微课和英语阅读课
① 在小学英语教学中，微课程有哪些优势
微课是一种以学为主，对学习内容与学习目标进行设计，具有实用性、可操作性和实践性强的电子学习视频。微课教学打破了单一媒体传递知识的抽象性，使得学习更生动、具体与形象化。微课更以其“短、小、精、活”的优势，消除了小学生学习时间与接受能力的局限，培养小学生英语教育听、说、读、写能力，进一步满足了外语学习的认知心理能力。 我们应考虑到小学生学习时间与学习能力的局限，结合教学内容与知识目标进行微课学习，有利于学生快速把握英语学习，促进知识的迁移。
1、通过flash课件师生同唱歌曲，营造英语课堂教学氛围。
英语教材中有大量的英文歌曲和童谣。这些歌曲或童谣和每单元的教学内容有着千丝万缕的关联，从和教材配套的光盘中可以找到相应的flash课件。学生喜欢学唱这些歌曲及童谣，一方面学生自己的身心得到放松，另一方面师生共同打造了英语的课堂教学氛围，促使学生进入激昂的学习状态。我组织学生看着PPT上的flash画面齐唱歌曲《Animals》， 这首歌曲和教学内容相关，学生边用手打节奏边演唱歌曲，音乐旋律优美，节奏欢快，在不知不觉中学生忘却了烦恼和忧虑，自然而然的进入了学习状态，情绪饱满，劲头十足。
2、巧用微课进行巩固练习，提高语言操练效果。
每节课都应该有充足的时间用来进行巩固练习，恰当的运用微课可以起到节约时间、提高效率的作用，发挥微课反馈及时性的优势。
听力训练：这是一个有关介绍职业的英语课。我用PPT呈现flash课件，组织学生观察六幅图片并预测将会听到有哪些关键词，然后播放课件让学生听两遍录音，第三遍播放录音时及时使用暂停键，组织学生跟读模仿，同时拖拽数字选项到当前的图片上，呈现正确答案。最后我安排了一个拓展活动，我用PPT呈现这六幅图片，用数字编号做成触发器，学生选择图片说出职业名称，根据学生的表述教师点击触发器呈现有关的句子。
② 优秀初中英语微课教案
微课，是指运用信息技术按照认知规律，呈现碎片化学习内容、过程及扩展素材的结构化数字资源。下面为大家分享了初中英语微课的教案，一起来看看吧！
一．教材分析
教学内容
本单元的中心话题是“克隆”，克隆这个词学生还是很感兴趣的，所以课前老师可以叫他们通过讨论和阅读有关克隆的内容，了解克隆的含义、克隆的技术发展、克隆对人类带来的好处以及人类对克隆这一问题的争议。阅读部分介绍了植物与动物克隆的区别、多莉羊的诞生与死亡以及由此引发的争论。帮助学生进一步认识克隆的意义在于解决医学上的难题，为人类服务。
教材处理
本科结合教材的实际对教材内容、编排顺序等进行了调整、删除和补充，把阅读前、阅读中和阅读后三部分有机整和起来。
(1) 导入新颖，激发兴趣。“读前阶段”通过图片导入的形式，激活学生大脑中的图式。同时，结合标题预测，使学生对即将阅读的内容有一定的预测，激发阅读兴趣。
(2) 循序渐进、创意安排。“读中阶段”引导学生进行语篇的整体感知，了解课文的概况；培养学生同义转换及归纳概括的能力。
(3) 适度拓展、开发思维。“读后阶段”拓展学生的发散性思维，在训练学生阅读技能的基础上了解克隆这门生物技术以及有关的争议。
二．teaching goals（教学目标）
target language（目标语言）
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 （能力目标）
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（学能目标）
help the students learn how to describe cloning.
三．teaching important points （教学重点）
how to describe cloning.
四．teaching difficult （教学难点）
help the students analyze the writing techniques of the article.
五．teaching methods（教学方法）
skimming, task-based method and debate method.
六．teaching aids（教具准备）
a recorder, a projector and some slides.
teaching proceres & ways
stepⅰ lead-in
[设计意图]
导入部分由两个步骤组成：
首先让学生观看有关克隆动物和植物的图片。通过图片，学生们立刻领悟了本课的主题，并带着兴趣开始观看。
学生在体验中产生探究的兴趣后，为了启发学生思考，设计了四个问题，以激发学生的思维。
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
[设计意图]
通过阅读文章标题，引导学生对课文内容进行预测，调动学生已有的背景知识，使其产生阅读的兴趣，快速进入阅读状态。然后让学生通过快速阅读来验证自己的预测，使自身处于一种主动认知的状态。
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.
