Ⅰ 小學英語試講要全英文的嗎
用全英來教學是挺好的，不過要根據不同的年級來進行，剛開始學習的班級還是用點中文附加，到了一定年級了，就可以用全英文教學了。
Ⅱ 小學英語教學目標全英
小學英語教學的目標要求 級別 目標類別 目標描述
一級 聽、做 能根據聽到的詞語識別或指認圖片或實物
能聽懂課堂指令並做出相應的反應
能根據指令做事情，比如指圖片、塗顏色、畫圖、做動作、做手工等
能在圖片和動作的提示下聽懂小故事並做出反應
說、唱 能聽錄音並進行模仿
能相互問候
能交流簡單的個人信息，如姓名、年齡等
能表達簡單的情感和感覺，如喜歡和不喜歡
能夠根據表演猜意思、說詞語
能唱簡單的英文歌曲15?20首，說歌謠15?20首
能根據圖、文說出單詞或短句
玩、演 能用英語做游戲並在游戲中用英語進行交際
能做角色表演
能表演英文歌曲及簡單的童話劇，如《小紅帽》等
讀、寫 能看圖識字
能在指認物體的前提下認讀所學詞語
能在圖片的幫助下讀懂小故事
能正確書寫單詞和句子
視聽 能看懂語言簡單的英文動畫片或程度相當的教學節目。視聽時間每學年不少於10小時(平均每周20一25分鍾)
二級 聽 能在圖片、手勢的幫助下，聽懂語速較慢但語調自然的話語或錄音材料
能聽懂簡單的配圖小故事
能聽懂課堂活動中簡單的提問
能聽懂常用指令和要求並作出適當的反應
說 能在口頭表達中做到發音清楚、重音正確、語調達意
能就所熟悉的個人和家庭情況進行簡短對話
能恰當運用一些最常用的日常套語(如問候、告別、致謝、致歉等)
能在教師的幫助下進述小故事
讀 能認讀所學詞語
能根據拼讀規律讀出簡單的單詞
能讀懂教材中簡短的要求或指令
能讀懂問候卡等中的簡單信息
能藉助圖片讀懂簡單的故事或小短文，養成按意群閱讀的習慣
能正確朗讀所學故事或短文
寫 能根據要求為圖片、實物等寫出簡短的標題或描述
能模仿範例寫句子
能寫出簡單的問候語
寫句子時能正確使用大小寫字母和標點符號
玩、演 能按要求用英語做游戲
視聽 能在教師的幫助下表演小故事或童話劇
能表演歌謠或簡單的詩歌30一40首(含一級要求)
能演唱英文歌曲30一40首
能看懂英文動畫片和程度相當的英語教學節目，每學年不少於10小時(平均每周不少於20一25分鍾)
註：1、小學英語的話題范圍包括數字、顏色、時間、天氣、食品、服裝、玩具、動植物、身體、個人情況、家庭、學校、朋友、文 體活動、節日等。
2、小學階段學生接觸的詞彙以話題范圍為主，總量控制在600一700單詞。本教學要求對詞彙不作具體規定。
四、教學模式與方法
根據小學生學習的特點，小學英語教學要創建以活動課為主的教學模式。教學重點是培養學生用語言進行交流的能力。小學英語教學不講解語法概念。要充分利用教學資源，採用聽、做、說、唱、玩、演的方式，鼓勵學生積極參與，大膽表達，側重提高小學生對語言的感受和初步用英語進行聽、說、唱、演的能力。
小學五、六年級的英語教學，在進一步加強學生聽說能力的同時，發展初步的讀寫能力，為進一步學習打好基礎。
五、教材與資源
小學英語教材應符合兒童的認知特點，有利於培養他們的學習興趣與語感；要有利於學生了解英語國家的文化、習俗，培養他們對異國文化的正確態度。教材還應有利於培養學生用英語進行交流和做事情的能力，提高他們的思維能力和認識世界的能力。小學英語教學應盡量採用多種媒體的現代化教學手段，充分利用錄音機、VCD機、廣播、電視、網路等設備和技術，創設良好語言環境和充分的語言實踐機會。
六、教學評價
小學英語教學評價的主要目的是激勵學生的學習興趣和積極性。評價形式應具有多樣性和可選擇性。評價應以形成性評價為主，以學生平時參與各種英語教學活動所表現出的興趣、態度和交流能力為主要依據。
三、四年級的期末或學年評價基本不採用書面測試方式，應採用與平時教學活動相近的方式進行，通過對學生的觀察和與學生交流等方式評價學生。五、六年級的期末或學年考試可採用口筆試結合的方式。口試要考查學生實際運用所學語言的能力，考查要貼近學生生活。筆試主要考查聽和讀的技能。
終結性評價可採用等級制或達標的方法記成績，不用百分制。不要對學生的考試成績排名並以此作為各種評比或選拔的依據。
The target requirements of primary school English Teaching
Level target class target description
A listen to, can listen to the word recognition or identification of pictures or real objects
Able to follow the instructions in the classroom and respond accordingly.
