Ohio Standards
Connection
Phonemic Awareness, Word Recognition and Fluency
Benchmark B Demonstrate fluent oral reading, using sight words and decoding skills, varying intonation and timing as appropriate for text Indicator 10
Read aloud with changes in emphasis, voice, timing and expression that show a recognition of punctuation and an understanding of meaning.
Acquisition of Vocabulary
Benchmark D
Know the meaning of specialized vocabulary by applying knowledge of word parts, relationships and meanings.
Indicator 5
Recognize that words can sound alike but have different meanings (e.g. homophones such as hair and hare). Lesson Summary:
During this interactive lesson, students share and create jokes to promote and enhance reading skills (fluency, emphasis, timing and sight word recognition), acquire vocabulary and recognize homophones. Students read their jokes aloud, concentrating on voice characteristics. The culminating project of a class joke book contains students’ individually written and illustrated jokes.
Estimated Duration:Two to three weeks. Time spent on each lesson part depends on students’ abilities and needs. Commentary:
Laughter is the best medicine, and students have an opportunity to do just that with this lesson. Students strengthen their vocabulary and critical thinking skills as they use resources to create jokes and punch lines. Students present their jokes to classmates and publish them in a class joke book. Enjoy humor at its first-grade best!
Instructional Tip:
This lesson is best suited for the second half of the first-grade year.
Pre-Assessment:
·Provide familiar humorous leveled text (e.g., story, joke, riddle) for students to read aloud.
·Have students record themselves reading text.
·Listen and note students’ abilities to read aloud with changes in emphasis, voice, timing and expression that
show a recognition of punctuation.
Scoring Guidelines:
Write and use anecdotal notes to document individual students’ fluency—their skill in changing emphasis, voice, timing and expression in recognition of text punctuation.
Post-Assessment:
·Students read “homophone jokes”(composed during lesson) to whole class or to small group of students.·Listen and note use of voice, timing, expression and emphasis while reading that demonstrate students’
recognition and understanding of punctuation in text.·Ask students in small groups or whole class to listen for and identify the homophones in the jokes.
·
·Provide opportunities for students to guess and share answers to jokes.
·Have joke tellers respond to ideas and read answers or punch lines for jokes.
·Use checklist (Post-Assessment Checklist, Attachment A) to assess individual students’ understanding and skills or conduct individual writing/reading conferences.
Scoring Guidelines:
Use the Post-Assessment Checklist, Attachment A, to evaluate and comment on students’ readings. Document progress based on students’ abilities to do the following:
·Identify and define homophones in written text.
·Read and tell jokes with changes in emphasis, voice, timing and expression, based on recognition of and reaction to text punctuation.
Instructional Procedures:
Part One
1.Post a short, simple joke containing a pair of homophones (in large or bold font) for students
to read. (Refer to this as the Joke of the Day.On a daily basis for the duration of the lesson, post new jokes that contain homophones.)
Instructional Tip:
“Knock knock” jokes or short jokes that ask questions with one-line responses provide examples for students at this introductory level.
2.Read the joke together in a shared reading experience. Following are several examples of
simple, age-appropriate jokes with homophones:
a.Why did the man cross the road?To see a bear that was bare.
b.Why did the boy go to the beach?He wanted to see the sea.
c.Knock, knock. Who’s there? Flower. Flower who? A flower made of flour.
d.What do you get when you mix a story with a part of an animal that wags?A tail tal
e.
e.What did the sailor say to the store clerk? I hope that sail is on sale.
3.Point out the punctuation marks (question marks, periods and exclamation marks) that end
the parts of the jokes.
4.Model and explain how punctuation affects the reader’s voice, emphasis on words, timing
and expression.
5.Re-read the joke with the students. Encourage students to take note of the punctuation and
adjust their voices and timing accordingly.
Instructional Tip:
Create end punctuation marks on card stock and move them from one line of the joke to another. Have students read the line with the new punctuation mark (e.g., I hope the sale is on sale?What did the sailor say to the store clerk?).Practice reading with incorrect punctuation marks to emphasize the need for and importance of the correct end punctuation.)
6.Discuss humor and the meaning of jokes with students by using prompts such as the
following:
a. Did this make you laugh? Why?
b. A joke is something said that makes you laugh. What makes this funny?
c. What did you picture in your mind when this joke was read?
7. Have students offer ideas and discuss.
Part Two
8. Post a new Joke of the Day.
9. Point to text and ask students to listen to and read joke aloud. Invite students to comment on
how the text was read (e.g., use of voice, timing, attention paid to question mark or period). 10. Review importance of text punctuation and use of timing, voice, expression and emphasis on
words during read-aloud.
11. Re-read the joke with the students, reminding them to note punctuation and
adjust voice (timing and expression) as they read.
12. Discuss the humor and meaning of the joke with students.
13. Provide leveled reading passages (short stories or simple jokes) for students.
14. Have students work with partners to look through passages, find punctuation and discuss how
to read passages.
15. Encourage students to read the text with partners, making adjustments with their voices,
timing and emphasis on words.
Part Three:
16. Post and read the Joke of the Day with students,using appropriate voice, timing,expression
and emphasis on words.
17. Introduce vocabulary concept of homophones by pointing to each homophone in the written
joke.
18. Point to and read each word as students listen.
19. Use word mask or highlight pen to mark homophones in written text.
20. Display a picture or illustration of one or both homophones in written text (e.g., bare, bear).
21. Discuss the meaning of homophones by using word pictures and verbal prompts similar to
the following:
a.What do these words say?
b.How are these words the same? (They sound the same.)
c.How are these words different? (The words are not spelled the same.)
d.Which picture illustrates the word____________?
e. When you close your eyes and hear the word __________, what do you picture?
f. While these two words sound the same, do they mean the same thing?
22. Discuss with students the definition of homophones–words that sound the same, but have
different spellings and meanings.
