『壹』 請高手幫我寫一篇小學英語公開課的教案
您自己改改，綜合一下
一、Aims and demands：
1.Learn the new words：
walkman comic watch radio computer scarf sticker hair clip locker apple pear a pair of sunglasses beside snake can coke trainer pet goldfish ck chicken rabbit yours mine hers theirs ours
2.Drills：
(1).Do you have……?
Yes,I do./No, I don』t have any.
(2)Whose ……is this/that?
Is it yours, Nick?
No, It』s not mine. It』s _______.
(3)Whose……are these/those?
Are they yours, Andy?
Yes, they are mine.
3.To master and use 名詞性物主代詞 correctly.
二、Important and difficult points:
To master the new words and drills
to use the two kinds of pronouns correctly
my your his her its our your their
mine yours his hers its ours yours theirs
三、Methods：
1.Listening
2.Reading
3.Speaking
4.Writing and drawing
5.Acting as much as possible
四、用5個課時完成這一單元的教學。
The First Period (Listening)
准備：課前准備八幅圖或一些實物：
球、圍巾、眼鏡、電腦、小刀、CD、手錶和發夾。
Step1 Revision:
Ask some students to come to the front and act out some dialogues.
Step2 Present: 用實物或圖畫呈現： ball, scarf ,A pair of glasses, computer, sticker, CD, watch and hair clip 向學生介紹這些實物的英文單詞，並將單詞寫在黑板上。
Step3 Practice:
1.Listen to the tape
2.Let the students read after the tape
3.Ask the students to make dialogues with the things and pictures
S1:What』s this?
S2:It』s a……
S1:What are these?
S2:They are 厖
S1:Is this a?.
S2:Yes,it is./No,it isn』t.
S1:Are they厖?
S2:Yes,they are./No,they aren』t
S1:Do you have a/any厖?
S2:Yes, I do./No,I don』t.but 卙as
Step4Playing games:
Make the students several groups in three or four,
Show the things and pictures, Let students guess what it is. Who can say it out quickly and correctly? Who is the winner? In this way,let the students learn the words easily and quickly.
Step5 Discussion:
Let the students discuss Part B. Using the Pictures and then write down the owners of the things.
Step6 Listening:
1、先提出問題：Who has a ball?然後播放錄音，讓學生帶著問題聽。第二遍播放錄音，並讓學生回答問題：Who has many friends?讓學生聽第三遍錄音，將其餘的人物和物品配對，然後討論並核對配對結果。
2、請學生用自己的語言將Part B的信息進行整合，並表達出來。給一到兩分鍾的時間准備，之後請幾位學生上台陳述。
Homework:
1.Please memorize all the new words.
2.write a short passage of no less than five sentences to describe things your friends have. Try to use the new words in this lesson.
用幻燈紙附一份練習：
1. 米莉，2. 你有隨身聽嗎？
Do you ____ ____ Millie?
我沒有，但我的表哥安迪有。
No, I _____.But ___ ___ Andy ____ one.
2.安迪，你有漫畫書嗎？
Do you have ___ ____, Andy?
我有，它們在我的書包里。
Yes. I have ___. They ___ in my school bag.
3.李莉有一條漂亮的圍巾。
Lily ___ a beautiful _____.
4.我的弟弟有一副眼鏡。
____ brother ___ a ___ of ____.
The Second Period(Speaking)
Step1、Revision
1.Go over the words
2.Ask some students to read their compositions
Step2 Present：
拿起自己的書對學生說It is my book .It』s mine.
將這兩個句子寫在黑板上。再拿起一本學生的書，問這位同學 Is it your book?幫助他回答Yes, it』s mine 而對這位學生再次強調It is yours 將your book 和yours寫在黑板上，仍舊拿那位同學的書問另一位學生。Whose book is it?幫助學生回答：It』s his/her book. It』s his/hers 將his book ,his ,her book和 hers 寫在黑板上，用同樣的方法呈現ours ,yours,和 theirs
2．Let the students look at the blackboard .找出形容詞性物主代詞和名詞性物主代詞之間的關系。幫助學生找出關系後在my book和mine之間劃「=」 、
3．列出表格。講清關系，用法
my your his her its our your their
mine yours his hers its ours yours theirs
Step3 look at some pictures and talk about who are they ? what』s it? What colour is it?
Step4 Listen to the tape and answer the following questions
Whose ball is it?
Whose ball is black?
What colour is Peter』s ball?
Step5 Open the books and practise the dialogues
Step6學生三人一組，用一隻棕色球或一支黑鋼筆或其他東西，Make up some similar dialogues讓幾組學生到前面來表演。
Step7 Play a game
隨堂搜集一些學生的學慣用品，裝在一個袋子中，請一名同學上前來，從袋子中任意摸出一樣物品，然後在全班范圍內尋找物主，通過這個游戲讓學生操練使用物主代詞。
S1:Is it yours ?
S2:No it』s not mine .It』s his /hers/ theirs
No , it』s not ours .It』s_____』s
S3:Yes, it』s mine
Step8 Homework
Listen to the tape and recite the dialogue.
補充練習，單詞拼寫。
單詞拼寫
1.This is _____(我的) pen. That』s_____(你的)
2.Where are ____(他們的) clothes?
3.This book is not_____(我的) clothes?
4.______(他們) are new students
5.Please look at_____(他們)
6.Let _____(我) have a book.
7._____(誰的)shoes are these?
8._____(我的) bike is black. What about ____(他的)?
9.Are these _____(你的) flowers?
No, they aren』t_____(我的) . They are _____(他的)
10.What』s the name of _____(他們的)teacher?
_____(她的) name is Miss Gao.
The Third Period
Step1 Revision
Go over the drills We learned in the last period .
Excuse me ,is this your pencil-box?
Yes, it』s mine
No, it』s not mine It』s hers/ his /_____』s
Step2 Learn new words
1.用實物或圖片教授生詞
thing , locker , apple , pear , some snacks ,
sun glasses, teddy bear , basketball , a can of coke , trainers
2.同時用問答的形式與學生交流。
如：Do we have lockers in our school?
Do you like apples.
I like pears very much.
I like pears very much.
What about you?
3.用教室內物品或學生的位置關系來教授新介詞
behind, beside ,on the right of
4.Read the new words and do more speaking
Step3 Listen to the tape and answer questions
1.What school are the students in?
2.Who has some apples in his locker?
第二遍播放錄音，要求學生跟讀，再讓學生自由大聲朗讀
3.在黑板上畫四個小朋友，分別寫上Lily, Millie , Nick 和Peter 的名字，讓學生默讀後，試將文中提到的物品按人物歸類
Step4 Practice:
Ask some students to come to the front, According to the pictures and things, try to retell the text. At the same time, fill in the blanks on the slide shows
In Beijing Sunshine _____school, there are some _____for students. The students can put _____things in the lockers .In Lily』s, there is an ____and some pears .Behind the pears , there are some _____. She also has a pair of_____ in her locker. What about Millie ? What does she _____in her locker? She has a bear in it. On the _____of the bear, there are some CD』s and hair clips. Boys _____have many things in their lockers
Nick has a _____ in his locker .He also has some_____ books. Peter has a tennis racket. There are cans of ______beside it. The boys also have their _____in their lockers
Step5 Homework
(1) Read the text and recite it
(2) Listen to the tape and Do Exs on Page101
The Fourth Period
Step1 Greetings
Step2 Revision
Ask and Answer
1. What do you have in your desk?
I have __________
2. What does Andy have in his /her pencil-box?
He/she has ____________
3. Whose walkman is this?
It』s mine (yours, hers, his)
4. Whose rackets are these?
They』re mine (yours, hers, his )
5.提問與課文內容相關的問題，以復習課文
如:1.Are there any lockers for students in Beijing Sunshine Secondary School?
