小学外研社英语课改方案

⑴ 外研社新标准小学英语和牛津小学英语哪个好

喔 顺便提一下，我目前上的ABC天卞口语的导师才和我提过，事实上要学好英语是专很容易属的 必须要拥有一个适合的学习环境及熟练口语对象 重点就是老师教学经验，口语标准很重要 持续逐日练习口语 1v1家教式辅导就有更.好.的学习成效！课程结束后仍要复习听取课堂录音档，好巩固知识点 不过实在没人帮忙的状况下，最好能上听力室或BBC获得课外学习资料练习 多说多练很快的口语能力会进步许多，整体效果是绝对最佳的 ofwrongcardcarefulballoonfly schoolstudyworry中文自己翻译吧^^

⑵ 课件外研社小学英语课件

去师库网 哦，上面有

⑶ 外研社出版的小学英语，“一年级起点”和“三年级起点”分别是什么意思

外研社出版的小学英语教材中：

标明“一年级起点”的，适用对象为从回一年级起答开设英语课的小学。全套共有六个年级共十二本教科书，第一本为一年级上册。

标明“三年级起点”的，适用对象为从三年级起开设英语课的小学。全套共有三个年级共六本教科书。

“一年级起点”进度较慢因此难度较低，“三年级起点”进度较快且难度较高。

(3)小学外研社英语课改方案扩展阅读：

外研社小学英语教材和人教版小学英语教材对比：

1、编排特点，更贴近生活，由简入难，故事为主，激发学生的兴趣，字母教学，夯实基础；

2、编写体例，教材包含10个新授版块，一个复习模块。每个新授模块又包含两个单元，第一单元呈现本模块所要学习的语言内容，第二个单元呈现若干任务型练习，包括一首歌谣小诗或韵律诗。

3、语法方面，教材词汇量加大，出现了大量名词；玩具交通工具类，动植物名词、食物类名词、水果类名词、衣服、四季、学科类名词，描述人或物特点的形容词、描述天气特点的形容词、动词词组。

⑷ 小学英语外研社新标准一起说课稿 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….
采纳一下吧 谢谢