小学英语教材教法复习提纲
pep级英语下册知识点总结教学提纲(一)
pep级英语下册知识点总结教学提纲(一)PEP级英语下册是中国小学教育中广受欢迎的英语教材。
作为小学英语教学的重点和难点，PEP级英语下册的知识点被广大教师和家长们高度关注。
本文将对PEP级英语下册的重要知识点进行总结，并提供一份教学提纲，供大家参考。
一、语音知识PEP级英语下册的语音知识包括26个字母的发音、单词的重音和音标等方面。
在教学中，需要对这些知识点进行详细的讲解和练习。
教学提纲如下：1. 26个字母的发音2. 单词的重音3. 音标的认识和运用二、语法知识PEP级英语下册的语法知识主要包括基本的句型、时态、语气、虚拟语气、比较级和最高级等方面。
对这些知识点进行讲解和练习，有助于提高学生的语言理解和表达能力。
教学提纲如下：1. 简单句和复合句的区别2. 一般现在时和一般过去时的用法3. 情态动词can/could的用法4. 虚拟语气的运用5. 比较级和最高级的构成和用法三、词汇知识PEP级英语下册的词汇知识主要包括基本词汇、单词拼写、词义辨析和词组及习惯用语等方面。
词汇的掌握对于学生的英语学习和交流至关重要。
教学提纲如下：1. 基本词汇的学习和掌握2. 单词拼写的技巧和方法3. 词义辨析的讲解和练习4. 常用词组和习惯用语的学习四、阅读与写作PEP级英语下册的阅读和写作包括语篇理解、篇章结构、写作技巧和写作要素等方面。
这些知识点在英语学习中具有重要的作用。
教学提纲如下：1. 区分语句和段落2. 学习语篇结构3. 写作技巧和写作要素五、听力与口语PEP级英语下册的听力和口语的知识点主要包括语音、语言表达和语境理解等方面。
听力和口语是英语交流的重要环节，在教学中要重视学生的听说能力培养。
教学提纲如下：1. 认真听力训练2. 学习和运用实用语言表达方式3. 理解和运用日常语境通过以上的知识点总结和教学提纲，相信教师和家长们可以有一个更全面的了解PEP级英语下册的教学内容和要求，并有助于为学生的英语学习提供更好的指导和帮助。
英语教学法第二版 复习提纲
Unit 1 Language and Learning1. Language:” Language is a system of arbitrary vocal symbols used for human communication.”5. The language learning theory underlying an approach or method usually answers two questions:1) What are the psycholinguistic and cognitive processes involved in language learning?2) What are the conditions that need to be met in order for these learning processes to be activated?6.1) Process-oriented theories are concerned with how the mind processes new information, such as habit formation, induction, making inference, hypothesis testing and generalization.2) Condition-oriented theories emphasize the nature of the human and physical context in which language learning takes place, such as the number of students, what kind of input learners receive, and the learning atmosphere.2. Three views of languageStructural view: language as a linguistic systemThe functional view: a linguistic system but also as a means for doing things.The interactional view:a communicative tool3. Four Language Learning Theories1Behaviorist theoryA stimulus-response theory of psychologyAudio-lingual methodCognitive theoryLanguage as an intricate rule-based systemLanguage competence (knowledge of language system)Constructivist theoryThe learner constructs meaning based on his/her own experiences and what is already known.Socio-constructivist theory“Zone of Proximal Development” (ZPD); scaffoldingEmphasizing interaction and engagement with TL in a social context4. What makes a good language teacherprofessional competenceEthic devotion: warm-hearted, caring, enthusiastic, hardworking, well-prepared Professional qualities: resourceful, well-informed, professionally-trained, authoritative, disciplined, accurate, creativePersonal styles: patient, attentive, flexible, humorous, dynamic, intuitive5. How can one become a good language teacherW allace’s (1991) ‘reflective modelStage 1: language developmentStage 2: learning, practice, reflectionGoal: professional competenceUnit 2 Communicative Principles and Activities1. The ultimate goal of foreign language teaching is to enable the students to use theforeign language in work or life when necessary.1. The goal of CLT is to develop students‟ communicative competence.2.What is communicative compentence?3.Try to list some of its components and their implication to teaching.Communicative compentence refers to both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations. According to Hedge, it includes five components.Linguistic competence --- knowledge of the language itself, its form and meaning Pragmatic competence --- the appropriate use of language in social contextDiscourse competence--- one‟s ability to create cohere nt written text or conversation and the ability to understand them (ability to express or to understand a topic logically and coherently by effectively employing or comprehending the cohesive markers used in the discourse /ability to initiate, develop, enter, interrupt, check, or confirm in a conversation)Strategic competence--- strategies one employs when there is communication breakdown due to lack of resourcesFluency---- one‟s ability to …link units of speech together with facility and without strain or inappropriate slowness or undue hesitation4.Implications for teaching and learning:Linguistic competenceTeachers need to help learners----achieve accuracy in the grammatical forms of the language;----pronounce the forms accurately;----use stress, rhythm, and intonation to express meaning;----build a range of vocabulary;----learn the script and spelling rules;----achieve accuracy in syntax and word formation.Pragmatic competenceTeachers need to help learners---learn the relationship between grammatical forms and functions;---use stress and intonation to express attitude and emotion;---learn the scale of formality;---understand and use emotive tone;---use the grammatical rules of language;---select language forms appropriate to topic, listener, or setting, etc.Discourse competenceTeachers need to help learners----take longer turns, use discourse markers and open and close conversations;----appreciate and be able to produce contextualised written texts in a variety of genres; ----be able to use cohesive devices in reading and writing texts;----be able to cope with authentic texts.Strategic competenceTeachers need to enable learners----to take risks in using the language;----to use a range of communicative strategies;----to learn the language needed to engage in some of these strategies, e.g. …What do you call a thing that/person who…‟Teachers need to help learners-----deal with the information gap of real discourse;-----process language and respond appropriately with a degree of ease;-----be able to respond with reasonable speed in …real time”.5. Richards and Rodgers(1986:72)three principles of Communicative language teaching1) Communication principle: Activities that involve real communication promote learning.2) Task principle: Activities in which language is used for carrying out meaningful taskpromote learning.3) Meaningfulness principle: Language that is meaningful to the learner supports he learning process.16. Littlewood’s (1981)classification of communicative