为了带给您更佳的阅读享受栏目小编精心编辑了“英语英文版教案”。学生们有一个生动有趣的课堂，离不开老师辛苦准备的教案，需要大家认真编写每份教案课件。教案是帮助学生理解知识体系的关键因素。这里提供了一些可供参考的意见和建议希望能帮助到您！
初中英语说课稿模板英文版
关于初中英语说课稿要怎么写呢？下面是小编整理的初中英语说课稿模板英文版，供大家参考。
初中英语说课稿模板英文版
一、说教材（教材分析） Analyzing teaching material
1. 说课型 lesson type (Dialogue/ reading/ listening/ revision)
2. 本课在教材中的地位 status and function
Lesson 33 Saving the Earth is a dialogue. The lesson is focused on the topic of the problems of the earth and the functional items of Supposition/ Intentions/ conjecture/ Prohibition. Since it is a dialogue / reading. It’s helpful to improve the Ss communicative/ reading ability.
3. 说教学指导思想 teaching guideline
(Teaching syllabus: Language is for communication, develop their four skills, lay special emphasis on reading; Grellet put it well in his book developing reading skills: develop reading skill/ discourse analysis; get them to understand the western culture better; improve the ability to discover, analyze & solve the problems; Reading is for information, for fun; Use Top- down model or Bottom- up model to activate Ss schemata; Interactive model)
4. 说教学目标和要求 Teaching aims and demands (…be intended for Ss in key schools)
1）认知目标 knowledge objects
a. Enable the Ss to remember the following new words & phrases:
Damage, lecture, pollute, pollution, room, standing room, be fit for, hear about, turn into
b. Get the Ss to be familiar with this sentence pattern:
If the population keeps growing so quickly, there will only be standing room left…
Give the Ss a reinforced practice on the functional item Supposition.
c. Activate Ss schemata regarding the topic of pollution and help Ss to know more about the problem of pollution.
2）智能目标 ability objects
a. Ask the Ss to make up a similar dialogue.
b. Help them to understand the dialogue better and improve the four skills.
c. Develop their ability of thinking independently.
d. Cultivate their ability to discover, analyze and solve problems.
e. Train them to collect information from the Internet.
f. Train them with some effective learning methods to optimize Ss’ learning results.
3）德育目标 moral objects
a. Arouse their interest in learning English;
b. Help them to understand the background of pollution.
c. Enable the students to love our earth and the nature.
d. Be aware of the importance of stopping pollution & protecting out environment.
e. Encourage the Ss to do something to save the earth.
5. 说教学重点 teaching important points (生词、句型；培养阅读技能)
a. New words and phrases
b. Sentence pattern: If- clause
c. improve their reading skills.
d. Talking about problems of the Earth.
6. 说教学难点 teaching difficult points (语法；发展交际能力)
a. functional item: Supposition.
b. Develop their communicative ability. Act out their own dialogue.
7. 说教具 teaching aids (multi-media computer, software, OHP)
The teaching syllabus says that it’s necessary for teachers to use modern teaching facilities. It’s of great help to increase the class density and improve our teaching result. It can also make the Ss reach a better understanding of the text by making the classes lively and interesting. At the same time, it arouses the Ss’ interest in learning English.
二、说教法 Teaching methods
Five step method; audio-video; communicative approach;
Task-based learning: New Syllabus Design encourages teachers to use this teaching method. TBLT can stimulate Ss’ initiative in learning and develop their ability in language application. Make the Ss the real masters in class while the teacher himself acts as the director and bring their ability into full play.
三、说学法 Study methods
1. Teach Ss how to be successful language learners.
2. Teach Ss how to develop the reading skill — skim & scan; how to communicate with others; how to learn new words; how to learn independently;
3. Get the Ss to form good learning habits.
四、说教学过程Teaching procedures
I. 复习 (Revision) 5min (Daily report; 词汇diagram; brainstorming; activate schemata)
Activity 1: Imagination
1). Suppose a bottle of ink is turned over and dirties your white shirt, what is to be done? (Wash it? Or throw it away?)
2). Suppose you catch a bad cold, what’s to be done?
3). Suppose your bike is broken, what’s to be done?
4). And suppose the earth, on which we all live, is damaged, what’s to be done?
*What can you think of when you see “pollution” this word?(waste, environment, air, water, factory, desert, climate... Try to activate the Ss schemata regarding the topic of pollution.)
II. 呈现 (Presentation) 5min
Activity 2: Presentation
Play the song “Earth Song” sung by Michael Jackson. (Create an atmosphere)
A lot of pictures and video clips about the causes and results of the three problems mentioned in this lesson will be shown on the screen with the help of the computer.
Ss’ presentation on pollution. Attract their attention, arouse their interest, and create a good atmosphere for communication.
Activate their schemata and cultivate their ability in collecting information from the Internet and develop their ability in thinking independently.
III. 对话 / 阅读 (Dialogue)18m
1. Pre- reading
Activity 3: Prediction
1st listening/ fast reading, one guided Q to help Ss to get the main idea:
What do you think is discussed at the conference?
2. While- reading
Activity 4: Read and answer
2nd listening/ careful reading, more Qs to get the detailed information. Develop their reading skills: skim & scan. Pay attention to the pronunciation, stress & intonation.
阅读: Pre-reading; while-reading; post-reading (fast reading/ careful reading; skim/ scan; 识别关键词key words；确定主题句；创设信息差information gap；T or F; 填表格chart/diagram; Predicting; Make a timeline; Make a story map。达到对课文的整体理解和掌握。So that they can have a good understanding of the whole text.)
3. Post- reading
Activity 5: Language focus
While Ss are answering the Qs, the teacher deals with some key language points.
a. is being caused b. and so on c. go on doing
d. be fit for e. standing room f. if- clause
IV. 操练 (Practice) 10m
Activity 6: Retell
Use your own words to retell the dialogue in the 3rd person.
Activity 7: Acting out
Activity 8: Drill – Supposition
Purpose: Practise the functional item of Supposition. (P. 33 Part 2; P.113, wb Ex. 3)
(Retell; act out; role play)
V. 巩固 (Consolidation) 6m
(Discussion; interview; press conference; debate; quiz)
Activity 9: role play
Suppose you were head of a village, scientist, journalist and villager, make up a conversation and ask several groups to demonstrate in front of the class.
The Ss are encouraged to use the words and expression_r_rs like pollution, damage, be fit for, turn into, the if- clause, etc.
Activity 10: Discussion
Think of the question: Are we causing damage to the world?
What should we do to save the earth and protect our environment especially in our daily life?
Collect their answers and form a report.
