DBFQ DFDF ZHUOYUE2013年小学英语教师招聘考试专业知识复习材料经典教案示例一：In a Fast-food Restaurant.教学内容In a Fast-food RestaurantWaiter: Hello, can I help you?Mum: Yes. What would you like, Dick?Dick: Id like a hamburger.Mum: Me, too.Waiter: Would you like something to drink?Mum: Oh, yes. Two glasses of orange juice, please.Dick: Mum, can I have an ice cream?Mum: Sure. Two hamburgers, two glasses of orange juice and an ice cream.Waiter: OK. Here you are. 38 yuan, please.Mum: Here the money.Waiter: Thanks.生词：fast-food restaurant hamburger句型：What would you like?Would you like something to eat/drink?.教学目标1. 能听、读、说fast-food，restaurant，hamburger，并了解其含义。2.能灵活运用重点句型，并清楚其运用的场合和语气。(1) What would you like?(2) Would you like something to eatdrink?3.能模仿本文对话，并能在一定的语境中运用所学语言进行交际。4.培养学生的注意力和观察力，激发学生积极思维，挖掘学生运用语言的创造能力。.教学重难点1.重难点句型：（1）What would you like?（2）Id like .（3）Would you like something to eatdrink?（4）.，please.2.掌握有关食物名称的词汇。.教具准备食物图片：ice cream, hamburger, cake, bread, juice, milk, water, hot dog, French fries等。食物和饮料：hamburger，cake，bread，milk，orange juice，cock cola等。道具：服务员工作帽、围裙、托盘，多媒体课件一套。.教学过程Step 1.Warm-up(1)Do it! (学生按教师的指令做动作)T：Stand up!Sit down!Sit down!Stand up! (教师辅以手势)T：Walk!Stop!Jump 5 times!Stop!Push!Stop!Run!Stop!(教师和学生一起做，每个动作持续一段时间后，教师突然说：“Stop!”要求学生立刻停下来。)(2)Do as I do！(教师做动作并表达，引导学生边做边说：“Me，too.”)教师做睡觉状，并用低缓语调说：“Im tired.”引导学生说：“Me，too.”教师做笑脸状，并用欢快语调说：“Im happy.”引导学生说：“Me，too.”教师做干渴状，并说：“Im thirsty.”引导学生说：“Me，too.”教师手摸肚子，并说：“Im hungry. ”引导学生说：“Me，too.”(3)Listen and act!(学生按教师的指令做动作。)教师说：“Lets eat!”(做吃东西状)学生跟着做动作。指令依次为：Eat slowly!Eat fast!Lets drink!Drink slowly!Drink fast!(通过此活动，操练对话中的有关单词，例如：eat，drink，fast。)Step 2.Revision and presentation(1)教师问：“What would you like to eat?”让学生根据自己的喜好，用已学句型“Id like”回答。(2)教师出示卡片hamburger，并问：“Would you like a hamburger?”(3)学生学说hamburger一词，教师板书单词，并抽查一组学生，学生快速读词。(4)出示有关食物的卡片(hamburger，cake，ice cream，juice，milk.)，让学生认读。(5)做游戏：“Whats missing?”(教师从卡片中任意抽掉一张，再让学生看卡片读单词，然后让学生说出拿掉的是哪一张卡片。)Step 3. Patter drills and dialogue teaching(1)选取单词卡片45张，同时出示给学生，并提问：“What would you like?”引导学生回答：“Id like.”教师把该卡片送给说出正确答案的学生。(2)教师把手中卡片送完后摊开双手说：“No food left! But dont worry，lets go to the restaurant.You can choose whatever you like.”(3)屏幕上出现单词RESTAURANT及三幅食物图片：noodles，fish，rice（noodles20 yuan,fishfree,rice10 yuan）。教师提问：“What would you like?”让学生用“Id like.”回答。当学生选中一种食物时，教师点击该图，出现该食物的价格。教师对该生做手势并说：“2010 yuan，please.”