英語(yǔ)說課稿大全

高中英語(yǔ)說課案例一、Introduction（導(dǎo)言）

英語(yǔ)說課是英語(yǔ)教學(xué)中的重要一環(huán)，也是衡量一位英語(yǔ)教師對(duì)教材的把握、分析及教師本人對(duì)上課進(jìn)程的宏觀控制能力的有力手段，能從理論上指導(dǎo)教師貫徹教學(xué)大綱，真正做到教與學(xué)相結(jié)合，將教材、大綱、教師、學(xué)生、課堂融為有機(jī)整體，對(duì)不斷提高教師教學(xué)能力和教研能力，有著突出的作用。

二、說課的基本原則

1.

遵循教學(xué)大綱要求，明確說課內(nèi)容。把握說課與上課的區(qū)別與聯(lián)系，正確理解教材、教案說課、上課之間的層進(jìn)關(guān)系，走出說課即是“說教案”的誤區(qū)。

2.

以教師為主導(dǎo)，學(xué)生為主體，體現(xiàn)先進(jìn)的教學(xué)理念。

3.

詳略得當(dāng)，重點(diǎn)突出，體現(xiàn)說課的完整性。

4.

與教案相結(jié)合，體現(xiàn)其可操作性。

三、說課的基本程序

1.

說教材：科學(xué)分析教材，明確重點(diǎn)難點(diǎn)、教學(xué)目標(biāo)和要求以及教材在單元中的地位和作用。

2.

說學(xué)生：談?wù)剬W(xué)生的知識(shí)與能力結(jié)構(gòu)，明確說課內(nèi)容的難易程度。

3.

說教法：談?wù)劚竟?jié)課要實(shí)施的教學(xué)手段、方法以及教具的使用。

4.

說學(xué)法：談?wù)剬W(xué)習(xí)方法的運(yùn)用以及將要實(shí)現(xiàn)的目標(biāo)。

5.

說教學(xué)程序：說為什么要設(shè)計(jì)該程序？目的、意圖何在？結(jié)果如何？

6.

說板書設(shè)計(jì)：談?wù)劙鍟O(shè)計(jì)的根據(jù)和理由，力求體現(xiàn)說板書設(shè)計(jì)的程序性、概括性和藝術(shù)性。

四、注重說課信息和反饋與總結(jié)

說課的對(duì)象可以是專家、同行甚至是學(xué)生。向說課對(duì)象征詢意見、獲取信息，力求不斷改進(jìn)和提高。

五、附SB

2B

U16

Lesson

63說課稿

Unit

16

Lesson

63

Hello,

everyone.

Today

I’m

very

pleased

to

have

an

opportunity

to

talk

about

some

of

my

teaching

ideas.

My

topic

is

life

in

the

oceans

taken

from

Lesson

63

of

Unit

16

in

SEFC（2）.

It

is

made

up

of

four

parts.

Part

1

My

understanding

of

this

lesson

The

analysis

of

the

teaching

material:

This

lesson

is

a

reading

passage.

It

plays

a

very

important

part

in

the

English

teaching

of

this

unit.

Lesson

62

and

Lesson

63

are

a

whole

unit.

By

studying

Lesson

63,

Ss

can

improve

their

reading

ability,

learn

more

about

the

sea

and

the

life

in

the

oceans.

At

the

same

time,

we

should

get

the

students

to

understand

some

difficult

sentences

to

comprehend

the

passage

better.

The

Ss

should

do

some

listening,

speaking

and

writing,

too.

Of

course,

the

Ss

should

receive

some

moral

education.

Let

the

Ss

understand

the

sea

better,

love

the

sea

and

save

the

sea

and

the

life

of

the

sea.

Teaching

aims:

1.

Knowledge

aim:

Understand

the

main

idea

of

the

text.

2.

Ability

aim:

Retell

the

text

in

their

own

words.

3.

Emotional

aim:

Make

the

Ss

love

the

life

of

the

sea

and

do

something

to

stop

it

being

polluted.

Key

points

/

Teaching

important

points:

How

to

understand

the

text

better.

Teaching

difficult

points:

1.

Use

your

own

words

to

retell

the

text.

2.

Discuss

the

pollution

of

the

sea

and

how

to

save

the

sea.

Something

about

the

Ss:

1.

The

Ss

have

known

something

about

the

sea

and

sea

life

through

the

Internet

and

other

ways.

2.

They

are

lack

of

vocabulary.

3.

They

don’t

often

use

English

to

express

themselves

and

communicate

with

others.

4.

Some

Ss

are

not

active

in

the

class

because

they

are

afraid

of

making

mistakes.

Part

2

My

teaching

theories,

methods

and

aids

Before

dealing

with

this

lesson,

I’ll

do

my

best

to

carry

out

the

following

theories:

Make

the

Ss

the

real

masters

in

class

while

the

teacher

himself

acts

as

director；

Combine

the

language

structures

with

the

language

functions;

Let

the

students

receive

some

moral

education

while

they

are

learning

the

English

language.

Teaching

method:

Double

activities

teaching

method

Question-and-answer

activity

teaching

method

Watch-and-listen

activity

Free

discussion

method

Pair

work

or

individual

work

method

Teaching

aids:

1.

a

projector

2.

a

tape

recorder

3.

multimedia

4.

the

blackboard

Part

3.

Teaching

steps

/

procedures

I

have

designed

the

following

steps

to

train

their

ability

of

listening,

speaking,

reading

and

writing,

especially

reading

ability.

The

entire

steps

are:

Greetings,

Revision,

Lead-in

and

preparation

for

reading,

Fast

reading（scanning）,

Listening,

Intensive

reading,

Preparation

for

details

of

the

text,

Consolidation,

Discussion,

Homework

Step

1

Greetings

Greet

the

whole

class

as

usual.

