宜昌朗文教育学科备课计划
朗文英语1a教学计划
朗文英语1a教学计划Lesson Plan for Longman English 1AClass: Longman English 1ALesson Topic: Introducing MyselfObjectives:1. Students will be able to introduce themselves in English using simple phrases and sentences.2. Students will be able to ask and answer basic questions about personal information such as name, age, and hobbies.3. Students will be able to use the present simple tense to talk about daily routines and activities.Materials:1. Flashcards with pictures of daily routines and activities2. Whiteboard and markers3. Handout with a fill-in-the-blank worksheet for introducing oneselfWarm-up (10 minutes):- Greet the students and ask them to sit in a circle.- Play a simple icebreaker game where each student says their name and one thing they like to do in English. For example, "My name is Sarah and I like to play soccer."Introduction (5 minutes):- Introduce the topic of the lesson by asking the students questions about themselves, such as "What is your name?" and "How old are you?"- Write the questions on the whiteboard and elicit answers from the students.Presentation (15 minutes):- Use flashcards to introduce vocabulary related todaily routines and activities, such as "wake up," "brush teeth," "eat breakfast," "go to school," "play soccer," etc.- Model simple sentences using the present simple tense, such as "I wake up at 7 o'clock" and "I eat breakfast at 8o'clock."- Encourage students to repeat the sentences after you and practice the pronunciation.Practice (20 minutes):- Hand out the fill-in-the-blank worksheet for introducing oneself.- Ask the students to work in pairs and take turns asking and answering the questions on the worksheet. Monitor and provide assistance as needed.- Afterward, have a few pairs of students share their introductions with the class.Production (15 minutes):- Divide the class into small groups and give each group a set of flashcards.- Ask the students to create a short skit using the flashcards to talk about their daily routines and activities. For example, one student can say, "I wake up at 7 o'clock," while another student acts out waking up.- Allow time for each group to practice and then perform their skit for the class.Review (10 minutes):- Review the vocabulary and sentences from the lesson by playing a quick game of "Simon Says" using the daily routines and activities. For example, "Simon says, 'Brush your teeth!'" or "Simon says, 'Go to school!'"- Encourage the students to use the target language as much as possible during the game.Homework (5 minutes):- Assign the students to write a short paragraph introducing themselves in English. They should includetheir name, age, hobbies, and one or two daily routines.Assessment:- During the practice and production stages, assess the students' ability to use the target vocabulary and sentences accurately and fluently. Provide feedback and support as needed.中文翻译：Longman英语1A课程教学计划课程：Longman英语1A课题：介绍自己目标：1.学生能够用简单的词组和句子用英语介绍自己。
朗文一年级2A教案
朗文一年级2A教案
一、教学目标
1. 让学生掌握朗文一年级2A教材中的单词和句子。
2. 培养学生的听、说、读、写能力。
3. 培养学生的合作和沟通能力。
二、教学准备
1. 朗文一年级2A教材。
2. 教学课件和多媒体设备。
3. 教学辅助材料、练册和作业本。
三、教学过程
1. 上课前的导入：
- 复上节课的内容。
- 提出本节课的研究目标。
2. 主体教学：
- 通过多媒体展示单词和句子，引导学生跟读和模仿。
- 进行听力训练，让学生听懂并回答问题。
- 进行口语训练，让学生用所学句子进行对话练。
- 进行阅读训练，让学生读懂课文并回答问题。
- 进行写作练，让学生根据图片或问题写句子。
3. 课堂巩固：
- 师生互动讨论课堂内容。
- 提问学生，检查学生的理解和掌握情况。
4. 课后作业：
- 布置相应的练册和作业本的题。
- 鼓励学生复所学内容并做好相关练。
四、教学评价
1. 教学中可以通过观察学生的表现和听答案的方式进行评价。
2. 考察学生对单词、句子、对话和课文的掌握情况。
3. 给予学生积极的反馈和建议，激励他们进一步提高。
五、教学反思
1. 教师需根据实际情况调整教学策略，确保教学效果最大化。
2. 反思学生的表现和反馈，思考教学方法和材料是否需要改进。
3. 根据教学反思，制定下一节课的教学计划。
以上为朗文一年级2A教案的大致框架，具体教学细节和内容可根据实际情况进行调整和修改。
朗文英语教案
朗文英语教案教案标题：使用朗文英语教材进行英语教学教学阶段：小学三年级教学目标：1. 学习并掌握朗文英语教材中的单词和基本句型。
2. 提高学生的听说读写能力。
3. 培养学生的英语学习兴趣和自信心。
教学时长：5个教学小时教学内容与安排：第一课时：课程导入及单词学习1. 导入活动：教师用图片和实物示范几个单词，并引导学生猜测和说出单词。
2. 学习单词：使用朗文英语教材中的单词卡片或图片卡片，教授新单词并进行音标和发音练习。
3. 学习活动：分组进行单词拼写比赛，激发学生学习兴趣。
第二课时：基本句型学习1. 复习单词：通过游戏和问答，复习上一课时学习的单词。
2. 学习基本句型：教授朗文英语教材中的基本句型，并进行示范教学和口语练习。
3. 学习活动：分组进行角色扮演活动，小组内对话练习。
第三课时：听力训练1. 导入活动：播放一段简短的英语对话录音，引导学生根据听觉理解对话内容。
2. 听力训练：使用朗文英语教材中的听力练习，对学生进行多次听力训练，并引导他们准确理解对话内容。
3. 学习活动：小组讨论听到的对话内容，并进行简单问题回答。
第四课时：口语表达1. 导入活动：通过观看朗文英语教材中的口语对话视频，引导学生进入英语语境。
2. 口语练习：使用教材中的口语练习，让学生进行成对对话练习，帮助他们提高口语交流能力。
3. 学习活动：学生进行角色扮演活动，小组之间进行简单对话练习。
第五课时：读写训练1. 导入活动：教师朗读教材中的课文，引导学生理解课文内容。
2. 读写训练：学生反复朗读课文，并进行单词和句子填空训练。
3. 学习活动：学生进行小组内和小组间的朗读比赛，并进行课文朗读。
评估方式：1. 教师观察学生的课堂参与情况，听说读写能力的发展情况。
2. 利用教材中的小测验和练习册检验学生的学习成果。
3. 学生进行小组对话和朗读比赛，评选优秀表现学生。
教学资源：1. 朗文英语教材及配套教具（单词卡片、图片卡片、听力练习录音等）。
朗文英语6a教学工作计划
