有關英文說課稿模板集錦八篇

作為一位傑出的老師，總不可避免地需要編寫說課稿，編寫說課稿助於積累教學經驗，不斷提高教學質量。那麼什麼樣的說課稿才是好的呢？下面是小編幫大家整理的英文說課稿8篇，歡迎大家分享。

一、說教材分析

1、教材的地位和作用：

本課是國中牛津英語8B第七單元Water Talk課文的教學。這篇課文是一篇較長的閱讀文章。八年級的英語教學突出了閱讀文章的教學，而長篇文章的閱讀也恰是同學們學習的難點。如何處理好此篇閱讀文章的教學，如何讓學生對文章有整體的把握與理解以及對部分生詞有初步的掌握，將是本課著重解決的問題。本課雖是閱讀教學，但是在教學中，本課也有針對性地對學生的聽, 說, 讀, 寫進行了一定的操練, 以便提高學生綜合運用語言的能力。本課課文所涉及的內容為水的旅程，聯絡了生活實際，是學生較為熟知的話題;同時將水擬人化，增加了文章的趣味性。本堂課將著眼於課本，充分挖掘文章的知識性以及趣味性。

2、教學目標的確立

Teaching objectives:

1. Language objectives:

To learn the new words: precious, vanish, a sewage plant, a water treatment works, thorough, etc.

To get to know water’s journey.

2. Skill objectives:

To find out the information according to the given questions.

To improve the students’ skills in using some verbs to describe facts.

3. Emotional objectives:

To arouse the students’ awareness of the importance and necessity of saving

二、說學情分析與學法指導：

學情分析：國中學生的形象思維能力較強，抽象思維能力較弱，上課注意力容易分散。八年級的學生已具備一定的英語基礎，好奇心強，求知慾旺盛，已不滿足教師對課文的簡單重複，因而在注重啟發引導，培養學生分析、概括能力的同時，本課將採用靈活多樣的教學方法，並配以趣味圖片及動漫，從而增強學生的興趣和注意力。

學法指導：

1、在課前設定閱讀任務, 讓學生帶著任務進行閱讀, 增強閱讀的目的，對文字有一個整體把握

2 、在教學中, 指導學生掌握閱讀的步驟和方法，加強泛讀與精讀的訓練。

3、在教學中, 注意啟發和引導學生質疑問題。

4、在教學中, 指導和訓練學生掌握閱讀的基本技巧, 比如教給學生圈點、劃線﹑改寫等方法。

三、說教學設計與步驟

課堂的設計遵循了課文整體教學的思路，結合聽、說、讀、寫訓練，加強了同學們對文字的理解以及對重要語言知識點的掌握，最終達到提升學生綜合運用語言的能力。

Teaching procedures:

Pre-task 環節，激發興趣，做好鋪墊。

1. Let students read a poem and guess to elicit the topic—Water. (引發興趣)

2. Ask students to say something about water to elicit a new word— precious.(以舊帶新)

3. Ask the students to finish Water’s talk in groups. Check whether the students understand the main idea of the passage.(旨在對文章的整體把握)

While-task環節，嘗試用不同的方法對各段進行分段教學。

1. Introduce Daisy’s bathroom and teach some words--- tap, sink, drain. (由圖片引出課文生詞，處理文中的開頭部分)

2. Read aloud the rewritten reading part on the slide and tell why water was angry.(閱讀被改寫過的段落後，同學們就水為什麼會生氣這一問題進行思考。)

3. Ask the students to read the first part of the passage and use the new words to replace the expressions in the rewritten part. (對照被改寫的段落，在書上圈出不同的地方，看似簡單的任務，卻很好地調動了學生，讓學生輕鬆地掌握了生詞的英語釋義。)

4. Play the recording of the second part and let the students find out the places water passed in order. (聽段落，把握大意，篩選資訊。)

5. Show the students some pictures and let them tell what water did and what happened to water. Students are required to use the key verbs.

(趣味圖片，關鍵動詞來說明)

6. Get the students to know the end of water’s journey and learn the new word --- a sewage plant. Make sure the students know water’s cycle.(問題設問，鋪墊下文)

7. Prepare some questions about water’s journey and have them wok out the questions in groups.(小組問題競答，檢查與鞏固課文內容。)

Post-task 環節，總結與拓展。

1. Get the students to have a competition. They take turns to write a flow chart of water’s journey in four and one of them read it out after completing it.(小組比賽，完成水旅程的流程圖，更進一步地檢測並鞏固所學內容。)

2. Let the students watch a flash on water’ cycle and tell what they think of the journey.

Try to arouse their awareness of the importance of saving water.(情意昇華，珍惜水資源。)

Homework 作業佈置

1. Read the passage after the tape.

2. Use the given words to finish a short passage at least 60 words with the topic of ‘Water’s journey’.(寫話練習是對所學內容的複習與鞏固)

一 說教材：新英語課程標準指出，基礎教育階段英語課程的總體目標是培養學生的綜合語言運用能力。而綜合語言運用能力又以學生語言技能、語言知識、情感態度、學習策略和文化意識五個方面的綜合素養為基礎。

《新課標》倡導任務型教學模式，以發展學生的語言實踐能力為主線，突出語言的交際功能及其工具性特點；以培養學生用英語進行交際功能為最終目的，注意學生學習興趣的培養。

因此我採用“任務——探究——創造”型教學方法，讓學生在有趣，開放式的語言環境中，學會觀察，思考，討論和總結，在“用”中發展思維能力、創新意識和各種語言應用能力。

聯絡任教的內容而言，這是一節情景對話課，圍繞“徵詢意見”這一日常用語展開。在第三課中，學生已經能用“ would you like some...?”進行詢問。能聽懂會說chicken，pop, milk, a sandwich。本課時的教學內容為用“What would you like？”進行徵詢意見。根據這一安排和學生的整體認識水平，從知識教學、能力培養等方面考慮，我確立本課時的教學目標為：

1、知識目標: 能聽懂會說I’m hungry. What would you like?Yes, I’d like…..