23. Provide examples of other homophones by displaying and reading sentences that contain
pairs of homophones (e.g., I have something in my eye.).
24. Ask students to identify and discuss meanings or visual images of homophone pairs in the
sentences.
Part Four
25. Post and read a new Joke of the Day with students.
26. Review concept of homophones by asking students to identify the homophones in the new
joke.
27. Write the homophone pairs from text on chart paper and discuss their meanings.
28. Use chart paper to conduct a shared writing experience—create a list of other homophone
examples (hare/hair, bear/bare, sail/sale, mane/main).
29. Ask students to think of and say other examples of homophones—words that sound alike, but
have different spellings and meanings. To facilitate responses, allow students to brainstorm other possible word pairs with partners. (Refer to Homophone Word List, Attachment B.) 30. Write and add each homophone pair offered by students to list on the chart. Hang the
homophone “word bank” in the classroom for the students to use as a reference throughout the year.
31. Discuss meanings of word pairs by having students talk about meanings or by correctly using
the homophones in sentences.
32. Provide drawing paper, pencils, crayons and/or markers.
33. Ask students to choose one pair of homophones from chart and draw or illustrate the
meanings of the homophones. Display illustrations next to each word pair on the chart for future reference.
Part Five
34. Read the new Joke of the Day that contains a pair of homophones with students.
35. Encourage students to make note of the punctuation and adjust their voices and timing
accordingly.
36. Discuss homophones, humor, meaning and format of the jokes with students by using
prompts similar to the following:
a. Does today’s joke make you laugh? Why?
b. What punctuation mark is used at the end of the first part of today’s joke? (Question
mark) At the end of the answer of the joke? (period)
c. When we read the joke and answer, how should we use our voices?
d. Can you find the homophones in the joke? What do the words mean?
e. What do you picture when this joke is read?
37. Have students offer ideas and discuss.
38.Divide students into small groups.Work with one group, while remaining small groups rotate
among prepared learning centers in the classroom.
Instructional Tip:
Learning centers are defined areas in the classroom where small heterogeneous groups of students actively engage in activities such as puzzles, phonics, partner reading, listening and writing. Supply appropriate materials for students in each center.
39. Ask students to read or tell their favorite jokes that contain homophones to small groups
using appropriate change in voice, timing and expression.
40. Instruct joke “tellers”to wait for responses or guesses from peers.
41. Have “tellers” share or read the answers or punch lines to the jokes to confirm peer
responses.
42. Provide opportunities for all students in small groups to share one or two jokes of their
choice.
Instructional Tip:
The focus of this lesson is to promote oral reading fluency(changing emphasis, voice, timing and expression due to recognition of and reaction to punctuation) as well as recognition of homophones. Students can make up their jokes, use jokes from the lesson or read jokes from other sources(e.g., peers, cartoons, books, magazines). The humor of children at this age may still be developing; therefore, it is important to reward and praise all efforts, regardless of the level of humor.
Part Six
43. Ask students to refer to the chart in class that lists homophone pairs.
44. Model the writing of a joke by using one pair of words found on the class chart paper. Write
a simple joke on one side of the paper and the answer or punch line on the other side.
45. Call students’ attention to the use of punctuation (question mark, period) in a written joke.
46. Model the reading of the joke with students, using proper voice, expression and timing;allow
time for students’ responses to the joke.
47. Provide paper (8.5” X 11” lined or unlined) and pencils for students.
48. Have students write their joke(s), putting the joke(s)on one side of the paper and the
answer(s) on the back of the paper.
a. Emphasize that students need to sound words out, use sight words or words on word wall,
include spaces, use punctuation and include homophones.
b. Provide conferences and individual help before, during and after writing for all students.
During individual conferences, encourage students to write to the best of their abilities. Instructional Tips:
·For students at the emergent writing level, individual assistance with writing may be necessary. This assistance may include dictation, help in sounding out words and use of strategies that aid writing. For students needing challenges, possibilities include conferencing with students about editing and/or fine tuning their writing, writing their own individual joke books, working with peers and/or writing short stories containing homophones of their
choice.
·The number of student conferences held each day depends on the number of students in the class, time available and the skill level of individual students.
49. During center or seat time, instruct students to create pictures for their individual jokes that
illustrate the meanings of the homophones used and the humor created by their use.
50. Have students practice telling or reading jokes with partners. Partners listen for voice use,
expression and timing of each joke read.
51. Make certain students point to each word and accurately read their text.
52. Collect illustrated jokes of students, laminate the pages and bind the pages to create a
classroom joke book.
Instructional Tip:
Teacher can pre-select the topics of jokes to enhance other content area lessons (e.g., jokes about animals or the solar system can be compared and/or contrasted to the information students know/learn about these subjects).
Differentiated Instructional Support:
Instruction is differentiated according to learner needs, to help all learners either meet the intent of the specified indicator(s) or, if the indicator is already met, to advance beyond the specified indicator(s).
·Provide conferences and/or individual attention for all students.
·Offer support to students who may need help with sounding out words, reading text, the writing process or telling jokes effectively.(The amount and type of support depends on the students’ needs.)
·Supply students with letter sound books and refer students to class-created word banks to aid letter formation and spelling when students compose individual jokes.
·Encourage students who are ready for more challenging work to use resources such as dictionaries, books and thesauruses to identify and locate other homophones.
·Pair students of varying abilities (peer tutoring) to support reading and writing of individually created jokes.
·Model examples and provide various prompts for students who are unsure about how to begin jokes. Encourage students who are unable to make up their own jokes to retell jokes that they heard during this lesson or from friends and family.
Extension:
·Place the joke book in the classroom library so students can read it throughout the year.
Encourage students to continue to add jokes to the classroom joke book throughout the year or to create individual joke books.
·Invite students to visit the school library to find and read other humorous books.
·Use computers to produce personal joke books.
·Create cards for Homophone Rummy or for Rummy Concentration card games.Students identify and collect cards with appropriate homophone pairs.The student with the most correct pairs is the winner of the round.