2.What』s in Lily』s locker?
Step3 Present.
1.Look at the pictures and talk about them
What』s this ? Whose is it ?
What are these ? Whose are they ?
2.Fill in the blanks 用正確的物主代詞完成對話 ，讓學生說出答案，然後集體訂正 ，歸納總結物主代詞的用法。
3.Let the students read the dialogue together, one by one ,or in a group of three or four
4.Ask some students to come to the front and act out the dialogue vividly. Some can make up similar dialogues
Step4 Do some exercise on the slide shows.
句型轉換：
1.I have a comic book in it. (用the girl 替換主語)
The ____ ____a comic book in it.
1. she has a pair of sunglasses in her locker (對畫線部分提問)
What ____ she ____in her locker ?
2. Nick has a computer in his room . (改為一般疑問句)
____Nick ____ a computer in his room?
3. Whose watch is this?(改為復4. 數形式)
Whose___ ___ ___?
5. I have some stickers.(改為否定句)
I ___ ___ ___stickers.
6．Whose flowers are these ?(同義句)
Whose ___ ___ ___ ?
Step5 Homework :
1.Listen to the tape and read the dialogues.
2.Do Exercise in the WB
The Fifth Period
Step1 Greeting
Step2 Revision
Revise the new words and drills
Step3 Have a dictation .
單詞 comic watches scarf sticker snake can trainer pet goldfish chicken rabbit beside locker theirs
片語 1.a pair of sunglasses
2. an old watch
3.beside the apples
4.behind your trainers
5.a ck pet
6.two goldfish pets
句子 1.你有一塊橡皮嗎？不，我沒有。但Lily有一塊
2．這把尺是你的嗎？是的。
她的在她的文具盒裡。
3．這些是誰的梨子？是他們的。
4．我們的電腦在桌子 上面，你們的在哪呢？
Step4 Pronunciation
Open the books and look at the picture.
學習總結輔音音素
[z] [r] [s] [h] [θ萞 [w] [j]Step5 Practise the dialogues on Page 61
What do you often do at the weekend?
I often read books at home.
Do you often visit your friends? Yes,I do
Do you go fishing at the weekend?
No, I don』t.
Step6.Homework
完成P61的調查表 My classmate』s weekend
Unit 8 單元測試
1． 選擇劃線部分讀音不2． 同3． 的選項（5分）
( ) 1. A. happy B. family
C. what D. can
( ) 2. A. job B. comic
C. doctor D. walkman
( ) 3. A. locker B. hers
C. others D. secondary
( ) 4. A. coke B. door
C. ball D. floor
( ) 5. A. look B. good
C. too D. book
二．詞彙
A） 根據句意或首字母填入所缺單詞（7分）
1. Do you have any comic b_______? What a______ your sister?
2. Nick』s c_______ has a basketball.
3. Millie doestn』t have any hair c______. But Lily h_____ some.
4. These are their rackets. O______ are in the classroom.
5. What d_____ Li Fen have in her box?
B) 用所給詞的適當形式填空（8分）
1. _________(who) model plane is this?
2. -Is this your _______ (brother) photo?
--No, it』s_______(my)
3. What _______ they_______(have) in their lockers?
4. Could you give tow _______(can) of Coke?
5. There are three _______(pair) of trainers . Whose are they?
6. The students don』t have _______(some) pets.
三、選擇正確的答案
（ ）1.---they have a basketball?
---No, they don't have _____.
A. Are, one B Are, a
C. Do, one D. Do, a
( ) 2.---Do you have any story books?
---Yes, I have _____.
A. books B. any
C. some D. a
( ) 3.Are these pictures_____?
A. your B. yours
C you D. yours'
( )4.We_____any pets
A. don't have B. have no
C. have not D. aren't have
( ) 5.There _____an apple and some _____on the desk
A. is, watchs B. is ,watches
C. are, watchs D. be, watches
( ) 6.My brother has two _____ in his room.
A. pair of sunglass
B. pairs of sunglass
C. pair of sunglasses
D. pairs of sunglasses
( )7.What_____the girl ____in her box?
A. do , has B. does , have
C. do , have D. does , has
( )8._____the left of the old man , there is a tree.
A. On B. In
C. At D. Beside
( )9.In_____,there are some red hair clips.
A. Lily box B. Lily's box
C. Lilys' box D. the Lily's box
( )10.The purple flowers aren't ______.
They are ______.
A. our , their B. ours , their
C. our , theirs D. ours , theirs
( )11.I _____snacks.
A. have no B. am not have
C. have not D. not have
( )12.These aren』t _____pets. They 『re_____.
A. he』s , hers B. his , her
C. his , hers D. his , she』s
( )13.______the boy beside the window?
A. Whose is B. Which is
C. Who』s D. Where』s
( )14.---What』s that?
---Let me _____. Oh , it』s a rubber.
A. have look B. see
C. to look D. to see
( )15.---Is this locker_____ or ______?
---It』s Millie』s.
A. Millie匧ily
B. Millie』s匧ily
C. Millie匧ily』s
D. Millie』s匧ily』s
四．根據漢語意思完成句子（10分）
1．------尼克，這個飛機模型是你的嗎？
------不是我的。
----Nick , is this ______ plane ______?
----No , it isn』t _______.
2. 你們有表嗎？
_______you have ______watches?
3. 米莉的儲物櫃里有什麼？
What ______ Millie ______ in her locker ?
4. 在游泳池旁邊有為學生准備的櫃子。
Beside the _______ pool , there are _____________ students.
五，句型轉換（15分）
1． What』s the Chinese for 「VIP」?(改為同2． 意句)
What』s VIP _____ _____ ?
2. This shirt is David』s.(對劃線部分提問)
Whose _____ ______ shirt ?
3. The woman in the red blouse is Lucy』s mother .(對劃線部分提問)
______ ______ is Lucy』s mother ?
4. I have no hair clips. (改為同意句)
I _____ _____ _____ hair clips.
5. Whose rackets are these? (改為同意句)
Whose______ ______ rackets?
6. These snacks are his . (有Tom 改為選擇疑問句)
______ these snacks ______ ______ ______ ?
六，用適當的代詞填空（5分）
Tom : Is this pen _____ , Jim?
Jim : Let me have a look . Oh , it isn』t ______ . ______ pen is blue .But Lucy has a pen like this . I think it』s _____ .
Tom : Where is ______?
Jim : She is on the playground .
Tom : Let』s go and find her .
七，完形填空（10分）
Hi , I am Liu Ying . Do you ____ me? Today I am ____ a green shirt and brown trousers.
This is _____ dog . It _____ two black eyes. I like _____ very much .We often together . That』s my grandfather. _____ is very good .He is wearing black shoes. He looks after his _____everyday. His bird is very beautiful. It』s a black bird .I like my _____ dog, and my grandfather ______ his black bird.
( )1. A. look B. know
C. guess D. listen
( )2.A.wearing B. putting
C. wear D. put on
( ) 3.A.his B. her
C. my D. mine
( )4.A.have B. has
C. are D. there are
( ) 5.A.its B. they
C. it's D. it
( ) 6.A.playing B. play
C. are D. studying
( ) 7.A . He B. She
C. It D. He's
( ) 8.A.dog B. bird
C. goldfish D. rabbit
( ) 9.A.black B. white
C. green D. brown
( ) 10.A.like B. is like
C. likes D. to like
八、閱讀理解
A : I have some clothes here. Whose are they?
Look ,here's a blue sweater .Is this yours , Ann?
