英语说课稿范文(篇一)

英语说课稿范文(篇一)英语说课稿范文(篇一)一、教材分析

本单元是人教版《新目标》的第十二单元。这本教材的词汇量很大，内容新颖，尤其是生动活泼的卡通化的画面，很符合七年级学生的年龄特点和心理特点，其中还囊括了很丰富多彩的文化知识，以及合作探究的活动，十分贴近学生的实际生活经验。本单元的话题Talkaboutrules.与日常生活密切相关。作为一名中学生，遵守学校班级、家庭和社会公共场所的规章制度是必须的。在谈论规则时，一般运用祈使句、情态动词can和haveto等。这是英语新课程标准中规定所必须掌握的内容，是交际英语中必不可少的项目。

因此，本单元对于提升学生的学习兴趣而提高学生的听、说、读、写能力有很大的帮助。并通过selfcheck检测，积极地、及时地寻找各自的不足，以便学生树立良好的内在动机，不断获得成就感。

二、教学目标

1、教学目标

⑴知识目标

这一单元主要话题是"Talkaboutrules谈论规则",其中主要涉及内容如下：

A、Functions功能：谈论规则，并制定规则。

B、Structures语法结构：祈使句和情态动词Can和haveto的用法。

C、TargetLanguage日常交际用语：

Don’teatinclass!

Canwewearhats?No,wecan’t.

Wedon’thavetowearaschooluniform等。

D、Vocabulary词汇：rule、classroom、hallway、fight、haveto等。

（2）能力目标

培养学生运用所学句型谈论规则的能力，并培养学生遵守规则的习惯。

（3）情感目标

A、谈论规则有利于学生守秩序，遵纪守法，使学生感受到自觉遵守各项规章制度的好处。

B、有些规则是必要的，但规则太多却使人感厌烦！学生在遵守规则的过程中会体验到不同的情感。

2、教学重点、难点

（1）重点：学习并运用谈论规则的日常交际用语及词汇。

（2）难点：祈使句否定形式以及haveto的用法。

3、教具准备：把学校的一些规则制成卡片，投影仪、录音机、图片等。

4、课时安排：根据学生的实际情况，将用4个课完成教学任务。

三、学情分析

我所任教的班级为我校七年级的学生。我校位于农村，因此绝大部分的学生来自周边的农村，再加上周围方言的影响，更是对英语学习造成很大的困难，而学生英语基础更是参差不齐。课堂上相当一部分学生由于基础或是个性差异原因对学习英语缺乏自信。能够很投入，很积极学习的常常只是很少部分人。学生优差的两极分化非常严重，男女生的差异也很大，通过上个学期的学习，女生在英语学习的信心上明显劣于男生。因此，教师应采取积极措施及时帮助那些"弱势群体",帮助他们树立自信心，激发他们学习的兴趣，让他们体会到英语学习的乐趣。

四、教学设计理念

本单元几个课时教学设计均强调从学生的学习兴趣，生活经验和认知水平出发，结合本校实际，谈论学校班级的各种规章制度以及规则的优点和不足。提倡采用任务型语言教学途径和方法，鼓励学生在教师的指导下，通过体验、实践、参与、探索和合作等方式，发现语言的规律，逐步掌握语言知识和技能，不断调整情感态度，形成有效的学习策略和自主学习能力。

