2.小学英语教师面试：听力课《My day》全英文教案及试讲逐字稿
《My Day》英语课教案
《My Day》英语课教案一、教学目标：1. 让学生能够用英语简单描述自己的一天。
2. 让学生能够听懂并运用日常生活中的常用词汇。
3. 提高学生的英语口语表达能力和听力水平。
二、教学内容：1. 教学词汇：morning, afternoon, evening, night, school, home, play, read, watch TV, eat, sleep2. 教学句型：What time is it? It's time to go to school/home/bed. What do you do in the morning/afternoon/evening/night? I go to school/home/play/read/watch TV/eat/sleep.三、教学步骤：1. 热身活动（5分钟）：教师与学生用中文进行简单的日常交流，如问候、询问时间等。
2. 引入新词汇（10分钟）：教师展示与课程相关的水果图片，引导学生用中文描述水果名称，教师用英语重复并解释对应的水果名称。
3. 学习句型（15分钟）：教师引导学生用中文完成句型“你早上/下午/晚上/晚上做什么？”学生回答后，教师用英语重复并解释对应句型。
4. 小组活动（15分钟）：学生分成小组，用英语描述自己的一天，并练习使用新学到的词汇和句型。
四、教学评价：1. 观察学生在课堂上的参与程度和表现，评估他们的口语表达能力和听力水平。
2. 通过作业评估学生对课堂所学词汇和句型的掌握程度。
五、教学资源：1. 水果图片。
2. 教学PPT。
3. 作业模板。
六、教学扩展活动（10分钟）：1. 角色扮演：学生分组，每组扮演不同的家庭成员，用英语描述各自的一天，并练习使用新学到的词汇和句型。
2. 游戏：教师设计一个关于日常生活的小游戏，如“猜猜我在做什么？”学生通过描述和猜测来互动，巩固所学知识。
七、作业布置与反馈（5分钟）：1. 作业：要求学生用英语绘制一幅关于自己一天的思维导图，并配以简短的描述。
《My Day》英语课教案
《My Day》英语课教案一、教学目标1. 知识目标：（1）学生能够掌握表示日常活动的词汇，如：go to school, read books, watch TV等。
（2）学生能够运用一般现在时描述自己的日常活动。
2. 能力目标：（1）学生能够听懂并准确运用目标词汇描述日常活动。
（2）学生能够在图片或情景的提示下，运用一般现在时态编写句子描述自己的日常活动。
3. 情感目标：培养学生的观察力、想象力和创造力，激发他们对英语学习的兴趣。
二、教学重难点1. 教学重点：（1）掌握表示日常活动的词汇。
（2）运用一般现在时描述自己的日常活动。
2. 教学难点：（1）一般现在时态的运用。
（2）听懂并准确运用目标词汇描述日常活动。
三、教学方法采用情景教学法、交际法、任务型教学法等。
四、教学准备1. 教具：图片、卡片、录音机、磁带等。
2. 教学环境：教室。
五、教学过程1. 热身（5分钟）（1）教师与学生简单对话，询问学生上周的周末活动。
（2）学生自由交谈，分享自己的周末活动。
2. 呈现（10分钟）（1）教师展示一组表示日常活动的图片，如：go to school, read books, watch TV等。
（2）教师引导学生用中文描述这些活动。
（3）教师出示卡片，教授表示日常活动的词汇及一般现在时态。
3. 实践（10分钟）（1）教师播放录音，学生跟随录音朗读词汇和句子。
（2）学生分成小组，用目标词汇和一般现在时态编写对话，描述自己的日常活动。
4. 巩固（10分钟）（1）教师设置情境，让学生在情境中运用一般现在时态描述自己的日常活动。
（2）学生进行角色扮演，表演自己的日常活动。
5. 总结（5分钟）教师引导学生总结本节课所学的词汇和句子，并鼓励学生在日常生活中多运用英语。
6. 作业布置学生回家后，用一般现在时态写一篇关于自己日常活动的短文，不少于30词。
教学反思：在课后，教师应认真反思本节课的教学效果，包括学生的参与度、理解程度和运用能力。
人教PEP版五年下英语Unit1第1课《My-day》教案
3五年下英语Unit1第1课《My day 》教案Part A Let’ s try & Let’ s talk教学内容与目标教学重点能够在实际语境中运用句型“—When do you ? —I usually/often at ” 来问答作息时间｡教学难点能够听懂对话大意,并能用正确的语音､语调及意群朗读对话｡教学准备PPT 课件､课文录音､视频､头饰等｡教学过程Step 1: Warm-up & Lead-in ①1. Greetings.2. Play a game.Wolf, Wolf, what time is it now?T: Now, you are the wolf. I ask, and you answer.(课件出示:显示不同时间的图片,如:8 点､10 点､12 点､1 点等) T: Wolf, Wolf, what time is it now?Ss: It’s eight o’clock / ten o’clock / twelve o’clock / one o’clock / 3. Show a video to students.The video is about a teacher’ s day.( 课件出示:一段“教师的一天” 的视频)Step 2: Presentation1. Guess the teacher’s timetable.②Show the teacher’ s timetable. (课件出示:一张教师的时间安排表) Only show the time. Askstudents to guess what the teacher does.T: Guess, what do I do at 6:00?Ss: Get up at 6:00? T: You are right. T: What do I do at 6:30? Ss: Wash your face? Teaching purpose ①通过活泼有趣的小游戏，复习时间的表达，将学生迅速带入到英语课堂中来。
小学英语五年级《Myday》说课稿
小学英语五年级《My day》说课稿一、教学目标1.知识目标：o学生能够掌握描述日常活动的基本词汇，如get up, have breakfast, go to school, play football, do homework等。
o学生能够理解并运用句型“I usually...at...o’clock”来描述自己的日常活动。
2.能力目标：o学生能够听懂关于日常生活对话的录音，并从中提取关键信息。
o学生能够用简单的英语介绍自己一天的活动，提高口头表达能力和语言组织能力。
3.情感态度价值观目标：o激发学生对英语学习的兴趣，培养他们积极参与课堂活动的态度。
o通过分享个人日常，增进同学间的相互了解，培养团队合作精神。
二、教学内容-重点：掌握描述日常活动的基本词汇和句型，能够流利地介绍自己的一天。
-难点：正确运用时间表达法（如at 7 o’clock）和时态（一般现在时）来描述日常活动。
三、教学方法-讲授法：讲解新词汇和句型结构。
-讨论法：小组内分享各自的一天，练习口语表达。
-多媒体教学法：利用PPT、视频和音频资源，增强课堂互动性和趣味性。
-情境模拟法：创设日常生活情境，让学生在模拟中运用所学语言。
四、教学资源-教材：《小学英语》五年级上册。
-教具：多媒体课件、时间卡片、日常活动图片。
-实验器材：无。
-多媒体资源：相关视频、音频材料。
五、教学过程六、课堂管理-小组讨论：每组分配明确的任务，确保每位学生都参与讨论，轮流发言。
-课堂纪律：设定明确的课堂规则，如举手发言、尊重他人意见等，采用表扬和奖励机制维持纪律。
-激励策略：对积极参与课堂活动和表现突出的学生给予表扬或小奖励，激发学生的学习积极性。
七、评价与反馈-课堂小测验：通过选择题和填空题评估学生对新知识的掌握程度。