Can do things according to the instructions, such as the picture, color, drawing, doing the action, doing manual, etc.
Able to understand the small story and respond to the picture and action.
Say, sing to listen to the recording and imitate
Can greet each other
Can exchange simple personal information, such as name, age, etc.
Can express simple feelings and feelings, such as like and do not like
Be able to guess the meaning according to the performance, to say the word
Can sing simple English songs 20? 15, say 15 songs 20?
According to the chart, the words or phrases
Play and play games in English and use English for communication.
Can perform a role
Can perform English songs and simple fairy tales, such as "Little Red Riding Hood" and so on.
Can read and write Flashcards
Can identify objects under the premise in reading the words
Can read the small story with the help of the picture
Can correctly write words and sentences
Audio and video can understand the language simple English cartoon or degree of teaching program. Audio visual time no less than 10 hours per academic year (average 25 a week for 20 minutes)
Two listen to in the picture, a helping hand, Yusu slower but natural tone of speech or recording materials
Can understand simple stories with pictures
Can understand the classroom activities in a simple question
Able to follow the instructions and requirements and respond appropriately.
Can say clear pronunciation, accent and intonation in their correct oral expression
Can be familiar with the personal and family situation brief dialogue
Can the proper use of some of the most commonly used daily formula (such as greeting, farewell, thanks, apology etc.)
With the help of the teacher to the small story
Read and read the words
According to the spelling rules read simple words
Be able to read short requests or instructions.
Can read the greeting card and other simple information
Can use picture to read a simple story or short essay, develop the habit of reading according to the sense group
Be able to read the stories or essays correctly.
Write a short title or description of a picture, in kind, as required.
Can imitate the example to write a sentence
Can write simple greetings
Write sentences with the correct use of the size of the letters and punctuation marks
Play, play can be required to do the game in English
Audio and video can perform a small story or a fairy tale with the help of a teacher.
Can perform songs or simple poetry 40 a 30 (including first level requirements)
Can sing English songs 40 a 30
Can read English cartoons and the degree of English teaching program, not less than 10 hours per academic year (average weekly not less than 25 a 20 minutes)
Note: 1, the topic of primary school English, including figures, colors, time, weather, food, clothing, toys, animals and plants, physical, personal, family, school, friends, sports activities, festivals, etc..
2, primary school students in contact with the topic of the scope of the vocabulary, the total amount of control in 700 a 600 word. The teaching requirements do not make specific provisions for the vocabulary.
Four, teaching mode and method
According to the characteristics of primary school students, English Teaching in primary schools should be based on activity class. Teaching focus is the ability to train students to communicate in a language. Elementary school English teaching does not explain the grammar concept. To make full use of teaching resources, use of listening, do, say, sing, play the, the way to play, to encourage students to actively participate in, bold expression, focuses on improving the feelings of students of language and preliminary in English of ability of listening, speaking, singing and playing.
Five or six grade English teaching, in order to further strengthen the students' listening and speaking ability, the development of the initial reading and writing ability, to lay a good foundation for further study.
Five, teaching materials and resources
Primary school English textbooks should be in line with the cognitive characteristics of children, to cultivate their interest in learning and language sense; concive for students to understand English culture, customs, training their correct attitude to exotic culture. Textbooks should also be concive to the development of students' ability to communicate and do things in English, improve their thinking ability and the ability to understand the world. English Teaching in primary schools should try to use the modern teaching means in a variety of media and make full use of tape recorders, VCD player, radio, television, Internet and other equipment and technology and create a good language environment and sufficient opportunities for language practice.
