英文說課稿（精選12篇）
作為一名教學(xué)工作者，通常需要用到說課稿來輔助教學(xué)，借助說課稿可以更好地提高教師理論素養(yǎng)和駕馭教材的能力。說課稿應(yīng)該怎么寫才好呢？以下是小編收集整理的英文說課稿，僅供參考，希望能夠幫助到大家。
英文說課稿 篇1
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 aims 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 materials 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.
英文說課稿 篇2
Good afternoon, everyone. I’m Zhou Yan. I’m an English teacher from Experimental School of Suqian. Now I’ll say Sample A of Lesson Six in Book One. I’ll prepare to say the lesson from four parts.
Part One Analysis of the Teaching Material
�。ㄒ唬� STATUS AND FUNCTION
1.This is an important lesson in Book One. From this lesson, it starts asking the Ss to grasp contents of each Sample. To attain "four skills" request of listening, speaking, reading and writing. To start listing "Word Bank" and tell the Ss to remember the new words. To start asking the Ss to write the English sentences well. Therefore this lesson is in the important position of the teaching material.
2.This lesson is the first one of Unit 2.So if the Ss can learn it well, it will be helpful to make the Ss learn the rest of this unit.
3.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 spoken English.
�。ǘ〢NALYSIS OF THE STUDENTS
The Ss has learned English for about one month so far. They can understand some words and some simple sentences. The Ss have taken a great interest in English now.
�。ㄈ㏕EACHING AIMS AND DEMANDS
The teaching aims basis is established according to Junior School English syllabus provision.
1.Knowledge objects
�。�1） To make the Ss know how to use the affirmative sentence "This is. . . ." and the negative sentence "This is not…"Everyday expressions for "Apologies""Im sorry""Thats all right".
�。�2） To study the new words "six, hey, sorry, it’s, that’s", etc. by learning the dialogue of this lesson.
�。�3） To finish some exercises.
2.Ability objects
�。�1） To develop the Ss’ abilities of listening, speaking, reading and writing.
（2） To train the Ss’ ability of working in pairs.
�。�3） To develop the Ss’ abilities of communication by learning the useful structures.
3.Moral objects
（1） To enable the Ss to be polite and love life.
�。�2） To enable the Ss to look after their things well.
（四）TEACHING KEY AND DIFFICULT POINTS
The teaching key and difficult points’ basis is established according to Sample A of Lesson Six in the teaching materials position and function.
1.Key points:
�。�1）。To help the Ss to communicate with each other.
�。�2）。To enable the Ss to study in groups and co-operate skillfully.
�。�3）。To develop the Ss’ interest in English.
2.Difficult points:
�。�1） How to make dialogues and act them out.
�。�2） How to write the right whole sentences.
�。ㄎ澹� TEACHING AIDS
Multi-media computer, Tape recorder, Software: Powerpoint or Authorware, school things 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. That is to say, I’ll let the Ss to get a better understanding of the key structure of the dialogue. I’ll give the Ss some tasks and arrange five kinds of activities: talking, guessing games, watching CAI, acting out Sample A and having a competition.
Teaching special features
To use these methods are helpful to develop the Ss’ thought.
Part Three STUDYING WAYS
1.Teach the Ss how to be successful language learners.
2.Let the Ss pass "Observation—Imitation—Practice " to study language.
3.Teach the Ss how to master dialogues and how to communicate with others.
Teaching special features:
Let the Ss communicate with each other and adopt competition methods to develop the Ss’ keen interest in English.
Part Four Teaching Procedure
I’ll finish this lesson in four steps. First I’ll divide the Ss into four groups and bring a competition into the class. At last let’s see which group is the winner.
Step1 Warm-up
1. Free talk between T and Ss .
Such as: Hi, I’m . . . . What’s your name?
This is … How do you do?
Who is he/she? How are you?
Who can count from 1to 5?
What’s this in English? etc.
2.A game: Ask the Ss to give T some school things. For example:
T: Give me your book.（ruler, box, pen, table, knife, etc.）
T: This is your book. This is not my book. It’s your book. etc.
In this course I’ll ask them to make a dialogue group by group without repetition. Find out which group will make the most dialogues.
Purpose of my designing: I think it is important to form a better English learning surrounding for the Ss by imitating and at the same time it is necessary to provide situations to review learned knowledge.
Step2. Presentation
This course is very important. I’ll mainly talk about this step.
I’ll use CAI to present the whole dialogue. Arrange some situations to help Ss understand Sample A.
First scene: There is a bag on the floor. B is picking it up and get ready to leave. Now A is talking with B.
A: Hi, B. How are you today?
B: I’m fine, thank you. And you?
A: I’m fine, too. Oh, this is my bag.
B: No, this is not your bag. It’s my bag.
A: （Look closely） Oh, I’m sorry.
B: That’s all right.
�。ˋt the same time, C is running up and hitting A.）
C: Oh, I’m sorry.
A: That’s OK.
I’ll write the key points on the Bb 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.
Purpose of my designing: To present Sample A by CAI is much easier for the Ss to learn and grasp the meanings. CAI can provide a real situation with its sound and picture and it makes the relationships between the Ss better.
Step3.Practice
First play the tape recorder. Let the Ss listen and imitate the dialogue. Pay attention to their pronunciation and intonation. In this step the Ss are required to practise the Sample in pairs by reading the dialogue aloud. This step is employed to make the Ss grasp the Sample .At last I’ll ask the Ss to think hard and act it out with a partner according to Sample A. Then find out which group will act it out well. I’ll give them red stars.
Purpose of my designing: This step is employed to make the Ss get the general idea of the dialogue as a whole one. At the same time let the Ss have a chance to practise their listening and spoken ability.
Step4.Production
In this step I’ll give the Ss a free space to show their abilities.
Second scene: The Ss are having a picnic. It’s hot and they take off their coats and put them together. They are singing and dancing, laughing and chatting. After the picnic, they begin to look for their coats. D and E are talking. F and G are talking. etc.
After watching, I’ll give the Ss some tasks to make similar dialogues without repetition and find out which group will make more dialogues.
Purpose of my designing: "Task-based" teaching method is used here to develop the Ss’ ability of communication and also their ability of co-operation will be well trained. Tell the Ss we should be polite and take good care of our things. We should love our life. I think proper competition can arouse the Ss’ interest in English learning. If the Ss can finish this task well, they will benefit a lot in their spoken English.
2.Skill 1 Model 1.
I’ll ask four Ss of the groups to write these sentences on the Bb in the four lines.
Then check their handwriting, correct their mistakes. Find out who will write well and whose handing is the best.
3.Finish the Ss’ workbook.
Purpose of my designing: To check the knowledge Ss have learned in this lesson.
Step5.Homework:
�。�1）Recite the words as many as possible after class.
�。�2）Make a dialogue according to Sample A and write it in the exercise book.
Purpose of my designing: I think homework is so important that the Ss should speak English as much as they can in class or after class. It is necessary for the Ss to do some extensive exercises after class to consolidate the knowledge they learned.
Blackboard Design
Lesson Six Sample ASix This is my…h(huán)ey This is not your. . . .sorry It’s my. . . . Picture it’s=it is Oh, I’m sorry.that’s=that is That’s all right/OK.
英文說課稿 篇3
Good morning, ladies and gentlemen. It’s my great honor and pleasure to be here sharing my lesson with you.
I have been ready to begin this representation with five parts. Analysis of the teaching material, the teaching aims, the important and difficult points, the studying methods, and the teaching procedure.
Part 1 Teaching Material
The content of my lesson is New Senior English for China Book___ Unit____________________. This unit is about____________________ (topics). By studying of this unit, we’ll enable students to know_________________________ and develop the interest in___________________. At the same time, let the students learn how to____________________ (functional items). From this lesson, it starts___________________________(structures). (As we all know, reading belongs to the input during the process of the language learning. The input has great effect on output, such as speaking and writing.) Therefore, this lesson is in the important position of this unit. If the Ss can master it well, it will be helpful for them to learn the rest of this unit.
Part 2 Teaching Aims
According to the new standard curriculum and the syllabus , and after studying the teaching material, the teaching aims are the followings:
1.Knowledge objects
(1)The Ss can master the usage of the important words and expressions.
(2)The Ss can use the __________________ (grammar) in the proper situation.
(3)The Ss can understand the content of the lesson, talk about _______________________ (information) and get their own idea about _______________________________.
2.Ability objects
(1) To develop the Ss’ abilities of listening, speaking, reading and writing
(2) To guide Ss to set up effective studying strategies.
(3) To improve the student’s reading ability, especially their skimming and scanning ability.
(4) To train the Ss’ abilities of studying by themselves and cooperating .
3.Emotion or moral objects
(1)By completing the task, the Ss increase their interest in ____________________and set up self-confidence in _____________________.
(2)Teach the Ss_________________________, put the moral education in the language study.
Part 3 the Important and Difficult Points
Based on the requirement of the syllabus.
The important points are__________________________ such as ______________.
The difficult points are_________________________ for example_____________.
