關(guān)于英文說(shuō)課稿模板集合8篇
作為一名辛苦耕耘的教育工作者，通常需要準(zhǔn)備好一份說(shuō)課稿，借助說(shuō)課稿我們可以快速提升自己的教學(xué)能力。說(shuō)課稿應(yīng)該怎么寫(xiě)才好呢？下面是小編精心整理的英文說(shuō)課稿8篇，歡迎大家分享。
英文說(shuō)課稿 篇1
8B Unit 3 Online Travel
Reading Around the world in eight hours
Good afternoon, everyone. Now I’ll say junior Oxford English 8B Unit 3 Reading Part A. Around the World in Eight Hours. I’ll prepare to say the lesson from three parts.
Part One: Analysis of the Teaching Material
(一) Status and Function
This is an important lesson in this book. Such a topic is related to daily life, so it is helpful to raise learning interests of students and it will be also helpful to improve their society sense. It can help students to attain “four skills” request of listening, speaking, reading and writing. Therefore this lesson is in the important position of the teaching material.
(二) Analysis of the students
Most students are interested in computer games. So this topic can greatly attract their interests. It can accelerate them to learn English and geography well. After learning this lesson, they will know English and geography are as important as computer .Without much knowledge ,you won’t be able to learn computer well.
(三)Teaching aims and Demands
1.Knowledge objects
To understand the aim of an educational CD-ROM and what the character can do
To infer meaning from keywords, context and existing knowledge.
To master the Passive voice.
2.Ability objects
To develop the Ss’ abilities of listening, speaking, reading and writing.
To train the students how to use their own words to express their ideas.
(四)Teaching key and Difficult point
1. Key points
To review the Present perfect tense.
To learn the Passive voice.
To tell more about the CD-ROM.
To retell how the game is played
To understand the whole passage and answer teacher’s questions
2. Difficult points:
The Passive voice.
To retell how the game is played
(五) Teaching Equipment
Multi-media computer, Tape recorder, Software: PowerPoint and so on. They will be needed in this lesson.
Part Two: The Teaching Methods
1. Communicative teaching method
2. Audio-visual teaching method
3. Task-based” teaching method
As we all know: the main instructional aims of learning English in the Middle School is to cultivate students’ abilities of listening, speaking, reading, writing and their good sense of the English language. So in this lesson I’ll mainly use “Communicative” teaching method, “Audio-visual” teaching method and “Task-based” teaching method.
To use these methods are helpful to develop the students’ abilities.
Part Three: Studying Procedures
Step 1
Arouse students’ interest by telling them that they are going to read about a new educational CD-ROM. Explain that t
he game is set in different countries and involves a tour around the world
Step 2
Tell students that the first paragraph of the reading passage explains the background to the game .Listen to the tape. Ask some questions to check understanding, eg.
What’s the name of the new educational CD-ROM?
What can it help you to do?
Who is the designer?
Step 3
Tell students that the second paragraph of the reading passage introduces the main character of the game . Ask some questions to check understanding, eg.
Who is the main character of the game?
How old is he?
What does he like doing?
What was he doing when he fell asleep?
Step 4
Tell students that the third and fourth paragraphs of the reading passage, on page41, explain how the game is played. Ask them to read the rest of the reading passage on page 41
Step 5
Ask some questions to check understanding, eg.
How can you earn a point?
What will happen if you have earned a point?
What will happen if you have earned enough points?
How many levels does the game have?
How long does it take you to finish the game?
What do the questions test?
What will you see on the screen when you reach a new place?
What can you learn about when you reach London?
What will you see when you pass a level?
What happened to the places you have visited?
Step 6
Read the whole passage and then ask some students to retell how the game is played(in 5steps)
1 See a golden cloud with instructions on it
2 See clouds with information about different places; See clouds with questions on them
3 Get a point every time you answer a question correctly
4 A cloud will come down and carry you off to a new place
5 See a world map. The old place is marked in bright purple
If possible, ask students to discuss what they have learned from the passage.(with their own words)
Step7 Use the following keywords to try to retell the passage.
Paragraph1.
a new educational CD-ROM, Around the world in Eight Hours.
Come out, interesting, at the same time, be designed by, the all-time favorite CD-ROM
Paragraph2.
Main character, love traveling, lie on the grass, fall asleep
Paragraph3.
be written on, different colors with questions on them
Every time you answer a question, earn enough points, come down, Carry off
Pargraph4
Play the role of, take …an hour to finish, travel around, Test your knowledge of, a lot of useful information, for example
Paragraph 5
Be the best , get it in sold out
Step 8 Homework
1 Translating the following phrases:
1)同時(shí)
2) 過(guò)一關(guān)
3) 扮演…角色 4) 光盤(pán)的設(shè)計(jì)者
5) 一直廣受歡迎的游戲 6) 得到足夠的分?jǐn)?shù)
7) 睡著 8) 英語(yǔ)語(yǔ)法和詞匯
9) 在你的屏幕上 10) 檢驗(yàn)知識(shí)
11) 在市場(chǎng)上 12) 例如
13) 掉下來(lái) 14) 售完
2 Try to recite the text.
Design of the blackboard
1) The Present perfect tense. A new educational CD-ROM has just come out.
When you have earned enough points,….……..Carry you off to a place you have never visited before. The places you have visited are marked…
2) The Passive voice.
It is designed by Nancy Jackson. These words were written on it.
The places you have visited are marked in bright purple.
Get it now before it is sold out
英文說(shuō)課稿 篇2
一．說(shuō)教材：
《birthdays》是譯林英語(yǔ)五下的最后一個(gè)單元。本課時(shí)主要講授的是第一板塊Story time的內(nèi)容。主要圍繞“過(guò)生日”這一話題，通過(guò)問(wèn)詢和討論在生日里所做的事情展開(kāi)對(duì)話。
教學(xué)大綱對(duì)Story time的要求是通過(guò)對(duì)話、短文、故事等，幫助學(xué)生掌握基本的英語(yǔ)語(yǔ)言知識(shí)，發(fā)展基本的英語(yǔ)聽(tīng)、說(shuō)、讀、寫(xiě)技能，初步形成用英語(yǔ)與他人交流的能力，進(jìn)一步促進(jìn)思維能力的發(fā)展，同時(shí)提高學(xué)生的綜合人文素質(zhì)。所以本課的主要目標(biāo)是培養(yǎng)學(xué)生靈活運(yùn)用所學(xué)知識(shí)進(jìn)行語(yǔ)言表達(dá)的能力。
二．說(shuō)教學(xué)目標(biāo)：
針對(duì)這些要求，我設(shè)定了本課時(shí)的教學(xué)目標(biāo)是：
1. 學(xué)生能流利朗讀并理解story time。
2. 學(xué)生能聽(tīng)懂、會(huì)讀句型" When's your birthday? It's on the eleventh of May. It's on the eighth of April."
3. 學(xué)生能運(yùn)用句型"What do you do on your birthday? I usually..."正確問(wèn)答生日活動(dòng)。
而本課有比較明顯的中西文化區(qū)別，所以針對(duì)這一特征，設(shè)定情感和文化目標(biāo)為：
1. 能理解中西方生日文化的去別和融合。
2. 能懂得感恩父母。
三：說(shuō)教學(xué)方法：
教法：
1. 問(wèn)答式教學(xué)法：它能充分發(fā)揮師生兩方面的積極性，用此法可啟發(fā)學(xué)生思維，培養(yǎng)學(xué)生分析問(wèn)題、解決問(wèn)題的能力和口頭表達(dá)能力，激發(fā)其學(xué)習(xí)的主動(dòng)性、積極性。
2. 討論式教學(xué)法：通過(guò)對(duì)教學(xué)主題的自由討論，得出在生日經(jīng)常做的事情。在討論的過(guò)程中運(yùn)用所學(xué)的語(yǔ)言。不僅能幫助學(xué)生正確運(yùn)用語(yǔ)言，也能創(chuàng)建比較自由舒適的課堂環(huán)境。
3. 情境教學(xué)法：給學(xué)生創(chuàng)建比較真實(shí)的語(yǔ)言環(huán)境，在情境中學(xué)習(xí)課文的內(nèi)容。
學(xué)法：
1. 聽(tīng)選法：要求學(xué)生在聽(tīng)的過(guò)程中完成信息的采集。幫助學(xué)生鍛煉聽(tīng)取信息的能力。
2. 速讀法：以快速閱讀為基礎(chǔ)，找出與給出主題相關(guān)的內(nèi)容，幫助學(xué)生練習(xí)泛讀能力。
3. 精讀法：細(xì)讀課文，找出細(xì)節(jié)內(nèi)容。在這一部分，學(xué)生需要對(duì)課文進(jìn)行分析，并找出正確的答案。鍛煉學(xué)生對(duì)文本的分析運(yùn)用能力。
四：說(shuō)教學(xué)過(guò)程：
本課時(shí)是本單元的第一課時(shí)，主要教學(xué)過(guò)程如下：
課前活動(dòng)：
一、熱身活動(dòng)
為了幫助學(xué)生進(jìn)入學(xué)習(xí)狀態(tài)，設(shè)計(jì)如下的課前活動(dòng)。
1. 解釋卡片和獎(jiǎng)勵(lì)機(jī)制。
2. Listen to the song< Happy birthday to you>
3. Say a chant< The months chant>
二、引入課題
1. 正是上課，首先出示本課的學(xué)習(xí)目標(biāo)，讓學(xué)生對(duì)本節(jié)課需要掌握得內(nèi)容有比較清晰的了解。
2. 討論月份，引入主題。
T: boys and girls. There are twelve months in a year. Which month do you like best?