-课后作业：布置一篇关于“My ideal weekend”的短文写作，检查学生的语言组织和运用能力。
-期末考试：在期末考试中设置相关题目，综合评价学生的学习成效。
小学英语《My day》试讲教案
小学英语《My day》试讲教案一、教学目标（一）基础性目标2、能听懂、会说、会读单词go to school, have lunch, go home, have dinner, go to bed。
3、能听说、理解、会读句型。
When do you get up/…?I usually… at…（二）提高性目标1、能大声流利地朗读课文，并尝试进行文本角色表演。
2、能用英语简单介绍自己一天的生活。
二、教学重难点1、能听懂、能理解、会读课文。
2、能用英语表述文中人物一天的生活。
三、教学准备教学光盘、单词卡四、教学方法（一）谈话法：师生间进行交流对话。
（二）讲授法：教师启发学生，讲授基本的教学内容。
（三）小组讨论法：学生围绕主题分成小组进行讨论，再得出结论。
五、教学过程Step1 warming up(1) Greetings and free talkWhat day is it? What lessons do we have this morning? What subject do you like this afternoon?(2)Play a game快速闪现本课的时间类in the morning和动作类get up等单词，闪现动作做动作, 出现时间就大声读出词组。
Step2 Revision(1)(接上步最后一幅图)T: We know, Mike goes to bed at nineo’clockevery day. When does he do the other things? Let’s interview him. I’m the reporter. If you were Mike, could you accept my interview?Reporter：Hello, Mike. When do you get up?Mike : I get up at seven.(2) Retell the textT: We’ve known Mike’s day clearly. Could you choose his morning, afternoon or evening, then add your action to retell out?生任选一个时间段，配以动作进行文本复述。
my day 全英文教案
my day 全英文教案My Day。
In this lesson, we will explore the topic "My Day" and learn how to talk about our daily routines and activities. By the end of this lesson, you will be able to describe your typical day using the present simple tense and a range of vocabulary related to daily activities.Introduction:Let's start by talking about our daily routines. A daily routine is a sequence of activities that we do every day. It helps us organize our time and make the most out of our day. Everyone's daily routine may vary, but there are some common activities that most people do on a regular basis.Waking Up:The first thing I do when I wake up is turn off my alarm clock. Then, I stretch and get out of bed. After that, I wash my face and brush my teeth. It's important to start the day with good hygiene habits. Next, I get dressed and head to the kitchen for breakfast.Breakfast:For breakfast, I usually have a bowl of cereal with milk and a cup of coffee. Sometimes I also like to have a piece of toast with jam. Breakfast is the most important meal of the day as it provides us with the energy we need to start our day.Getting Ready:After breakfast, I pack my bag with all the necessary items for the day, such as my books, laptop, and water bottle. Then, I check my schedule and make sure I have everything I need for the day ahead. Once I'm ready, I leave my house and head to school or work.School/Work:During the day, I attend classes or work on various tasks. This is the time when I focus on learning or completing my work responsibilities. It's important to stay focused and organized to make the most out of this time.Lunch:Around noon, it's time for lunch. I usually bring my own lunch from home, which consists of a sandwich, some fruits, and a bottle of water. Sometimes, I also like to have a small snack in the afternoon to keep my energy levels up.Afternoon Activities:After finishing my classes or work, I have some free time in the afternoon. I like to use this time to do activities that I enjoy, such as reading, exercising, or spending time with friends. It's important to have some leisure time to relax and recharge.Evening Routine:In the evening, I have dinner with my family. We sit together and talk about our day while enjoying a home-cooked meal. After dinner, I like to unwind by watching a TV show or reading a book. It's important to have some downtime before going to bed.Bedtime:Before