小学英语w培训讲义

小学英语说课稿模板英文版 　　说课稿是为进行说课准备的文稿，它不同于教案，教案只说“怎样教”，说课稿则重点说清“为什么要这样教”。下面是我整理的小学英语说课稿模板英文版，欢迎大家阅读参考！ 　　小学英语说课稿模板英文版1 　　First class; teaching suggestion 　　1 teaching material analysis 　　The Lets talk part of the textbook is a situational conversation where students learn to ask questions and answer questions about where they are, Wheres, Its, in / on / under, and can be used naturally in actual situations.The Lets practise section is part of the Lets talk part of the game, which provides students with an opportunity to actually use the language.In the two part of knowledge and practice, you can listen, say, and recognize the following words: car, plane, desk, chair, bag, in, on, under. 　　2 teaching suggestions 　　This class is mainly through situational dialogue, so that students learn to ask questions and answer the location of the sentence, so that students understand in a certain situation, will say and understand the sentence Wheres.... Its in / on / under...The teacher asks the students to prepare the stationery class words before class. When they teach the new sentences, they can use the game "hide and seek" to import sentence patterns Wheres... Its in / on / under...On the basis of understanding the new sentence patterns, use the courseware to learn the new dialogue, so as to recognize the words in the class.Finally, once again, through the game, tin and consolidate the content of the Lets talk, the game can be divided into collective and group game game two, and will find stationery extended to find toys or other things around. 　　Second hours teaching suggestion 　　1 teaching material analysis 　　This session is divided into two sections: Lets, learn, and Lets play.The Lets learn section focuses on teaching a few words that represent transport: bus, bike, jeep, taxi, and a preliminary understanding of the phrase "Look out".Lets play is part of the Lets talk part of the first class, to provide students with an opportunity to use language in real life. 　　2 teaching suggestions 　　The main lesson to learn several express transport words: bus, bike, jeep, taxi, students of these words have a preliminary understanding, learning again, teachers should design easy to mobilize the students' interest and enthusiasm for learning activities.In the introduction of new classes, the introduction of new lessons with simple strokes, but also the use of real toys to allow students to perceive, to attract students with colorful pictures, with familiar voices to mobilize students.Then use animation courseware to present new knowledge.In the training session, the teacher may design the interesting activity, lets the student consolidate in the play, moves. 　　Third hours teaching suggestion 　　1 teaching material analysis 　　This session includes two sections: Lets, say and Lets do.The Lets say part is to train students to listen, say, read and write letters Uu, Vv, Ww, and to make the students understand and speak the letters at the beginning of the word "umbrella", "under", "vest", "Violin", "window", "wind".The Lets do section reviews and consolidates the letter "A-W" through rhythmic, rhythmic instructions.And preliminary understanding of the list of action words show, point, type, colour, say, but also for students to provide a basis for language learning.A-T is the teaching content of this book Unit 1 through Unit 4. 　　