五、说教法

1、听说法：以听、说、读、写、练为主，通过对本课重点句型的学习培养学生听力、口语以及书面语的能力。

2、交际法：注意语言的运用能力，培养学以致用的意识，有利于激发学生的学习兴趣和相互作用。

六、学法分析

新课标准强调以学生为中心，学生作为学习的主体，教师的主要任务是帮助学生形成有效的学习策略，发展自主学习的能力。在本单元教学中，教师应引导学生：

1、各校都有自己的规则，谈论规则是常见的事，大家应养成经常使用英语谈论的习惯，提高口语能力。

2、学习英语不是一朝一夕的事，要求学生长期练习，多听、多说、多练，只有坚持不懈才能学习好英语。

英语说课稿范文(篇二)课时：______

课型：______（新授课复习课检查课）

（一）教学目标

1、知识与技能

（1）能听、说、认读______等单词，并能在日常生活中使用。

（2）能听懂、会说______等句子，并在实际情景中运用。

（3）了解西方______（如，节日、风俗等）的有关知识。

2、过程与方法

（1）能经过图画动作的提示，听懂读懂简单的短句小故事。

（2）经过主角表演小组活动，增强表达和交流本事。

（3）能初步使用简单的英汉词典，辅助学习。

3、情感态度与价值观

（1）培养学生听英语、说英语的兴趣，增强学生学习英语的`信心。

（2）使学生意识到学习英语的重要意义。

（3）培养学生的______情感习惯。（与课题相关，如爱护环境）

（二）教学重难点

1、教学重点

______单词的听、说、认读。

2、教学难点

（1）单词_____等的发音。

（2）句型______在实际情景中的运用。

（3）语法______的掌握。

（三）教学过程

1、热身准备

经过歌曲视频游戏的方式，导入新课。

2、呈现新知，合作互动

（1）教师以卡片形式逐一呈现单词：______，听录音，模仿单词的升降调发音。

（2）挑选个别学生展示单词的发音，及时纠正发音，表扬和鼓励学生，培养学生大胆说的习惯。

（3）以教师领读，学生跟读，小组展示等多种形式展开学习。

（4）教师读句子，让学生在语境中感受单词______的意思及用法。

（5）播放班班通，让学生整体感受课文的资料。

（6）教师讲解、领读课文资料，让学生根据教师设计的问题做出相应的回答。并在情景中感受短语单词______的意思。

（7）整体齐读，结合小组展示等多种形式，加强学生朗读的本事的培养。

3、巩固新知，拓展练习

（1）结合生活情境，设计游戏______，用所学的单词或短语进行简单的交际。

（2）模仿范例写句子。

4、课堂延伸

（1）听录音，读、背单词、句子。

（2）在生活中使用所学单词、句子。

（四）板书设计

课题：______

单词：______

重要句子：______

英语说课稿范文(篇三)pep小学英语Unit5BLet’stalk说课稿全英文版TheLectureNotesof《PEPPrimaryEnglish》Book4Unit5BLet’stalk

LadiesandGentlemen,It’smygreatpleasuretobeheresharingmyleonwithyou.

Thecontentofmyleonis《PEPPrimaryEnglish》Book4Unit5BLet’stalk,askingthepriceandinquiringtheclothes,letmetalkabouttheteaching1TeachingMaterial:

Thisleonisaboutashoppingstudyofthisunit,theSsknowhowtoaskthepriceinEnglishandhowtodescribethesizeandpricewithsimplewordsandsentencepatternsofthisleon“Whatsize?”“Howmucharethey?”and“we’lltakethem.”arethekeyanddifficultpointsofthisstudyofthisleonwillhelptheSswithdailycommunication.

Moreover,thisleoncompletesthetransitionofthephrase“apairof…”tothesentencepattern“Apairof…for…”,andhelpstheSsfurtherconsolidatetheknowledgeofwordsofclothingappearinginpluralform.

Therefore,onstudyingtheteachingmaterialandanalyzingtheregulationofchildren’sgrowingofmind,IputforwardtheteachingobjectivesaccordingtonewEnglishleonobjective:a)TheSscanhear,read,andusethemainsentencepatterns“Apairof…for…”“Whatsize?”“Howmucharethey?”“We’lltakethem.”b)TheSscanunderstandandreadtheconversationoftheobjective:a)TheSscanusethesentencepatternofinquiringtheprice,andfurtherdeveloptheirlanguageabilityof“shopping”;

b)TheSscanusethepatternstoexpretheirthoughtsintheproperobjective:a)Bycompletingthetask,theSsincreasetheirinterestandsetupself-confidenceinlanguagestudy;b)TeachtheSswhatis“love”and“managingmoneymatters”,putthemoraleducationinthelanguage,thekeypointsofthisleon:

Firstofall,tostudyandusethesentencepatterns“Whatsize?”“Howmucharethey?”“Apairof…for….”“We’lltakethem.”ToimprovetheSs’abilitiesin“shopping”;

Secondly,teachtheSshowtostudyindependentlyaswellasbypoints:

TheSscanusethewordsandpatternstodescribetheclothesintheproperscene,andmakesimpledialoguesofshopping.