S: I like…
T: I like October best. Because my birthday is in October. Do you want to know?
You can ask“ When’s your birthday? ”引入生日討論。
連讀，板書(shū)。
Put in order
先出示打亂的生日活動(dòng)，觀看聽(tīng)老師的生日活動(dòng)，然后完成排序練習(xí)。
以上引入課題：birthdays
三、處理文本
為了幫助學(xué)生鍛煉聽(tīng)、說(shuō)、讀的能力，設(shè)計(jì)了如下的處理文本的活動(dòng)。
a. (放視頻，完成連線)
b.聽(tīng)錄音，說(shuō)出所做的事情。（板書(shū)）
c. 速讀課文，找出Mike做的事
d. 精讀
Read the text carefully and try to find the answers.
1）Who do they spend their birthdays with?(他們和誰(shuí)一起度過(guò)生日？)
2）What do they eat?
文化滲透：Chinese people usually spend their birthdays with their families, they often eat noodles. Western people usually spend their birthdays with their friends, they often eat birthday cakes.
3）T: They do different things on their birthdays.
Are they happy on their birthdays?
S: Yes.
How can you know?
找出句子: We have a great time. We have a lot of fun.
四、練讀課文。
練讀課文時(shí)比較枯燥的，所以設(shè)計(jì)了多樣的練讀方法。
1）跟讀，注意語(yǔ)音語(yǔ)調(diào)，特別是重音。
2）三人多樣練讀，請(qǐng)兩組示范。
3）齊讀。
五、復(fù)述課文
復(fù)述課文是比較有效的檢驗(yàn)學(xué)生是否掌握課文內(nèi)容的方法，所以在本部分設(shè)計(jì)了逐層遞進(jìn)的復(fù)述方法。
1）看板書(shū)，復(fù)述。
2）去掉動(dòng)詞詞組，復(fù)述。
六、你的生日
讓學(xué)生正式運(yùn)用本節(jié)課所學(xué)的知識(shí)，進(jìn)行豐富的討論活動(dòng)。
T: We know Su Hai, Su Yang and Mike’s birthdays. Now, it’s your turn to share your birthdays.
1)提供表格，讓學(xué)生先選一選。
2)根據(jù)選擇,和同桌說(shuō)一說(shuō)。
3)請(qǐng)學(xué)生說(shuō)一說(shuō)。
文化滲透：隨著時(shí)代的發(fā)展，中國(guó)的生日文化已經(jīng)吸納了很多西方元素，中西方生日文化的差異已經(jīng)不是很明顯了。
T: Now we also eat birthday cakes and have a birthday party with our friends. So with the development of the world, the differences between China and western countries are getting smaller and smaller.
七、情感教育
幫助學(xué)生學(xué)會(huì)感恩父母并且對(duì)本課的內(nèi)容進(jìn)行書(shū)寫(xiě)訓(xùn)練。
Your birthdays are wonderful. Your parents remember your birthday and prepare a lot of presents for you. But I have a question. Do you know your parents’ birthdays. Who knows? Hands up! Not all of us know the birthdays of our Parents. But our parents is the most important people in our life. Boys and girls, Let’s design some birthday activities for your parents’ birthdays. Write down your ideas.
八、評(píng)價(jià)和回家作業(yè)
針對(duì)上課是出示的學(xué)習(xí)目標(biāo)，讓學(xué)生對(duì)自己這節(jié)課的學(xué)習(xí)效果進(jìn)行評(píng)價(jià)和反饋。知道自己的薄弱點(diǎn)在哪兒。針對(duì)這些評(píng)價(jià)內(nèi)容，設(shè)計(jì)回家作業(yè)。
(必做)1. Listen to the tape and read after it three times.
2. Write down more ideas for your parents’ birthdays.
(選做)1. Try to retell the story.
2. Write down your parents’ birthday dates.
五：說(shuō)板書(shū)
本課的板書(shū)采用了和課文相關(guān)的蛋糕和面條，并在上面貼上對(duì)用人物的活動(dòng)詞組，輔以頭像幫助理解。非常的生動(dòng)，讓學(xué)生對(duì)本課的內(nèi)容有比較直觀的理解。
英文說(shuō)課稿 篇3
Good morning, everyone,
Today, it’s a pleasure for me to stand here and I’m very pleased to have such an opportunity to share some of my teaching ideas with you. First, let me introduce myself. My name is Guo Xinzhi, and I am working as an English teacher in Yong’an Middle School, Congtai District of Handan.
My topic today is taken from Lesson 37 of Unit 5 in Student Book 4. The main content of this unit is “Go With Transportation”, and the topic of Lesson 37 is “Flying Donuts”. I have decided to say the lesson from six parts:
Part One —— Analysis of the Teaching Material
One: Status and Function
1. This unit tells us the improvement of traffic transportation and the related stories. Besides learning this, students will also learn some words, phrases and expressions of traffic, and so on. In Lesson 37, Danny will introduce a new type of transportation to us, it is imaginary.
2. To attain “four skills” request of listening, speaking, reading and writing, I will have the students do some exercise about the text.
3. Such a topic is very important in this unit. I will lead the students to use their imagination and encourage them to be creative. For example, helping them use English to describe their imaginary transportation. So I think if the students can learn this lesson well, it will be helpful to make them learn the rest of this unit.
4. While teaching them, I will also encourage them to say something about what they think the future transportations will be like. In a way, from practising such a topic, it can be helpful to raise learning interests of students and it will be also helpful to improve their spoken language.
Two: Teaching Aims and Demands
The teaching aim's basis is established according to Junior School English syllabus' provision.
1. Knowledge objects
(1) To study the new words “fuel”, “oil” and “coal”.
(2) To learn and master the phrases “think of, on the way to …, have fun”, etc.
2. Ability objects
(1) To develop the students’ abilities of listening, speaking, reading and writing.
(2) To train the students’ ability of working in pairs.
(3) To develop the students’ abilities of communiation by learning the useful structures.
3. Moral objects
(1) Through different teaching methods to make students be interested in study.
(2) Love to know more knowledge about tranportation and dare to express their opinions in English.
(3) Encourage the students to be more creative and try to make contributions to making new inventions in the future.
Three: Teaching Keys and Difficult Points
The teaching keys and difficult points’ basis is established according to Lesson 37 in the teaching material's position and function.
1. Key points:
(1).Be able to express words, phrases and sentences in English.
(2). Know about the improvement of transportation and Danny’s invention.
2. Difficult points:
Be able to talk about their imaginary future transportation in oral English.
Part Two —— The Teaching Methods
Communicative teaching method; 2. Audio-visual teaching method;
3. Task-based teaching method;
4. Classified teaching method.
As we all know: the main instructional aims of learning English in the Middle School is to cultivate students’ abilities of listening, speaking, reading, writing and their good sense of the English language. So in this lesson I’ll mainly use “Communicative” teaching method, “Audio-visual” teaching method and “Task-based” teaching method and “Classified” teaching method. That is to say, I’ll let the students get a better understanding of the key structures. I’ll give the students some tasks and arrange some kinds of activities, like talking, watching CAI, and reading in roles.
In a word, I want to make the students the real masters in class while the teacher himself acts as director. I also hope to combine the language structures with the language functions and let the students receive some moral education while they are learning the English language.