2、能力目標: 聽懂會說hamburger、French fries、pizza、pop。

3、情感目標: 能運用所學句型進行對話表演和口語交際，激發學生學習英語的興趣，培養學生的英語學習能力。

4 本課時的教學重點是：能聽懂會說 I’m hungry. What would you like? No, I’d like…..聽懂會說hamburger、French fries、pizza、pop。教學難點是能用“What would you like？”徵詢別人意見以及hamburger, French fries的正確發音。

5 學情分析:

6 教具準備: 錄音機,卡片,多媒體

二教學方法：

討論法，講授法，演示法，練習法

三教學程式：

為實現以上目標，我是這樣設計教學過程的：

（一）、Warming up

1、Sing some songs.

2、Play a game.快速呈現食物圖片，做問答。

(通過唱唱、問答的形式，不僅吸引學生的注意力，調動積極性，而且營造了學習英語的氛圍。同時也為本課的教學作了知識的鋪墊，構建了知識表象。)

（二）、Revision

（緊接著教師摸著肚子，作飢餓狀）引導學生一起說出I’m hungry，圍繞呈現的圖片快速對話。

（以對話的形式，喚起學生的記憶，使學生熟練運用舊知，同時對I’m hungry進行了滲透。）

（三）、Presentation

1、依次呈現some bread、some juice的圖片。

T: Would you like some bread?

S: Yes, please

2、T: I’m thirsty.（教師作乾渴狀，引導學生邊做邊說I’m thirsty.）

T: Would you like some juice?

S: Yes,please.

T: Here you are.

通過已掌握的句型新授hamburger, French fries pizza ,pop。

(利用舊知，在已熟練了的交際語境中學習新單詞，同時配以相應的圖片，加深了對單詞的理解，也降低了難度。並即使由師生操練轉向生生操練，由模仿提高到運用，這符合學生的認知規律。)

3、（呈現以上四幅新授圖片）Make out some dialogues.

(將單詞融進有實際意義的對話中，充分體現在交際中教，在運用中學的理念，通過這種方式便於學生的理解和運用。)

4、（請一名較突出的學生引導作乾渴狀）：

S:I’m thirsty. I want to drink.

T: What would you like, please?

S: I’d like some pop, please!

(教師作飢餓狀)：

T：I’m hungry. I want to eat.

S: What would you like, please?

T: I’d like some French fries, please!

(在說的過程中予以圖片加以配合，幫助理解；由模仿到練習，反覆刺激學生的感官，增強學生對新知的理解和運用。)

（四）、Practise

1、Listen to the tape and read after the tape.

2、Act out the dialogue.

(在聽讀的過程中培養學生良好的學習習慣，通過演演的形式讓學生在情景中練習達到掌握的目的。)

（五）、consolidation

1、Make a survey.

2、Who’s the best?

(師生示範表演為學生提供一個可操作的模式，以任務型的活動方式，通過合作學習，並予以評價知道，給學生提供平等的說英語的機會，鼓勵學生在競賽中學，這樣既創造了輕鬆愉快、自然和諧的課堂氣氛，又促進了交際活動的展開。通過“Apple Tree”的評價總結，讓學生認識到集體目標的實現離不開個人的努力，激發其進一步追求成功的慾望。)

（六）、Homework

1、Read after the tape recording.

2、Make up a dialoguein pairs.

（將課內的學習延伸到課外，維持學生的學習興趣。）

教學的物件是三年級學生，他們活潑好動，喜歡直觀形象的事物，對遊戲、競賽、動畫特別感興趣。教師在教學時應堅持以聽說為主的原則，注意啟發、引導和幫助學生通過說、唱、動、遊戲等方式積極、主動、大膽、愉快地參與教學活動。

Background of English teaching in primary school: It is not a long history that English is as a subject in primary school in our country and the main instructional aims of teaching English in primary school is to cultivate pupils’ basic abilities of their listening and speaking and their good sense of the English language. Our boys and girls are exposed to English for the first time, so it is very important to develop their keen interest in English.

I. Contents:

Today I’m going to talk about Part B of Unit 2, PEP Primary English, Book 3. This lesson includes two parts: Let’s talk and let’s practice. In section 1, it mainly deals with the dialogue about “What’s in the schoolbag?” and the answers. And in section 2, it provides a real situation for the Ss to prastise the pattern: How many +n.(pl.)+ do you have? And the answer: I have 23 +n.(pl.)

II. Teaching aims

1. Aims on the knowledge

(1) To enable the Ss to understand and speak: “My schoolbag is heavy. What’s in it? Thank you sooooooo much.” Make sure that Ss can use these sentences in real situations.

(2) To help Ss to finish the survey.

(3) Let Ss finish the assessment of “Let’s check” in this unit.

2. Aims on the abilities

(1) To develop Ss’ abilities of listening and speaking.

(2) To train the Ss’ ability of working in groups.

