【正文】 enough to be able to reach and touch the to the children that they are going to play a game where you will call outan English first child to put his/her hand on the matching flashcard wins that game finishes when there are no flashcards left on the winner is the child who has collected the most cards.(The children can count their cards in Chinese.)In the first activity, point to the pictureof , “What are these?” Elicit “These are beans.” from the them into one child ask questions and the other provide the answer, pointing each the second activity, point to the first picture and read the the children that you are going to read out two answers and only one answer is the first answer and ask the children if it is with the second the children to check the correct answer in its the children to finish other pictures by :：第二篇：三年級(jí)英語教案It’s the ABC 、教學(xué)目標(biāo)能力目標(biāo)：了解字母表順序。⑵教學(xué)重難點(diǎn)：the correct writing of each word ⑶教學(xué)過程： the wordsHold up the flashcard for “What are these?” Elicit from the children “They are tomatoes.”Have the children open their books at page your copy of the their attention to the first , “We are going to write what we said just now.” Have the children trace the word the procedure for the other and matchDraw the children’s attention to the pictures and words at the bottom of the to the first word , “Eggplants.” Have the children repeat after you as they touch the word in their point to the picture of , “What are these?” Elicit from the children, “They’re / They are eggplants.”Have the children draw a line from the word to the picture and repeat the word the procedure for the other words and Booky’s BlackboardAttach a flashcard to the wall at the other end of the away from the card and point to , “What are those?” Elicit, “They’re?” Repeat the procedure, using the other the question aloud, pointing to each word as you do the children repeat the the beans flashcard to the board and help children to model the different structures using the drillcards, for example, Are these beans? Yes, they these tomatoes? No, they aren’ the structures on Uncle Booky’s Blackboard by reading them aloud to the the children repeat the questions and answers after you in a class drill, using all possible and sayAsk the children to take out their small vegetable flashcards of this unit: Put the children in two children mix their cards with the picture facing A puts his/her hand on one card and asks student B to B says, “Are these??” Student A flips over the card and says Yes or he/she puts his/her hand on another card and asks, “Are these ??” Student B answers, “Yes, they are.” Or “No, they aren’t.”Continue until all the cards are flipped the two students change their ：Lesson 5 ⑴教學(xué)目標(biāo) ①知識(shí)目標(biāo)：Be able to chant and check the correct answer.②能力目標(biāo)：Listen, read and write.③情感目標(biāo)：有學(xué)習(xí)英語的愿望，樂于參與各種英語實(shí)踐活動(dòng)。：Lesson 3 ⑴教學(xué)目標(biāo) ：Are these/those?? Yes, they , they aren’：Listen, talk and ：樂于模仿，敢于開口，積極參與，主動(dòng)請(qǐng)教。Lesson 2⑴教學(xué)目標(biāo)①知識(shí)目標(biāo)：What are these/those? They are ?.vegetables ②能力目標(biāo)：Listen, say and sing.③情感目標(biāo)：在歌曲中激發(fā)學(xué)生學(xué)習(xí)的興趣，寓學(xué)于樂。