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1、 ...wd... 目錄 小學英語說課模板〔英文版〕3 小學英語說課稿模板二6 小學英語說課稿模板三7 說課的內容要求和評價8 PEP小學英語六年級上冊教學方案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 t

2、he Science Museum? 教學設計〔6課時〕22 Unit 2 Where Is the Science Museum? 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 A

3、re You Going to Do?49 Unit 3 What Are You Going to Do 教學設計〔6課時〕49 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

4、What are you going to do?第四課時說課稿73 Unit 4? What are you going to? do? 全英文說課75 Recycle 178 Recycle 1 教學設計〔3課時〕78 Unit 4 I Have a Pen Pal82 Unit 4 I Have a Pen Pal 教學設計〔6課時〕82 Unit 4 I have p pen pal第一課時說課設計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

5、 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 Does She Do?105 Unit 5 What Does She Do? 教學設計〔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說課三1

6、22 Unit5 What Does She Do?Part B說課二123 《Unit 6 The story of rain》說課125 《Unit 6 The story of rain》說課二128 Unit 6 The Story of Rain130 Unit 6 The Story of Rain教學設計〔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 Sto

7、ry of Rain 說課二148 Unit 6 The Story of Rain 說課三149 Recycle 2152 Recycle 2教學設計〔三課時〕152 小學英語說課模板〔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

8、for doing this from following aspects. Ⅰ analysis of the teaching content. 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

9、 teaching objectives , the main points and difficult points, I’ll talk about 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

10、in section 2, it provides a game for the Ss to prastise the patterns: How 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

11、students to learn the rest of this unit.? So, I set the following aims: 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 li

12、stening and speaking. (2)? To train the Ss’ ability of working in groups. 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 lesso

13、n is: (1)?? To make sure that Ss can use these key phrases correctly and 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 te

14、aching and learning As we all know: the main instructional aims of learning 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 wil

15、l let the Ss learn in real situations, finish a task by making a survey〞How 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 nee

16、ded. partⅢ teaching procedures I’ll finish this lesson in five steps. 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

17、it. Purpose: It is important to form a better English learning surrounding 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

18、T and Ss. For example: I show many pictures of beautiful cities and ask students 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 re

19、ad this sentence. do the actions and ask "how do you go to school?",show 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 th

20、e CAI I set a situation to help Ss understand the way of using these key 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 p

21、resent another new ????phrases:by subway Purpose:Make Ss use these new phrases 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 poss

22、ible ,students should?read the words quickly and spell them. Then I ask '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 f

23、ours. They use places cards and vehicle cards, ask and answer:How? do you 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 orde

24、r to check if Ss can usse these key prases、sentences structures skillfully 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? commun

25、ication and also their ability of co-operation will be well trained. ? step 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 de

26、sign my blackboard design like this :on the left Ishow the?phrases:on foot,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

27、 students'interest and provide they a wide thinking room. I??make students learn this lesson very well through desiring scene statues that's? all,thank you for your listening ! 小學英語說課稿模板三 今天我說課的內容是義務教育課程標準實驗教科書，人教版小學英語的第 單元第 課時。 1． 說教材 ⑴教材內容 A本課時的教學內容為 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

28、材中出現(xiàn)了 的用法，本課時又是第 單元的重點，因此本課時的教學對第單元的學習起著關鍵的作用。 2． 說目標 ⑴教學目標 根據(jù)新課程理念教材內容，教學要求，我制定以下教學目標： 知識目標：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：能用本課時所學句型： 就日常生活中的話題進展交流，使學生掌握 的用法； 情感目標：引導學生 總思路： ⑵重點和難點 本課時的重點使要求學生掌握詞匯 以及句型 ，本課時的難點是： 3．說教法〔本課是 學生情況〕 ⑴教法分析〔創(chuàng)設情境，事物展示，活動 〕 英語教學的目的在于讓學生獲得用英語焦急的能力，所以在課堂教學活動中需

29、創(chuàng)設特定的情景，使學生通過模仿和想象，促進學生的理解和記憶，啟發(fā)學生思維到達教學目的。 ⑵學法指導 要讓全班學生都參與到課堂活動中來，同桌之間的合作，尤為重要，可使同學們都敢于在課堂中操練口語，更可使學生們不會有被無視的感覺，合作簡單，增多操練時機。 ⑶教學手段 充分利用多媒體，投影儀，錄音機等教學手段，為學生創(chuàng)設英語學習的環(huán)境增加學生的學習興趣。 4．教學過程 為了完成以上教學任務，我設計了一下教學過程： Step1:Warming up ⑴It’s time for English class.Let’s ； ⑵創(chuàng)設輕松的氣氛，帶著學生進入英語學習的； ⑶復習動詞Let

