‘壹’ 请高手帮我写一篇小学英语公开课的教案
您自己改改，综合一下
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 名词性物主代词 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个课时完成这一单元的教学。
The First Period (Listening)
准备：课前准备八幅图或一些实物：
球、围巾、眼镜、电脑、小刀、CD、手表和发夹。
Step1 Revision:
Ask some students to come to the front and act out some dialogues.
Step2 Present: 用实物或图画呈现： ball, scarf ,A pair of glasses, computer, sticker, CD, watch and hair clip 向学生介绍这些实物的英文单词，并将单词写在黑板上。
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、先提出问题：Who has a ball?然后播放录音，让学生带着问题听。第二遍播放录音，并让学生回答问题：Who has many friends?让学生听第三遍录音，将其余的人物和物品配对，然后讨论并核对配对结果。
2、请学生用自己的语言将Part B的信息进行整合，并表达出来。给一到两分钟的时间准备，之后请几位学生上台陈述。
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.
用幻灯纸附一份练习：
1. 米莉，2. 你有随身听吗？
Do you ____ ____ Millie?
我没有，但我的表哥安迪有。
No, I _____.But ___ ___ Andy ____ one.
2.安迪，你有漫画书吗？
Do you have ___ ____, Andy?
我有，它们在我的书包里。
Yes. I have ___. They ___ in my school bag.
3.李莉有一条漂亮的围巾。
Lily ___ a beautiful _____.
4.我的弟弟有一副眼镜。
____ brother ___ a ___ of ____.
The Second Period(Speaking)
Step1、Revision
1.Go over the words
2.Ask some students to read their compositions
Step2 Present：
拿起自己的书对学生说It is my book .It’s mine.
将这两个句子写在黑板上。再拿起一本学生的书，问这位同学 Is it your book?帮助他回答Yes, it’s mine 而对这位学生再次强调It is yours 将your book 和yours写在黑板上，仍旧拿那位同学的书问另一位学生。Whose book is it?帮助学生回答：It’s his/her book. It’s his/hers 将his book ,his ,her book和 hers 写在黑板上，用同样的方法呈现ours ,yours,和 theirs
2．Let the students look at the blackboard .找出形容词性物主代词和名词性物主代词之间的关系。帮助学生找出关系后在my book和mine之间划“=” 、
3．列出表格。讲清关系，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学生三人一组，用一只棕色球或一支黑钢笔或其他东西，Make up some similar dialogues让几组学生到前面来表演。
Step7 Play a game
随堂搜集一些学生的学习用品，装在一个袋子中，请一名同学上前来，从袋子中任意摸出一样物品，然后在全班范围内寻找物主，通过这个游戏让学生操练使用物主代词。
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.
补充练习，单词拼写。
单词拼写
1.This is _____(我的) pen. That’s_____(你的)
2.Where are ____(他们的) clothes?
3.This book is not_____(我的) clothes?
4.______(他们) are new students
5.Please look at_____(他们)
6.Let _____(我) have a book.
7._____(谁的)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 _____(他们的)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.用实物或图片教授生词
thing , locker , apple , pear , some snacks ,
sun glasses, teddy bear , basketball , a can of coke , trainers
2.同时用问答的形式与学生交流。
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.用教室内物品或学生的位置关系来教授新介词
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?
第二遍播放录音，要求学生跟读，再让学生自由大声朗读
3.在黑板上画四个小朋友，分别写上Lily, Millie , Nick 和Peter 的名字，让学生默读后，试将文中提到的物品按人物归类
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.提问与课文内容相关的问题，以复习课文
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 用正确的物主代词完成对话 ，让学生说出答案，然后集体订正 ，归纳总结物主代词的用法。
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.
句型转换：
1.I have a comic book in it. (用the girl 替换主语)
The ____ ____a comic book in it.
1. she has a pair of sunglasses in her locker (对画线部分提问)
What ____ she ____in her locker ?
2. Nick has a computer in his room . (改为一般疑问句)
____Nick ____ a computer in his room?
3. Whose watch is this?(改为复4. 数形式)
Whose___ ___ ___?
5. I have some stickers.(改为否定句)
I ___ ___ ___stickers.
6．Whose flowers are these ?(同义句)
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 .
单词 comic watches scarf sticker snake can trainer pet goldfish chicken rabbit beside locker theirs
词组 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.你有一块橡皮吗？不，我没有。但Lily有一块
2．这把尺是你的吗？是的。
她的在她的文具盒里。
3．这些是谁的梨子？是他们的。
4．我们的电脑在桌子 上面，你们的在哪呢？
Step4 Pronunciation
Open the books and look at the picture.
