青島順興路小學(xué)教師電子備課模板
全冊(cè)教材分析
全冊(cè)總目標(biāo)1、本學(xué)期的重點(diǎn)（尤其是在進(jìn)入第五冊(cè)的）在于鞏固已經(jīng)形成的聽(tīng)說(shuō)為主的能力，逐步向聽(tīng)說(shuō)讀寫(xiě)并重的能力要求。
2、進(jìn)一步加強(qiáng)單詞認(rèn)讀能力的培養(yǎng)，進(jìn)行拼讀練習(xí)，能夠認(rèn)讀每個(gè)模塊中的重點(diǎn)句，并理解其功能。每個(gè)模塊中需要認(rèn)讀的單詞大約6~8個(gè), 重點(diǎn)句為2個(gè)左右。
3、寫(xiě)的要求：能夠默寫(xiě)字母，正確抄寫(xiě)單詞與句子，能夠模仿范例寫(xiě)句子，學(xué)習(xí)能力強(qiáng)的學(xué)生可鼓勵(lì)他們做默寫(xiě)練習(xí)。
4、關(guān)于課教學(xué)：
（1）、整體呈現(xiàn)語(yǔ)言材料，借助CD-RO或錄音帶幫助學(xué)生理解新語(yǔ)言使用的場(chǎng)合，所表達(dá)的意義。
（2）、 學(xué)生能夠跟隨錄音進(jìn)行指讀練習(xí)，鼓勵(lì)學(xué)生表演對(duì)話，但不要求所有學(xué)生都達(dá)到這種要求。
（3）、可采用以下形式學(xué)習(xí)課：
1）Listen and answer.(帶著任務(wù)聽(tīng)) 2）Listen , point and repeat.(聽(tīng)錄音帶) 3）Listen and find.(找重點(diǎn)句或詞)
5、關(guān)于語(yǔ)音教學(xué)：
（1）教學(xué)生正確發(fā)單詞中的每個(gè)音，初步認(rèn)識(shí)語(yǔ)音符號(hào)，而不是單純的語(yǔ)音教學(xué)，對(duì)于音標(biāo)符號(hào)不要求學(xué)生一定掌握。
（2）結(jié)合學(xué)生已學(xué)過(guò)的單詞總結(jié)發(fā)音規(guī)律，指導(dǎo)學(xué)生做簡(jiǎn)單的拼讀或拼寫(xiě)練習(xí)，易于學(xué)生記憶單詞。
（3）英語(yǔ)字母中包含了絕大多數(shù)的英語(yǔ)音標(biāo)，在6冊(cè)中，主要指導(dǎo)學(xué)生了解26個(gè)字母在單詞中的發(fā)音。
6、每節(jié)課還應(yīng)堅(jiān)持利用一定的時(shí)間與學(xué)生進(jìn)行自由交流，同時(shí)應(yīng)注重培養(yǎng)學(xué)生的提問(wèn)意識(shí)，而不僅僅等待回答，要給學(xué)生提供機(jī)會(huì)不斷復(fù)習(xí)前面所學(xué)的句子，而不應(yīng)只是會(huì)說(shuō)一些單詞。
7、有效運(yùn)用課本中的練習(xí)以及學(xué)生活動(dòng)用書(shū)，鞏固課本教學(xué)。認(rèn)真閱讀教參，有選擇性的運(yùn)用教參中所提供的活動(dòng)設(shè)計(jì)，并能結(jié)合教學(xué)實(shí)際再創(chuàng)造。
8、通覽教材，課本中出現(xiàn)的一些日常用語(yǔ)可隨時(shí)運(yùn)用到課堂教學(xué)中。
e.g. Can I…?
What’s the weather like today?
Will you…?
aybe…
That’s right.