Part Three —— Studying ways
1. Teach the students how to be successful language learners.
2. Make situation and provide meaningful duty, encourage the students to study the text by themselves.
Part Four —— Teaching steps
As this lesson plays an important part in the Engish teaching of this unit, I have decided the following steps to train their ability of listening, speaking, reading and writing, especially reading and speaking ability.
The entire steps are:
Step1 Warm-up and Lead-in
Show the students some pictures of common transportations, like car, bike, train and so on. Ask the students: What can you see from the picture? Is there another kind of transportation around us?
Purpose of my designing: In this part, have the students say more about what they see or what they don’t see. In this way, they will know today’s leson has something to do with their discussion.
Step2 Presentation
1. Learn new words in groups. The new word in this lesson are fuel, oil and coal. Show them pictures of these things and teach them these new words.
Purpose of my designing: After seeing the pictures, the students will know what they are and they can learn them quickly and easily.
2. Play the tape recorder. Let the students listen and imitate the text. Pay attention to their pronunciation and intonation. Then finish the exercises on the computer.
Purpose of my designing: This step is employed to make the students get the general idea of the text. At the same time let the students have a chance to practise their listening and speaking ability.
3. Text Learning and a Quiz
I’ll use CAI to present the whole text. I’ll write the key points on the blackboard while they are watching. After watching, I’ll teach them to read the words and sentences on the Bb. Make sure they can read them well.
After teaching them the whole text, including the meanings of new words, the use of similar expressions and so on. Get the students to try and say out some phrases on the screen, like I don’t think so, have fun, a new kind of, on the way to school, and so on.
Purpose of my designing: To present the text by CAI is much easier for the students to learn and grasp the meanings. CAI can provide a real situation with its sound and picture and it makes the relationships between the students better.
4. Key Structures and Difficult Points Learning
First, I will divide the students into three groups and tell them to have a discussion about what they learn in this lesson. Then encourage them to try to understand the whole text, know what the difficult points are, and so on. At last, I will help them to master them all.
For example, I teach the students know the differences between phrases think of, think about and think over. I will show them some sentences and get them to know the use of these phrases. Encourage them to do some exercise about these phrases.
Purpose of my designing: By practising using these new words and similar phrases, the students will know how to use them in English and master the use of them better.
5. Read and Say
Give the students two or three minutes to prepare, and then get them read the text together in three groups. Tell them to read aloud.
Then help the students say something about the future transportation or their imaginary transportation. Encourage them to say more.
Purpose of my designing: By reading the text and saying such things, get the students to practise their reading and speaking ability again.
Part Five —— Summarize and Homework
Ask the students such questions:
What have we learned from this lesson? What does Danny say about his new kind / type of transportation? Do you like his idea? What new phrases have we learned today? Do you have enough confidence to finish these exercises? Now, let’s try!
Then show them some exercises and help them to finish them.
At last, tell the students what today’s homework is. While doing this, the teacher can have the boys and girls have a competition to see who are better.
Part Six —— Blackboard Designing
Purpose of my designing: Presents the text key content clearly on the blackboard, favors the students to knowledge grasping.
OK. That’s all. Thanks for listening to me and helping me.
英文說(shuō)課稿 篇4
一、教材分析：
教材概述：
《新目標(biāo)英語(yǔ)》Go for it !每個(gè)單元包括section A , section B,跟 self check三個(gè)，部分其中A 部分是基本的語(yǔ)言內(nèi)容，B部分是知識(shí)的擴(kuò)展跟綜合的語(yǔ)言運(yùn)用。Self check 部分是讓學(xué)生用來(lái)自我檢測(cè)本單元所學(xué)的語(yǔ)言知識(shí)。教材突出語(yǔ)言使用能力的培養(yǎng)，它采用任務(wù)型語(yǔ)言教學(xué)模式，每個(gè)單元都設(shè)計(jì)成一個(gè)或幾個(gè)與該單元話題有關(guān)的任務(wù)，讓學(xué)生在完成任務(wù)的過(guò)程中，使用英語(yǔ)獲取信息，進(jìn)行交流，真正體現(xiàn)了在"在做中學(xué)""在學(xué)中用"的教學(xué)理念。
單元內(nèi)容分析：
本單元的標(biāo)題為T(mén)his is my sister ,教材以family members 為中心話題，圍繞著"介紹家人跟朋友"展開(kāi)，學(xué)習(xí)跟運(yùn)用目標(biāo)語(yǔ)言"介紹人物跟識(shí)別人物"
本單元的教學(xué)內(nèi)容：
1.掌握詞匯 father ,mother ,grandfather, grandmother , brother ,sister , cousin ,daughter ,son ,uncle ,aunt ,parent（s），grandparent（S） friend. 等
2.補(bǔ)充詞匯 husband wife son-in-law daughter-in-law mother-in -law father-in -law, nephew , niece等
3.介紹他人的句型 This/That is… , These/Those are…
4.詢問(wèn)，辨認(rèn)人物的疑問(wèn)句形式 Is this/that…？
二、教學(xué)設(shè)計(jì)思路
《新目標(biāo)英語(yǔ)》中的具體語(yǔ)言目標(biāo)是通過(guò)各種各樣的tasks來(lái)實(shí)現(xiàn)的，學(xué)生需要運(yùn)用具體而特定的行動(dòng)來(lái)完成一定的交際任務(wù)，整個(gè)教學(xué)過(guò)程中就是各種語(yǔ)言結(jié)構(gòu)與語(yǔ)言功能與不同的學(xué)習(xí)任務(wù)有機(jī)的結(jié)合，因此，本單元我將始終引導(dǎo)學(xué)生通過(guò)完成具體的任務(wù)活動(dòng)來(lái)學(xué)習(xí)語(yǔ)言，讓學(xué)生為了特定的學(xué)習(xí)目的去實(shí)施特定的語(yǔ)言行動(dòng)，通過(guò)完成特定的交際任務(wù)來(lái)獲得跟積累相應(yīng)的學(xué)習(xí)經(jīng)驗(yàn)，讓學(xué)生在用中學(xué)，在學(xué)中用。
根據(jù)語(yǔ)言學(xué)習(xí)的認(rèn)知規(guī)律；由淺入深，由已知到未知，本單元計(jì)劃用四個(gè)課時(shí)。
分課分析：
第一課時(shí)： Section A, 1a, 1b, 1c, 2a, and 2b
利用教學(xué)圖片跟制作多媒體課件來(lái)展開(kāi)課堂pair work ,group work等口語(yǔ)交際活動(dòng)，引導(dǎo)學(xué)生學(xué)會(huì)運(yùn)用指示代詞介紹人物，幫助學(xué)生掌握家庭人員的稱謂，區(qū)分單指跟復(fù)指。
教學(xué)重點(diǎn)：
1）詞匯father ,mother ,grandfather, grandmother , brother ,sister , uncle ,aunt ,parent（s），grandparent（S） friend,these, those
2）句型 This/That is… , These/Those are…
教 學(xué) 難 點(diǎn)： 復(fù)數(shù)指示代詞these those 家庭成員的 復(fù)數(shù)形式及它們?cè)诰渲械恼_運(yùn)用。
第二課時(shí)： Section A 2c , 2d , 3a , 3b, 3c , 4,
利用照片跟多媒體游戲， 復(fù)習(xí)鞏固家庭成員的稱謂， 運(yùn)用this /that…疑問(wèn)句形式，辨認(rèn)人物。
教 學(xué) 重 點(diǎn)： 掌握句型Is that/this……？及其肯定跟否定回答。
第三課時(shí)： Section B 1, 2a, 2b, 2c, 3a, 3b, and 3c
復(fù)習(xí)猜詞游戲鞏固跟教學(xué)更多的家庭成員的詞匯，通過(guò)制作家譜，進(jìn)一步明確家庭成員間的關(guān)系。
教學(xué)重點(diǎn)：
1）詞匯 uncle aunt cousin son daughter dear thanks for photo here
2） 掌握并制作家譜
3）擴(kuò)充詞匯 husband wife father-in-law mother-in-law son-in-law daughter-in-law nephew niece
第四課時(shí) section B 4, self check
通過(guò)小組活動(dòng)跟知識(shí)檢測(cè)，促使學(xué)生不斷地使用所學(xué)內(nèi)容，從而提高他們靈
活運(yùn)用知識(shí)的能力
教學(xué)重點(diǎn)： 書(shū)信的格式
教學(xué)難點(diǎn)： 以書(shū)信的形式介紹家人
三、教學(xué)目標(biāo)
1.語(yǔ)言知識(shí)目標(biāo)
1）學(xué)習(xí)并掌握與家庭成員有關(guān)的詞匯 father ,mother ,grandfather, grandmother , brother ,sister , cousin ,daughter ,son ,uncle ,aunt ,parent（s），grandparent（S） friend.