学习总结辅音音素
[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的调查表 My classmate’s weekend
Unit 8 单元测试
1． 选择划线部分读音不2． 同3． 的选项（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．词汇
A） 根据句意或首字母填入所缺单词（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) 用所给词的适当形式填空（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、选择正确的答案
（ ）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．根据汉语意思完成句子（10分）
1．------尼克，这个飞机模型是你的吗？
------不是我的。
----Nick , is this ______ plane ______?
----No , it isn’t _______.
2. 你们有表吗？
_______you have ______watches?
3. 米莉的储物柜里有什么？
What ______ Millie ______ in her locker ?
4. 在游泳池旁边有为学生准备的柜子。
Beside the _______ pool , there are _____________ students.
五，句型转换（15分）
1． What’s the Chinese for “VIP”?(改为同2． 意句)
What’s VIP _____ _____ ?
2. This shirt is David’s.(对划线部分提问)
Whose _____ ______ shirt ?
3. The woman in the red blouse is Lucy’s mother .(对划线部分提问)
______ ______ is Lucy’s mother ?
4. I have no hair clips. (改为同意句)
I _____ _____ _____ hair clips.
5. Whose rackets are these? (改为同意句)
Whose______ ______ rackets?
6. These snacks are his . (有Tom 改为选择疑问句)
______ these snacks ______ ______ ______ ?
六，用适当的代词填空（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、阅读理解
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(对话)？
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、下列句子各有一处错误，指出并改正
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、根据短文意思填入单词
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 ” .
‘贰’ 英语绘本教学设计
因为负责了英语兴趣小组，所以我就想着正儿八经的给他们上一上绘本，让他们知道绘本是什么。
<Tiger is coming>教学设计
一、文本解读与学情分析
1. 文本解读
Tiger is Coming选自《丽声北极星分级绘本第一级上》中的一个故事类读物，讲述了小动物们在老虎来袭时，如何智慧地躲藏和应对的故事。
（1）[What] 主题意义和主要内容
绘本主要讲述了小动物们在老虎来袭时，如何智慧地躲藏和应对危险的故事。故事中，小动物在窗前看到老虎来了，纷纷根据自己的特点躲藏在房间的不同地方。老虎进入房间后，大吼一声。这时，小动物们拿着蛋糕，跳了出来并对老虎说：“生日快乐！”从而化险为夷。
（2）[Why] 写作意图
作者通过描述小动物们在老虎来袭时，如何智慧地躲藏和应对的故事，让小读者们学会如何在危险来临的时候，智慧应对。
（3）[How] 文体结构和语言修辞
本文使用一般现在时展开故事的叙述，可以分为Start，Problem，Solution三个部分。开始部分写到小动物在窗前向外观看，发现老虎来了，纷纷躲藏起来；中间部分写到小动物根据自己的特点躲藏在房间的不同地方，特别是斑马，躲藏在和自己条纹一样的窗帘旁，体现出小动物的智慧；故事结尾，老虎闯进了房子，小动物们拿着蛋糕，跳了出来并对老虎说：“生日快乐！”从而化险为夷。故事以___ and ____ hide beside/ behind/by/... 结构呈现，在教学中可以用Who can you see? 和Where do they hide? 引导学生理解故事内容。本文出现的动物类单词有：Cat and Bird，Fox and Panda，Dog and Monkey，Giraffe and Rat，Zebra。本文通过小动物躲藏的地方，引出方位词：behind，under，by，beside，in，和房间物品的词汇：chairs，bed，table，door，curtains。
2. 学情分析
本节课的授课对象是三年级的学生，已学习了动物词汇如：cat, dog, monkey, bird，学生思维活跃，善于思考，对英文阅读有一定的兴趣。但三年级学生的词汇量比较少，对绘本中的方位介词和家具单词的理解于他们而言，有一定的难度。大部分学生虽然乐于思考，但受到语言的限制，不能准确的表达个人的观点。如何让学生享受绘本阅读的过程，并理解故事情节以及故事背后寓意是本节课的教学重难点。
二、教学目标
1. 能通过绘本图片认识动物新词“giraffe, rat, fox, zebra”和家具名词“bed, table, curtain, door, chair”；能够在教师的帮助下理解方位介词“beside, behind, by, under”的意思。
2. 能够理解绘本故事的大意，感受绘本传达的感情；能够在教师的引导下，用核心句形“... and .. hide ...”来表演绘本故事。
3. 基于已有的生活经验，预测故事情节，在教师的引导下能展开联想和讨论，发展阅读技能；运用读图预测、小组讨论等策略，引导学生理解绘本内容，发展逻辑思维能力。
4. 通过绘本阅读，让学生学会如何在危险来临的时候，智慧应对。
三、教学重难点
1.教学重点：能在图片的帮助下，提取图片主要信息，理解故事大意；能够联系生活，当危险来临的时候，能够随机应变、智慧应对。
2.教学难点：理解四个方位介词的含义；使用核心句型“... and .. hide ...”来复述绘本故事。
四、教学准备
故事书、多媒体课件、贴图、故事角色头饰等。
五、教学过程：
Step 1 Pre-reading
1. Sing a song
(1) 教师与学生齐唱歌曲：On, in, by, under。
(2) 并提问：What’s the song about?
