教学计划 小学范文.doc

教学计划 小学范文 教学计划教学建议 1、认真学习二期课改的精神，以关注每一位学生的发展为目标，认真作好每一次的教学设计，提高每一堂课的效率，保证每一堂课的质量。 2、突出学生主体，尊重个体差异，让学生在老师的指导下构建知识，提高技能，磨练意志，活跃思维，展现个性，发展心智和拓展视野。 3、让学生在使用英语中学习英语，让学生成为Good User而不仅仅是Learner。 让英语成为学生学习生活中最实用的工具而非累赘，让他们在使用和学习英语的过程中，体味到轻松和成功的快乐，而不是无尽的担忧和恐惧。 4、每单元给学生补充一些与课文有关的知识性、趣味性较强的阅读文章。 增加学生学习外语的兴趣。 5、要面向全体学生，关注每个学生的情感，激发他们学习英语的兴趣，帮助他们建立学习的成就感和自信心，使他们在学习过程中发展综合语言运用能力，提高人文素养，增强实践能力，培养创新精神；教学重点、难点Module1.祁使句的肯否定句.Can I的问答句.want,need句型及第三人称单数的用法.音标的教学.Module2.一般现在时的掌握,对时间的问答.选择疑问句的用法.Like句型的熟练运用.序数词的掌握.Which句型的用法.现在进行时的深入教学.Module3.there be句型的掌握,对方式方法的提问,对价格的问答,对标志的深入教学,一般现在时的熟练运用.Module4.Can句型的熟练掌握,单复数的运用.进一步学习which句型的问答.现在进行时的深入教学班级分析五 （5）有38人，这个班级男生普遍自控力很差，作业没完成就会出去玩，有两个学困生试卷上是只会做选择题目得分通常是二十几分，平时上课纪律很差，作业经常不做，语文数学英语总分是八九十分，还有一个是随班跟读，很多男生作业不做或拖拉，尤其是转来了展飞的几个学生，英语的音标从没学过，这次期初考试有六个不及格，所以成绩短时期很难提高。 五 （6）有39人，有一个复读的学生基础很差，四年级的单词还没全部过关，小部分学生口头和笔头作业不做或拖拉，尤其是转来了展飞的几个学生，英语的音标从没学过，这次期初考试有四个不及格，所以要在以后考试中及格率达到百分之百有困难。 教学进度自定教学措施 1、以教材为载体，密切结合教材，在课堂上努力创设各种情景夯实语言知识及语言技能，从而激发学生主动学习英语的兴趣，提高学生的记忆、观察、思维及想象能力，为学生的终身学习奠定基础。 2、在讲解新课时，向35分钟要质量。 以课文内容为基础，运用情景教学法及多种教学形式，如集体活动、小组活动、两人一组活动等形式，努力在课堂上给学生创设一个模拟环境，使学生在仿真的环境下反复强化每课所学的句型及交际功能用语，鼓励学生在积极使用已学的语言材料基础上进行略有发挥性的交际活动。 以此来提高学生的听、说、读、写及实际运用能力，使学生在用中学，在用中练。 3、摸清学生基本情况，逐步激励学生对英语产生学习兴趣。 4、重视思维过程系统编排，由浅入深，由易到难，由已知到，循序渐进，点面结合，逐步扩展，循环往现，以加深影响。 5、更新教育观念，明确教师角色，建立以人为本的学生主体观，建立民主、平等、和谐、合作的教育观，让学生在轻松的氛围中学到知识。 教学进度Module1Getting toknow you(20periods)Unit1Can I do this?(5periods)Unit2This iswhat I want(7periods)Unit3This iswhat I need(8periods)Module2Me,my familyand friends(20periods)Unit1I Me(6periods)Unit2Are youhappy?(6periods)Unit3A birthdayparty(8periods)Midterm examinationModule3Places and activities(20periods)Unit1A dayat school(6periods)Unit2Lets goshopping(7periods)Unit3Follow the signs(7periods)Module4The naturalworld(20periods)Unit1Wild animals(6periods)Unit2Butterflies(7periods)Unit3Parks andplaces inChina(7periods)Finalterm examination课题Module1Getting toknow youUnit1Can I do this？教学目标知识与技能Using theintroductorythereto expressfacts.e.g.Theres the red man.Using imperativesto giveinstructions.Using imperativesto expressprohibitions.e.g.Dont cross the road.Using nounsto identifyobjects.e.g.The traffic lights red.过程与方法Use appropriateintonation inquestions andstatements.Predict themeaning ofunfamiliar wordsby usingcontext orpicture cues.情感、态度与价值观让学生了解交通法规。 教学重点和难点Using imperativesto giveinstructions.Using imperativesto expressprohibitions.教学媒体Cassette5A anda cassetteplayer课前学生Collect materialsof traffic rules准备教学过程备注Pre-task preparation1.Show apicture of the traffic lights.Invite students to colourthe lights.Introduce:traffic light2.Discuss:How tocross the road safelyand what the trees colourson trafficlights mean.While-task procedure1.Add roadson the board.Point tothe trafficlights.Say:Theresthe red man/green man.Can youcross theroad?2.Point tothe trafficlights fordrivers on the board.Invite individualstudents towrite:stop/wait/go3.Play therecording:Look andlearn.Students listenand repeat.4.Play thecassette:Say and act.5.Have some pairs actKitty and Ben andsomepairsact thedriving tutorand thedriver.6.Distribute acopy ofphotocopiable page1to eachpair of students.Students putthe picturesin theright orderand fill in theblanks.7.Say somethingabout thetrafficrulesof Hongkongand otherwestern countries.8.Learn thephrase:traffic jamtraffic aident9.Ask somepupils to act thetraffic policemen.Post-task activityWorkbook page11.Divide thestudents intopairs.Ask themto plete the dialogue in Read and write orally.2.Students writethe missing words.6.Invite pairsof students to readand act the pleteddialogue.Consolidation Grammarpractice Book5A page1板书设计Module1Getting toknow youUnit1Can I do this？