Well,howtoachievetheteachingobjectivesbetter,tostrethekeypointsandbreakthroughthedifficultpoints?Thekeyishowtomakeuseoftheproperteachingmethods;I’lltalkaboutmyteachingmethods2TeachingMethods:

Accordingtothemodernperceptiontheoriesandsocialintercourseteachingtheories,IadopttheTSAmethodandTBLTmethodinmyteaching,namelyTotalSituationalActionandTask-basedLanguageTeaching.

Theformerisa“scene—activity”teachingmethod.ItestablishesarealsceneandtheinteractionbetweentheteacherandtheSs.ItemphasizesadynamicinformationexchangebetweentheteacherandSs.

ThelatterofferstheSsanopportunitytocompletethetasksinwhichSsuselanguagetoachieveaspecificactivityreflectsreallifeandlearnersfocusonmeaning;theyarefreetouseanylanguagetheywant.

Atthesametime,makeuseofthemodernelectricityteachingequipmentsandallkindsofteachingmeans,itcanmobilizetheSs’enthusiasmandcreativityinlearning3StudyingMethods:

LetSsstudyinarelaxedandagreeableunderstandthenewknowledgeincertaindegreethroughthementalproceofseeing,hearing,saying,observing,imagining,thinkingmakepreparationforcompletingthenewstudytask.

Afterfeelingandcomprehendingthelanguagepoints,letSsobtaintheknowledgeactivelybyprobestudyandcooperative,developtheSs’abilitiesofstudyingandworkingwiththelearninglanguage4TeachingProce:

Inordertorealizetheteachingprocesystematically,properlyandefficiently,undertheprincipleof“regardSsasthecorpus,theteacherinspiresforpredominance”,Idividetheteachingproceintofive1asong:Thecoatinwindow.

Soastothepsychologicalcharacteristicsofchildren，singingasongcanmakeSsfeelpleasedandsatisfied,andcanarouseexcitingthisstep,teacherandtheSssinginunisonandperformthesong“Thecoatinwindow.”

Thus,reviewthesentencepattern“Howmuchis…?”AndarousetheSs'performancedesire,participationdesire,andleadtheSsintoathickEnglishstudying2Presentationand:LookforCinderella.

Broadcastapartof“Cinderella”withtheflash,presentingacrystalshoethatCinderellalose,andestablishesasceneofministerslookforthepropersizetheroleplaying,guidetheSstousethesentencepattern“Whatsizedoyouwear?”“Size….”tomakethequestionanddesignisanoveltyofmyleon;itleadstheSsintothefairyacquirethelanguageunconsciouslyandcandocommunicationtotheshoppingtopicnaturallyfromtheunsuitedshoes,anddemonstratethesentencepattern“Howmucharethey?”

Withagoodstudenttobetheaistant,Iperformtogoshopping,andguidetheSstomaketheanswer:“Theyare….”

Inthiscourse,Sscanunderstandthemaincontentsofthisdialogueandgetthekeypointsbyscene:Guetheprice.

Frombuyingapairofshoesformetobuyingapairformymom,introducethesentencepattern“Apairof…for….”

TheCAIpresentsabigcabinetwithvariousshoes,asktheSstoguetheirprice,andthendisplaythem.

Itconsidersthatchildrencankeeptheirattentionsinlimitedgamecanavoidthelifeleneandboredomfromthepuremachinedrills.Itcreatestheconditionsofarelaxedandnaturalatmosphereforchildren’sachievetheaimofconsolidatinganddeepeningthesentencethe)Atthistime,Johnandhismomcometotheshoestore.

ItreappearstherelevantconversationbybroadcastingtheVCD,letSsknowthetextcontentswithacombinationofaudioandvideo,wordsandpictures,whichcatertothecharacteristicsofprimaryperiodtobecuriousand

pursuing

interest

an

freshne.

b)Aftertheaudio-visualcommences,playthetaperecordercompletelyagain,lettheSsconcentrateonlistening,thenanswermyquestionsaccordingtothe.:WhatsizedoesJohnwear?Howmuch?Whetherbuyornot,etc.

c)Afterbefamiliarwiththetext,lettheSstrytoactoutthethisstep,itachievedtheteachingaimofunderstandingandtalkingthedialogueofthis3Task:Mother’sDay.