[设计意图]
学生通过略读本文，快速找出每段的主题句，从整体上把握文章内容，不但了解此类型文章的篇章结构，学习此类型文章的写作，而且便于下一步查读。
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.
[设计意图]
学生个人先通过查读，快速找到特定信息，然后小组组员之间交流各自的答案，有疑义的地方，经过讨论，最终确定答案。这不仅让学生了解文章的具体内容，而且培养学生阅读的能力和互帮互助的团队合作精神。
task 3 choose the best answer.
[设计意图]
在阅读的'过程中，让学生结合文章对这些问题进行思考。一方面，可以培养学生的综合阅读能力，另一方面，加强学生对文章的进一步理解。
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
[设计意图]
学生已经通过略读、查读和细读，抓住了文章脉络，理解了文章内容。在此基础上，要求 更深一步理解文章，因此设计了几道习题，进一步培养和考察学生的阅读理解能力。
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
[设计意图]
使学生理解和掌握一些重点词汇的用法，进一步培养使用英语语言的能力，并加深对文章的理解。
1. identical adj.
① (常与with连用) 完全相同的
eg. these two designs are almost identical.
my opinion is identical with his.
②还有“同一的，同样的”的意思
eg. we are identical in our views of what should be done.
2. cast down :feeling unhappy and depressed (多用于被动结构或做表语) 沮丧；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.
[词义] vt. (to command someone not to do something) 禁止,不准
[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……
[反义词] allow 允许,准许
allow sth/doing sth 允许(做)某事
allow sb to do sth 允许某人做某事
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.
归纳拓展：
accumulate可作及物动词和不及物动词，表示: 收集, 聚集, 堆积。
另外 accumulation n. 积聚
如: the accumulation of knowledge 知识的积聚
step ⅵ homework
[设计意图]
受课堂时间的限制，学生对课文的理解有限，因此布置学生课后再阅读课文，并且让学生对克隆这一现象进行评价，归纳出克隆的好处以及克隆存在的问题
what are the advantages and disadvantages of cloning?
complete the exercises on page 13
③ 微课英语和英语一样吗
微课英语和英语不一样
1 微课，即微型学习课程。它是根据教学需要和学生学习需求确定独立的教学目标，采用多样性的教学活动，指导学生课外学习的视频教学方式，教学呈现形式短小而完整。 高中英语教学中的“微课”主要特点是时间短，信息容量丰富。高中英语教学中的微课堂教学时间一般为5~10分钟。教师按照自己设计的逻辑进程选用最适合自己的教法，有针对性、大容量、高效地组织教学，相对于常规教学来说内容更加精简、主题突出，更适合学生学习的实际需要。通常一个“微课”就是一个主题，或者说一个“微课”就是一个信息点，它所研究的问题来源于高中英语教育教学中的口语、听力、英语阅读、语法重难点、学习策略、学习方法、教育观点等有待于解决的具体的、真实的问题。 “微课”能有效激发学生对高中英语学习的积极性和自主性。目前高中英语微课堂教学通过整合各种信息资源，集动画和声音于一体，把教学内容通过视频的形式展示给学生，突出重点、细化难点，凸显知识学习的针对性。高中英语“微课”在形式上“微”，但内容上“精”，整体效果追求“妙”，突出重点、难点、疑点，以最短的时间用最有效的方式讲明关键问题，凸显知识学习的针对性。 作为一种新兴教学设计模式和学习方式，“微课”预见性地整合和利用了各种优质的高中英语素材、现代化设备以及优秀的教师团队力量。但其也有局限性。比如在“微课”的制作方面。由于“微”“精”的特点，使其从制作、录制到实施运用的过程比较复杂、漫长费时。在师生互动方面。尽管高中英语“微课”在未来可能是一种先进的现代化教学模式之一，但现阶段它不可能替代教师在课堂上的教学活动。因此，在高中英语教学中，我们要学会运用微课教学辅助传统课堂教学模式，取长补短，发挥最大的教学效益。
④ 有关英语阅读的微课名称
英语拓展阅读系列微课。
针对小学英语PEP教材主题的课外阅读延伸与拓展。
帮助学生进行英语阅读,帮助学生积累词汇,增加语言的输入,是教材的补助材料。
⑤ 小学英语微课设计教案
小学英语微课设计教案5篇
英语教学中在理解、掌握的基础上达到熟练是课文教学的基本要求。你在英语教学之前有准备一篇英语教案？它能帮助你顺利开展教学活动。你是否在找正准备撰写“小学英语微课设计教案”，下面我收集了相关的素材，供大家写文参考！
小学英语微课设计教案篇1
一、教学目标
知识目标：
1. 学会使用句型“What did you do at the weekend?”和“Where did you go?”并懂得使用相应的过去式进行对话。
2. 能有感情地朗读课文，并进行角色扮演。
3. 能用动词过去式询问上周末的活动情况。
能力目标：
1.会用“What did you do at the weekend?”和 “Where did you go?”询问过去发生的事情。
2.通过活动体验，在交流中学会谈论上周末从事的活罩顷动，谈论不久前发生的事情，发展综合语言运用能力。提高学生跨文化交际意识。
情感目标：
培养学生学习兴趣，鼓励学生积极合作，引导学生了解西方文化古迹，树立旅游意识。
二、教学重点与难点
教学重点：
1. 能听懂、会说并能熟练使用单词weekend, place, trip, along, river, twenty, minute, hour, best以及词组the British Museum, bus ride.