⑵教學(xué)重難點(diǎn)：Asking and answering question about plural objects ⑶教學(xué)過程： Use this activity to review structures introduced in Unit 7, and the vocabulary introduced in Unit 2 and Unit ’s this? It’s a ?Is it a ?? Yes, it is./ No, it isn’ the dialogBorrow three pens, pencils, and rulers from the up one pen and ask, “What’sthis?” Elicit the answer, “It’s a pen.” Repeat the procedure for pencil and up a pen and repeat the question, “What’s this?”Now hold up two or three pens and say, “What are these?”Repeat the procedure using the pencils and have the children repeat each sentence as you hold up first one object, and then more than that we use these when we are referring to more than one the structure “What are these/those? They’re ?” with some about the storyHave the children open their books at the your copy of the page and ask these questions about the pictures.：Where are Ann, Ken, and Mocky? What is Mocky looking at? What is Mocky holding?What other vegetables does Mocky find? Who chases Mocky? Play the tape, pausing at each new the children repeat the words before you move on to the next the tape again, this time without the class into three group will be Mocky, the second group will be Ken, and the third group will be read the vendor’s one sentence at a time and point to the matching story each group repeat its character’s after the teacher。對(duì)二十六個(gè)字母的讀寫。提高學(xué)生對(duì)單詞的掌握。Teaching Emphasis:對(duì)于一些日常用語的應(yīng)用，如：①What’s this?及回答②What color?及應(yīng)答。在英語教學(xué)中也應(yīng)時(shí)時(shí)滲透思想道德教育的重要性。情感態(tài)度與價(jià)值觀：在英語教學(xué)的過程中注意培養(yǎng)學(xué)生的學(xué)習(xí)興趣是一個(gè)老生常談的問 題，因此更應(yīng)引起我們的重視。使學(xué)生可以在一起分享學(xué)習(xí)英語給大家?guī)淼臉啡ぁＴ谟⒄Z的教學(xué)過程中，加入適當(dāng)?shù)膶?duì)英、美等國(guó)家一些風(fēng)俗習(xí)慣在日 常生活中的應(yīng)用。充分運(yùn)用學(xué)校已有資源，如：電子媒體進(jìn)行多方位教學(xué)，網(wǎng)絡(luò)教學(xué)等。過程方法：發(fā)揮老師的指導(dǎo)做用的同時(shí)，充分發(fā)揮學(xué)生的自我主觀調(diào)動(dòng)意識(shí)，且提高他們自主學(xué)習(xí)的能力，但要注意教師在教的過程中，對(duì)學(xué)生思想的指導(dǎo)方向，不能一味的任學(xué)生自己發(fā)展。Writing:以聽、說、讀的基礎(chǔ)上，培養(yǎng)學(xué)生寫的能力。Speaking:根據(jù)本冊(cè)書的教學(xué)要求，作為基本的主導(dǎo)方向，指導(dǎo)學(xué)生在教師為學(xué)生設(shè)計(jì)的教學(xué)情境中，能夠正確運(yùn)用問這是什么，有多少個(gè)，什么顏色等等的語句，并能對(duì)所提問的句子做出適當(dāng)?shù)幕卮?。掌握部分日常用語，如：能聽懂詢問名子的問回答，或問是誰的語句。除此之外還有多首英文歌曲的學(xué)習(xí)，書后有分類清晰的詞匯表，更有利學(xué)教師的教和學(xué)生的學(xué)。Teaching contents:本冊(cè)書共六個(gè)單元，其中五個(gè)單元是精讀課文，一個(gè)復(fù)習(xí)單元。并且由升學(xué)教育向終身教育的轉(zhuǎn)變等等都是很好的突破。利用聽、說促進(jìn)學(xué)生寫單詞，寫短語，寫句子，寫對(duì)話，不能反其道而行，又造成以往我們說的“啞吧英語”總的來說，新課標(biāo)對(duì)發(fā)展學(xué)生自我主觀能動(dòng)性起到了很積極的作用。強(qiáng)調(diào)學(xué)生的參與和體驗(yàn)，強(qiáng)調(diào)采用多種形式的教學(xué)活動(dòng)。使每個(gè)學(xué)生都能得到充分的發(fā)展。幫助學(xué)生建立成就感和自信心。重點(diǎn)是要改革英語課程的教學(xué)，過分重視語法和詞匯知識(shí)的講解與傳授，忽視對(duì)學(xué)生實(shí)際語言運(yùn)用能力的培養(yǎng)傾向，強(qiáng)調(diào)課程應(yīng)從學(xué)生的學(xué)習(xí)興趣、生活體驗(yàn)和認(rèn)知水平出，倡導(dǎo)學(xué)生體驗(yàn)、實(shí)踐、參與、合作與交流的學(xué)習(xí)方式和任務(wù)型的必學(xué)途徑，發(fā)展學(xué)生的綜合語言運(yùn)用能力，使語言學(xué)習(xí)的過程成為學(xué)生形成積極的情感態(tài)度，主動(dòng)思維和大膽實(shí)踐，提高跨文化意識(shí)和形成自主學(xué)習(xí)能力的過程。第一篇：三年級(jí)下冊(cè)英語教案小學(xué)英語二年級(jí)（下冊(cè)）對(duì)新課標(biāo)理解：現(xiàn)在的社會(huì)是向著全球化，社會(huì)化發(fā)展的，將來的地球不管是哪一個(gè)角落都是一我們地球林的一個(gè)村民，那么語言就成了一個(gè)統(tǒng)一交流的媒介，尤其是英語的重要性在這一進(jìn)程中日益突出。本次對(duì)于課程標(biāo)準(zhǔn)的重新更定是一次符合社會(huì)發(fā)展進(jìn)程和基礎(chǔ)教育進(jìn)程的改革。做到這些要求，首先需要的就是學(xué)生濃厚的對(duì)英語學(xué)習(xí)的興趣，那怎么樣培養(yǎng)學(xué)生學(xué)習(xí)興趣就成了一個(gè)基礎(chǔ)話題，這一問題要面向全體學(xué)生，特別是要關(guān)注學(xué)生的個(gè)別差異引起的情感問題。在教學(xué)中注意創(chuàng)設(shè)能引導(dǎo)學(xué)生主動(dòng)參與的教學(xué)環(huán)境，激發(fā)學(xué)生的學(xué)習(xí)積極性。在這一過程中教學(xué)模式的轉(zhuǎn)變起到了一定的作用，一定要從以老師為中心的教學(xué)模式身以學(xué)生為中心的教學(xué)模式轉(zhuǎn)變。比如可以利用我們學(xué)校已有的良好電教資源，聽原版錄音帶習(xí)發(fā)音，也可以利用網(wǎng)絡(luò)找一些貼近課堂學(xué)習(xí)的情境對(duì)話或小動(dòng)畫，以更直接的方式引導(dǎo)學(xué)生學(xué)習(xí)英語，對(duì)英語產(chǎn)生濃厚的興趣。素質(zhì)教育在其中深有體現(xiàn)。在這一新課標(biāo)的指導(dǎo)下，希望在英語教學(xué)中可以達(dá)到更好的效果。這冊(cè)書在編排時(shí)很注意學(xué)生興趣的培養(yǎng)，尤其在單詞字母學(xué)習(xí)這一環(huán)節(jié)，教材把手寫字母相同的單詞進(jìn)行了歸類，并且安排了大量的聽、說、讀、寫 等多項(xiàng)練習(xí)，利用