英语的课件(范文7篇)。

教案课件在老师少不了一项工作事项，写教案课件是每个老师每天都在从事的事情。教师需要全面考虑教学内容来制定教案。编辑经过搜索成功为您找到了一些有用的内容“英语的课件”，敬请您贡献宝贵时间阅读此文！

英语的课件 篇1

第一部分是教学计划及大纲要求：

其中教学计划为：每单元精讲阅读部分第一篇课文，课时是两课时时间，总计90分钟。需要完成的内容是全篇课文的讲解及相关习题的练习。大纲的要求是：阅读作为外语教学训练的归结，通过阅读开拓学生眼界，进一步提高语感和交际能力，为学生自主学习创造充分的条件。我对大纲要求的理解是重点要放在为学生自主学习创造条件，大学的学习，不同于初高中的学习，毕业后很多学生要面临工作，培养学生快速自主的学习能力就是培养学生职场最核心的竞争力，因此引导学生自主获得信息，找到文章重点是本课设计的重点。

第二部分是教学目标：

一。本课的教学目标中最基本的是知识目标：学生能掌握基本的词汇，句子结构，相关语法，能够理解文章意思 ,了解相关文化信息。

二。更高一级的目标是能力目标：

1.激发学生了解不同国家文化的兴趣，任何学科的学习都要以兴趣为基础，学生了解英语国家相关的文化对兴趣的培养，英语文章的理解都大有帮助。如果考试中的阅读理解是同样的难易程度，但一个是考端午节的文章，一个是考狂欢节的文章，相信学生一定是第一篇文章做的效果好，因为学生了解端午节的相关信息，而对西方的狂欢节学生知之甚少。因此，学生了解西方文化对应试，尤其是阅读部分的得分，会有很大的帮助。

2.培养学生理解英文文章，快速准确获取主要信息的能力。学生毕业后面临工作，职场不同于学校，如何快速的获得信息，学会相关工作流程是职场必备的素质，因此老师在教学过程中，要着重培养学生在短时间之内理解文章，找到文章重点的能力，鼓励学生自主学习，这是我们大学教育的教学中重要的一项教育目标。

3.学习文中地道英语句型的写法，完善写作能力。英语文章的讲解初高中就有，但侧重点应该是不同的，大学阶段不应仅仅把阅读的教学重点放在意思的理解，和单独词汇的使用上，要让学生学会模仿学习文章中地道的英语表达方式，写出地道的英文句子。这是对大学英语中阅读教学的更高要求，这有利于学生英语水平得到质的提高。写作能力在职场是非常重要的也是基本的能力之一，虽然写作在听、说、读、写、译中是难点，但只要经过不断的模仿，练习，学生能够写出标准的清晰的英语文章，相信这对学生步入职场会有很大的帮助。

4.灵活运用所学词汇。这要求学生不仅知道词汇的意思，而且可以运用到实际英语交流中去，最重要的是学生可以运用到自己所写的文章中去，很多学生存在一个问题就是，背了很多的单词，但最后考试的时候，写作部分却很多词不会写，原因就是平时对词汇的运用掌握不好，只知道意思，不会运用，因此会再多的词汇，不会使用，也是白费工夫，在教学中，老师要多给学生举例，让学生自主模仿、学习词汇的使用，这样可以加深学生对词汇的理解及运用。

三。最高一层的目标是素质目标：不同国家，习俗不同，应当尊重不同国家的风俗习惯，学到相关礼仪，了解其他国家文化的同时，取其精华，弘扬发展本国文化。

第三部分是教学方法：

适用于本课的教学方法有：讲述教学法，任务教学法，举例教学法及提问启发法。

1.讲述教学法：这是所有学科授课过程中最根本的也是最常用的教学法，英语区别于其他学科：要求部分内容英文授课，根据学生的实际水平，我意识到如果整节课都是英语授课，会有部分学生听不明白，因此在文化背景介绍时会使用英语，配合多媒体教室中PPT的播放，将英文介绍呈现给学生，引导学生理解相关内容，但在重点语法、句型的讲解中一定采取中文授课，要给学生讲清楚讲透彻，语言要具有启发性。

2. 任务教学法：在学习文章之前我都会先提出相关的问题，并呈现在黑板上，让学生带着问题自己先阅读一下整篇文章，找到相关答案。这种方法使学生能够快速进入自主学习的氛围中，快速获得文章信息，理解文章大意，也划出自己不会的词汇，不理解的句子，使学生参与到课堂中来，也激发了学生的学习兴趣。

3. 举例教学法：英语学科的教学是语言的教学，英语作为第二语言，学生必须有模仿学习的过程，因此举例教学对英语教学非常重要。老师要列举英语句子，告诉学生语法词汇的用法，并及时给出中文句子，让学生模拟的写出英文句子，让学生学会运用。

4. 提问启发法：这个教学方法要贯穿于整堂课的教学中，要启发式的教学，随时提问学生，了解学生对新知识的掌握程度，及时补充并纠正学生在学习中出现的问题。运用这个方法有效的增加了课堂中学生与老师的互动，使学生自主的学习。同时，提问的方法也很多，可以是口头提问，也可以以书写的方式提问。以前在讲课时我存在的问题是课文讲的很详细，但课后练习讲的不到位，学生练的很少，在督导老师的提议及启发下，我改进了教学方法，在课后习题的练习部分，请学生到黑板写答案，这样我可以直观的给学生订正语法，词汇甚至是单词拼写上的错误，同时会叫到不同班的学生，可以说是小型竞赛的方式，这助于学生对习题部分增加兴趣，准确获取答案。同时，英语的教学目标还与A,B级考试相关，因此在我讲完文章后，会让学生做一篇A,B级水平的阅读理解，我会提问答案，及提问相关句子的理解，经过教材中整片文章的学习，学生再去自己做A,B级阅读题，都会感到得心应手，这也提高了学生学习英语的成就感，也将A,B级考试恰当的融入课堂教学中。

第四部分是学生的学习方法：

配合教学方法的实施，学生在课堂上可以以讨论，回答问题，完成任务等方式主动参与到课堂中来，启发学生学习兴趣，引导学生学到相关知识，培养学生自主学习能力，加强学生应试与实际应用英语的能力。其中讨论的环节我会运用到文化背景的介绍环节中，让学生讨论自己地区的文化习俗，并交流他们所知道和了解的其他国家文人习俗，提高学生学习文章的兴趣。当然学生学法的重点也是要放在引导学生自主学习。