going to bed, I follow a bedtime routine to ensure a good night's sleep. I brush my teeth, wash my face, and change into comfortable pajamas. Then, I spend some time reading or listening to relaxing music to help me wind down. Finally, I turn off the lights and go to sleep.Conclusion:In conclusion, our daily routines play a significant role in our lives. They help us stay organized, productive, and maintain a healthy lifestyle. By describing our daily activities, we can better understand the importance of time management and the impact it has on our overall well-being. So, let's make the most out of our day and create a routine that works best for us.。
Myday教学案例优秀教学教案说课稿
一、设计说明1 话题：M Da 适合2 级目标2 课题说明：本课题出自orning eercie/ eat breafat I uua do morning eercie/ eat breafat at 并能在实际情景中运用。
2 能够运用所学的知识填写自己或调查别人的作息时间表，并反思自己的生活和学习习惯。
3 通过话题、功能、结构、任务有机结合的训练，提高学生用英语交际的能力。
在自主性学习和成功的体验中，进一步提高学生学习英语的兴趣和积极性。
学习策略目标：训练学生的角色扮演能力，引导他们在调查、询问和学习语言的过程中学会思考如何更好地安排作息时间。
情感态度目标：通过学习一天中不同时间段内学习和生活起居的情况，引导学生养成好的作息习惯。
文化目标：让学生了解作息习惯的好坏对学习的影响以及中西方小学生作息时间安排上的异同。
7 教学重、难点分析1 本课的教学重点是熟练使用句型：When do ou do morning eercie/ eat breafat I uua do morning eercie/ eat breafat at 以及让学生理解并懂得What about ou 和And ou 的用法。
2 本课时的教学难点是单词eercie, uua 的正确发音。
8 课前准备1 教师准备五年级上册第二单元的动词卡片和本单元A Let' earn 部分的动词卡片。
2 教师准备录音机和五年级上册第二单元B部分的歌谣磁带和本节课的磁带。
3 教师准备一所美国小学五年级学生的作息时间表（不完整的）。
4 学生准备日常生活用语单词卡。
二、教学过程1．热身/复习活动，激活思维1 教师放五年级上册第二单元B部分的歌谣，复习巩固句型: What do ou do on Saturda 以及动词短语：watch TV, read boo, e 等。
师生吟唱歌谣：T: What do ou do, what do ou do, what do ou do ever daS: I read boo I read boo I read boo ever da（歌谣呈现了周末活动和每天的日常活动。
myday教案,关于Myday教案(Word可编辑版)
myday教案,关于Myday教案（最新版）-Word文档，下载后可任意编辑和处理-关于Myday教案7A Unit 2课时 1 Welce t the unit课题: 7A Unit2课时：10 Checut一、课前预习导学（1）学习目标：1．对本单元所学语法进行复习和总结。
2. 对本单元所学活动方式进行总结3. 掌握词汇：answer questin clever 词组：the answer t ……（2）课前预习：用所给单词的正确形式填空：1Wh ___________after u when ur parentsare ut?2. Mar lves ___________ with us at lunchtie.3. __________ favurite lessn is Engllish.4. Mu sas that we shuld’nt watch t __________（多）TV.5. This pair f shes ____________her new cats ver uch6. What tie _______the first class__________in ur schl?二、课堂合作探究1. We alwas _____________.A. have funB. has a gd tie C en us D en urself题解：选A. ‘玩的开心’有三种表达have fun have a gd tie eni neself。
句中的主语为ｗｅ，所有应用have a gd tie ,因此可先排除B。
. C,D 两项都用了第三种表达，但是en的宾语应用反身代词urselves而非us或urself。
2. I frgt ______the dr ,s it is still pen.A,clse B. pen C. t clse D. clsing题解：选C。
Myday教案范文
My Day教案范文一、教学目标1. 让学生能够运用日常英语进行自我介绍，表达自己的日常活动。
2. 提高学生的听说读写能力，培养学生的交际技巧。
3. 增强学生对英语学习的兴趣，提高学生的学习积极性。
二、教学内容1. 词汇：morning, afternoon, evening, breakfast, lunch, dinner, go to school, do homework, watch TV, read books2. 句型：Hello, my name is I am years old. I go to school in the morning. I have for breakfast/lunch/dinner. In the afternoon, I In the evening, I三、教学步骤1. 热身活动（5分钟）：让学生自由交谈，询问他们的一天是如何开始的，以及他们通常在早上、下午和晚上做什么。
2. 引入新词汇（10分钟）：教授本节课的新词汇，通过图片和实物展示，让学生理解和记忆词汇。
3. 学习句型（10分钟）：教授本节课的句型，让学生通过例句和练习来掌握句型的用法。
4. 小组活动（15分钟）：将学生分成小组，让他们相互询问对方的一天，并用所学词汇和句型进行回答。
5. 情景剧（10分钟）：让学生分组，根据所学词汇和句型编写一个小剧本，表演他们的一天。
四、作业1. 让学生用所学词汇和句型写一篇关于自己一天的小作文。
2. 让学生复习本节课的词汇和句型，准备下一节课的口语练习。
五、教学评估1. 在课堂上观察学生的参与度和口语表达情况，评估他们对词汇和句型的掌握程度。
2. 通过学生的作业和课堂表现，评估他们的听说读写能力。
六、教学策略1. 采用任务型教学法，通过实际操作和互动交流，让学生在实践中学习和运用英语。
2. 运用情境教学法，创设真实的生活情境，让学生在情境中自然地学习和使用英语。
小学英语《My day》优质教案、教学设计
小学英语《My day》优质教案、教学设计和句型1、出示clean my room的图片，教师朗读并模仿，学生跟读，注意发音和语调。
然后出示单词卡片，让学生认读并拼写。
2、出示go for a walk的图片，教师朗读并模仿，学生跟读，注意发音和语调。
然后出示单词卡片，让学生认读并拼写。
3、出示go shopping的图片，教师朗读并模仿，学生跟读，注意发音和语调。