30、’s do 通過“你說我做〞的TPR活動在復習舊知的同時，為新課做好鋪墊，因為學生都熟悉這些動作，建議教師讓學生當小教師來發(fā)指令，這樣可以充分表達學生的主動性。 Step2：Free talk ⑴提問 ⑵Game 本課學習的重點是 教學手段 穩(wěn)固 的掌握，為導入新課作準備。 Step3：Presentation ⑴單詞新授 通過事物或圖片教學單詞，學生能更好的理解和掌握單詞； ⑵單詞復習 互問互答 讓學生通過對句子的操練穩(wěn)固語言知識，拓寬學生的視野和增添學習興趣； ⑶句子新授 ⑷穩(wěn)固新句型，快速搶答，互問互答 A 在緊張劇烈的比賽中，大量輸入降低學習的難度，使學生學習的積極性

31、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展操練，表達語言運用的真實性； ⑸播放錄音 學生觀看相關的動作畫面，跟著錄音聽，說，演，做，在輕松自然的狀態(tài)下穩(wěn)固所學語言。 Step4 Practice and consolidation 同桌互助合作，表達了以語言為載體和以真實情景交際為目的的小學英語教學的 基本要求。 Step5 Homework A 聽錄音 穩(wěn)固所學詞匯和句型 B 運用句型 板書設計 Unit 1 How Do You Go There? Unit1?How?do?you?go?there教案(6課時) 第一課時

32、 一、教學目標與要求 1．??能夠聽、說、讀、寫短語：on?foot，by?bike，by?bus，by?train。 2．??能夠聽、說、認讀短語：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 ????詢問別人的出行方式；并能夠用句子“I?go?by…〞進展答復。 4．??能夠聽懂、會吟唱Let’s?chant的歌謠。 二、教學重點、難點分析 ????本課時的教學重點和難點是掌握四會短語和A?Let’s?learn局部中運

33、用某種交通具去某地的表達法，并能替換關鍵詞進展問答。 三、課前準備 1．??教師準備Let’s?start局部和主情景圖的教學掛圖。 2．??教師準備錄音機和本課時的錄音帶。 3．??學生準備一些玩具，如自行車、汽車、火車、飛機等。 4．??教師和學生準備A?Let’s?learn局部的單詞卡片。 四、教學步驟和建議 1．熱身(Warm-up) 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生理解句子

34、意思。然后問學生：What?about?you?Do?you?go?by?bike?or?by?bus?Do?you?go?on?foot?Or?by?car?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?引導學生看本課時Let’s?start局部的標圖并答復以下問題。 2．??預習(Preview) (1)復習頻度副詞：always，usually，often，sometimes，n

35、ever的讀音與詞義。有關活 ????動可借鑒五年級下冊教師教學用書第一單元。 (2)Let’s?chant ??教師放本課時Let’s?chant局部的錄音，學生先靜聽一遍，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，學生舉起自己帶來的玩具。然后教師根據(jù)歌謠內容隨機出示Let’s?learn局部的單詞卡片加深學生印象，全班學生再跟錄音邊唱邊做一遍。 3．??新課呈現(xiàn)(Presentation) Let’s?learn (1)教師拿出一輛玩具自行車，自問

36、自答：“How?do?I?go?to?school?I?go?to?school??by?bike．〞并在黑板上寫下：by?bike。教師再重復剛剛的句子并問某一學生：0jWhat?about?you?How?do?you?go?to?school?’’學生如果答復：“Me?too!〞教師就繼續(xù)問下一名學生，直到有不同答案，教師幫助學生說出完整的句子：“I?go。。to?school?by…〞并將相應的短語寫在黑板上。 (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，讓學生迅速地貼在黑板上的“by’’短語旁邊，教師領讀短語和句子“l(fā)?go?to?school?b

37、y…〞 (3)“快速反響〞游戲 ????教師說出某個短語，如：by?bike，讓學生做相應的動作或迅速舉起相應的道具(單詞卡片)并說出句子，如：I?go?to?school?by?bike． (4)教師拿出剛剛學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?〞注意引導學生，尤其是農(nóng)村學生理解“地鐵〞的。含義：“It’s?an?underground?railway?in?a?city．It?travels?very?fast．

