小學(xué)英語(yǔ)全英說(shuō)課稿 (10篇)

小學(xué)英語(yǔ)全英說(shuō)課稿(優(yōu)選10篇)ThelessonIamgoingtotalkaboutisfomtheteachingmateialBookOne，Unit8。thethidpatthatisusedbythekidsinGadeOne。Thisisadialoguethathappensinthefuitshop。sevealsentencessuoundsellingandbuyingthefuitwillbeleaned。Duingthefistandthesecondpatinthisunit，thekidshaveundestoodsimpleinstuctionsandactaodingly，andtheycansaysimplewods，phasesosentencesbylookingatobjectsandthepictues。eg:lychee，banana，apple，"What’sthis?It’sanapple。"InUnitseven，wegaspedthenumbesfomonetoten。ThemainlanguagepointsinthisunitistomakesentencesusingthefuitandnumbesfeelyandmunicatewithothesinEnglishinthefuitshop。Andpaycloseattentiontothesingleandplualfomsofthenouns。Aodingtothekids’Englishlevelandthecoespondingcontentinthedailylife，Igivethemsomeextaextending。TotaintheiabilityofmunicatewiththeothesinEnglish，Ipepaethefollowingdesign。Teachingaims（教學(xué)目標(biāo)）1。knowledgeandskillaims:（知識(shí)技能目標(biāo)）eviewthenamesofthetendiffeentkindsoffuitandecognizethenumbesfomonetoten。Undestandsimpleinstuctionsaboutthenumbesandactaodingly。PacticeEnglishandmunicatewithothesinthesituation。2。Equipthemwiththeemotion，attitudeandvaluegoals:（情感、態(tài)度、價(jià)值目標(biāo)）Cultivatethespiitofco-opeationsinthegoupwokBingupthegoodqualityofpotectandmakefiendswiththeanimals。Teachingimpotance:（教學(xué)重點(diǎn)）1。Makesentencesusingthefuitandthenumbes。"Sixoanges，please。’2。Distinguishthediffeencebetweenthesinglefomandtheplualfomsofthenouns。"oneappletwoapples…"3。Thesentencesusedwhensellingandbuyingthefuitinafuitshop。Teachingdifficulties:（教學(xué)難點(diǎn)）1。Distinguishthediffeencebetweenthesingleandtheplualfomsofthenouns。2。TaintheiabilityofmunicatingwithothesinEnglish。Teachingaids;（教具準(zhǔn)備）Multimedia，flashcads，feshfuitandaangementsanddecoationsofthefuitshop。Teachingmethods:（教學(xué)方法）Taskobjectiveteachingmethod。TPmethod，pefomanceandgamesmethods。Weaefacingthe5to6-yea-oldlittlekidswhojustgaduatedfomthekindegaten，andtheycannottellthediffeencebetweenkindegatenandthepimayschool。sometimestheyevendon’tknowhowtobehaveintheclass。So，IthinkthemostimpotantthingfometodoistoattacttheiinteestsandmakethemloveEnglishandfeelconfidentinthissubject。so，Iwillplaysomeinteestinggameswiththem，showthemthefunnycatoonmovieandoletheplaysinthetextohaveapetation。weshouldnotonlyfocusonthelanguagepointitself，butalsosetuptheealcicumstancewheeIcanencouagethemtoexpessthemselvesbette。WhatItymybesttodoistoaousethekids’inteestsandpotecttheienthusiasm。saysthatduingtheFoundationEducationpeiod，thetotalgoalfoEnglishlessonistoimpovethepupils’abilityofpehensiveusinglanguage。Itpomotestaskteachingstuctue。Aodingtothelittlekids’physicalandpsychologicalchaacteisticsofkeepingcuios，activeandimitatingandshowingthemselves。Iadoptthe"task–eseach—constuct"teachingmethodsandoganizetheclasstofocusontheimpotanceandsolvethedifficulties。Igivethepupilsanopenandelaxedcicumstanceinwhichtheycanleantoobseve，thinkanddiscuss。duingthispocedue，thepupils’abilityofthinkingandusinglanguageisdevelopedveywell。1。Wamup。（歌曲熱身）AlltheclasssingEnglishsong"TenlittleIndianboys"toaousetheiinteestsandhelpthemtostepintoEnglishleaningcicumstancehappily。2。eviewthefuitandthenumbesthoseweleanedinthefistandthesecondpatinthisunit。（復(fù)習(xí)數(shù)字和水果）A。Watchafunnyvideo。andanswethequestions。