然后出示单词卡片，让学生认读并拼写。
4、出示take a dancing class的图片，教师朗读并模仿，学生跟读，注意发音和语调。
然后出示单词卡片，让学生认读并拼写。
5、出示句型What do you do on the weekend。
教师朗读并模仿，学生跟读，注意语调。
然后出示答句I often\usually…，教师朗读并模仿，学生跟读，注意语调。
6、教师出示图片，让学生用句型What do you do on the weekend?—I often\usually…进行练。
设计意图】通过图片和单词的研究，让学生掌握新的词汇，同时培养学生的发音和拼写能力。
通过句型的研究，让学生能够灵活运用，表达自己的周末活动。
二）研究Let’s talk1、教师出示调查表，让学生在小组内互相询问周末活动，并记录在调查表上。
2、教师指导学生用句型What do you do on the weekend?—I often\usually…进行交流。
3、学生代表向全班汇报小组的调查结果。
设计意图】通过小组合作研究和调查表的使用，培养学生的观察能力和小组合作研究的能力，同时加深学生对句型的理解和运用。
Step III Practice1、教师出示图片，让学生用句型What do you do on the weekend?—I often\usually…进行练。
2、教师出示句子，让学生用图片进行配对练。
3、教师出示填空练，让学生用所学短语和句型进行填空。
小学英语《My day》优质教案、教学设计
PEP 小学英语五年级下册Unit1 My dayA Let’s learn & let’s talk 教学设计【教学目标】1、认知目标：能够听、说、认读、规范书写短语：clean my room \ go for a walk \go shopping\takea dancing class 以及句型—What do you do on the weekend?— I often\ usually…2、能力目标：（1）能在图片、实物、情景的帮助下灵活运用句型询问他人的周末活动：What do you do at the weekend?能够表达自己的周末活动：I often\usually... Sometimes I…（2）培养学生的观察能力以及小组合作学习的能力。
3、情感目标：帮助学生培养健康、广泛的兴趣爱好，使其热爱生活，享受周末，过有意义的周末。
【教学重点】听、说、读、写词组：clean my room\go for a walk\go shopping\take a dancing class 以及句型—What do you do on the weekend? —I often\usually…【教学难点】单词clean、walk 的发音以及usually\often\sometimes 的区分与运用【教学准备】1.老师准备：多媒体课件、单词卡片、磁力扣、调查表2.学生准备：听、读课文录音【教学过程】Step I Warm-up1、师生问好。
—It’s sunny today. Are you happy? — Yes.2、师生共唱歌谣。
师出示选择题What’s the song about? 导入课题My day。
【设计意图】课始与学生互相问好，营造和谐的师生关系和融洽的课堂氛围。
通过歌谣热身，引发学生思考，导入课题，可谓一举两得！Step II Presentation（一）学习Let’s learn 的短语1、出示日历，学习weekdays、weekend 的区别，引出on the weekend.2、通过图片，学习新短语clean my room \ go for a walk \ go shopping \ take a dancing class,师示范板书，并引导学生将其运用到句型I…on the weekend.里。
小学英语辽宁师大版五年级下册《Unit 5 My day》优质课公开课教案教师资格证面试试讲教案
小学英语辽宁师大版五年级下册《Unit 5 My day》优质课公开课教案教师资格证面试试讲教案1教学目标1. 能听、说、读、写与日常作息有关的动词短语do homework, do housework, have class, have breakfast, do morning exercises。
2. 能听懂、会说Listen and say中的对话,并能够与同学合作熟练说出和表演出对话内容。
3. 能熟练运用句型I... at…o’clock,并进行简单的交际。
如:I get up at 7:00 every morning. I have breakfast at 7:20.4. 能用所学句型陈述自己的作息时间。
5. 掌握问句What time is it now? 及其回答It’s 7:00.6. 能用英语与同学合作玩Let’s play的游戏。
7. 能读懂joke,并能讲给同学听。
8. 引导学生珍惜时间,合理规划自己的时间。
9. 通过听、说、读、练以及对话的合作表演,保持学生学习英语的兴趣。
2学情分析五年级的学生已学过两年多的英语,学生以有一定的基础,良好的听、说、读、写英语的习惯已基本养成。
但由于教材难度偏大,教学内容与课时不成比例,学生的学习兴趣难以保持,两极分化较严重,口语能力较差。
因此,本学期应注重转化后进生,因材施教,分层教学,保持学生的学习兴趣,注意加强口语、阅读能力的训练。
3重点难点(一) 重点(Points)1. 能听懂、会说,并会运用本单元的核心短语。
2. 能够结合学过的语言描述自己的日常活动。
3. 表示时间的介词at, before, after的用法。
4. 句型What time does the sun go to bed, Mom? 及其回答It goes to bed before 6:00.(二) 难点(Difficulties)1. Listen and say的语篇较长,可以让学生整体理解课文,通过肢体语言辅助学生理解词句。
《My Day》英语课教案
《My Day》英语课教案一、教学目标：1. 让学生能够用英语简单描述自己的日常生活。
2. 学生能够听懂并运用日常词汇如：wake up, get up, brush my teeth, have breakfast等。
3. 学生能够运用一般现在时描述习惯和日常活动。
二、教学内容：1. 词汇学习：wake up, get up, brush my teeth, have breakfast, go to school, read books, play sports, have lunch, go home, do homework, watch TV, go to bed。
2. 句型练习：What time do you ? I usually at I sometimes at I often at三、教学步骤：1. 热身活动（5分钟）：教师与学生用中文进行日常交流，引导学生思考自己的日常生活。
2. 引入新词汇（10分钟）：教师展示与日常生活相关的图片，引导学生用中文描述。
教师给出英文单词，学生跟读并记忆。
3. 句型练习（10分钟）：教师给出句型“What time do you ?”, 学生回答并用新学的词汇描述自己的日常活动。
4. 小组活动（10分钟）：学生分成小组，用英文互相描述自己的日常生活。
5. 总结与作业（5分钟）：教师引导学生用中文总结今天学习的内容，并布置作业：用英文写一篇关于自己一天的短文。
四、教学评价：1. 教师在课堂上观察学生的参与度和语言运用情况。
2. 作业评价：检查学生对词汇和句型的掌握情况。
五、教学资源：1. 图片素材：与日常生活相关的图片。
2. 教学PPT：展示词汇和句型。
3. 作业模板：供学生书写关于自己一天的短文。
六、教学延伸活动（10分钟）：1. 角色扮演：学生分组，每组选择一个日常活动场景，如在家里、在学校等。
学生用英语进行角色扮演，运用所学词汇和句型。
《My Day》英语课教案
《My Day》英语课教案一、教学目标1. 让学生能够用英语简单描述自己的日常生活。
