「抚顺配资开户」国际油价最新走势Do you often have sports

国际油价最新走势Do you often have sports。幼儿园英语《in the supermarket》教案嗯另有一件事现在我报读的ABC天卞口语的外教要我明确实在想将英语学好很简朴的坚持

「抚顺配资开户」国际油价最新走势Do you often have sports

国际油价最新趋势你经常运动吗?

幼儿园英语《in the supermarket》教案

嗯,还有一件事。现在报考ABC天边口语的外教想让我清楚的知道,我是真的想学好英语。我坚持要有合适的学习情境和实用的口语工具,重点是我的教学简历。音阶重音可以坚持日常口语训练。11有针对性的教学可以起到很好的学习效应.课后,我们应该重复复习课后的录音反馈,以进一步加深我们的知识.但是如果真的没有培训工具,可以去旺旺或者爱思获取学习资料的课外阅读,多说话,一下子练语感,创造学习效应。世界上有几只恐龙,没有完整的课程计划。有一只鼻涕恐龙。

幼儿英语教案以三个水果为主体,

,但有些地方你可以找到例程。去每个论坛的剑桥少儿英语版块找马特的套路。还有面试的时候其他朋友准备的面试参考课。对了,前几天听外教口语老师ABC天边指导,提到攻克英语不难。坚持拥有合适的学习空间和培训演讲工具水平是西欧人比东南亚人更好的演讲标准的关键,保持日常口语交流一对一个性化的学习人才具有很好的推进效率。在学习,之后,我还需要复习课程的录音,以进一步加深我的知识;但是如果没有培训工具,最好去可可或者沪江拿课后学习资料。多读书,多练习,多提问,多听,多快速阅读,会提升你的英语口语。学习将是最好的.

幼儿园英语教案four good friends

好朋友-英语教学计划目标: 1。谈论朋友和友谊,学会道歉。2.讨论友谊中出现的问题并提出解决方案。3.练习谈论喜欢和不喜欢。4.我赚到了写一封-电子邮件,找到一个-朋友。新单词(新词汇): 1。来自文本:诚实勇敢忠诚方便聪明争辩经典喜好火柴镜子油炸锤子锯绳子电影演员支持狩猎分享悲伤感觉飞机躺在演讲冒险笔记本错误2。另外声乐:喜欢寻找以关心这样一个S降sb一行句型(结构):直接引语和间接引语(1): 1。重复别人的叙述——陈述句“我喜欢看冒险故事。”约翰说。约翰说他喜欢读冒险故事。“我不喜欢电脑,”萨拉对她的朋友们说。莎拉告诉她的朋友她不喜欢电脑。2.重复别人的疑惑——同一个常见问题“安,你看到我的蓝色笔记本了吗?”彼得问。彼得问安是否见过他的蓝色笔记本。3.复述别人的问题——特殊问题“有什么区别?”彼得问吉姆。彼得问吉姆这有什么不同。语法: 1。喜欢和不喜欢:他/她喜欢/爱他/她喜欢“我的兴趣/爱好爱好是阅读和唱歌。他/她不喜欢“他/她不喜欢”,他/她讨厌“他/她认为”,这很糟糕/无聊2 .道歉:你说过你会说“你为什么不喜欢?”?你答应过“为什么没有”?请原谅我。“我非常抱歉”事情发生了

again . I’m sorry I forget. 热身运动(Warming up) :make a discussion what should a good friend be like ? What qualities should a good friend have ? Should they be funny ,smart or strong ? Use the words in the box below to describe a 5-star friend . You can use other words in you like. e.g. A: I think a friend should be kind. B: A good friend is someone who makes me happy. 例如:A: I think a friend should be kind. B: A good friend is someone who makes me happy. Describe yourself in three words and then describe one of your friends . I think I am_______ ________and ________. I think he/she is ________ ________and ________. 课前阅读(pre –reading): Imagine that you are alone on an island .you have to survive without friends and all things you use in your everyday life. Which of the items in the box would be the most useful to you on the island ?list the three items and explain why you think they would be useful. 1.I think that________would be most useful, because I could use it_______ ,to_______and to________. 2.I also think that_______would be useful ,because I could use it to_______,to_______and _______. 3.____________________________________________ 课文(reading): In the movie cast away ,Tom Hanks plays a man named Chunk is a businessman who is always to busy that he has little time for his friends .He is a successful manager in a company that sends mail all over the world .One day Chuck is on a flight across the Pacific Ocean when suddenly his plane crashes , Chuck survives the crash and lands on a deserted island. On the island ,Chuck has to learn to survive all alone .He has to learn to collect water , hunt for food ,and make fire . perhaps the most difficult challenge is how to survive without friends .In order to survive ,Chuck develops a friendship with an unusual friend——a volleyball he calls Wilson . Chuck learns a lot about himself when he is alone on the island .He realizes that he has’t been a very good friend because he was always been thinking about himself .During his four years on the island ,Chuck learns how to be a good friend to Wilson .Even though Wilson is just a volleyball,he becomes fond of him ,he talks to him and treats to have someone to care about ,he also learns that he should have care more about his friends ,when he makes friends .when he makes friends with Wilson ,he understand that friendship is about feelings and that we must give as much as take. A volleyball is certainly to unusual friend our friend . Most of friends are human beings ,but we also make friends with animals and even things .For example ,many of us 国际油价最新走势Do you often have sportshave pets , and we all have favorite objects , such as lucky pen or diary . The lesson we can learn form Chunk and国际油价最新走势Do you often have sports all the others who have unusual friends is that friends are teachers .Friends helps us understand who we are ,why we need each other and we can do for each other.

