2023年最新的英语说课稿模板下载

1、第 PAGE29 页 共 NUMPAGES29 页2023年最新的英语说课稿模板下载 篇一：英语说课稿格式 英语说课稿格式 今天我说课的内容是义务教育课程标准实验教科书， 英语 的第 单元第 课时。 1 说教材 教材内容 A本课时的教学内容为 B需要掌握的词汇有 C需要掌握的句型有 地位和作用 本课是第 单元的第 课时，教材中出现 了 的用法，本课时又是第 单元的重点，因此本课时的教学对第 单元的学习起着关键的作用。 2 说目标 教学目标 根据新课程理念教材内容，教学要求，我制定以下教学目标： 知识目标：能听懂，会说，会读，会拼写本课时主要词汇： 以及句型； 能力目标：能用本课时所学句型： 就

2、日常生活中的话题进行交流，使学生掌握 的用法； 情感目标：引导学生 总思路： 重点和难点 本课时的重点使要求学生掌握词汇 以及句型 ，本课时的难点是： 3说教法（本课是 学生情况 ） 教法分析（创设情境，事物展示，活动 ） 英语教学的目的在于让学生获得用英语焦急的能力，所以在课堂教学活动中需创设特定的情景，使学生通过模仿和想象，促进学生的理解和记忆，启发学生思维达到教学目的。 学法指导 要让全班学生都参与到课堂活动中来，同桌之间的合作，尤为重要，可使同学们都敢于在课堂中操练口语，更可使学生们不会有被忽视的感觉，合作简单，增多操练机会。 教学手段 充分利用多媒体，投影仪，录音机等教学手段，为学生

3、创设英语学习的环境增加学生的学习兴趣。 4教学过程 为了完成以上教学任务，我设计了一下教学过程： Step1:Warming up Its time for English class.Lets ； 创设轻松的氛围，带领学生进入英语学习的； 复习动词Lets do 通过“你说我做”的TPR活动在复习旧知的同时，为新课做好铺垫，因为学生都熟悉这些动作，建议教师让学生当小老师来发指令，这样可以充分体现学生的主动性。 Step2：Free talk 提问 Game 本课学习的重点是 教学手段 巩固 的掌握，为导入新课作准备。 Step3：Presentation 单词新授 通过事物或图片教学单词，学

4、生能更好的理解和掌握单词； 单词复习 互问互答 让学生通过对句子的操练巩固语言知识，拓宽学生的视野和增添学习兴趣； 句子新授 巩固新句型，快速抢答，互问互答 A 在紧张激烈的比赛中，大量输入 降低学习的难度，使学生学习的积极性更加高涨（讲情规则）； B 生活情景展示 通过多媒体等方式把语言知识放在特定的情景中进行操练，体现语言运用的真实性； 播放录音 学生观看相关的动作画面，跟着录音听，说，演，做，在轻松自然的状态下巩固所学语言。 Step4 Practice and consolidation 同桌互助合作，体现了以语言为载体和以真实情景交际为目的的小学英语教学的基本要求。 Step5 Ho

5、mework A 听录音 巩固所学词汇和句型 B 运用句型 板书设计 篇二：英语说课稿范文 英语说课稿范文 一、Introduction（导言） 英语说课是英语教学中的重要一环，也是衡量一位英语教师对教材的把握、分析及教师本人对上课进程的宏观控制能力的有力手段，能从理论上指导教师贯彻教学大纲，真正做到教与学相结合，将教材、大纲、教师、学生、课堂融为有机整体，对不断提高教师教学能力和教研能力，有着突出的作用。 二、说课的基本原则 1. 遵循教学大纲要求，明确说课内容。把握说课与上课的区别与联系，正确理解教材、教案说课、上课之间的层进关系，走出说课即是“说教案”的误区。 2. 以教师为主导，学生为

6、主体，体现先进的教学理念。 3. 详略得当，重点突出，体现说课的完整性。 4. 与教案相结合，体现其可操作性。 三、说课的基本程序 1. 说教材：科学分析教材，明确重点难点、教学目标和要求以及教材在单元中的地位和作用。 2. 说学生：谈谈学生的知识与能力结构，明确说课内容的难易程度。 3. 说教法：谈谈本节课要实施的教学手段、方法以及教具的使用。 4. 说学法：谈谈学习方法的运用以及将要实现的目标。 5. 说教学程序：说为什么要设计该程序？目的、意图何在？结果如何？ 6. 说板书设计：谈谈板书设计的根据和理由，力求体现说板书设计的程序性、概括性和艺术性。 四、注重说课信息和反馈与总结 说课的对