·Video tape or record students reading their jokes; share the video or recording with the class.
After viewing, allow students to take the video home to share with family members.
·For students ready for more challenging activities, invite children to develop and illustrate stories with homophones.
Home Connections:
·Have students take class or individually created jokes home to read and share with families.
This activity will increase oral reading fluency.
·Invite parents to the classroom to read the class joke book and/or listen to the students read their jokes.
·Students can read comic strips from a newspaper to parents or family members, practicing oral reading fluency as well as homophone recognition. Appropriate strips can be brought to school, read to the class and displayed in classroom on the homophone word bank wall. Interdisciplinary Connections:
Content Area: Social Studies
Standard: History
Benchmarks:
B. Place events in correct order on a time line.
Create sentence strips of various events that occurred during the lesson (e.g., introduction of joke one, introduction of joke two, partner conferencing, compilation of joke book, students’ readings). Students place strips on a time line, predicting possible future events that may occur after the lesson.
Content Area: Mathematics
Standard: Data Analysis & Probability
Benchmark: B. Sort and classify objects by attributes, and organize data into categories in a simple table or chart.
Choose categories to place on wall charts (e.g., animals and their parts—hare, tail; parts of humans—eye, hair; things). Students place pictures/illustrations from word bank wall on appropriate category charts.
Content Area: English Language Arts
Standard: Writing Process
Benchmark: A. Generate ideas for written compositions.
Students have multiple opportunities to generate ideas for creating class and individually composed text through discussions with others.
Benchmark: D. Use revision strategies and resources to improve ideas and content, organization, word choices and detail.
Students can use the homophone word bank displayed in the instructional setting to support individual writing.
Materials and Resources:
The inclusion of a specific resource in any lesson formulated by the Ohio Department of Education should not be interpreted as an endorsement of that particular resource, or any of its contents, by the Ohio Department of Education. The Ohio Department of Education does not endorse any particular resource. The Web addresses listed are for a given site’s main page, therefore, it may be necessary to search within that site to find the specific information required for a given lesson. Please note that information published on the Internet changes over time, therefore the links provided may no longer contain the specific information related to a given lesson. Teachers are advised to preview all sites before using them with students.
For the teacher:chart paper, markers, humorous leveled books, joke books, laminator and laminating paper, book binding machine and bindings or other materials to
create books—yarn, card stock
For the students:lined and unlined paper, pencils, crayons and/or markers and other art media Vocabulary:
·emphasis
·homophones
·homophones identified and discussed by students (e.g., bare/bear, eye/I, sea/see).Refer to Homophone Word List(Attachment B) for possible word pairs.
·humor
·punch line
·punctuation marks (i.e., period, question mark, exclamation mark)
·timing
·voice
Instructional Tip:
As students introduce and discuss new jokes containing unfamiliar vocabulary and/or homophones, teach mini-vocabulary lessons. The vocabulary introduced depends on the needs and interests of the students as well as on the difficulty of the vocabulary in the jokes. Technology Connections:
·Tape record students reading their jokes. Save and use audio tapes for student use in the listening center or to assess students’fluency skills.
·Students type their jokes on the computer using a word processing program.
·Videotape students reading their jokes.
·Provide readings of humorous books on tapes or CDs for students to read along with listen to and actively respond to.
Research Connections:
Daniels, Harvey and Marilyn Bizar. Methods that Matter: Six Structures for Best Practice Classrooms.Portland,Maine: Stenhouse Publishers, 2000.
Authentic experiences help students develop real-world knowledge and skills and apply their learning in ways that prepare them for careers and lives beyond school.
Cunningham, P. M. Phonics They Use: Words for Reading and Writing, 3rd ed. New York: HarperCollins, 2000.
Word walls are alphabetized collections of words posted in the classroom that students can refer to when they are reading and writing and for word-study activities. There are three types of word walls. One type is a high-frequency word wall, where primary teachers post the 100 highest frequency words. A second type of word wall is a content area word wall, on which teachers and
students write important words related to a unit being studied. A third type of word wall is a literature word wall, where teachers and students write interesting, confusing, and important words from the story they are reading.
General Tips:
·Prior to starting this lesson, the students need to have an understanding of how to sound out words and be able to recognize some high frequency/sight words.
·It is important to remember that students’ humor at this age is still developing. Students tend to tell and laugh at jokes that many adults do not understand.It is important to praise all students’efforts,regardless of the levels of humor.
Attachments:
Attachment A: Homophone& Reading Fluency Post-Assessment Checklist
Attachment B: Homophone Word List
Attachment A
Homophone & Reading Fluency
Post-Assessment Checklist
Name: _________________________
Directions: Use this checklist to evaluate/assess reading skills during individual conferences or when observing a student reading or telling a joke.
SKILL YES NO COMMENTS Demonstrates an
understanding that
words can sound
alike but have
different meanings
Identifies a
homophone
Provides examples
of homophones
Uses emphasis,
change in voice,
timing and/or
expression while
reading or telling a
joke
Attachment B
Homophone Word List Following is a suggested list of homophones for use with this lesson.