2 teaching methods 　　When teaching letters and words, the teacher uses letters, words and actions to present letters and words at the same time, so that students can learn on the basis of understanding the meaning of words.Such as: umbrella, vest, window, can be explained in kind; violin, wind explained by action.(according to students or teachers change the situation) understand the meaning of words, help to express words, more skilled reading words, and then learn letters, to master pronunciation, master letters shape. 　　[Topic] Unit, Five, Where, is, my, ruler? 　　[emphasis on teaching] everyday expressions Where 's...And its' It 's in / on / under.... 　　[teaching difficulties] sentences: Where, is, my, car, In, the, toy, box, understanding 　　[teaching aid preparation] 　　1 the teacher prepares the tapes for teaching materials. 　　2 teachers prepare Let s talk part of the courseware. 　　3 teachers and students are ready for pen, pencil, ruler, eraser, bag and other stationery and car, toy, box, ball, plane, doll and other toys. 　　4 teachers prepare cards and pictures of the words they learn. 　　5 students prepare white paper and watercolor pen, ready to draw. 　　6 students prepare patches for the group. 　　[teaching process] 　　1 warm up and review (Warm-up/Revision) 　　(1) students practice everyday expressions. 　　(2) games Show, me, the... 　　Teachers or students say words such as "pencil", and teachers and students say Show, me, the, pencils., teachers and students put up pencils.In this way, practice other stationery words in the same way.Teachers and students play games together to improve game effectiveness and communication between teachers and students. 　　(3) the teacher plays the recordings of book Unit, 2, B, part Let, s, chant, and the students listen and clap and chant rhythmically. 　　小学英语说课稿模板英文版2 　　1. content of teaching materials 　　This section focuses on festivals and focuses on how people usually spend their holidays.This class requires students to master the National, Day, Halloween, Christmas, Spring, Festival and What do people usually do at of...I?...And free to talk about how to spend the holidays.In this class, did leads to general questions and answers as well as new ones.Because the past tense of the be verb has appeared in the first third units, it is easier for the students to master it when they are studying. 　　2. status of teaching materials 　　The selected course in this class is English 6A Unit 6 in Oxford primary school.The teaching of this unit revolves around festivals.In this section of the festival, students have the knowledge of the previous third units foreshadowing, relatively easy to depth and expansion.This arrangement reflects not only the progressive meaning of teaching materials, but also the students' knowledge level and cognitive level.On how people spend their holidays, especially in Western festivals,.Students are required to collect information in time after class.In the actual teaching, this class uses the old topic, first teaches the new sentence pattern, and uses the sentence pattern to lead the new knowledge way to unfold, this is advantageous for the student to accept and grasp, also has manifested the teaching content the continuity. 　　Say target: 　　1. teaching objectives 　　The new curriculum emphasizes the organic combination of knowledge and skills, process and method, emotion, attitude and values, and in the light of this understanding, I set the following teaching objectives: three. 　　