天高鳥(niǎo)飛，海闊魚(yú)躍，學(xué)習(xí)這舞臺(tái)，秀出你獨(dú)特的精彩用好分秒時(shí)間，積累點(diǎn)滴知識(shí)，解決疑難問(wèn)題，學(xué)會(huì)舉一反三。以下是為大家整理的《小學(xué)二年級(jí)英語(yǔ)說(shuō)課稿【三篇】》 供您查閱。
【第一篇： Who’s that】
我說(shuō)課的內(nèi)容是小學(xué)先鋒英語(yǔ)第三冊(cè)Unit 3Who’s
that?本課是第二課時(shí)，學(xué)生在第一課時(shí)的學(xué)習(xí)中已經(jīng)掌握了句型：Who’s that? That
is….本節(jié)課的教學(xué)內(nèi)容是通過(guò)看圖說(shuō)話(huà)，倆倆對(duì)話(huà)復(fù)習(xí)和鞏固句型Who’s that? That
is…，并以此句型為基礎(chǔ)，自主聽(tīng)、讀、演來(lái)學(xué)習(xí)故事，通過(guò)倆倆說(shuō)、小組說(shuō)的形式來(lái)學(xué)習(xí)句型：This
(That)is…，he/she is from….擴(kuò)展學(xué)習(xí)句型：I’m from( ),China.
本課以句型訓(xùn)練為主線(xiàn)，通過(guò)看、聽(tīng)、說(shuō)、演練、等一系列教學(xué)活動(dòng)，使學(xué)生獲得英語(yǔ)聽(tīng)說(shuō)能力，并在教學(xué)中充分激發(fā)學(xué)生強(qiáng)烈的學(xué)習(xí)愿望，在注重學(xué)生知識(shí)能力發(fā)展的同時(shí)，特別強(qiáng)調(diào)學(xué)生人格的發(fā)展和思維的發(fā)展。同時(shí)，我在教學(xué)中始終注意關(guān)注學(xué)生的情感，創(chuàng)造和諧、民主、寬松的學(xué)習(xí)氛圍，激發(fā)學(xué)生學(xué)習(xí)英語(yǔ)的興趣和愿望，并且使學(xué)生通過(guò)合作學(xué)習(xí)體驗(yàn)集體榮譽(yù)感和成就感，從而樹(shù)立自信心，發(fā)展自主學(xué)習(xí)的能力和團(tuán)結(jié)協(xié)作精神。
接下來(lái)我分析一下本課的教學(xué)目標(biāo)：
依據(jù)：《英語(yǔ)課程標(biāo)準(zhǔn)》的要求，基礎(chǔ)教育階段英語(yǔ)課程的目標(biāo)是以學(xué)生語(yǔ)言技能、語(yǔ)言知識(shí)、情感態(tài)度、學(xué)習(xí)策略和文化意識(shí)的發(fā)展為基礎(chǔ)，培養(yǎng)學(xué)生英語(yǔ)綜合語(yǔ)言運(yùn)用能力?，F(xiàn)將本課的教學(xué)目標(biāo)設(shè)計(jì)如下：
知識(shí)目標(biāo)：1、 使學(xué)生掌握句型：who is that? That is…He/She is from
(Canada/China…)
2、三會(huì)單詞： Britain Canada China
3. 擴(kuò)展句型：I’m from ( ), China.
技能目標(biāo)：
（1） 用PPT方式提供一定主題內(nèi)容的圖片和關(guān)鍵詞句，培養(yǎng)學(xué)生在key
points輔助下進(jìn)行口語(yǔ)表達(dá)的能力；
（2）
通過(guò)師生問(wèn)答、倆倆對(duì)話(huà)、小組對(duì)話(huà)角色扮演等多種言語(yǔ)交際活動(dòng)培養(yǎng)和提高口語(yǔ)交際能力和在日常生活中遷移運(yùn)用英語(yǔ)的能力；
（3） 通過(guò)自主聽(tīng)故事，使學(xué)生在語(yǔ)篇的聽(tīng)讀中增強(qiáng)語(yǔ)感，提高聽(tīng)力.