be/bee
blue/blew
by/buy/bye
I/eye
no/know here/hear
to/two/too
hi/high
new/knew/gnu see/sea
bear/bare deer/dear
ate/eight
for/four
red/read meat/meet
plane/plain
stare/stair
one/won
flower/four
son/sun
made/maid
male/mail
pail/pale
pair/pear
mane/main
fair/fare
hair/hare
night/knight
steel/steal
tail/tale
thrown/throne
week/weak
way/weigh
beat/beet
horse/hoarse
steak/stake
stair/stare
ant/aunt
tacks/tax
sees/seas
ewe/you
others:
谈小学英语句型教学方法 新地小学梁少武 句型也称句子结构，是根据句子的结构意义和结构特点从大量的句子中概括出来的典型句式，是语言结构的模式。句型具有代表性和常用性，是语言知识的重要内容之一。学生如能掌握一定数量的常用句型，就能为其表达思想、传递信息和进行交际打下良好的基础。 在句型教学方面，传统的教学方式是简单地将句型和中文意思写在黑板上，然后一遍又一遍地带领学生朗读，其结果只能是教师和学生读得口干舌燥，课堂上一潭死水，毫无生机。虽然有些学生能将句子读得滚瓜烂熟，但实际交流时却张口结舌，更谈不上正确表达和灵活运用。因此，我们一直在思考这样一个问题：句型教学如何让学生学得轻松，乐于接受，又能提高语言交际的能力？ 总结出通过巧设情景开展多种有趣活动的句型教学方法。这些方法既适合儿童的心理特点，又能收到事半功倍的效果。 一、理论依据 1.情景是语言教学中不可缺少的条件 语言存在于特定的情景中。如果离开了情景，语言将成为无源之水，无本之木。结合情景进行句型教学可以创造积极主动和生动活泼的课堂教学气氛，促使学生集中注意力，激发学生的学习兴趣，帮助学生充分理解并操练句型，以提高教学质量。 2.活动是激发学生语言交流的有效手段 《小学英语课程教学基本要求》明确指出，“根据小学生的特点，小学英语教学要创建以活动课为主的教学模式。”英国著名语言学家Dick Allwright 也曾说过：“如果语言教师能组织一些活动来吸引学生把注意力放在意义上，使用所学的外语，通过交流来解决问题，那么，语言学习就会自然发生。”在各种各样的活动中进行句型教学可以避免操练的枯燥无味，同时也能促使学生用所学句型进行语言交流，让学生在交流活动中自觉地把注意力从语言形式转向语言意义，转向信息和情感的交流。 3.语言学习是一种认知的过程，学生是学习的主体
美国小学生演讲稿 篇一：小学生2分钟演讲稿 篇一：小学2分钟英语故事演讲 小学2分钟英语故事演讲 小学生比赛演讲稿：做文明新人 尊敬的评委老师，亲爱的同学们： 大家下午好！我是来自xxx校区广传1005班的王敏。 有人说：“如果你失去了今天，你不算失败，因为明天会再来；如果你失去了金钱，你不算失败，因为人生的价值不在于金钱；但是如果你失去了文明礼貌，你是彻彻底底的失败，因为你已经失去了做人的真谛。”今天，我想和大家一起交流的话题就是：“做人首先要做一个文明的人”这应当是一个永不过时永无止境的话题。 在咱们讨论这个话题之前，我想先问在座的同学们一个小小的问题：“你们放学后最怕看到谁？”我不知道大家的答案是怎样的，反正我以前放学后最怕看到的就是我们班主任马老师。比方说“远远地看到马老师朝我对面走过来了，我第一个反应就是赶紧贴着墙根走，然后就开始自我纠结了，我到底要不要打招呼呢？打吧，自己又实在不好意思开口，旁边同学看到会不会以为我是故意讨好老师呢？不打吧，又不知道老师到底看见自个没有？会不会老师觉得我没礼貌然后以后对我印象就不好了？正当我纠结来纠结去还没纠
结完的时候，其实马老师已飘飘然从我身边走过去了??我想我们源远流长的中华民族素来享有”礼仪之邦“的美誉，岳飞问路，晓之礼节，才得以骑马跨天下；孔融让梨，尊敬长辈，长期以来令人赞不绝口；杨时程门立雪，尊师重道，终成大器。这一切充分体现出了中国人的礼仪道德所在。作为生活在”礼仪之邦“的炎黄子孙，新华学子，我们更应该处处崇尚文明，让一言一行，音容笑貌展现出青春活泼、自然大方、文明礼貌的风采。所以，如果现在我再看到我们马老师，不管在哪，是教学楼也好操场也好，我都会走上前去很礼貌很亲切自然的打一声招呼：”马老师好！“看吧，其实做一个懂礼貌的学生一点都不难，习惯成自然。 可能有人会问：”那到底什么才是文明呢？“简单点说就是懂礼貌明事理。文明其实就在我们身边，从一些小事中就可以体现出，比如：到食堂打饭到水房打开水时，你是否自觉排队？吃过的食品袋塑料袋是否扔进路旁的垃圾桶？与同学聊天交流时，是否从不说粗话脏话？出入教室时有没有轻声关门？每天陪伴你学习的课桌椅是否从不乱刻乱画？等等这一切都是文明的行为习惯。一声谢谢，等于一次情感的交流；一句对不起能化解剑拔弩张的冲突；一个不要紧，等于给人吹去一阵温暖的春风。这些看似极朴实的话语，流露出的却是发自内心的真挚情感，让人感受到的是100度的热情和温暖。以礼待人，把笑脸常挂，你会发现天很蓝花很
1、根据给出的材料，写一写Mike这个周末的活动计划。 Saturday Sunday read a magazine go to the zoo buy a book do Kungfu watch TV Mike is a student. He is my good friend. He is busy at the weekend. He is going to read a magazine this Saturday morning. He is going to go to the zoo this Saturday afternoon. He is going to buy a book this Sunday morning. He is going to do Kungfu this Sunday afternoon. He is going to watch TV this Sunday evening. 3、根据下面提供的内容，写一篇英语短文。要求语句通顺，条理清楚，字数不少于50个单词。 你叫Amy,是个中国女孩，六年级学生，十二岁。她向别人自我介绍，并介绍她的家庭。她有个双胞胎姐姐，爸爸是医生，妈妈是老师，她非常爱他们，他们也很爱她。 My name is Amy. I come from China. I am a student. I am in Grade Five. I like my teacher. Her English is good. There are four people in my family. I have a twin sister. My father is a doctor. My mother is a teacher. I love them very much. They love me, too. 6、。要求：1、写一封介绍你一家的电子邮件给Jay 65个单词左右 Hello, Jay, I am very happy to be your friend. There are four people in my family. They are my parents , my sister and I. My father is the oldest and the tallest. He can drive a car. He is a doctor. My mother is a factory worker. She works hard. My sister is a student. She is the best in her class. My hobby is playing basketball. My sister and I go to school on foot. I have a happy family. What about you? Bye- bye， Benson 7、Jack 昨天跟他妈妈买东西，请根据下表的信息，写一篇不少于60个单词的小作文。 Yesterday was Jack’s shopping day. He went shopping with his mother. They went to the Happy Shop . They bought some pieces of candy. They are 4 yuan. They bought a roll of toilet paper. They bought a carton of ice cream at Mr. Chen’s Store .They bought a bottle of shampoo and a pair of socks at Uncle Eddy’s Store . They went to the Big Blue Department Store. They bought a toy car. It’s 105 yuan. They were very happy.
