初中英语读写课课堂教学流程图范例
初中英语阅读课操作流程上课讲义
初中英语阅读课教学流程与教学课例会昌实验学校王久荣一、教学流程与操作要求（一）、预习检查课前下发预习任务，主要是翻译词组与句子。
其中不包括全部生词，让学生在阅读过程中还有猜测环节。
（二）、课前热身设计与阅读内容相关的情境性活动，注意生词的复现，从而巩固生词。
主要采取小组活动，这样既巩固了词汇，同时也为阅读做了铺垫。
（三）、任务阅读1、读前活动（Pre-reading activities）学生可根据标题或课本中的插图猜测课文内容；教师可根据阅读材料设计判断正误题（T\F），让学生先判断再速读课文检查。
2、阅读活动（While- reading activities）（1）、速读（Fast reading）教师设计简单的任务。
如What’s t he article about? Who is Lucky? 或提供每段的小标题，让学生通过选择的形式放在正确的段落。
还可设计简单的T\F问题。
引导学生通过跳读（获取特定信息的阅读）快速完成任务，从而整体理解文章大意。
（2）、细读（Careful reading）任务设计：回答问题、选择题、填表、T\F问题等；文字字面理解任务。
包括学生找出重点词组句子，讨论理解。
对于难以理解的知识点在导学案中体现。
如：Being blind, deaf, unable to walk, or use your hands easily is something t hat most people cannot imagine. 此句中“being…”是动名词做主语。
谓语动词用单数。
“…that most people cannot imagine”是定语从句，修饰something。
3、课后活动（Post reading activities）（1）、对文章观点及问题的讨论、复述、分角色表演，完成所写文章等。
（2）、学生的总结（小组合作）：学习所得，语言知识等。
（3）、拓展阅读：老师可选择一篇或几篇相关内容的文章，设计任务，学生带任务阅读。
英语作文课课课堂教学流程表格
努力引导学生构建自己的关键词和关键句型，只要不偏离作文的中心主题，尽可能的将自己特有的想法呈现。
注意语言的简洁、精炼，完成后要督促学生检查。
反思总结
坚持仿写的训练，为高年级的写作打下坚实的基础。
英语作文课课堂教学流程简示
教师
学生
备注
环节
内涵与要求
环节
内涵与要求
课前热身
初一年级的作文训练从仿写开始，因此作文课要与每个单元B部分的阅读相联系。每个单元的阅读训练是在考察学生的泛读，教师需要在导学案上设计要求学生精读的练习，并要求学生提炼文章中的重点短语和句型。最后将文章熟记背诵。
课前热身
阅读仿写的范文，理解文章大意，注意细节表达。提炼短语和句型，将范文熟记于心。
时间控制在3分钟之内。
作业Байду номын сангаас计
经过课堂上的作文点评和纠错，本课时可以布置将课堂上写的小作文重新修改的作业。
作业设计
学生完成作业。
老师随机检查。
配合导学案中的自主学习完成
课上探究
1.检查学生是否真正理解文章大意，是否留意文章中的细节。
2.对学生提炼的短语和句型，予以评价和补充。
3.检查学生背诵情况。
课上探究
1.用自己的话概括文章大意（用英语，注意语言的准确性）。仔细听并回答教师提出的关于文章细节的问题。
2.发表自己对范文中的人物、事件或环境的看法意见。
3.呈现文章中的关键词语和句型搭配。
新知识的探究控制在7分钟左右。
作文训练
引导学生根据范文的大致思路，构造自己的文章结构，思考自己作文中的关键词。
初中英语写作课“三阶段、四环节”教学设计课例分析
以学生为主体的初中英语写作教学设计实践研究——初中英语写作课“三阶段、四环节”教学设计课例分析一、引言《义务教育英语课程标准（2011年版）》（教育部，2012）指出：“义务教育阶段的英语课程应面向全体学生，体现以学生为主体的思想，在教学目标、教学内容、教学过程、教学评价和教学资源的利用与开发等方面都应考虑全体学生的发展需求。
课程应成为学生在教师指导下构建知识、发展技能、拓展视野、活跃思维、展现个性的过程。
”《课程标准》还提到：“让学生掌握一定的英语基础知识和听、说、读、写的技能，形成一定的综合语言运用能力。
”为此，我区经过实践与研究，创生形成了“基于课程标准教学”的“三维多元聚合”课堂教学范式。
“三维多元聚合”课堂教学范式是一种理念主导、运用自主的教学模型，包括学生发展、教学要素、教学时空三个纬度，将诸多相关元素聚合其中，构成一个导向明确、动态发展的同心圆球。
创生的策略：整体思考，连接目标—教学---评价；突出重点，融入学生发展核心素养；强化自主，优化学生学习的全过程（倪志刚，2018）。
写作能力作为学生重要的综合语言运用能力之一，历来备受重视。
学生用学过的英语语言来描述事物或事件并表达一定的思想，以此达成和检验对所学英语语言知识的实践应用能力。
然而，在实际的教育教学实践中，学生往往最害怕写作，看到作文题目往往无从下笔；老师也最不愿意上写作课，写作课的课堂教学往往被忽略，写作课流程简化为写作前简单指导，然后学生写作，最后范文展示，忽视了学生作为学习主体在语境中的体验，理解，交流过程，无法充分调动学生参与的积极性，学生只能被动的完成写作任务。
久而久之，学生不仅没有提高能力，还对写作产生反感情绪。
因此，本文将以上海版牛津教材第六单元写作教学为例，将“基于课程标准教学”的“三维多元聚合”课堂教学范式运用于初中英语写作课堂的教学，形成初中写作课“三阶段、四环节”教学模式，为促进学生英语写作能力的提高提供一些参考与借鉴。
Unit4Lesson13教学设计及流程图
过程和方法:通过课件播放各种声音，让学生在各个活动的过程中学会观察、分析，并通过交际达到使用英语表情达意的目的。
情感态度和价值观:1、合理安排时间2、培养学生的英语交际能力3、激发学生探究生活中的问题的兴趣，热爱生活。
2.在整个一节课上，基本上是以学生练为主，教师讲为辅。一些较为困难的问题，我也鼓励学生大胆实践，积极尝试，不怕困难，一次说不好，没关系，只要勇于练习，大胆实思
本节课旨在让学生学会运用英语进行日常生活表情达意，所以以学生活动为主，同时考虑到学生多数为盲人学生，所以比较注意听的训练，特别是从始至终都在用有声课件进行教学，使盲生的学生更加直观，也更有趣，从教学效果来说，也还不错。
Play basketball tomorrow
See uncle Wang
课
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教学模式：情景教学教学过程结构
形
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练习题目内容
1
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知识和能力
过程和方法
情感态度和价值观
1、学会动词词组用英语表达
2、be going to问时间地点人物请求许可
3、对话问答
1、听电影插曲my heart will go on引出交通工具
教学媒体资源的选择
知识点编号
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目标
媒体
类型
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要点
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初中英语读写课“Tips for Good Communication”课例
ZHONGXIAOXUE KETANG JIAOXUE YANJIU一、教学分析1.教学内容分析教学内容是连接教师的教和学生的学的桥梁和纽带，是教学目标的具体表现形式［1］。
本课教学内容选自冀教版教材《Learning English》九年级上册“Unit9 Communication”中的“Lesson 50 Tips for Good Communication”。
文本话题是社会交往，话题的核心词汇包括communication，get along well with，keep promises，cancel等。
本单元各课以话题为中心，选取的阅读文章从学生生活实际出发，解决学生交往困惑，对其确立积极人生态度和交友原则有良好的指导作用。
