英语说课稿大全

高中英语说课案例一、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

I’m

very

pleased

to

have

an

opportunity

to

talk

about

some

of

my

teaching

ideas.

My

topic

is

life

in

the

oceans

taken

from

Lesson

63

of

Unit

16

in

SEFC（2）.

It

is

made

up

of

four

parts.

Part

1

My

understanding

of

this

lesson

The

analysis

of

the

teaching

material:

This

lesson

is

a

reading

passage.

It

plays

a

very

important

part

in

the

English

teaching

of

this

unit.

Lesson

62

and

Lesson

63

are

a

whole

unit.

By

studying

Lesson

63,

Ss

can

improve

their

reading

ability,

learn

more

about

the

sea

and

the

life

in

the

oceans.

At

the

same

time,

we

should

get

the

students

to

understand

some

difficult

sentences

to

comprehend

the

passage

better.

The

Ss

should

do

some

listening,

speaking

and

writing,

too.

Of

course,

the

Ss

should

receive

some

moral

education.

Let

the

Ss

understand

the

sea

better,

love

the

sea

and

save

the

sea

and

the

life

of

the

sea.

Teaching

aims:

1.

Knowledge

aim:

Understand

the

main

idea

of

the

text.

2.

Ability

aim:

Retell

the

text

in

their

own

words.

3.

Emotional

aim:

Make

the

Ss

love

the

life

of

the

sea

and

do

something

to

stop

it

being

polluted.

Key

points

/

Teaching

important

points:

How

to

understand

the

text

better.

Teaching

difficult

points:

1.

Use

your

own

words

to

retell

the

text.

2.

Discuss

the

pollution

of

the

sea

and

how

to

save

the

sea.

Something

about

the

Ss:

1.

The

Ss

have

known

something

about

the

sea

and

sea

life

through

the

Internet

and

other

ways.

2.

They

are

lack

of

vocabulary.

3.

They

don’t

often

use

English

to

express

themselves

and

communicate

with

others.

4.

Some

Ss

are

not

active

in

the

class

because

they

are

afraid

of

making

mistakes.

Part

2

My

teaching

theories,

methods

and

aids

Before

dealing

with

this

lesson,

I’ll

do

my

best

to

carry

out

the

following

theories:

Make

the

Ss

the

real

masters

in

class

while

the

teacher

himself

acts

as

director；

Combine

the

language

structures

with

the

language

functions;

Let

the

students

receive

some

moral

education

while

they

are

learning

the

English

language.

Teaching

method:

Double

activities

teaching

method

Question-and-answer

activity

teaching

method

Watch-and-listen

activity

Free

discussion

method

Pair

work

or

individual

work

method

Teaching

aids:

1.

a

projector

2.

a

tape

recorder

3.

multimedia

4.

the

blackboard

Part

3.

Teaching

steps

/

procedures

I

have

designed

the

following

steps

to

train

their

ability

of

listening,

speaking,

reading

and

writing,

especially

reading

ability.

The

entire

steps

are:

Greetings,

Revision,

Lead-in

and

preparation

for

reading,

Fast

reading（scanning）,

Listening,

Intensive

reading,

Preparation

for

details

of

the

text,

Consolidation,

Discussion,

Homework

Step

1

Greetings

Greet

the

whole

class

as

usual.

Step

2.

Revision

1.

Ask

students

some

questions

to

revise

the

last

lesson（show

them

on

the

screen）.

a.

How

much

salt

do

the

oceans

contain

per

thousand

parts

of

water?（35

parts

of

salt.

3.5%

by

weight）

b.

What

is

coral?

Why

are

corals

not

found

in

deep

water?

c.

Why

is

the

Dead

Sea

called

the

Dead

Sea?

2.

Check

the

homework（made

a

survey

about

the

sea

or

sea

life

by

surfing

the

Internet

or

asking

for

help

from

other

people）.

Through

this

part

we

can

consolidate

what

they

studied

yesterday,

communicate

with

others

about

their

survery

results

and

prepare

for

the

new

lesson.

Step

3.

Lead-in

and

preparation

for

reading

Show

them

some

pictures

and

let

them

talk

each

other,

and

then

use

the

pictures

about

sea

and

life

in

the

oceans

to

learn

new

words,

for

example,

Antarctica,

huge

whale,

sperm

whale,

squid

and

so

on.