作文范文: 周末的活动(第一人称和第三人称) I/He did many things last Sunday. I/He did homework. I/He learned to sing English songs. I/He went shopping with my mom. I/He visivted my grandparents. I/He had a great time. 假期旅行 I/He went to Hangzhou with my parents this summer vacation. I/He went there by train. I/He visited many places. I/He bought some things. I/He was very happy. I/He enjoyed my holiday. 奥运会 The Olympic Games have a very long history. The ancient Olympic Games began in 776BC in Greece. Only men could take part. It stopped a long time ago. People held the first modern Olympic Games in 1896 in Athens. Men and women could take part. Beijing hosted the 29th Olympic Games. The Chinese athletes won 51 gold medals, 21silver medals and 28bronze medals. We all were proud of our country. 介绍一位朋友 I have a good friend. Her name is Lily. She is tall. She likes singing. She often wears a nice dress. She is 1.70m and her size is large. 介绍自己 My name is …I was born in the years of Monkey. I like monkeys very much. Because my birth-year animal is also Monkey. I `m as smart as a monkey. I am 1.60m. my size is Medium . Football is my favorite sport.
小学英语单词游戏教学方法集锦 1抢读单词 这是训练学生从认读单词能力的游戏，教师将全班分成若干小组，然后逐个出示一些单词卡片或图片，学生们举手抢答，教师让最先举手的学生读出该单词并说出其中的意思，或将图片上的单词读出来拼出来，读对说对拼对的给该组记10分，得分最多的组为优胜。 2.看图猜词 以每一纵行为一组进行竞赛，教师先出示一些单词的图片，然后收起来，再从中抽出一张放在身后，由每组的第一名学生轮流猜，可以问：“Is it a plane (bus,bike)?” 回答：Yes it is. 等。哪个组猜对了就给记10分，然后接着往下猜，第一排的学生猜过后第二 或No，It isn‘t. 排接着猜，最后得分最多的组为优胜。做这个游戏时，还可以找一位学生来主持，由他让学生们猜。 3.看图写单词 这是让学生们复习学过单词的游戏，教师事先把需复习的20个单词用简笔画画在小黑 板上或大白纸上，先不要让学生们看见，然后将全班按前后左右四人一组分成若干小组。竞赛开始，教师将小黑板或白纸挂起来，让学生们看一分钟，然后收起来，再给学生们两分钟 时间将看到的单词写出来，写得最多最正确的组获胜。 4.相同词首单词拼读赛 将全班分成若干小组，教师说一个字母(如：D)，第一组的第一名学生立即站起来，说 出并拼出三个(也可以是五个或十个，视学生词汇量的多少而定)以字母D打头的单词，如：desk,dog,door等，念不出或念错要扣分，这位学生说完后，教师念另一个字母，由第二组的 第一名学生说。这样依次进行下去，最后看哪组得人最多为胜，做这个游戏时，也可以让两 组的学生轮流说字母(如由第一组的第一名学生说字母，由第二组的第一名学生答)这样就成了对抗赛，注意不要说Q，X，Z等字母。 5.拼单词对抗赛 将全班分成若干小组，对抗赛在两个小组中进行，在教师宣布游戏开始后，第一组的第
布什在华盛顿连任美国总统英语演讲稿 President Bush: Thank you all. Thank you all for coming. We had a long night (laughter) and a great night. (Cheers, applause.) The voters turned out in record numbers and delivered an historic victory. (Cheers, applause.) Earlier today, Senator Kerry called with his congratulations. We had a really good phone call. He was very gracious. Senator Kerry waged a spirited campaign, and he and his supporters can be proud of their efforts. (Applause.) Laura and I wish Senator Kerry and Teresa and their whole family all our best wishes. America has spoken, and Im humbled by the trust and the confidence of my fellow citizens. With that trust comes a duty to serve all Americans, and I will do my best to fulfill that duty every day as your president. (Cheers, applause.) There are many people to thank, and my family comes first. (Cheers, applause.) Laura is the love of my life.