VI. 作业 (Homework) 1m (Writing; continue the story; recite; retell)
Write a letter to the mayor, telling him sth. about the pollution around your school.
在教学工作者实际的教学活动中，很有必要精心设计一份说课稿，写说课稿能有效帮助我们总结和提升讲课技巧。怎样写说课稿才更能起到其作用呢？下面是小编收集整理的全英文PEP小学英语说课稿 Unit 4 my home，仅供参考，大家一起来看看吧。
Good morning, ladies and gentlemen, it's my great honor/ to interpret my lesson plan here. /Now I will explain this lesson from 5 aspects----analysis of teaching materials, analysis of students, teaching aims, teaching methods, and the most important one /is teaching procedure.
Now, let's focus on the analysis of teaching materials. My topic is unit 4 my home（板书）.It contains 2 parts----Let's learn and Let's do.（板书）It is very important in this unit. With the basic knowledge of this lesson, Ss can learn the following class well. The key points of this lesson,/ Ss are able to master key words, such as kitchen bathroom and so on ,and the key sentences like where's the …/ Is she in the…? And the difficult points are the pronunciation of the words kitchen and bathroom and how to lead Ss /to use the learnt knowledge in a real situation.
Next, it is about the students, and my Ss are in Grade 4, they are full of curiosity,/ creative and willing to express themselves. And they have learnt some words and expression before, so it is not difficult for them/ to learn today's lesson.
And based on analysis of teaching materials and students, I set the teaching aims as follows: the first one /is language knowledge, by the end of the lesson. Ss will be able to listen, speak, read and write the new words: kitchen bathroom and so on, and the key sentences like where's the …/ Is she in the…? The second one is language skills, through this lesson, Ss' can introduce their homes in English briefly. The last one is the emotion aims, which is to encourage Ss to love their homes and also develop their awareness of keeping their homes clean.
And in order to achieve teaching aims better and stress the key points, break through the difficult points efficiently, I will mainly use task-based teaching method, situational teaching method and TPR teaching method./ To make the English teaching more directly, CAI and tape recorder will be needed.
Now I will talk about the most important part ---teaching procedure (and the purposes of my designing). I will divide my lesson into 4 steps.
The first step is warming up (about 5 mins). After greeting with Ss, I will begin the lesson by singing a song, and I'll invite the Ss to sing/ say it with me. Like this_________________.
My purpose here is form a better English learning surrounding for Ss, it can draw Ss attention quickly to the English class and arouse their interest.
After the song, I will say we all have happy families, so is Amy. Look, this is Amy's home. (板书：房子)
(呈现单词) ①I'll have a riddle for students to guess what room it is(板书). And I'll give them some tips to help them to get the right answers. For example, I'll give some hints like there is a bed and a closet in this room. Oh, it's a bedroom. Great, this is the study(通过猜谜呈现两个单词) and I will ask Ss to read after me of the words
② How about this one? I'll cover a part of the rooms and let Ss guess. Bingo, it's a bathroom. And I'll ask Ss to read after me.
③Now Amy's hiding in one of the rooms, I'll let Ss guess “ where is …”/ “ is she in…”/ yes, she is/ no, she isn't.
My purpose of this part is to use different ways to present the words and sentences for a better understanding.
After presenting these words and sentences, I'd like to go on the third step---practice. I'll let Ss review the words and sentences by a chant。For the first time , we will have the chant together and do the actions. Like this “go to the living room, watch TV; go to the study, read a book” And for the second time, I'll say watch TV，Ss say go to the living room. I say read a book, Ss say go to the study..
After a chant, I'll have a game called hide and seek let students guess where is Amy. I'll let Ss close their eyes and I put a picture of Amy may be in the study, and students may ask “ where is Amy? Is she in the bedroom?” I'll say “No, she isn't” “where is Amy? Is she in the study?” “ Yes ,she is.”
My purpose here is to let Ss consolidate the knowledge in a relaxed atmosphere.
After practice, I'll move to the fourth step---extension. First, I'll divide the whole class into groups, four in a group. Discuss and draw their own homes ,describe where their parents are in the home。At the same time, I'll walk around the classroom and give them some suggestions. Maybe 3 mins later, I will invite some groups to come here to perform their dialogue, and I'll give them comments.
My purpose is to focus on the Ss and cultivate their language ability and cooperative ability.
The last step is homework. I'll ask Ss to listen to the tape and follow it 3 times. Because it can help them to correct their pronunciation after class.
And this is my layout.
That's all. Thank you for your attention!
小学英语英文说课稿范文
Hello dear teachers and judges, today I’m going to talk about how to teach some words and sentences using clothes as an example .
Part One Analysis of the Teaching Material
I. STATUS AND FUNCTION
From this lesson, the students will learn how to describe other’s clothes. The useful expression_rs and words can be used to describe others more freely and vividly. Therefore this lesson is an important portion of the teaching material.
Such a topic is related to daily life, so it is helpful to raise the learning interests of students and it will also help to improve their spoken English.
II .ANALYSIS OF THE STUDENTS
The Ss in Grade four have learned English for several years, but they still lack some learning strategies and their vocabularies are limited.
III.TEACHING AIMS AND DEMANDS
The teaching aim is established according to the New Curriculum of Primary School English.
1.Knowledge objects
(1) To enable the students to understand and speak five new words and two sentence patterns: wear, shirt, T-shirt, dress, skirt. He’s wearing a… She’s wearing a…
(2) To be able to describe someone else more freely.
(3) To enlarge the Ss’ vocabulary.
2. Ability objects
(1) To develop the Ss’ speaking strategy.
(2)To develop the Ss’ vocabulary strategy. (word guessing etc.)
(3) To encourage the students cooperation amongst in their studies.
3.Moral objects
To arouse the students’ interest of learning English and to have them participate actively in language communication. To stimulate the students’ creativity .
IV.TEACHING KEY AND DIFFICULT POINTS
The teaching key and difficult points are based on the aims and demands.
TEACHING KEY POINTS :
To grasp the five new words and two sentence patterns.
TEACHING DIFFICULTIES
1.Improve Ss’s speaking ability to describe others more freely
2. Develop their lateral thinking through games .
V.TEACHING AIDS
A Computer
PART 2 Teaching Methods
1. Student-centered teaching
2. Task-based learning
3. Communication through learning
PART 3 Studying Ways
Activity-based learning(individual work; pair work; group work; class work)
Problem Analysis
Teaching which appeals to learners’ needs can facilitate learning . It is necessary to investigate why the students were showing less and less interested , and devoting less and less effort. So interviews were held and questionnaires were issued. It is found that:
a. Those poor learners report that , due to their lack of practice. They can’t complete sentences.
b. Some students report that they are afraid of being laughed at by other students.
c. Quite a number of students report that they are afraid of being criticized and thus withdraw from classroom activities.
d. Some students aren’t interested in practicing speaking .