activities:1). Functional communicative activities:2). Social interaction activities:(1). Functional communicative activities:~ Identifying pictures~ Discovering identical pairs~ Discovering sequences or locations~ Discovering missing information~ Discovering missing features~ Discovering "secrets"~Communicating patterns and pictures~ Communicative models~ Discovering differences~ Following directions~ Reconstructing story-sequences~ Pooling information to solve a problem(2). Social interaction activities:~ Role-playing through cued dialogues~Role-playing through cues and information~Role-playing through situation and goals--Role-playing through debate or discussion~ Large-scale simulation activities~ Improvisation17.Ellis (1990) has listed six criteria for evaluating communicative classroom activities:1). Communicative purpose:2). Communicative desire:3). Content, not form:4). Variety of language:5). No teacher intervention:A task is believed to have four components:a purpose,a context,a product.任务情景化:有需要解决的问题;需要行动或语言+非语言类任务目标化学会行动;完成语言+非语言类任务复杂性;复杂成果;难以预料短期内不明显练习情景化:无需要解决的问题;纯语言练习（理想的是，一次解决一个语言难点）目标化学会行动;完成纯语言练习复杂性;单一成果;事先预设，明显但有限度（对/错）6.Differences between PPP and TBLT1.The way students use and experience language in TBLT is radically different from PPP. Free of language controlA genuine need to use language to communicateA free exchange of ideasAppropriateness & accuracy of language form in general, not production of a single form A genuine need for accuracy and fluency2TBL can provide a context for grammar teaching and form-focused activities.A task-established contextEncouraged to think, analyze, not simply to repeat, manipulate and apply A more varied exposure to natural languageLanguage forms not pre-selected for focusLearner-free selection of languageFluency accuracy (+fluency)Integrated skills practisedProblems with CLT1.Is it practical in the Chinese context?2.How to design the syllabus for classroom teaching?3.Is it suitable for all age level of learners or all competence level of learners? Constraints of TBLT1.It may not be effective for presenting new language items2.Time: teachers have to prepare task-based activities very carefully.3.Culture of learning4.Level of difficultyUnit 3National English Curriculum3.1 A brief history of foreign language teaching in China1A phase of restoration (1978-1985)2A phase of rapid development (1986-1992)3A phase of reform (1993-2000)4A phase of innovation from 20002,Designing principles for the National English Curriculum1) Aim for educating all students, and emphasize quality-oriented education.2) Promote learner-centeredness, and respect individual differences.3. Develop competence-based objectives, and allow flexibility and adaptability4) Pay close attention to the learning process, and advocate experiential learning and participation5. Attach particular importance to formative assessment, and give special attention to the development of competence.6. Optimize learning resources, and maximize opportunities for learning and using the language.3.3Goals and objectives of English language teachingThe new curriculum is designed to promote students‟ overall language ability3.4 Design of the National English CurriculumNine competence-based levelsLevel 2,For 6th gradersLevel 5,For 9th gradersLevel 7,For senior high school leaversUnit 4 Lesson Planning18. Lesson planningLesson planning means making decisions in advance about what techniques, activities and materials will be used in the class.19. Why is lesson planning necessary?1)Makes teachers aware of the aims and language contents of the lesson, so as to plan the activities and choose the techniques accordingly;2)Helps teachers distinguish the various stages of a lesson and see the relationship between them so that the activities of different difficulty levels can be arranged properly and the lesson can move smoothly from one stage to another;3)Gives teachers the opportunity to anticipate potential problems so that they can be prepared;4)Gives teachers, esp. novice ones, confidence in class;5)Raises teachers‟ awareness of the teaching aids needed;6)Planning is a good practice and a sign of professionalism21. There are four major principles behind good lesson planning:AimVariety means planning a number of different types of activities and where possible introducing students to a wide selection of materials so that learning is always interesting, motivating and never monotonous for the students.Flexibility means planning to use a number of different methods and techniques rather than being a slave to one methodology. This will make teaching and learning more effective and more efficient.Learnability means the contents and tasks planned for the lesson should be within the learning capability of the students. Of course, things should not be too easy either. Doing things that are beyond or below the students' coping ability will diminish their motivation (Schumann, 1999).Linkage means the stages and the steps within each stage are planned in such a way that they are somehow linked with one another. Language learning needs recycling and reinforcement.24. Lesson planning should be done at two levels:Macro planning is planning over time, for instance, the planning for a month, a term, or the whole course.micro planning: is planning for a specific lesson, which usually lasts 40 or 50 minutes. 