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作为一名教师,写好教学教案是很重要的,也有助于教学的顺利进行,下面是读文网小编整理的小学英语教学论文范文,希望对大家有帮助。
一、小学英语语法教学的现状和存在的问题
1.缺乏语境。
语言的学习最重要的就是创设相关语言的语境,从小到大我们生活在汉语普通话的语境下,即便没有人对我们进行专业汉语的教学,我们也能够用普通话和他人进行交流,这就是语境的作用。语境对于英语语法知识的学习也很重要,不过现阶段,小学英语语法知识的教学中,老师并没有给学生创造良好的语言环境。很多英语老师只采用汉语进行英语语法的教学,对于英语单词也是让学生记住汉语意思,而不注重英语单词的运用,造成学生听写单词时,老师负责报中文学生写英文,很多学生却写不出相应的英文单词。
2.老师不善于从学生的角度进行教学。
语法的学习是一个长期的过程,在这个过程中,老师应该密切注意学生动态,很多时候,老师在英语上的学习已经达到了十几年,然而,小学生在英语方面却是刚刚起步的阶段。在英语语法教学的过程中,学生难免会产生许多疑问,老师应该耐心细致地作出回答,从学生的角度出发,不要因为学生的问题比较幼稚就随意应付学生。同时很多老师在课堂上不注意倾听学生的心声,做学生的朋友,也没有关注学生的情绪和反应,师生交流太少,英语语法教学气氛沉闷。
二、英语语法教学理念和实践
1.隐性原则的运用。
在语法教学的过程中主要有两种教学方法,一种是显性语法教学,主要侧重于在课堂上直接讲述语法规则,另外一种是隐性语法教学,这种教学方法则强调在教学过程中,避免直接谈论所学的语法规则,而是创造相关的情景让学生体验语言,接着通过对语言的使用归纳出语法规则。英语课堂的枯燥性往往是因为老师与学生之间缺乏交流,而通过隐性原则的运用,则可以帮助老师与学生进行交流。
2.语法教学与多媒体结合。
小学英语语法教学显得比较乏味的原因,主要是老师的教学方法比较单一,只运用课堂的口头教学已经无法满足当今时代的要求了,随着科学技术的不断提高,多媒体设备开始进入现在的中小学课堂,英语语法教学除了采用一般的教学方式,还应该采用多种多样的教学方式,特别是采用多媒体教学手段。
3.故事学习法。
英语语法教学中通过故事的引用,可以让乏味的知识变得生动形象,小学生正处于成长的过程,听故事的兴趣较为浓厚,在讲解语法的同时,如果穿插进一两个故事,学生会很乐意认真听讲的。
4.创设语境进行语法教学。
创设语境对于语言的学习十分重要,它可以在潜移默化之中改变学生的思维方式,提高学生的英语水平。由于小学生的能力有限,不可能做到课堂教学全程英语,但是也应该采用双语教学,帮助学生在英语的语境下学习英语语法知识。还可以鼓励学生开展英语兴趣小组,类似于大学“英语角”的模式,采用英语进行交流。让学生在交流的过程中互相学习,这种做法也弥补了师生之间缺乏交流、互动的弊端,使英语语法教学更活跃,学生学习兴趣更浓。
三、结束语
随着英语在我国的普及,已经在小学开设了英语课程,英语教学的重要性也被人们意识到,小学英语语法教学更是受到人们的关注,英语老师在小学英语语法的教学过程中,应该从学生的角度出发,以故事的模式展开教学。善于利用包括多媒体在内的多种教学手段,在教学中注意创设相关的语境,培养学生学习英语语法的兴趣,注重以人为本的教学理念,通过不断地实践,把学生的英语水平提升到一个新的层次。
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初中英语老师上英语写作课时,设计出来的教学方案是怎么样的呢?下面是读文网小编带来初中英语写作教学设计方案,欢迎大家阅读!
一.在日常的写作教学中,我对学生进行了以下的写作训练:
1、学会审题,列出写作提纲;2、收集素材,组织语言; 谴词造句
3、对给出的材料进行扩写和缩写训练; 4、根据范文进行模仿写作
5、对自己的文章和别人的文章进行修改. 6、参照范例写出或回复简单的问候卡和邀请卡; 7、写出或回复简单的邮件;
二、人教版新目标八年级上册英语
Unit1. Write a letter to tell your friend how to keep healthy.写作教案和反思.
Step1:审清题意.
体裁:书信(书信的格式)
内容: 有关保持健康做法的内容
重点:To tell your friend how to keep healthy.
.这是向某人提出建议的书信文章,要求学生能针对keep healthy提出一些有效的建议.
Step2:激发灵感,整理思路,组织素材.
将全部学生分成若干组(前后4人为一组)。让学生去复习Unit 1 Section A的内容
和学习方法以及Section B中的2a,2b和3a的学习难题和解决方法相关内容后去做调查完成表格一、二:
表格一:
Lifestyle Names
1. How often do you exercise ?
2. How often do you eat vegetables?
3. How often do you eat fruit ?
4.How many hours do you sleep every night ?
5. How often do you drink milk ?
6. How often do you eat junk food ?
7. How often do you drink coffee ?
表格二: Problems and Advice
Problems: unhealthy
Advice
1. should eat a lot of vegetables
2. should eat a lot of fruits
3. can drink milk every day
4. don’t drink coffee
5. shouldn’t eat junk food
6.exercise every day
7.should have eight hours’ sleep
8.don’t play computer games or watch TV too much
Step3: 规划文章结构,起草文章,组织语言.
教师强调书信格式和文章结构;让学生能以小组方式自己个人去写初稿.
语言结构方式主要有:
1. 阐述对方的学习上的问题.(书信的内容用一般现在式)
2. 提出建议的句型结构:
Why don’t you....... You can........ You should........
I think you can...... Don’t ……
3.提供范文让学生模仿:(要求学生针对目前的现状,提出相应的合理的建议)
Dear Lily,
I knowyou are unhappy because you often feel tired in class. I think you are unhealthy. Here is some adviceto you . Maybe these ideas can help you. First you should ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ___________
And I believe this good lifestyle can help you to get good grades.
Yours,
Jim
Step4: 谴词造句,修改文章, 正确使用标点符号和字母大小写.
让学生以小组的方式,对文章进行修改,对于学生在句子中出现的语法错误进行更正.注意对建议句型的运用和大小写的问题.将修改后的文章进行润色加工.将修改后的作文上交.
Step5:教师评价,学生总结.
对学生作文中出现的一些好词,好句和好的段落进行朗读,并让学生在小组中讨论这些句子为什么好,好在什么地方,让学生知道如何使自己的作文变得更好.教师对能正确使用相关连词使结构更有条理顺序的作文提出表扬,并对优秀的作业进行张贴,供其他学生学习,模仿.
教学反思:
1.用表格归纳的方法让学生去收集整理素材,能使材料分类更有条理.
2.从本节写作课可以看出,学生的小组合作写作模式能够让一部分学习基础比较差的学生从审题到收集素材,再到写作文提纲和起草作文阶段都起到了一定的帮助和带动作用.能让基础比较差的同学不放弃英语写作,还能让他们知道该写什么,怎样写,什么样的作文是好作文.
3对于小组中的其他成员来说,这样的写作模式能让他们在共同的合作探究学习中对英语的基本句型和文章的结构布局,再到句子的润色加工等方面都有不同的收获.特别是在作文修改和佳作欣赏。
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初中英语怎么教,是很多英语老师关心的问题,下面读文网小编为大家带来初中生英语教学方法,希望对你有所帮助!
指学生通过展示,获取成功的体验,同时发现问题,及时调整教学策略。这是语言学习过程中必不可少的一步。过去常常看到学生的展示极不理想,一个重要原因就是缺乏“自说自练”等必要的形成性过程。
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There be句型是英语教学中的一个重点知识点,下面读文网小编为大家带来there be句型的语法教案设计,希望对大家有所帮助。
There be表示 “存在有”,即当我们告诉某人某事存在(或不存在)常用这种结构。There be句型主要用以表达“某处(某时)有某人(某物)。”其基本结构为“There be+某物(某人)+某地(某时)”其中there是引导词,没有词义,其真正的主语在there be 之后。在新课标中对此的考试要求是:掌握There be句式的结构特征和基本用法。在我们的课本中也出现了大量的There be句式如:
There are a few simple safe measures to follow while training.(Book3,P51)
There are also records of gymnastics being performed in China and some other Asian countries.(Book3, P50)
In China, there is only 7% of the land used for growing crops, which feeds more than one fourth of the world population.(Book3, P20)
If the population keeps growing so quickly, there will be only standing room left for us next century.(Book2A, P49)
There were lots of good English language programs broadcast on TV or on the radio in China.(Book1A, P46)
下面这首歌诀可帮你巧记there be句型结构:
There be放句首,主语跟在后。地、时放句末,强调置前头。如:
There is a book on the desk.
有时为了强调地点,也可把介词短语放在句首。如:
On the desk there is a book.