（leanmoefuitandpacticemoesentencepattenseg:stawbeywatemelonpineapplechey）asksomequestions。What’sthis?Whatcolouisit?Howmanybananasaethee?Doyoulikeeatingbananas?Whatisyoufavouitefuit?EncouagethemtoopentheimouthandspeakEnglishasmuchastheycan。B。Playguessinggame。toeviewthespellingofthewodsusingthebasicponunciationknowledge。C。Playagamenamed"upanddown"。emphasisondistinguishingthesingleandplualfomsofthenouns。3。Guidethepupilstothemainteachingpoints。（引入新課）Topehensiveusethenumbesandthefuitthatisaneededinafuitshop。Asktwovolunteestoetothefontandchoosetheightnumbecadsandstickitbesidetheightfuitaodingtotheothepupils’instuctions。Thequickeonewillbethewinne。Eg:Sixoanges，please。4。Timetopacticefoalltheclass（全體同學(xué)操練）。Thepupilschoosetheightcadstheyhavepepaedandputthemupabovetheiheadswhentheyheatheteache’sinstuctionsandgivethemtotheteachingansweingloudly:"Heeyouae?！?。Watchavideo（觀看多媒體，了解本課故事情節(jié)）undestandwhat’shappeninginthestoy，（Thispatisimpotant，easonableandeffective）andguidethemtopotectandmakefiendswiththeanimals。Pesentthesituationofafuitshop。theteachewillactashopkeepeandinviteabettepupiltobethecustomeandfinishallthebuyingsteps。Shopkeepe:Goodmoning。Custome:Goodmoning。Shopkeepe:CanIhelpyou?Custome:Yes，sixoanges，please。Shopkeepe:Heeyouae。Custome:Thankyouveymuch。Shopkeepe:Youaewele。6。ConsolidationandPactice（鞏固和練習(xí)）Goupwok:Dividetheclassintoeightgoupsandeveygoupwillbedecoatedintoafuitshop，askonepupiltobetheshopkeepeandtheothemembesinthisgoupwillbethecustomes。Encouagethemtobuyandsellthefuitwithwhattheyleanedinthispat，Idesignaealsituationthatismoninoudailylifeandthekidswillnotfeelunfotableounfamiliawithit，Theteachewillgoaoundtheclassandsupplythehelptotheunableones。Insuchapeaceandpleasantsituationtheyliketospeakthedialoguetheyleanedtoexpessthemselves。TheycanfeelthesuessandbeeconfidentinspeakingEnglish。7。Conclusion（總結(jié)）Theteachewouldleadtheclasstoeadthesentencesontheboadandasksomemoedifficultquestions。Maybethepupilscannotundestandthemclealy，butitdoesn’tmatte。wejustgivethepupilsmoeinfomationaboutthelanguageandgivethemthebettelanguagecicumstancesthatcanhelptheminthefutueleaning。8。Homewok:（家庭作業(yè)）Encouagethepupilstodesignalittlefuitshopathomeandteachtheifamilythedialogueinthefuitshop。Whentheypacticethis，theyshouldtakephotosandshowtheothepupilsthenextday。Inthislesson，whatIdesign（notonlythepesentationofthemainteachingpoints，butalsotheactivities）attactthepupilsinteests。Theyleanandpacticewhileplaying。Ithinkit’seallyagoodlessonofhighquality。9。Blackdesign（板書(shū)設(shè)計(jì)）（略）Goodmorning，everyone!Today，I’llsaysomethingaboutUnit9PartAinBook4ofOxfordEnglish。Backgroundonthereformationofcurriculum，thisbookcanconnectthelifeandact，emphasizetheinterestandexperienceoftheSs，thepicturesareactiveandvivid。GradefouristheinitialstageofEnglishlearning，soitstressesontheemotionoftheSs，createsawellbeginningfortheSs。ThisUnithas7parts，we’lllearnPartAmainly，itembodiestherepeatingcharacterize。Reviewthelearnedlanguagepoints“Where’s…”andthenewlanguagepointswillberepresentedinthefollowingunits。Sothisunitformsconnectinglinkswithaspecialmeaninginthisbook。Thecontentofthisperiodistouse“Where’s\are…”todeterminetheplace。AndaordingtothecontentsandthefactoftheSs，Iestablishthefollowingthreeteachingaimsofthisperiod:Thefirstone:studentscanlisten，read，sayandspellthefollowingwords:aglass，afridge，anegg，breadandatable。