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1、. 目錄 小學(xué)英語說課模板〔英文版3 小學(xué)英語說課稿模板二6 小學(xué)英語說課稿模板三7 說課的內(nèi)容要求和評價8 PEP小學(xué)英語六年級上冊教學(xué)計劃9 Unit 1 How Do You Go There?12 Unit1?How?do?you?go?there教案<6課時>12 Unit1 How do you go there?說課稿20 Unit 2 Where Is the Science Museum?22 Unit 2 Where Is the Science Museum? 教學(xué)設(shè)計〔6課時22 Unit 2 Where Is the Science Museu

2、m? Part?A說課稿一30 Unit 2 Where Is the Science Museum? Part?A說課稿二33 Unit 2 Where Is the Science Museum? Part?B說課稿二〔英文版37 Unit 2 Where Is the Science Museum? Part?B說課稿二41 Unit 2 Where Is the Science Museum? Part?B說課稿三44 Unit 3 What Are You Going to Do?49 Unit 3 What Are You Going to Do 教學(xué)設(shè)計〔6課時49

3、 Unit 3 What Are You Going to Do Part A 說課57 Unit 3 What Are You Going to Do Part A 說課二62 Unit 3 What are you going to do ?第一課時說課稿64 Unit 3 What Are You Going to Do Part B 說課68 Unit 3 What Are You Going to Do Part B 說課71 Unit 4 What are you going to do?第四課時說課稿73 Unit 4? What are you going to?

4、do? 全英文說課75 Recycle 178 Recycle 1 教學(xué)設(shè)計〔3課時78 Unit 4 I Have a Pen Pal82 Unit 4 I Have a Pen Pal 教學(xué)設(shè)計〔6課時82 Unit 4 I have p pen pal第一課時說課設(shè)計90 Unit?4?I?have?p?pen??pal第二課時說課稿95 Unit4 I Have a Pen Pal Part B第一課說課97 unit4 I Have a Pen Pal 全英文說課98 Unit4 I Have a Pen Pal 綜合活動說課100 Unit 5 What Doe

5、s She Do?105 Unit 5 What Does She Do? 教學(xué)設(shè)計〔六課時105 Unit5 What Does She Do?Part A說課112 Unit5 What Does She Do?Part A說課二115 Unit5 What Does She Do?Part B說課117 Unit5 What Does She Do?Part B說課120 Unit5 What Does She Do?Part B說課三122 Unit5 What Does She Do?Part B說課二123 《Unit 6 The story of rain》說課1

6、25 《Unit 6 The story of rain》說課二128 Unit 6 The Story of Rain130 Unit 6 The Story of Rain教學(xué)設(shè)計〔六課時130 Unit 6 The Story of Rain Part A 說課138 Unit 6 The Story of Rain Part A 說課二140 Unit 6 The Story of Rain 說課142 Unit 6 The Story of Rain 說課二148 Unit 6 The Story of Rain 說課三149 Recycle 2152 Recy

7、cle 2教學(xué)設(shè)計〔三課時152 小學(xué)英語說課模板〔英文版 Goood moring, I'm glad to interpret my lesson here . The lesson plan I am going to talk about is Part A let's learn of unit1 PEP Primary English book7. I will explain how to teach and the reason for doing this from following aspects. Ⅰ analysis of the teaching conten

8、t. Ⅱ ways of teaching and learning . Ⅲ teaching procedures Ⅳ blackboard design? V assessment Now Let’s focus on the analysis of teaching content. It can be divided into 3 parts as followed: the status and the function, the teaching objectives , the main points and difficult points, I’ll talk ab

9、out it one by one. This lesson is the first lesson of unit 1, book7 . It includes two parts: Let’s learn and let’s play. In section 1, it mainly deals with these key phrases: on foot, by bike, by bus, by train, by subway. And in section 2, it provides a game for the Ss to prastise the patterns: How

10、 do you go to…? And the answer: I go… by../ on foot. Our students have already known some vehicles in the daily life. It’s not difficult for them to understand and use these words . If students can learn it well, it will help students to learn the rest of this unit.? So, I set the following aims:

11、The first is language objectives To make sure that students can read, recognize and use these key phrases :on foot?,by bike,by bus,by?train ??????skillfully. The next is ability objectives <1>? To develop Ss’ abilities of listening and speaking. <2>? To train the Ss’ ability of working in groups

12、. moral objectives <1>to help students know some vehicles and comprehend the traffic?rules ?<2>?To foster Ss’ consciousness of good co-operation and proper competition. ?The main points and difficult points about this lesson is: <1>?? To make sure that Ss can use these key phrases correctly and

13、 skillfully.? <2>?? To enable Ss to study in groups and co-operate skillfully. <3>?? To develop Ss’ interest in English. Difficult points ???? To help the Ss ask and answer the question "How do you go to…? part?Ⅱways of teaching and learning As we all know: the main instructional aims of learn

14、ing English in primary school is to cultivate pupils’ basic abilities of listening and speaking and their good sense of the English language. So in this lesson I’ll mainly use "Task-based" teaching method. That is to say, I will let the Ss learn in real situations, finish a task by making a survey"H

15、ow do you go to school?" to help Ss to get a better understanding of the key phrases. I will arrange these activities: guessing game, finishing a survey and having a competition.? And in this lesson a recorder, CAI, will be needed. partⅢ teaching procedures I’ll finish this lesson in five steps.