There be句型中的be动词如何确定呢?请先看看下面这首歌诀:
Be动词,有三个,am,is还有are。“There be”真特别,不留am只留俩,那就是is还有are。要用is还是are,须看其后的名词是单数还是复数。若是单数或不可数名词用is,否则就用are。如:
①There is a tree behind the house.
②There is some water(水)in the bottle(瓶子).
③There are some pears in the box.
注意:如果“be”后的主语是由and连接的两个或两个以上的名词,那么be的形式要遵循“远亲不如近邻”的原则。也就是说,“be”的形式是由与它最近的那个名词来确定的。若那个名词是单数或不可数名词要用is,是复数就用are。如:
①There is a book and some pens on the floor.
②There are some pens and a book on the floor.
一、 注意事项:
1 there be 结构中的be 是可以运用各种时态的。
There is going to be a meeting tonight.今晚有个会议。
There was a knock at the door.有人敲门。
There has been a girl waiting for you.有个女孩一直在等你。
There will be rain soon.不久天就要下雨了。
2动词be单复数形式要跟there be之后的真正的主语一致。并且要根据就近一致原则来变换be 的单复数形式。
如:
There is a book on the desk.课桌上有一本书。
How many people are there in the city?这个城市里有多少人口。
There is a pen and two books on the desk.课桌上有一个钢笔和两本书。
There are two books and a pen on the desk. 课桌上有两本书和一个钢笔。
There are some students and a teacher in the classroom. 在教室里有一些学生和一位老师。
There is a teacher and some students in the classroom. 在教室里有一位老师和一些学生。
3 在there be引起的句子结构中,用来修饰主语的不定式主动形式和被动形式均可。
There is no time to lose (= to be lost).时间紧迫。
There is nothing to see (=to be seen).看不见有什么。
There is nothing to do.(=to be done) 无事可做。
二、 结构变形:
在there be 结构中还可把be 改变从而使得there be结构有了一些改变具体总结如下:
1 There used/seem/ happen/appear to be 如:
There might be snow at night.晚上可能有雪。
There appeared to be nobody willing to help.看来没人愿意帮忙。
There used to be a building here.过去这儿有一座楼房。
There happened to be a man walking by.碰巧有个人在此经过。
There doesn't seem to be much hope.好象没有太大的希望。
2 在there be的 be 前还可以加上各种情态词,如:
There must be something wrong.一定有问题。
There ought not to be so many people.不应该有这么多的人。
There might still be hope .可能还有点希望。
3 在there be句型中的be还可以换成其他的动词与there连用,这些词都是表示状态的如:live stand exist remain等或用来描写某事的发生或某人的到达如come, appear, enter, follow, occur等。
There lived a rich man.这以前住着一个富翁。
Then there came a knock at the door.然后有人敲门。
Long, long ago, there lived a king.很久很久以前,有一个国王。
There followed a terrible noise.然后是传来了可怕的声音。
Suddenly there entered a strange man.突然进来了一个奇怪的人。
三、 特殊的表达方式:
1There is no sense in doing 做某事是没有用的,没有意义的
There is no sense in making him angry.跟他生气是没有用的。
There in no sense in going alone.
一个人去是没有好处的。
4 There is no use /good doing 做某事是没有用的,没有必要的
There is no use trying to explain it.解释是没有必要的。
There is no good/use going there.
去那儿是没有好处的。
5 There is no need to do 没有必要做某事
There is no need to worry.
没有必要担心。
There is no need to give him so much money.
根本没有必要给他那么多的钱。
6 There is thought/said/reported to be 人们认为有/据说有/据报道有
There is thought to be an army between in these two countries。
人们认为在这两国之间有一场战争。
There is reported to be a better way to cure cancer.
据报道,找到了一种更好的治疗癌症的方法。
7 There is no doing(口语)不可能…….
There is no telling when he will be back.无法知道他什么时候回来。
There is no knowing what he is doing. 无法知道他在做什么。
四、 there be句式的非限定形式。
There be 的非限定形式有两种,即there to be 和there being。需要掌握以下几个情况:
1作主语
当作主语时,一般是There being结构,当句式中有for时,一般用there to be如:
There being a shop here is a great advantage.
这儿有个商店,真是方便极了。
There being a house with a garden is of great value.
拥有花园的房子是很有价值的。
It is impossible for there to be any more.
不可能再有了。
2 作宾语
作动词宾语时,一般用there to be 结构。常见动词有:expect, mean, intend want, prefer等:
We expect there to be no argument.我们希望不会出现争吵。
People don't want there to be anther war.人们不希望再有战争。
作介词的宾语一般用There being句式,但当是for时一般用there to be句式。
This depended on there being a sudden change. 这需要有一个突然的改变。
The teacher was waiting for there to be complete silence.老师在等着大家都安静下来。
3 作状语
用作状语的there be的形式通常用therebeing结构。
There being no buses, we had to walk home.
由于没有公共汽车,我们不得不走着回家。
There being no nobody in the room, we realized that there was no use crying.
屋里没人,我们意识到哭喊是没有用的。
There being nothing else to do, we went home happily.
由于没事可做,我们快乐地回家了。
注意:如果句中出现for时应用there to be。
It was too late for there to be any buses.
太晚了,没有公共汽车了。
看过there be句型的语法教案设计
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想知道小学英语教学备案怎么做吗?下面读文网小编为大家带来unit 9 hot soup教案,希望对大家有所帮助。
单元教学目标
技能目标
1.能询问别人是否有某物,说明自己有什么;
2.能表达自己对食物的喜好;
3.能说明食物或物品的特征;
4.能结合插图和录音理解故事内容;
5.能朗读故事。
知识目标
1.语音
能区别辅音字母f和v在单词中的发音。
2.词汇
话题词汇:能指认、说出:soup,water,milk,cola,tea,juice等饮料名称;能运用:hot,healthy,fresh,cold等形容词描述食物。
情景词汇:能够在语境中理解want,any, idea, favorite, try this, wait, I feel better, tired, thirsty等词汇。
3.句型
能够运用“Do you have....?”询问别人是否有某物;能用“Bobby likes…/Bobby doesn’t like… .”说明他人对食物的喜好;能用“What’s your favorite…? My favorite…is….”询问别人、说明自己喜好的物品。
情感、策略、文化意识目标
1. 能通过故事中对饮料的讨论,培养健康饮食的意识。
2. 能通过故事中Mocky由于心急喝汤被烫到的情节,培养良好的进餐习惯。
教学目标
1.能读懂故事主要内容,利用插图理清故事情节;
2.能模仿人物对话,正确朗读故事;
3.能借助图片正确指认饮料名称;
4.能在情境中询问或说明是否有某物;
5.培养健康饮食的意识。
教学重点
1.结合插图理解并正确朗读故事;
2.运用“Do you have....?”询问别人是否有某物。
教学难点
理解“Do you have....?I want some….”的意义。
教具准备
配套教学光盘,自制课件,教学卡片。
教学过程
Get Ready
(1)准备几张表示天气热的图片。逐一出示图片,询问学生“How does he/she feel?”引出单词hot。
(2)引导学生思考“What do they want?”,引导学生用They want…回答,也可以用中文,师呈现相应的饮料图片。
Listen and Read
1.导入故事
(1)呈现故事第一幅插图,让学生观察插图的场景是哪里、有哪些人物。
T: Who can see ?Where are they?
(2)让学生观察人物的表情,说一说人物的感受,并根据人物表情猜一猜Bobby想喝什么。
T: What does Bobby want?
2.学习故事
(1)播放图1的录音,让学生说一说Bobby想喝什么、喜欢喝什么,并让学生预测他们是否带了这种饮料。
T: What does Bobby want? Do they have the drink?
