青島順興路小學教師電子備課模板
全冊教材分析
全冊總目標1、本學期的重點（尤其是在進入第五冊的）在于鞏固已經形成的聽說為主的能力，逐步向聽說讀寫并重的能力要求。
2、進一步加強單詞認讀能力的培養，進行拼讀練習，能夠認讀每個模塊中的重點句，并理解其功能。每個模塊中需要認讀的單詞大約6~8個, 重點句為2個左右。
3、寫的要求：能夠默寫字母，正確抄寫單詞與句子，能夠模仿范例寫句子，學習能力強的學生可鼓勵他們做默寫練習。
4、關于課教學：
（1）、整體呈現語言材料，借助CD-RO或錄音帶幫助學生理解新語言使用的場合，所表達的意義。
（2）、 學生能夠跟隨錄音進行指讀練習，鼓勵學生表演對話，但不要求所有學生都達到這種要求。
（3）、可采用以下形式學習課：
1）Listen and answer.(帶著任務聽) 2）Listen , point and repeat.(聽錄音帶) 3）Listen and find.(找重點句或詞)
5、關于語音教學：
（1）教學生正確發單詞中的每個音，初步認識語音符號，而不是單純的語音教學，對于音標符號不要求學生一定掌握。
（2）結合學生已學過的單詞總結發音規律，指導學生做簡單的拼讀或拼寫練習，易于學生記憶單詞。
（3）英語字母中包含了絕大多數的英語音標，在6冊中，主要指導學生了解26個字母在單詞中的發音。
6、每節課還應堅持利用一定的時間與學生進行自由交流，同時應注重培養學生的提問意識，而不僅僅等待回答，要給學生提供機會不斷復習前面所學的句子，而不應只是會說一些單詞。
7、有效運用課本中的練習以及學生活動用書，鞏固課本教學。認真閱讀教參，有選擇性的運用教參中所提供的活動設計，并能結合教學實際再創造。
8、通覽教材，課本中出現的一些日常用語可隨時運用到課堂教學中。
e.g. Can I…?
What’s the weather like today?
Will you…?
aybe…
That’s right.
See you next week. Coe on! etc
教學重點與難點 能運用英語在日常學校生活和課堂情境中與老師和同學進行初步的日�？陬^交際；能參加運用英語組織和開展的日常課堂教學和生活游戲及其他課內外活動；能聽懂簡單的指令并做出適當的反應；能讀懂簡單的配圖小故事；能根據圖片進行簡單的口頭描述等。
教學方法與學法1、注重學生的親身體驗、實踐、參與和創造。
小學生具有模仿力強、求知欲強、記憶力好、心理負擔輕、表現欲強、創造精神強等特點。這是兒童學英語的優勢。但他們的理解能力相對較弱，注意力不易長時間集中，不喜歡單調的、機械的重復與訓練。要充分注意兒童的這些優缺點，通過適合兒童年齡、生理、心理特點的生動活潑的教學活動，把學英語與做事情聯系起，創設良好的語言環境，使學生在愉快和自信的情緒中，保持積極的學習態度，努力開展自主學習。環境是兒童學英語不可或缺的重要條件。因為環境有助于學習者進行信息輸入，有助于學習者對語言結構內在化，有助于學習者語感的形成與增強。
在進行語言和詞匯教學時，多開展游戲：如：指指說說游戲；會話綜合表演；快聽快找句子或單詞的游戲。融詞匯于會話教學中，力求做到在舊語言中學新詞，用舊詞練習新語言。設計生動活潑的交際性語言活動。
教師必須突破以教師為中心、老師教學生跟讀、重音標教學、過分注重語法教學的舊模式，充分利用現代教育技術手段和豐富的教學資，讓學生有一個良好的語言學習環境和語言運用環境，在語境中學習語言知識并形成初步的交流能力；采用聽、做、說、唱、玩、演等方式，鼓勵學生積極參與、大膽表達，側重提高小學生對語言的感受和初步用英語進行聽、說、唱、演等能力，使小學生從枯燥的語言知識的講解和死記硬背的學習模式中解脫出。
2、注重小學生穩定興趣的培養，實施興趣教學，寓教于樂，寓教于做。
（1）利用小學生無意注意、無意記憶占優勢的特點，加強直觀教學（如體態、圖片、實物、模型、卡通片、卡片、簡筆畫、投影、電視、微機等）。
（2）教學方式靈活多變，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）。通過不斷變換方式，調節小學生大腦活動，減少單調機械重復刺激給小學生帶的疲勞。
（3）充分調動學生多種感官互動，增強感知—充分調動學生的眼、耳、口、手、腦等，使之處于活動狀態，協同作用，以加強感知效果。
（4）充分利用情景教學，促進小學生的記憶，啟發思維。兒童記憶發展的總趨勢是從無意識到有意記憶，從機械記憶到意義記憶。兒童的思維也是先具體后抽象。在充分利用直觀教具進行教學的基礎上，教師應盡量多創設一些必要的模擬情景，使教學形象化，讓學生親臨其境，實際運用。
（5）多給學生提供成功的機會的體驗。成功是英語學習中非常重要的情感因素。在英語課堂教育中，教師要盡量創設條件讓學生參與語言實踐，讓他們嘗到成功的喜悅。對學生口語、語音、語法錯誤等，不要急于批評。有的語言學家認為兒童學外語是熏陶出的，不是糾正出的，這話不無道理。
興趣是學好語言的重要條件。充分考慮到小學生心理及年齡特點，以多種多樣、活潑有趣的教學形式激發學生學習英語的興趣，確保學生在聽聽說說、唱唱做做、涂涂畫畫等生動有趣的課堂活動中感知語言，習得語言。融會話教學于情景表演之中，師生一起在表演中教，在表演中練，在交際中活動中用。針對兒童表現欲強、競爭意識強等特點，教師在課堂教學中可以適當開展競賽活動，使小學生既嘗試成功、享受成功的快感，又促進思維能力的發展，并使智力得到開發。唱歌、游戲、表演等愉悅學生身心的活動對小學生興趣的產生和維系有一定積極作用，但它主要是激發學生的暫時興趣。要適當利用這些活動服務于教學，通過這些活動讓學生真正學到東西，從而形成和發展具有個性傾向的長期穩定的興趣。
教
學
進
度周次內容課時數
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期末復習、檢測

青島順興路小學教師電子備課模板
課 題odule 1 Custos (化習俗)課 時3
教材分析Daing Ay 和 s. Sart 在公園里的快餐店里吃中國的面條,在就餐時, Ay 不會使用中國的筷子, 引發了她與Daing 關于中西方就餐用具－－筷子， 刀子及叉子的話題。
教學目標
（從知識、能力、態度、情感、價值觀方面入手）1．掌握音標：/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．學生能夠用英語談論快餐。
6．使學生了解中西方國家在飲食方面的不同之處，以及餐具的特點。
教學重點與難點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.
教學方法與學法關注個人或小組課前中西方化信息的搜集，加強自主學習。
教師課前準備（教具、查閱資料）錄音機、磁帶、單詞卡、CD-RO。
學生課前準備與預習預習課，了解東西方飲食化差異

教 學 過 程集備二次備課
第一課時（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（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（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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