情感態(tài)度目標(biāo)：
通過(guò)本課的學(xué)習(xí)使學(xué)生有興趣聽(tīng)、說(shuō)英語(yǔ)，通過(guò)句型的學(xué)習(xí)，潛移默化地滲透思想品德教育，使學(xué)生意識(shí)到自己來(lái)自中國(guó)，香港、臺(tái)灣是中國(guó)領(lǐng)土的一部分。通過(guò)表演活動(dòng)逐步培養(yǎng)孩子們的相互協(xié)作意識(shí)。
學(xué)習(xí)策略目標(biāo)：注重培養(yǎng)學(xué)生的合作精神，使學(xué)生積極與他人合作，共同完成學(xué)習(xí)任務(wù)。并通過(guò)創(chuàng)設(shè)大量的生活情景，使學(xué)生積極運(yùn)用所學(xué)英語(yǔ)進(jìn)行表達(dá)與交流，對(duì)所學(xué)內(nèi)容能主動(dòng)練習(xí)與實(shí)踐，從而逐步培養(yǎng)自主學(xué)習(xí)的能力。
結(jié)合教學(xué)目標(biāo)的要求，我把本課的重、難點(diǎn)設(shè)置為：
HeShe is from (Britain)
2、三會(huì)單詞： Britain Canada China
我通過(guò)圍繞教材<設(shè)置語(yǔ)境>—拋開(kāi)教材<啟發(fā)引導(dǎo)>—回到教材<領(lǐng)悟感知>—不要教材<靈活運(yùn)用>這四個(gè)環(huán)節(jié)來(lái)突破教材重難點(diǎn)。也就是說(shuō)，在設(shè)計(jì)教學(xué)活動(dòng)的伊始，要緊緊圍繞教材，充分利用實(shí)物、圖片、錄音、投影等多種直觀教具和教學(xué)手段，結(jié)合學(xué)生生活實(shí)際，為學(xué)生創(chuàng)設(shè)各種語(yǔ)言情景，使英語(yǔ)單詞、句子與它們所表達(dá)的意義直接掛鉤。呈現(xiàn)新內(nèi)容時(shí)，拋開(kāi)教材，讓學(xué)生在設(shè)置的真實(shí)語(yǔ)境中，建立所學(xué)知識(shí)的概念框架，啟動(dòng)學(xué)生積極地體驗(yàn)、實(shí)踐、參與學(xué)習(xí)活動(dòng)。在初步掌握教材內(nèi)容后，把學(xué)生帶回教材進(jìn)行整體感知，并做適當(dāng)?shù)闹R(shí)鞏固和記憶性的練習(xí)活動(dòng)，客觀對(duì)所學(xué)知識(shí)的意義建構(gòu)理性認(rèn)識(shí)。后指導(dǎo)學(xué)生不要教材，聯(lián)系實(shí)際加以應(yīng)用，進(jìn)行逼真的思想情感和信息交流，實(shí)現(xiàn)靈活地、創(chuàng)造性地運(yùn)用英語(yǔ)進(jìn)行交流的目的。
以上是我對(duì)教材內(nèi)容的分析，下面我將對(duì)本課教法做具體闡述。
依據(jù)《英語(yǔ)課程標(biāo)準(zhǔn)》中的基本理念，英語(yǔ)課程要面向全體學(xué)生，注重素質(zhì)教育，特別強(qiáng)調(diào)關(guān)注每個(gè)學(xué)生的情感，激發(fā)他們學(xué)習(xí)英語(yǔ)的興趣，幫助他們建立學(xué)習(xí)的成就感的自信心。使他們?cè)趯W(xué)習(xí)過(guò)程中培養(yǎng)英語(yǔ)綜合運(yùn)用能力。所以本課采用“情意、情景、結(jié)構(gòu)、規(guī)則、功能”的十字教學(xué)法。就是說(shuō)使學(xué)生懷著輕松愉快的情緒，克服困難的意志，在語(yǔ)言情景中對(duì)話(huà)、操練，運(yùn)用英語(yǔ)進(jìn)行交流。
首先說(shuō)在情意教學(xué)方面，注重開(kāi)發(fā)學(xué)生的非智力因素，縮短師生之間的距離，變教師權(quán)威為教學(xué)民主。強(qiáng)調(diào)以學(xué)生為本，尊重學(xué)生人格，建立一種和諧、民主和教學(xué)氛圍，使每個(gè)學(xué)生以輕松、愉快的心態(tài)參與外語(yǔ)學(xué)習(xí)活動(dòng)。