Part 4 Teaching Methods
As is known to us all, a good teaching method requires that the teacher should help Ss develop good sense of the English language. For achieving these teaching aims, (after the analysis of the teaching material and teaching aims,) I will use the following methods according to the modern social communication teaching theories.
1.Communicative Approach
2.Whole Language Teaching
3.Task-based Language Teaching
4.Total Situational Action a “scene — activity” teaching method , it establishes a real scene and the interaction between the teacher and the Ss. At the same time, CAI can provide a real situation with its sound and picture, it can develop the Ss creativity in learning English.
Part 5 Teaching Procedure
Step 1. Lead-in. (_____min)
___________________________________________________________________
Purpose of my design: (1) to catch Ss’ attention about the class/topic/passage.
(2) To set up suspense/develop interest in _______________.
Step 2. Pre-reading
Task 1. (Individual work, pair work, group work, class work; _____min)
Let Ss _____________________________________________________________
Task 2. (Individual work, pair work, group work, class work; _____min)
___________________________________________________________________
Now, let’s see what happened to the_______________/ let’s check whether it is right or not.
Purpose of my design: (1) to get to know something about the _________________.
(2) To have a better understanding about the importance of ___________________.
Step 3. While-reading
Task 1. (Individual work, pair work, group work, class work; _____min)
Skimming: Ss should read the material fast to find out the main idea/topic sentence for each paragraph.
Para 1 ___________________
Para 2 ___________________
Para 3 ___________________
Task 2. (Individual work, pair work, group work, class work; _____min)
Scanning: Listen to the tape part by part to finish ___________________________.
Task 3. (Individual work, pair work, group work, class work; _____min)
Scanning: Guide Ss to read the material carefully and take some important notes, then answer the following questions.
Task 4. (Individual work, pair work, group work, class work; _____min)
Scanning: Ask Ss to read the material carefully and find out the correct answers to finish the following chart.
Purpose of my design: Enable students to understand the given material better by using different reading skills. And proper competition can arouse the Ss’ interest in English learning. “Task-based” teaching method is used here to develop the Ss’ ability of communication and also their ability of co-operation will be well trained.
Step 4. Post-reading
Task 1. (Individual work, pair work, group work, class work; _____min)
(task1)Ask Ss to close books and finish the summary according their notes.
(task2)Retell the story /Sum up the passage in Ss’ own words according to the chart.
Task 2. (Individual work, pair work, group work, class work; _____min)
Discuss _______________________________________________with other group members and then choose a reporter to share their opinions about ____________________________________ with the whole class.
Purpose of my design: I think If the Ss can finish this task well, they will benefit a lot in their spoken English. Most Ss can take their parts in the activities, especially for the Ss who have trouble in English study.
Step 5. Homework
1.__________________________________________________
2.__________________________________________________
Purpose of my design: Homework is so important and necessary for to master the knowledge they learned after class. It will check whether the Ss achieve the teaching aims.
英文說課稿 篇4
這堂課的語言知識(shí)技能目標(biāo)是：
通過在創(chuàng)設(shè)買水果的情境的對(duì)話中，使學(xué)生能聽懂、會(huì)說：Do you like ….? / Yes，I do …. / No，I don’t. / What about …? / Let,s have some …這些句型。 并能在實(shí)際情境中運(yùn)用。
情感目標(biāo)是：
在小組內(nèi)用“What about …”向別人提意或詢問，滲透人際間要有良好的溝通方式。
我這堂課總體的設(shè)計(jì)理念是采用了任務(wù)型教學(xué)的方式�！敖處煈�(yīng)該避免單純傳授語言知識(shí)的教學(xué)方法，盡量采用‘任務(wù)型’的教學(xué)途徑”，這是《英語課程標(biāo)準(zhǔn)》所指出的，所以全課始終在購(gòu)買水果的情境中進(jìn)行著，讓學(xué)生觸景生情，在完成購(gòu)買水果的任務(wù)中，學(xué)生愉快地學(xué)習(xí)英語。
為了很好的達(dá)成以上教學(xué)目標(biāo)，把教室布置成一個(gè)模擬購(gòu)買水果的情境：四個(gè)同學(xué)圍成一個(gè)小組，每組的桌上，放一個(gè)水果盆和一個(gè)用紙密封的水果籃，水果盆和水果籃中都放入“pear peach orange watermelon”的英語圖片。
過程：
在課的開始部分，我組織一個(gè)對(duì)前一課時(shí)所學(xué)四個(gè)水果單詞的warm—up。為了提高學(xué)生學(xué)習(xí)的積極性，復(fù)習(xí)采用的方法是：每個(gè)小組桌子上放一個(gè)用紙密封的水果籃�；@中放入一些水果圖片，老師問學(xué)生，Guess it ，pless. What’s in it? 學(xué)生不知是什么物品，都想去摸，自然就提高了學(xué)生的參與積極性，讓學(xué)生摸出一個(gè)圖片，說出這個(gè)水果的英語單詞。先老師參與到其中一組，師生共同示范一次，然后每個(gè)小組，輪流從密封的水果籃里摸，摸到一個(gè)水果圖片，就說出它的英語單詞，其他學(xué)生要聽出他說的單詞是否準(zhǔn)確。
�。ㄟ@種復(fù)習(xí)符合學(xué)生好奇心理，激發(fā)學(xué)生說的欲望和聽的興趣，擴(kuò)大參與面，實(shí)現(xiàn)生生互動(dòng)。）
復(fù)習(xí)之后，教師就用語言來創(chuàng)設(shè)一個(gè)購(gòu)買水果的情境，“Amy and Bai ling go to the fruit shop ，Which fruit they like best? Let’s have a look。”播放課件，讓學(xué)生整體感知課文“Let’s talk”部分。
先讓學(xué)生聽兩遍課件中的課文朗讀，了解整個(gè)故事情節(jié)，并對(duì)本課所要學(xué)的句型有個(gè)初步的印象。聽兩遍的過程，也是規(guī)范學(xué)生語言的過程。
之后，再播放一次課件，程度好的學(xué)生可以跟讀對(duì)話，給不同程度學(xué)生有不同的發(fā)展。
教師提出全文任務(wù)：Look ! So much fruits 。Do you like it？If you can say it well。The fruits is for you。有學(xué)習(xí)的目標(biāo)是任務(wù)型英語教學(xué)的基礎(chǔ)，也是激發(fā)學(xué)生學(xué)習(xí)興趣的途徑。