25.Macro planning involves:1) Knowing about the course:2) Knowing about the institution:3) Knowing about the learners:4) Knowing about the curriculum/syllabus5)Knowing about the textbook6)Knowing about the objectives26. The advantage of a concrete teaching plan:Teachers can follow it in the class and check what they have done;The plan will be the basis of a record of what has been covered in class;It will make it easier to make achievement tests later;It will be good records for the entire course.4.4 Components of a Lesson Plan1.Background information2.Teaching aimsnguage contents and skills4.Stages and procedures5.Teaching aids6.end of lesson summary7.optional activities and Assignments8.after-lesson reflection28. The aims of a lesson include:language components to present,communicative skills to practice,activities to conductmaterials to be usedteaching aids to be used.Unit 5 Classroom Management1.What is classroom management?Classroom Management refers to the way teachers organize what goes on in the classroom.1. Teachers’ roles:Before the class---PlannerDuring the class—1 Controlle2 Assessor3 Organizer4 Prompter5 Participant6 Resource-providerAfter the class---Evaluatornew roles:facilitatorsguidesresearcher s2.Rules to follow for making instructions effectiveTo use simple instructions and make them suit the comprehension level of thestudents.To use the mother-tongue only when it is necessary. (to explain grammar rules or rules for a game or task which may be too complicated to explain in the targetlanguage)3. What are the most common types of Ss grouping?Whole class workPair work,Group work,Individual study:4.How to maintain discipline?P.79When students are engaged in learning, they will be disciplined.Q: How to engage students in learning?1)Ss are clear about learning purpose;2)Ss are able to do the work but find it challenging;3)Ss are emotionally, physically and intellectually involved by the tasks;4)The presentation, variety and structure of the work and activities generate curiosity and interest;5)Ss have opportunities to ask questions and try out ideas;6)Ss can see what they have achieved and how they had made progress;7)Ss get a feeling of satisfaction and enjoyment from the work.4. Harmer’s suggestions on measures for undisciplined acts and badly behaving Ss:1). Act immediately2). Stop the class3).Rearrange the seats4).Change the activity5).Talk to Ss after class6).creat a code of behavior5. In order not to hurt the Ss,Ur’s advice on problems in class:1).Deal with it quietly2).Don‟t take things personally 对事不对人3).Do not use threats6. What are the functions or purposes of questions?To focus students‟ attentionsTo invite thinking or imaginationsTo check understandingTo stimulate recall of informationTo challenge studentsTo assess learning7How to ask effective question1)Questions should be closely linked to the learning objectives in the lesson;2)Questions should be staged so that the level of challenge increases as the lesson proceeds;3)There should be a balance between closed and open, lower-order and higher-order questions;4)Wait time is important to allow students to think through their answers;5)Ss should be provided opportunities to ask their own questions and seek their own answers;6)A secure and relaxed atmosphere of trust is needed and ss‟ opinions and ideas are valued..6. correct dealing with errors and mistakeswe need to be clear whether the task or activity is focusing on accuracy or fluency.How to correct error：Direct teacher correctionIndirect teacher correctionSelf correctionPeer correctionWhole class correctionUnit 6Teaching Pronunciation1.The role of pronunciationOn the value of teaching pronunciation, there are different opinions:1.Students do not need to learn pronunciation because pronunciation will take care of itself as the students develop overall language ability.2.Failure in pronunciation is a great hindrance to language learn.2. The goals of teaching pronunciation:目的Consistency 连贯性: To be smooth naturalIntelligibility可理解性:To be understandable to the listenersCommunicative efficiency: To help convey the speakers‟ meaning3. Three aspects of pronunciation to teach? Stress, intonation, rhythm4. One common problem in learning English of Ss: (Neglect stress and intonation)5. Ways of practicing soundsPerception practice :Using minimal pairs,Which order,Same or different,Odd one out, CompletionProduction practice: Listen and repeat,Fill in the blanks,Make up sentences,Use meaningful context,Use pictures,Use tongue twisters6. Practicing stress:1).Two kinds of stress: word-level stress ; phrase-level stress2).Three ways to show stress pattern of words:Use gestures, use the voice, use theblackboard7. Practicing intonation:1). There are many subtle ways: surprise, complaint, …sarcasm讥讽，friendliness, threats etc.2). Two ways to make intonation:Use hand or arm movement to indicate change of intonaton: rising/falling arrows; draw linesUnit 7. Teaching Grammar1. What are grammar presentation methods? 演示法Deductive method演义法; Inductive method归纳法the guided discovery method (引导发现法2. Deductive method1). Definition: It relies on reasoning, analyzing and comparing.2). Steps: giving rules/definition------giving examples3). Advantages:To be successful with selected and motivated students;To save time;To help to increase students‟ confidence in some exam.4). Disadvantages:To teach grammar in the isolated way;To pay little attention to meaning;To be often mechanical practice.3. Inductive method1).Definition: the teacher induces the learners to realise grammar rules without any form of explicit explanation2). Steps: give examples-----induce rules4). Advantages: Inductive method is more effective in that students discover thegrammar rules themselves while engaged in language use,4. Ur’s definition of grammar practice:"Practice may be defined as any kind of engaging with结合/保证the language on the part of the learner, usually under the teacher supervision, whose primaryobjective(aim/task) is to consolidate learning "(Ur, 1988:11).5. Ur’s six factors contribute to successful grammar practice:1) Pre-learning.2) Volume and repetition(容量/重复).3) Success-orientation成功性联系.4) Heterogeneity多样性.5) Teacher assistance.6) Interest.6. Two categories of grammar practice:Mechanical practiceMeaningful practice.1).Mechanical practice involves activities that are aimed at form accuracy.Two drills in mechanical practice:(1) Substitution drills (2) Transformation drills2). Meaningful practice.In meaningful practice the focus is on the production, comprehension orexchange meaning though the students "keep an eye on" the way newly learnedstructures are used in the process. Meaningful practice usually comes aftermechanical practice.7. Using prompts for practice:1). Using picture prompts. Ss produce sentences based on the