2. 让学生掌握一些日常英语词汇，如：wake up, get up, have breakfast, go to school, etc.3. 培养学生听、说、读、写的综合语言运用能力。
二、教学内容1. 课文：《My Day》2. 重点词汇：wake up, get up, have breakfast, go to school, e home, do homework, watch TV, go to bed3. 句型：What time do you wake up? What do you do after school?三、教学方法1. 情境教学法：通过设置生活情境，让学生在实际语境中学习英语。
2. 互动教学法：引导学生积极参与课堂活动，提高学生的口语表达能力。
3. 任务型教学法：通过完成任务，让学生在实践中运用英语。
四、教学步骤1. 热身活动（5分钟）教师与学生简单交流，询问学生一天的日常生活，引导学生用英语回答。
2. 课堂导入（10分钟）教师出示一张自己的日程表，用英语描述自己的日常生活，引导学生关注并模仿。
3. 课文学习（15分钟）教师引导学生跟读课文《My Day》，讲解重点词汇和句型。
4. 小组活动（15分钟）学生分小组，用英语讨论自己的日常生活，并用课文中的句型进行描述。
5. 展示环节（5分钟）每个小组派代表上台，用英语展示自己的日常生活。
6. 课堂总结（5分钟）教师总结本节课所学内容，提醒学生注意日常英语表达的准确性。
五、课后作业1. 抄写本节课所学的重点词汇和句型。
2. 结合自己的日常生活，用英语写一篇小作文《My Day》。
3. 预习下节课内容。
六、教学评估1. 课堂观察：观察学生在课堂上的参与程度、发音准确性以及语言运用能力。
2. 小组活动表现：评估学生在小组讨论中的表现，包括语言表达、合作能力等。
小学英语试讲稿-《My day》
小学英语-《My day》-试讲1、题目：My day2、内容：3、要求：（1）试讲时间10分钟，全英授课（2）试讲中需示范朗读教学内容，组织互动教学游戏讲练主要句型（3）创设语言情境帮助学生感知和理解对话，并适当替换词组（4）结合教学内容借助简笔画适当板书二、考题解析【教案】Teaching aimsKnowledge aim: students can understand and master the sentence pattern: I have lunch at 12.Ability aim: students can use the sentence pattern to talk about their activities.Emotional aim: students will be more interested in speaking English.Key and difficult points:master and use the sentence pattern: I have lunch at 12.Teaching procedure:Step 1: Warming-upAfter greeting students, the teacher gives a riddle: what has hands but can’t hold anything? Students will guess it is a clock. Then draw a clock on the blackboard and ask students what do you do at 7 o’clock, 8 o’clock, and 12 o’clock. Students can have a free talk.Step 2: Pre-listeningDraw pictures of some activities on the blackboard to explain them, such as have lunch, play basketball, watch TV, go sleep. Then tell students Amy and Mary are talking about their daily activities, and we will listen to their conversation. Step 3: While-listeningAsk students to listen to the tape, and answer questions:(1) when do Mary play basketball?(2) when do they go home?Invite students to answer them, and write down the sentence on the blackboard.Then the teacher reads the conversation for students, and they can listen again and pay attention to the pronunciation. Step4: Post-listeningAsk students what else do they do in a day. They may say have breakfast, do homework, go sleep and so on. They the teacher uses the sentence pattern to ask them when do they do these activities.Then play a game: four students a group. Show many activities on the screen and students can rank them according to their own time line. They should make a small story using our sentence pattern, and let’s see whose story is the most interesting one.Blackboard design:。
《My day》 说课稿
《My day》说课稿尊敬的各位评委、老师：大家好！今天我说课的内容是《My day》。
下面我将从教材分析、学情分析、教学目标、教学重难点、教学方法、教学过程以及教学反思这几个方面来展开我的说课。
一、教材分析《My day》是教材版本教材中具体单元的一篇课文。
这一单元的主题是日常生活，通过学习这篇课文，学生能够了解到不同时间段的活动表达，同时也能掌握一些与日常生活相关的词汇和句型。
这篇课文以简单清晰的语言描述了主人公一天的活动安排，包括起床、吃早餐、上学、上课、午餐、课后活动、晚餐以及睡觉等。
课文内容贴近学生的生活实际，容易引起学生的共鸣，有助于激发学生的学习兴趣和积极性。
二、学情分析我所教授的学生是具体年级的学生，他们经过了一定时间的英语学习，已经具备了一定的英语基础知识和语言技能。
但是，对于描述日常生活的英语表达，他们可能还不够熟练，需要进一步的学习和练习。
这个年龄段的学生活泼好动，好奇心强，喜欢参与各种活动。
因此，在教学过程中，我会设计多样化的教学活动，充分调动学生的积极性，让他们在轻松愉快的氛围中学习英语。
三、教学目标基于对教材和学情的分析，我制定了以下教学目标：1、知识目标（1）学生能够听懂、会说、认读单词：get up, have breakfast, go to school, have lunch, play sports, have dinner, go to bed 等。
（2）学生能够掌握句型：I get up at 以及 What do you do at？等，并能在实际情境中正确运用。
2、能力目标（1）学生能够用英语描述自己一天的活动安排。
（2）培养学生的听、说、读、写能力，提高学生的语言综合运用能力。
3、情感目标（1）让学生养成良好的生活习惯，合理安排自己的时间。
（2）培养学生学习英语的兴趣，增强学生学习英语的自信心。