TomasterthelanguagecapabilityneedscertainamountofIstilladoptthe“Task-based”teachingmethod,whichisdefinedbystrongpracticalityandexacttask,soastomakebreak-throughaboutthedifficultpointsofthisadvance,Ishallarrangetheclaroomtosomebusinelocations,suchasclothesstore,shoesstore,fruitstoreshalldividetheclaintogroupsandplayroles,andthengivetheSsacertainquantityofspeciecurrency,sothattheymaychooseandbuythegiftsforMother’sDay.

Forthisstep,IshallinstructtheSstousethewordsandpatternslearntintheproceofcompletingcertain,theymayhavemutualimprovementinexchanginginformationduringthecommunicatingactivities.

MostSscantaketheirpartsintheactivities,especiallyfortheSswhohavetroubleinEnglishthegroupactivities,theycanspeakalittleEnglishwithnodoubt,thiswillencouragethemtospeakfact,itincarnatesakindofdemandofhumansays:

“Inone’smind,thereisalwaysakindofdeeplyrooteddemandthatisthehopetofeeloneselfafinderandSs’spirits,suchdemandisspeciallystrong.”

Thisstepalsoleadstotheemotionobjectiveofthisleonthatistohavemoraleducationinthis4Consolidationandextension.

Summarizethewholeleon,andarrangethethecorrelativeexercisesintheactivitythemasteringofknowledgeofthisSstointerviewtheirfriendsaskingthepriceandsizeoftheirclothingandmakerecordsoftheinformation.

Thiscontentisanextensionofthepreviousleon,tomeettheneedsofincreasingcommunicatingdemandofsome5BlackboardDesign.

ShowontheCAI.(It’sa….)

Anyway,theteachingofthisleonaimstodevelopnotonlytheSs'languagetechnicalabilities,butalsothediverseintelligencebyintegratedteachingteachers,tomakeourEnglishclaroomsshinewithvitality,wearelaidwithheavyburden,andwestillhavelongwaytoarethelecturenotesofmyyou

英语说课稿范文(篇四)Hello,everyone.TodayI’mverypleasedtohaveanopportunitytotalkaboutsomeofmyteachingideas.MytopicislifeintheoceanstakenfromLesson63ofUnit16inSEFC(2).Itismadeupoffourparts.

Part1Myunderstandingofthislesson

Theanalysisoftheteachingmaterial:

Thislessonisareadingpassage.ItplaysaveryimportantpartintheEnglishteachingofthisunit.Lesson62andLesson63areawholeunit.BystudyingLesson63,Sscanimprovetheirreadingability,learnmoreabouttheseaandthelifeintheoceans.Atthesametime,weshouldgetthestudentstounderstandsomedifficultsentencestocomprehendthepassagebetter.TheSsshoulddosomelistening,speakingandwriting,too.Ofcourse,theSsshouldreceivesomemoraleducation.LettheSsunderstandtheseabetter,lovetheseaandsavetheseaandthelifeofthesea.

Teachingaims:

1.Knowledgeaim:Understandthemainideaofthetext.

2.Abilityaim:Retellthetextintheirownwords.

3.Emotionalaim:MaketheSslovethelifeoftheseaanddo

somethingtostopitbeingpolluted.

Keypoints/Teachingimportantpoints:

Howtounderstandthetextbetter.

Teachingdifficultpoints:

1.Useyourownwordstoretellthetext.

2.Discussthepollutionoftheseaandhowtosavethesea.

SomethingabouttheSs:

1.TheSshaveknownsomethingabouttheseaandsealifethroughtheInternetandotherways.

2.Theyarelackofvocabulary.

3.Theydon’toftenuseEnglishtoexpressthemselvesand

communicatewithothers.

4.SomeSsarenotactiveintheclassbecausetheyareafraidofmakingmistakes.

Part2Myteachingtheories,methodsandaids

Beforedealingwiththislesson,I’lldomybesttocarryoutthe

followingtheories:MaketheSstherealmastersinclasswhilethe

teacherhimselfactsasdirector;Combinethelanguagestructureswiththelanguagefunctions;LetthestudentsreceivesomemoraleducationwhiletheyarelearningtheEnglishlanguage.

Teachingmethod:

Doubleactivitiesteachingmethod

Question-and-answeractivityteachingmethod

Watch-and-listenactivity

Freediscussionmethod

Pairworkorindividualworkmethod

Teachingaids:

1.aprojector

2.ataperecorder

3.multimedia

4.theblackboard

Part3.Teachingsteps/procedures

Ihavedesignedthefollowingstepstotraintheirabilityoflistening,speaking,readingandwriting,especiallyreadingability.