朗文英语6a教学工作计划English:The teaching work plan for the Longman English 6a curriculum includes the selection and organization of teaching materials, the creation of lesson plans, the implementation of teaching activities, and the assessment of student learning. In the selection and organization of teaching materials, the focus is on choosing age-appropriate and culturally relevant content that aligns with the learning objectives of the curriculum. For lesson planning, teachers need to consider the sequencing of activities, the variety of instructional strategies, and the integration of different language skills such as listening, speaking, reading, and writing. During the implementation of teaching activities, teachers should create a supportive and engaging learning environment, provide clear instructions, and offer opportunities for student participation and interaction. Assessment of student learning involves continuous monitoring of student progress, the use of various assessment methods to measure learning outcomes, and providing feedback to students to support their language development. Overall, the goal ofthe teaching work plan is to provide a well-rounded and effective language learning experience for students.Translated content:朗文英语6a课程的教学工作计划包括教材的选择和组织，课程计划的制定，教学活动的实施以及学生学习的评估。
朗文英语课程设计
朗文英语课程设计一、教学目标本课程的学习目标包括知识目标、技能目标和情感态度价值观目标。
知识目标要求学生掌握朗文英语课程的相关知识点，包括词汇、语法、阅读、写作等。
技能目标要求学生能够熟练运用英语进行听、说、读、写、译等基本语言活动。
情感态度价值观目标要求学生培养对英语学习的兴趣和积极性，提高跨文化交际意识，培养合作精神和自主学习能力。
通过分析课程性质、学生特点和教学要求，我们将目标分解为具体的学习成果。
课程目标明确，有利于学生和教师了解课程的预期成果，为后续的教学设计和评估提供依据。
二、教学内容根据课程目标，我们选择和了与朗文英语课程相关的内容，确保内容的科学性和系统性。
教学大纲详细制定了教学内容的安排和进度。
本课程主要涵盖了以下内容：1.词汇：学习一定数量的单词和短语，掌握单词的拼写、意义和用法。
2.语法：学习基本的语法知识，包括时态、语态、句型结构等。
3.阅读：阅读不同类型的英语文章，提高阅读理解能力和快速阅读技巧。
4.写作：练习不同类型的英语写作，如叙述文、议论文和说明文等。
5.听力：通过听英语短文、对话和语音材料，提高听力理解能力。
6.口语：进行英语口语练习，提高口语表达能力和交流能力。
教学内容的和安排将根据学生的学习进度和实际情况进行调整，以确保教学目标的实现。
三、教学方法为了激发学生的学习兴趣和主动性，我们将采用多样化的教学方法。
这些方法包括：1.讲授法：教师通过讲解和示范，引导学生理解和掌握知识点。
2.讨论法：学生通过小组讨论和互动，培养合作精神和批判性思维能力。
3.案例分析法：学生通过分析实际案例，将理论知识应用到实际情境中。
4.实验法：学生通过实验和实践，提高动手能力和实践能力。
教学方法的选择将根据教学目标和学生的特点进行调整，以提高教学效果。
四、教学资源为了支持教学内容和教学方法的实施，我们将选择和准备适当的教学资源。
这些资源包括：1.教材：使用朗文英语教材作为主要教学资源，辅助学生学习。
朗文版四年级英语上册教学工作计划
朗文版四年级上册英语教学工作计划拟定者： 2020830一、教学目的和任务1.能听、说、读、写62个短语以及12组句子。
（包括关系情感与交朋友、改变与现在和过去、关心分享与关心他人六个话题）。
在真实语境中正确运用并能读懂故事或戏剧语篇。
2.能听、说、认读62个单词或词组。
3.能听懂、会唱6首歌曲。
4.能区分6组语音发音。
5.能阅读6篇文章故事，完成相关练习。
6.能了解6项简单的中西方文化知识。
二、本册教材教学重点和难点四、教材浅析1.在前6本书的语法点上，已经学习过一般现在时，本教材也重点学习一般现在时，用于表达自己喜欢的活动；同时也重点学习一般过去时（对过去人或事物已经发生的对现在的影响），在一个时间轴上去感知这种时态，学生上学期已经对该句型有一定的认知，本学期将继续巩固和强化；另外，也会重点学习情态动词must/mustn’t表达规则和发出警告。
2.朗文版知识内容和实际生活联系非常密切，内容丰富实用，有利于学生日常交流；课文内容充分展示中西文化的差异，具有国际视野与跨文文化交际功能。
3.每个单元里面设置了帮助学生巩固知识点的游戏，在玩中学习。
五、教学中要注意的一些问题1.在游戏教学过程中，教学活动需面向全体学生，不能一味追求满足优等生的需要而忽视中下阶级的学生。
设计的游戏难度也要适中，让全体学生都参与到活动中。
根据班级分为三组，每一个组别都有优中差的学生，因材施教，促进不同层次的学生进步。
2.游戏的组织工作，做到有条不紊，活而不乱。
小学生天性爱游戏，争强好胜，有些学生做起来容易忘乎所以，因此，在开始游戏之前讲清规则。
纪律要求，评分标准，防患未然。
在游戏过程中即使还出现一些混乱，要能理解学生的心理，不要一味批评，而是积极讲清楚游戏规则。
3.教学检测保证有效性，紧扣本节课的重难点，同时也需要分析好学生学情酌情变换题目形式，达到每日每课时目标顺利完成，特别是多关注班级中的学困生，帮助他们攻破每课时的难点，为下一知识点做好衔接。
朗文一年级1A教案
Teaching PlanI .Teaching content: ChaPter 1. Starting school∏ .Teaching goals:1. Basic language goals:Ss could master the usage of all the words and exPressions.Words: afternoon boy girl hello morning name teacher card children Miss Sir sPell thank ExPressions: Goodmorning/afternoon.Hello. I am Mary.Good bye.What is your name?2. Ability goal:To imProve the Ss 'ability of listening and sPeaking. Students can make dialogues by themselves.3. Emotion goal:Cultivate the Ss 'ability of grouP cooPeration further . Stimulate theSs'interest.In . Main and difficult points1. Words and exPressions: The basic language Point of ChaPter 1.2. Grammar focus: Moral and Civic Education;good manners.IV. TeaChi ng aids: PiCtUreS CardSV . Time allotment:The 1st. PeriodI . Teaching task: Chapter 1 PartA∏ . TeaChing steps:Step 1. Warm-up(Greeting the class)T: GOOd mornin g/after noon ,boys and girls. I am Jacky,your Englishteacher . Can you greet me?Say HeIIoJacky. ” who would you like to greet me? You 're . Do you know my n ame?Ca n you greet me?P:Hello,Jacky./Good mornin g/after noon, Jacky.T:Very good.SteP 2. PreSe ntati on1. Write your n ame on the board.2. put on a n ame card( on a Stri ng arond your n eck.)Keep ing repeat ingMy n ame is...T:What is your n ame?Do you have an En glish n ame?Who has already got an En glish n ame?Ha nds up!What is your En glish n ame?P1: My English name is Mary.T:Hello,Mary.A nybody else?P2:I am...T:Good morni ng,...3. Write some com mon En glish n ames on the board.The n SPeak to PUPiIS who don 'have an En glish n ame.T:Look at these n ames.You Can choose one you like.You Can USe it in the CIaSSroom.You Can Write the n ame.the n you Can take it home and showyour Pare nts.you 're... How about KeVin or KeIVinSteP 3. PraCtiCeMake a short dialogue.The 2 nd PeriOdI . TeaChing task: ChaPter 1 Part B∏ . TeaChing steps:SteP 1. Warm-UP(Greet ing the CIaSS)T: GOOd mornin g/after noon ,boys and girls. I am Jacky,your Englishteacher . Can you greet me?Say Hello,Jacky. ” who would youlike to greet me? You 're . Do you know my n ame?Ca n you greet me?P:Hello,Jacky./Good mornin g/after noon, Jacky.T:Very good.SteP 2. PreSe ntati on1. Try adressing different PUPiIS,greeting them and getting them toin troduce themselves. LeSS able PUPiIS Can do this in groups to build UPcon fide nce.T: Good morni ng/afterno on ,Group B.P: Good mornin g/after noon, Jacky.2. Write Good morning/afternoon on board.Keep PraCtiSing this and other expressi ons around the class.3. Write key words and expressi