本课主题“Tips for Good Communication”与本单元主题“Communication”紧密联系，但是本节课的交往建议阅读内容与学生学习主目标（为校报“与人沟通技巧”专栏投稿）之间，缺少适当的“支架”，对于大部分学生来说难度较高。
因此，需要教师设置写作指导环节，为学生独立写作搭好台阶。
2.学生分析本课授课对象为保定市某中学九年级某班学生，共30人。
大部分学生能够适应全英语授课，能很好理解文本内容，并能积极主动参与课堂活动。
学生已具备基本的写作能力，但写作句式单一，段落划分不清晰，写前构思与谋篇布局的习惯欠缺。
因此，教师要做好读后总结归纳和写前指导工作，搭建“支架”，帮助学生顺利达成本课学习目标。
3.教学目标本节课的课型是读写课，阅读材料是语言输入的关键。
本节课学生学习主目标是完成一篇交往建议文章的写作，以此来给同龄人的交往困惑出谋划策，课堂一切活动均服务于主目标。
基于对阅读材料和学生情况的分析，本课设定了以下教学目标：（1）理解以下词汇：interpersonal, eye contact，passport, proper；能在语境中运用以下词汇：cancel, keep promises, waste time doing，ahead of time。
初中英语阅读课的上课流程
初中英语阅读课的上课流程The process of teaching English reading in middle school is a crucial aspect of language education. It involves a structured approach to developing students' reading comprehension, vocabulary, and critical thinking skills. In this essay, we will explore the typical flow of an English reading class in the middle school setting.The class typically begins with a warm-up activity, which serves to activate the students' prior knowledge and prepare them for the lesson. This could involve a brief discussion of the day's topic, a vocabulary review, or a quick reading comprehension exercise. The purpose of the warm-up is to engage the students' interest and get them mentally ready for the main lesson.After the warm-up, the teacher introduces the reading material. This could be a short story, a news article, or a passage from a textbook. The teacher may provide some context about the text, such as the author, the genre, or the main themes. This helps the students understand the broader context of the reading and makes it easier for them to connect with the content.Once the reading material has been introduced, the teacher guides the students through the text. This may involve reading aloud, with the teacher pausing to ask questions or clarify any difficult vocabulary. The teacher may also encourage the students to read silently, and then engage in a class discussion about the main ideas, characters, or plot developments.During the reading process, the teacher employs various strategies to help the students develop their comprehension skills. These may include:1. Predicting: The teacher may ask the students to predict what will happen next in the text, based on the information they have already read.2. Questioning: The teacher may ask the students a range of questions, from literal comprehension questions to more inferential ones that require critical thinking.3. Summarizing: The teacher may ask the students to summarize the key points of the reading, either orally or in writing.4. Connecting: The teacher may encourage the students to make connections between the reading and their own experiences, or torelate the text to other topics they have learned about.5. Visualizing: The teacher may ask the students to create mental images or visualizations of the characters, settings, or events described in the text.Throughout the reading process, the teacher provides feedback and support to the students, helping them to overcome any difficulties they may be experiencing. This may involve clarifying confusing vocabulary, providing additional context, or offering strategies for improving comprehension.After the reading and discussion, the teacher may assign a follow-up activity. This could be a written assignment, such as a summary or a response essay, or a group project that requires the students to apply what they have learned. The purpose of the follow-up activity is to reinforce the students' understanding of the reading material and to encourage them to think critically about the content.Overall, the process of teaching English reading in middle school is a dynamic and multifaceted endeavor. It involves a combination of direct instruction, guided practice, and independent learning, all with the goal of developing the students' reading comprehension, critical thinking, and language skills. By engaging in this process, students not only improve their ability to understand and engage with Englishtexts, but also develop the foundational skills necessary for success in their academic and personal lives.。