幼儿英语学习日期教案

“幼儿英语”教学在00年月初从“儿童英语”教学的观点中自力出来,并在种种因素的推动下有了蓬勃的生长,教学要领壮丽多姿,直接法、外交法、听说法、情景法等均在一定规模内使用。可是从总体来看,其教学的重点放在了听说能力和兴趣的造就上,语法教学基本上是被排挤在外的。那么,我们到底要不要举行幼儿语法教学?若是需要,应该接纳什么样的方式呢?本文就此问题做了一些探讨 一、准确熟悉幼儿阶段的英语语法教学 (一)语法教学的本质和目的 综合种种看法,笔者认同语法教学是为造就语言运用能力服务的,以是少学用法(usage),多学使用(use)。幼儿英语语法教学应听从和服务于造就幼儿的语言实践能力,通过语法教学使幼儿掌握语言纪律,更好地举行听、说等语言实践。在现实教学中,不把语法作为显性的知识来教授,不作系统的解说,而是联合到语言的实践中去,以够用为宜,突出简朴性 (二)语言能力与外交能力 语言能力(linguistic competence)是0年月美国语言学家乔姆基(n.chomsky)的转换天生语法理论的术语。他的理论是:语言能力是本族者内化的语言知识系统,它包罗语音、词法、句法和语义等规则,以区别于语言行为(linguistic performance)。噢 顺便说一下 现在我报读的ABC天卞英语中央的导师才和我提过,若要学好英语应该是不艰苦地;绝对要拥有一个适合的学习情况以及熟练口语工具 这取决于外教资质 口语尺度很是主要 不中断经常训练口语 1v1家教式领导才会有.好.的学习结果 学习后记得重复温习录音文档,来进一步深化知识~若是真的没人帮助的状态下,只能去听力室或BBC拿到课余学习质料阅读,多用耳听、眼观、嘴动、脑想 短时间语感会前进许多,学习效果会很是最佳的;