Possible Solutions
Taking the above factors into consideration, the following solutions were proposed:
a. Employing interesting role work to help the students understand and learn new knowledge.
b. Organizing interesting activities to motivate the students to speak more English in the oral lesson. Make the students have to speak so that they would be interested in speaking English .
d. Encouraging the students to speak.
4. Project objective
Part Four Teaching Procedure
Step 1 warm up
to arouse Ss’ interest ,play a “colour song” on the computer, let the students become familiar with the phrase “ Who’s wearing…”
Step 2 Lead-in
To introduce the new words and sentences ,I create a situation here, Sam and Amy are Australian children , they decide to buy some summer clothes because it’s getting hotter in their county. What will they buy?
(purpose: To present the new words and increase students geographical knowledge at the same time)
Step 3 practice
After presentating the new words, the students need some activities to practice them. Students greatly welcome games. They can create a cheerful and light-hearted environment and arouse students’ interest in learning English. Games are considered one of the most effective ways to improve efficiency in language learning. So in this part, I will use a power point I prepared to play some games with the students:
1. Let them try to memorize how many models are wearing a T- shirt/ shirt/ dress/skirt? 2
2. How many models they can introduce by using the sentence in a limit time: He’s wearing a …/She’s wearing a…
3. And the third game is to try to answer some questions according to the shadow pictures.
4. Step 4 extension
(to develop their creativity and speaking ability)
Organize Ss into groups of four and discuss “ how can you help them to find “the missing person（situation: a little child is lost in a shopping mall and he/she is trying to find his parent）
Step 8 Homework
Design a T-shirt , or some other clothes that you like.
初一外语教学工作总结 -教学工作总结
初一外语教学工作总结07月08日星期四19：47教师是天底下最光辉的职业，我喜欢教师这个职业，我的工作态度一向是积极主动的,本学期我担任初一(一)班和初一(二)班的外语教学。由于所任课的初一年级的基础教底，外加教学经验不足，我对教学工作更是不敢丝毫怠慢，平时深入研究教材教法，虚心向组内同学科老师学习。经过半学期努力，获取了一些宝贵的教学经验。以下是我对这学期的总结：一：思想工作方面我自参加工作以来，一直坚持党的四项基本原则，贯彻执行党在新时期下关于素质教育的方针政策，着力于培养学生的创新能力，既教书又育人。本学期初在业务主任张老师的讲解中学习了很多先进的教育，教学思想，根据《学习新课程，品位新理念》进行了大胆的创新。同时根据自身的实际需要继续学习了有关《课本剧表演在初中的运用》，《陶行知的教育思想》，《任小艾的班主任工作艺术》等内容。与此同时在业余时间不断进行自修，写感想并投入实践中操练。在工作中，不怕困难，顽强拼搏，敢于创新，在教育教学方面取得了一定的成绩。俗话说：“活到老，学到老”，本人一直在各方面严格要求自己，努力地提高自己，以便使自己更快地适应社会发展的形势。通过阅读大量的道德修养书籍，勇于解剖自己，分析自己，正视自己，提高自身素质。二：教育工作方面一学期来，本人认真备课、上课、听课，及时批改作业、讲评作业，做好课后辅导工作，广泛涉猎各种知识，形成比较完整的知识结构，严格要求学生，尊重学生，发扬教学民主，使学生学有所得，从而不断提高自己的教学水平和思想觉悟，并顺利完成教育教学任务。认真钻研教材，对教材的基本思想、基本概念，每句话、每个字都弄清楚，了解教材的结构，重点与难点，掌握知识的逻辑，能运用自如，尽量补充资料。了解学生原有的知识技能的质量，在本学期，我适应新时期教学工作的要求，从各方面严格要求自己，积极向老教师请教，结合本校的实际条件和学生的实际情况，勤勤恳恳，兢兢业业，使教学工作有计划，有组织，有步骤地开展。教学就是教与学，两者是相互联系，不可分割的，有教者就必然有学者。学生是被教的主体。因此了解及分析学生实际情况，实事求是，具体问题具体分析，做到因材施教，对授课效果有直接影响。这就是教育学中提到的“备教法的同时要备学生”。这一理论在我的教学实践中得到了验证。教学中，备课是一个必不可少，十分重要的环节，备学生，又要备教法。备课不充分或者备得不好，会严重影响课堂气氛和积极性，曾有一位前辈对我说：“备课备不好，倒不如不上课，否则就是白费心机。”我明白到备课的重要性，因此，每天我都花费大量的时间在备课之上，认认真真钻研教材和教法，不满意就不收工。虽然辛苦，但事实证明是值得的。本届初一是我带的第一届学习新教材的一届，有很多教学上的东西需要自己去学习，专研。一：时间是胜利的法宝，有人说“时间就是金钱。”也有人说时间就是生命，要我来说时间就是提高学生成绩最好的方式。1.在初本学期学习过程中，哪个环节出现问题都会直接影响学生们的对英语的兴趣。由于两个班级的差距较大，所以两个班级的讲课进度有所不同。对于一班相对基础较好，所以抓优等生是我本学期的目标，在抓尖子生的同时，对于学困生，中等生的培养也是本学期，的主要工作目标。课内重点培养，课外重点辅导。一直以来让学生们担心的听力内容，到兄弟学校借阅资料，在考试前半月进行了集中训练。2.