第五部分是教学的实施和过程，以下是我对本堂课的设计

略

英语的课件 篇2

活动目标：

1、初步学习歌曲《Ten Little Indian Children》，能大声地用英语来演唱。

2、复习双语单词one——ten，会与数字1——10相对应。

3、通过音乐游戏复习第5—7册英语句子提高幼儿学习双语的兴趣。

4、培养幼儿感受音乐，热爱大自然的美好情感。

教学重难点：

1、认识单词one—ten，会与数字1—10相对应。

2、学习新的乐曲《Ten Little Indian Children》，初步掌握歌词与旋律。

活动准备：

1、印有英语单词one——ten的车票两套。

2、情景布置图及汽车座位上粘上数字1——10两排。

3、画有印第安小朋友的图片若干。

4、一套含有中英文的短句，如：一个小孩 one little 。

5、幼儿人手一个小背包，包内放有英语句子纸条两份。

6、幼儿水笔人手一份，教师事先在十个小指上画有简单的脸谱。

活动过程：

一、开始部分：

up2; 以旅游售票的游戏导入，复习数字1—10的英语单词。(播放背景音乐)

T：小朋友，今天天气真好，让我带你们去旅游吧!Let’s go!

(跟着音乐做简单的律动)

T：瞧，孩子们!车站到了，请你们去售票员阿姨那买票，然后根据你的车票上车找相应的座位号，赶快行动吧!

(幼儿进行买票入座游戏，根据票上的英文找座位上的数字相匹配)

T：小朋友都找到座位了。OK!我现在要来核对一下你的车票是否和你所坐的座位号相符合，请你用响亮的声音从1—10的顺序报出你的车票号码。Do you understand?[Yes!]OK! You pleas!

(幼儿用响亮的声音报出车票号码，教师根据幼儿所报号码进行核对，并纠正个别幼儿的发音。)

T：OK! Very good. 经过核对，你们的车票与座位号都相吻合。请小朋友保管好你们的票，把它放在口袋里，放好了吗?车要开了。(播放音乐，做简单律动。)

二、基础部分：

up2; 引导幼儿认识、理解歌词，初步熟悉歌曲旋律。

1、以游戏性的方式引出主题。

T：小朋友快看，我们到印第安了。瞧，那边还有许多Indian Children 在迎接我们呢。快打个招呼吧!Hello, Indian Children.

T：拿出你们的照相机给他们拍张照片吧。(形象性的做手势照相)

2、初步熟悉歌词。

T：小朋友们我们下车了。让我们来数一数这里有几个Indian Children.

(师生一同用英语进行点数)

T：OK!Ten Indian Children. 现在请你们来看一下我拍的照片，好吗?(边出示图片边请幼儿说出照片上有几个小孩)

非常棒，Indian Children都在夸你们呢，老师告诉你们‘一个小孩’是用英语one little来表示的，跟老师说……

T：老师知道你们的英语学得非常棒，请你们把旁边的中英文短句贴放在相应的照片下。(将幼儿分为两组进行匹配)

大班幼儿英语教案

英语的课件 篇3

大家好，我很高兴能在这里进行说课。我今天要说的课是NSECS book 1的第一单元《友谊》。现在，我将从以下几方面进行阐述：教材及学情分析、教学目标、教学方法及教具、教学过程和板书设计。

首先，我将分析教材和学生情况。

这个单元课文的题目是《安妮最好的朋友》，主要内容讲的是在和家人躲避纳粹捕杀期间犹太女孩安妮将她的日记视为她最好的朋友。课文分为两个部分，第一部分是有关安妮日记的背景介绍；第二部分是安妮日记的内容。课文重点是学生能用预测、略读、扫读等阅读技巧较好地掌握课文。难点是学生能概括课文大意和段落大意。

现在我要谈谈学生的情况。他们刚上高中一年级，英语学龄在七年以上，有一定的词汇量，能用英语进行一些简单的讨论，但是缺乏阅读技巧的训练。由于处在这个年龄的学生非常重视友谊，所以他们对友谊这个话题会很感兴趣。

根据教材和学情的分析，我制定了以下五个教学目标。

一、语言技能：学生能用预测、略读、扫读等阅读技巧阅读课文。

二、语言知识：学生能学会一些新的单词和词组，如power, on purpose, in order to等等；学生能熟悉友谊这个话题。

三、学习策略：学生能学会通过与他人合作交流来学习并解决问题。

四、情感态度：学生会更重视友谊并珍惜他们所拥有的东西。

五、文化意识：学生能了解更多关于二战的历史知识，特别是犹太人在二战中所遭受的迫害。

现在，我要谈谈教学方法和教具。我采用的教学方法是交际法，所使用的教具是黑板和课件。

接下来，我将重点阐述我的教学过程，该教学过程总共有四个步骤。

步骤一是热身活动。这个活动将用时3分钟。我将给学生放一首名为《永远的朋友》的英文歌曲。在听歌之前，我会问学生一个问题，就是“这首歌是关于什么的？”，这样他们就会带着目的去听歌。听完歌后，学生会了解这首歌是关于友谊的。这样就自然地引出了课文“友谊”这个话题。同时，学生对音乐比较感兴趣，听歌可以激发他们的学习兴趣并活跃课堂气氛。

步骤二是预读。这个步骤将用时5分钟。首先，我会叫学生读文章的题目然后问他们问题“你们知道题目中提到的安妮是谁吗？”如果学生不知道，我会告诉他们安妮是一个在二战中幸存下来的有太女孩。然后我会用相关的图片讲述犹太人在二战中的悲惨遭遇。在学生掌握了课文的背景知识后，我就让学生通过看课文的题目和课文中的图片来预测课文的内容。通过预测，学生在阅读过程中会更加仔细从而来印证自己的预测是否正确，同时学生也会注意力更加集中，能更好地掌握课文主题。

步骤三是阅读。这个步骤将用时25分钟。总共有三个活动。

在活动一中，我会让学生扫读课文从而概括课文和段落大意。由于让学生独自概括课文和段落大意有一定的难度，我会给出几个选项供学生选择从而降低难度。这个活动的目的是训练学生扫读这个阅读技巧,同时他们可以掌握课文大意。

在活动二中，我会让学生通过略读课文来完成课文句子的填空，目的是训练学生略读这个阅读技巧，同时他们可以获得课文中的一些具体的细节信息。

活动三是仔细阅读。首先，我会解释一些会造成学生对课文理解困难的新词组，如go through, on purpose, in order to等等，这样他们就可以更顺利地阅读全文。然后我会让学生回答练习二中的问题。在回答完这些问题后，学生会对全文有一个更好的理解。之后，我会让学生同桌两个人互相合作用一些形容词来形容安妮在看外面的填空时的感受。然后我会教一些学生到前面把他们想到的词写到黑板上。这个活动会使学生更好地体会安妮的感受。