ons on the board.4. E ncourage PUPiIS to repeat the PhraSeS and Senten CeS afteryou,act ing roles.SteP 3. PraCtiCeLiSte n to the tape.what Can you say?The 3rd. PeriOdI . TeaChing task: ChaPter 1 PartC∏ . TeaChing steps:SteP 1. Warm-UP(Greet ing the CIaSS)T: Good mornin g/after noon ,boys and girls. I am Jacky.Say Hello,Jacky. ” who would you like to greet me? You 're . Do you know my n ame?Ca n you greet me?P:Hello,Jacky./Good mornin g/after noon, Jacky.T:Very good.SteP 2. PreSe ntati on1. Arouse PUPiIS 'interest in reading by asking one or two questionsabout the story.T:Do you know who Bee no is?Can you point to Bee no?2. Pre-teach the key words and give the CIaSSroom Ian guage for teach ing them,eg:spell,prese nt.3. Tell PUPiIS to read the story once silently.4. Ask questio n about the story.①Who is the teacher?(Peter)②In PiCture One is it morni ng Or after noon?③There are four ChiIdren.do you know their name?Can you tell me onen ame?④How do you know?TeIl me a girl '/boy 'name.SteP 3. PraCtiCe1. Get PUPiIS to act the story in groups,cha nging n ames Where appropriate.ask one or two groups With lively inton ati on and reas on ably accurate PrOnUn Ciati on to come to the front to perform.2. Ask PUPiIS to spell their n ames.3. Check PUPiIS an SWerS to Part DThe 4th. PeriOdI . TeaChing task: ChaPter 1 PartD∏ . TeaChing steps:SteP 1. Warm-UP(Greet ing the CIaSS)T: Good mornin g/after noon ,boys and girls. Say HeIIo,Jacky. ” who would you like to greet me? You Ye . Do you know my n ame?Ca nyou greet me?2. Review the story.Get PUPiIS to act the story in groups,cha nging n ames Where appropriate.ask one or two groups With lively inton ati on and reas on ably accurate PrOnUn Ciati on to come to the front to perform.Step 2. Presentation(Phonics)1. Get pupils to look at my mouth while you pronounce the/g/sound or play the video in the Super E-Book.Lool at my mouth. Say after me.2. Play the phonic game in the Super E-Book.3. Ask the pupils to look for anther word with the same sound(goodbye.)4.Suggest English names that pupils can use in the class beginning with the same sound. T:Does everyone have a name beginning with a/g/sound?Can you tell me who has a name beginning with /g/?Here are some names:Gary,Gilbert,Gordon,Grace 【Write them on the board. 】Step 3. PracticeAsk pupils to say other known words with the same sound.I lL-th. PeriodThe 9I . TeaChing task: ChaPter 1 Part E∏ . TeaChing steps:SteP 1. Warm-uPT: Hello, boys and girls.Ss: Hello, Lucia.T: What 's your name ?Ss: My name is Mary.Step 2. Presentation1. Revise learnt expressions by greeting different pupils and getting them to introduce themselves.T: What is your name ?S1: My name is ______ .T: Good afternoon, _______ .S1: Good afternoon, Lucia.2. Lead pupils to do pair work like the above mentioned.3. Go round the class to check pupils 'understanding.4. Make a name card for your partner .Step 3. Practice Make a short dialogue.Teaching PlanI .Teaching content: ChaPter 2. NiCe to meet you∏ .Teaching goals:2. Basic language goals:Ss could master the usage of all the words and exPressions.Words: my father my mother my classmatemy brother my sister my friendExpressions: This is ____ .Nice to meet you.Nice to meet you, too.How are you?I am fine, thank you. How are you ?I am fine, too.2. Ability goal:To improve the Ss 'ability of listening and speaking. Students can make dialogues by themselves.4. Emotion goal:Cultivate the Ss 'ability of group cooperation further . Stimulate theSs'interest.In . Main and difficult POints3. Words and expressions: The basic language point of Chapter 2.4. Grammar fOcus: CustOmary greetings.IV. TeaChi ng aids: PiCtUreS CardSV . Time allotment:The 1st PeriOdI . TeaChing task: ChaPter 2. Part A ⑴SteP1. Warm- uPDaily greeting:∏ . TeaChing steps:SteP1. Warm- uPDaily greeting:T: Hello, children.Ss: Hello, teacher .T: What is your name?Ss: My name is ______ .Step 2.Presentation1. Play a game: T says, Ss do.2. T shows the pictures and lead the Ss to read the words.( T writes the words on the blackboard.)3. Ask Ss to read the words group by group to see which group is thebest.4. Teach Ss how to act the different roles. As a teacher reads the words,the Ss do the action, then ask some students to be a little teacher .5. T points the words, Ss read them out.Step3. Practice1. T shows the pictures, Ss read the words.2. Ask Ss to read the words by themselves.The 2nd PeriodI . TeaChing task: ChaPter 2. Part A (2)∏ . TeaChing steps:SteP1. Warm- uPDaily greeting:SteP1. Warm- uPDaily greeting:Ss: Hello, teacher .T: What is your name?Ss: My name is ______ .Step2. Presentation1. Sing a song together .2. Review the words of family members. ( father mother sister me )3. T shows the pictures, Ss say the words.4. T says the words, Ss catch the pictures.5. Teach Ss how to introduce people with the pattern “This is6. Lead Ss to read the above pattern.7. Ask Ss to introduce their friends to all the classmates in the front.Step3. Practice1. Ask Ss to read the