Step

2.

Revision

1.

Ask

students

some

questions

to

revise

the

last

lesson（show

them

on

the

screen）.

a.

How

much

salt

do

the

oceans

contain

per

thousand

parts

of

water?（35

parts

of

salt.

3.5%

by

weight）

b.

What

is

coral?

Why

are

corals

not

found

in

deep

water?

c.

Why

is

the

Dead

Sea

called

the

Dead

Sea?

2.

Check

the

homework（made

a

survey

about

the

sea

or

sea

life

by

surfing

the

Internet

or

asking

for

help

from

other

people）.

Through

this

part

we

can

consolidate

what

they

studied

yesterday,

communicate

with

others

about

their

survery

results

and

prepare

for

the

new

lesson.

Step

3.

Lead-in

and

preparation

for

reading

Show

them

some

pictures

and

let

them

talk

each

other,

and

then

use

the

pictures

about

sea

and

life

in

the

oceans

to

learn

new

words,

for

example,

Antarctica,

huge

whale,

sperm

whale,

squid

and

so

on.

Purpose:

Arouse

the

students’

interest

of

study.

Bring

in

new

subject:

Life

in

the

oceans.

Step

4.

Fast

reading

Read

the

passage

as

quickly

as

they

can.

I

show

the

questions

on

the

screen

and

let

them

get

the

main

idea

of

each

paragraph:

1.

Why

can

living

things

live

in

such

oceans

around

the

Antarctica?

2.

What

does

the

whale

feed

on?

3.

What

is

the

difference

between

the

sperm

whale

and

other

whales?

Method:

Read

the

text

individually,

use

question—and—answer

activity.

Purpose:

Improve

the

students’

reading

ability.

Understand

the

general

idea

of

each

paragraph.

Step

5.

Listening（book

closed）

1.

Listen

to

the

tape

then

do

an

exercise（wb

page

90,

part

1）

2.

True

or

false

exercise.（on

the

screen）

Train

the

Ss’

listening

ability

and

prepare

for

later

exercises.

Step

6.

Intensive

reading

Read

the

passage

carefully

again

and

answer

some

detailed

questions

on

the

screen.

1.

How

much

does

a

whale

eat

at

a

time?

2.

Do

all

the

whales

feed

on

small

fish?

3.

How

deep

can

a

sperm

whale

dive?

It

is

also

called

depth

reading

or

study

reading.

It

means

reading

for

detailed

information.

Purpose:

Further

understand

the

text

（Train

further

reading

ability）

to

find

out

some

different

sentences

and

details

of

the

text.

Step

7.

Preparation

for

details

of

the

text

on

the

screen

1.

...its

heart

slows

to

half

its

normal

speed.

slow-v.

to

become

/

make

slower.

2.

...using

sound

wave

Present

participle

used

as

adverbial.

3.

provide

sth.

for

sb.

provide

sb.

with

sth.

4.

at

a

time:

each

time

5.

grow

to

a

length

of...

Purpose:

Train

the

Ss’

ability

of

understanding

and

using

laguage.

Step

8.

Consolidation

1.

Find

out

the

topic

sentences.

2.

Retell

the

passage

according

to

the

topic

sentences.

Purpose:

I

want

to

know

if

my

students

understand

the

whole

text

really

and

if

they

master

what

I

mean

to

tell

them

in

this

class.

What’s

more,

I

want

to

let

them

have

the

ability

of

introducing

and

analyzing

expression.

At

the

same

time,

I

will

write

down

the

topic

sentences

on

the

blackboard

according

to

what

the

students

find,

so

they

can

retell

it

easily.

Step

9.

Discussion

Show

them

some

pictures

about

the

polluted

sea

and

many

living

things

which

are

in

danger

and

ask

them:

What

are

their

opinions

about

it?

In

order

to

let

them

have

free

choice,

I

give

them

another

topic:

The

sea

is

being

polluted.

What

should

they

do?

Purpose:

I

mean

to

give

them

emotional

education.

I

give

them

multi-media

pictures

to

arouse

their

interest

of

study

and

their

love

for

life.

I

mean

to

make

them

realize:

The

sea

is

in

danger!

I

teach

them

to

do

their

best

to

help

it

and

do

something

from

now

on.

Everyone

should

do

something

to

love

and

protect

our

home.

Step

10.

Homework

Write

an

article

Saving

the

sea.

I

want

to

improve

the

ability

of

their

writing.

At

the

same

time,

train

the

ability

of

do-it-yourself

and

looking

up

the

information

by

themseleves.

Part

4.

Blackboard

design

Unit

16

Lesson

63

Topic

Sentences:

1.

Some

living

things

can

live

in

Antarctica.（what）

2.

The

whale

feeds

on

small

fish.（what）

3.

The

sperm

whale

feeds

on

squid.（difference）

Discussion:

1.

The

whales

are

in

danger.

What’s

your

opinion

about

it?

2.

The

sea

is

being

polluted.

What

should

we

do?

In

my

opinion,

the

blackboard

design

can

reflect

the

teacher’s

ability

of

mastering

the

text

and

leading

the

students

to

master

the

text

easily.

In

this

text,

the

design

is

not

easy

to

write.

I

write

the

topic

sentences

on

the

blackboard

in

order

to

tell

the

students

that

this

is

of

the

importance

in

this

class.

The

discussion

is

of

the

difficulty.

I

want

to

make

the

design

inductive,

instructive

and

artistic.