7、象可以是专家、同行甚至是学生。向说课对象征询意见、获取信息，力求不断改进和提高。 五、附SB 2B U16 Lesson 63说课稿 Unit 16 Lesson 63 Hello, everyone. Today Im 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 M

8、y 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

9、 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,

10、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 i

11、mportant 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.

12、 2. They are lack of vocabulary. 3. They dont 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, Ill do my best to carry

13、 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 t

14、eaching 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

15、 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

16、 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

17、 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 pre

18、pare 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 in

19、terest 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

20、 on 3. What is the difference between the sperm whale and other whales Method: Read the text individually, use questionandanswer 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 exe

21、rcise（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

22、 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 f

23、or 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 o

24、f 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. Whats more, I want to l

25、et 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 whic

26、h 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 the

27、ir 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

28、 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） D

29、iscussion: 1. The whales are in danger. Whats your opinion about it 2. The sea is being polluted. What should we do In my opinion, the blackboard design can reflect the teachers ability of mastering the text and leading the students to master the text easily. In this text, the design is not easy to

30、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. 篇三：小学英语说课稿模板 小学英语说课稿模板(新标准) 一、 教材分析 今天我说课的内容是外研社小学英语新标准三年级起始第一册module 6

31、 school, unit 2 whats this 我采用多样化的教学手段将听、说、玩、唱溶于一体，激发学生学习英语的兴趣和愿望，使学生通过合作学习体验荣誉感和成就感，从而树立自信心，发展自主学习的能力，形成初步用英语进行简单日常交际的能力。 二、学情分析 三年级的学生于本期刚接触英语，对学习英语充满了好奇和兴趣，渴望获得更多的英语信息和知识。经过本模块第一单元的学习，学生已经初步掌握了询问并识别物体的句型：whats this 和whats that 学生已掌握的知识和心理状态为本节课的自主探究打下了基础。 三、 教学目标 1、语言知识目标 (1) 让学生能听、说、认、读pen,penci

32、l,book,bag等单词。 (2) 通过学习让学生熟练掌握句型 whats this 和whats that 2、学习技能目标： (1) 能听懂lets do中的指令并做出相应动作,如point to the (2) 根据图片或在场景下进行简单的英语交流和表达，培养学生灵活运用所学知识进行交流的能力. 3、情感态度目标 （1） 通过学习活动，使学生有兴趣听、说英语，培养学生注意观察、乐于模仿的良好习惯和主动竞争的竟识。 （2） 让学生在鼓励性评价中树立学习英语的自信心。 （3） 通过小组活动培养学生合作交流能力，从而让学生意识到学习英语的重要意义。 （4）充分利用教材所提供的学习资源，实现自

33、由参与与创新，能主动与他人交流，并克服交流中的困难，使交际顺利进行。 四、教学重难点 1、学习新单词 pen,pencil,book,bag ，能正确认读。 2、巩固已学句型：whats this 和whats that 并能用 its a作出相应的回答。 五、课前准备 教具准备：课文录音；带单词的物品图片；实物pen,pencil,book,bag；魔法包；奖品（贴画）。 学具准备：单色物品的图片（学生课前画好） 六、教学策略 为了突破这堂课的重、难点，根据小学生好奇、好胜、好动、模仿力强、表现欲旺盛等生理和心理特点，我主要采取了以下教法和学法。 （一） 小组活动学习法 把全班分成四个大组（

34、两行为一组），分别用数量单词命名，并书写在黑板的左边或右边。课堂各项教学活动均以小组活动为主线，结对或全班活动为辅，学生互相交流、探究，共同完成学习任务，在合作中感受学习英语的乐趣及交流的意义，也通过小组成员之间“荣辱与共”的关系而形成同步学习的环境。 （二） 情境教学法 给学生不断创设各种真实的场景，促使学生说英语。 （三） 课堂评价主要以鼓励性评价为主。 课上恰当使用激励性评语和奖励个人贴画、小组奖红旗（画在黑板上）的方法，让学生渴望成功的心理得到满足，这也是激励学生积极投身英语学习的一个最简单而有效的方法。老师操作起来也比较方便。 七、教学过程 （一）热身复习，营造学习英语的气氛。 1、

