教材：小学《英语》六年级上册：The king’s new clothes
The king’s new clothes教学设计
江苏省苏州新区实验小学吴丹
Teaching contents: 译林新版小学《英语》六年级上册The king’s new clothes Teaching aims and learning objectives:
By the end of this lesson, students will be able to:
1.Understand the new vocabulary and sentence structure:
rich, king, clever, foolish, soft, light, beautiful, wear, make …for …
Clever people can see the clothes.
Foolish people can’t see them.
The king isn’t wearing any clothes.
2.Understand the main idea of the story, then read and act out the story with
emotion.
3. Understand the moral of the story: Be honest rather than clever.
Teaching focus:
1.Enable students to understand the new vocabulary and sentence structure.
2.Enable students to understand the main idea of the story.
Predicated area of difficulties:
1. Enable students to act out the story with emotion.
2. Enable students to understand the moral of the story.
Teaching aids:PPT, word cards, pictures.
Teaching procedures:
Step 1 Warm up and lead in:
1.Self-introduction
【设计意图】通过师生相互介绍，适度铺垫故事中的一些生词，如clever, soft, light, clothes等。
2. Practice the sentence pattern: I’m wearing …
Look and guess: What is the man wearing?
Perhaps/Maybe he’s wearing …
Teach: king, rich, The king isn’t wearing any clothes.
【设计意图】通过游戏中的服饰类词汇自然过渡到句型I’m wearing …，进而引出本课主人公the king，引导学生对这张人物图片提出自己的疑问，如：Who’s he? What does he like? 等。接着引导学生根据图片描述一下这位国王：He’s old. He looks fat.等，以激活并训练学生现有的语言表达能力。而A king must be very rich.是大家的共识，教学完rich一词后提问富有的国王为何没穿衣服，以此激发学生强烈的阅读欲望，从而引导学生带着问题进入课文的学习。Step2 Presentation and practice:
1.Task 1 Watch and answer: What does the king like?
【设计意图】通过观看动画故事，培养学生整体理解故事大意的能力。接着引导学生看图回答问题：Who can make new clothes for the king? Two men.
2. Task 2 Imagine and imitate: 1) Watch and imagine:
: My king, we can make … for you. …
: … , make … for me.
2) Listen and imitate.
【设计意图】同桌设想一下这两个人可能会为国王做什么样的新衣，然后通过模仿跟读来理解Clever people can see the clothes. 和Foolish people can’t see them.这两句话，从句意对比中自主理解生词 foolish 的含义，以培养学生联系上下文猜测特定语境中词义的阅读能力。
3. Task 3 Read and match: How about the other people’s idea?
The king isn’t wearing any clothes.
They’re very soft and light.
They’re beautiful.
【设计意图】引导学生通过自主阅读揣摩这三种角色说话时的语气，为后续的 故事朗读与表演做好准备，同时也为提炼故事寓意奠定基础。
Step3 Consolidation:
1. Repeat.
【设计意图】在之前教师指导朗读的基础上，学生借助肢体语言跟视频录音朗读，充分体验故事人物情绪，为故事表演做好准备。
2. Role play.
【设计意图】指导学生在6人小组内充分操练后生动形象地演绎出整个故事。
3. Question: Who is right? A proverb: Be honest rather than clever.
【设计意图】帮助学生提炼并理解故事寓意：诚实比聪明更重要。
Step4 Homework:
1. Read the story with emotion, pay attention to the pronunciation and intonation.
2. Try to act the story for your family.
【设计意图】引导学生通过作业的完成进一步巩固今日所学，充分体验与家人 分享故事表演所带来的英语学习的快乐。
Board design:
The king’s new clothes
Clever people can see the clothes. Foolish people can’t see them. They are very soft and light. They’re beautiful. The king isn’t wearing any clothes.