A.Briefintroductiontotheteachingmaterial教材分析Taskandcontent

B.Instructionalobjectives教學(xué)目標(biāo)1.Cognitionobjectives知識(shí)目標(biāo)2.Skillobjectives能力目標(biāo)3.Sensibilityobjectives情感目標(biāo)

C.Emphasesandconsolidation重點(diǎn)與鞏固

D.Difficultiesandbreakthrough難點(diǎn)與突破

E.Ideasoflanguageteaching教學(xué)思想

G.Teachingmethodsandteachingaids教法教具

H.Teachingprocessanddistributionoftime教學(xué)過程與時(shí)間分配（Warmup）1.Presentation2.Sampledrills3.Explanationtothelinguisticpoints4.Consolidationpractice5.Summary6.Test7.Homework8.Distributionoftime

I.Layoutofblackboardwriting板書ABriefInstructiontothetopicof“WhatshouldIdo?”ShangyuanMiddleSchool

LiYiCaiGoodafternoon,ladiesandgentlemen.MynameisLiYiCai.IcomefromShangyuanMiddleSchoolinNanjing.TodayI’mgoingtotalkaboutthetopic”WhatshouldIdo?”Iwilldividetheinstructionintosevenparts：theyareTeachingmaterialAnalysis,Teachingaims,Teachingemphasis,Teachingdifficulties,Teachingmethods,TeachingaidsandTeachingprocedures.

Part1Teachingmaterialanalysis

ThisperiodisfromUnit3of9AOxfordEnglish.Firstofall,I’dliketotalkaboutmyunderstandingaboutthislesson.WehavelearnedStarsingsinUnit1andColoursandmoodsinUnit2.Wehavealsolearnedhowtowriteaformalrecommendationletterandhowtowriteareportonthemoodsofpeopleinlasttwounits.TodaywearegoingtolearntwoletterstoafamousyouthworkeraboutMillie’sandSimon’sproblems.SothisunitlinkswithaspecialmeaningofUnit1andUnit2.ThisperiodisthefirstlessonofReading.Themainideaofthetopicishowtoexpresstheirproblemsandaskforadvice.Wearegoingtolearnthewaystodealwithproblemsandstressinfollowinglessons.Sothisperiodisveryimportantinthisunit.

Part2Teachingaims1．Aimsoftheknowledge:（1）Toknowthespellingofsomewordsandusageofsomephrases.（2）TolearnsomethingaboutMillie’sandSimon’sproblems.

（3）TograspthemainideaofReadingandusetheinformationtotalktoothersaboutone’sproblemsandhowtodealwiththem.2．Aimsoftheablilities:

（1）Toimprovetheabilityofgettinginformationbyreading.

（2）Toimprovetheabilityofretellingthestory.3．Aimsoftheemotion:

（1）Tounderstandhowtowriteaboutproblemsandtoexpressfeelings.

（2）Toaskforadvicetosolvetheproblems.

Part3Teachingemphasis1．Tomasterthe‘to’-infinitivesand‘wh-’words+‘to’-infinitives.2．Togettheabilityofgeneralreadingandgettinginformation.

Part4Teachingdifficulties1．Torecognizeandunderstandvocabularyaboutproblems.2．Toaskforadvice

Part5Teachingmethods

Inthistopic,Iwillusefive-stepTeachingMethodandTask-basedlanguageTeaching.Idesignsometaskstohelpthestudentslearn.IthinkifIwanttoimprovethestudents’oralEnglish,IshouldgivethemenoughchancestopracticeandIwillusepairwork,groupworktoletthestudentstakeanactivepartinallkindsofactivities.Thatis“Learningbydoing,learningbyusing”.Letthestudentsbethemastersoftheclassteaching,thus,student-centeredteachingmethodiswellshown.

Part6TeachingaidsProjector，slideshow，taperecorderandblackboard

Part7TeachingprocedureStepⅠ．Lead-in

Thepurposeistoarousethestudents’interestofstudy.

Let’shaveafreetalk.

T：Haveyougotproblems?

S：Yes.T：Whatisit?S：Eatingtoomuchmakesmeunhealthy.T：Whataboutyou?S：……StepⅡ．PresentationThepurposeistodeveloptheskillsofskimmingandhowtogainthemainideaofthearticles.1．Askstudentstoreadtwolettersandanswerthefollowingquestions:①WhatisMillie’sfavouritehobby?(Painting)②WhatisMillie’sproblem?(Shedoesn’thaveenoughtimeforhobbiesandhomework.)③WhendoesSimonplayfootball?(Afterschooluntillate)④Howdohisparentsfeelaboutit?(Theydon’tlikethisandaskhimtogohomebefore6p.m.)2．Askstudentsiftherearewordsthattheydonotknow.Explainsomenewwordsbriefly.deal；choice；complete；refuse；accept；spare；doubt；whether；StepⅢ．PracticeThepurposeistodeveloptheskillsofscanningandhowtogainthedetailsfromthearticles.1．Listentothetapeandanswersomequestionabout“True”or“False”.2．Askstudentstoreadthearticlesagainandexplainsomeimportantphrases.Howtosolvetheproblems；handin；ontime；atthemoment；can’tfindanytimeformyhobbies；feelbad；giveup；achieveabalancebetweenthetwo；hearform；makeunhappyStepⅣ．RetellingThepurposeistodeveloptheskillsofretellingwiththekeywords1．Askstudentstomakesentenceswithphrasesthatwehavelearned.2．Trytoretelltheoutlineofthearticles.3．Encouragestudentstosaysomethingaboutthemselves.StepⅤ．SummaryandhomeworkThepurposeistogivethestudentsaclearideaofhowtoexpresstheirproblemsandrevisethearticles.1．Askstudentstorevisethewordsandphrases2．Askstudentstowritealetterabouthimselfafterclass.Duringmyteaching，I’lltrymybesttogetmyclassaliveandencouragethestudentstotalkwitheachotherinEnglish.IthinkthegeneralaimofEnglishteachingistoimprovetheabilityofusingEnglish.AndI’llusethistoguidemyteaching.