其次說(shuō)，在情景教學(xué)方面，，創(chuàng)設(shè)具體生動(dòng)的場(chǎng)景，激起學(xué)生的學(xué)習(xí)興趣，從而引導(dǎo)他們從整體上理解和運(yùn)用語(yǔ)言。我在整個(gè)課堂教學(xué)中，都使學(xué)生在一種有意義的情境中學(xué)習(xí)。使學(xué)生明白who
is that? That is…He/She is from
(Canada/China…)這兩個(gè)句子的意義和使用場(chǎng)合。使學(xué)生能把語(yǔ)言和情境直接聯(lián)系起來(lái)。能做到聽(tīng)到句子，就想到情景，看到情景，句子就能脫中而出。
然后，我說(shuō)一說(shuō)在結(jié)構(gòu)教學(xué)方面的應(yīng)用。通過(guò)師生問(wèn)答、倆倆對(duì)話(huà)、小組對(duì)話(huà)角色扮演等多種言語(yǔ)交際活動(dòng)使學(xué)生在民主和諧的氛圍中完成對(duì)所學(xué)知識(shí)的意義建構(gòu)。
后，我說(shuō)一說(shuō)十字教學(xué)法中的語(yǔ)言功能教學(xué)法。語(yǔ)覺(jué)論認(rèn)為，語(yǔ)言的根本目的是交際，培養(yǎng)學(xué)生語(yǔ)言能力的佳途徑也是交際。本課正是在語(yǔ)覺(jué)論的這一思想指導(dǎo)下，以“言語(yǔ)交際為中心”，借助多媒體網(wǎng)絡(luò)提供的多種資源，以看圖對(duì)話(huà)，自主學(xué)習(xí)、自主聽(tīng)、讀、演故事為突破口，使學(xué)生在有豐富語(yǔ)境和真實(shí)的交際情境中培養(yǎng)聽(tīng)說(shuō)能力和綜合語(yǔ)言運(yùn)用能力。
以上是我對(duì)教法的分析。下面，我結(jié)合教法的指導(dǎo)思想，具體闡述對(duì)本課學(xué)法的安排。
本課采用的是溫故知新、循序漸進(jìn)、觀察分析的學(xué)法指導(dǎo)。讓學(xué)生在創(chuàng)設(shè)的真實(shí)的語(yǔ)境中進(jìn)行模仿、操練、交流。在學(xué)習(xí)過(guò)程中，從學(xué)生的學(xué)習(xí)興趣、生活經(jīng)驗(yàn)和認(rèn)知水平出發(fā)，倡導(dǎo)體驗(yàn)、實(shí)踐、參與、合作與交流的學(xué)習(xí)方式。培養(yǎng)學(xué)生的英語(yǔ)綜合語(yǔ)言運(yùn)用能力，使學(xué)生形成積極的情感態(tài)度，主動(dòng)思維，大膽實(shí)踐，提高跨文化意識(shí)，形成自主學(xué)習(xí)的能力。
接下來(lái)，我說(shuō)一下對(duì)教具、學(xué)具的安排使用。
依據(jù)英語(yǔ)教學(xué)的直觀性、趣味性和實(shí)踐性原則，結(jié)合學(xué)生生活實(shí)際創(chuàng)設(shè)各種情境，充分利用了實(shí)物、圖片、錄音、投影、VCD這些媒體來(lái)輔助教學(xué)。
下面我說(shuō)一說(shuō)對(duì)教學(xué)程序的設(shè)計(jì)安排。
因?yàn)橛⒄Z(yǔ)課程的學(xué)習(xí)，既是學(xué)生通過(guò)英語(yǔ)學(xué)習(xí)和實(shí)踐活動(dòng)，逐步掌握知識(shí)和技能，提高語(yǔ)言實(shí)際運(yùn)用能力的過(guò)程，又是他們陶冶情操，拓展視野，開(kāi)發(fā)思維能力，發(fā)展個(gè)性提高語(yǔ)言實(shí)際運(yùn)用能力的過(guò)程。所以，整個(gè)教學(xué)程序，我遵循“廣視聽(tīng)、創(chuàng)情景 勤練習(xí)、重交流”的原則，采用Revision<復(fù)習(xí)>,Knowledge
and drills <呈現(xiàn)新知和操練>.Comprehension<理解>.Application<應(yīng)用>.