words and sentences.2. T shows other photos of pupils, Ss say “This is ______ ”The 3rd PeriodI . TeaChing task: ChaPter 2. Part A (3)∏ . TeaChing steps:brotherSs: Hello, teacher .T: What is your name?Ss: My name is ______ .Step2. Presentation1. Teach “he ”and “she ”. Through the pictures to be clear aboutthese two words.2. Give examples to introduce others with the two words.Eg: He is my classmate. She is my sister .3. Ask Ss to introduce their partners with this pattern:This is Peter . He is my brother .This is Cherry. She is my sister .Step3. Practice1. Lead Ss to read the sentences on the blackboard.2. Listen to the CD and read the dialogue in Part A.Step4. HomeworkAsk Ss to draw a picture about their families and describe.The 4th PeriodI . TeaChing task: ChaPter 2. Part A (4)∏ . TeaChing steps:SteP1. Warm- uP1. Daily greeting:T: What is your name?Ss: My name is ______ .2. Sing a song.Step2. Presentation1. Ask Ss to show their pictures about their family members, and try tointroduce them in this way.2. T shows the Flash cards, Ss read the words out together , and then pickup one group to read the words one by one.3. Look at the books and ask Ss to say the content of Part A about:Where is it? Who are they? What are they doing?4. Listen to the CD and read the dialogue.5. T leads them to read one sentence by one sentence.Step3. PracticePlay a game.T draws a picture about family members on the blackboard.Firstly, ask Ss to recognize who they are (father? mother? brother? orsister?)The 5th PeriodI . TeaChing task: ChaPter 2. Part B∏ . TeaChing steps:SteP1. Warm- uPDaily greeting:Ss: Hello, teacher .T: How are you?Ss: Fine, thank you.Step2. Presentation1. Take out a photo and ask Ss to do introduction with “This is ”or “He/She is. ”2. Listen to the CD and read Part A.3. Ask Ss to look at the pictures carefully to make themselves be clear aboutthe relationships of these people.4. Lead them to say out these children 's relationships like:This is _______ . He/She is my friend.Step3. Practice1. Write the right answer of Part B and ask Ss to copy by themselves.2. Check their books.Step4. Thought after classThe 6th PeriodI. TeaChing task: ChaPter 2. Part C∏ . TeaChing steps:Ss: Hello, teacher .SteP1. Warm- uPDaily greeting:T: How are you?Ss: Fine, thank you.Step2. Presentation1. Ask Ss to look at pictures on P1 and P2 and answer Qs: What is the bee's name? (Beeno.)What did Mary lost? (Her book. ) Which class did Mary in? (Class1A.)Who is Betty? ( Mary 's classmate. )2. Listen to the CD and ask Ss to talk about the main content of this story.3. Lead Ss to read the story one sentence by one sentence. Step3.Practice1. Listen to the CD and read.2. Ask Ss to read the story follow the T .3. Ask Ss to read together .The 7th PeriodI. TeaChing task: ChaPter 2. Part D & PhOnics∏ . TeaChing steps:Ss: Hello, teacher .T: How are you?Ss: Fine, thank you.SteP1. Warm- uPDaily greeting:Step2. Presentation1. Listen to the CD and read Part C.2. Ask some questions:Which class does Mary in?What is the meaning of “friend ”?What does “classmate ”mean?3. Ask Ss to finish Part D.4. Check the answer .5. Let Ss to look at T 's mouth when pronounces /h/Step3. Practice1. Play the phonics game.2. Ask Ss to say more words with the sound of /h/3. Listen to the CD and read Part D.The 8th PeriodI. TeaChing task: ChaPter 2. Part E & T ask F∏ . TeaChing steps:Ss: Hello, Lucia.T: How are you?Ss: Fine, thank you.Step2. Presentation1. Revise the greeting expressions learnt in this chapter by greeting SsSteP1. Warm- uPDaily greeting:T: Hello, children.1.Daily greeting:2. Ask Ss to do pair work.3. Check the answers of Part E.Step3. Practice1. Tell the main idea of the song in Part F .2. Listen to the CD and sing the song.3. Play the song and tell pupils to follow the words with fingers.4. Play the song again and ask Ss to sing along.Step4. Thought after classThe 9th PeriodI . TeaChing task: ReViSiOn (ChaPter 2.)∏ . TeaChing steps:SteP1. Warm- uPtheirT: Hello, children.Ss: Hello, teacher .T: Nice to meet you.Ss: Nice to meet you, too.2. Sing a song < I love my family>Step2. Presentation1. T does the actions and Ss say the words to revise Good morning/ Goodafternoon/ Good evening.2. Play a game to revise the basic sentences.What is your name? My name is _________ .Step3. Practice1. Listen to the CD and read Part A.2. Ask some Ss to recite the dialogue.3. Listen to the CD and read Part C.4. Point to the important sentences of story in Part C and read for severaltimes.Step4. Thought after classThe 10 th PeriodI Teaching task: Revision C ( Chapter 2 )II Teaching steps:Step1 Warming up activities1 Daily greeting.2 Sing a song ( I love my family).Step2 Presentation '1 T show s the Flash cards, Ss read the words out.2 Ask Ss to make sentences with the words like:This is Peter .He is my classmate.3 Recite Part A together .4 Read the story in Part C and answer the questions.①Which classs is Mary in?②What did Mary lost?