Thankyou!我說課的內(nèi)容時(shí)pep小學(xué)英語(yǔ)四年級(jí)下學(xué)期unit4partb的第一課，包括let'slearn和let’sdo兩部分。一、

教材分析1．

教學(xué)內(nèi)容本單元圍繞“天氣”這一題材開展，是學(xué)生掌握表示天氣狀況的九個(gè)形容詞，并能運(yùn)用五個(gè)新句型對(duì)天氣狀況進(jìn)行詢問、預(yù)報(bào)、統(tǒng)計(jì)及討論和確定相應(yīng)著裝。本課是本單元中第四課時(shí)。在a部分學(xué)習(xí)掌握了四個(gè)相關(guān)氣溫的形容詞并運(yùn)用它們討論相應(yīng)著裝的基礎(chǔ)上繼續(xù)深入，學(xué)習(xí)rainy,snowy,sunny,windy,cloudy五個(gè)相關(guān)天氣狀況的形容詞。天氣與人們的日常生活密切相關(guān)，因此我注意鼓勵(lì)學(xué)生收集表示天氣的圖表，掌握各種天氣預(yù)報(bào)符號(hào)及各種天氣情況下人們從事的活動(dòng)形式。通過用中學(xué)、學(xué)中用、反復(fù)實(shí)踐、學(xué)用結(jié)合的方式，在鞏固和豐富“表述天氣”這一項(xiàng)目的同時(shí)，也促進(jìn)了學(xué)生語(yǔ)言技能的發(fā)展，為后階段“問天氣”的英語(yǔ)學(xué)習(xí)打下扎實(shí)的基礎(chǔ)，提供充分的知識(shí)準(zhǔn)備。2．

教學(xué)目標(biāo)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)。基于以上認(rèn)識(shí)，對(duì)教學(xué)內(nèi)容的分析已基本教材的特點(diǎn)，我將教學(xué)目標(biāo)確定為：（1）能力目標(biāo)：能夠看懂、聽懂天氣預(yù)報(bào)并用英文表達(dá)天氣情況。（2）只是目標(biāo)：能夠聽、說、認(rèn)讀本課的重點(diǎn)單詞，windy,sunny,cloudy,rainy,snowy.（3）情感、策略、文化等有關(guān)目標(biāo)：a情感態(tài)度：注重培養(yǎng)學(xué)生學(xué)習(xí)的愿望，鼓勵(lì)學(xué)生參與實(shí)踐活動(dòng)。b學(xué)習(xí)策略：注重觀察，交際功能。c文化目標(biāo)：了解世界主要城市的天氣差異。3．

重點(diǎn)與難點(diǎn)依據(jù)以上對(duì)教學(xué)內(nèi)容和教學(xué)目標(biāo)的分析以及小學(xué)生的認(rèn)識(shí)規(guī)律和英漢語(yǔ)言差異，我認(rèn)為對(duì)五個(gè)形容詞及交際性語(yǔ)言的學(xué)習(xí)是本課的重點(diǎn)及難點(diǎn)；世界幾個(gè)重要城市的名稱及地理位置也是一個(gè)教學(xué)難點(diǎn)。4．

教學(xué)方法根據(jù)以上對(duì)教材的分析，我采用情景法、直觀法、多媒體輔助法、全身反映法等教學(xué)方法。堅(jiān)持以話題為核心，以功能、結(jié)構(gòu)為主線，以任務(wù)型活動(dòng)安排本課教學(xué)。由英語(yǔ)天氣預(yù)報(bào)開始，創(chuàng)設(shè)外語(yǔ)語(yǔ)言氛圍，激發(fā)學(xué)生的學(xué)習(xí)興趣，是學(xué)生在參與天氣情況的表述活動(dòng)中，掌握知識(shí)，發(fā)展能力。二、

教學(xué)過程1．

以學(xué)生為主體，復(fù)習(xí)導(dǎo)入當(dāng)課堂奏響“以人為本”的主旋律，課堂也有專制走向民主。我反思傳統(tǒng)課型，一改復(fù)習(xí)由教師唱主角的現(xiàn)象，根據(jù)學(xué)生一周內(nèi)讀寫的綜合表現(xiàn)評(píng)選出幾名優(yōu)勝者，通過教師的指導(dǎo)在第二周的課堂上帶領(lǐng)同學(xué)們進(jìn)行有目的的復(fù)習(xí)。本課時(shí)也采用此法，請(qǐng)兩位同學(xué)先領(lǐng)唱歌曲“thunder”，然后作天氣預(yù)報(bào)并帶領(lǐng)全體同學(xué)復(fù)習(xí)a部分的單詞cold,worm,cool,hot.學(xué)生a:goodmorning.thisistheweatherreport.學(xué)生b出示詞卡并領(lǐng)讀weather.這種方法可以突出學(xué)生的主體性，激發(fā)其興趣。2．