(2)学生完整观看动画,说一说Bobby喜欢什么饮料、最后喝什么。
(3)学生完整看连环画故事,说一说每个人带了什么饮料。结合插图呈现词汇,并让学生指认插图中的饮料。
(4)播放故事动画,每次一副插图,结合插图让学生指认插图中的饮料。利用图片梳理故事情节。
(5)完整播放故事动画,让学生说一说哪些是健康饮品,渗透健康饮食意识的培养。
(6)让学生看故事最后一幅图,引导学生注意Mocky的表情,预测他们将要做什么,并猜一猜晚餐吃什么等。
3.模仿表演
(1)利用黑板上的图片等,引导学生会议故事内容。
(2)播放录音,学生跟读并指相应的插图或对话。
(3)呈现故事插图,删除部分人物对话,让学生根据提示补全对话。
(4)出示插图,教师说句子,让学生判断是否正确。
(5)让学生看连环画,试着朗读对话。
(6)鼓励学生分角色朗读或选择喜欢的图读一读,并在全班呈现。
Learn to Say
1.呈现情景
(1) 让学生回忆故事中Bobby喜欢什么饮料。接着问学生他们喜欢什么饮料,让学生说一说。
(2) 问学生在哪里可以买到饮料。让学生看图片是哪里、两个小朋友在买什么。
2.学习表达
(1)让学生看插图中有哪些饮品,让学生指一指、说一说。
(2)播放录音,让学生听录音,教师重复对话。结合对话内容引导学生指一指、说一说相应的饮品,教师呈现相应的词汇。
(3)教师扮演小男孩,模仿上面的对话,呈现新的饮品词汇。让学生指相应的插图,模仿跟读词汇。
(4)播放录音,让学生边听边指插图模仿。
3.练习运用
(1)教师出示饮品类词汇图片,学生看图说名称;出示单词,请学生看单词认读。
(2)把饮品卡片贴在黑板上,教师扮演售货员,让学生说一说他们想要买什么饮品,尝试用新词汇完成对话。
(3)出示单词卡片,学生朗读单词、指插图中相应的饮品。
(4)学生两人一组模仿、练习对话,扮演插图中的人物。
(5)学生两人一组用卡片模仿购买饮品。
Listen and Match
(1)让学生看插图,说一说有哪些人物,每个人物旁边的食物或饮品是什么。
(2)让学生预测、猜一猜每个人喜欢旁边的那种食物或饮品。
(3)放录音,先完整听一遍,边听边指相应的插图。
(4)再次播放录音,每次放一句,让学生听录音选出相应的图片。
(5)播放录音,全班一起核对完成情况。
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想知道Unit 1 Friendship的英语教学怎么做吗?下面读文网小编为大家带来Unit 1 Friendship英语教案,希望对大家有所帮助。
Teaching Aims:
1. 能力目标:
a. Listening: get information and views from the listening material.
b. Speaking: express one's attitude or views about friends and friendship in appropriate words.
c. Reading: enable Ss to get the main idea and be familiar with reading skills.
d. Writing: write some advice about making friends as an editor.
2. 知识目标:
a. Talk about friends and friendship; how to make friends; how to maintain friendship.
b. Use the following expressions:
I think so. / I don't think so.
I agree. / I don't agree.
That's correct.
Of course not.
Exactly.
I'm afraid not...
c. Enable Ss to master Direct Speech and Indirect Speech.
d. Vocabulary:
add point upset calm concern careless loose cheat reason list share feeling thought German series outdoors crazy moonlight suppose dare thunder entirely power according trust indoors suffer teenager advice quiz editor communicate situation habit
add up calm down have got to be concerned about walk the dog go through hide away set down a series of on purpose in order to face to face according to get along with fall in love join in
3. 情感目标:
a. Arose Ss' interest in learning English
b. Encourage Ss to be active in the activities and make Ss be confident
c. Develop the ability to cooperate with others.
4. 策略目标:
a. Develop Ss' cognitive strategy: taking notes while listening.
b. Develop Ss' communicative strategy.
5. 文化目标:
a. Enable Ss to get to know different opinions about making friends from different countries.
Teaching design:
Period 1 Warming-up 1课时
I. Teaching objectives:
1. Have Ss learn how to describe their friends and friendship with new phrases and structures.
2. Have Ss learn to solve problems that may occur between friends.
3. Cultivate Ss to form the good habit of learning English in Senior Middle School.
II. Teaching important points:
1. Use the given adjs. and sentences structures to describe one of your friends.
2. Learn to evaluate friends and friendship.
III. Teaching difficult points:
1. Work together with partners and describe one of your good friends.
2. Discuss with partners and find out ways to solve the problems.
IV. Teaching procedures:
Step 1. Lead-in and warming-up
Before the lesson, T can arose Ss' interests by introducing oneself and get Ss to talk about their summer holidays, or whether they had made friends during holidays.
Free Talk: 3 mins
1. How did you spend your summer holidays? How did you feel? What did you do?
2. What do you think of your new school? Do you like it? Could you say anything about it?
3. Do you like making friends? How do you get in touch with your friends? Do you have many friends? Where are they now? Do you have any old friends in our school?
Step II. Think it over
1. Give a brief description of one of T's friends. The following phrases and structures may be useful: (3mins)
His / Her name is...
He / She is...years old.
He / She likes .... and ...dislikes...
He / She is very kind / friendly / humorous...
When / Where we got to know each other...
Step III. Make a survey
1. List some qualities of a good friend or your ideal friend, have Ss get into groups of 4 to 5 to find out what each one has listed?
2. Add up the scores Ss got and show the explanations of every type.
3. Have Ss tell their partners the standards of good friends with the following structures:
I think a good friend should (not) be...
In my opinion. From my point of view. So far as I'm concerned. I suppose. A good friend is someone who...
Step IV. Talking and sharing (working in pairs)
1. If your best friend does anything wrong, what will you do?
What to do? | Reasons |
...... | ...... |
...... | ...... |
2. Proverbs: "What is a friend?"
A British newspaper once offered a prize for the best definition of a friend. If Ss were the editors, they could choose the best one from the following entires, and explain why.
"A friend in need is a friend indeed."
"Friends are like wine, the older, the better."
"A friend is a second self."
"A friend to all is a friend to none."
Step V. Homework
1. Write a short passage about your best friend.
2. Review the language points.
3. Preview the new words and expressions.
Period 2 Reading 2课时
I. Teaching objectives:
1. Develop Ss ' reading ability, learn to use some reading strategies, such as skimming, scanning, and so on.
2. Get Ss to realize the importance of friends and friendship and learn how to tell true friends from the false.
3. Grasp some useful words and expressions in this passage.
4. Learn the writing style of this passage.
II. Teaching method:
Task-based teaching
III. Teaching procedures:
StepI.Pre-reading
1. Have Ss discuss the following questions in group-work:
Who is your best friend? Does a friend always have to be a person? What else can be your friend?
Step II. Reading
1. Have Ss try to guess what Anne's friend is and what the passage is about by reading the title and having a quick look at the pictures in this passage without reading it through.
2. Skimming the 1st two paras to confirm the former guess.
a. What was Anne's best friend? Why did she make friend with it?
b. Did she have any true friends then? Why?
c. What is the difference between Anne's diary and those of most people?
d. Do you keep a diary? What do you think most people set down in their diaries?
3. Reading of Anne's diary
How did she feel in the hiding place?
Two examples to show her feelings then.
Step III. Post-reading
1. What would you miss most if you went into a hiding place like Anne and her family? Reasons support.
2. Group-work
Work in groups to decide what you should do if your family were going to be killed just because they did something the Emperors did not like.
"Where would you plan to hide?"
"How would you arrange to get food given to you every day?"
"What would our do to pass the time?"
Step IV. Talking about friends and friendship
Have Ss talk about friends and friendship, and write one or two sentences to express one's own understanding of friends and friendship in group-work.
Step V. Homework
1. Interview a student or a parent to find out their opinions about friends and friendship. Write a short report to share it with the whole class.
2. Describe one of your best friends, following the writing style of this passage.
Period 3 Grammar 1课时
I. Teaching objectives:
Learn to use Direct & Indirect Speech
II. Teaching important points:
Summarize the grammatical rules
III. Teaching difficult points:
The special cases
IV. Teaching procedures:
StepI.Lead-in
Last class, we learnt Anne Frank's story. She is telling her story to two of her friends--you and Tom. Tom has something wrong with his ears, so you have to repeat Anne's sentences, using Indirect Speech. Sometimes you explain Tom's sentences to Anne---
1. "Do you feel sad when you are not able to go outdoors?" Tom asked Anne---
Tom asked Anne if / whether she felt sad when she was not able to go outdoors.
......
Step II. Grammar focus
1. Have Ss summarize the rules when they changed Direct Speech into Indirect Speech, what should be changed?
2. Group-work for discussion.
3. Check out: sentence structure, tense, pron, adverbial of time or place, verb.
4. Rules focus:
a. 陈述句:
She said,"I am very happy to help you."---
She said she was very happy to help you.
b. 一般疑问句/ 选择疑问句:
He asked me, "Do you like playing football?"---
He asked me if / whether I like playing football.
She asked me whether he could do it or not.
c. 特殊疑问句:
My sister asked me,"How do you like the film?"---
My sister asked me How I liked the film.
d. 祈使句:
The captain ordered, "Be quiet!"---
The captain ordered us to be quiet.
e. 注意:
l 间接引语语序: 陈述语序.
l 客观事实,真理;时态不变.
l 指示代词,时间,地点状语做相应变化.
f. Summary
Direct Speech
一般现在时do
一般将来时will do
现在进行时is doing
一般过去时did
现在完成时have done
过去完成时had done
Indirect Speech
一般过去时did
过去将来时would do
过去进行时was doing
过去完成时had done
过去完成时had done
过去完成时had done
Step V. Homework
l Exs 1 on p42
l Look up new words and expressions from dictionary and do the prevision.
