小學(xué)英語(yǔ)高效備考系列繼續(xù)更新，系列一已經(jīng)給小伙伴們講解了知識(shí)型課程如何展開教學(xué)，一如既往地發(fā)揮樂于助人精神的我，今天給大家講的是技巧型課程（閱讀課、聽力課與口語(yǔ)課）的試講技巧，這兩個(gè)模塊整體的試講思路是一樣的—四大環(huán)節(jié)：Warming-up / Lead-in—Presentation—Production—Summary and Homework，最大區(qū)別在于Presentation部分，因此，Presentation是今天重點(diǎn)分析部分，繼續(xù)往下看：
Step 1 Warming-up / Lead-in
1. Warming-up 將學(xué)生的注意力集中到課堂上來(lái)。時(shí)間：30秒左右。
常用的活動(dòng)（考前準(zhǔn)備好）：
（1）唱歌、聽歌(song)：如Bingo Head / Shoulders Knees and Toes/ One Little Finger等。
（2）游戲(play games)：如pass the balloons：傳氣球，也可替換成其他的道具。
（3）猜謎語(yǔ)( guessing game )：提前準(zhǔn)備好謎語(yǔ)，可以說(shuō)“It's a very sweet fruit, and it's orange, it’s very tasty. I like it very much, so can you guess what's this?”。
2. Lead-in 導(dǎo)入新課。時(shí)間：1分鐘左右。
（1）圖片/視頻導(dǎo)入：最萬(wàn)能的導(dǎo)入，如：I will show my students some pictures/vedio of animals in this part, my students should read this pictures/watch the video first, and then...
（2）情景導(dǎo)入：很好用的一種方法，如：Ok, guys, listen carefully, I will set a situation for you. Imagine that...You can imagine this： ...
Step 2 Presentation
1. Pre-Learning
a.閱讀課/聽力課：第一步 泛讀/泛聽，從整體上感知所學(xué)內(nèi)容；第二步 出幾道簡(jiǎn)單的題檢測(cè)效果。
b.口語(yǔ)課：講單詞或句型，為學(xué)生掃除口語(yǔ)交流障礙。
2. While-Learning
a.閱讀課/聽力課：精讀，突破教學(xué)的重難點(diǎn)。
b.口語(yǔ)課：模范說(shuō)/師生說(shuō)/生生說(shuō)。
【例】聽力課
Pre-listening(聽前)：
Ok, guys, this time, we are going to listen to a tape, this listening material is from your book. But, before listening, I'd like to show you some pictures. Here on the blackboard. Do you know what's this, yes! It's a TV. What can you find in the TV? Linda, you please. Wow, you can see a reporter! Great! Any different ideas? Ok, I heard some of you said you can find the logo of weather. Exactly! You are very careful. So, guys, after discussing the pictures, can you guess what's the topic of this listening material? Ok, I heard Lily said, it may talks about weather. So, this time, let’s listen to it carefully.
While-istening(聽中)：
For the first time, you should listen to the tape extensively, then, tell me whether your prediction is right or not. For the second time, you should listen to it carefully, and answer my two questions. The first one is“What's Jack's favorite weather?" and the second one is“Why does John like sunny day?" Are you ready? Let's start!
Step 3 Production
常用的方法有：
1.小組競(jìng)賽(group competition)：比比誰(shuí)厲害。
2.角色扮演(role play)：創(chuàng)設(shè)情景，讓學(xué)生進(jìn)行扮演角色，在扮演的過(guò)程中會(huì)涉及到對(duì)話，讓學(xué)生“說(shuō)話”。
3.對(duì)話練習(xí)(make conversation)：比較簡(jiǎn)單，比如“OK, you should make conversation"。
Step 4 Summary and Homework
1.總結(jié)方式：
(1)老師引導(dǎo)學(xué)生總結(jié)：“來(lái)，誰(shuí)愿意總結(jié)一下”。（更提倡這種方式）
(2)老師自己總結(jié)：“來(lái)，看黑板，今天我們已經(jīng)學(xué)過(guò)了...”。
2.作業(yè)：
(1)口頭作業(yè)：讓他們模仿今天學(xué)到的錄音，今天學(xué)到的對(duì)話，小組、同桌、兩人一小組練習(xí)今天的對(duì)話。
(2)筆頭作業(yè)：筆頭作業(yè)布置一些活潑簡(jiǎn)單的作業(yè)。
(3)親子作業(yè)：與父母分享學(xué)到的知識(shí)。小朋友比較喜歡做。
真題解析：
1.題目： Can you be a friend with me?
2.內(nèi)容：
A, E,I, O, U, Can you be a friend with me?
U,A,I,O, E, Can I be a friend with you?
A,E,I, O, U, You can be a friend with me.
U,A, I, O, E, I can be a friend with you.
3.基本要求：
(1)設(shè)計(jì)聽說(shuō)課。
(2)創(chuàng)設(shè)情境，用兒童兒歌的韻律來(lái)講授課文。
(3)講授詞語(yǔ)順序的不同對(duì)課文意義的影響和情感表達(dá)的不同。
(4)設(shè)計(jì)游戲進(jìn)行教學(xué)。
(5)全英試講。
Teaching Procedures：
Step 1 Warming up and lead-in
Greeting with the students. The teacher will sing a song for the students： You've Got A Friend In Me. Warm up the atmosphere and lead in the class.
Step 2 Pre-listening
The teacher will ask students two questions： Do you have friends? Please talk about your friends. And invite two students to share with us. Then let them guess what we will listen in this class .
Step 3 While-listening
Extensive listening： Listen to the dialogue and tell what the dialogue is about.
Intensive listening： Listen carefully and answer questions： If you want to be a friend with someone, how can you ask him or her? If someone ask you whether he or she can be a friend with you, how can you answer him or her? Then invite two students answer these questions. At last, teacher shall tell the students that the word order can influence the meaning of sentences and can express different feelings. These two questions is used to ask for permission and these two statements express the acceptance.
Step 4 Production
Game time： Divide the students into 4 groups and give them 5 minutes to make friends with their classmates. Then ask 2 students to share with us.
Step 5 Summary and Homework
Summary：
Ask students to work in pairs and discuss what we have 1learned today. Choose the representatives to share.
Homework：
Make friends with their parents and use the news sentence structures.
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