35、歌曲导入，激发学生学习的兴趣 教育家托尔斯泰说过：“成功的教学所必须的不是强制，而是激发学生的兴趣，激发学生参与学习的兴趣，是新课导入的关键。精彩的课堂开头，不仅能使学生迅速地兴奋起来，而且还会使学生把学习当成一种自我需要，自然地进入学习新知的情景。因此，在热身的时候，首先让学生演唱歌曲“plese stand up ”，并做上相应的动作，这样的导入能很快吸引住学生，还渲染了学生学习英语的良好气氛。同时，歌曲中的物品也可勾起学生们对已学物品单词的回忆，对复习句型whats this 和whats that作好铺垫。 2、复习旧知，培养自信 教师出示tom的图片，谈话向孩子们引出本节课的新朋友：

36、“its tom.” ，并让学生热情地和他打招呼。告诉学生们他是amy的弟弟，今年才三岁。小tom有些物品不认识，由于刚和大家见面，有些害羞，要老师代问，让孩子们帮帮他。孩子们对帮助他人都比较热心，反应都很积极。于是老师拿着tom的图片，在教室里四处走动，随意拿起一件物品或指向一件物品，向学生提问：whats this 或whats that让学生作出相应的回答。适时还可用what colour is it进行询问，借以复习表示颜色的单词。大力夸奖乐于助人的娃娃。这样不仅复习了旧知识，渲染了学习英语的良好气氛，而且渗透了思想品德教育。 （二）会话导入新知，促进语言实际运用能力的提高。 学生在一

37、个平等尊重的氛围中，他们的思维是放松的，敢于说、敢于参与教学。教师要真心诚意地把学生当成学习的主人，努力提高“导”的艺术，从而在教学中恰到好处地去启发、点拔、尽可能地给学生多一点思考的时间，多一点活动的余地，多一点表现自己的机会，这样才能使课堂氛围充满活力。因此，这个环节我是这样设计的: 1、教师拿着tom的图片继续指向教室里的物品，向学生提问。课前教师在离讲台较近的墙壁两侧和较远的后墙两边分别贴上pen,pencil和book,bag的图片，分别使用whats this 和 whats that向学生提问，学生可用中文来回答。教师引导用“its a”来回答，自然引出新单词，进行单词教学。 2

38、、游戏变一变。 老师先出示魔法包，把实物pen,pencil,book,bag一件件地特意让学生看到后，再把它们放进“魔法包”中，然后让一名学生上台，从“魔法包”中握住一件物品，让其余学生猜是什么。若猜对了就把物品拿出来，并让另一名学生上台找出相应的单词卡片，全班进行单词练读。学生们对“魔法包”充满了好奇，而所学的单词又是孩子们非常熟悉的文具物品，从而学习起来非常带劲，能起到很好的巩固作用。通过齐读、指名读、开火车读、看口形猜单词等多种形式的操练，孩子们能十分轻松地掌握单词的认读。对读得对、读得好的个人和小组要给以及时的鼓励，调动学习的兴趣和积极性。 （三）呈现新知,合作互动。 在小学英语课堂

39、中使学生保持一种积极的紧张感，能够激发他们学习的外部动机，引发他们一系列的自主活动，促进外部动机向内部动机的转化。 1、游戏say and point 请四位学生上来，分别站在四个不同的方位，手里分别拿着实物pen,pencil,book,bag再请一名学生发出指令：point to the其余学生做出相应的动作，以达到对新单词的熟练掌握。这个活动完全由学生来操作，既锻炼了学生的胆量和能力，又激发了学生学习的兴趣。 2、演一演。这个部分由学生导学。指派一生扮演tom，在教室随意走动，指向任一物品，用whats this 和whats that进行询问，其余学生扮演amy作答，以答到操练句型的目