B: It's not mine .Mine is black .I think it's his.
C: Yes, it's mine, Mr Smith
A: Here you are, Jim. You must look after your things!
now, this blouse, whose is this white blouse?
D: It's mine, Mr smith.
A: Ok, here you are. Put it on, please. What about these
grey socks? Are they yours, too, Amy?
D: They look like mine, but not. I think they're Mary's.
A: Is that right, Mary?
E:I I think the red ones are mine, the grey ones are
Bruce's.
A: Here you are, Bruce! You must look after your things!
Oh!, where is my brown hat?
B: Here it is! On your head!
A: Oh, dear! Thanks a lot. Let's go and play together.
( ) 1.Whose is the blue sweater ?
A. Ann's B. Jim's
C. Amy's D. Mary's
( ) 2.How many children are there in the dialogue(對話)？
A. Four B. Five
C. Six D. Seven
( ) 3.Who is D?
A. Mary B. Jim
C. Bruce D. Amy.
( ) 4.What colour is Mr Smith's hat?
A. Brown B. Grey
C. Blue D. Black
( )5.Where is Mr Smith's hat?
A. It's on the desk
B. It's in his hand
C. It's on his head
D. We don't know.
九、下列句子各有一處錯誤，指出並改正
1。What's colour is your bag?_______
2.these English books are our.______
3.My rackets are on floor.______
4.Who's are these green pencils?_____
5.The girl in a red hat is Li Ming sister.____
十、根據短文意思填入單詞
L__1__at this picture. The girl i__2__a red blouse is
Wei Ha. She is in NO.15 M_3___ School. There is a m_4___
near her. W_5__ he? He is Wei Hua's father. He is forty.H_6__
mother is behind her.T_7___ look very happy. Wei Hua h___8__
a little cat.I__9__ colour is w__10__ .What a nice picture!
或
Topic: Lesson 7 Whose watch is it ? Let』s talk
Grade: Grade 4 Teacher: Lijuan, No.8 primary school Teaching aims:
1. master the sentence structure : Whose … is it? It』s … watch.
2. master the using of 「his and her 」
3. can say some dialogues about finding the owners
Main points:
1. ask and answer about 「 Whose watch is it ? It』s his watch.」
2. use 「 his 」 and 「 her 」 correctly.
Difficult point: use different pronouns to make the dialogue freely.
Teaching aids: pictures, cards, toys, tape, CAI
一. Warm up
1. Greetings: Hello, everyone. I』m your new friend. My name is Lijuan, you can call me Miss Li, Miss Li. Hello, boy. Hello, Miss Li. Hello, girl. Hello, Miss Li. How are you? I』m fine, thank you . OK. Class begins! Hello, boys and girls. How are you? What』s the weather like today? Do you like the weather? It』s sunny and warm.
2. Communication: Let』s know each other. I ask you one question and you can ask me ,Ok? Let』s start. What』s your name? How old are you? Where are you from? What class are you in? Is this your nose? Do you like English? Yes, I like English. And I like English songs. Let』s sing a song ,OK? ABC song .
二. Presentation
1. Lead-in: Whose shoe is it?
Now I』ll show you a story. The story』s name is 「 Whose shoe is it ?」 ( play the slides )My name is Cinderella. I have to work everyday. My mum and sisters go to a party. I want to go. Don』t worry. A beautiful dress for you . Here are shoes. Come back at 12. All right. Cinderella is very happy. She meets the prince and dance with him. Now it』s twelve. Cinderella run away. The prince is sad . He wants to know 「 Who is she ? Whose shoe is it?」 What』s the meaning?
whose, h-h-whose, wh-o-se. whose shoe is it? Whose pen, pencil, book, is it ? It』s her pen. The girl we say 「 her 」 .
『貳』 英語繪本教學設計
因為負責了英語興趣小組，所以我就想著正兒八經的給他們上一上繪本，讓他們知道繪本是什麼。
<Tiger is coming>教學設計
一、文本解讀與學情分析
1. 文本解讀
Tiger is Coming選自《麗聲北極星分級繪本第一級上》中的一個故事類讀物，講述了小動物們在老虎來襲時，如何智慧地躲藏和應對的故事。
（1）[What] 主題意義和主要內容
繪本主要講述了小動物們在老虎來襲時，如何智慧地躲藏和應對危險的故事。故事中，小動物在窗前看到老虎來了，紛紛根據自己的特點躲藏在房間的不同地方。老虎進入房間後，大吼一聲。這時，小動物們拿著蛋糕，跳了出來並對老虎說：「生日快樂！」從而化險為夷。
（2）[Why] 寫作意圖
作者通過描述小動物們在老虎來襲時，如何智慧地躲藏和應對的故事，讓小讀者們學會如何在危險來臨的時候，智慧應對。
（3）[How] 文體結構和語言修辭
本文使用一般現在時展開故事的敘述，可以分為Start，Problem，Solution三個部分。開始部分寫到小動物在窗前向外觀看，發現老虎來了，紛紛躲藏起來；中間部分寫到小動物根據自己的特點躲藏在房間的不同地方，特別是斑馬，躲藏在和自己條紋一樣的窗簾旁，體現出小動物的智慧；故事結尾，老虎闖進了房子，小動物們拿著蛋糕，跳了出來並對老虎說：「生日快樂！」從而化險為夷。故事以___ and ____ hide beside/ behind/by/... 結構呈現，在教學中可以用Who can you see? 和Where do they hide? 引導學生理解故事內容。本文出現的動物類單詞有：Cat and Bird，Fox and Panda，Dog and Monkey，Giraffe and Rat，Zebra。本文通過小動物躲藏的地方，引出方位詞：behind，under，by，beside，in，和房間物品的詞彙：chairs，bed，table，door，curtains。
2. 學情分析
本節課的授課對象是三年級的學生，已學習了動物詞彙如：cat, dog, monkey, bird，學生思維活躍，善於思考，對英文閱讀有一定的興趣。但三年級學生的詞彙量比較少，對繪本中的方位介詞和傢具單詞的理解於他們而言，有一定的難度。大部分學生雖然樂於思考，但受到語言的限制，不能准確的表達個人的觀點。如何讓學生享受繪本閱讀的過程，並理解故事情節以及故事背後寓意是本節課的教學重難點。
二、教學目標
1. 能通過繪本圖片認識動物新詞「giraffe, rat, fox, zebra」和傢具名詞「bed, table, curtain, door, chair」；能夠在教師的幫助下理解方位介詞「beside, behind, by, under」的意思。
2. 能夠理解繪本故事的大意，感受繪本傳達的感情；能夠在教師的引導下，用核心句形「... and .. hide ...」來表演繪本故事。
3. 基於已有的生活經驗，預測故事情節，在教師的引導下能展開聯想和討論，發展閱讀技能；運用讀圖預測、小組討論等策略，引導學生理解繪本內容，發展邏輯思維能力。
4. 通過繪本閱讀，讓學生學會如何在危險來臨的時候，智慧應對。
三、教學重難點
1.教學重點：能在圖片的幫助下，提取圖片主要信息，理解故事大意；能夠聯系生活，當危險來臨的時候，能夠隨機應變、智慧應對。
2.教學難點：理解四個方位介詞的含義；使用核心句型「... and .. hide ...」來復述繪本故事。
四、教學准備
故事書、多媒體課件、貼圖、故事角色頭飾等。
五、教學過程：
Step 1 Pre-reading
1. Sing a song
(1) 教師與學生齊唱歌曲：On, in, by, under。
(2) 並提問：What』s the song about?