③What relationship are between Betty and Mary?Step 3 Practice1 Listen to the CD and read Part C.2 Point out the key words and expressions of the story write them on the blackboard and read again.Step 4 HomeworkRecite Part C.Teaching PlanI Teaching content:Unit 3 My toysII Teaching goals:Basic language goals:Ss could master the usage of all words and expressions. Words: a doll a car a robot a balla bus a teddy bearone two three four fivesix seven eight nine tenExpressions: I have a ball.I have two ballsHe has three buses and five balls2 Ability goals:To improve the students 'abilities of speaking and listening.3 Emotion goalTo be confident during studying EnglishTo cultivate the students 'ability of group coorperation.III Main and difficult points.1 Words and expressions2 Grammar focus:I have a ballHe has two balls.IV Teaching aidsFlash cards, CD player , toysV Time allotment:The 1st Period I Teaching task: Part A (a)II Teaching stepsStep1 Warming up activities1 Daily greeting2 Sing a song.Step 1 Warming up activities1 Greeting.Step 2 Presentation1 Introduce the number from 1~10 and write them on the blackboard.2 Lead them to read and then ask Ss to count them one by one.3 If someone counts the wrong number or doesn 't know how to count,I will give him/her a punishment to jump and other students help him/her to count together.Step 3 Practice1 Look at the calendar on the book and read the numbers follow the Twith the fingers pointing to the words.2 Lead Ss to do some mathematic like:One + two = threethree + five = eightone + five = sixStep 4 HomeworkTo remember the numbers. The 2nd PeriodI Teaching task: Unit3 Part A ( b )II Teaching steps:seven － two = five four － one = three ten － five = fiveStep 2 Presentation1 Review the numbers.2 Introduce the new words with Flash cards. Show an opaque bag with small objects in it in my bag. Oh! It is a ball. Is there only one ball? No? There is another ball. Let 's count. How many balls? One ball, twoballs, three balls. Etc.3 Teach the vocabulary using the flash cards or toys.. This T: This is a car . Say “car ”. Repeat follow me. Car . I have a car ismy car .4 Keep asking “How many? ”Focus on the plurals: one bus, two busesT: How many robots?S1: I have two robots.Step 3 Practice1 Listen to the CD and read the words.The 3rd PeriodI Teaching task: Unit 3 Part A (c)II Teaching steps:1 Greeting.2 Play a game.Step 2 Presentation1 Review the words with Flash cards2 Write the numbers on the board first, then the words. Let pupils point and read the words.Correct their pronounciation when necessary.T: Who would like to be a teacher? Let 's count together . Group A, say the numbers. Listen carefully: Three. This is three. Repeat. Three. Very good. Etc.3 Rub out the words only. Try to get Ss to say the numbers in random. Demonstrate first, then ask Ss to come up.4 In order to keep Ss 'attention, come to the board, then suddenly rub out different numbers and get Ss to say the missing words. (numbers). Continue until you have rubbed out all the numbers. Get Ss to count from one to ten in groups and individually.Step 3 PracticeUse number cards to match the numbers and words. Draw out a cardand a toy from your bags.The 4th PeriodI Teaching task: Chapter 3 Part BII Teaching steps:Step 1 Warming up activities.1 Greetings.2 Play a game.Step 1 Warming up activities.1 Greetings.Step 2 Presentation1 Review the new words with Flash cards.2 Lead students to count numbers one by one.3 Listen to the CD and read Part A.Write down the basic sentence:I have …4 Ask Ss to look at the pictures and count how many Peter/Tom/Mary has.5 Ask Ss to make up a short dialogue in groups.e.g. I have a robot.I have nine balls.To underline we use a/an instead of one for singular nouns and we add s in the end.Put es on the end of plural nouns which ending in s, sh, ch, x or z and some nouns ending in O.Step 3 PracticeThe5th Period I Teaching task: Chapter 3 Part CII Teaching steps:toys2 Review the new words.Step 2 Presentation.1 Arouse pupil 's interest in reading by asking one or two questions about the story.What are the children playing with?What toys can you see?2 Listen to the CD and ask pupils to answer:Whose house is it?What toys does Danny have?Are Danny 's robot big?Is Sue 's robot big?3 Interpret the story and read one sentence by one sentence.Step 3 Practice1 Listen to the CD and read the story.2 Lead pupils to read the story.3 Ask pupils to read by themselves.Step 4 Homework.The 6th PeriodI Teaching task: Chapter 3 Part D& PhonicsStep 1 Warming up activities.1 Greetings.Step 1 Warming up activities.1 Greetings.2 Listen to the CD and read Part C.Step 2 Presentation1 Lead Ss to read the story.2 Ask Ss to answer the questionsHow many pigs does Danny have?Who has five robots?Who has a big robot?3 Ask Ss to read the story together.4 Finish Part D & check the answers.5 Get pupils to look at my mouth while pronounce the |b| sounds or play video in the Super E-book.Step 3 Practice1 Play the phonics game in the Super E-Book.2 Ask pupils to look for one more word for each