好能说明在本课教学过程中贯彻什么教学原则,采用什么教学模式,并做出必要的解释和说明.如果巳形成了独特的教学思想和教学特色,最好单独列出.例如,SEFC Bl L37的说教法可表述如下.

中彩那天说课稿范文英文版（九）：

各位评委X午好!
我说课的题目是义务教育课程标准试验教科书《XX》*年级*册第*章确定为本节的重点
教学难点：根据（知识**特点、学生已有知识储备或理解能力）确定****为本节难点.
根据以上教学目标将详讲***,略讲****,以突出**重点和突破难点
二、说教法：
根据以上教材分析,为促进学生的**能力发展,对****知识将采用***教法,为落实重点采用**教法；为突破难点采用**教法；等等.
（注重启发式、讨论式,实现因材施教）
三、说学法：
为使所学知识能较好的纳入学生已有的知识体系,促进学生的智能发展,对**知识将分别采用（材料分析法、读图发现法、归纳总结法等等）
为落实教学目标将着重做好以下练习：对****知识通过填空、连线、材料、表格、选择、读图等进行训练
四、教学过程：
1、（创设情景、激发兴趣、复习回顾等）,导入新课
通过****来（创设情景、激发兴趣、复习回顾等）导出本节课所学知识,板书课题
2、（导学结合、图文研习、探究发现等）,讲授新课
注意：a各步骤清晰流畅
b用多媒体时语言是：媒体展示（材料、地图、练习等）
c学生活动和教师活动明确,活动说明意图（围绕三维目标）
d框题间要有过渡语言
e有创新的做法着重说
f告诉评委：以上是我的板书设计（条理、知识主干、创新不是简单的知识点排列）
3、课堂小结：（回顾小结、指板书小结、媒体展示脉络小结、学生自我小结等）,并指出重、难点.
4、巩固练习：（此步有无可根据教学过程调节）
5、作业设置：
以上是我的说课内容（或说课完毕）,谢谢各位评委!

中彩那天说课稿范文英文版（十）：

PEP小学英语五年级下册第一单元教案
吉水县实验小学 袁润苟
This is my day Lesson 1
一、教学重点：
动词短语：eat breakfast,do morning exercises,have English class,play sports,eat dinner.
句型：When do you do ...? I usually...at.
二、教学难点：
单词exercises和usually的发音较难掌握：exercises可以让学生分音节由慢到快的模仿发音；usually先让学生着重练习/V/的音,再完成整个单词的发音.
课前准备：
动词短语eat breakfast,do morning exercises,have English class,play sports,eat dinner的图片(下面标有相应的英文).
录音材料：Let’s start,Let’s learn,Let’s chant,五年级上册第二单元B部分歌谣.
三、教学过程：
Warm up (热身)
活动一 猜时间
教学参考时间：2-3分钟
教师在黑板上画一个大钟表的图,不要画上时针和分针,自己站在前面,张开手臂演示一个时间,注意演示时将一直手臂缩短一些表示时针,然后提问：What time is it?引导学生用It’s...回答.
请几名同学进行演示,其他同学说出相应的时间.
Review(复习)
活动二 复习短语
教学参考时间：5分钟
教师播放五年级上册第二单元B部分歌谣课件,学生一起说唱.
教师提问：What do you do on Saturdays?引导学生说出学过的动词短语.
出示Let’s start部分插图,请学生分别说出图中示意的短语(可以不按顺序),当一名同学说到一个短语时,其他同学要指向相应的图.
教师播放Let’s start部分录音,引导学生根据听到的内容在相应的图下写出自己做这件事的时间.
引导学生理解When do you...?的意思.
Presentation (新课呈现)
活动三 学习单词
教学参考时间：5分钟
显示Let’s learn中三个大闹钟的插图以及五个动词短语,说：What do they do every day?播放动词短语的录音,引导学生根据听到的内容,显示的画面和短语的拼写找出相应的图和短语,同时一边重复英文的发音,一边模仿画面中人物的动作表演出短语的意思.
点击do morning exercises,学生跟读,exercises一词教师可以带领学生分音节读由慢到快的教.
教师用简笔画画出太阳,领读：eat breakfast；再在旁边画一个月亮,领读：eat dinner；然后教师说：I eat breakfast at 7:00 in the morning. I eat dinner at 8:00 in the evening. 从而让学生正确理解eat breakfast和eat dinner的意思.如果学生学得快,可以引入短语eat lunch—I eat lunch at 12:00.
进行看谁反应快的游戏.教师说：I eat breakfast,学生马上说：at 7:00 in the morning.教师说：I eat dinner,学生要说：at 8:00 in the evening. 教师如果说：I eat lunch,学生应接：at 12:00.
词组学习：have English class,play sports ,请学生跟读.
活动四 学习句子
教学参考时间：5分钟
教师播放Let’s learn部分对话录音,学生跟读,并说出句子的意思.
教师示范单词usually读音,学生模仿,注意强调/V/的发音；解释意思：通常.
两人一组朗读句子.
教师板书：
play sports 3:30
have English class 9:00 in the morning
eat breakfast 7:00 in the morning
eat dinner 8:00 in the evening
When do you ... ...? I(usually).at ... :...
提问：When do you eat breakfast?
When do you have English class?
When do you eat dinner?
学生在提示下回答：(尽可能让更多的同学参与)
I usually eat breakfast at 7:00 in the morning .
I usually eat dinner at8:00 in the evening.
I usually have English class at 9:00 in the morning.
组织学生两人一组用所学动词词组,根据实际情况说说自己的作息时间：
I(usually).at ... :...
Let’s play (趣味操练)
活动五 表演活动
教学参考时间：3分钟
学生两个人一组配合表演动词短语,一人表演,一人在其身后说出这个动作的名称.
学生三人一组进行表演,第一个人表演动作,第二个人表演时间,第三个人说出句子.
活动六 拼词比赛
教学参考时间：3分钟
教师逐一说出以下单词的字母(速度慢一些)：exercises morning English sports breakfast dinner eat class have when 学生随时举手继续将单词拼完,并大声说出单词的发音和意思,比比看哪组完成的单词多.
活动七 小组调查
教学参考时间：3-4分钟
教师为每组提供调查表
do morning exercises eat breakfast have English class play sports eat dinner
Time
屏幕显示问答结构：A：When do you do ...?
B：I usually .at ... : ...
(2) 学生两人一组完成调查表,教师巡视指导,尤其帮助学生进行问句的表达.
Consolidation and extension 巩固与扩展
活动八 练一练
教学参考时间：5分钟
(1)活动手册P1—1 Listen and match.
a、学生两人一组,说说五幅图表示的短语：eat breakfast； do morning exercises； have English class；have sports；eat dinner
b、读出图中的5个点钟.
c、教师播放录音两遍,第一遍学生连线,第二遍检查.
活动手册P1—2 Listen again and finish May’s timetable.
请学生根据上一题的连线内容试着完成May’s timetable.
教师播放录音,学生检查自己的完成情况,注意检查单词的拼写.
活动九 说唱歌谣
教学参考时间：5分钟
出示P2 Let’s chant部分内容,学生两人一组通过查阅单词表讨论每句话的意思.
请个别同学说出usually和sometimes的意思.
教师播放歌谣录音,引导学生跟录音拍出节奏.
学生一齐跟录音拍手说唱歌谣.
活动十 小结
教学参考时间：2-3分钟
学生跟录音齐读Let’s learn部分的短语和句子.
五、板书

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