英语优质课评比活动方案 英语教研组 一、活动目的： 为了进一步推进课堂教学改革，促进教师业务水平与教学技能的提高，为了加强我校英语教师的教材处理能力、优化课堂教学策略、提升课堂教学质量，为了我校教师提供一个展示自我和相互学习的平台，促进青年教师成长，并推选我校教师能手参加全镇英语优质课评比，经研究决定于10月中旬举行我校英语优质课评比活动。 二、活动安排： 1.面向全校教师积极宣传本次活动的意义，充分调动一线教师参赛的积极性，以此推动课堂教学研究，促进教学质量的不断提高。 2.我校英语教师全员参与，推选第一名参加全镇英语优质课评比活动。 3.活动时间安排： （1）10月10日，英语组教师抽签决定课序，并确定执教班级，执教内容。 （2）10月12日—10月13日，开展我校英语优质课竞赛。 （3）下午评课活动，地点教师办公室。 4.校优质课竞赛的评委要坚持参加本次活动的全过程，按照评课标准认真公正地评选参赛的每一节课。 三、评委名单： 张晓霞郭香利叶碧云于喜红康小燕李新伟
四、参赛人员名单： 张晓霞郭香利叶碧云康小燕 五、奖项设立与奖励办法： 优质课评一、二等奖，一等奖各1名，二等奖1名。
英语优质课比赛活动总结 英语优质课评选活动已顺利结束。期间，共有4位英语教师展示了精心设计的课堂教学成果。从整个活动来看，老师们高度重视，积极行动，表现出良好的精神风貌和职业素质。课堂上，老师们充分调动学生的主观能动性，突显学生的主体性和教师的主导性，创设有效学习情境，师生互动，探究建构，实现共同发展。 一、亮点有： （一）、教学设计的整体水平较高，情境创设生活化。教学时老师们都重视重点的体现和难点的突破，对于教学难点，老师们都能够采取适合学生接受的方式突破。 （二）、教师基本功整体素质较好。 本次参加比赛的老师都是各个学校的精英，她们的个人素质高，语言基本功扎实，如：口语的流利程度，特别是语音、语调的准确性与规范性方面。 （三）、教学媒体的选择与使用水平较高。 多媒体课件作为教学的重要辅助手段，在课堂教学中发挥着越来越重要的作用。随着教师操作技术的不断提高，多媒体课件的制作与使用水平也在不断提高。如今的课件已经集文字、图片、音频、视频、动画于一体，更能直观地展示教学内容，激发学生学习英语的兴趣，帮助学生理解所学内容。另外，课件的制作已经成为教师们基本的操作技能。
全国首届小学英语优质课竞赛一等奖教案《A Telephone Call》 I.Teaching Material II. Teaching Aims 1) Enable the students to make telephone calls in English and get them to know how to behave themselves on the telephone. 2) Raise the students' interest to learn English. 3) Encourage the students to have good cooperation with one another. III.Teaching contents 1 ) Patterns: May I speak to ...? Would you please take a message? 2) Vocabulary: message, party, take a message IV.teaching Aids Four toy telephones, a CD-ROM, a toy Santa Claus. V. Teaching procedures Step 1. Warming-up Exercise Sing the song "Greetings". Step 2. Presentation and Practice 1) Ask the students to look at the screen and listen to the talk between the teacher and the person in the screen. 2) After the talk, the teacher tells the students how to make a telephone call in English. Write the pattern "May I speak to...?"on the blackboard and teach them how to use it on the phone.
小学英语优质课竞赛一等奖教案 Asking the Way I.Teaching Content II. Teaching procedures Step 1. Warming-up T: Nice to meet you. My name is Bright. B-R-I-G-H-T. Shall we sing an English song named "Bingo", and try. to change the' word "Bingo" with my name "Bright"? Step 2. Presentation T: I'm new here, when I arrived at the airport, I heard someone said "对不起"(注①)，"早晨好"(注②).I really want to know their meanings in English. Could you help me?