sound (ball, Pippy).3Tell pupils to hold a piece of paper in front of their mouths when they say the |b| and |p| sounds. The paper will move when they say |p|, because more air should be pushed out of the mouth.The 7th PeriodI Teaching task: Chapter 3 Part Eand |p|2 Review the new word.Step 2 Presentation1 Ofer an opaque bag full of toys and ask some Ss to get someone, then say the sentence.e.g. I have a doll.I have two robots.2 Also ask someone to get a toy from the bag and ask other Ss to guess what she/he has.e.g. She has five cars.He has two robots.3 Listen to the CD and read PartE.4 Ask Ss to look at the 4 pictures in Part E and write the right name in the blanks. Step 3 Practice1 Lead Ss to read the Part E again.Play the phonics game in the Super E-Book.2 Ask Ss to make up a short passage about Sam and Tina with pictures. The 8thPeriodI Teaching task: Chapter 3 Part FII Teaching steps:Step 1 Warming up activities.1 Greetings.2 Review the numbers 1-10.Step 2 Presentation1 Count the numbers group by group.2 Write these numbers on the blackboard and ask someone to read.3 Look at the picture on P18 and ask how many teddy bears there are.4 Play the CD and listen.5 Teach Ss to sing the song one sentence by sentence.6 Lead them to dance with the music.Step 3 Practice1 T leads Ss to sing and dance for 3 times.2 Choose some students to perform in the front.3 The whole class sing and dance follow the music.Step 4 HomeworkTeaching PlanI Teaching content:Chapter 4 My pencil caseII Teaching goals:Basic language goals:Ss could master the usage of all words and expressions. Words: a pen a pencil a ruleran eraser a sharpener a pencil casered blue yellow pink browngreen black whiteExpressions: I have a ball.I have two ballsHe has three buses and five balls2 Ability goals:To improve the students 'abilities of speaking and listening.3 Emotion goalTo be confident during studying EnglishTo cultivate the students 'ability of group coorperation.III Main and difficult points.1 Words and expressions2 Grammar focus:I have a ballHe has two balls.IV Teaching aidsFlash cards, CD player , toysV Time allotment:The 1stPeriod I Teaching task: Chapter 4 Part A (a)II Teaching steps:Step 1 Warming up activities.1 Greetings.Step 1 Warming up activities.1 Greetings.2 Play a game.Step 2 Presentation1 Teaching the colours with the flash cards. Demonstrate by naming the colour of an object in the classroom. Match it with the correct flash card. Repeat with all the colours.T: Look! I have a pen. What colour is it? It is red. Show me/Point to something red in the classroom. The card is yellow. The pencil is yellow. Can you show me something yellow? What is black? What is white? The pen is black. The wall is white. My shoes are black. My hair is black. Etc.2 Now teach the vocabulary. First show the flash cards with the words covered. Then write the words on the board and teach pronunciation. Rub out the words and get pupils to say the words.T: Read after me. P-E-N. Pen.Who can spell“pen ”?Step 3 Practice1 Listen to the CD and repeat.2 Ask Ss to make a phrase with the words of school things and colours.Step 4 HomeworkThe2nd Period I Teaching task: Chapter 4 Part A (b)II Teaching steps:2 Sing a song.theStep 2 Presentation1 Review the new words.a) Look at the flash cards and read.b) Compete who can read the words fastest.c) T leads Ss to read again.2 Introduce pupils to the article “an ”.T: Speak after me. Be very careful: an apple, an eraser , an elephant, Pencil? A pencil? Pen? A pen. Eraser? An eraser .3 Introduce it and they.T: I have a pencil sharpener . What colour is it?It is Pink./ One ∙∙∙ It is …/ TWO …They are …/ Three …They are …Step 3 Practice1 Play a game.Give PuPils key WOrds, then ask them tO make sentences. e.g. TWO, ruler Pink. I have tWO rulers. They are Pink.SteP 4 HOmeWOrkThe 3rd PeriOdI Teaching task: ChaPter 4 Part A (c)II Teaching stePs:2 Sing a song.Step 2 Presentation1 Review the new words.2 Ask Ss to make sentences with these words.Step 1 Warming up activities.1 Greetings.Step 1 Warming up activities.1 Greetings.3 Introduce when a name/she/he is at the beginning of a sentence, we will use “has ”instead of “have ”.e.g. May has two pencils.She has a ruler . He has five erasers.Step 3 Practice1 Show them key words, let Ss make sentences.e.g. Tom, three, pen, red. Tom has three pens. They are red.2 Write these sentences on the bb and lead Ss to read.Draw three big circles on the board. The representatives write quantity in the circile and the object in the third circle. The groups get five points for writing the words correctly. I f they can say the sentences correctly, they can get an extra ten points.Step 4 HomeworkThe4th Period I Teaching task: Chapter 4 Part A & BII Teaching steps:theStep 2 Presentation1 Review the words.a) with flash cards.b) listen and repeat.c) make sentences.2 Ask Ss to look out the picture on P20.Q: a) How many children are they?b) Who are they?c) What does Peter have?d) What does Mary have?3 Listen and