pictures provided2). Using mime or gestures as prompts.3).Using information sheet as prompts. E.g.:4). Using key phrases or key words as prompts.5). Using chained phrases for story telling.6). Using created situations.Unit 8 Teaching Vocabulary1. What does knowing a word involve?Knowing a word means knowing its pronunciation and stress;Knowing a word means knowing its spelling and grammatical properties;Knowing a word means knowing its meaning;Knowing a word means knowing how and when to use it to express the intended meaning.Vocabulary learning “involves at least two aspects of meaningThe first aspect involves the understanding of its denotative and connotative meaning.The second aspect involves understanding the sense relations among words.”Collocation , Synonyms,antonyms,hyponyms, Receptive and productive vocabulary2. List some ways of presenting new words1) Try to provide a visual or physical demonstration whenever possible,2) Provide a verbal context to demonstrate meaning.3) Use synonyms or antonyms to explain the meanings.4) Use lexical sets or hyponyms to show relations of words and their meanings.5) Translate and exemplify,6) Use word formation rules and common affixes7) Teach vocabulary in chunks.8) Think about the context in real life where the word might be used.9) Think about providing different context for introducing new words.10) Prepare possible misunderstanding or confusion that student may have.3. Some vocabulary consolidation activities that can be done in class. (12)1) Labeling2) Spotting the differences:3) Describing and drawing:4) Playing a game:5) Using word thermometers:6) Using word series7) Word bingo:9) word association10) Synonyms and antonyms:11) categories12) Using word net-work13)using the internet resources for more ideas4. Developing vocabulary building strategies.1). Review regularly:2). Guess meaning from context:3). Organize vocabulary effectively:4). Use a dictionary:5)keep a vocabulary notebook6).Discovery strategiesUnit 9Teaching Listening1.The reason why such difficulties arise can be quire complicated. however, one major reason for students‟ poor listening is often neglected in language due to1) Lack of teaching materials (audio and video tapes);2) Lack of equipment (tape players, VCRs, VCDs, computers);3) Lack of real-life situations where language learners need to understand spoken English;2 What do we listen to in everyday life? (Ur, 1996)Loudspeaker announcements1.Radio news2.Lesson, lecture3.Conversation, gossip4.Instructions5.Watching television6.Watching movies7.Telephone conversations8.Interview9.Shopping10.Story-telling11.Meetings12.Negotiations13.Theater show…3. One reason for students' unsatisfactory listening abilities:There is not enough variety in the materials that they listen to in class. In most cases, the listening materials are daily conversations or stories. But in reality we listen to far more things, regardless of which language is used.4. The characteristics of listening in real life (adapted from Ur, 1996:106-7):1) Spontaneity2) Context3) Visual clues4) Listener‟s response5) Speaker‟s adjustment5 Two major purposes in listening.*The first is for social reasons;*The second is for exchanging information.6 Principles of teaching listening:1). Focus on process:2). Combine listening with other skills:3). Focus on comprehending meaning:4). Grade difficulty level appropriately:7.dels for teaching listeningbottom-up model up- bottom modelthe teaching of listening generally follows three stages:pre-listening stagewhile-listening stage,post-listening stage.Unit 10Teaching Speaking1. What is speaking?Speaking is a skill that the students will be judged upon most in real-life situations.. 1.what are the differences between spoken and written language?SpokenspontaneousSentences are often incomplete, ungrammatical, and full of hesitations, false starts, and redundancies.If it is not recorded, spoken language can‟t be listened to again. It is expected to be understood immediately.WrittenWell-plannedSentences are often carefully constructed and well organized.Written language is comparatively speaking permanent. It can be read as often as necessary.3.There are four common features of spoken language:Using less complex syntax;Taking short cuts, e.g. incomplete sentences;Using fixed conventional phrases/chunks;Using devices such as fillers, hesitation devices to give time to think before speaking.4.Principles for teaching speaking1) balancing between accuracy-based practice and fluency-based practices :2) Contextualizing practice3) Personalizing practice4) Building up confidence5) Maximizing meaningful interactions6) Helping students develop speaking strategies7)making the best use of classroom learning environment to provide sufficient language input and practice for the students.5,factors should be considered in designing speaking tasksWhen we design speaking tasks, one important consideration is the language proficiency level of the students.6.how can we design speaking activities:1). Maximum foreign talk:2). Even participation3). High motivation4). Right language level4.Types of speaking activitiesLittlewood‟s (1981) framework for defining speaking activities:Pre-communicative activitiesStructural activitiesQuasi-communicative activitiesCommunicative activitiesFunctional communication activitiesSocial interaction activitiesSome speaking activities1)Controlled activities2)semi- Controlled activities3)communication activities1). Information-gap activities:2). Dialogues and role-plays3). Activities using pictures4). Problem-solving activities8,How to organise speaking activities.Using group work in speaking tasks☐Design small group work for three reasons:(1) it increases the time for each student to practise speaking in one lesson;(2) often ss are afraid of making mistakes or losing face or feel shy speaking in front of a whole class;(3) speaking in small groups is more natural in real life.