课上积极开展课本剧活动，本学期课上有针对的课本剧训练达到15节，在这个过程中学生们充分展示自己的外语水平，不怕失败，在两次家长会上学生们表演了《灰姑娘》，以及大型生活情景剧。3.为了提高学生们的.合作意识，本学期提高了小组学习的质量。在课上以8个学习小组为中心，负责课上的活动。课外由各组的组长进行有针对性的管理，比如作业，课外知识训练。通过本学期的综合成绩，各个小组的学生都有明显的进步。4.加强学生的管理力度，为了提高口语水平，以及能更好的熟记单词，句型。每天由学生进行早读活动，时间15分钟，在这个期间学生们能做到认真，细心，让我感到很高兴，在老师不在的时候，有领读的同学负责。在这个过程中如果出现错误，大家都能认真的指出，从而提高了大家的学习质量。5.备课充分，能调动学生的积极性，上课效果就好。但同时又要有驾驭课堂的能力，因为学生在课堂上的一举一动都会直接影响课堂教学。因此上课一定要设法令学生投入，不让其分心，这就很讲究方法了。上课内容丰富，现实。教态自然，讲课生动，难易适中照顾全部，就自然能够吸引住学生。所以，老师每天都要有充足的精神，让学生感受到一种自然气氛。这样，授课就事半功倍。英语是一门外语，对学生而言，既生疏又困难，在这样一种大环境之下，要复习好英语，就要让学生喜爱英语，让他们对英语产生兴趣。否则学生对这门学科产生畏难情绪，不愿学，也无法学下去。为此，我采取了一些方法，就是帮助班上的同学改英文名，尽量多讲一些关于英美国家的文化，生活故事，让他们更了解英语，更喜欢学习英语。英语是语言。困此，除了课堂效果之外，我还要求让学生多读，多讲，多练。课后发现学生作业问题及时解决，及时讲清楚，让学生即时消化。基础是一种能力，未来的社会是一个不断更新的社会，要立足于之，就必须不断地学习，获得新知识，充实自己，换句话说，在学校学的那些具体知识，是远远不够的，所以我们要给学生的是一种能延续的东西，这就是能力。另外，对部分不自觉的同学还采取强硬背诵等方式，提高他们的能力。针对班级的后进生，本学期做了如下工作，首先，从思想上使他们认识到学习外语的重要性，指导他们学习外语的方法，提高他们的学习兴趣，在平时利用中午时间对他们进行各种题型的训练，并且在业余时间进行家访，帮助家长一起在生活学习上出谋划策。通过这些方法，在一定程度上他们有了很大的变化。教育是一项高难度的工作，要做好它，十分不易。但我相信，只要乐岗敬业，定会有所收获。我的精神生活中将会有一份常人无法比拟的欢愉。因此，无论怎样辛苦，我都会继续努力，多问，多想。争取闯出自己的一片天空。本学期的工作告一段落，初一工作中取得了一定的成绩，。在工作中有很多值得思考的地方，同时有很多自己认为不合适的地方，望请领导指正，并给予帮助！初中英语听说课课件
1.三步听力预测验证训练法
老师在听力训练前告诉学生听力材料的标题,要求学生分析标题来预测段落内容, 并在老师的帮助下运用经验来推论结果。接着, 通过听来验证学生的预测并对比检测结果; 强化学生的预测判断能力, 加强听力的目的性, 保证听力训练的效度。如听力材料: Pollution。
第一步, 老师首先板书听力材料的主题———Pollution。
第二步, 师生设问和讨论预测内容并推导结论:What’s Pollution? How many kinds? Where is it fromin your opinions? How to stop different kinds of pollution?
第三步, 听录音验证假设。
2.任务型听力训练法
该方法要求学生在听懂的基础上, 利用输入的语言信息去完成一项任务或多项任务。这些任务是老师围绕听力材料所提供的语言情景和语言信息预先设计的, 通过任务的完成和此后的评价来检验学生的理解程度。
( 1) 录音填表格。( 略)
( 2) 听后画图。初级听力训练阶段需要学生运用抽象思维能力, 更需要学生运用形象思维能力。听后画图的方法旨在培养学生的空间定位能力、想像力以及信息接受、处理、联想、加工及组合能力。
( 3) 听后写(通知、信、邀请函等) 。老师选用部分应用文体做听力材料, 既培养学生信息的转换能力, 又强化四会技能的相互渗透。听是写和说的基础, 说和写是听的提高。
( 4) 听后回答,重述, 转述。听后回答可采用四种问答方式: ①一般疑问句问答, 弄清人物的职业身份; ②围绕where、when、what 来设计问答,弄清事情经过及发生的时间地点; ③围绕how、why来设计问答, 弄清事情的前因后果及方式方法; ④围绕标题内容来设计, 目的是帮助学生理解言外之意, 促使学生能运用自己的综合语言能力进行创造性问答。重述要求学生将听到的材料一字不漏叙述出来, 训练学生的语音语调以及听力的精确性。转述要求学生能对听力材料进行粗加工, 训练学生抓大意的能力、语言运用的灵活性以及初步的英语思维能力。
( 5) 听后译。听后展开的活动形形色色, 其中包括听后口译和听后笔译, 它有利于学生准确地理解语言, 转换语言, 实现准确的交际运用。
3.分层听力训练
为加强学生听力目的性训练和听力记忆, 可以围绕一篇听力材料进行四层次训练, 即“听辨”、“听知”、“听记”、“听析”。第一层通过“听辨”环节来了解、辨明对话的人物及其相互关系。通过理顺人物关系, 可以预测和判断谈话的目的或意图,听力训练就会有的放矢。“听知”就是通过听来了解听力材料包含的基本内容, 把W- question(where/when/what) 作为了解内容的基本脉络。“听记”就是听者应记住谈话中涉及的数据。“听析”要求学生听出对话中包含的“话里有话”、“弦外之音”或“即兴幽默”等。
4.五步听力训练
( 1) 热身听:听出段落中出现的生词, 如老师讲解部分不能猜出词义的生词, 并抓住文化承载词进行背景介绍和文化渗透。
( 2) 搜索听:通过who, where, when, what 提问,吸收听力材料所包含的.字面信息, 即直接能从文字中获取的信息, 训练学生的集合思维和形象思维能力。
( 3) 思考听:通过why, how来设计提问, 抓对听力短文深层次的理解, 弄清事物的因果关系, 训练学生的分析能力和抽象的逻辑思维能力。
( 4) 协商听:通过听来抓主题句, 边听边讨论,抓文章大意, 理解短文的中心思想, 让学生为听力材料加主题或选主题, 训练学生对所听内容的归纳能力。
( 5) 评价听:通过老师设计的形成测试( 答问、判断、选择) , 或通过听后做、听后写、听后制作等活动来检验听力成果, 老师可通过给予学生以恰当评价来激发学生的成就动机。
5. 单句听力训练“三字诀”: “分” “变”“准”
“分”指注意力的合理分配, 具体来说就是注意力的听前分配和听中分配。“听前分配”指在单句听力前的时间间歇区的注意力的分配。“听中分配”指在听句子时, 听者分配一部分注意力进行联想或推理。
“变”指单句听力应该进行变速训练, 语速分别为80w/m、100w/m、120w/m、150w/m, 强化学生的应变能力, 可进行分句变速、分段变速、交替等方式来进行。
“准”要求学生迅速准确地掌握信息。单句听力训练一般要求只听一遍, 不能重复播放。若有必须重复的单句听力材料, 可以隔日再听。
6.游戏听力训练
游戏是训练学生听力的一种特殊形式。它能激发学生听的兴趣, 还能调动他们进行逻辑性的思维活动。为加强游戏听力训练的客观效果, 老师可以在课前录制好听力带:
Tom was holding a thin book when he said to Peter,“I will put this book on the floor of this room,andput nothing above it,I believe you can’t jump over it. ”“It’s an easy thing .”said Peter. But after Tom put thebook on the floor,Peter really couldn’t jump over it.Doyou know where Tom put the book? (In the corner ofthe room.)