Purpose:

Arouse

the

students’

interest

of

study.

Bring

in

new

subject:

Life

in

the

oceans.

Step

4.

Fast

reading

Read

the

passage

as

quickly

as

they

can.

I

show

the

questions

on

the

screen

and

let

them

get

the

main

idea

of

each

paragraph:

1.

Why

can

living

things

live

in

such

oceans

around

the

Antarctica?

2.

What

does

the

whale

feed

on?

3.

What

is

the

difference

between

the

sperm

whale

and

other

whales?

Method:

Read

the

text

individually,

use

question—and—answer

activity.

Purpose:

Improve

the

students’

reading

ability.

Understand

the

general

idea

of

each

paragraph.

Step

5.

Listening（book

closed）

1.

Listen

to

the

tape

then

do

an

exercise（wb

page

90,

part

1）

2.

True

or

false

exercise.（on

the

screen）

Train

the

Ss’

listening

ability

and

prepare

for

later

exercises.

Step

6.

Intensive

reading

Read

the

passage

carefully

again

and

answer

some

detailed

questions

on

the

screen.

1.

How

much

does

a

whale

eat

at

a

time?

2.

Do

all

the

whales

feed

on

small

fish?

3.

How

deep

can

a

sperm

whale

dive?

It

is

also

called

depth

reading

or

study

reading.

It

means

reading

for

detailed

information.

Purpose:

Further

understand

the

text

（Train

further

reading

ability）

to

find

out

some

different

sentences

and

details

of

the

text.

Step

7.

Preparation

for

details

of

the

text

on

the

screen

1.

...its

heart

slows

to

half

its

normal

speed.

slow-v.

to

become

/

make

slower.

2.

...using

sound

wave

Present

participle

used

as

adverbial.

3.

provide

sth.

for

sb.

provide

sb.

with

sth.

4.

at

a

time:

each

time

5.

grow

to

a

length

of...

Purpose:

Train

the

Ss’

ability

of

understanding

and

using

laguage.

Step

8.

Consolidation

1.

Find

out

the

topic

sentences.

2.

Retell

the

passage

according

to

the

topic

sentences.

Purpose:

I

want

to

know

if

my

students

understand

the

whole

text

really

and

if

they

master

what

I

mean

to

tell

them

in

this

class.

What’s

more,

I

want

to

let

them

have

the

ability

of

introducing

and

analyzing

expression.

At

the

same

time,

I

will

write

down

the

topic

sentences

on

the

blackboard

according

to

what

the

students

find,

so

they

can

retell

it

easily.

Step

9.

Discussion

Show

them

some

pictures

about

the

polluted

sea

and

many

living

things

which

are

in

danger

and

ask

them:

What

are

their

opinions

about

it?

In

order

to

let

them

have

free

choice,

I

give

them

another

topic:

The

sea

is

being

polluted.

What

should

they

do?

Purpose:

I

mean

to

give

them

emotional

education.

I

give

them

multi-media

pictures

to

arouse

their

interest

of

study

and

their

love

for

life.

I

mean

to

make

them

realize:

The

sea

is

in

danger!

I

teach

them

to

do

their

best

to

help

it

and

do

something

from

now

on.

Everyone

should

do

something

to

love

and

protect

our

home.

Step

10.

Homework

Write

an

article

Saving

the

sea.

I

want

to

improve

the

ability

of

their

writing.

At

the

same

time,

train

the

ability

of

do-it-yourself

and

looking

up

the

information

by

themseleves.

Part

4.

Blackboard

design

Unit

16

Lesson

63

Topic

Sentences:

1.

Some

living

things

can

live

in

Antarctica.（what）

2.

The

whale

feeds

on

small

fish.（what）

3.

The

sperm

whale

feeds

on

squid.（difference）

Discussion:

1.

The

whales

are

in

danger.

What’s

your

opinion

about

it?

2.

The

sea

is

being

polluted.

What

should

we

do?

In

my

opinion,

the

blackboard

design

can

reflect

the

teacher’s

ability

of

mastering

the

text

and

leading

the

students

to

master

the

text

easily.