☐Small group work helps ss learn to work cooperatively and helps them develop interpersonal skills—”foste ring development of tolerance, mutual respect andharmony” (Cooke & Nicholson, 1992:34)2). The advantages of using group in speaking tasksSmall group work helps students learn to work cooperatively and it helps them develop interpersonal skills. They learn how to work with a wider variety of people Development of tolerance, mutual respect and harmonyUnit 11 Teaching Reading1. Two types of reading practice in classrooms:Reading aloud and Silent reading2. Effective readers do the following:1) have a clear purpose in reading;2) read silently;3) read phrase by phrase, rather than word by word;4) concentrate on the important bits, skim the rest, and skip the insignificant parts;5) use different speeds and strategies for different reading tasks;6) perceive the information in the target language rather than mentally translate;7) guess the meaning of new words from the context, or ignore them;8) have and use background information to help understand the text.3. What is readingreading is the construction of meaning from a printed or Written message..4. Skills readers need:1.Specifying a purpose for reading2.Planning what to do/what steps to take3.Previewing the text4.Predicting the contents of the text5.Checking predictions6.Skimming the text for the main idea7.Scanning the text for specific information8.Distinguishing main ideas from supporting details9.Posing questions about the text10.Finding answers to posed questions5.The role of vocabulary in reading:Day & Bamford (1998): efficient reading begins with a lightening-like automatic recognition of words, which frees one‟s mind to use other resources to construct meaning. Helping ss to develop the ability of automatic word recognition is the basis for developing their reading skills.The way to develop si ght vocabulary is to read extensively (…Familiarity breeds automaticity‟).6. Some principles for teaching reading(6):1)The selected texts and attached tasks should be accessible to the students.2)Tasks should be clearly given in advance.3) Tasks should be designed to encourage selective and intelligent reading for the main meaning4) Tasks should help develop students' reading skills5) Teachers should help the students not merely to cope with one particular text in front of them but with their reading strategies and reading ability in general.6)Teachers should help the students to read on their own.7.three models of teaching reading1). Bottom-up modelletters---words---phrases---clauses---sentences---paragraphs---whole discours2). Top-down modelbackground knowledge--- guess meaning from the printed page3)Interactive model8. Three stages of reading:Pre-reading activities;While-reading activities;Post-reading ActivitiesPre-reading activities;Predictinga). Predicting based on the titleb). Predicting based on vocabularyc). Predicting based on the T/F questions2). Setting the scene* Besides discussing culture bound aspects of the text, we can also set the scene by relating what students already know to what they want to know.3). SkimmingSkimming means reading quickly to get the gist, i.e. the main idea of the text. Some suggestions may help teachers to set up skimming activities:。
小学英语教案提纲模板范文
一、教学目标1. 知识目标：- 学生能够掌握本节课所学的单词和句型。
- 学生能够运用所学知识进行简单的对话交流。
2. 能力目标：- 学生能够通过观察、模仿、练习等方式提高英语口语表达能力。
- 学生能够运用所学知识进行简单的听、说、读、写活动。
3. 情感目标：- 学生能够对英语学习产生兴趣，树立自信心。
- 学生能够积极参与课堂活动，培养良好的学习习惯。
二、教学重难点1. 教学重点：- 单词和句型的正确发音、拼写和运用。
- 听、说、读、写四项基本技能的培养。
2. 教学难点：- 单词和句型的灵活运用。
- 学生在真实语境中运用英语进行交流。
三、教学过程1. 导入- 利用图片、歌曲、游戏等方式激发学生学习兴趣，引入本节课主题。
- 复习上一节课所学内容，为新课做好铺垫。
2. 新课导入- 教师通过实物、图片、动作等直观教具，展示本节课的单词和句型。
- 学生跟读、模仿，掌握单词和句型的正确发音。
3. 课堂活动- 分组讨论：学生分组进行单词和句型的练习，互相纠正发音和语法错误。
- 游戏环节：通过单词接龙、猜谜语、角色扮演等游戏，提高学生的口语表达能力。
- 小组竞赛：以小组为单位进行听、说、读、写竞赛，激发学生的学习热情。
4. 巩固练习- 教师布置课后作业，包括单词听写、句子翻译、小作文等，巩固所学知识。
- 学生相互检查作业，共同进步。
5. 总结- 教师对本节课所学内容进行总结，强调重点和难点。
- 学生分享学习心得，提出疑问，教师进行解答。
四、教学评价1. 课堂表现：观察学生在课堂上的参与度、积极性、合作精神等。
2. 作业完成情况：检查学生的课后作业，了解学生对知识的掌握程度。
3. 考试成绩：通过单元测试或期中、期末考试，评估学生对英语知识的掌握程度。
五、教学反思1. 教师在教学过程中，要关注学生的个体差异，因材施教。
2. 丰富教学手段，提高课堂趣味性，激发学生的学习兴趣。
3. 注重培养学生的听说读写四项基本技能，提高学生的英语综合素质。
完整版小学英语四年级的下册的期末复习计划和复习大纲.doc
完整版小学英语四年级的下册的期末复习计划和复习大纲.doc小学英语四年级下册期末复习计划和复习大纲张恩莲根据本年级教材特点及学生现状，特作期末考试前的复习计划。
希望通过对本册教材中知识点的复习与整理，加深学生对所学词汇、句型和语音知识的理解和记忆，帮助学生对所学知识进行归纳和总结，为孩子们形成系统知识体系的认知奠定较为坚实的基础。
一、复习计划首先，将每个单元的重点单词和句型进行全面的串讲与申述，帮助学生构建知识框架。
然后把大纲上强调的重点，难点及平时练习中反映出孩子们掌握的的薄弱环节再一步地细化，分解，力求做到复习全面，不留“死角”；之后是强化练习阶段，具体计划是在学生熟练掌握课本上实用的单词与句型后，再穿插练习与测评，对学生在笔试练习与口语问答中出错频率高的题型（包括阅读理解）及句型进行及时，集中的纠正辅导；最后帮助学生再次整合归纳知识结构框架，总结应试和做特定题型的技巧。
二、具体目标与复习重点1．通过有效的复习，进一步激发学生学习英语的兴趣，巩固本学期所学知识，同时提高自主复习、归纳的能力。
2．掌握四会单词、词组。
3．掌握每个单元的基本句型。
4．掌握日常交际用语及应答。
5．培养良好的书写习惯，能做到书写整洁、规范。
6．加强文化意识的渗透，进一步培养学生的跨文化意识，提高学生的礼仪修养水平。
三、复习策略与措施第一阶段的复习，主要针对于教材的复习与梳理，把每单元的AB两部分快速地过一遍，通过教材的重现来归纳语言点，讲透语言点运用，对各单元的知识要点进行梳理，同时注意基础单词、词组、句型的过关，让学生对所学的英语知识进行“查漏补缺”。
第二阶段的复习是横向复习。
根据各知识点的前后联系，将课本中零散的语言点进行整体归纳、小结，帮助学生构建紧密联系的“知识串”。
例如，我们复习Are these/ those..的一般疑问句时就可以和单数形式的 Is this/ that ?对比起来学习，让学生通过问不同的物品体会单复数，再通过位置的不同区分它们的意思。
小学六年级下期英语总复习提纲
六年级英语复习提纲本教材注重交际,情景真实,结构清晰,句型和词汇溶化在有情景的对话之中,针对这一特点,我们在复习过程中以六年级课文为基础,将课文中所涉及到的本册书的语言知识点及语法现象进行归类梳理.对于学生来说也有了系统的掌握基础知识,同时获得听.说.读.写的基本技能和能力,在此我谈谈个人的复习设想:一.复习策略:(1)单词.词组尽可能让每个学生过关(2)把课文中的重点句子,进行归类(3)加强听力,口头和笔头练习(4)每课一小练,每两个单元做一综合练习(5)即使讲评,即使纠正,即使补差,使每个学生在原基础上有所提高(6)加强复习课的备课和研讨二.具体做法;按单元进行系统的知识梳理①先将每单元中的主要话题和句型提炼出来,进行口头上的操练,在此基础上老师进行归纳和系统讲解,最后进行相应的课堂练习,争取当堂课消化巩固知识,提高课堂效率.②归类复习先把知识点进行梳理,并结合前一轮复习中学生感到较困难的知识点进行讲解,使学生学会有规律的学习可以从以下几方面归类:a：语音（要解决语音题，首先要对音标发音有所了解，老师要多读，要把常见的字母组合，怎样发音慢慢贯穿，让学生来体会，在这方面要加强练习．b:时态（或许在小学阶段时态无关紧要，但我认为你可以给学生贯穿，让他们来分辨句型结构以及来了解句型有什么标志性的词）小学阶段只需了解四种时态（一般现在时.一般过去时.一般将来时和现在进行时）①一般现在时：（表示经常发生的或习惯性的动作和目前的状态）你可以先告诉学生标志性的单词，让学生来判断时态:(ually.sometimes.often...so on)eg:she usually goes to school on foot.②现在进行时: (表示说话时，正在发生或进行的动作）它的句型结构：主语+be+ving标志性的单词有：look,now,listen...eg:look!the boy is playing football.③一般将来时（表示将发生的动作或情况）标志性的单词有：tomorrow,next sunday,the day after... eg:Mrs white is going to visit xi`an tomorrow.④一般过去时（表示过去某一时刻或某一时间发生的动作或情况）标志性的单词；yesterday,lastmonday,befor,ago...eg:He arrived yesterday.C.动词的规律性．这一防民的知识给学生要讲解，课文中出现了很多1.一般情况动词＋edeg:work-worked wash-washed2．以不发音e结尾的动词+d eg:live-lived move-mov e3.以辅音字母y结尾边y为i加edeg:study-studied carry-carried4.重读闭音节，双写末尾的辅音字母＋edeg:stop-stopped shop-shopped5.