Thesecondone:studentscanlisten，read，sayandwritethefollowingdailyexpressions:What’sforbreakfast?Havesomejuicethen。Thethirdone:studentscanlisten，read，sayandwritethefollowingsentencepatterns:Where’s\Wherearethe\my…It’s\They’re…There’sno…in\on\near…Ithinkthemostdifficultpointofthisperiodistomakesurethestudentscanusethepatterns“Where’s\Whereare…andThereisno…in\on\near…”intheirdailylifecorrectly。AndIwillusesomepictures，wordsandsentencecards，ataperecorderandthemulti-mediaputertohelpmeachievetheaims。Thetask-basedmethod，municatedmethod，groupcooperatemethodwillbeusedinthisperiod。Toacplishtheaims，Idesignthefollowingsteps:Step1Songsandthegamearouserstheemotion。InordertoattracttheSs’attentionandconstructanatmosphereoflearningEnglish，IletthestudentssingsomeEnglishsongsandplaythegame“Simonsays”。Atthesametimethegamecanreviewtheprep，servetheknowledgeasfoilandconsisttheappearanceoftheknowledge。Step2Changeclasstolife，happytosay。Thesubstanceoflanguageismunicationandtheenvironmentofmunicationislife。SowhenIpresentthesentencepattern“What’sforbreakfast?”Ifirstshowaclocktoelicitthetimeforbreakfast，teachthesentence。Thenshowmyownphotoofhavingbreakfast，Ssaskandguess。InthiswayIcanattractSs’attention，encourageSstoaskQswiththenewknowledge。MostoftheSshavelearntthesentencepattern:Where’s…?soIdesignataskforSstohelpHelenfindthefoodanddrinksforbreakfast，andteachthenewlanguagepoints:Whereare…?They’re…MeanwhilestickthesentencesontheBb。Aftersomepracticebyaskingandanswering，Ipresentthenextlanguagepoints:There’sno…in\on\near…Have…then。AndIwillstickthesesentencepatternsontheBb。FinallyI’lllettheSsdopairworkstoconsolidatethem。Step3ListentothetapeandSsimitatetoreadandsay。Asthenewreformationofcurriculum，emphasizedthetraditionalclassattachimportancetothemechanicalteaching，neglecttheexperienceandparticipation，forexample，thefive-stepmethod。Sointhislesson，afterpresentation，IaskSstolistentothetapewiththreeQs，readindifferentrolesandinpairs，thentrytorecitethetext。Step4Ssbethemainbody，Tmakesaguider。Inclass，Ssplayasahost，andtheTmakesaninfluenceonguiding，helpSstoactthelearntdialogue，itcanstressthepositionoftheSs，andarousetheirinterest。ThenIshowacartonwithnovoice，askSstomakeadialogueinpairs。Therearelotsofwaystoconsolidatethenewknowledge。Playinggameisagoodway。SoaordingtothephysiologyofSs，Iholdagrouppetitionduringthegame，askSstofinishtheblanks。InthiswaycandevelopSs’goodhabitsandachievetheaimofmasteringthelearnedknowledgeinsituation。Step5Changeclasstolife，learnbythemselves。Isthistheendoftheclass?Idon’tthinkso。Ifthereisanend，Ithinkitshouldbeinthelife。SoIextendthisclass，encourageSstousethelearnedtomunicatewitheachotherintheirlife。Inaword，thewholeperiodisbasedontasks，whicharedesignedfromeasystepstostepsthatarechallenging。WhentheSsarecartingoutthetasks，theycanacquireinformation，knowledge，andhavetheirabilityandskillstrained。That’sall。Thanksalotforyourattention。后面還有多篇小學(xué)英語(yǔ)全英說(shuō)課稿！PART1AnalysisoftheTeachingMaterial(I)STATUSANDFUNCTION1。Thisunitisarevisionunit，soitcoversallmunicativelanguageknowledgelearnedfromUnit7toUnit11。2。ThislessonisthefirstoneofUnit12。Soifthestudentscanlearnthislessonwell，itwillbehelpfultomakethestudentslearntherestofthisunit。