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            小學(xué)英語w培訓(xùn)講義
        
        
        
        
        
        
            
        
               
                
        
                    
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        smilejune521
                  
              
              
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          小學(xué)英語說課稿模板英文版                    　　說課稿是為進(jìn)行說課準(zhǔn)備的文稿，它不同于教案，教案只說“怎樣教”，說課稿則重點(diǎn)說清“為什么要這樣教”。下面是我整理的小學(xué)英語說課稿模板英文版，歡迎大家閱讀參考！      　　小學(xué)英語說課稿模板英文版1  　　First class; teaching suggestion  　　1 teaching material analysis  　　The Lets talk part of the textbook is a situational conversation where students learn to ask questions and answer questions about where they are, Wheres, Its, in / on / under, and can be used naturally in actual situations.The Lets practise section is part of the Lets talk part of the game, which provides students with an opportunity to actually use the language.In the two part of knowledge and practice, you can listen, say, and recognize the following words: car, plane, desk, chair, bag, in, on, under.  　　2 teaching suggestions  　　This class is mainly through situational dialogue, so that students learn to ask questions and answer the location of the sentence, so that students understand in a certain situation, will say and understand the sentence Wheres.... Its in / on / under...The teacher asks the students to prepare the stationery class words before class. When they teach the new sentences, they can use the game "hide and seek" to import sentence patterns Wheres... Its in / on / under...On the basis of understanding the new sentence patterns, use the courseware to learn the new dialogue, so as to recognize the words in the class.Finally, once again, through the game, tin and consolidate the content of the Lets talk, the game can be divided into collective and group game game two, and will find stationery extended to find toys or other things around.  　　Second hours teaching suggestion  　　1 teaching material analysis  　　This session is divided into two sections: Lets, learn, and Lets play.The Lets learn section focuses on teaching a few words that represent transport: bus, bike, jeep, taxi, and a preliminary understanding of the phrase "Look out".Lets play is part of the Lets talk part of the first class, to provide students with an opportunity to use language in real life.  　　2 teaching suggestions  　　The main lesson to learn several express transport words: bus, bike, jeep, taxi, students of these words have a preliminary understanding, learning again, teachers should design easy to mobilize the students' interest and enthusiasm for learning activities.In the introduction of new classes, the introduction of new lessons with simple strokes, but also the use of real toys to allow students to perceive, to attract students with colorful pictures, with familiar voices to mobilize students.Then use animation courseware to present new knowledge.In the training session, the teacher may design the interesting activity, lets the student consolidate in the play, moves.  　　Third hours teaching suggestion  　　1 teaching material analysis  　　This session includes two sections: Lets, say and Lets do.The Lets say part is to train students to listen, say, read and write letters Uu, Vv, Ww, and to make the students understand and speak the letters at the beginning of the word "umbrella", "under", "vest", "Violin", "window", "wind".The Lets do section reviews and consolidates the letter "A-W" through rhythmic, rhythmic instructions.And preliminary understanding of the list of action words show, point, type, colour, say, but also for students to provide a basis for language learning.A-T is the teaching content of this book Unit 1 through Unit 4.  　　2 teaching methods  　　When teaching letters and words, the teacher uses letters, words and actions to present letters and words at the same time, so that students can learn on the basis of understanding the meaning of words.Such as: umbrella, vest, window, can be explained in kind; violin, wind explained by action.(according to students or teachers change the situation) understand the meaning of words, help to express words, more skilled reading words, and then learn letters, to master pronunciation, master letters shape.  　　[Topic] Unit, Five, Where, is, my, ruler?  　　[emphasis on teaching] everyday expressions Where 's...And its' It 's in / on / under....  　　[teaching difficulties] sentences: Where, is, my, car, In, the, toy, box, understanding  　　[teaching aid preparation]  　　1 the teacher prepares the tapes for teaching materials.  　　2 teachers prepare Let s talk part of the courseware.  　　3 teachers and students are ready for pen, pencil, ruler, eraser, bag and other stationery and car, toy, box, ball, plane, doll and other toys.  　　4 teachers prepare cards and pictures of the words they learn.  　　5 students prepare white paper and watercolor pen, ready to draw.  　　6 students prepare patches for the group.  　　[teaching process]  　　1 warm up and review (Warm-up/Revision)  　　(1) students practice everyday expressions.  　　(2) games Show, me, the...  　　Teachers or students say words such as "pencil", and teachers and students say Show, me, the, pencils., teachers and students put up pencils.In this way, practice other stationery words in the same way.Teachers and students play games together to improve game effectiveness and communication between teachers and students.  　　(3) the teacher plays the recordings of book Unit, 2, B, part Let, s, chant, and the students listen and clap and chant rhythmically.  　　