步骤四是读后活动。这个步骤将用时12分钟。我将开展一个每四人一小组的讨论。我会通过提问来给学生创设一个情境，问题是“假设你不得不像安妮和她的家人那样躲藏起来，你将会最想念什么，为什么？”。在讨论结束后，我会叫一些学生发表他们组的看法。然后我会把他们的看法写在黑板上。这个讨论的目的是培养学生的合作意识。同时，经过讨论，学生会懂得更好地珍惜他们所拥有的东西。

现在，我要谈谈我布置的作业。我会让学生以课堂上的讨论为基础，写一篇关于他们会最想念的东西并说明理由的短文。

这是我的板书设计

miss reasons

以上就是我的说课，谢谢！

英语的课件 篇4

acquire习得

active l vocabulary 积极外语词汇

bilingual 双语的

classification 分类

communicative ability 交际能力

communicative function 交际功能

a communication-oriented activity 以交际为中心的活动

comparison and contrast 比较和对照

cross lingual technique 跨语言（教学）法

equivalent expression 相对应的表达

flt(foreign language teaching) 外语教学

free interpretation 自由口译

functional equivalent 功能对应的表达

grammar formula 语法公式

initial 首字母缩写词

l proficiency 外语水平

language proficiency 语言水平

plural noun 复数名词

privacy 隐私

reference system 参照系统

similarities and differences 异同点

style 风格

taboo 禁忌

target culture 目标语文化

teaching/learning technique 教/学方法

third person singular 单数第三人称

word list 单词表

conversion drill 转换练习

decode 解码

demonstration：示范

encode 编码

information gap 信息沟

inhibition 约束，抑制

interaction 交互作用，互动

mechanical drills 机械操练

motivation 动力

nonverbal 非言语的

pantomime 哑剧，用手势表达

participation 参与

receptive 接受性的

scenario 剧本

stimulate 激发

stimulus 刺激，促进因素

substitution drills 替换练习

target language 目标语，指要学习的语言

unpredictability 不可预见性

cluster sampling 整群抽样

cohort design 类似群体设计

control variable 控制变量

criterion group design 标准组设计

dependent variable 依变量

expectancy effect 期望效应

experimental mortality 实验死亡率

external change 外部变化

external validity 外部效度

history 历史

independent variable 自变量

instability 不稳定性

instrumentation 手段

interaction of several factors 因素的交互组合

internal change 内部变化

internal validity 内部效度

interrupted time series design 间断时间次序设计

maturation 成熟

moderator variable 调节变量

non-designs 前实验设计

nonequivalent dependent variables design 非等值依变量设计

observational techniques 观察技巧

one-group posttest-only design 一组实验后测试设计

one-group pretest-posttest design 一组实验前后测试设计

operational definition 操作定义

outcome variable 结果变量

posttest-only control group design 只有实验后测试的控制组设计

prestest-posttest control group design 实验前后测试的控制组设计

pretesting 前测试

quasi-experimental designs 准实验设计

questionnaire 问卷调查

quota sampling 定额抽样

random sampling 随机抽样

repeated treatment design 反复处理设计

research hypothesis 研究假设

selection 选择

statistical regression 统计回归

systematic sampling 系统抽样

true experiment 真正的实验

untreated control group design with pretest and posttest

language learning objective 语言学习目标

curriculum 课程目标

action and interaction 作用和相互作用

examination prescription 考试指南

philisophy of teaching 教学观念

practicality 实用性

pragmaticality 实效性

motivational drive 动力驱动

reality 现实性

learning strategy 学习策略

terminal objective 结果目标

enabling objective 过程目标

evaluation 评价

formative assessment 形成性测试

assignment 作业布置

language acquisition 语言习得

individual difference 个体差异

auditory 听觉

scientificity 科学性

variety多样性

flexibility 灵活性

creativity 创造性

learner-centered 学生中心

awareness of syllabus 大纲意识

contextualized setting 语境

affirmative answer 肯定回答

allocation of roles 角色分配

assessment 评估

assessor 评估者

bilabial 双唇音

brainstorm 集思广益/大脑风暴

chinese pinyin 汉语拼音

closed pairs 练习式结对活动

designing 设计

communicative ability 交际能力

communicative function 交际功能

content feedback 内容反馈

consonant clusters 辅音连缀

compulsory course 必修课

classroom teaching 课堂教学

demonstration 示范，演示

demonstrator 示范者，演示者

diphthong 双元音

elicitation 诱导，引出

evaluation 评价

exponents 范例

feedback 反馈

form feedback 形式反馈

falling tone 降调

fluency practice 流利度训练

group work 小组活动

information gap 信息沟

instructor 指导者

intensive reading 精读

interactional language 交际性语言

intonation 语调

indoor activities 室内活动

jazz chants 爵士乐

jigsaw games 拼图游戏

language units 语言单位

language input 语言输入

language proficiency 语言熟练度

manners of articulation 发音方法

mime 模拟, 模仿

monitor 监督者，监督者

nasals 鼻音

noughts and crosses 拼字游戏

open pairs 演示性接对活动

organizer 组织者

outdoor activities 室外活动

pair work 结对活动

participation 参与

places of articulation 发音部位

practice stage 实践阶段

procedure 步骤

prompts 提示性语言

pronunciation practice 语音练习

quiz 知识小测验

remedial measures 补救性措施

rhyme 韵律

rhythm 节奏

rising tone 声调

received pronunciation 标准语音

role plays 角色扮演

safety coefficient 安全系数

scan 略读

skim 快读

supplementary form 补充形式

supervisor 督促者

stress 重音

structure practice 结构练习

teaching syllabus for full-time secondary schools 全日制中学教学大纲

tongue twisters 绕口念

vocal organs 发音器官

vocabulary practice 词汇练习

alphabet chart 字母表

authentic printed material 原文材料

flip chart 浏览图表

grammar chart 语法图表

jefc 初中英语

model 模型

object visual 实物教具

phonetic chart 语音图表

picture flash card 图画卡片

questionnaire 问卷

sentence building card 组句卡

sentence building grid 组句表格

speech organ 发音器官

syllable wheel 音节风车

teaching aids 教具

visuals 可视教具

wall picture 墙画

wall poster 墙贴

word building card 组词卡

word flash card 单词卡片

word map 联想图表

word slide 单词滑梯

work card 练习卡

work sheet 分发材料

blackboard arrangement 黑板布局

board writing 板书

dynamic person 动态人物画

full cursive 草体

inanimate object 静物

main board writing 主板书

minor board writing 副板书

printing style 印刷体

simple blackboard drawing 黑板简笔画

simple cursive 简单草体；行体

simple picture 简笔画

static image 静物画

stick figure 简笔人物画

writing style 书体，字体

web 网状图形

active listening积极聆听

agenda议程

attention span注意力

automatic reaction机械反应