這篇課文中，學(xué)生要了解四個(gè)句型的意思，并達(dá)到會(huì)說的程度是本課的重點(diǎn)，句型較多，也是學(xué)習(xí)的一個(gè)難點(diǎn)。為克服內(nèi)容多的難點(diǎn)，我將全文內(nèi)容整合，重新分組。這符合新課標(biāo)“教師要善于結(jié)合實(shí)際教學(xué)需要，靈活和有創(chuàng)造性地使用教材，對(duì)教材內(nèi)容進(jìn)行適當(dāng)調(diào)整”的精神。 我的引導(dǎo)過程具體分為三個(gè)環(huán)節(jié)。
第一環(huán)節(jié)：
教師參與到其中的一個(gè)小組，用“Do you like …？”的句型提問，因?yàn)閷W(xué)生在上學(xué)期已經(jīng)接觸了“l(fā)ike”一詞，現(xiàn)在又有了前面三次聽的機(jī)會(huì)，對(duì)本課所要學(xué)的對(duì)話有了一定的感知，預(yù)計(jì)有部分學(xué)生會(huì)回答“Yes，I do. 或 No，I don’t .”當(dāng)學(xué)生回答“Yes，I do.”時(shí)，我就說：“Here you are .”同時(shí)也將水果遞給學(xué)生，在教師與學(xué)生、學(xué)生與學(xué)生的對(duì)話中，領(lǐng)悟了“Yes，I do.”和“Here you are .”的意思。
當(dāng)學(xué)生回答“No, I don’t.” 時(shí)，教師不把水果遞給他。通過這個(gè)過程的口語與演示，學(xué)生也會(huì)領(lǐng)悟到“No, I don’t.”的意思。
同時(shí)，進(jìn)行師問生答的口語操練。師生對(duì)話要適當(dāng)增加，使學(xué)生對(duì)“Yes，I do.和No, I don’t”的句型有更多的操練機(jī)會(huì)。這樣，第一環(huán)節(jié)的目標(biāo)也就達(dá)到了。
第二環(huán)節(jié)：
由師問生答的形式，變?yōu)樯鷨枎煷�。通過教師引導(dǎo)，讓學(xué)生用“Do you like …”提問。因?yàn)�，學(xué)生要把“Do you like …”的音讀準(zhǔn)，有一定難度。因此，在起先學(xué)生說這句式時(shí)，要發(fā)揮教師的主導(dǎo)作用，讓學(xué)生跟讀，注重學(xué)生發(fā)音的準(zhǔn)確。
在學(xué)生基本會(huì)用“Do you like …”提問后，教師引導(dǎo)小組內(nèi)成員相互之間用“Do you like …與Yes或No”的句式進(jìn)行問答，整個(gè)對(duì)話過程要留給學(xué)生足夠的時(shí)間，教師還要及時(shí)了解各組的對(duì)話情況，通過激勵(lì)與輔導(dǎo)形式，達(dá)到優(yōu)等生熟練、其他學(xué)生基本會(huì)說的程度。
第三環(huán)節(jié)：
教師與學(xué)生合作當(dāng)一對(duì)顧客，起先還是運(yùn)用“Do you like …與Yes或No”進(jìn)行對(duì)話。當(dāng)學(xué)生說“No，I don’t .”時(shí)，教師順勢(shì)引出“What about … ?”和“Let’s have some …”的句型。教師配以動(dòng)作演示，當(dāng)學(xué)生對(duì)這兩句口語有強(qiáng)烈刺激后，就組織學(xué)生自愿組合成一對(duì)顧客，進(jìn)行對(duì)話，要求在對(duì)方說“No，I don’t .”時(shí)，要選擇另外水果圖片，并用“What about … ?”和“Let’s have some …”句型說話。這一環(huán)節(jié)的重點(diǎn)就是操練這兩個(gè)句型，同時(shí)也實(shí)現(xiàn)了本課時(shí)的情感目標(biāo)——那就是人際間要有良好的溝通方式。
（以上三個(gè)教學(xué)環(huán)節(jié)，將本課要學(xué)的三類新句型，分層練習(xí)，一步一個(gè)句型，掌握一句，再學(xué)一句，學(xué)生頭緒清晰，學(xué)得輕松，效果自然就高了。）
朗讀:
在學(xué)生對(duì)所學(xué)四個(gè)句型基本掌握之后，組織學(xué)生通讀課文，熟讀對(duì)話。先教師一句一句領(lǐng)讀，再組織指名讀，自由讀。朗讀有利于提高口語表達(dá)能力，是新課程所提倡的最基本的學(xué)習(xí)策略。學(xué)生在各種形式的讀中，提高了英語口語水平。
操練:
最后操練部分：將各組水果圖片集中，整個(gè)教室組成一個(gè)模擬型的水果超市，操練分兩步：1、教師與學(xué)生配合示范練習(xí)：教師邀請(qǐng)一位學(xué)生組成一對(duì)購(gòu)物伙伴，走進(jìn)水果超市，要求相互間用“Do you like …？Yes, I do.和No, I don’t .What about pears?”和“Let’s have some …”這些句型進(jìn)行英語購(gòu)物，從而激發(fā)其他學(xué)生的操練欲望。2、學(xué)生之間配合購(gòu)物操練：讓少部分學(xué)生自愿當(dāng)營(yíng)業(yè)員，大部分當(dāng)顧客，兩位顧客組成一對(duì)購(gòu)物伙伴，走進(jìn)水果超市，進(jìn)行英語對(duì)話，如果學(xué)生說得準(zhǔn)確，那么水果就可被取走。學(xué)生扮演的顧客與營(yíng)業(yè)員之間的角色要自由換位，以便讓每個(gè)學(xué)生對(duì)各類句型都能得到訓(xùn)練。
整堂課，教師樹立讓每個(gè)學(xué)生得到發(fā)展的理念，比如創(chuàng)設(shè)的活動(dòng)情境，有利于全體學(xué)生發(fā)展語言技能，提高實(shí)際語言運(yùn)用能力。優(yōu)等學(xué)生在聽的基礎(chǔ)上就有自由嘗試說的機(jī)會(huì)。組成學(xué)習(xí)小組學(xué)習(xí)口語，注重相互間的合作。全課有多次遞進(jìn)式的口語實(shí)踐機(jī)會(huì)。
注重把英語教學(xué)與情感教育有機(jī)結(jié)合。全課就是在寬松、民主、和諧的學(xué)習(xí)環(huán)境中完成活動(dòng)過程的，教師參與小組交流引導(dǎo)，關(guān)注學(xué)習(xí)困難學(xué)生的語言實(shí)踐。
英文說課稿 篇5
一、說教材。
我這次授課的內(nèi)容是PEP教材五年級(jí)上冊(cè)Unit 2 My Days of the Week A部分的 Let’s start,Let’s learn and Let’s play.這一部分的教學(xué)是在學(xué)生已經(jīng)掌握許多課程名稱的基礎(chǔ)上進(jìn)行的有關(guān)星期單詞的詞匯課教學(xué)，也為以后能夠熟練運(yùn)用句型What day is it today? What do you have on Mondays?詢問今天是星期幾和談?wù)撘恢軆?nèi)有關(guān)學(xué)校課程的安排等打下基礎(chǔ)。
二、說學(xué)情。
本班三十五人，學(xué)生整體素質(zhì)有待提高，可是有大部分學(xué)生對(duì)英語的學(xué)習(xí)興趣較為濃厚，上課積極性較高。但是，由于學(xué)生本身知識(shí)積累較少，課堂上對(duì)問題的理解不透徹，合作學(xué)習(xí)及獨(dú)立思考方面也表現(xiàn)不夠好。所以就要求我們教師更要做一個(gè)有心人，充分利用各種資源來提高課堂教學(xué)效率。
三、說理念。
基于教材與學(xué)情，在本課我主要突出兩個(gè)理念：
1、整合各種資源，提高課堂效率。在這一課中我搜集整合了一些資源：一個(gè)自制的單詞轉(zhuǎn)盤、還準(zhǔn)備了學(xué)生喜歡的一些動(dòng)畫人物的圖片、自制的PPT以及錄音帶中外教的示范教讀等，讓他們渾然一體形成一條有效的資源鏈，最大限度地服務(wù)于課堂教學(xué)。
2、利用課堂主陣地，培養(yǎng)學(xué)生對(duì)四會(huì)單詞的聽、說、讀、寫以及綜合語言運(yùn)用能力。英語教學(xué)中培養(yǎng)學(xué)生的綜合語言運(yùn)用能力是英語教學(xué)的重要目標(biāo)之一。
四、說教法學(xué)法。
根據(jù)詞匯教學(xué)的特點(diǎn)和學(xué)生的學(xué)情實(shí)際，在這一節(jié)課中我主要采用了任務(wù)型教學(xué)法和活動(dòng)法進(jìn)行教學(xué)。始終堅(jiān)持融詞匯教學(xué)于訓(xùn)練句型之中，倡導(dǎo)學(xué)生體驗(yàn)參與，讓學(xué)生在一個(gè)又一個(gè)的任務(wù)活動(dòng)中達(dá)成習(xí)得語言的目的。既培養(yǎng)了學(xué)生的學(xué)習(xí)興趣又為學(xué)生形成一定的綜合語言運(yùn)用能力起到了作用。
五、說教學(xué)目標(biāo)：
1，能聽懂問句：What day is it today? What do we have on Mondays? 并能做出正確回答。
2, 能夠聽、說、讀、寫單詞：Monday, Tuesday, Wednesday, Thursday, Friday, 并能根據(jù)實(shí)際情況替換關(guān)鍵詞熟練運(yùn)用。
3，能夠運(yùn)用新的語言做 Let’s play 中的星期轉(zhuǎn)盤游戲。
4, 欣賞歌曲“ My Days of the Week ”。
六、說教學(xué)重難點(diǎn)：
本課時(shí)的教學(xué)重點(diǎn)和難點(diǎn)是Let’s learn 部分的四會(huì)單詞：Monday, Tuesday,
Wednesday, Thursday, Friday, 要求學(xué)生結(jié)合所給句型替換關(guān)鍵詞，逐步達(dá)到聽、說、讀、寫四會(huì)掌握。
七、說教學(xué)流程：
�。ㄒ唬￤arm-up
1, 日常口語練習(xí)
T: Hello! How are you ? Nice to meet you.
S: I’m fine, thank you. / Nice to meet you, too.
T: Who’s your English ?
S: Miss Li.
T: What’s she like?
S: ….
2, 欣賞歌曲“ My Days of the Week ”學(xué)生感知本單元的新語言。
�。ǘ㏄resentation
1, Let’s start
以我們的新同學(xué)Dora and Boot 要帶同學(xué)們?nèi)ヌ诫U(xiǎn)為情境，用新句子What classes do you like?
I like…把學(xué)生分成四組學(xué)習(xí)。同時(shí)還引出新課程：Moral Education ,Social Studies的學(xué)習(xí)。
2，Let’s learn
(Dora今天要帶我們?nèi)ツ杀�，得�?jīng)過小矮人的單詞橋和句型樂園。我們來看看怎么樣才能通過吧。)
�、判“说膯卧~橋
A, 聽錄音，讓學(xué)生整體感知今天的學(xué)習(xí)內(nèi)容。
B, 學(xué)習(xí)Monday
�。ǔ鍪綧onday）T: What day is it today?
S: It’s Monday.