S: "对不起" is "Excuse me" and "早晨好" is "Good morning". T: Thanks a lot. And now could you tell me something about your city? I want to travel in this city, but I don't know where I should go. S1: Bai Lian Dong Park. S2: Fisher Girl. S3: Jiuzhou Town. T: Good. But I want to find a hotel now.Please do me a favour. Can you tell me the names of some hotels in this city? S1: 2000 Hotel. S2: Yindu Hotel. S3: Bihai Hotel. (The teacher takes notes while the students are speaking.) Step 3. New structures learning T: They all sound very nice. But how can I get there, by bus or by bike? S: By bus. T: And how long will it take me to get there? Maybe fifteen minutes is enough. (The teacher looks at the watch and gives the students a gesture.) 1) Draw a stick-figure picture to help the students understand the meaning of the sentence: "It'll take someone some time to do something." 2) Write the sentence "It'll take you fifteen minutes. " on the blackboard, and have the students imitate the sentence. 3) A guessing game: T: Please look at these pictures and guess "How long will it take me to ...?"
优秀小学英语教案Prepared on 21 November 2021
牛津小学英语3B Module 2 Unit1 Animals I like 一、教学目标： 1、能正确地听、说、读，写单词monkeys, tigers, pandas, snakes, giraff es. 2、能正确地运用对话中的日常交际I like …. I don’t like…. 3、认识名词单、复数的基本形式。 4、能力目标：培养学生听、说、认读和对话交际的能力。 5、情感目标：培养学生爱护动物、保护动物的意识 二、教学重、难点： 1、理解并正确运用日常交际用语 I like ….I don’t like…. 2、认识名词单、复数的基本形式。 3、四会单词的拼读和三会单词的掌握。 三、课前准备： 1、教具准备PPT，单词图卡片，句子卡片。 四、教学过程： Step 1 Warming up/Revision 1.师生相互问候： T: Good morning, boys and girls! S: … T: How are you S: … Chant :< everybody clap ……> 2. Sing a song: T: Today I’m very happy .Are you happy So let’s sing together.
全国首届小学英语优质课竞赛一等奖教案-In a Fast-food Restaurant In a Fast-food Restaurant Waiter: Hello, can I help you? Mum: Yes. What would you like, Dick? Dick: I’d like a hamburger. Mum: Me, too. Waiter: Would you like something to drink? Mum: Oh, yes. Two glasses of orange juice, please. Dick: Mum, can I have an ice-cream? Mum: Sure. Two hamburgers, two glasses of orange juice and an ice-cream. Waiter: OK. Here you are. 38 yuan, please. Mum: Here the money. Waiter: Thanks. 生词：fast-food / resaurant / hamburger 句型：What would you like? Would you like something to eat/ drink? II、教学目标： 1. 能听、读、说fist-food／restaurant／hamburger，并了解其含义； 2．能灵活运用重点句型，并清楚其运用的场合和语气； (1) What would you like? (2)Would you like something to eat／drink? 3．能模仿本文对话，并能在一定的语境中运用所学语言进行交际； 4．培养学生的注意力和观察力，激发学生积极思维，挖掘学生运用语言的创造能力。 III、教学重难点：
Unit 4 Then and now Part A 第一课时 Let's try & Let's talk 教学目标： 1.听说认读单词：star, easy, look up, Internet. 2.听说读写句子：There was no library in my school. Tell us about your school, please. How do you know that? There were no puters or Internet in my time. 3.听懂Let's try,完成Tick or cross. 教学重点： 1.听说读写句子There was no library in my school. Tell us about your school, please. How do you know that? There were no puters or Internet in my time. 听说认读单词: star, easy, look up, Internet 2. 