變課堂為生活，句中學(xué)詞語(yǔ)言的實(shí)質(zhì)是交際，交際的環(huán)境是生活。正如葉圣陶先生所說，“只有來(lái)自于生活的語(yǔ)言才是自己的語(yǔ)言?！币虼耍易隽艘韵碌脑O(shè)計(jì)：（1）以電教為手段，呈現(xiàn)材料心理學(xué)研究，人們對(duì)初次接觸的材料尤其是生動(dòng)形象的實(shí)物或?qū)嵕皶?huì)有很深的印象。我根據(jù)這一心理特征，運(yùn)用多媒體課件展示色彩逼真，形象生動(dòng)的動(dòng)態(tài)畫面，分別反映風(fēng)、雪、雨、晴、多云等五種天氣狀況。并且繼續(xù)以天氣預(yù)報(bào)為主線，在句子中領(lǐng)讀單詞，適時(shí)出示相應(yīng)詞卡。進(jìn)一步引導(dǎo)學(xué)生用新詞對(duì)已學(xué)城市進(jìn)行不同天氣現(xiàn)象的描述，讓學(xué)生在一系列既關(guān)聯(lián)又相對(duì)獨(dú)立的語(yǔ)境中自主學(xué)習(xí)，達(dá)到基本掌握本課的五個(gè)重點(diǎn)詞匯，并能熟練運(yùn)用句型it'srainyin…這一環(huán)節(jié)充分調(diào)動(dòng)學(xué)生的積極性，吸引全體學(xué)生的注意力。（2）以游戲?yàn)榉绞?，突破難點(diǎn)正如新課標(biāo)所強(qiáng)調(diào)的，傳統(tǒng)課注重機(jī)械傳授，忽略了體驗(yàn)與參與。在本課的設(shè)計(jì)過程中，我力圖有所改進(jìn)，設(shè)計(jì)了多種多樣的游戲。a找朋友在課前我事先讓學(xué)生通過觀看天氣預(yù)報(bào)，自行制作天氣預(yù)報(bào)符號(hào)的小卡片。教師出示詞卡，學(xué)生朗讀并出示相應(yīng)的符號(hào)。反映最快的同學(xué)帶領(lǐng)大家繼續(xù)聯(lián)系。b比記憶操練完畢后教師出示一張世界地圖：thisisaworldmap.let'ssaytheworldweather.由此進(jìn)入下一個(gè)記憶力游戲。教師出示符號(hào)讓學(xué)生齊讀，并將其貼于特定城市旁，同時(shí)慢速重復(fù)：it'srainyinlondon.也可讓學(xué)生跟讀。貼完五個(gè)詞卡后馬上出示并領(lǐng)讀本課涉及到的五個(gè)城市名稱，然后由學(xué)生憑記憶將名稱貼于相應(yīng)天氣符號(hào)旁。這一活動(dòng)既練習(xí)了新詞，又使學(xué)生很自然的了解到五個(gè)重要城市的名稱及地理位置。由于此任務(wù)的目標(biāo)明確，學(xué)生的注意力指向性強(qiáng)，所以在突破難點(diǎn)方面可達(dá)到事半功倍的效果。c我最棒由教師指詞卡領(lǐng)讀個(gè)城市名稱并將其放入句子中：it’swindyinmasco.替換其他形容詞和城市進(jìn)行練習(xí)?？捎山處燁I(lǐng)讀轉(zhuǎn)為有單組學(xué)生領(lǐng)讀。為了調(diào)動(dòng)學(xué)生的積極性，利用workinpairs,ingroups,inrow,interm以及boyssay,girlssay等多種不同方式操練鞏固。在此基礎(chǔ)上小組操練：it’stheworldweather.it’srainyinlondon.進(jìn)行表演，比比誰(shuí)最棒。使學(xué)生處于積極思維的狀態(tài)之中，全方位多角度培養(yǎng)學(xué)生運(yùn)用英語(yǔ)的能力?；顒?dòng)設(shè)計(jì)在此處，適應(yīng)了小學(xué)生意志力較薄弱，注意力易分散的心理特征。再一次集中學(xué)生的注意力，有效維持學(xué)生的學(xué)習(xí)興趣。以上兩點(diǎn)構(gòu)成了本課的第二個(gè)教學(xué)環(huán)節(jié)：新課呈現(xiàn)。（3）以鞏固為窗口，拓展知識(shí)小學(xué)段學(xué)生活潑好動(dòng)，所以tpr活動(dòng)會(huì)深受兒童喜愛。節(jié)奏和動(dòng)作能刺激大腦皮層，激活記憶，使學(xué)生在對(duì)各指令的反應(yīng)中自然習(xí)的語(yǔ)言。運(yùn)用全身反應(yīng)法來(lái)充分發(fā)揮tpr活動(dòng)的優(yōu)勢(shì)。對(duì)于let'sdo部分，我分三步進(jìn)行教學(xué)。第一步讓學(xué)生靜靜地聽錄音，仔細(xì)觀察圖片，理解語(yǔ)句；第二部分圖片模仿并做動(dòng)作，為放慢速度，可由教師領(lǐng)讀；第三步聽錄音做動(dòng)作，對(duì)于有能力的同學(xué)鼓勵(lì)其跟讀。3．

變生活為課堂，自主學(xué)習(xí)課堂的終點(diǎn)在哪里？如果有，我想應(yīng)該在生活中。因此，我以本課為延伸，鼓勵(lì)學(xué)生在課后運(yùn)用已學(xué)語(yǔ)言介紹，談?wù)撎鞖鉅顩r，收集近期的天氣預(yù)報(bào)并相互交流，跟讀拼寫四會(huì)單詞sunny和snowy.這也是本課的家庭作業(yè)，這時(shí)本節(jié)課也就告一段落了。三、