【设计意图：通过一首朗朗上口的歌曲让学生初步感知方位介词。】
2. View the cover: 教师引导学生观察封面，学生回答教师提出的问题
(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. 师生共读P2：
(1) 展示P2图，读图提取信息：Who else do you see in the picture?
(2) 验证猜测：What do the animals do?
(3) 预测：Where may they hide? (小组活动)
【设计意图：呈现绘本第二页，让学生认识故事的其它角色，并在验证之前的读图猜测，并展开联想：如果老虎来了，动物们会躲在什么地方？激发学生的阅读兴趣，同时发展学生发散性思维能力。】
2. 学生自读P2-8：
学生带着问题“Where do the animals hide?”自行阅读绘本P2-8。
【设计意图：给予学生自主阅读绘本的时间，获取绘本中的细节信息。】
3. 师生共读P3-6：
(1) 教师带着学生逐页地细读绘本P3-6，并通过提问引导学生关注重要的信息：
Who are they?
How do you know that?/Why?
Where do they hide?
根据学生的回答，教师移动板书，并通过板书及学生的体验使其掌握4个介词短语。
(2) 教师带着学生读P7-8，并提问：
There is no time for Zebra to hide. What can he do?
Why can he hide there?
4. 阅读P9-11：
(1) 教师带领学生读P9并引导学生预测：
Tiger comes in. What will happen?
(2) 学生自行阅读P9-11，并回答问题：
What do the animals do?
设计意图：教师引导学生预测故事结局，发展学生想象能力。】
5. Think and share
小组讨论：What do you think of Tiger?
What do you think of the animals?
What did you learn from the story?
【设计意图：通过提问，引导学生联系生活，如何在危险来临的时候，智慧应对。】
6. Listen and repeat
Step 3 Post-reading
1. Reader theater: 教师采取“读者剧场”的形式，邀请学生扮演故事中的角色。（小组活动）
【设计意图：回顾故事的整体结构，强化学生对文本的认知，同时从核心语言结构上进行运用，内化语言知识。】
2. Homework：
(1) Finish the reading log.
(2) Share what you learned from the story with your classmates.
‘叁’ 小学英语全英文说课稿
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’ 小学英语课堂教学设计
一、 教学目标：
1. 能够听、说、读、写句型：
Where did you go on your holiday ? I went to Xinjiang.
2.能够在实际情景中正确运用所学对话。
二、教学重点：
四会掌握句型：
Where did you go on your holiday ? I went to Xinjiang.
三、教学难点：能够在实际情景中正确运用所学对话。
四、教具：录音机、录音带、相关图片、地名卡片和单词卡。
五、教学过程：
Step 1: Warm-up:
1． Greetings
2． Listen to the song : A Trip to China
Step 2: Revision:
1． Game : Good brothers
将全班学生分为两大组，教师针对上节课所学的五个动词短语做动作，学生抢说其过去时，反应较慢的一组学生说出其原形。
2．Ask and answer
教师抽取A Let’s learn部分的短语卡片，两组学生轮流问答：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 ….”
( 板书这两个句型, 让学生理解Where did you go…？并带读。 )
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? ( 强调there的读音并释义,带读。)
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.