16、step1 lead--in activities I will begin my class with "drawing and guessing"?game, just like this : I show? students some vehicles such as bike ,bus ,jeep which they learned? before by "Stick Figures" and ask them guess what’s it. Purpose: It is important to form a better English learning surroundi

17、ng for the Ss????by guessing game. and at the same time??it provides situations to review learned? knowledge? for the next step. step2 prestentation Now I’ll mainly talk about this step. 1、first there is a Free talk between T and Ss. For example: I show many pictures of beautiful cities and ask s

18、tudents some questions, such as "do you like this city?where do you want to go ?"and help Ss to answer them with "by train ,by plane,by ship". By the way, I show the picture of a school, and say" I go to schiool by bus" ,Ss read this sentence. do the actions and ask "how do you go to school?",show

19、many pictures of tools such as ,on foot by bike ,by bus to help students answer my question one?by one. To present the key structures one by one is much easier for the Ss to learn and grasp the meanings. 2 With the help of the CAI I set a situation to help Ss understand the way of using these key

20、phrases: A boy is coming, who is going to school. He says: I go to school by…Then play the sounds of bus, bike ask students to listen carefully and? tell "I go to school by…" according to the different sounds, by the way , I present another new ????phrases:by subway Purpose:Make Ss use these new p

21、hrases with sentence structures, to help Ss use the language in a real situation. step3 practise 3 I order to make every student read these new phrases correctly, I design a? "drill "in this step, I show cards as soon as possible ,students should?read the words quickly and spell them. Then I ask '

22、How do you go to school?'students answer "I go to? ......"also I will quicken the speed to ask?. The purpose is to draw the whole students'attention to the spelling of the words 4 After this, I ask Ss to do "Let's play " in fours. They use places cards and vehicle cards, ask and answer:How? do you

23、 go to …? I go to … by…" 5, If Ss can ask and answer expertly, I will ask them to make a short dialogue. the purpose of this is to help students to learn those sentenses through a ture situation and make the dialogues in order to check if Ss can usse these key prases、sentences structures skillfull

24、y step 4 consolidation let students do a survey about "how do you go to school?"and the table like this :write down names and tools another Ss choose Task-based teaching method? is used here to develop Ss’ ability of? communication and also their ability of co-operation will be well trained. ? s

25、tep 5 homework ask students to collect other kinds of transport tools through the library ,computer. the purpose of this is to stimulate the interest of learning english and to wide the students'knowledge step6 blackboard design my blackboard design like this :on the left Ishow the?phrases:on fo

26、ot,by bus.......on the right there are many sentences:how do you go to school?I go to ......" step 7 assessment due to the students'age ,I?? make every students work in class through many activities in? order to stimulate the students'interest and provide they a wide thinking room. I??make student

27、s learn this lesson very well through desiring scene statues that's? all,thank you for your listening ! 小學(xué)英語說課稿模板三 今天我說課的內(nèi)容是義務(wù)教育課程標(biāo)準(zhǔn)實驗教科書,人教版小學(xué)英語的第 單元第 課時。 1． 說教材 ⑴教材內(nèi)容 A本課時的教學(xué)內(nèi)容為 B需要掌握的詞匯有 C需要掌握的句型有 ⑵地位和作用 本課是第 單元的第 課時,教材中出現(xiàn)了 的用法,本課時又是第 單元的重點,因此本課時的教學(xué)對第單元的學(xué)習(xí)起著關(guān)鍵的作用。 2． 說目標(biāo) ⑴教學(xué)目標(biāo) 根據(jù)新課程理念教材內(nèi)容