師范讀-----小老師帶讀------分組讀--------個(gè)別讀
C, 學(xué)習(xí)Tuesday
學(xué)習(xí)方法同學(xué)習(xí)Monday。
師范讀-----小老師帶讀------開火車讀--------齊讀
D, 學(xué)習(xí)Wednesday
通過找單詞游戲突破Wednesday的讀音這一難點(diǎn)。
E, 學(xué)習(xí)Thursday
通過比較學(xué)習(xí)Tuesday和Thursday。
F, 學(xué)習(xí)Friday
利用French fries 遷移學(xué)習(xí)Friday.
在學(xué)習(xí)新單詞的過程中，始終把本課的新句子What day is it today? It’s… What do we have on Mondays? We have…貫穿始終，為以后的輸出奠定基礎(chǔ)。 G, 總結(jié)五個(gè)單詞的特點(diǎn)并識(shí)記。
H, 師范寫，生仿寫。師巡視指導(dǎo)。
(2)通過小矮人的單詞橋。
�。ㄈ〤onsolidation
句型樂園
玩轉(zhuǎn)盤，我最棒
規(guī)則：一位學(xué)生轉(zhuǎn)動(dòng)轉(zhuǎn)盤的指針指向某個(gè)星期單詞，問：What day is it today
小組的其他學(xué)生用：It’s …進(jìn)行猜測(cè)。猜對(duì)之后，再問What do we have on…/ We have… 誰猜對(duì)，并說對(duì)就是贏家。
師先示范-----小組長(zhǎng)帶領(lǐng)小組成員玩------小組展示。
�。ㄋ模㏒ummary and homework
師生共同歸納總結(jié)，評(píng)出優(yōu)勝小組，讓組長(zhǎng)給他們蓋章。
作業(yè)：1,把今天學(xué)習(xí)的.內(nèi)容讀給家人聽。
2，根據(jù)個(gè)人愛好設(shè)計(jì)一張個(gè)性化課程表。
英文說課稿 篇6
Teaching aims and demands 教學(xué)目標(biāo)
1. Knowledge aims:
a. Provide Ss some information about the cellphone.
b. Learn new words and expressions: toothpick, agreement, disagreement, disagree, absolutely, depend, be good at, inside out
2. Ability aims 能力目標(biāo)
a. Enable Ss to find the answers in the text quickly and correctly.
b. help Ss to find the main idea of each paragraph.
3. Learning ability aims 學(xué)能目標(biāo)
a. Help Ss to express their opinions about life on the go.
b. Improve the reading ability.
Teaching important points 教學(xué)重點(diǎn)
Let Ss learn to how to improve their ability.
Teaching difficult points 教學(xué)難點(diǎn)
How to get the main idea of the text and each paragraph quickly and correctly.
Teaching methods 教學(xué)方法
1. Co-operative method for creative ideas.
2. Fast reading and careful reading
3.Quesion-and-answer activity teaching method
Teaching aids 教具準(zhǔn)備
1. A telephone
2. Some pictures
Teaching procedures & ways 教學(xué)過程與方式
Step I Lead-in and warming-up
Ask the students consider this question: If I miss my mother, how can I do? Then the Ss can give me many ways like walking home to tell my mother, write a letter, or just give a call. Then I asked my Ss which one is the best. The students will tell me "telephone", and then I will deal with the new lesson life on the go.
Step II
Check the answers in the exercise books and tell them some skills of reading.
Step III Fast reading
Give the students some minutes and read the text quickly and then answer the questions.
1. What does life on the go mean?
Life on the go here means a fast-paced lifestyle where people are always on the go—rushing from one place to another, using phones, computers, etc.
2. What is the second paragraph about?
It’s mainly about the different uses of cellphones.
Step IV Careful reading
Read the text carefully and then decide the following true or false questions.
1. Many Chinese teenagers live life on the go just like Wang Mei.
2. With cellphones, we can only make calls and send messages.
3. All cellphones have an electronic calendar to remind you of appointments and dates.
4. The students don’t use the cellphone in the classroom because of the school rules.
5. With a cellphone, students will certainly waste some time and money on it.
6. Teenagers like cellphones just because they can send messages.
7. Wang Mei has a cellphone but her best friend Xiao Li hasn’t.
Step V Consolidation
Give the students 5 minutes to read the text against and find the main idea of each paragraph.
Para. 1 Wang Mei is an example of Chinese teenagers who have cell phones.
Para. 2 Cell phones can be used for what?
Para. 3. Why are not the students allowed to use the cell phone.?
英文說課稿 篇7
Unit 10 Ifyou go to the party, you’ll have a great time!
Reading 說課稿
�、�. The analysis of the teaching material
This lesson is a reading passage which focused on the topic of sharing your problems with others when you have worries.The students will learn that it’s normal to have trouble. Talking to someonecan help a lot. Such a topic is related to our daily life, so it is easy toarouse the students’ learning interest.
Teaching objectives:
A.knowledge objective:
a. Students can master the usage of the keywords and phrases: teenager, normal, unless, mistake, angry, careful, careless,in half, keep…to oneself, etc.
b. Students can understand the main idea ofthe article.
B. abilityobjective:
a. Students can use the proper reading skillssuch as anticipating, skimming, scanning to achieve the reading tasks.
b.Studentscan use the new words and phrase to finish the exercise.
C. emotionalobjective:
a. To develop the spirit of cooperationthrough teamwork and pair-discussion.
b. To arouse students’ interest in Englishlearning.
c. To help students get the proper ways tosolve problems.
Key and difficult points:
A. keypoints:
a. To master the usageof the key words and phrases.
b. To use the properreading skills to achieve the reading tasks.
B. difficultpoint:
Enable students to use the new words andphrases to express their ideas in daily life.
�、�. Theanalysis of students
The Students have been learning English forsome years. They understand some words and simple sentences. They are curiousand active. They enjoy learning through cooperation in a relaxing atmosphere. However,their English learning levels are different from each other. Most of them don’thave enough English to express what to do when they have problems. They need theteacher’s help and encouragement in their further study.
�、�. Teaching methods
In this lesson, I will use audio-visualteaching method, communicative teaching method and task-based teaching method.Besides, (www..Com)multimedia, blackboard, tape recorder are needed as the teaching aids.
�、�. Teaching procedures
Step 1 Warming-up （5 minutes）
Play a video. Students watch it and talk about thefollowing questions:
What kind of things do they worry about?
What will you do if you have the same problem?
Step 2 Pre-reading （8 minutes）
1. Show some funny pictures and sentences onPPT. Lead students to guess the meaning of the new words. Learn the new wordsand phrases.
2. According to the picture on the textbook,ask students to predict the main idea of the passage.
Step 3 While-reading （18 minutes）
1. Skim the passage quickly and choose the main idea（a, b or c）。
2. Scan the article and find the answers to the questionsin 2c in pairs.
3. Read carefully and finish the mind map.
Students these days often have_______ with their_____ and ______.
Some people believe_________________________________.
Laura’s problem:__________________________
At first, she______________________________.
In the end, she____________ and her parents______________.
and her parents______.
Laura’s opinion:
____________
Robert Hunt feels the same way as Laura.
It’s best not to______________________________.
The first step is to___________________________.
In English, we say that _______________________.
Step 4 Post-reading （10 minutes）
1. Solve difficulties in groups. Just now students metsome difficult points while reading. Now they can work them out in groups. The Teacher will help to solve the problem that they can’t solve by themselves.
2. Finish 2 tasks.
Task 1: Fill in the blanks with the new words andphrases.
Task 2: Make a survey. Let each student ask 2-3 groupmembers some questions and take note of their answers. Then make a report.（Students can use the mind map to finish this task. ）
Step5 Summing up （3minutes）
Ask students to summarize what they have learned in this class. And the teacher will complete what the students summary.
Step 6 Homework （1 minute）
Level A: Choose 10words and phrase to make your own sentences.
Level B: Complete your report and write it down.
�、�. Blackboard designing
I will divide the blackboard into 3 parts:
Unit 10 If you go to the party, you’ll have a great time!
key words and phrases
key sentence structures
mistake, careful, careless, understanding, unless, in half, keep… to oneself
…
If …， they will…
It is best （not） to do sth.