3。Thislessonisadialogueaboutkeepingfish。Suchtopicisrelatedtodailylife，soitishelpfultoraiselearninginterestsofstudentsanditwillbealsohelpfultoimprovetheirspokenEnglish。(II)TEACHINGAIMSANDDEMANDSKnowledgeobjects1。TomaketheSsknowhowtokeepfish，birdsoranyotheranimalbylearningthedialogueofthislesson。2。TogiveareinforcedpracticeintheuseoftheModalVerbsandsomeusefulexpressionsformakingsuggestions。Abilityobjects3。Toimprovestudents’listeningandspeakingabilitybyreadingandpractisingthedialogue。4。Todevelopstudents’municativeabilitybylearningtheusefulexpressionsformakingsuggestionsandreplying。Moralobjects5。Toenablethestudentstolovelifeandanimals，protectthenatureandenvironment。(III)TEACHINGKEYPOINTS:1。TomaketheSsgraspandunderstandthewayofmakingsuggestionsandreplyindailylife。2。Toenablethestudentstouseusefulexpressionsformakingsuggestionandreplyingintheirowndialoguesrelatedtothedailylife。(IV)TEACHINGDIFFICULTIES:1。TheusageoftheModalVerbs，especiallyusageformakingsuggestions。2。Usingthelearnedphrasesandsentencepatternstomakesuggestionsandreplying。(V)TEACHINGAIDS:Multi-mediaputer;OHP(overheadprojector);taperecorder;software:PowerpointorAuthorwarePART2TeachingMethods1>FiveStepsApproach。2>CommunicativeApproach。PART3StudyingWays1。Teachthestudentshowtobesuessfullanguagelearners。2。Teachthestudentshowtomasterdialoguesandhowtomunicatewithothers。PART4TeachingProcedureStep1RevisionGetthestudentstogivesomeanimals’namestheyknowbyaskingthestudentsthefollowingquestion:Canyougiveussomenamesofdifferentanimalsyouknow?Thisstepisemployedtorevisethewordsrelatedtheanimals。Atthesametimedrawthestudents’attentiontothetopicaboutanimals。Step2Lead-inSigntothestudentstobequietandclosetheirbooks。Thenstartafreetalkwiththestudents。Useputertoshowsomepicturesofdifferentpets，suchasdogs，catsetc。Askthestudentsseveralquestionsaboutraisingpets。ThesequestionsareemployedtowarmupthestudentsandraisetheinterestsofthestudentstospeakEnglishinclassonthetopicstheylikeandfamiliarwith。Goodmorning，everyone!Today，I’llsaysomethingaboutUnit9PartAinBook4ofOxfordEnglish。Backgroundonthereformationofcurriculum，thisbookcanconnectthelifeandact，emphasizetheinterestandexperienceoftheSs，thepicturesareactiveandvivid。GradefouristheinitialstageofEnglishlearning，soitstressesontheemotionoftheSs，createsawellbeginningfortheSs。ThisUnithas7parts，we’lllearnPartAmainly，itembodiestherepeatingcharacterize。Reviewthelearnedlanguagepoints“Where’s…”andthenewlanguagepointswillberepresentedinthefollowingunits。Sothisunitformsconnectinglinkswithaspecialmeaninginthisbook。Thecontentofthisperiodistouse“Where’s\are…”todeterminetheplace。AndaordingtothecontentsandthefactoftheSs，Iestablishthefollowingthreeteachingaimsofthisperiod:Thefirstone:studentscanlisten，read，sayandspellthefollowingwords:aglass，afridge，anegg，breadandatable。Thesecondone:studentscanlisten，read，sayandwritethefollowingdailyexpressions:What’sforbreakfast?Havesomejuicethen。Thethirdone:studentscanlisten，read，sayandwritethefollowingsentencepatterns:Where’s\Wherearethe\my…It’s\They’re…There’sno…in\on\near…Ithinkthemostdifficultpointofthisperiodistomakesurethestudentscanusethepatterns“Where’s\Whereare…andThereisno…in\on\near…”intheirdailylifecorrectly。AndIwillusesomepictures，wordsandsentencecards，ataperecorderandthemulti-mediaputertohelpmeachievetheaims。