classroom interaction课堂互动

classroom routine课堂常规

communicating style传播风格

communication model交际模式

consultant咨询者

cyclical (sequence)循环次序

facilitator协助者

follow-up跟踪练习

group work activities小组活动

half dialogue补全对话

information gap信息沟

instructor指导者

linear sequence线性次序

loss of control（课堂）失控

motivation动机

questioner提问者

remedial teaching纠错教学

rhetorical devices修辞手法

pair work activities结对活动

personalizing个体化

prompts提示

repetition dialogue重复对话

substitution dialogue替换

sequencing次序安排

supervising监督，管理

the need to communicate交际需求

transmission model传授模式

whole class work activities全班活动

allophonic : 音位变体的，语音变体的。

articulation: 发音动作，发音。

consonant clusters 辅音

content words 实词

contraction: 缩略形式。

discrimination: 辨别。

form words 虚词

homophones: 同音异形词

inflection: 变音；转调；语音的抑扬变化。

jingle: 叠韵的诗句。

lateral consonant 边辅音

linking of souds 音的连读

mimicry 模仿

minimal pair: 最小对立体。

nasals 鼻音

ongoing 持续的

oral cavity 口腔

phoneme：音位（语音的最小单位）；音素。

prosodic feature: 韵律特征。

remedial teaching (此处为)纠音教学法

rhythm: 节奏。

segment: 单位；切分成分。

segmental phoneme：切分音位。

sight words: 同形异音词

soft palate 软腭

super segmental phoneme: 超切分音位

utterance: 发声，表达，话语（指两个停顿或可能的停顿之间的一串言语，通常在话语的末尾用上升或下降的终端连音表示）。

vibration 振动 共鸣

willy-nilly:不管愿不愿意。

anticipate 预测

brainstorm 集思广益

chunk 片语

coherent unity 前后一致的整体

command 命令句

competence 能力

compile 收集

comprehensive recognition 理解性认知

conjunction 连接词

context 语境，上下文

coordinator 协调连词

creative writing 创造写作

cursive 手写体

diagram 图表，图集，文图

diction 语言风格

exclamation 感叹句

feedback 反馈

framework 框架

gap filling 填空

genre 风格，体裁

highlight 标明

incorporate 包括，纳入

information explosion 信息爆炸

interaction 交流，合作

interior relation 内在的联系

jigsaw writing 割画写作

linker 连接词

matching words 词组填空

morphology 形态

muddled 乱序的

ohp overhead projector 投影仪

pattern drills 句型练习

picture writing 看图写话

pie chart 饼型图表

proofread 审读

punctuation 标点

readership 读者

rearranging scrambled sentences 乱句重组

reference注解

resulting text 完成稿

revise 校订

rhetorical purposes 修辞目的

semantic 语义的

sentence chains 句子连接

sentence combining 句子组合

sentence completion 完成句子

sentence judging and making 判断句子和造句

sentence linking 连句成段

sequencer 顺序词

statement 陈述句

structurally complete 结构完整

substantial guidance 大量的指导

syntax 句法

transcend 超越

transformation 转换

transition 过渡连接

treasure hunt 寻宝

comprehensible input 有意义输入

cue 提示词

chain drill 链式操练

deductive method 演绎法

function 功能

inductive method 归纳法

morpheme 词素

multi- slot substitution 多成分替换

morphology 词法

syntax 句法

the grammar translation method 语法翻译法

transformation drill 转换练习

single-slot substitution 单一成分替换

backgroud knowledge 背景知识

bottom-up processing 自下而上认识法

communicative competence交际能力

decode解码

encode编码

information input/output信息输入/输出

interactional purpose 互动目的

lead-in导入

linguistic competence语言能力

phatic寒暄

top-down processing自上而下认识法

transactional purpose 信息传递目的

code 语码

a system of words, letters, numbers, etc.

decode 解码

to discover the meaning of a code

encoding 编码

putting … into a code

decoding 解码

discovering the meaning of a code

skimming 掠读

skimming means reading quickly to get the gist, i.ethe main idea of the text

it is the method in which the reader reads only the first sentence of each paragraph of a whole passage and then recalls everything and identifies the most important pointsafter that he/she sets a goal for the assignment and plans how to do intensive reading of the entire document at a slower pace

scanning 略读

scanning means to read and locate specific information such as figures, schedules, tables, news heading, etcthe key point in scanning is that students have something in their mind and they should ignore the irrelevant parts when reading

top-down approach 自上而下模式

it is a model of teaching reading in which the teacher teaches the background knowledge first so that students equipped with such knowledge will be able to guess meaning from the printed page.

bottom-up approach 自下而上模式

it is a reading model that follows a linear process from the recognition of letters, to words, to phrases, to sentences, to paragraphs, and then to the meaning of the whole text

distinguishing 辩识

finding the main idea from supporting details

predicting 预测

guessing what is coming next

sqr strategy sqr阅读策略

sqr is a five-step procedure made up of surveying, questioning, reading, reciting, and reviewing, which can be used for reading a variety of reading materials, including textbooks and journal articles, as long as the structure or organization of the material is not too complex.

the first step is to survey the material for content and organization to create a mental map of the text and selective reading;

the second step is to predict questions that may be answered by the material on the basis of the survey to serve as an individualized knowledge framework or template of the passage to which details may be added later;

the third step is to read the assignment one section at a time for content, search for relationships among the main ideas and their supporting details, look for information that answers the predicted questions, and take note of unexpected ideas;

the fourth step is to recite to actively make mental connections among main ideas and details;

finally, review the entire chapter or article to see how the information fits together.

