英語閱讀優秀微課作品
⑴ 英語閱讀公開課評課稿
英語閱讀公開課評課稿 篇1
這次我聽了xxx老師的一節公開課，結合所聽的課及和其他老師的交流，談一點我的個人看法。不當之處，望予以指正。
一．值得推介的幾點。
1．導入部分新穎自然，易讓學生接受。課堂教學的導入，是教師在新的教學內容或活動開始時引導學生進入學習的行為方式。導入是課堂教學的一個有機組成部分，是實際教學的前奏，起著「引子」的作用。組織好一堂課的開端，可以抓住學生，控制課堂，促進學生積極思維的作用。本課教師沒有以傳統的教學方法引出今天所講的主題，而是以當前的世界熱點問題展開熱身和討論活動來導入整堂課，從而引出單元的主題----WORKING LAND。
2．教學思路清晰，活動形式多樣。對於高中英語的閱讀課來講閱讀內容的落實是一個比較困難的環節，除了閱讀內容的設計還牽涉到一個過程式控制制的問題。在這方面，鄭老師充分利用了的課後的閱讀後活動，如判斷，回答大意等多種形式。在閱讀開始前，讓學生在一定的時間里完成一項閱讀任務，在一定程度上能避免一些無效閱讀。
3．教師對教學充滿熱情，積極調動課堂氣氛。課堂氣氛是通過師生間的相互作用和同學間的相互影響而表現出來的一種群體心理狀態。建立和諧的人際關系是優化課堂氣氛的重要條件之一。鄭老師在這一點上做得很好。
4．注意培養學生的閱讀能力。在基礎的語言形式訓練上提升交際品位，為學生創設豐富的語言環境，讓學生產生交際的願望和機會，使交際具有實際內容和實際意義。
二．值得探討之處 。
1．導入的題目設得過大，在一定程度上使課堂的閱讀時間顯得局促，不妨直接把引入縮小，變成與FARMING相關的問題，諸如ARE YOU FROM A FARMER』S FAMILY？WHAT DO YOU KNOW ABOUT WORKING THE LAND？等等。
2．時間的分配上顯得不夠科學。
英語閱讀公開課評課稿 篇2
聽了黃水美老師的一堂七年級閱讀課，真是勝讀十年書啊。因為我對閱讀課的詞彙如何處理，一直比較糾結，如果詞彙、短語詳細講解，怕課時不夠；如跳過不講，又怕學生閱讀困難，所以總是將單詞進行課前或課後處理。今天黃老師的閱讀課無疑給我們指明了閱讀課詞彙教學的方向。本節課的教學內容是七年級上SectionB (2b-2c )的一節閱讀課，此篇文章由於篇幅長、詞彙量大（黑體單詞13個，白體3個），閱讀中的大量詞彙給教學帶來了挑戰，因此，如何在培養學生閱讀技能和閱讀習慣的同時進行有效的詞彙教學,提高課堂實效是黃水美老師備課時頗具挑戰的問題。黃水美老師不愧為永嘉的英語名師，教壇名將，她的本節課課堂設計既要兼顧詞彙教學的有效性，又要滲透了閱讀策略。把閱讀課中的詞彙教學結合閱讀內容開展多層次、多角度的活動，把詞彙教學與閱讀教學有效結合起來，把詞彙學習貫穿於閱讀過程的各個環節。今天，她把詞彙在閱讀前和閱讀中進行處理 ，閱讀後又設計了多個環節落實詞彙，從而達到詞彙教學和閱讀教學的最佳效果。那麼具體她是怎麼做的呢？
1、閱讀前她將一些較難單詞和重點詞彙進行處理，比如dragon boat festival./Boat race/zongzi ect／delicious/study/ American/ the United States。這些詞彙如果不在課前處理，將成為學生閱讀課文並理解課文的攔路虎，且不可通過上下文推測其意的詞彙。這些詞彙不處理，會影響閱讀課其他環節的實施。所以閱讀前，黃水美老師採用了課文圖片導出dragon boat festival./Boat race/zongzi delicious/study/ American/ the United States等詞彙，並及時創設情境讓學生在情境中運用這些詞彙，以便及時檢查教學效果。
2、閱讀中：點撥學習策略，教會學生猜詞的能力
閱讀的教學的主要任務是培養學生理解文本，獲取文本信息，培養學生的閱讀能力和養成良好的閱讀習慣。因此，即使是詞彙教學也應該為這個目標服務，才使閱讀教學更有效。可以在生詞自然出現時介紹詞彙的意思，讓學生在不同語境中去感受詞彙，去體驗詞彙比簡單的介紹更為有效，黃老師在設計閱讀任務讓學生去完成時，學生在尋找文本信息時，在具體的情境中，教會學生猜測詞義。
如在完成任務二，It』s like any other night in New York. 在學生尋找what』s the mother doing 的信息時 讓學生在情境中體會young /child/children等詞義。
在設計日任務三使，回答課文的兩個問題時，又讓學生在篇章中猜測miss/ wish/still 等詞義。這樣設計既激發學生的求知慾望，又培養了學生的猜詞能力，還巧妙的處理了本課的重點詞彙。真是一箭三雕啊！她緊接著她又以問答形式引導學生運用並鞏固這些詞彙。達到學以致用的英語教學的終極目的。
3、閱讀後：設計不同題型 ，應用鞏固詞彙
1）、挖空目標詞彙，理解填空
在完成詞彙教學和篇章理解後，她對該閱讀材料進行改編，將目標詞彙挖空，讓學生進行理解填空，而且還十分注意學生的興趣培養，在完成這一環節時，她採取接龍閱讀的辦法讓學生進行填空。
2）、然後又讓學生藉助表格內容和關鍵詞，進行小組合作復述課文，既培養了學生的競爭意識和合作能力，又時本節閱讀課在學生極度興奮中落下帷幕。收到極好的檢測效果。
總而言之，黃老師是一個個人素養優秀，有較強的課堂駕馭能力的好老師。她的這堂閱讀目標明確，教材處理得當，重難點突出，課堂設計合理，環節齊全，思路清晰，學生參與面廣，真正是一堂實在有效的英語閱讀課。但人無完人。所以這堂課也有值得探討的地方。
值得探討的.問題：
1、問題設計雖然已做到深入淺出，但由於是初三老師，忽略了七年級學生的實際水平，問題設計缺乏梯度性，應使不同層次學生都有所得，效果更好。
2、2c的任務應在課內完成，這是與課文緊密相連的內容，既可完成課文內容，不影響教學進度，又可以培養學生組詞成句和尋找文本信息的能力。
3、課文錄音至少讓學生聽一次，七年級學生正是純正語音語調的形成階段，盡量創造學生聽的環境，練習學生聽的能力。
英語閱讀公開課評課稿 篇3
王老師的本堂課可以說是一節非常成功的英語課，她非常自然而流暢的完成了教學任務。這說明她的基本功非常的扎實,而且平時對課堂教學和教學的研究一定是深入的。這節課為學生提供了足夠的時間進行閱讀、分析、思考和討論，注重了教材內容的思想性、知識性和欣賞性，開闊了學生的視野，對學生的自主學習和終身發展具有重大的積極意義。 本節課有以下幾個特點：：
1.做好前測，巧妙導入
前測是科學設計、有效教學的基礎，用好前測，教師既能了解學生的現有發展水平，又能使學生客觀認識自己的知識儲備情況，這對整體的閱讀教學具有重大意義。王老師能巧妙設題：導入時組織學生以小組為單位寫出你知道的工作名稱以及運用句型I'm going to be a teacher.使學生復習了已有知識，進一步復習鞏固與工作相關的詞彙，也為建構學習新知識做好准備。
2. 精心設計，培養閱讀能力。
在首次閱讀時，老師先設計了兩個簡單的問題：What is she going to be when she groups up? Where is Tiantian going? 然後在難度上有所提升，完成兩個填寫表格的教學任務。與此同時也引導學生關注使用一些連接詞，如first、then、next、finally等。這些詞不是難詞，但學生在平常寫作中不會有意識的去用，而王老師的處理就使文章的框架水到渠成。尤其是retell寫作策略，非常受用，學生可以根據板書的內容很清晰地復述課文，長期堅持，有助於培養學生的語感及提高學生的寫作能力。本節課結構嚴謹、環環相扣，過渡自然，密度適中，效率高。講與練時間搭配合理教師活動與學生活動時間分配與教學目的和要求一致．學生的個人活動，小組活動和全班活動時間分配合理。總之，這是一堂設計到位、行之有效的閱讀教學課。
3. 教師主導 學生主體
縱觀整堂課，學生思維活躍，而且對課堂上的活動都是積極配合的。我想主要是因為王老師的課堂教學始終貫穿以學生為主體，教師為主導的新課程理念。在老師的指導和感染下，學生處於相對自然地狀態，他們不斷地習得並使用語言，學和用每分每秒都和諧地交織在一起。全班同學積極合作，認真討論，動腦，動口、動手，真正體現了新課程使學生在合作中提升語言思維能力的理念，有效的完成了本堂課的教學任務。
4.教師的專業素質高，基本功扎實
王老師雖然是為年輕老師，但從這節課可以看出她扎實的基本功，這可以從以下幾點可以看出：
一、看語言：全英文授課，教師的課堂語言，准確清楚，精當簡煉，生動形象有啟發性。
二、看板書：雖然課程思路和重點在課件中體現得很充分，但是呂老師大氣的板書准確的表達了本課的知識要點。
三、看操作：教師運用教具，操作多媒體電腦等比較熟練。
四、看教態：王老師課堂上的教態明朗、富有感染力，儀表端莊，舉止從容，師生情感融洽。從課的開始到結束,教師始終是像一個大姐姐一樣,面帶微笑地和學生在交流,而學生也不因為有這么多老師聽課而拘束,與老師配合相當密切。
5. 教學效果好
本節課教學效率高，課堂容量很大，學生思維活躍，從上課學生回答問題的情況來看，准確率高，犯錯誤的不多見，實現了在知識、能力、思想情操目標的達成。
6. 不足之處及改進建議
當然，金無足赤人無完人，本節課也存在幾點不足之處：
(1)、整體時間安排有些前緊後松。沒有給個體學生留下足夠的機會去展現自我，比如說在復述課文與讀小作文時，每次活動只有一男一女。
(2)、整堂課沒有照顧到全體學生，尤其是對後進生有所忽視。長期的全英語教學教學使得好學生越來越好，但基礎差的就很難跟上。
(3)、整堂課老師缺乏激情，顯得很平淡。
英語閱讀公開課評課稿 篇4
教師的備課重難點突出，層次性強，知識挖掘的有廣度、有深度、有梯度。下面我想談談這節課的優點：
一、教師素養
該老師教學基本功扎實，能夠正確使用英語進行教學，語言清晰，表達准確。教學態度真誠，師生關系融洽。在教學內容方面，也比較豐富，嘗試以學生為主體，寓學於樂。有自己的獨到之處，讓學生或老師們記憶深刻，久久不忘。
二、教學特色
該老師執教的這一堂課是一堂清晰實在，扎實系統，動靜結合的英語課。教師以新的課程理念為指導，充分考慮初二學生的特點，在本課的教學設計和組織上注重了以下幾個方面：
1、教學創情景，激勵促參與
教者充分調動學生學習的積極性，激發他們學習英語的興趣，幫助他們建立學習的成就感和自信心
2、依靠多媒體技術，整合教學資源。充分運用電腦及網路資源，開發英語教學資源，拓寬學生學習渠道，改進學生學習方式，提高教學效果。將網路提供的豐富的教學資源，融入到英語教學中。
3、課堂設計新穎，任務性強。《課程標准》中指出，本課程倡導任務型的教學模式，讓學生在教師的指導下，通過感知、體驗、實踐、參與和合作等方式，實現任務的目標，感受成功。教者採用的教學方法與傳統的方法相比，充分發揮學生的主體作用。這堂課是一節不錯的任務型教學的嘗試。
我認為這節課是一節非常成功的閱讀課！
⑵ 小學英語微課設計教案
小學英語微課設計教案5篇
英語教學中在理解、掌握的基礎上達到熟練是課文教學的基本要求。你在英語教學之前有準備一篇英語教案？它能幫助你順利開展教學活動。你是否在找正准備撰寫「小學英語微課設計教案」，下面我收集了相關的素材，供大家寫文參考！
小學英語微課設計教案篇1
一、教學目標
知識目標：
1. 學會使用句型「What did you do at the weekend?」和「Where did you go?」並懂得使用相應的過去式進行對話。
2. 能有感情地朗讀課文，並進行角色扮演。
3. 能用動詞過去式詢問上周末的活動情況。
能力目標：
1.會用「What did you do at the weekend?」和 「Where did you go?」詢問過去發生的事情。
2.通過活動體驗，在交流中學會談論上周末從事的活罩頃動，談論不久前發生的事情，發展綜合語言運用能力。提高學生跨文化交際意識。
情感目標：
培養學生學習興趣，鼓勵學生積極合作，引導學生了解西方文化古跡，樹立旅遊意識。
二、教學重點與難點
教學重點：
1. 能聽懂、會說並能熟練使用單詞weekend, place, trip, along, river, twenty, minute, hour, best以及片語the British Museum, bus ride.