Evaluation<評(píng)價(jià)>這五個(gè)步驟來(lái)組織教學(xué)。
Step I Warm up: Who’s that?
演唱英文兒歌Who’s that? 讓學(xué)生唱這首英文兒歌既能激發(fā)學(xué)習(xí)興趣，又能復(fù)習(xí)句型，呈上啟下。
Step II Revision
T: Who’s this? This is (Ann). (Put the character masks
along the blackboard.)
T: Who’that? That is (mocky). (Put the character away
the teacher.)
Who’s this? This is …
Who is that? That is ….
T: 用兩個(gè)相對(duì)的 同學(xué)引導(dǎo)。Who is ( )? ( ) is ( ). Who is ( )? (
) is ( ).
Write the sentences on the blackboard. Read the
sentences. Correct “this, that.”
用遠(yuǎn)近不同的對(duì)象來(lái)作參照物引導(dǎo)學(xué)生理解的區(qū)別，
用學(xué)生本身形象化的直觀教具，以喚起學(xué)生開(kāi)口說(shuō)英語(yǔ)的愿望，從而檢測(cè)所學(xué)過(guò)的內(nèi)容
Step III Practise
T does a model. Park work. can you make sentences like
this in pairs.師生師范，學(xué)生倆倆對(duì)話(huà)練習(xí)句型。(鼓勵(lì)學(xué)生可以用老師作例)
在此環(huán)節(jié)中學(xué)生以周?chē)膶W(xué)生、老師為例倆倆說(shuō)，聯(lián)系生活實(shí)際，靈活運(yùn)用句型。
Step IV Picture talking
T: There are some pictures. You can choose one picture
to talk about using the key points.
提供3幅看圖說(shuō)話(huà)的圖片，學(xué)生在Key points 的引導(dǎo)下進(jìn)行自主說(shuō)、倆倆說(shuō)。
Picture A: Key points: Who’s that? That is
father/mother…
Picture B:
Key points: Who’s that? That is Ken/Tommy
Picture C: Key points: Who’s that? That is
Cathy/Ann…
（此環(huán)節(jié)根據(jù)學(xué)生已掌握的知識(shí)，選取學(xué)生感興趣的話(huà)題，讓學(xué)生圍繞屏幕上展示的圖片進(jìn)行倆倆對(duì)話(huà)。這樣，可以使學(xué)生將已學(xué)的知識(shí)和新學(xué)的詞、句有機(jī)結(jié)合，從而實(shí)現(xiàn)語(yǔ)言的積累性發(fā)展，并逐步掌握靈活運(yùn)用語(yǔ)言的能力。提供Key
points的目的在于啟發(fā)學(xué)生說(shuō)些什么以及如何說(shuō)（必竟這些只是小學(xué)低年級(jí)的學(xué)生，語(yǔ)言能力還是很有限的），在課堂上要引導(dǎo)學(xué)生盡可能多說(shuō)。在這個(gè)活動(dòng)中學(xué)生并不只是一味地模仿，而是從教師提供5幅圖的key
points中得到啟發(fā)，自己動(dòng)腦思考，所以在發(fā)展語(yǔ)言能力的同時(shí)還能鍛煉其思維能力。）
Step V Story
T: Boys and girls let me tell you a story today. Now,
please listen to the story first.
please listen to the story by yourselves.