【設計意圖：通過一首朗朗上口的歌曲讓學生初步感知方位介詞。】
2. View the cover: 教師引導學生觀察封面，學生回答教師提出的問題
(1) What can you see on the cover?
(2) Where are they?
(3) What is the title?
(4) How do the animals feel?
(5) Guess: What will they do?
Step 2 While-reading
1. 師生共讀P2：
(1) 展示P2圖，讀圖提取信息：Who else do you see in the picture?
(2) 驗證猜測：What do the animals do?
(3) 預測：Where may they hide? (小組活動)
【設計意圖：呈現繪本第二頁，讓學生認識故事的其它角色，並在驗證之前的讀圖猜測，並展開聯想：如果老虎來了，動物們會躲在什麼地方？激發學生的閱讀興趣，同時發展學生發散性思維能力。】
2. 學生自讀P2-8：
學生帶著問題「Where do the animals hide?」自行閱讀繪本P2-8。
【設計意圖：給予學生自主閱讀繪本的時間，獲取繪本中的細節信息。】
3. 師生共讀P3-6：
(1) 教師帶著學生逐頁地細讀繪本P3-6，並通過提問引導學生關注重要的信息：
Who are they?
How do you know that?/Why?
Where do they hide?
根據學生的回答，教師移動板書，並通過板書及學生的體驗使其掌握4個介詞短語。
(2) 教師帶著學生讀P7-8，並提問：
There is no time for Zebra to hide. What can he do?
Why can he hide there?
4. 閱讀P9-11：
(1) 教師帶領學生讀P9並引導學生預測：
Tiger comes in. What will happen?
(2) 學生自行閱讀P9-11，並回答問題：
What do the animals do?
設計意圖：教師引導學生預測故事結局，發展學生想像能力。】
5. Think and share
小組討論：What do you think of Tiger?
What do you think of the animals?
What did you learn from the story?
【設計意圖：通過提問，引導學生聯系生活，如何在危險來臨的時候，智慧應對。】
6. Listen and repeat
Step 3 Post-reading
1. Reader theater: 教師採取「讀者劇場」的形式，邀請學生扮演故事中的角色。（小組活動）
【設計意圖：回顧故事的整體結構，強化學生對文本的認知，同時從核心語言結構上進行運用，內化語言知識。】
2. Homework：
(1) Finish the reading log.
(2) Share what you learned from the story with your classmates.
『叄』 小學英語全英文說課稿
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 ring 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.
『肆』 小學英語課堂教學設計
一、 教學目標：
1. 能夠聽、說、讀、寫句型：
Where did you go on your holiday ? I went to Xinjiang.
2.能夠在實際情景中正確運用所學對話。
二、教學重點：
四會掌握句型：
Where did you go on your holiday ? I went to Xinjiang.
三、教學難點：能夠在實際情景中正確運用所學對話。
四、教具：錄音機、錄音帶、相關圖片、地名卡片和單詞卡。
五、教學過程：
Step 1: Warm-up:
1． Greetings
2． Listen to the song : A Trip to China
Step 2: Revision:
1． Game : Good brothers
將全班學生分為兩大組，教師針對上節課所學的五個動詞短語做動作，學生搶說其過去時，反應較慢的一組學生說出其原形。
2．Ask and answer
教師抽取A Let』s learn部分的短語卡片，兩組學生輪流問答：A: what did you do on your holiday? B: I took pictures/….
Step 3: Presentation:
1．T: I often go to Songyang Park on the weekend. Do you often go to the park, too?
Ss:….
T: Where did you go last weekend?
Enable the student to answer with 「I went to ….」
( 板書這兩個句型, 讓學生理解Where did you go…？並帶讀。 )
2. T shows some pictures of Shaolin Temple, Songyang Park, Shenquan Square etc.and asks the students to practise in pairs.
A: Where did you go last weekend?
B: I went to ….
3. T：What did you do there? ( 強調there的讀音並釋義,帶讀。)
Ss: I ….
4．T shows the pictures of Beijing, Shanghai, Guilin, Xinjiang etc..
T: Have you ever been to Xinjiang ?
Ss: Yes / No.
T: John went to Xinjiang last year. The people in Xinjiang like singing and dancing. Do you want to know what John did in Xinjiang? Let』s look at the book and listen to the tape.
Step4. Practice:
1. Listen and emitate the dialogue.
2.Read after T: Fast and low speed.
2. Role read the dialogue in pairs.
3. Write the dialogue.
4. Read and recite the dialogue.
5. Talk show.
Step 5.Consolidation and extension:
1．Make a dialogue.
教師將一些地名卡片和上一課時的動詞短語卡片出示在黑板上，讓學生自行選擇，並進行如下替換練習：
A：Where did you go on your holiday?
B: I went to Shanghai.
A: What did you do there?
B: I ate good food.
2. Act out the dialogue.
Step 4: Sum-up:
Step 5: Homework:
1. Recite and write the dialogue.
2. Make a new dialogue with your partner. 更多的小學英語教學設計，請登錄《小學教學設計網》
『伍』 急求小學英語教學設計範文或模式，要英文版的。
English lesson plan
http://esl.about.com/od/esleflteachingtechnique/a/lesson_format.htm
『陸』 小學英語[e]與[ei]的語音活動教學設計