學(xué)法指導(dǎo)在本課中，我努力以課標(biāo)為指導(dǎo)，以活動(dòng)為方式，變課堂為生活。通過“天氣報(bào)道”把所有的新知識(shí)融合串聯(lián)起來(lái)。堅(jiān)持“詞不離句，句不離章”的教學(xué)原則，使學(xué)生以生活為課堂，逐步提高自己的綜合語(yǔ)言運(yùn)用機(jī)能，形成自主學(xué)習(xí)的能力一、教學(xué)目標(biāo)知識(shí)目標(biāo)：使用“Ithas...Ithas...and...”句型介紹動(dòng)物的特征，并能用“Itis...”及“Itisso...”來(lái)表達(dá)自己對(duì)動(dòng)物的整體評(píng)價(jià)。1.本課時(shí)的重點(diǎn)是使用“Ithas...Ithas...and...”句型介紹動(dòng)物的特征并，能在實(shí)際生活中運(yùn)用。2.本課時(shí)的難點(diǎn)是“Ithas...”的讀法及單、復(fù)數(shù)的正確用法。3.能運(yùn)用所學(xué)語(yǔ)言展開討論、表演。能力目標(biāo)：1．能夠用熟練的語(yǔ)言來(lái)描述動(dòng)物的形狀和特征。2．發(fā)展觀察、想象能力，增強(qiáng)求異思維和創(chuàng)新意識(shí)，增強(qiáng)主動(dòng)思維能力和實(shí)踐能力，提高與人交往的能力、運(yùn)用語(yǔ)言的能力。情感目標(biāo)：1.培養(yǎng)學(xué)生熱愛動(dòng)物、熱愛大自然的美好情感，增強(qiáng)學(xué)生的環(huán)境保護(hù)意識(shí)。2.學(xué)生能根據(jù)自己的想象與創(chuàng)意改編對(duì)話，增強(qiáng)對(duì)英語(yǔ)學(xué)習(xí)的自信心和學(xué)習(xí)興趣。二、教學(xué)過程與步驟↘熱身（Warm-up）1.Let'schant:（根據(jù)書本PEP1P35的chant改編）Makethisclown,upanddown.Facebig,earssmall.Headbig,mouthtoo.Armslong,fingersshort.Legslong,feetshort.Facebig,earssmall.Headbig,mouthtoo.Bodylong,osetoo.Happy,happy,happyfellow.（學(xué)生邊說邊做動(dòng)作）2.Lookatthecat.Itisfat.Lookatthepig.Itisbig...（學(xué)生邊說邊做動(dòng)作）↘呈現(xiàn)/操練（Presentation/Practice）1.（教師出示一只小老鼠和一頭大象）T:Lookatthemouse.Itis...Ss:Itis...(有的學(xué)生說：Itissmall.有的學(xué)生用很夸張的語(yǔ)氣說：Itisveryverysmall.)T:Itissmall.Itisveryverysmall.Itissosmall.(注意語(yǔ)氣夸張、強(qiáng)調(diào))（教師把mouse的尾巴翹起來(lái)，做一些有趣的動(dòng)作）Anditisfunny.Itisso...Ss:Funny.Itissofunny.T:Itissofunny.Itissosmall.Otherideas?Howdoyouthinkofthemouse?Ss:Itissonice.Itissosmall.Itissofunny/beautiful.(學(xué)生邊說邊手舞足蹈)T:Yes,itissosmall.Howaboutthiselephant?Itisso...Ss:Itisso...2.Guessinggame:T:Themouseishappy.I'mhappytoo.Howaboutyou?Areyouhappy?Now,let'smakesomeriddles.Ss:OK!T:Listen!It'sbeautiful.Itissobeautiful.Ithasbigeyes.Ithasasmallnose.Ithasasmallmouth.Ithaslongears.Whatisit?Ss:Rabbit!(同學(xué)大聲回答)T:Anotherriddle.Ithassmalleyes.Ithasbigears.Ithasashorttail.Andithasalongnose.Whatisit?Ss:Elephant.3.(1)教師拿出玩具大象T:Lookattheelephant.Theelephanthasa(教師停頓，并指著大象的鼻子)...Ss:Alongnose.T:Yes,ithasalongnose.(教師寫出課題)T:(然后分解跟讀,指著單詞has)Here"a"ispronouncedas...Ss://T:Let'sreadthewordtogether.Ss:/h////s/hasT:It-has-alongnose.(分解跟讀)T:(運(yùn)用玩具大象，做“Catchandsay”的游戲)Ithasalongnose.Pleasecatchitandsaythesentence.Ss:(抓到大象，邊說邊做動(dòng)作)Ithasalongnose.T:(大象回到老師的手中)Ithasalongnose.Howaboutitstail?Ithasa...Ss:(大部分學(xué)生回答)Ithasashorttail.(也有幾名學(xué)生回答)Ithasalongtail.(老師迅速出示大象,同學(xué)們就叫了起來(lái):Ithasashorttail.)T:So,Ithasalongnoseanda...Ss:Ashottail.T﹠Ss:Ithasalongnoseandashorttail.T:Lookattheelephant.Ithasa...Ss:Alongnose.Lookattheelephant.Ithasalongnose.Lookattheelephant.Ithasashorttail.(老師利用手勢(shì)來(lái)引導(dǎo))T:Howaboutitseyes?Ss:Ithassmalleyes.T:Yes,ithassmalleyes.Looktheelephant.Ithassmalleyes.Howaboutotheranimals?T:(利用課件)Howaboutthiskindofanimal?Ss:Lookatthe...Ithas...ears.4.T:(CAI)Lookattheelephant.Ithasalongnose.Yes,yes,yes.Ithasashorttail.Yes,yes,yes.Ithasbigears.Yes,yes,yes.Ithassmalleyes.Yes,yes,yes.Let'schanttogether.Ss:(小組進(jìn)行練習(xí))T:Thisismychant.Canyoumakeachantlikethat?Lookattheseanimals.Ss:Lookattherabbit.Ithas...Yes,yes,yes....5.T:Yourchantarenice.Let'splayagame.Boysandgirls,closeyoureyes.Pleaseguess:Ithasabignose.It'sanelephant.(在這個(gè)游戲中,注意只讓學(xué)生摸到動(dòng)物的一兩個(gè)部位)S1:(Guess)Ithasalongmouth.Ithassmalleyes.It'saduck.T:Yes.So,Openyoureyes.Let'ssaytogether.S2:Ithasshortarms.Ithasabigbody.It'sapanda.T:No.S3:Ithas...It'sa...6.T:Somanyanimalshere.Andtherearealsomanyanimalsinthecircle.Whatarethey?Let'sreadtogether:Ss:Ithasbigears.T:Guess,Whatisit?Ss:It'sa...T:Let'sgoon.Ss:Ithassmalleyes.Ithasfourshortlegs.Ithasafatbody.Ithasalongtail.