Unless… , I will…
英文說課稿 篇8
一、 說課標(biāo)
新課程標(biāo)準(zhǔn)的三維教學(xué)觀，具體到英語學(xué)科就是要整合發(fā)展學(xué)生語言技能、語言知識(shí)、情感態(tài)度、學(xué)習(xí)策略和文化意識(shí)五個(gè)方面的素養(yǎng)，培養(yǎng)學(xué)生綜合運(yùn)用語言的能力。指出：“教師在教學(xué)才過程中應(yīng)與學(xué)生積極互動(dòng)、共同發(fā)展。教師應(yīng)尊重學(xué)生的人格，關(guān)注個(gè)體差異，滿足不同學(xué)生的學(xué)習(xí)需要，創(chuàng)設(shè)能引導(dǎo)學(xué)生主動(dòng)參與的教育環(huán)境，激發(fā)學(xué)生的學(xué)習(xí)積極性，培養(yǎng)學(xué)生掌握和運(yùn)用知識(shí)的態(tài)度和能力，使每個(gè)學(xué)生都能得到充分的發(fā)展。因此，本課的設(shè)計(jì)重點(diǎn)是：幫助學(xué)生形成自主、合作、探究的學(xué)習(xí)模式，掌握閱讀的一些基本技巧，讓每個(gè)學(xué)生在原有的基礎(chǔ)上都學(xué)有所得。
二、說教材
�。ㄒ唬� 教材地位和教學(xué)內(nèi)容分析 本課是高一必修模塊1第4單元的閱讀課型，這單元圍繞earthquakes這一主題開展聽、說、讀、寫多種教學(xué)活動(dòng)。Reading設(shè)計(jì)為本單元的第2課時(shí)。本課型是單元整體教學(xué)的重要環(huán)節(jié)，為學(xué)生的語言學(xué)習(xí)、語法學(xué)習(xí)提供了載體，并且是學(xué)生獲取信息的主要來源�！癛eading――― A NIGHT THE EARTH DIDN’T SLEEP” 具體描寫1976年唐山大地震的震前、震中和震后。本篇文章詞匯量大，運(yùn)用了大量的動(dòng)詞、復(fù)雜的數(shù)字，出現(xiàn)許多定語從句，篇幅較長(zhǎng)，并且采用一些修辭手法，對(duì)學(xué)生的語言閱讀能力提出了更高的要求。但文章的結(jié)構(gòu)較明顯，較容易歸納出各部分的中心詞。
�。ǘ┙虒W(xué)目標(biāo)
1. 語言知識(shí)目標(biāo)：
a)使學(xué)生了解自然災(zāi)害的相關(guān)詞匯，并掌握復(fù)雜數(shù)字的表達(dá)法。
b)學(xué)習(xí)掌握與地震相關(guān)的詞匯，如：shake,well,rise,smelly,pond,pipe,burst,canal,steam,ruin,injure,destroy,brick,dam,useless,steel,shock,quake,rescue,electricity,disaster,army,organize,bury,coal,mine,shelter,fresh,percent等，以及 right away, at an end, dig out, give out, thousands of以及一些優(yōu)美句子的賞析。
2. 語言技能目標(biāo)：
a)閱讀技能的訓(xùn)練：讓學(xué)生學(xué)會(huì)克服生詞障礙，通過略讀，歸納出文章的大意；通過細(xì)讀，理清文章的總體框架與脈絡(luò)，歸納出各部分的中心詞；通過查讀，捕捉文章的重要細(xì)節(jié)，培養(yǎng)學(xué)生獲取、處理信息的能力。
b) 讓學(xué)生復(fù)述課文，分析、感悟作者的寫作意圖。
c) 讓學(xué)生運(yùn)用本節(jié)課所學(xué)詞匯、知識(shí)，通過采訪唐山大地震幸存者的形式進(jìn)行小組活動(dòng)，提高學(xué)生用英語進(jìn)行創(chuàng)造性交流的能力。
a）學(xué)會(huì)有關(guān)地震的知識(shí)，并能通過學(xué)習(xí)討論懂得地震時(shí)的應(yīng)急逃生，地震后如何科學(xué)救人和有關(guān)地震的形成和減少地震所造成的損失等一般知識(shí)。
b）懂得地震無情人有情，即使發(fā)生了多么可怕的災(zāi)難，國(guó)家和解放軍官兵都會(huì)不顧自身安危，奮力搶救，培養(yǎng)學(xué)生一方有難、八方支援的互助友愛精神。
c）了解自然災(zāi)害會(huì)給人類帶來嚴(yán)重的破壞性后果，讓學(xué)生進(jìn)一步感悟、領(lǐng)會(huì)到人類應(yīng)與自然界和諧共處。
d）培養(yǎng)學(xué)生的合作意識(shí)和“合作學(xué)習(xí)”的習(xí)慣。
e）欣賞課文中優(yōu)美句子，了解一些英語修辭手法，使學(xué)生在學(xué)習(xí)完課文之后得到一次美的享受，一次心靈的愉悅和升華。
�。ㄈ┙虒W(xué)重點(diǎn)和難點(diǎn)：
1． 重點(diǎn)
1）讓學(xué)生了解唐山大地震，了解地震的成因、預(yù)兆、地震造成的損失，地震時(shí)的應(yīng)急救生以及震后的救援。
2）訓(xùn)練學(xué)生的閱讀技巧，提高閱讀能力。側(cè)重培養(yǎng)學(xué)生對(duì)文章的整體性結(jié)構(gòu)的把握和挖掘作者寫作的意圖，突出培養(yǎng)學(xué)生以下3個(gè)方面的能力：
a.文章段落中心詞把握能力。
b.根據(jù)主題快速捕捉文章重點(diǎn)細(xì)節(jié)的能力。
c.總結(jié)歸納能力。
3）重點(diǎn)掌握有關(guān)地震的詞匯，特別是shake, burst, ruin, injure, destroy, shock, quake, rescue, disaster, army, organize, bury, shelter。 4）欣賞并理解課文中優(yōu)美句子，讓學(xué)生掌握一些英語修辭用法。
2．難點(diǎn)
1) 如何使學(xué)生養(yǎng)成科學(xué)的閱讀習(xí)慣，提高閱讀理解能力和語言水平。
2) 如何使學(xué)生學(xué)會(huì)提取、篩選和重組文章中的信息，并靈活運(yùn)用于語言實(shí)踐中，達(dá)到語言實(shí)踐能力的擴(kuò)展與提高。
三、 教學(xué)方法
1、任務(wù)型語言教學(xué)法 任務(wù)型語言教學(xué)認(rèn)為：人們使用語言的過程就是一個(gè)完成各種各樣任務(wù)的過程。任務(wù)型學(xué)習(xí)強(qiáng)調(diào)通過“做中學(xué)”、“學(xué)中做”，使學(xué)生在完成任務(wù)的過程中習(xí)得語言。本課組織學(xué)生四至五人組成一個(gè)學(xué)習(xí)小組，進(jìn)行一次就地震后幸存者的訪問。該設(shè)計(jì)基于課文內(nèi)容，但又不局限于課文的范疇，旨在貫徹“做中學(xué)”、“學(xué)中做”策略，吸引和組織他們積極參與，并通過討論、交流和合作等方式，在自然、真實(shí)的情境中，完成任務(wù)，體會(huì)、掌握語言的應(yīng)用，達(dá)到學(xué)以致用的目的。
2．直觀法（視聽教學(xué)法） 充分利用多媒體教學(xué)手段，通過播放影視剪輯，與課文主題相關(guān)的圖片、圖表等直觀手段，在充分調(diào)動(dòng)學(xué)生學(xué)習(xí)興趣的同時(shí)，降低學(xué)習(xí)難度，突破重難點(diǎn)。
3．合作學(xué)習(xí)教學(xué)法 合作學(xué)習(xí)教學(xué)法是以小組活動(dòng)為主體的一種教學(xué)活動(dòng)，一種同伴之間的合作互動(dòng)活動(dòng)。合作學(xué)習(xí)教學(xué)法有利于改善課堂心理氣氛、大面積提高學(xué)生的學(xué)業(yè)成績(jī)、促進(jìn)學(xué)生良好非智力品質(zhì)的發(fā)展，調(diào)整學(xué)生的語言焦慮感。因此，本課打破傳統(tǒng)的教師單向灌輸，采用“四至五人組成一個(gè)學(xué)習(xí)小組”的課堂教學(xué)結(jié)構(gòu)，來組織教學(xué)，旨在營(yíng)造輕松的學(xué)習(xí)氛圍，為積極學(xué)習(xí)提供有利的條件，讓學(xué)生在完成任務(wù)的過程中通過互相交流，降低語言焦慮感，獲得愉快的學(xué)習(xí)經(jīng)歷，從而對(duì)學(xué)習(xí)本身和所學(xué)內(nèi)容產(chǎn)生興趣感。
四、教學(xué)過程
STEP1 導(dǎo)入 lead-in 在課堂開始，我會(huì)給學(xué)生播放一段有馮小剛導(dǎo)演拍的電影《唐山大地震》的片段節(jié)選，讓學(xué)生能通過電影能理解和體會(huì)到自然災(zāi)害給人類帶來的巨大災(zāi)難。讓后直接導(dǎo)入今天的課題。這個(gè)能激發(fā)學(xué)生去了解這篇文章的興趣，積極加入課堂。
Step2 pre-reading 讀前 在這個(gè)環(huán)節(jié)我會(huì)在學(xué)生在讀這篇文章之前給出幾個(gè)問題。但是并不要求學(xué)生馬上給出答案。而是要求在下一環(huán)節(jié)的閱讀中找出答案。