pqr strategy pqr阅读策略

pqr strategy is a six-step process that involves previewing, questioning, reading, reflecting, reciting, and reviewing

the first stage is to preview the material for content and organization to create a mental map of the text and selective reading;

the second step is to predict questions that may be answered by the material;

the third stage is to carefully read the complete text, unlike sqr to read section by section, recording notes in the margin or underlining important information that answers the predicted questionsin this stage, reflection phase, information from the entire chapter or article is linked togetherthe reader should attempt to develop insight into the topic and make associations among the important material noted while reading

the fourth stage, recitation, involves summarizing the main points and supporting details of the complete text

in the final stage, review, make sure the predicted questions have been answered and that the author's purpose is fully understood

rap strategy rap阅读策略

the rap strategy is a three-step approach involves reading, asking questions, and paraphrasing, which targets the reader's ability to understand main ideas and supporting details by emphasizing paraphrasing skills

read one paragraph of the text at a time;

ask oneself what the main idea of the paragraph is, then;

paraphrase the identified details supporting the main idea finally and record them.

reap strategy reap阅读策略

the reap strategy is a four-step strategy that involves reading, encoding, annotating, and pondering, armed with ten varieties of annotations, each focusing on different aspects of a text, that help to improve student writing skills, meta-cognitive awareness, and comprehension of main ideas

the first step of the strategy is to read the text.

after reading the text, the information is paraphrased (encoded) by the student into his/her own words in the second step

annotation of a text that explains and/or critique the text is made in the third stepdifferent aspects of the text are handled differently when writing annotationsall together there're ten annotations, namely, summary annotation; thesis annotation; question annotation; critical annotation; heuristic annotation; intention annotation; motivation annotation; probe annotation; personal view annotation; inventive annotation.

in the fourth step the student evaluates (ponder) the annotation for accuracy and completenessthe teacher should consider how the text relates to other readings, to course objectives, and to classroom activities.

snips strategy snips阅读策略

the snips strategy is a five-step reading approach for facilitating on-line processing through interpretation of visual aidsthe steps are: to start with questions, to note what can be learned from hints, to identify what is important, to plug the important matters into the chapter, and see if you can explain the visual to someone

the first step is to start with questions like “why am i looking at this visual aid?” the reader then asks questions to determine what kinds of information on which to focus, depending on the type of visual aid presented

in the second step, note what can be learned from hints, look for hints or clues about the meaning of the visual aid in the title, caption, lines, numbers, or colorsand activate prior knowledge as it relates to the subject

identify the main idea of the graphic in the third step.

plug the important matter into the chapter in the fourth stepconsider how the visual aid relates to the main ideas of the chapter or article

in the last step, see if you can explain the visual to another person or just explain it aloud to yourself if no one is available.

prsr strategy prsr阅读策略

prsr stands for preview, read, self-test, and reviewtext organization, paraphrasing, and self-evaluation are stressed in prsr strategy.

in previewing stage, read the title, introduction, the headings and subheadings to determine the main ideas covered in the textexamine the illustrations for additional informationlook at the words in italics or bold printread the summary and then skim any review questions or discussion questions at the end of the chapter

in reading stage, form the headings into questions and then read with the goal of answering those questionsidentify important points by underlining or taking notesclarify meanings further with visual imagery

in self-testing step, monitor understanding by answering self-made questions as well as review and discussion questions at the end of the chapter without referring to the textuse summaries to organize important informationtry explaining key ideas and concepts to another person

for reviewing check answers to review questions against the textreconsider information that was forgotten or misunderstoodrepeat the self-test and review stages until the material is masteredthen review periodically to keep the information in long-term memory

pror strategy pror阅读策略

the pror strategy involves pre-reading, reading, organizing and reviewing

in pre-reading stage, use the title, headings, introduction, and summary to form questions to guide readingrecall prior knowledge related to the subject to form more questions

in the second stage, read with the goal of answering the questionsannotate key concepts, supporting details, and examplesconsider how illustrations relate to the text

in organizing stage, develop rehearsal strategies to organize the important information and commit it to memoryanswer the questions aloudcompare the text to lecture material

last, reduce the information to the bare essentialstarget the information that was uncleartalk through the material to yourself or another student

parts strategy parts阅读策略

the parts strategy is a five-step procedure that guides students in carefully reading an assignment in order to enhance learningthe five steps are: to perform goal setting, to analyze little parts, to review big parts, to think of questions you hope will be answered, and last, to state relationships

for the perform goal setting stage, consider the reason you are analyzing the text parts.

in analyzing little parts stage, divide the text into parts, such as title, headings, visuals, and wordsanalyze one part at a timeexplain the information included in each partthen, based on one part, predict what the next part will discussafter reading all parts, tie them together.

during the review big parts stage, review the introduction and summary of the textsearch for signal words, such as “the most important” or “the purpose is,” that indicates the main ideasdecide what the author's main goal or purpose isrelate the new information to knowledge you have already read about the subjectparaphrase the main ideas into your own words

in the think of questions you hope will be answered stage, identify your own questions based on titles and headings, previous knowledge, and predictionscheck the questions at the end of the text

for the last stage, state relationships, consider how the text relates to other texts in the unitconsider how the text relates to the course objectives indicated on the syllabusconsider how the text relates to what you already know about the subject

dissect strategy dissect阅读策略

dissect stands for discover the word's context, isolate the prefix, separate the suffix, say the stem or root word, examine the stem or root word, check with someone, and try the dictionaryit is a word identification strategy

it emphasizes the systematic analysis of a word using context and word element clues

cssd strategy cssd阅读策略

the cssd strategy is a four-step procedure combining a number of approaches for learning vocabulary words and meaningssccd stands for context, structure, sound and dictionary

the first step is to consider the context of the word

the second step is to break the word into smaller parts and look for familiar prefixes, root words, and suffixes

the third step is to analyze the word phonetically by breaking it into units of sound.

if these methods do not work, consult the dictionary in the last step

vocab game 词汇游戏

the vocab game is for students to determine the meanings of out-of-context words through an understanding of morphemes, word parts, and etymology (word origins).

the steps of the vocab game are: to divide the class into groups, to discuss and select vocabulary words, to select a scorekeeper and recorder, to present the words, to define the words, to analyze the words, to check the definitions, to record points, to do group discussion, to record the word lists, and to evaluate the students.

the patterned language approach 模式语言策略

the patterned language approach is to practice word identification skills with an emphasis on word meaning

it follows these steps: to select the reading material, to read the selected material, to make and match text strips, and to write word cards.

the creative mapping strategy 图式阅读策略

the creative mapping strategy is to use pictorial images to help students recognize the organization of information in content readings and reorganize the main ideas and details of the text

guided reading 指导性阅读

guided reading refers to timed reading conducted in class under the control and guidance of the teacher

pre-reading activities 阅读前活动

we mean tasks/activities that students do before they read the text in detail.

a transition device 转换方式

a transition device is the way to transfer information from one form to another

referential words 指示词

referential words are words such as pronouns to refer to people or things already mentioned previously in the context

making inferences 推理

making inferences means “reading between the lines” it requires the reader to use background knowledge in order to infer the implied meaning of the author.

role-play 角色表演

role-play is a very common language learning activity where students play different roles and interact from the point of view of the roles they play.

subvocalization 默念

subvocalization means a more subtle type of saying the words, also called thinking each word without actually moving the lips or tongue.