street in the streetroad on theroadtrafficlighttraffic jamtraffic aident cross Dontcross!theredman the green man作业布置1.Write down the words.2.Recite thetext.3.Listen tothe tape.教学效果反馈这堂课学生学得很开心，气氛也很活跃，让学生来当警察来指挥交通，在这个情景中学生知道了遵守交通规则要从自身做起，学生对一些国家的左行交通规则很感兴趣，音标发/i:/和/?/的单词学生还是能说出很多，拓展的词汇有点难度。 课题Module1Getting toknow youAt home教学目标知识与技能Using modalsto ask for permission.e.g.Can Igo out,Mum?Using formulaicexpressions toreply torequests.e.g.Here youare.过程与方法Recognize differencesin theuse ofintonation todifferentiate betweenquestions andstatements.Predict storyusing picture cues.Develop writtentexts byadding information to writing when a model or framework is provided.情感、态度与价值观对文明礼貌的教育。 Using modalsto askfor permission.教学重点和难点Using formulaicexpressions toreply torequests教学媒体Cassette5A anda cassetteplayer课前学生准备教学过程Pre-task preparation1.Ask and answer Workbook备注2.Recite thetext P2.3.Stick atrafficlighton the board.Point totheredman and ask:Can youcross theroad?Point tothegreenman andask:Can youcross theroad?7.Write:Can I-?Can we-?Yes,I/we can.No,I/we cant.While-task procedure1.Play thecassette:Look and say.Students followin theirbooks.2.the newpattern:go outcan Igo out?3.Take outa sweet.Ask:Whats this?Do you like sweets?Please have some sweets.The newpattern:have some-4.Say:I havemy dinnerat sixoclock.Whats yourdinner time?Introduce:dinner time5.Play thecassette again.Students listenand repeat.6.Students practice the dialogue in groupsof three.7.Select groupsto readandactthe dialogue.8.Ask somequestions:Can Bengo out?Why?Can Kitty and Benwatch television?Can Benhave somesweets?Why?9.Give thestudents timeto prepare:Ask and answer.Ask themto think what elseMrs Liwould say.10.Invite groupsof students to actin front of the class.11.Show somepictures thenask pupils to saythree kinds of sentences.eg.You cant playon thegrass,Dont playon thegrass,please.Can he/she/they?Yes/No.Post-task activityWorkbook page1板书设计At homego outwatch televisionhave someCan I/we?Yes,you can.No,you cant.作业布置1.Recite thetext.2.Listen tothe tape.3.Do someexercises.教学效果反馈学生表演对话积极性很高，回答为什么时，because的发音不是很准，个别学生对have后面跟不可数名词时不能加s还是会遗忘，television的发音不是很准。 课题Module1Getting toknow youOn the underground教学目标知识与技能Gather andshare information,ideas andlanguage by using strategiessuch asobserving.过程与方法Use modeledphrases andsentences tomunicate with teachers andother learners.Locate specific information in a shorttext in response to questions.Identify main ideas from a text withteacher support.情感、态度与价值观要文明乘坐地铁。 教学重点和难点Gather andshare information,ideas andlanguage byusing strategiessuch asobserving.教学媒体Tape multimedia课前学生准备教学过程Pre-task preparation1.Daily talk.Collect different kindsof vehicles workbook备注T:What areyou doing?T:Can Igo outnow?T:Do youlike cats?.2.Recite the words ofpage33.Stick thesign of the undergroundin Shanghaion the board.Introduce:underground/underground station.While-task procedure1.Review:Invite students to draw the signsthey usuallyfind in the parkor street.2.Show thesign of theundergroundand introduceit.3.T:Which signwe cansee inan underground station.Please drawit.4.Introduce itsmeaning.5.Teach thenew words:smoke,way.6.Match.7.Ask andanswer:Which signmeans-?This one.8.Play thecassette:Look andread.9.The studentsread.10.Look at the pictureandask:a.Where areMrs Wangand Alicegoing?b.Which signmeansZhongshan Parkundergroundstation?c.What arethey doing?d.Where arethey?e.Are theyeating or drinking?f.Which signmeansGo outthis way?g.Which signmeansDont eator drink?11.Distribute acopy ofphotocopiable p3to eachstudent.Complete the task in pairs.12.Learn thephrase:the busstop13.Please saydifferentkindsofvehiclesPost-task activityWorkbook page2Match the signs.Consolidation板书设计On theunderground undergroundwhich signmean-Which signmeans“”?