不规则的让学生记住４.介词的用法：结合事例讲解，练习，巩固．（让学生对固定短语要记住）５.阅读题的技巧．a.进行阅读教学的时候，首先选好教学内容，就是选好文章，俗话说：＂兴趣是最好的老师＂学生若对所阅读的内容不感兴趣，阅读教学就很难进行，更谈不上培养学生的阅读能力了．b.做阅读题尽量让学生猜．小学阅读材料比较简单生词不多，自己不认识的词可以猜．eg:It's very hot. Tom puts off his clothes.我们可以用hot猜puts off的意思．６.作文题１.小学阶段学习小篇作文．除了写人，动物，自己介绍．最后一篇作文可以让学生总结以下自己小学英语学习生活，用一篇日记的形式记录下来．（可以给学生抄范文）７.听力题听力训练在小学英语中是最薄弱环节，特别是六年级听力内容有利一定的难度，我们应该排除学生听力方面的障碍．a.语音障碍．b.语速障碍．c.技巧障碍d.心理障碍．总之，听力理解障碍是多方面的，只要抓住一个阶段听力的特点，因题材施教，学生的听力水平就能不断提高．三．怎么样帮学困生掌握学习英语的方法？①．众所周知，英语学困生身上的毛病和缺点比较多，容易令学生生厌，从而导致他们很少得到老师的关心和尊重．a.培养课前预习，要求学生首先要明确预习的内容，对自己不理解的问题做标记，待第二天课堂上解决b.课堂上专心听讲，做好笔记，要求学生要多管齐下，既要勤动口，勤动手，勤动脑．c．及时复习巩固．定期，定量对学生进行检查和测试②.在英语教学中，我们可以将全体学生按其成绩能力水平个性特点等合理调配形成一个互帮互助小组，每个小组分别有优等生，中等生和学困生，鼓励优等生在学好功课的同时，主动去关心和帮助学困生鼓励学困生虚心接受优等生的帮助，争取取得进步，中等生互帮互助小组成员完成任务．这样班里出现组内成员相互帮助，使学生意识到帮助同伴也是帮助自己，久而久之，学困生的成绩也会取得不同程度的提高．四．调整心态，迎接考试①学会面对．有效复习知识，查漏补缺②养成良好习惯．提高学习质量．③加强课外学习．弥补课堂不足④劳逸结合，科学用脑⑤合理安排饮食以上几点是自己的一些设想，希望在这次综合复习中，查漏补缺．以进步的旗帜凝聚学生；以求索的精神破解难题；以拼争的并进推动落实；以创新意识，实现跨越．。
英语教学法复习提纲.doc
小学英语教学法复习提纲1.小学生学习外语的特点：（1）模仿力强、记忆力好、勇于开口；（2）活泼好动，想像力丰富，富于创造力，喜欢新事物，乐于参加活动；（3）喜欢动身、动手、动脑做事情；（4）喜欢容易达到的学习FI标；（5）精力集屮时间比较短；（6）注意力较易分散，自我管理能力不强（7）理解复杂的语言指令还有一定的困难；（8）学习的目的性不如成人那样强，快乐时冰会学习；（9）.语言规则分析能力较差2.小学英语教学的主要任务：通过听、说、看、玩、唱等一系列的教学活动，对学生进行听说读写的基本训练，激发学生学英语的兴趣和动机，培养良好的学习4惯，使学生获得一些英语的感性知识，打下较好的语音基础，学习一定量的词汇，接触一定量的口常交际用语，从而具有以听说能力为主的初步交际能力，同时在英语学习过程中受到良好的思想品徳教育，个性得到健康和谐的发展。
第二章1.英语课程改革的重点是什么？（P6）改变课程过分注重知识传授的倾向，强调形成积极主动的学习态度，使获得棊础知识和棊本技能的过程同时成为学会学习和形成正确价值观的过程。
2.基础教育阶段英语课程的任务和总体目标是什么？（P7）任务：（1）激发和培养学生学习英语的兴趣，树立自信心，养成良好的学习习惯和形成有效的学习策略，发展自主学习的能力和合作精神。
（2）使学生掌握一定的英语基础知识和听说读写技能，形成综合语言运用能力。
（3）培养学生观察、记忆、思维、想象能力和创新精神。
（4）帮助学生了解世界和中西方文化差异，拓展视野，培养爱国主义精神，形成健康的人生观，为他们的终身学习和发展打下良好的基础。
总体目标：培养学生的综合语言运用能力。
3.综合语言能力的形成建立在什么基础上？（P8）语言知识、语言技能、情感态度、学习策略、文化意识4.《课标》的分级方式和设计依据（P8）采用国际通用的分级方式，将英语课程目标按照能力水平设为九个等级。
设计依据：遵循语言学习的规律和不同年龄的学生心理、生理发展的需求和特点，也考虑到我国民族众多、地域辽阔，经济、教育发展不平衡的实际，旨在体现我国英语课程标准的整体性、开放性、灵活性。
六年级小学英语复习提纲
六年级小学英语复习提纲(一)、26个字母的复习A aB bC cD dE eF fG gH hI iJ jK kL lM mN nO oP pQ qR rS sT tU uV vW wX xY yZ z(二)、语法要点A.名词的单数与复数英语的名词分可数名词和不可数名词。
在具体的语言环境里，可数名词都有单复数之分。
1.一般名词复数构成时，在词尾加-s；例如book---bookspen—pens …2.以-s\-x\-ch\-sh结尾的单词复数构成时，在词尾加-es；例如box—boxesbus—buses3.以辅音字母加-y结尾的单词，要变y为i再加-es；country----countriesbaby—babiesboy------boyskey-----keys4.部分名词复数特殊变形；man------menwoman—womenchild------childrenfoot-------feettooth------teethleaf--------leavesknife-------knivespeople—peoplesheep----sheepfish------fish…B.主谓一致在英语句子中，谓语动词要随着主语人称和数的变化而发生相应的变化，请做如下练习：①I ___ (am/is/are) a student.②She ____ (want/wants) to go to the park.③Li Ming ___ (like/likes) T-shirt, but I ____ (like/likes) sweater.④There ____ (am/is/are) some muscles in your arm.⑤Amy _____ (eat/eats) noodles everyday.C.动词的现在分词及其构成规则1.一般情况下，在动词末尾直接加—ing；如walk—walkingread—reading2.末尾以元音字母“e”结尾的单词，要去掉字母“e”，再加--ing；如write—writinginvite—inviting3.重读闭音节单词，末尾只有一个辅音字母的，要双写末尾的辅音字母，再加—ing.例如：get—gettingsit—sittingput—puttingswim—swimming4.特殊变形lie---lying…D.动词的过去时：动词的一般过去时态表示过去发生的动作、情况或存在的状态。
09级小学英语教学法课程的复习
《小学英语教学法》课程复习首先总结《小学英语教学法》课程的主要内容，介绍一下每一部分内容应该掌握的程度，复习的方法等。
本教材共有七部分组成，第一部分要求掌握小学英语教学的特点，从而因材施教；第二部分是国家英语课程；第三部分是课堂管理;第四部分为各种课型的教学，包括语音词汇等；第五部分是评价，最后是教材选择和教师的发展。
第一部分第一部分重点应该掌握4点：1．儿童的年龄、学习等特征2．儿童的母语习得3．多元智力理论4．儿童学习与青少年以及成人学习的异同5．小学教师的素质以儿童的特征为例，根据教材所列儿童具有8大特征1.short attention span2.good at imitation3.easily attracted4.no clear purpose for learning5.curious, imaginative, creative6.poor at analytical learning7.enjoy doing things with hands and bodies8.low language proficiency对于这些特征一是掌握其概念，二是掌握其运用。
所谓运用指根据这些特点应如何开展教学。
比如，结合学生语言能力相对偏低的特点，课堂上教师用语要尽可能地简短，多使用身势语等辅助手段帮助学生理解。
考试中既有对概念的考查，也有对其运用的考查。
如下面这道多选题：Which of the following shows the features of children?a.short attention spanb.clear purpose of motivationc.strong interest in songs, stories and picturesd.good at imitation当然，如果只知道上面我们提到的这8点还不能完全解答这一问题，因为儿童的特点在教材中不止一次提到，这就要求同学要善于总结，在阅读有关歌曲、故事章节时，同学就会注意到儿童对故事、歌曲等都比较喜欢，自然也就可以判断C 是正确的。
外研版小学英语四年级复习提纲
外研版小学英语四年级复习提纲一、教材分析外研版小学英语四年级教材是学生英语学习的重要阶段，为后续的英语学习打下坚实的基础。
本教材注重培养学生的听、说、读、写能力，内容涵盖了日常生活、学校、家庭等多个方面，富有实用性和趣味性。
二、复习目标1、知识目标掌握课本中的重点词汇和短语，如：animal, fruit, sport 等。
熟练运用重点句型进行交流，如：What's this? It's a 等。
理解并能正确运用一般现在时、现在进行时等时态。
2、技能目标能够听懂简单的英语对话和指令。
能够用英语进行简单的日常交流，表达自己的想法和需求。
能够阅读并理解简单的英语短文。
能够正确书写单词、句子和小短文。
3、情感目标培养学生对英语学习的兴趣和积极性。
增强学生学习英语的自信心，敢于开口说英语。
三、复习内容1、词汇动物类：cat, dog, pig, duck 等。
水果类：apple, banana, orange, grape 等。
颜色类：red, blue, green, yellow 等。
数字类：one, two, three, four 等。
家庭成员类：father, mother, brother, sister 等。
动词短语：play football, watch TV, read a book 等。
2、句型询问物品：What's this? What are these?介绍物品：It's a They're询问颜色：What colour is it?描述喜好：I like I don't like询问数量：How many？介绍人物：This is my3、语法一般现在时：主语＋动词原形/第三人称单数形式。
现在进行时：主语＋ be 动词＋动词 ing 形式。
4、阅读理解培养学生阅读短文的能力，理解短文的大意，抓住关键信息。
学习根据上下文猜测生词的意思。
2024四年级英语知识点及复习提纲
2024四年级英语知识点及复习提纲
一、语音与发音
1.英语26个字母的名称及发音；
2.元音字母的发音及拼读规则；
3.辅音字母的发音及拼读规则；
4.拼读和发音练习。
二、单词拼写
1.常见的高频单词拼写；
2.单词拼写时的注意事项；
3.练习单词拼写的方法。
三、句型和语法
1.句子成分及其搭配；
2.现在进行时、一般现在时、一般过去时的用法；
3.祈使句的构成和用法；
4.有关数量的表达方式；
5.练习句型和语法的方法。
四、基础词汇和短语
1.日常生活用语及常用短语；
2.动物、植物、水果、蔬菜名称等基础词汇；
3.表示颜色、形状、大小等形容词词汇；
4.有关时间和日期的词汇；
5.练习基础词汇和短语的方法。
五、阅读理解
1.基础阅读理解技巧（如：寻找关键词、预测内容等）；
2.对话、短文、图画故事的阅读理解练习；
3.阅读材料的理解和归纳能力；
4.练习阅读理解的方法。
六、听力和口语
1.日常对话和句子的听力练习；
2.常见情景下的口语表达；
3.意见、建议和请求的表达方式；
4.练习听力和口语的方法。
七、写作技巧
1.简单的对话、日记、便条、小广告的写作；
2.句子的结构和词汇的运用；
3.表达感情和描述事物的方式；
4.练习写作技巧的方法。
以上是2024年四年级英语知识点及复习提纲，希望同学们在学习过程中能够按照提纲逐步复习，提高英语学习成绩。
(完整)小学英语教学法教程第二版期末复习知识点,推举文档