See you next week. Coe on! etc
教學(xué)重點(diǎn)與難點(diǎn) 能運(yùn)用英語(yǔ)在日常學(xué)校生活和課堂情境中與老師和同學(xué)進(jìn)行初步的日�？陬^交際；能參加運(yùn)用英語(yǔ)組織和開(kāi)展的日常課堂教學(xué)和生活游戲及其他課內(nèi)外活動(dòng)；能聽(tīng)懂簡(jiǎn)單的指令并做出適當(dāng)?shù)姆磻?yīng)；能讀懂簡(jiǎn)單的配圖小故事；能根據(jù)圖片進(jìn)行簡(jiǎn)單的口頭描述等。
教學(xué)方法與學(xué)法1、注重學(xué)生的親身體驗(yàn)、實(shí)踐、參與和創(chuàng)造。
小學(xué)生具有模仿力強(qiáng)、求知欲強(qiáng)、記憶力好、心理負(fù)擔(dān)輕、表現(xiàn)欲強(qiáng)、創(chuàng)造精神強(qiáng)等特點(diǎn)。這是兒童學(xué)英語(yǔ)的優(yōu)勢(shì)。但他們的理解能力相對(duì)較弱，注意力不易長(zhǎng)時(shí)間集中，不喜歡單調(diào)的、機(jī)械的重復(fù)與訓(xùn)練。要充分注意兒童的這些優(yōu)缺點(diǎn)，通過(guò)適合兒童年齡、生理、心理特點(diǎn)的生動(dòng)活潑的教學(xué)活動(dòng)，把學(xué)英語(yǔ)與做事情聯(lián)系起，創(chuàng)設(shè)良好的語(yǔ)言環(huán)境，使學(xué)生在愉快和自信的情緒中，保持積極的學(xué)習(xí)態(tài)度，努力開(kāi)展自主學(xué)習(xí)。環(huán)境是兒童學(xué)英語(yǔ)不可或缺的重要條件。因?yàn)榄h(huán)境有助于學(xué)習(xí)者進(jìn)行信息輸入，有助于學(xué)習(xí)者對(duì)語(yǔ)言結(jié)構(gòu)內(nèi)在化，有助于學(xué)習(xí)者語(yǔ)感的形成與增強(qiáng)。
在進(jìn)行語(yǔ)言和詞匯教學(xué)時(shí)，多開(kāi)展游戲：如：指指說(shuō)說(shuō)游戲；會(huì)話綜合表演；快聽(tīng)快找句子或單詞的游戲。融詞匯于會(huì)話教學(xué)中，力求做到在舊語(yǔ)言中學(xué)新詞，用舊詞練習(xí)新語(yǔ)言。設(shè)計(jì)生動(dòng)活潑的交際性語(yǔ)言活動(dòng)。
教師必須突破以教師為中心、老師教學(xué)生跟讀、重音標(biāo)教學(xué)、過(guò)分注重語(yǔ)法教學(xué)的舊模式，充分利用現(xiàn)代教育技術(shù)手段和豐富的教學(xué)資，讓學(xué)生有一個(gè)良好的語(yǔ)言學(xué)習(xí)環(huán)境和語(yǔ)言運(yùn)用環(huán)境，在語(yǔ)境中學(xué)習(xí)語(yǔ)言知識(shí)并形成初步的交流能力；采用聽(tīng)、做、說(shuō)、唱、玩、演等方式，鼓勵(lì)學(xué)生積極參與、大膽表達(dá)，側(cè)重提高小學(xué)生對(duì)語(yǔ)言的感受和初步用英語(yǔ)進(jìn)行聽(tīng)、說(shuō)、唱、演等能力，使小學(xué)生從枯燥的語(yǔ)言知識(shí)的講解和死記硬背的學(xué)習(xí)模式中解脫出。
2、注重小學(xué)生穩(wěn)定興趣的培養(yǎng)，實(shí)施興趣教學(xué)，寓教于樂(lè)，寓教于做。
（1）利用小學(xué)生無(wú)意注意、無(wú)意記憶占優(yōu)勢(shì)的特點(diǎn)，加強(qiáng)直觀教學(xué)（如體態(tài)、圖片、實(shí)物、模型、卡通片、卡片、簡(jiǎn)筆畫(huà)、投影、電視、微機(jī)等）。
（2）教學(xué)方式靈活多變，豐富多彩、生活活潑（歌曲、故事、猜謎、游戲、模擬表演、為電視片配音等）。通過(guò)不斷變換方式，調(diào)節(jié)小學(xué)生大腦活動(dòng)，減少單調(diào)機(jī)械重復(fù)刺激給小學(xué)生帶的疲勞。
（3）充分調(diào)動(dòng)學(xué)生多種感官互動(dòng)，增強(qiáng)感知—充分調(diào)動(dòng)學(xué)生的眼、耳、口、手、腦等，使之處于活動(dòng)狀態(tài)，協(xié)同作用，以加強(qiáng)感知效果。