7.听写法
听写法能训练学生的听力理解能力、瞬间记忆能力、速写能力, 以及训练学生听力的准确性。听写根据实际可分为两步听写和三步听写训练。对基础较好的学生可进行两步听写。而对条件较差的学生可进行三步听写教学: ①听句会意: 要求学生尽量听懂大意, 听后复述, 学生可以复述句子的片段,能复述多少不限; ②再听完整复述, 凭记忆写出句子; ③重听检验, 修正句子。
其实听力的培养并不难, 只要师生都树立信心,尽可能多地抓住实践机会, 坚持不懈地进行大量反复的练习, 定会不断地提高听力水平。
acquire习得
active l vocabulary 积极外语词汇
bilingual 双语的
classification 分类
communicative ability 交际能力
communicative function 交际功能
a communication-oriented activity 以交际为中心的活动
comparison and contrast 比较和对照
cross lingual technique 跨语言（教学）法
equivalent expression 相对应的表达
flt(foreign language teaching) 外语教学
free interpretation 自由口译
functional equivalent 功能对应的表达
grammar formula 语法公式
initial 首字母缩写词
l proficiency 外语水平
language proficiency 语言水平
plural noun 复数名词
privacy 隐私
reference system 参照系统
similarities and differences 异同点
style 风格
taboo 禁忌
target culture 目标语文化
teaching/learning technique 教/学方法
third person singular 单数第三人称
word list 单词表
conversion drill 转换练习
decode 解码
demonstration：示范
encode 编码
information gap 信息沟
inhibition 约束，抑制
interaction 交互作用，互动
mechanical drills 机械操练
motivation 动力
nonverbal 非言语的
pantomime 哑剧，用手势表达
participation 参与
receptive 接受性的
scenario 剧本
stimulate 激发
stimulus 刺激，促进因素
substitution drills 替换练习
target language 目标语，指要学习的语言
unpredictability 不可预见性
cluster sampling 整群抽样
cohort design 类似群体设计
control variable 控制变量
criterion group design 标准组设计
dependent variable 依变量
expectancy effect 期望效应
experimental mortality 实验死亡率
external change 外部变化
external validity 外部效度
history 历史
independent variable 自变量
instability 不稳定性
instrumentation 手段
interaction of several factors 因素的交互组合
internal change 内部变化
internal validity 内部效度
interrupted time series design 间断时间次序设计
maturation 成熟
moderator variable 调节变量
non-designs 前实验设计
nonequivalent dependent variables design 非等值依变量设计
observational techniques 观察技巧
one-group posttest-only design 一组实验后测试设计
one-group pretest-posttest design 一组实验前后测试设计
operational definition 操作定义
outcome variable 结果变量
posttest-only control group design 只有实验后测试的控制组设计
prestest-posttest control group design 实验前后测试的控制组设计
pretesting 前测试
quasi-experimental designs 准实验设计
questionnaire 问卷调查
quota sampling 定额抽样
random sampling 随机抽样
repeated treatment design 反复处理设计
research hypothesis 研究假设
selection 选择
statistical regression 统计回归
systematic sampling 系统抽样
true experiment 真正的实验
untreated control group design with pretest and posttest
language learning objective 语言学习目标
curriculum 课程目标
action and interaction 作用和相互作用
examination prescription 考试指南
philisophy of teaching 教学观念
practicality 实用性
pragmaticality 实效性
motivational drive 动力驱动
reality 现实性
learning strategy 学习策略
terminal objective 结果目标
enabling objective 过程目标
evaluation 评价
formative assessment 形成性测试
assignment 作业布置
language acquisition 语言习得
individual difference 个体差异
auditory 听觉
scientificity 科学性
variety多样性
flexibility 灵活性
creativity 创造性
learner-centered 学生中心
awareness of syllabus 大纲意识
contextualized setting 语境
affirmative answer 肯定回答
allocation of roles 角色分配
assessment 评估
assessor 评估者
bilabial 双唇音
brainstorm 集思广益/大脑风暴
chinese pinyin 汉语拼音
closed pairs 练习式结对活动
designing 设计
communicative ability 交际能力
communicative function 交际功能
content feedback 内容反馈
consonant clusters 辅音连缀
compulsory course 必修课
classroom teaching 课堂教学
demonstration 示范，演示
demonstrator 示范者，演示者
diphthong 双元音
elicitation 诱导，引出
evaluation 评价
exponents 范例
feedback 反馈
form feedback 形式反馈
falling tone 降调
fluency practice 流利度训练
group work 小组活动
information gap 信息沟
instructor 指导者
intensive reading 精读
interactional language 交际性语言
intonation 语调
indoor activities 室内活动
jazz chants 爵士乐
jigsaw games 拼图游戏
language units 语言单位
language input 语言输入
language proficiency 语言熟练度
manners of articulation 发音方法
mime 模拟, 模仿
monitor 监督者，监督者
nasals 鼻音
noughts and crosses 拼字游戏
open pairs 演示性接对活动
organizer 组织者
outdoor activities 室外活动
pair work 结对活动
participation 参与
places of articulation 发音部位
practice stage 实践阶段
procedure 步骤
prompts 提示性语言
pronunciation practice 语音练习
quiz 知识小测验
remedial measures 补救性措施
rhyme 韵律
rhythm 节奏
rising tone 声调
received pronunciation 标准语音
role plays 角色扮演
safety coefficient 安全系数
scan 略读
skim 快读
supplementary form 补充形式
supervisor 督促者
stress 重音
structure practice 结构练习
teaching syllabus for full-time secondary schools 全日制中学教学大纲
tongue twisters 绕口念
vocal organs 发音器官
vocabulary practice 词汇练习
alphabet chart 字母表
authentic printed material 原文材料
flip chart 浏览图表
grammar chart 语法图表
jefc 初中英语
model 模型
object visual 实物教具
phonetic chart 语音图表
picture flash card 图画卡片
questionnaire 问卷
sentence building card 组句卡
sentence building grid 组句表格
speech organ 发音器官
syllable wheel 音节风车
teaching aids 教具
visuals 可视教具
wall picture 墙画
wall poster 墙贴
word building card 组词卡
word flash card 单词卡片
word map 联想图表
word slide 单词滑梯
work card 练习卡
work sheet 分发材料
blackboard arrangement 黑板布局
board writing 板书
dynamic person 动态人物画
full cursive 草体
inanimate object 静物
main board writing 主板书
minor board writing 副板书
printing style 印刷体
simple blackboard drawing 黑板简笔画
simple cursive 简单草体；行体
simple picture 简笔画
static image 静物画
stick figure 简笔人物画
writing style 书体，字体
web 网状图形
active listening积极聆听
agenda议程
attention span注意力
automatic reaction机械反应
classroom interaction课堂互动
classroom routine课堂常规
communicating style传播风格
communication model交际模式
consultant咨询者
cyclical (sequence)循环次序
facilitator协助者
follow-up跟踪练习
group work activities小组活动
half dialogue补全对话
information gap信息沟
instructor指导者
linear sequence线性次序
loss of control（课堂）失控
motivation动机
questioner提问者
remedial teaching纠错教学
rhetorical devices修辞手法
pair work activities结对活动
personalizing个体化
prompts提示
repetition dialogue重复对话
substitution dialogue替换
sequencing次序安排
supervising监督，管理
the need to communicate交际需求
transmission model传授模式
whole class work activities全班活动
allophonic : 音位变体的，语音变体的。
articulation: 发音动作，发音。
consonant clusters 辅音
content words 实词
contraction: 缩略形式。
discrimination: 辨别。
form words 虚词
homophones: 同音异形词
inflection: 变音；转调；语音的抑扬变化。
jingle: 叠韵的诗句。