(3) To foster Ss’ abilities of communication and their innovation.

3. Aims on the emotion

(1)To foster Ss’ consciousness of good co-operation and proper competition.

(2) To lead Ss to show their loveliness to the poor.

III. Key-points of this lesson

(1) To help Ss ask and answer the question: What’s in it?

(2) To enable Ss to study in groups and co-operate skillfully.

(3) To develop Ss’ interest in English.

IV. Difficult points

(1) To help the Ss ask and answer the question “What’s in it?” and make sure they can use the plural nouns correctly.

(2) To finish the survey by themselves.

V. Teaching methods

As we all know: the main instructional aims of learning English in primary school is to cultivate pupils’ basic abilities of listening and speaking and their good sense of the English language. So in this lesson I’ll mainly use “Task-based” teaching method. That is to say, I will let the Ss learn in real situations, finish a task by making a survey to help the Ss to get a better understanding of the key structure of the dialogue. I will arrange four kinds of activities: singing, guessing game, finishing a survey and having a competition. And in this lesson a recorder, CAI, school things and a printed form will be needed. Students should prepare some school things.

VI. Teaching procedures and purposes of my designing.

I’ll finish this lesson in five steps.

Step 1. Warm-up and preview

1. Free talk between T and Ss about things in the classroom.

2. Sing the song together: Books and pencils.

3. Do some TPR, for example: Show me your English book. Show me your crayon.

4. Review the numbers by asking: “How many crayons do you have?”

Purpose: It is important to form a better English learning surrounding for the Ss by singing and doing some total physical response and at the same time it provides situations to review learned knowledge for the next step.

Step 2. Presentation

Now I’ll mainly talk about this step.

1. Present the pattern: “My schoolbag is heavy.” “What’s in it?.”

(1) Show a bag and say: “Look! I have a bag.” Carry it and say: “Oh, it is heavy. My schoolbag is heavy.” Help the Ss understand the meaning with the help of my body language. Then lead the Ss to read the sentence. Make sure they can say it correctly.

(2) T: My schoolbag is heavy.

Open the bag and say: “What’s in it? What’s in my schoolbag?”

Take out a Chinese book. Then do the action again. Let the Ss read the sentence.

2. Play a guessing game. Divide the whole class into four groups to have a competition.

Let them guess: What’s in the bag? How many? Purpose: To present the key structures one by one is much easier for the Ss to learn and grasp the meanings. Proper competition can arouse the Ss’ interest in English learning.

3. With the help of the CAI to present the dialogue. Set a situation to help Ss understand: Two Ss are coming. One girl is carrying a heavy bag on her back. They are talking.

Girl: My schoolbag is heavy.

Boy: What’s in it?

Girl: 20 story-books, 32 pencil, 9 rulers, 12 crayons and 30 picture-books. Etc.

Boy: What will you do?

Girl: They are for the poor.

Boy: Great! I’ll bring some school things too.

The boy comes back home and puts a lot of things into the bag. Then he goes to school again and gives them to a teacher. While he is taking them out, he is counting the numbers of all things. The teacher says: Thank you soooooooo much.

4. Mention that we should take care of the poor.

5. Play the cassette. Let the Ss listen and imitate the dialogue.

Pay attention to their pronunciation and intonation. Purpose: CAI can provide a real situation for the Ss to understand the dialogue and the relationships between people better. Tell the Ss we should show our loveliness to the Ss.

Step 3. Practice

Divide Ss into groups of six children. Each one would finish the printed form by asking and answering: How many storybooks do you have? Find out which group finishes faster. Story books picture-books sharpeners crayons pencils erasers pencil-cases rulers Chen Jie 8 24 3 32 26 4 1 3 Purpose: Task-based teaching method is used here to develop Ss’ ability of communication and also their ability of co-operation will be well trained.

Step 4. Assessment

Help Ss finish “Let’s check” of this unit and workbook.

Purpose: To check the knowledge Ss have learned in this period.

Step 5. Add-activity

1. Let Ss tell each other how many school things they have after class. Tell their parents how many school things they have at home.

2. Take care of everything they have.

Purpose: Revision is so important that Ss should speak English as much as they as in class or after class. It is necessary for the Ss to do some extensive exercises after class to consolidate the knowledge they learned

Good afternoon, teachers, It’s my great pleasure to be here sharing my lesson with you. The content of my lesson is Senior English Book unit 1（A student of African wildlife/Why not carry on the good work）I’ll be ready to begin this lesson from five parts. Analysis of the teaching material, the teaching methods, the studying methods, the teaching procedure, and Blackboard design. First, let me talk the teaching material. Part 1 Teaching Material:

This unit is about（Great women and their achievements , Important people, history and methods of agriculture, Different types of English humor ,Culture differences and communication Different types of theme park）

By studying of this unit, we’ll enable the students to know some great women and their achievement and what makes the great women successful The knowledge of farming and Dr Yuan Longping’ achievement And chemical farming and organic farming. Charlie Chaplin and his funny and encouraging humor People from different area have different body language and use the right body language to showing our feelings. Theme park not only provide fun but also provide various knowledge and exciting experience. this lesson not only teach the students to learn the related material about (1) the good character to be a successful person (2)Yuan longping’s scientific research spirit and attitudes toward life The disadvantage of using chemical fertilizers and how to increase production in organic farming. (3)Charlie Chaplin and his humor English jokes (4)Different body language and the similarities in body language which make the others understand our feelings. (5)Theme park but also learning ability in English .