教师将一些地名卡片和上一课时的动词短语卡片出示在黑板上，让学生自行选择，并进行如下替换练习：
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. 更多的小学英语教学设计，请登录《小学教学设计网》
‘伍’ 急求小学英语教学设计范文或模式，要英文版的。
English lesson plan
http://esl.about.com/od/esleflteachingtechnique/a/lesson_format.htm
‘陆’ 小学英语[e]与[ei]的语音活动教学设计
字母的读音 首先，我在讲授字母的读音时，为了让学生对英语字元音的构成有一个感性的认识，同时，也为后面的音标教学打下一个良好的基础，我把字母的名称分解成音素。比如，在教学字母B时，我采用[b] +[ i:] = [bi:]的方法，以便帮助学生发好字母的读音。 其次， 在讲授字母时，我及时把字母按读音（共同音素）归类。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，我在讲到字母"N"时，就可以问学生："我们学过的字母中，有哪些字母与它有共同的音素？"这时，学生会对这一从未接触过的概念感到摸不着头脑。接下来，我便换个具体的问法："大家看看这两个选项中，哪个正确呢？A. a, h B. l, m"由此，让学生把已学过的字母按照其读音的不同归归类。这样，既有利于字母发音的准确，作到有规律可循；又对学生起到了一个引导的作用。最后，每个字母都要用升调、降调两种形式来读，使学生对英语的升、降调有个初步的印象。如：A ↗A ↘B↗B↘等。2、元音字母和辅音字母 元音字母在单词中出现最多。同时字母A、E、I、O、U、的名称音，是26个字母中包含最多的音。读准元音字母的名称，既便于纠正其他字母的读音，又有利于日后对单词发音规律的学习。例如，H、J、K三个字母都包含有[ ei ]音，读准字母A的名称，那么三个字母的名称就比较容易读准了；再如，cake, he, bike, go, use等单词中，划线的元音字母都发其本身音。因此，五个元音字母是字母的教学重点。辅音字母的名称都是由两个或两个以上的音素构成的，在辅音教学时，最好分解出所包含的音素。如字母X，由[ e ][ k ][ s ]=[ eks ]构成的。在上课时，我便让学生先观察老师的口形，逐一地模仿每个音素；同时，我用通俗简单的言语解释给学生，并用动作示意学生：读[ e ]时，将一个手指夹在上下齿之间，把嘴角向两侧"咧"；读[ k ][ s ]时，"只出气，不出声"。学生因此能够分解出构成字母名称的音素，并掌握这些音素的正确发音，既有利于掌握辅音字母的拼读规律，也有利于学习音标。这样，学生在单词中遇见这些字母时，就知道它们是怎样的发音，这将大大有利于他们学习和记忆单词的读音和拼写。此外，学生会读这些音素以后，再教给他们代表这些音素的符号——音标，就会轻而易举了。二．"三位一体"教学法的第二步：音素教学。音素是语音的最小单位。要学会拼读，首先要学会音素。在教学中，我利用迁移等规律，通过以下几种浅显易懂的方法教授21个辅音音素：① 用"掐头法"学习字母F、L、M、N、S、X中的辅音音素。如F 的音标是[ ef ]，去[ e ]留[ f ], 就是字母F在单词中的读音。② 用"去尾法"学习字母B、C、D、P、T、V、Z J、K中的辅音音素。如 B 的字母读音就是[ bi: ],去[ i:]余[ b ]就是字母B在单词中的读音 ③ 用汉语拼音"正迁移"法学习字母G、H、Y、W、R的音素。④ 用"字母组合记忆"法学习ch, sh, ck, qu的音素，以及元音字母的长音、短音和双元音。由于音标是音素的书写符号，因此以上几种方法，在下面将要阐述的"音标教学"中有具体的体现——三．"三位一体"教学法的第三步：音标教学。小学生在一年级伊始就接触汉语拼音，也在无意之间接触了英文字母。然而，两者在发音上却相去甚远。如汉语拼音的f在英语中读成[ ef ],汉语拼音的x在英语中读成[ eks ]。正因为如此，小学生在最初接触英语时会感到有点困难。其次，尽管英文是一种拼音文字，但其发音和拼写还有众多不对应的地方。如：cake中，字母e不发音；eight中的gh不发音；cap和 pencil 中的c 分别读[ k ]、[ s ]。而在汉语拼音中，只要有拼音，就一定读得出来，而且发音具有唯一性。因此，掌握了汉语拼音的小学生对英语单词的读法很不习惯。没有老师的口授，他们不敢贸然读一个单词。而引入音标后，这两个问题就迎刃而解了。一方面，让学生知道英语中的音标相当于汉语中的拼音，是来帮助发音的；另一方面，要让学生们知道，英语音标和汉语拼音一样，也是有什么音标读什么音。因此，引入音标是语言学习和教学中的必要工具。另外，从语言学习的发展过程来看，使用音标有利于更好地掌握语言，使图形和声音相结合，实现了文字的声音化，有利于音形意相结合。因此，沈阳市版《小学英语》教材的第三册，安排了国际音标的教学内容，并将其定为本册教材最重要的内容之一，是四年级学生学习英语的关键所在。