第一，教学目标设计模板：
包括三个层次：知识目标、能力目标和情感目标。
Teaching aims:
Knowledge aimes: Students can "speak, list, recite, retell, distinguish from , explain, classify, contrast, conclude..."
Ability aims: Through "experience, taking part in, discussion, communication, cooperation, share",students can "understand, master, learn..."
Emotional aims: students learn to "approve, accept, praise, like, care about, love, persist in, retain, value, pursue, cultivate, respect..."
第二，导入环节设计模板：
在小学英语课堂中，常见的导入方法有直观导入法、复习导入法、游戏导入法、情景导入法、歌曲导入法等。典型的导入法表述模板如下：
1. 直观导入法： Show some pictures about ( ) and ask students ( ).
设计意图：通过形象直观的图片直接导入主题可以启发学生的形象思维，集中学生的注意力，给学生以鲜明的感知。
2. 歌曲导入法： Play the song ( ) for students and ask students the question ( ) .
设计意图：通过与新课主题相关的歌曲导入，营造和谐的英语学习气氛，引导学生愉快顺畅的进入新课学习。
3. 情景导入法： Show a video about ( ) to students and ask them ( ).
设计意图：通过设置或营造与学生生活主题相关的情景，激发学生的探究思维和学习兴趣引导学生积极的融入课堂。
4. 游戏导入法： Divide students into ( ) groups and ask them to play the game ( ).
设计意图：通过跟新课主题相关的游戏导入，提高学生的学习兴趣，调动学生参与课堂的积极性，自然地导入对（ ） 的学习。通过小组竞赛的形式进行游戏活动，有助于培养学生的合作与竞争意识。
第三，新授环节设计（呈现演示环节）：
新授的原则：教授的方式方法要根据教学内容、对象来定；语言要简洁易懂，一般不用学生未学过的词汇；要富有直观性、趣味性和启发性；尽量使用英语，必要时使用母语；把利用环境和创造情景结合起来。
教授的方法：利用食物或图片，利用场景或创造环境，利用动作演示，利用简笔画画出特定的环境和情景，利用图表，通过列表思考和推理，利用故事的上下文，用同义词或反义词，用幻灯、投影仪或电视录像。
For example：教授tall 和 short
Show a picture of something very tall (like giraffe) and a picture of something very short(like rabbit) to help students learn the meaning of "tall " and "short". Ask students to repeat the words "tall" and "short" after the "giraffe" and "rabbit".
第四，操作环节设计
其目的是使得语言技能更为熟巧。可分为：机械性练习、意义性练习和交际性练习。
1. 机械性练习组织技能：
方法有：重复（repetition）、简单替换（simple substitution）、变换替换（variable substitution）、渐进替换（progressive substition）、一问一答（question and answer）、转换变形（transformation）、句子合并（clause combination）、扩充（expansion）等.
For example: Activity 1 Listen and repeat (基础的机械操练)
Ask the students to listen to the tape and imitate what they hear.
设计意图：通过模仿跟读练习，让学生巩固新词或句型。
2. 意义性练习组织技能：
基本法有：控制性练习、指导性或半控制性练习（看图对话、问答练习等）
For example:Activity 2 Look and say (基于意义的练习)
Ask students to make dialogues using the new words and sentences according to the pictures on the screen.
设计意图：通过基于图片的对话练习，引导学生巩固新词和句型，提高学生的语言运用能力。
3. 交际性练习组织技能：
交际性练习的方法：猜测游戏（gussing games）、分组讨论（group discussion）、角色扮演（role-play）等.
For example: Activity 3 Role-play(自由的交际练习)
Divide students into several groups and ask them to do role-play using what they have learned in the class. 4 minutes later, they are asked to present to the class. The goup which performs best can get the prize.
设计意图： 通过小组竞赛的形式，让学生积极参与，主动思考，巩固新知，培养学生合作与竞争的意识
真题举例：
参考答案：（顺便把第一道题参考答案一起附上）
1. 口语训练的方式有多种，以下为常见的几种类型：
开展基本的会话句型练习活动：可以从短语、短句入手，让学生练习一些交际用语、课堂用语以及简单的问句。
开展信息沟通的活动：利用图画、图表、个人信息卡、故事等多种方式，开展师生之间、学生之间的询问和交流。
开展游戏活动：通过多种游戏活动，如开展“开火车，连锁操练”等活动练习特定的语音，让学生感受节奏和韵律。
开展班级调查活动：围绕熟悉的话题，用熟悉的语言进行调查、采访并汇报结果。
开展讲故事活动：利用绘本、简笔画等引导学生听故事、复述故事、讲故事、表演故事等。
开展小组活动：有针对性的提出小组讨论需要注意的事项，引导学生在小组活动中与他人自然沟通。
2. 教学目标：
Knowlege aim: Students can learn some new words such as warm, hot, cold, cool, picnic, kites, bicycle, ice-skate; and understand the sentence pattern "My favourite season is ... It is ... I can... "
Ability aim: Through discussion and comparison, students can describe what the weather is like and what kind of activities they can do in different seasons.
Emotional aim: Students can learn to appreciate the beauty of each season.
3. 导入和新授环节：
Lead-in:
1) Daily greetings
In this part, teacher can ask students about the weather conditions as well as how they feel about the temperature.
2) Review how to say four season in English.
Show some pictures on the screen and ask students what seasons they are?
3) Ask the students what's the differences between the four seasons and then lead in the new topic.
设计理由：通过复习四季的单词，引入课题，为教授新知做准备。
Presentation:
1) Present the four pictures in the book on screen in order and ask students to discuss several questions.
a. What's the weather like?
b. What are they doing?
c. What are they wearing?
Draw a table on the blackboard as below and lead them to compare the different aspects of the four seasons.
season weather activities other aspects
Spring
Summer
Autumn
Winter
（设计理由）：
通过图片辅助教学，更为直观的呈现新知，使学生对教学内容有感性的认识；运用问题设疑，使用表格帮助学生对比理解，深化学生的认识。
2）Explain the word "favourite" to students.
T: Do you know Xiongda from Xiong Chu Mo?
Ss: Yes!
T: Do you know what his favourite food is? I mean what he likes to eat the most?
Ss: Honey.
T: Yes. Now can you guess the meaning of the word "favorite"?
Ss: 最喜欢的。
设计理由：
通过联系动画片的形象来教授新知，符合小学生的心里特点，有助于学生轻松愉快的掌握单词的意义。
3） Ask students "Do you know what my favourite season is?", and then show how to use the target languages. "My favourite season is summer, It is hot. I can swim and eat ice cream." Some gestures can be used while speaking about the activites.
设计理由：
通过问答及肢体语言，使学生较为容易的掌握句型和用法。