Period 4 Words & Expressions 1课时
I. Teaching objectives:
Learn new words and expressions
II. Teaching important points:
1. Pay attention to the different forms of the words
2. Master the words and expressions through the Exs.
III. Teaching difficult points:
1. Emphasize the methods which can be useful and efficient to do the memory.
2. How to use the new words and expressions into Ss' own composition-writing.
IV. Teaching method:
Self-summary;
Discussion;
Practice
V. Teaching procedures:
StepI.Warming-up
1. Check out the new words and expressions looked up from dictionary
2. Have Ss share their works, including the Chinese meaning, the form, the phrases, the examples, and the usage.
Step II. Practice
1. Do the words Exs in this unit
2. Discuss the answers in group-work
3. Check out the answers
Step III. Summary
1. Emphasize the key points of the words in this unit, esp some phrases and structures.
Step IV. Homework
l Recite the words and expressions.
l Preview the listening and speaking part.
Period 5 Listening & Speaking 1课时
I. Teaching objectives:
1. Practice Ss’ listening ability.
2. Practice Ss’ speaking skills of how to offer advice.
3. Improve Ss’ ability to help others to solve problems.
II. Teaching procedures
Step 1. Reading
1. Have Ss think about the questions on books, and then try to guess the brief content of the listening material according to the questions given in group-work.
Step 2. Listening
1. Have Ss get to know that besides you, Lisa also asks Miss Wang for help. What advice does she give her? Now, let Ss listen to what she says.
2. 1st-time listening: have Ss listen to the tape from the beginning to the end without any pause, ask Ss to take some notes while listening, and discuss the main idea of the listening material in group-work.
3. 2nd-time listening: have Ss listen to the tape again, and encourage Ss to repeat every sentence as best as they can after the pause. So Ss should pay attention to notes-taking, esp. the WH-Qs.
4. 3rd-time listening: the last time, have Ss listen to the tape and check out their answers according to what they heard before.
5. Check out the Exs.
Step 3. Post-listening & Speaking
1. Have Ss think about the Q:
“Do you think Miss Wang’s advice is helpful?”
2. Have Ss discuss the former Q in group-work, and have a free talk within 1min.
3. Now suppose Ss are editors of Radio for Teenagers, here are some problems for Ss to offer advice. (Give each group a problem and ask them to write their advice down.)
4. Have Ss come to the front and share their opinions with the whole class.
Step 4. Discussion
1. Ask Ss, “Do you think Anne should obey her father’s advice?”
2. Have Ss discuss the Q in group-work, and express their reasons to support their ideas.
Step 5. Homework
1. Have Ss review the listening material and consult the dictionary to deal with the words and phrases they encountered.
2. Preview the writing part.
Period 6 Listening & Speaking 2课时
I. Teaching objectives:
1. Practice Ss’ writing ability.
2. Improve Ss’ ability to write advice.
II. Teaching procedures
StepI.Lead-in
1. Have Ss read Xiao Dong’s letter on p7, and then discuss the Q in group-work within 2mins:
“What is Xiao Dong’s problem?”
2. Have every group make a list to set its own advice down for Xiao Dong.
Step II. Writing the draft
1. Have Ss get known that they should make the outline or the draft before writing.
2. Have Ss discuss how to write the outline in group-work within 1 min.
3. Have Ss pay attention to how to write a letter of advice. Here are some tips:
First, why not……?
If you do this, ……
Secondly, you should / can……
Then / That way……
Thirdly, it would be a good idea of……
By doing this, ……
Step III. Writing and Editing
1. Have Ss compose their writing within 30 mins.
2. Have Ss change their editing one another, and make the comments for others.
3. Choose the best one to share with the whole class.
Step IV. Homework
1. Have Ss summarize this unit and review new words, expressions, sentence structures, language points, grammar rules and examples.
2. Finish the Exs of this unit on workbook.
Period 7 Summary 1课时
I. Teaching objectives:
1. Develop Ss’ ability of how to make a summary.
2. Review unit 1.
II. Teaching procedures
StepI.Summing-up
1. Have Ss discuss how to make a summary and what kinds of items they could sum up in group-work within 3mins.
2. Have Ss make a list, which includes the new words, expressions, sentence structures, language points, grammar rules, examples, and so on.
3. Check out the summary.
Step II. Exs practice
1. Have Ss finish the Exs of this unit.
2. Check out the answers within group-work.
Step III. Fill in the blanks
1. Have Ss fill in the blanks on p8; p47 to make the conclusion of the whole unit.
2. Change their summary one another and have Ss comment on others’ work.
Step IV. Homework
1. Prepare for the quiz for this unit.
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想知道Unit4 What are you doing的英语教案要怎么做吗?下面读文网小编为大家带来Unit4 What are you doing英语教案,希望对大家有所帮助。
1.教学内容分析
在五个动词短语中,do the dishes是五(上)Unit 4要求四会的词组,read a book, cook dinner在五(上)中学过意思相同的两个短语read books和cook the meals,并且属于四会内容。draw pictures , answer the phone 在前几册中也出现过,总之,五个动词短语的前三个对学生来说比较简单。针对这种情况,我采用由易到难、由旧知识练习新句型的教学策略,以此来降低学生理解及表达的难度。
2.教学目标的确定
本节课是五年级下册第四单元的第一课时,五年级下册四、五、六单元的主要内容就是现在进行时,而本节课是学生学习现在进行时的第一节课,因此,对学生接受现在进行时的概念,理解现在进行时的用法显得尤为重要。 针对本节课的特殊情况,既学生第一次接触一种新时态:现在进行时,我确定了三个教学目标。
(1)通过具体而典型的情景,体会现在进行时的用法,能够运用句子What are you doing ? 询问别人正在做什么,并用 I'm ___ing . 这一陈述句来做答。
(2)初步认识现在分词的构成,能够听、说、读、写五个动词短语的 ing形式。
(3)通过说唱Let's chant部分的歌谣,巩固复习 Let's learn 部分的短语和句子。
3.教学重点、难点的确立
(1)本节的重点是掌握五个动词短语的-ing 形式,理解下一节课的主要句型 What are you doing ? 并能用 I am doing the dishes . 来作答。
(2)难点:a、如何引导学生感知、理解现在进行时所表达的含义。
b、动词- ing形式的读音,特别是加 -ing 之后的连读。这不单是本节课的难点,也是后三个单元的教学难点。培养学生流畅的连读,它需要一个过程,需要老师多做示范,逐步引导,充分感知。这不是一节课两节课就能达到的教学目标。
4.教具准备
乒乓球、乒乓球拍、玩具盘子及洗碗布、玩具锅及铲子、一本故事书、语文书、数学书、图画书、电话、词卡、四张图片、记者服、记者证、录音机和磁带。
二、教学过程
Step 1:Warm-up, TPR活动
T: Hello, boys and girls. This class I'll divide you into 4 groups. Group1.2. 3. 4.
T: Before class. Let's warm up. Please follow me. Do as I do.
1.复习动词:(边做动作边说)
eat/ drink/read/ write/ draw/ jump/ run/ swim/ fly(T: Wonderful! Let’s go on.)
2.复习词组:
set the table/ sweep the floor/ wash the clothes./do the dishes./cook the meals./clean the bedroom.
3.sing a song: 《I can help》. 投影出示歌词,老师做动作示范,师生一同演唱。
(设计思路: 在Warm-up 中通过TPR的形式回顾所学的动词,以旧带新,同时也为后面的新授、拓展做一简单的铺垫,目的就是从一开始就将学生带入动词的世界。歌曲《I can help 》中的歌词动作在课前有所熟悉,所以让学生边唱边做动作,进一步复习有关家务劳动的短语,这也是为后面通过Free talk引出do the dishes, cook dinner两个短语所做的铺垫。)
Step 2. Unit 4 What are you doing 的导入及板书。
1.T: Boys and girls. Here’s a ping-pong. Do you like playing ping-pong.(做动作)Please look at me. What am I doing now?(边托球边解释:现在,我正在干什么?)You can ask me: What are you doing?(拿词卡边领读边板书)
2.Ask me together. (师再次托球回答)I am playing ping-pong.(让两生试着托球,师拿词卡I’m ---ing领读、板书。)
3.T: From this class .We’ll learn Unit 4. What are doing?
(设计思路:这一环节即是课题的导入也是现在进行时用法的感知,针对本节课的难点,即如何引导学生感知、理解现在进行时所表达的含义。通过play ping-pong这一正在进行的动作,鼓励学生用What are you doing?来问老师,借此老师教学并板书课题,且初步熟悉其陈述句的表达法I am ___ing.)
Step 3.Presentation
1.Free talk 引出do the dishes.
T: Hello .What's your name? S1:(回答)
Nice to meet you.
By the way, can you do housework?
What can you do?
Great. You're helpful.
T: Hello. What can you do at home? S2:(回答)
Good boy/girl. You're helpful.
T: Boys and girls ,can you do housework? Ss: Yes.
T: You're helpful .Please guess what I can do at home. Look carefully.(师做动作,生猜。You can use the sentence:“Can you ---”)
T: Yes, I can do the dishes .Who can write the phrases?(师让一名学生上黑板写词组,写完后老师让学生稍等,然后自己边洗盘子边说:I am doing the dishes now. Please try.)