学生在此阶段打下的基础，将对其英语学习的前途起到直接和决定性的作用：基础牢固，则会受用终生；反之，则会"后患无穷"，难以"从头在来"，反而使"小学开始学外语"起到反作用。由此，小学英语教师便显得尤为重要。首先，教师要对音标教学予以足够的重视。然后，便要进行具体、实际的工作了。总的来说，在小学阶段进行音标教学，教师应尽量避免讲解过多的原则和理论，而是应把这些抽象单调的知识转化为形象、具体的知识块，让他们在原有知识的基础上进行知识迁移。第一、 字母、音标二合一教学法1、 26个字母中，有5个字母A、E、I、O、R与[ ei ]、[ i: ]、[ ai ]、[ u ]、[ a: ]相匹配。在教学这5个音标时，先复习字母，再教其音标，这样有助于学生记忆和正确发音。 2、采用掐头法和去尾法学习字母中的辅音字母，慢速读下面的字母名称：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]。以上两点，不仅有利于学生掌握国际音标的正确发音和快速地认读，而且有利于提高学生解决"看音标写字母"这一重点题型的能力，可谓"一举两得"。3、巧妙的利用汉语拼音的"正迁移"作用。小学生都有一定的汉语拼音基础，我便从学生熟悉的地方入手，把汉语拼音中的发音与英语辅音音素进行比较学习。如：在学习字母G、H、Y、W、R在单词中的发音时，就用对照法抓住它们之间的相似之处，把汉语拼音"正迁移"到英语的辅音音素的学习中，使学生很快掌握了发音。以后接触大单词时，也可巧妙地迁移汉语拼音声母和韵母的拼读到英语单词音素与音标的拼读上，使学生容易地学会单词的拼读，并由教师教学的被动过程逐步发展到学生独立拼读有规律单词的自主学习过程。第二 、"借助单词"法教学音标（即借助已会单词引出其中所含的新授音标），以归纳单词中元音和辅音。如：apple（苹果）[' pl]对学生来说是熟悉的、发音容易的单词。教学时可以这样：出示相应照片或实物问："What's this in English?""An apple.""Yes.[' pl]."。通过这样简单明了的几步，就把[ ] 有效地讲授问了。这样，教师可以避免生硬地讲解发音原则，而学生也轻松愉快地学习了知识。类似apple能帮助教学音标的单词有：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、"形象思维联想"法这一方法，是用来解决48个国际音标中"难点之最"，即极易混淆、难以记忆之音标的。如果说前面种种叙述源于教师自身的知识基础；那么这一方法，便源于学生给予的灵感。根据小学生思维直观形象性强，形象思维高于抽象思维，且求知欲强等特点，在音标难点教学之处，我采取了"形象思维联想法"，帮助学生轻松、愉快地记忆。如讲12个单元音时，我采取了有趣的记忆方法：先引出5个元音音标，见下表： A[ ][ a:]E[ e ][ [ :]I[ i ][ i: ]O[ ][ ：U[ ][u] [ u:]以一位小学生上课为例，坐在椅子上比站起来矮，读出[e],把他倒过来，他会觉得恶心，读出[ ]，头朝下倒得时间太长了，他会觉得更恶心，[ :]，[ ]、[ e ]背对背坐在一起就是[ ]（挨着）。这样一来，学习音标就化难为易，实行了音义统一，强化了学生的联想力，巧妙地解决了语音过关问题，使学生在较短的时间内，就能掌握大部分读音规则，学会读音标，从而具有了初步的自学能力。果然，在日后教授最难记忆的音标时，我让学生自主地展开丰富的联想。孩子们的形象思维的确获得了未预料到的效果。如音标：[ ]、[ ]-[ ]、、[ t r ]-[ d r ]、[t ]-[d ]等。现将学生们的"形象思维联想"成果列举一二。①[ ]："左边的音，写法象耳朵。想到'爱护自己的耳朵'，就想到[ ]（爱耳）了。"②[ ]-[ ]："老师说过，读这对音标时，要把舌尖夹在上下牙齿之间。你看[ ]这个音标多象我们把舌头夹在牙齿之间的样子！而它是'清辅音'--只送气、不发音；读[ ]时，我的口形不变，只要发音就对了。你看[ ]的写法，多象我发音时，把它给撑破了！"③[ tr ]-[ dr ]："当我把[ tr ]里边的't'当作'teacher'（老师），再把'r'的写法稍稍改动一下，让它变成老师判作业时的'x'时，我就记住了它的读音（错）；而对于[ dr ]，我把'd'看作一棵大树，再把'r'的底部向左上方旋转90度，它就象啄木鸟的尖嘴，它正在大树上[dr]（啄）呢！" ④[t ]-[d ]："Miss Guo，你看[t ]里面的' '就象'f'丢了一笔。哪儿去了呢？啊——是被前面的't'给吃了；我把'd' 也看成是一棵大树，而' '就象一只'知了'，它正在树上[d ] [d ]（支支）叫呢！"这就是孩子们的"形象思维"、孩子们的"丰富联想"。正是他们帮助我积累了在以后语音教学道路上可以直接采用的、宝贵的教学方法。这是我的财富，并让我受益匪浅。四．几点体会"字母、音素、音标"三位一体的语音教学方法，在实际的教学中取得了良好的效果。首先，学生学习英语的兴趣更浓了。运用"三位一体"教学法进行教学，可以充分调动学生的积极、主动性，让他们感受到学习语言的趣味性，从而激发他们学习英语的兴趣。其次，学生感到语音学习更容易了。学生的每一步都是循序渐进地进行，而且省时又省力，于是觉得英语好学、容易学好，自然就消除了学外语时常有的排斥心理。