Step3 while reading 在這個(gè)環(huán)節(jié)當(dāng)中我設(shè)計(jì)了3個(gè)活動(dòng) 第一個(gè)活動(dòng) activity1 fast reading 給學(xué)生幾分鐘的時(shí)間，讓后讓學(xué)生快速閱讀這篇文章，并找出在讀前所給題的答案，在讀完文章之后，讓幾個(gè)同學(xué)來進(jìn)行回答。 第二個(gè)活動(dòng) activity2 scanning 放錄音，讓學(xué)生跟隨錄音快速閱讀，并要求學(xué)生找出每一段落的中心句，并在讀完之后，要求得出這篇文章的整體大意。并讓學(xué)生起來進(jìn)行回答 第三個(gè)答案：acrtivity3 task 在這一環(huán)節(jié)當(dāng)中我會(huì)設(shè)計(jì)一個(gè)任務(wù)。任務(wù)類型為知識(shí)的搶答。 首先我會(huì)將整個(gè)班級(jí)分為若干個(gè)小組，每組有七到八個(gè)人。并選出小組長(zhǎng)。這一環(huán)節(jié)中我設(shè)計(jì)了十個(gè)對(duì)錯(cuò)題，（true or false）,要求學(xué)生以小組的形式進(jìn)行搶答。并作出得分記錄，最后還要評(píng)選出第一名。在搶答過程當(dāng)中，我并不只單單是以游戲的形式來完成這一任務(wù)，只是簡(jiǎn)單的完成對(duì)錯(cuò)題，我會(huì)要求每組在搶答的過程當(dāng)中，要對(duì)他們所選的答案進(jìn)行解釋說明為什么。讓學(xué)生在這個(gè)過程當(dāng)中真正玩有所得。
Step 4 post-reading 這一環(huán)節(jié)我會(huì)把我們所讀的這篇文章設(shè)計(jì)成一篇閱讀題的模式，設(shè)計(jì)五道選擇題，用幻燈片展示出來，并讓學(xué)生進(jìn)行選擇。題目的設(shè)計(jì)會(huì)以文章的主旨大意和一些細(xì)節(jié)作為試題。這讓學(xué)生能在這一環(huán)節(jié)當(dāng)中對(duì)剛剛已經(jīng)學(xué)習(xí)知識(shí)進(jìn)行鞏固。
Step5 summary 在這一環(huán)節(jié)中我會(huì)整堂課做一個(gè)簡(jiǎn)短的總結(jié)，并再一次強(qiáng)調(diào)本次課的重難點(diǎn)。讓學(xué)生明確本課的重點(diǎn)，再一次明確課堂目標(biāo)。和引導(dǎo)學(xué)生對(duì)這篇文章的情感態(tài)度進(jìn)行升華。
Step6 homework 作業(yè)
1、要求學(xué)生背誦本次課的重點(diǎn)詞匯和短語
2、要求完成相應(yīng)聯(lián)系。
3、要求學(xué)生課后通過各種途徑查到關(guān)于地震的常識(shí)，并去了解一些
英文說課稿 篇9
一、說教材
1.教材內(nèi)容
我說課的內(nèi)容是人民教育出版社九年義務(wù)教育課程標(biāo)準(zhǔn)實(shí)驗(yàn)教科書四年級(jí)上冊(cè)中的Unit2 My Schoolbag。這一單元呈現(xiàn)了教科書的名稱。本單元通過一系列的活動(dòng)與對(duì)話來講解大家在日常生活中描述書本的單詞和句子。本單元需要6個(gè)課時(shí)完成。我現(xiàn)在要說的是第一個(gè)課時(shí)。
2.教材地位
本課時(shí)是第二單元的第一課時(shí)，綜觀PEP教材，本課時(shí)首次出現(xiàn)教科書名稱。本課時(shí)又是第二單元的重點(diǎn)，因此本課時(shí)的教學(xué)對(duì)第二單元的學(xué)習(xí)起著決定性的作用。
二、說教學(xué)目標(biāo)
根據(jù)本課時(shí)內(nèi)容的特點(diǎn)和四年級(jí)學(xué)生的年齡特點(diǎn)和任務(wù)型教學(xué)模式的要求。在教學(xué)過程設(shè)計(jì)中，特別關(guān)注全體學(xué)生的學(xué)習(xí)發(fā)展，注重互動(dòng)，給孩子們學(xué)習(xí)英語的氛圍，讓他們運(yùn)用語言進(jìn)行交際，用英語做事情，讓學(xué)生們?cè)诨顒?dòng)中參與體驗(yàn)和理解。因此我制定了以下教學(xué)目標(biāo)：
1、知識(shí)與能力
a、能夠聽、說、認(rèn)讀本課時(shí)主要生詞English book, math book, Chinese book, story-book, notebook, schoolbag。
b、能夠聽懂、會(huì)說How many … do you have? I have….并能在實(shí)際情景中運(yùn)用。
c.能聽懂指示語，并按照指令做出相應(yīng)的動(dòng)作，如：Put your English book on your head….
2、過程與方法
3、情感態(tài)度與價(jià)值觀
通過教學(xué)，逐漸達(dá)到培養(yǎng)孩子們的語感以及運(yùn)用本單元語言內(nèi)容做事情的目的，同時(shí)也讓孩子們學(xué)會(huì)關(guān)愛社會(huì)，并且運(yùn)用實(shí)際行動(dòng)來表達(dá)自己的愛心的情感態(tài)度。
三、教學(xué)重難點(diǎn)：
本課時(shí)的重點(diǎn)是能夠聽、說、認(rèn)讀本課時(shí)主要生詞English book, math book, Chinese book, story-book, notebook, schoolbag。語音的教學(xué)是這一環(huán)節(jié)的重點(diǎn)，預(yù)計(jì)學(xué)生初學(xué)時(shí)會(huì)出現(xiàn)較明顯的語音錯(cuò)誤，因此我要注意指導(dǎo)學(xué)生仔細(xì)聽音、讓學(xué)生觀察老師的口型，認(rèn)真模仿、及時(shí)結(jié)合學(xué)生發(fā)音進(jìn)行評(píng)價(jià)糾誤。另一方面，在所學(xué)單詞中很多都于book有關(guān)，這些單詞的書寫形式有所不同，學(xué)生很容易出錯(cuò)，要及時(shí)相機(jī)指導(dǎo)，而且這些單詞中還設(shè)計(jì)到合成詞，如：school+book=schoolbook,所有的這些都要讓學(xué)生抓住，抓牢。
難點(diǎn)是能夠聽懂、會(huì)說How many … do you have? I have….并能在實(shí)際情景中運(yùn)用。在這個(gè)句型設(shè)計(jì)到單詞的復(fù)數(shù)形式，對(duì)于學(xué)生來說是個(gè)難點(diǎn)，要詳解。
四、說教法、學(xué)法
1.教法設(shè)計(jì)
四年級(jí)的學(xué)生的注意力很難持久，他們對(duì)新鮮事物比較感興趣，還有他們的水平參差不齊，甚至有較大差距，因此我采用綜合運(yùn)用全身肢體反映法（TPR），情景導(dǎo)入法和任務(wù)型教學(xué)模式，使優(yōu)秀的學(xué)生學(xué)得更好，使基礎(chǔ)差的學(xué)生在課堂上多開口，使他們有所提高，以達(dá)到調(diào)動(dòng)全班學(xué)生學(xué)習(xí)英語興趣的目的。
2. 學(xué)法指導(dǎo)
新課標(biāo)倡導(dǎo)“以人為本”，倡導(dǎo)自主、合作、探究的學(xué)習(xí)方式。本課時(shí)中教師充分考慮到學(xué)生的年齡特征、興趣和認(rèn)知水平，準(zhǔn)備了直觀、生動(dòng)的教具，創(chuàng)設(shè)了寬松活潑的學(xué)習(xí)環(huán)境和真實(shí)有意義的活動(dòng)場(chǎng)景，設(shè)計(jì)了多樣的學(xué)生喜愛的教學(xué)活動(dòng)，讓學(xué)生在情境中感受英語，運(yùn)用英語。
五、 課前準(zhǔn)備
1、準(zhǔn)備一臺(tái)錄音機(jī)及相關(guān)的磁帶，便于學(xué)生更好的掌握語音及語調(diào)。
2、準(zhǔn)備相關(guān)的課件，讓學(xué)生在形象逼真的氛圍中更好的學(xué)習(xí)。
3、準(zhǔn)備與本課時(shí)相關(guān)的單詞卡，便于學(xué)生反復(fù)認(rèn)讀。
六、說教學(xué)程序
我的教學(xué)思路有五步：
Step1：Warming up 創(chuàng)設(shè)情景，引入新知
（1） Sing a song.
唱一唱學(xué)過的歌曲《In the classroom》，既活躍了氣氛，又能使學(xué)生盡快地融入英語課堂學(xué)習(xí)的氛圍。
�。�2）通過聽指令做動(dòng)作（如：point to the window , point to the door ….）等復(fù)習(xí)第一單元的知識(shí)，同時(shí)為進(jìn)入本單元的schoolbag作鋪墊。
Step2：. Presentation 激情引趣，學(xué)習(xí)新知
�。�1）由point to the bag 導(dǎo)入課題 (板課題) 并引導(dǎo)學(xué)生說。
�。�2）多媒體課件呈現(xiàn)所學(xué)新單詞。學(xué)習(xí)單詞按易到難，由淺入深原則逐一學(xué)習(xí)。先從大家熟悉的English book入手，然后到Chinese book, math book, notebook ,由于story-book比較難發(fā)音，因此安排在最后。
�。�3）通過圖片、單詞卡片、課本讓學(xué)生反復(fù)指認(rèn)這些單詞。
（4）Guessing game .讓學(xué)生快速搶猜單詞。
（5）教學(xué)句型:How many …do you have? I have….