Theentirestepsare:

Greetings,Revision,Lead-inandpreparationforreading,Fast

reading(scanning),Listening,Intensivereading,Preparationfordetailsofthetext,Consolidation,Discussion,Homework

Step1Greetings

Greetthewholeclassasusual.

Step2.Revision

1.Askstudentssomequestionstorevisethelastlesson(showthemonthescreen).

a.Howmuchsaltdotheoceanscontainperthousandpartsofwater?(35partsofsalt.byweight)

b.Whatiscoral?Whyarecoralsnotfoundindeepwater?

c.WhyistheDeadSeacalledtheDeadSea?

2.Checkthehomework(madeasurveyabouttheseaorsealifebysurfingtheInternetoraskingforhelpfromotherpeople).Throughthispartwecanconsolidatewhattheystudiedyesterday,communicatewithothersabouttheirsurveryresultsandprepareforthenewlesson.

Step3.Lead-inandpreparationforreading

Showthemsomepicturesandletthemtalkeachother,andthenusethepicturesaboutseaandlifeintheoceanstolearnnewwords,forexample,Antarctica,hugewhale,spermwhale,squidandsoon.

Purpose:Arousethestudents’interestofstudy.

Bringinnewsubject:Lifeintheoceans.

Step4.Fastreading

Readthepassageasquicklyastheycan.Ishowthequestionsonthescreenandletthemgetthemainideaofeachparagraph:

1.WhycanlivingthingsliveinsuchoceansaroundtheAntarctica?

2.Whatdoesthewhalefeedon?

3.Whatisthedifferencebetweenthespermwhaleandotherwhales?

Method:Readthetextindividually,usequestion—and—answer

activity.

Purpose:Improvethestudents’readingability.

Understandthegeneralideaofeachparagraph.

Step5.Listening(bookclosed)

1.Listentothetapethendoanexercise(wbpage90,part1)

2.Trueorfalseexercise.(onthescreen)

TraintheSs’listeningabilityandprepareforlaterexercises.

英语说课稿范文(篇五)Ladiesandgentlemen,goodmorning.

It’sagreatpleasureformetobeheresharingmylessonwithyou.Mynameis.

Firstly,I’llintroducemyteachingmaterialtoyou.ThecontentofitisUnit1ofModule3,Bookthisunitwe’lltalkaboutthenumerals.Bystudyingthisunit,thestudentswillknowhowtoaskandanswerthequantities.Thewaytoask“howmany’andthenumbersfrom1to10arethekeyanddifficultpointsofthisunit.

Asweknow,ourstudentsarepupils,boysandgirlsareexposedtoEnglishforashorttime,soitisveryimportanttodeveloptheirintresetinEnglish.Asforthis,Imademyteachingaimsasfollows.

Teachingaims:

onknowledge:

1)Thestudentscanhear,readandusethesentence“howmany?’toaskquestions.

2)Thestudentscanhear,readandusethewordsfrom1to10toanswerthequestionsonnumerals.

2.Aimsonabilities:

1)Todevelopstudents’abilitiesoflisteningandspeaking.

2)Tofosterstudents’abilitiesofcommunicatingskills.

ontheemotion:

1)Tosetupstudents’self-confidenceinlanguagestudy.

2)ToformhappyEnglishlearningsituationsforthestudents.

4.Keypoints:

1)Tohelpstudentsaskandanswerthequestion:Howmany?

2)TodevelopstudentsintrestinEnglish.

point:

Therightpronunciationofthenumeralsfrom1to10.

Secondly,I’llintroducemyteachingmethods.

WeallknowthatthemaininstructionalaimsoflearningEnglishinprimaryschoolstocultivatepupils’basicabilitiesoflisteningandspeakingandtheirgoodsenseoftheEnglishlanguage.Sointhislesson,I’llmainlyuse“task-based”teachingmethod.I’llletSslearninrealsituations,finishsomesimpletaskstohelpthestudentstogetabetterunderstandingofthelesson.AndIwillarrangemanykindsofactivitiesforthem.

Inthisclass,I’llusearecorderandsomepicturesasmyteachingassistance.

Teachingprocess

Ⅰ.Warm-up

1.Greetings

2.saythechant“Bob.Bob.Bob…

3.Theteachercanchoosesomestudents,todoasimpledialoguesuchasWhat’syourname?Howareyou?andsoon.