28、,教學(xué)要求,我制定以下教學(xué)目標(biāo)： 知識目標(biāo)：能聽懂,會說,會讀,會拼寫本課時主要詞匯： 以及句型； 能力目標(biāo)：能用本課時所學(xué)句型： 就日常生活中的話題進(jìn)行交流,使學(xué)生掌握 的用法； 情感目標(biāo)：引導(dǎo)學(xué)生 總思路： ⑵重點和難點 本課時的重點使要求學(xué)生掌握詞匯 以及句型 ,本課時的難點是： 3．說教法〔本課是 學(xué)生情況 ⑴教法分析〔創(chuàng)設(shè)情境,事物展示,活動 英語教學(xué)的目的在于讓學(xué)生獲得用英語焦急的能力,所以在課堂教學(xué)活動中需創(chuàng)設(shè)特定的情景,使學(xué)生通過模仿和想象,促進(jìn)學(xué)生的理解和記憶,啟發(fā)學(xué)生思維達(dá)到教學(xué)目的。 ⑵學(xué)法指導(dǎo) 要讓全班學(xué)生都參與到課堂活動中來,同桌之間的合

29、作,尤為重要,可使同學(xué)們都敢于在課堂中操練口語,更可使學(xué)生們不會有被忽視的感覺,合作簡單,增多操練機會。 ⑶教學(xué)手段 充分利用多媒體,投影儀,錄音機等教學(xué)手段,為學(xué)生創(chuàng)設(shè)英語學(xué)習(xí)的環(huán)境增加學(xué)生的學(xué)習(xí)興趣。 4．教學(xué)過程 為了完成以上教學(xué)任務(wù),我設(shè)計了一下教學(xué)過程： Step1:Warming up ⑴It’s time for English class.Let’s ； ⑵創(chuàng)設(shè)輕松的氛圍,帶領(lǐng)學(xué)生進(jìn)入英語學(xué)習(xí)的； ⑶復(fù)習(xí)動詞Let’s do 通過"你說我做"的TPR活動在復(fù)習(xí)舊知的同時,為新課做好鋪墊,因為學(xué)生都熟悉這些動作,建議教師讓學(xué)生當(dāng)小老師來發(fā)指令,這樣可以充分體現(xiàn)學(xué)生

30、的主動性。 Step2：Free talk ⑴提問 ⑵Game 本課學(xué)習(xí)的重點是 教學(xué)手段 鞏固 的掌握,為導(dǎo)入新課作準(zhǔn)備。 Step3：Presentation ⑴單詞新授 通過事物或圖片教學(xué)單詞,學(xué)生能更好的理解和掌握單詞； ⑵單詞復(fù)習(xí) 互問互答 讓學(xué)生通過對句子的操練鞏固語言知識,拓寬學(xué)生的視野和增添學(xué)習(xí)興趣； ⑶句子新授 ⑷鞏固新句型,快速搶答,互問互答 A 在緊張激烈的比賽中,大量輸入降低學(xué)習(xí)的難度,使學(xué)生學(xué)習(xí)的積極性更加高漲〔講情規(guī)則； B 生活情景展示 通過多媒體等方式把語言知識放在特定的情景中進(jìn)行操練,體現(xiàn)語言運用的真實性； ⑸播放錄音 學(xué)生觀看相關(guān)的動作

31、畫面,跟著錄音聽,說,演,做,在輕松自然的狀態(tài)下鞏固所學(xué)語言。 Step4 Practice and consolidation 同桌互助合作,體現(xiàn)了以語言為載體和以真實情景交際為目的的小學(xué)英語教學(xué)的基本要求。 Step5 Homework A 聽錄音 鞏固所學(xué)詞匯和句型 B 運用句型 板書設(shè)計 Unit 1 How Do You Go There? Unit1?How?do?you?go?there教案<6課時> 第一課時 一、教學(xué)目標(biāo)與要求 1．??能夠聽、說、讀、寫短語：on?foot,by?bike,by?bus,by?train。 2．??能夠聽、說、認(rèn)讀

32、短語：by?plane,by?ship,by?subway。 3．??能用句子"How?d0?you?go?to?school?How?do?you?go?to?Canada／…?"來替換關(guān) ????詢問別人的出行方式；并能夠用句子"I?go?by…"進(jìn)行回答。 4．??能夠聽懂、會吟唱Let’s?chant的歌謠。 二、教學(xué)重點、難點分析 ????本課時的教學(xué)重點和難點是掌握四會短語和A?Let’s?learn部分中運用某種交通具去某地的表達(dá)法,并能替換關(guān)鍵詞進(jìn)行問答。 三、課前準(zhǔn)備 1．??教師準(zhǔn)備Let’s?start部分和主情景圖的教學(xué)掛圖。 2．??教

33、師準(zhǔn)備錄音機和本課時的錄音帶。 3．??學(xué)生準(zhǔn)備一些玩具,如自行車、汽車、火車、飛機等。 4．??教師和學(xué)生準(zhǔn)備A?Let’s?learn部分的單詞卡片。 四、教學(xué)步驟和建議 1．熱身 Let’s?start <1>??教師說：Today?I?go?to?school?by?bike/bus.Usually?I?go?to?school?by?bike/bus. 教師利用肢體動作幫助學(xué)生理解句子意思。然后問學(xué)生：What?about?you?Do?you?go?by?bike?or?by?bus?Do?you?go?on?foot?Or?by?ca