2. 能聽懂、會說並能熟練使用句子What did you do at the weekend? 和Where did you go?
教學難點：
能夠在真實情境中對單詞、詞彙及句型進行綜合的運用。
三、教學方法
1. 通過教師引導示範，學生自主識記，小組合作，朗讀合作等多種形式，使學生讀懂文章並掌握重難句的實際運用。
2. 通過兩兩對話提高學生學習英語策略及口語交際能力。
3. 通過「爭當小記者」活動激發並保持學生學習英語興趣。
四、教學准備
課件，Flash視頻，詞卡，Daming和Amy頭像，記者證
五、教學過程
Step1: Warming-up
1) Greet to the students.
2) Listen a song「Where did you go?」唱關於旅遊的歌曲，為新課做鋪墊。
Step2: Lead-in
1)教師出示自己的旅遊照。T: Class, I went to Jinan this weekend. I took lots of photos and ate delicious food. So I had a happy weekend. Do you know weekend?新授weekend,講解其含義。
2)T:I had a happy weekend. Our friends Amy, Lingling and Sam had a happy weekend too. What did Amy, Lingling and Sam do at the weekend?導入課文教學。
Step 3: Presention.
1) 學生觀看整課的Flash 視頻，整體感知文本。找出 What did Amy, Lingling and Sam do at the weekend?
2) 根據文本的具體情況，分段聽文本。採用任務型教學法，每一個段落設置相應問題，讓學生帶著問題找答案。
對於文本第二段，教師設置的問題：Where did Amy, Lingling and Sam go? Ss: They went to the British Museum. They visited Big Ben and the London Eye.教師講授the British Museum.
對於文本第三段，讓學生跟讀Flash並且找出What did Lingling like best? Ss: She liked the bus ride best. 教師講解本段中出現培轎的新詞彙。
3)學生整體跟讀一遍文本，注意模仿語音語調。
4)學生自讀，遇到不會的單詞及不懂的句子可以尋求老師的幫助。
5)學生齊讀課文物中陸。
Step 4: Practice.
1) 教師借用Amy 和Daming頭像，和學生一起提煉文本重點句，形成一組新的對話，並板書。
Daming: What did you do at the weekend?
Amy: We visited lots of places.
Daming: Where did you go?
Amy: We went to the British Museum, Big Ben and the London Eye.
同桌兩人對話，男女生讀操練對話。
2) 你問我答：Travel around Dezhou.
教師准備一張圖片，上面選取德州的幾個景點，如：長河公園，新湖風景區，減河濕地等，每個景點下面對應相應的活動，如：did taijiquan, took photos, played chess，etc. 教師示範後，同桌兩人一組，自主練習。
Step5: Extension.( Talk about our travel.)
T: We all had a happy weekend. We went to lots of places and did many things. But I think in our holiday, we were happy too. Now look at this photo. This is me. Who can ask me some questions?
S1: Where did you go?
T: I went to Tianjin. Other questions?
S2: What did you do?
T: I visited my friend. You must have happy holiday too. Now 4 Ss a group. Ask and answer.
學生小組討論。
選取小記者，隨機提問班裡的同學。
最後教師總結：You went to lots of places. Now let』s enjoy our class』s travel(教師課前收集學生旅遊照，自製學生旅遊視頻)。 The world is a wonderful book and those who do not travel can see only a page of it.
Step6: Homework.
Describe your travel to your friends.
板書設計：
Unit1 Where did you go?
Daming: What did you do at the weekend?
Amy: We visited lots of places.
Daming: Where did you go?
Amy: We went to the British Museum, Big Ben and the London Eye.
小學英語微課設計教案篇2
單元教學目標：
1、 能力目標：
(1) 能夠簡單描述自己教師的體貌特徵及性格特點，如：We have a new English teacher. He』s tall and strong. He』s very funny.
(2) 能夠詢問並介紹學校里教師的情況，如：Who』s your English teacher? Mr Carter .He』s from Canada. What』s he like? He』s tall and strong.
(3) 能夠聽懂一些描述人物特徵的簡單對話，完成學生用書中的Let』s try 部分。
(4) 能夠聽懂、會唱歌曲「My New Teachers」.能夠靈活替換歌詞中的
科目及表示人物特徵的形容詞。
2、知識目標
(5)理解A、B部分Read and write 中的會話，並根據提示填充句子或 回答問題。
(6) 聽、說、讀、寫A、B部分Let』s learn 和Read and write 中的四 會單詞和句子。
a) 理解Let』s start、Let』s find out、Let』s sing、Let』s chant 和Pair work 等部分的內容。
b) 了解Pronunciation部分的字母組合在單詞中的發音，並能熟練讀 出例詞。
c) 了解Task time 、Story time、Good to know等部分的內容。
(7)情感、策略、文化等有關目標：
a) 情感態度：根據小學高年級階段學生的特點，引導他們在英語學習 過程中更大限度發揮自主學習能力，積極主動地進行英語學習，更好地激發他們英語學習的興趣。
b) 學習策略：學習過程中注意培養學生合作學習的態度和方法，有效 利用學生用書中設計的Pair work 、Group work、Talk and draw 以及Task time部分，培養學生合作學習的意識。
c) 文化目標：了解中西方國家在稱呼人名上的不同習慣。
單元教學課時安排
第一課時A Let』s start Let』s learn Let』s chant Let』s find out
第二課時A let』s try Let』s talk Let』s chant C Good to know
第三課時A Read and write Pair work C Story time
第四課時B Let』s learn Let』s chant Let』s sing
第五課時B let』s try Let』s talk Group work C Task time
第六課時B Read and write Talk and draw Pronunciation Let』s check
小學英語微課設計教案篇3
教學目標
1. 語言知識目標：
1) 能掌握以下單詞：rules, arrive, late, hall, dinning hall, listen, listen to, fight, sorry
2) 能掌握以下句型：
① Don't eat in class.
② You must be on time.
③ Eat in the dining hall.
2. 學會用英語表達一些標志的含義。
3. 熟練使用目標語言談論對某些規章制度(校規、家規等)的看法
3. 情感態度價值觀目標：
能用英語表達和制定一些簡單的規則，理解沒有規矩不成方圓;無論是在學校時還是在家庭中以及以後走上社會都應當遵守規則，按規則辦事。
教學重難點
1. 教學重點：
1) 肯定祈使句是省略掉主語的原形動詞開頭;
2) 否定祈使句則是在肯定祈使句前加上「don』t」。
3) 情態動詞must及have to在用法上的區別。
2. 教學難點：
掌握祈使句的用法，並能聽懂、會說一些簡單的祈使句。
教學工具
多媒體
教學過程
Ⅰ. Warming-up and revision
教師進教室後，使用祈使句請學生們完成一系列動作：
Please stand up/ sit down. Close the door, please. Look at me and listen to me.
Don』t open your books. Don』t talk. Let』s begin our class.
學生聽教師的指令完成各種動作，教師也可將指令寫到黑板上，讓學生從視覺上考察祈使句的特點。
Ⅱ. Presentation
教師出示書上1a 的圖片，向學生提問。
指著圖上奔跑的男孩提問
T：What』s the boy doing? S: He』s running.
T: Where is he running? S: He』s running in the hallways.(板書，教讀)
T：Can you run in the hallways? S: No, I can』t.
T: So please don』t run in the hallways.(板書，教讀)
(= You can』t run in the hallways.)
學生跟讀數遍，明白祈使句和「can」的表達含意。
T：Why is he running in the hallways? S: He』s late.
T: Oh, he』s late for class.(板書，教讀)
You can』t arrive late for class.(板書，教書) = Don』t arrive late for class.
…
Ⅲ. 1a
T: Now, Look at the picture on your textbook. Each of the students is breaking one of these rules.
Please finish 1a.
學生看圖，完成1a的內容，檢查答案並大聲朗讀校規。
Ⅳ. Listening
1. T: Now let』s listen! What rules are these students breaking? Write the numbers after names?
2. 學生們聽錄音，完成1b，選出四位學生都違反了哪條校規;聽之前，學生要讀會英文名。
3. Check the answers:
Ⅴ. Pair work
請兩位學生朗讀1c部分的句型;要求學生兩人一組對話表演，SA扮演外校轉來新生，SB告知本校校規。(學生可經過討論，多說出他們想到的校規，不必只限於書上;教師應給予幫助)
Ⅵ. Listening
1. Work on 2a:
First, let's read the sentences in 2a together.
T: Now, let's listen to the recording. Check the activities Alan and Cindy talk about.
Ss listen to the recording and check the activities they hear.
Play the recording again for the Ss to check the answers.
2. Work on 2b:
Make Sure Ss know what they should do.
Listen to the recording again. Can Alan and Cindy do these activities? Circle can or can't above.
3. Check the answers:
Ⅶ. Pair work
1. Suppose you are Alan and your partner is Cindy. Talk about the rules in 2a.
2. Let some students come to the front and act out the conversations.
Ⅷ. Role-play
1. Read the conversation and find some rules in this school?
2. Ss read the conversations and find the answers to this question.
3. Check the answers:
( Don't be late for school. Don't bring music players to school. You always have to wear the school uniform. You have to be quiet in the library. )
Homework:
1. Remember the new words and expressions.
2. 完成下列句型轉換試題
1)I can play computer games on weekends.(一般疑問句)
_________________________________? Yes, ____________.
2) He has to wear uniform.(變否定句)
He _____ _____ _____ wear uniform.
3) I have to wear sneakers for gym class.(一般疑問句)
_____ you ____ ____ wear sneakers for gym class? Yes, I ____.
4) They have to wash clothes.(提問) ____ do they have ____ ____?