人教版九年级英语第九单元课时结构流程图
人教版九年级英语第九单元课时结构流程图Designing an effective lesson structure is crucial in ensuring the success of any educational program. The flowchart of the lesson structure for Unit 9 in the 9th grade English textbook published by People's Education Press is a well-thought-out framework that guides teachers in delivering engaging and comprehensive lessons. This essay will delve into the various components of the lesson structure and how they work together to create a dynamic learning environment for students.The lesson structure begins with the "Warm-up" stage, which serves as an introduction to the topic and helps to activate students' prior knowledge. This stage typically involves activities such as brainstorming, discussion, or a quick review of relevant vocabulary. By engaging students' interest and curiosity, the warm-up sets the stage for the more in-depth exploration of the lesson content.Following the warm-up, the lesson structure transitions into the "Presentation" stage, where the core concepts and language points are introduced. This stage may involve a combination of teacher-ledinstruction, multimedia presentations, and interactive activities. The presentation stage is designed to ensure that students have a solid understanding of the key information and skills being taught.After the presentation, the lesson structure moves into the "Practice" stage, where students are given opportunities to apply the knowledge and skills they have learned. This stage may include a variety of activities, such as pair work, group discussions, or individual exercises. The practice stage is crucial in reinforcing the learning and helping students develop their language proficiency.The "Production" stage follows the practice stage, where students are encouraged to use the language they have learned in more open-ended and creative ways. This stage may involve tasks such as role-plays, writing assignments, or presentations. The production stage allows students to demonstrate their understanding and apply their language skills in authentic, real-world contexts.The lesson structure then concludes with the "Wrap-up" stage, which serves to summarize the key learning points, provide feedback, and assess students' progress. This stage may include activities such as a review of the lesson objectives, a quick quiz, or a reflection on the learning process. The wrap-up stage is crucial in consolidating the learning and providing a sense of closure to the lesson.Throughout the lesson structure, the textbook also incorporates various "Extension" activities, which are designed to challenge and engage students further. These activities may include additional practice exercises, supplementary reading materials, or opportunities for project-based learning. The extension activities cater to the diverse learning needs and interests of the students, ensuring that the lesson is both comprehensive and engaging.One of the strengths of the lesson structure in the 9th grade English textbook is its emphasis on the development of language skills in a balanced and integrated manner. The lesson activities cover a range of language