小学英语作文范文（必背） Mike is a student. He is my good friend. He is busy at the weekend. He is going to read a magazine this Saturday morning. He is going to go to the zoo this Saturday afternoon. He is going to buy a book this Sunday morning. He is going to learn Kungfu this Sunday afternoon. He is going to watch TV this Sunday evening. 小学英语作文范文（必背） 2、看图写作文。（园地29页） 题目：A Happy Day in Spring 提示：下图是Mr. Black 一家人在春天的某一天在野外游玩的场景。请用一般现在时描写图中所呈现出的内容。可作适当的想象和发挥。 要求：1、条理清晰，意思明确、连贯，句子通顺，标点正确，书写工整、规范。 2、不少于70个单词。 A Happy Day in Spring It’s spring. It’s sunny and cloudy today. There are many big trees in the park. Mr. Black’s family have a picnic in a park. They bring many food there. They bring fruit, drink and bread. Mr. Black and Mrs. Black talk with each other. They talk very happily. Ann reads a magazine. Tom likes flying a kite. The kite flies very well. They are hungry now. They want to eat their food. They are very happy. 小学英语作文范文（必背） 3、根据下面提供的内容，写一篇英语短文。要求语句通顺，条理清楚，字数不少于50个单词。 Mary 是个英国女孩，五年级学生，十二岁。她向别人自我介绍，并介绍她的家庭。她有个双胞胎姐姐，爸爸是医生，妈妈是老师，她非常爱他们，他们也很爱她。 My name is Mary. I come from England. I am an English girl. I am a student. I am in Grade Five. I like my teacher. Her English is good. There are four people in my family. I have a twin sister. My father is a doctor. My mother is a teacher. I love them very much. They love me, too. 小学英语作文范文（必背）
小学英语作文范文 1、根据给出的材料，写一写Sam这个周末的活动计划。 Sam is a puple. He is my good friend. He is busy at the weekend. He is going to read a book this Saturday morning. He is going to go to the zoo this Saturday afternoon. He is going to buy a book this Sunday morning. He is going to help Mum this Sunday afternoon. He is going to watch TV this Sunday evening. 2、看图写作文。 题目：A Happy Day in Spring 提示：Mr. Black 一家人在春天的某一天在野外游玩的场景。请用一般现在时描写图中所呈现出的内容。可作适当的想象和发挥。 A Happy Day in Spring It’s spring. It’s sunny and cloudy today. There are many big trees in the park. Mr. Black’s family have a picnic in a park. They bring many food
there. They bring fruit, drink and bread. Mr. Black and Mrs. Black talk with each other. They talk very happily. Ann reads a magazine. Tom likes flying a kite. The kite flies very well. They are hungry now. They want to eat their food. They are very happy. 3、根据下面提供的内容，写一篇英语短文。要求语句通顺，条理清楚，字数不少于50个单词。 Mary 是个英国女孩，五年级学生，十二岁。她向别人自我介绍，并介绍她的家庭。她有个双胞胎姐姐，爸爸是医生，妈妈是老师，她非常爱他们，他们也很爱她。 My name is Mary. I come from England. I am an English girl. I am a student. I am in Grade Five. I like my teacher. Her English is good. There are four people in my family. I have a twin sister. My father is a doctor. My mother is a teacher. I love them very much. They love me, too. 4、题目： My net friend（我的网友）
学习资料收集于网络，仅供参考 1、热身/复习活动（Warming-up/Revision）
此环节的目的是：激活大脑和激活已学知识。把学生们的积极性调动起来，使他们积极参与到课堂学习中。 热身活动的形式主要包括：1、Sing some English songs （歌曲）.2、Say the poem or chant （歌谣）.3、Play some games （游戏）.4、TPR舌动5、Do the actio ns.（角色扮演）6、Greet in gs （问候）7、Free talk（问答交流或日常交流）8、Repeat the text（复述课文）等等。 注意活动的互动形式应为师生互动或生生互动。 2、新知呈现（Presentation 新知呈现阶段是学生语言输入的最初阶段，是一节课的重点教学环节。 这阶段的教学原则是： （1）设置真实语境。（2）聚焦重点语言。（3）优选呈现方式。（4）体现短时高效。 新学习项目的呈现方式是非常重要的，呈现方式应当直观、生动有趣，能让学生一目了然，了解这堂课所要学习的语言知识。 呈现方式主要有：实物、图片、简笔画、挂图、课件、录音、游戏、歌曲、歌谣、表演、TPR等等。 3、语言操练（Practice） 语言操练阶段是学生学习和掌握语言的关键阶段，它起着承上启下的重要作用。 学生通过新知呈现阶段的学习，还需要大量的语言操练，以达到真正的语言输入，并且为语言输出奠定坚实的基础。在这一环节中，教师应激发学生的练习兴趣，避免枯燥无味的练习，同时注意纠正发音错误。 这阶段的教学原则是： 学习资料收集于网络，仅供参考 （1）明确操练内容。（2）操练方法要多样有效。（3）活动形式要多样有
小学英语演讲稿 小学英语演讲稿 演讲稿要求内容充实，条理清楚，重点突出。现如今，我们都可能会用到演讲稿，如何写一份恰当的演讲稿呢？下面是整理的小学英语演讲稿，欢迎阅读，希望大家能够喜欢。 小学英语演讲稿1 Youth is not a time of life, it is a state of mind ; it is not rosy cheeks , red lips and supple knees, it is a matter of the emotions : it is the freshness ; it is the freshness of the deep springs of life . Youth means a temperamental predominance of courage over timidity of the appetite , for adventure over the love of ease. This often exists in a man of 60 more than a boy of 20 . Nobody grows old merely by a number of years . We grow old by deserting our ideals. Years wrinkle the skin , but to give up enthusiasm wrinkles the soul . 中文译文： 青春不是生命的一个阶段,它是一种心态,它不是玫瑰色的脸颊,红色的嘴唇和柔软的膝盖,这是一个重要的情感:它是新鲜的,它是生命的深泉在涌流。
1）我的书包My Backpack I have a backpack. It is large and it is blue. It is a birthday gift from my parents. I love it very much. It is very "hard-working", because I keep all my school things in it. It is very heavy. It is with all the time during school days. It is a good friend of mine. （2）我的房子My House I have a house. It is big and new. There are eight rooms in it. They are a living-room,a kitchen,three bedroom,one study and two bathrooms. I watch TV in the living-room. I do my homework in the study. I have dinner in the kitchen. This is my house. I like it. （3）今年暑假(This vacations) In this vacations Igo to travel in some famous places and i go to visit my grandparents in the village.i learn something difenrent.like example:Iknow people work in the village it is so hard and so tired,they are grow the vegetable,rice and something else it is very dificult. （4）小学的最后一个暑假(the last summer in my elementary school) the last summer in my elementary school is very unforgetable,i remember i will go to another school and have to leave my friends and teachers,i feel sad ,but i learned to get together with them to remember the friendship between us,we have a good time and swear to study hard in order to have a bright future. （5）今天的经历(Today's experience) It was a fine day today and the sun was bright . I visited Beijing Zoo with my classmate ， Zhang Hong .