（4）充分利用情景教學(xué)，促進(jìn)小學(xué)生的記憶，啟發(fā)思維。兒童記憶發(fā)展的總趨勢(shì)是從無(wú)意識(shí)到有意記憶，從機(jī)械記憶到意義記憶。兒童的思維也是先具體后抽象。在充分利用直觀教具進(jìn)行教學(xué)的基礎(chǔ)上，教師應(yīng)盡量多創(chuàng)設(shè)一些必要的模擬情景，使教學(xué)形象化，讓學(xué)生親臨其境，實(shí)際運(yùn)用。
（5）多給學(xué)生提供成功的機(jī)會(huì)的體驗(yàn)。成功是英語(yǔ)學(xué)習(xí)中非常重要的情感因素。在英語(yǔ)課堂教育中，教師要盡量創(chuàng)設(shè)條件讓學(xué)生參與語(yǔ)言實(shí)踐，讓他們嘗到成功的喜悅。對(duì)學(xué)生口語(yǔ)、語(yǔ)音、語(yǔ)法錯(cuò)誤等，不要急于批評(píng)。有的語(yǔ)言學(xué)家認(rèn)為兒童學(xué)外語(yǔ)是熏陶出的，不是糾正出的，這話不無(wú)道理。
興趣是學(xué)好語(yǔ)言的重要條件。充分考慮到小學(xué)生心理及年齡特點(diǎn)，以多種多樣、活潑有趣的教學(xué)形式激發(fā)學(xué)生學(xué)習(xí)英語(yǔ)的興趣，確保學(xué)生在聽(tīng)聽(tīng)說(shuō)說(shuō)、唱唱做做、涂涂畫(huà)畫(huà)等生動(dòng)有趣的課堂活動(dòng)中感知語(yǔ)言，習(xí)得語(yǔ)言。融會(huì)話教學(xué)于情景表演之中，師生一起在表演中教，在表演中練，在交際中活動(dòng)中用。針對(duì)兒童表現(xiàn)欲強(qiáng)、競(jìng)爭(zhēng)意識(shí)強(qiáng)等特點(diǎn)，教師在課堂教學(xué)中可以適當(dāng)開(kāi)展競(jìng)賽活動(dòng)，使小學(xué)生既嘗試成功、享受成功的快感，又促進(jìn)思維能力的發(fā)展，并使智力得到開(kāi)發(fā)。唱歌、游戲、表演等愉悅學(xué)生身心的活動(dòng)對(duì)小學(xué)生興趣的產(chǎn)生和維系有一定積極作用，但它主要是激發(fā)學(xué)生的暫時(shí)興趣。要適當(dāng)利用這些活動(dòng)服務(wù)于教學(xué)，通過(guò)這些活動(dòng)讓學(xué)生真正學(xué)到東西，從而形成和發(fā)展具有個(gè)性?xún)A向的長(zhǎng)期穩(wěn)定的興趣。
教
學(xué)
進(jìn)
度周次內(nèi)容課時(shí)數(shù)
1odule 1 Unit12
2odule 1 Unit2、odule 2 Unit12
3odule 2 Unit1 、Unit22
4odule 3 Unit12
5十一放假
6odule 3 Unit2、odule 4 Unit12
7odule 4 Unit1、Unit22
8odule 5 Unit12
9odule 5 Unit2、odule 6 Unit12
10odule 6 Unit1、 Unit22
11odule 7 Unit12
12odule 7 Unit2、odule 8 Unit12
13odule 8 Unit1 、Unit22
14odule 9 Unit12
15odule 9 Unit2、odule 10 Unit12
16odule 10 Unit1 、Unit22
17Review odule Unit12
18Review odule Unit22
19期末復(fù)習(xí)、檢測(cè)

青島順興路小學(xué)教師電子備課模板
課 題odule 1 Custos (化習(xí)俗)課 時(shí)3
教材分析Daing Ay 和 s. Sart 在公園里的快餐店里吃中國(guó)的面條,在就餐時(shí), Ay 不會(huì)使用中國(guó)的筷子, 引發(fā)了她與Daing 關(guān)于中西方就餐用具－－筷子， 刀子及叉子的話題。
教學(xué)目標(biāo)
（從知識(shí)、能力、態(tài)度、情感、價(jià)值觀方面入手）1．掌握音標(biāo)：/i:/, /i/, /e/, / /
2. 掌握單詞：fast food, Chinese chess, chess, knike, fork, chopsticks, sandwich, haburgers, fries, use.
