青岛顺兴路小学教师电子备课模板
全册教材分析
全册总目标1、本学期的重点（尤其是在进入第五册的）在于巩固已经形成的听说为主的能力，逐步向听说读写并重的能力要求。
2、进一步加强单词认读能力的培养，进行拼读练习，能够认读每个模块中的重点句，并理解其功能。每个模块中需要认读的单词大约6~8个, 重点句为2个左右。
3、写的要求：能够默写字母，正确抄写单词与句子，能够模仿范例写句子，学习能力强的学生可鼓励他们做默写练习。
4、关于课教学：
（1）、整体呈现语言材料，借助CD-RO或录音带帮助学生理解新语言使用的场合，所表达的意义。
（2）、 学生能够跟随录音进行指读练习，鼓励学生表演对话，但不要求所有学生都达到这种要求。
（3）、可采用以下形式学习课：
1）Listen and answer.(带着任务听) 2）Listen , point and repeat.(听录音带) 3）Listen and find.(找重点句或词)
5、关于语音教学：
（1）教学生正确发单词中的每个音，初步认识语音符号，而不是单纯的语音教学，对于音标符号不要求学生一定掌握。
（2）结合学生已学过的单词总结发音规律，指导学生做简单的拼读或拼写练习，易于学生记忆单词。
（3）英语字母中包含了绝大多数的英语音标，在6册中，主要指导学生了解26个字母在单词中的发音。
6、每节课还应坚持利用一定的时间与学生进行自由交流，同时应注重培养学生的提问意识，而不仅仅等待回答，要给学生提供机会不断复习前面所学的句子，而不应只是会说一些单词。
7、有效运用课本中的练习以及学生活动用书，巩固课本教学。认真阅读教参，有选择性的运用教参中所提供的活动设计，并能结合教学实际再创造。
8、通览教材，课本中出现的一些日常用语可随时运用到课堂教学中。
e.g. Can I…?
What’s the weather like today?
Will you…?
aybe…
That’s right.
See you next week. Coe on! etc
教学重点与难点 能运用英语在日常学校生活和课堂情境中与老师和同学进行初步的日常口头交际；能参加运用英语组织和开展的日常课堂教学和生活游戏及其他课内外活动；能听懂简单的指令并做出适当的反应；能读懂简单的配图小故事；能根据图片进行简单的口头描述等。
教学方法与学法1、注重学生的亲身体验、实践、参与和创造。
小学生具有模仿力强、求知欲强、记忆力好、心理负担轻、表现欲强、创造精神强等特点。这是儿童学英语的优势。但他们的理解能力相对较弱，注意力不易长时间集中，不喜欢单调的、机械的重复与训练。要充分注意儿童的这些优缺点，通过适合儿童年龄、生理、心理特点的生动活泼的教学活动，把学英语与做事情联系起，创设良好的语言环境，使学生在愉快和自信的情绪中，保持积极的学习态度，努力开展自主学习。环境是儿童学英语不可或缺的重要条件。因为环境有助于学习者进行信息输入，有助于学习者对语言结构内在化，有助于学习者语感的形成与增强。
在进行语言和词汇教学时，多开展游戏：如：指指说说游戏；会话综合表演；快听快找句子或单词的游戏。融词汇于会话教学中，力求做到在旧语言中学新词，用旧词练习新语言。设计生动活泼的交际性语言活动。
教师必须突破以教师为中心、老师教学生跟读、重音标教学、过分注重语法教学的旧模式，充分利用现代教育技术手段和丰富的教学资，让学生有一个良好的语言学习环境和语言运用环境，在语境中学习语言知识并形成初步的交流能力；采用听、做、说、唱、玩、演等方式，鼓励学生积极参与、大胆表达，侧重提高小学生对语言的感受和初步用英语进行听、说、唱、演等能力，使小学生从枯燥的语言知识的讲解和死记硬背的学习模式中解脱出。
2、注重小学生稳定兴趣的培养，实施兴趣教学，寓教于乐，寓教于做。
（1）利用小学生无意注意、无意记忆占优势的特点，加强直观教学（如体态、图片、实物、模型、卡通片、卡片、简笔画、投影、电视、微机等）。
（2）教学方式灵活多变，丰富多彩、生活活泼（歌曲、故事、猜谜、游戏、模拟表演、为电视片配音等）。通过不断变换方式，调节小学生大脑活动，减少单调机械重复刺激给小学生带的疲劳。
（3）充分调动学生多种感官互动，增强感知—充分调动学生的眼、耳、口、手、脑等，使之处于活动状态，协同作用，以加强感知效果。
（4）充分利用情景教学，促进小学生的记忆，启发思维。儿童记忆发展的总趋势是从无意识到有意记忆，从机械记忆到意义记忆。儿童的思维也是先具体后抽象。在充分利用直观教具进行教学的基础上，教师应尽量多创设一些必要的模拟情景，使教学形象化，让学生亲临其境，实际运用。
（5）多给学生提供成功的机会的体验。成功是英语学习中非常重要的情感因素。在英语课堂教育中，教师要尽量创设条件让学生参与语言实践，让他们尝到成功的喜悦。对学生口语、语音、语法错误等，不要急于批评。有的语言学家认为儿童学外语是熏陶出的，不是纠正出的，这话不无道理。
兴趣是学好语言的重要条件。充分考虑到小学生心理及年龄特点，以多种多样、活泼有趣的教学形式激发学生学习英语的兴趣，确保学生在听听说说、唱唱做做、涂涂画画等生动有趣的课堂活动中感知语言，习得语言。融会话教学于情景表演之中，师生一起在表演中教，在表演中练，在交际中活动中用。针对儿童表现欲强、竞争意识强等特点，教师在课堂教学中可以适当开展竞赛活动，使小学生既尝试成功、享受成功的快感，又促进思维能力的发展，并使智力得到开发。唱歌、游戏、表演等愉悦学生身心的活动对小学生兴趣的产生和维系有一定积极作用，但它主要是激发学生的暂时兴趣。要适当利用这些活动服务于教学，通过这些活动让学生真正学到东西，从而形成和发展具有个性倾向的长期稳定的兴趣。
教
学
进
度周次内容课时数
1odule 1 Unit12
2odule 1 Unit2、odule 2 Unit12