-This one.station waitfor smoke(smoking)or eatordrink作业布置1.Write thetext.2.Recite these words.3.Recite thetext.教学效果反馈学生对mean station的发音不是很准，大部分学生能说出含?、?、?的单词?which signmeans中的?的?很多学生漏读，否定句中?要变成?，学生会忘记。 ?学生通过课外搜集知道现代的先进科学技术使我们有了地铁、隧道、磁悬浮、轻轨等，上海的交通已经发生了日新月异的变化，学生知道文明乘坐要从自身做起。 课题Module1Getting toknow youAt school教学目标知识与技能Using imperativesto expressprohibitions.e.g.Dont make a noise.Using formulaicexpressions to express apologies.e.g.Im sorry,Miss Fang.过程与方法Use appropriateintonation instatements情感、态度与价值观学校要做到的各项行规。 Using imperativestoexpressprohibitions.教学重点和难点Using formulaicexpressions toexpress apologies.教学媒体Tape somepictures课前学生准备Book教学过程Pre-task preparation1.Ask andanswer.Collect therules in our school Grammar Practice备注2.Translate somephrases.3.Ask thestudents what they shouldnot doin schools.4.Think ofthesigns on wecan findinour school libraryor hall.(Stick thesignson theboard.)While-task procedure1.Look atthesignsand sayits meanings.2.Teach thenews:Dont make a noise.3.Play thecassette:Say andact.4.Play thecassette again.5.Read andwrite:match thesigns with the pictures.6.Act out the dialogue.7.Ask eachgroup tochoose aplace.Discuss anddrawthesigns.8.Show thesigns.9.Recite thetext.10.Say therules inourschool:eg.In thelibrary Inthe hall11.Say therules athome12.Aording tothe picturessay somethingabout itbyusingdifferent sentences.eg.Hes climbingthe trees,Please dont climbthe trees,You cant climbthe trees.Consolidation Grammar Practice Bookpage3板书设计At schoolmakeanoise climbthe treeleave rubbishopen thewindow-Dont.-Im sorry./We aresorry.作业布置1.Write thetext.2.Think aboutsome signsin thelibrary,then makesome dialogues.教学效果反馈这节课通过让学生讨论在校的一些规则，得出在校应该遵守的规则，还让他们讨论在家的规则，由此教育他们在校要做遵守行规的好少年，在家要做好孩子，讨论的气氛很活跃；学生根据图片用不同句型来讲时，个别人语法出现混乱。 课题Module1Getting toknow youUnit2This iswhat I want(The artclass)教学目标知识与技能Askingwh-questions to find outspecific information.e.g.What do you want,Alice?Using thesimple presenttense to make requests.e.g.I wantsome paper,please.Using formulaicexpressions toexpress thanks.e.g.Thank youvery much.过程与方法Develop writtentexts byputting words inalogical orderto makemeaningful phrasesor sentences.Use modeledphrases andsentences tomunicate withteachers andother learners.情感、态度与价值观学会要有礼貌。 教学重点和难点Askingwh-questions to find outspecific information.Using thesimple presenttense to make requests.教学媒体Tape课前学生准备教学过程Grammar Practice Book备注Pre-task preparation1.Daily talk.2.Recite thetext.3.use realiato reviewstationery items.While-task procedure1.New words:tape,a pairof scissors,knife2.The newpattern:What doyou want?a.Understand itsmeaning with the stationery items.b.Try to answer thequestion.c.Try toask thequestion.d.Work in pairs.3.Play thecassette:Say andact.4.Ask:What doesAlice want?What doEddie andDanny want?5.Practise actingthe dialogue in groups.Try toreplay the items in the dialoguewith otherstationery items.6.Act out the dialogue.7.Put avariety ofstationery itemsonthedesk.Invite students to eout andaskfor an item.8.Learn the word:knife-knives9.Ask andanswer.10.Play aguessing game(Put avariety ofstationeryitemsonthedesk.Then closepupilseyes.Teacher willtake ohing,)What ismissing?11.Practise ingroups likethat:What doyou want?What doeshe/she want？