Six, teaching evaluation
The primary purpose of primary school English teaching evaluation is to stimulate students' learning interest and enthusiasm. Evaluation form should have diversity and selectivity. Evaluation should be based on formative assessment, which is mainly based on the students' interest, attitude and communication ability in English teaching activities.
Grade three or four or the end of the academic year evaluation of the basic does not use a written test, should be used with the usual teaching activities in a similar manner, through the observation of students and students to exchange and other means to evaluate students. Five or six grades of the end of the year or the exam can be written in a combination of oral and written. Oral test to examine the students' ability to use the language, the test should be close to the life of the students.
Ⅲ 小學教資 教學設計 小學英語是要寫全英嗎
你好，很高興為你解答，如果你是報考小學英語的話，考試要求都是用英文解答，最後祝你考試順利，一次過！☺
Ⅳ 小學英語說課是不要全英文的還是說中英文都可以
小學英語說課如果是參加一些重要的比賽，建議用全英文。如果就是一般的教研課，那就中英文結合。小學英語說課全英版和中英文結合版附後：
小學英語說課全英版
Good morning , Ladies and Gentlemen !
My name is XXX . I come from XXX School .I am very glad tobe standing here and talking about Lesson 10 ,which is from Fun with English Book 3 Unit 2 .
My teaching report includes four parts .
Part 1 To analyze thebook
1.There are 3units in Book 3 . This is Lesson 10 . The central item is how to master another sentence to express 「 What』s the time ? 」 and how to buy something. Using 「 What』s the time? 」 hungry , cakes, bread and so on . We』ll study and drill the sentences and the word 』s pronunciation .
2. According tothe teaching outline and combining the students 』 situation , I make theteaching aims of this lesson as follows .
a .The first isthe aim of knowledge .
It』s to learnand master two sentences. What time is it? I am hungry and then using them toexpress the time and go shopping fluently and freely
b. The secondis the aim of abilities
The creativespirit is quite important to the students. So I will pay much attention totrain it in my class. Otherwise. I will try to train the students listening,speaking, reading and writing abilities, Mainly improve their communicativeabilities and encourage them to speak more English.
C. The third isthe aim of emotion
Make thestudents have successful feeling and achievement. And make them be in Englishstudy.
3.Important points
The first is tomaster and use the two sentences. What time is it? I』m hungry. The second is tomaster the usage of the words hungry, cakes and bread.
4.Difficult points.
It』s thepronunciation of the two words. hungry, cakes, and how to use them fluently andfreely .
Part 2 .Teaching and learning methods
Make thestudents take part in class . Ask and answer in pairs and groups . I』ll usecommunicative method , discussing method and seeing and hearing method to teachthis lesson .
Part 3 .Teaching aids .
In order tointerest the students . I』ll use a clock , recorder , cards and some food as myteaching aids .
Part 4 .Teaching procere .
Step 1 Revision
Before my class, I』ll get the students to sing an English song to keep themselves relax . ThenI』ll use a clock to act it . What』s the time ? What』s the time ? It』s eighto』clock . I』ll show three numbers . When the students answer It』s ten o』clock .I』ll say : It』s ten . Today we』ll learn Lesson Ten . Then I'll put theclock on the blackboard .
Step 2 Presentation anddrill
First I』ll point to the clock and ask , what time is it ? Students answer It』s ten . ThenI go on moving the hands and ask .What time is it ?Students answer quickly .
Second I』lldrill the sentences What time is it ? It』s ----- .pairs in pairs or row byrow .
Third When thestudents answer It』s 12:00 o』clock . I』ll point to my stomach and say .Oh I』mhungry .and I』ll eat a cake . Then I』ll go on saying I』m hungry .and I』lleat another cake . I』ll act it four or five times . Then I ask a student to actit . I』m hungry , too . I』ll say two cakes , please .and the sentences .I』mhungry . Two cakes ,please.
Forth :Listen to the dialogue and answer my questions.
1.What time isit?
2.How manycakes?