38、〞教師領讀新學短語。 (5)學生聽錄音，跟讀Let’s?learn局部的內容。教師注意糾正學生的語音、語調 (6)教師引導學生進展單詞的拼讀競賽?？煽粘鰡卧~中的元音字母讓學生填寫,也可打亂組成單詞的字母的順序，讓學生重新排序，組成單詞。 (7)教師還可利用學生卡片反面的灰體詞引導學生進展單詞描紅，學生邊描邊讀，看誰又快又好。 Let’s?play 教師請學生制作簡易的單詞卡片，一摞是地點，比方：school，Beijing，the?US，the?moon等；另一摞是交通方式，比方：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

39、后學生兩人結對進展句型操練，一人問“How?do?you?go?to?Beijing／the?USA／the?moon?〞另一學生給出答案：“I?go?by?train/plane／spaceship．〞對于詞匯表述上有困難的學生，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．??穩(wěn)固和延伸(Consolidation?and?extension) (1)Main?scene ????教師引導學生看主情景圖，說出其中表現(xiàn)的交通方式。學生多能說出：on?foot??by?bike，by?subway。如有學生問及小丑騎的獨輪車以及幼兒騎的三輪兒童車教

40、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)學生做Let’s?learn局部的活動手冊配套練習；教師指導學生標準書寫。新學伊始，教師非常有必要對學生重申一下書寫的要求。 (3)學生背誦并抄寫四會單詞；復習說唱歌謠。 (4)學生預習c?Let’s?sing局部的歌曲。 ???? 第二課時 一、教學目標與要求 1．能聽、說、讀、寫四會掌握句子：“How?do?you?go?to?school?Usually?I?go?to?schoo

41、l????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并簡單陳述原因，如：Usually?I?go?to?school?by?bus because?it’s?fast． 3．能夠聽董Let’s?try的錄音內容并選出正確選項。 二、教學重、難點分析 1．??本課時的教學重點是聽、說、讀、寫句型：How?do?you?go?to?school?Usually ????Sometimes?I?go?by… 2．??本課時的教學難點是學生書寫四會句子并能簡單陳述選擇某種交通方式上學的原因。 三

42、、課前準備 1．??教師準備錄音機和本課時的錄音帶。 2．??教師準備本單元A?Let’s?learn局部的單詞卡片。 3．??教師課前在一張紙上畫出空白柱狀圖，用于統(tǒng)計班內學生上學方式的調查 4．??學生每人準備一張卡片，畫一個印象最深刻的交通標志。 四、教學步驟和建議 1．熱身(Warm-up) (1)師生對話，復習上一課時內容，比方：“Good?morning!How?do?you?go?to?school??today?What?about?you?Do?you?go?by?bus，too?〞然后學生復習Let’s?chant局部的歌謠。 (2)Let’

43、s?sing ????教師放c?Let’s?sing局部的歌曲“How?Do?You?Go?to?School?〞第一遍學生聽并輕聲跟唱。第二遍學生跟錄音大聲唱一遍。 2．預習(Preview) (1)教師出示單詞卡片，提問：“How?d0?you?go?to?school?〞學生根據(jù)圖片內容答復：“I?go?to?school?by…〞師生會話直到班級里大局部學生能夠準確說出圖中交通工具的名稱以及該句型。然后學生兩人一組用單詞卡片練習句型：“How?do?you?go?to?school?I?g0?t0?school?by…〞教師對表達仍有困難的學生給予個別輔導。 (2)Le

44、t’stry ????教師放錄音，學生看圖選擇正確答案，并從聽覺上進一步感知主要句型。 ????錄音內容如下： ????John：How?dO?you?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)(Presentation) Let’s?talk (1)教師提問學

45、生：“How?do?I?go?to?school，do?you?know??Ask?me，please!’’鼓勵要更多的學生參與提問教師：“How?do?you?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＆當?shù)氐膬r格，如：l?yuan，1o?yuan，答復說：“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?ta

46、xi，because?it’s?fast，but?it’s?too?expensive．It?costs?1o?yuan． (2)教師放課文錄音，之前向學生提出問題：“How?does?Sarah?go?to?school?listen．〞學生聽后模擬Sarah來答復以下問題。 (3)學生跟讀錄音，然后兩人一組替換句型中的關鍵詞練習對話。教師請幾組生日.生展示對話。要求盡量多地使用已學過的句子，例如： ????A：How?do?you?go?to?school? ????B：Usually?I?go?by?bus． ????A：Can?you?go?by?bike? ?