(自主聽(tīng)故事。)
Pease answer me question:
回答問(wèn)題理解故事。
引出今天學(xué)習(xí)的重點(diǎn)句型：
Picture6: T: Who is this?” Ss: “This is Cathy. T: “Where
is she from?”
T elicit Ss: She is from Canada.
Picture7: T: Who is that?” Ss: “That is Cathy. T:
“Where is he from?”
T elicit Ss: She is from Britain. (呈現(xiàn)國(guó)旗圖片)
T: Where is she from?
T elicit Ss: She is from China.
(自然過(guò)渡到學(xué)習(xí)China.，為擴(kuò)展學(xué)習(xí)I’m from ( ), China.做準(zhǔn)備。)
T: I’m from Jiang Xi, China.(repeat)
Where are you from?
擴(kuò)展學(xué)習(xí)句型I’m from ( ), China.
S1: I am from…T: Where is she from?
S2: I am from…T: Where is he from? (T point the
students)
T: Can you tell your partner: Where are you from?”
小組對(duì)話(huà)練習(xí)句型。
Activity: T—S1: Where are you from?
Ss: I am from…
Let students come to blackboard
T do a model introduce them. “This is …She (he) is from…
(通過(guò)小組說(shuō)從介紹自己來(lái)自哪里過(guò)渡到介紹別人來(lái)自哪里，結(jié)合生活實(shí)際靈活運(yùn)用)
表演故事，自主編動(dòng)作。
我通過(guò)開(kāi)展師生之間，生生之間多種有意義的交互活動(dòng)。引導(dǎo)學(xué)生進(jìn)行大范圍的聽(tīng)說(shuō)訓(xùn)練，強(qiáng)化學(xué)生的聽(tīng)說(shuō)能力及綜合運(yùn)用語(yǔ)言的能力。堅(jiān)持做到詞不離句，句不離篇，體現(xiàn)以言語(yǔ)交際為中心的教學(xué)思想。在活動(dòng)過(guò)程中，適時(shí)予以精神鼓勵(lì)和物質(zhì)獎(jiǎng)勵(lì)。既培養(yǎng)了學(xué)生的團(tuán)結(jié)協(xié)作精神，又使得語(yǔ)言知識(shí)轉(zhuǎn)化為語(yǔ)言技能。實(shí)現(xiàn)靈活地，創(chuàng)造性地運(yùn)用英語(yǔ)進(jìn)行交流的目的。
反思：句型得到了充分的練習(xí)，但由于畢竟是二年級(jí)的學(xué)生，應(yīng)設(shè)計(jì)一些游戲類(lèi)的活動(dòng)起到調(diào)節(jié)課堂氣氛的作用。
【第二篇：B Let’s】
Good afternoon everyone：
今天，我說(shuō)課的內(nèi)容是PEP教材BookⅡUnit4 B部分的Let’s talk。這部分教材的選用和設(shè)計(jì)都充分體現(xiàn)了語(yǔ)言的交際功能，突出語(yǔ)言教學(xué)的目的是為了應(yīng)用，并運(yùn)用語(yǔ)言來(lái)完成有實(shí)際目的的任務(wù)。
本課時(shí)的中心話(huà)題是“Can I have an apple , please ?”因?yàn)?A部分的Let’s talk已經(jīng)教學(xué)了句型“Do you like pears ?”,給本課時(shí)的會(huì)話(huà)教學(xué)提供了鋪墊。因此，本課時(shí)的功能主要是在此基礎(chǔ)上，使學(xué)生能夠根據(jù)自己的口味運(yùn)用句型“Can I have …?”，表達(dá)自己想要什么水果的愿望，并能運(yùn)用語(yǔ)言在實(shí)際情境中展開(kāi)交際活動(dòng)。
《英語(yǔ)新課程標(biāo)準(zhǔn)》是以學(xué)生的綜合語(yǔ)言運(yùn)用能力的發(fā)展水平為目標(biāo)的，因此，我制定了這樣的教學(xué)目標(biāo)：
1、在會(huì)話(huà)中學(xué)習(xí)掌握新單詞apple , bananas, strawberry , grages。
2、能聽(tīng)懂、會(huì)說(shuō)Let’s talk部分的會(huì)話(huà)，并在生活實(shí)踐情境中學(xué)習(xí)和運(yùn)用句型“Can I have an apple , please ?”。
3、在情境中激發(fā)興趣，培養(yǎng)大膽實(shí)踐的精神；在交際中溝通情感，促進(jìn)人際關(guān)系。
為了全面落實(shí)教學(xué)目標(biāo)，我進(jìn)行了以下的教學(xué)設(shè)計(jì)：
首先是Warm-up（熱身）。