T: What are you doing?
S: I am doing the dishes.
(板书领读:do add-ing is pronounced /i□/--- doing.
再次板书:I am=I'm(领读,拿盘子准备传)
T: This time, Let's pass the dish one by one, and ask: What are you doing?
(领读3-4遍之后开始传,全体同学一起打着节奏问:What are you doing? 当老师说:Stop时,拿到盘子的同学站起来边洗盘子边说:“I am doing the dishes.”)
(设计思路:由Free talk 引出do the dishes ,由学生熟悉的词组入手,通过传盘子的游戏集体练习、重点突破主句型 What are you doing ?)
2. cook dinner
T:(与最后一名学生对话)You can do the dishes . Can you cook dinner?
S: 如果生回答 Yes, I can.老师就用 T: You’re helpful. Please do an action and say.
如果生回答No, I can’t 老师边做动作边启发鼓励学生T: You can’t? cook eggs, can you? What about noodles?
T:(边让生说cook dinner, 边做动作)师板书 cook dinner
T: It means: cook the meals.
Here’s a pot .Who can ask me with the sentence : (指标题)
T: I am cooking dinner .I am cooking fish. Mmm-Yummy. (板书-ing. Cook add ing is pronounced cooking画连读符号)
T: Now, please cook something and practise in pairs. You can cook eggs. noodle,. tomatoes, potatoes, green beans and so on.
T: Mm----Yummy. SA. What are you doing?
SA: I’m----.(让两名学生一组起来汇报)
(设计思路:当盘子传到最后一名学生,老师问:You can do the dishes . Can you cook dinner?自然引出cook dinner的教学,练习的形式是两人合作,边做动作边练习,在汇报时,老师以故事书作为奖励,并让学生坐下来耐心地一页一页的读,将read a book 引出)
3.read a book. [注意与read books的比较]
T: Wonderful. Please come here. This is for you.(把故事书奖励给学生) Please sit on the chair and read it. (师指正在读书的学生说)read a book . 板书并领读。
T:(师蹲下去问)What are you doing?
(引导学生试着加ing,并读出) Please add-ing and try to read it.
(师画连字符号)Who can help her? Wonderful. This is for you[发奖品]
T: I have many books here.
(师边说边走下去将书分给学生) Please read it! 引导学生用句型来问答
T: (师启发学生说出具体的书目)You’re reading a Chinese book.
(设计思路:当学生读到picture book时,老师用实物投影仪展示pictures,并且问学生 Can you draw pictures ?然后老师在黑板上画画示范,边画边说:I am drawing pictures .自然将 drawing pictures引出,接着让学生来画画,亲身体验现在正在进行的这一动作)
4.draw pictures
T: You’re reading a picture book. Let’s see. (老师在实物投影上展示,边翻书边说:pictures,
beautiful pictures.(板书pictures)Can you draw pictures.(师边说边画,然后板书、领读。)
T: Can you draw pictures? Let’s finish the picture together. Please draw one thing. You can draw a tree, a path, grass, flowers,an apple and so on .
(设计思路:学生边画边说句子,几位同学画完之后,老师对画做简单的评价,并适当给画添加一些东西,使之更加完美。)
5.answer the phone
T:(电话铃声响起)I’m sorry. Please wait a minute. Let me answer the phone.(老师拿起听筒)
Hello. It’s Miss Lu. I’m having English class. I’m very busy. Bye.
(放下电话教学词组answer the phone )
Practice:
A、做Hide and seek游戏,把电话藏起来,通过一名学生找电话,全班同学用高低声提示,巩固这一动词词组。当学生找到电话,电话铃声再次响起,让学生试着加ing并读出。
B、T: Next, practise in pairs. Use your books, like this.(老师把英语课本卷起,作为电话听筒,并出示下面的对话。)
A: Hello.
B: Hi. It's ________ . What are you doing?
A: I'm answering the phone. What are you doing?
B: I'm _________ (drawing pictures /doing the dishes /cooking dinner / reading a book )
(设计思路:老师接电话时说:Hello! It's Miss Lu.自然渗透打电话的日常用语,然后做Hide and seek 游戏,以此来练习这一短语。紧接着让学生将书卷起做为电话,出示对话提示,小组练习。借助这个短语即可以对前面的四个短语做一阶段性总结,又可渗透下节课 Let's talk的内容。)
Step 4 Practise
1.Listen to the tape. Listen, point and repeat.
2.Look at the blackboard and read after me .(do---doing---doing the dishes)
3.T:(师生分工读)Ss: What are you doing? What are you doing?
T: I’m doing the dishes. (教师边做动作边说)What are you doing?
4.Let’s chant.(投影出示P44的Let’s chant.边说边做)
5.Play a guessing game.
一名学生从词卡中挑出一张出示给全班同学,另一名学生背对这位同学,猜一猜自己正在干什么,全班同学问:What are you doing ?猜的同学边做动作边用I'm _ing来回答。
(设计思路:听录音之后看板书领读, 领读过程中,通过动词原形与现在分词的对比,使学生进一步理解现在分词的构成,紧接着师生分工读,自然引出Let's chant的内容,在Let's chant之后,我设计了一个猜单词的游戏,这是一个常规性的游戏,无多少技巧隐含其中,时间够了就做,不够就略去,这是机动处理的部分。)
Step 5 Consolidation and extension
T: Boys and girls, spring is here.Group1 is going to do housework..Group2 is going to have a picnic . Group3 is going to have a sports meeting. Group4 is staying in the classroom.(教师边说边将卡片发下去。)
1.首先从课前发下去的词卡 比如 play___ the piano 中挑选动词词组且加ing,如并试着读出,然后将词组贴在对应的图画下面。
2.学生发现问题,即个别单词的后面画有四条小横线,swim_ _ _ _, run_ _ _ _, set_ _ _ _, 老师集中讲解问题。
3.小组内练习,利用句型What are you doing? I'm _____ing.充分讨论。
4.记者采访做现场报道。先是老师穿上记者服、戴上记者证访问学生,然后由学生去采访。
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做好英语教案,是英语教学的重要内容,下面读文网小编为大家带来小学四年级Let'stalk教案,希望对大家有所帮助。
一、案例背景
1.学生分析
本节课的授课对象是小学四年级学生。他们已经学习了本单元的第一课时,掌握了部分动物单词如 horse, lamb, cow 等,已经掌握了句型 What are they? They are... 而且已经熟悉了一些名词的复数形式。这些都为本节课的学习打下了基础。
2.教学内容
1) 词汇:donkey, hundred
2) 句型; Are they...? Yes, they are. No, they aren't.
3) 对话;Oh, this farm is so big. Are they sheep? No, they aren't. They are goats. Are they horses? No, they aren't. They are donkeys. Look at the hens. They are fat. Yes, they are. How many cows do you have? One, hundred. Wow!
3.教学目标
1) 知识和能力目标: 能听说、认读单词 donkey, hundred,能听懂对话内容,能听懂 Are they...? 并能在情景中进行运用。
2) 情感目标:能以得体的方式询问名称,与人交际。
3)学习策略目标:让学生善于主动询问,学会与他人合作与沟通。
4.教学重点:能准确认读单词 donkey, hundred,能运用句型 Are they...? 并进行准确的回答。
5.教学难点:新单词 donkey, hundred 的发音,名词的复数形式及其读音,如: sheep 的复数形式,horses 的发音等。
6.教学准备:动物图片,农场图片,游戏纸(背面画有动物、服装、水果等图片),磁带,磁铁,头饰(Sarah, Mike, John),农场主的帽子
二、教学过程
Step 1 Warm-up
1.师生谈话活动,复习 How many... do you have?
T: What's the weather like today? S1: It's ...
T: What's this? (教师拿起学生的一块橡皮) S2: It's an eraser.
T: How many erasers do you have? S2: I have...
T: How many pencils do you have? S3: I have...
T: How many pencil-cases do you have? S4: I have...
2. 师生谈话活动,复习How much... is it? 并教学 hundred
T: Your pencil-case is so nice. I like it. 教师做出很喜欢这支铅笔盒的样子。How much is it? S4: It's ...
T: Your pencil is colorful. I like it. How much is it? S5: ...
T: What color is my T-shirt? S6: It's red.
T: Is it nice? Ss: Yes.
T: How much is it? Do you know? Twenty, thirty, forty, fifty, sixty, seventy, eighty, ninety, one hundred. You may guess. S7: ...
T: No, it's one hundred.
教师板书 hundred 并教学 one hundred, 拓展教学 two hundreds, three hundreds, etc.