[Objective] to students' cognitive spoken phrases and words: visit relatives and friends, go to parties, dress up in costumes, ware masks, make pumping lanterns, eat lots of delicious food, National Day, Christmas, Halloween, Spring, Festival, favourite; can use When's s...What, do, people, usually, do, at...Did you?....last...Yes, I, did./, No, I, didn, T. and so on. 　　Ability to communicate in English on holidays, and some students can introduce the festival in English fluently. 　　[Objective] through activities and games, students are interested in learning English. Students are encouraged and willing to talk and participate actively in communication.And let students cultivate their sense of cooperation and competition in the process of learning. 　　2. teaching difficulties 　　The focus of teaching is to let students master the phrase, can use phrases to communicate, the ability of students to use the phrase to describe the preliminary exercise Festival; difficulty is to enable students to understand the temporal changes in richness and realize the use of different phrases to create language. 　　Doctrine of teaching: 　　1. teaching method design 　　According to the characteristics of this English class itself and the sixth grade students' interest, I through the design of a specific image of the scene, the old with the new, continuous rolling knowledge, in order to disperse the difficulty of teaching, let students perceive and understand.At the same time, the creation of a number of tasks, from words to phrases to sentence to dialogue to pieces, make students practice and meaningful practice in multi exchange between teachers and students in learning, give full play to their enthusiasm, cultivate their ability to learn to use. 　　2. learning method guidance 　　To guide students through the method of comparison, observation and speculation gradually new language project function, let the students in practice to realize multi-level learning English "use" the necessity, to encourage students to think actively, bold attempt. 　　3. teaching means 　　According to the teaching content, teaching objectives, students' age characteristics and psychological characteristics, in order to better stimulate students' interest in learning, so as to actively participate in learning.Multimedia courseware, pictures and other teaching aids teaching, the abstract sentence in a vivid scene, the game, not only make the learning process more relaxed, can special case. 　　Say process: 　　1. warm up (Warm up) 　　(1) announce the way of study in this lesson: group competition.The seats are divided into four teams, each of which is based on the class performance of each student. At the end of the class, WINNER is added.Then, begin "one sentence for each class". The sentences taught in this class are "Lite is long if you know how to use it."" 　　[design intention] the announcement of the study style made the students full of interest in the lesson and aroused their fighting spirit and desire for the group's performance."One sentence for each class" is an essential part of every class I started in grade six.This section mainly teaches students some clever words and phrases.These sentences not only enrich students' vocabulary, improve their expression ability, but also enable them to learn idiomatic expressions in english.So as to create a good atmosphere for learning english. 　　