小學(xué)生生性好動(dòng)，好奇心強(qiáng)。為了吸引他們的注意力，在Warm-up這個(gè)環(huán)節(jié)我準(zhǔn)備了兩個(gè)裝有水果的箱子。
A箱中裝有已學(xué)單詞的水果（peach , orange , watermelon， pear）
B箱中裝有要學(xué)單詞的水果（apple , bananas, strawberry , grapes）
教師從A箱摸出一個(gè)水果，與一組學(xué)生合作，用句型“Do you like pears ?Yes , I do . /No , I don’t .”進(jìn)行師生對(duì)話(huà)。
教師演示一個(gè)水果后，讓學(xué)生在小組中自由開(kāi)展對(duì)話(huà)。
等學(xué)生從A箱中摸出3、4個(gè)水果之后，教師可以將游戲引向B箱，這時(shí)，學(xué)生拿出水果，想說(shuō)，但因?yàn)闆](méi)學(xué)過(guò)，不會(huì)說(shuō)，而遇到了困難，而這個(gè)困難適時(shí)地激發(fā)了學(xué)生想說(shuō)，想學(xué)新單詞的欲望，教師就可以利用這個(gè)機(jī)會(huì)在句型中滲透教學(xué)新單詞（apple , bananas, strawberry , grapes）。
這個(gè)環(huán)節(jié)通過(guò)摸水果，激發(fā)了學(xué)生的學(xué)習(xí)興趣，同時(shí)將教學(xué)過(guò)程過(guò)渡到第二個(gè)環(huán)節(jié)Presentation(新課導(dǎo)入)。
任務(wù)型語(yǔ)言教學(xué)是一種以任務(wù)為中心，以完成任務(wù)為目的的交際性教學(xué)模式。它主張創(chuàng)設(shè)一種接近實(shí)際生活的真實(shí)情境，讓學(xué)生通過(guò)感知、體驗(yàn)、實(shí)踐、參與和合作探究等活動(dòng)方式學(xué)習(xí)和使用語(yǔ)言，培養(yǎng)學(xué)生語(yǔ)言實(shí)際運(yùn)用的能力。
一開(kāi)始，我就創(chuàng)設(shè)了這樣一個(gè)情境：Look ! These children have a party at Miss White’s home . They are having fruits , now。以觀看錄像的形式，讓學(xué)生整體感知對(duì)話(huà)，對(duì)即將學(xué)習(xí)的新句型有一個(gè)初步的印象。會(huì)話(huà)中的一部分句型在A部分的Let’s talk中已經(jīng)教學(xué)過(guò)了，教學(xué)中可以截取其中一段錄像，將重點(diǎn)句型反復(fù)多放幾遍，讓學(xué)生邊看、邊聽(tīng)、邊說(shuō)，領(lǐng)會(huì)句型大意。
接著，出示一些食物水果放在講臺(tái)上，對(duì)學(xué)生說(shuō)：“Do you like fruits ? Do you want some fruits ?”，激起他們想要什么水果的欲望，再引導(dǎo)他們用句型“Can I have …?” “Certainly!”與教師進(jìn)行交際。這樣，做了一、兩次示范以后，學(xué)生就能以Group Work的形式對(duì)這個(gè)句型進(jìn)行交際訓(xùn)練。
英語(yǔ)是一種活動(dòng)，通過(guò)活動(dòng)讓學(xué)生在情境中體驗(yàn)和參與交際的同時(shí)得到不同的發(fā)展。因此，在設(shè)計(jì)Practise這個(gè)環(huán)節(jié)時(shí)，我力求滿(mǎn)足不同類(lèi)型不同層次學(xué)生的需求，使每一個(gè)學(xué)生的綜合語(yǔ)言運(yùn)用能力都得到發(fā)展：
首先，告訴學(xué)生：Fruits are so sweet ! And they are good to our healthy . There are many fruits in the English Supermarket . Let’s go to the Supermarket and have some fruits ! English Supermarket（英語(yǔ)超市）是我為了讓學(xué)生的學(xué)習(xí)學(xué)以致用而創(chuàng)設(shè)的，根據(jù)每個(gè)單元教學(xué)內(nèi)容的不同而設(shè)置相應(yīng)的物品，本課時(shí)，我設(shè)置了水果、食物、飲料等物品，學(xué)生只要能夠用本課時(shí)所學(xué)的句型進(jìn)行表達(dá)，就能得到自己想要的物品。伴隨著音樂(lè)，師生共同哼唱著歌曲《An Apple A Day》，與好友一起結(jié)伴共游English Supermarket。
由于學(xué)生語(yǔ)言水平存在著差異，到達(dá)English Supermarket之后，有教師加入的一組可以率先展開(kāi)交際活動(dòng)。如：“Do you like bananas ? Sorry , I don’t like bananas . ”“Can I have an apple , please ? Certainly!”等，給部分語(yǔ)言水平不高的學(xué)生作示范。對(duì)于這部分學(xué)生來(lái)說(shuō)，他們的目標(biāo)是能聽(tīng)懂教師這組的英語(yǔ)會(huì)話(huà)，并能模仿在自己小組開(kāi)展交際活動(dòng)。