5) You can』t go out on school nights.(換一種表達) _______ go out on school nights.
6) Don』t talk in class.(同上) No _________.
課後習題
1)I can play computer games on weekends.(一般疑問句)
_________________________________? Yes, ____________.
2) He has to wear uniform.(變否定句)
He _____ _____ _____ wear uniform.
3) I have to wear sneakers for gym class.(一般疑問句)
_____ you ____ ____ wear sneakers for gym class? Yes, I ____.
4) They have to wash clothes.(提問) ____ do they have ____ ____?
5) You can』t go out on school nights.(換一種表達) _______ go out on school nights.
6) Don』t talk in class.(同上) No _________.
板書
Section A (1a-2d)
Main sentences:
1. Don't arrive late for school. You must be on time.
2. —What are the rules?
—Well, we can't arrive late for class. We must be on time.
3. Listen to music in the music room.
4. We always have to wear the school rules.
5. We have to be quiet in the library.
小學英語微課設計教案篇4
教學目標：
1.知識與能力技能目標
(1)掌握生詞： lay , caterpillar , become .
(2)讀懂語篇，學習蝴蝶的有關知識。
2. 過程與方法目標
在自主與合作交流的學習過程中，感受蝴蝶蛻變的美，學習有關蝴蝶的知識。
3.情感態度價值觀目標
培養學生熱愛自然的美好情感;激發學生的探知熱情，讓學生體驗合作的愉快，培養學生的創造力與想像力以及跨學科學習的能力。
教學重點：
幫助學生讀懂語篇。
教學難點：
使學生能用英語講述蝴蝶的生長過程以及介紹蝴蝶的有關知識。
教具准備：
課件、錄音帶、蝴蝶蛻變過程視頻
教學過程：
一、 自主式導讀
Warming up:
T: Nice to meet you ! Do you like insects ? Which
insect do you know?
Ss: ants, ladybirds, flies, butterflies…
T: Among all the insects, which one is the most beautiful?
S1: Butterflies.
T: Yes , butterflies are one of the most beautiful insect in the world. I have some pictures about butterflies . Do you want to have a look ?
In this lesson we are going to talk about butterflies.
板書課題Mole4Unit2 Butterflies(學生齊讀課題)
出示學習目標：(齊讀學習目標，明確本節課的學習目的)
1、我能聽所讀寫單詞： lay , caterpillar ,become .
2、我能讀懂語篇，學習蝴蝶的有關知識。
T: Do you known how about a butterfly grows ?Let』s watch a video together !
Ss: Ok !
T: It』s so magical !Do you want to talk about it by yourself ?
Ss: Yes .
T: You shoud rely the teaching outline to learn the text .
導學提綱
Where does a butterfly lay eggs?
How are the eggs?
What do the eggs become?
What do they eat?
What does this big and fat caterpillar make?
What colour is it?
It opens, what comes out? How about it ?
What makes it dry?
學生自學
通過導學提綱的引領認真閱讀文本內容，將導學提綱中出現的問題及生詞勾畫出來。
二、互助式解疑
以小組形式，組員分別提出自己的困惑，小組討論解決。
Ss:小組活動解決生詞、及導學提綱里提出的問題。由小組長負責帶領組員進行學習(小組長要給於組員一定的任務，做到人人有事做、人人有問答)
T: 在學生合作學習的同時及時給於一定的幫助，引導讓學生思維都動起來。
三、探究式點撥
師生討論
1、Play the tape and tell the students to listen to the tape carefully .
2、Please answer the questions .
3、Read the sentences to introce the growth of a butterfly..讓學生讀句子，介紹蝴蝶的生長過程。
四、強化式拓展
1.根據板書重新回顧本課的重點內容：A butterflies lays eggs .The eggs become small caterpillars.
The caterpillar makes a house .It is a cocoon .The cocoon opens . A butterfly comes out.
2.Please study hard you can be a beautiful butterfly one day.
Assignment:
製作有關昆蟲的資料冊、手抄報
小學英語微課設計教案篇5
教學目標：
1.知識目標
words :when back those ice cream with finish hurry wp wait drop
(2個片語2個過去式 came dropped)
sentences: When did you come back
We came back last Sunday.
I dropped my ice cream.
2.能力目標
(1)學生能認讀並拼寫本課單詞
(2)掌握動詞的過去式形式
3.情感目標 運用過去式描述過去發生的事情
教學重點：
動詞過去式的形式及相關句型
教學難點：
1.一般現在時 一般過去時 一般將來時的區別
2.含有動詞過去式的特殊疑問句的構成
教學過程：
一、Warm-up
T: Hello,boys and girls. How are you
S: I'm fine thank you.
T: Today Let's talk something about summer holiday, OK
I have three questions.
Number1
Where did you go
S: I went to...
T: Olny yourself And your mother and farther. Yes! So you can say. I went to...with...
(設計目的：復習go的過去式went.同時引出with這個單詞!
What did you buy
I bought…。
(設計目的：復習buy的過去式bought.)
When did you come back
1.用come here學come back幫助學生理解
2.I went to Henan in Summer holiday.
Now it's September.I came back last month.(利用日歷學習)
用last month幫助理解when,進一步學習
3 對比學習come---came
ask and answer in pairs(設計目的：不僅學會回答，也掌握問句)
summary: 總結過去時
go--went do—did
come--came buy—bought
二、以ice cream 引出所學內容，
(1) T: Boys and girls are very clever,so today I bring some presents. Oh,look ,it's an...
(板書ice cream並教授，教師拿著卡片問Do you like these ice creams S: Yes.
T:look at those ice creams. They're nice.(板書those.並對比學習these-those
(2)出現bus的圖片，邊做動作邊講hurry up,通過揮手講wait for us
finish吃完(找幾個學生，發給他們幾塊小東西，很快能夠完成的)
1 教師先模仿，吃完手中的東西說：I finished my ..
2 對一個學生說Please finish your..這個學生再對下一個學生重復同樣的句子
3 全班同學一起說"Please finish your.."
drop-dropped 通過動作。
I dropped my pen/book....
三、review the words
1. Look at the blackboard and read together
2. Look at the word cards and read.
3. Play a game: I say a word to a student quietly, let otherstudents guess.(設計目的：練習單詞的發音)
4.Play a game:用單詞卡只露第一個字母。讓學生猜單詞(設計目的：練習單詞的認識及拼寫能力。eg:w:with,wait, when在這里可以通過比賽貼ice cream然後掉了一個。再練習dropped.
四、Listen and point.
1.Listen and point.
2.Listen and repeat.
Step V do the exercises.
read and Choose T or F.
1.Lingling is in London with Sam and Amy.
2.They are back yesterday.
3.They came back yesterday.
4.john lives near Amy and Sam.
5.John dropped his ice cream.
Activity:
Name:_________
Where did you go
I went to _________
When did you come back
I came back__________
五、Homework
描述自己的假期旅行。包括(when where who what how)。
⑶ 小學英語閱讀設計方案範例五篇合集
小學英語閱讀設計方案範例五篇合集 通過英語課外閱讀，豐富英語涵養，提升英語能力，挖掘英語潛力，藉助多種形式的英語課外活動。下面我就和大家分享小學英語閱讀設計方案，來欣賞一下吧，希望能夠幫到你們.
小學英語閱讀設計方案一
一、指導思想
通過舉辦校園英語節，營造濃厚的英語交際氛圍，讓學生感受英語，應用英語。通過舉辦豐富多彩的各項活動，激發學生學習英語的興趣，培養學生的創新精神和實踐能力。為學生提供展示才能的舞台，拓展學生視野，豐富校園文化。
二、活動 口號
英語節將以todothemost，toshowthebest（積極參與，秀出自我）
kissenglish，kisstheworld（親近英語，擁抱世界）為主題，通過系列活動，營造語言氛圍，拓展學生視野，培養學生情趣，激發英語興趣，展示語言能力，促進和諧發展。
三、活動宗旨
人人參與、經歷過程、體驗快樂、培養能力。
四、活動時間
2020年5月4日----2020年5月31日
五、活動內容
略
六、活動獎勵
以上活動以年級為單位，各項比賽設一、二、三等獎若干名，獲獎證書由教導處統一發放。學校英語教研組組織教師認真做好評選工作。每年級評出組織獎一名，同時評出學校英語單詞大王、英語介紹明星、英語書法明星、英語文化小使者、英語寫作之星等。獲獎作品採用展板形式進行展出。
小學英語閱讀設計方案二
一、指導思想
小學階段開設英語課程的目的，是培養學生學習英語的積極情感，形成初步的英語語感，為其打好語音、語調基礎，最終使學生具備初步的用所學英語進行交流的能力。要適應社會、時代的需求，應以學生發展為本的思想、以學校發展的眼光對待英語教學。