補(bǔ)充詞匯 husband wife father-in-law mother-in-law son-in-law daughter-in-law nephew niece
2） 學(xué)會(huì)初步運(yùn)用指示代詞 this that these those 介紹他人
3） 學(xué)會(huì)初步運(yùn)用 this that 的疑問(wèn)句形式詢問(wèn)辨認(rèn)人物
2.語(yǔ)言技能目標(biāo)
1）培養(yǎng)良好的聽(tīng)說(shuō)讀寫(xiě)能力
2）通過(guò)創(chuàng)設(shè)情景，培養(yǎng)學(xué)生的發(fā)展思維能力，激發(fā)學(xué)生的想象力。
3.情感目標(biāo)
1），創(chuàng)設(shè)真實(shí)情景，激發(fā)學(xué)生學(xué)習(xí)英語(yǔ)的興趣，培養(yǎng)學(xué)生積極主動(dòng)的學(xué)習(xí)精神。
2）通過(guò)小組間良性的競(jìng)爭(zhēng)與合作，培養(yǎng)友好互助的精神。
3）通過(guò)對(duì)家庭成員之間關(guān)系的描述，增進(jìn)學(xué)生關(guān)心熱愛(ài)家人的情感，促進(jìn)學(xué)生彼此之間的相互了解，增進(jìn)友誼。
4.文化意識(shí)
1） 了解英語(yǔ)國(guó)家中不同性別常用的名字及家庭成員之間的稱呼習(xí)俗，了解中西方在家庭成員稱呼上的文化差異，拓展學(xué)生的視野。
2） 跨學(xué)科學(xué)習(xí)，利用多媒體跟卡通圖片，強(qiáng)化視覺(jué)能力，拓展語(yǔ)言藝術(shù)，培養(yǎng)審美意識(shí)。
5.學(xué)習(xí)策略目標(biāo)
1）幫助學(xué)生明確學(xué)習(xí)目的，指導(dǎo)學(xué)生做好預(yù)習(xí)
2）利用不同方法收集卡通圖片 或家人照片，供上課小組活動(dòng)使用
3）通過(guò)小組討論，競(jìng)賽，游戲等多種形式，確立learning by doing learning for using 的.學(xué)習(xí)英語(yǔ)的思想。
四、教學(xué)原則
1. 活動(dòng)性原則 提倡學(xué)生主動(dòng)參與，體驗(yàn)，交流，合作，探究等多種學(xué)習(xí)。
2. 合作性原則 以學(xué)生為主體，師生合作，生生合作，體現(xiàn)教與學(xué)的互動(dòng)，交往。
3. 任務(wù)型原則 運(yùn)用任務(wù)型的教學(xué)途徑，培養(yǎng)學(xué)生綜合語(yǔ)言運(yùn)用能力。
4. 情感性原則 激發(fā)學(xué)生學(xué)習(xí)英語(yǔ)的興趣跟始終保持良好的學(xué)習(xí)情緒。
五、教學(xué)方法
1.提問(wèn)引入法 通過(guò)提問(wèn)，集體，分組，分行回答，或?qū)W生逐個(gè)回答的形式開(kāi)展教學(xué)，檢查 跟鞏固新舊知識(shí)。
2.交際功能法 通過(guò)集體，分組，兩人，個(gè)人操練等形式，達(dá)到交際的目的，促進(jìn)語(yǔ)言實(shí)際運(yùn)用能力的提高。
六、任務(wù)特點(diǎn)：
在本單元的教學(xué)活動(dòng)中，每課都圍繞一個(gè)中心任務(wù)而進(jìn)行。
第一課時(shí) 識(shí)別家庭成員及其稱謂。
第二課時(shí) 相互問(wèn)答，介紹家庭成員。
第三課時(shí) 制作家譜并描述家庭成員
第四課時(shí) 以短信的形式向朋友介紹家庭成員，以quiz的形式對(duì)本單元的學(xué)習(xí)做終結(jié)性評(píng)價(jià)。
英文說(shuō)課稿 篇5
Today I’m going to talk about lesson 62 of Unit 11, NEW START Primary English, Book
7. This lesson includes three parts: “l(fā)isten and number”“ask and answer” and “l(fā)et's write” .
First. Aims on the knowledge
(1) To make students understand and speak: ：“Eiffel tower、Disneyland、Big ben、Opera house.and what is his city famous for”
(2) To help Ss to finish the blank. In page 23.
2. Aims on the abilities
(1) To develop Ss’ abilities of listening and speaking.
(2) To develop the Ss’ ability of working in groups..
3. Aims on the emotion
(1) To lead Ss to show the famous building in their hometown，develop their country emotion.
Second. Key-points of this lesson
(1) To help Ss ask and answer the question: What is his city famous for?
(2) To make Ss to study in groups and develop Ss’ interest in English.
3.rd. Difficult points
To help the Ss ask and answer the question “What is his city famous for?” and make sure they can use it。.
V. Teaching methods
As we all know: the main instructional aims of learning English in primary school is to improve the abilities of listening and speaking and their good sense of the English language. So in this lesson I’ll mainly use “Task-based” teaching method. That is to say, I will let the Ss learn in real situations, finish a task by making a survey to help the Ss to get a better understanding of the key structure of the dialogue. I will arrange（安排、準(zhǔn)備） four kinds of activities: singing, guessing game, finishing a survey and having a competition（競(jìng)賽）. Students should prepare（準(zhǔn)備） some school things（學(xué)具）. VI. Teaching procedures（程序）。
I’ll finish this lesson in six steps.
Step 1Step 2. Step 3. Step 4.Step 5. Step 6.
1. chant 聽(tīng)錄音，一邊拍手一邊唱
2. 出示人物圖，進(jìn)行提問(wèn)：Where is he live / she?
Where does he / she come from? Where does he / she live?
回答出單詞即可，復(fù)習(xí)上一課詞匯。
老師：Binbin comes from China. He lives in Beijing.
Do you know what is Beijing famous for?
Beijing is famous for Tian’an man square.
What else do you know about Beijing.
請(qǐng)學(xué)生說(shuō)出北京的一些著名景點(diǎn)
a) 出示各景點(diǎn)卡片，帶讀正音。
b) 完成Part A Write the number 后訂正答案 c) 兩人一組利用圖片做國(guó)家和城市的游戲
…is famous for ……或……is in ……
Tokyo is famous for cherry blossom.
Cherry blossom is in Tokyo.
4．提問(wèn)：Where does …come from?
Where does he /she live?
What is his /her famous for?
請(qǐng)學(xué)生回答，老師出板書(shū)，帶讀。
做問(wèn)答練習(xí)
5．These are Pen’s Pal . Which pen pal do you want to have? 讓學(xué)生用一張卡片進(jìn)行練習(xí)
英文說(shuō)課稿 篇6
一 說(shuō)教材：新英語(yǔ)課程標(biāo)準(zhǔn)指出，基礎(chǔ)教育階段英語(yǔ)課程的總體目標(biāo)是培養(yǎng)學(xué)生的綜合語(yǔ)言運(yùn)用能力。而綜合語(yǔ)言運(yùn)用能力又以學(xué)生語(yǔ)言技能、語(yǔ)言知識(shí)、情感態(tài)度、學(xué)習(xí)策略和文化意識(shí)五個(gè)方面的綜合素養(yǎng)為基礎(chǔ)。
《新課標(biāo)》倡導(dǎo)任務(wù)型教學(xué)模式，以發(fā)展學(xué)生的語(yǔ)言實(shí)踐能力為主線，突出語(yǔ)言的交際功能及其工具性特點(diǎn)；以培養(yǎng)學(xué)生用英語(yǔ)進(jìn)行交際功能為最終目的，注意學(xué)生學(xué)習(xí)興趣的培養(yǎng)。
因此我采用“任務(wù)——探究——?jiǎng)?chuàng)造”型教學(xué)方法，讓學(xué)生在有趣，開(kāi)放式的語(yǔ)言環(huán)境中，學(xué)會(huì)觀察，思考，討論和總結(jié)，在“用”中發(fā)展思維能力、創(chuàng)新意識(shí)和各種語(yǔ)言應(yīng)用能力。
聯(lián)系任教的內(nèi)容而言，這是一節(jié)情景對(duì)話課，圍繞“征詢意見(jiàn)”這一日常用語(yǔ)展開(kāi)。在第三課中，學(xué)生已經(jīng)能用“ would you like some...?”進(jìn)行詢問(wèn)。能聽(tīng)懂會(huì)說(shuō)chicken，pop, milk, a sandwich。本課時(shí)的教學(xué)內(nèi)容為用“What would you like？”進(jìn)行征詢意見(jiàn)。根據(jù)這一安排和學(xué)生的整體認(rèn)識(shí)水平，從知識(shí)教學(xué)、能力培養(yǎng)等方面考慮，我確立本課時(shí)的教學(xué)目標(biāo)為：
1、知識(shí)目標(biāo): 能聽(tīng)懂會(huì)說(shuō)I’m hungry. What would you like?Yes, I’d like…..