skills, including listening, speaking, reading, and writing, ensuring that students are exposed to a well-rounded language learning experience.Moreover, the lesson structure is designed to be flexible and adaptable, allowing teachers to tailor the activities and pacing to the specific needs and learning styles of their students. This flexibility enables teachers to create engaging and personalized lessons that cater to the diverse needs of their classrooms.Another notable aspect of the lesson structure is its incorporation of multimedia and technology-based resources. The textbook includes interactive activities, such as online exercises and virtual simulations, which enhance the learning experience and engage students in amore dynamic and immersive way.Furthermore, the lesson structure places a strong emphasis on the development of critical thinking and problem-solving skills. The activities, particularly in the production stage, encourage students to analyze, synthesize, and apply their knowledge in creative and meaningful ways. This approach helps to prepare students for the demands of the 21st-century workplace and equips them with the necessary skills to succeed in a rapidly changing world.In conclusion, the flowchart of the lesson structure for Unit 9 in the 9th grade English textbook published by People's Education Press is a well-designed framework that supports effective and engaging language learning. The various stages of the lesson, from warm-up to wrap-up, work together to create a comprehensive and dynamic learning experience for students. The incorporation of extension activities, balanced language skill development, and the use of technology-based resources further enhance the effectiveness of the lesson structure. By following this lesson structure, teachers can ensure that their students are well-equipped with the necessary language skills, critical thinking abilities, and problem-solving strategies to thrive in their language learning journey.。
英语初中阅读课的上课流程
初中英语阅读课的教学流程探索English reading classes in junior high school aim to develop students' comprehension, vocabulary, and language skills through exposure to a variety of texts. A typical lesson follows a structured yet dynamic approach that encourages active participation and critical thinking.Here's an exploration of the teaching process for English reading classes in junior high schools.**Pre-Reading Activities*** **Interest Activation**: The teacher begins by activating students' interest by discussing topics relatedto the reading material. This can be done through questions, discussions, or even short videos or images that pique curiosity. * **Vocabulary Preview**: New vocabulary words from the reading are introduced. The teacher might use context clues, pictures, or definitions to help students understand the meaning of these words.**While-Reading Activities*** **Skimming and Scanning**: Students are taught toskim the text quickly to get a general idea of the content.Then, they scan for specific information to answer questions or find key details. * **Comprehension Questions**: The teacher poses questions about the reading material to check students' understanding. These questions range from factual to inferential, encouraging deeper thinking. * **Group Discussions**: Students are divided into groups and asked to discuss certain aspects of the text. This promotes collaborative learning and enhances understanding through peer interaction.