四、教学重难点1、教学重点（1）掌握与日常生活相关的单词和句型。
2.小学英语教师面试：听力课《My day》全英文教案及试讲逐字稿
1.题目：听力教学试讲2.内容Do you want to know about my morning? Well, I usually get up at around 6:15. I do my homework at 6:30 and then, I eat breakfast at around 7:30. At around 8 o’clock. I go to school. School starts at 9 o’clock. Please write and tell me about your morning.3.基本要求：（1）朗读所给段落；（2）配合教学内容适当板书；（3）针对选取段落内容，设计相应的听力理解教学活动；（4）用英文试讲；（5）试讲时间10分钟。
教案：1. Teaching aims1) Knowledge aimStudents will be able to master the expression of time.2) Ability aimStudents can train their listening skills by listening to the key words and describe their days.3) Emotional aimStudents can realize time is life.2. Important and difficult points1) Important pointStudents will be guided to review the expression of time.2) Difficult pointStudents will improve their listening skills as well as the ability to use the expression of time to describe their days and communicate freely.3. Teaching and learning methodsSituational teaching method; communicative teaching method; task-based teaching method；group work method; cooperation study method; independent study method4. Teaching proceduresStep 1: warming up & Lead inI will play a game named “ wolf, wolf, what time is it?” to review the expression of time.Step 2: Pre-listeningFree talk: Students can guess and talk about what can you do at 6:15/7:00?Step 3: While-listening1) Students can listen to the tape and answer two questions:Q1: How many times are there in this material?Q2: What are they?2) Students can listen again and answer 3 questions:Q1: What should I do at 6:15?Q2: What should I do at 7:30?Q3: What should I do at 8:00?3) I will play the tape for the third time. Students should read after the tape.Step 4: Post-listeningStudents can make their own mind-map to describe their mornings or days.Step 5: Summary and homeworkI lead them to summarize what they have learned in this class.Homework: interview your parents ‘what can you do in your morning?’ .5. Blackboard designMy day6:15→6:30→7:30→ 8:00→ 9:00试讲稿：GreetingHello everyone, what’s the weather like today? Yeah it’s a sunny day. I hope everyone has a beautiful mood like the weather.1. Warming up& lead inOK, before our class, let’s play a little game named: wolf,wolf, what time is it? You can imagine that I’m a big wolf, you’re the little sheep. When I catch you, you should answer my question: what time is it? If you answer it correctly, you’re free. If not, I’ll eat you, you’re died.clear? Haha, let’s have a try. Wow, Joe, you’re the lucky dog. Please look at the picture, what time is it? Yeah, gre at, give me five, you’re so cool, it’s 7 o’clock. Read after me please, it’s 7 o’clock. It’s 7 o’clock. Great! Let’s go on. Oo, Sarah, it’s your turn. What time is it? Wonderful, 6: 15. Give me five, thank you. Go on, please. Haha, Jill. What time is it? Cool! 7:30. Give me five, thank you.2. Pre-listeningNow, guys, please look at here. There are some pictures, can you guess what they do at these time? 6:15, what should you do? Yeah, get up. Emem, you can say, I get up ... yes,great, I get up at 6:15. Oh, you brush your teeth. So you can say, wow, cool, so clever, I brush my teeth at 6:15. How about 7 o’clock? Oh, go to school, eat breakfast. Yeah, we usually go to school or eat breakfast at 7:00.3. While-listeningSo, now, let’s listen to the tape about Peter’s day. Before our listening, you should think about these 2 questions:Q1: How many times are there in this material?Q2: What are they?Clear? OK, please