关于水果的少儿英语教案

Unit 4 Would you like some apples? 一、Topic课题:Unit 4 Would you like some apples?二、 Teaching Aims教学目的:知识目的(Knowledge):1. To help students learn to use these phrases: a cup of… a glass of … a bag of …2. Review and consolidate the vocabulary about food, drink and fruits.3. Through studying the text to help the students to comprehend the story and try to retell.能力目的(Ability ):To further develop student’s ability to practice in pairs and work in groups.情绪目的(Feeling):Stimulate student’s interest in learning English.三、Key& Important items教学重、难点 Key words:Love, grapes, tomato, popcorn, bowl, pasta, cheese. Sandwiches, burgers, stomach, maybe, sick, parents, worry, ice, soup, coca-cola, lemonade.Communication sentences:Would you like some apples?Yes, I’d like to. No, thank you.What does the man want to have?Which room does the man choose?What pets does the woman want?四、Materials for Teaching教具准备 picturesfood(grapes, small tomatoes, popcorns)word cardscup, glasses, bottle, schoolbag, bowl, box五、Pre-study Demands 预习要求 西席要求(Teachers): 1. Prepare the teaching materials carefully first and then guide the students to learn the text by themselves.学生要求(Students):1. Listen and read the text of unit 4 at least three times.2. Look up the new words in the dictionary and make clear the pronunciations and meanings. 六、 教学历程Teaching Procedures情景创设一:(学习句型:Would you like…?)教学设计 教学反思 Step 1. Leading in. 激趣引入西席在上课的时间可以有意识地拿一个苹果apple,边吃边问学生:Would you like some apples? 问的时间要让同砚们感受到先生很随意,没有上课的样子。问完一个学生之后,若是学生说Yes! 西席就削一小块苹果给该学生,然后再转向另一个学生。这样,先生就可以多问几个学生,直到把苹果分完为止。Step 2. Practice. 训练交流西席上课的时间带一些爆米花popcorn, 小西红柿tomatoes,随后拿出爆米花和小西红柿tomatoes问学生:would you like some popcorn/tomatoes?Step 3. Presentation. 主题出现当学生在先生创设的情景中不知不觉的学到知识的时间,西席可以再向学生提问:How did I ask you the questions just now? Who can remember this? 学生能重复先生的话回覆最好,若是不能,西席就可以把句型Would you like some apples?写在黑板上,然后问学生:Did I ask this questions? Did I say this sentence? Would you like some apples? How will you answer? You should say, “Yes, please.” or “No, thank you.” Do you understand? You can have a try.这时,先生再用几个拓展的句子问学生:Would you like to open the door for me?Would you like to close the window for us?Would you like to clean the blackboard for me?Step 4. Pair works. 小组练习 西席作出一定的树模,马上让学生造一些句子,西席可以说:Now, who can make sentences with “Would you like to…?”若是学生造句很踊跃,西席可以让学生两人一组角逐造句,看谁造得多。西席可以这样指导:Very good. Now, let’s see who can make the most sentences. Now, practice in pairs.Step 5. Report. 小组汇报然后可以让学生小组互助训练2-3分钟,最后小组汇报,看哪个小组造的句子又多又好。情景创设二: (学习量词的表达法:a cup of… a glass of … a bag of …)教学设计 教学反思 Step 1. Leading in. 激趣引入西席拿出一个茶杯对同砚们说:Oh, I am thirsty. I want to drink some tea. Look, this is a cup. But there is no tea inside. Who has a cup of tea? Have you got a cup of tea? 西席在陈述的时间要只管放慢节奏,以便学生能听懂并跟上先生语言的语速。Step 2. Presentation. 主题出现然后西席再拿着玻璃杯诠释说:This is a glass. This is milk. If you put some milk in this glass(将一袋牛奶倒入玻璃杯中),it is called, “a glass of milk”. Do you understand? Now, look and listen. What’s this? 西席举着装牛奶的杯子,同时问一些问题:Do you like to drink milk?Does anyone also like to drink milk?Who else like to drink to milk?How many glasses of milk do you drink every day?Who buys the milk in your family?Step3. Practice. 训练拓展西席将提前准备好的几种差别工具放在讲桌上(或用电脑课件出现),以便说明:a cup of tea/ a glass of water/ a bottle of juice/ a bag of juice/ a bowl of rice/ a box of chocolate等等。Step 4. Reading individually自主学习西席每说一个短语的时间,要启发学生一起说,说完一遍之后,让学生自己训练表达,磨炼学生的口语表达能力和自主学习的能力。Step 5. Pair works & report. 小组训练及汇报学生小组互助练习,最后分小组表达汇报,或小组角逐。Step 6. Ask and answer questions. 