小学英语教师面试：《Module 2 Unit 1 She learnt English》试讲教案
Module 2 unit 1 She learnt English_许娜
全国中小学“教学中的互联网搜索”优秀教学案例评选
外研版小学英语五年级上册
《Module 2 Grandparents unit 1 She learnt English.》教案设计
活动3：
Did she learn any foreign languages? Yes, she did. She learnt English.
Did he learn English? No, he didn’t.
注意将句子按照意群划分，通过使用PPT闪现，让学生快速认读出来，帮助学生理解认读句子的同时，能够掌握这一句式结构。
活动4：Listen and repeat
Please sounding like gringo.
让学生进行跟读与朗读训练，Sounding like a gringo，锻炼学生形成正确的语音语调。
活动5：Read and answer the questions
1.Did lingling’s grandma learn any English?
2.Did lingling’s grandpa learn English?
考察学生是否理解了本课的功能句型。
Module 2 Unit 1 She learnt English教学设计
Module 2 Unit 1 She learnt English教学设计一、教材分析：本单元是Module 2 Unit 1 She learnt English，主要围绕"她学会了英语"这一主题展开，通过故事和练习来帮助学生学习英语。
教材包含了听力、口语、阅读和写作等方面的内容，旨在提高学生的英语综合能力。
二、教学目标：1. 学会用正确的语音和语调朗读故事。
2. 理解故事内容，能够回答与故事相关的问题。
3. 学会运用所学的句型和词汇进行口语表达。
4. 能够阅读并理解简单的英语短文。
5. 能够用所学的词汇和句型写一篇简短的英语作文。
三、教学重点和教学难点：教学重点：故事的理解和口语表达能力的培养。
教学难点：正确运用所学的句型和词汇进行口语表达。
四、学情分析：学生是五年级的小学生，具有一定的英语基础，能够简单的进行日常对话。
但对于较复杂的句型和词汇的运用还存在一定的困难。
需要通过多种教学方法激发学生的学习兴趣，提高学习主动性。
五、教学过程：Step 1: Warm-upa. Greet the students and have a short conversation to create a positive learning atmosphere. For example:Teacher: Good morning, class! How are you today? Students: Good morning, teacher! We're fine, thank you!b. Review the vocabulary related to language learning, such as "learn," "study," "speak," etc. Engage the students in a quick brainstorming activity where they come up with words related to learning languages. Write their suggestions on the board. Teacher: Today, we are going to talk about learning English. Can you think of any words related to learning a language? Students: Study, practice, speak, listen, write, etc.Step 2: Pre-readinga. Show the title of the unit, "She learnt English," and ask students to predict what the story might be about. Encourage them to share their ideas with a partner.Teacher: Look at the title "She learnt English." What do you think the story is about? Discuss with your partner and shareyour ideas.b. Introduce key vocabulary words from the story, such as "English," "learn," "teacher," etc. Write the words on the board and ask students to repeat after you.Teacher: Let's look at some important words from the story. Repeat after me: English, learn, teacher, etc.c. Discuss the importance of learning English and encourage students to share their own experiences of learning a new language.Teacher: Why do you think it's important to learn English? Can you share your own experiences of learning a new language? Step 3: While-readinga. Read the story aloud to the students, emphasizing correct pronunciation and intonation. Pause at certain points to ask comprehension questions and check for understanding. Teacher: Now, I will read the story "She learnt English" to you. Listen carefully and try to understand. (Read the story aloud)b. Ask comprehension questions about the story to check understanding. For example:Teacher: What is the story about? How did the girl learn English? Did she find it easy or difficult?Step 4: Post-readinga. Divide the students into pairs or small groups and ask them to discuss the following questions:Teacher: Now, I want you to work with your partner or in small groups. Discuss these questions: Have you ever learned a new language? How did you feel about it? What difficulties did you encounter when learning a new language?b. Ask a few groups to share their discussions with the whole class.Teacher: Who would like to share their discussion with the class? Raise your hand.Step 5: Speaking Practicea. Provide a list of sentences related to the story and ask students to take turns asking and answering questions using these sentences. For example:Teacher: Now, let's practice speaking using the sentences related to the story. Take turns asking and answering questions. Use these sentences as a guide: Have you ever learned English? How did you learn English? Do you find it easy