34、r?師生之間自由會話,引出幾種常見的交通方式。 〔2自由會話之后,教師繼續(xù)說：There?are?many?ways?to?go?somewhere.Look?at?these?pictures.Do?you?know?what?they?are?引導(dǎo)學(xué)生看本課時Let’s?start部分的標(biāo)圖并回答問題。 2．??預(yù)習(xí) <1>復(fù)習(xí)頻度副詞：always,usually,often,sometimes,never的讀音與詞義。有關(guān)活 ????動可借鑒五年級下冊教師教學(xué)用書第一單元。 <2>Let’s?chant ??教師放本課時Let’s?chant部

35、分的錄音,學(xué)生先靜聽一遍,再跟錄音輕聲吟唱一遍。教師再放錄音,帶著學(xué)生一起邊唱邊做動作：唱到on?foot時,全班跺跺腳；唱到by?Car／bike／bus／plane／train的時候,學(xué)生舉起自己帶來的玩具。然后教師根據(jù)歌謠內(nèi)容隨機出示Let’s?learn部分的單詞卡片加深學(xué)生印象,全班學(xué)生再跟錄音邊唱邊做一遍。 3．??新課呈現(xiàn) Let’s?learn <1>教師拿出一輛玩具自行車,自問自答："How?do?I?go?to?school?I?go?to?school??by?bike．"并在黑板上寫下：by?bike。教師再重復(fù)剛才的句子并問某一

36、學(xué)生：0jWhat?about?you?How?do?you?go?to?school?’’學(xué)生如果回答："Me?too!"教師就繼續(xù)問下一名學(xué)生,直到有不同答案,教師幫助學(xué)生說出完整的句子："I?go。。to?school?by…"并將相應(yīng)的短語寫在黑板上。 <2>看短語貼卡片游戲 ????教師依次出示畫著不同交通工具的短語卡片,讓學(xué)生迅速地貼在黑板上的"by’’短語旁邊,教師領(lǐng)讀短語和句子"l?go?to?school?by…" <3>"快速反應(yīng)"游戲 ????教師說出某個短語,如：by?bike,讓學(xué)生做相應(yīng)的動作或迅速舉起相應(yīng)的道具<單詞卡片>并說出句子,如：I?go?

37、to?school?by?bike． <4>教師拿出剛才學(xué)生可能沒有提到的交通工具的圖片,如：by?plane／subway/?ship／boat等,呈現(xiàn)和練習(xí)這些短語。然后指著課本上的配圖問："What?can?you?see?in?the?pictures?"注意引導(dǎo)學(xué)生,尤其是農(nóng)村學(xué)生理解"地鐵"的。含義："It’s?an?underground?railway?in?a?city．It?travels?very?fast．"教師領(lǐng)讀新學(xué)短語。 <5>學(xué)生聽錄音,跟讀Let’s?learn部分的內(nèi)容。教師注意糾正學(xué)生的語音、語調(diào) <6>教師引導(dǎo)學(xué)生進(jìn)行單詞的拼讀競賽?？煽粘鰡?/p>

38、詞中的元音字母讓學(xué)生填寫,也可打亂組成單詞的字母的順序,讓學(xué)生重新排序,組成單詞。 <7>教師還可利用學(xué)生卡片背面的灰體詞引導(dǎo)學(xué)生進(jìn)行單詞描紅,學(xué)生邊描邊讀,看誰又快又好。 Let’s?play 教師請學(xué)生制作簡易的單詞卡片,一摞是地點,比如：school,Beijing,the?US,the?moon等；另一摞是交通方式,比如：by?ship,by?bike,by?train等。教師鼓勵!生大膽想象出行方式和所去地點。然后學(xué)生兩人結(jié)對進(jìn)行句型操練,一人問"How?do?you?go?to?Beijing／the?USA／the?moon?"另一學(xué)生給出答案："I?go?by?tr

39、ain/plane／spaceship．"對于詞匯表述上有困難的學(xué)生,教師要及時地提供幫助。對一些特別有創(chuàng)意的想法,教師可以寫在黑板上加以鼓勵。 4．??鞏固和延伸 <1>Main?scene ????教師引導(dǎo)學(xué)生看主情景圖,說出其中表現(xiàn)的交通方式。學(xué)生多能說出：on?foot??by?bike,by?subway。如有學(xué)生問及小丑騎的獨輪車以及幼兒騎的三輪兒童車教師可補充說明那分別是unicycle和tricycle；而自行車bike的另一說法：bicycle,意為兩輪車。 <2>學(xué)生做Let’s?learn部分的活動