成功的英語教學要依賴大量的語言材料和語言實踐，然而我們在多年教學實踐中感到：小學階段的學生接觸和使用語言的時空受帶祥握到一定的限制。課外閱讀是語言學習的一個重要方面。閱讀教學在外語教學中起著十分重要的作用，長期蠢慶以來在我國的英語教學中，閱讀課一直是重視的科目。還有，閱讀是鞏固和擴大詞彙量的好方法。然而現行的小學英語並無明確的英語閱讀教學目標和配套的閱讀教材，因此在小學階段開設英語課外閱讀課具有重要的現實意義，也是時代發展的必然趨勢。
二、總體目標
面向全體學生，注重素質教育。關注每個學生的情感，激發他們學習英語的興趣，激發學生廣泛的閱讀興趣，使學生喜歡閱讀，感受閱讀的樂趣。引導學生注重積累，注重閱讀感受和體驗，培養語感。培養學生良好的閱讀習慣。增強學生閱讀理解和分析鑒賞能力。使他們在學習過程中發展綜合語言運用能力，提高人文素養。
三、閱讀目的
1.擴大學生的詞彙量。通過課外閱讀，讓學生掌握更多的詞彙，進一步提高英語的閱讀水平和范圍，讓他們的生活不再僅限於課堂上，讓他們體驗到學習英語的快樂。
2.積極營造書香校園，激發學生英語課外閱讀的興趣，培養學生良好的英語閱讀習慣，拓寬學生的英語視野，全面提高學生的綜合英語素養。
3.介紹英美文化背景，幫助學生理解不同文化背景下的習慣用語並增加學習興趣，拓寬眼界，增長知識。
4.通過英語課外閱讀，豐富英語涵養，提升英語能力，挖掘英語潛力，藉助多種形式的英語課外活動，全面展示學生的英語閱讀成果，建立自信、激發動力，為學生的可持續發展奠定厚實的基礎。
四、閱讀對象：三到五年級的學生。
1.注重單詞片語的積累，讓學生自備一本專用記錄本，記下所學的單詞，片語或小語法等，以便經常翻閱，復習，防宴旅止遺忘。
2.在各個班級制定英語角，鼓勵學生動手製作英語小報。
五、具體目標
一級（三年級）：
1.在圖片的幫助下聽懂和讀懂簡單的小故事。
2.能交流簡單的個人信息，表達簡單的情感。
二級（五年級）：
1.能藉助圖片讀懂簡單的故事或小短文，並養成按意群閱讀的習慣。
2.能結合上下文，理解句子。養成用英語思維的習慣，閱讀速度有所提高，能夠根據閱讀材料的相關內容，回答一些較為復雜的問題。
六、方法指導
1、首先，提供語言感受，重視輸入。
對於首先呈現的故事素材，教學中要給學生盡可能多地提供感受語言的機會。教學中可以通過教材上的故事連環畫，根據故事內容製作的動態課件，教師聲情並茂的表演和體態語言等多種輸入方式，使得學生運用多種感官，如用眼、用耳、用腦等來感受故事的情景和內容。與此同時學生會積極地接收各種信息、發現事實、發現問題，如生疏的詞語，進而逐步形成通過整體接受事實、領會故事概要的能力；根據感受到的相關信息猜測、推測生疏詞語和解決問題的能力；逐步養成認真觀察、仔細聆聽、積極思索發現等積極學習的態度和良好的語言學習習慣。
2、其次，要緊扣故事素材，強調理解。
理解過程採取由表及裡、從易到難的方式，要有層次性。例如：可以先引導學生看故事的插圖和故事的標題，要求他們能預測故事的大意；再讓學生看圖聽錄音或教師表演，要求他們能弄清故事中的人物以及人物之間的關系；再讓學生邊看邊分節聽故事的錄音，要求他們能選擇判斷哪幅圖表現這段錄音的情節；最後組織學生看圖整體聽故事錄音，要求他們能回答有關理解性問題等等。分層次理解故事的方式或活動力求多樣，另外對學生的表現要及時評價，這樣有助於樹立他們學習的成就感和自信心。
除此之外，還要注意在故事教學中導入語言知識，促進學生的理解。
故事中肯定會有些新的詞語和句型結構，要根據實際把握時機在恰當層次的理解活動中採用直接式或間接式，集中方式或分散方式，甚至以直接翻譯的方式自然巧妙地導入。但是在教學時要講究分寸，在理解過程中這些語言現象導入的主要目的是幫助和促進學生對故事更准確全面的理解，絕不可為單純去教詞彙句型而造成對故事理解活動的干擾或終止。當然可以有意識地採取板書、出示卡片等方式強調新的詞語和結構，以引起學生的注意。對於這些目標語言點的進一步學習和操練，可以在後面有所設計和安排。學生在故事理解過程中對這些新語言現象的初步感受，又能為他們進一步學習、操練、掌握和運用這些詞彙和句型結構作好鋪墊。
3、最後，還要注重模仿表演，強化體驗。
根據小學生的特點，在英語學習中，還是應該注重模仿。所謂模仿並不是機械地跟讀。學生的模仿活動一定是在理解故事的內容和情節之後。沒有理解的跟讀活動是毫無意義的。模仿活動的主要目的是讓學生能用准確的語音語調和情感說英語。要盡可能多地讓學生跟著錄音機進行模仿。表演是讓學生扮演故事中的角色，通過groupwork等合作學習的方式進行語言表達的初步體驗。心理學認為，帶有情感、伴隨動作表演故事有助於學生語言的內化，進而能促
進語言運用能力的提高，這一點在高年級的英語教學實踐中獲得了很好的印證。當然，對於程度好的學生還可嘗試讓他們創造性地對故事進行改編並表演，以第三者的身份用陳述的方式介紹故事的內容等等，逐步培養他們高層次的語言表達和運用能力。
七、保障措施
1、創設閱讀氛圍
建立班級英語角及其它學習陣地。可以向學生徵集英語方面的課外書籍，讓學生將書帶到教室，方便學生進行課外閱讀。充分利用教室內外的櫥窗、黑板報、手抄報等陣地展示經典佳句，展示學生的閱讀成果，營造誦讀的氛圍。
2、指導閱讀方法
幫助學生制訂課外讀書計劃，指導課外讀書方法，組織學生開展形式多樣的閱讀交流活動，對不喜歡讀書的學生，要特別關注，經常引導、鼓勵、熏陶、點撥。
教師自身也要以身作則，不僅對“必讀書”要熟悉，還要拓展閱讀面，多讀書，好讀書。
3、保證閱讀時間
4、開展課外閱讀專項活動
（1）利用英語課的freetalk時間，讓學生介紹自己的閱讀故事。
（2）開展課外閱讀手抄報比賽、連環畫比賽、講故事、演短劇、閱讀競賽等多種活動。
（3）定期評出“故事大王”、“小翻譯家”，並且給予少量的物質獎勵，如課外閱讀材料。
（4）發動學生搜集英語故事，定期進行閱讀推薦會。
小學英語閱讀設計方案三
一、教材分析
Unit 5 這一單元的主題是Numbers，學習數字、交通工具、玩具、表達名詞的復數，一首數字歌和學習四個以字母暗線編排的新單詞insect、ink、 jacket和jeep，以及含有這四個單詞的一首兒歌等內容。由於內容較多，本單元計劃安排四課時。Lesson 1 為這一單元的第一課時，學習數字 one two three four five ，知道各表示的是數字幾，同時學習，火車，汽車，球 洋娃娃，玩具熊的英文表達法，通過學習能夠根據圖片快速地說出英文單詞，以及與數字有關的表達 How many。對於數字1～5的英語說法，大多數孩子較為熟悉，應注意正音，特別是three |θri：| 較難掌握。在有意義的情意中，學習How many句型，理解數字與“多少”的聯系，為後面學習名詞的復數形式作鋪墊。
二、學生狀況分析
一部分孩子在幼兒園或學前班接觸過少量英語，大多數孩子屬初識英語。這些一年級的孩子天真、活潑、大膽、熱情、積極，對英語學習興趣濃烈，他們喜歡說、唱、玩、演、做游戲、比賽等活動，且樂於表現自己。但他們的注意力不易持久，無意注意佔主要，所以宜盡量採用活動式教學法並貫穿整個教學過程。通過近三個月的學習，這些孩子已經掌握了一些簡單的日常問候用語，能大膽地模仿並進行跟讀；能聽懂一些簡單的課堂用語，並作出相應的反應；並能就個人的特徵，如名字、性別等進行簡單介紹；學習了顏色、學慣用品、動物、水果、五官部分等單詞，能表達問候、致謝，有濃厚的學習英語的興趣、有一定的自信心。
Numbers
教學目的：
1﹑學習數字 one two three four five ，知道各表示的是數字幾，同時學習，火車，汽車，球 洋娃娃，玩具熊的英文表達法，通過學習能夠根據圖片快速地說出英文單詞。
2、能夠聽懂表示詢問數量的功能句：How many ……?並能夠根據詢問用數字one ，two ，three……來回答。
3、學生能夠快速的指讀朗讀新單詞。
4、小游戲鞏固所學的新單詞，同時使學生感到在快樂的學習英語，為今後學習英語建立興趣。
教學重點：
學習單詞one、 two 、three 、four、 five、train、ball、 doll 、car 、teddy bear，掌握其意思並能夠認讀。
能夠聽懂表示詢問數量的功能句，並做出回答。
教學難點：
區分單詞ball、 doll 、掌握其讀音，不混淆。
教學准備：
ppt，火車及汽車的喇叭聲、實物教具。
教學過程：
一、熱身（sing a song ——Happy birthday song）
T：剛才唱的歌是為Sam 慶祝生日，那麼你們看這是誰?
出示Mocky的圖片。問，Who is this?
S： Mocky
T： Mocky的生日也要快到了，I want to buy some gifts for him ，can you help me ? S： Yes！
二、呈現新知
T： 我們一起去商店為Mocky挑選禮物，但商店離這里很遠，我們選擇什麼交通工具呢?listen！
（一）car train
1.教師播放汽車的喇叭聲。
估計：學生很快地說出汽車。
對策：T： Yes ，by car，同時教師出示小汽車的圖片，教讀 car ，指生讀，教師加動作做開汽車的狀態，di di car ，di di car，
T： the store is too far， so we must by train get there
2.教師播放火車的喇叭聲，同時拿出單詞卡片教讀train ，
a先教師教讀幾遍，b分男_，c教師雙手放在身體兩邊做車輪轉動 轟隆隆 train， 轟隆隆 train ， d di di car， 轟隆隆 train
3.帶領全班復習這兩個單詞。
過渡：Look，we are at the store gate， Let us go in and have a look！看我們來到了商店門口，讓我們快進去看看吧！
（二）one two three four five
1、播放課件（商店大門敞開）
T： what can you see?
估計：學生會說出很多的中文.
學過的單詞可能會用英文說出。
對策：教師引導：I can see an apple.
如果此時學生說出的是幾個物品，教師要告訴學生一個，用a，an 多了要在單詞後加s。
同時教師可以舉例說明 bananas
2、教師指著蘋果問：what ‘s this ? s： apple
教師：How many apples ? （教師多說幾遍，並告知學生意思，使學生形成初步的意識））
估計：有的學生會說出中文一個，有的可能會說英文的one.
T；There is one apple 引出 one .同時出示單詞卡片 one.
教師教讀單詞，指生朗讀，同時伸手錶示數字1。
3、教師指著屏幕問：How many cars?
教學單詞 two ，請學生聽老師的發音，帶領學生朗讀，看圖片進行朗讀，教學順口溜：one one two，（還可以讓學生伸手記憶）
4、同法學習three， four，five
5、運用手勢復習1——5的英文表達法，同時激起學生表達的_
6、play a game ____Lishen and show your fingers
Let’s play a game .
規則：當老師說完數字後，生立即舉起自己的手指，舉得最快並且對的同學可以得到一個笑臉。
（目的 鞏固數字1-5的表達。）
（三）doll ball teddy bear
1、教師出示皮球 look！ 教師一邊拍球一邊數數，帶領學生數數。
請個別學生試拍（要求邊拍邊數）
2、教師舉起皮球：this is a ball
請學生跟讀，讓學生感知b的發音，然後記憶。
3、看屏幕：How many balls ?
How many cars ?
How many ……?
T： Who can ask other any questions ?（Who want to be a little teacher?）
估計：學生會說出，但單詞後的復數形式不會加上。
不會問
對策：教師可以指導學生加上s，並教授讀音。
教師引導如教師說：how ……讓學生說後面的，降低孩子說的難度。
T： （拿著洋娃娃）I am a girl ，so I like doll， （我喜歡娃娃），You are a girl ， do you like doll?（指著一名學生詢問）
4、請學生摸摸洋娃娃，並跟讀doll，齊讀，小組讀
Guess how many dolls ?（關掉大屏幕）
教師用yes 或者no來回答。激發學生參與的興趣。
教師出示； 區分ball 和 doll
A 從讀音上 ，區分 b ，d 教師教讀，使生感知二者的發音。
B 教師拿兩張圖片 請生朗讀鞏固，然後快速的出示其中一張，請生朗讀，鍛煉學生的反應與記憶。
5、T：Look！He is my son， his favourite toy is teddy bear ，do you like teddy bears ?
學習 teddy bear，師領讀，生跟讀，小組讀，個人讀。
6﹑Let count.
多媒體光碟（師帶著數第一個，生完成其他）
7﹑T：Today we see so many gifts，which gift is for Mockey?
Let us play a game，the winner choose the gift for Mockey.
每個學生手裡都有一個新單詞卡片，教師讀，當聽到自己手中的讀音後快速的起立，並大聲朗讀。如果正確為其小組畫一個笑臉，哪組笑臉最多哪組勝利，然後由這小組決定送給Mocky什麼禮物。
8、sing a aong.