英语的课件 篇5

英语说课稿（英文版）

8B Unit 3 Online Travel

Reading Around the world in eight hours

Good afternoon, everyone. Now I’ll say junior Oxford English 8B Unit 3 Reading Part A. Around the World in Eight Hours. I’ll prepare to say the lesson from three parts.

Part One: Analysis of the Teaching Material

(一) Status and Function

This is an important lesson in this book. Such a topic is related to daily life, so it is helpful to raise learning interests of students and it will be also helpful to improve their society sense. It can help students to attain “four skills” request of listening, speaking, reading and writing. Therefore this lesson is in the important position of the teaching material.

(二) Analysis of the students

Most students are interested in computer games. So this topic can greatly attract their interests. It can accelerate them to learn English and geography well. After learning this lesson, they will know English and geography are as important as computer .Without much knowledge ,you won’t be able to learn computer well.

(三)Teaching aims and Demands

1.Knowledge objects

To understand the aim of an educational CD-ROM and what the character can do

To infer meaning from keywords, context and existing knowledge.

To master the Passive voice.

2.Ability objects

To develop the Ss’ abilities of listening, speaking, reading and writing.

To train the students how to use their own words to express their ideas.

(四)Teaching key and Difficult point

1. Key points

To review the Present perfect tense.

To learn the Passive voice.

To tell more about the CD-ROM.

To retell how the game is played

To understand the whole passage and answer teacher’s questions

2. Difficult points:

The Passive voice.

To retell how the game is played

(五) Teaching Equipment

Multi-media computer, Tape recorder, Software: PowerPoint and so on. They will be needed in this lesson.

Part Two: The Teaching Metthods

1. Communicative teaching method

2. Audio-visual teaching method

3. Task-based” teaching method

As we all know: the main instructional aims of learning English in the Middle School is to cultivate students’ abilities of listening, speaking, reading, writing and their good sense of the English language. So in this lesson I’ll mainly use “Communicative” teaching method, “Audio-visual” teaching method and “Task-based” teaching method.

To use these methods are helpful to develop the students’ abilities.

Part Three: Studying Procedures

Step 1

Arouse students’ interest by telling them that they are going to read about a new educational CD-ROM. Explain that the game is set in different countries and involves a tour around the world

Step 2

Tell students that the first paragraph of the reading passage explains the background to the game .Listen to the tape. Ask some questions to check understanding, eg.

What’s the name of the new educational CD-ROM?

What can it help you to do?

Who is the designer?

Step 3

Tell students that the second paragraph of the reading passage introduces the main character of the game . Ask some questions to check understanding, eg.

Who is the main character of the game?

How old is he?

What does he like doing?

What was he doing when he fell asleep?

Step 4

Tell students that the third and fourth paragraphs of the reading passage, on page41, explain how the game is played. Ask them to read the rest of the reading passage on page 41

Step 5

Ask some questions to check understanding, eg.

How can you earn a point?

What will happen if you have earned a point?

What will happen if you have earned enough points?

How many levels does the game have?

How long does it take you to finish the game?

What do the questions test?

What will you see on the screen when you reach a new place?

What can you learn about when you reach London?

What will you see when you passa level?

What happened to the places you have visited?

Step 6

Read the whole passage and then ask some students to retell how the game is played(in 5steps)

1 See a golden cloud with instructions on it

2 See clouds with information about different places; See clouds with questions on them

3 Get a point every time you answer a question correctly

4 A cloud will come down and carry you off to a new place

5 See a world map. The old place is marked in bright purple

If possible, ask students to discuss what they have learned from the passage.(with their own words)

Step7 Use the following keywords to try to retell the passage.

Paragraph1.

a new educational CD-ROM, Around the world in Eight Hours.

Come out, interesting, at the same time, be designed by, the all-time favorite CD-ROM

Paragraph2.

Main character, love traveling, lie on the grass, fall asleep

Paragraph3.

be written on, different colors with questions on them

Every time you answer a question, earn enough points, come down, Carry off

Pargraph4

Play the role of, take …an hour to finish, travel around, Test your knowledge of, a lot of useful information, for example

Paragraph 5

Be the best , get it in sold out

Step 8 Homework

1 Translating the following phrases:

1)同时 2) 过一关

3) 扮演…角色 4) 光盘的设计者

5) 一直广受欢迎的游戏 6) 得到足够的分数

7) 睡着 8) 英语语法和词汇

9) 在你的屏幕上 10) 检验知识

11) 在市场上 12) 例如

13) 掉下来 14) 售完

2 Try to recite the text.

Design of the blackboard

1) The Present perfect tense. A new educational CD-ROM has just come out.

When you have earned enough points,….……..Carry you off to a place you have never visited before. The places you have visited are marked…

2) The Passive voice.

It is designed by Nancy Jackson. These words were written on it.

The places you have visited are marked in bright purple.

Get it now before it is sold out英语说课稿（英文版）

8B Unit 3 Online Travel

Reading Around the world in eight hours

Good afternoon, everyone. Now I’ll say junior Oxford English 8B Unit 3 Reading Part A. Around the World in Eight Hours. I’ll prepare to say the lesson from three parts.

Part One: Analysis of the Teaching Material

(一) Status and Function

This is an important lesson in this book. Such a topic is related to daily life, so it is helpful to raise learning interests of students and it will be also helpful to improve their society sense. It can help students to attain “four skills” request of listening, speaking, reading and writing. Therefore this lesson is in the important position of the teaching material.

(二) Analysis of the students

Most students are interested in computer games. So this topic can greatly attract their interests. It can accelerate them to learn English and geography well. After learning this lesson, they will know English and geography are as important as computer .Without much knowledge ,you won’t be able to learn computer well.

(三)Teaching aims and Demands

1.Knowledge objects

To understand the aim of an educational CD-ROM and what the character can do

To infer meaning from keywords, context and existing knowledge.

To master the Passive voice.

2.Ability objects

To develop the Ss’ abilities of listening, speaking, reading and writing.