Thetask-basedmethod，municatedmethod，groupcooperatemethodwillbeusedinthisperiod。Toacplishtheaims，Idesignthefollowingsteps:Step1Songsandthegamearouserstheemotion。InordertoattracttheSs’attentionandconstructanatmosphereoflearningEnglish，IletthestudentssingsomeEnglishsongsandplaythegame“Simonsays”。Atthesametimethegamecanreviewtheprep，servetheknowledgeasfoilandconsisttheappearanceoftheknowledge。Step2Changeclasstolife，happytosay。Thesubstanceoflanguageismunicationandtheenvironmentofmunicationislife。SowhenIpresentthesentencepattern“What’sforbreakfast?”Ifirstshowaclocktoelicitthetimeforbreakfast，teachthesentence。Thenshowmyownphotoofhavingbreakfast，Ssaskandguess。InthiswayIcanattractSs’attention，encourageSstoaskQswiththenewknowledge。MostoftheSshavelearntthesentencepattern:Where’s…?soIdesignataskforSstohelpHelenfindthefoodanddrinksforbreakfast，andteachthenewlanguagepoints:Whereare…?They’re…MeanwhilestickthesentencesontheBb。Aftersomepracticebyaskingandanswering，Ipresentthenextlanguagepoints:There’sno…in\on\near…Have…then。AndIwillstickthesesentencepatternsontheBb。FinallyI’lllettheSsdopairworkstoconsolidatethem。Step3ListentothetapeandSsimitatetoreadandsay。Asthenewreformationofcurriculum，emphasizedthetraditionalclassattachimportancetothemechanicalteaching，neglecttheexperienceandparticipation，forexample，thefive-stepmethod。Sointhislesson，afterpresentation，IaskSstolistentothetapewiththreeQs，readindifferentrolesandinpairs，thentrytorecitethetext。Step4Ssbethemainbody，Tmakesaguider。Inclass，Ssplayasahost，andtheTmakesaninfluenceonguiding，helpSstoactthelearntdialogue，itcanstressthepositionoftheSs，andarousetheirinterest。ThenIshowacartonwithnovoice，askSstomakeadialogueinpairs。Therearelotsofwaystoconsolidatethenewknowledge。Playinggameisagoodway。SoaordingtothephysiologyofSs，Iholdagrouppetitionduringthegame，askSstofinishtheblanks。InthiswaycandevelopSs’goodhabitsandachievetheaimofmasteringthelearnedknowledgeinsituation。Step5Changeclasstolife，learnbythemselves。Isthistheendoftheclass?Idon’tthinkso。Ifthereisanend，Ithinkitshouldbeinthelife。SoIextendthisclass，encourageSstousethelearnedtomunicatewitheachotherintheirlife。Inaword，thewholeperiodisbasedontasks，whicharedesignedfromeasystepstostepsthatarechallenging。WhentheSsarecartingoutthetasks，theycanacquireinformation，knowledge，andhavetheirabilityandskillstrained。Thankyou！Goodafternoon，everyone。I’m…fromTianyiSchool。It’smygreatpleasuretostandhere。FirstI’dliketosaysomethingaboutbackgroundofEnglishteachinginprimaryschool:ItisnotalonghistorythatEnglishisasasubjectinprimaryschoolinourcountryandthemaininstructionalaimsofteachingEnglishinprimaryschoolistocultivatepupils’basicabilitiesoftheirlisteningandspeakingandtheirgoodsenseoftheEnglishlanguage。AnditisveryimportanttodeveloptheirkeeninterestinEnglish。I。Contents:TodayI’mgoingtotalkaboutThisUnitismainlyaboutIt’sclosetothe5sdailylife。Inthislesson5swilllearnII。TeachingaimsAordingtothecontentsandthefactof5s，Imadethefollowingteachingaims。1。Aimsofknowledge(1)Toenable5stounderstandandspeakthewordsandphrases。(2)Toenable5stograspthesentencespatterns。2。Aimsontheabilities(1)Todevelop5s’abilitiesoflistening，speaking。，readingandwriting。(2)Toimprove5s’abilitiesofmunicationandco-operation。3。