or difficult to learn English?b. Walk around the classroom and provide feedback and assistance as needed.Step 6: Reading Comprehensiona. Distribute a short passage related to the story and ask students to read it silently.Teacher: Now, I will give each of you a short passage related to the story. Read it silently and try to understand.b. Ask comprehension questions to check their understanding. For example:Teacher: What is the main idea of the passage? Can you find any similarities between the story and the passage?Step 7: Writing Practicea. Ask students to write a short composition about their own language learning experiences, using the vocabulary and sentence structures they have learned.Teacher: Now, I want you to write a short composition about your own language learning experiences. Use the vocabulary and sentence structures we have learned. You can use this writing template with sentence starters to guide your writing process.b. Collect the compositions and provide individual feedback on grammar, vocabulary, and organization.Step 8: Wrap-upa. Review the key points of the lesson and ask students to share their learning reflections.Teacher: Let's review what we have learned today. What are the key points of the lesson? Can you share your learning reflections?b. Assign homework, such as writing a diary entry about their language learning journey.Teacher: Your homework for today is to write a diary entry about your language learning journey. Include your thoughts, feelings, and experiences. Don't forget to use the vocabulary and sentence structures we have learned.六、板书设计：Title: She learnt EnglishKey Vocabulary: English, learn, study, speak, teacherKey Sentences:How did she learn English?She learnt English by studying hard.Learning a new language is not easy, but it's worth it.七、教学反思：本节课通过故事和练习的形式，帮助学生学习了"她学会了英语"这一主题。
Module2 Unit1 She learnt English
she is a dancer.
She danced in lots of lots of chinese cities.（板书dance-danced-dancer）
3. T:. who can dance?（找同学上去跳舞）then ask:what did she do?
板书设计
Module 2 Unit 1 She learnt English.
dance Did Lingling’s grandma learn English?
dancer Yes,she did.
danced What is Lingling’s grandpa doing now?
He’s learning English.
First,I will give you three minutes, preview the lessons and try to read the text with your partner.
Now,Let’s sing a song .
《where did you go》sing together with the students.
Pay attention to the words of past tense.
1. T: Have a guessing game.
Look at the picture, what is she? Can you guess?
teacher,driver,farmer,dance
2.课件出示Show the picture of Yang Liping,ask:
教案、学案一体化设计
课题
课时
1
教学
Module2 Unit1 She learnt English.
Module2Unit1She learnt English.第一课时一、教学目标：学会本节课的新单词，会人会读会写会运用。
二、教学重难点：学会本节课的新单词，会人会读会写会运用。
三、教学过程：通过情景依次引入单词的学习，learntthesedancerclassstudyhardretired四、学习检测五、作业布置。
六、教学反思：第二课时一、教学目标：1. 目标语句：Did your grandma learn English? Yes,she did.He is learning English now.2 单词：learnt these dancer class study hard retired二、教学重难点：能听懂Did your grandma learn English? 这类语句，并能口头运用He is learning English now.说明自己想要表达的过去和现在的状态。
用英语描述过去和现在的变化。
三、教学用具：Tape recorder, CAI, some card四、教学方法：真实任务教学法、情景教学法、游戏教学法五、教学准备：课前调查班级中的同学的爷爷奶奶过去的工作情况以及他们现在的状态。
六、课时：1课时七、教学过程A: Warm up（热身复习）一、 1.Warming—up二 New teaching1 Learn new words and phrases.Teacher plays the tape and have Ss underline the new words and phrases. Teacher guides tolearn by all kinds of methods.B：presentation（任务呈现与课文导入）2 Look,listen and learnStep1. T：We know Lingling is still in England with Sam and Amy. She misses China and she misses her grandmother. Do you know what's her grandmother like.Let's look at the picture.Lingling is looking at some photos.What are they?Now listen and find the answer.Step2.Listen again and answer some questions Now, look at the screen and look at these questions, then answer. (播放CAI，生动直观呈现课文内容，理解后回答以下问题，培养学生分析问题，解决问题的能力，同时渗透学法)1、播放第一遍录音，进行课文的整体呈现。
Module 2 Unit 1 She learnt English
Listen carefully, and underline the new words. (认真听课文,边听边划出新单词.)