实践运用西席拿着一个物品或图片问学生:(或用电脑课件出现)Would you like a cup of tea?Would you like a glass of water?Would you like a bowl of rice?Would you like a cup of coffee?Would you like a bottle of juice?Would you like a box of chocolate?Would you like a bag of apples?同时指导学生会带“Yes, please.” “No, thank you.”, 然后让学生看着P20第3 部门,小组互助举行问答训练后汇报演出。互助探讨一:教学设计 教学反思 学生自主学习第四部门阅读。学生自由读漫笔—-自主学习查字典弄懂新单词的意思—-小组互助讨论(提问,答疑)—-组际交流答疑释惑。西席提出问题让各组讨论:Do you often have sports?Do you feel thirsty after the sports?What do you like to do?Do you often drink cold water?互助探讨二:学唱第六部门歌曲教学设计 教学反思 Step 1. 西席先让学生听一遍歌曲,然后让学生随着录音一起唱。Step 2. 让学生唱得比力熟悉的时间,让学生小组互助,自己填词。Now, I want you to work in groups. You can change some of the song’s words. Later, we’ll find some group to sing your own songs.互助探讨三:自主学习第7部门故事教学设计 教学反思 Step 1. Listen and repeat the story.Step 2. Students read individually.Step 3. Students look up the new words in the dictionary and make clear the sounds and meanings by themselves.Step 4. Reading practice.1. Students read together. 2. Students read in groups.3. Reading competition. (students read group after group) Step 5. Work in groups to practice ask questions like the 3 questions on page 22.Who teaches English in America?What does Miss Jane do in America?Whrer does Miss Jane teach English?Step 6. Retell the story.Students practice retell the story.Miss Jane —English —America—students—smart—one day—english class—said to the students—everybody—Miss Jane—walking slowly—listening to—suddenly—own shoes were different—quickly—behind—ten minutes later—went out of the classroom—the next day—everybody—she went to check—great surprise— wearing a pair of mismatched shoes.自主体验一:教学设计 教学反思 玩 “Bingo” 的游戏。学生小组内互助学习,把这些单词milk, tea, coffee, water, soup, apple juice, coca-cola, lemonade, orange juice, tomato juice, pineapple juice, 7-up填入表格中,学生小组内玩“Bingo” 的游戏。自主体验二:Let’s share the popcorns.教学设计 教学反思 上课时,西席让一个学生拿着一袋爆米花在课堂里问另一个学生,Would you like to have some popcorn? 若是学生说;Yes, l’d love to. 问话的同砚就可以把爆米花递给他,然后自己回到座位上。若是被问的学生说不要,问话的学生就可以拿着爆米花继续去问其他同砚。这样可以让同砚们有时机训练本单元学习的主要句型Would you like…。西席可以这样指导学生:look, everyone. I’ve got a big bag of popcorns. You know popcorns. Who want to have some popcorn? You come here please. Would you like some popcorn? OK, here you are. 当学生把爆米花递给另一个学生的时间说:you can go on asking other friends the same question. Would you like some popcorns? Do you understand? Now, let’s begin.自主体验三:Pass and ask.教学设计 教学反思 西席提前准备好差别的工具,可以是水果、食物、纸做的小图片等,把这些工具放在讲桌上。每个组选一名同砚上台,拿着讲桌上的工具递给组内的其他工具,边递边问:Would you like some…? (拿的什么就问什么)不管下一个学生说的是“Yes”照旧“No”,都要接过工具问用同样的句子问下一个学生。 西席可以这样指导:Look, we have many things on this big table. The first student of each group comes to the front and takes something here and then goes back. He/she can ask the students in his/her group,” Would you like some..? ”The second student can answer: “ Yes, please” or “No, thank you.” If you say “ Yes” you can take one. If you say “No” . you don’t take any. After this, you need to take the things and ask the next student the same question and then go on one by one.自主体验四:Quick response.教学设计 教学反思 Step 1. 西席树模: 拿出一个茶杯的图片或食物,指导学生快速作出反映:a cup of tea. Step 2. 小组竞赛抢答。Step 3. 小组练习,组内训练。Rice(a bag of), water(a glass of water), books(a bag of; a box of), soup(a bowl of), juice(a bottle of ), bottles(a box of).自主体验五:Spelling competition.教学设计 教学反思 Now, let’s have a spelling competion. First I’ll give you two minutes to memorize the words on Exercise 3. Do it quickly. Now, let’s have a word competition. Each time I let one student of each group stand up. When I say a word “finish”, the student who is standing should quickly run to the blackboard and write the word. Let’s see which group is the first.

怎样造就少儿英语阅读?