第三，教师感到语音教学更轻松了。运用"三位一体"教学法进行教学，英语教师在教学中有了清晰的思路、明确的层次，在解决重、难点处还有几个“绝妙”的“高招”。心中有数，自有章法，教学时自然得心应手、倍感轻松。最后，学生独立拼读能力更强了。学生学完元音字母在单词中的长音、短音后，就可以独立拼读元辅、辅元结构的单词发音了，基本能做到见其形读其音。如，教师讲完a 的短音及相关单词bag 、cat 、apple 的发音后，学生便能独立地拼读出类似的生词，如 hand 、at、Jack等。而学完第三册，学生掌握了48个国际音标后，便在老师的指导下，开始拼读音标词，到了小学高年级，基本就可以自学单词、正确发音了。实践证明，小学英语语音“三位一体”教学方法行之有效，使老师、学生都从中受益。当然，教学工作者还需根据自身及学生的实际情况，进一步将其完善，在不断的探索中走出自己的路。
‘柒’ 小学英语教案范文
Unit1 My new teachers第一课时
教学重点
本课时的教学重点是Let’s learn部分的单词：old，short thin，tall，strong, young, funny, kind等。要求学生能听懂句型，并结合这些句子表达的情境，学会恰当地替换句中的单词。逐步学会听、说、读、写单词：old，short，thin，tall，strong。
二、教学难点
本课时的教学难点是如何利用所提供的对话和情景，以旧引新，让学生进入学习状态。Let’s start部分在学生用书当中首次出现，教师应正确理解此部分的辅垫作用，可根据实际教学需要进行使用，并帮助学生熟悉教材内容的变化。
三、课前准备
1．教师准备教学过程中所需要的图片、声音、课件，以及本课时的八张单词卡。
2．准备一些教师的照片或图片。
3．教师准备录音机及录音带。
四、教学过程
1．Warm－up（热身）
（l） 教师播放Let’s start下面歌谣的录音，让学生听歌谣猜单元话题，激发学生对新学期第一单元英语学习的兴趣。还可以使用四年级上册第三单元学过的句型：“I have a new friend. He’s tall. He’s strong, too.”并结合相关人物的图片，引导学生复习 strong， tall， short，thin等词，为本课时听、说、读、写这些单词做好准备。
（2）日常口语练习，内容可参考如下：
T：Hello, everyone！ Welcome back to school! Nice to see you!
Ss: Nice to meet you!
(3) 问学生几个问题，引出本课重点内容。具体会话可参考如下：
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（新课呈现）
（l）教师出示Let’s start部分图片，介绍说： Rabbit has many new teachers in her school. Do you have new teachers? 引导学生根据情景图的提示描述新教师。然后教师说：“今天我们将学习怎样描述新教师。Sarah将为大家介绍几位新教师，大家在先看一看有哪些是新教师？
（2）出示Let’s learn部分的图片，向学生介绍说： They are Sarah’s teachers. Describe these teachers．引导学生结合预习部分回答出 strong， tall， short， thin等旧词，然后结合图卡向学生呈现新词：youny，kind old，funny。教师可利用简笔画、单词卡片或实物图片等—一教授新词，使学生正确理解、认读。
（3）教师可播放单词的声音，让学生在听过一遍后跟读单词，逐步掌握正确的读音。
（4）教师根据以下信息请学生判断会话中描述的教师是 Let’s learn配图中的哪一位： Mr Hu is the art teacher. What’s he like？He’s short and thin．完成前面铺垫的学习任务，让学 生猜出哪位是Sarah的新教师。教师再引导学生利用 Let’s learn部分所提供的替换句型，描述Sarah的其他两位新教师，练习巩固所学新词。
（4）试着写单词。
教师范写四会单词，让学生跟写或在单词卡片背面仿写，达到听、说、读、写 四会掌握新词的目的。
3．Let’s play (趣味操练)
（1）Let’s find out (找一找)
教师指导学生用所学新词和句型描述Let’s find out部分几位教师的体貌特征，然后找出正确的图片。完成这项活动后，教师引导学生充分利用八张新词卡片继续进行结对或小组活动，如： My new Chinese teacher is tall and strong. Who is he? 让其他学生选出正确的图片。
（2）Let’s sing (唱一唱)
教师放歌曲“My new teacher”的录音，学生跟唱，进一步在音乐节奏中感知新词。
4．Consolidation and extension（巩固与扩展）
（l）让学生做本单元 A Let’s learn部分的活动手册配套练习。