40、的。为了激发学生学习的积极性和主动性，可多抽几名学生扮演tom练习。这个环节主要是操练学生能正确使用whats this 和whats that来提问。对能正确使用this和 that来询问的学生要加以大力表扬和奖励。 3、小组活动：ask and answer 以学习小组（四人）为单位，摆出pen,pencil,book,bag等文具，可故意将其中的一件放远一些。然后指派一人分别用whats this 和whats that进行询问，其他学生作答。依次轮流进行，借以达到熟练掌握句型的目的。若组内成员不懂，其他成员帮助，团结一心，完成任务。教师巡视指导。 4、学习课文 whats this （

41、1）学生打开书，结合课文插图，听课文录音，理解文意。 （2）再听录音，生逐句模仿读。教师适时正音。 （3）趣味操练多种形式赛读：男女生分角色读；指名分角色读；小组赛读。优胜者分别奖个人贴画、奖小组小红旗。各种方式的赛读，从多方面激发学生学习英语的兴趣，培养自信心，让他们感受到成功的快乐。 （四）巩固新知，拓展练习。 1、完成运用任务（1）：赛一赛将sb24页的activity 3设计为一个抢答赛。 教师出示单色物品，用whats this询问，学生抢答。在这个环节，教师要注意引导学生加上颜色作答。不仅巩固了新知，也复习了旧知。这个练习有一定的难度，教师要多加诱导，多给孩子思考的余地。通过努力，

42、相信孩子们一定能完成得很好的。对答得对的要大加赞扬和奖励，比如说：呀，你真了不起！能说那么长的英语句子了！太棒了！ 2、完成运用任务2：将sb 25页的activity 5设计为小组活动show and ask 学生展示出课前画好的单色物品图片，在小组内互相用whats this 和whats that来进行问答。提醒学生在问时把图片拿出来，做出合适的动作；在答时尽量加上表示颜色的词，教师巡视指导。 此任务的设计，重视了对学生思维能力、观察能力的培养，特别是对学生合作学习能力的培养，让学生们在师生，生生，小组等不同的合作方式中，学会倾听，学会评价，为学生的终身学习奠定基础。 （五） 课堂小结和

43、课堂延伸 1、总结小组的战利品，（包括个人的贴画和黑板上小组的小红旗）学生掌声祝贺并鼓励未获胜的小组继续努力，为激发下节课的学习气氛打下基础。 2、布置课外作业我来当当小老师。 将所学的单词或英语句子教教你的家人或朋友。并将你当小老师的情况在下节英语课上向老师和同学汇报。 此环节将课堂延伸至课外，培养了学生的运用能力，让孩子的家人和朋友也来分享学习英语的快乐，从而更加激发孩子学习英语的欲望，真切体验学习英语的成功带来的喜悦，达到学以至用的目的。 八、设计说明 本节课不论是新知的呈现，还是游戏的设计，都是以学生的自主探究学习为中心，充分调动了学生学习英语的积极性，让学生全员积极参与到课堂，在玩中

44、学，学中用，提高了课堂实效，培养了学生学习英语的兴趣。我相信通过这样的教学，充分让学生主体参与、体验感悟、游戏巩固，是一定能圆满实现课堂教学任务的。 附：板书设计 Module 6 School Unit 2 Whats this Whats this Its a red pen. yellow pencil. Whats that Its a blue bag. green book. 篇四：英语说课稿范例(英文稿) 语说课稿范例（英文稿） 2023年06月04日 星期四 16:23 I Teaching Aims: 1. To develop Ss basic skills of list

45、ening, speaking, reading and writing. Reading is the focus in this lesson. Reading skills for Ss include (predicting, skimming, scanning and digesting.) 2. To encourage Ss to practice, participate, and co-operate in the classroom activities. 3. To get Ss to know something about and have a better und

46、erstanding of the importance of . As for teaching approaches, I think II Teaching Approaches Communicative approach and Computer-Assisted Instruction are to be used in the course of this lesson. And I will try my best to limit TTT, that is, limit Teacher Talking Time and increase STT (Student Talkin

47、g Time). So during this lesson, emphases are to be laid on: 1. Student-centered teaching 2. Task-based learning 3. Activity-based teaching (individual work; pair work; group work; class work) III Teaching Aids: 1. a projector 2. a multi-media computer system They are for showing Ss some pictures, so