设计意图:教师先询问学生熟悉的学习用品的价格,再让学生猜教师所穿服装的价格来引出新单词hundred,拉近了生活与课堂教学之间的距离。从旧知到新知,过渡自然,学生乐于接受, 并且学生能在轻松的 Free talk 中不知不觉地提高听说能力。
3.Let's do. 师生共唱共做 Part A Let's do 部分的内容
4.Let's do 结束后,教师及时表扬及介绍本节课的评价方式:学生分成两大组,各自拥有一个农场。每位学生的积极参与和认真都能为本组赢得动物。通过合作与竞争,得到动物图片多的小组获胜。
T: There are many animals at the farm. They are farms too. 教师出示两张农场图片 This farm is for you, half A. And this farm is for you, half B. We'll have a competition this class. Let's see who can get more animals,ok? Come on, half A! Come on, half B!
设计意图:这节课的评价方式紧紧围绕着课文内容:自己拥有一个农场,并通过努力可以赢取动物为自己所有。形式新颖,并且能很好地发挥学生学习英语的主动性。小组比赛既能充分激发学生的积极性,又能引导学生学会与人合作。
Step 2 Presentation
1. 教师利用图片快速复习单词 cow, horse, sheep, lamb, goat, hen. 并在复习 hen 时,熟悉单词 fat。教师把图片贴在黑板上:
T: What's this? Ss: It's a cow...
T: What.s this? Ss: It.s a hen.
T: Wow, this hen is so fat. (事先把 hen 画的很胖) 教师板书 fat 并教学 fat。It's fat.
2. 利用图片,教学新词汇:donkey
T: Is it a horse? Ss: No. T: It's a donkey. 教师带领学生用升、降调朗读单词。
3. 利用图片,快速复习句型:What are they? They are... 并在复习 hens 中引出新授对话中的句子:They are fat.
T:Look, what are they? Ss:They are donkeys.
T: What are they? Ss: They are hens.
T: Yes. And they are fat. 板书 They are fat. 并教学此句。
教师分单数和复数两列板书所有动物单词,通过对比的方式让学生明白名词的单复数区别,并让学生感知名词复数的读音。
4. 引导学生学会回答:Yes, they are./No, they aren't.
教师事先把动物图片反贴在黑板上,学生看到图片背面。
T: Look, are they hens? Ss: No, they aren't. ( with T's help)
T: What are they? Ss: They are cows.
T: Are they cows? Ss: No, they aren't.
板书并教学句子:No, they aren't.
教师以同样的方式教学: Yes, they are.
5.利用图片,教师引导学生猜:Are they...? 师答: Yes, they are./No, they aren't.
设计意图:在旧知中引出和操练新知,学生一点都不觉得累,反而有更浓厚的兴趣。通过名词单、复数的对比和总结,让学生感知名词单、复数的不同表达方法,进一步强化新单词的读音。学生看到图片的背面并没有图案,这产生了一定的信息沟,进一步激发了学生学习的兴趣和积极性,解决了本课的重点。
Step 3 Let's chant
学生看着黑板上的板书及图片,吟诵如下歌谣:
Donkeys, donkeys, are they donkeys?
Yes, yes. Yes, they are.
Horses, horse, are they horses?
No, no. No, they aren't.
设计意图:让学生把新学的单词、难读的单词以及新学的句型用到歌谣中,不仅能达到正音、弱化难点的目的,还可以培养学生朗读的节奏感和韵律感,吸引学生的注意力,增添操练的趣味性。
Step 4 Practice
教师出示一串游戏纸的反面,学生猜正面是什么动物。(结合小组比赛) 在猜的活动中操练句型:Are they...? 并利用学生以前学过的单词,进行滚动复习。教师作适当提示。
T:They are fruits. They are red and round.
Ss: Are they apples? T: No, they aren't.
Ss: Are they tomatoes? T: Yes, they are.
T: They are a kind of shoes. We can wear them in summer.
T: They are clothes. Girls often wear them in summer.
T: They are fruits. They are yellow.
T: They are animals. They are white and black. They like to eat grass.
设计意图:结合旧知操练新句型,让学生猜动物、水果、服装等,能滚动复习旧知,以旧练新,能提高学生的学习效率,而且能发散学生的思维。在猜的活动中,教师给予适当的语言和肢体提示,不仅能降低学生猜的难度,而且能增大语言的输入量。
Step 5 Let's talk
1. 教师从上面的猜一猜活动引到对话。T: Yes, they are cow. We can see cows at a farm. 教师出示事先准备好的一幅大农场图片 T:Wow, this farm is so big. 边说边用动作表示出农场的大。然后领读句子:This farm is so big. 引导学生边说边做动作。
2. 让学生听一遍录音,并思考以下问题:Can we see the cows here? How many cows? Let's listen.
T: How many cows? Ss: One hundred.
3.再听一遍录音,学生思考问题:What animals are there at the farm?
T: What animals are there at the farm? Ss: There are goats and donkeys.
让学生找出动物图片贴在大农场的图片上。
4. 教师让学生跟录音朗读对话,然后分组朗读。结合小组比赛,教师进行评价,奖励动物图片。
5.将对话分成三段,教师和三位学生分别进行练习做示范。然后学生看着黑板上的农场图片,两人合作练习对话。
设计意图:让学生带着问题听录音,能提高学生听录音的效率。找图片,贴图片,更能调动学生的各种感官参与学习活动,加深对对话的理解程度。跟录音朗读有助于学生模仿地道的语音、语调,也能为学生说好英语打好基础。
Step 6 Extension
教师出示树,花,小鸟等图片,让学生利用句型Are they…?编一个新的对话。教师和一位学生先做示范,然后学生两人合作练习,最后抽几组进行表演。
设计意图:让学生自主选择以前学过的单词创编对话,体现了教学的开放性。并且给学生提供了一个运用语言的机会。因为培养学生初步运用语言的能力是小学英语的教学目的之一。
Step 7 Assessment
1. 师生共唱歌曲 Old Macdonald had a farm
2. 教师进行总结性评价。T: Every one did a good job today. 教师指着小组的农场图片提问学生T:Look at your farm, what have you got? Are they cows /horses? Ss: Yes, they are. /No, they aren't.
T: Now, let's see how many animals do you have? 师生共数,获得动物多的小组获胜。然后师生共同鼓掌表扬获胜小组。
3. 课后布置作业:画下你心目中的农场,模仿课文编对话,可以个人完成,也可以 2-3 人合作完成。
设计意图:结束课堂之前,教师从学生参与课堂活动的态度、兴趣、成果及合作能力等方面对学生进行恰当的评价,十分有益于学生树立自信心,形成继续学习的动力。
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怎么做好英语教案,是每个英语老师教学关心的问题,下面读文网小编为大家带来What color is it教案,希望对大家有所帮助。
教学重难点:会用What color is it? 能回答,培养学生的英语思维能力。
教学用具:多媒体 头饰
Step1:Warm up
1.Greetings(师生问候);
2.Revision(多媒体播放Chant课件,让学生听、说、做、演进行律动,活跃气氛,营造一个良好的学习英语的氛围);Sing an English song.What is this in English?
Step2:Presentation
1. 教师用多媒体播放doll,yellow,blue图片
T:What is this?
S:A doll. It’s a doll.
T:What color is it ?
S:Yellow.(师生共同数一数。)
2.教师呈现新单词doll,yellow,doll单词卡片和句型:What color is it ?
3.用教师用多媒体播放doll,yellow,blue图片
4. 利用媒体呈现dialogue图片;学生听读学生自读课文,划出不会的词,听录音学生跟读,教学指导领读,同桌之间互读,请学生领读课文,学生背诵,并表演课文.
师生示范:
T:What’s this?
S:A doll.
T:What color is it ?
S:Yellow.
Step 4:1 教师用多媒体呈现图片,让同桌两人小组创编对话,教师在屏幕上给出key points加以提示:
A:Hello...
B:Hi...
A:What’s this?
B:It’s...
A:What color is it ?
B:Yellow...
A:Thank you. Bye.
B:See you.
(把所学的新语言项目与旧知识联系起来,自由创编对话,达到交际运用的目的。)
2. 小组反馈。
Step 5 :拓展资源的学习
1.播放Flash动画;
2.播放VCD资源
3.学唱《What color is it ?》
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教案是教师进行教学的蓝图,指导着外语教学。下面读文网小编为大家带来what should i do教案,欢迎大家阅读。
Teaching goals (教学目标)
1.Words & phrases : keep out , loud , argue , What’s wrong ? football , either , except , themselves , include ,etc .
2.情态动词could /should 的用法。
3.Why don’t you … ?结构表建议的运用。
4.如何谈论问题及提出建议。
5.在处理问题中学会自省与人际交往。
Important and difficult points (教学重难点)
1.should /could 情态动词的用法。
2.如何提出建议。
教具: a tape recorder5 , cards .
第一课时
课前准备:
教师:录音机,所学物品的图片、教学挂图。
学生:英语点金教练及相关的学习用具
Teaching procedures(教学步骤) (教学过程)
Step 1 Leading in(导入话题,激活背景知识)
1. Greetings and free talk .
2. Check the Homework(家庭作业) .
Step 2 Pre-task(任务前活动)
T: I want to buy a new guitar but I don’t have enough money .What should I do ?