Aimsofemotion(1)Toarousethe5s’interestinEnglish。(2)Totrainthe5sspiritofcooperationandconsciousnessofpletion。III。Key-pointsofthislessonIthinkthekey–pointsofthislessonis(1)Toenable5storeadandstandthewordsandphrases。(2)Toenable5stousethesentencespatternsIV。Difficultpoints(1)TotalkaboutV。TeachingmethodsandaidsCommunicativeApproachandTask-basedApproachwillbeusedinthisperiod。Ataperecorder，CAIwillbeused，too。VI。Teachingproceduresandpurposesofmydesigning。Toachievetheaims，Idesignedthefollowingsteps。Step1。Warm-upandpreview1。FreetalkbetweenTand5saboutthingsintheclassroom。2。Singthesongtogether:Booksandpencils。3。DosomeTPR，forexample:ShowmeyourEnglishbook。Showmeyourcrayon。4。Reviewthenumbersbyasking:“Howmanycrayonsdoyouhave?”P(pán)urpose:ItisimportanttoformabetterEnglishlearningsurroundingforthe5sbysinginganddoingsometotalphysicalresponseandatthesametimeitprovidessituationstoreviewlearnedknowledgeforthenextstep。Step2。PresentationNowI’llmainlytalkaboutthisstep。1。Presentthepatterns:Helpthe5sunderstandthemeaningwiththehelpofmybodylanguage。Thenleadthe5storeadthesentence。Makesuretheycansayitcorrectly。Andthenpracticeinpairs，ingroups2。Nextcontinuetopresentthesentencespatterns。Purpose:Topresentthekeystructuresonebyoneismucheasierforthe5stolearnandgraspthemeanings。3。WiththehelpoftheCAItopresentthedialogue。Setasituationtohelp5sunderstandA。WatchandanswerLet5swatchacartoonwithquestionsforthegeneralidea。Q:B。ReadandanswerLet5sreadthedialoguecarefullyfordetails，anddoTorFquestions。C。Listenandrepeat:Letthe5slistenandimitatethedialogue。Payattentiontotheirpronunciationandintonation。D。Readandact。LetSreadingroups，inpairs，inclass，betweenboysandgirlsandthenactout。E。ReadandpletePurpose:CAIcanprovidearealsituationforthe5stounderstandthedialogueandtherelationshipsbetweenpeoplebetter。Step3。PracticePlayagame:FunwithEnglishI’llgive4tasks。5scanchooseonetofinish。Iftheydowell，theycangetsomestarsasaprize。Andhaveapaction。Task-basedteachingmethodisusedheretodevelop5s’abilityofmunicationandalsotheirabilityofco-operationwillbewelltrained。Properpetitioncanarousethe5s’interestinEnglishlearning。Step4。HomeworkPurpose:Revisionissoimportantthat5sshouldspeakEnglishasmuchastheyasinclassorafterclass。Itisnecessaryforthe5stodosomeextensiveexercisesafterclasstoconsolidatetheknowledgetheylearnedThat’sall。Thanksforyourlistening。IntepetationGoodmoning，ladiesandgentlemen。It’smygeathonoandpleasuetobeheeshaingmylessonwithyou。Ihavebeeneadytobeginthisepesentationwithfivepats。Analysisoftheteachingmateial，theteachingaims，theimpotantanddifficultpoints，thestudyingmethods，andtheteachingpocedue。Pat1TeachingMateialThecontentofmylessonisNewSenioEnglishfoChinaBook___Unit____________________。Thisunitisabout____________________（topics）。Bystudyingofthisunit，we’llenablestudentstoknow_________________________anddeveloptheinteestin___________________。Atthesametime，letthestudentsleanhowto____________________（functionalitems）。Fomthislesson，itstats___________________________（stuctues）。（Asweallknow，eadingbelongstotheinputduingthepocessofthelanguageleaning。Theinputhasgeateffectonoutput，suchasspeakingandwiting。）Theefoe，thislessonisintheimpotantpositionofthisunit。IftheSscanmasteitwell，itwillbehelpfulfothemtoleantheestofthisunit。