幫 Mocky 選好了禮物，讓我們提前祝福 Mocky 生日快樂，將生日快樂歌送給他！
小學英語閱讀設計方案四
教學目標：
1、知識目標學會如何用英語表達顏色的單詞，學習單詞red\yellow\blue\black \white和句型What colour is it?It’s?並能運用到實際生活中。
2、情感目標提高學生學習英語的興趣，調動學習積極性，在課堂教學活動中激發了學生的團隊合作精神。
3、能力目標發展學生綜合運用語言的能力同時也培養學生的觀察力。
設計理念：
由於本節課是一年級教學內容，所以本節課的教學以輕松，愉快的學習氛圍來貫穿整堂課，以學生為主體，以多媒體和教具的形式創設不同的學習情境，充分讓學生的發揮主動和創造的學習英語的空間。教師引導學生學習的整個環節，通過聽，說，唱，演，讓孩子們主動的探究知識，激發孩子學習的興趣。
教學過程：
一、 Greeting
1、Sing a songs：《Little Rabbits》 （表演唱形式）通過播放課件，師生跟著大屏幕邊做動作邊演唱這首英語歌曲，營造好的英語學習氛圍，拉近師生間的情感距離。
讓孩子在課堂上得到全身心的放鬆。積極參與到課堂中來。
2、Free talk：hello / Good morning / Nice to meet you！
教師與學生問候。
二、Revision
以看圖片進行游戲形式復習單詞。為新課作好准備。
三、presentation.
1.教white，black，red，yellow，blue.
（1）播放課件。
讓學生看屏幕里的不同顏色衣服的卡片引出顏色單詞white\black.學會這兩種單詞後進行拍手說： Colour，colour，what colour. Black，black，Its black..
Colour，colour，what colour. White，white， Its white.
（2）教師播放藍天flash，引出單詞blue.教師領讀，學生跟讀。
（3）教師拿出一個盒子，讓學生猜水果。由草莓和香蕉引出另兩種顏色red\yellow。
（4）教師利用帶有顏色的卡片對個別和全體學生進行提問，“What colour is it?”學生們都積極配合老師的回答。 作為老師我也對這些孩子們進行了適當的鼓勵。
（5）給學生自由練習時間，以兩人一小組的形式進行練習說單詞，一個人說漢語，另一人用英語回答單詞的形式進行反復機械式練習。
四、 Consolidation 游戲
本環節我設計了兩個有趣的游戲，幫助學生復習所學新知識，並且還能幫助學生鞏固新知識。
1、Guess the colour. 教師將事先准備好的單詞圖片如白色的小鳥，綠色的青蛙，紅色的蘋果等圖片進行游戲，首先請一名學生到前面猜，猜的學生面對全班站立，然後老師會從中抽出一張圖片高舉在手中說：“This is a bird。What colour is it? guess。”猜的學生可以問全班同學：“red （green）?”等，全班同學答：“Yes”或“No”。
猜對的可以換另一位學生繼續猜。
2、Point and Colour。
老師通過投影燈向學生出示不同顏色的卡片，讓學生們說出是什麼顏色。
舉例說明
老師：（指向_卡片）
學生：It’s yellow.
3. 比一比。我從准備好顏色的單詞卡中挑選三張讓學生快速認記，
我說：“One，two，three。”然後迅速拿走一張卡片，讓學生說出是哪幾個單詞，最快舉手說對這三個詞的同學可以獲得一個小笑臉。
五、Practice. Listen and colour
學生通過聽錄音來判斷所聽單詞的顏色。並用彩筆將所聽的圖片圖上顏色。從而培養孩子不僅愛動腦，而且還動手的習慣。
從而提高學生們學習英語的興趣。
六、Homework
讓學生到自己的實際生活中去尋找顏色並用英語說一說這些單詞，讓學生真正感受生活所帶來的色彩，從中讓孩子們學習熱愛生活，也更加熱愛學習英語。
小學英語閱讀設計方案五
一、如何創新作業的設計：
我們知道，一堂完整的課堂是應該有作業設計的。而小學英語的作業怎樣布置呢?一直以來，我們老師在布置課後作業時，經常喜歡布置一些抄抄背背的任務，有時還是因為不知布置什麼樣的作業而讓學生抄抄單詞應付了事。但是，新課程理念下的作業，已經不再是以往的那種抄寫單詞、背誦課文之類的作業了，教師們應該嘗試創新的作業設計：比如，在講春節和萬聖節這些節日之前，我們可以讓孩子們回家查一查有關這些節日的信息，看誰了解的多並回到課堂進行比賽分享；在教到春、夏、秋、冬這四個季節時，我們可以讓孩子發揮想像力，通過畫畫的方式讓學生描繪各個季節的景色並用所學的句子描述出來；在教玩一篇對話性的課文後，我們可以讓學生用簡單的幾個句子復述出來；在教到一些語音、語調很美的文章後，我們可以給孩子布置一些模仿錄音朗讀課文的作業，第二天我們回班級里進行模仿秀的比賽，並評獎等等。
二、進行作業設計時應注意哪些問題：
在進行作業的創新的同時，我們要考慮以下幾點：1.創新的作業設計目的在於使作業的形式豐富多樣，並且能夠拓展學生的能力，使知識得以延伸，並能挖掘不同層次的學生的潛能，但並不表示我們就不再布置抄抄寫寫的作業了，在基礎階段，類似的作業還是很有必要的；2.在布置創新的作業時，還要注意分層，因為學生的語言習得能力不盡相同.因此，不同的學生要布置不同的作業，這樣才能讓所有的孩子有收獲，有進步.結合這幾年的教學，我覺得語言學習是帶有一定天賦的.有的孩子能一點就通，而有的孩子的發音就怎麼訓練都到不了位，怎麼努力都達不成目標.所以，我在實踐過程中還是比較倡導一種所謂的“米飯+蔬菜”的作業形式。“米飯”是基本的學習要求，是必須人人要達到的；而“蔬菜”是拓展練習，可根據孩子們的喜好、能力來自己選擇。比如，在學習某一句型後，我們可以設計這幾種作業供孩子們選擇：第一可以是基本的Makesentences，選擇這一層面的往往是學習有困難的學生，他們可在造句的詞彙上自主選擇；第二是Makedialogues，選擇這一層面的往往是稍有依賴心理的孩子，他們總會兩到三人一組討論對話的內容和語言組織，由於是合作，他們總能及時糾正自己語言中所出現的錯誤，是一種很好的互補形式的中作業；另外還有一些學習能力特別強的學生，他們能自己Makedialogues，充分運用所學知識發揮想像力，在作業反饋階段總能引起其他孩子的極大興趣。
因此，好的作業布置對課堂教學往往能起到事半功倍的作用，而流於形式的作業只會讓孩子對英語更為卻步。孩子的培養不可能是同一模式，這也決定了我們教師的教學部可能是同一種方案。
⑷ 初一英語美文短篇閱讀
英語寫作 不僅涉及詞彙、語法等基礎知識的綜合應用，而且還包括思維、想像、謀篇、行文等語言能力的訓練和發揮。下面是我帶來的初一英語短篇美文閱讀，歡迎閱讀!
初一英語短篇美文閱讀篇一
受懲罰的馬Punishing the horse
宋國有一游歷者的坐騎不肯前進，他就將它趕進河裡，再翻身上馬繼續上路，可馬仍然不肯聽命，他又用同樣的 方法 對馬實施懲罰。
Since his horse refused to go forward, a traveler in the state of Song drove it into a stream, then mounted to set off again. Still the horse refused to go, and he punished it once more in the same way.
馬一共被罰了三次，可還是不肯就範。
This happened three times in all.
Even the most skilful rider could devise no better means of frightening a horse; but if you are not a rider, simply a bully, your horse will refuse to carry you.
這說明：即使最好的騎手也會用恐嚇的辦法使馬前行，但倘若你不是騎手，你的馬就會拒絕為你效勞。
初一英語短篇美文閱讀篇二
請求信
I had fallen and dislocated my elbow, which made writing checks for my small business nearly impossible. I called my bank to explain that the signature on my checks would look odd e to my accident, and would they please horror them anyway.
我摔了一跤，肘骨拖臼了。 這樣一來。 我幾乎不能在我地生意賬單上簽字了。 我給銀行打電話解釋說這是一個意外。 賬單上地簽名看上去會有些奇怪，希望他們無論如何都要給予承兌。
「Okay,」 said the woman on the phone, 「but you’ ll have to write a letter to the bank telling them that you are requesting this.」
「好的，」電話里的小姐說。 「可是你必須給銀行寫一封請求信。」
初一英語短篇美文閱讀篇三
青蛙Frog
The science teacher lecturing his class in biology said, now I ‘ll show you this frog in my pocket.
一位老師正在給學生上生物課，他說：「現在，我將要給你們看我袋子里的這只青蛙。
He then reached into his pocket and pulled out a chicken sandwich. He looked puzzled for a second, thought deeply and said, that’s funny. I distinctly remember eating my lunch.
接著，他把手伸進口袋，結果卻拿出了一份雞肉三明治。老師滿臉困惑地看了一眼那份三明治，沉思了一會兒，說道：「真奇怪，我明明記得我已經把午飯吃掉了。」
初一英語短篇美文閱讀篇四
詩人的名字The name of a poet
Our teacher was telling us about a new system of memory training being used in some schools today.
「It works like this，」she said. "Suppose you wanted to remember the name of a poet-Robert Burns，for instance.」She told us to think of him as Bobby Burns.「Now get in your head a picture of a London policeman，a bobby in flames. See? Bobby Burns!」
「I see what you mean，」said the class know it all.「But how can you tell that it's not Robert Browning?」
我們的老師正在給我們介紹現在某些學校使用的一種新的記憶訓練系統。
「這個系統是這樣的，」她說。「假定你要記住一個詩人的名字一一例如，要記住羅伯特·彭斯的名字。」她告訴我們把他當作博比·彭斯。「讓你的腦海里閃現出一個倫敦警察的形象，燃燒著的警察。明白嗎?警察燃燒!」
「我明白你的意思，」班上的萬事通說。「但是你怎麼能說那就不是羅伯特·布朗寧呢?」
初一英語短篇美文閱讀篇五
生年不滿百 Few live as longFew live as long as hundred years.
生年不滿百，
Why grieve over a thousand in tears!
常懷千歲憂。
When day grows short and long grows night,
晝短苦夜長，
Why not go out in candlelight?
何不秉燭游!
Enjoy the present time in laughter!
為樂當及時，
Why worry about the hereafter?
何能待來茲?
If you won’t spend the wealth you’ve got,
愚者愛惜費，
Posterity would call you sot.
但為後世嗤。
We cannot hope to rise as high.
仙人王子喬，
As an immortal in the sky.
難可與等期。
看了「初一英語短篇美文閱讀」的人還看了：
1. 精選英語美文初一要短小
2. 初中英語短篇美文閱讀
3. 經典七年級英語美文摘抄
4. 優秀英語美文短篇摘抄
5. 初中晨讀勵志英語美文
⑸ 短小的優秀英語故事閱讀
高低不平的草灘上嵌著一窪窪清亮的湖水，水面映出太陽的七彩光芒，就象神話故事中的寶鏡一樣。本文是短小的優秀英語故事，希望對大家有幫助!