What do they want?What doa&b want?Post-task activityWorkbook page31.Work inpairs to pletethe dialogue inRead andwriteorally.2.Read andactthe dialogue.3.Write themissing words.4.Ask students to actout the dialogues usingdifferent stationeryitems.Consolidation Grammar Practice Bookpage4板书设计The artclass wantIwantHe wantsan artclass:felt penspaper crayonsglue tapea pairof scissorswater paintsknife-knives作业布置1.Write downthe words.2.Listen tothe tape.3.Do someexercises.教学效果反馈学生做猜谜游戏很开心，四人小组练习时有点人称搞混，比如说成He wantShe want；scissors的发音有点不准，一般现在时的第三人称单数要加强训练。 课题Module1Getting toknow youAt McDonalds教学目标知识与技能Askingwh-questions tofind outspecific information.e.g.What doyou want?Using thesimple presenttense to make requests.Using attributiveadjectives todescribe objects.e.g.a largeCoke过程与方法Locate specific information inresponse tosimple instructionsor questions.Open aninteraction byeliciting aresponse.Maintain aninteraction byproviding informationto questions.情感、态度与价值观在公共场合也要讲礼貌。 教学重点和难点Using thesimple presenttense to make requests.Using attributiveadjectives todescribe objects.教学媒体Tape课前学生准备教学过程Many kindsof foodWorkbook备注Pre-task preparation1.Daily talk.2.Translations.3.Draw McDonalds trademark ontheboard.Ask:Do youlike togo toMcDonalds?What doyoulike to eat?Do youlike-?While-task procedure1.Ask andanswer What doyou want?2.new words:French fries,BigMac,McChicken3.Play thecassette.4.Divide the class into groups.Ask thestudents topractise actingthe dialogue.5.Act out the dialogue in frontoftheclass.Ask theother students:What does-want?6.List McDonalds food items.Ask students to addprices aswell.7.Photocopiable page48.Work inpairs.Ask thestudents tofind out the amount of each fooditemthey wantin theirgroup.9.Draw atable onthe blackboard.Ask thegroup leadersto tellyou whattheir groupswant.Invite astudent todo therecording.10.The classwork togethertofind outtheamountofeachfooditem that they aregoing toorder forthe schoolpiic.11.Ask thepupilstosay thedifference betweenChinese foodand thewestern food,12.Make a short dialogue:in KFCin restaurantPost-task activityWorkbook P4Consolidation GrammarPractice BookP5板书设计At McDonalds Areyou hungry?What doyou want?IwantWhat doesDanny want?He wants作业布置1.Listen tothe tape.2.Write thetext.教学效果反馈BigMac,McChicken这两个单词抄写出错很多，让学生一起通过讨论得出东西方人的饮食习惯与文化，让学生在学英语的同时能了解西方的文化，学生在讨论中非常兴奋；让他们编在饭店或快餐店的对话，尽管有语法错误可他们很享受。 A largeCoke/a smallCoke关于Coke是可数名词的用法学生有点混淆。 课题Module1Getting toknow youA piic教学目标知识与技能Using thesimple presenttense toexpress simple truths.e.g.Im hungry./Ive gotsome-Askingwh-questions tofind outspecific information.e.g.What havewe got?过程与方法Open aninteraction byeliciting aresponse.Maintain aninteraction byproviding information inresponse toquestions.Reading Recognizefamiliar wordsin unfamiliarcontexts.情感、态度与价值观/Using thesimple presenttense toexpress教学重点和难点simpletruths.Askingwh-questions tofind outspecificinformation.hamburger BigMacMcChicken applepie Frenchfries ice-cream Cokemilk orangejuice教学媒体Tape课前学生准备教学过程Some foodfor piicGrammarPractice Book备注Pre-task preparation1.Daily talk.2.Recite thewords ofpage73.Divide studentsintogroups.Ask themto puttheir food onthegroups desk.Ask:What have you got?While-task procedure1.Put somefoodonthe tableand workinpairs.2.Ask andanswer:A:What havewe got?B:Ive/Weve got-3.Play thecassette.Students listenand followin theirbooks.4.Students listenand repeat.5.Give thestudents twominutes toremember whateach characterhas got.6.Ask thestudents toclose theirbooks.Ask:What has-got?7.Encourage themore ablestudents totry torecall whatall the characters have got.Ask:What havethey got?8.Play agame:A piic.What haveyou got?9.Ask andanswer onpage8What havethey got?10.Disscuss whatwill theyprepare forLiuhe on25th ofSeptember.Post-task activityMake somedialogues.Consolidation GrammarPractice Bookpage6板书设计A piicfood(复数)/have apiic What haveyou got?Ive gotWeve gotWhat hashe got?Hes got作业布置1.Read thetext.2.Do someexercises.3.Listen tothe tape.