3. 掌握詞組：use chopsticks/ knife and fork, have fast food, do taijiquan, play chess/ Chinese chess.
4．掌握句子：Do you want…? Do you have/ use… in China/ England? They’re doing taijiquan.
5．學(xué)生能夠用英語(yǔ)談?wù)摽觳汀?br />6．使學(xué)生了解中西方國(guó)家在飲食方面的不同之處，以及餐具的特點(diǎn)。
教學(xué)重點(diǎn)與難點(diǎn)1．單詞：fast food, Chinese chess, chess, knike, fork, chopsticks, sandwich, haburgers, fries, use.
2．句子：Do you want…? Do you have/ use… in China/ England? They’re doing taijiquan.
教學(xué)方法與學(xué)法關(guān)注個(gè)人或小組課前中西方化信息的搜集，加強(qiáng)自主學(xué)習(xí)。
教師課前準(zhǔn)備（教具、查閱資料）錄音機(jī)、磁帶、單詞卡、CD-RO。
學(xué)生課前準(zhǔn)備與預(yù)習(xí)預(yù)習(xí)課，了解東西方飲食化差異

教 學(xué) 過(guò) 程集備二次備課
第一課時(shí)（1）
Step1 Warer:
1. Review the continuous tense. ie actions and ask What a I doing? The class responds.
2. The class continues this activity in pairs.
3. Sing I’ listening to usic Fro Book 4, odule 2. This song review the present continuous tense.
Step 2: Activity 1. Listen and point.
1.Say Open your books on page 2. Hold up your book to show the children the correct page.
2.Ask the children to look at the page and to guess as uch inforation about what is happening in the story.
3. Point to the people doing different activities and ask What are they doing? Provide the new vocabulary and write it on the board.
4. Play the cassette. The children listen and follow in their books.
5. Play the cassette again, pausing after each dialogue and perfor an action to aid coprehension, e.g. eating noodles with chopsticks, perforing taijiquan oveents, chess oveents, eating oveents with knives and forks, etc.
6. Repeat. This tie pause for the children to carry out the indicated oveents.
7. Divide the class into two groups, with each group taking on a role in the story, either Ay or Daing.
8. Encourage the whole class to say the dialogue, with each group saying its corresponding role.
Step 3: Activity book: 1. Look at the pictures and unjuble the words.
1.Ask the children to look at each outline picture and say the corresponding word.
2.Then ask the to unjuble the letters and write each word correctly on the lines provided.
Answers: knife, fork, chopsticks, sandwich, chess
Step 4: Activity book: 2.Spell the words and say.
1.In pairs, child A spells one of the words fro Activity 1. child B writes down the letters he/she hears and then says the word.
2. They then change roles and continue to practice spelling out writing the words.
Step 5: Activity book: 3. Look and write the issing words.
1.Piont to each of the words in the box and elicit what they say. You can also write the on the board.