短小的優秀英語故事：The Demanding Son
Luke didn』t know what to do. He wanted to yell at Kyle, his fiancée』s son, because Kyle continued to argue with his mom. She didn』t even demand very much from him—「Study hard, get the best grades you can,」 she told him. She tried to get it into his head that she didn』t have the money to pay for his college ecation. Not a cent. Instead of studying harder, however, Kyle spent hour after hour playing video games on his puter. He waited until the last minute to study for school tests, and then stayed up all night cramming for them. When Jane tried to remind him that he needed good grades so that he could get a grant or a scholarship, he would get angry. He said it was her responsibility to take care of him financially until he graated from college.
「Where did he get that idea?」 Luke asked. 「You』ve raised him for 10 years all by yourself. You don』t owe him a thing. With his attitude, he should be glad you haven』t kicked him out of the apartment already. He graates from high school next year. When I was in the eleventh grade, my father made it clear to me that when I graated from high school, I was expected to leave home. Yet Kyle thinks you have to pay his way through college!?」
Jane wouldn't allow Luke to talk to Kyle. 「He doesn』t like you telling him what to do. He says you』re not his father, so why should he have to listen to you?」
「Well, his father』s dead. He should appreciate that I』m around to try to help him.」 Maybe Kyle would learn to accept Luke's help and advice in time, Jane said.
短小的優秀英語故事：The Vacuum Cleaner Filter
But the HEPA filter for Oliver』s Vibe got dirty very quickly. And, it was not cleanable—it was simply replaceable. When it turned filthy brown, Oliver went back to Target to buy a new filter.
Oddly, Target sold the F15 belt for the Vibe, but not the filter. He informed the store manager. She said she would e-mail this discrepancy to Target headquarters. She told him to try Sears or Wal-Mart. If they didn』t have it, he could try the Dirt Devil web site. He drove to Wal-Mart and to Sears, but neither carried the filter. The Sears sale *** an told him to try the vacuum cleaner repair shop on East Colorado.
Oliver drove to the address, but the shop was closed. A note on the door said, 「Because of car problems, the store is not open today. We will be open on Monday, if we can get the car fixed.」 If they had car problems, how did they leave the note on the door, Oliver wondered.
When he got home, he went online to Dirt Devil. The F15 filter was only $9.99. But shipping ***5-7 days*** was an extra $4.95. Express shipping ***1-2 days*** was $10.70.
Including driving time, Oliver figured that he had spent two irritating hours that day looking for one stupid filter. He wondered how much of his life he had wasted just searching for things.
短小的優秀英語故事：The Horrible Face
Mitchell continued his search for the dry milk. He found it next to the imported tea, and then walked quickly to the checkout counter. He hoped that he could check out fast, because if that woman finished her shopping and then stood in line behind him, he would simply walk out of the store without buying anything. The checker slowly rang up his bill, took Mitchell』s money, and gave him his change. It was 11 p.m. Mitchell did not look around as he walked out of the supermarket. He wondered if he would ever get that woman』s face out of his mind.
When he got into his car, he felt ashamed of himself. That poor woman, he thought. She probably never ventured out in the daytime. She probably did everything she could to avoid people. That was truly a face that even a mother might not love. She must feel so lonely. How could God let that happen to people, Mitchell wondered.
Long ago, there were colonies for outcasts. Lepers, for example, lived in leper colonies, where they had social contact with their peers. But there are no 「wart colonies」 for people covered with facial warts. They have to exist with 「normal」 people.
「She should try ct tape,」 suggested a coworker of Mitchell's the next day. 「I saw them demonstrate it on TV. You just stick it on the wart for 48 hours, and your wart disappears!」
⑹ 優秀初中英語微課教案
微課，是指運用信息技術按照認知規律，呈現碎片化學習內容、過程及擴展素材的結構化數字資源。下面為大家分享了初中英語微課的教案，一起來看看吧！
一．教材分析
教學內容
本單元的中心話題是「克隆」，克隆這個詞學生還是很感興趣的，所以課前老師可以叫他們通過討論和閱讀有關克隆的內容，了解克隆的含義、克隆的技術發展、克隆對人類帶來的好處以及人類對克隆這一問題的爭議。閱讀部分介紹了植物與動物克隆的區別、多莉羊的誕生與死亡以及由此引發的爭論。幫助學生進一步認識克隆的意義在於解決醫學上的難題，為人類服務。
教材處理
本科結合教材的實際對教材內容、編排順序等進行了調整、刪除和補充，把閱讀前、閱讀中和閱讀後三部分有機整和起來。
(1) 導入新穎，激發興趣。「讀前階段」通過圖片導入的形式，激活學生大腦中的圖式。同時，結合標題預測，使學生對即將閱讀的內容有一定的預測，激發閱讀興趣。
(2) 循序漸進、創意安排。「讀中階段」引導學生進行語篇的整體感知，了解課文的概況；培養學生同義轉換及歸納概括的能力。
(3) 適度拓展、開發思維。「讀後階段」拓展學生的發散性思維，在訓練學生閱讀技能的基礎上了解克隆這門生物技術以及有關的爭議。
二．teaching goals（教學目標）
target language（目標語言）
a．important words and expressions
clone, commercial, procer, undertake, arbitrary, object, forbid, accumulate, cast down, object to, the media, in favour of
b．important sentences
1) but at last the determination and patience of the scientists paid off in1996 with a breakthrough---the cloning of dolly the sheep.
2) altogether dolly lived six and a half years, half the length of the life of the original sheep.
3) the fact that she seemed to develop normally was very encouraging.
4) then came the disturbing news that dolly had become seriously ill.
ability goals （能力目標）
enable the students to describe cloning: what is the advantages of cloning? what is the problems or dangers of cloning? what is your opinion of cloning?
learning ability goals（學能目標）
help the students learn how to describe cloning.
三．teaching important points （教學重點）
how to describe cloning.
四．teaching difficult （教學難點）
help the students analyze the writing techniques of the article.
五．teaching methods（教學方法）
skimming, task-based method and debate method.
六．teaching aids（教具准備）
a recorder, a projector and some slides.
teaching proceres & ways
stepⅰ lead-in
[設計意圖]
導入部分由兩個步驟組成：
首先讓學生觀看有關克隆動物和植物的圖片。通過圖片，學生們立刻領悟了本課的主題，並帶著興趣開始觀看。
學生在體驗中產生探究的興趣後，為了啟發學生思考，設計了四個問題，以激發學生的思維。
teacher: in pairs, look at these pictures and discuss which ones are natural clones and which ones are man-made. think about how they differ.
student: i think the twins and a strawberry plant are natural clones; the dolly sheep and growing new plants are man-made.
after several minutes, teacher ask some questions and let students answer these questions.
teacher: 1. dolly the sheep. it』s the most famous sheep in the world. do you know how dolly is different from other sheep?
student: she was cloned while the others were born naturally. it is the of another sheep.
teacher: 2. what can you see in the picture?
student: i can see a strawberry plant procing runners in a natural form of cloning.
teacher: 3.who cut the stem off the plant?
student: a gardener. and the gardener is going to put it into a pot to proce another plant. he is actually making a of the plant.
teacher: 4.what do you know about twins?
student: there are twins of the same sex and those of different sexes. the twins here are identical in sex and appearance and are good examples of natural clones. they carry the same genetic information. the fertilized egg has split into two while inside the mother, and so proced two identical human babies.
step ⅱ pre-reading
[設計意圖]
通過閱讀文章標題，引導學生對課文內容進行預測，調動學生已有的背景知識，使其產生閱讀的興趣，快速進入閱讀狀態。然後讓學生通過快速閱讀來驗證自己的預測，使自身處於一種主動認知的狀態。
before class, ask the students to search for some information about this topic. now show my questions on the screen, and then let them discuss with each other.
questions about cloning:
1.what is a clone?
2. how is a clone proced?
3. what benefits can humans gain from cloning?
4. what problems may arise when humans are cloned?
suggest answers:
1. a clone is an animal or plant proced naturally or artificially from the cells of another animal or plant and is exactly the same as it.
2. the cloning of plants is simple and relativity easy. it can be done by taking cuttings (man-made cloning) or letting the plant proce its own runners (natural cloning). the cloning of animals is more complicated. it was not achieved until 1996 and is fully explained in the first reading.
3. 1) medical cloning can help cure serious illnesses that ruin one』s quality of life (such as parkinson』s disease帕金森症 or alzheimer』s disease老年痴呆症).
2) it can help infertile people have babies.
4. 1) people may want to clone themselves so they can live forever.
2) people may want to clone dead children.
3) people may want to clone their favorite pets.
step ⅲ while-reading
teacher: now let』s listen to the tape. then i will give you 20 minutes to read this passage again. while reading , you should finish the following three tasks.
task 1 summarize the main idea of each paragraph.
[設計意圖]
學生通過略讀本文，快速找出每段的主題句，從整體上把握文章內容，不但了解此類型文章的篇章結構，學習此類型文章的寫作，而且便於下一步查讀。
para 1. cloning is a way of making an exact of another animal and plant.
para 2. cloning has two major uses.
para 3. the birth and death of dolly.
para 4. the effect of dolly.
para 5. it is forbidden to clone human beings.
task 2 read the text carefully and fill in the blanks.
[設計意圖]
學生個人先通過查讀，快速找到特定信息，然後小組組員之間交流各自的答案，有疑義的地方，經過討論，最終確定答案。這不僅讓學生了解文章的具體內容，而且培養學生閱讀的能力和互幫互助的團隊合作精神。
task 3 choose the best answer.
[設計意圖]
在閱讀的'過程中，讓學生結合文章對這些問題進行思考。一方面，可以培養學生的綜合閱讀能力，另一方面，加強學生對文章的進一步理解。
1). the main idea of the text is____
a. animal cloning is very valuable and can benefit the world.
b. animal cloning could be misused by bad people so it must be forbidden
c. animal cloning is well developed because dolly the sheep was born.
d. animal cloning raised arguments and scientists are not sure about its future.
2). ________ is used in the procere for cloning dolly the sheep.
a. the nucleus of sheep a
b. the somatic cell of sheep a
c. the nucleus of sheep b
d. the embryo of sheep c
3). the cloning of dolly the sheep succeeded because____. a. its easier to clone a sheep than other animals b. the scientists were determined and worked hard with patience
c. the scientists were rewarded and got lots of money
d. many other attempts to clone mammals failed
4). the lamb is the clone of the cell from sheep because_____. a. it provides the egg cell b. it gives birth to the lamb c. it provides the nucleus d. it is a female sheep
5). dolly the sheep-----------.
a. looked exactly like the sheep that provides the egg
b. was the exact of the sheep that provides the nucleus
c. looked like the sheep that gave birth to it
d. had the characteristics of all three sheep
6). it can be inferred from the passage that a cloned animal ----------.
a. usually lives as long as the original one
b. usually lives longer than the original one
c. usually dies earlier than the original one
d. is usually as healthy as the original one
7). which of the following is wrong?
a. cloned people would live forever.
b. cloned people may be killed at will for medical aid.
c. a woman would have difficulty recognizing her real husband.
d. men will die out because a woman can give birth to a baby without a husband
8). the sheep that donated the somatic cell most probably lived ____ years. a. 3 b. 6 c. 12 d. 13
9). which of the following is not an advantage of cloning?
a. cloning can be used for medical purposes.
b. large quantities of food can be proced by cloning.
c. famous persons who have passed away can be cloned.
d. cloning can help keep animals from becoming extinct.