小學(xué)英語說課稿模板英文版2  　　1. content of teaching materials  　　This section focuses on festivals and focuses on how people usually spend their holidays.This class requires students to master the National, Day, Halloween, Christmas, Spring, Festival and What do people usually do at of...I?...And free to talk about how to spend the holidays.In this class, did leads to general questions and answers as well as new ones.Because the past tense of the be verb has appeared in the first third units, it is easier for the students to master it when they are studying.  　　2. status of teaching materials  　　The selected course in this class is English 6A Unit 6 in Oxford primary school.The teaching of this unit revolves around festivals.In this section of the festival, students have the knowledge of the previous third units foreshadowing, relatively easy to depth and expansion.This arrangement reflects not only the progressive meaning of teaching materials, but also the students' knowledge level and cognitive level.On how people spend their holidays, especially in Western festivals,.Students are required to collect information in time after class.In the actual teaching, this class uses the old topic, first teaches the new sentence pattern, and uses the sentence pattern to lead the new knowledge way to unfold, this is advantageous for the student to accept and grasp, also has manifested the teaching content the continuity.  　　Say target:  　　1. teaching objectives  　　The new curriculum emphasizes the organic combination of knowledge and skills, process and method, emotion, attitude and values, and in the light of this understanding, I set the following teaching objectives: three.  　　[Objective] to students' cognitive spoken phrases and words: visit relatives and friends, go to parties, dress up in costumes, ware masks, make pumping lanterns, eat lots of delicious food, National Day, Christmas, Halloween, Spring, Festival, favourite; can use When's s...What, do, people, usually, do, at...Did you?....last...Yes, I, did./, No, I, didn, T. and so on.  　　Ability to communicate in English on holidays, and some students can introduce the festival in English fluently.  　　[Objective] through activities and games, students are interested in learning English. Students are encouraged and willing to talk and participate actively in communication.And let students cultivate their sense of cooperation and competition in the process of learning.  　　2. teaching difficulties  　　The focus of teaching is to let students master the phrase, can use phrases to communicate, the ability of students to use the phrase to describe the preliminary exercise Festival; difficulty is to enable students to understand the temporal changes in richness and realize the use of different phrases to create language.  　　Doctrine of teaching:  　　1. teaching method design  　　According to the characteristics of this English class itself and the sixth grade students' interest, I through the design of a specific image of the scene, the old with the new, continuous rolling knowledge, in order to disperse the difficulty of teaching, let students perceive and understand.At the same time, the creation of a number of tasks, from words to phrases to sentence to dialogue to pieces, make students practice and meaningful practice in multi exchange between teachers and students in learning, give full play to their enthusiasm, cultivate their ability to learn to use.  　　2. learning method guidance  　　To guide students through the method of comparison, observation and speculation gradually new language project function, let the students in practice to realize multi-level learning English "use" the necessity, to encourage students to think actively, bold attempt.  　　3. teaching means  　　According to the teaching content, teaching objectives, students' age characteristics and psychological characteristics, in order to better stimulate students' interest in learning, so as to actively participate in learning.Multimedia courseware, pictures and other teaching aids teaching, the abstract sentence in a vivid scene, the game, not only make the learning process more relaxed, can special case.  　　Say process:  　　1. warm up (Warm up)  　　(1) announce the way of study in this lesson: group competition.The seats are divided into four teams, each of which is based on the class performance of each student. At the end of the class, WINNER is added.Then, begin "one sentence for each class". The sentences taught in this class are "Lite is long if you know how to use it.""  　　[design intention] the announcement of the study style made the students full of interest in the lesson and aroused their fighting spirit and desire for the group's performance."One sentence for each class" is an essential part of every class I started in grade six.This section mainly teaches students some clever words and phrases.These sentences not only enrich students' vocabulary, improve their expression ability, but also enable them to learn idiomatic expressions in english.So as to create a good atmosphere for learning english.  　　2. take the old with the new [lead in]  　　Provide topic Birthday, free communication between teachers and students, and then use the "How do you your birthday spend" to draw the new sentence pattern of this lesson "What do you on your birthday do", and then import "Did you"..."Last birthday?" and answer.Then use the Colour topic to elicit the sentence pattern My favourite....  　　[design intention] to get rid of new knowledge through old knowledge is one of my frequently used teaching methods.With new students, students can master the sentence patterns more easily.At the same time, combine the new sentences with the old ones.It helps to cultivate students' open thinking ability.    ;      
        小學(xué)英語w培訓(xùn)講義
                    
              209      評論（9）        
            
                
                            