40、手冊配套練習(xí)；教師指導(dǎo)學(xué)生規(guī)范書寫。新學(xué)伊始,教師非常有必要對學(xué)生重申一下書寫的要求。 <3>學(xué)生背誦并抄寫四會單詞；復(fù)習(xí)說唱歌謠。 <4>學(xué)生預(yù)習(xí)c?Let’s?sing部分的歌曲。 ???? 第二課時 一、教學(xué)目標(biāo)與要求 1．能聽、說、讀、寫四會掌握句子："How?do?you?go?to?school?Usually?I?go?to?school????on?foot．Sometimes?I?go?by?bike．"并能在情景中正確運用。 2．能夠表述自己以何種方式上學(xué)并簡單陳述原因,如：Usual

41、ly?I?go?to?school?by?bus because?it’s?fast． 3．能夠聽董Let’s?try的錄音內(nèi)容并選出正確選項。 二、教學(xué)重、難點分析 1．??本課時的教學(xué)重點是聽、說、讀、寫句型：How?do?you?go?to?school?Usually ????Sometimes?I?go?by… 2．??本課時的教學(xué)難點是學(xué)生書寫四會句子并能簡單陳述選擇某種交通方式上學(xué)的原因。 三、課前準(zhǔn)備 1．??教師準(zhǔn)備錄音機和本課時的錄音帶。 2．??教師準(zhǔn)備本單元A?Let’s?learn部分的單詞卡片。 3．??教師課前在一張紙上畫出

42、空白柱狀圖,用于統(tǒng)計班內(nèi)學(xué)生上學(xué)方式的調(diào)查 4．??學(xué)生每人準(zhǔn)備一張卡片,畫一個印象最深刻的交通標(biāo)志。 四、教學(xué)步驟和建議 1．熱身 <1>師生對話,復(fù)習(xí)上一課時內(nèi)容,比如："Good?morning!How?do?you?go?to?school??today?What?about?you?Do?you?go?by?bus,too?"然后學(xué)生復(fù)習(xí)Let’s?chant部分的歌謠。 <2>Let’s?sing ????教師放c?Let’s?sing部分的歌曲"How?Do?You?Go?to?School?"第一遍學(xué)生聽并輕聲跟唱。第二遍學(xué)生跟錄音大聲

43、唱一遍。 2．預(yù)習(xí) <1>教師出示單詞卡片,提問："How?d0?you?go?to?school?"學(xué)生根據(jù)圖片內(nèi)容回答："I?go?to?school?by…"師生會話直到班級里大部分學(xué)生能夠準(zhǔn)確說出圖中交通工具的名稱以及該句型。然后學(xué)生兩人一組用單詞卡片練習(xí)句型："How?do?you?go?to?school?I?g0?t0?school?by…"教師對表達(dá)仍有困難的學(xué)生給予個別輔導(dǎo)。 <2>Let’stry ????教師放錄音,學(xué)生看圖選擇正確答案,并從聽覺上進(jìn)一步感知主要句型。 ????錄音內(nèi)容如下： ????John：How?dO?you

44、?gO?tO?school,Mike? ????Mike：I?usually?go?t0?school?by?bike．Sometimes?I?go?0n?foot． ????John：Is?your?home?near?our?school? ????Mike：Yes．it?is． ????J0hn：That’s?fine! 3．新課呈現(xiàn) Let’s?talk <1>教師提問學(xué)生："How?do?I?go?to?school,do?you?know??Ask?me,please!’’鼓勵要更多的學(xué)生參與提問教師："How?do?you?

45、go?to?school?然后教師在黑板上畫＆一輛自行車、一輛公共汽車和～輛計程車的圖案,并分別在后面兩圖旁標(biāo)＆當(dāng)?shù)氐膬r格,如：l?yuan,1o?yuan,回答說："Usually?I?go?to?school?by?bike。because?it’s?good?exercise．Sometimes?I?go?by?bus,because?it’s?cheap．It?costs?l?yuan.Sometimes?I?go?by?taxi,because?it’s?fast,but?it’s?too?expensive．It?costs?1o?yuan． <2>教師放課文錄音,之前向?qū)W生提

46、出問題："How?does?Sarah?go?to?school?listen．"學(xué)生聽后模擬Sarah來回答問題。 <3>學(xué)生跟讀錄音,然后兩人一組替換句型中的關(guān)鍵詞練習(xí)對話。教師請幾組生日.生展示對話。要求盡量多地使用已學(xué)過的句子,例如： ????A：How?do?you?go?to?school? ????B：Usually?I?go?by?bus． ????A：Can?you?go?by?bike? ??生：Yes,I?can,but?it’s?too?far．Sometimes?I?goby?taxi,but?it’s?expensive． ????What?