理解对话。 教学过程： Step 1: Warm up 1. Go over words of Let's learn. 教师做动作，学生说单词并造句。Dining hall. I have lunch in the dining hall. Grass. I play football on the grass. Gym. I play basketball in the gym. 2.教师出示单词卡，全班齐读并拼写单词：dining hall, grass, gym. 3.用ago造句。 There was a dog in the park five days ago. Step 2: Presentation 1.教学单词star, easy, look up, Internet. (1)画星星简笔画 T: What's this? Ss: It's star. 板书star并教读。T: Can you spell star? Ss: S—T—A—R. T: It is easy. （板书并教读easy.） (2)出示一个星座图片，T: Do you know its name? Ss: I don't know. T: We can look it up on the Internet. 板书look up, Internet讲解并教读。 2. (1)出示有图书馆和没有图书馆的学校照片，学生说句子Ss: There was no library in the school. Now there's a new one. 齐读。 1
小学英语优秀教案Revised on November 25, 2020
外研版小学英语第六册Unit 6 Lesson1教学设 计 姓名：方芳性别：女职称：小一学历：本科 单位：合肥市第61中通讯地址：金寨路1100号合肥市第61中 邮编：230022 一、教材分析： 本节课的教学内容是外研版小学英语第六册第六单元第一课，课型是交际型听说课，含八个食物名称单词和五个功能性对话。熟悉的食物和真实的情境为学生提供了良好的学习语言、理解语言和运用语言的语境；同时也充分激发了学生学习英语的兴趣。 二、设计理念： 根据《英语课程标准》的指导理念：以学生的发展为宗旨，以提高学生的综合语言运用能力为目标，着重培养学生学习英语的兴趣，良好的学习习惯，有效的学习方法，以及自主合作学习的能力。倡导“任务型”教学途径，力求创设真实的语言情境，让学生在体验、实践、参与、合作与交流的学习过程中完成学习目标，同时，增强学生的自信心，为今后的学习奠定基础。 三、教学目标： 1.语言知识目标 1)能听懂、会说、会读flour、meat、salt、sugar、corn、lettuce、六个单词。
2）能听懂、会说What do we need We need some meat How much is the ____ It’s ____ yuan a kilo. Can I have ____ kilo, please Sure. Here you are. ____ yuan, please. 2、语言能力目标： 1）培养学生语言实际运用能力。 2）培养学生交流与合作的能力。 3）培养学生用英语思维的能力。 3、情感态度目标： 1）通过学习，学生体会用英语购物的乐趣。 2）培养学生持续学习英语的动力和热情。 四、教学重点： 学生对flour、meat、salt、sugar、corn、lettuce六个单词有正确的语音认识，能对句型What do we need We need some ____. How much is the ____ It’s ____ yuan a kilo. Can I have ____ kilo, please Sure. Here you are. ____ yuan, please.真正理解，并灵活运用到真实情境中。 五、教学难点： 的正确读法。 2.学生能运用所学句型顺利完成任务。 六、学情分析： 本节课的教学对象是小学五年级的学生，经过两年半的英语学习，大部分学生对英语具有浓厚的兴趣，具备一定的听、说、读、写能力。而处在这一年龄段的学生，活泼好动，好奇心强，注意力不易集中，因此在课堂上要采取多
全国小学英语优质课评比School Life教学设计 海口市第二十六小学王一芳 Teaching content: School Life Teaching aims: Knowledge aims: Grasp the new words: school life, club, Hainanese, bamboo, seashell, works Sentence structures: … can … / I think … Ability aims: Train the reading skills to get the main information and express fluently; Enable to use the new contents to communicate with each other. Emotion aims: Get used to fulfill some tasks in groups, improve their corporation ability. Arouse their emotion of loving their school life. Important and difficult points: Important points: Train the students some reading abilities, such as getting the main information of the context and express themselves freely. Difficult points: The pronunciation of the word “seashell”and use the sentence “I think…” to express their own ideas fluently. Teaching aids: CAI, word cards and pictures, assessment trees, etc. Teaching process: 1.Warm up. An English song: We are happy every day
