小学英语 教学流程图
英语课流程图
可编辑范本Good afternoon,everybody.Let ’s being our class. Everybody,do you remember Teddy bear song?“teddy bear ’s father ”ready go!thank you!everybody.,sit down please.Today,I’ll got a picture for you. Oh! It ’s a very beautiful picture. Everybody,do you remerber teddy bear ’s family? who are they? Let ’s see ,what ’s happened?The teddy ’s mother said:what do you like to do?do you like to catch the butterfly?The teddy ’s sister said:No,I don ’t.I like to takePhotos. The teddy said:I like to catch the butterfly. The teddy ’s brother said:I like to play KongFu.Everybody.Is it interesting? Today,I ’ll going to learned these sentences.Now,everybody,look at these sentences.What do you like to do? I like to(catch the butterfly\take photos\play KongFua)?This time,I ask,you answer…Let’s change it.you ask, I answer. ready go!...Great,from here,you are the team A,one,two...you are the team B one,two...Now,team A ask,team B answer.ready go! Let’s change it. team A ask, team B answer. ready go!...Now,Let’s play a game.Do you want to play a game?yes!NO.1 come here please.You should say what do you like to do? and do the action.You should guess and say I like to …可编辑范本Today,we have learned what do you like to do? I like to(catch the butterfly\take photos\play KongFua)?I want you exeise these sentence after class.OK,class is over. Thank you.可编辑范本。
小学英语课堂教学过程.ppt
1
本专题的目的
根据调研了解到，许多小学英语教师在教学 实践中“感性”多于“理性”，缺乏对课堂教学 基本过程的理性、科学的把握。如：教学过程环 节不连贯，练习方式违背语言学习的规律；教学 时间控制不当；学生个人与集体活动的安排和配 合不当等。此专题旨在通过讨论和教学案例评析， 使小学英语教师了解课堂英语教学基本过程，在 教学中遵循语言教学的规律更好地实施有效教学。
此环节是学生感知、理解和认知新语言项目的 过程，是课堂教学的关键环节。教师要创设一 定的语境，采用小步子呈现和操练相结合的方 式，帮助学生感知和理解新语言项目的意义， 启发学生举一反三，通过滚动式扩展练习，逐 步帮助学生建构新知。同时，教师应以多种方 式激励学生参与，为学生逐步将知识转化为能 力奠定基础。
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环节一 导入
“导入”是极其重要的环节，是一堂课 是否成功的基础。其主要目的是引起学 生注意；激活已有知识和经验，诱导学 习兴趣，激发认知需求；使学生产生期 待；促进学生参与。
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导入方式
导入方式有很多，教师应选择符合本课
教学目标和内容的方式，从激活和复习已
知入手，为学习新知做准备。导入通常采
用几种方式相结合的方式。
6
小学英语课堂教学过程的特点
教学过程虽然没有固定的模式，但任何一 节新授课都离不开导入、新知识呈现与操练、有 语境意义的语言实践活动（听说读写）、新旧知 识整合和接近真实环境的综合语言实践活动以及 总结和评价学习效果。
在这一过程中，教师的指示语、示范、以及活 动的组织在各个环节中都起着重要的作用。而激 发学生学习的兴趣，使学生有效地学习（学会） 是各个教学环节的首要任务。
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呈现与操练环节需注意的问题
小学 英语3--6年级知识结构图
第 1 页小学英语3-6年级知识经纬图三上知识结构单词：分以下几类：数字、颜色、身体、图形、交通工具、文具、家具等。
语音：1.知道字母名称的读音；2.了解简单的拼读规律；3.语音清楚，语调自然；4.了解字母在单词语法：1.知道名词有单复数形式； 2.知道动词am ，are ，is 的用法区别； 3.知道句子书写的简单规则（大写和符号）。
句型：有关问候、告别、感谢、介绍等交际功能的基本表达形式。
三下知识结构词汇：学习有关家庭、动物、国家国籍、房间、房间物品摆设方位和学校等话题范围的约200个词语（含“三会”、“四会”及习惯用语）；了解单词由字母构成的；语音：知道字母名称的读音；了解简单的拼读规律；了解单词有重音；语音清楚，语调自然。
初步了解字母在单词中的发音。
句型：了解英语简单句的基本形式和表意功能。
介绍家庭成员及亲戚、描述动物、询问国家和国籍、介绍房间的名称、描述房间的摆设、介绍自己的学校等交际功能的基本表达形式。
语法：知道名词有单复数形式；知道主要人称代词的区别；知道to be, to have 等动词在不同情况下会有形式上的变化；了解表示地点和位置的介词: in, on, at, under 等。
第 2 页四上知识结构Module 1 Clothes1) 能听说读写999以下数词。
2)2）表示“双”，“对”的方法3）句型描述或谈论图：Whose T-shirt is it/this? It ’s myT-shirt.4）名词所有格，例：the woman ’s dress ；5）十位以上数目的表示法。
6）购物用语Can I help you?Model 3 Occupations1）使用下面的句型描述人或谈论图：What do youwant tobe when you grow up?I want to be a teacher . What does he/she do?2）能写几句关于“职业”话题的几句话。
Unit4Whatcanyoudo？教学分析及流程图(素材)人教PEP版英语五年级上册
2.学生可以掌握新句型“what can you do” and “I can sing English songs”.