In

this

text,

the

design

is

not

easy

to

write.

I

write

the

topic

sentences

on

the

blackboard

in

order

to

tell

the

students

that

this

is

of

the

importance

in

this

class.

The

discussion

is

of

the

difficulty.

I

want

to

make

the

design

inductive,

instructive

and

artistic.

A.Briefintroductiontotheteachingmaterial教材分析Taskandcontent

B.Instructionalobjectives教学目标1.Cognitionobjectives知识目标2.Skillobjectives能力目标3.Sensibilityobjectives情感目标

C.Emphasesandconsolidation重点与巩固

D.Difficultiesandbreakthrough难点与突破

E.Ideasoflanguageteaching教学思想

G.Teachingmethodsandteachingaids教法教具

H.Teachingprocessanddistributionoftime教学过程与时间分配（Warmup）1.Presentation2.Sampledrills3.Explanationtothelinguisticpoints4.Consolidationpractice5.Summary6.Test7.Homework8.Distributionoftime

I.Layoutofblackboardwriting板书ABriefInstructiontothetopicof“WhatshouldIdo?”ShangyuanMiddleSchool

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

Part1Teachingmaterialanalysis

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

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

（3）TograspthemainideaofReadingandusetheinformationtotalktoothersaboutone’sproblemsandhowtodealwiththem.2．Aimsoftheablilities:

（1）Toimprovetheabilityofgettinginformationbyreading.

（2）Toimprovetheabilityofretellingthestory.3．Aimsoftheemotion:

（1）Tounderstandhowtowriteaboutproblemsandtoexpressfeelings.

（2）Toaskforadvicetosolvetheproblems.

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

Part4Teachingdifficulties1．Torecognizeandunderstandvocabularyaboutproblems.2．Toaskforadvice

Part5Teachingmethods

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

Part6TeachingaidsProjector，slideshow，taperecorderandblackboard

Part7TeachingprocedureStepⅠ．Lead-in

Thepurposeistoarousethestudents’interestofstudy.

Let’shaveafreetalk.

T：Haveyougotproblems?

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

Thankyou!我说课的内容时pep小学英语四年级下学期unit4partb的第一课，包括let'slearn和let’sdo两部分。一、

教材分析1．

教学内容本单元围绕“天气”这一题材开展，是学生掌握表示天气状况的九个形容词，并能运用五个新句型对天气状况进行询问、预报、统计及讨论和确定相应着装。本课是本单元中第四课时。在a部分学习掌握了四个相关气温的形容词并运用它们讨论相应着装的基础上继续深入，学习rainy,snowy,sunny,windy,cloudy五个相关天气状况的形容词。天气与人们的日常生活密切相关，因此我注意鼓励学生收集表示天气的图表，掌握各种天气预报符号及各种天气情况下人们从事的活动形式。通过用中学、学中用、反复实践、学用结合的方式，在巩固和丰富“表述天气”这一项目的同时，也促进了学生语言技能的发展，为后阶段“问天气”的英语学习打下扎实的基础，提供充分的知识准备。2．

教学目标新英语课程标准指出，基础教育阶段英语课程的总体目标是培养学生的综合语言运用能力。而综合语言运用能力又以学生语言技能、语言知识、情感态度、学习策略和文化意识五个方面的综合素养为基础。基于以上认识，对教学内容的分析已基本教材的特点，我将教学目标确定为：（1）能力目标：能够看懂、听懂天气预报并用英文表达天气情况。（2）只是目标：能够听、说、认读本课的重点单词，windy,sunny,cloudy,rainy,snowy.（3）情感、策略、文化等有关目标：a情感态度：注重培养学生学习的愿望，鼓励学生参与实践活动。b学习策略：注重观察，交际功能。c文化目标：了解世界主要城市的天气差异。3．

重点与难点依据以上对教学内容和教学目标的分析以及小学生的认识规律和英汉语言差异，我认为对五个形容词及交际性语言的学习是本课的重点及难点；世界几个重要城市的名称及地理位置也是一个教学难点。4．

教学方法根据以上对教材的分析，我采用情景法、直观法、多媒体辅助法、全身反映法等教学方法。坚持以话题为核心，以功能、结构为主线，以任务型活动安排本课教学。由英语天气预报开始，创设外语语言氛围，激发学生的学习兴趣，是学生在参与天气情况的表述活动中，掌握知识，发展能力。二、