小学英语教学旨在造就儿童的学习态度,学习兴趣和优秀的语音、语感,并强调“听说”领先,“读写”跟上。但在现实教学中我们往往较重视听、说、写能力的训练和造就,而在读的方面较为忽视。语言技术是语言能力的主要组成部门,它包罗听,说,读,写四个方面的技术及这四项技术的综合运用能力,而提高阅读能力则是提高听,说,读,写能力的要害。通过阅读扩大知识,增添词汇量,交流时就不会言不达意,写作时才气内容富厚,语言隧道,那么应该怎样搞好英语阅读教学,同时提高小学生的英语阅读能力呢?一、造就学生的阅读兴趣兴趣是最好的先生,是学习努力性中最现实,最活跃的身分。一个学生只有对英语阅读发生了浓重的兴趣,才会把阅读看成自己的愿望和需要,才会由被动阅读转为自动阅读,才会有阅读的自信心。相反,若是没有兴趣,阅读就成了一种肩负。以是要想提高学生的阅读能力,必须在教学的起始阶段就要注重造就学生的阅读兴趣。1. 经心选择阅读质料阅读英语应当是轻松愉快,也可以是轻松愉快的。要做到这一点,阅读质料的选择是主要的。也就是要选择生动有趣,富有吸引力而又能启发心智的质料或书籍。小学英语科学普及出书社所选择的阅读内容故事性强,对学生既有吸引力又有启发性,学生很愿意去读和学,教学效果也很好。另外,凭据课本所学的知识,并在此基础上,编写和网络小英文故事、小漫笔等。由于面临是小学生,以是质料内容要生动、有趣,引发小学生的阅读兴趣。质料可选择熟识的童话故事、一样平常生涯情景、各国各地域的生涯文化先容等内容,要让学生感应阅读是一种享受,是浏览文章,而不是机器地读文章。2.给予适当的阅读指导由于小学生的阅读能力还处于基础认知阶段,对阅读的要领和技术掌握的还不够,我们在训练学生阅读时,应当适时适当地指导学生阅读。这样就会增添学生阅读的自信心,这种指导可以是配景知识的先容,也可以是阅读要领的指导,在学生阅读之前,先容与质料相关的配景知识,可以引发学生的阅读兴趣和学习兴趣,到达很好的学习效果。二、 引发学生的阅读念头在造就学生阅读兴趣的基础上引发学生的阅读念头,使学生真正感受到阅读带来的成就和喜悦。而在小学英语阅读教学中,引发学生阅读念头最好的要领就是提问题。 爱因斯坦也曾说过:“提出一个问题比解决一个问题更为主要,由于有问题,才会有思索,有了思索才有可能找到解决问题的要领和途径。”然而在我们的小学英语阅读教学中,西席解说—学生自读—西席提问—学生答问的模式却触目皆是,学生在课堂中总是处于“被组织”的状态,自动权始终掌握在西席手中,提问成了西席的专利,学生的使命就是答问。以是,在阅读教学中引发学生的阅读念头,使学生的头脑获得充实的调动是很是有须要的。1.在阅读前设置问题让学生带着问题去阅读,使教学和阅读更具有目的性。学生通过对问题的思索与回覆,就能准确判断出对阅读质料的明白怎样。而且使学生对课文的明白更深入。进入高年级阶段英语学习,学生学习能力和效果的分化越来越显着。学习能力较强的学生如鱼得水,提高极大;而学习有难题的孩子却越来越力有未逮,赶不上先生的要求和同砚的脚步。针对这样的情形,西席应调整要领,让醒目的孩子提问,先生则凭据问题的难易请响应水平的学生作答,要掌握好“问”和“答”的尺度,让每个孩子在课堂上都有收获和提高。2.在阅读中解决问题学生通过提出的问题对课文有了认知后,可通过讨论或小组交流的要领去解决问题,在交流中,他们的头脑获得激活,对课文的明白获得了相同和交流,同时也在无意中造就了他们的小组互助意识,学习效果很显着。学生在解决问题的历程中对文章的明白更深入,同时阅读能力也获得了显着的提高。3.在阅读后再次提出问题通过以上的学习交流,学生对课文的内容已有一定的相识,在此基础上让学生自己提出问题,各人配合解决,他们提出的问题可能林林总总,有的与课文相关,有的与课文无关,但在提问题,解决问题与交流中他们的头脑都获得了磨炼,提出的问题越多,说明对课文思索的越多,他们的阅读意识和兴趣就会越浓。三、拓展学生的阅读空间小学阶段的英语阅读教学往往局限于课本上的阅读质料,而忽视了课外阅读的指导和对阅读质料的再“加工使用”。学生阅读能力的提高绝非一朝一夕所能到达的,以是在一样平常教学中我们一定要注重逐步渗透阅读教学,哪怕是一小段对话、一篇小漫笔,先生在读法上都要做须要的指导。1 .给学生缔造优秀的阅读情况课堂虽然是教学的主阵地,但西席也要充实使用校园里的设施为学生提供英语课外阅读的时机,经心打造有利于学生英语阅读的情况,使学生在无意识当中提高学习英语的兴趣,富厚英语知识。如:(1)在校园里设立英语标志牌或口号,为种种课堂配上中英文标识。(2)办妥英语黑板报,英语长廊等宣传栏目,刊登英语小故事、英语诗歌、英语文化配景知识等。(3)使用校园广播或电视网定期播放儿童英语节目,先容学生喜好的童谣、歌曲或卡通片。(4)办妥课堂里的英语角。好比,使用板报开发英语学习园地,使用课堂的一角设立英语图书角,为学生交流阅读提供场所,并向学生推荐难易水平适中的读物。2 .给学生提供多样的阅读形式故事和歌谣是学生较喜欢的形式,先生可以指导学生将阅读学的内容改编成故事或歌谣的形式,如试着把课文中的对话转变为一段文章,让学生在动中学,在乐中学。这不仅可以增进学生对课文的明白,同时也是提高学生写作能力的一种要领,可以为以后的作文教育打好伏笔。我们还可以参照语文的教学要领,给学生一些图片,让学生举行看图写话的训练,自编故事。另外也可以在教学中加入多媒体的应用,这样可以凭据阅读内容出现情景,使教学历程变得形象、生动、生动,营造优秀的学习气氛,使学生乐学、爱学,引发求知欲望。四、提高阅读速率在英语阅读历程中,差别的阅读使命可以运用差别的计谋和技巧:1、 凭据上下文推测词义小学生在阅读中遇到生词,可凭据上下文的信息和句法去推断词义。例如这一段There are many mice in a house. The man of the house gets a cat. The cat kills many of the mice.其中kill是一个新单词,但学生能或许猜出这词的意思。2、 展望内容在阅读历程中不停验证和修正自己展望的历程。例如《What am I?》这篇漫笔,开头What am I? Please guess.就把小学生带入文章的料想中。接着I’m big,just like a box. I have a big face without a nose or eyes. I don’t have any hands or legs.对要料想的物品举行直接的形貌。使小学生的思绪转到类似的几个物品中举行搜索推究。最后凭据People,old and young,like to watch me.Do you know what I am?锁定所要料想的物品。小学生的思绪从大到小到点到猜出谜底,完成阅读内容,到达阅读目的。在这基础上,举行大量难度相当或略加提高的阅读,每周一节的阅读课学习二、三篇漫笔,课外天天阅读一篇漫笔,一个学期共阅读一百二十篇漫笔。在量的积累时,质的飞跃是一定的,阅读的速率自然加速。明白和速率是检查小学生阅读能力的二个标志。五、因材施教由于各个小学生智力生长等多个方面缘故原由,小学生的英语能力差异很大,以是英语阅读教学要针对现实因材施教,提高各条理小学生的的英语能力。把阅读质料分A、B二个条理:A是基础篇。B是生长篇。基础篇是与课本内容相当的漫笔,是对课本知识的温习。而生长篇是在这个知识点的基础上,从漫笔的内容、长度、难度略加高一些。总之,阅读明白能力是一种综合能力。随着英语教学革新的不停深入,对学生综合英语能力的要求也越来越高。阅读能力是英语自学能力的基础,同时又是造就学生综合语言运用能力和自学能力的手段。因此西席在学生最先英语语言学习的同时,就应注重对学生英语阅读习惯及阅读能力的造就和训练,为学生的终身学习打下优秀的基础。