2. 能听懂、会说并能熟练使用句子What did you do at the weekend? 和Where did you go?
教学难点：
能够在真实情境中对单词、词汇及句型进行综合的运用。
三、教学方法
1. 通过教师引导示范，学生自主识记，小组合作，朗读合作等多种形式，使学生读懂文章并掌握重难句的实际运用。
2. 通过两两对话提高学生学习英语策略及口语交际能力。
3. 通过“争当小记者”活动激发并保持学生学习英语兴趣。
四、教学准备
课件，Flash视频，词卡，Daming和Amy头像，记者证
五、教学过程
Step1: Warming-up
1) Greet to the students.
2) Listen a song“Where did you go?”唱关于旅游的歌曲，为新课做铺垫。
Step2: Lead-in
1)教师出示自己的旅游照。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,讲解其含义。
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?导入课文教学。
Step 3: Presention.
1) 学生观看整课的Flash 视频，整体感知文本。找出 What did Amy, Lingling and Sam do at the weekend?
2) 根据文本的具体情况，分段听文本。采用任务型教学法，每一个段落设置相应问题，让学生带着问题找答案。
对于文本第二段，教师设置的问题：Where did Amy, Lingling and Sam go? Ss: They went to the British Museum. They visited Big Ben and the London Eye.教师讲授the British Museum.
对于文本第三段，让学生跟读Flash并且找出What did Lingling like best? Ss: She liked the bus ride best. 教师讲解本段中出现培轿的新词汇。
3)学生整体跟读一遍文本，注意模仿语音语调。
4)学生自读，遇到不会的单词及不懂的句子可以寻求老师的帮助。
5)学生齐读课文物中陆。
Step 4: Practice.
1) 教师借用Amy 和Daming头像，和学生一起提炼文本重点句，形成一组新的对话，并板书。
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.
同桌两人对话，男女生读操练对话。
2) 你问我答：Travel around Dezhou.
教师准备一张图片，上面选取德州的几个景点，如：长河公园，新湖风景区，减河湿地等，每个景点下面对应相应的活动，如：did taijiquan, took photos, played chess，etc. 教师示范后，同桌两人一组，自主练习。
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.
学生小组讨论。
选取小记者，随机提问班里的同学。
最后教师总结：You went to lots of places. Now let’s enjoy our class’s travel(教师课前收集学生旅游照，自制学生旅游视频)。 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.
板书设计：
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.
小学英语微课设计教案篇2
单元教学目标：
1、 能力目标：
(1) 能够简单描述自己教师的体貌特征及性格特点，如：We have a new English teacher. He’s tall and strong. He’s very funny.
(2) 能够询问并介绍学校里教师的情况，如：Who’s your English teacher? Mr Carter .He’s from Canada. What’s he like? He’s tall and strong.