教学过程1．

以学生为主体，复习导入当课堂奏响“以人为本”的主旋律，课堂也有专制走向民主。我反思传统课型，一改复习由教师唱主角的现象，根据学生一周内读写的综合表现评选出几名优胜者，通过教师的指导在第二周的课堂上带领同学们进行有目的的复习。本课时也采用此法，请两位同学先领唱歌曲“thunder”，然后作天气预报并带领全体同学复习a部分的单词cold,worm,cool,hot.学生a:goodmorning.thisistheweatherreport.学生b出示词卡并领读weather.这种方法可以突出学生的主体性，激发其兴趣。2．

变课堂为生活，句中学词语言的实质是交际，交际的环境是生活。正如叶圣陶先生所说，“只有来自于生活的语言才是自己的语言。”因此，我做了以下的设计：（1）以电教为手段，呈现材料心理学研究，人们对初次接触的材料尤其是生动形象的实物或实景会有很深的印象。我根据这一心理特征，运用多媒体课件展示色彩逼真，形象生动的动态画面，分别反映风、雪、雨、晴、多云等五种天气状况。并且继续以天气预报为主线，在句子中领读单词，适时出示相应词卡。进一步引导学生用新词对已学城市进行不同天气现象的描述，让学生在一系列既关联又相对独立的语境中自主学习，达到基本掌握本课的五个重点词汇，并能熟练运用句型it'srainyin…这一环节充分调动学生的积极性，吸引全体学生的注意力。（2）以游戏为方式，突破难点正如新课标所强调的，传统课注重机械传授，忽略了体验与参与。在本课的设计过程中，我力图有所改进，设计了多种多样的游戏。a找朋友在课前我事先让学生通过观看天气预报，自行制作天气预报符号的小卡片。教师出示词卡，学生朗读并出示相应的符号。反映最快的同学带领大家继续联系。b比记忆操练完毕后教师出示一张世界地图：thisisaworldmap.let'ssaytheworldweather.由此进入下一个记忆力游戏。教师出示符号让学生齐读，并将其贴于特定城市旁，同时慢速重复：it'srainyinlondon.也可让学生跟读。贴完五个词卡后马上出示并领读本课涉及到的五个城市名称，然后由学生凭记忆将名称贴于相应天气符号旁。这一活动既练习了新词，又使学生很自然的了解到五个重要城市的名称及地理位置。由于此任务的目标明确，学生的注意力指向性强，所以在突破难点方面可达到事半功倍的效果。c我最棒由教师指词卡领读个城市名称并将其放入句子中：it’swindyinmasco.替换其他形容词和城市进行练习。可由教师领读转为有单组学生领读。为了调动学生的积极性，利用workinpairs,ingroups,inrow,interm以及boyssay,girlssay等多种不同方式操练巩固。在此基础上小组操练：it’stheworldweather.it’srainyinlondon.进行表演，比比谁最棒。使学生处于积极思维的状态之中，全方位多角度培养学生运用英语的能力。活动设计在此处，适应了小学生意志力较薄弱，注意力易分散的心理特征。再一次集中学生的注意力，有效维持学生的学习兴趣。以上两点构成了本课的第二个教学环节：新课呈现。（3）以巩固为窗口，拓展知识小学段学生活泼好动，所以tpr活动会深受儿童喜爱。节奏和动作能刺激大脑皮层，激活记忆，使学生在对各指令的反应中自然习的语言。运用全身反应法来充分发挥tpr活动的优势。对于let'sdo部分，我分三步进行教学。第一步让学生静静地听录音，仔细观察图片，理解语句；第二部分图片模仿并做动作，为放慢速度，可由教师领读；第三步听录音做动作，对于有能力的同学鼓励其跟读。3．

变生活为课堂，自主学习课堂的终点在哪里？如果有，我想应该在生活中。因此，我以本课为延伸，鼓励学生在课后运用已学语言介绍，谈论天气状况，收集近期的天气预报并相互交流，跟读拼写四会单词sunny和snowy.这也是本课的家庭作业，这时本节课也就告一段落了。三、