(forthisstep,weshouldpracticechantcanarouseexcitingmotion.SoitisimportanttoformahappypartofthedialoguecanmakeSsreviewtheknowledgeinthelastlesson.)

Ⅱ.Leadingin

1.Afterchant,theteachershowsapencilandaskstudents:What’sthis?leadthestudentstoanswer‘pencil’.Thentheteachersays:Yes,it’sonepencil.Thentheteachershowstwopencilsandsays:Therearetwopencils.Theteachercanleadinthenumeralsbythisway(Thisparttoleadthenumbersquickly.)

Activitiesfortheto4,weshouldclapourhands;after4,weshouldchangetostampourfeet;after8weshouldshakeourbodies.Thatistosay,askstudentstoclapwhenteachingnumbers1-4,askthestudentstostampwhenteachingnumbers5-8,askthestudentstoshaketheirbodieswhenteachingnumbers9-10.

(wecountthetennumnersbydifferentways,Sswouldliketodothingslikethis.We’llhaveahappybeginning)

2.Theteachershowsthepicturesaboutthestudentsreadthepicturesandfollowtheteachertopractise,andputthenumeralsontheblackboard.(Thispartistheimportantparttomakestudentslearnthenumerals)

gametopracticethenumerals.

Askstudentstodothecountingonebyone,theyshouldlineupfirst,thencountfrom1-10.

(Forthisstep,Iwillcorrecttheirpronunciation).

Ⅲ.Newlesson

1.Theteachershowsthepicturesquickly,andaskthemtoguessHowmany?

Andstudentssaytheanswers.

Aftersometime,asklittleteacherstodothis.

Thentheteachershowsandteachesthenewsentence‘Howmany?’

2.guessinggame

Inthispart,wecanplaytwogames.First,guessthepictures;second,guesshowmanystudents.

(todrillthequestionsandanswerswiththehelpofthegame.)

3.listentothetape.

Tshouldplaythetapethreetimes,first,Ssjustlisten;second,Ssreadthestoryafterthetape;third,Sslistencarefullyandfind1to10onthebook.

(ItisnecessaryforSstolistentothetapeinourclass,itwillformagoodhabitoflistening.)

Ⅳ.Consolidation

Ataskofmemory.Theteachershowsabigpicturewithsomeboysandgirlsonit.Havethestudentslookatthispicturefor5seconds.Thentheteacherclosesthispictureandasks:Howmanyboysorgirls?Thestudentswilltrytogivetherightanswers.

(Thisisatransitionalpartforunit2)

Ⅴ.Assessment

Letthestudentstocountallthethingsarroundthemafterclass.Thentotelltheirfriendsortomarkonthepaper.

(revisionissoimportantthatSsshouldspeakEnglishasmuchastheycaninclass)

Aboveismylesson,Itrymybesttomakemystudentshappyinclass.SoIusedifferentkindsofactivitiesandgamestodeepenmyinstructioninordertoletchildrenacqirenewknowledgethrougharousingtheirinterest.

But,theweaknessofthislessonisthestudentsmightnotgrasptheholestoryandsentencespatternbecauseoflackofenoughtraininginthesetwoparts,story-teachingandsentencepattern-teaching.

That’sall!Thankyou!

It’smygreathonortobeheresharingmylessonwithyou.

Thecontentofmylessonis《NewStandardEnglish》Book4Module8Unit1Iwastwo.ThenI’mgoingtotalkaboutitthroughthefollowingsixaspects:teachingmaterial,students,teachingaims,teachingpoints,teachingpreparationandteachingprocess.

一、Teachingmaterial

Thetopicofthismoduleis“Changes”.ThelanguagefunctionofthisunitisthroughingthephotosofLingling’sgrandparentsandherowntodescribethethingspastwith“was/were”.Themainpatterns“Theywereyoung.”and“Iwastwo.”areclosetoSs’dailylife.Therefore,theywouldshowtheirgreatinterestsinthislessonandtrytousewhattheyhavelearntintheirreallives.Bystudyingthisunit,Sscandiscussthethingsthatoccurredinthepasttothemselveswith“was/were”.