47、about?you? ????A：I?go?to?school?on?foot,because?my?home?is?near． <4>教師事先準(zhǔn)備一些打亂順序的單詞卡片,讓學(xué)生讀詞后陜速拼成正確的句.或者空出四會句子當(dāng)中的某些短語或單詞,只給出打頭的第一個字母作黃示,讓學(xué)生填充句予。最后再讓學(xué)生書寫四會句子。 Group?work 教師讓學(xué)生四人一組,通過提問"How?do?you?go?to?school?’’了解同學(xué)用何種互方式上學(xué),并鼓勵學(xué)生簡單闡述原因,如：My?home?is?near．It’s?fast．It’s?cheap．good?exercise．…????

48、 鞏固和延伸Task?time ????學(xué)生詢問班級內(nèi)六名同學(xué)以何種方式上學(xué)?？呻S意走動,以保證所詢問的相關(guān)信息確實是自己事先不知道的。教師可用課前準(zhǔn)備的空白柱狀圖注統(tǒng)計結(jié)果,并告訴學(xué)生還可以用扇形圖來演示統(tǒng)計數(shù)據(jù)。學(xué)生根據(jù)所獲取的信息,制作一個扇形統(tǒng)計圖,并準(zhǔn)備口頭匯報。教師在室里巡回走動,選取一些優(yōu)秀作品在班內(nèi)展示,并請學(xué)生匯報調(diào)查情況,如Two?students?usually?go?to?school?by?bus．One?student?goes?to?school?by… <2>學(xué)生回家調(diào)查父母及其

49、他親戚的上班方式,準(zhǔn)備下一節(jié)課做匯報。教師可 ??My?father?and?Uncle?Wang?go?to?work?by?bus,because?it’s?cheap．My?mother?go ??to?work?on?foot,because…． <3>學(xué)生做本部分活動手冊配套練習(xí),并抄寫四會句子。 ? 第三課時 一、教學(xué)目標(biāo)與要求 1．??能夠充分理解并正確朗讀對話,能完成文后回答問題的練習(xí)。 2．??能夠了解輔音,p／,廠b,,／t／,／d／與元音／i：／,,I／的發(fā)音規(guī)則,并能讀出相 3

50、．??了解Good?to?know部分的內(nèi)容,能夠辨認(rèn)常見的交通標(biāo)志,如：Cross??way,No?entry,No?bikes,Turn?right和No?left?tum。 二、教學(xué)重、難點分析 1．??本課時的教學(xué)重點是學(xué)生能夠充分理解并正確朗讀對話。 2．??本課時的教學(xué)難點是如何指引他人在不同地點換用不同的交通工具到達(dá)某一 三、課前準(zhǔn)備 1．??教師準(zhǔn)備錄音機以及A?Let’s?read,C?Pronunciation和c?Let’s?sing部分的錄 2．??教師準(zhǔn)備Zhang?Peng與Sarah的頭飾。 3．??教師課前在教室里張貼各種交通工具的圖

51、片或準(zhǔn)備多媒體來展示。 4．??學(xué)生每人準(zhǔn)備一張白紙。 5．??學(xué)生四人一組,課前填寫一張曾去過的最喜歡的旅游地點及所用交通方式的調(diào)查 ????表,要求空出最后一列不填。表格如下： ? ????Name??Destination?What?can?you?see?there?How?dOyou?gOthere?? ???? 四、教學(xué)步驟和建議 1．熱身 教師放c?Let’s?sing部分的錄音,學(xué)生跟唱?？山M織男女生各唱一遍,看誰好。 2．預(yù)習(xí) 教師檢查上一課時布置的調(diào)查任務(wù),要求學(xué)生兩人一組交換信息,如："M　an

52、d?Uncle?Wang?go?to?work?by?bus?because?it’s?cheap．My?mother?goes?t0?work.because…"教師巡回檢查并選幾組學(xué)生到講臺前做匯報。 3．新課呈現(xiàn) Let’s?read <1>"最佳路線"活動 ????教師用簡筆畫呈現(xiàn)兩個情境：Bob家住在山上,山腳有一條河,河對岸有公交車站通向?qū)W校；May家離學(xué)校很遠(yuǎn),家附近有個地鐵站,May的學(xué)校附近.雖沒有地鐵站,但有一路公交車直通地鐵站的入口。教師讓學(xué)生分組活動,設(shè)計最佳上學(xué)路線,原則是省時方便。教師注意指導(dǎo)學(xué)生使用連詞then來表示動作