字母的讀音 首先，我在講授字母的讀音時，為了讓學生對英語字母音的構成有一個感性的認識，同時，也為後面的音標教學打下一個良好的基礎，我把字母的名稱分解成音素。比如，在教學字母B時，我採用[b] +[ i:] = [bi:]的方法，以便幫助學生發好字母的讀音。 其次， 在講授字母時，我及時把字母按讀音（共同音素）歸類。如下表出示：[ei] A H J K[ai] I Y[ju:] Q U W[ i:]B C D E G PTV[e] F L M N S X Z例如，我在講到字母"N"時，就可以問學生："我們學過的字母中，有哪些字母與它有共同的音素？"這時，學生會對這一從未接觸過的概念感到摸不著頭腦。接下來，我便換個具體的問法："大家看看這兩個選項中，哪個正確呢？A. a, h B. l, m"由此，讓學生把已學過的字母按照其讀音的不同歸歸類。這樣，既有利於字母發音的准確，作到有規律可循；又對學生起到了一個引導的作用。最後，每個字母都要用升調、降調兩種形式來讀，使學生對英語的升、降調有個初步的印象。如：A ↗A ↘B↗B↘等。2、母音字母和輔音字母 母音字母在單詞中出現最多。同時字母A、E、I、O、U、的名稱音，是26個字母中包含最多的音。讀准母音字母的名稱，既便於糾正其他字母的讀音，又有利於日後對單詞發音規律的學習。例如，H、J、K三個字母都包含有[ ei ]音，讀准字母A的名稱，那麼三個字母的名稱就比較容易讀准了；再如，cake, he, bike, go, use等單詞中，劃線的母音字母都發其本身音。因此，五個母音字母是字母的教學重點。輔音字母的名稱都是由兩個或兩個以上的音素構成的，在輔音教學時，最好分解出所包含的音素。如字母X，由[ e ][ k ][ s ]=[ eks ]構成的。在上課時，我便讓學生先觀察老師的口形，逐一地模仿每個音素；同時，我用通俗簡單的言語解釋給學生，並用動作示意學生：讀[ e ]時，將一個手指夾在上下齒之間，把嘴角向兩側"咧"；讀[ k ][ s ]時，"只出氣，不出聲"。學生因此能夠分解出構成字母名稱的音素，並掌握這些音素的正確發音，既有利於掌握輔音字母的拼讀規律，也有利於學習音標。這樣，學生在單詞中遇見這些字母時，就知道它們是怎樣的發音，這將大大有利於他們學習和記憶單詞的讀音和拼寫。此外，學生會讀這些音素以後，再教給他們代表這些音素的符號——音標，就會輕而易舉了。二．"三位一體"教學法的第二步：音素教學。音素是語音的最小單位。要學會拼讀，首先要學會音素。在教學中，我利用遷移等規律，通過以下幾種淺顯易懂的方法教授21個輔音音素：① 用"掐頭法"學習字母F、L、M、N、S、X中的輔音音素。如F 的音標是[ ef ]，去[ e ]留[ f ], 就是字母F在單詞中的讀音。② 用"去尾法"學習字母B、C、D、P、T、V、Z J、K中的輔音音素。如 B 的字母讀音就是[ bi: ],去[ i:]余[ b ]就是字母B在單詞中的讀音 ③ 用漢語拼音"正遷移"法學習字母G、H、Y、W、R的音素。④ 用"字母組合記憶"法學習ch, sh, ck, qu的音素，以及母音字母的長音、短音和雙母音。由於音標是音素的書寫符號，因此以上幾種方法，在下面將要闡述的"音標教學"中有具體的體現——三．"三位一體"教學法的第三步：音標教學。小學生在一年級伊始就接觸漢語拼音，也在無意之間接觸了英文字母。然而，兩者在發音上卻相去甚遠。如漢語拼音的f在英語中讀成[ ef ],漢語拼音的x在英語中讀成[ eks ]。正因為如此，小學生在最初接觸英語時會感到有點困難。其次，盡管英文是一種拼音文字，但其發音和拼寫還有眾多不對應的地方。如：cake中，字母e不發音；eight中的gh不發音；cap和 pencil 中的c 分別讀[ k ]、[ s ]。而在漢語拼音中，只要有拼音，就一定讀得出來，而且發音具有唯一性。因此，掌握了漢語拼音的小學生對英語單詞的讀法很不習慣。沒有老師的口授，他們不敢貿然讀一個單詞。而引入音標後，這兩個問題就迎刃而解了。一方面，讓學生知道英語中的音標相當於漢語中的拼音，是來幫助發音的；另一方面，要讓學生們知道，英語音標和漢語拼音一樣，也是有什麼音標讀什麼音。因此，引入音標是語言學習和教學中的必要工具。另外，從語言學習的發展過程來看，使用音標有利於更好地掌握語言，使圖形和聲音相結合，實現了文字的聲音化，有利於音形意相結合。因此，沈陽市版《小學英語》教材的第三冊，安排了國際音標的教學內容，並將其定為本冊教材最重要的內容之一，是四年級學生學習英語的關鍵所在。學生在此階段打下的基礎，將對其英語學習的前途起到直接和決定性的作用：基礎牢固，則會受用終生；反之，則會"後患無窮"，難以"從頭在來"，反而使"小學開始學外語"起到反作用。由此，小學英語教師便顯得尤為重要。首先，教師要對音標教學予以足夠的重視。然後，便要進行具體、實際的工作了。總的來說，在小學階段進行音標教學，教師應盡量避免講解過多的原則和理論，而是應把這些抽象單調的知識轉化為形象、具體的知識塊，讓他們在原有知識的基礎上進行知識遷移。第一、 字母、音標二合一教學法1、 26個字母中，有5個字母A、E、I、O、R與[ ei ]、[ i: ]、[ ai ]、[ u ]、[ a: ]相匹配。在教學這5個音標時，先復習字母，再教其音標，這樣有助於學生記憶和正確發音。 2、採用掐頭法和去尾法學習字母中的輔音字母，慢速讀下面的字母名稱：如Ff [ef] →[e][f]去[e]余[f]，Mm [em] →[e] [m]去[e]余[m]，Nn [en] →[e][n] 去[e] 余[n]，Bb [bi:] →[b][i:] 去[i:]余[b]，Dd [di:] →[d][i:] 去[i:]余[d]，Kk [kei]→[k][ei] 去[ei] 余[k]，Pp [pi:] →[p][i:] 去 [i:] 余[p]，Vv [vi:] →[v][i:] 去[i:]余[v]。以上兩點，不僅有利於學生掌握國際音標的正確發音和快速地認讀，而且有利於提高學生解決"看音標寫字母"這一重點題型的能力，可謂"一舉兩得"。3、巧妙的利用漢語拼音的"正遷移"作用。小學生都有一定的漢語拼音基礎，我便從學生熟悉的地方入手，把漢語拼音中的發音與英語輔音音素進行比較學習。如：在學習字母G、H、Y、W、R在單詞中的發音時，就用對照法抓住它們之間的相似之處，把漢語拼音"正遷移"到英語的輔音音素的學習中，使學生很快掌握了發音。以後接觸大單詞時，也可巧妙地遷移漢語拼音聲母和韻母的拼讀到英語單詞音素與音標的拼讀上，使學生容易地學會單詞的拼讀，並由教師教學的被動過程逐步發展到學生獨立拼讀有規律單詞的自主學習過程。第二 、"藉助單詞"法教學音標（即藉助已會單詞引出其中所含的新授音標），以歸納單詞中母音和輔音。如：apple（蘋果）[' pl]對學生來說是熟悉的、發音容易的單詞。教學時可以這樣：出示相應照片或實物問："What's this in English?""An apple.""Yes.[' pl]."。通過這樣簡單明了的幾步，就把[ ] 有效地講授問了。這樣，教師可以避免生硬地講解發音原則，而學生也輕松愉快地學習了知識。類似apple能幫助教學音標的單詞有：watch[w]、yellow[ j]、peach[t ]、 orange[d ]、 sheep[ ] 、egg[e][g] 、cup[ ]、 face[s] 、nose[z] 、cats[ts] 、hands[dz]、 leg[l] 、boy[ i] 、book[u] 、dog[ ]、 ear[i ]、 door[ :]、 mouth[ ]等。第三、"形象思維聯想"法這一方法，是用來解決48個國際音標中"難點之最"，即極易混淆、難以記憶之音標的。如果說前面種種敘述源於教師自身的知識基礎；那麼這一方法，便源於學生給予的靈感。根據小學生思維直觀形象性強，形象思維高於抽象思維，且求知慾強等特點，在音標難點教學之處，我採取了"形象思維聯想法"，幫助學生輕松、愉快地記憶。如講12個單母音時，我採取了有趣的記憶方法：先引出5個母音音標，見下表： A[ ][ a:]E[ e ][ [ :]I[ i ][ i: ]O[ ][ ：U[ ][u] [ u:]以一位小學生上課為例，坐在椅子上比站起來矮，讀出[e],把他倒過來，他會覺得惡心，讀出[ ]，頭朝下倒得時間太長了，他會覺得更惡心，[ :]，[ ]、[ e ]背對背坐在一起就是[ ]（挨著）。這樣一來，學習音標就化難為易，實行了音義統一，強化了學生的聯想力，巧妙地解決了語音過關問題，使學生在較短的時間內，就能掌握大部分讀音規則，學會讀音標，從而具有了初步的自學能力。果然，在日後教授最難記憶的音標時，我讓學生自主地展開豐富的聯想。孩子們的形象思維的確獲得了未預料到的效果。如音標：[ ]、[ ]-[ ]、、[ t r ]-[ d r ]、[t ]-[d ]等。現將學生們的"形象思維聯想"成果列舉一二。①[ ]："左邊的音，寫法象耳朵。想到'愛護自己的耳朵'，就想到[ ]（愛耳）了。"②[ ]-[ ]："老師說過，讀這對音標時，要把舌尖夾在上下牙齒之間。你看[ ]這個音標多象我們把舌頭夾在牙齒之間的樣子！而它是'清輔音'--只送氣、不發音；讀[ ]時，我的口形不變，只要發音就對了。你看[ ]的寫法，多象我發音時，把它給撐破了！"③[ tr ]-[ dr ]："當我把[ tr ]里邊的't'當作'teacher'（老師），再把'r'的寫法稍稍改動一下，讓它變成老師判作業時的'x'時，我就記住了它的讀音（錯）；而對於[ dr ]，我把'd'看作一棵大樹，再把'r'的底部向左上方旋轉90度，它就象啄木鳥的尖嘴，它正在大樹上[dr]（啄）呢！" ④[t ]-[d ]："Miss Guo，你看[t ]裡面的' '就象'f'丟了一筆。哪兒去了呢？啊——是被前面的't'給吃了；我把'd' 也看成是一棵大樹，而' '就象一隻'知了'，它正在樹上[d ] [d ]（支支）叫呢！"