技能目标：学生能够运用所学单词和句型在实际生活中会用所学句询问和回答别人，从而提高他们综合语言运用能力。
情感目标：1.学生能够利用课余时间培养自己的爱好。
2.让学生通过运用语言来完成学习任务，感受成功，从而引发和培养学生学习英语的内在动机，最终使他们形成英语学习的积极态度。
巩固练习
1.练习单词读写
2.合作学习在情境中运用句型
20min
设计游戏活动；纠正发音
积极参与活动；集中注意力；角色；扮演完成表格
提高兴趣、注意力以及综合语言运用能力；培养合作精神；扎实本课新知
课堂总结
学生自主总结，老师加以引导。升华本节课主题
5min
指导，升华
自主总结，完成课后作业
提高自主学习能力，养成良好学习习惯
学习者分析
小学生具有好动、好胜、好新、好奇、思维活跃，集中注意持久性较差等征。五年级的学生具有一定的英语基础但对于枯燥的知识不感兴趣，所以教学不能离开实际。另外，学生个体学习情况参差不齐，要照顾到所有学生对知识的理解。
教学目标
知识目标：1.学生能听、说、认、读“draw cartoons , sing English songs, do kung fu, dance，play the pipa.”
教学重点
掌握单词、词组以及句型：
draw cartoons , sing English songs, do kung fu, dance，play the pipa；“what can you do” and “I can sing English songs.
小学英语语言学用一体化的路径流程图
小学英语语言学用一体化的路径流程图全文共3篇示例，供读者参考篇1Path Flow Diagram of Integrative Approach in Primary English Language LearningIntroduction:Integrative approach in primary English language learning is a comprehensive method that combines language learning with linguistic and cultural aspects to achieve a holistic understanding of the language. It aims to develop students' language proficiency, cultural awareness, and critical thinking skills. In this document, we will present a path flow diagram outlining the process of implementing the integrative approach in primary English language learning.Path Flow Diagram:1. Needs Analysis:- Identify the learners' language proficiency levels, interests, and learning styles.- Conduct a survey to assess the learners' cultural background and familiarity with the English language.- Analyze the curriculum requirements and learning goals.2. Curriculum Design:- Develop a curriculum that integrates language learning with cultural content.- Design lesson plans that incorporate a variety of language skills (listening, speaking, reading, writing) with cultural elements (traditions, customs, celebrations).- Include authentic materials such as songs, stories, videos, and games from English-speaking countries.3. Language Teaching:- Use a communicative approach to language teaching that emphasizes real-life communication.- Provide opportunities for meaningful interaction and collaborative learning among students.- Incorporate task-based activities that require students to use language in context.4. Cultural Learning:- Integrate cultural content into language lessons to promote cultural awareness and sensitivity.- Organize cultural events, field trips, and guest speaker sessions to expose students to different cultures.- Encourage students to compare and contrast their own culture with English-speaking cultures.5. Assessment:- Use a variety of assessment methods (tests, projects, presentations) to evaluate students' language skills and cultural understanding.- Provide timely feedback to students on their strengths and areas for improvement.- Use assessment data to adjust teaching strategies and enhance learning outcomes.6. Professional Development:- Provide training and support for teachers on implementing the integrative approach in their classrooms.- Organize workshops, seminars, and conferences on language teaching and cultural education.- Encourage teachers to collaborate with colleagues and share best practices.7. Evaluation:- Conduct periodic evaluations of the integrative approach to identify areas of success and challenges.- Gather feedback from students, teachers, and parents on their experiences with the approach.- Continuously improve and adjust the approach based on evaluation results.Conclusion:The path flow diagram presented above outlines the key steps in implementing the integrative approach in primary English language learning. By integrating language learning with cultural content, this approach enhances students' language proficiency, cultural awareness, and critical thinking skills. It provides a comprehensive framework for educators to promote a holistic understanding of the English language and its cultural context.