小学英语作文范文十篇 My Friend I have many friends. My best friend is John. He is ten. He has small eyes and big ears. He is cool. Sometimes he is active. He likes summer best, becau se he likes swimming very much. He often plays football with his classmates on the weekend. I like John very much. My Teacher I have many teachers. My favourite teacher is Miss Green. She is a math teacher. She is tall and thin. She has small eyes and a big mouth. She is strict and active. She likes summer best, because she likes swimming very much. She often climbs mountains on the weekend. We all like Miss Green very mu ch. My Family I have a happy family: my father, my mother and me. My father is a doct or. He is tall and strong. He is very active. My mother is a teacher. She work s in a school. She is kind. She likes reading magazine after dinner. I’m a stu dent. I’m very active. I like riding a bike on the weekend. I love my family! My Room I have my own room. It is small, but it’s very nice. There is a bed, a des k and a closet. There are two end tables near the bed. I can see a computer an d a blue lamp on the desk. Near the desk, there is a big closet. There are man y clothes in the closet. My room is nice and clean. I like my room very much.
小学英语教学中几个常见问题及解决策略 随着课程改革的不断推进，人们的目光进一步聚焦教育的主阵地——课堂，各种各样的教学模式、学习方法纷纷出现，课堂教学改革异彩纷呈，极具创造性、观赏性。似乎我们已经走进了新课堂，落实了新课标，似乎学生的英语能力得到了很大提高。认真审视一下当前的课堂教学，我们感到：不少小学英语教师对于新课程缺乏全面的、深入的理解，重现象不重本质，重形式不重实质，有的完全放弃了传统教学中的优秀方法，盲目“跟风”，追求“时髦”，致使课堂教学出现虚假的繁荣。 一、教材使用中的误区及解决策略 新课程倡导教师“用教材”而不是简单的“教教材”。教师要创造性地用教材，要对教材内容和各个版块进行重组和整合。教学内容的范围是灵活的，是广泛的，可以是课内的也可以是课外的，只要适合学生的认知规律，从学生的实际出发的材料都可作为学习内容。教师“教教科书”是传统的“教书匠”的表现，“用教科书教”才是现代教师应有的姿态。 （一）现象分析 1. 教“死”书，“死”教书 有的教师，不能恰当地以旧引新；更不会滚动已经学过的知识，巧妙帮助学生温故而知新；不会适度拓展，而是死搬教条：只会教本课时、本单元出现的内容，书本上出现的课上一字不漏详细地讲解，要求学生全部掌握；书本以外的，生怕学生不会掌握不敢拓展。如《牛津小学英语》4AUnit2PartD是操练There isn’t a / aren’t any… Here’s a…for you. Here are some…for you.的句型，有的教师采用多种形式，帮助学生把书上八幅图里的内容练得相当熟练，就是没有想到把以前所学的文具类，学习用品类，家具类单词等滚动进去操练。出现这种现象，主要是教师对教材不熟悉，缺少有意识地随时帮助学生复习的意识。 2. 照本宣科，死搬教材 有的教师不能灵活处理教材内容，完全按照教材上的内容和编排顺序进行教学。先教A版块的对话，再教B版块的生词，然后操练C、D版块的句型，接着学习
相信 - 一个美国小学生的开学演讲 【2008年8月25日，美国得克萨斯北部的家长、学生、教师和行政人员迎来了新的学 年，举行返校典礼。教育局长迈克尔-伊诺霍萨（michael hinojosa）讲话】 here what really make a difference for this time was to do our further keynotes for this back-to-school convocation. dalton sherman from the charles rice learning center. 好了，这次和以往不同的是返校典礼的主旨演讲。有请道尔顿-谢尔曼，来自于查尔斯- 赖斯学习中心。 【十岁5年纪学生道尔顿-谢尔曼（dalton sherman）演讲】 i believe in me. do you believe in me? 我相信自己。你相信我吗？ do you believe i can stand up here, fearless, and talk to all 20,000 of you? 你是否相信，我会站在这里，不害怕，向在座2万人说话？ hey, charles rice learning center – do you believe in me? 嗨，查尔斯-赖斯学习中心，你们相信我吗？ thats right – they do. 是的，他们相信。 相信我是因为：我能够做到一切、担当一切、创造一切、梦想一切、实现一切。因为你 们相信我，所以造就了我。 let me ask you a question, dallas isd. 让我问你们一个问题，达拉斯独立校区（的师长们）。 do you believe in my classmates? 你们相信我的同学吗？ do you believe that every single one of us can graduate ready for college or the workplace? 你们相信我们中的每一个都能毕业，为大学或工作做好准备吗？ you better. because next week, were all showing up in your schools – all 157,000 of us – and what we need from you is to believe that we can reach our highest potential. 各位，下一周，我们大家就会现身自己的学校 -- 我们全体15万7千人 -- 我们要各位 答应：相信我们能够发挥自己的最大潜力。 better not give up on us. no, you better not. 不论我们来自于哪里，是晴朗的南达拉斯，是舒适的树林（地名），是橡树崖（地名）， 是北达拉斯、西达拉斯或者任何地方，各位都不会放弃我们。不会，各位不会。 because, as you know, in some cases, youre all weve got. youre the ones who feed us, who wipe our tears, who hold our hands or hug us when we need it. youre the ones who love us when sometimes it feels like no else does – and when we need it the most. 因为，各位知道，说起来，你们就是我们所拥有的一切。你们是养育我们的人，是擦干 我们眼泪的人，是牵我们手的人，是我们想要时拥抱我们的人。在偶尔无所适从的时刻，你 们是心疼我们的人，那是我们最需要爱的时刻。 dont give up on my classmates. 不要放弃我的同学们。 do you believe in your colleagues?