10). in the second paragraph, the word 「straightforward」 means ____.
a. uncomplicated b. honest c. frank d. difficult
step ⅳ post-reading
[設計意圖]
學生已經通過略讀、查讀和細讀，抓住了文章脈絡，理解了文章內容。在此基礎上，要求 更深一步理解文章，因此設計了幾道習題，進一步培養和考察學生的閱讀理解能力。
exercise 1 the following statements are about cloning. read them and decide if they are true or false. write the letter 「t」 if the statement is true. write 「f」 if it is false.
1). cloning means making a of an animal or a plant. (f)
2). gardeners can make a lot of money by cloning plants. (t)
3). cloning animals is as complicated as cloning plants. (f)
4). dolly the sheep was the first successful clone of a mammal. (t)
5). natural clones happen in animals as well as in plants. (t)
exercise 2 read the passage again and answer these questions.
1). what are the two major uses of cloning?
2). why is it easier to make commercial plant clones than animal clones?
3). what was the first clone from an alt animal? at what age did this clone die?
4). why is cloning controversial in some countries?
step ⅴ language points
[設計意圖]
使學生理解和掌握一些重點詞彙的用法，進一步培養使用英語語言的能力，並加深對文章的理解。
1. identical adj.
① (常與with連用) 完全相同的
eg. these two designs are almost identical.
my opinion is identical with his.
②還有「同一的，同樣的」的意思
eg. we are identical in our views of what should be done.
2. cast down :feeling unhappy and depressed (多用於被動結構或做表語) 沮喪；低沉。
eg. he was much cast down by the failure of the experiment.
anyone would be cast down by news such as that.
3. forbid vt.
[詞義] vt. (to command someone not to do something) 禁止,不準
[常用搭配] forbid sth/doing sth 禁止(做)某事 forbid sb to do sth 禁止某人做某事 forbid that … 禁止……
[反義詞] allow 允許,准許
allow sth/doing sth 允許(做)某事
allow sb to do sth 允許某人做某事
eg. the law forbids the sale of cigarettes to people under the age of 16.
the law forbids building on this land.
4. accumulate
vt. 收集，堆集
eg. he accumulated fortune by hard work.
the purpose of ecation is not just accumulating information.
vi.
eg. st accumulated ring my absence.
歸納拓展：
accumulate可作及物動詞和不及物動詞，表示: 收集, 聚集, 堆積。
另外 accumulation n. 積聚
如: the accumulation of knowledge 知識的積聚
step ⅵ homework
[設計意圖]
受課堂時間的限制，學生對課文的理解有限，因此布置學生課後再閱讀課文，並且讓學生對克隆這一現象進行評價，歸納出克隆的好處以及克隆存在的問題
what are the advantages and disadvantages of cloning?
complete the exercises on page 13
⑺ 英語閱讀文章
英語閱讀精選文章
學習英語需要每天積累，除了積累單詞之外，還有就是文章了。以下是網我整理的關於英語閱讀的精選文章，供同學們閱讀。
篇一：讀書之樂
Reading is a pleasure of the mind, which means that it is a little like a sport: your eagerness and knowledge and quickness make you a good reader. Reading is fun, not because the writer is telling you something, but because it makes your mind work. Your own imagination works along with the author's or even goes beyond his. Your experience, compared with his, brings you to the same or different conclusions, and your ideas develop as you understand his.
Every book stands by itself, like a one-family house, but books in a library are like houses in a city. Although they are separate, together they all add up to something; they are connected with each other and with other cities. The same ideas, or related ones, turn up in different places; the human problems that repeat themselves in life repeat themselves in literature, but with different solutions according to different writings at different times.
Reading can only be fun if you expect it to be. If you concentrate on books somebody tells you "ought" to read, you probably won't have fun. But if you put down a book you don't like and try another till you find one that means something to you, and then relax with it, you will almost certainly have a good time--and if you become as a result of reading, better, wiser, kinder, or more gentle, you won't have suffered ring the process.
讀書是愉悅心智之事。在這一點上它與運動頗為相似:一個優秀的讀者必須要有熱情、有知識、有速度。讀書之樂並非在於作者要告訴你什麼，而在於它促使你思考。你跟隨作者一起想像，有時你的想像甚至會超越作者的。把自己的體驗與作者的相互比較，你會得出相同或者不同的結論。在理解作者想法的同時，也形成了自己的觀點。
每一本書都自成體系，就像一家一戶的住宅，而圖書館里的藏書好比城市裡千家萬戶的居所。盡管它們都相互獨立，但只有相互結合才有意義。家家戶戶彼此相連，城市與城市彼此相依。相同或相似的思想在不同地方涌現。人類生活中反復的問題也在文學中不斷重現，但因時代與作品的`差異，答案也各不相同。
如果你希望的話，讀書也能充滿樂趣。倘若你只讀那些別人告訴你該讀之書，那麼你不太可能有樂趣可言。但如果你放下你不喜歡的書，試著閱讀另外一本，直到你找到自己中意的，然後輕輕鬆鬆的讀下去，差不多一定會樂在其中。而且，當你通過閱讀變得更加優秀，更加善良，更加文雅時，閱讀便不再是一種折磨。
篇二：任教印象
The main impression growing out of twelve years on the faculty of a medical school is that the No.1 health problem in the U.S. today, even more than AIDS or cancer, is that Americans don’t know how to think about health and illness. Our reactions are formed on the terror level.
We fear the worst, expect the worst, thus invite the worst. The result is that we are becoming a nation of weaklings and hypochondriacs, a self-medicating society incapable of
distinguishing between casual, everyday symptoms and those that require professional attention.
Early in life, too, we become seized with the bizarre idea that we are constantly assaulted by invisible monsters called germs, and that we have to be on constant alert to protect ourselves against their fury. Equal emphasis, however, is not given to the presiding fact that our bodies are superbly equipped to deal with the little demons and the best way of forestalling an attack is to maintain a sensible life-style.
在醫學院任教十二年來，我獲得的主要印象是，當今美國頭號健康問題——一個比艾滋病或癌症更為嚴重的問題——是美國人不知道如何去認識健康與疾病。我們的反應是驚恐萬狀。我們怕最壞的事，想著最壞的事，而恰恰就召來了最壞的事。結果 ，我們變成了一個孱弱不堪，總疑心自己有病的民族，一個分不清哪些是日常偶發症狀，哪些是需要治療的症狀，而自己擅自用葯的社會。
我們年輕的時候還染上了一種奇怪的觀念：一種肉眼看不見的叫做細菌的小妖怪在不斷向我們進攻，我們必須長備不懈地保護自己不受其傷害。然而，對另一個重要事實，我們卻未能給予同樣的重視，那就是，我們的身體裝備精良，足以對付這些小妖怪，而且防止妖怪進攻的最佳途徑就是保持合理的生活方式。
;⑻ 有關英語閱讀的微課名稱
英語拓展閱讀系列微課。
針對小學英語PEP教材主題的課外閱讀延伸與拓展。
幫助學生進行英語閱讀,幫助學生積累詞彙,增加語言的輸入,是教材的補助材料。
⑼ 高中英語微型課說課稿
高中英語微型課說課稿
微型課，從內容上來說少，一般只安排一個知識點的.講授，從時間來說，因為沒有學生的真正參與，期間學生答疑或活動的時間是節約下來的，所以15-20分鍾是足夠了。以下是我整理的高中英語微型課說課稿，歡迎閱讀！
Good morning, ladies and gentlemen. Today，It』s my great honor to be here sharing my lesson with you. My topic is Intonation , taken from Unit 4 Section A BookⅡ. My speech is made up of five parts.
Part Ⅰ: At first, let me analyze the teaching Material and the Ss：
1. This is an important phonetics lesson in this book. In this lesson, the Ss should master rising tone and falling tone. It is related tightly to their daily life. If the Ss can learn it well, it will be helpful for them to master the authentic English.
2. Generally speaking, students feel it boring to learn English Phonetics. So when designing the lesson, I should try to set some interesting language situations and hold some competition to encourage them to speak English loudly in the class.
Part Ⅱ: After the above analysis, I set the following teaching aims:
1. Knowledge Aim is to let students consolidate words about sports and master rising tone and falling tone.
2. Ability Aim is to improve the Ss』 listening abilities, oral English and communicative competence.
3. Emotional Aim is to encourage the Ss to love doing sports.
4 .Teaching important point and difficult point is to make the sportmaster rules in sentence intonation and use them correctly in daily life.
Part Ⅲ: The teaching methods and learning methods
Considering the specialties of the vocational students and intonation, I will adopt 「scene — activity」 teaching method , Task-based Language Teaching method (任務教學法) and CAI (電腦輔助教學).
Part Ⅳ: Teaching proceres
At the beginning of the lesson, I divide the whole class into four groups. Everyone can get stars by answering questions correctly or finishing tasks quickly. The group which gets the most stars will get a secret prize at the end of class.
Step 1 Lead-in ( 2 min) 微型課上課部分
T: At first, I』ll let』s enjoy a video and then ask them a question: 「What are they doing in the video?」.
Ss: 「skipping rope」 (they use the falling tone).
T: 「skipping rope? Are you sure?」 (I use the rising tone)
T: Sometimes we can read the words in different way.
The purpose of my design is as follows: In this way, students can know sth. about rising tone and falling tone. The video is about Ss their selves. So it can attract the Ss』 attention and arouse their interest to talk about their ideas. So I can lead in the next step naturally.
Step 2 2 A: Listen and imitate ( 10 min) 微型課上課部分
Task 1: Group competition 難度：easy for everybody to practice
1. Listening those words, the students try to get the chance to read the four words in rising tone and falling tone. If she/he read quickly and correctly, she』ll get a star and his/her group will got a star too.
幻燈片：單詞升降調：從單詞重讀音節開始
running swimming football badminton running swimming football badminton
2. Check the number of stars with the whole class and cheer for the
winner group in the task.
The purpose of my design is as follows: This task is easy for every student to learn the intonation. Group competition can consolidate the
intonation. Evaluation in time is effective to encourage students to go on the following studying.
Step 3 2 B: Listen and practice ( 12 min)
Task 2: Analyze rules in sentence Intonation 難度：a little difficult
1. Listen and imitate: Group competition
After having learnt word intonation, I』ll let Ss go on to learn sentence
intonation. Let the Ss listen to six sentences in 2B and imitate them. Pay attention to pronunciation and intonation. 2. Think and speak: Pair works
Let Ss think: 「Can English sentences be read in different tone?」 「Show some examples! Please!」 （If it』s necessary, the teacher show an example by using the slide.）
B: Beautiful? I
There are some rules in sentence intonation. Let』s l analyze what rules there are?
3. Pair works: Practice and competition
Show the students some dialogues, and ask students act out these
dialogues in pairs. If they act the dialogues well and correctly, they』ll get a star, and their group will get a star too.
4. Check the number of stars with the whole class and cheer for the
winner group in this task.
The purpose of my design is as follows: It is much easier for the Ss to learn the intonation by using CAI. Because CAI can provide a real situation with its sound and pictures and it can make the relationships between the Ss better.
Pair works can consolidate the intonation and cultivate the Ss』
communicative competence.
Step 4 2C: Listen and mark ( 8 min)
Discuss and Mark: Pair works
We have learnt so much about intonation. Now, let』s check how much we have mastered? Discuss in groups about the five small dialogues in 2C, and then try to mark the intonation. After listening to the five small dialogues in 2C, the Ss are asked to check the answers together. The teacher corrects the wrong and tells the Ss the reason why it is wrong?