read the dialogue.Step 3 Practice1 Ask questions about Sally and Tom.a) What does Sally have? b) What colour are they?c) What does Tom have? d) What colour are they? Step 4 Homework Read the dialogue and recite.The 5th PeriodI Teaching task: Chapter 4 Part CII Teaching steps:Step 1 Warming up activities.1 Greetings.Step 2 Presentation1 Review the words.2 Show a pencil case and ask Ss to say what is in it.e.g. three pencils, a sharpener , two green erasers, no pens.3 Ask Ss to look at the pictures on P21.Q: a) Where are the children? b) What are they waiting for?4 Listen and answer .Qs: a) Why can 'tTom play with Charlie?b) Where is Charlie in Picture 3?c) In picture 3, is the school bag Charlie 's?d) In picture 3, is the pencil case Charlie 's?5 Interpret the story and read the story one sentence by one sentence. Step 3 Practice1 Listen and read.2 Check pupils 'answer of Part D.3 Read the story again.Step 4 HomeworkRead the story and recite.The 6th PeriodI Teaching task: Chapter 4 Part CII Teaching steps:Step 1 Warming up activities.1 Greetings.2 Sing a song.Step 2 Presentation1 Ask Ss to answer questions.a) What are the children doing?b) Whose pencil case does Charlie have?c) What happened later?2 Listen to the CD and read.3 Pick out the important points.a) come and playb) ThiS isn '…c) Oh, dear!d) the next day.4 Lead Ss read the above sentences.Step 3 Practice1 Ask Ss to read the story by themselves.2 Invite some Ss try to retell the story with their own words.3 Lead them to act the story.Step 4 HomeworkRecite the story.The 7th PeriodI Teaching task: Chapter 4 Part D & PhonicsII Teaching steps:Step 1 Warming up activities.1 Greetings.2 Sing a song.Step 2 Presentation1 Listen and read the story.2 Look at the picture on P22 and talk about what they are in the pencil case.3 Ask Ss to write the names.4 To check the answers.5 Get pupils to look at your mouth while you pronounce the /e/ sound or play he video.T: Look at my mouth.6 Play the phonics game.7 Ask pupils to say the words hen and bed.Make sure they pronounce the words correctly./e/ /en/ /hen//e/ /ed/ /bed/Step 3 Practice1 Ask pupils to imagine that they are making a hesitation sound ‘eh '.As if do not know the answers to the T 's question.2 Ask pupils to say other known words with the same sounds.Step 4 HomeworkRecite the storyThe 8th PeriodI Teaching task: Chapter 4 Part EII Teaching steps:Step 1 Warming up activities.1 Greetings.2 Play a game.Step 2 Presentation1 Go through Tom 's description with pupils. Ask questions to check their understanding.a) How many pencils does Beeno have?b) What colour are they?c) How many erasers does Beeno have?d) What colour is it?2 For less able pupils, you can write down key words on the board for their reference.e.g. five, black, pencils.3 Tell pupils to draw and colour the stationery in Beeno 's pencil case. Go round the class checking their understanding.4 Ask pupils to listen to Tom 's description of the stationery in Ting Ting 's pencil case. They write down the number of things in Ting Ting 's pencil case.5 Check pupils 'answers to Part E.Step 3 Practice1 Let a student to be a little teacher , the other students read after him/her .2 Let students read the texts one by one.Step 4 HomeworkRecite the storyThe 9th PeriodI Teaching task: Chapter 4 Part FII Teaching steps:Step 1 Warming up activities.1 Greetings.。
小学英语朗文教案模板范文
课程名称：小学英语朗文年级：三年级课时：2课时教学目标：1. 学生能够熟练掌握本节课所学的单词和句型。
2. 学生能够运用所学知识进行简单的日常对话。
3. 培养学生的听、说、读、写四项基本技能。
教学重点：1. 朗文单词的拼读和拼写。
2. 朗文句型的运用。
教学难点：1. 单词和句型的正确运用。
2. 学生在日常生活中运用所学知识的情境创设。
教学准备：1. 朗文教材、教具。
2. 多媒体课件。
3. 学生练习本。
教学过程：第一课时一、导入1. 教师播放一首与主题相关的英文歌曲，激发学生的学习兴趣。
2. 教师简要介绍本节课要学习的单词和句型。
二、新课导入1. 教师带领学生朗读新课内容，让学生熟悉单词和句型的发音。
2. 教师讲解单词和句型的意思，让学生理解其用法。
三、单词教学1. 教师带领学生拼读单词，让学生掌握单词的发音。
2. 教师引导学生拼写单词，让学生熟悉单词的拼写规则。
四、句型教学1. 教师引导学生运用句型进行对话，让学生熟练掌握句型的运用。
2. 教师设置情境，让学生在情境中运用句型进行交流。
五、课堂练习1. 教师布置课堂练习，让学生巩固所学知识。
2. 教师巡视指导，纠正学生的错误。
六、总结1. 教师对本节课所学内容进行总结，让学生回顾所学知识。
2. 教师布置课后作业，让学生巩固所学知识。
第二课时一、复习1. 教师带领学生复习上节课所学的单词和句型。
2. 教师设置情境，让学生运用所学知识进行对话。
二、新课导入1. 教师简要介绍本节课要学习的单词和句型。
2. 教师播放相关音频，让学生熟悉新课内容。
三、单词教学1. 教师带领学生拼读单词，让学生掌握单词的发音。
2. 教师引导学生拼写单词，让学生熟悉单词的拼写规则。
四、句型教学1. 教师引导学生运用句型进行对话，让学生熟练掌握句型的运用。
2. 教师设置情境，让学生在情境中运用句型进行交流。
五、课堂练习1. 教师布置课堂练习，让学生巩固所学知识。
2. 教师巡视指导，纠正学生的错误。
朗文少儿英语教案
一、教案简介本教案以朗文少儿英语教材为基础，结合我国学生的学习特点，设计了一系列富有趣味性、互动性、实用性的英语教学活动。
本教案共有十五个章节，内容涵盖了语音、词汇、语法、功能句型、听力、口语、阅读和写作等方面。
通过本教案的学习，学生能够提高英语综合运用能力，培养学习英语的兴趣。
二、教学目标1. 知识目标：（1）掌握本节课的重点词汇和句型。
（2）了解相关语法知识。
（3）提高听力、口语、阅读和写作能力。
2. 技能目标：（1）能够运用所学词汇和句型进行简单交流。
（2）能够听懂并正确回答相关问题。
（3）能够阅读并理解简单的故事或说明文。
3. 情感目标：（1）培养学习英语的兴趣和自信心。
（2）培养合作精神和团队意识。
三、教学内容本节课主要教学内容为第一单元的四个部分：1. 词汇学习：学习与动物相关的词汇。
2. 句型练习：使用“What is it? It's”进行物品描述。
3. 语法讲解：一般现在时态的构成和用法。
4. 听力练习：听懂并回答有关动物的问题。
四、教学步骤1. 热身活动（5分钟）通过歌曲、游戏等方式引导学生复习上节课的内容，营造轻松愉快的课堂氛围。
2. 词汇学习（10分钟）利用图片、实物等展示本节课的动物词汇，引导学生跟读并记忆。
3. 句型练习（10分钟）分组进行角色扮演，让学生运用“What is it? It's”句型进行物品描述。
4. 语法讲解（10分钟）通过例句和练习，讲解一般现在时态的构成和用法，让学生进行相关练习。
5. 听力练习（10分钟）播放听力材料，学生听懂后回答相关问题。
6. 课堂总结（5分钟）对本节课所学内容进行总结，强调重点词汇和句型。
五、课后作业1. 抄写本节课的重点词汇和句型。
2. 完成课后练习题。
3. 预习下节课内容。