listen carefully. Oo, the tape is finished. who can answer my question? How many times are there in the tape? This line, one by one, please. Emm great, 5. Next one, 5. The third one, 5, the last one, 5. All the students said 5. There are 5 different timing points in the tape. Yes? Great! very good. What’re they? They’re 6:15, 6:30, 7:30, 8:00 and 9:00. It’s so easy for us. now please open your books and listen again. This time I will give you some difficult questions:What should I do at 6:15?What should I do at 7:30?What should I do at 8:00?Are you ready? let’s go.OK, the tape finished. What should I do at 6:15? Who knows? Please hands up. Wow, Tom is the first. Please stand up. Emm, get up. I usually get up at around 6:15. Yes or no? Yea, great! Sit down please. The next question: What should I do at 7:30? Lily you please. Do my homework. Anyone else? Who has the different opinion? OK, Linda, please. Eat breakfast. I eat breakfast at 7:30. Which one do you agree with, guys?Wily, what about you? What’s your opinion? Enm, you have the same answer with Linda. How about you everybody? Hah , cool, you’re perfect. Let’s read the right answer. I do ... yes, I do my homework at 6:30 and then, I eat breakfast at around 7:30. Never mind, Lily, I think you’ll be better next time!The last one, what should I do at 8:00? Together, OK? Yeah, go to school. Well, where can you find the answer? Can you read it? Wow, guy, you’re excellent! All of you are right!Here, we have 3 time: 6:15, 7:30, 8:00. There are other two timing points: 6:30 and 9:00. What should “I” do? Can you find in this passage?2 minutes, OK? Oo, time’s over. Who knows? Wa, so easy, yeah? OK, read it loudly, please. Oo, very good, very smoothly.Now, boys and girls, after these questions, I will play the tape for the third time. This time, you should read after the tape. Please pay more attention to your intonation and the pronunciation.4. Post-listeningWow how smoothly you read. After the listening, I think you must master the passage very well, so let’s have some challenge. Please look at my PPT, What’s this? Yes, this is a letter. I will give you 10 minutes, you can have a discussion with your group members: what can you do in your morning or day? to write back for “me”. Then you can make a mind-map for your morning. OK? OK, start!Oo time’s up. Who wants to share your mind-map for us? You can stand up and come to the front, please. Wow Jill is a brave girl. Enem your pronunciation is charming . I think you maybe an announcer in the future. Thanks for your performance. Next, Joe. Amazing cool boy, your mind-map is so interesting. Thank you very much. Go back to your seat. The last one, I will invent a lovely girl. She is shy but I think she wants to join us very much. So please give her a big hand. That’s OK Amy, come here please. Wow unbelievable, your pronunciation and intonation are ve ry standard. Believe yourself, you’re the best! Thank you .5. Summary and homeworkMy dears, How time flies, it’s time to over our class. Please look at the blackboard. Who can tell me what we have learned today. Yeah, great, we knew about “my morning”. OK, let’s read it together please. Emm everyone has a good job. S o let’s move on our homework: interview your parents ‘what can you do in your morning?’ OK? OK, class is over. See you.Blackboard designMy day6:15→6:30→7:30→ 8:00→ 9:00。
《MyDay》英语课教案
《MyDay》英语课教案
《My Day》英语课教案
教学目标：
1、Learn some important word and sentences about living.