lateral consonant 边辅音
linking of souds 音的连读
mimicry 模仿
minimal pair: 最小对立体。
nasals 鼻音
ongoing 持续的
oral cavity 口腔
phoneme：音位（语音的最小单位）；音素。
prosodic feature: 韵律特征。
remedial teaching (此处为)纠音教学法
rhythm: 节奏。
segment: 单位；切分成分。
segmental phoneme：切分音位。
sight words: 同形异音词
soft palate 软腭
super segmental phoneme: 超切分音位
utterance: 发声，表达，话语（指两个停顿或可能的停顿之间的一串言语，通常在话语的末尾用上升或下降的终端连音表示）。
vibration 振动 共鸣
willy-nilly:不管愿不愿意。
anticipate 预测
brainstorm 集思广益
chunk 片语
coherent unity 前后一致的整体
command 命令句
competence 能力
compile 收集
comprehensive recognition 理解性认知
conjunction 连接词
context 语境，上下文
coordinator 协调连词
creative writing 创造写作
cursive 手写体
diagram 图表，图集，文图
diction 语言风格
exclamation 感叹句
feedback 反馈
framework 框架
gap filling 填空
genre 风格，体裁
highlight 标明
incorporate 包括，纳入
information explosion 信息爆炸
interaction 交流，合作
interior relation 内在的联系
jigsaw writing 割画写作
linker 连接词
matching words 词组填空
morphology 形态
muddled 乱序的
ohp overhead projector 投影仪
pattern drills 句型练习
picture writing 看图写话
pie chart 饼型图表
proofread 审读
punctuation 标点
readership 读者
rearranging scrambled sentences 乱句重组
reference注解
resulting text 完成稿
revise 校订
rhetorical purposes 修辞目的
semantic 语义的
sentence chains 句子连接
sentence combining 句子组合
sentence completion 完成句子
sentence judging and making 判断句子和造句
sentence linking 连句成段
sequencer 顺序词
statement 陈述句
structurally complete 结构完整
substantial guidance 大量的指导
syntax 句法
transcend 超越
transformation 转换
transition 过渡连接
treasure hunt 寻宝
comprehensible input 有意义输入
cue 提示词
chain drill 链式操练
deductive method 演绎法
function 功能
inductive method 归纳法
morpheme 词素
multi- slot substitution 多成分替换
morphology 词法
syntax 句法
the grammar translation method 语法翻译法
transformation drill 转换练习
single-slot substitution 单一成分替换
backgroud knowledge 背景知识
bottom-up processing 自下而上认识法
communicative competence交际能力
decode解码
encode编码
information input/output信息输入/输出
interactional purpose 互动目的
lead-in导入
linguistic competence语言能力
phatic寒暄
top-down processing自上而下认识法
transactional purpose 信息传递目的
code 语码
a system of words, letters, numbers, etc.
decode 解码
to discover the meaning of a code
encoding 编码
putting … into a code
decoding 解码
discovering the meaning of a code
skimming 掠读
skimming means reading quickly to get the gist, i.ethe main idea of the text
it is the method in which the reader reads only the first sentence of each paragraph of a whole passage and then recalls everything and identifies the most important pointsafter that he/she sets a goal for the assignment and plans how to do intensive reading of the entire document at a slower pace
scanning 略读
scanning means to read and locate specific information such as figures, schedules, tables, news heading, etcthe key point in scanning is that students have something in their mind and they should ignore the irrelevant parts when reading
top-down approach 自上而下模式
it is a model of teaching reading in which the teacher teaches the background knowledge first so that students equipped with such knowledge will be able to guess meaning from the printed page.
bottom-up approach 自下而上模式
it is a reading model that follows a linear process from the recognition of letters, to words, to phrases, to sentences, to paragraphs, and then to the meaning of the whole text
distinguishing 辩识
finding the main idea from supporting details
predicting 预测
guessing what is coming next
sqr strategy sqr阅读策略
sqr is a five-step procedure made up of surveying, questioning, reading, reciting, and reviewing, which can be used for reading a variety of reading materials, including textbooks and journal articles, as long as the structure or organization of the material is not too complex.
the first step is to survey the material for content and organization to create a mental map of the text and selective reading;
the second step is to predict questions that may be answered by the material on the basis of the survey to serve as an individualized knowledge framework or template of the passage to which details may be added later;
the third step is to read the assignment one section at a time for content, search for relationships among the main ideas and their supporting details, look for information that answers the predicted questions, and take note of unexpected ideas;
the fourth step is to recite to actively make mental connections among main ideas and details;
finally, review the entire chapter or article to see how the information fits together.
pqr strategy pqr阅读策略
pqr strategy is a six-step process that involves previewing, questioning, reading, reflecting, reciting, and reviewing
the first stage is to preview the material for content and organization to create a mental map of the text and selective reading;
the second step is to predict questions that may be answered by the material;
the third stage is to carefully read the complete text, unlike sqr to read section by section, recording notes in the margin or underlining important information that answers the predicted questionsin this stage, reflection phase, information from the entire chapter or article is linked togetherthe reader should attempt to develop insight into the topic and make associations among the important material noted while reading
the fourth stage, recitation, involves summarizing the main points and supporting details of the complete text
in the final stage, review, make sure the predicted questions have been answered and that the author's purpose is fully understood
rap strategy rap阅读策略
the rap strategy is a three-step approach involves reading, asking questions, and paraphrasing, which targets the reader's ability to understand main ideas and supporting details by emphasizing paraphrasing skills
read one paragraph of the text at a time;
ask oneself what the main idea of the paragraph is, then;
paraphrase the identified details supporting the main idea finally and record them.