A： If Ss can learn it well, it will be helpful to make the Ss learn the rest of this unit well. B： It provides all-around practice about listening, speaking, reading and writing revolve around the topic, it is the expansion of this unit and give Ss a space to use the language So it plays an important part in the English teaching in this unit.

（As we 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 . ）According to the new standard curriculum and the syllabus (新課程標準和教學大綱), after studying the teaching material and analyzing the rule of children’s growing of mind, I think the teaching aims are the followings: ledge objects: (1)the students can hear, read, and use the main sentence patterns. (2) the students can understand the content of the lesson: (3) the students can use the patterns to express their thoughts in proper situation and learn how to describe people with adjective. Ability objects: Ability objects of this section are (1)To develop the Ss’ abilities of listening, speaking, reading and writing. Especially speaking and writing ability.

(2) To train the Ss’ ability of working in pairs. (4) To improve the Ss’ reading abilities ,especially their skimming and scanning ability. ion objects: By reading A Student of African wildlife /why not carry on the good work, students can learn from (1)Jane Goodall in at least two aspects: one is what is the human way to study animal; the other is that it was her great personality-universal love and mercy that made her successful. Lin Qiao zhi in at least two aspects: one is what is the human way to help poor patients; the other is that it was her great personality-universal love and mercy that made her successful. (2)Dr Yuan Long ping his scientific research spirit and attitudes toward life This passage what is chemical and organic farming and their advantage and disadvantage.

一、 說教材

今天我說課的內容是外研社的國小英語新標準三年級起始第一冊module 6 school, unit2 what’s this? 我採用多樣化的教學手段將聽、說、玩、唱溶於一體，激發學生學習英語的興趣和願望，使學生通過合作學習體驗榮譽感和成就感，從而樹立自信心，發展自主學習的能力，形成初步用英語進行簡單日常交際的能力。

二、說學情

三年級的`學生於本期剛接觸英語，對學習英語充滿了好奇和興趣，渴望獲得更多的英語資訊和知識。經過本模組第一單元的學習，學生已經初步掌握了詢問並識別物體的句型：what’s this? 和what’s that? 學生已掌握的知識和心理狀態為本節課的自主探究打下了基礎。

三、 說教學目標

1、語言知識目標

(1) 讓學生能聽、說、認、讀pen,pencil,book,bag等單詞。

(2) 通過學習讓學生熟練掌握句型 what’s this? 和what’s that?

2、學習技能目標：

(1) 能聽懂let’s do中的指令並做出相應動作,如point to the …

(2) 根據圖片或在場景下進行簡單的英語交流和表達，培養學生靈活運用所學知識進行交流的能力.

3、情感態度目標

（1） 通過學習活動，使學生有興趣聽、說英語，培養學生注意觀察、樂於模仿的良好習慣和主動競爭的竟識。

（2） 讓學生在鼓勵性評價的中樹立學習英語的自信心。

（3） 通過小組活動培養學生合作交流的能力，從而讓學生意識到學習英語的重要意義。

（4）充分利用教材所提供的學習資源，實現自由參與與創新，能主動與他人交流，並克服交流中的困難，使交際順利進行。

四、說教學重難點

1、學習新單詞 pen,pencil,book,bag ，能正確認讀。

2、鞏固已學句型：what’s this? 和what’s that? 並能用 it’s a…作出相應的回答。

五、說課前準備

教具準備：課文錄音；帶單詞的物品圖片；實物pen,pencil,book,bag；魔法包；獎品（貼畫）。 學具準備：單色物品的圖片（學生課前畫好）

六、說教學策略

為了突破這一堂課的重、難點，根據國小生好奇、好勝、好動、模仿力強、表現欲旺盛等生理和心理特點，我主要採取了以下教法和學法。

（一） 小組活動學習法

把全班分成四個大組（兩行為一組），分別用數量單詞命名，並書寫在黑板的左邊或右邊。課堂各項教學活動均以小組活動為主線，結對或全班活動為輔，學生互相交流、探究，共同完成學習任務，在合作中感受學習英語的樂趣及交流的意義，也通過小組成員之間“榮辱與共”的關係而形成同步學習的環境。

（二） 情境教學法

給學生不斷創設各種真實的場景，促使學生說英語。

（三） 課堂評價主要以鼓勵性評價為主。

課上恰當使用激勵性評語和獎勵個人貼畫、小組獎的紅旗（畫在黑板上）的方法，讓學生渴望成功的心理得到滿足，這也是激勵學生積極投身英語學習的一個最簡單而有效的方法。老師操作起來也比較方便。

七、說教學過程

（一）熱身複習，營造學習英語的氣氛。

1、歌曲匯入，激發學生學習的興趣

教育家托爾斯泰說過：“成功的教學所必須的不是強制，而是激發學生的興趣，激發學生參與學習的興趣，是新課匯入的關鍵。精彩的課堂開頭，不僅能使學生迅速地興奮起來，而且還會使學生把學習當成一種自我需要，自然地進入學習新知的情景。因此，在熱身的時候，首先讓學生演唱歌曲“plese stand up ”，並做上相應的動作，這樣的匯入能很快吸引住學生，還渲染了學生學習英語的良好氣氛。同時，歌曲中的物品也可勾起學生們對已學物品單詞的回憶，對複習句型what’s this? 和what’s that?作好鋪墊。