但是部分語(yǔ)言水平較高的學(xué)生不用看示范也能自由組織語(yǔ)言進(jìn)行交際。為了給這部分學(xué)生拓展語(yǔ)言提供發(fā)展的空間，我在超市的部分柜臺(tái)上另外放置了一些食物、水果，引導(dǎo)他們聯(lián)系實(shí)際，就地取材，自主組織語(yǔ)言，例如：“Do you like orange juice? Can I have some Coke , please? Can I have some French Fries , please? Certainly! Here you are .”等。這樣就能使每個(gè)層次，每個(gè)類(lèi)別的學(xué)生在下課的時(shí)候，都能這樣說(shuō)：“Learned this lesson , I feel get great gain .”
以上是我的說(shuō)課，Thank you for your listening !
【第三篇：Mainly Revision】
PART 1 Analysis of the Teaching Material
(I)STATUS AND FUNCTION
1.This unit is a revison unit, so it covers all communicative language knowledge learned from Unit 7 to Unit 11.
2.This lesson is the first one of Unit 12. So if the students can learn this lesson well, it will be helpful to make the students learn the rest of this unit.
3.This lesson is a dialogue about keeping fish. Such topic is related to daily life, so it is helpful to raise learning interests of students and it will be also helpful to improve their spoken English.
(II)TEACHING AIMS AND DEMANDS
Knowledge objects
1. To make the Ss know how to keep fish, birds or any other animal by learning the dialogue of this lesson.
2. To give a reinforced practice in the use of the Modal Verbs and some useful expressions for making suggestions.
Ability objects
3. To improve students’ listening and speaking ability by reading and practising the dialogue.
4. To develop students’ communicative ability by learning the useful expressions for making suggestions and replying.
Moral objects
5. To enable the students to love life and animals, protect the nature and environment.
(III)TEACHING KEY POINTS:
1.To make the Ss grasp and understand the way of making suggestions and reply in daily life.
2.To enable the students to use useful expressions for making suggestion and replying in their own dialogues related to the daily life.
(IV)TEACHING DIFFICULTIES:
1. The usage of the Modal Verbs ,especially usage for making suggestions.
2. Using the learned phrases and sentence patterns to make suggestions and replying.
(V)TEACHING AIDS:
Multi-media computer; OHP(overhead projector); tape recorder; software: Powerpoint or Authorware
PART 2 Teaching Methods
1>Five Steps Approach.