Unit 1 How tall are you ? 单元教学目标 1、能力目标 （1）能听懂会说认读本单元关于形容词比较级的单词。 （2）能听、说、读、写Let’s learn中黑体部分的内容和Read and write中要求的内容。 （3）能用目标语言完成本单元的任务型活动。 （4）能学说Chant一首和Song一首。 （5）了解ei/ai/oi，p/b,t/d的发音特点，并能试着拼读简单的规则词。 知识目标 （1）能听、说、读、写单词及短语：taller stronger older younger shorter heaiver thinner longer bigger smaller句型：How tall are you ?I’m 164cm.You’re shorter than me. You’re 4cm taller than me .How heavy are you ?I’m 48 kg. I’m thinner than you , and shorter . （2）能够听、说、读Part A、Part B部分Let’s learn、Let’s talk中的单词和句子。 （3）了解Story time 、Good to know等部分的内容。 （4）了解字母ei/ai/oi，p/b, t/d在单词中的基本读音。
情感、策略、文化等有关目标 （1）情感态度：培养和保持学生学习英语的积极态度和学习信心，引导学生养成良好的英语学习习惯。 （2）学习策略：加强学生英语学习策略的培养，为学生的终身学习奠定基础。 （3）文化目标：培养学生文化意识，帮助学生养成良好的日常行为习惯。 单元教学课时安排：六课时 第一课时 一、教学目标与要求 1、能够听、说、认读本课时的主要词组：taller stronger older younger shorter。 2、能认读句型：How tall are you ?I’m 164cm.You’re shorter than me. You’re 4cm taller than me . 二、教学重点与难点 1、重点是掌握形容词比较级的构成。 2、难点是对新句型 How tall are you ?I’m 164cm.You’re shorter than me. You’re 4cm taller than me .的理解和运用。 三、课前准备 教师准备录音机和录音带。 四、教学过程
小学英语优质课评分标准 评价项目 评价要素得分 教师教学活动（40）教学目标 （5） 1.体现课程标准（二级）的五位目标，注重综合语 言运用能力培养 2.针对教学内容和学生实际情况，设置切实可行的 教学目标，特别是要突出应用能力目标 教学设计 （10） 1.依据新课程理念，实施课堂教学的整体设计 2.依据教学内容和目标，合理设计教学程序 3.估量本班学生的实际情况，设计适合的教学活 动，并体现创新精神 4.依据教学目标与内容，合理组织并自主开发教学 资源 教学过程 （15） 1.实现师生之间和学生之间恰当、多样的有效互动 2.正确把握教师和学生的话语比例 3.展示清楚明确、过渡自然、层次分明的教学步骤 4.激发学习兴趣，引导学生积极主动参与各项教学 活动 5.在教学全程中显示教师的应变能力 6.合理使用多媒体或其他教学手段，教学效果显著 7.媒体设计和使用富于创造性 课堂管理 （10） 1.设置有特色的课堂学习环境，合理安排教室桌椅 摆放格局 2.有效组织和调控学生的课堂活动 3.灵活并合理地安排课堂教学时间 教师素质（10） 专业素质 （5） 教态亲切自然，课堂语言规范、准确、清晰、富 有感染力，书写规范、美观 教学基本功 （5） 1.用英语流畅得体的组织教学 2.充分展示扎实的教学基本功 学生学习活动（50）教学效果 （30） 1.有效培养学生的语言运用能力，明显实现学生对 新语言知识的学习效果 2.激发学生的学习动机，能够联系新旧知识，促进 学生的学习迁移 3.教学过程快乐有趣，学生的学习积极性高 4.全程实施评价活动，注重实效，在教学中准确、 多样、有效的运用评价语言 学生活动 （20） 1.学生在教学活动中参与性高，学生活动方式多样 2.学生积极参与活动并能主动积极的学习，有学习 的自主性和合作意识 总评总分
精品文档 全国小学英语课堂教学优秀案例一等奖（课堂实录）HOME-upWarr——、Havea great、1T: Hello! Boysand girls, I'm glad to meet you here. At first I'll introduce myself. My first nare is Wang, so you can call re Mr . Ss: Wang. T: Ok. Now please show re a hand and say hello to Mr Wang. Hello! Boys and girls. （手放在耳朵边上，做努力听清楚学生回答的样子，让学生明白应该响亮回答）Ss: Hello, Mr Wang. T: Hello! Boys and girls. （手放在耳朵边上，做努力听清楚学生回答的样子，让学生明白应该响亮回答）Ss: Hello, Mr Wang. ）老师走向一小组，向一小组的同学打招呼T: Hello!（（手放在耳朵边上，做努力听清楚学生回答的样子，让学生明白应该响亮回答）Ss: Hello, Mr Wang. （老师走向另一小组，向另一小组的同学打招呼）T: Hello! Boys and girls. （手放在耳朵边上，做努力听清楚学生回答的样子，让学生明白应该响亮回答）Ss: Hello, Mr Wang. T: Good! Do the actions. 2 、T: Ok, now, this tire, look at re. I will stand here and do the actions. Please say it after and let's see who is the first. Ok? Ss: Ok! T do the actions and Ss say it after. Ss: Get up. T: You are first. One point. Ok! Ss: Brush teeth. T: You're nurber 1. Ok. And this one. Ss: Washface. T: And this one. Ss: Have breakfast. T: And this one Ss: Rollerblade. T: Yes, right. rollerblade. I like sports. Ss: Play basketball. T: Play basketball. Ss: Sing a song. T: And this one. Oh. Ss: Play corputer gares. T: Yes, you did a good job. It's right. Now, I will play the corputer. Presentation 二、 Learn new phrase 1 、T: Ok! Wow! It's a wonderful picture. Is it nice? Ss: Yes. T; Is it clean? Ss: Yes.T: It's ry hore. It's really tidy and clean. Why? Because re. I'r very hard working. I'r 精品文档． 