53、的先后順序。教師要求各組派一人假設(shè)自己是Bob或May,上講臺匯報,比如：My?name?Is?Bob．My?school?is?not?near?my?home．I?go?to?school?on?foot?,then?by?boat,and?then?by?bike． <2>教師說："Now?let’s?read?the?dialogue?and?find?out?how?Sarah?goes?to?the?park??Can?you?draw?the?route?on?your?paper?’’學(xué)生兩人一小組分角色朗讀對話,教師在教室里巡回走動,解惑答疑,并指導(dǎo)學(xué)生簡單畫出Sarah

54、的路線。 <3>教師展示學(xué)生畫出的路線并示范如何描述Sarah去公園的路程："First,Sarah??Can?go?to?Zhang?Peng’s?home?by?bike．Next,?Sarah?and?Zhang?Peng?go?to?the?bus?stop?on?foot．Then?they?can?go?to?the?park?by?bus．"教師板書first,next,then,讓學(xué)生知道恰當(dāng)使用一些連詞有助于表達(dá)更為流暢。然后請幾名學(xué)生依照順序來描述????Sarah和Zhang?Peng去公園的路線,比一比誰說得最好。 ??<4>學(xué)生閱讀對話,完成文后的兩個問答練習(xí)

55、。 ??<5>教師放Let’s?read部分的錄音,學(xué)生跟讀。 ??<6>學(xué)生兩人一組練習(xí)對話。 ??Pronunciation ??<1>教師先讓學(xué)生聽錄音、認(rèn)音標(biāo),再試讀例詞,讓學(xué)生把發(fā)音的"音"<讀音>、發(fā)音的的"形"<音標(biāo)>與發(fā)音在單詞中的表現(xiàn)形式<字母或字母組合>對照學(xué)習(xí)。 ??<2>Read?and?match ????學(xué)生先試著將課本上四個單詞的音標(biāo)與詞形和配圖連線,然后教師公布正確答案。 ??<3>教師讓學(xué)生分組討論,說出同時包含Pronunciation部分任意一個元音和一個輔音的單詞,說一個,得一分。以下單詞可供參考： ????be?bean

56、?beef?bee?bid?bill?bit?bitter ????dean?did?deed?deep?dig?dinner?dip ????teacher?tease?teens?till?tick?tip ????pea?piano?pick?picnic?picture?pink?pizza 4、鞏固和延伸 <1>教師隨意抽取一張學(xué)生課前填寫的調(diào)查表,對該學(xué)生說："You’ve?been?to　Harbin．Is?it?a?nice?city??What?can?you?see?there??How?do?y

57、ou?go?there?"問同組其他三名學(xué)生以上幾個問題。學(xué)生仍以四人一小組的形式展開活動,用問題："Do?you?go?to…by…? 測某一小組成員到達(dá)表格中目的地的方式。一人只有一次猜測機會,不對,大家再一起問："How?do?you?go?there?"該學(xué)生回答。每小組選一名代表描述自己曾去過的某個地方,可以在表格內(nèi)容的基礎(chǔ)上適：當(dāng)發(fā)揮,比如：I?go?to?Hainan?by?plane．The?sea?there?is?clean?and?nice．I?can?eat　a10t?Of?sea?food?and?many?kinds?Of?fruit?there?．I?like

58、?Hainan?very?much?． <2>Good?to?know ????教師詢問學(xué)生課本上各個交通標(biāo)志的意思："What’s?the?meaning?"然后幫助學(xué)生回答："Turn?right．Crosswalk．One?way．"等。再讓學(xué)生完成圖與文字搭配的練習(xí)。鼓勵學(xué)生展示課前繪制的交通標(biāo)志圖并尋找更多交通標(biāo)志與其他同學(xué)進(jìn)行交流. <3>學(xué)生聽錄音、跟讀對話。 <4>學(xué)生完成本部分活動手冊配套練習(xí)。 ? 第四課時 一、教學(xué)目標(biāo)與要求 1．??能夠聽、說、認(rèn)讀以下短語：Stop?at?

59、a?red?light．Wait?at?a?yellow?light．Go?at?a?green??light．能夠聽、說、讀、寫短語和單詞：stop,wait,traffic?lights,traffic?rules。 2．??能夠了解基本的交通規(guī)則,即紅燈、黃燈、綠燈的功能；并能聽懂英語指令做出 ??相應(yīng)的動作。 二、教學(xué)重、難點分析 1．??本課時的教學(xué)重點是掌握四會短語和單詞：stop,wait,traffic?lights,traffic?rules。 2．??本課時的教學(xué)難點是書寫短語traffic?light,traffic?rule和理解動詞stop,wai