小学英语作文范文：学校旅行 英语作文啦https://www.doczj.com/doc/a511409911.html,精心整理了”小学英语作文：新年决定”，望给大家带来帮助！更多英语作文大全,英语作文万能句子,高中英语作文,初中英语作文,英语作文范文,高考英语作文,请关注英语作文啦网！ i was happy on tuesday because i went to chimelong paradise with my classmates and teachers. there were 8 groups in my class and 5 people in each group. we enjoyed ourselves. first, we went there by bus. it took an hour to get there and once we were there we took pictures in front of the gate of chimelong paradise. the pictures were very beautiful. then we went inside. first. my group went to the screaming zone. we rode the 10-inversion roller coaster. we were excited when we rode it. when the ride was over we were stiff and drank some drinks to relax. then we went to the motorbike launch coaster. it was a shock to us. we rode it twice. then we went to the 4d theater and watched an exciting movie. then we went to the drift which i thought was boring . we went to the torrent quickly after that. we were high when we rode it and decided to ride it again. at this time we were so hungry and we looked for a restaurant
小学英语作文例文集团档案编码：[YTTR-YTPT28-YTNTL98-UYTYNN08]
我的班级My Class I am ten years old now, I am in a primary school, in my class, I have many friends. My friends and I get along with each other well,they will help me when I am in trouble. When the activity race comes, my class gets united and fight for the first place, I am soproud of my class, I have so many happy memories. 我现在十岁了，我在一所小学上学，在我的班级中，我有很多的朋友。我的朋友和我之间相处得很好，他们会帮助我，当我遇到困难 的时候。当活动比赛举行的时候，我的班级就会团结起来，为第一 名奋斗，我为我的班级感到自豪，我有很多开心的回忆 我最喜欢的节日My Favorite Festival There are many festivals in a year, I love Children’s day, because on that day, I can have many candies from school. In the school, i will play many games, there will be no class on Children’s day, and everybody will have fun. Children’s day is my favorite day, the day belongs to me. I enjoy that day so much. My parents will also celebrate it for me. 一年中有很多的节日，我喜欢儿童节，因为在那天，我可以从学校 里得到很多的糖果。在学校里，我可以玩很多的游戏，儿童节那天
1 字母教学 一、歌曲导入。 步入课堂，学生们早已把字母卡片按顺序摆放在课桌上，但也有少数慢的还在紧张地准备着。为了再给学生一些准备时间，我决定先让他们唱首歌热热身。“Now，let?s sing ABC song！”“OK!”随着轻快的音乐声，学生们扯开嗓子唱起来：“ABCDEFG……”一曲唱罢，学生们个个精神抖擞，注意力集中，为接下来的学习作好了充分准备。 二、游戏复习。 “It?s time to play a game!”话音刚落，学生就以“Good!”响亮地回应我，然后个个都在那儿摩拳擦掌了。“N ow，let?s start! Please find …E?!”学生马上齐刷刷地回答：“山字横放变成E！”随后快速地举起了这张卡片……接下来，我变换方式，让学生根据儿歌找字母，如找“弯弯鱼钩”“领结竖放”“靴子朝右”等。第三轮是脑筋急转弯：“1加3是什么？”“0加1不等于1”“1减1不等于0”等等。这是学生最喜欢的游戏之一了，几轮下来，学生还意犹未尽呢！ 三、儿歌教学。 借助刚才字母游戏刺激，学生的求知欲达到了一个高峰，这是教学的最佳时机。教学字母“R r”，我快速在黑板上画了幅简笔画，使学生明白半身侧影到底是什么样，“小豆芽”的两片叶子是怎样形成“r”的。教学“Ss”,我画了支颜料，然后“挤”出一个“S”形。我又画了一只独脚圆桌来教学字母“T”。通过这样简笔画和儿歌相结合的教学，学生对这三个字母一定印象深刻。 四、竞赛延伸。 为了加深学生对这些字母的认识和印象，为了帮助学生记忆读音，每教学一个字母我就让学生举例子，说说在哪些单词中有该字母。并且，我还和学生一起试着把字母在单词中的读音进行归类。真想不到，学生对这个说单词竞赛也是充满兴趣，也可能是“重赏之下必有勇夫”吧（说对一个加一颗星）。当我说出第一个带有“O”的单词“OK”之后，学生一下子就说出了Oh，coat，mango，orange，good，look，book，zoo等十几个单词；说带有“S”的单词时，学生不但说了pencil sharpener这样教难的单词，甚至说出了“English”这个单词；而说带有“T”的单词时，我更是连画五角星都来不及呢，最后只得叫学生课后再去寻找、归类。 2 趣味导入的功效 当我们走进教室时，常常会遇到学生还在嬉戏吵闹的场面，或是埋头写作业的情景。而且，上课开始后，学生的注意力可能还是停留在课前有趣的活动上，或者为上一堂课遗留的作业、问题所纠缠。因此，教师如何组织教学，设置一个新颖有趣的导入，把学生的注意力迅速转移到所要教学的内容上来显得尤为重要。 实例一： 教学3B教材“ Plus and minus”这一课时，我是这样呈现所要教学的内容的。 Teacher: Look, what?s this in English ? (show a ping pang) Student 1: It?s a ball. T: That?s right. Let?s play a game. Ss: Great! 简短对话的同时，教师运用能充分激发学生学习欲望的语气与表情，引起学生的注意，使学生的注意力迅速集中。接下来，教师可适当用中文说明比赛规则：红蓝对抗赛，每队派两名代表参赛，比赛开始，参赛者拍球，一位同学负责到黑板前记录，其余学生则当“裁判”数数one、two、three…… 儿童喜欢竞赛，又急于知道竞赛结果，那么他们必须想法子计算。因此，比赛完了，活动内容很自然地从数数转换到加法，即教师可以因势利导，在学生不知不觉中就完成了复习旧知到教学新知识的过渡。 实例二：