Step 3 Consolidation
I』ll train thecreative spirit of the students.
I』ll give themthree please. To act the dialogue freely .First at the 219 Park,second fruitshop Third department store.
Step4.Homework
Encourage mystudent to the market to buy something with his friends or parents.
How are you說課稿
一、 說教學內容
我說課的內容是 How are you? 第一課時，Let』s talk中的前四個情景。本節課是對話課，對話課是單元整體教學的重要環節。本課的重點交際用語是「How are you?」及其答語。
二、說教材
本節課是對話教學。通過小熊早上出去，遇見長輩一個個問好，引入話題，先短後長，不僅出現了各種答語，還復習了以前學過的問候語。對兒童有文明禮貌的教育意義。
三、說教學目標
《英語課程標准》指出：激發和培養學生學習英語的興趣，使學生樹立自信心，養成良好的學習習慣和形成有效的學習策略，發展學生自主學習的能力和合作精神是小學英語教學的基本任務。
在認真分析教材的基礎上,我針對學生實際，將本課時的教學目標及重,難點確定如下:
1、知識目標
(1) 使學生能認讀單詞：fine, OK, bird, pig, fox, hen
(2) 使學生掌握與熟人打招呼的句型： How are you?
I』m fine. I』m OK.
Thank you. And you?
2語言技能目標：
在圖文或場景下進行簡單的英語交流和表演， 培養學生靈活運用所學知識進行交流的能力.
3、情感態度目標
通過本課學習使學生有興趣聽、說英語，背歌謠，做游戲，敢於開口，樂於模仿，在鼓勵性評價中樹立自信心。在小組活動中積極參與合作，從而意識到交流對學習英語的重要性。
4、文化意識目標：
能夠恰當使用英語中與人問好的問候語，了解在英語國家中熟人見面相互打招呼的方式。對學生進行日常行為禮貌教育。
四、 說教學重點
見面問好的句型：How are you? 和他的各種回答方法由簡單的回答到復雜的回答及反問
五、 說教學難點
(1)How are you? 與How do you do? Nice to meet you. 等問候語的用法區別。
(2)培養學生合作學習的能力.同時注意培養學生學習英語的興趣， 樹立自信心。
六、說教學准備
教師准備課件、各種動物頭飾、錄音機、磁帶、小紅花及小組評價表。
七、說教法、學法
(1) 小組活動學習法
把全班分成5個小組，事先用表示動物名稱的單詞命名，課堂各項活動均以小組活動為主線，結對或全班活動為輔，學生相互交流，共同完成學習任務，在合作中感受學習英語的樂趣及交流的意義，也通過小組成員之間「榮辱與共」的關系而形成同步學習的環境。
(2) 情景教學法
我將准備一位助教(最好是一名外教)，在導入新課時，助教走進教室與進行我對話到入新課，並與學生進行對話，設置真實而有效的場景激發學生想說的願望，有利於學生表達能力的提高。
(3)鼓勵教學法
課堂評價主要以鼓勵性評價為主，課上老師恰當的使用激勵性評語和贈送小禮物的方式讓學生渴望成功的心理得到滿足。這也是激勵學生積極投身學習的一個最簡單而有效的方法。
八、 說教學過程
整個教學程序我採用聽、說、玩、演、唱一系列的教學活動，具體設計為：
課前熱身—— 導入新知識——練習—— 鞏固補充——課堂小結——家庭作業
Step 1課前熱身
(1) 歌曲導入，激發學生學習的興趣
教育家托爾斯泰說過：「成功的教學所必須的不是強制，而是激發學生的興趣.」興趣是推動學生學習的強大動力，是學生參與教學活動的基礎。激發學生參與學習的興趣，是新課導入的關鍵。精彩的課堂開頭，往往給學生帶來新意、親切的感覺，不僅能使學生迅速地興奮起來，而且還會使學生把學習當成一種自我需要，自然地進入學習新知的情景。
因此，在熱身的時候，首先讓學生演唱歌曲：「The Hello Song 」，這樣的導入能很快吸引住學生，同時還渲染了學生學習英語的良好氣氛。
(2) 自由會話，促進語言實際運用能力的提高
本課的重點交際用語是「How are you?」及其答語。因此，在自由會話環節應選擇常用問候語。Hi! Hello! Good morning! Nice to meet you!等常用問候語進行對話。
不僅復習了舊知識，還渲染了學習英語的良好氣氛。