(3) 能够听懂一些描述人物特征的简单对话，完成学生用书中的Let’s try 部分。
(4) 能够听懂、会唱歌曲“My New Teachers”.能够灵活替换歌词中的
科目及表示人物特征的形容词。
2、知识目标
(5)理解A、B部分Read and write 中的会话，并根据提示填充句子或 回答问题。
(6) 听、说、读、写A、B部分Let’s learn 和Read and write 中的四 会单词和句子。
a) 理解Let’s start、Let’s find out、Let’s sing、Let’s chant 和Pair work 等部分的内容。
b) 了解Pronunciation部分的字母组合在单词中的发音，并能熟练读 出例词。
c) 了解Task time 、Story time、Good to know等部分的内容。
(7)情感、策略、文化等有关目标：
a) 情感态度：根据小学高年级阶段学生的特点，引导他们在英语学习 过程中更大限度发挥自主学习能力，积极主动地进行英语学习，更好地激发他们英语学习的兴趣。
b) 学习策略：学习过程中注意培养学生合作学习的态度和方法，有效 利用学生用书中设计的Pair work 、Group work、Talk and draw 以及Task time部分，培养学生合作学习的意识。
c) 文化目标：了解中西方国家在称呼人名上的不同习惯。
单元教学课时安排
第一课时A Let’s start Let’s learn Let’s chant Let’s find out
第二课时A let’s try Let’s talk Let’s chant C Good to know
第三课时A Read and write Pair work C Story time
第四课时B Let’s learn Let’s chant Let’s sing
第五课时B let’s try Let’s talk Group work C Task time
第六课时B Read and write Talk and draw Pronunciation Let’s check
小学英语微课设计教案篇3
教学目标
1. 语言知识目标：
1) 能掌握以下单词：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. 学会用英语表达一些标志的含义。
3. 熟练使用目标语言谈论对某些规章制度(校规、家规等)的看法
3. 情感态度价值观目标：
能用英语表达和制定一些简单的规则，理解没有规矩不成方圆;无论是在学校时还是在家庭中以及以后走上社会都应当遵守规则，按规则办事。
教学重难点
1. 教学重点：
1) 肯定祈使句是省略掉主语的原形动词开头;
2) 否定祈使句则是在肯定祈使句前加上“don’t”。
3) 情态动词must及have to在用法上的区别。
2. 教学难点：
掌握祈使句的用法，并能听懂、会说一些简单的祈使句。
教学工具
多媒体
教学过程
Ⅰ. Warming-up and revision
教师进教室后，使用祈使句请学生们完成一系列动作：
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.
学生听教师的指令完成各种动作，教师也可将指令写到黑板上，让学生从视觉上考察祈使句的特点。
Ⅱ. Presentation
教师出示书上1a 的图片，向学生提问。
指着图上奔跑的男孩提问
T：What’s the boy doing? S: He’s running.
T: Where is he running? S: He’s running in the hallways.(板书，教读)
T：Can you run in the hallways? S: No, I can’t.
T: So please don’t run in the hallways.(板书，教读)
(= You can’t run in the hallways.)
学生跟读数遍，明白祈使句和“can”的表达含意。
T：Why is he running in the hallways? S: He’s late.
T: Oh, he’s late for class.(板书，教读)
You can’t arrive late for class.(板书，教书) = 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.
学生看图，完成1a的内容，检查答案并大声朗读校规。
Ⅳ. Listening
1. T: Now let’s listen! What rules are these students breaking? Write the numbers after names?
2. 学生们听录音，完成1b，选出四位学生都违反了哪条校规;听之前，学生要读会英文名。
3. Check the answers:
Ⅴ. Pair work
请两位学生朗读1c部分的句型;要求学生两人一组对话表演，SA扮演外校转来新生，SB告知本校校规。(学生可经过讨论，多说出他们想到的校规，不必只限于书上;教师应给予帮助)
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. 完成下列句型转换试题
1)I can play computer games on weekends.(一般疑问句)
_________________________________? Yes, ____________.
2) He has to wear uniform.(变否定句)
He _____ _____ _____ wear uniform.
3) I have to wear sneakers for gym class.(一般疑问句)
_____ you ____ ____ wear sneakers for gym class? Yes, I ____.
4) They have to wash clothes.(提问) ____ do they have ____ ____?
5) You can’t go out on school nights.(换一种表达) _______ go out on school nights.
6) Don’t talk in class.(同上) No _________.
课后习题
1)I can play computer games on weekends.(一般疑问句)
_________________________________? Yes, ____________.
2) He has to wear uniform.(变否定句)
He _____ _____ _____ wear uniform.
3) I have to wear sneakers for gym class.(一般疑问句)
_____ you ____ ____ wear sneakers for gym class? Yes, I ____.
4) They have to wash clothes.(提问) ____ do they have ____ ____?
5) You can’t go out on school nights.(换一种表达) _______ go out on school nights.