2、複習舊知，培養自信

教師出示tom的圖片，談話向孩子們引出本節課的新朋友：“it’s tom.” ，並讓學生熱情地和他打招呼。告訴學生們他是amy的弟弟，今年才三歲。小tom有些物品不認識，由於剛和大家見面，有些害羞，要老師代問，讓孩子們幫幫他。孩子們對幫助他人都比較熱心，反應都很積極。於是老師拿著tom的圖片，在教室裡四處走動，隨意拿起一件物品或指向一件物品，向學生提問：what’s this? 或what’s that?讓學生作出相應的回答。適時還可用what colour is it?進行詢問，藉以複習表示顏色的單詞。大力誇獎樂於助人的娃娃。這樣不僅複習了舊知識，渲染了學習英語的良好氣氛，而且滲透了思想品德教育。

（二）會話匯入新知，促進語言實際運用能力的提高。

學生在一個平等尊重的氛圍中，他們的思維是放鬆的，敢於說、敢於參與教學。教師要真心誠意地把學生當成學習的主人，努力提高“導”的藝術，從而在教學中恰到好處地去啟發、點拔、儘可能地給學生多一點思考的時間，多一點活動的餘地，多一點表現自己的機會，這樣才能使課堂氛圍充滿活力。因此，這個環節我是這樣設計的:

1、教師拿著tom的圖片繼續指向教室裡的物品，向學生提問。課前教師在離講臺較近的牆壁兩側和較遠的後牆兩邊分別貼上pen,pencil和book,bag的圖片，分別使用what’s this? 和

what’s that?向學生提問，學生可用中文來回答。教師引導用“it’s a…”來回答，自然引出新單詞，進行單詞教學。

2、遊戲——變一變。

老師先出示魔法包，把實物pen,pencil,book,bag一件件地特意讓學生看到之後，再把它們放進“魔法包”中，然後讓一名學生上臺，從“魔法包”中握住一件物品，讓其餘學生猜是什麼。若猜對了就把物品拿出來，並讓另一名學生上臺找出相應的單詞卡片，全班進行單詞練讀。學生們對“魔法包”充滿了好奇，而所學的單詞又是孩子們非常熟悉的文具物品，從而學習起來非常帶勁，能起到很好的鞏固作用。通過齊讀、指名讀、開火車讀、看口形猜單詞等多種形式的操練，孩子們能十分輕鬆地掌握單詞的認讀。對讀得對、讀得好的個人和小組要給以及時的鼓勵，調動學習的興趣和積極性。

（三）呈現新知,合作互動。

在國小英語課堂中使學生保持一種積極的緊張感，能夠激發他們學習的外部動機，引發他們一系列的自主活動，促進外部動機向內部動機的轉化。

1、遊戲——say and point

請四位學生上來，分別站在四個不同的方位，手裡分別拿著實物pen,pencil,book,bag再請一名學生髮出指令：point to the…其餘學生做出相應的動作，以達到對新單詞的熟練掌握。這個活動完全由學生來操作，既鍛鍊了學生的膽量和能力，又激發了學生學習的興趣。

2、演一演。這個部分是由學生導學。指派一生扮演tom，在教室隨意走動，指向任一物品，用what’s this? 和what’s that?進行詢問，其餘學生扮演amy作答，以答到操練句型的目的。為了激發學生學習的積極性和主動性，可多抽幾名學生扮演tom練習。這個環節主要是操練學生能正確使用what’s this? 和what’s that?來提問。對能正確使用this和 that來詢問的學生要加以大力表揚和獎勵。

3、小組活動：ask and answer

以學習小組（四人）為單位，擺出pen,pencil,book,bag等文具，可故意將其中的一件放遠一些。然後指派一人分別用what’s this? 和what’s that?進行詢問，其他學生作答。依次輪流進行，藉以達到熟練掌握句型的目的。若組內成員不懂，其他成員幫助，團結一心，完成任務。教師巡視指導。

4、學習課文 what’s this?

（1）學生開啟書，結合課文插圖，聽課文錄音，理解文意。

（2）再聽錄音，生逐句模仿讀。教師適時正音。

（3）趣味操練——多種形式賽讀：男女生分角色讀；指名分角色讀；小組賽讀。優勝者分別獎個人貼畫、獎小組小紅旗。各種方式的賽讀，從多方面激發學生學習英語的興趣，培養自信心，讓他們感受到成功的快樂。

（四）鞏固新知，拓展練習。

1、完成運用任務（1）：賽一賽——將sb24頁的activity 3設計為一個搶答賽。

教師出示單色物品，用what’s this?詢問，學生搶答。在這個環節，教師要注意引導學生加上顏色作答。不僅鞏固了新知，也複習了舊知。這個練習有一定的難度，教師要多加誘導，多給孩子思考的餘地。通過努力，相信孩子們一定能完成得很好的。對答得對的要大加讚揚和獎勵，比如說：呀，你真了不起！能說那麼長的英語句子了！太棒了！

2、完成運用任務2：將sb 25頁的activity 5設計為小組活動——show and ask

學生展示出課前畫好的單色物品圖片，在小組內互相用的what’s this? 和what’s that?來進行問答。提醒學生在問時把圖片拿出來，做出合適的動作；在答時儘量加上表示顏色的詞，教師巡視指導。 此任務的設計，重視了對學生思維能力、觀察能力的培養，特別是對學生合作學習能力的培養，讓學生們在師生，生生，小組等不同的合作方式中，學會傾聽，學會評價，為學生的終身學習奠定基礎。