2.Ask the class to look at each picture and coplete each text, by choosing the correct word fro the box.
Step 6: Activity book: 4. Now point and say.
In pairs, the students take turns to point at the picture in Activity 3 and ask and answer about what the people are doing.
第二課時(shí)（2）
Step 1 Warer:
Sing this is the way（Fro Level 3, odule 4）.This song reviews the present siple tense.
Step 2 Activity 1. Listen and repeat.
1. Write the word ‘Chinese’ on the blackboard and ask pupils to spell the word while you are writing. Then ask pupils to read the word.
2. Explain to the pupils: when you spell the English words, you read the letters; when you read the word, you do not read the letters, but you pronounce the sounds. That is, the spelling of English words is different for the sounds, therefore, when we learn English words, we do not only learn the spelling, we also learn the sounds. For now on, we will learn the English sounds. In this book, we will learn the sounds in the words one by one as we learned hanyu pinyin.
3.Now let’s see the word ‘Chinese’ .Draw children’s attention to the sound /i:/ by stressing the sound. Then write the word ‘teacher’ on the blackboard and draw children’s attention to the sound /i:/ by stressing the sound.
4.Explain that this sound has a particular sybol and write the sybol below these toords.
5.Now play the cassette and ask children to listen carefully.
6.Repeat. This tie pause for children to repeat the words a nuber of ties. If they have soe difficulty in pronouncing the sound correctly, give the soe necessary instruction. When you give pupils necessary instruction, pronounce the sound very slowly and clearly.
7.Ask individual pupils to say the words. Check that they are pronouncing the sound in the words correctly.
8.Teach the second sound in the sae way.
9.Read ore words with these two sounds .Ask children to find out which sybol the words contain. Note: Pupils are not required to pronounce the sybols or recognize the. You can ask children to point to each corresponding sybol on the blackboard. You can also stick a large card with each sybol on the wall or ask a pupil to hold up a large card with each sybol. Then ask children to point to the corresponding sybol the word you read contains.
If soe words you read have not been taught yet, it doesn’t atter. But reeber: pronounce the sound quite clearly to you pupils .If pupils have soe words, you can use the letters which also contain these sounds, such as letter ‘b, c, d, e, g, p, t, v’ which all contain the sound /i:/.
You can also ask the strong students to add ore words with the sae sound.
10. Teach the other sounds in the sae way.
第三課時(shí)（3）
Step1 Warer:
Sing this is the way（Fro Level 3, odule 4）.This song reviews the present siple tense.
Step2: Activity 1. Listen and repeat the sentences.
1. When you do the practice in the previous activity, you can attentively use soe words in the sentences in this activity.
2.Play the cassette and draw children’s attention to the sounds they just learned in activity 1. Ask children to pay attention to the words containing the just learned sounds. If they have soe difficulty, help the by reading the words separately.
3.Play the cassette again and ask pupils to repeat. Repeat several ties until pupils can read the sentences fluently with the correct pronunciation of the just learned sounds.
Step3: Activity 2. Say the poe and do the actions.
1.Play the cassette. The children listen to song.
2.Play the cassette again. Encourage the children to clap the rhyth.
3.Deonstrate the actions and draw attention to the pictures of the actions in the book.
4.Now encourage the children to sing along with the cassette a nuber of ties while perforing the actions.
Step4: Activity 3. Say the word. Then atch the words to the sybols.
1.Write the four phonetic sybols on the board.
2.Point to each picture and ask What’s this?
3.Then point to each phonetic sybol in turn and ask Has it got this sound.
4.When they are able to identify which sound the word contains, ask the class to repeat the word again, ephasizing the sound.
5.Ask the class to draw a line for the picture to the correct phonetic sybol.
6.Repeat this procedure with the reaining pictures.
Step5: Activity 4.Now copy the words in the correct coluns.
Ask the class to copy the words for Activity 1 in the correct colun of the table, according to the sound they contain.
Step 6: Activity 5. Unjuble the words and write sentences.
Ask the class to look at the pictures. They then have to unjuble the words and write the in the correct order to for sentences.

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