這就是孩子們的"形象思維"、孩子們的"豐富聯想"。正是他們幫助我積累了在以後語音教學道路上可以直接採用的、寶貴的教學方法。這是我的財富，並讓我受益匪淺。四．幾點體會"字母、音素、音標"三位一體的語音教學方法，在實際的教學中取得了良好的效果。首先，學生學習英語的興趣更濃了。運用"三位一體"教學法進行教學，可以充分調動學生的積極、主動性，讓他們感受到學習語言的趣味性，從而激發他們學習英語的興趣。其次，學生感到語音學習更容易了。學生的每一步都是循序漸進地進行，而且省時又省力，於是覺得英語好學、容易學好，自然就消除了學外語時常有的排斥心理。第三，教師感到語音教學更輕鬆了。運用"三位一體"教學法進行教學，英語教師在教學中有了清晰的思路、明確的層次，在解決重、難點處還有幾個「絕妙」的「高招」。心中有數，自有章法，教學時自然得心應手、倍感輕松。最後，學生獨立拼讀能力更強了。學生學完母音字母在單詞中的長音、短音後，就可以獨立拼讀元輔、輔元結構的單詞發音了，基本能做到見其形讀其音。如，教師講完a 的短音及相關單詞bag 、cat 、apple 的發音後，學生便能獨立地拼讀出類似的生詞，如 hand 、at、Jack等。而學完第三冊，學生掌握了48個國際音標後，便在老師的指導下，開始拼讀音標詞，到了小學高年級，基本就可以自學單詞、正確發音了。實踐證明，小學英語語音「三位一體」教學方法行之有效，使老師、學生都從中受益。當然，教學工作者還需根據自身及學生的實際情況，進一步將其完善，在不斷的探索中走出自己的路。
『柒』 小學英語教案範文
Unit1 My new teachers第一課時
教學重點
本課時的教學重點是Let』s learn部分的單詞：old，short thin，tall，strong, young, funny, kind等。要求學生能聽懂句型，並結合這些句子表達的情境，學會恰當地替換句中的單詞。逐步學會聽、說、讀、寫單詞：old，short，thin，tall，strong。
二、教學難點
本課時的教學難點是如何利用所提供的對話和情景，以舊引新，讓學生進入學習狀態。Let』s start部分在學生用書當中首次出現，教師應正確理解此部分的輔墊作用，可根據實際教學需要進行使用，並幫助學生熟悉教材內容的變化。
三、課前准備
1．教師准備教學過程中所需要的圖片、聲音、課件，以及本課時的八張單詞卡。
2．准備一些教師的照片或圖片。
3．教師准備錄音機及錄音帶。
四、教學過程
1．Warm－up（熱身）
（l） 教師播放Let』s start下面歌謠的錄音，讓學生聽歌謠猜單元話題，激發學生對新學期第一單元英語學習的興趣。還可以使用四年級上冊第三單元學過的句型：「I have a new friend. He』s tall. He』s strong, too.」並結合相關人物的圖片，引導學生復習 strong， tall， short，thin等詞，為本課時聽、說、讀、寫這些單詞做好准備。
（2）日常口語練習，內容可參考如下：
T：Hello, everyone！ Welcome back to school! Nice to see you!
Ss: Nice to meet you!
(3) 問學生幾個問題，引出本課重點內容。具體會話可參考如下：
T：Hi，everyone！Nice to see you again．What grade are you in now？
Ss：We』re in Grade 5．
T：Do you like your new English books(new classroom, new teacher)？
Ss：Yes！
T： What are we going to talk about in Unit 1？Guess！What』s the topic of Unit 1？
2． Presentation（新課呈現）
（l）教師出示Let』s start部分圖片，介紹說： Rabbit has many new teachers in her school. Do you have new teachers? 引導學生根據情景圖的提示描述新教師。然後教師說：「今天我們將學習怎樣描述新教師。Sarah將為大家介紹幾位新教師，大家在先看一看有哪些是新教師？
（2）出示Let』s learn部分的圖片，向學生介紹說： They are Sarah』s teachers. Describe these teachers．引導學生結合預習部分回答出 strong， tall， short， thin等舊詞，然後結合圖卡向學生呈現新詞：youny，kind old，funny。教師可利用簡筆畫、單詞卡片或實物圖片等—一教授新詞，使學生正確理解、認讀。
（3）教師可播放單詞的聲音，讓學生在聽過一遍後跟讀單詞，逐步掌握正確的讀音。
（4）教師根據以下信息請學生判斷會話中描述的教師是 Let』s learn配圖中的哪一位： Mr Hu is the art teacher. What』s he like？He』s short and thin．完成前面鋪墊的學習任務，讓學 生猜出哪位是Sarah的新教師。教師再引導學生利用 Let』s learn部分所提供的替換句型，描述Sarah的其他兩位新教師，練習鞏固所學新詞。
（4）試著寫單詞。
教師范寫四會單詞，讓學生跟寫或在單詞卡片背面仿寫，達到聽、說、讀、寫 四會掌握新詞的目的。
3．Let』s play (趣味操練)
（1）Let』s find out (找一找)
教師指導學生用所學新詞和句型描述Let』s find out部分幾位教師的體貌特徵，然後找出正確的圖片。完成這項活動後，教師引導學生充分利用八張新詞卡片繼續進行結對或小組活動，如： My new Chinese teacher is tall and strong. Who is he? 讓其他學生選出正確的圖片。
（2）Let』s sing (唱一唱)
教師放歌曲「My new teacher」的錄音，學生跟唱，進一步在音樂節奏中感知新詞。
4．Consolidation and extension（鞏固與擴展）
（l）讓學生做本單元 A Let』s learn部分的活動手冊配套練習。
（2）讓學生模仿Let』s find out部分的錄音，讀給朋友或家長聽。展示不同教師的圖片，讓學生猜出是教哪個科目的教師，然後用所學新詞描述這些教師的外貌特徵。
(3)讓學生參照 Let』s find out部分設計一些謎語讓大家清一猜。可以參考以下語言： She is tall． She』s beautiful． She』s very young． We all like her． Who』s she？
(4)讓學生把新學的歌曲唱給家長或朋友聽。
5. 小結
單詞：old，short thin，tall，strong, young, funny, kind
教案點評：
提供第一課時教案示例。本課時Let』s learn部分主要是通過情景會話，談論美術教師的樣子，來讓學生學習單詞：old，short thin，tall，strong, young, funny, kind等。教學設計適合與學生身邊的人物相聯系，尤其是新老師。可引導學生復習已學過的tall, short, thin, strong等詞彙，再進一步學習本課新生詞。達到描述不同圖片人物的要求。利用一些活動來鞏固知識。教師引導學生充分利用事先准備好的人物圖片，進行結對或小組活動，如： My new Chinese teacher is tall and strong. Who is he? 讓其他學生選出正確的圖片。
Unit1 My new teachers第二課時
一、教學重點
本課時的重點掌握句型是： Who』s your math teacher？ Mr Zhao． What』s he like？ He』s thin and short. He』s very kind要求學生能在相似的情景中完成替換練習。能靈活運用這些句子進行交際。
二、教學難點
Let』s try這一形式在學生用書中第一次出現，但難度不大。學生即使不能夠聽懂句子的含義，只要明白關鍵詞語的意思也能找到正確答案。教師要幫助學生聽錄音熟悉新詞和新句型，感知連讀、失去爆破和弱讀等語音現象。初步培養學生的聽力技能。
三、課前准備
1．教師准備教學過程中所需要的圖片、聲音、課件，人物圖片最好是能夠直接粘貼在黑板上。
2．准備一些教師的照片或圖片。
3．教師准備錄音機及錄音帶。
四、教學過程
1．Warm－up（熱身）
（1）教師放歌曲「My New Teacher」，讓學生感知並復習歌曲中語言。
（2）結合畫有人物不同相貌特徵的教學圖片進行關鍵詞的替換，引導學生復習上一課時所學的新詞，為本課時學習句型做好准備。口語練習內容可參考如下：
A： Good morning/afternoon. Look! Our math teacher is very young. He』s tall and thin.