学法指导在本课中，我努力以课标为指导，以活动为方式，变课堂为生活。通过“天气报道”把所有的新知识融合串联起来。坚持“词不离句，句不离章”的教学原则，使学生以生活为课堂，逐步提高自己的综合语言运用机能，形成自主学习的能力一、教学目标知识目标：使用“Ithas...Ithas...and...”句型介绍动物的特征，并能用“Itis...”及“Itisso...”来表达自己对动物的整体评价。1.本课时的重点是使用“Ithas...Ithas...and...”句型介绍动物的特征并，能在实际生活中运用。2.本课时的难点是“Ithas...”的读法及单、复数的正确用法。3.能运用所学语言展开讨论、表演。能力目标：1．能够用熟练的语言来描述动物的形状和特征。2．发展观察、想象能力，增强求异思维和创新意识，增强主动思维能力和实践能力，提高与人交往的能力、运用语言的能力。情感目标：1.培养学生热爱动物、热爱大自然的美好情感，增强学生的环境保护意识。2.学生能根据自己的想象与创意改编对话，增强对英语学习的自信心和学习兴趣。二、教学过程与步骤↘热身（Warm-up）1.Let'schant:（根据书本PEP1P35的chant改编）Makethisclown,upanddown.Facebig,earssmall.Headbig,mouthtoo.Armslong,fingersshort.Legslong,feetshort.Facebig,earssmall.Headbig,mouthtoo.Bodylong,osetoo.Happy,happy,happyfellow.（学生边说边做动作）2.Lookatthecat.Itisfat.Lookatthepig.Itisbig...（学生边说边做动作）↘呈现/操练（Presentation/Practice）1.（教师出示一只小老鼠和一头大象）T:Lookatthemouse.Itis...Ss:Itis...(有的学生说：Itissmall.有的学生用很夸张的语气说：Itisveryverysmall.)T:Itissmall.Itisveryverysmall.Itissosmall.(注意语气夸张、强调)（教师把mouse的尾巴翘起来，做一些有趣的动作）Anditisfunny.Itisso...Ss:Funny.Itissofunny.T:Itissofunny.Itissosmall.Otherideas?Howdoyouthinkofthemouse?Ss:Itissonice.Itissosmall.Itissofunny/beautiful.(学生边说边手舞足蹈)T:Yes,itissosmall.Howaboutthiselephant?Itisso...Ss:Itisso...2.Guessinggame:T:Themouseishappy.I'mhappytoo.Howaboutyou?Areyouhappy?Now,let'smakesomeriddles.Ss:OK!T:Listen!It'sbeautiful.Itissobeautiful.Ithasbigeyes.Ithasasmallnose.Ithasasmallmouth.Ithaslongears.Whatisit?Ss:Rabbit!(同学大声回答)T:Anotherriddle.Ithassmalleyes.Ithasbigears.Ithasashorttail.Andithasalongnose.Whatisit?Ss:Elephant.3.(1)教师拿出玩具大象T:Lookattheelephant.Theelephanthasa(教师停顿，并指着大象的鼻子)...Ss:Alongnose.T:Yes,ithasalongnose.(教师写出课题)T:(然后分解跟读,指着单词has)Here"a"ispronouncedas...Ss://T:Let'sreadthewordtogether.Ss:/h////s/hasT:It-has-alongnose.(分解跟读)T:(运用玩具大象，做“Catchandsay”的游戏)Ithasalongnose.Pleasecatchitandsaythesentence.Ss:(抓到大象，边说边做动作)Ithasalongnose.T:(大象回到老师的手中)Ithasalongnose.Howaboutitstail?Ithasa...Ss:(大部分学生回答)Ithasashorttail.(也有几名学生回答)Ithasalongtail.(老师迅速出示大象,同学们就叫了起来:Ithasashorttail.)T:So,Ithasalongnoseanda...Ss:Ashottail.T﹠Ss:Ithasalongnoseandashorttail.T:Lookattheelephant.Ithasa...Ss:Alongnose.Lookattheelephant.Ithasalongnose.Lookattheelephant.Ithasashorttail.