To train the students how to use their own words to express their ideas.

(四)Teaching key and Difficult point

1. Key points

To review the Present perfect tense.

To learn the Passive voice.

To tell more about the CD-ROM.

To retell how the game is played

To understand the whole passage and answer teacher’s questions

2. Difficult points:

The Passive voice.

To retell how the game is played

(五) Teaching Equipment

Multi-media computer, Tape recorder, Software: PowerPoint and so on. They will be needed in this lesson.

Part Two: The Teaching Metthods

1. Communicative teaching method

2. Audio-visual teaching method

3. Task-based” teaching method

As we all know: the main instructional aims of learning English in the Middle School is to cultivate students’ abilities of listening, speaking, reading, writing and their good sense of the English language. So in this lesson I’ll mainly use “Communicative” teaching method, “Audio-visual” teaching method and “Task-based” teaching method.

To use these methods are helpful to develop the students’ abilities.

Part Three: Studying Procedures

Step 1

Arouse students’ interest by telling them that they are going to read about a new educational CD-ROM. Explain that the game is set in different countries and involves a tour around the world

Step 2

Tell students that the first paragraph of the reading passage explains the background to the game .Listen to the tape. Ask some questions to check understanding, eg.

What’s the name of the new educational CD-ROM?

What can it help you to do?

Who is the designer?

Step 3

Tell students that the second paragraph of the reading passage introduces the main character of the game . Ask some questions to check understanding, eg.

Who is the main character of the game?

How old is he?

What does he like doing?

What was he doing when he fell asleep?

Step 4

Tell students that the third and fourth paragraphs of the reading passage, on page41, explain how the game is played. Ask them to read the rest of the reading passage on page 41

Step 5

Ask some questions to check understanding, eg.

How can you earn a point?

What will happen if you have earned a point?

What will happen if you have earned enough points?

How many levels does the game have?

How long does it take you to finish the game?

What do the questions test?

What will you see on the screen when you reach a new place?

What can you learn about when you reach London?

What will you see when you passa level?

What happened to the places you have visited?

Step 6

Read the whole passage and then ask some students to retell how the game is played(in 5steps)

1 See a golden cloud with instructions on it

2 See clouds with information about different places; See clouds with questions on them

3 Get a point every time you answer a question correctly

4 A cloud will come down and carry you off to a new place

5 See a world map. The old place is marked in bright purple

If possible, ask students to discuss what they have learned from the passage.(with their own words)

Step7 Use the following keywords to try to retell the passage.

Paragraph1.

a new educational CD-ROM, Around the world in Eight Hours.

Come out, interesting, at the same time, be designed by, the all-time favorite CD-ROM

Paragraph2.

Main character, love traveling, lie on the grass, fall asleep

Paragraph3.

be written on, different colors with questions on them

Every time you answer a question, earn enough points, come down, Carry off

Pargraph4

Play the role of, take …an hour to finish, travel around, Test your knowledge of, a lot of useful information, for example

Paragraph 5

Be the best , get it in sold out

Step 8 Homework

1 Translating the following phrases:

1)同时 2) 过一关

3) 扮演…角色 4) 光盘的设计者

5) 一直广受欢迎的游戏 6) 得到足够的分数

7) 睡着 8) 英语语法和词汇

9) 在你的屏幕上 10) 检验知识

11) 在市场上 12) 例如

13) 掉下来 14) 售完

2 Try to recite the text.

Design of the blackboard

1) The Present perfect tense. A new educational CD-ROM has just come out.

When you have earned enough points,….……..Carry you off to a place you have never visited before. The places you have visited are marked…

2) The Passive voice.

It is designed by Nancy Jackson. These words were written on it.

The places you have visited are marked in bright purple.

英语的课件 篇6

引导语：作为一名人民教师，常常要写一份优秀的说课稿，借助说课稿可以提高教学质量，取得良好的教学效果。那么大家知道正规的说课稿是怎么写的吗？以下是小编收集整理的英语说课稿，仅供参考，大家一起来看看吧。

一、教材分析

Lesson13: 《How’s The Weather Today ?》是小学英语第四册unit2 Days and Months中的一课。本单元围绕月份、序数词、节日、时间、天气等话题展开对话。在本课中，Li Ming已回到中国学校，他和英语老师谈论了有关天气的情况，由此引出了本课的教学重点描述天气状况的形容词及How’s the weather today ? It’s ______.这个描述天气的句式。教学内容形象、直观、贴近生活，易于学生理解和接受。

二、学生分析：

本节课的授课对象是小学四年级的学生，他们想象力丰富，乐于参加表演，喜欢做游戏，急于得到别人特别是老师的肯定。从心理学角度分析，孩子们需要被发现、被认可、被肯定的感觉。（我在教学中会用"You can do it.""That’ s great."" You have a good idea. "等话语鼓励表扬学生，让学生敢说。）在第三册中，学生已对snowy, windy, sunny,cloudy,rainy天气形容词进行了学习，从而为本课 的学习打好了基础，减小了难度。由于教学内容形象直观，贴近生活，学生乐学，兴趣浓厚。

三：教学目标

知识目标：通过教学让学生可以读、写、说出并听懂snowy, windy, sunny, cloudy, rainy等词汇运用；

能力目标：指导学生在任务型教学模式中，让学生学会用英语How’s the weather today ? It’s ______与他人谈论天气的字让现象和形容词的比较的话题，以及进一步提高听力能力和英语语言表达能力；

情感、态度、价值观：通过师生在教学的双边活动中主动性和创造性的发挥，激发学生的'学习兴趣，体验英语语言的美，体验知识间的相互应用、相互依存、联系，让学生充满自信，体验成就感和合作精神。

四：本课教学重点：

1、学生能够读、写 、说出并且听懂下列描述天气的形容词：

cloudy,rainy,snowy,sunny,windy

2、学生能够读、写、说出并且听懂下列标准用语：How’s the weather today ? It’s______.

难点：在于把所学知识运用到实际谈话中去。

教学准备：电脑课件、彩色小花（课件、图片、彩色小花）

五、说教法

我将在教学中采用多媒体辅助教学、任务型教学模式，结合听说法、游戏法以循序渐进的方式来进行教学

六、说学法

教师在传授知识的同时，更主要的是教会学生方法，发展能力，通过思考，将有关知识重新提炼总结，鉴于本课句型特点及学生现有的知识水平，我准备引导学生采用听、看、读、想、说的方法来学习本课，

七、教学过程

合理安排教学程序是教学成功的关键之一。针对学生的认识情况和本课教材特点，从任务型教学入手，我分六个活动进行教学设计：

第一环节、激趣导入

根据英语愉快教学模式，使学生在教学活动开始便处于认知的活跃状态，为以后的教学过程创设最佳的开端，我和同学们一起演唱英语歌曲《The Month Song 》,调动起学生的积极性 .（分组演唱，五个组每组唱两个月份，最后两个月合唱。这样可以让学生有竞争意识，我会表扬唱的声音大的小组并奖励。）

第二环节、新旧衔接

感受知识的形成

以画图的形式复习snow,wind,sun,cloud,rain.