精品文档老师边系围裙边说） Every day, I rake the bed. Please wait for re. Ok. It's very hard working.（的意思） Let's go. I erpty the trash, ok.（so hard to —老师做出围裙很难系的样子，让学生理解hardchair. strong but I'r , I can rove the so Look, I look, I'r good. cook reals. the chair is heavy, , one ,look now, blackboard） I here. Now please look at （teacher write “ can” on the I can .Ok, this floor. I floor. sweep the （teacher write “ can sweep the sweep the cathe floor ” on blackboard）I n Ok, good, please read after re. I can sweep the floor. Ss: I can sweepthe floor. T: I can sweep the floor. Ss: I can sweep the floor. T: What's this? （T shows his hand and ask） Ss: Hand.T: It's not hand. It can change the voice. It's ragic. Look, if I put ry hand down , you say lowly, lowly, lowly; if I put ry hand up, up, up, up, up, up, you read louder, louder, louder. Understand? Ss: yes. ）10 遍T: Ok. I can sweep the floor.（老师用手势表示，让学生由低到高，再由高到低读这个句子T: Good. Ok. Look here. Ok, I can sweep the floor. Who can sweep the floor? You please. S1: I can sweep the floor. T: You are helpful at hore. This is for you. But put it down. Don't look at it. Ok, look at this. Ok ? Now , who can wash the dishes? Ok, you. S2: I can wash the dishes. ） T: Do rererber. There is it?（示意学生用话筒回答S2:I can wash the dish. T: Good, dishes. Ok, now, dishes. S2: Dishes. T: ok, now, this is for you. And this one. Set the table, set the table, who can set the table?
小学英语教案(一) Asking the Way I.Teaching Content Asking the Way A: Excuse me, sir. Can you tell me the way to Bihai Hotel, please? B: Sure. You can go there by bus. A: Is it a long way from here? B: No, it'll take you fifteen minutes. A: Which bus can I take? B: You can take a No. 2 bus. A: Where is the bus stop? B: Just go straight. Look, the bus is coming. A: Thank you very much. B: You're welcome. II. Teaching procedures Step 1. Warming-up T: Nice to meet you. My name is Bright. B-R-I-G-H-T. Shall we sing an English song named "Bingo", and try to change the' word "Bingo" with my name "Bright"? Step 2. Presentation T: I'm new here, when I arrived at the airport, I heard someone said "对不起"(注①)，"早晨好"(注②).I really want to know their meanings in English. Could you help me? S: "对不起" is "Excuse me" and "早晨好" is "Good morning". T: Thanks a lot. And now could you tell me something about your city? I want to travel in this city, but I don't know where I should go. S1: Bai Lian Dong Park. S2: Fisher Girl. S3: Jiuzhou Town. T: Good. But I want to find a hotel now.Please do me a favour. Can you tell me the names of some hotels in this city? S1: 2000 Hotel. S2: Yindu Hotel. S3: Bihai Hotel. (The teacher takes notes while the students are speaking.) Step 3. New structures learning T: They all sound very nice. But how can I get there, by bus or by bike?