(課件逐句出現(xiàn))T:Whatisit?Ss:It'sa...T&Ss:Itsays:Mew.Mew.Ss:Cat.Cat.T:Anotherone.Ss:Ithasasmallnose.It'shasasmallnose.Ithasabigbody.Ithassmalleyes.Ithasbigears.Ithasalongtail.S1:dog/squirrel/...Ss:It'ssmall.It'swhite.T&Ss:It'samouse.Ss:Ithasasmallnose.Ithasabigmouth.Ithasabigface.Ithasalongtail.Ithassmalleyesandsmallears.Ithaslongarmsandlonglegs.Itlikespeaches.S1:It'smonkey.7.T:（CAI）Lookatthecat.Thecatissad.Canyouguesswhy?S1:Thecat...(很多學(xué)生都用中文來(lái)表達(dá))T:Becausethecatcan'tfindhismother.Look,let'sreadtogether.Ss:Hello.Areyoumymother?T:Let'shelpthecat.Ss:OK.T:(CAI:rabbit)Isshethecat'smother?Ss:No.T:Guess.Therabbitsays...Ss:...T:Look!T&Ss:No.Yourmotherisacat.Ithasasmallnose.T:So,I'macat.Whowantstobearabbit?S1:(帶上頭飾)T:Hello.Areyoumymother?S1:No.Yourmotherisacat.Ithasasmallnose.T:Practiceinpairs.Look.Who'scoming?Ss:Adog.T:Yes.Thecatsays...Ss:Hello.Areyoumymother?T:(帶上頭飾)Hello.Areyoumymother?S1:No.Yourmotherisacat.Ithasabignose.S2:No.Yourmotherisacat.Ithasalongtail.Ithassmalleyes.T:Let'sreadtogether.Ss:No.Yourmotherisacat.Ithasabignoseandalongtail.T:Now,look,thecatmeets...Ss:Amonkey.T:Yes,amonkey.Canyouactitout?S1:Hello.Areyoumymother?S2:No.Yourmotheriscat.Ithassmalleyesandbigears....T:Hello.I'macat.Whowantstobearabbit?Whowantstobeadog?Whowantstobeamonkey?Hello.Areyoumymother?S1:No.Yourmotherisacat.Ithasasmallnose.S2:No.Yourmotherisacat.Ithasasmallnose....T:Thecatissohappy.Why?Ss:Thecatfindshismother.T:OK.Let'sreadtogether.Ss:Hello.Areyoumymother?Yes,comeon.Mybaby.T:Let'sgetingroupsoffour.Actitout.一、教案目標(biāo)及重、難點(diǎn)分析1．教學(xué)目標(biāo)：（1）知識(shí)能力目標(biāo)：能夠四會(huì)掌握單詞：skirt,shirt,jacket,dress和T-shirt。能夠正確書寫句子：Whatcolourisit?It'swhite．能理解對(duì)話大意并聽錄音跟讀。（2）情感策略目標(biāo)：培養(yǎng)學(xué)生互助合作意識(shí)。培養(yǎng)學(xué)生單詞記憶策略。培養(yǎng)學(xué)生熱心助人的意識(shí)。2．教學(xué)重、難點(diǎn)：五個(gè)單詞和兩個(gè)句子在四線格中的正確書寫。3．教學(xué)準(zhǔn)備單詞詞卡、圖片、獎(jiǎng)勵(lì)學(xué)生的小圖片、涂色紙、練習(xí)題、愛心調(diào)查表、錄音機(jī)和磁帶、多媒體課件。二、教學(xué)過程：（一）熱身1．Let’schant.（Unit3BLet’schant）2．復(fù)習(xí)AReadandwrite部分學(xué)過的五個(gè)顏色單詞。T：Todaywe’llhavefivecolourgroups.教師將全班學(xué)生分成五個(gè)不同的顏色組，同時(shí)復(fù)習(xí)顏色單詞的拼寫：RedGroup,YellowGroup,GreenGroup,BlueGroup,WhiteGroup。T：We’llhavearace.Ifyougetarightanswer,yourgroupcangetonesticker.Let’sseewhichgroupgetsthemoststickers.T：TodayisZip’sbirthday.Shewillhaveabigbirthdayparty.Wouldyouliketogototheparty?Ss:Yes.T：Metoo.Butwhatcanwewear?Ihavesomeprettyclothes.Guesswhattheyare.在游戲過程中滲透句型：Thisdressispretty.學(xué)生猜，答對(duì)的學(xué)生為本組贏得一張服裝圖片的貼紙。教師在小組活動(dòng)中滲透Hurryup!的教學(xué)。（設(shè)計(jì)意圖：利用衣服圖片進(jìn)行“猜一猜”的游戲，復(fù)習(xí)服裝單詞，同時(shí)也為后面的單詞書寫作鋪墊。）（二）新知呈現(xiàn)和操練1．T：Theseclothesaremine.Ihavesomenewclothesforyou.Theyareverypretty.Doyouwanttotakealook?Ss：Yes.T：Butyoumustcompletethewordsfirst.教師利用課件出示單詞的拼寫：sk__t,__irt,T-_____，j_cket，dr_ss。學(xué)生猜對(duì)后，教師出示衣服的圖片，滲透以下句子：Whatcolouristhe…?This_____ispretty.教師引導(dǎo)學(xué)生拼讀比較shirt和skirt的發(fā)音和拼寫，引導(dǎo)學(xué)生總結(jié)ir的發(fā)音。出示T-shirt時(shí)，教師提醒學(xué)生第一個(gè)字母大寫。（設(shè)計(jì)意圖：引導(dǎo)學(xué)生進(jìn)行觀察比較，根據(jù)單詞特別是元音字母的發(fā)音規(guī)律記憶單詞，滲透單詞記憶策略的培養(yǎng)。）2．“快看快說”單詞游戲教師利用課間展示彩色衣服圖片，通過提問引導(dǎo)學(xué)生進(jìn)行討論。T：What’sthis?Whatcolourisit?Ss：It’s….板書句子時(shí)，教師故意小寫句首第一個(gè)字母或忘記標(biāo)點(diǎn)符號(hào)，讓學(xué)生找出并糾正，以加深學(xué)生的記憶。3．游戲：（1）將單詞卡片快速重新排列組成句子。（2）涂一涂，寫一寫，比一比。（設(shè)計(jì)意圖：利用游戲的形式操練句子的書寫，調(diào)動(dòng)了學(xué)生的積極性，同時(shí)在小組活動(dòng)中培養(yǎng)了學(xué)生互助合作的意識(shí)。）4．T：Ziphassomeprettyclothes,too.Shehasanewdressforherbirthdayparty.Whatcolourisit?Let’swatchthecartoon.學(xué)生看完動(dòng)畫后回答教師的問題。T：Openyourbooksandreadinpairs.Thinkaboutthisquestion：WhatcolouristheT-shirt/shirt/skirt?教師再放一邊錄音，學(xué)生聽完后填空并檢查答案。（設(shè)計(jì)意圖：讓學(xué)生帶著問題閱讀課文，利用聽音練習(xí)幫助學(xué)生理解課文內(nèi)容并練習(xí)單詞的書寫。）5．T：Ziphasanewdressforthebirthdayparty.Whatdoyouhaveforthebirthdayparty?Whatcolourisit?學(xué)生回答，答對(duì)的可以得到一張衣服圖片。最后，師生一起總結(jié)本節(jié)課小組競(jìng)賽的情況（設(shè)計(jì)意圖：這一過程同時(shí)也是對(duì)本課單詞的又一次復(fù)習(xí)鞏固。）（四）家庭作業(yè)NameyourclothesinyourclosetPART1