3odule 2 Unit1 、Unit22
4odule 3 Unit12
5十一放假
6odule 3 Unit2、odule 4 Unit12
7odule 4 Unit1、Unit22
8odule 5 Unit12
9odule 5 Unit2、odule 6 Unit12
10odule 6 Unit1、 Unit22
11odule 7 Unit12
12odule 7 Unit2、odule 8 Unit12
13odule 8 Unit1 、Unit22
14odule 9 Unit12
15odule 9 Unit2、odule 10 Unit12
16odule 10 Unit1 、Unit22
17Review odule Unit12
18Review odule Unit22
19期末复习、检测

青岛顺兴路小学教师电子备课模板
课 题odule 1 Custos (化习俗)课 时3
教材分析Daing Ay 和 s. Sart 在公园里的快餐店里吃中国的面条,在就餐时, Ay 不会使用中国的筷子, 引发了她与Daing 关于中西方就餐用具－－筷子， 刀子及叉子的话题。
教学目标
（从知识、能力、态度、情感、价值观方面入手）1．掌握音标：/i:/, /i/, /e/, / /
2. 掌握单词：fast food, Chinese chess, chess, knike, fork, chopsticks, sandwich, haburgers, fries, use.
3. 掌握词组：use chopsticks/ knife and fork, have fast food, do taijiquan, play chess/ Chinese chess.
4．掌握句子：Do you want…? Do you have/ use… in China/ England? They’re doing taijiquan.
5．学生能够用英语谈论快餐。
6．使学生了解中西方国家在饮食方面的不同之处，以及餐具的特点。
教学重点与难点1．单词：fast food, Chinese chess, chess, knike, fork, chopsticks, sandwich, haburgers, fries, use.
2．句子：Do you want…? Do you have/ use… in China/ England? They’re doing taijiquan.
教学方法与学法关注个人或小组课前中西方化信息的搜集，加强自主学习。
教师课前准备（教具、查阅资料）录音机、磁带、单词卡、CD-RO。
学生课前准备与预习预习课，了解东西方饮食化差异

教 学 过 程集备二次备课
第一课时（1）
Step1 Warer:
1. Review the continuous tense. ie actions and ask What a I doing? The class responds.
2. The class continues this activity in pairs.
3. Sing I’ listening to usic Fro Book 4, odule 2. This song review the present continuous tense.
Step 2: Activity 1. Listen and point.
1.Say Open your books on page 2. Hold up your book to show the children the correct page.
2.Ask the children to look at the page and to guess as uch inforation about what is happening in the story.
3. Point to the people doing different activities and ask What are they doing? Provide the new vocabulary and write it on the board.
4. Play the cassette. The children listen and follow in their books.
5. Play the cassette again, pausing after each dialogue and perfor an action to aid coprehension, e.g. eating noodles with chopsticks, perforing taijiquan oveents, chess oveents, eating oveents with knives and forks, etc.
6. Repeat. This tie pause for the children to carry out the indicated oveents.
7. Divide the class into two groups, with each group taking on a role in the story, either Ay or Daing.
8. Encourage the whole class to say the dialogue, with each group saying its corresponding role.
Step 3: Activity book: 1. Look at the pictures and unjuble the words.