Pat2TeachingAimsAodingtothenewstandadcuiculumandthesyllabus（新課程標(biāo)準(zhǔn)和教學(xué)大綱），andaftestudyingtheteachingmateial，theteachingaimsaethefollowings:1。Knowledgeobjects（語(yǔ)言目標(biāo)：語(yǔ)音，詞匯，語(yǔ)法，功能，話題）（1）TheSscanmastetheusageoftheimpotantwodsandexpessions。（2）TheSscanusethe__________________（gamma）inthepopesituation。（3）TheSscanundestandthecontentofthelesson，talkabout_______________________（infomation）andgettheiownideaabout_______________________________。2。Abilityobjects（技能目標(biāo)：聽(tīng)，說(shuō)，讀，寫(xiě)）（1）TodeveloptheSs’abilitiesoflistening，speaking，eadingandwiting（2）ToguideSstosetupeffectivestudyingstategies。（3）Toimpovethestudent’seadingability，especiallytheiskimmingandscanningability。（4）TotaintheSs’abilitiesofstudyingbythemselvesandcoopeating。3。Emotionomoalobjects（情感目標(biāo)：興趣，自信，合作，愛(ài)國(guó)，國(guó)際視野）（1）Bypletingthetask，theSsinceasetheiinteestin____________________andsetupself-confidencein_____________________。（2）TeachtheSs_________________________，putthemoaleducationinthelanguagestudy。Pat3theImpotantandDifficultPointsBasedontheequiementofthesyllabus。Theimpotantpointsae__________________________suchas______________。Thedifficultpointsae_________________________foexample_____________。Pat4TeachingMethodsAsisknowntousall，agoodteachingmethodequiesthattheteacheshouldhelpSsdevelopgoodsenseoftheEnglishlanguage。Foachievingtheseteachingaims，（aftetheanalysisoftheteachingmateialandteachingaims，）Iwillusethefollowingmethodsaodingtothemodensocialmunicationteachingtheoies（現(xiàn)代社會(huì)交際教學(xué)理論）。1。CommunicativeAppoach（交際教學(xué)法）2。WholeLanguageTeaching（整體語(yǔ)言教學(xué)法）3。Task-basedLanguageTeaching（任務(wù)教學(xué)法）4。TotalSituationalAction（情景教學(xué)）a"scene—activity"teachingmethod，itestablishesaealsceneandtheinteactionbetweentheteacheandtheSs。Atthesametime，CAI（電腦輔助教學(xué)）canpovideaealsituationwithitssoundandpictue，itcandeveloptheSsceativityinleaningEnglish。Pat5TeachingPocedueStep1。Lead-in。（_____min）___________________________________________________________________Puposeofmydesign:（1）tocatchSs’attentionabouttheclasstopicpassage。（2）Tosetupsuspensedevelopinteestin_______________。Step2。Pe-eadingTask1。（Individualwok，paiwok，goupwok，classwok;_____min）LetSs_____________________________________________________________Task2。（Individualwok，paiwok，goupwok，classwok;_____min）___________________________________________________________________Now，let’sseewhathappenedtothe_______________let’scheckwhetheitisightonot。Puposeofmydesign:（1）togettoknowsomethingaboutthe_________________。（2）Tohaveabetteundestandingabouttheimpotanceof___________________。Step3。While-eadingTask1。（Individualwok，paiwok，goupwok，classwok;_____min）Skimming:Ssshouldeadthemateialfasttofindoutthemainideatopicsentencefoeachpaagaph。Paa1___________________Paa2___________________Paa3___________________…Task2。（Individualwok，paiwok，goupwok，classwok;_____min）Scanning:Listentothetapepatbypattofinish___________________________。Task3。（Individualwok，paiwok，goupwok，classwok;_____min）Scanning:GuideSstoeadthemateialcaefullyandtakesomeimpotantnotes，thenanswethefollowingquestions。Task4。（Individualwok，paiwok，goupwok，classwok;_____min）Scanning:AskSstoeadthemateialcaefullyandfindoutthecoectanswestofinishthefollowingchat。Puposeofmydesign:Enablestudentstoundestandthegivenmateialbettebyusingdiffe