48、me audio files, some visual files, some topics or reading tasks. IV Teaching Procedure Step 1 Warming-up lead-in Activity 1 Free talk (class work) Q1: Who do you think looks coolest in our class Q2: Do you like him/her Q3: If so, why If not, why Activity 2 Picture-talking /Music-talking (individual

49、work) Download some pictures/music from the Internet. Guiding Qs may be: Q1: Whos she/he Q2: Do you like him/her Q3: If so, why If not, why Q4: Do you think he/she is perfect Goal: To lead up to the topic, get Ss to warm up and arouse their interest in the topic. Step 2 Pre-reading Activity1 Look an

50、d guess (class work) In this activity, Ss are required to look at the title/subtitle and guess what they will read. Activity2 Brain-storming (class work) In this activity, Ss are encouraged to think of as many words the picture/ Goal: To develop Ss reading skillpredicting and present some new words

51、in the passage such as Step 3 Reading Activity 1 Skimming (class work) Ss are required to the first or last Para of the article (or the first sentence or the last sentence of each Para.) Goal: To develop Ss reading skill skimming, that is, how can we get the general idea of a passage as quickly as p

52、ossible. Activity 2 Scanning (group work) Title Part/Para. Main idea Detailed information 1 a. topic sentences/introduction b. examples/supporting ideas c. conclusion Goal: To develop Ss reading skillscanning, that is, how to find out the clue of a story and motivate Ss to cooperate with each other.

53、 Activity 3 Report (class work) Invite some group members to report their work to the whole class. Goal: To overcome Ss shyness and stimulate Ss to speak in public. Activity 4 Further understanding and word study (pair work) Encourage Ss to discuss the following Qs in pairs (A PowerPoint will be use

54、d here to present some blank-filling exercises and multiple choices.) Q1: What does the word “this” in the last Para. but 3 refer to A. B. C. D. Q2: What is the Chinese equivalent for the phrase “investing in loss” A. B. C. D. Q3: The word “flawless” in Line 5 of Para.2 can be replaced by _ Q4: Whic

55、h of the following statements is true or not true Goal: To help Ss to guess the meaning of certain unknown words and understand the passage exactly. Step 4 Post-reading Activity1 Role-play(pair work) Suppose one student is a and the other . Ss are encouraged to put themselves in the situation and ma

56、ke a face-to-face interview. Activity2 Discussion (Group work) Topics may be : Q1: Do u want to be perfect Q2: Do u think there is anyone in the world that is perfect Q3: Look at the “Remind yourself ”, remind yourself of what Activity3 Poster-designing/Cartoon-designing/(group work) Goal: These pos

57、t-reading activities are intended to develop Ss creative thinking and get them to know the importance of Step 5 Homework Task 1 Write a summary of the passage (about 100 words) (Individual work) Goal: To spur Ss to consolidate what they have learned. Task 2 Look up some more information about (Indiv

58、idual work) Encourage Ss to go to the school library or get on the Internet if possible to consult related English websites on the topic. Goal: To encourage Ss to study English spontaneously and independently after class, arouse Ss interest in traditional Chinese culture and develop Ss culture aware

59、ness and cross-culture communicative skills. As for my blackboard-design, since time is limited, Id like to give a brief introduction. Title Here is the form Here are some new words for Ss So much for my presentation. Thank you very much. Bye-bye. 篇五：小学英语说课稿模板(新标准) 小学英语说课稿模板(新标准) 一、 教材分析 今天我说课的内容是外研

60、社小学英语新标准三年级起始第一册 Module 6 School, Unit 2 Whats this 我采用多样化的教学手段将听、说、玩、唱溶于一体，激发学生学习英语的兴趣和愿望，使学生通过合作学习体验荣誉感和成就感，从而树立自信心，发展自主学习 的能力，形成初步用英语进行简单日常交际的能力。 二、学情分析 三年级的学生于本期刚接触英语，对学习英语充满了好奇和兴趣，渴望获得更多的英语信息 和知识。经过本模块第一单元的学习，学生已经初步掌握了询问并识别物 体的句型：Whats this 和Whats that 学生已掌握的知识和心理状态为本节课的自主探究打下了基础。 三、 教学目标 1、语言知