（2）让学生模仿Let’s find out部分的录音，读给朋友或家长听。展示不同教师的图片，让学生猜出是教哪个科目的教师，然后用所学新词描述这些教师的外貌特征。
(3)让学生参照 Let’s find out部分设计一些谜语让大家清一猜。可以参考以下语言： She is tall． She’s beautiful． She’s very young． We all like her． Who’s she？
(4)让学生把新学的歌曲唱给家长或朋友听。
5. 小结
单词：old，short thin，tall，strong, young, funny, kind
教案点评：
提供第一课时教案示例。本课时Let’s learn部分主要是通过情景会话，谈论美术教师的样子，来让学生学习单词：old，short thin，tall，strong, young, funny, kind等。教学设计适合与学生身边的人物相联系，尤其是新老师。可引导学生复习已学过的tall, short, thin, strong等词汇，再进一步学习本课新生词。达到描述不同图片人物的要求。利用一些活动来巩固知识。教师引导学生充分利用事先准备好的人物图片，进行结对或小组活动，如： My new Chinese teacher is tall and strong. Who is he? 让其他学生选出正确的图片。
Unit1 My new teachers第二课时
一、教学重点
本课时的重点掌握句型是： Who’s your math teacher？ Mr Zhao． What’s he like？ He’s thin and short. He’s very kind要求学生能在相似的情景中完成替换练习。能灵活运用这些句子进行交际。
二、教学难点
Let’s try这一形式在学生用书中第一次出现，但难度不大。学生即使不能够听懂句子的含义，只要明白关键词语的意思也能找到正确答案。教师要帮助学生听录音熟悉新词和新句型，感知连读、失去爆破和弱读等语音现象。初步培养学生的听力技能。
三、课前准备
1．教师准备教学过程中所需要的图片、声音、课件，人物图片最好是能够直接粘贴在黑板上。
2．准备一些教师的照片或图片。
3．教师准备录音机及录音带。
四、教学过程
1．Warm－up（热身）
（1）教师放歌曲“My New Teacher”，让学生感知并复习歌曲中语言。
（2）结合画有人物不同相貌特征的教学图片进行关键词的替换，引导学生复习上一课时所学的新词，为本课时学习句型做好准备。口语练习内容可参考如下：
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 (操练)
Let’s try
反复播放Let’s try部分录音，指导学生根据声音选出图中相应的人物。在学生根据录音内容圈出所描述教师之后，可让学生看一看他们熟悉老师的图片，用英语说出他们是谁，用句型：“Who’s he/ she? What’s he / she like? ”提问学生。此后再转入 Let’s talk部分对话的详细学习。教师最好能放一句，停一句，并重复录音中的话语，帮助学生掌握正确的语音、语调。
Let’s try部分录音内容如下：
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）教师播放Let’s learn A中的四句话（声音见媒体素材的A learn sentences.wav）。教师说：“这位胡老师又瘦又矮，我们找一找图中的哪位老师又瘦又矮呢？”出示Let’s talk部分的人物图片，让学生快速找出Mr Zhao。 然后教师分别说出教师姓氏： Mr Ma／ Miss Liu…．这时先不要求学生描述这些教师，可把该项任务放到对话教学之后。
（2）听录音，跟读Let’s talk部分的对话。引导学生指现图中的人物Mr Zhao是English teacher, 而录音中的人物说的是math teacher。
（3）教师再次出示人物图片，让学生分别并对人物进行描述，可利用句型：“Who’s this man / woman？ What’s he/she like？”进行操练，先由教师示范，再结对或分小组进行。
Good to know
此部分为选学内容，要求学生了解中西方国家在人名称呼习惯上的不同。汉语中习惯把姓放首位，名字放在后面。英语国家的人却习惯把名放在首位，家族的姓氏放在后面，而且有的在两者之间还有中间名（middle name）。这些不同需要让学生了解。
3．Consolidation and extension（巩固与扩展）
（l）让学生做A部分Let’s talk的活动手册配套练习。
（2）让学生默记Let’s talk部分的录音，将内容说给家长或朋友听。
（3）让学生利用新学的文化背景知识，试着与同学进行交流，可分别扮演不同国家的人物。再用英语写一写自己扮演的名字。
4. 小结
句型：
Who’s your math teacher？
Mr Zhao．
What’s he like？
He’s thin and short. He’s very kind.
