have learned some words about food and drinks. Aims)：
Analysis of the ? 教学过程
students：The pupils in Grade 5 (Teaching
can use some ? 板书设计： Procedure)(用simple sentences
to talk about the
? 附上教师在堂上表格式列出教学food and drinks
they like. In this 设计的练习或小步骤、老师的活
class, they will learn more about 诗： 动、学生的活动以
their eating habits.
案例1 及该步骤的目Teaching aims： 广州市小学英语教研1. Language 的)：
会英语研讨课教案 knowledge Procedure Teaching’s Pupil’s activities Purpose 广州市小学英语课本 1) To know the 五年级下册new words: prefer, activities SUCCESS WITH inside, full (pizza, ENGLISH hamburger) Leadingin UNIT13---I Prefer 2) To know and (warming Hamburgers be able to use the following 荔湾区环翠园小学 up) sentence 周乐君 patterns: Presentation Contents：This is A) Which the first period of And do you Unit 13. The pupils ? 教具(Teaching
practice prefer, hamburgers or pizza? B) … is / are more delicious
than …. C) I
like …best.
2. Language skills
1) To learn some new words and use them in communication. 2) To learn some sentence patterns and use them in communication. 3) To learn how to ask about choice and express preference. 3. Sentiment Enjoy talking about eating habits with friends 4. Learning strategy
Try to understand
the language knowledge in the simulated situation. 5. Cultural
consciousness To know the differences
between Chinese and the
occidental eating habits.
Main points：Use the language
knowledge in communication. Difficult points：Understanding and using the sentence patterns:
2) A rhyme— Who
stole the cookies from the cookie 中运用英语进行小组对话。学生围坐在几个小组中，在小组活动中复5. Learn the main points and solve the difficult points of this dialogue. (3) Learn
the word “prefer”. (4) Exercises
Which do you prefer, … or …?
prefer…. I
is/are more
… delicious than… Teaching aids: multimedia,
pictures, coupons and so on. Teaching Procedures: 1. Preparation 1) Free
talk—Which food do you like?
jar? 3) Create a simulated situation and let the pupils talk about the food in groups. (教师通过营造气氛，引导学生复习单词，创设模拟真实的情景，让学生在情景
习单词及 句型) 2. Presentation 1. Learning new
words: hamburger, pizza. 2. Present the dialogue. 3. Ask some questions.
4. Make the menu. (1) Learn the word “inside”. (2) Learn the sentence
patterns: Which do you prefer, … or …? I prefer …. … are more delicious than ….
for using the sentence patterns. Which
do you
prefer, …or…? I prefer…. … is/are
more delicious than …
(5) Report.
(6) Look at
page 58, listen and repeat. (7) Learn
the word “full”. （教师在这个环节里通过教具及多媒体课件对对话及其重点难点 进行教学。学生通过回答问题、制作菜单及与伙伴对话等活动
学习生词及课文对话。）
3. Consolidation 1) Read the dialogue in your groups. Read in roles 2) Recite the whole dialogue with some keywords. 3) Act out the dialogue. 4) Make your own dialogue. 5)
Song--Everybody’s hungry.
(教师通过引导学生读、背课文，使学生进一步了解和记忆课文，然后鼓励他们自
编、自导、自演对话，让所学的知识转变成为真实交际的能力。学生在小组的练习活动中熟悉课文对话，并加入到表演对话的行列中，发挥自己的创造力，在交际中运用语言。) 4. Development 1) Activity--Sell the food or drinks.
2) Activity—Talk about the food on the desk and share them with
friends. 3) Self-assessment. (教师设计了开放性的游戏活动，使孩子们在“乐中学、学中乐”。学生通过这两个活动及评价增强了学习的兴趣和自信，在交际中灵活运用语言。) 5. Homework
1) Copy the new words and recite the dialogue. 2) Make your own menu and talk
about it with your friends after class.
案例2
广州市小学六年级《拓展阅读》—“Iceland”教学设计
广州市荔湾区环市西路小学 张勤 一． 教学内容分析 这篇阅读材料选
自Success with English《拓展阅读》中Unit 7的第一篇, 文章中有较多关于冰岛地理概况的材料, 是学生巩固第七单元和拓展视野的材料。 二． 学生情况分析 六年级学生通过将近四年的英语学习，已经学习了一定数量的词汇、句型和语法的语言知识, 也初步掌握了一些阅读的基本技能。
三． 教学目标 1. 技能目标：能借助图片读懂简单的短文，并掌握快速阅读的方法。 2. 知识目标：巩固所学过的关于季节、天气、温度等词语与句子, 并能用所学内
容谈论天气。 3. 情感态度目标：乐于阅读英语短文。 4. 学习策略：通
过小组合作共同完成任务，尝试运用所学技能进行阅读的拓展， 并积极与人交
流。
5. 文化意识：了解冰岛的地理概况。
四． 教学重、
难点 让学生掌握一定的阅读技巧，并能用所学的方法进行阅读。 五． 教学过程 Ⅰ. Pre-reading
1. Free talk: about today’s weather. 2. Ask the students to sing the song:“Changing Seasons”(From Magic English) (通过简短的free talk 使师生间的气氛更融洽, 而英语歌曲的演唱帮助学生更快的进入角色。)
3. Ask students to look at the screen to revise some words
about weather and seasons.（Present by courseware.） (通过mind-map帮助学生回忆、复习所学过的关于seasons和weather的单词，为以下的阅读教学做准备。) 4. Leading-in: 1) Make a situation to present “Iceland” by saying:“We’re going to
have a seven-day holiday in May. And we’re going to visit an interesting country—Iceland.”(Present some pictures about Iceland by courseware.) (学生对Iceland是很陌生的，但是通过对Iceland的风
景图片的欣赏，使学生对Iceland有了初步的认识，并且从视觉上引起对教学内容的兴趣，为接下来的教学打下基础。) 2) Show some pictures about Iceland to present some new words: island, hot outside pool, tourist. Teacher talks
something about Iceland. （通过看图学单词，以直观的呈现方法帮助学生从音、形、义上理解记忆 新单词。教
师适时的对Iceland进行介绍，让学生对所学的国家有进一步的认识，使学生有更大的阅读欲
望。）
3. Show the reading material by saying:“We have got a passage about Iceland, let’s read and know more about Iceland.” Ⅱ. While-reading 1. Make requests before reading the passage: 1) 限时3分钟; 2) 不要用手
指着读; 3) 划出文章后的问题答案所在的句子, (在学生进行阅读之前提出要求，使学生明确目标有指向性，并且提示阅读的方法、技巧，便于学生总结阅读技巧。) 2. Let the students begin to read the passage and finish the exercise. （让学生带着任务