六、教学评价1. 课堂表现评价：观察学生在课堂上的参与程度、合作意识和发音准确性。
2. 课后作业评价：检查学生抄写词汇和句型的准确性，以及课后练习的完成情况。
朗文版二年级英语上册教学工作计划
朗文版二年级上册英语教学工作计划二年级拟定者:四、教材浅析.本书共有6个单元，通过教师的教授，让学生掌握相应的规则并运用到实际的生活中。
坚持兴趣第一的原则，做到现实与未来相结合.通过按学生身心发展规律与兴趣特点设计了大量的以“任务型”教学为主的语言活动，以激发学生的学习兴趣，为学生创设宽松开放的课堂情境，让学生在：“玩中学”“学中玩”，在课堂中大胆表现自己，获得相信自己能够学好的信心。
本教材的会话部分设计了各种真实自然的情景，并配有相应的生动的图画。
其目的在于分散教学难点，循序渐进，便于表演。
五、教学中要注意的一些问题.1、“兴趣是最好的老师”，作为小学生的英语启蒙教师，我们任重而道远。
如何激发学生学习英语的热情，培养其学习英语的兴趣，是摆在英语老师面前的重大课题。
因此，在教学中，教师应精心设计教法，把英语课与活动课相结合，让学生在活动中快乐地学习英语。
2、重交流，不要让对答如流的英语对话一直处于无信息传递的假交际上。
英语课堂必须摒弃死记硬背的陈旧教学方法。
在课堂上，教师必须设计相应的情境，让学生在交际中交流，从而达到有效输入与输出的效果。
3、用适当的物质奖励激励学生学习热情，在教学中，对于表现积极的学生进行适当的奖励，从而让学生体会到一定的竞争机制，培养其在竞争中学习的乐趣。
4、培养学生的评价意识，教师在课堂上对于表现积极的学生，用表扬的语言，如“very good”等，尽量使用正面语言评价学生，避免打击性的语言打击学生的积极性，从而帮助学生建立自信心。
六、教学中德育思想的渗透方法.小学生所处的身心发展时期具有很强的可塑性，是人生中形成自己价值观、世界观以及个性形成的关键时期，英语课本里面的日常用语，如‘hello’、‘hi’等日常用语，无论是对于陌生人还是家长朋友都是通用的打招呼的方式，因此，在课堂里，可以对学生进行思想教育，培养他们的礼貌意识，从而使他们成为一个讲礼貌的学生，对于其日后人格的发展起着重要的作用。
朗文一年级1B教案(新)
朗文一年级1B教案(新)简介本教案是针对朗文一年级1B教材的教学设计。
通过本教案的实施，旨在帮助学生提高听、说、读、写的能力，培养他们的语言表达能力和研究兴趣。
教学目标- 熟悉并掌握教材中的单词、句子和语法知识。
- 学会正确运用所学知识进行简单的对话和阅读理解。
- 提高学生的听力技能，能听懂简单的英语对话和指令。
- 培养学生的合作意识和团队合作能力。
教学内容本教案主要包含以下内容：- 单词研究：研究教材中的重点词汇，并进行词汇拓展和巩固练。
- 句型教学：研究并掌握教材中的常用句型和语法知识。
- 对话练：进行简单的对话练，提高学生的口语表达能力。
- 阅读理解：通过阅读教材中的短文，理解其大意，并回答相关问题。
- 写作训练：进行简单的写作练，培养学生的写作能力。
教学步骤1. 导入新课：通过歌曲或图片引入本课的主题，激发学生的研究兴趣。
2. 单词研究：教师先带领学生一起复上节课的单词，然后介绍本节课的新单词，并进行相关练和巩固。
3. 句型教学：介绍并讲解本节课的重点句型和语法知识，引导学生进行模仿和练。
4. 对话练：师生对话、小组对话或角色扮演等形式，进行对话练，提高学生的口语交际能力。
5. 阅读理解：教师引导学生阅读教材中的短文，理解其大意，并提出相关问题，让学生进行回答或讨论。
6. 写作训练：指导学生根据教材内容进行简单的写作练，如填写对话空缺、写简单的日记等。
7. 小结和复：对本节课的重点内容进行总结，并进行相关的巩固练。
教学资源- 朗文一年级1B教材及配套练册- 多媒体设备（投影仪、音响等）- 黑板、白板、彩色笔等教学评估教师可以通过以下方式进行教学评估：- 口头回答问题：针对教学内容进行提问，学生进行口头回答。
- 书面练：布置相关的书面练，检查学生对教学内容的掌握情况。
- 听力测试：播放简短的对话或指令，要求学生听懂并执行相关任务。
少儿朗文备课教案模板范文
课时：2课时年级：小学三年级教学目标：1. 知识目标：学生能够掌握家庭成员的英文表达，包括父母、兄弟姐妹等。
2. 能力目标：学生能够运用所学词汇进行简单的家庭介绍。
3. 情感目标：培养学生对家庭的热爱和责任感。
教学重点：1. 家庭成员的英文表达。
2. 简单的家庭介绍。
教学难点：1. 家庭成员的英文表达。
2. 简单的家庭介绍。
教学准备：1. 教学课件。
2. 家庭照片。
3. 家庭成员的英文卡片。
教学过程：第一课时：一、导入1. 教师播放一首关于家庭的英文歌曲，激发学生学习兴趣。
2. 学生跟唱歌曲，复习所学家庭词汇。
二、新课导入1. 教师展示家庭照片，引导学生说出家庭成员的英文表达。
2. 学生跟读家庭成员的英文表达。
三、新课学习1. 教师讲解家庭成员的英文表达，如：father（父亲）、mother（母亲）、brother（哥哥）、sister（妹妹）等。
2. 学生跟读并模仿家庭成员的英文表达。
四、练习环节1. 教师出示家庭成员的英文卡片，学生根据卡片上的图片说出相应的家庭成员。
2. 学生分组进行家庭介绍，运用所学家庭成员的英文表达。
五、课堂小结1. 教师总结本节课所学家庭成员的英文表达。
2. 学生复述所学家庭成员的英文表达。
第二课时：一、复习导入1. 教师播放一首关于家庭的英文歌曲，引导学生复习所学家庭成员的英文表达。
2. 学生跟唱歌曲，巩固所学知识。
二、新课导入1. 教师出示家庭照片，引导学生说出家庭成员的英文表达。
2. 学生跟读家庭成员的英文表达。
三、新课学习1. 教师讲解家庭介绍的步骤，如：先介绍家庭成员，再介绍家庭成员之间的关系。
2. 学生跟读并模仿家庭介绍的步骤。
四、练习环节1. 教师分组进行家庭介绍，学生运用所学家庭成员的英文表达进行介绍。
2. 教师巡视指导，纠正学生的发音和语法错误。
五、课堂小结1. 教师总结本节课所学家庭介绍的步骤。
2. 学生复述所学家庭介绍的步骤。
教学反思：1. 本节课通过歌曲、图片等多种教学手段，激发学生学习兴趣，提高学生的学习积极性。
朗文阅读教学目标设计
提高学生的信息筛选能力
增强学生的批判性思维能 力
激发学生的创新意识和创 造力
情感目标
培养学生的阅读兴趣和阅读习惯 提高学生的阅读理解能力和批判性思维能力 培养学生的情感态度和价值观，促进学生的全面发展 培养学生的跨文化意识和国际视野，提高学生的跨文化交流能力
态度目标
培养学生的学习兴趣和阅读习惯
培养学生的批判性思维和独立思考 能力
保持教学目标的灵活性和开放性
教学目标应适应不 同的学生需求，根 据学生的特点和需 求进行适当的调整。
教学目标应具有一定 的弹性，允许教师在 教学过程中根据实际 情况进行调整和补充。
教学目标应注重培养 学生的创新思维和解 决问题的能力，鼓励 学生自主探究和合作 学习。
教学目标应关注学生 的情感体验和价值观 培养，促进学生的全 面发展和个性发展。
朗文阅读教学目 标设计
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汇报人：XXX
目 录
Part One.
教学目标设计原则
Part Three.
教学目标设计步骤
Part Two.
教学目标分类
Part Four.
教学目标设计注意事 项
Part One
教学目标设计原则
明确性
明确性：教学目 标应该清晰明确， 能够被学生和教 师理解和掌握。
教学目标应具有可 操作性，能够在实 际教学中实现
教学目标应注重学 生的全面发展，包 括知识、技能和情 感等方面
可达成性
教学目标应明确具体，可量化、可 衡量
教学目标应具有挑战性，能够激发 学生的潜能
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教学目标应符合学生的实际水平， 具有可行性
朗文小学教案
朗文小学教案教案标题：朗文小学教案一、教案概述本教案旨在帮助小学生有效学习朗文小学教材，通过设计多样化的教学活动，培养学生的听、说、读、写能力，提高他们的语言运用能力和学习兴趣。
二、教学目标1. 语言目标：- 学习并掌握朗文小学教材中的单词、句型和语法知识；- 提高学生的听力理解能力，能听懂并理解教材中的对话和文章；- 培养学生的口语表达能力，能流利地运用所学内容进行口头交流；- 培养学生的阅读理解能力，能读懂并理解教材中的文章；- 培养学生的写作能力，能用正确的语法和词汇写出简短的句子和段落。
2. 学科目标：- 培养学生的学习策略和自主学习能力；- 培养学生的团队合作精神和交流能力；- 培养学生对不同文化的尊重和理解。
三、教学重点1. 教学重点：- 教授和巩固朗文小学教材中的重要词汇、句型和语法知识；- 培养学生的听、说、读、写能力；- 提高学生的语言运用能力和学习兴趣。
2. 教学难点：- 帮助学生理解和运用教材中较复杂的语法结构；- 提高学生的口语表达流利度和准确性；- 培养学生的阅读理解能力和写作能力。
四、教学内容与教学步骤1. 教学内容：- 朗文小学教材中的单元主题、词汇、句型和语法知识；- 听力、口语、阅读和写作练习。
2. 教学步骤：a. 导入活动：通过图片、视频或小故事引起学生的兴趣，激发他们学习的欲望。
b. 听力训练：播放录音或朗读对话，让学生听懂并回答相关问题，培养他们的听力理解能力。
c. 口语练习：以小组或全班形式进行口语练习，让学生互相交流和表达自己的观点。
d. 阅读理解：指导学生阅读教材中的文章，并提出相关问题，让学生理解文章内容。
e. 语法讲解与练习：通过示范和练习，帮助学生掌握教材中的语法知识。
f. 写作训练：引导学生用所学内容写出简短的句子或段落，培养他们的写作能力。
g. 小结与反馈：总结本节课的重点内容，给予学生反馈和评价。
五、教学资源1. 朗文小学教材及配套教辅材料；2. 录音设备或播放器；3. 图片、视频或小故事资源；4. 黑板、白板或投影仪。
朗文新派少儿英语一级教学计划 -完整获奖版
Extension
扩展知识
Conversation
对话
A：What’s this?
B: It’s a book.
A: What color is it?
B: It’s red.
Mother. I’m getting reday for school. Books to read. Pencils and markers to write and draw. An apple, a banana, a little red ball. My book bag is full. I’m ready for school.
朗文新派少儿英语一级教学计划
Unit One My class
班级：教师：日期：年月日
Words and phrases
单词短语
Book书book bag书包, chair,椅子desk课桌, marker记号笔, pencil铅笔, table桌子, teacher老师, circle圆, color颜色, name名字, one 1, two 2 , three 3, four 4, five 5 , six 6 , seven 7, eight 8, nine 9 , ten 10
Oral
Composition
口头作文
Page 7, Page8
Phonics
语音
Short vowel a: dam, ham, jam, ram, cap, lap, map, nap, can, fan, man, pan, bat, cat, hat, mat
Useful
Language
日常用语
1.What’s your name? I’m………你叫什么名字？我叫………