6) Don’t talk in class.(同上) No _________.
板书
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.
小学英语微课设计教案篇4
教学目标：
1.知识与能力技能目标
(1)掌握生词： lay , caterpillar , become .
(2)读懂语篇，学习蝴蝶的有关知识。
2. 过程与方法目标
在自主与合作交流的学习过程中，感受蝴蝶蜕变的美，学习有关蝴蝶的知识。
3.情感态度价值观目标
培养学生热爱自然的美好情感;激发学生的探知热情，让学生体验合作的愉快，培养学生的创造力与想象力以及跨学科学习的能力。
教学重点：
帮助学生读懂语篇。
教学难点：
使学生能用英语讲述蝴蝶的生长过程以及介绍蝴蝶的有关知识。
教具准备：
课件、录音带、蝴蝶蜕变过程视频
教学过程：
一、 自主式导读
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.
板书课题Mole4Unit2 Butterflies(学生齐读课题)
出示学习目标：(齐读学习目标，明确本节课的学习目的)
1、我能听所读写单词： lay , caterpillar ,become .
2、我能读懂语篇，学习蝴蝶的有关知识。
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 .
导学提纲
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?
学生自学
通过导学提纲的引领认真阅读文本内容，将导学提纲中出现的问题及生词勾画出来。
二、互助式解疑
以小组形式，组员分别提出自己的困惑，小组讨论解决。
Ss:小组活动解决生词、及导学提纲里提出的问题。由小组长负责带领组员进行学习(小组长要给于组员一定的任务，做到人人有事做、人人有问答)
T: 在学生合作学习的同时及时给于一定的帮助，引导让学生思维都动起来。
三、探究式点拨
师生讨论
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..让学生读句子，介绍蝴蝶的生长过程。
四、强化式拓展
1.根据板书重新回顾本课的重点内容：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:
制作有关昆虫的资料册、手抄报
小学英语微课设计教案篇5
教学目标：
1.知识目标
words :when back those ice cream with finish hurry wp wait drop
(2个词组2个过去式 came dropped)
sentences: When did you come back
We came back last Sunday.
I dropped my ice cream.
2.能力目标
(1)学生能认读并拼写本课单词
(2)掌握动词的过去式形式
3.情感目标 运用过去式描述过去发生的事情
教学重点：
动词过去式的形式及相关句型
教学难点：
1.一般现在时 一般过去时 一般将来时的区别
2.含有动词过去式的特殊疑问句的构成
教学过程：
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...
(设计目的：复习go的过去式went.同时引出with这个单词!
What did you buy
I bought…。
(设计目的：复习buy的过去式bought.)
When did you come back
1.用come here学come back帮助学生理解
2.I went to Henan in Summer holiday.
Now it's September.I came back last month.(利用日历学习)
用last month帮助理解when,进一步学习
3 对比学习come---came
ask and answer in pairs(设计目的：不仅学会回答，也掌握问句)
summary: 总结过去时
go--went do—did
come--came buy—bought
二、以ice cream 引出所学内容，
(1) T: Boys and girls are very clever,so today I bring some presents. Oh,look ,it's an...
(板书ice cream并教授，教师拿着卡片问Do you like these ice creams S: Yes.
T:look at those ice creams. They're nice.(板书those.并对比学习these-those
(2)出现bus的图片，边做动作边讲hurry up,通过挥手讲wait for us
finish吃完(找几个学生，发给他们几块小东西，很快能够完成的)
1 教师先模仿，吃完手中的东西说：I finished my ..
2 对一个学生说Please finish your..这个学生再对下一个学生重复同样的句子
3 全班同学一起说"Please finish your.."