教案点评：
提供第二课时教案示例。课文通过听声音找图片人物、复述对话、操练句型等方式来学习句型是 Who’s your math teacher？Mr Zhao. What’s he like？He’s thin and short. He’s very kind. 这些句子在第一课时已接触过，本课重点是让学生进行句型操练。先学会听懂句型，再进行复述句型，最后灵活运用这几句话进行交谈。教师主要参与学生一开始的听说部分，引导学生掌握听英语的技巧，和说英语的语音。在学生最后的活动中，教师只起辅助作用，进行评分和最后的总结。
Unit1 My new teachers第三课时
一、教学重点
本课时需要重点掌握四会句子，要求学生能在相似情景中正确使用。教师需重点强调这些四会句子的规范书写。
二、教学难点
本课时的难点是Pronunciation。要求教师在正确示范的基础上，引导学生读出含有这4个字母组合的单词并发现发音规律，尤其要强调bl，br的滑音变化。在句子中出现字母组合提示的单词，在本册是第一次出现。教师需要加以引导，正确示范朗读。遇到难度较大的句子，可让学生明白大意，不强求每位学生都能准确理解意思。
三、课前准备
1．教师准备教学过程中所需要的图片、声音、课件，以及本课时的八张单词卡。
2．准备一些教师的照片或图片。
3．教师准备录音机及录音带。
4．学生准备本课时所需的单词卡片和人物卡片。
四、教学过程
1．Warm－up（热身）
描述教师：在多张教师的图片中，让某学生任意抽取一张，对该教师进行描述，其他同学补充。结合所学句型：“He’s tall and thin．He’s our English teacher．” 结合单词卡片复习所学的四会单词，可让学生进行口头拼读比赛。
2． Presentation（新课呈现）
Read and write
（l）用图片展示的方法导入。教师介绍说： 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）学生自己阅读课文。然后与同桌分角色朗读对话，理解对话内容，找出不懂的地方，教师答疑。
（3）教师就对话内容提出问题让学生回答。再让学生完成填充句子的练习。
（4）教师指导学生写四会句子，可以小组或男、女生比赛的方式进行。
3．Let’s play (趣味操练)
Pair work
要求学生看Pair work部分的图片，理解对话内容。两人一组，根据图片出示的句子，制作两组单词卡片，要求每组单词不少于五个。一组为各科目教师，如 math teacher， music teacher等，另一组为描述人物外形的词组，如 thin and tall， strong and short等。制作完成后，一人抽取两张卡片并提出问题，另一人根据卡片的内容进行回答。答对时，由此人抽取图片，问另一人。
4．Pronunciation (语音操练)
（1）教师出示一些含有相同字母组合，如 ee，ea等的单词卡片，要求学生根据图片或实物读出这些单词。在教学过程中要注意引导学生发现字母组合ea和ee在这些单词里发长音的规律，同时还要特别注意示范bl，br的滑音变化并强调这两个字母组合发音的区别。
（2）看课件或听录音带，跟读单词和绕口令，看图理解句子大意。
附有本课时字母组合的常见单词。
/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（巩固与扩展）
（l）让学生做 Read and write部分的活动手册配套练习。
（2）让学生听 Read and write、 Pronunciation部分的录音，读给朋友或家长听。针对语音部分，教师可以找出更多相关单词让学生练习四个字母组合的发音，也可以要求学生自己去找。对于找到较多单词的学生要及时鼓励。
（3）让学生参照Pair work说一说，做一做，设计一些有关教师或亲友的词组卡片，让大家来做句子整合游戏。
6. 小结
书写句子：
Who’s your English teacher?
Mr Carter.
What’s he like?
He’s tall and strong.
教案点评：
提供第三课时教案示例。本课时“Read and write”部分主要是在学生能够在读懂对话的基础上，正确写出所学句子Who’s your English teacher？Mr Carter. What’s he like？He’s tall and strong．Pair work部分要求学生动手动脑动口，根据图片出示的句子，制作两组单词卡片。并进行对话练习。
学新知导入时，可让学生描述教师，或进行一些口头拼读练习。学生在操练时，要注意让他们使用所学的新知识。语音的学习虽然在教材是设计在C 部分，但我们应尽量选用此部分。本册教材第一次将字母组合的单词发音与句子结合起来，学生可不注重理解句义，只试着快速读出句子就可以了。
关于我的老师的演讲活动
探究内容： 组织学生进行小型的演讲。
探究目的： 锻炼学生写和说的语言运用能力。
探究形式： 全班。
活动特点：此项活动以座谈或比赛形式展现。让学生充分讲述自己的感受或观点。加强师生间的交流。最好能在教师节时举行此活动。可以请多位本班的任课老师来旁听，并参与其中。
活动过程：
1． 每位学生准备100字左右的演讲稿，介绍自己的一位老师。要说出这位老师与众不同的特点。如果能借助其他素材来说明更好，如图片、音乐等。
2． 全班同学和诸位老师面前，进行演讲。
3． 由老师们谈一谈感受，或对学生的演讲进行评价。
4． 选出表现较好的同学，予以奖励。
‘捌’ 小学英语全英文说课稿
小学英语全英文说课稿模板
全英文的说课稿大家会写了吗，怎么写的呢，下面一起去看看我为你整理的小学英语全英文说课稿模板吧！
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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