洪恩阅读5第三课飞教案

幼儿园英语《in the supermarket》教案

嗯另有一件事现在我报读的ABC天卞口语的外教要我明确实在想将英语学好很简朴的坚持有个适当的研习情况以及实习口语工具,重点就是先生教学履历,尺度口音才可以坚持逐日训练口语1&1针对性教学才可以有很是.好.的学习成效..上完课同样要重复温习课后录音反馈。

幼儿英语教案以三个水果为主体,

确实有些地方可以找套路,内里也另有其他朋侪要面试的时间准备的面试参考课。顺便说一下 几天前帮我指导的ABC天卞西欧外教口语的西席和我提到 实在想征服英语是不难的。坚持有个切合的学习空间以及训练口语工具 先生水平是要害 西欧人士比东南亚好许多 口语尺度才可以,保持逐日口语交流 一对一个性化学习才气有很是.好.的前进效率。

幼儿园英语教案four good friends

直接引语和间接引语(1):1.转述他人的叙述—陈述句“Sarah said to her friend. Sarah told her friends that she did’t enjoy computers. 2. 转述他人的疑惑—一样平常疑问句”Ann“Peter asked. peter asked Ann if she had seen his blue notebook. 3.转述他人的问题—特殊疑问句?Peter asked Jim . Peter asked Jim what differences it made. 语法(Grammar)“did you „:it happened again . I’m sorry I forget. 热身运动(Warming up)?Should they be funny?smart or strong;Use the words in t:A:I think a friend should be kind. B:A good friend is someone who makes me happy. Describe yourself in three words and then describe one of your friends . I think I am_______ ________and ________. I think he/she is ________ ________and ________. 课前阅读(pre –reading):because I could use it to_______,to_______and _______. 3.____________________________________________ 课文(reading):Chuck learns how to be a good friend to Wwhy we need each other and we can do for each other.

幼儿英语学习日期教案

一、Topic课题:二、 Teaching Aims教学目的:知识目的(Knowledge):1. To help students learn to use these phrases:drink and fruits.3. Through studying the text to help the students to comprehend the story and try to retell.能力目的(Ability ):To further develop student’s ability to practice in pairs and work in groups.情绪目的(Feeling):Stimulate student’s interest in learning English.三、Key& Important items教学重、难点 Key words:Love,tomato,pasta,parents,worry,ice,soup,coca-cola,lemonade.Communication sentences:Yes,四、Materials for Teaching教具准备 picturesfood(grapes,box五、Pre-study Demands 预习要求 西席要求(Teachers):1. Prepare the teaching materials carefully first and then guide the students to learn the text by themselves.学生要求(Students):1. Listen and read the text of unit 4 at least three times.2. Look up the new words in the dictionary and make clear the pronunciations and meanings. 六、 教学历程Teaching Procedures情景创设一:(学习句型:)教学设计 教学反思 Step 1. Leading in. 激趣引入西席在上课的时间可以有意识地拿一个苹果apple,边吃边问学生:问的时间要让同砚们感受到先生很随意,没有上课的样子。问完一个学生之后,若是学生说Yes!西席就削一小块苹果给该学生,然后再转向另一个学生。先生就可以多问几个学生,直到把苹果分完为止。Step 2. Practice. 训练交流西席上课的时间带一些爆米花popcorn,随后拿出爆米花和小西红柿tomatoes问学生:would you like some popcorn/Step 3. Presentation. 主题出现当学生在先生创设的情景中不知不觉的学到知识的时间,西席可以再向学生提问:学生能重复先生的话回覆最好,若是不能,西席就可以把句型Would you like some apples?写在黑板上,然后问学生:How will you answer?No“You can have a try.这时?先生再用几个拓展的句子问学生,Step 4. Pair works. 小组练习 西席作出一定的树模?马上让学生造一些句子,西席可以说,若是学生造句很踊跃?西席可以让学生两人一组角逐造句”看谁造得多,西席可以这样指导,practice in pairs.Step 5. Report. 小组汇报然后可以让学生小组互助训练2-3分钟,最后小组汇报,看哪个小组造的句子又多又好,情景创设二,(学习量词的表达法。a cup of… a glass of … a bag of …)教学设计 教学反思 Step 1. Leading in. 激趣引入西席拿出一个茶杯对同砚们说:Oh:西席在陈述的时间要只管放慢节奏?以便学生能听懂并跟上先生语言的语速?Step 2. Presentation. 主题出现然后西席再拿着玻璃杯诠释说,This is a glass. This is milk. If you put some milk in this glass(将一袋牛奶倒入玻璃杯中)。Now“西席举着装牛奶的杯子?同时问一些问题,Step3. Practice. 训练拓展西席将提前准备好的几种差别工具放在讲桌上(或用电脑课件出现)?以便说明?a glass of water/,a box of chocolate等等;Step 4. Reading individually自主学习西席每说一个短语的时间;要启发学生一起说;说完一遍之后。让学生自己训练表达,磨炼学生的口语表达能力和自主学习的能力,Step 5. Pair works & report. 小组训练及汇报学生小组互助练习,最后分小组表达汇报,或小组角逐。Step 6. Ask and answer questions. 实践运用西席拿着一个物品或图片问学生,(或用电脑课件出现)Would you like a cup of tea,同时指导学生会带?Yes?please.?No“然后让学生看着P20第3 部门”小组互助举行问答训练后汇报演出“互助探讨一,教学设计 教学反思 学生自主学习第四部门阅读”学生自由读漫笔—-自主学习查字典弄懂新单词的意思—-小组互助讨论(提问,答疑)—-组际交流答疑释惑,西席提出问。题让各组讨论:学唱第六部门歌曲教学设计 教学反思 Step 1. 西席先让学生听一遍歌曲,然后让学生随着录音一起唱。Step 2. 让学生唱得比力熟悉的时间,让学生小组互助,Now,we’ll find some group to sing your own songs.互助探讨三:自主学习第7部门故事教学设计 教学反思 Step 1. Listen and repeat the story.Step 2. Students read individually.Step 3. Students look up the new words in the dictionary and make clear the sounds and meanings by themselves.Step 4. Reading practice.1. Students read together. 2. Students read in groups.3. Reading competition. (students read group after group) Step 5. Work in groups to practice ask questions like the 3 questions on page 22.Who teaches English in America?Step 6. Retell the story.Students practice retell the story.Miss Jane —English —America—students—smart—one day—english class—said to the students—everybody—Miss Jane—walking slowly—listening to—suddenly—own shoes were different—quickly—behind—ten minutes later—went out of the classroom—the next day—everybody—she went to check—great surprise— wearing a pair of mismatched shoes.自主体验一:教学设计 教学反思 玩“的游戏。学生小组内互助学习,把这些单词milk,tea,coffee,water,soup,coca-cola,7-up填入表格中,学生小组内玩“Bingo”的游戏。自主体验二:Let’s share the popcorns.教学设计 教学反思 上课时。Now,Pass and ask.教学设计 教学反思 西席提前准备好差别的工具,可以是水果、食物、纸做的小图片等,把这些工具放在讲桌上。每个组选一名同砚上台,拿着讲桌上的工具递给组内的其他工具,边递边问:(拿的什么就问什么)不管下一个学生说的是“都要接过工具问用同样的句子问下一个学生,西席可以这样指导。Look:her group;Would you like some..,or:Yes“No”you need to take the things and ask the next student the same question and then go on one by one.自主体验四”Quick response.教学设计 教学反思 Step 1. 西席树模“拿出一个茶杯的图片或食物”指导学生快速作出反映,a cup of tea. Step 2. 小组竞赛抢答:Step 3. 小组练习:组内训练,books(a bag of,bottles(a box of).自主体验五;Spelling competition.教学设计 教学反思 Now,finish:the student who is standing should quickly run to the blackboard and write the word. Let’s see which group is the first.,