引导学生说：“Heres the money.”当屏幕上显示的是免费食物时，教师则带领全班学生对该学生说：“Congratulations!”(4)屏幕上出现单词BAR和三幅图片：cola，coffee，juice (cola20 yuan，coffee30 yuan，juicefree)，教师请一学生提问并操作(练习方式同上)。(5)教师指着juice说：“Id like juice very much.I even drink juice on my birthday.”屏幕上出现“Happy Birthday to you!”和一只蛋糕。教师说：“Suppose today was your birthday，what would you like?”引导学生用“Id like”句型表达自己的愿望。(6)屏幕上出现一叠钱的画面。教师问：“If you had lots of money，what would you like?”让学生继续用“Id like.”句型回答。教师引导学生说：“A car? A computer?”等，拓展学生的思维。(7)教师说：“If I had lots of money，Id like to open a big fast-food restaurant.”自然引出对话主题。教师出示快餐店图片，并介绍说：“Look，this is a fast-food restaurant.A big nice fast-food restaurant! We have hot dogs，hamburger，salad，French fries” (出示食物图片)(8)让学生模仿跟读单词：fast-food，restaurant，并选两组学生朗读，教师板书该词。(9)教师系上围裙，拿起装有食物(cake，hamburger，bread，juice，milk，water，ice-cream)的托盘，扮演服务员，并说：“Are you hungry? Would you like something to eat? What would you like?”让学生回答，回答正确的学生可以得到该食物。(10)当食物分完后，教师解下围裙，做出疲倦状，并说：“Oh，Im tired and hungry.”引导学生说：“Would you like something to eat? What would you like?”教师收回学生所选的食物后说：“Im full.Im not hungry.But Im thirsty now.”教师继续引导学生说：“Would you like something to drink? What would you like?”(11)教师说：“Im not hungry and thirsty now.Thank you，boys and girls.Youve done a very good job today.”Step 4. Communicative practice(1)屏幕上出现招聘服务员的海报，教师扮成快餐店经理，并说：“Our fast-food restaurant needs a waiter or a waitress.Whod like to have a try?”(2)邀请几位学生上来，给他们戴上服务员的帽子，并让他们站成一排。然后，教师(扮演经理)对“应聘者”发指令：“Line up!Turn left!Turn right!Smile and say：Welcome! Can I help you? What would you like? Would you like something to eat?”每做几个动作，就请不合要求的“应聘者”回去，最后剩下两位“应聘者”。(3)教师对全班学生说：“Whos the best one?Please discuss in pairs.”引导学生两人一组讨论，以确定最后的“被录用者”。经典教案示例二：Is This Your Skirt?一、教学目标（一）语言知识目标1.五个颜色单词red，yellow，green, blue, white 的掌握和运用。2.能对所属衣物进行提问及回答：Is this your T-shirt? No，its not.3.能在图文和场景下进行简单的交流和表演。4.正确地在四线三格中书写单词和句子。【设计意图】 由于本课时是综合训练课，学生不仅要能听、说、读、写，还要会运用。（二）情感态度目标通过本课的学习使学生达到初步运用英语交际的能力，培养学生的合作精神和良好的书写习惯。【设计意图】 根据新课程标准的总体目标和具体要求，以及本人对教材的理解，并结合学生的实际情况来设计。二、教学重难点（一）颜色单词及句型在交际中的运用。（二）五个单词及句子在四线三格中的正确书写。【设计意图】 学生在Lets learn 和Lets talk 部分已掌握了有关的服装词组,并能用这些词组，完成简单的句子，因此把本课的教学重难点设置为这两点。三、教学准备服装、贴画、英语书写纸、工作证、卡片、录音机、磁带和课件。【设计意图】 在这一节课中教师准备了服装、奖励学生的贴画、进行书写比赛的英语书写纸、工作证和卡片，教具的合理运用有助于突出重点、突破难点，使教学活动更容易操作。四、教学方法在教学活动中，教师通过各种生动、形象、有趣的手段激发学生的兴趣，根据对以上教材的分析，结合教学重难点，在这一课时中采用：（一）实物直观法【设计意图】 形象直观的实物使语言形象化和具体化，有助于学生直接