小学英语优质课评选活动总结 4月27日—29日，xx省第五届小学英语优质课评选活动在xx进行凉爽，我特别荣幸地获得前去观摩听课的机会，此次活动环绕“语篇教学”那个主题展开。在这短短的三天时刻里，来自省内各个市县的25名小学教师在第一会场给我们听课老师呈现了25节精品教学课。经过这次听课，我受益匪浅，让我近距离地领会到每位名师的教学风格，深厚的教学功底及精湛的教学艺术。尽管这些课的风格各异，但是每一节课都有不少值得我学习借鉴的东西。经过这些课的学习观摩，我学到了不少珍贵的教学经验，而后专家的精辟点评又为我未来的教学工作起到了点云拨雾的作用。我想就以下几点谈谈我对这次活动的粗浅体味。 一、教师良好的素养是上好课的重要前提 教师良好的自身素养是上好一堂课的重要前提和基本保证。这次说课的英语教师均具有扎实的英语基础功，他们都能熟练的用英语组织课堂教学，语音语调标准，语言流畅有感染力；他们教态自然，表情丰富，美丽的板书，为课堂营造出了一种和谐平等的学习氛围。至今我还清楚的记得no.24教师那优美的歌声，no.23教师那流畅的口语和形象直观的简笔画……所有的这些都深深触动了我，都让我感受到了自己的别脚，意识到提高自身素养的紧迫感。另外，一些老师灵便驾驭课堂的能力，遇惊别乱的应变机智也是值得我们每一位老师学习的地点。记得，在free talk 中，当老师咨询一学生：what will you do after class?时，有一具学生是如此回答的：i don’t know.整个课堂显得有些尴尬，这时老师及时的一句：plane is very important to us, i hope you make a good plane after class and tell me your plane, ok?使课堂顺利的进行下去，并且也是对学生进行了及时的德育教育。 作为一名英语教师应该要别断更新自己的知识，别断超越自己，惟独如此才干增加个人的魅力，使学生更加容易同意你，为自己的教学打个良好基础。 二、教学过程自然流畅而又环环相扣 阅读课规定的时刻是30分钟，但不少老师上起课来还是淡定自如，游刃有余。教学环节紧凑，从播放音乐或英语歌谣导入直至课的进展、高潮，结束富有节奏感；课堂上的说授和操练交替进行，过渡自然，而又环环相扣。 (一）每一节课都精心预备warm-up(热身)部分 英语课堂教学的热身活动多种多样，别同类型，别同内容的课挑选使用别同的热身，但是目的惟独一具：创设英语学习氛围，激发学生的兴趣，依旧带新，为新课的学习做好预备。从这次听的25位教师的课中，每节课的warm-up都做了精心的安排：师生日常会话交流、听歌唱曲、游戏、说歌唱谣、复习等活动的设计都与本节课的学习内容息息相关，为新知识的学习做了铺垫，同时把学生的兴趣都调动了起来，激发了学生的求知欲。 例如no.16教师在那个环节中以自编的chant配上节奏感很强的音乐，朗朗上口，短短几分钟，别但复习了往常的旧知识，而且创设了英语氛围，为学生们的后续学习做了很好的铺垫。由此看出，warm-up用时别多，但作用别小，每位英语教师都别应该忽略，而要去仔细设计，为整堂课可以更好的开展铺路搭桥。 (二）导入简洁明了 教育家夸美纽斯在他的《大教学论》中指出：教学是一种艺术，是一种教起来使人感到愉快的艺术。课堂教学的起始环节——导入，算是这全部教学艺术的一具重要组成部分，她是整个教学环节的开端，是课堂教学的启导环节。也是调动学生积极性的关键一节。教师导入成功，能吸引学生，使学生产生求知欲和好奇心，从而积极主动地参与课堂教学，为整个教学奠定一具良好的基础，从而有效地完成教学任务。 在这25名教师中，每个老师对课堂的导入各有别同，但是他们的导入有一具共同点算是简洁明了，别拖泥带水。有的是从和学生的谈天中自然过渡的。例如no.23教师在warm-up 环节中以一首自编的chant 开头，在chant结束后设计了一具咨询题：what did you do just