关于水果的少儿英语教案

Unit 4 Would you like some apples? 一、Topic课题:Unit 4 Would you like some apples?二、 Teaching Aims教学目的:知识目的(Knowledge):1. To help students learn to use these phrases: a cup of… a glass of … a bag of …2. Review and consolidate the vocabulary about food, drink and fruits.3. Through studying the text to help the students to comprehend the story and try to retell.能力目的(Ability ):To further develop student’s ability to practice in pairs and work in groups.情绪目的(Feeling):Stimulate student’s interest in learning English.三、Key& Important items教学重、难点 Key words:Love, grapes, tomato, popcorn, bowl, pasta, cheese. Sandwiches, burgers, stomach, maybe, sick, parents, worry, ice, soup, coca-cola, lemonade.Communication sentences:Would you like some apples?Yes, I’d like to. No, thank you.What does the man want to have?Which room does the man choose?What pets does the woman want?四、Materials for Teaching教具准备 picturesfood(grapes, small tomatoes, popcorns)word cardscup, glasses, bottle, schoolbag, bowl, box五、Pre-study Demands 预习要求 西席要求(Teachers): 1. Prepare the teaching materials carefully first and then guide the students to learn the text by themselves.学生要求(Students):1. Listen and read the text of unit 4 at least three times.2. Look up the new words in the dictionary and make clear the pronunciations and meanings. 六、 教学历程Teaching Procedures情景创设一:(学习句型:Would you like…?)教学设计 教学反思 Step 1. Leading in. 激趣引入西席在上课的时间可以有意识地拿一个苹果apple,边吃边问学生:Would you like some apples? 问的时间要让同砚们感受到先生很随意,没有上课的样子。问完一个学生之后,若是学生说Yes! 西席就削一小块苹果给该学生,然后再转向另一个学生。这样,先生就可以多问几个学生,直到把苹果分完为止。Step 2. Practice. 训练交流西席上课的时间带一些爆米花popcorn, 小西红柿tomatoes,随后拿出爆米花和小西红柿tomatoes问学生:would you like some popcorn/tomatoes?Step 3. Presentation. 主题出现当学生在先生创设的情景中不知不觉的学到知识的时间,西席可以再向学生提问:How did I ask you the questions just now? Who can remember this? 学生能重复先生的话回覆最好,若是不能,西席就可以把句型Would you like some apples?写在黑板上,然后问学生:Did I ask this questions? Did I say this sentence? Would you like some apples? How will you answer? You should say, “Yes, please.” or “No, thank you.” Do you understand? You can have a try.这时,先生再用几个拓展的句子问学生:Would you like to open the door for me?Would you like to close the window for us?Would you like to clean the blackboard for me?Step 4. Pair works. 小组练习 西席作出一定的树模,马上让学生造一些句子,西席可以说:Now, who can make sentences with “Would you like to…?”若是学生造句很踊跃,西席可以让学生两人一组角逐造句,看谁造得多。西席可以这样指导:Very good. Now, let’s see who can make the most sentences. Now, practice in pairs.Step 5. Report. 小组汇报然后可以让学生小组互助训练2-3分钟,最后小组汇报,看哪个小组造的句子又多又好。情景创设二: (学习量词的表达法:a cup of… a glass of … a bag of …)教学设计 教学反思 Step 1. Leading in. 激趣引入西席拿出一个茶杯对同砚们说:Oh, I am thirsty. I want to drink some tea. Look, this is a cup. But there is no tea inside. Who has a cup of tea? Have you got a cup of tea? 西席在陈述的时间要只管放慢节奏,以便学生能听懂并跟上先生语言的语速。Step 2. Presentation. 主题出现然后西席再拿着玻璃杯诠释说:This is a glass. This is milk. If you put some milk in this glass(将一袋牛奶倒入玻璃杯中),it is called, “a glass of milk”. Do you understand? Now, look and listen. What’s this? 西席举着装牛奶的杯子,同时问一些问题:Do you like to drink milk?Does anyone also like to drink milk?Who else like to drink to milk?How many glasses of milk do you drink every day?Who buys the milk in your family?Step3. Practice. 训练拓展西席将提前准备好的几种差别工具放在讲桌上(或用电脑课件出现),以便说明:a cup of tea/ a glass of water/ a bottle of juice/ a bag of juice/ a bowl of rice/ a box of chocolate等等。Step 4. Reading individually自主学习西席每说一个短语的时间,要启发学生一起说,说完一遍之后,让学生自己训练表达,磨炼学生的口语表达能力和自主学习的能力。Step 5. Pair works & report. 小组训练及汇报学生小组互助练习,最后分小组表达汇报,或小组角逐。Step 6. Ask and answer questions. 实践运用西席拿着一个物品或图片问学生:(或用电脑课件出现)Would you like a cup of tea?Would you like a glass of water?Would you like a bowl of rice?Would you like a cup of coffee?Would you like a bottle of juice?Would you like a box of chocolate?Would you like a bag of apples?同时指导学生会带“Yes, please.” “No, thank you.”, 然后让学生看着P20第3 部门,小组互助举行问答训练后汇报演出。互助探讨一:教学设计 教学反思 学生自主学习第四部门阅读。学生自由读漫笔—-自主学习查字典弄懂新单词的意思—-小组互助讨论(提问,答疑)—-组际交流答疑释惑。西席提出问题让各组讨论:Do you often have sports?Do you feel thirsty after the sports?What do you like to do?Do you often drink cold water?互助探讨二:学唱第六部门歌曲教学设计 教学反思 Step 1. 西席先让学生听一遍歌曲,然后让学生随着录音一起唱。Step 2. 让学生唱得比力熟悉的时间,让学生小组互助,自己填词。Now, I want you to work in groups. You can change some of the song’s words. Later, we’ll find some group to sing your own songs.互助探讨三:自主学习第7部门故事教学设计 教学反思 Step 1. Listen and repeat the story.Step 2. Students read individually.Step 3. Students look up the new words in the dictionary and make clear the sounds and meanings by themselves.Step 4. Reading practice.1. Students read together. 2. Students read in groups.3. Reading competition. (students read group after group) Step 5. Work in groups to practice ask questions like the 3 questions on page 22.Who teaches English in America?What does Miss Jane do in America?Whrer does Miss Jane teach English?Step 6. Retell the story.Students practice retell the story.Miss Jane —English —America—students—smart—one day—english class—said to the students—everybody—Miss Jane—walking slowly—listening to—suddenly—own shoes were different—quickly—behind—ten minutes later—went out of the classroom—the next day—everybody—she went to check—great surprise— wearing a pair of mismatched shoes.自主体验一:教学设计 教学反思 玩 “Bingo” 的游戏。学生小组内互助学习,把这些单词milk, tea, coffee, water, soup, apple juice, coca-cola, lemonade, orange juice, tomato juice, pineapple juice, 7-up填入表格中,学生小组内玩“Bingo” 的游戏。自主体验二:Let’s share the popcorns.教学设计 教学反思 上课时,西席让一个学生拿着一袋爆米花在课堂里问另一个学生,Would you like to have some popcorn? 若是学生说;Yes, l’d love to. 问话的同砚就可以把爆米花递给他,然后自己回到座位上。若是被问的学生说不要,问话的学生就可以拿着爆米花继续去问其他同砚。这样可以让同砚们有时机训练本单元学习的主要句型Would you like…。西席可以这样指导学生:look, everyone. I’ve got a big bag of popcorns. You know popcorns. Who want to have some popcorn? You come here please. Would you like some popcorn? OK, here you are. 当学生把爆米花递给另一个学生的时间说:you can go on asking other friends the same question. Would you like some popcorns? Do you understand? Now, let’s begin.自主体验三:Pass and ask.教学设计 教学反思 西席提前准备好差别的工具,可以是水果、食物、纸做的小图片等,把这些工具放在讲桌上。每个组选一名同砚上台,拿着讲桌上的工具递给组内的其他工具,边递边问:Would you like some…? (拿的什么就问什么)不管下一个学生说的是“Yes”照旧“No”,都要接过工具问用同样的句子问下一个学生。 西席可以这样指导:Look, we have many things on this big table. The first student of each group comes to the front and takes something here and then goes back. He/she can ask the students in his/her group,” Would you like some..? ”The second student can answer: “ Yes, please” or “No, thank you.” If you say “ Yes” you can take one. If you say “No” . you don’t take any. After this, you need to take the things and ask the next student the same question and then go on one by one.自主体验四:Quick response.教学设计 教学反思 Step 1. 西席树模: 拿出一个茶杯的图片或食物,指导学生快速作出反映:a cup of tea. Step 2. 小组竞赛抢答。Step 3. 小组练习,组内训练。Rice(a bag of), water(a glass of water), books(a bag of; a box of), soup(a bowl of), juice(a bottle of ), bottles(a box of).自主体验五:Spelling competition.教学设计 教学反思 Now, let’s have a spelling competion. First I’ll give you two minutes to memorize the words on Exercise 3. Do it quickly. Now, let’s have a word competition. Each time I let one student of each group stand up. When I say a word “finish”, the student who is standing should quickly run to the blackboard and write the word. Let’s see which group is the first.