2、能力目標(biāo): 聽(tīng)懂會(huì)說(shuō)hamburger、French fries、pizza、pop。
3、情感目標(biāo): 能運(yùn)用所學(xué)句型進(jìn)行對(duì)話表演和口語(yǔ)交際，激發(fā)學(xué)生學(xué)習(xí)英語(yǔ)的興趣，培養(yǎng)學(xué)生的英語(yǔ)學(xué)習(xí)能力。
4 本課時(shí)的教學(xué)重點(diǎn)是：能聽(tīng)懂會(huì)說(shuō) I’m hungry. What would you like? No, I’d like…..聽(tīng)懂會(huì)說(shuō)hamburger、French fries、pizza、pop。教學(xué)難點(diǎn)是能用“What would you like？”征詢別人意見(jiàn)以及hamburger, French fries的正確發(fā)音。
5 學(xué)情分析:
6 教具準(zhǔn)備: 錄音機(jī),卡片,多媒體
二教學(xué)方法：
討論法，講授法，演示法，練習(xí)法
三教學(xué)程序：
為實(shí)現(xiàn)以上目標(biāo)，我是這樣設(shè)計(jì)教學(xué)過(guò)程的：
�。ㄒ唬�、Warming up
1、Sing some songs.
2、Play a game.快速呈現(xiàn)食物圖片，做問(wèn)答。
(通過(guò)唱唱、問(wèn)答的形式，不僅吸引學(xué)生的注意力，調(diào)動(dòng)積極性，而且營(yíng)造了學(xué)習(xí)英語(yǔ)的氛圍。同時(shí)也為本課的教學(xué)作了知識(shí)的鋪墊，構(gòu)建了知識(shí)表象。)
�。ǘ�、Revision
�。ňo接著教師摸著肚子，作饑餓狀）引導(dǎo)學(xué)生一起說(shuō)出I’m hungry，圍繞呈現(xiàn)的圖片快速對(duì)話。
�。ㄒ詫�(duì)話的形式，喚起學(xué)生的記憶，使學(xué)生熟練運(yùn)用舊知，同時(shí)對(duì)I’m hungry進(jìn)行了滲透。）
�。ㄈ�、Presentation
1、依次呈現(xiàn)some bread、some juice的圖片。
T: Would you like some bread?
S: Yes, please
2、T: I’m thirsty.（教師作干渴狀，引導(dǎo)學(xué)生邊做邊說(shuō)I’m thirsty.）
T: Would you like some juice?
S: Yes,please.
T: Here you are.
通過(guò)已掌握的句型新授hamburger, French fries pizza ,pop。
(利用舊知，在已熟練了的交際語(yǔ)境中學(xué)習(xí)新單詞，同時(shí)配以相應(yīng)的圖片，加深了對(duì)單詞的理解，也降低了難度。并即使由師生操練轉(zhuǎn)向生生操練，由模仿提高到運(yùn)用，這符合學(xué)生的認(rèn)知規(guī)律。)
3、（呈現(xiàn)以上四幅新授圖片）Make out some dialogues.
(將單詞融進(jìn)有實(shí)際意義的對(duì)話中，充分體現(xiàn)在交際中教，在運(yùn)用中學(xué)的理念，通過(guò)這種方式便于學(xué)生的理解和運(yùn)用。)
4、（請(qǐng)一名較突出的學(xué)生引導(dǎo)作干渴狀）：
S:I’m thirsty. I want to drink.
T: What would you like, please?
S: I’d like some pop, please!
(教師作饑餓狀)：
T：I’m hungry. I want to eat.
S: What would you like, please?
T: I’d like some French fries, please!
(在說(shuō)的過(guò)程中予以圖片加以配合，幫助理解；由模仿到練習(xí)，反復(fù)刺激學(xué)生的感官，增強(qiáng)學(xué)生對(duì)新知的理解和運(yùn)用。)
�。ㄋ模ractise
1、Listen to the tape and read after the tape.
2、Act out the dialogue.
(在聽(tīng)讀的過(guò)程中培養(yǎng)學(xué)生良好的學(xué)習(xí)習(xí)慣，通過(guò)演演的形式讓學(xué)生在情景中練習(xí)達(dá)到掌握的目的。)
（五）、consolidation
1、Make a survey.
2、Who’s the best?
(師生示范表演為學(xué)生提供一個(gè)可操作的模式，以任務(wù)型的活動(dòng)方式，通過(guò)合作學(xué)習(xí)，并予以評(píng)價(jià)知道，給學(xué)生提供平等的說(shuō)英語(yǔ)的機(jī)會(huì)，鼓勵(lì)學(xué)生在競(jìng)賽中學(xué)，這樣既創(chuàng)造了輕松愉快、自然和諧的課堂氣氛，又促進(jìn)了交際活動(dòng)的展開(kāi)。通過(guò)“Apple Tree”的評(píng)價(jià)總結(jié)，讓學(xué)生認(rèn)識(shí)到集體目標(biāo)的實(shí)現(xiàn)離不開(kāi)個(gè)人的努力，激發(fā)其進(jìn)一步追求成功的欲望。)
�。�、Homework
1、Read after the tape recording.
2、Make up a dialoguein pairs.
（將課內(nèi)的學(xué)習(xí)延伸到課外，維持學(xué)生的學(xué)習(xí)興趣。）
教學(xué)的對(duì)象是三年級(jí)學(xué)生，他們活潑好動(dòng)，喜歡直觀形象的事物，對(duì)游戲、競(jìng)賽、動(dòng)畫(huà)特別感興趣。教師在教學(xué)時(shí)應(yīng)堅(jiān)持以聽(tīng)說(shuō)為主的原則，注意啟發(fā)、引導(dǎo)和幫助學(xué)生通過(guò)說(shuō)、唱、動(dòng)、游戲等方式積極、主動(dòng)、大膽、愉快地參與教學(xué)活動(dòng)。
Background of English teaching in primary school: It is not a long history that English is as a subject in primary school in our country and the main instructional aims of teaching English in primary school is to cultivate pupils’ basic abilities of their listening and speaking and their good sense of the English language. Our boys and girls are exposed to English for the first time, so it is very important to develop their keen interest in English.
I. Contents:
Today I’m going to talk about Part B of Unit 2, PEP Primary English, Book 3. This lesson includes two parts: Let’s talk and let’s practice. In section 1, it mainly deals with the dialogue about “What’s in the schoolbag?” and the answers. And in section 2, it provides a real situation for the Ss to prastise the pattern: How many +n.(pl.)+ do you have? And the answer: I have 23 +n.(pl.)
II. Teaching aims
1. Aims on the knowledge
(1) To enable the Ss to understand and speak: “My schoolbag is heavy. What’s in it? Thank you sooooooo much.” Make sure that Ss can use these sentences in real situations.
(2) To help Ss to finish the survey.
(3) Let Ss finish the assessment of “Let’s check” in this unit.
2. Aims on the abilities
(1) To develop Ss’ abilities of listening and speaking.
(2) To train the Ss’ ability of working in groups.
(3) To foster Ss’ abilities of communication and their innovation.
3. Aims on the emotion
(1)To foster Ss’ consciousness of good co-operation and proper competition.
(2) To lead Ss to show their loveliness to the poor.
III. Key-points of this lesson
(1) To help Ss ask and answer the question: What’s in it?
(2) To enable Ss to study in groups and co-operate skillfully.
(3) To develop Ss’ interest in English.
IV. Difficult points
(1) To help the Ss ask and answer the question “What’s in it?” and make sure they can use the plural nouns correctly.
(2) To finish the survey by themselves.