篇2Integrated approach in teaching English language at the primary level is crucial in the development of students' language skills. This approach combines language learning with linguistic theory, providing students with a holistic understanding of the language. To effectively implement an integrated approach in teaching English language at the primary level, a pathway flowchart can be developed to guide teachers through the process. This flowchart outlines the steps and strategies to be followed in creating a seamless integration of language learning and linguistic theory in the classroom.Step 1: Setting learning objectivesThe first step in implementing an integrated approach in teaching English language is to set clear learning objectives. Teachers should identify the language skills that students need to develop, such as speaking, listening, reading, and writing. These objectives should be aligned with the curriculum and the students' level of proficiency in the language.Step 2: Selecting appropriate resourcesOnce the learning objectives are set, teachers should select appropriate resources to support language learning and linguistic theory. These resources can include textbooks, workbooks, audiovisual materials, and online resources. Teachersshould also consider using authentic materials, such as newspapers, magazines, and videos, to make the learning experience more engaging for students.Step 3: Integrating language skillsIncorporating language skills, such as speaking, listening, reading, and writing, into the curriculum is essential in an integrated approach. Teachers should design activities that require students to practice multiple language skills simultaneously. For example, students can engage in group discussions, where they are required to listen to their peers, speak in English, and respond in writing.Step 4: Applying linguistic theoryLinguistic theory plays a crucial role in understanding the structure and rules of the English language. Teachers should introduce linguistic concepts, such as phonetics, syntax, and semantics, to students in a way that is accessible and relevant. For example, teachers can use examples from everyday language use to illustrate linguistic concepts and help students apply them in their own language production.Step 5: Providing feedback and assessmentFeedback and assessment are essential components of an integrated approach in teaching English language. Teachers should provide constructive feedback to students on their language skills and linguistic theory understanding. Assessment tasks should be designed to evaluate students' progress in both language learning and linguistic theory.Step 6: Reflecting and adaptingFinally, teachers should reflect on their teaching practice and adapt their strategies as needed. Reflective practice allows teachers to assess the effectiveness of the integrated approach and make adjustments to improve student learning outcomes. Teachers can collaborate with colleagues, attend professional development workshops, and seek feedback from students to enhance their teaching practice.By following the pathway flowchart outlined above, teachers can effectively implement an integrated approach in teaching English language at the primary level. This approach not only enhances students' language skills but also develops their understanding of linguistic theory, providing them with a solid foundation for future language learning.篇3Primary English language learning is an essential part of a child's education. To ensure that young learners acquire language skills effectively, an integrated approach to teaching English is highly recommended. One effective way to implement this approach is through a structured pathway process, which helps students progress smoothly from one level of language proficiency to another. In this article, we will explore a detailed flowchart of the pathway process for integrating language learning in primary schools.The first step in the pathway process is to assess students' current language proficiency levels. This can be done through a variety of assessment tools, such as standardized tests, teacher observations, and student self-assessment. Based on the assessment results, students can be placed in the appropriate language learning stream – whether it be beginner, intermediate, or advanced.Once students are placed in the appropriate stream, the next step is to introduce them to a range of language learning activities and resources. This may include textbooks, workbooks, multimedia resources, and interactive online platforms. These resources should be carefully selected to cater to students' diverse learning styles and preferences.In addition to traditional language learning