Ss think it over ,and try to give his/her advice .
Write their advice on the Bb .
1. Borrow one . 2. Buy a second-hand guitar .
3. Get a part-time job . 4. Don’t buy a guitar .
5. Wait until next year .
Practice reading the advice by the Ss .
导入: In this unit we are going to talk about problems people have and learn how to give these people advice –to tell people what we think they should do .
Step 3 While-task(任务中活动)SB Page 10 , 1a .
1. Read the instructions to the Ss . 2. Read the problems by the Ss .
3. Ask Ss to write the problems in the “Serious” or “Not serious” columns .
4.Explain . 5. Talk about the answers with the class .Practice reading .
SB Page 10 , 1b .
Make sure the Ss understand what should they do .Play the tape twice .Ss circle the problems they hear .Play the tape a third time .Check the answers .
Step 4 Post-task(任务后活动)SB Page 10 , 1c .
Look at the problems in activity 1a and make conversations .
Step 5 While-task(任务中活动)SB Page 11 , 2a .
1. Read the instructions .Make sure the Ss understand what should they do .
2. Point to the sentences below .
3. Play the tape the first time .Ss only listen .Pay attention to Peter’s friend’s advice .
4. Play the tape again .Ss circle “could” or “should” .
5. Correct the answers .
SB Page 11 , 2b .
Read the instructions .Pay attention to Peter’s answers .Play the tape again .Check the answers .
Step 7 Post-task(任务后活动)
Make conversations with peter and his friend with the help of 2a & 2b .
Step 8 Grammar Focus
Review the grammar box .Ss say the questions and the responses .Explain the differences between could/should .
Homework(家庭作业):
1. Go over the words .
2. My clothes are out of style ,what should I do ? Please give the advice .
第二课时
课前准备:
教师:录音机,所学物品的图片。
学生:英语点金教练及相关的学习用具
Teaching procedures(教学步骤) :
Step 1 Leading in(导入话题,激活背景知识)
1. Greeting and free talk .
2. Check the Homework(家庭作业) .Collect the students’ advice .Write it down on the Bb .
Step 2 Pre-task(任务前活动)
1.Review the differences between “could /should” .
2. Learn the new words in Page 12 .
Step 3 While-task(任务中活动)SB Page 12 , 3a .
1. Read the instructions .
2. Read the conversations by Ss or listen to the tape .Then write “good idea” “okay idea” or “bad idea” .
3. Talk about the students’ answers .
4. Make sure the students understand the dialogue.Practice reading
Step 4 Post-task(任务后活动)SB Page 12 , 3b .
1. Read the instructions .Point out the example conversation and ask two students to read it to the class .
2. Use your head .Find some other ways to get money that aren’t in the book .
3. Ask Ss to work with partner as they ask for and give advice .
4.Pairwork .
5. Act out the conversations to the class .
Step 5 While-task(任务中活动)SB Page 12 , Part 4 .
1. Read the instructions .Make sure the Ss understand what they should do .
2. To students read the dialogue .
3. Practice reading .
4. Ask another pair to give their advice on another topic .
5. Pairwork .(互助活动)
Homework(家庭作业) :
将下列短语或句型译为汉语
1. keep out 2. out of style 3. What’s wrong ?
4. call sb up 5. pay for 6. ask for something
7. summer camp 8. stay at home
第三课时
Teaching procedures(教学步骤):
Step 1 Leading in(导入话题,激活背景知识)
1. Greetings and free talk . 2. Check the Homework .
Step 2 Pre-task(任务前活动)SB Page 13 , 1a .
1. Read the instructions to the students .
2. Read the sentences and ask a student to read the sentences to the class .
3. Write NI , I , VI for each statement .
4. What is important to you when you choose clothes ?”Write one or more of their statements to the class .
Talk about the answers with the class .
Step 3 While-task(任务中活动)SB Page 13 , 2a .
1. Read the instructions .Make sure the Ss understand what they should do .
2.Read the three sentences in the box .You will be listening to a radio advice program .They will be talking about one of these problems .
3. Play the tape twice .Ss check the problem they hear .
4. Play the tape again ,Ss correct the answers .
SB Page 13 , 2b .
1.Read the instructions .Make sure Ss understand what they should pay attention to .
2. Look at the chart .There are three persons ,Kim , Nicole , Emilio .Who will give Erin some advice ?What are they ? Read each name for the class .
3. Play the recording again .Ss write their answers .
4. Play the recording again ,one sentence by one sentence .Check the answers .
Step 4 Post-task(任务后活动)SB Page 13 , 2c .
1.Point out the example in the sample dialogue .Ss practice reading .
2. Pairwork: What do you think Erin should do ?
3. Share their conversations with whole class .
Homework(家庭作业) :
You left your Homework(家庭作业) at home ,what should you do ? Please give your advice .
第四课时
课前准备:
教师:录音机,所学物品的图片。
学生:英语点金教练及相关的学习用具
Teaching procedures(教学步骤) :
Step 1 Leading in(导入话题,激活背景知识)
1. Greetings & free talk .
2. Check the Homework(家庭作业) :I left my Homework(家庭作业) at home ,what should I do ? Share some students’ advice .
Step 2 While-task(任务中活动)SB Page 14 , 3a .
1. Scan this letter ,underline the problem .
2. Read the letter again , tick out the new words . 3. Explain something :
(1)except=but 除…之外(不包括在内)
(2)besides 除…之外(包括在内)
Eg.All the students went to the park except him .
Lucy and Lily will come to the party besides me .
(3)find out = learned 了解到 find 找到
Eg.I just find out there is a dance tomorrow .
4. Listen to the recording .Ss practice reading . SB Page 14 , 3b .
5. Pairwork: Give some advice to the lonely kid in 3a .
6. Suppose you’re Mary .Write the letters on your own .
7. Read the letters to the class .
SB Page 14 , Part 4 .
1. Read the problem in the box .
2. Two students read the dialogue .
3. Pairwork : Think them over and give your advice .
4. Groupwork: See which classmate has the best advice .
Step 3 Post-task(任务后活动)SB Page 15 , Selfcheck .
1. Fill in the blanks with the words given .Try to make your own sentences with the words .
2. Read the letter to Aunt Chen’s advice column and then write some advice .
Homework(家庭作业) :
What’s your problem ? Please write your own letter to an advice column .
第五课时
课前准备:
教师:录音机,所学物品的图片。
学生:英语点金教练及相关的学习用具
Teaching procedures(教学步骤) :
Step 1 Leading in(导入话题,激活背景知识)
1. Greetings and free-talk .
2. Check the Homework:Read the letter out in the class ,the other Ss give their advice .
Step 2 Pre-task(任务前活动)
1.What after-school activities can you think of .Write what you do and what you don’t do .
2. SB Page 16 , 1b .Read the words and guess the meaning .if there are some new words in the box , look up in the dictionary .
Step 3 While-task(任务中活动)SB Page 16 .
1. Read the passage quickly and get the main idea .
2. Listen to the recording .Circle the words in the box in 1b .
3. Explain something :
(1)busy enough (2) It’s time for sth . (3)the + 姓s : 夫妇/一家
SB Page 17 , 3a .
1. Read these statements .
2.Pairwork: Number each pair 1-5 around the class .Ask each pair to discuss only the question with their number .
3.After a while .All pairs with the same number from a group and compare ideas .
4.After five minutes .Each group report their ideas to the class .
Homework(家庭作业) :
1.Write four sentences using one of the words from 1b in each sentence .
2.Are you or your friends under pressure ? Do a survey to find out .
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教案是教师进行教学的蓝图,准备好教学教案有利于教师更好地向学生传达知识。下面读文网小编为大家带来what is this 教案,希望对你有所帮助。
一、教学目标
1、能听懂、会说新单词。
2、能用“What is this ?”询问物品的名称,并能用“This is a …”做出回应。
3、能听懂、会说本课对话。
二、教学重点难点
掌握新单词,学会运用新句型“What is this ?”询问物品的名称,并能用“This is a …”做出回应。
三、教学步骤
Step 1 Warming up
1、师生问候。
2、听英语歌曲“What is this ?”让学生跟着小声哼唱。
3、复习已学单词。
出示图片或实物 (a dinosaur, a doll, a water bottle, a family photo)
T: What is this?
Ss: A dinosaur/doll/…
Step 2 Presentation and drill
1、出示一位同学的书包。
T: Look! What is this ? This is a schoolbag.
Ss: This is a schoolbag.
带读。然后让学生单个练读,分组练读。纠正他们的发音。
2、用同样的方法教单词pencil, pen,.
游戏——Dragon game
S1: What is this?
S2: This is a pencil. What is this?