reap strategy reap阅读策略
the reap strategy is a four-step strategy that involves reading, encoding, annotating, and pondering, armed with ten varieties of annotations, each focusing on different aspects of a text, that help to improve student writing skills, meta-cognitive awareness, and comprehension of main ideas
the first step of the strategy is to read the text.
after reading the text, the information is paraphrased (encoded) by the student into his/her own words in the second step
annotation of a text that explains and/or critique the text is made in the third stepdifferent aspects of the text are handled differently when writing annotationsall together there're ten annotations, namely, summary annotation; thesis annotation; question annotation; critical annotation; heuristic annotation; intention annotation; motivation annotation; probe annotation; personal view annotation; inventive annotation.
in the fourth step the student evaluates (ponder) the annotation for accuracy and completenessthe teacher should consider how the text relates to other readings, to course objectives, and to classroom activities.
snips strategy snips阅读策略
the snips strategy is a five-step reading approach for facilitating on-line processing through interpretation of visual aidsthe steps are: to start with questions, to note what can be learned from hints, to identify what is important, to plug the important matters into the chapter, and see if you can explain the visual to someone
the first step is to start with questions like “why am i looking at this visual aid?” the reader then asks questions to determine what kinds of information on which to focus, depending on the type of visual aid presented
in the second step, note what can be learned from hints, look for hints or clues about the meaning of the visual aid in the title, caption, lines, numbers, or colorsand activate prior knowledge as it relates to the subject
identify the main idea of the graphic in the third step.
plug the important matter into the chapter in the fourth stepconsider how the visual aid relates to the main ideas of the chapter or article
in the last step, see if you can explain the visual to another person or just explain it aloud to yourself if no one is available.
prsr strategy prsr阅读策略
prsr stands for preview, read, self-test, and reviewtext organization, paraphrasing, and self-evaluation are stressed in prsr strategy.
in previewing stage, read the title, introduction, the headings and subheadings to determine the main ideas covered in the textexamine the illustrations for additional informationlook at the words in italics or bold printread the summary and then skim any review questions or discussion questions at the end of the chapter
in reading stage, form the headings into questions and then read with the goal of answering those questionsidentify important points by underlining or taking notesclarify meanings further with visual imagery
in self-testing step, monitor understanding by answering self-made questions as well as review and discussion questions at the end of the chapter without referring to the textuse summaries to organize important informationtry explaining key ideas and concepts to another person
for reviewing check answers to review questions against the textreconsider information that was forgotten or misunderstoodrepeat the self-test and review stages until the material is masteredthen review periodically to keep the information in long-term memory
pror strategy pror阅读策略
the pror strategy involves pre-reading, reading, organizing and reviewing
in pre-reading stage, use the title, headings, introduction, and summary to form questions to guide readingrecall prior knowledge related to the subject to form more questions
in the second stage, read with the goal of answering the questionsannotate key concepts, supporting details, and examplesconsider how illustrations relate to the text
in organizing stage, develop rehearsal strategies to organize the important information and commit it to memoryanswer the questions aloudcompare the text to lecture material
last, reduce the information to the bare essentialstarget the information that was uncleartalk through the material to yourself or another student
parts strategy parts阅读策略
the parts strategy is a five-step procedure that guides students in carefully reading an assignment in order to enhance learningthe five steps are: to perform goal setting, to analyze little parts, to review big parts, to think of questions you hope will be answered, and last, to state relationships
for the perform goal setting stage, consider the reason you are analyzing the text parts.
in analyzing little parts stage, divide the text into parts, such as title, headings, visuals, and wordsanalyze one part at a timeexplain the information included in each partthen, based on one part, predict what the next part will discussafter reading all parts, tie them together.
during the review big parts stage, review the introduction and summary of the textsearch for signal words, such as “the most important” or “the purpose is,” that indicates the main ideasdecide what the author's main goal or purpose isrelate the new information to knowledge you have already read about the subjectparaphrase the main ideas into your own words
in the think of questions you hope will be answered stage, identify your own questions based on titles and headings, previous knowledge, and predictionscheck the questions at the end of the text
for the last stage, state relationships, consider how the text relates to other texts in the unitconsider how the text relates to the course objectives indicated on the syllabusconsider how the text relates to what you already know about the subject
dissect strategy dissect阅读策略
dissect stands for discover the word's context, isolate the prefix, separate the suffix, say the stem or root word, examine the stem or root word, check with someone, and try the dictionaryit is a word identification strategy
it emphasizes the systematic analysis of a word using context and word element clues
cssd strategy cssd阅读策略
the cssd strategy is a four-step procedure combining a number of approaches for learning vocabulary words and meaningssccd stands for context, structure, sound and dictionary
the first step is to consider the context of the word
the second step is to break the word into smaller parts and look for familiar prefixes, root words, and suffixes
the third step is to analyze the word phonetically by breaking it into units of sound.
if these methods do not work, consult the dictionary in the last step
vocab game 词汇游戏
the vocab game is for students to determine the meanings of out-of-context words through an understanding of morphemes, word parts, and etymology (word origins).
the steps of the vocab game are: to divide the class into groups, to discuss and select vocabulary words, to select a scorekeeper and recorder, to present the words, to define the words, to analyze the words, to check the definitions, to record points, to do group discussion, to record the word lists, and to evaluate the students.
the patterned language approach 模式语言策略
the patterned language approach is to practice word identification skills with an emphasis on word meaning
it follows these steps: to select the reading material, to read the selected material, to make and match text strips, and to write word cards.
the creative mapping strategy 图式阅读策略
the creative mapping strategy is to use pictorial images to help students recognize the organization of information in content readings and reorganize the main ideas and details of the text
guided reading 指导性阅读
guided reading refers to timed reading conducted in class under the control and guidance of the teacher
pre-reading activities 阅读前活动
we mean tasks/activities that students do before they read the text in detail.
a transition device 转换方式
a transition device is the way to transfer information from one form to another
referential words 指示词
referential words are words such as pronouns to refer to people or things already mentioned previously in the context
making inferences 推理
making inferences means “reading between the lines” it requires the reader to use background knowledge in order to infer the implied meaning of the author.
role-play 角色表演
role-play is a very common language learning activity where students play different roles and interact from the point of view of the roles they play.
subvocalization 默念
subvocalization means a more subtle type of saying the words, also called thinking each word without actually moving the lips or tongue.