A. 通过上下文猜出单词含义
B. 通过图片，理解单词及总 结单词用法
Listen again， try to read after it and find the new sentences.
She did her homework yesterday .
He didn’t go to the zoo yesterday .
1. 单词表前六个单词，每个单词读五
遍，家长在六十六页第二模块单词 表边签字。
2. 单词在作业本上写五遍，一个单词，
一遍中文，家长签字。
3.读课文一遍，在第八页家长签字。 4.复习课文所学句型，在课后运用。
描述某人做过某事 主语 +动词过去式 +其他 。 描述某人没做过某事 主语 + didn’t +动词原形 +其他 。
A: Did she make a cake yesterday?
B: No , she didn’t .
She didn’t make a cake yesterday.
He watched TV yesterday.
3.What was Lingling’s grandpa’s job?
He was a driver .
4.Did he learn English too? No , he didn’t .
询问某人是否做过某事 Did + 主语 + 动词原形+其他 ？ 答语：Yes , 主语 + did .
No , 主语 +didn’t .
外研社三年级起点第六册Module2_Unit1_She_learnt_English
全国中小学“教学中的互联网搜索”优秀教学案例评选教案设计Step1.Warming upGreeting:Good morning,boys and girls.3 years ago I was a student. I learnt English in School of Foreigh Language.Butnow I am a teacher.这个就是过去就现在作对比。
接龙游戏：I ask a question,you answer one by one .T:What did you do yesterday?S1:I watched TV. S2:I played football. S3:I cooked.Ss:And so on.播放ppt，看看图片中的人物昨天都做什么了，以组为单位商讨答案。
各组展示答案，老师讲解。
百度图片/tag/%C3%E6%CA%B3（人物吃东西的图片，强调时间：yesterday）/so?fm=QH360&ie=utf-8&q=%E7%9C%8B%E7%94%B5%E8%A7%86%E7%9A%84%E5%9B%BE%E7%89%87(人们看电视的图片)/so?fm=QH360&ie=utf-8&q=%E8%B8%A2%E8%B6%B3%E7%90%83%E7%9A%84%E5%9B%BE%E7%89%87（踢足球图片）/so?q=%E8%B4%AD%E7%89%A9%E7%9A%84%E5%9B%BE%E7%89%87&fm=QH360（购物的图片）Step2. presentation（一）复习上一模块出现的过去式。
live----lived We lived in a small house.is -----was How was it different?are---were There weren’t any buses.talk—talked An old lady talked about her life.cook-cooked She cooked on a fire.do---did She didn’t have a telephone.work-worked She worked in the fields.（二）单词学习本节课出现的动词过去式：dance –danced learn- learntthese (this) those(that)构词法：dance–dancer drive- driver teach-teacherwork-worker sing-singer farm- farmerpolice-policeman fire-fireman ( 特殊：doctor nurse)（三）课文学习：1、播放第一遍录音，进行课文的整体呈现。
Module 2 Unit1 She learnt English
Module 2 Unit1 She learnt English.教案Module 2 Grandparents Unit 1: She Learned EnglishXXX:2.1 Skills and Knowledge ObjectivesA。
Basic RequirementsStudents XXX: the past tense of "be" (was。
were)。
"learnt" (past tense of "learn")。
"these," "dancer," and "foreign language."Students XXX using the language structure "Did you/he/she + verb-ed。
" and respond with "Yes。
I/He/She did" or "No。
I/He/She XXX't."B。
Preliminary RequirementsStudents XXX.Students XXX.XXXXXX.XXX。
beginning with "Did。
"2.2 XXXStudents should be able to use the language structure they have XXX events and compare them to present events.2.3 XXXBy comparing people's past and present。
students will cultivate a positive learning attitude and values。
精品 Module2 Unit1 She learnt English备课教案
Module2 Unit1 She learnt English备课教案一、教材分析本课是选自外研社小学英语三起第六册Module2 Unit1 She learnt English.本单元通过Sam，Amy和Lingling的对话中，让我们了解到Lingling的奶奶曾是一位舞蹈演员，她的爷爷曾是一位司机。
文中的重点：1. 语言知识结构：“Did you / he / she + verb -ed...？Yes, I / he / she did ；No, I / he / she didn't.”2. Be 动词的过去式was , were 的用法和不规则动词learn- learnt 的变化。
应在课堂上反复练习，熟练掌握。
文中的难点：Foreign language 的读法，应解释其意思，并教读发音，特别注意学生的口型。
教师可以结合书上活动三的看图说话开展游戏活动，情景对话等多种教学形式，激发学生的学习兴趣和提高他们的口语能力。
在游戏活动中，学生可通过模仿，拓展谈论更多的过去式时间段里所有的活动，由于是过去时态，教师在教授时还要注意动词的过去时变化，特别是动词的不规则变化及读音。
另外，可通过“争当优秀小记者”的活动，让学生在课余时间采访自己身边的长辈，请他们谈谈自己的过去和现在（包括工作、喜好、习惯等），然后根据采访得来的信息写一篇小短文，与其他同学交流，最后，师生们一起评选“优秀小记者”，让学生敢于参与，积极参与，乐于参与。