再會話中我採用「猜猜他是誰」的游戲方式。首先，選一名學生上來，捂上他的眼睛，然後選下面一名學生向他問好，在讓那名同學下來尋找並回答，然後讓提問的學生在猜。游戲結束進行點評，對猜對的學生獎勵一朵紅花
Step 2導入新知識
(1)這也是本課的特色所在，這時助教(最好是一名外教)敲門進入教室，向我問好「How are you?」我回答「I』m fine. Thank you.And you?」她在說「I』m fine，too.」 這時我向大家介紹「She is my best friend. Milly」 Milly說「Good morning, Children.」 學生回答「Good morning, Milly.」然後Milly用「How do you do?」向大家問好。這時我向學生解釋How do
you do?的意思是初次見面你好嗎?並告訴學生也要用How do you do?來回答。讓學生和Milly反復練習，練習時採用全班對話和個人對話兩種方式。練習結束後，引導學生回憶剛才我怎樣和Milly見面問好的，是否是用How do you do?若不是，提示學生引出How are you?並講解How are you?用於熟人見面打招呼，這一點區分於How do you do?而且回答方法也不同，應用I』m fine. Thank you.或 I』m OK. Thank you.來回答。此時Milly與大家已經熟悉，讓學生用How are you?來向Milly問好，並進性反復練習。
(2)告訴學生今天我們要認識一位有禮貌的小朋友little bear，然後用課件導入小熊分別遇到鳥夫人、豬先生、狐狸小姐和母雞夫人的圖片並介紹介紹「Look! This is a little bear. This is Mrs. Bird. This is Mr. Pig. This is Miss Fox. This is Mrs. Hen. Now please listen.」(同時板書)然後放錄音兩遍，讓學生進行思考然後猜測對話的意思，這時不進行講解，這樣做可以提高學生自我探索發現的積極性，接著我帶上頭飾充當小熊Milly帶上頭飾充當其他動物進行對話 「Hi! Mrs. Bird. How are you?」 「I』m fine.」 「Hi! Mr. pig. How are you?」 「I』m OK.」「 Good morning, Miss Fox. How are you?」 「Fine, thank you.」 「Hi! Mrs. Hen. How are you?」「I』m OK. Thank you. And you?」 「I』m fine,too.」這樣表演兩遍，再對How are you?fine、 OK、And you進行講解。然後在讓學生聽兩邊錄音，並讓學生逐句跟讀翻譯翻譯。
Step 3練習
讓學生逐句跟讀幾遍後，把分好的小組，第一組擔任小熊角色，二組擔任鳥夫人，三組擔任豬先生。進行成組操練。再讓學生同桌自由對話2分鍾。每組各派一個代表擔任本組角色上台表演，然後讓Milly評比出表演自然，發音標準的演員進行小組獎勵，同時還要對各組代表進行獎勵。這樣反復練習兩次。
Step 4鞏固補充
(1) 作出一個chant
Hello, Hello, How are you?
Hello, Hello, How are you?
I』m fine. Thank you.
Hello, Hello, How are you?
Hello, Hello, How are you?
I』m OK. Thank you.
(2) 在給學生看一些不同動物見面問好的圖片，然後讓學生自己創編並表演對話。
Step 5 課堂小結
總結小組評價表，學生掌聲祝賀並鼓勵獲獎小組下節課繼續努力，為激活下節課打了基礎。
Step 6家庭作業
聽錄音，做活動手冊(活動手冊是一個常規練習，其目的在於全方位的、及時檢測學生對本課時知識掌握的程度)
九、教學總結
這節課不論是新知識的呈現，還是游戲的設計，都能緊緊地抓住學生，吸引學生，讓學生積極參與到課堂中來。學生在玩中學，學中用，提高了課堂實效，培養了學生學習的興趣。我相信通過這樣的教學，充分讓學生主體參與、體驗感悟、游戲鞏固，是一定能圓滿實現課堂教學任務的。
Ⅳ 小學英語要「全英教學」嗎
開始階段不可能達到全英教學，但到了三年級往上就應該盡量做到No Chinese 教學了。這是城市小學的標准，農村小學可能很難達到，即使是高年級。
Ⅵ 試講小學英語是全英還是半英呢 是講課形式的 10分鍾
要求是全英 開頭會用中文問你兩個結構化的問題 接著是全英教學 最後考官用英文針對你的講課問兩個問題 也要求用英文回答 手打望採納哦😊
Ⅶ 小學英語全英文說課稿
Good morning, everyone!