二、Students

TheSsingradefourhavegotsomeEnglishfoundations.Theyalsohavehigherlearningenthusiasmandlivelypersonalities.Asaresult,theactivitiesfulloffunandrelaxationareofferedinordertolettheSslearnEnglishmorefreely.Meanwhile,theabilitiesofobservingandself-study,thehabitsofindependentthinkingandpositiveparticipationarefosteredintheclass.

三、Teachingaims

（一）Aimsontheknowledge

1．TheSscanunderstandandspeakthewords:who,grandparents,then,me,hair,so.

2．TheSscanunderstandandspeakthesentencepatterns:Theywereyoung.Iwastwo.

（二）Aimsontheabilities

1．TheSscanreadthedialoguefluently.

2．TheSscancommunicatewith“was/were”accordingtothephotos.

（三）Aimsontheemotion

ThroughtheSs’comparisontheoldlifewiththenewone,theywillnotonlycherishthelifenowadays,butalsoimproveemotionbetweenthefamilies.

四、Teachingpoints

（一）Keypoints

1．TheSscanunderstandandspeakthenewwordsandthesentencepatterns.

2．TheSscandescribethethingspastwith“was/were”.

（二）Difficultpoints

1．TheSsknowtheusageandrelationshipbetween“am/is/are”and“was/were”.

2．TheSscandiscussthereallifewiththesentencepatternsfreelyandcreatively.

五、Teachingpreparation

Tape,recorder,photos,multimedia,cards,stickers.

六、Teachingprocess

Step1.Warming-up

1.Greetings

2.Enjoythesong“Thefamily”.

3.Freetalk

T:Hereisafamilyphoto.Let’sdescribeit.

Inthisphoto,Fatheris…(choosetheappropriateadjectives)

S:….

T:Mother/Brother/Sister/Babyis…

…

[Designintent]ThesongcanadjusttheSs’thought,arousetheirinterestinlearningEnglish,letthementertheatmosphereoflearningEnglishfreetalkcanhelpthemreviewtheadjectiveswhichareusedtodescribethepersonalitiesandcharacters.

Step

1.Leading-in

T:Hereisanotherfamilyphoto.Doyouknowwhothebabyis?

S:…

T:It’sme!(Teachtheword“me”atthismoment.)

Iwastwo,then.NowIam30.(ShowSsthecurrentphoto.)

T:OurfriendLinglinghasgotsomephotos,too.Doyouwanttohavealook?

[Designintent]Throughthenewandoldphotosshow,bringoutthetopicofthetextsmoothlyandmakeagoodpreparationforthetextlearning.

2.Text

(1)Listenandtrytofindoutthewordstheydon’tknow.Studythemingroups.ThenTconsolidatesthemeaningof“who,grandparents,then,hair,so”.

(2)Listenreadandunderlinethesentenceswith“was/were”.

T:What’sthedifferencebetween“am/is/are”and“was/were”?（Explainitunderthehelpofthephotos.）

[Designintent]Throughthelisteningandunderlining,Sscanhavethedeeperunderstandingtothetext.Explainthepasttenseappropriatelyanddesigntheblackboardwritingreasonably.LetSsknowthemeaningandusageof“was/were”clearly.

（3）Listenandreadthedialogueagain.

Step

1．Look,listenandguess.

ShowSsfourpairsofpictures,choosethecorrectoneafterlisteningtoT’sdescription.

2．DoActivity3onpage31.Discusstheanswersingroups.

[Designintent]Throughtheactivities,letSspracticethesentencepatternsstepbystep.CultivateSsabilitiesofcooperationandparticipationbygroup-working.

Step4Consolidation

thepassageofthecartoon“Theuglyduckling”.DiscussthechangesofthelittleducklingaccordingtotheT’sreminder.

2.ShowSssomephotosofnewandoldYantai,letthemrealizethegreatchangesofourlife.

[Designintent]ThecartooncanmakeSsshowmoreinterestsinlearningEnglish.Throughthephotosshow,Sswillloveandcherishthenewlifemore.

Step5Summary

AskSsthemselvestosummarizewhattheyhavelearnttoday.

Step6Assignment

1．Listenandrepeatthetext.

2．DescribeSs’ownphotoswiththesentencepatternsingroupsandpreparetoshowinnextclass.

[Designintent]MakinglotsoflisteningandspeakingexerciseisabletotrainSs’comprehensivelanguageabilitiesandstrengthentheirconfidence.Inaddition,extendingtheknowledgeinclasstothereallifeeffectivelycanfinallyachievethepurposeofcommunicationusinglanguage.