theAnalysisoftheTeachingMaterials.Statusandfunctions

Thisunitisabouttravel.Itisinterestingandrelatedtodailylife.Theunitincludesthefollowingparts:warmingup,listening,speaking,reading,languagestudy,integratingskillsandwriting..Inthespeakingpart,itprovidesmuchcommunicativelanguageknowledgeandgetsSstolearnhowtocomplainandhowtoexplain.ItisagoodchancetoarouseSs’interestinEnglishandimprovetheirspeakingability.Thegrammarpartinthisunitistorevisethenon-finitiveverbswhichareimportantforseniorSs’Englishstudy.ThereadingpassagegetsSstolearnabouttwofamoustouristresorts,RIODEJANEIROinBrazilandKITZBUHELinAustriaandgetsSstolearnsomelanguagepoints.ThereadingpassageisaimedtoimproveSs’readingability,skimming,scanningskillsandsoon.It’sessentialforSsinthelearningofEnglish.Thisisalsoagoodpassageforstudentstolearnabouthowtointroduceaplacetootherpeople.Solearningthispassagewellisimportantinthisunit.SointhisperiodIwilllaymyemphasisontheimprovementofthestudents’readingskillsbycombiningreadingandspeakingtogether.Asforthelanguagepoints,Iwilldealwiththeminthenextperiod.Teachinggoals

●TargetlanguagegoalsGetstudentstolearnandmasterthefollowingwords,phrasesandsentences.Phenomenon,downtown,commercial,avenue,altitude,surrounding,guarantee,breath-taking,downhill,feast,gym,shore,takeadip,everynowandthen,itchfor,

workout.A.

Shouldyoufeeltheurgetopackyourbagsandexplorewhattheworldhastooffer,youmaywanttoconsideroneofthedestinationsbelow.B.

Thisphenomenonmayexplainwhypeoplespendsomuchtimeandmoneyontripstointerestingplace.C.

There’snoneedtoworryifyouhaveneverskiedbefore.●AbilitygoalsTrainthestudents’readingability,suchasskimmingandscanning.Enablethestudentstolearnhowtointroduceaplacetoguestswiththetargetlanguageinthisunit.●MoralgoalBroadentheirvisionandwidenculturalknowledge.Teachingimportantpoints

Helpstudentstounderstandthetext.Trainstudents’readingability.

Teachingdifficultpoints

Howtohelpstudentsunderstandthetext,andtraintheirreadingability.PartⅡ.theanalysisofteachingmethods,andteachingaidsTeachingmethods

Toachievedifferentteachingaims,differentkindsofteachingmethods

willbeadoptedthroughoutthisperiod,TBL(Task-basedlearning),skimming,scanning,pairworkandgroupwork.AccordingtothefamouslinguistSkehan,TBLrequiresstudentstoengageininteractioninordertofulfillatask.Theunderlyinglanguagesystemswilldevelopwhilestudentsfocusontheprocessofperformingthetask.Healsopresentsathree-phaseapproach(pre-task,while-taskandpost-task)totaskimplementation.Teachingaids

Inthisperiod,Iwillapplythemulti-mediaandcoursewaretomaketheinputvisible,interesting,comprehensibleandthustomakethestudentsinterestedintheclAss.PartIII.TheanalysisofStudentsPsychologically,studentsofthisagearefullofcuriosityandeagertoshowwhattheyknow.Theyarechallengedtotakeanactivepartinvariedkindsofactivities.Groupcompetitionandcooperationhelpthemtolearntocooperatewitheach