B： This is our music teacher. She』s young. She』s very funny.
A： Who』s your art teacher？
B： Mr Hu．
A： What』s he like？
B： He』s short and thin！
2． Let』s try and talk (操練)
Let』s try
反復播放Let』s try部分錄音，指導學生根據聲音選出圖中相應的人物。在學生根據錄音內容圈出所描述教師之後，可讓學生看一看他們熟悉老師的圖片，用英語說出他們是誰，用句型：「Who』s he/ she? What』s he / she like? 」提問學生。此後再轉入 Let』s talk部分對話的詳細學習。教師最好能放一句，停一句，並重復錄音中的話語，幫助學生掌握正確的語音、語調。
Let』s try部分錄音內容如下：
① Boy：Who』s your English teacher？②Girl：Who』s your math teacher？
Girl： Mr Black． Boy： Mr Li．
Boy： What』s he like？ Girl： What』s he like？
Girl： He』s tall and strong．Boy： He』s old．He』s very thin．
Who are the two men they are talking about?
Let』s talk
（1）教師播放Let』s learn A中的四句話（聲音見媒體素材的A learn sentences.wav）。教師說：「這位胡老師又瘦又矮，我們找一找圖中的哪位老師又瘦又矮呢？」出示Let』s talk部分的人物圖片，讓學生快速找出Mr Zhao。 然後教師分別說出教師姓氏： Mr Ma／ Miss Liu…．這時先不要求學生描述這些教師，可把該項任務放到對話教學之後。
（2）聽錄音，跟讀Let』s talk部分的對話。引導學生指現圖中的人物Mr Zhao是English teacher, 而錄音中的人物說的是math teacher。
（3）教師再次出示人物圖片，讓學生分別並對人物進行描述，可利用句型：「Who』s this man / woman？ What』s he/she like？」進行操練，先由教師示範，再結對或分小組進行。
Good to know
此部分為選學內容，要求學生了解中西方國家在人名稱呼習慣上的不同。漢語中習慣把姓放首位，名字放在後面。英語國家的人卻習慣把名放在首位，家族的姓氏放在後面，而且有的在兩者之間還有中間名（middle name）。這些不同需要讓學生了解。
3．Consolidation and extension（鞏固與擴展）
（l）讓學生做A部分Let』s talk的活動手冊配套練習。
（2）讓學生默記Let』s talk部分的錄音，將內容說給家長或朋友聽。
（3）讓學生利用新學的文化背景知識，試著與同學進行交流，可分別扮演不同國家的人物。再用英語寫一寫自己扮演的名字。
4. 小結
句型：
Who』s your math teacher？
Mr Zhao．
What』s he like？
He』s thin and short. He』s very kind.
教案點評：
提供第二課時教案示例。課文通過聽聲音找圖片人物、復述對話、操練句型等方式來學習句型是 Who』s your math teacher？Mr Zhao. What』s he like？He』s thin and short. He』s very kind. 這些句子在第一課時已接觸過，本課重點是讓學生進行句型操練。先學會聽懂句型，再進行復述句型，最後靈活運用這幾句話進行交談。教師主要參與學生一開始的聽說部分，引導學生掌握聽英語的技巧，和說英語的語音。在學生最後的活動中，教師只起輔助作用，進行評分和最後的總結。
Unit1 My new teachers第三課時
一、教學重點
本課時需要重點掌握四會句子，要求學生能在相似情景中正確使用。教師需重點強調這些四會句子的規范書寫。
二、教學難點
本課時的難點是Pronunciation。要求教師在正確示範的基礎上，引導學生讀出含有這4個字母組合的單詞並發現發音規律，尤其要強調bl，br的滑音變化。在句子中出現字母組合提示的單詞，在本冊是第一次出現。教師需要加以引導，正確示範朗讀。遇到難度較大的句子，可讓學生明白大意，不強求每位學生都能准確理解意思。
三、課前准備
1．教師准備教學過程中所需要的圖片、聲音、課件，以及本課時的八張單詞卡。
2．准備一些教師的照片或圖片。
3．教師准備錄音機及錄音帶。
4．學生准備本課時所需的單詞卡片和人物卡片。
四、教學過程
1．Warm－up（熱身）
描述教師：在多張教師的圖片中，讓某學生任意抽取一張，對該教師進行描述，其他同學補充。結合所學句型：「He』s tall and thin．He』s our English teacher．」 結合單詞卡片復習所學的四會單詞，可讓學生進行口頭拼讀比賽。
2． Presentation（新課呈現）
Read and write
（l）用圖片展示的方法導入。教師介紹說： Zhang Peng has three new teachers this term． He talks about them with his classmate Tim. Let』s go and have a look！Who are the teachers？
（2）學生自己閱讀課文。然後與同桌分角色朗讀對話，理解對話內容，找出不懂的地方，教師答疑。
（3）教師就對話內容提出問題讓學生回答。再讓學生完成填充句子的練習。
（4）教師指導學生寫四會句子，可以小組或男、女生比賽的方式進行。
3．Let』s play (趣味操練)
Pair work
要求學生看Pair work部分的圖片，理解對話內容。兩人一組，根據圖片出示的句子，製作兩組單詞卡片，要求每組單詞不少於五個。一組為各科目教師，如 math teacher， music teacher等，另一組為描述人物外形的片語，如 thin and tall， strong and short等。製作完成後，一人抽取兩張卡片並提出問題，另一人根據卡片的內容進行回答。答對時，由此人抽取圖片，問另一人。
4．Pronunciation (語音操練)
（1）教師出示一些含有相同字母組合，如 ee，ea等的單詞卡片，要求學生根據圖片或實物讀出這些單詞。在教學過程中要注意引導學生發現字母組合ea和ee在這些單詞里發長音的規律，同時還要特別注意示範bl，br的滑音變化並強調這兩個字母組合發音的區別。
（2）看課件或聽錄音帶，跟讀單詞和繞口令，看圖理解句子大意。
附有本課時字母組合的常見單詞。
/i：/
ea tea meat treat peach seat Jeans leaf meal
ee beef sheep see queen meet jeep street canteen feed green teeth bee bsleep
bl blue blow black block blow blonde
br bread break brown breed brain brick
5．Consolidation and extension（鞏固與擴展）
（l）讓學生做 Read and write部分的活動手冊配套練習。
（2）讓學生聽 Read and write、 Pronunciation部分的錄音，讀給朋友或家長聽。針對語音部分，教師可以找出更多相關單詞讓學生練習四個字母組合的發音，也可以要求學生自己去找。對於找到較多單詞的學生要及時鼓勵。
（3）讓學生參照Pair work說一說，做一做，設計一些有關教師或親友的片語卡片，讓大家來做句子整合游戲。
6. 小結
書寫句子：
Who』s your English teacher?