（五） 課堂小結和課堂延伸

1、總結小組的戰利品，（包括個人的貼畫和黑板上小組的小紅旗）學生掌聲祝賀並鼓勵未獲勝的小組繼續努力，為激發下節課的學習氣氛打下基礎。

2、佈置課外作業——我來噹噹小老師。

將所學的單詞或英語句子教教你的家人或朋友。並將你當小老師的情況在下節英語課上向老師和同學彙報。

此環節將課堂延伸至課外，培養了學生的運用能力，讓孩子的家人和朋友也來分享學習英語的快樂，從而更加激發孩子學習英語的慾望，真切體驗學習英語的成功帶來的喜悅，達到學以至用的目的。

八、說設計說明

本節課不論是新知的呈現，還是遊戲的設計，都是以學生的自主探究學習為中心的，充分調動了學生學習英語的積極性，讓學生全員積極參與到課堂，在玩中學，學中用，提高了課堂實效，培養了學生學習英語的興趣。我相信通過這樣的教學方式，充分讓學生主體參與、體驗感悟、遊戲鞏固，是一定能圓滿實現課堂教學任務的。

附：板書設計

Module 6 School Unit 2 What’s this? What’s this?

It’s a red pen. yellow pencil. What’s that?

It’s a blue bag. green book.

The teaching design I’m going to talk about is for unit 10, from Fun with English for primary school, Book 1A. It mainly deals with colors , I’ll describe it mainly in 5 parts.

1. Analysis of Ss

Most of the first-grade Ss haven’t learned English. But some of them have learned some basic knowledge about English in the kindergarten. They are eager to learn and are interested in English. All these are to the advantages of English learning.

Analysis of the textbook

The ultimate goal of Oxford English is to develop the comprehensive ability to use the language. That is to develop their four skills, listening, speaking, reading and writing.

hing Objectives

Firstly, knowledge objective. In this unit, Ss are required to master the five words ( red, green, yellow, brown, white) and sentence structure “ What color?”

Secondly, skill objective. Ss are going to learn how to apply the words and expressions they’ve learned in their daily life. The good news is that unit 10 is so closely connected with their daily life that it is not difficult to set a life-like language environment for them to practice what they’ve learned in class.

Thirdly, emotional objective. We should make Ss become aware of their own advantages and disadvantages in learning. And also teach them to be willing to cooperate with others. In this way to help them develop a healthy and positive character.

hing Points

The key points of this lesson are the five words ( red, green, yellow, brown, white) and sentence structure “ What color?”

The difficult points of this lesson are how to motivate students’ zeal for knowledge and create life-like language situation.

hing approaches.

一、教學目標與要求

1、能聽懂、會說：“I have a new water bottle. Can I see it? Sure. Here you are.” 並能在實際生活中運用。

2、能聽說讀單詞storybook和water bottle。

3、學歌謠“I have a storybook . Me too.”

二、教學重、難點分析

重點：能聽懂，會說：“I have ….”句型和單詞storybook 和water bottle。

難點：在實際生活中運用“I have….”句型。

三、課前準備

1.教師準備掛圖、玩具、文具等實物，VCD、錄音機。

2、學生自備文具和自帶一些小玩具

四、教學步驟和建議

1、 熱身(Warm-up)

(1)、教師與學生進行日常口語會話練習。

(2)、複習上學期所學句型“I have a ….”教師拿出一個玩具汽車並說“I have a new car.”把它遞給學生讓他來說“I have a new car.”拿出多個玩具練習這個句型，讓每一個學生都說一遍。

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.”學生答“Sure. Here you are.”和多個學生進行這個對話練習。

(2)、全班學生看本課VCD教學片。

(3)、通過觀看教學片，在幾遍後讓學生試著跟讀Just speak部分的內容。

(4)、學生跟讀，教師糾正部分單詞的發音。

(5)、學生分組分角色朗讀，做到最快、最清晰、最大聲。

(6)、請部分學生拿著水壺、故事書到前面表演對話。

(7)、去掉VCD的聲音，讓學生為教學片配音。

(8)、用圖片展示生詞storybook和water bottle，通過搶答遊戲的方式讓學生能聽、說、讀這兩個單詞，具體步驟如下：教師把圖片快速從學生眼前閃過，然後學生舉手搶答。答對者獎勵一個小貼紙。

(9)、讓學生使用所學過的玩具或文具對Just speak部分的對話進行改編並表演出來。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! It's super.

(10).聽錄音欣賞歌謠，在活躍的氣氛中讓學生跟著節奏學說歌謠。

五、鞏固與延伸(Consolidation and extension)

1、開啟質量監測完成對應的練習(教師給予一定的指導)。

2、家庭作業：跟讀課文，朗讀歌謠。

The Introduction of the teaching plan

for section B(1-2c) unit 5 (go for it)

I have the honor to reveal my analysis of English lesson

here. I’d like to say I’ll try my best not to let all of you down. As teachers ,if you want to have an excellent class of English ,especially an open class to many experts like all of you, we should have to dig into the teaching material ,analyze the teaching material. However, I think we should take these parts

into consideration. ①Teaching material and the students ②teaching methods ③learning methods④procedures ⑤blackboard design and assessment , let me say something about my teaching plan for unit 5 section B. Today the first I’ll talk about is the first part “Analysis of the Teaching Material and students”

Part One: Analysis of the Teaching Material and students

(一) status and function

The topic of this unit is about decision making. Such topic is related to daily life of students, so it is helpful to raise learning interest of students and it will be helpful to improve their spoken English. This unit is divided into two parts: Section A and Section

