小學外研社英語課改方案

⑴ 外研社新標准小學英語和牛津小學英語哪個好

喔 順便提一下，我目前上的ABC天卞口語的導師才和我提過，事實上要學好英語是專很容易屬的 必須要擁有一個適合的學習環境及熟練口語對象 重點就是老師教學經驗，口語標准很重要 持續逐日練習口語 1v1家教式輔導就有更.好.的學習成效！課程結束後仍要復習聽取課堂錄音檔，好鞏固知識點 不過實在沒人幫忙的狀況下，最好能上聽力室或BBC獲得課外學習資料練習 多說多練很快的口語能力會進步許多，整體效果是絕對最佳的 ofwrongcardcarefulballoonfly schoolstudyworry中文自己翻譯吧^^

⑵ 課件外研社小學英語課件

去師庫網 哦，上面有

⑶ 外研社出版的小學英語，「一年級起點」和「三年級起點」分別是什麼意思

外研社出版的小學英語教材中：

標明「一年級起點」的，適用對象為從回一年級起答開設英語課的小學。全套共有六個年級共十二本教科書，第一本為一年級上冊。

標明「三年級起點」的，適用對象為從三年級起開設英語課的小學。全套共有三個年級共六本教科書。

「一年級起點」進度較慢因此難度較低，「三年級起點」進度較快且難度較高。

(3)小學外研社英語課改方案擴展閱讀：

外研社小學英語教材和人教版小學英語教材對比：

1、編排特點，更貼近生活，由簡入難，故事為主，激發學生的興趣，字母教學，夯實基礎；

2、編寫體例，教材包含10個新授版塊，一個復習模塊。每個新授模塊又包含兩個單元，第一單元呈現本模塊所要學習的語言內容，第二個單元呈現若干任務型練習，包括一首歌謠小詩或韻律詩。

3、語法方面，教材詞彙量加大，出現了大量名詞；玩具交通工具類，動植物名詞、食物類名詞、水果類名詞、衣服、四季、學科類名詞，描述人或物特點的形容詞、描述天氣特點的形容詞、動詞片語。

⑷ 小學英語外研社新標准一起說課稿 越多越好。要全英的哦。。

It』s my great honor to be here sharing my lesson with you.

The content of my lesson is《New Standard English 》Book4 Mole8 Unit1 I was two. Then I』m going to talk about it through the following six aspects: teaching material, students, teaching aims, teaching points, teaching preparation and teaching process.

一、Teaching material

The topic of this mole is 「Changes」. The language function of this unit is throughing the photos of Lingling』s grandparents and her own to describe the things past with 「was/were」. The main patterns 「They were young.」 and 「I was two.」 are close to Ss』 daily life. Therefore, they would show their great interests in this lesson and try to use what they have learnt in their real lives. By studying this unit, Ss can discuss the things that occurred in the past to themselves with 「was/were」.

二、

The Ss in grade four have got some English foundations. They also have higher learning enthusiasm and lively personalities. As a result, the activities full of fun and relaxation are offered in order to let the Ss learn English more freely. Meanwhile, the abilities of observing and self-study , the habits of independent thinking and positive participation are fostered in the class.

三、Teaching aims

（一）Aims on the knowledge

1．The Ss can understand and speak the words: who, grandparents, then, me, hair, so.

2．The Ss can understand and speak the sentence patterns: They were young. I was two.

（二）Aims on the abilities

1．The Ss can read the dialogue fluently.

2．The Ss can communicate with 「was/were」 according to the photos.

（三）Aims on the emotion

Through the Ss』 comparison the old life with the new one, they will not only cherish the life nowadays, but also improve emotion between the families.

四、Teaching points

（一）Key points

1．The Ss can understand and speak the new words and the sentence patterns.

2．The Ss can describe the things past with 「was/were」.

（二）Difficult points

1．The Ss know the usage and relationship between 「am/is/are」 and 「was/ were」.

2．The Ss can discuss the real life with the sentence patterns freely and creatively.

五、Teaching preparation

Tape, recorder, photos, multimedia, cards, stickers.

六、Teaching process

Step 1 .Warming-up

1. Greetings

2. Enjoy the song 「The family」.

3. Free talk

T: Here is a family photo. Let』s describe it.

In this photo, Father is … (choose the appropriate adjectives)

S: ….

T: Mother/Brother/Sister/Baby is…

…

[Design intent] The song can adjust the Ss』 thought, arouse their interest in learning English, let them enter the atmosphere of learning English quickly.The free talk can help them review the adjectives which are used to describe the personalities and characters.

Step 2.Presentation

1. Leading- in

T: Here is another family photo. Do you know who the baby is?

S: …

T: It』s me! ( Teach the word 「me」 at this moment.)

I was two, then. Now I am 30. (Show Ss the current photo.)

T: Our friend Lingling has got some photos, too. Do you want to have a look?

[Design intent] Through the new and old photos show, bring out the topic of the text smoothly and make a good preparation for the text learning.

2. Text

(1)Listen and try to find out the words they don』t know. Study them in groups. Then T consolidates the meaning of 「who, grandparents, then, hair, so」.

(2)Listen read and underline the sentences with 「was/were」.

T: What』s the difference between 「am/is/are」 and 「was/ were」? （Explain it under the help of the photos.）

[Design intent] Through the listening and underlining, Ss can have the deeper understanding to the text. Explain the past tense appropriately and design the blackboard writing reasonably. Let Ss know the meaning and usage of 「was/ were」 clearly.

（3）Listen and read the dialogue again.

Step 3.Practice

1．Look, listen and guess.

Show Ss four pairs of pictures, choose the correct one after listening to T』s description.

2．Do Activity 3 on page 31. Discuss the answers in groups.

[Design intent] Through the activities, let Ss practice the sentence patterns step by step. Cultivate Ss' abilities of cooperation and participation by group-working.

Step 4 Consolidation

1.Enjoy the passage of the cartoon 「The ugly ckling」. Discuss the changes of the little ckling according to the T』s reminder.

2. Show Ss some photos of new and old Yantai, let them realize the great changes of our life.

[Design intent] The cartoon can make Ss show more interests in learning English. Through the photos show, Ss will love and cherish the new life more.

Step 5 Summary

Ask Ss themselves to summarize what they have learnt today.

Step 6 Assignment

1．Listen and repeat the text.

2．Describe Ss』 own photos with the sentence patterns in groups and prepare to show in next class.

[Design intent] Making lots of listening and speaking exercise is able to train Ss』 comprehensive language abilities and strengthen their confidence. In addition, extending the knowledge in class to the real life effectively can finally achieve the purpose of communication using language.

Design of blackboard writing

Moel 8 Changes

Unit 1 I was two.

(then) (now)

I was two, then. Now I am 30.

They were young, then. Now they are old.

She/He was…, then. Now she/he is….
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