(完整)小学英语教学法教程第二版期末复习知识点,推举文档.docx《小学英语教学法教程》期末复习知识点Unit1 children as language learners1、How do children acquire their first language in general?（p2） By imitations 、repetitions 、listening to stories ......Discussion point : language learning is a socializingprocess,interaction and experimenting with the language in communication are important ways for language learning2、What are the differences and similarities between learning L1 and L2?(p6D:the length of time 、 opportunities for experimenting with language S:Rich context and input ,opportunities for using thelanguage ,interaction withothers ,etc.are important in learning any languages .3、Children ’s characteristics/suggestions for teachers(p10)4、Ways to nurture children ’s motivation (p11 五点会推断即可 )5、P12 discussion point 、p20 1.5.1 (明白、会推断即可 )6、How do you understand humanistic education?(p21-22 ) Humanistic education requires teachers to treat children as human beings who have their own thoughts and needs.Teachers should never try to force their ideas into children ’s minds and should always try to think the same level as children.Discussion point : Children need to learn to try new languages and become independent learners.7、What is a good primary English teacher like?P24: you should be competent in English ,need to be good at usingdifferent teaching techniques which work with children ,need to be versatile,need to be able to organize games and activities.P25:need to understand how children think and learn ,need to care for the whole child ,need to help children to develop in an all round way .......A good primary school English teacher need to develop competence in at least three areas :the English language ,the understanding of children ,the techniques and methods for teaching English to children . Unit2 understanding the national English curriculum1、overall aim for English language teaching (p42)(九年制义务教学英语教学目标 )AffectLearning strategiesLanguage skillsLanguage knowledgeCultural understanding2、P43 小学英语教学时期目标（三个小黑点部分）Unit 3 classroom management1、What is classroom management?(p65)Classroom management refers to the way teachers organize whathappens in the classroom .2、What influence children ’s learning?(p65)Attitudes and motivation3、Two kinds of motivations(p66)Intrinsic and extrinsic motivations4、Some good ideas for motivating children in learning English（p69-70）5、Lesson planning (p71)Reasons p71-72(a-l)Advantages first of all,p71discussion point (第一段 ) ,moreover, ,thirdly,,last,6、Principles of lesson planning(1)clear aims or objectives(2)enough variety(3)with flexibility（p76）7、Why don’twe teach children in English?(p79三个小黑点部分)8、Five steps towards better instructions (p82)9、Types of question classification(p87)Closed and open questionsDisplay and genuine questionsLower-order and higher-order questions10、Some tips for engaging pupils to ask questions in class （p89-90）11、Some suggestions on creating good learning atmosphere （p94 小黑点部分）12、P95 discussion point( 教师备课时应思考的因素（小黑点部分）、课堂中有学生创造烦恼时能够采取的方法（1）-（6）)13、Teaching large classes大班教学Problems:p98 discussion point14、Four forms of interactions (p100)Whole class workPair workGroup workIndividual study15、Activitiesstirring and settling activities(p108)physically-engaged and mentally-engaged activities(p110)16、We should think about three phases of an activity when we organizeit. (111)The preparation phase,the main activity phase,the follow-up or consolidation phase17、the differences between an error and a mistake(p115)A mistake refers to a performance error that is either a random guess or a “slip of tongue”,and it is a fail ure performance to a known system .A mistake has nothing to do with the language competence, it results from carelessness or temporary breakdown and it can be self-corrected.An error has direct relation with the learners’language competence,it results from the lack of knowledge in the target language and it can ’tbe self-corrected .Unit4 teaching vocabulary ,grammar and pronunciation1、p129 In most beginning level primary English text books,vocabulary is often presented with pictures and illustrations.2、What does knowing a word involve?(p130)Word meaning ( meaning in context ,some relations)Word use(metaphor and idiom,collocation,style and register)Word information (parts of speech,prefixes and suffixes,spelling and pronunciation)Word grammar (noun:countable/uncountable,verb complementation/ phrasal verbs,etc,adjectives and adverbs ,position,etc.(p130 discussion point 是对上面的解释）3、What methods/techniques can be used to present new words?(p131) Using real objectsUsing pictures or illustrationsProviding demonstration or givingexamples Involving learners in actionsP133 An important principle that we should bear in mind is that “studentsneed to see words in context to s ee how they are used”.In other words,they need to “see or hear those words inaction ”.Therefore,the best way to present new words is to provide a meaningful context andgive children the chance to observe,to think ,to act .4、What activities can be used for practicing vocabulary?(p133-134) Look and match,Listen and point,The odd one out/which one is different? Put the words into boxes,Tape recorder,Bingo game5、p135 discussion point 第三段 Cameron and Nation 两个人的观点6、Principles in teaching grammar p138四个小黑点部分7、How should grammar be presented? p138-139deductive (演绎 )or inductive（归纳）P139 两个例子分不是演绎法和归纳法的教学，要会推断这两种办法。
小学英语教材教法考试复习资料
小学英语教材教法考试复习资料第一讲了解小学英语新课标提高读写教学有效性一、了解标准让教学有的放矢1、英语课程改革的重点要改变英语课程过分重视语法和词汇知识的讲解与传授、忽视对学生实际语言运用能力的培养的倾向，强调课程从学生的学习兴趣、生活经验和认知水平出发，倡导体验、实践、参与、合作与交流的学习方式和任务型的教学途径，发展学生的综合语言运用能力，使语言学习的过程成为学生形成积极的情感态度、主动思维和大胆实践、提高跨文化意识和形成自主学习能力的过程。
2、基础教育阶段英语课程的任务首要任务：（1）激发和培养学生学习英语的兴趣，使学生树立自信心，养成良好的学习习惯和形成有效的学习策略，发展自主学习的能力和合作精神（学会如何学习为终身学习创造条件）；（2）使学生掌握一定的英语基础知识和听、说、读、写技能，形成一定的综合语言运用能力；（3）培养学生的观察、记忆、思维、想象能力和创新精神；（4）帮助学生了解世界和中西方文化的差异（世界多元化国际交流增多增强世界意识），拓展视野，培养爱国主义精神，形成健康的人生观，为他们的终身学习和发展打下良好的基础。
3、树立新的理念：（1）面向全体学生，注重素质教育。
（使每一个学生都得到发展，义务教育是全民教育的一部分，提高人文素养，增强实践能力和创新精神）。
（2）突出学生主体，尊重个体差异。
（以学生为中心选择教学材料决策教学环节）。
（3）采用灵活途径，倡导体验参与。
（感知、体验、实践、参与、合作探究、建构知识、提高语言运用能力）。
（4）注重过程评价，促进学生发展。
（提倡过程性评价方式）。
（5）开发课程资源，拓展学用渠道。
（提供贴进学生实际，贴进生活，贴近时代，网络，音像，报刊等，举课例）。
（6）整体设计目标，体现灵活开放。
4、课程目标结构：综合语言运用能力语言技能（听、说、读、写）。
语言知识（语音、词汇、语法、功能、话题）。
情感态度（国际视野、祖国意识、合作精神、自信意志、动机兴趣）。
小学英语二册总复习提纲
Module 5-6复习提纲
主要词汇:
• 房子内的各室: • Living room, bedroom, kitchen, toilet, • Bathroom, study, (upstairs,
downstairs)
• 房子外的:garden, garage, • 室内物品: • Cupboard, fridge, computer, tissue,
小学英语二册总复习提纲
• 本次考试听力占50% 笔试占30% 形
成性评价占20%。试卷题型与期末综 合练习卷题型相同。
• 复习重点：单词与课文。要求能默写
每课的黑色单词；每篇课文要求熟练 地背诵。
形容人的外貌的词
• Cute pretty beautiful
• Old tall short strong slim big
(在…对面)
其他单词或词组：
• Come in , watch, clean ,sit • Lovely, messy, welcome • have a look,, • Mouse, mice , juice ,our
•There be句型的单数、复数
的用法：单数:There is/isn’t…,复数：There are/aren’t….详见复习册P21。
glass, cookie
• 校内各专用室 • Building内的:classroom,
teachers’ room,
• Headmaster’s office, clinic,
toilet, canteen, library.