                
                    
        青煙繚繞
                    
                
                
            
            
        學(xué)好英語音標(biāo)是學(xué)好英語口語很重要的一部分。它不僅僅是幫助初學(xué)者學(xué)好字母與單詞的正確發(fā)音,同時(shí)也教會(huì)初學(xué)者學(xué)習(xí)語言的規(guī)律。接下來我為你整理了小學(xué)英語音標(biāo)知識(shí)點(diǎn)，一起來看看吧。       　　小學(xué)英語音標(biāo)知識(shí)點(diǎn)       　　元音部分：       　　1)、單元音：[i:]、、[?:]、[?]、[u:]、、[?:]、[?]、[ɑ:]、[?]、[e]、[?]       　　2)、雙元音：[ei]、[ai]、[?i]、[i?]、[??]、[u?]、[au]、[?u]       　　輔音部分：       　　[p]、、[t]、[d]、[k]、[g]、[f]、[v]、[s]、[z]、[θ]、[e]、[?]、[?]、[t?]、[d?]       　　[tr]、[dr]、[ts]、[dz]、[m]、[n]、[?]、[h]、[l]、[r]、[j]、[w]              　　小學(xué)英語音標(biāo)記憶方法       　　一、單元音：[i:]、、[?:]、[?]、[u:]、、[?:]、[?]、[ɑ:]、[?]、[e]、[?]       　　[i:]——諧音為：易(yi);像數(shù)字1，記憶真容易。       　　[?:]——諧音為：噢(0);噢，這個(gè)音標(biāo)就像個(gè)o。       　　[u:]——諧音為：霧(wu);杯子上有很多霧。       　　[?:]——諧音為：餓(e);一只鵝餓得暈倒了。       　　[ɑ:]——諧音為：啊(a);音標(biāo)的讀音跟拼音一樣。       　　[e]——諧音為：夜(ye);這只鵝喜歡走夜路。       　　二、雙元音：[ei]、[ai]、[?i]、[i?]、[??]、[u?]、[au]、[?u]       　　[ei]——諧音為：妹(mei);鵝有一個(gè)妹妹。       　　[ai]——諧音為：愛(ai);音標(biāo)的讀音跟拼音一樣。       　　[?i]——這個(gè)音標(biāo)找不到拼音的諧音，可以按照字母o、i的發(fā)音連讀來進(jìn)行諧音記憶。       　　[i?]——諧音和外形都像：12       　　[??]——諧音為：挨餓;外形像3只鵝;三只鵝都在挨餓。       　　[u?]——諧音為：屋鵝;一屋子的鵝都裝在杯子里。       　　[au]——諧音為：傲(ao);一個(gè)杯子很驕傲，不讓人拿它喝水。       　　[?u]——諧音為：鷗(ou);一只鵝在杯子里找海鷗。       　　小學(xué)英語音標(biāo)發(fā)音       　　48個(gè)國際音標(biāo)的發(fā)音—元音：       　　[i:] 嘴唇微微張開，舌尖抵下齒，嘴角向兩邊張開，露出微笑的表情，與字母E的發(fā)音相同。       　　[i] 嘴唇微微張開，舌尖抵下齒，舌前部抬高，嘴形扁平。       　　[?:] 嘴形扁平，上下齒微開，舍身平放，舌中部稍稍抬高。       　　[?] 嘴唇微微張開，舌身放平，舌中部微微抬起，口腔自然放松發(fā)聲。       　　[?:] 雙唇收得小而圓，并向前突出，舌身往后縮。       　　[?] 口腔打開，嘴張大，舌頭向后縮，雙唇稍收圓。       　　[u:] 嘴形小而圓，微微外突，舌頭盡量后縮。       　　[u] 嘴唇張開略向前突出，嘴形稍收圓并放松些，舌頭后縮。       　　[ɑ:] 口腔打開，嘴張大，舌身放平，舌尖不抵下齒，下巴放低，放松發(fā)音。       　　[?] 嘴唇微微張開，伸向兩邊，舌尖輕觸下齒，舌后部稍稍抬起。       　　[?] 嘴張大，嘴角盡量拉向兩邊，成扁平形，舌尖抵下齒。       　　[e] 嘴形扁平，舌尖抵下齒，舌前部稍抬起。       　　[ei] 由[e]和[i]兩個(gè)單音組成，[e]重讀，[i]輕讀，口形由半開到合，字母A就發(fā)這個(gè)音。       　　[ai] 由[a]和[i]兩個(gè)單音組成，[a]重讀，[i]輕讀，口形由開到合，與字母I的發(fā)音相同。       　　