V. Teaching methods
As we all know: the main instructional aims of learning English in primary school is to cultivate pupils’ basic abilities of listening and speaking and their good sense of the English language. So in this lesson I’ll mainly use “Task-based” teaching method. That is to say, I will let the Ss learn in real situations, finish a task by making a survey to help the Ss to get a better understanding of the key structure of the dialogue. I will arrange four kinds of activities: singing, guessing game, finishing a survey and having a competition. And in this lesson a recorder, CAI, school things and a printed form will be needed. Students should prepare some school things.
VI. Teaching procedures and purposes of my designing.
I’ll finish this lesson in five steps.
Step 1. Warm-up and preview
1. Free talk between T and Ss about things in the classroom.
2. Sing the song together: Books and pencils.
3. Do some TPR, for example: Show me your English book. Show me your crayon.
4. Review the numbers by asking: “How many crayons do you have?”
Purpose: It is important to form a better English learning surrounding for the Ss by singing and doing some total physical response and at the same time it provides situations to review learned knowledge for the next step.
Step 2. Presentation
Now I’ll mainly talk about this step.
1. Present the pattern: “My schoolbag is heavy.” “What’s in it?.”
(1) Show a bag and say: “Look! I have a bag.” Carry it and say: “Oh, it is heavy. My schoolbag is heavy.” Help the Ss understand the meaning with the help of my body language. Then lead the Ss to read the sentence. Make sure they can say it correctly.
(2) T: My schoolbag is heavy.
Open the bag and say: “What’s in it? What’s in my schoolbag?”
Take out a Chinese book. Then do the action again. Let the Ss read the sentence.
2. Play a guessing game. Divide the whole class into four groups to have a competition.
Let them guess: What’s in the bag? How many? Purpose: To present the key structures one by one is much easier for the Ss to learn and grasp the meanings. Proper competition can arouse the Ss’ interest in English learning.
3. With the help of the CAI to present the dialogue. Set a situation to help Ss understand: Two Ss are coming. One girl is carrying a heavy bag on her back. They are talking.
Girl: My schoolbag is heavy.
Boy: What’s in it?
Girl: 20 story-books, 32 pencil, 9 rulers, 12 crayons and 30 picture-books. Etc.
Boy: What will you do?
Girl: They are for the poor.
Boy: Great! I’ll bring some school things too.
The boy comes back home and puts a lot of things into the bag. Then he goes to school again and gives them to a teacher. While he is taking them out, he is counting the numbers of all things. The teacher says: Thank you soooooooo much.
4. Mention that we should take care of the poor.
5. Play the cassette. Let the Ss listen and imitate the dialogue.
Pay attention to their pronunciation and intonation. Purpose: CAI can provide a real situation for the Ss to understand the dialogue and the relationships between people better. Tell the Ss we should show our loveliness to the Ss.
Step 3. Practice
Divide Ss into groups of six children. Each one would finish the printed form by asking and answering: How many storybooks do you have? Find out which group finishes faster. Story books picture-books sharpeners crayons pencils erasers pencil-cases rulers Chen Jie 8 24 3 32 26 4 1 3 Purpose: Task-based teaching method is used here to develop Ss’ ability of communication and also their ability of co-operation will be well trained.
Step 4. Assessment
Help Ss finish “Let’s check” of this unit and workbook.
Purpose: To check the knowledge Ss have learned in this period.
Step 5. Add-activity
1. Let Ss tell each other how many school things they have after class. Tell their parents how many school things they have at home.
2. Take care of everything they have.
Purpose: Revision is so important that Ss should speak English as much as they as in class or after class. It is necessary for the Ss to do some extensive exercises after class to consolidate the knowledge they learned
英文說(shuō)課稿 篇7
Good morning, teachers. Today I’m very glad to show my teaching plan here. The lesson I’m going to talk about is from lesson 1, unit 1, PEP book 1. Generally, I’ll teach this lesson from the following aspects: teaching material, teaching aims, teaching and learning methods, teaching procedures and blackboard designing.
Firstly, let’s look at the teaching material. This unit discusses about the stationery. And this lesson is the first one of this unit. It consists of two parts: Let’s learn and Let’s do. In Let’s learn, it requires Ss to master the new words "pencil, pen, crayon, ruler, eraser". Ss have learned some words about stationery. They’re still very interested in that. So they’ll be interested in this new lesson.
Secondly, let’s talk about the teaching aims. The New Curriculum Standard points out that the objective of English in the basic educational stage is to develop Ss’ ability of language using. According to that and the teaching material, I’d like to make the following aims:
First, knowledge aims: Enable Ss to master the new words "pencil, pen, crayon, ruler, eraser" and the structure "I like…".
Second, ability aims: Develop Ss’ basic ability of listening and speaking. Enable them to use the structure freely in the real situation.
Third, emotion aims: Develop Ss’ consciousness of cooperation and competition.
Fourth, learning strategy aims: Enable Ss to pay attention to the observation and communication.
Fifth, culture aims: Make Ss understand the differences between Chinese and English culture.
According to the analysis of material and the characteristics of pupils, I think the teaching importance of this lesson is the 5 new words and the new structure. The teaching difficulty is to use the words and the structure freely in the real situation.
Thirdly, I’d like to analyze Ss and show you my teaching and learning methods.
Grade 3 is the first year to learn English. Ss are very curious about English. They’re active and competitive. Also, they are good at imitating. But, their attention can’t be kept long. So it requires us to use attractive teaching manners to hold Ss’ attention. Based on the psychoanalysis and Ss’ interests, I mainly use the task-based approach, which embodies the idea of the New Curriculum Standard and can help Ss keep their passion for English. In order to help Ss finish the task efficiently, I’ve prepared activities such as TPR, chanting, singing, game, etc. I also arrange individual work, pair work and group work for Ss to practice. Besides, praise is very important. When they have a chance to speak, and have done a good job, they can get a star or something like that on their books. It’s very important to keep Ss’ interests.
Fourthly, we come to the most important part—the teaching procedures. It can be divided into 5 steps: warm-up, presentation, practice, extension and homework.
First, let’s look at step 1 "Warm-up".
In this part, I’ll get the Ss to sing a song and do some revision.
The purpose of singing a song is to attract Ss’ attention and make a relaxing atmosphere for Ss to concentrate on the English class. The revision aims to help Ss review the words and sentences they have learned before and get them prepared for the new lesson.
Step 2 "Presentation".
As we know, children are characterized by image thinking. They can understand the content easily with the help of the gestures. After the new words are taught, a small conclusion can help them master better. And chant is a good way to strengthen their memory and make the poor feel confident, as well as their pronunciation and intonation. The chant in this part is like this: A pen, a pencil, I can see. A pen, a pencil, for you and me. And it’s necessary to present the new words in different ways to avoid boredom and tediousness.
Step 3 "Practice".
Traditionally, there aren’t many chances offered for Ss to talk in the class. That’s not a proper way to learn English. So I’ll try some activities in my lesson, such as games and role play. Games aim to stimulate Ss’ interests in English and strengthen their memories of what’s been learned before. And also train their consciousness of cooperation and competition. Role play is a good way to improve their ability of language using.
Step 4 is Extension.
This step is very important and necessary. I mainly put key points and difficulties in this part. Also, I’ll praise Ss’ behavior in this class.
It can make Ss know more clearly about what they have learned in this class, and proper complements can help them hold their interests.
Step 5 "Homework".
�。�1） Listen and read the new words after class.
�。�2） Finish the exercise book.
Ss will forget the new lessen soon if they don’t practice. It’s necessary to give some proper assignment. And it’s also an important feedback.
Fifthly, I’ll show you my blackboard designing. I divide the whole class into 4 groups. Each group can get a star when any one of them does a good job. And that’s a competition that can keep their attention. （Write the new words and the structure on the board.）
英文說(shuō)課稿 篇8
一、 說(shuō)教材
今天我說(shuō)課的內(nèi)容是外研社的小學(xué)英語(yǔ)新標(biāo)準(zhǔn)三年級(jí)起始第一冊(cè)module 6 school, unit2 what’s this? 我采用多樣化的教學(xué)手段將聽(tīng)、說(shuō)、玩、唱溶于一體，激發(fā)學(xué)生學(xué)習(xí)英語(yǔ)的興趣和愿望，使學(xué)生通過(guò)合作學(xué)習(xí)體驗(yàn)榮譽(yù)感和成就感，從而樹(shù)立自信心，發(fā)展自主學(xué)習(xí)的能力，形成初步用英語(yǔ)進(jìn)行簡(jiǎn)單日常交際的能力。
二、說(shuō)學(xué)情
三年級(jí)的學(xué)生于本期剛接觸英語(yǔ)，對(duì)學(xué)習(xí)英語(yǔ)充滿了好奇和興趣，渴望獲得更多的英語(yǔ)信息和知識(shí)。經(jīng)過(guò)本模塊第一單元的學(xué)習(xí)，學(xué)生已經(jīng)初步掌握了詢問(wèn)并識(shí)別物體的句型：what’s this? 和what’s that? 學(xué)生已掌握的知識(shí)和心理狀態(tài)為本節(jié)課的自主探究打下了基礎(chǔ)。
三、 說(shuō)教學(xué)目標(biāo)
1、語(yǔ)言知識(shí)目標(biāo)
(1) 讓學(xué)生能聽(tīng)、說(shuō)、認(rèn)、讀pen,pencil,book,bag等單詞。
(2) 通過(guò)學(xué)習(xí)讓學(xué)生熟練掌握句型 what’s this? 和what’s that?