Mr Carter.
What』s he like?
He』s tall and strong.
教案點評：
提供第三課時教案示例。本課時「Read and write」部分主要是在學生能夠在讀懂對話的基礎上，正確寫出所學句子Who』s your English teacher？Mr Carter. What』s he like？He』s tall and strong．Pair work部分要求學生動手動腦動口，根據圖片出示的句子，製作兩組單詞卡片。並進行對話練習。
學新知導入時，可讓學生描述教師，或進行一些口頭拼讀練習。學生在操練時，要注意讓他們使用所學的新知識。語音的學習雖然在教材是設計在C 部分，但我們應盡量選用此部分。本冊教材第一次將字母組合的單詞發音與句子結合起來，學生可不注重理解句義，只試著快速讀出句子就可以了。
關於我的老師的演講活動
探究內容： 組織學生進行小型的演講。
探究目的： 鍛煉學生寫和說的語言運用能力。
探究形式： 全班。
活動特點：此項活動以座談或比賽形式展現。讓學生充分講述自己的感受或觀點。加強師生間的交流。最好能在教師節時舉行此活動。可以請多位本班的任課老師來旁聽，並參與其中。
活動過程：
1． 每位學生准備100字左右的演講稿，介紹自己的一位老師。要說出這位老師與眾不同的特點。如果能藉助其他素材來說明更好，如圖片、音樂等。
2． 全班同學和諸位老師面前，進行演講。
3． 由老師們談一談感受，或對學生的演講進行評價。
4． 選出表現較好的同學，予以獎勵。
『捌』 小學英語全英文說課稿
小學英語全英文說課稿模板
全英文的說課稿大家會寫了嗎，怎麼寫的呢，下面一起去看看我為你整理的小學英語全英文說課稿模板吧！
Background of English teaching in primary school: It is not a long history that English is as a subject in primary school in our country and the main instructional aims of teaching English in primary school is to cultivate pupils』 basic abilities of their listening and speaking and their good sense of the English language. Our boys and girls are exposed to English for the first time, so it is very important to develop their keen interest in English. I. Contents:
Today I』m going to talk about Part B of Unit 2, PEP Primary English, Book 3. This lesson includes two parts: Let』s talk and let』s practice. In section 1, it mainly deals with the dialogue about 「What』s in the schoolbag?」 and the answers. And in section 2, it provides a real situation for the Ss to prastise the pattern: How many +n.(pl.)+ do you have? And the answer: I have 23 +n.(pl.)
II. Teaching aims
1. Aims on the knowledge
(1) To enable the Ss to understand and speak: 「My schoolbag is heavy. What』s in it? Thank you sooooooo much.」 Make sure that Ss can use these sentences in real situations.
(2) To help Ss to finish the survey.
(3) Let Ss finish the assessment of 「Let』s check」 in this unit.
2. Aims on the abilities
(1) To develop Ss』 abilities of listening and speaking.
(2) To train the Ss』 ability of working in groups.
(3) To foster Ss』 abilities of communication and their innovation.
3. Aims on the emotion
(1)To foster Ss』 consciousness of good co-operation and proper competition.
(2) To lead Ss to show their loveliness to the poor.
III. Key-points of this lesson
(1) To help Ss ask and answer the question: What』s in it?
(2) To enable Ss to study in groups and co-operate skillfully.
(3) To develop Ss』 interest in English.
IV. Difficult points
(1) To help the Ss ask and answer the question 「What』s in it?」 and make sure they can use the plural nouns correctly.
(2) To finish the survey by themselves.
V. Teaching methods
As we all know: the main instructional aims of learning English in primary school is to cultivate pupils』 basic abilities of listening and speaking and their good sense of the English language. So in this lesson I』ll mainly use 「Task-based」 teaching method. That is to say, I will let the Ss learn in real situations, finish a task by making a survey to help the Ss to get a better understanding of the key structure of the dialogue. I will arrange four kinds of activities: singing, guessing game, finishing a survey and having a competition. And in this lesson a recorder, CAI, school things and a printed form will be needed. Students should prepare some school things.
VI. Teaching proceres and purposes of my designing.
I』ll finish this lesson in five steps.
Step 1. Warm-up and preview
1. Free talk between T and Ss about things in the classroom.
2. Sing the song together: Books and pencils.
3. Do some TPR, for example: Show me your English book. Show me your crayon.
4. Review the numbers by asking: 「How many crayons do you have?」
Purpose: It is important to form a better English learning surrounding for the Ss by singing and doing some total physical response and at the same time it provides situations to review learned knowledge for the next step.
Step 2. Presentation
Now I』ll mainly talk about this step.
1. Present the pattern: 「My schoolbag is heavy.」 「What』s in it?.」
(1) Show a bag and say: 「Look! I have a bag.」 Carry it and say: 「Oh, it is heavy. My schoolbag is heavy.」 Help the Ss understand the meaning with the help of my body language. Then lead the Ss to read the sentence. Make sure they can say it correctly.
(2) T: My schoolbag is heavy.
Open the bag and say: 「What』s in it? What』s in my schoolbag?」
Take out a Chinese book. Then do the action again. Let the Ss read the sentence.
2. Play a guessing game. Divide the whole class into four groups to have a competition.
Let them guess: What』s in the bag? How many? Purpose: To present the key structures one by one is much easier for the Ss to learn and grasp the meanings. Proper competition can arouse the Ss』 interest in English learning.
3. With the help of the CAI to present the dialogue. Set a situation to help Ss understand: Two Ss are coming. One girl is carrying a heavy bag on her back. They are talking.
Girl: My schoolbag is heavy.
Boy: What』s in it?
Girl: 20 story-books, 32 pencil, 9 rulers, 12 crayons and 30 picture-books. Etc.
Boy: What will you do?
Girl: They are for the poor.
Boy: Great! I』ll bring some school things too.
The boy comes back home and puts a lot of things into the bag. Then he goes to school again and gives them to a teacher. While he is taking them out, he is counting the numbers of all things. The teacher says: Thank you soooooooo much.
4. Mention that we should take care of the poor.
5. Play the cassette. Let the Ss listen and imitate the dialogue.
Pay attention to their pronunciation and intonation. Purpose: CAI can provide a real situation for the Ss to understand the dialogue and the relationships between people better. Tell the Ss we should show our loveliness to the Ss.
Step 3. Practice
Divide Ss into groups of six children. Each one would finish the printed form by asking and answering: How many storybooks do you have? Find out which group finishes faster. Story books picture-books sharpeners crayons pencils erasers pencil-cases rulers Chen Jie 8 24 3 32 26 4 1 3 Purpose: Task-based teaching method is used here to develop Ss』 ability of communication and also their ability of co-operation will be well trained.
Step 4. Assessment
Help Ss finish 「Let』s check」 of this unit and workbook.
Purpose: To check the knowledge Ss have learned in this period.
Step 5. Add-activity
1. Let Ss tell each other how many school things they have after class. Tell their parents how many school things they have at home.
2. Take care of everything they have.
Purpose: Revision is so important that Ss should speak English as much as they as in class or after class. It is necessary for the Ss to do some extensive exercises after class to consolidate the knowledge they learned.
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