(老师利用手势来引导)T:Howaboutitseyes?Ss:Ithassmalleyes.T:Yes,ithassmalleyes.Looktheelephant.Ithassmalleyes.Howaboutotheranimals?T:(利用课件)Howaboutthiskindofanimal?Ss:Lookatthe...Ithas...ears.4.T:(CAI)Lookattheelephant.Ithasalongnose.Yes,yes,yes.Ithasashorttail.Yes,yes,yes.Ithasbigears.Yes,yes,yes.Ithassmalleyes.Yes,yes,yes.Let'schanttogether.Ss:(小组进行练习)T:Thisismychant.Canyoumakeachantlikethat?Lookattheseanimals.Ss:Lookattherabbit.Ithas...Yes,yes,yes....5.T:Yourchantarenice.Let'splayagame.Boysandgirls,closeyoureyes.Pleaseguess:Ithasabignose.It'sanelephant.(在这个游戏中,注意只让学生摸到动物的一两个部位)S1:(Guess)Ithasalongmouth.Ithassmalleyes.It'saduck.T:Yes.So,Openyoureyes.Let'ssaytogether.S2:Ithasshortarms.Ithasabigbody.It'sapanda.T:No.S3:Ithas...It'sa...6.T:Somanyanimalshere.Andtherearealsomanyanimalsinthecircle.Whatarethey?Let'sreadtogether:Ss:Ithasbigears.T:Guess,Whatisit?Ss:It'sa...T:Let'sgoon.Ss:Ithassmalleyes.Ithasfourshortlegs.Ithasafatbody.Ithasalongtail.(课件逐句出现)T:Whatisit?Ss:It'sa...T&Ss:Itsays:Mew.Mew.Ss:Cat.Cat.T:Anotherone.Ss:Ithasasmallnose.It'shasasmallnose.Ithasabigbody.Ithassmalleyes.Ithasbigears.Ithasalongtail.S1:dog/squirrel/...Ss:It'ssmall.It'swhite.T&Ss:It'samouse.Ss:Ithasasmallnose.Ithasabigmouth.Ithasabigface.Ithasalongtail.Ithassmalleyesandsmallears.Ithaslongarmsandlonglegs.Itlikespeaches.S1:It'smonkey.7.T:（CAI）Lookatthecat.Thecatissad.Canyouguesswhy?S1:Thecat...(很多学生都用中文来表达)T:Becausethecatcan'tfindhismother.Look,let'sreadtogether.Ss:Hello.Areyoumymother?T:Let'shelpthecat.Ss:OK.T:(CAI:rabbit)Isshethecat'smother?Ss:No.T:Guess.Therabbitsays...Ss:...T:Look!T&Ss:No.Yourmotherisacat.Ithasasmallnose.T:So,I'macat.Whowantstobearabbit?S1:(带上头饰)T:Hello.Areyoumymother?S1:No.Yourmotherisacat.Ithasasmallnose.T:Practiceinpairs.Look.Who'scoming?Ss:Adog.T:Yes.Thecatsays...Ss:Hello.Areyoumymother?T:(带上头饰)Hello.Areyoumymother?S1:No.Yourmotherisacat.Ithasabignose.S2:No.Yourmotherisacat.Ithasalongtail.Ithassmalleyes.T:Let'sreadtogether.Ss:No.Yourmotherisacat.Ithasabignoseandalongtail.T:Now,look,thecatmeets...Ss:Amonkey.T:Yes,amonkey.Canyouactitout?S1:Hello.Areyoumymother?S2:No.Yourmotheriscat.Ithassmalleyesandbigears....T:Hello.I'macat.Whowantstobearabbit?Whowantstobeadog?Whowantstobeamonkey?Hello.Areyoumymother?S1:No.Yourmotherisacat.Ithasasmallnose.S2:No.Yourmotherisacat.Ithasasmallnose....T:Thecatissohappy.Why?Ss:Thecatfindshismother.T:OK.Let'sreadtogether.Ss:Hello.Areyoumymother?Yes,comeon.Mybaby.T:Let'sgetingroupsoffour.Actitout.一、教案目标及重、难点分析1．教学目标：（1）知识能力目标：能够四会掌握单词：skirt,shirt,jacket,dress和T-shirt。能够正确书写句子：Whatcolourisit?It'swhite．能理解对话大意并听录音跟读。（2）情感策略目标：培养学生互助合作意识。培养学生单词记忆策略。培养学生热心助人的意识。2．教学重、难点：五个单词和两个句子在四线格中的正确书写。3．教学准备单词词卡、图片、奖励学生的小图片、涂色纸、练习题、爱心调查表、录音机和磁带、多媒体课件。