**Post-Reading Activities*** **Summary and Retelling**: Students are asked to summarize the main ideas of the text or even retell the story in their own words. This helps consolidate their understanding. * **Vocabulary Application**: Students use the new vocabulary words in sentences or paragraphs of their own, applying their knowledge in a creative way. * **Critical Thinking**: The teacher encourages students to ask questions, evaluate the text critically, or even compare and contrast it with other readings.**Homework or Extension Activities*** **Related Reading**: Students are often assigned readings that are related to the theme or genre of the class reading, allowing them to expand their knowledge and skills. * **Writing Assignments**: They might be asked to write a review, a reflection, or an essay based on the reading, fostering critical thinking and writing skills.In conclusion, the teaching process for English reading classes in junior high schools is a blend of pre-reading, while-reading, and post-reading activities designed to engage students actively and develop their reading comprehension, vocabulary, and critical thinking skills. The dynamic nature of these lessons ensures that students not only learn but also enjoy the process of reading and discovering new knowledge.**初中英语阅读课的教学流程探索**初中英语阅读课旨在通过让学生接触各种文本，培养他们的理解能力、词汇量和语言技能。
初中英语阅读课授课流程
初中英语阅读课授课流程一．(Pre—reading) 阅读前(导入)1．做与阅读有关的背景介绍；或者由学生说出与阅读有关的话题。
2．导入一部分有碍课文理解的单词(留一部分生词让学生在阅读时去猜测)；3．根据文章的标题，插图和有关问题引导学生讨论并预测4．给出一两个能概括全文中心思想的指导性问题。
二．(While-reading) 阅读中1. (Skimming) 略读快速阅读课文，引导学生发现作者的写作思路，文章的中心思想, 段落大意。
可利用下列问题或者连线的形式，在完成任务的同时理解文章大意。
1) What' s the main idea of this passage?2) How many parts are there in this article?3) What is the text about?4) Match the main idea of each paragraph.2. (Scanning) 详读给出细节性问题，让学生获取有关what, where, when, why, who 等基本事实的问题。
这里可以根据文章的不同采用多种形式来帮助学生理解课文。
如回答问题，选择填空，填表格，判断对错等。
3．(Post-reading) 阅读后1. 讲解语言要点。
在学生对课文理解的基础上，有针对性的，简明扼要的分析、解释新语言现象。
同时，检查学生对生词的猜测情况；（知识点点到为止，不要拓展，不要联想）2. 做语言知识练习。
但需要注意的是，非课标要求的项目不以做过多的练习。
（以上两步不要超过10 分钟）3. 语言运用。
围绕课文展开各种形式的口，笔头交际活动，如复述课文，问题讨论，角色扮演，采访，调查，仿效与课文有关的话题。
传统的初中英语阅读课教学流程
传统的初中英语阅读课教学流程Traditional Teaching Process of Junior High School English Reading Class。
In the traditional teaching process of junior high school English reading class, there are several key steps that teachers typically follow to ensure effective learning and understanding for their students. This article will outline the general flow of a traditional junior high school English reading class, from the beginning to the end, and provide insights into the rationale behind each step.Step 1: Pre-reading Activities。
Before diving into the text, teachers often engage students in pre-reading activities to activate their prior knowledge and build anticipation for the upcoming reading. This may include discussing the title and cover of the text, brainstorming related vocabulary, or sharing personal experiences related to the topic. These activities serve to pique students' interest and provide a foundation for understanding the text.Step 2: Introducing the Text。
初中英语作文课上课流程
初中英语作文课上课流程As we entered the classroom, our English teacher greetedus with a warm smile and began the lesson by reviewing the previous week's material. She then introduced the new topicfor the day, which was about writing narratives.We started by discussing the elements of a good narrative, such as characters, setting, plot, and climax. Our teacher showed us examples of well-written narratives to help us understand the concept better. She also explained the importance of using descriptive language to engage the reader and create a vivid image in their mind.After the theory part, we were given a writing prompt and asked to write a one-page narrative using the elements we had