【正文】 兩人一組試著進(jìn)行操練。 Let’s sing。Look and write 。 do you do? 謝謝！ can help you. 我能幫助你 。 do you do? 謝謝。 ，不斷鼓勵(lì)特優(yōu)學(xué)生。 關(guān)心學(xué)習(xí)有困難的學(xué)生，尊重和信任他們，尋找他們身上的閃光點(diǎn)，鼓勵(lì)他們自尊自愛，要求上進(jìn)。做到 “生活中有英語，英語中有生活 ”。培養(yǎng)學(xué)生具有一定的語感和良好的語音、語調(diào)、書寫基礎(chǔ)，以及良好的學(xué)習(xí)習(xí)慣 。 教學(xué)計(jì)劃 新年剛過去，我們又迎來了一個(gè)新的學(xué)期，根據(jù)學(xué)校教學(xué)工作計(jì)劃的安排，現(xiàn)將本學(xué)期工作安排如下： 一、 作為一名教師 ,除了要具備良好的思想品德 ,高尚的道德情操 。 二、目標(biāo)更清晰 就小學(xué)英語教學(xué)而言，修訂稿在對(duì)原有語言知識(shí)、語言技能、情感態(tài)度、學(xué)習(xí)策略、文化意 識(shí)目標(biāo)微調(diào)的基礎(chǔ)上，在技能教學(xué)參考中，對(duì)各項(xiàng)技能教學(xué)的目的、技能要求以及主要活動(dòng)都給予了分級(jí)描述，還明確了小學(xué)階段語法教學(xué)的內(nèi)容與要求，列出了小學(xué)階段應(yīng)掌握的 423個(gè)基本詞匯，這些也是以往教學(xué)中老師們感到比較模糊或困惑的地方，這次課標(biāo)的修訂能使老師們?cè)诮虒W(xué)中更好地把握教學(xué)目標(biāo)。語言學(xué)習(xí)不僅是為了培養(yǎng)學(xué)生交流、溝通的能力，更重要的是在語言學(xué)習(xí)的過程中，加強(qiáng)人格品質(zhì)和道德情操的修養(yǎng)。人生的理想在這一階段樹立，學(xué)習(xí)習(xí)慣在這一階段養(yǎng)成，美好的童年生活在這一階段度過。 培養(yǎng)模式： 學(xué)思結(jié)合、知行統(tǒng)一、因材施教。不僅體現(xiàn)在基本理念的調(diào)整上，也體現(xiàn)在了課程內(nèi)容的設(shè)置和各級(jí)目標(biāo)的描述中。添加的內(nèi)容寫在每個(gè)課時(shí)教學(xué)過程邊留的空白處，要注意排版整 齊、美觀、成行、不斜。學(xué)困生更多，這些學(xué)生背不會(huì)單詞，老師教的越多，背不會(huì)的越多，學(xué)生也越來越差。 ： 1 培養(yǎng)學(xué)生學(xué)習(xí)英語的興趣及習(xí)慣，逐步養(yǎng)成認(rèn)讀單詞及簡(jiǎn)單句子的能力 2 培養(yǎng)學(xué)生正確、規(guī)范的英文書寫習(xí)慣、根據(jù)例句會(huì) “舉一反三 ”進(jìn)行簡(jiǎn)單的英語造句能力 . 3 培養(yǎng)學(xué)生根據(jù)規(guī)律背誦單詞的能力、獨(dú)立進(jìn)行完整的問答對(duì)話練習(xí)的能力 . 四 .教學(xué)措施 認(rèn)真?zhèn)湔n，深入研究教材教法 ,以學(xué)生為中心 ,進(jìn)行課堂 的有效教學(xué)，提高課堂效率，做到當(dāng)堂內(nèi)容當(dāng)堂掌握。充分利用教科書中的課文創(chuàng)設(shè)栩栩如生的情景，為學(xué)生提供使用英語進(jìn)行交流的機(jī)會(huì)。 ，采用 “一幫一 ”的方法，讓差生能有所提高。Let’s read. Teaching material analysis:(教材分析 ) 1)Review the new words: again, me, bad,English,help. 2)Mster the new words: maths,Chinese 3)Make the sentences using the forms:I’ m not good at…… ./I can help you. Goal request:(教學(xué)目的 ) Make the sentences using the forms:I’ m not good at…… . /I can help you. Key difficulty:(重點(diǎn)難點(diǎn) ) Master the Phoic Symbols:[k] [t] [r] [p] [h] [b] [g] [m] [l] [230。] Teaching times:(教學(xué)時(shí)間 )1 Teaching metheds:(教學(xué)方法 )three doubts three searches Teaching aid study:(教學(xué)工具 )cards, tape Teaching process:(教學(xué)過程 ) Step 1 設(shè)疑自探一 (3 minutes) : [k][t][r][p][h][b][g][m][l][230。 Let’s read. Teaching material analysis:(教材分析 ) 1)The students can master the patterns:It’ s a dress. It’ s too short. Is it short? Yes, it is./No, it’ s long. 2)Review the Phoic Symbols:[dr][s][v][n] [t] [b] [k] [h] [g] [p] [r] [d][e]. Goal request:(教學(xué)目的 ) The students can master the patterns: It’ s a dress./It’ s long Key difficulty:(重點(diǎn)難點(diǎn) ) Review the Phoic Symbols: [dr] [s][v][n] [t] [b] [k] [h] [g] [p] [r] [d] [e] Teaching times:(教學(xué)時(shí)間 )1 Teaching methods :(教學(xué)方法 )three doubts three searches Teaching aid study:(教學(xué)工具 )cards, tape Teaching process:(教學(xué)過程 ) Step1 設(shè)疑自探一 (5 minutes) the new words on the blackboard. skirt, dress, vest, coat, shirt, Tshirt, short ,old, new. Please look at the blackboard and talk about how to pronounce the words correctly. Step 2 解疑合探一 (10 minutes) encourage the Ss