1.Ask the children to look at each outline picture and say the corresponding word.
2.Then ask the to unjuble the letters and write each word correctly on the lines provided.
Answers: knife, fork, chopsticks, sandwich, chess
Step 4: Activity book: 2.Spell the words and say.
1.In pairs, child A spells one of the words fro Activity 1. child B writes down the letters he/she hears and then says the word.
2. They then change roles and continue to practice spelling out writing the words.
Step 5: Activity book: 3. Look and write the issing words.
1.Piont to each of the words in the box and elicit what they say. You can also write the on the board.
2.Ask the class to look at each picture and coplete each text, by choosing the correct word fro the box.
Step 6: Activity book: 4. Now point and say.
In pairs, the students take turns to point at the picture in Activity 3 and ask and answer about what the people are doing.
第二课时（2）
Step 1 Warer:
Sing this is the way（Fro Level 3, odule 4）.This song reviews the present siple tense.
Step 2 Activity 1. Listen and repeat.
1. Write the word ‘Chinese’ on the blackboard and ask pupils to spell the word while you are writing. Then ask pupils to read the word.
2. Explain to the pupils: when you spell the English words, you read the letters; when you read the word, you do not read the letters, but you pronounce the sounds. That is, the spelling of English words is different for the sounds, therefore, when we learn English words, we do not only learn the spelling, we also learn the sounds. For now on, we will learn the English sounds. In this book, we will learn the sounds in the words one by one as we learned hanyu pinyin.
3.Now let’s see the word ‘Chinese’ .Draw children’s attention to the sound /i:/ by stressing the sound. Then write the word ‘teacher’ on the blackboard and draw children’s attention to the sound /i:/ by stressing the sound.
4.Explain that this sound has a particular sybol and write the sybol below these toords.
5.Now play the cassette and ask children to listen carefully.
6.Repeat. This tie pause for children to repeat the words a nuber of ties. If they have soe difficulty in pronouncing the sound correctly, give the soe necessary instruction. When you give pupils necessary instruction, pronounce the sound very slowly and clearly.
7.Ask individual pupils to say the words. Check that they are pronouncing the sound in the words correctly.
8.Teach the second sound in the sae way.
9.Read ore words with these two sounds .Ask children to find out which sybol the words contain. Note: Pupils are not required to pronounce the sybols or recognize the. You can ask children to point to each corresponding sybol on the blackboard. You can also stick a large card with each sybol on the wall or ask a pupil to hold up a large card with each sybol. Then ask children to point to the corresponding sybol the word you read contains.
If soe words you read have not been taught yet, it doesn’t atter. But reeber: pronounce the sound quite clearly to you pupils .If pupils have soe words, you can use the letters which also contain these sounds, such as letter ‘b, c, d, e, g, p, t, v’ which all contain the sound /i:/.
You can also ask the strong students to add ore words with the sae sound.
10. Teach the other sounds in the sae way.
第三课时（3）
Step1 Warer:
Sing this is the way（Fro Level 3, odule 4）.This song reviews the present siple tense.
Step2: Activity 1. Listen and repeat the sentences.
1. When you do the practice in the previous activity, you can attentively use soe words in the sentences in this activity.
2.Play the cassette and draw children’s attention to the sounds they just learned in activity 1. Ask children to pay attention to the words containing the just learned sounds. If they have soe difficulty, help the by reading the words separately.
3.Play the cassette again and ask pupils to repeat. Repeat several ties until pupils can read the sentences fluently with the correct pronunciation of the just learned sounds.
Step3: Activity 2. Say the poe and do the actions.
1.Play the cassette. The children listen to song.
2.Play the cassette again. Encourage the children to clap the rhyth.
3.Deonstrate the actions and draw attention to the pictures of the actions in the book.
4.Now encourage the children to sing along with the cassette a nuber of ties while perforing the actions.
Step4: Activity 3. Say the word. Then atch the words to the sybols.
1.Write the four phonetic sybols on the board.
2.Point to each picture and ask What’s this?
3.Then point to each phonetic sybol in turn and ask Has it got this sound.
4.When they are able to identify which sound the word contains, ask the class to repeat the word again, ephasizing the sound.
5.Ask the class to draw a line for the picture to the correct phonetic sybol.
6.Repeat this procedure with the reaining pictures.
Step5: Activity 4.Now copy the words in the correct coluns.
Ask the class to copy the words for Activity 1 in the correct colun of the table, according to the sound they contain.
Step 6: Activity 5. Unjuble the words and write sentences.
Ask the class to look at the pictures. They then have to unjuble the words and write the in the correct order to for sentences.

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