• Building外的:Playground, gate,
garden, flowerbed, statue,
四年级英语复习提纲
四年级英语复习提纲目录•Introduction•Unit 1: Greetings•Unit 2: Family•Unit 3: School•Unit 4: Hobbies•ConclusionIntroduction这份英语复习提纲适用于四年级学生，旨在帮助他们复习和巩固在学校里学到的英语知识。
提纲按照课本的单元划分，包括问候、家庭、学校和爱好等主题。
请注意，这份提纲只是一个指导，建议您根据您的实际情况和学生的需求进行相应的调整和补充。
Unit 1: Greetings本单元主要介绍日常问候和自我介绍的常用表达方式。
1. 问候和回答问候•Good morning!（早上好！）•Good afternoon!（下午好！）•Good evening!（晚上好！）•How are you?（你好吗？）•I’m fine, thank you.（我很好，谢谢。
）•Nice to meet you.（很高兴见到你。
）2. 自我介绍•My name is [name].（我的名字是[name]。
）•I am [age] years old.（我[age]岁。
）•I study at [school name].（我在[school name]学习。
）•My hobbies are [hobbies].（我喜欢[hobbies]。
）Unit 2: Family本单元主要介绍家庭成员和家庭关系的表达。
1. 家庭成员•father（爸爸）•mother（妈妈）•brother（哥哥）•sister（姐姐）•grandparents（祖父母）•uncle（叔叔）•aunt（阿姨）2. 家庭关系•This is my [family member].（这是我的[family member]。
）•He/She is my [family member].（他/她是我的[family member]。
）Unit 3: School本单元主要介绍学校生活和常用学习用语。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
第一章绪论
【内容提要】
第一节小学英语教学的意义及目的
一,意义
二,目的
第二节研究和学习小学英语教学法的意义及方法
一,意义
二,方法
第三节小学英语教学法中的语言观,学习观,教育观,哲学观
一,语言观
二,学习观
三,教育观
四,哲学观
【教学重点与难点】
1.小学英语教学目标及学习教学法的方法
2.小学英语教师应具备的素质
【思考题】
1.什么是小学英语教学法它所研究的内容是什么
2.什么是小学英语教学法的语言观语言的本质特征是什么
第二章小学英语教学的特点和原则
【学习目标】
通过本章的学习,了解儿童语言习得的理论,儿童母语和外语两种语言的学习差异,儿童心理和年龄特征对学习的影响,掌握小学英语教学原则.
【内容提要】
第一节小学英语教学的特点
一,儿童语言习得的理论
二,儿童外语的学习
第二节小学英语教学的基本原则
一,情境匹配原则
二,扩充性原则
三,交际性原则
四,视听说与读写结合的原则
【教学重点与难点】
1.儿童的心理和年龄特征对学习的影响
2.情境匹配原则和交际性原则在小学英语教学中的应用
【思考题】
1.儿童语言习得理论有哪些各自的特点是什么
2.小学英语教学原则有哪些在小学英语教学中如何贯彻这些原则
第三章外语教学法主要流派在小学英语教学中的应用
【学习目标】
通过本章的学习,了解外语教学法的主要流派,掌握小学英语教学中常用的几种教学方法. 【内容提要】
第一节外语教学法主要流派简介
一,直接法
二,听说法
三,情景教学法
四,交际教学法
五,全身反应法
第二节外语教学法主要流派在小学英语教学中的具体运用
一,形象直观法
二,愉快游戏法
三,情境表演法
四,鼓励,表扬法
五,真实运用任务法
【教学重点与难点】
愉快游戏法,情境表演法及鼓励,表扬法
【思考题】
结合自己的体会,谈谈还有哪些教学方法适合小学英语教学.
第四、五、六章语音,语法和词汇的教学方法
【学习目标】
通过本章的学习,基本掌握小学英语语音,语法和词汇的教学方法.结合小学英语教材,上一节语音或语法,词汇课.
【内容提要】
第一节语音,语法和词汇教学的意义
一,语音教学的意义
二,语法教学的意义
三,词汇教学的意义
第二节语音教学的内容和方法
一,内容
二,方法
第三节语法教学的方法
一,归纳法
二,演绎法
三,比较法
四,图画法
第四节词汇教学的方法
一,用实物教单词
二,用图画教单词
三,用动作教单词
四,用语境教单词
【教学重点与难点】
1.语音教学的方法
2.语法教学中的归纳法和演绎法
3.掌握理解记忆单词的方法
【思考题】
举例说明小学英语教学法中语音,语法和词汇教学法的应用.
第七章怎样教听、说、读、写
【学习目标】
通过本章的学习,基本掌握小学英语教学中培养学生听说读写能力的方法.通过对教学案例进行分析和讨论,明确小学英语教学中听说读写教学之间的关系.
【内容提要】
第一节小学英语教学中听说读写教学的意义及原则
一,意义
二,原则
第二节小学英语教学中听说读写教学的方法
一,听说技能的训练
二,读写技能的训练
三,听说读写的综合训练
第三节小学英语教学中听说读写的游戏活动案例
一,培养听说的游戏活动案例
二,培养读写的游戏活动案例
【教学重点与难点】
1.培养听的能力的教学要点
2.培养说的能力的教学要点
【思考题】
1.小学英语教学中听,说,读,写的意义及原则是什么
2.小学英语教学中听,说,读,写的游戏活动有哪些
第十章小学英语课堂教学的组织
【学习目标】
通过本章的学习,了解小学英语课堂教学的意义,掌握小学英语教学的基本环节,及如何备好上好小学英语课.具备驾御小学英语课堂的基本能力.
【内容提要】
第一节怎样备课
一,备学生,备教材,备方法,备练习
第二节怎样编写教案
一、编写教案前的准备
二、教案的编写
第三节怎样上课
一、课的类型
二、课堂上教师与学生的角色
三、教师上课应注意的问题
四、课后分析、反馈及课后作业
【教学重点】
1.英语课堂教学的五个环节及其各环节的目的
2.备课的意义和内容
【教学难点】
如何搞好课后的分析及评议
【思考题】
1.教师在课堂教学中如何发挥主导作用
2.教师在上课时应注意什么问题
第十一章教学辅助技术与小学英语课堂教学
【学习目标】
通过本章的学习,了解教学辅助手段在外语教学中的应用及使用时应注意的事项. 【内容提要】
第一节教学辅助技术与小学英语课堂教学
【思考题】
多媒体教学辅助手段在小学英语教学中的应用.
第十二章小学英语教师与科研
第一节教育科研与科研型教师
第二节小学英语教师参加科研活动的意义与可行性
第三节小学英语教师的科研活动
第四节建议。