activities, it is important to incorporate real-life communication scenarios into the curriculum. This can involve role-playing exercises, group discussions, and interactive games that encourage students to use English in authentic contexts. Simulated conversations with native English speakers can also be helpful in improving students' listening and speaking skills.As students progress through the pathway process, they should be regularly assessed to track their language development. This can be done through periodic quizzes, tests, and oral presentations. Feedback from teachers and peers should also be provided to help students identify their strengths and weaknesses in language learning.To further enhance students' language proficiency, it is important to integrate language learning with other subject areas in the curriculum. For example, students can practice reading and writing skills by analyzing English texts in science, social studies, and literature classes. This interdisciplinary approach helps students see the relevance of English language skills in various contexts.Finally, the pathway process should culminate in a comprehensive evaluation of students' language proficiency.This can be done through standardized tests, portfolio assessments, and proficiency interviews. Based on the evaluation results, students can be recommended for further language learning opportunities, such as advanced language courses or language immersion programs.Overall, the pathway process for integrating language learning in primary schools is a systematic approach that ensures students develop a strong foundation in English language skills. By following this structured pathway, educators can effectively support students in their language learning journey and prepare them for success in an increasingly globalized world.。
六年级英语老师讲课流程表
六年级英语老师讲课流程表Sixth Grade English Teacher Lesson PlanIntroduction:The primary focus of the English curriculum for sixth grade students is to continue building upon the skills and knowledge gained in previous grades. In sixth grade, students will further develop their reading, writing, speaking, and listening abilities. As the English teacher for the sixth grade class, it is important to create engaging and interactive lesson plans to keep students motivated and foster a love for learning.Lesson Objectives:- To enhance reading comprehension skills through analyzing and interpreting texts- To improve writing skills by focusing on grammar, punctuation, and sentence structure- To develop speaking and listening skills through class discussions and presentations- To expand vocabulary and understand the proper usage of words in contextLesson Plan:1. Warm-up Activity (10 minutes):- Begin the class with a quick review of the previous lesson or a fun vocabulary game to get students engaged and excited about learning English.2. Reading Comprehension (30 minutes):- Introduce a reading passage or story to the students.- Break the passage down into smaller sections and ask comprehension questions to ensure understanding.- Encourage students to make connections between the text and their own experiences.3. Writing Activity (30 minutes):- Provide students with a writing prompt or topic to write about.- Emphasize the importance of proper grammar, punctuation, and sentence structure.- Allow time for students to share their writing with the class and receive feedback.4. Vocabulary and Word Study (20 minutes):- Introduce new vocabulary words related to the reading passage or writing topic.- Encourage students to use the words in sentences to demonstrate understanding.- Play word games or quizzes to reinforce vocabulary retention.5. Speaking and Listening Activity (30 minutes):- Facilitate class discussions on a specific topic related to the reading passage or writing prompt.- Encourage students to actively participate, listen to their peers, and provide thoughtful responses.- Allow students to practice their public speaking skills through presentations or role-playing activities.6. Review and Assessment (20 minutes):- Review key points covered in the lesson and address any questions or concerns from students.- Administer a short quiz or writing assignment to assess student understanding and retention of the material.- Provide feedback and guidance for further improvement.Conclusion:As the English teacher for sixth grade students, it is crucial to create a well-rounded lesson plan that addresses all aspects of the English language. By incorporating reading comprehension, writing practice, vocabulary study, and speaking/listening activities, students will develop a solid foundation in English that will benefit them in their academic and personal lives. Remember to keep lessons engaging, interactive, and relevant to students' interests to foster a love for learning English.。