S3: This is a …
3、出示课文A部分教学挂图。
4、让学生带着问题听课文A部分录音,复述所听内容。
5、听课文A部分录音,跟读。读的时候指着自己脸上相应的部位。
Step 3 Practices
1、分小组练习课文A部分。分角色表演。
2、选两位同学、给出一些学习用具,让其利用What is this ? This is a …”进行表演。
3、课堂小结、练读课文、布置作业。
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写好一个教案是一个教师上好一堂课的最为重要的一个环节。那你想知道要怎么写好一篇教案吗?下面读文网小编为大家带来what time is it 英语教案,希望对你有所帮助。
教学重点:掌握有关学生日常活动的六个单词和词组。
教学难点:对新句型“What time is it? ”“It’s nine o’clock.”“It’s time for ...”的理解和运用。
教具准备:
1. 与教材内容相关的录音、图片等媒体素材。
2. 教师准备一个教具钟。
3. 教师准备六张单词卡。
教学过程:
(一)热身/复习(Warm-up/Revision)
1.教师播放第一单元Story time的录音或者请一组学生表演Story time中的故事。
2.教师在听录音或学生表演之后向学生提问:Where is Zoom? 学生回答:He is in the canteen.教师又问:Why?学生答:He is hungry. 教师再问:Why is he hungry? What time is it? 引导学生答出:It’s time for lunch. 接下来,教师可鼓励学生说出哪些东西可以告诉我们时间,如:the sun, the moon, the tree等等,学生如果不能用英文说,也可用中文说。
(二)呈现新课(Presentation)
1.教师可制作本课时的挂图贴在黑板上说:Look! What’s this? It’s a clock. 然后指着12点说:What time is it? It’s 12 o’clock. Are you hungry? Why? 用动作示意学生说出It’s time for lunch. 接下来,教师利用钟面上的小图继续教授时间的表达和其他几个单词、词组。
2. 通过教师领读和听音跟读,让学生掌握正确的读音,尤其要注意breakfast和o’clock的发音。可采用小组模仿竞赛的形式,在学生当中展开互帮互学。
(三)趣味操练(Practice)
1.教师将教具钟上的时针拨到不同的时间,提问学生:What time is it? 鼓励同座的两名学生进行比赛看谁做出快速反应。
2.教师拿出生词图卡,出示图的一小部分,让学生通过观察判断图上画的是什么,并说出相应的单词或词组。
(四)扩展性活动(Add-activities)
1.做本单元A Let’s learn部分的活动手册配套练习。
2.和同桌一起玩“画画、写写”的游戏。根据本人实际情况用钟的形式画出自己的活动时间,并和同桌一起进行问答练习。
3.试一试给同伴、朋友或家长发Let’s do 中的指令请他们做动作。
what time is it 英语教案相关
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采取正确的英语教学措施,是提高英语教学质量的前提,那么你想知道有哪些好的英语教学措施吗?下面读文网小编为大家带来英语教学改进措施,希望对你有所帮助!
这里指的是上课40分钟的质量和效率。不能期望这些十几岁的孩子课后会花足够的时间去记、背。把希望放在学生的高度自觉上,是会吃大亏的。这就要求我们想方设法提高上课质量。平日的课堂,笔者会给学生留下一块空白时间,让学生去消化新学的知识点,然后马上进行检查,争取做到“堂堂清”。第二节课上再通过一些趣味活动把上节课的知识点再现。还有就是九年级的复习容量很大而且范围也广,作为教师——学生复习阶段的“指挥棒”,笔者在指导学生复习时决不打乱仗。笔者深知盲目的题海战术会让学生元气大伤。因此在选择给学生做的题上,笔者会花上很多工夫,往往是在自己作了十多本书的题量后,精选出认为经典的、含金量重的一小部分。笔者认为这也是一个年轻教师走向成熟的必经之路。
九年级的学生特别需要放松和减压,在学习过程中,笔者会有意识地设置一些如:英语脱口秀、比快读课文、比赛背句子、学唱两首流行歌等活动让学生得到彻底放松。
要想自己的工作轻松点,就选得力的助手做科代表。如果科代表负责任、有魄力,他们能够带动整个班的学习,并能减轻教师的负担。但是很多科代表往往不是一开始就做得那么好,需要我们去培训,让他们大胆地管理,有时你会发现他们很有创造力,会有意想不到的效果。
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如何上好英语的故事课,相信是很多小学英语教师的疑问,今天读文网小编在这里为大家分享一些小学英语故事教育教学反思,希望能帮助到大家!
英语教学中进行故事教学的价值加以阐述,并就如何进行故事选择,如何进行故事教学,如何进行教学后的提升,以及故事教学中会出现的一些问题加以讨论。希望能给正在从事小学高段英语教学的老师以及有意于从事英语故事教学的同行们一些参考。
故事教学要以发展学生综合语言运用能力为宗旨,全面提高学生听说读写的英语技能,应该精心设计,精心施教。
(一)如何选择故事
1. 根据学生年龄特征选择
故事教学的一个重要功用就是提高学生的学习兴趣,选择一个好的故事将是学生和老师共同学习的兴奋点。在选择故事时,教师可以考虑以下几个问题:(1)故事是否符合学生的年龄与兴趣特点?(2)故事中所使用的语言是否适合学生英语语言知识掌握的程度和理解能力?(3)文句节奏与韵律感能否吸引学生仿读?学生接受能力范围内的材料才能真正起到教学效果,教师要根据学生学习情况认真选择。否则,教学和教育的效果就要大打折扣。
2. 根据学习要求选择
故事教学使复杂的语言简单化。通过学生熟悉的材料教学,可帮助学生理解、掌握新的语言知识,提高学生运用语言的能力。因此,在小学高段英语教学中教师应该尽量选择知识点集中、会话内容适中,同时能给人以启示的语言内容,学生才能够集中学习和运用相关语言知识。比如在学习动词过去时这一语言点时,最好选择学生耳熟能详并且用过去式描述的故事,如《狼来了》等。在根据学习要求进行故事选择时,不妨考虑以下问题:1)故事中所使用的语言与情节,是否具备重复及可预测的特性?在课堂教学中,教师可通过重复的语句与学生互动,也可运用发问技巧让学生对某些情节进行讨论和猜测,提高参与感。2)故事是否有清晰的情节和强烈的角色对比,且寓教于乐?故事内容情节清晰,角色对比强烈,能使学生专注于故事的发展。同时,好的故事能让学习者自然领略其中的深意。3)故事中所使用的语言与反映的文化是否真实与恰当?教师要能够判断故事中所使用的语言与反映的文化是否真实、恰当,而不至于因文化的隔阂造成认知偏差,传递错误信息。
(二)如何实施故事教学
教学过程无疑是最重要的环节。在故事教学中可以采取以下一些步骤:
1. 背景铺路
故事的背景知识有助于学生了解故事,减少学习障碍。
2. 听力开道
听力是学生英语能力中一项重要内容,故事教学不能离开对这一技能的训练。教师采用讲述或播放磁带、VCD等方法整体呈现故事,要求学生大概听出故事发生的时间地点、主要人物及故事内容,以强化学生听力技能。
3. 提问深化
整体感知故事后,学生可自主选择适合自己的方法,或者朗读、默读,或者分角色读,也可以单独完成。这是学生深入理解并细化学习的过程,阅读时要求学生用笔勾画出不能认读的词句或不能理解的内容,教师鼓励学生根据自己勾画的内容进行提问。同时,教师要整理出故事线索,在图片或关键词、句的提示下,根据故事发展的顺序对需要掌握的知识点进行提问和操练,帮助学生更深入地理解故事,掌握语言。
4. 线索回顾
通过自主阅读和提问扫清了学生对故事的理解和诵读的障碍,这时,教师可以辅助学生对故事进行回顾。教师提供一些关键词句,或者出示几组相关图片,请学生给图片排序并讲述故事,或者请学生根据出示的关键词和句进行拓展讲述。这样,既能检验学生是否理解故事,同时也能锻炼学生讲述故事、运用语言的能力。
(三)故事表演
表演故事是帮助学生内化并产出新内容的过程。根据学生的不同情况,教师要提供多种方式让学生选择,每一种选择都可得到相应的激励。
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英语少儿故事是英语教学中很好的教学材料,下面读文网小编为大家带来小学英语教学小故事,欢迎大家阅读!
It looked like rain. The sky was gray. It was almost noon, but the sun was hidden by a gray blanket. It was cool. There were no birds flying anywhere. A couple of birds sat on the telephone wire. Bob was standing outside talking to Bill. They both had their hands in their pockets. They knew that it was probably going to rain shortly. A sudden breeze blew some leaves off a tree onto the sidewalk.
A young woman wearing a dark blue coat and jeans walked by. She was walking a small dog. It was pure white, and pretty. It sniffed at a tree trunk. The woman waited patiently. Finally, the dog lifted its leg.
Bob said that he liked the rain. It was a nice change from the usual hot Los Angeles weather. And the plants could always use the extra water. Bill said the only thing he didn’t like about rain was that all the motor oil on the streets would get washed into the ocean, and so would all the trash.
"But that never stops the surfers," Bob said. "They don’t seem to care what’s in the water, as long as there are waves to surf on."
小学英语教学故事相关
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