如画出太阳：

T: What‘s this?

S: This is the sun.

T: How’s the weather ?

S: It‘s sunny.

仿照例子，依次引出表示天气的词。引导学生总结发音和书写规律。又以小星星的形式进行奖励。（字母y在单词里发短/i/,在练习单词是我会用大小声，拼读，唇语等方法。我在教学过程中尊重每个学生，积极让学生回答问题，手指向哪学生会就可以回答问题，不会就听其他的学生回答，让想说又不敢举手的同学大声说出来。）

第三环节、教授新知

学习句式"How’s the weather today ? It’s ______"

1、引导学生进行朗读，利用表示天气的形容词进行造句练习，以小星星的形式进行奖励 .

2、以歌曲《 How’s the weather 》提高学生的学习兴趣，()巩固练习此句式。（教师唱一遍歌曲，教师的引领起着很大的作用，动画播放完有的同学能学会，老师唱完了大多数孩子都能学会。）

第四环节、整体感知

利用录音让学生跟读课文。回答提出的题。

1、What day is it today?

2、What day is tomorrow?

3、How’s the weather today

（在外语课堂教学中，语言游戏交流也是一种能引起学生的学习兴趣，能使学生在轻松愉快的气氛中学习语言知议和掌握语言技能的较好方法，同时它也是训练学生的口语技巧，纠正发音的有效手段。）

第五环节，巩固拓展

小组对话练习，熟练重点句型。

A:What day is it today?

B: It is____.

A: How’s the weather today?

B: It is _______.

A: What do you like to do?

B: I like to _________.

（四人一组，选出第一发言人，读对话里的第一个角色，以此推出第二发言人读对话里的第二个角色，同样第三，第四发言人做对话，按顺时针推角色变化，学生能多读几遍进行联系。用这种方法每次对话时老师说开始，学生能马上进入角色，不用再为你是李明，我是李明争论。让学生养成习惯，可以节约时间，事半功倍。）

第六环节、这节课我们学习了五个描述天气的名词，那么你喜欢哪种天气呢？让学生用marker把他画下来。边画边放这首歌。之后展示了两幅学生作品，并要求学生用英语谈论一下自己的作品。从而在轻松愉快的气氛中结束了本堂课的教学。

Homework

1、填空。

a,s_nny b.cl__dy c.sn__y d.w__dy e.r__ny （考查单词）

2、把下列单词组成一句话，

a. the how‘s today weather

________________________________

b. is it cold and snowy

_________________________________

c.day was what yesterday

________________________________（检查重点句型）

3、听天气预报，写出5个城市的天气（与生活联系起来，调动学生积极性。）

板书设计：

Lesson13:How’s The Weather Today?

sunny How’s The Weather Today?

cloudy It’s_____________

windy T1 T2

rainy

教学反思：

这节课我以贴近学生的生活的日期月份入手，从开课歌曲开始就为学生创设了一个真实的语言环境，通过游戏，竞赛调动学生参与课堂的积极性，既达到了很好的复习效果，又为新句型How’s the weather today?It’s ____作了铺垫。课堂练习时，我根据不同的学生，进行分层次教学，使各层面的学生有所得。最后，又以学生日常所见的天气预报形式，将整堂课的教学内容串联起来，让学生用所学过的语言知识，进行自由交际，达到综合运用的目的。本节课的亮点是学生小组练习，练习充分，积极表演。

总体来说，学生对教学内容的掌握理想，能够听、说，运用本课句型。开课气氛热烈，达到了预期目的。但在综合运用方面，学生对语言的运用还不够流畅，存在回答问题声音小，对话展示时间不够等问题。

英语的课件 篇7

英语活动教案：Uncle和anut

活动目标：

1：初步学会单词aunt、uncle的发音

2：进取参与游戏，提高幼儿英语学习兴趣

活动过程：

一、Greetings

T：“Hello，boys and girls 。?”

S：“Hello， Miss Liu 。 ?”

T：“Good morning， boys and girls 。”

S：“Good morning，? Miss Liu 。 ?”

和后面的的家长客人打招呼。

二、Revision

T：“Please stand up and show me your hands 。 Let’s sing a song——‘ABC ?”

三、Presentation

1。 T：“Here es a lovely girl——Kitty”出示指偶Kitty

Kitty ：“I want to introduce my relatives to you ，do you know who are they ?”

2。Kitty：“Who is she ?”出示图片

T：“Listen to Kitty please ，Ok ?”

K：“Aunt 、aunt、 aunt? ”示范读音幼儿跟读

* 将幼儿分为Apple、Pear两组，在学习操练过程中以小组为单位进行比赛，得到星星最多的小组获胜并给予奖励。

3。 T：“When I say aunt (小声)，you should say aunt (大声)；When I say aunt (大声)，you should say aunt (小声) ，ok ?”

4。 Have a match 师生比赛一口气能说多少遍aunt

5。T：“Guess，who is he ?(用纸遮盖住叔叔图片的一部分) ”呈现新知并用上述方法操练单词Uncle

四、Practice

1。 Let’ have a bomb

要求：将一颗炸弹放在uncleaunt上，读到auntuncle时，则该读两遍。做错的小朋友受到相应惩罚

2。 迅速出示单词卡，让幼儿快速反应单词进行操练

3。 I am aunt uncle

要求：邀请两位幼儿分别扮演aunt 和uncle，并举着对应单词卡片，师拍到哪位幼儿的肩膀，该生迅速举卡片跳起大声说出单词。

4。 击掌传话

Apple组和Pear组从教师拍手开始进行比赛，每组幼儿与旁边的幼儿击掌并“传话”，直到小组最终一位幼儿先向教师击掌传话的小组为胜。

五、Consolidation

T：“Aunt and uncle have to go home ，please say goodbye to them 。OK?

Goodbye aunt ! Goodbye uncle ! Give them a kissbye”引导幼儿与叔叔阿姨说再见，给叔叔阿姨再见吻。