2、學(xué)習(xí)技能目標(biāo)：
(1) 能聽(tīng)懂let’s do中的指令并做出相應(yīng)動(dòng)作,如point to the …
(2) 根據(jù)圖片或在場(chǎng)景下進(jìn)行簡(jiǎn)單的英語(yǔ)交流和表達(dá)，培養(yǎng)學(xué)生靈活運(yùn)用所學(xué)知識(shí)進(jìn)行交流的能力.
3、情感態(tài)度目標(biāo)
�。�1） 通過(guò)學(xué)習(xí)活動(dòng)，使學(xué)生有興趣聽(tīng)、說(shuō)英語(yǔ)，培養(yǎng)學(xué)生注意觀察、樂(lè)于模仿的良好習(xí)慣和主動(dòng)競(jìng)爭(zhēng)的竟識(shí)。
（2） 讓學(xué)生在鼓勵(lì)性評(píng)價(jià)的中樹(shù)立學(xué)習(xí)英語(yǔ)的自信心。
（3） 通過(guò)小組活動(dòng)培養(yǎng)學(xué)生合作交流的能力，從而讓學(xué)生意識(shí)到學(xué)習(xí)英語(yǔ)的重要意義。
�。�4）充分利用教材所提供的學(xué)習(xí)資源，實(shí)現(xiàn)自由參與與創(chuàng)新，能主動(dòng)與他人交流，并克服交流中的困難，使交際順利進(jìn)行。
四、說(shuō)教學(xué)重難點(diǎn)
1、學(xué)習(xí)新單詞 pen,pencil,book,bag ，能正確認(rèn)讀。
2、鞏固已學(xué)句型：what’s this? 和what’s that? 并能用 it’s a…作出相應(yīng)的回答。
五、說(shuō)課前準(zhǔn)備
教具準(zhǔn)備：課文錄音；帶單詞的物品圖片；實(shí)物pen,pencil,book,bag；魔法包；獎(jiǎng)品（貼畫(huà)）。 學(xué)具準(zhǔn)備：?jiǎn)紊锲返膱D片（學(xué)生課前畫(huà)好）
六、說(shuō)教學(xué)策略
為了突破這一堂課的重、難點(diǎn)，根據(jù)小學(xué)生好奇、好勝、好動(dòng)、模仿力強(qiáng)、表現(xiàn)欲旺盛等生理和心理特點(diǎn)，我主要采取了以下教法和學(xué)法。
（一） 小組活動(dòng)學(xué)習(xí)法
把全班分成四個(gè)大組（兩行為一組），分別用數(shù)量單詞命名，并書(shū)寫(xiě)在黑板的左邊或右邊。課堂各項(xiàng)教學(xué)活動(dòng)均以小組活動(dòng)為主線，結(jié)對(duì)或全班活動(dòng)為輔，學(xué)生互相交流、探究，共同完成學(xué)習(xí)任務(wù)，在合作中感受學(xué)習(xí)英語(yǔ)的樂(lè)趣及交流的意義，也通過(guò)小組成員之間“榮辱與共”的關(guān)系而形成同步學(xué)習(xí)的環(huán)境。
（二） 情境教學(xué)法
給學(xué)生不斷創(chuàng)設(shè)各種真實(shí)的場(chǎng)景，促使學(xué)生說(shuō)英語(yǔ)。
（三） 課堂評(píng)價(jià)主要以鼓勵(lì)性評(píng)價(jià)為主。
課上恰當(dāng)使用激勵(lì)性評(píng)語(yǔ)和獎(jiǎng)勵(lì)個(gè)人貼畫(huà)、小組獎(jiǎng)的紅旗（畫(huà)在黑板上）的方法，讓學(xué)生渴望成功的心理得到滿足，這也是激勵(lì)學(xué)生積極投身英語(yǔ)學(xué)習(xí)的一個(gè)最簡(jiǎn)單而有效的方法。老師操作起來(lái)也比較方便。
七、說(shuō)教學(xué)過(guò)程
�。ㄒ唬嵘韽�(fù)習(xí)，營(yíng)造學(xué)習(xí)英語(yǔ)的氣氛。
1、歌曲導(dǎo)入，激發(fā)學(xué)生學(xué)習(xí)的興趣
教育家托爾斯泰說(shuō)過(guò)：“成功的教學(xué)所必須的不是強(qiáng)制，而是激發(fā)學(xué)生的興趣，激發(fā)學(xué)生參與學(xué)習(xí)的興趣，是新課導(dǎo)入的關(guān)鍵。精彩的課堂開(kāi)頭，不僅能使學(xué)生迅速地興奮起來(lái)，而且還會(huì)使學(xué)生把學(xué)習(xí)當(dāng)成一種自我需要，自然地進(jìn)入學(xué)習(xí)新知的情景。因此，在熱身的時(shí)候，首先讓學(xué)生演唱歌曲“plese stand up ”，并做上相應(yīng)的動(dòng)作，這樣的導(dǎo)入能很快吸引住學(xué)生，還渲染了學(xué)生學(xué)習(xí)英語(yǔ)的良好氣氛。同時(shí)，歌曲中的物品也可勾起學(xué)生們對(duì)已學(xué)物品單詞的回憶，對(duì)復(fù)習(xí)句型what’s this? 和what’s that?作好鋪墊。
2、復(fù)習(xí)舊知，培養(yǎng)自信
教師出示tom的圖片，談話向孩子們引出本節(jié)課的新朋友：“it’s tom.” ，并讓學(xué)生熱情地和他打招呼。告訴學(xué)生們他是amy的弟弟，今年才三歲。小tom有些物品不認(rèn)識(shí)，由于剛和大家見(jiàn)面，有些害羞，要老師代問(wèn)，讓孩子們幫幫他。孩子們對(duì)幫助他人都比較熱心，反應(yīng)都很積極。于是老師拿著tom的圖片，在教室里四處走動(dòng)，隨意拿起一件物品或指向一件物品，向?qū)W生提問(wèn)：what’s this? 或what’s that?讓學(xué)生作出相應(yīng)的回答。適時(shí)還可用what colour is it?進(jìn)行詢問(wèn)，借以復(fù)習(xí)表示顏色的單詞。大力夸獎(jiǎng)樂(lè)于助人的娃娃。這樣不僅復(fù)習(xí)了舊知識(shí)，渲染了學(xué)習(xí)英語(yǔ)的良好氣氛，而且滲透了思想品德教育。
�。ǘ⿻�(huì)話導(dǎo)入新知，促進(jìn)語(yǔ)言實(shí)際運(yùn)用能力的提高。
學(xué)生在一個(gè)平等尊重的氛圍中，他們的思維是放松的，敢于說(shuō)、敢于參與教學(xué)。教師要真心誠(chéng)意地把學(xué)生當(dāng)成學(xué)習(xí)的主人，努力提高“導(dǎo)”的藝術(shù)，從而在教學(xué)中恰到好處地去啟發(fā)、點(diǎn)拔、盡可能地給學(xué)生多一點(diǎn)思考的時(shí)間，多一點(diǎn)活動(dòng)的余地，多一點(diǎn)表現(xiàn)自己的機(jī)會(huì)，這樣才能使課堂氛圍充滿活力。因此，這個(gè)環(huán)節(jié)我是這樣設(shè)計(jì)的:
1、教師拿著tom的圖片繼續(xù)指向教室里的物品，向?qū)W生提問(wèn)。課前教師在離講臺(tái)較近的墻壁兩側(cè)和較遠(yuǎn)的后墻兩邊分別貼上pen,pencil和book,bag的圖片，分別使用what’s this? 和
what’s that?向?qū)W生提問(wèn)，學(xué)生可用中文來(lái)回答。教師引導(dǎo)用“it’s a…”來(lái)回答，自然引出新單詞，進(jìn)行單詞教學(xué)。
2、游戲——變一變。