通過學(xué)生與老師 ，老師與老師之間的對(duì)話來加強(qiáng)學(xué)習(xí)，在同學(xué)們熟悉單詞后，引導(dǎo)他們加入How many …do you have? I have….進(jìn)行操練。
Step3：. Play time 深化新知，體驗(yàn)參與
（1） Let’s do.
學(xué)生在老師的帶領(lǐng)下進(jìn)行l(wèi)et’s do. 需特別注意事物間的方位關(guān)系以及介詞的用法：in, on, under, near（出示課件幫助理解）.這部分是對(duì)所學(xué)單詞的鞏固并應(yīng)用。
（2） Let’s sing “Books and Pencils ”讓句型化難為易。伴隨著音樂的節(jié)拍，學(xué)生在輕松愉悅的氣氛中學(xué)習(xí)興趣濃厚，使得整節(jié)課在充滿樂趣的氛圍中度過。
通過歌曲既鞏固所學(xué)知識(shí)，又讓學(xué)生在玩、唱中去習(xí)得語言。
Step4： Practice. 鞏固新知，運(yùn)用新知
我會(huì)設(shè)計(jì)一個(gè)場(chǎng)景，比如說在一張桌子上擺放一本英語書，三本數(shù)學(xué)書，五本故事書……讓學(xué)生分成兩組用今天所學(xué)的知識(shí)來簡(jiǎn)述，
E.g. Show me your notebook
Show me your English book
E.g. __How many English books, math books, Chinese books, story-books, notebooks, schoolbags do you have?
__I have……
通過這樣的練習(xí)，達(dá)到鞏固新知，運(yùn)用新知的目的。
Step5： Extension完善新知，拓展延伸
讓學(xué)生用所學(xué)的句型和單詞找一找身邊的事物并延伸到課外。培養(yǎng)學(xué)生綜合運(yùn)用語言。讓學(xué)生帶這問題走出教室。
七、教學(xué)反思
本節(jié)課采用任務(wù)型教學(xué)，利用多媒體課件突出重點(diǎn)，突破難點(diǎn)，使教學(xué)內(nèi)容形象生動(dòng)有趣，學(xué)生易于接受；根據(jù)學(xué)生的年齡特征采用多種游戲活動(dòng)，激發(fā)興趣，激活思維。預(yù)計(jì)所有的學(xué)生都能理解和掌握六個(gè)新單詞意義和讀音，大多數(shù)學(xué)生能夠用所學(xué)語句進(jìn)行相關(guān)的對(duì)話，表達(dá)自己的認(rèn)知情況。
八、說板書設(shè)計(jì)
板書分為兩部分，即單詞和句型。讓學(xué)生對(duì)本課學(xué)習(xí)的知識(shí)清晰明了，突出教學(xué)目標(biāo)的重難點(diǎn)，有利于學(xué)生理解吸收和記憶。
Unit2 My Schoolbag
schoolbag English book Chinese book,
math book, notebook story-book,
How many books do you have?
--- I have 6.
英文說課稿 篇10
一、教學(xué)內(nèi)容分析
(一)、知識(shí)背景
定語從句是高中英語教學(xué)的重點(diǎn)語法，高考必考內(nèi)容之一，也是一個(gè)難點(diǎn)。涉及面廣，平行區(qū)分難度大，因此需要作專題復(fù)習(xí)，歸納，講解，辨析。
�。ǘ�、教學(xué)重點(diǎn)難點(diǎn)
1、語言知識(shí)重點(diǎn)與難點(diǎn)
�。�1）that 與which 用法區(qū)別
（2）對(duì)the way的考查
�。�3）關(guān)系副詞引導(dǎo)的定語從句和介詞+關(guān)系代詞引導(dǎo)的定語從句。
2、綜合知識(shí)重點(diǎn)與難點(diǎn)
�。�1）as 的使用
�。�2）對(duì)where 的考查
�。�3）綜合考查
教學(xué)輔助手段：多媒體
二、教學(xué)目標(biāo)
（一）、知識(shí)技能
1、復(fù)習(xí)、掌握關(guān)系代詞和副詞引導(dǎo)的定語從句及介詞+關(guān)系代詞引導(dǎo)的定語從句。
2、歸納并掌握與定語從句相類似的句法考察現(xiàn)象。
2、提高學(xué)生語法分析以及綜合運(yùn)用能力。
�。ǘ┻^程與方法
習(xí)題引導(dǎo)，自主歸納，近似對(duì)比，拓展演化
�。ㄈ┣楦袘B(tài)度
“辦法總比困難多”，遇到難題、復(fù)雜情況要積極想辦法。
�。ㄋ模⿲W(xué)習(xí)策略
1、認(rèn)知策略：能總結(jié)定語從句的結(jié)構(gòu)規(guī)律，并加以應(yīng)用；
2、調(diào)控策略：利用游戲，鼓勵(lì)學(xué)生主動(dòng)積極思考，寓教于樂
三、教學(xué)步驟
1、導(dǎo)課
�。�1）習(xí)題導(dǎo)入：展示一組reason用法考查題目，引導(dǎo)學(xué)生形成一種基本思維----與一個(gè)關(guān)鍵詞相關(guān)的從句并非只有一種，因此需要站得更高，才能看的更全面，準(zhǔn)確。
�。�2）拓展回顧，框架定位
拓展復(fù)習(xí)范圍，回顧句法結(jié)構(gòu)體系，給定語從句一個(gè)宏觀的定位，同時(shí)也將復(fù)句連詞分析進(jìn)行一個(gè)策略上的定位。
2、基礎(chǔ)知識(shí)回顧
�。�1）練習(xí)引導(dǎo)
（2）歸納總結(jié)
關(guān)系詞及其意義
指代人關(guān)系代詞
指代事物在從句中作主干成分
所屬關(guān)系whose
指地點(diǎn)關(guān)系副詞
指時(shí)間在從句中) 作狀語
指原因why
3、考點(diǎn)與難點(diǎn)歸納
�。�1）考點(diǎn)1：that與which
歸納只使用which和that應(yīng)遵循的規(guī)則
�。�2）考點(diǎn)2：theway用做先行詞
歸納做題技巧
theway做先行詞時(shí)，先看后面定語從句中是否缺少主語或賓語：
缺少主語或賓語：引導(dǎo)詞用that/which/不填（作賓語）
主語賓語都不缺：引導(dǎo)詞用that/inwhich/不填
�。�3）考點(diǎn)3：介詞+關(guān)系詞
歸納做題技巧
定語從句句首為介詞時(shí)，后可接的關(guān)系詞為：
1、介詞+whom/which/whose2．名詞＋of+關(guān)系詞
3．不定代詞／數(shù)詞＋of+關(guān)系詞4．介詞＋名詞＋of+關(guān)系詞
�。�4）難點(diǎn)一：as的用法
歸納as在限制性和非限制性定語從句中做關(guān)系代詞的用法，并歸納做題技巧。
（5）難點(diǎn)二：一些特殊詞之后的where
解析：
1、如果定語從句分別修飾point，situation，part，condition和case等表示抽象意義的詞，常用where引導(dǎo)，意思是“到了某種地步，在某種境況中”。
2、先行詞是表示地點(diǎn)的名詞，定語從句未必用where
如果定語從句的先行詞是地點(diǎn)（或時(shí)間）類名詞，而關(guān)系詞又代替先行詞在從句中充當(dāng)主干成分，從句用that /which引導(dǎo)；如果是關(guān)系詞在從句中充當(dāng)狀語類成分，用where /when/in which。
（6）難點(diǎn)三、綜合考查
綜合考查一：定語從句與強(qiáng)調(diào)句
綜合考查二：定語從句與同位語從句
綜合考查三：定語從句與表語從句
4、對(duì)比訓(xùn)練與鞏固
采用競(jìng)賽的形式，分為兩組，由對(duì)方為己方出題，輪流，選出優(yōu)勝組。
5、能力提升
請(qǐng)學(xué)生完成一篇短文，并使用定語從句，使學(xué)生具體運(yùn)用中提升能力。
6、作業(yè)：完成短文
英文說課稿 篇11
一、教學(xué)目標(biāo)與要求
1、能聽懂、會(huì)說：“I have a new water bottle. Can I see it? Sure. Here you are.” 并能在實(shí)際生活中運(yùn)用。
2、能聽說讀單詞storybook和water bottle。
3、學(xué)歌謠“I have a storybook . Me too.”