Designofblackboardwriting

Moduel8Changes

Unit1Iwastwo.

(then)(now)

Iwastwo,then.NowIam30.

Theywereyoung,then.Nowtheyareold.

She/Hewas…,then.Nowshe/heis….

英语说课稿范文(篇六)尊敬的各位领导老师们：

上午好！

我是小学英语xx号考生。今天我说课的内容是人教版PEPPrimaryEnglishBookIVUnit5Lookatthemonkeys.的第一课，上个单元我们学习了Whataretheydoing？本单元我们主要学习koala、kangaroo、bear、monkey、bird、lion六个新单词，并且要在Whataretheydoing？句型中练习，通过练习掌握这六个新单词，并进一步熟练运用Whataretheydoing？的句型。目的是为下节课的教学打下基础，激发和培养学生学习英语的兴趣，养成良好的学习习惯，发展学生自主学习和合作能力，为此我设计了以下三个目标：

1、知识目标：

学生能够听说认读koala、kangaroo、bear、monkey、bird、lion能够熟练应用句型Whataretheydoing？Theyare……

2、能力目标：

培养学生观察、模仿、良好习惯及主动竞争等多方面的能力，激发学生学习英语的兴趣，使学生树立自信心和培养学生的交流能力。

3、情感目标：

增进师生之间的感情；增强学生的环保意识，使学生了解、热爱大自然。

教学重点：koala、kangaroo、bear、monkey、bird、lion六个新单词的学习。

教学难点：如何培养学生合作学习能力，激发兴趣，树立学习英语的自信心。为了突破这一难点，我主要采用了点拨法、师生互动法几个教学方法。让学生在教师的指导下，通过参与和合作，从而促进语言实际运用能力的提高。为了完成以上教学目的，我的教学设计如下：

（一）Warm—up

歌曲导入，根据小学生好奇、好动的特点，在热身时，学唱英语歌曲“OldMacDoaldhadafarm”能使学生迅速兴奋起来，自然的进入学习新知识的状态。

（二）Preview

自由会话目的是为了促进语言实际运用能力的提高。在这一过程中，教师恰到好处的去启发点拨学生，尽可能多的`给学生多一点思考时间，多一点表现自我得机会，把学生当成学习的主人，使课堂气氛充满活力。根据学生表现欲望强的特点，在这个环节与学生进行朋友式的会话：It’stimeforclass.Areyouready？

Hello！Boysandgirls.

Howareyou？Nicetomeetyou？

提出关于歌曲的问题：

Howmanyanimalsarethereinthesong？

Whatarethey？

Canyouimitatetheirsounds？

这种对话及提问方式不仅复习了旧知识还调动了学生学习的积极性。

（三）Presentation

呈现新知识，互动合作。

在小学英语课堂中，使学生保持一种积极紧张而又快乐的学习状态，激发他们学习的欲望，老师要不断的去诱导学生。Today，wearegoingtolearn“Unit5LookattheMonkeys。”提出与学习新内容有关的问题：“Doyoulikeanimals？”然后通过听音、看动作引出新词的学习。I’lldevideyoufourgroups。Whichoneisbest？Theywillgeta？根据学生模仿力强的特点，让一个小组成员模仿动物动作，另一个小组的成员猜动物名称，然后互换，在规定的时间内，看哪组猜的动物名称最多就是胜利小组，获得小红旗，这样能够培养学生合作学习的能力。在操练时，首先进行一些机械的学习，如“Listen、pointandrepeat”“Lookandguess”。通过这种学习使学生对单词加深记忆。游戏是激发学生学习兴趣的最佳方式，抓住小学生好动的特点，做一些游戏，如模仿动物的叫声或做与之有关的动作。“滚雪球的游戏”老师请六位同学分为两组。第一个同学说：“Thekoalaissleeping”，第二个同学在此基础上再加一句：“Thekoalaissleeping，themonkeyisclimbing”依此类推，看哪组说得快而多，得到小红旗。最后学唱Let’schant，让学生轻松一下。这一过程注重对学生思维观察能力的提高，特别是学生合作能力的培养。

（四）Consolidation

通过练习对所学内容加深印象。

（1）将动物与相关的动作连线

an