2002全国小学英语优质课教案 I'd Like An Apple 作者：广东省顺德市大良实验小学田湘军 一、授课内容 I'd like an apple. Jim:Would you like a pear, Mike? Mike:No, thanks. I'd like an apple. Jim:OK. Here you are. Mike:Thanks. Jim:What about you, Nancy? Nancy:I'd like an orange. Jim:Look! Here's a big orange for you. Nancy:Thank you very much. Jim:You are welcome! 二、教学目标 1、语言知识目标 1）Words----复习巩固与水果有关的单词； 2）Sentences----熟练掌握下列句子，并能熟练运用。 a.Would you like a pear? Yes, please./ No, thanks. b.I'd like an apple. c.What about you? d.Here's a big orange for you. 3)Function----掌握向他人提供物品时的具体表达方法。 2、情感、文化目标 1)在教学过程中培养学生学习兴趣，帮助他们树立信心。 2）使学生在学习过程中能够注意并理解他人情感。 3）体会婉拒他人的礼貌的表达方法，并在实际生活中运用。 三、重、难点 1、充分了解并掌握下列句子。 Would you like …? Yes, please. No, thanks. I'd like … What about … ? Here's a/an … for somebody. 2、了解英语语言文化习惯。 当对方向你提供某种物品或帮助时，如何进行委婉地拒绝。 No, thanks. 四、教学辅助手段 1、水果、饮料和食物等物品的实物和图片； 2、一个用于游戏的小布袋； 3、多媒体教学课件----Flash版 五、教学过程 Warming-up 1.Draw a picture of the teacher with fruits. ---- Apple in the mouth.
Unit 2 My family 【教学内容与目标】 1、能听懂会说：father (dad), mother (mom), grandfather(grandpa),grandmother (grandma), man, woman，sister，brother. 2、能够听懂、会说、会认读句型：Who’s that man? He’s my father./ Hi, Dad.并能够在具体的语境中灵活运用。 3、能够听、说、读句型Who’s that boy/girl/man/woman? He’s…She’s…Is she your…?Yes/No,she… 【教学重点】 1、句型：Who’s that man(boy)? He’s my…Who’s that woman(girl)? She’s my… 2、词汇：father, mother, mom, woman, man 3、能够听、说、读句型Who’s that boy/girl/man/woman? He’s…She’s…Is she your…?Yes/No,she… 【教学难点】 1、he和she的意义区分及发音。 2、能够理解和运用句型：Who’s that man? He’s my father./ Hi, Dad.并能够听懂、会说、理解句子： This is my friend, Amy. 3、掌握四会单词、字母e在闭音节单词中的发音 【课时安排】
A 3课时 B 3课时 第一课时 一、教学内容 A Let's talk Point and say 二、教学目标 1、能够听懂、会说、会认读单词：man, father, dad。 2、能够听懂、会说、会认读句型：Who’s that man? He’s my father./ Hi, Dad.并能够在具体的语境中灵活运用。 3、能够听懂指令，按照指令的要求完成Point and say的内容。 三、第一次先学后教 自学指导 1、听录音，理解对话内容； 2、回答问题：Who’s he?—he is Amy’s dad; 3、在理解对话内容的基础上，和你的同桌演一演对话内容； 后教 1、 Is she your …?教师拿出自己家庭成员的不同照片，让学生提问，教师根据提问回答。学生以小组为单位（变换小组成员），拿着家庭成员的照片互相询问：“Is she/he your …?” 2、出示兄弟的图片，教师让学生说说看到了什么，（“What can you see? What are they doing?”）告诉学生：在英语中，brother既可作哥哥讲，也可作弟弟讲。