二、教學(xué)重、難點(diǎn)分析
重點(diǎn)：能聽懂，會(huì)說：“I have ….”句型和單詞storybook 和water bottle。
難點(diǎn)：在實(shí)際生活中運(yùn)用“I have….”句型。
三、課前準(zhǔn)備
1.教師準(zhǔn)備掛圖、玩具、文具等實(shí)物，VCD、錄音機(jī)。
2、學(xué)生自備文具和自帶一些小玩具
四、教學(xué)步驟和建議
1、 熱身(Warm-up)
(1)、教師與學(xué)生進(jìn)行日�？谡Z會(huì)話練習(xí)。
(2)、復(fù)習(xí)上學(xué)期所學(xué)句型“I have a ….”教師拿出一個(gè)玩具汽車并說“I have a new car.”把它遞給學(xué)生讓他來說“I have a new car.”拿出多個(gè)玩具練習(xí)這個(gè)句型，讓每一個(gè)學(xué)生都說一遍。
2、新授(Presentation)
(1)、教師拿出一本故事書說“I have a new storybook.”，學(xué)生也拿出一本故事書說“I have a new storybook.”教師緊接著說“Can I see it.”學(xué)生答“Sure. Here you are.”和多個(gè)學(xué)生進(jìn)行這個(gè)對(duì)話練習(xí)。
(2)、全班學(xué)生看本課VCD教學(xué)片。
(3)、通過觀看教學(xué)片，在幾遍后讓學(xué)生試著跟讀Just speak部分的內(nèi)容。
(4)、學(xué)生跟讀，教師糾正部分單詞的發(fā)音。
(5)、學(xué)生分組分角色朗讀，做到最快、最清晰、最大聲。
(6)、請(qǐng)部分學(xué)生拿著水壺、故事書到前面表演對(duì)話。
(7)、去掉VCD的聲音，讓學(xué)生為教學(xué)片配音。
(8)、用圖片展示生詞storybook和water bottle，通過搶答游戲的方式讓學(xué)生能聽、說、讀這兩個(gè)單詞，具體步驟如下：教師把圖片快速?gòu)膶W(xué)生眼前閃過，然后學(xué)生舉手搶答。答對(duì)者獎(jiǎng)勵(lì)一個(gè)小貼紙。
(9)、讓學(xué)生使用所學(xué)過的玩具或文具對(duì)Just speak部分的對(duì)話進(jìn)行改編并表演出來。例如：
A: Hi, ….I have a new doll.
B: Hi, …. I have a new ball.
A: Oh, cool. Can I see it.
B: Sure. Here you are.
A: Wow! Its super.
(10).聽錄音欣賞歌謠，在活躍的氣氛中讓學(xué)生跟著節(jié)奏學(xué)說歌謠。
五、鞏固與延伸(Consolidation and extension)
1、打開質(zhì)量監(jiān)測(cè)完成對(duì)應(yīng)的練習(xí)(教師給予一定的指導(dǎo))。
2、家庭作業(yè)：跟讀課文，朗讀歌謠。
英文說課稿 篇12
The lesson I am going to talk about is from the teaching materialBook One ,Unit 8.the third part that is used by the kids in Grade One .
一、Analysis of the teaching material （說教材）
This is a dialogue that happens in the fruit shop .several sentences surround selling and buying the fruit will be learned .During the first and the second part in this unit ,the kids have understood simple instructions and act accordingly ,and they can say simple words ,phrases or sentences by looking at objects and the pictures .eg: lychee, banana, apple,"What’s this ?It’s an apple."In Unit seven ,we grasped the numbers from one to ten .The main language points in this unit is to make sentences using the fruit and numbers freely and communicate with others in English in the fruit shop. And pay close attention to the single and plural forms of the nouns .According to the kids’ English level and the corresponding content in the daily life ,I give them some extra extending .To train their ability of communicate with the others in English ,I prepare the following design .
Teaching aims （教學(xué)目標(biāo)）
1. knowledge and skill aims :（知識(shí)技能目標(biāo)）
Review the names of the ten different kinds of fruit and recognize the numbers from one to ten .
Understand simple instructions about the numbers and act accordingly.
Practice English and communicate with others in the situation.
2. Equip them with the emotion ,attitude and value goals :（情感、態(tài)度、價(jià)值目標(biāo)）
Cultivate the spirit of co-operations in the group work
Bring up the good quality of protect and make friends with the animals .
Teaching importance :（教學(xué)重點(diǎn)）
1. Make sentences using the fruit and the numbers . "Six oranges ,please .’
2. Distinguish the difference between the single form and the plural forms of the nouns ."one apple / two apples …"
3. The sentences used when selling and buying the fruit in a fruit shop.
Teaching difficulties :（教學(xué)難點(diǎn)）
1. Distinguish the difference between the single and the plural forms of the nouns .
2. Train their ability of communicating with others in English .
Teaching aids ;（教具準(zhǔn)備）
Multimedia , flash cards ,fresh fruit and arrangements and decorations of the fruit shop .
Teaching methods :（教學(xué)方法）
Task objective teaching method .TPR method , performance and games methods .
二、Analysis of the learners :（說學(xué)習(xí)者）
We are facing the 5 to 6-year-old little kids who just graduated from the kindergarten ,and they can not tell the difference between kindergarten and the primary school. sometimes they even don’t know how to behave in the class. So ,I think the most important thing for me to do is to attract their interests and make them love English and feel confident in this subject .so ,I will play some interesting games with them ,show them the funny cartoon movie and role the plays in the text or have a competation. we should not only focus on the language point itself ,but also set up the real circumstance where I can encourage them to express themselves better .What I try my best to do is to arouse the kids’ interests and protect their enthusiasm.
三、Analysis of the teaching methods （說教法）
says that during the Foundation Education period ,the total goal for English lesson is to improve the pupils’ ability of comprehensive using language .It promotes task teaching structure .According to the little kids’ physical and psychological characteristics of keeping curios ,active and imitating and showing themselves .I adopt the "task –research—construct " teaching methods and organize the class to focus on the importance and solve the difficulties .I give the pupils an open and relaxed circumstance in which they can learn to observe ,think and discuss .during this procedure ,the pupils’ ability of thinking and using language is developed very well .
四、Analysis of the teaching procedures .（說教學(xué)過程）
1. Warm up .（歌曲熱身）
All the class sing English song "Ten little Indian boys " to arouse their interests and help them to step into English learning circumstance happily.
2. Review the fruit and the numbers those we learned in the first and the second part in this unit .（復(fù)習(xí)數(shù)字和水果）
A. Watch a funny video . and answer the questions .（learn more fruit and practice more sentence patterns eg: strawberry / watermelon/ pineapple /cherry） ask some questions .
What’s this ?
What colour is it ?
How many bananas are there ?
Do you like eating bananas ?
What is your favourite fruit ?
Encourage them to open their mouth and speak English as much as they can .
B. Play guessing game .to review the spelling of the words using the basic pronunciation knowledge .
C. Play a game named "up and down ".emphasis on distinguishing the single and plural forms of the nouns .
3. Guide the pupils to the main teaching points .（引入新課）
To comprehensive use the numbers and the fruit that is a needed in a fruit shop .Ask two volunteers to come to the front and choose the right number cards and stick it beside the right fruit according to the other pupils’ instructions .The quicker one will be the winner .
Eg: Six oranges ,please .
4. Time to practice for all the class （全體同學(xué)操練）
The pupils choose the right cards they have prepared and put them up above their heads when they hear the teacher’s instructions and give them to the teaching answering loudly: "Here you are .’
5. Watch a video （觀看多媒體，了解本課故事情節(jié)）
understand what’s happening in the story ,（This part is important, reasonable and effective）and guide them to protect and make friends with the animals .
Present the situation of a fruit shop .the teacher will act a shopkeeper and invite a better pupil to be the customer and finish all the buying steps .
Shopkeeper : Good morning .
Customer : Good morning .
Shopkeeper : Can I help you ?
Customer : Yes ,six oranges ,please .
Shopkeeper : Here you are .
Customer : Thank you very much .
Shopkeeper : You are welcome .
6. Consolidation and Practice（鞏固和練習(xí)）
Group work : Divide the class into eight groups and every group will be decorated into a fruit shop, ask one pupil to be the shopkeeper and the other members in this group will be the customers .Encourage them to buy and sell the fruit with what they learned in this part ,I design a real situation that is common in our daily life and the kids will not feel uncomfortable or unfamiliar with it, The teacher will go around the class and supply the help to the unable ones .In such a peace and pleasant situation they like to speak the dialogue they learned to express themselves .They can feel the success and become confident in speaking English .
7. Conclusion （總結(jié)）
The teacher would lead the class to read the sentences on the board and ask some more difficult questions .Maybe the pupils can not understand them clearly ,but it doesn’t matter .we just give the pupils more information about the language and give them the better language circumstances that can help them in the future learning .
8. Homework : （家庭作業(yè)）
Encourage the pupils to design a little fruit shop at home and teach their family the dialogue in the fruit shop .When they practice this , they should take photos and show the other pupils the next day .
In this lesson , what I design （not only the presentation of the main teaching points ,but also the activities） attract the pupils interests .They learn and practice while playing . I think it’s really a good lesson of high quality.
9.Black design （ 板書設(shè)計(jì)）
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