drop-dropped 通过动作。
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.(设计目的：练习单词的发音)
4.Play a game:用单词卡只露第一个字母。让学生猜单词(设计目的：练习单词的认识及拼写能力。eg:w:with,wait, when在这里可以通过比赛贴ice cream然后掉了一个。再练习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)。
⑥ 初中英语微课包括哪些内容
初中来英语微课的特点
1.用时短，信息自量大。微课的核心组成部分是教学视频，根据中学生的认知特点及学习规律，“微课”的时长一般控制在10分钟以内，以短时间、高效率的方式阐述关键问题，传达知识点。虽时空有限，但结构相对完整，语言准确，让学生印象深刻，达到让学生掌握知识要点之目的。
2.主题突出，内容具体。相对于常规教学，微课的教学时间虽短，但内容更精简，主题更突出，更适合学生学习的实际需要。一个“微课”就是一个主题，或者说一个“微课”就是一个知识点，它所研究的问题都是初中英语教育教学中有待于解决的具体的、真实的问题，比如口语、听力、英语阅读、语法重难点、学习策略、学习方法、教育观点等。
3.应用方便，使用灵活。初中英语教学中的微课视频格式多采用常规媒体格式（如flv、mp4、wmv等），其视频及配套辅助资源的总容量一般不超过100M，学生既可选择在线观摩课例，查看教案、课件等辅助资源，也可灵活方便地将其下载保存到终端设备（如平板电脑、手机、MP4等）上，给自主学习带来了很大的便利。
⑦ 微课是什么英语微课呢
“微课”是指按照新课程标准及教学实践要求，以视频为主要载体，记录教师在课堂内外教育教学过程中围绕某个知识点（重点难点疑点）或教学环节而开展的精彩教与学活动全过程。
⑧ 三导三学四用指的是什么
三导：导学法，导思维，导技能
三学：学语言，学思考，学合作
四用：用资源，用方法，用语言，用评价
一、教师应根据学生生理、心理特点的变化设计教学。教师要根据学生的变化，根据他们的需要有目的地选择学生熟悉或感兴趣的幽默、寓言、小故事及图画来提高学习兴趣。
二、重视课前、课中、课后的师生互动，提高教学效率。对于学习一门外语知识的小学生来说，在没有接触英语之前他们学习的积极性很高，教师应当关注他们的情感态度，以鼓励为主，引导学生树立自信心。教师可以通过网络、微课等，充分和学生进行沟通和交流，采用英语聊天、提问等方式，引导学生对英语阅读的问题进行深入的探究，让学生主动参与到英语阅读学习中。教师应从多个角度考虑，设计有效的学习活动，通过知识的解构、重构、再够，对核心句型进行复现，学生的英语阅读水平才能有所提高。
三、提升对微课的认识水平，做好微课的整体设计。微课的设计首先要全面了解阅读内容的背景知识，从微课的选题、创意、设计理念、内容呈现等方面去分析，课前、课中、课后微课既相对独立又要环环相扣。首先，要根据阅读材料，创设学习情境，巧妙设计系列问题，进行逐步引导，发散学生的深层次思维。课前微课，可结合学习任务单实现导学功能，帮助学生预习重点、难点，回顾已学知识，唤醒学生已有的阅读经验，介绍文本的背景知识，激发学生的阅读兴趣。课中微课，要与传统的课堂教学方法相配合，发挥各有的优势，微课要重点解决无法展示的阅读内容。课后微课，引导学生梳理知识，扩展学习，达到迁移知识的作用，引出课后后续学习系列活动。
⑨ 微课在高中英语教学中的意义
微课作为教育教学的手段之一，已被应用于我国高中教育实践活动中。微课在我国高中的英语教学实践中，可应用于教学活动的全过程，无论是课前预习、课堂教学，还是课后自学，都可以得到灵活运用。微课已经在我国高中英语教学实践中占有重要地位，能为高中英语教学活动提供更为丰富的教学内容和教学形式，能够培养高中学生对英语的学习兴趣，能够体现出学生的主体地位。微课对于高中英语教学具有重要的应用价值和推动意义。
课前引入。课前引入是高中英语教学中的第一个教学步骤，能够促进整个教学过程的顺利开展，一堂课的课前引入做得好，能够有效促进学生的学习热情，营造良好的学习氛围。微课作为课前引入部分，能够令高中英语课堂教学更加生动，为高中英语教学增加趣味性，可以引导学生探究英语学习。课堂嵌入。在高中英语教学实践中，教师可以将教学内容和学生的兴趣点相结合进行视频录制，这样能够抓住学生的眼球。将微课嵌入高中英语教学，能将学生学习英语的动力始终保持在一个较高的水平上，可将学习的主动权还给学生，发挥学生的主体作用。课后复习。想要提高学生的英语学习成绩，完成高中英语教学目标，提高英语教学效率，就一定要做好课后复习。微课在课后复习中，能够帮助学生掌握重要知识点、难点和重点。以微课的方式复习，颠覆了传统的复习方式，并且优于传统复习的方法。以微课的方式进行高中英语课后复习，不仅有利于教师教学效果的实现，更加有利于高中生英语学习成绩的提高。微课能够有效促进学生对知识点的掌握，提高学习效率，提升学生的英语素质和英语能力。