二、教学方法在本课的教学中，应采用语篇教学和情景教学相结合的方法进行教学，语篇教学侧重训练学生的阅读理解能力，情景教学侧重加强学生的口语交际能力。
三、教学过程Step 1. Warming up （热身活动）学生其说唱chant ---- Changes ，以此调节课堂气氛，凝聚学生注意力。
Step 2. Presentation （新课呈现）复习现在进行时，教师与学生展开对话练习：a.【百度图片】T: Do you like drawing ?S: Yes , I do.T: I'm drawing. （do the action）c. 【百度图片】:8080/file/365/123200444306459100.jpgT: Do you like watching TV?S: Yes, I do.T: I'm watching TV. （do the action）Step 3. New lesson （新课教授）活动一：问一位女生是否喜欢跳舞。
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小学英语《Module2Unit1She learnt
English》教案
读课教学设计
英语听说教学在英语教学中占有举足轻重的位置，撰写教学设计和试讲也是近年来教招考试中出现频率较高的考查形式，能够测出考生的语言功底和表达能力。
故设计好一堂听说课是考生在面试中取得成功的第一步。
本文以外研版小学五年级下册Module2Unit1She learnt English.听说课为例进行教学设计，该教学设计以学生的现实生活为出发点和归宿点，旨在发挥学生的实际语言运用能力。
以上为课本截图
Teaching aims:
Knowledge aims:
Students can master the rules of changing original verbs into past tense,for example,learn-learnt,study-studied and so on.
Ability aims:
Students’ability of listening will be improved and they can make a new conversation by using simple past tense.
Emotional aims:
Students will be interested in learning English grammar and they will have the courage to challenge the new things.
Teaching key points and difficult points:
Key points:
Students can master the rules of changing original verbs into past tense.
Difficult points:
Students will use simple past tense to describe an unforgettable experience that happened in the past.
Teaching procedures:
Step1Lead-in
Greet students and sing a song Yesterday once more.
Ask students the topic of this song then lead in the new class naturally.
(Justification:the song’s topic relates to the past and it is a very classic English song,so students will be drowned in the music even try to study this song.)
Step2Pre-listening
Give some examples to introduce the rules of changing original verbs into past tense.
Let students make some sentences to describe an experience of their own.
(Justification:students will be familiar with the grammar point and they can have a basic awareness of the English grammar.)
Step3While-lisening
1.Extensive listening
Listen to the tape for the first time and answer the question: What are they talking about?
(Justification:students’ability of getting main idea through extensive listening will be improved.)
2.Intensive listening
Listen to the tape one more time and answer the questions：
1.What does Lingling’s grandma do?
2.What does Lingling’s grandpa do?
3.Is Lingling’s grandpa learning English now?
(Justification:these questions can help students grasp some detailed information of Lingling’s family,and also,their listening ability will be improved.)
Step4Post-listening
Four students in a group,share an unforgettable experience with their partners.Pay attention to use the simple past tense. After5minutes,some students will be invited to share in front of the class.
(Justification:this activity can help students improve their speaking ability,and can provide them a chance to apply the knowledge into real situation.)
Step5Summary and homework
Summary:Invite one student to summarize what we have learned today,and the teacher will give some help to complete.
Homework:Ask students to share the experience with their parents in English after class.
Blackboard design:。