二、教学过程：（一）热身1．Let’schant.（Unit3BLet’schant）2．复习AReadandwrite部分学过的五个颜色单词。T：Todaywe’llhavefivecolourgroups.教师将全班学生分成五个不同的颜色组，同时复习颜色单词的拼写：RedGroup,YellowGroup,GreenGroup,BlueGroup,WhiteGroup。T：We’llhavearace.Ifyougetarightanswer,yourgroupcangetonesticker.Let’sseewhichgroupgetsthemoststickers.T：TodayisZip’sbirthday.Shewillhaveabigbirthdayparty.Wouldyouliketogototheparty?Ss:Yes.T：Metoo.Butwhatcanwewear?Ihavesomeprettyclothes.Guesswhattheyare.在游戏过程中渗透句型：Thisdressispretty.学生猜，答对的学生为本组赢得一张服装图片的贴纸。教师在小组活动中渗透Hurryup!的教学。（设计意图：利用衣服图片进行“猜一猜”的游戏，复习服装单词，同时也为后面的单词书写作铺垫。）（二）新知呈现和操练1．T：Theseclothesaremine.Ihavesomenewclothesforyou.Theyareverypretty.Doyouwanttotakealook?Ss：Yes.T：Butyoumustcompletethewordsfirst.教师利用课件出示单词的拼写：sk__t,__irt,T-_____，j_cket，dr_ss。学生猜对后，教师出示衣服的图片，渗透以下句子：Whatcolouristhe…?This_____ispretty.教师引导学生拼读比较shirt和skirt的发音和拼写，引导学生总结ir的发音。出示T-shirt时，教师提醒学生第一个字母大写。（设计意图：引导学生进行观察比较，根据单词特别是元音字母的发音规律记忆单词，渗透单词记忆策略的培养。）2．“快看快说”单词游戏教师利用课间展示彩色衣服图片，通过提问引导学生进行讨论。T：What’sthis?Whatcolourisit?Ss：It’s….板书句子时，教师故意小写句首第一个字母或忘记标点符号，让学生找出并纠正，以加深学生的记忆。3．游戏：（1）将单词卡片快速重新排列组成句子。（2）涂一涂，写一写，比一比。（设计意图：利用游戏的形式操练句子的书写，调动了学生的积极性，同时在小组活动中培养了学生互助合作的意识。）4．T：Ziphassomeprettyclothes,too.Shehasanewdressforherbirthdayparty.Whatcolourisit?Let’swatchthecartoon.学生看完动画后回答教师的问题。T：Openyourbooksandreadinpairs.Thinkaboutthisquestion：WhatcolouristheT-shirt/shirt/skirt?教师再放一边录音，学生听完后填空并检查答案。（设计意图：让学生带着问题阅读课文，利用听音练习帮助学生理解课文内容并练习单词的书写。）5．T：Ziphasanewdressforthebirthdayparty.Whatdoyouhaveforthebirthdayparty?Whatcolourisit?学生回答，答对的可以得到一张衣服图片。最后，师生一起总结本节课小组竞赛的情况（设计意图：这一过程同时也是对本课单词的又一次复习巩固。）（四）家庭作业NameyourclothesinyourclosetPART1

theAnalysisoftheTeachingMaterials.Statusandfunctions

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

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

workout.A.

Shouldyoufeeltheurgetopackyourbagsandexplorewhattheworldhastooffer,youmaywanttoconsideroneofthedestinationsbelow.B.

Thisphenomenonmayexplainwhypeoplespendsomuchtimeandmoneyontripstointerestingplace.C.

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

Helpstudentstounderstandthetext.Trainstudents’readingability.

Teachingdifficultpoints

Howtohelpstudentsunderstandthetext,andtraintheirreadingability.PartⅡ.theanalysisofteachingmethods,andteachingaidsTeachingmethods

Toachievedifferentteachingaims,differentkindsofteachingmethods

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

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