47、?生：Yes，I?can，but?it’s?too?far．Sometimes?I?goby?taxi，but?it’s?expensive． ????What?about?you? ????A：I?go?to?school?on?foot，because?my?home?is?near． (4)教師事先準備一些打亂順序的單詞卡片，讓學生讀詞后陜速拼成正確的句.或者空出四會句子當中的某些短語或單詞，只給出打頭的第一個字母作黃示，讓學生填充句予。最后再讓學生書寫四會句子。 Group?work 教師讓學生四人一組，通過提問“How?do?you?go?to?school?’’

48、了解同學用何種互方式上學，并鼓勵學生簡單闡述原因，如：My?home?is?near．It’s?fast．It’s?cheap．good?exercise．…???? 穩(wěn)固和延伸(Consolidation?and?extension?1 (1)Task?time ????學生詢問班級內六名同學以何種方式上學?？呻S意走動，以保證所詢問的相關信息確實是自己事先不知道的。教師可用課前準備的空白柱狀圖注統(tǒng)計結果，并告訴學生還可以用扇形圖來演示統(tǒng)計數(shù)據(jù)。學生根據(jù)所獲取的信息，制作一個扇形統(tǒng)計圖，并準備口頭匯報。教師在室里巡回走動，選取一些優(yōu)秀作品在班內展示，并請學生匯報調查情況，如Two?

49、students?usually?go?to?school?by?bus．One?student?goes?to?school?by… (2)學生回家調查父母及其他親戚的上班方式，準備下一節(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)學生做本局部活動手冊配套練習，并抄寫四會句子。 ? 第三課時 一、教學目標與要求 1．

50、??能夠充分理解并正確朗讀對話，能完成文后答復以下問題的練習。 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．??了解Good?to?know局部的內容，能夠識別常見的交通標志，如：Cross??way，No?entry，No?bikes，Turn?right和No?left?tum。 二、教學重、難點分析 1．??本課時的教學重點是學生能夠充分理解并正確朗讀對話。 2．??本課時的教學難點是若何指引他人在不同地點換用不同的交通工具到達某一 三、課前準備 1．??教師準備錄音機以及A?Let’s?read，C?P

51、ronunciation和c?Let’s?sing局部的錄 2．??教師準備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片或準備多媒體來展示。 4．??學生每人準備一張白紙。 5．??學生四人一組，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、教學步驟和建議 1．熱身(Warm-up) 教師放c?Let’s?

52、sing局部的錄音，學生跟唱?？山M織男女生各唱一遍，看誰好。 2．預習(Preview) 教師檢查上一課時布置的調查任務，要求學生兩人一組交換信息，如：“M　and?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生到講臺前做匯報。 3．新課呈現(xiàn)(Presentation) Let’s?read (1)“最正確路線〞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學校；May家離學校很遠，家附近

53、有個地鐵站，May的學校附近.雖沒有地鐵站，但有一路公交車直通地鐵站的入口。教師讓學生分組活動，設計最正確上學路線，原則是省時方便。教師注意指導學生使用連詞then來表示動作的先后順序。教師要求各組派一人假設自己是Bob或May，上講臺匯報，比方：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?par

54、k??Can?you?draw?the?route?on?your?paper?’’學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，并指導學生簡單畫出Sarah的路線。 (3)教師展示學生畫出的路線并示范若何描述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，讓學生知道恰當使用一些連

55、詞有助于表達更為流暢。然后請幾名學生依照順序來描述????Sarah和Zhang?Peng去公園的路線，比一比誰說得最好。 ??(4)學生閱讀對話，完成文后的兩個問答練習。 ??(5)教師放Let’s?read局部的錄音，學生跟讀。 ??(6)學生兩人一組練習對話。 ??Pronunciation ??(1)教師先讓學生聽錄音、認音標，再試讀例詞，讓學生把發(fā)音的“音〞(讀音)、發(fā)音的的“形〞(音標)與發(fā)音在單詞中的表現(xiàn)形式(字母或字母組合)對照學習。 ??(2)Read?and?match ????學生先試著將課本上四個單詞的音標與詞形和配圖連線，然后教師公布正確答

56、案。 ??(3)教師讓學生分組討論，說出同時包含Pronunciation局部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?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、穩(wěn)固和延伸(Consolidation?and?extension) (1)教師隨意抽取一張學生課前