2. take the old with the new [lead in] 　　Provide topic Birthday, free communication between teachers and students, and then use the "How do you your birthday spend" to draw the new sentence pattern of this lesson "What do you on your birthday do", and then import "Did you"..."Last birthday?" and answer.Then use the Colour topic to elicit the sentence pattern My favourite.... 　　[design intention] to get rid of new knowledge through old knowledge is one of my frequently used teaching methods.With new students, students can master the sentence patterns more easily.At the same time, combine the new sentences with the old ones.It helps to cultivate students' open thinking ability. ;

学好英语音标是学好英语口语很重要的一部分。它不仅仅是帮助初学者学好字母与单词的正确发音,同时也教会初学者学习语言的规律。接下来我为你整理了小学英语音标知识点，一起来看看吧。 　　小学英语音标知识点 　　元音部分： 　　1)、单元音：[i:]、、[ɔ:]、[ɔ]、[u:]、、[ə:]、[ə]、[ɑ:]、[ʌ]、[e]、[æ] 　　2)、双元音：[ei]、[ai]、[ɔi]、[iə]、[ɛə]、[uə]、[au]、[əu] 　　辅音部分： 　　[p]、、[t]、[d]、[k]、[g]、[f]、[v]、[s]、[z]、[θ]、[ð]、[ʃ]、[ʒ]、[tʃ]、[dʒ] 　　[tr]、[dr]、[ts]、[dz]、[m]、[n]、[ŋ]、[h]、[l]、[r]、[j]、[w] 　　小学英语音标记忆方法 　　一、单元音：[i:]、、[ɔ:]、[ɔ]、[u:]、、[ə:]、[ə]、[ɑ:]、[ʌ]、[e]、[æ] 　　[i:]——谐音为：易(yi);像数字1，记忆真容易。 　　[ɔ:]——谐音为：噢(0);噢，这个音标就像个o。 　　[u:]——谐音为：雾(wu);杯子上有很多雾。 　　[ə:]——谐音为：饿(e);一只鹅饿得晕倒了。 　　[ɑ:]——谐音为：啊(a);音标的读音跟拼音一样。 　　[e]——谐音为：夜(ye);这只鹅喜欢走夜路。 　　二、双元音：[ei]、[ai]、[ɔi]、[iə]、[ɛə]、[uə]、[au]、[əu] 　　[ei]——谐音为：妹(mei);鹅有一个妹妹。 　　[ai]——谐音为：爱(ai);音标的读音跟拼音一样。 　　[ɔi]——这个音标找不到拼音的谐音，可以按照字母o、i的发音连读来进行谐音记忆。 　　[iə]——谐音和外形都像：12 　　[ɛə]——谐音为：挨饿;外形像3只鹅;三只鹅都在挨饿。 　　[uə]——谐音为：屋鹅;一屋子的鹅都装在杯子里。 　　[au]——谐音为：傲(ao);一个杯子很骄傲，不让人拿它喝水。 　　[əu]——谐音为：鸥(ou);一只鹅在杯子里找海鸥。 　　小学英语音标发音 　　48个国际音标的发音—元音： 　　[i:] 嘴唇微微张开，舌尖抵下齿，嘴角向两边张开，露出微笑的表情，与字母E的发音相同。 　　[i] 嘴唇微微张开，舌尖抵下齿，舌前部抬高，嘴形扁平。 　　[ə:] 嘴形扁平，上下齿微开，舍身平放，舌中部稍稍抬高。 　　[ə] 嘴唇微微张开，舌身放平，舌中部微微抬起，口腔自然放松发声。 　　[ɔ:] 双唇收得小而圆，并向前突出，舌身往后缩。 　　[ɔ] 口腔打开，嘴张大，舌头向后缩，双唇稍收圆。 　　[u:] 嘴形小而圆，微微外突，舌头尽量后缩。 　　[u] 嘴唇张开略向前突出，嘴形稍收圆并放松些，舌头后缩。 　　[ɑ:] 口腔打开，嘴张大，舌身放平，舌尖不抵下齿，下巴放低，放松发音。 　　[ʌ] 嘴唇微微张开，伸向两边，舌尖轻触下齿，舌后部稍稍抬起。 　　[æ] 嘴张大，嘴角尽量拉向两边，成扁平形，舌尖抵下齿。 　　[e] 嘴形扁平，舌尖抵下齿，舌前部稍抬起。 　　[ei] 由[e]和[i]两个单音组成，[e]重读，[i]轻读，口形由半开到合，字母A就发这个音。 　　[ai] 由[a]和[i]两个单音组成，[a]重读，[i]轻读，口形由开到合，与字母I的发音相同。 　　[ɔi] 由[ɔ]和[i]两个单音组成，[ɔ]重读，[i]轻读，口形由圆到扁，由开到合。 　　[au] 由[a]和[u]两个单音组成，[a]重读，[u]轻读，口型由大到小。 　　[əu] 由[ə]和[u]两个单音组成，[ə]重读，[u]轻读，口形由半开到小，与字母O的发音相同。 　　[iə] 由[i]和[ə]两个单音组成，[i]重读，[ə]轻读，双唇始终半开。 　　[eə] 由[e]和[ə]两个单音组成，[e]重读，[ə]轻读，舌端抵下齿，双唇半开。 　　[uə] 由[u]和[ə]两个单音组成，[u]重读，[ə]轻读，双唇由收圆到半开。 　　48个国际音标的发音—辅音： 　　[p]双唇紧闭，然后快速张开，让气流冲出口腔，发出爆破音，但声带不振动。 　　[b]双唇紧闭，然后快速张开，让气流冲出口腔，发出爆破音，但声带需振动。 　　[t]舌尖抵上齿龈，憋住气，然后突然弹开舌尖，让气流从口腔喷出，但声带不振动。 　　[d]舌尖抵上齿龈，憋住气，然后弹开舌尖，让气流从口腔中喷出，但声带需振动。 　　[k]舌后部抵住软腭，憋住气，然后突然间离开，将气送出来，想咳嗽一样，但声带不震动。 　　[ɡ]舌后部抵住软腭，憋住气，然后突然间离开，将气送出来，但声带需振动。 　　[s]双唇微微张开，舌头自然放松，气流从上下齿隙间送出，但声带不振动。 　　[z]双唇微微张开，舌头自然放松，气流从上下齿隙间送出，但声带需振动。 　　[ʃ]双唇收圆并稍微突出，舌尖接近上齿龈，送气，声带不振动。 　　[ʒ]双唇收圆并稍微突出，舌头稍微上卷，舌尖接近上齿龈，送气，但声带需振动。 　　[tʃ]双唇略微张开突出，舌尖抵住上齿龈，用力吐气，声带不振动。 　　[dʒ]双唇略微张开突出，舌尖抵住上齿龈，用力吐气，但声带需振动。 　　[f]上齿轻轻接触下唇，然后吹气，让气流从唇齿间通过，形成摩擦，但声带不振动。 　　[v]上齿轻轻接触下唇，然后吹气，让气流从唇齿间通过，形成摩擦，但声带需振动。 　　[θ]舌尖微微伸出，上下齿轻轻咬住舌尖，送气，但声带不振动。 　　[ð]上下齿轻轻咬住舌尖，送气，但声带需振动。 　　[ts]舌尖先抵住上齿，堵住气流，使气流从舌尖和齿龈间送出，声带不振动。 　　[dz]舌尖先抵住上齿，堵住气流，使气流从舌尖和齿龈间送出。 　　[tr]双唇收圆向前突出，舌尖上翘抵住上齿龈，采取伐[r]的姿势，声带不振动。 　　[dr]双唇收圆向前突出，舌尖上翘抵住上齿龈，采取伐[r]的姿势，但声带振动。 　　[h]嘴唇自然张开，自然呵气，声带不振动。 　　[r]舌尖向上卷起，舌头不要接触任何部位，双唇稍微突出，声带振动。 　　[l]舌尖抵住上齿龈，舌尖轻微用力弯曲，气流从舌的旁边送出。 　　鼻音 　　[m]双唇紧闭，舌头平放，气流从鼻腔送出，声带振动。 　　[n]双唇微开，舌尖抵上齿龈，气流从鼻孔里出来，声带振动。 　　[ŋ]双唇张开，舌尖抵上齿龈，气流从鼻腔送出，声带振动。 　　辅音 　　[w]双唇缩小并向前突出，舌后部抬起，嘴慢慢向两边滑开。