B. Section B is divided into two periods. This period is the first lesson of Unit5 section B. It introduces new vocabulary while recycling the language presented in Section A. All activities help students integrate the new target language with the language studied in Section A. This recycling reinforces previous language learning while providing additional practice with newly learned language. It also increases the students listening and speaking ability by listening practice and pair work talking

(二) Teaching Aims and Demands

The teaching aims basis is established according to Ju

nior School English syllabus provision. In accordance with the analysis of teaching material and the requirements of “go for it＂ English teaching syllabuses. The focus of teaching should be laid on grasping key vocabulary and structures, and developing the students’ ability of communication. So I’vedesigned the following aims and demands

1. Knowledge objects

Key vocabulary: agent; make money;

travel around the world; get an education

Target language:

I think you should go to college

But if I go to college, I’ll never become a great

soccer player.

2. Ability objects:

To train students’ ability of listening and speaking

To train students’ ability of communication

3. Moral objects:

Money isn’t everything.

To be interested in taking part in activities in English class

(三)Teaching key points and difficult points

1. Key points:

key phrases:

travel around the world; make money; get an education key structures: I think you should …。If I… I’ll never…

2. Difficult points:

how to train and improve students’ listening ability.

(四) Analysis of the students

The Ss has learned English for about two years so far. Although they are all from the rural area, they can understand some words and some simple sentences. The Ss have taken a great interest in English now.

1. The students don’t have large vocabulary.

2. The students seldom communicate in English

in normal times.

3. The students are lacking in listening and speaking skills.

4. The gap of the Ss’ knowledge level in the same class is quite wide

(五) Teaching aids

Multi-media computer, Tape recorder, some money and so on. They will be needed in this lesson.

Part Two The Teaching Methods

1. Communicative teaching method

2. listening and speaking methods

3. Task-based teaching method

As we all know，the main instructional aims of learning English in the Junior Middle School is to train 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” ,“listening and speaking teaching method ” and “Task-based” teaching method. That is to say, I’ll let the Ss get a better understanding of the key structure of the dialogue. I’ll give the Ss some tasks and arrange some activities: free talking, listening and answering , oral practice, acting out and having a competition. Above all, I will let the Ss learn in real situations, finish a task by making a survey to help the Ss to get a better understanding of the key structure of the conversation.

Part Three The Learning Method─cooperation

The students will finish some tasks in limited time to improve their listening and speaking skills. The students will take part in some activities like working in pairs, discussing in pairs. Each unit in “Go for it” contains pair work, group work and games. The students who sit at the same table and groups can make a discussion and learn each other. It makes each student be relaxed. They needn’t worry about making can arouse students to think and to say what they want to say. Study will become more relaxed and pleased in this kind of environment.

Part Four Teaching Procedure

一Teaching steps

Step 1 Leading in

T: Good morning, boys and girls!

Ss: Good morning, sir!

T: (Take out a piece of bill) Look! What’s this?

Ss: Money.

T: Who likes it? Hands up?

Ss: (Ss all put up their hands)

T: (kiss the money) me, too. (Put the bill in the pocket)

Ss: (Ss all laugh)

T: (Show a man who is holding plenty of money)

Ss: Wow.

T: If I have so much money, I will give some to the poor students in our class, and if they work hard, I will give them more. If you have so much money, what will you do? Work in pairs and talk

about it.

(Students are talking about it in pairs; they have enough words to say)…

(Talk about the question with many students.)

T: S1, If you have so much money, what will you do?

S1: If I have so much money, I will give some money to my

parents.

T: You are so kind. Don’t you want to travel around the world?( translate into Chinese if necessary; Teach: travel around the world)

S1: I think I will.

T: S2, what about you?

S2: If I have so much money, I will buy some new clothes for my parents. They are very hard-working.

T: That’s a good idea. Don’t you want to get an education? (Translate into Chinese if necessary; teach: get an education) S2: Yes, I am sure I will go to college.

T: If you work hard, I think you will go to college.

S2: I think so.

T: S3, if you have so much money, what will you do?

S3: I will open up a company and make more money.

T: That’s great. May you success!

S3: Thank you.

( Ask more students to talk about it )…

T: If we have so much money, we will do a lot of things with the money. So money is very important for us; S4, do you think money is everything? (Translate into Chinese if necessary)

S4: I think money isn’t everything.

T: I agree with you. Money isn’t everything.

Purpose of my designing: I think it is important to form a better English learning surrounding for the Ss and at the same time it is necessary to provide situations to review learned knowledge for the next step and present some new words and phrases.

Step 2 Study the phrases

T shows the phrases in Activity 1 and let Ss read and learn.

Step 3 Circle and survey

1. T: Look at the things in Activity 1, which of the things are the most important to you? Circle three things.

(Ss circle. Wait for a moment)

T: What is the most important thing to you?

S5: To go to college.( help if necessary)

T: What’s the second?

S5: …

T: What’s the third?

S5: …

(Ask more students to say)

2. T: Please work in groups of six, and count up the number of

Show the most students in each item.

_____ think _____ is the most important thing to them, ______ think _____ is the second important thing to them, and _____ think _____ is the third important thing to them.