怎样造就少儿英语阅读?

小学英语教学旨在造就儿童的学习态度,学习兴趣和优秀的语音、语感,但在现实教学中我们往往较重视听、说、写能力的训练和造就。而在读的方面较为忽视,语言技术是语言能力的主要组成部门。写四个方面的技术及这四项技术的综合运用能力,而提高阅读能力则是提高听,写能力的要害,通过阅读扩大知识。写作时才气内容富厚,那么应该怎样搞好英语阅读教学,同时提高小学生的英语阅读能力呢,一、造就学生的阅读兴趣兴趣是最好的先生?是学习努力性中最现实,一个学生只有对英语阅读发生了浓重的兴趣。才会把阅读看成自己的愿望和需要,才会由被动阅读转为自动阅读,才会有阅读的自信心,阅读就成了一种肩负,以是要想提高学生的阅读能力。必须在教学的起始阶段就要注重造就学生的阅读兴趣,1. 经心选择阅读质料阅读英语应当是轻松愉快。阅读质料的选择是主要的,也就是要选择生动有趣。富有吸引力而又能启发心智的质料或书籍,小学英语科学普及出书社所选择的阅读内容故事性强。对学生既有吸引力又有启发性,学生很愿意去读和学,凭据课本所学的知识,编写和网络小英文故事、小漫笔等,以是质料内容要生动、有趣,引发小学生的阅读兴趣,质料可选择熟识的童话故事、一样平常生涯情景、各国各地域的生涯文化先容等内容。要让学生感应阅读是一种享受,是浏览文章,而不是机器地读文章,2.给予适当的阅读指导由于小学生的阅读能力还处于基础认知阶段。对阅读的要领和技术掌握的还不够,我们在训练学生阅读时,应当适时适当地指导学生阅读,这样就会增添学生阅读的自信心。这种指导可以是配景知识的先容,也可以是阅读要领的指导,在学生阅读之前,先容与质料相关的配景知识,可以引发学生的阅读兴趣和学习兴趣,二、 引发学生的阅读念头在造就学生阅读兴趣的基础上引发学生的阅读念头。使学生真正感受到阅读带来的成就和喜悦,引发学生阅读念头最好的要领就是提问题,提出一个问题比解决一个问题更为主要:有了思索才有可能找到解决问题的要领和途径,然而在我们的小学英语阅读教学中,西席解说—学生自读—西席提问—学生答问的模式却触目皆是。学生在课堂中总是处于”自动权始终掌握在西席手中“提问成了西席的专利”学生的使命就是答问,在阅读教学中引发学生的阅读念头,使学生的头脑获得充实的调动是很是有须要的。1.在阅读前设置问题让学生带着问题去阅读,使教学和阅读更具有目的性,学生通过对问题的思索与回覆。就能准确判断出对阅读质料的明白怎样,而且使学生对课文的明白更深入。进入高年级阶段英语学习,学生学习能力和效果的分化越来越显着。学习能力较强的学生如鱼得水。而学习有难题的孩子却越来越力有未逮。赶不上先生的要求和同砚的脚步,西席应调整要领,让醒目的孩子提问。先生则凭据问题的难易请响应水平的学生作答,让每个孩子在课堂上都有收获和提高“2.在阅读中解决问题学生通过提出的问题对课文有了认知后”可通过讨论或小组交流的要领去解决问题,他们的头脑获得激活,对课文的明白获得了相同和交流,同时也在无意中造就了他们的小组互助意识,学生在解国际油价最新走势Do you often have sports决问题的历程中对文章的明白更深入,同时阅读能力也获得了显着的提高,3.在阅读后再次提出问题通过以上的学习交流。学生对课文的内容已有一定的相识,在此基础上让学生自己提出问题。他们提出的问题可能林林总总。学生喜好的童谣、歌曲或卡通片。(4)办妥课堂里的英语角。使用板报开发英语学习园地,使用课堂的一角设立英语图书角,为学生交流阅读提供场所,并向学生推荐难易水平适中的读物。2 .给学生提供多样的阅读形式故事和歌谣是学生较喜欢的形式,先生可以指导学生将阅读学的内容改编成故事或歌谣的形式,如试着把课文中的对话转变为一段文章,这不仅可以增进学生对课文的明白,同时也是提高学生写作能力的一种要领,可以为以后的作文教育打好伏笔。我们还可以参照语文的教学要领,给学生一些图片,让学生举行看图写话的训练,另外也可以在教学中加入多媒体的应用,这样可以凭据阅读内容出现情景,使教学历程变得形象、生动、生动,四、提高阅读速率在英语阅读历程中,差别的阅读使命可以运用差别的计谋和技巧:1、 凭据上下文推测词义小学生在阅读中遇到生词,可凭据上下文的信息和句法去推断词义。但学生能或许猜出这词的意思。2、 展望内容在阅读历程中不停验证和修正自己展望的历程。Please guess.就把小学生带入文章的料想中。just like a box. I have a big face without a nose or eyes. I don’t have any hands or legs.对要料想的物品举行直接的形貌。使小学生的思绪转到类似的几个物品中举行搜索推究。小学生的思绪从大到小到点到猜出谜底,完成阅读内容,到达阅读目的。举行大量难度相当或略加提高的阅读,每周一节的阅读课学习二、三篇漫笔,课外天天阅读一篇漫笔,一个学期共阅读一百二十篇漫笔。阅读的速率自然加速。明白和速率是检查小学生阅读能力的二个标志。五、因材施教由于各个小学生智力生长等多个方面缘故原由,小学生的英语能力差异很大,以是英语阅读教学要针对现实因材施教,提高各条理小学生的的英语能力。把阅读质料分A、B二个条理:基础篇是与课本内容相当的漫笔,是对课本知识的温习。而生长篇是在这个知识点的基础上,从漫笔的内容、长度、难度略加高一些。阅读明白能力是一种综合能力。对学生综合英语能力的要求也越来越高。

洪恩阅读5第三课飞教案

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