The purpose of my design is to arouse the Ss』 interest to express their ideas about intonation. Group works can help each other to consolidate intonation knowledge in this lesson.
Step 5 Having fun: Chant (4 min)
1. After the students have mastered five small dialogues about sports.
Now, I will let the Ss enjoy some pictures about sports and ask students, 「what are they doing?」
2. Play the CD and ask the Students to imitate first. Then encourage them to chant together to the music.
The purpose of my design is to make the Ss relax and enjoy the rhythm. At the same time, the activity helps them to consolidate some sports words and dialogues that they have learnt in this section.
Step 6 Having fun: English saying (3 min) Indivial work
1. Tell the students that doing sports is good for them and try to remember the four famous English sayings about sports.
2. Match the English sayings with Chinese meaning correctly.
3. Practice these sayings as quickly as possible, as clearly as possible, as loudly as possible by imitate the pronunciation way of Li Yang Crazily Speak English.
The purpose of my design is as follows: This activity can arouse Ss』 interest in learning and enrich their knowledge. It』s also a good chance to make Ss realize the importance of doing sports.
Step 7 Self-evaluation and Homework (1 min)
1． Self-evaluation:
winner. Here is your gift!
2． Homework:
Recite the chant.
Review the intonation that learnt in this lesson.
Preview the next lesson
The purpose of my design is as follows: It』s important that the Ss should speak English as much as they can in class or after class. The last summary can make the Ss keep the zeal for learning English all the time.
Step 8: Blackboard design
Intonation rising tone skipping ropeAre you sure? falling tone skipping rope Part Ⅴ: Teaching predictions
In this lesson, I mainly adopt the Task-Based Learning Method, and 「scene - activity」 teaching method.
1. Group competition and activities can arouse the Ss learning motivation and interest.
2. It 』s difficult for students to use the rules in sentence intonation correctly in the daily life.
;⑽ 經典優秀英語美文閱讀
英語美文題材豐富,涉及面廣,大多蘊涵人生哲理。引導學生欣賞美文,不僅能提高他們的閱讀理解能力,而且能使他們得到美的熏陶,從而提高學生對周圍事物的認識。下面是我帶來的經典優秀英語美文閱讀，歡迎閱讀!
經典優秀英語美文閱讀篇一
Twelve Keys for Building TrustThe foundation of any relationship, whether it be with a Business associate, spouse, parent, client or, friend, is trust. Trust is not something that can be built with quick fix techniques. Rather, it is something that is cultivated through consistent habits in your interactions. The following are twelve patterns of behavior that increase trust in your relationships.
1. Be transparent
Do not try to hide things from others. Refuse to have any hidden agendas. You might think you can pull a fast one on someone else. You can’t. Most people have good intuition and even though they may not be able to consciously determine that you are hiding something, they very likely will have an uneasy feeling around you. If they don`t feel comfortable around you, they won't be able to trust you.
Another sinister aspect of having hidden agenda is that it erodes your ability to trust others. You will assume that if you aren’t fully forthcoming, other people aren’t either. When you are trustworthy, however, you will see others as more trustworthy too.
2. Be sincere
This is similar to the previous point. Only say what you mean. Be impeccably honest with your words. Refuse to try and craft your words to manipulate others. Don`t give fake compliments, patronize others or say something just because you think you are supposed to. Again, people have good BS detectors. When others know that you only speak genuinely, it increases their capacity to trust you. Everyone loves authenticity.
3. Focus on adding value
In any relationship, always have the best interest of others at heart. Work hard to give as much or more than you get. When you consistently add value to someone`s life, they not only feel like you are on their side, they also have the urge to reciprocate. In Business relationships, this means always under-promise and over-deliver. In personal relationships, focusing on meeting the needs of the other person instead of taking in order to get your own needs met.
4. Be present
The last thing anyone wants is to have a conversation with someone who isn’t there. Instead of retreating into your head, focus on listening to others. Whenever you are with someone, make them your primary focus. Don’t think about work while you are at Home talking to your spouse. Don’t think about life at Home when you are with a client. When it comes to relationships, presence means quality time and quality time builds trust.
5. Always treat people with respect
Ever since we were little kids, we have been taught to be respectful. However, when our standards get violated or there is no one around to see , we can often engage in petty behavior. This encompasses a wide range of actions from personal attacks ring arguments to gossiping behind someone’s back.
Always remember that another person’s inherent worth as a human being entitles them to be treated with dignity. When people know that you will always treat with them respect, it is very natural for trust to flourish.
6. Take responsibility
When you mess up, which you invariably will, be quick to clean it up. Skip the excuses and just take responsibility. Justifying and making excuses may help you in the short term but in the long run, it does nothing for your character or the level of trust you are given. Accountability is a rare trait these days with most people wanting to avoid negative consequences at all costs. Dare to be different and you will win the trust of others.
7. Focus on feedback
Unless you`re a mind reader, the only way you can know how well a relationship is going is by getting feedback from the other person. Be not only willing to accept feedback – actively seek it out. Many people are afraid to give you feedback, especially if its negative, out of fear that they will offend. Ask with sincerity and respond respectfully and others will be far more willing. Take both the positive and negative into account along with your own judgment and adjust your behaviour accordingly.
8. Take criticism well
Learn to handle criticism with grace. Instead of getting defensive, consider the possibility that what the other person is saying might be true. Closing yourself off from criticism has the effect of closing off all communication.
In some cases, the criticism may indeed be inaccurate. In these instances, you have the opportunity to show empathy. Try to understand the problem from the other person’s point of view. Perhaps the criticism is just a thinly veiled attack that stems from a deeper upset they may have with you. In these cases, your willingness to dig deeper without getting defensive will certainly enhance the trust in the relationship.
9. Set boundaries
Be clear about how you expect people to behave around you. Again, do this in a mature manner: be sincere and respectful. When you have clear standards, people know exactly how to behave around you and that gives them certainty. The strength that you communicate by setting boundaries builds trust – when someone knows that they can`t take advantage you that alleviates the fear that someone else will.
10. Be a class act
Hold yourself to a higher a standard. Be quick to apologize when you know you are wrong. Only speak well of others, even those who don`t speak well of you.
Why should you do this? First, imagine what it would do to your sense of self to know that other people only have good experiences with you. Second, imagine how much trust such behaviour engenders in others. Finally, imagine the example you set for others – the conct of others will improve just by being around you consistently.
11. Your word is your bond
Keep all the promises you make and ensure that you make promises only sparingly. Make your word stronger than any written contract. Refuse to make empty promises and manipulate people.
When a promise you have made is no longer beneficial to you, instead of deciding to not follow through, attempt to renegotiate the deal. When you renegotiate the agreement, ensure that the new commitment provides even more value to the other person.
12. Be consistent
Above all, be consistent in your behavior. Don’t engage in the behavior once in a while when it seems convenient. Your consistency is the key to your trustworthiness. Small actions add up and a track record of high character is invaluable in any relationship. Become intensely principle-centered and trust will follow easily and consistently.
經典優秀英語美文閱讀篇二
最高期望Pete Rose, the famous baseball player, whom I have never met, taught me something so valuable that changed my life. Pete was being interviewed in spring training the year he was about to break Ty Cobb's all time hits record. One reporter blurted out, "Pete, you only need 78 hits to break the record. How many at-bats do you think you'll need to get the 78 hits?" Without hesitation, Pete just stared at the reporter and very matter-of-factly said, "78." The reporter yelled back, "Ah, come on Pete, you don't expect to get 78 hits in 78 at-bats, do you?"
Mr. Rose calmly shared his philosophy with the throngs of reporters who were anxiously awaiting his reply to this seemingly boastful claim. "Every time I step up to the plate, I expect to get a hit! If I don't expect to get a hit, I have no right to step in the batter's box in the first place!" "If I go up hoping to get a hit," he continued, "then I probably don't have a prayer of getting a hit. It is positive expectation that has gotten me all of the hits in the first place."
When I thought about Pete Rose's philosophy and how it applied to everyday life, I felt a little embarrassed. As a business person, I was hoping to make my sales quotas. As a father, I was hoping to be a good dad. As a married man, I was hoping to be a good husband. The truth was that I was an adequate salesperson, I was not so bad of a father, and I was an okay husband. I immediately decided that being okay was not enough! I wanted to be a great salesperson, a great father and a great husband. I changed my attitude to one of positive expectation, and the results were amazing. I was fortunate enough to win a few sales trips, I won Coach of the Year in my son's baseball league, and I share a loving relationship with my wife, Karen, with whom I expect to be married to for the rest of my life! Thanks, Mr. Rose!
經典優秀英語美文閱讀篇三
父親的眼睛
Bob Richards, the former pole-vault champion, shares a moving story about a skinny young boy who loved football with all his heart. Practice after practice, he eagerly gave everything he had. But being half the size of the other boys, he got absolutely nowhere. At all the games, this hopeful athlete sat on the bench and hardly ever played. This teenager lived alone with his father, and the two of them had a very special relationship.
Even though the son was always on the bench, his father was always standing with cheering. He never missed a game. This young man was still the smallest of the class when he entered high school. But his father continued to encourage him but also made it very clear that he did not have to play football if he didn't want to. But the young man loved football and decided to hang in there. He was determined to try his best at every practice, and perhaps he'd get to play when he became a senior.
All through high school he never missed a practice nor a game but remained a bench-warmer all four years. His faithful father was always in the stands, always with words of encouragement for him.
When the young man went to college, he decided to try out for the football team as a "walk-on." Everyone was sure he could never make the cut, but he did. The coach admitted that he kept him on the roster because he always puts his heart and soul to every practice, and at the same time, provided the other members with the spirit and hustle they badly needed.
The news that he had survived the cut thrilled him so much that he rushed to the nearest phone and called his father. His father shared his excitement and was sent season tickets for all the college games. This persistent young athlete never missed practice ring his four years at college, but he never got to play in a game.
It was the end of his last football season, and as he trotted onto the practice field shortly before the big playoff game, the coach met him with a telegram. The young man read the telegram and he became deathly silent.
Swallowing hard, he mumbled to the coach, "My father died this morning. Is it all right if I miss practice today?" The coach put his arm gently around his shoulder and said, "Take the rest of the week off, son. And don't even plan to come back to the game on Saturday."
Saturday arrived, and the game was not going well. In the third quarter, when the team was ten points behind, a silent young man quietly slipped into the empty locker room and put on his football gear. As he ran onto the sidelines, the coach and his players were astounded to see their faithful teammate back so soon. "Coach, please let me play. I've just got to play today." said the young man. The coach pretended not to hear him. There was no way he wanted the worst player in this close playoff game.
But the young man persisted, and finally feeling sorry for the kid, the coach gave in. "All right," he said. "You can go in." Before long, the coach, the players and everyone in the stands could not believe their eyes. This little unknown, who had never played before was doing everything right. The opposing team could not stop him. He ran, he passed, blocked like a star.
His team began to triumph. The score was soon tied. In the closing seconds of the game, this kid intercepted a pass and ran all the way for the winning touchdown. The fans broke loose. His teammates hoisted him onto their shoulders. Such cheering you never heard.
He looked at the coach, with tears in his eyes, and said, "Well, you knew my dad died, but did you know that my dad was blind?" The young man swallowed hard and forced a smile, "Dad came to all my games, but today was the first time he could see me play, and I wanted to show him I could do it!"