Purpose of my designing: To provide situations to review learned knowledge for the next step listening and make sure the Ss can grasp the key words and phrases and learn to express their own opinion

Step 4 Listen and write “A” or “P”

T: Look at the pictures in Activity 2a, we can see two pictures, the first picture is about Michael and a soccer agent (teach: agent), and the second picture is about Michael and his parents. And we will hear two conversations, Conversation One is about Michael and the soccer agent, Conversation Two is about Michael and his parents. Listen to the recording and write “A” or “P” in the blanks.

A----- a soccer agent

P----- Michael’s parents

(Make sure they know the letters’ meaning)

(T plays the recording for the first time, Ss listen. T plays the recording for the second time, Ss write “A” or “P”)

Correct the answers with the students.

Purpose of my designing: to give students practice n the target languages in spoken conversation

Step 5 Listen and complete

T: Look at the sentences in Activity 2b, read the sentences first. (Students read loudly)

T: Listen to the recording, Listen to the first sentence as a model. (Play the recording; let them know the first sentence) now.

【說教材】

1。教材內容

本課時的教材內容是有關職業的六個單詞dctr fire fighter nurse ffice wrer plice fficer secretar taxi driver teacher 以及詢問別人職業的句型What des ur father d？ He is a …。

2。教材的地位

本課時教材是對前幾冊教材所學有關職業名稱詞彙的一個擴充和所學句型的拓展。使學生的詞彙量在原來的基礎上有一個提高，同時使他們掌握了多種詢問職業的問答方式。

【說教學目標】

根據教材的內容和<<英語課程標準>>要求，我確定了以下教學目標以及教學重難點：

1、知識目標：能夠聽、 說 、讀、寫六個新授單詞dctr fire fighter nurse ffice wrer plice fficer secretar taxi driver teacher能聽、說、認讀句型What des ur father d？ He is a …。

2、能力目標：學會使用句型What des ur father d？He is … 來詢問和回答他人職業，並能使用句型What are u ging t be？ I’ ging t be…來詢問別人和表達自己的理想。

3、情感目標：在課堂中培養學生積極用英語表達的習慣，以及在各項活動中培養學生積極與他人合作的精神。

4、教學重難點：本課時的教學重點是使學生能夠掌握6個四會單詞和兩個句型。教學難點是單詞singer的語音教學。

【說教法】

1。教法設計

國小英語教學應該把培養學生的學習興趣、調動學生學習英語的主動性作為教學重點，根據學生的認知規律，我採用了遊戲教學法和任務型教學法，讓學生通過閱讀、思考、猜謎、調查、交流和合作等方式學習和使用英語，完成學習任務。

2． 學法指導

在學習過程中，從學生的學習興趣、生活經驗和認知水平出發，倡導體驗、實踐、參與和交流的學習方式，培養學生的英語綜合語言運用能力，主動思維，大膽實踐，形成自主學習的能力。

3。教學手段

根據本課教材的特點，我除了採用常規的教學手段外，同時採用了多媒體現代教學技術，使學生的多種感官共同參與到整個學習過程中，激發學生的學習興趣，提高課堂教學效率。

【說設計】

1． 匯入設計

（1）Let’s sing。。

在熱身時讓學生一起唱四年級上第六單元的歌曲What des he d？這首歌曲與本課教學內容有著密切的關係。放在課前作為熱身活動，能使學生更快地進入學習狀態。同時也起到複習鞏固的作用。

（2）Rean and guess。通過閱讀一段簡單的文字來猜教師的一位新朋友來匯入新課，旨在培養學生的閱讀能力。

（3） Guessing gae： What can Mr。 Cat d？，設計這樣一個遊戲的第一個目的是為了自然地過渡到本課的詞彙教學；第二是為了充分調動學生參與活動的積極性。這是一個難度比較低的遊戲，考慮到六年級學生普遍存在著害羞怕出錯的心理，我認為這樣一個低難度的遊戲能充分調動他們的參與熱情。

2． 新課呈現

（1）本課六個新授詞彙我都以Mr。 Cat鄰居的身份匯入。其中我在部分單詞的出現方式上稍做變化。以不同形式的猜謎方式引出，其中通過閱讀文字引出趙薇actress的教學，以聽歌曲的猜人物的方式引出周杰倫singer的教學，以看圖片猜人物的方式引出楊紅櫻writer的教學，這樣不僅能調動學生的多種感官共同參與到整個學習過程中，激發學生的學習興趣，還大大地提高了課堂教學效率。同時在每個單詞新授後我都安排了一個同樣的環節讓學生說說自己所知道的各個職業的一些名人。培養學生良好的口語表達能力。

（2）單詞拼讀能力的訓練和單詞頻度規律的總結。主要是訓練學生對四會單詞的拼讀能力，其中有三個單詞writer， singer，TV reprter的結尾三個字母都是er，給學生歸納總結有助於學生記憶。

（3）Guessing gae： What des Mr Cat’s father d？這個遊戲的主要目的還是為了進一步鞏固這六個新單詞的學習。考慮到六年級學生對於這種比較刺激的遊戲都特別感興趣，我把這個遊戲設計成小組競猜的形式，在此不僅複習了單詞和句型，又滿足了學生的好勝心理。

（3）Let’s chan進一步鞏固本課重點句型的學習。

（4）Grup wr：我把書本上的形式稍做了改變。通過Mr Cat提問的方式匯入，Which b is the st ppular nw？讓學生通過調查來幫助Mr Cat解答問題，其中在調查前我讓學生做一個預測，如果預測是對的每人可以得到一張書籤作為獎勵，以此來提高學生參與活動的積極性。

3．回家作業。