60、t的含義。 三、課前準(zhǔn)備 1．??教師準(zhǔn)備兔子舞的音樂和錄音機、本課時的錄音帶及教學(xué)掛圖。 2．??教師自制教具模擬紅綠燈：即在一塊板上掛紅黃綠三張圓形紙卡。 3．??學(xué)生準(zhǔn)備本課時的單詞卡片。 四、教學(xué)步驟和建議 1．熱身 "兔子舞"游戲 教師放兔子舞的音樂,全班學(xué)生排成長隊,后面學(xué)生把手搭在前面學(xué)生的肩膀上,隨著音樂的指令"Left-Right-Go-Turn?around-Go,g。,go",隊伍開始向前慢慢移動,教師最好也參與游戲。 2．預(yù)習(xí) ??<1>師生一起吟唱Let’s?chant的歌謠。 ??<2>

61、教師從歌謠中引出問題："How?d。you?go?to?school?"請學(xué)生根據(jù)實際情況回????答,復(fù)習(xí)A部分主要句型。 3．新課呈現(xiàn) <1>教師指著教室里的日光燈說：I?like?the?lights?because?I?can?see?things?clearly?at?night?.Can?we?see?lights?in?different?colours?in?our?city???Yes!Neon?light?,?traffic?lights．… <2>教師邊畫簡筆畫,邊說："We?have?red,yellow,and?green?li

62、ghts.?We?call?them traffic?lights．,教師板書traffic?fights,然后問學(xué)生："What?do?they?mean,do?you?know?,,學(xué)生可能會用漢語回答,教師點頭表示肯定,再請學(xué)生回答："When?do?we?stop／wait／go?’’引導(dǎo)學(xué)生回答：We?stop?at?a?red?light．．．- <3>教師出示自制紅綠燈,請一名學(xué)生隨意指向不同的顏色,教師示范動作,比如：看見綠燈,教師一邊向前走一邊說："It?is?a?green??light.?I?can?go.?Go-go。go!,,看見黃燈,停住不動但擺動雙臂示意要

63、走："It?is?a?yellow?light.?I?must????wait．Wait-wait-wait!?I?can?go?in?a?moment．"看見紅燈,提問學(xué)生："The?light?is?red。Call?I?go??No,no,no!?It’s?dangerous?!I?must?stop．Stop-stop-stop!" <4>教師板書stop,wait,go在相應(yīng)的交通燈旁。為了幫助學(xué)生區(qū)別stop與wait,可以適當(dāng)使用漢語解釋詞義。 〔5Let’s?play ????教師請出若干名學(xué)生,根據(jù)指令做相應(yīng)的動作,連續(xù)做錯兩次動作的學(xué)生將被淘汰,如：教師說red

64、?light,學(xué)生停著不動,教師說yellow?light,學(xué)生做好走的準(zhǔn)備,教師說green?light,學(xué)生往前走。然后換一組學(xué)生再做這個游戲,由其中一名學(xué)生來發(fā)指令。也可讓全班學(xué)生分成六人一組分別進(jìn)行小組活動。最后教師小結(jié)："Stop?at?a?red?fight．Wait?at?a?yellow?light-Go?at?a?green?light?Red?light．yellow?fight,green?light．These?are?traffic?lights．"教師再指著以上三句話總結(jié)說：These?are?traffic?rules． <6>教師繼續(xù)提問："What?doe

65、s?the‘?traffic??rule?’mean?"板書并解釋traffic?rule,????鼓勵學(xué)生說出Let’s?learn部分的三個句子。然后教師說．Yes.These?are?traffic.rules．You?must?remember?the?traffic?rules．"通過手勢幫助學(xué)習(xí)理解remember的意思。 <7>教師放Let’s?learn部分的錄音,學(xué)生跟讀。 <8>教師引導(dǎo)學(xué)生以競賽的形式書寫四會單詞和短語。可先引導(dǎo)學(xué)生利用學(xué)生卡片背面的灰體詞進(jìn)行單詞描紅,學(xué)生邊描邊拼讀單詞。 4．鞏固和延伸

66、> <1>師生討論不同的出行方式及其應(yīng)當(dāng)遵循的交通規(guī)則。下列問題可供參 ??How?do?you?go?to?school? ??I?go?to?school?On?foot．Can?you?tell?me?any?traffic?rules? ??You?must?watch?the?traffic?1ights． ??I?go?to?school?by?bus．Can?you?tell?me?any?traffic?rules? ??Don’t?run?in?the?bus． ??Don’t?stick?your?head?Or?arms?out?Of?the?window． ??I?go?to?school?by?bike．Can?you?tell?me?any?traffic?rules? ??Don’t?go?too?fast． ??Never?go?into?the?sideways． <2>學(xué)生做B?Let’s?learn部分活動手冊配套練習(xí)。 <3>學(xué)生背誦并抄寫四會詞語。 <4>學(xué)生畫一張從家到學(xué)校<或從學(xué)校到家>的