小学英语语音教学课题研究流程图
小学英语语音教学课题研究流程图Title: Research Process Diagram of Primary School English Phonetics Teaching TopicIntroductionPhonetics plays a crucial role in language learning, especially in the early stages of education. Through phonetics teaching, students can improve their pronunciation, fluency, and comprehension skills. This research aims to explore the process of teaching phonetics to primary school students in an English language context. The following is a detailed research process diagram outlining the steps involved in the study.Research Process Diagram1. Identify the Research Topic- Select a specific aspect of phonetics teaching in primary schools.- Determine the research objectives and goals.2. Review Literature- Conduct a comprehensive review of existing literature on phonetics teaching.- Identify key theories, methodologies, and best practices in the field.3. Formulate Research Questions- Develop focused research questions related to phonetics teaching in primary schools.- Ensure that the research questions are relevant and address a gap in the existing literature.4. Design Research Methodology- Select an appropriate research methodology for the study, such as qualitative, quantitative, or mixed methods.- Determine the sample population and data collection methods.5. Collect Data- Gather data from primary school students, teachers, and relevant stakeholders.- Use surveys, interviews, observations, and other data collection methods.6. Analyze Data- Organize and analyze the collected data using appropriate statistical tools and techniques.- Identify patterns, trends, and insights related to phonetics teaching in primary schools.7. Interpret Findings- Interpret the research findings in the context of the existing literature.- Discuss the implications of the findings for phonetics teaching practices in primary schools.8. Draw Conclusions- Draw conclusions based on the research findings and analysis.- Make recommendations for improving phonetics teaching in primary schools.9. Write Research Report- Prepare a research report outlining the research process, findings, conclusions, and recommendations.- Ensure that the report is well-organized, clear, and concise.10. Present Research Findings- Deliver a presentation of the research findings to relevant stakeholders, such as educators, policymakers, and researchers.- Engage in discussions and receive feedback on the research study.ConclusionThe research process diagram provides a structured outline of the steps involved in studying the topic of phonetics teaching in primary schools. By following this research process, educators and researchers can gain valuable insights into the best practices and strategies for teaching phonetics effectively to young learners. Through continued research and innovation, we can enhance the quality of English language education for primary school students.。
一张新的小学英语课堂教学设计流程表
一张新的小学英语课堂教学设计流程表长期以来，教师的备课习惯于教材、教辅用书的搬用，缺少校本化、个性化的思考和整合，尤其是在教学内容的规划、教学环节的预设等环节，少了对学生的研究，少了对学习过程中认知引导的思考，少了对教学实际状况的深入分析。
海门市教研室在全市小学英语教师的共同努力和教学实践的探索中，正推广新的小学英语课堂教学设计的流程。
表格如下：这张新流程表的特点是：1把教学环节和步骤设计以及教学时间直观体现出来，使教学过程一目了然，既有条理性，又便于教师操作。
2着眼于学生的发展，着眼于学生的课堂面貌，努力引导不同类型的学生在不同的阶段获得不同的发展，积极参与课堂教学的各个环节。
3从三维目标、教学资源、学程预设、导航策略、作业设计和调整反思来建构提高教学效率的备课基本模块。
按新流程上的课一般包括4个阶段，有一些操作要求：1迁移导入阶段――任务驱动，热身导入。
操作要点：了解学生已经具备的语言知识和语言技能水平。
预习作业要明确、具体，由浅入深、有分层要求。
以学生的生活经验和兴趣为出发点。
采用有关本单元话题的对话、Chant、英语歌、谜语、游戏、单词朗读比赛等方式来激发学生的学习兴趣。
2新知学习阶段――自学展示，合作探究。
操作要点：针对教学重点设计出语言知识操练和语言实践活动的情景，通过试读、朗读、默写等方式检查学生的学习情况，教师要作出适时的鼓励性评价。
关注学生参与、思考、探究等课堂表现，使学生在教师的帮助下把知识加以归纳和概括，使知识规律化、网络化。
3反馈巩固阶段――巩固练习，拓展练习。
操作要点：根据学生的认知能力和语言水平，让学生在情境中理解语言，在真实的交际活动中运用语言。
通过对话表演、口头作文、任务型阅读或者书面表达的方式，使学生熟练运用词汇、句型和语法结构，充分发挥学生的主体性和创造性。
4目标验收阶段――达标检测，反馈总结。
操作要点：围绕本课的学习内容进行5～10分钟的当堂检测，要有针对性和层次性，使学生体验成功。