2、Using the sentence asking time talking with others.
重点难点：
1. Sentences about living.
2. How to using the sentence asking time to others.
教学准备：
recorder、tape、pictures
教学过程：
一、默写单词
o’clock quarter time half
wash dinner start
二、自学感悟
1、教师在黑板上写上和What time is it? 指着钟表，让学生自己回答
2、教师不再示范句子，快速更换图画卡片，让学生做替换练习。
以同样的方法操练其他句子。
三、合作探究
指着图片1—4，组内回答下列问题
A. What time does Kitty get up?
B. What time does Kitty brush her teeth?
C. What time does Kitty have breakfast?
D. What time does Kitty go to school?
四、巩固练习
自学enjoy a story,并讲述文中的'故事梗概。
五、拓展延伸
用自己学过的单词和句型描写出这个小故事的整个过程。
板书设计：
My day
What time is it?。
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1.题目：听力教学试讲
2.内容
Do you want to know about my morning? Well, I usually get up at around 6:15. I do my homework at 6:30 and then, I eat breakfast at around 7:30. At around 8 o’clock. I go to school. School starts at 9 o’clock. Please write and tell me about your morning.
3.基本要求：
（1）朗读所给段落；
（2）配合教学内容适当板书；
（3）针对选取段落内容，设计相应的听力理解教学活动；
（4）用英文试讲；
（5）试讲时间10分钟。
教案：
1. Teaching aims
1) Knowledge aim
Students will be able to master the expression of time.
2) Ability aim
Students can train their listening skills by listening to the key words and describe their days.
3) Emotional aim
Students can realize time is life.
2. Important and difficult points
1) Important point
Students will be guided to review the expression of time.
2) Difficult point
Students will improve their listening skills as well as the ability to use the expression of time to describe their days and communicate freely.
3. Teaching and learning methods
Situational teaching method; communicative teaching method; task-based teaching method；group work method; cooperation study method; independent study method
4. Teaching procedures
Step 1: warming up & Lead in
I will play a game named “ wolf, wolf, what time is it?” to review the expression of time.
Step 2: Pre-listening
Free talk: Students can guess and talk about what can you do at 6:15/7:00?
Step 3: While-listening
1) Students can listen to the tape and answer two questions:
Q1: How many times are there in this material?
Q2: What are they?
2) Students can listen again and answer 3 questions:
Q1: What should I do at 6:15?
Q2: What should I do at 7:30?
Q3: What should I do at 8:00?
3) I will play the tape for the third time. Students should read after the tape.
Step 4: Post-listening
Students can make their own mind-map to describe their mornings or days.
Step 5: Summary and homework
I lead them to summarize what they have learned in this class.
Homework: interview your parents ‘what can you do in your morning?’ .
5. Blackboard design
My day
6:15→6:30→7:30→ 8:00→ 9:00
试讲稿：
Greeting
Hello everyone, what’s the weather like today? Yeah it’s a sunny day. I hope everyone has a beautiful mood like the weather.
1. Warming up& lead in
OK, before our class, let’s play a little game named: wolf,wolf, what time is it? You can imagine that I’m a big wolf, you’re the little sheep. When I catch you, you should answer my question: what time is it? If you answer it correctly, you’re free. If not, I’ll eat you, you’re died.clear? Haha, let’s have a try. Wow, Joe, you’re the lucky dog. Please look at the picture, what time is it? Yeah, gre at, give me five, you’re so cool, it’s 7 o’clock. Read after me please, it’s 7 o’clock. It’s 7 o’clock. Great! Let’s go on. Oo, Sarah, it’s your turn. What time is it? Wonderful, 6: 15. Give me five, thank you. Go on, please. Haha, Jill. What time is it? Cool! 7:30. Give me five, thank you.
2. Pre-listening
Now, guys, please look at here. There are some pictures, can you guess what they do at these time? 6:15, what should you do? Yeah, get up. Emem, you can say, I get up ... yes,great, I get up at 6:15. Oh, you brush your teeth. So you can say, wow, cool, so clever, I brush my teeth at 6:15. How about 7 o’clock? Oh, go to school, eat breakfast. Yeah, we usually go to school or eat breakfast at 7:00.。