初中英语说课稿（英文版）
a. New wrds and phrases
b. Sentence pattern: If- clause
c. iprve their reading sills.
d. Taling abut prbles f the Earth.
6. 说教学难点 teaching difficult pints (语法；发展交际能力)
a. functinal ite: Suppsitin.
b. Develp their cunicative abilit. Act ut their wn dialgue.
7. 说教具 teaching aids (ulti-edia cputer, sftware, OHP)
The teaching sllabus sas that it’s necessar fr teachers t use dern teaching facilities. It’s f great help t increase the class densit and iprve ur teaching result. It can als ae the Ss reach a better understanding f the text b aing the classes livel and interesting. At the sae tie, it aruses the Ss’ interest in learning English.
二、说教法 Teaching ethds
Five step ethd; audi-vide; cunicative apprach;
Tas-based learning: New Sllabus Design encurages teachers t use this teaching ethd. TBLT can stiulate Ss’ initiative in learning and develp their abilit in language applicatin. Mae the Ss the real asters in class while the teacher hiself acts as the directr and bring their abilit int full pla.
三、说学法 Stud ethds
1. Teach Ss hw t be successful language learners.
2. Teach Ss hw t develp the reading sill — si ≈ scan; hw t cunicate with thers; hw t learn new wrds; hw t learn independentl;
3. Get the Ss t fr gd learning habits.
四、说教学过程Teaching prcedures
I. 复习 (Revisin) 5in (Dail reprt; 词汇diagra; brainstring; activate scheata)
Activit 1: Iaginatin
1). Suppse a bttle f in is turned ver and dirties ur white shirt, what is t be dne? (Wash it? Or thrw it awa?)
2). Suppse u catch a bad cld, what’s t be dne?
3). Suppse ur bie is bren, what’s t be dne?
4). And suppse the earth, n which we all live, is daaged, what’s t be dne?
* What can u thin f when u see “pllutin” this wrd?(waste, envirnent, air, water, factr, desert, cliate... Tr t activate the Ss scheata regarding the tpic f pllutin.)
II. 呈现 (Presentatin) 5in
Activit 2: Presentatin
Pla the sng “Earth Sng” sung b Michael acsn. (Create an atsphere)
A lt f pictures and vide clips abut the causes and results f the three prbles entined in this lessn will be shwn n the screen with the help f the cputer.
Ss’ presentatin n pllutin. Attract their attentin, aruse their interest, and create a gd atsphere fr cunicatin.
* Activate their scheata and cultivate their abilit in cllecting infratin fr the Internet and develp their abilit in thining independentl.
III. 对话 / 阅读 (Dialgue)18
1. Pre- reading
Activit 3: Predictin
1st listening/ fast reading, ne guided Q t help Ss t get the ain idea:
What d u thin is discussed at the cnference?
2. While- reading
Activit 4: Read and answer
2nd listening/ careful reading, re Qs t get the detailed infratin. Develp their reading sills: si ≈ scan. Pa attentin t the prnunciatin, stress ≈ intnatin.
* 阅读: Pre-reading; while-reading; pst-reading (fast reading/ careful reading; si/ scan; 识别关键词e wrds；确定主题句；创设信息差infratin gap；T r F; 填表格chart/diagra; Predicting; Mae a tieline; Mae a str ap。达到对课文的整体理解和掌握。S that the can have a gd understanding f the whle text.)
3. Pst- reading
Activit 5: Language fcus
While Ss are answering the Qs, the teacher deals with se e language pints.
a. is being caused b. and s n c. g n ding
d. be fit fr e. standing r f. if- clause
IV. 操练 (Practice) 10
Activit 6: Retell
Use ur wn wrds t retell the dialgue in the 3rd persn.
Activit 7: Acting ut
Activit 8: Drill – Suppsitin
Purpse: Practise the functinal ite f Suppsitin. (P. 33 Part 2; P.113, wb Ex. 3)
(Retell; act ut; rle pla)
V. 巩固 (Cnslidatin) 6
(Discussin; interview; press cnference; debate; quiz)
Activit 9: rle pla
Suppse u were head f a village, scientist, urnalist and villager, ae up a cnversatin and as several grups t denstrate in frnt f the class.
* The Ss are encuraged t use the wrds and expressin_rs lie pllutin, daage, be fit fr, turn int, the if- clause, etc.
Activit 10: Discussin
Thin f the questin: Are we causing daage t the wrld?
What shuld we d t save the earth and prtect ur envirnent especiall in ur dail life?
Cllect their answers and fr a reprt.
VI. 作业 (Hewr) 1 (Writing; cntinue the str; recite; retell)
Write a letter t the ar, telling hi sth. abut the pllutin arund ur schl.
五、说板书Blacbard design
一、说教材
本课时包括A部分的Let's learn和Let's do，其内容主要是学习常见的动物单词。在日常生活中我们会接触到很多小动物，如何让学生学会用英语来表达这些动物的名称是本单元所要学习的教学内容。依据教材的内容和学生的年龄特征及认知水平，确定以下目标：
1、能听说、认读六个有关动物的单词。
2、能在Act like a……的指令下模仿小动物的动作。
二、说重点和难点
本课时教学重点是学习六个有关动物的词汇。教学难点是灵活运用所学单词进行口语交际。突破重难点的关键是结合低年级学生喜欢游戏的特点，掌握知识，并灵活地运用。
三、说教法
为了顺利完成以上教学目标，更好地突出重点，突破难点，按照学生认知规律，我采用了讲读、游戏法和全身动作反应法相结合的方法，层层递进，激发学生的学习兴趣，保持他们强烈的好奇心和旺盛的求知欲，进而促使他们由兴趣发展到产生要学好的志趣。
四、说学法
鉴于本课词汇的特点及学生现有知识水平，我准备引导学生听、看、说、做来逐步引导学生表达动物名称，发展学生的语言思维和运用能力。同时多表扬，勤鼓励，使不同层次的学生都有学习积极性，在知识上均有提高。
五、说教学流程
1、热身
利用歌曲How are you？使学生的注意力和兴趣集中到课堂。
2、新课呈现
学习动物单词是本课的教学重点。先让学生观看动物乐队出场的画面，吸引学生的注意力，然后逐一引出单词，教读单词。
3、趣味操练用各种游戏，让学生在玩中操练所学内容。
4、回顾
对本课所学内容进行小结，让学生对所学知识有一个总体的了解。
感谢您阅读“幼儿教师教育网”的《英语英文版教案锦集》一文，希望能解决您找不到幼儿园教案时遇到的问题和疑惑，同时，yjs21.com编辑还为您精选准备了英语英文版教案专题，希望您能喜欢！
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