Today, I』 say something about Unit 9 Part A in Book 4 of Oxford English.
Background on the reformation of curriculum, this book can connect the life and act, emphasize the interest and experience of the Ss, the pictures are active and vivid. Grade four is the initial stage of English learning, so it stresses on the emotion of the Ss, creates a well beginning for the Ss. This Unit has 7 parts, we』ll learn Part A mainly, it embodies the repeating characterize. Review the learned language points 「Where』s…」and the new language points will be represented in the following units. So this unit forms connecting links with a special meaning in this book.
The content of this period is to use 「Where』s\are…」 to determine the place. And according to the contents and the fact of the Ss, I establish the following three teaching aims of this period:
The first one: students can listen, read, say and spell the following words: a glass, a fridge, an egg, bread and a table.
The second one: students can listen, read, say and write the following daily expressions: What』s for breakfast?
Have some juice then.
The third one: students can listen, read, say and write the following sentence patterns: Where』s\Where are the\my…
It』s \They』re…
There』s no …in \on \near…
I think the most difficult point of this period is to make sure the students can use the patterns 「Where』s\Where are…and There is no …in\on\near…」 in their daily life correctly.
And I will use some pictures, words and sentence cards, a tape recorder and the multi-media computer to help me achieve the aims.
The task-based method, communicated method, group cooperate method will be used in this period.
To accomplish the aims, I design the following steps:
Step 1 Songs and the game arousers the emotion.
In order to attract the Ss』 attention and construct an atmosphere of learning English, I let the students sing some English songs and play the game 「Simon says」. At the same time the game can review the prep, serve the knowledge as foil and consist the appearance of the knowledge.
Step 2 Change class to life, happy to say.
The substance of language is communication and the environment of communication is life. So when I present the sentence pattern 「What』s for breakfast?」 I first show a clock to elicit the time for breakfast, teach the sentence. Then show my own photo of having breakfast, Ss ask and guess. In this way I can attract Ss』 attention, encourage Ss to ask Qs with the new knowledge.
Most of the Ss have learnt the sentence pattern: Where』s…? so I design a task for Ss to help Helen find the food and drinks for breakfast, and teach the new language points: Where are…? They』re … Meanwhile stick the sentences on the Bb.
After some practice by asking and answering, I present the next language points:
There』s no …in\on\near…
Have …then.
And I will stick these sentence patterns on the Bb. Finally I』ll let the Ss do pair works to consolidate them.
Step 3 Listen to the tape and Ss imitate to read and say.
As the new reformation of curriculum, emphasized the traditional class attach importance to the mechanical teaching, neglect the experience and participation, for example, the five-step method. So in this lesson, after presentation, I ask Ss to listen to the tape with three Qs, read in different roles and in pairs, then try to recite the text.
Step 4 Ss be the main body, T makes a guider.
In class, Ss play as a host, and the T makes an influence on guiding, help Ss to act the learnt dialogue, it can stress the position of the Ss, and arouse their interest.
Then I show a carton with no voice, ask Ss to make a dialogue in pairs.
There are lots of ways to consolidate the new knowledge. Playing game is a good way. So according to the physiology of Ss, I hold a group competition ring the game, ask Ss to finish the blanks. In this way can develop Ss』 good habits and achieve the aim of mastering the learned knowledge in situation.
Step 5 Change class to life, learn by themselves.
Is this the end of the class? I don』t think so. If there is an end, I think it should be in the life. So I extend this class, encourage Ss to use the learned to communicate with each other in their life.
In a word, the whole period is based on tasks, which are designed from easy steps to steps that are challenging. When the Ss are carting out the tasks, they can acquire information, knowledge, and have their ability and skills trained.
That』s all. Thanks a lot for your attention.