57、填寫的調查表，對該學生說：“You’ve?been?to　Harbin．Is?it?a?nice?city??What?can?you?see?there??How?do?you?go?there?〞問同組其他三名學生以上幾個問題。學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表格中目的地的方式。一人只有一次猜想時機，不對，大家再一起問：“How?do?you?go?there?〞該學生答復。每小組選一名代表描述自己曾去過的某個地方，可以在表格內容的根基上適：當發(fā)揮，比方：I?go?to?Hainan?by?plane．The?sea?t

58、here?is?clean?and?nice．I?can?eat　a10t?Of?sea?food?and?many?kinds?Of?fruit?there?．I?like?Hainan?very?much?． (2)Good?to?know ????教師詢問學生課本上各個交通標志的意思：“What’s?the?meaning?〞然后幫助學生答復：“Turn?right．Crosswalk．One?way．〞等。再讓學生完成圖與文字搭配的練習。鼓勵學生展示課前繪制的交通標志圖并尋找更多交通標志與其他同學進展交流. (3)學生聽錄音、跟讀對話。 (4)學生完成本局部活動手冊配套

59、練習。 ? 第四課時 一、教學目標與要求 1．??能夠聽、說、認讀以下短語：Stop?at?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 ??相應的動作。 二、教學重、難點分析 1．??本課時的教學重點是掌握四會短語和單詞：stop，wait

60、，traffic?lights，traffic?rules。 2．??本課時的教學難點是書寫短語traffic?light，traffic?rule和理解動詞stop，wait的含義。 三、課前準備 1．??教師準備兔子舞的音樂和錄音機、本課時的錄音帶及教學掛圖。 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．??學生準備本課時的單詞卡片。 四、教學步驟和建議 1．熱身(Warm-up) “兔子舞〞游戲 教師放兔子舞的音樂，全班學生排成長隊，后面學生把手搭在前面學生的肩膀上，隨著音樂的指令“Left-Right-Go-Turn?ar

61、ound-Go，g。，go〞，隊伍開場向前慢慢移動，教師最好也參與游戲。 2．預習(Preview) ??(1)師生一起吟唱Let’s?chant的歌謠。 ??(2)教師從歌謠中引出問題：“How?d。you?go?to?school?〞請學生根據(jù)實際情況回????答，復習A局部主要句型。 3．新課呈現(xiàn)(Presentation) (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?

62、city???Yes!Neon?light?,?traffic?lights．… (2)教師邊畫簡筆畫，邊說：“We?have?red，yellow，and?green?lights.?We?call?them traffic?lights．，教師板書traffic?fights，然后問學生：“What?do?they?mean，do?you?know?，，學生可能會用漢語答復，教師點頭表示肯定，再請學生答復：“When?do?we?stop／wait／go?’’引導學生答復：We?stop?at?a?red?light．．．- (3)教師出示自制紅綠燈，請一名學生隨意指向不同的顏

63、色，教師示范動作，比方：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在相應的交通燈旁。為了幫助學生區(qū)別s

64、top與wait，可以適當使用漢語解釋詞義。 〔5〕Let’s?play ????教師請出假設干名學生，根據(jù)指令做相應的動作，連續(xù)做錯兩次動作的學生將被淘汰，如：教師說red?light，學生停著不動，教師說yellow?light，學生做好走的準備，教師說green?light，學生往前走。然后換一組學生再做這個游戲，由其中一名學生來發(fā)指令。也可讓全班學生分成六人一組分別進展小組活動。最后教師小結："Stop?at?a?red?fight．Wait?at?a?yellow?light-Go?at?a?green?light?Red?light．yellow?fight，green?l

65、ight．These?are?traffic?lights．〞教師再指著以上三句話總結說：These?are?traffic?rules． (6)教師繼續(xù)提問：“What?does?the‘?traffic??rule?’mean?〞板書并解釋traffic?rule，????鼓勵學生說出Let’s?learn局部的三個句子。然后教師說．Yes.These?are?traffic.rules．You?must?remember?the?traffic?rules．〞通過手勢幫助學習理解remember的意思。 (7)教師放Let’s?learn局部的錄音，學生跟讀。 (8)教師引導

66、學生以競賽的形式書寫四會單詞和短語?？上纫龑W生利用學生卡片反面的灰體詞進展單詞描紅，學生邊描邊拼讀單詞。 4．穩(wěn)固和延伸(Consolidation?and?extension) (1)師生討論不同的出行方式及其應當遵循的交通規(guī)則。以下問題可供參 ??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?int