to stand up and read the words,if all the Ss do not know how to read, the teacher should tell them. teacher choose some Ss to stand up and explain the meaning of the there is something wrong,the teacher should correct it. Step 3 設(shè)疑自探二 (5 minutes) teacher write the Phoic Symbols on the Bb. [dr][s][v][n] [t] [b] [k] [h] [g] [p] [r] [d][e] T: Can you read them? Ss:No.. these words on the blackboard: skirt, dress, vest, coat, shirt, Tshirt, short ,old, new. T: Can you read them? Ss: Sorry, we don’ t know. Now please talk about these Phoic Symbols and these words in four,OK? Step 4 解疑合探二 (10 minutes) Choose someone to read them. If there is something wrong, the teacher should correct let the Ss read after the teacher, make sure all of the students can read them fluently. Step 5 質(zhì)疑再探 (5 minutes) T:Can you tell me something about the text? S1:The difference between coat and shirt. S2:The difference between dress and skirt. …… Step 6 運(yùn)用拓展 (5 minutes) 情景搭配。（各小組派代表匯報(bào)并評(píng)出優(yōu)勝者。 bear/panda/ rabbit 進(jìn)行操練： I’m a bear. Are you a panda ? No, I’m a rabbit. ，看誰表演的好。 3. Can you see a tiger? C. 你能看見一只老虎么？ 4. Let’ s color the apple red. ？ 5. How nice on a ship! E. 在船上真好?。? 二 .Translation. pig__________ hill__________ 輪船 ________ 坐 _________ Bb writing design:（板書設(shè)計(jì)） Lesson 3 So many animals I’m a bear . Are you a panda ? No ,I’m a rabbit . 教后反思： 教師的教： 學(xué)生的學(xué)： 第十課 時(shí) Lesson 4 Where is my doll? Teaching topic: Let’s talk Teaching material analysis:(教材分析 ) 1)The students can listen,say,read and write the new words correctly: bed ,see, she , with, doll. 2)The students can master the forms:Where is …… ? Is it on your bed? Goal request:(教學(xué)目的 ) The students can master the patterns: The students can master the forms: Where is …… ? Is it on your bed? Key difficulty:(重點(diǎn)難點(diǎn) ) How to read and write the words: bed ,see, she , with, doll: where , my, doll, bed, box, with. Teaching times:(教學(xué)時(shí)間 )1 Teaching methods :(教學(xué)方法 )three doubts three searches Teaching aid study:(教學(xué)工具 )cards, tape Teaching process:(教學(xué)過程 ) Step 1:設(shè)疑自探 (5 minutes) T: Good afternoon. Ss: Good afternoon. T: Glad to see you. Ss: Not bad. T: Now class begins .Now let’s learn Lesson Four. the new words on the blackboard. bed ,see, she , with, doll T: Please look at the blackboard and talk about how to pronounce the words correctly. Listen to the tape carefully then answer my question. T:Can you tell me the meaning of the text? Ss:Sorry,we do not know T:Now please talk about the meaning of the text in four,OK? Ss:OK Step 2 解疑合探 (15 minutes) encourage the Ss to stand up and read the words,if all the Ss do not know how to read, the teacher should tell them. teacher choose some Ss to stand up and explain there is something wrong,the teacher should correct it. teacher read the text. Then let Ss read after the teacher. boys play Tom, the girls play Eve,I play Lulu. Then let the Ss read the dialogue by themselves,after that choose one or two teams to stand up and act it out . and answer: T: Please look at me and ask a student to ans