[?i] 由[?]和[i]兩個(gè)單音組成，[?]重讀，[i]輕讀，口形由圓到扁，由開到合。       　　[au] 由[a]和[u]兩個(gè)單音組成，[a]重讀，[u]輕讀，口型由大到小。       　　[?u] 由[?]和[u]兩個(gè)單音組成，[?]重讀，[u]輕讀，口形由半開到小，與字母O的發(fā)音相同。       　　[i?] 由[i]和[?]兩個(gè)單音組成，[i]重讀，[?]輕讀，雙唇始終半開。       　　[e?] 由[e]和[?]兩個(gè)單音組成，[e]重讀，[?]輕讀，舌端抵下齒，雙唇半開。       　　[u?] 由[u]和[?]兩個(gè)單音組成，[u]重讀，[?]輕讀，雙唇由收圓到半開。       　　48個(gè)國際音標(biāo)的發(fā)音—輔音：       　　[p]雙唇緊閉，然后快速張開，讓氣流沖出口腔，發(fā)出爆破音，但聲帶不振動(dòng)。       　　[b]雙唇緊閉，然后快速張開，讓氣流沖出口腔，發(fā)出爆破音，但聲帶需振動(dòng)。       　　[t]舌尖抵上齒齦，憋住氣，然后突然彈開舌尖，讓氣流從口腔噴出，但聲帶不振動(dòng)。       　　[d]舌尖抵上齒齦，憋住氣，然后彈開舌尖，讓氣流從口腔中噴出，但聲帶需振動(dòng)。       　　[k]舌后部抵住軟腭，憋住氣，然后突然間離開，將氣送出來，想咳嗽一樣，但聲帶不震動(dòng)。       　　[ɡ]舌后部抵住軟腭，憋住氣，然后突然間離開，將氣送出來，但聲帶需振動(dòng)。       　　[s]雙唇微微張開，舌頭自然放松，氣流從上下齒隙間送出，但聲帶不振動(dòng)。       　　[z]雙唇微微張開，舌頭自然放松，氣流從上下齒隙間送出，但聲帶需振動(dòng)。       　　[?]雙唇收圓并稍微突出，舌尖接近上齒齦，送氣，聲帶不振動(dòng)。       　　[?]雙唇收圓并稍微突出，舌頭稍微上卷，舌尖接近上齒齦，送氣，但聲帶需振動(dòng)。       　　[t?]雙唇略微張開突出，舌尖抵住上齒齦，用力吐氣，聲帶不振動(dòng)。       　　[d?]雙唇略微張開突出，舌尖抵住上齒齦，用力吐氣，但聲帶需振動(dòng)。       　　[f]上齒輕輕接觸下唇，然后吹氣，讓氣流從唇齒間通過，形成摩擦，但聲帶不振動(dòng)。       　　[v]上齒輕輕接觸下唇，然后吹氣，讓氣流從唇齒間通過，形成摩擦，但聲帶需振動(dòng)。       　　[θ]舌尖微微伸出，上下齒輕輕咬住舌尖，送氣，但聲帶不振動(dòng)。       　　[e]上下齒輕輕咬住舌尖，送氣，但聲帶需振動(dòng)。       　　[ts]舌尖先抵住上齒，堵住氣流，使氣流從舌尖和齒齦間送出，聲帶不振動(dòng)。       　　[dz]舌尖先抵住上齒，堵住氣流，使氣流從舌尖和齒齦間送出。       　　[tr]雙唇收圓向前突出，舌尖上翹抵住上齒齦，采取伐[r]的姿勢，聲帶不振動(dòng)。       　　[dr]雙唇收圓向前突出，舌尖上翹抵住上齒齦，采取伐[r]的姿勢，但聲帶振動(dòng)。       　　[h]嘴唇自然張開，自然呵氣，聲帶不振動(dòng)。       　　[r]舌尖向上卷起，舌頭不要接觸任何部位，雙唇稍微突出，聲帶振動(dòng)。       　　[l]舌尖抵住上齒齦，舌尖輕微用力彎曲，氣流從舌的旁邊送出。       　　鼻音       　　[m]雙唇緊閉，舌頭平放，氣流從鼻腔送出，聲帶振動(dòng)。       　　[n]雙唇微開，舌尖抵上齒齦，氣流從鼻孔里出來，聲帶振動(dòng)。       　　[?]雙唇張開，舌尖抵上齒齦，氣流從鼻腔送出，聲帶振動(dòng)。       　　輔音       　　[w]雙唇縮小并向前突出，舌后部抬起，嘴慢慢向兩邊滑開。
            
                192        評論（10）            
                        
        
                                
                
               
    
                
                
        
                    
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