just learned. We were given a few minutes to brainstorm ideas before starting to write. As we wrote, our teacher walkedaround the class, offering guidance and feedback to each student.Once we had finished, we were asked to read ournarratives aloud to the class. This helped us practice our speaking skills and receive feedback from our classmates. Our teacher also shared some tips on how to improve our writing and encouraged us to keep practicing.In the last part of the lesson, we were given a short quiz to test our understanding of the topic. The quiz included questions about the elements of a narrative and asked us to analyze a short story for its structure and themes. After the quiz, our teacher went over the answers with us and clarified any doubts we had.Overall, the English class was both educational and enjoyable. We learned new skills, practiced our writing and speaking abilities, and received valuable feedback from our teacher and peers. We left the classroom feeling moreconfident in our writing abilities and excited to continue developing our storytelling skills.。
初中英语阅读课授课流程
初中英语阅读课授课流程之公保含烟创作一．(Pre—reading) 阅读前（导入）1．做与阅读有关的布景介绍；或许由学生说出与阅读有关的话题.2．导入一局部有碍课文了解的单词（留一局部生词让学生在阅读时去猜想）；3．依据文章的题目，插图和有关问题引导学生讨论并预测4．给出一两个能概括全文中心思想的指导性问题.二．(While-reading) 阅读中1. (Skimming) 略读疾速阅读课文，引导学生发现作者的写作思路，文章的中心思想,段落粗心.可应用下列问题或许连线的形式，在完成任务的同时了解文章粗心.1）What’s the main idea of this passage?2）How many parts are there in this article?3) What is the text about?4）Match the main idea of each paragraph.2. (Scanning) 详读给出细节性问题，让学生获取有关what, where, when, why, who等根身手实的问题.这里可以依据文章的分歧采用多种形式来帮助学生了解课文.如答复问题，选择填空，填表格，判断对错等.3．(Post-reading) 阅读后1. 解说语言要点.在学生对课文了解的根底上，有针对性的，长篇年夜论的剖析、解释新语言现象.同时，反省学生对生词的猜想情况；（知识点点到为止，不要拓展，不要联想）2. 做语言知识练习.但需要注意的是，非课标要求的项目不以做过多的练习.（以上两步不要超越10分钟）3. 语言运用.围绕课文展开各种形式的口，笔头交际活动，如复述课文，问题讨论，角色饰演，采访，调查，仿效与课文有关的话题等.。
初中英语阅读课授课流程
初中英语阅读课授课流程之袁州冬雪创作一．(Pre—reading) 阅读前（导入）1．做与阅读有关的布景先容；或者由学生说出与阅读有关的话题.2．导入一部分有碍课文懂得的单词（留一部分生词让学生在阅读时去猜测）；3．根据文章的题目，插图和有关问题引导学生讨论并预测4．给出一两个能概括全文中心思想的指导性问题.二．(While-reading) 阅读中1. (Skimming) 略读疾速阅读课文，引导学生发现作者的写作思路，文章的中心思想,段落大意.可操纵下列问题或者连线的形式，在完成任务的同时懂得文章大意.1）What’s the main idea of this passage?2）How many parts are there in this article?3) What is the text about?4）Match the main idea of each paragraph.2. (Scanning) 详读给出细节性问题，让学生获取有关what, where, when, why, who等基本领实的问题.这里可以根据文章的分歧采取多种形式来帮忙学生懂得课文.如回答问题，选择填空，填表格，断定对错等.3．(Post-reading) 阅读后1. 讲解语言要点.在学生对课文懂得的基础上，有针对性的，简明扼要的分析、诠释新语言现象.同时，检查学生对生词的猜测情况；（知识点点到为止，不要拓展，不要联想）2. 做语言知识操练.但需要注意的是，非课标要求的项目不以做过多的操练.（以上两步不要超出10分钟）3. 语言运用.围绕课文展开各种形式的口，笔头交际活动，如复述课文，问题讨论，脚色饰演，采访，调查，仿效与课文有关的话题等.。
初中英语基本课型与教学流程
初中英语根本课型与教学流程听说课一、教学流程听说课以听说为主，读写结合，重在训练学生的听说能力。
教材为我们提供了假设干段听力素材和一段对话素材，教师要根据教学目标对这些素材深入研究和挖掘，灵活运用，为实现教学目标效劳。
流程图二、环节解读课前预习〔一〕预习词汇布置学生预习词汇，能够根据音标读出并了解汉语意思即可，培养学生自主学习词汇的习惯。
单词学生能做到课前读译即可，更高的要求需要视学生水平而定。
预习内容不要过多、过难；有布置，一定有检查。
〔二〕课前朗读朗读本课新单词、短语等，同时稳固预习效果。
建议注重内容、形式的多样性和实用性，并持之以恒。
〔三〕每日播报建议每节课前安排一名学生准备2分钟左右的展示内容，可以单独也可与他人合作，以讲、演、唱等形式，轮流进展，人人参与。
每日播报贵在坚持，教师应及时给予鼓励，树立学生信心。
课上探究〔一〕新课导入1.检查词汇预习：有布置有检查，采用多种形式检查学生对词汇的预习情况，可以采取学生结对、小组互查等形式；2.展示新句型：教师通过创设情境导入本课的新句型；3.专项练习：结合本课新单词对新句型进展专项练习，并为后面教学环节的展开扫清障碍。
可采取学生个人、结对、小组合作等形式，以机械性操练为主，遵循单句、问答、对话，低起点、多层次，由易到难的原那么。
对新句型的专项练习，要充分利用本课新词汇，让学生理解词的意义和用法。
本局部如果不需要成为独立局部，可以与三、3.的读后学局部结合起来。
〔二〕听力训练教师先简要介绍听力素材的相关信息，如：人物、背景等。
1.多层听：根据听力素材内容和学生实际水平，深入挖掘素材，活用素材，设计由易到难，多层次的听力练习，使学生得到扎实有效的听力训练；听力练习除了常用的判断、选择、连线等尽量设计有听后写的形式。
本环节需要根据听力素材的难易度和学生水平进展合理设计和运用。
2.听后说：根据听力素材的内容和相关信息，结合本课的新知识，引导学生进展简单的说的训练，可采取造句、对话等形式进一步稳固对新知识的掌握并为对话学习做好铺垫。
英语课流程图
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 …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.。
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。