教学效果反馈What haveyou got?Ive gotWeve gotWhat hashe/she got?Hes/Shes got这两种句型学生操练的很熟练，让他们讨论去浏河营地带一些什么食物也是很兴奋。 My fathers cars red,My fathers got a car.这里的s的意思个别学生会混淆。 课题Module1Getting toknow youSay andact教学目标知识与技能Usingwh-questions tofind outspecificinformation.e.g.What doyou want?Using modalsto make requests.e.g.Can Ihave somefish,please?Using formulaicexpressions toreply torequests.e.g.There youare.Using nounsto identifyobjects.e.g.noodles,vegetables过程与方法Identify mainideas.Produce simplephrases andsentences involvingrepetition.Predict story,characters usingpicturecues.情感、态度与价值观学会买东西时的礼貌用语。 Using modalstomakerequests.教学重点和难点Using formulaicexpressions toreply torequests.教学媒体Tape multimedia课前学生准备Book教学过程Pre-task preparation1.Ask andanswer.Shopping listWorkbook GrammarPractice备注2.Make somedialogues.3.Ask thestudentstothinkwhat they wouldliketohave fordinner today.4.Introduce:rice,noodles,vegetables.5.Ask studentstomake their ownshopping list.While-task procedure1.Play thecassette.Listen and follow.2.Close thebooks andask:What doesEric wantfor hisdinner?3.Practice the dialogueinpairs.4.Act outthedialogues.Encourage themore ablestudentstoreplace thefood itemswiththethings theywant.5.Play shopswiththefood packets.6.Invite pairsof studentsto actoutthedialoguein frontoftheclass.7.Make a short dialogueinthesupermarket orinthedepartment store.:eg,What canIdofor you？Can Ihelp you？Can Ihave some，please？Now listen.Post-task activityWorkbook page5Consolidation GrammarPractice Bookpage7and page9板书设计rice,(复数)_/_noodles,vegetables.Can Ihave some_,please?There youare.What canIdofor you？Can Ihelp you？作业布置1.Make someshort dialogues.2.Listen tothe tape.3.Recite thetext.教学效果反馈学生编在超市或百货商店里的对话，会用What canIdofor you？Can Ihelp you？来问，Can Ihavesome,please?对在这里用some学生有点模糊，会和其他的一般问句搞混，在变成一般问句时会不把some变any。 课题Module1Getting toknow youUnit3This iswhat Ineed.教学目标知识与技能Using nounsto identifyobjects.e.g.socks Askingwh-questions tofind outvarious kindsof specificinformation abouta person.Using indefinitedeterminers torefer toan unspecifiednumber ofthings.using attributiveadjectives todescribe objects.e.g.a newbag过程与方法Locate specificinformation inresponse toquestion.Use modeledphrases andsentences tomunicate withteachers andother learners.情感、态度与价值观/教学重点和难点Askingwh-questions tofind outvarious kindsof specificinformation abouta person.Using indefinitedeterminers torefer toan unspecifiednumber ofthings.教学媒体Tape multimedia课前学生准备Book教学过程Pre-task preparation1.Ask andanswer.A list-things for schoolGrammarPractice备注2.Recite somewords.3.Ask:What doyouwantfor school?4.Introduce:uniforms,shoes andsocks usingword andpicture cards.5.Make somephrases:an orangea uniform an olduniformanorange uniforma pairof socksa pairof shoesa pairof glassesWhile-task procedure1.Make thestudentstounderstand:What doyou need for school?Say afterthe teacherand trytoanswer.2.Ask thestudentstofind outwhat Kitty needs for school.3.Play thecassette.Listen andfollow.4.Play thecassette again.Listen andrepeat.5.Close thebooks.Ask:What does Kitty needforschool?6.Practise thedialogueinpairs.7.What doyou needfor P