老師先出示魔法包，把實(shí)物pen,pencil,book,bag一件件地特意讓學(xué)生看到之后，再把它們放進(jìn)“魔法包”中，然后讓一名學(xué)生上臺(tái)，從“魔法包”中握住一件物品，讓其余學(xué)生猜是什么。若猜對(duì)了就把物品拿出來(lái)，并讓另一名學(xué)生上臺(tái)找出相應(yīng)的單詞卡片，全班進(jìn)行單詞練讀。學(xué)生們對(duì)“魔法包”充滿了好奇，而所學(xué)的單詞又是孩子們非常熟悉的文具物品，從而學(xué)習(xí)起來(lái)非常帶勁，能起到很好的鞏固作用。通過(guò)齊讀、指名讀、開(kāi)火車(chē)讀、看口形猜單詞等多種形式的操練，孩子們能十分輕松地掌握單詞的認(rèn)讀。對(duì)讀得對(duì)、讀得好的個(gè)人和小組要給以及時(shí)的鼓勵(lì)，調(diào)動(dòng)學(xué)習(xí)的興趣和積極性。
�。ㄈ┏尸F(xiàn)新知,合作互動(dòng)。
在小學(xué)英語(yǔ)課堂中使學(xué)生保持一種積極的緊張感，能夠激發(fā)他們學(xué)習(xí)的外部動(dòng)機(jī)，引發(fā)他們一系列的自主活動(dòng)，促進(jìn)外部動(dòng)機(jī)向內(nèi)部動(dòng)機(jī)的轉(zhuǎn)化。
1、游戲——say and point
請(qǐng)四位學(xué)生上來(lái)，分別站在四個(gè)不同的方位，手里分別拿著實(shí)物pen,pencil,book,bag再請(qǐng)一名學(xué)生發(fā)出指令：point to the…其余學(xué)生做出相應(yīng)的動(dòng)作，以達(dá)到對(duì)新單詞的熟練掌握。這個(gè)活動(dòng)完全由學(xué)生來(lái)操作，既鍛煉了學(xué)生的膽量和能力，又激發(fā)了學(xué)生學(xué)習(xí)的興趣。
2、演一演。這個(gè)部分是由學(xué)生導(dǎo)學(xué)。指派一生扮演tom，在教室隨意走動(dòng)，指向任一物品，用what’s this? 和what’s that?進(jìn)行詢問(wèn)，其余學(xué)生扮演amy作答，以答到操練句型的目的。為了激發(fā)學(xué)生學(xué)習(xí)的積極性和主動(dòng)性，可多抽幾名學(xué)生扮演tom練習(xí)。這個(gè)環(huán)節(jié)主要是操練學(xué)生能正確使用what’s this? 和what’s that?來(lái)提問(wèn)。對(duì)能正確使用this和 that來(lái)詢問(wèn)的學(xué)生要加以大力表?yè)P(yáng)和獎(jiǎng)勵(lì)。
3、小組活動(dòng)：ask and answer
以學(xué)習(xí)小組（四人）為單位，擺出pen,pencil,book,bag等文具，可故意將其中的一件放遠(yuǎn)一些。然后指派一人分別用what’s this? 和what’s that?進(jìn)行詢問(wèn)，其他學(xué)生作答。依次輪流進(jìn)行，借以達(dá)到熟練掌握句型的目的。若組內(nèi)成員不懂，其他成員幫助，團(tuán)結(jié)一心，完成任務(wù)。教師巡視指導(dǎo)。
4、學(xué)習(xí)課文 what’s this?
（1）學(xué)生打開(kāi)書(shū)，結(jié)合課文插圖，聽(tīng)課文錄音，理解文意。
�。�2）再聽(tīng)錄音，生逐句模仿讀。教師適時(shí)正音。
�。�3）趣味操練——多種形式賽讀：男女生分角色讀；指名分角色讀；小組賽讀。優(yōu)勝者分別獎(jiǎng)個(gè)人貼畫(huà)、獎(jiǎng)小組小紅旗。各種方式的賽讀，從多方面激發(fā)學(xué)生學(xué)習(xí)英語(yǔ)的興趣，培養(yǎng)自信心，讓他們感受到成功的快樂(lè)。
�。ㄋ模╈柟绦轮�，拓展練習(xí)。
1、完成運(yùn)用任務(wù)（1）：賽一賽——將sb24頁(yè)的activity 3設(shè)計(jì)為一個(gè)搶答賽。
教師出示單色物品，用what’s this?詢問(wèn)，學(xué)生搶答。在這個(gè)環(huán)節(jié)，教師要注意引導(dǎo)學(xué)生加上顏色作答。不僅鞏固了新知，也復(fù)習(xí)了舊知。這個(gè)練習(xí)有一定的難度，教師要多加誘導(dǎo)，多給孩子思考的余地。通過(guò)努力，相信孩子們一定能完成得很好的。對(duì)答得對(duì)的要大加贊揚(yáng)和獎(jiǎng)勵(lì)，比如說(shuō)：呀，你真了不起！能說(shuō)那么長(zhǎng)的英語(yǔ)句子了！太棒了！
2、完成運(yùn)用任務(wù)2：將sb 25頁(yè)的activity 5設(shè)計(jì)為小組活動(dòng)——show and ask
學(xué)生展示出課前畫(huà)好的單色物品圖片，在小組內(nèi)互相用的what’s this? 和what’s that?來(lái)進(jìn)行問(wèn)答。提醒學(xué)生在問(wèn)時(shí)把圖片拿出來(lái)，做出合適的動(dòng)作；在答時(shí)盡量加上表示顏色的詞，教師巡視指導(dǎo)。 此任務(wù)的設(shè)計(jì)，重視了對(duì)學(xué)生思維能力、觀察能力的培養(yǎng)，特別是對(duì)學(xué)生合作學(xué)習(xí)能力的培養(yǎng)，讓學(xué)生們?cè)趲熒�，生生，小組等不同的合作方式中，學(xué)會(huì)傾聽(tīng)，學(xué)會(huì)評(píng)價(jià)，為學(xué)生的終身學(xué)習(xí)奠定基礎(chǔ)。
（五） 課堂小結(jié)和課堂延伸
1、總結(jié)小組的戰(zhàn)利品，（包括個(gè)人的貼畫(huà)和黑板上小組的小紅旗）學(xué)生掌聲祝賀并鼓勵(lì)未獲勝的小組繼續(xù)努力，為激發(fā)下節(jié)課的學(xué)習(xí)氣氛打下基礎(chǔ)。
2、布置課外作業(yè)——我來(lái)當(dāng)當(dāng)小老師。
將所學(xué)的單詞或英語(yǔ)句子教教你的家人或朋友。并將你當(dāng)小老師的情況在下節(jié)英語(yǔ)課上向老師和同學(xué)匯報(bào)。
此環(huán)節(jié)將課堂延伸至課外，培養(yǎng)了學(xué)生的運(yùn)用能力，讓孩子的家人和朋友也來(lái)分享學(xué)習(xí)英語(yǔ)的快樂(lè)，從而更加激發(fā)孩子學(xué)習(xí)英語(yǔ)的欲望，真切體驗(yàn)學(xué)習(xí)英語(yǔ)的成功帶來(lái)的喜悅，達(dá)到學(xué)以至用的目的。
八、說(shuō)設(shè)計(jì)說(shuō)明
本節(jié)課不論是新知的呈現(xiàn)，還是游戲的設(shè)計(jì)，都是以學(xué)生的自主探究學(xué)習(xí)為中心的，充分調(diào)動(dòng)了學(xué)生學(xué)習(xí)英語(yǔ)的積極性，讓學(xué)生全員積極參與到課堂，在玩中學(xué)，學(xué)中用，提高了課堂實(shí)效，培養(yǎng)了學(xué)生學(xué)習(xí)英語(yǔ)的興趣。我相信通過(guò)這樣的教學(xué)方式，充分讓學(xué)生主體參與、體驗(yàn)感悟、游戲鞏固，是一定能圓滿實(shí)現(xiàn)課堂教學(xué)任務(wù)的。
附：板書(shū)設(shè)計(jì)
Module 6 School Unit 2 What’s this? What’s this?
It’s a red pen. yellow pencil. What’s that?
It’s a blue bag. green book.
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