2>Communicative Approach.
PART 3 Studying Ways
1. Teach the students how to be successful language learners.
2. Teach the students how to master dialogues and how to communicate with others.
PART 4 Teaching Procedure
Step 1 Revision
Get the students to give some animals’ names they know by asking the students the following question: Can you give us some names of different animals you know? This step is employed to revise the words related the animals. At the same time draw the students’ attention to the topic about animals.
Step 2 Lead-in
Sign to the students to be quiet and close their books. Then start a free talk with the students. Use computer to show some pictures of different pets, such as dogs, cats etc. Ask the students several questions about raising pets. These questions are employed to warm up the students and raise the interests of the students to speak English in class on the topics they like and familiar with.
1.Do you like animals?
2. Do you keep any animals at home? What is it or What are they?
3. Can you explain how you care for them?
4. How do you feed them?
…
Step 3 Dialogue Presentation
1. The first listening
After the teacher's brief introduction to the dialogue about keeping fish. Then ask the students to listen to the tape of the dialogue with their books closed. After listening to the dialogue, ask the students to answer two simple questions focusing on the general idea of the dialogue. This step is employed to make the student get the general idea of the dialogue as a whole one. At the same time let the students have a chance to practise their listening ability.
Questions :
1.Where will such dialogue happen in your opinion?
2.What are they mainly talking about?
2.Second listening
This time ask the students to listen to the tape carefully with their books open. After listening, ask the students some questions focusing on the details of the dialogue. In the meanwhile, deal with some language points raised by the students or appearing in the questions.
Questions: (Show the questions and answers on the screen using computer)
1. What does Kate want to do ?
2. Where would Kate keep them at first?
3. What does LiQun advise her to do?
4. What size tank should she get?
5. What should Kate put in the tank?
6. Why should Kate put a few large rocks in the tanks?
7. Why should Kate put some underwater plans in the tank?
Language points: (Show them on the screen using computer)
a. the other day = a few days ago
b They don't get enough air:
With a bowl, only a small surface area of the water is in contact with the air. So the water does not receive enough oxygen.
c 30 cm by 30 cm by 50 cm.
We describe two-dimensional and three-dimensional measurements using the word by. So the length of the tank is 50 cm, and the width and height both 30 cm.
e underwater plants:
These plants oxygenate the water and keep it clean.
d For one thing = one reason (for putting plants in the tank)
Step 4 . Dialogue Drill
1.In this step the students are required to practise the dialogue in pairs by reading the dialogue aloud. This step is employed to make the students grasp the useful phrases and sentences pattern for making suggestions and replying on the base of reading the dialogue fluently.
2.Let the students find out the expressions and sentence patterns for making suggestions and replying in this dialogue , in the meanwhile show these expressions and sentence patterns on the screen by computer one by one. This step is employed to give the students a deep understanding of those expressions.
Step 5 . Practice (part 2)
In fact, this step is intend to deal with the second part of the lesson(part 2). First show the words and phrases given on the screen, using a multi-media computer, then ask the students to make short dialogues with their partners to practise making suggestions and replying, using the phrases given in the table of Part2 .Give the students 5 minutes to prepare it. Ask the students to pay particular attention to sentence stress and intonation. At last ask some pairs to act their dialogue out in front of the whole class. This step is employed to make the students get a further understanding of these expressions.
Step 6. Consolidation( Dialogue Production)
This step gives the students 5-8minutes to make a similar dialogue using the phrases and sentences patterns learned in this dialogue and everyday life experience according to the given situation (show it on the screen using a multi-media computer). After 5-8minutes,ask several pairs to act their dialogue out in front of the other students. At last the teacher give some advice on making such dialogues, in the meanwhile deal with the moral lessons which the students should learn from the dialogue (mainly told the students to love life and animals, protect the nature and environment) . This step is employed to create a language environment for students’ communication in the class; and to give the students a chance to practise their spoken English under a quasi-communicative situation. If the students can finish this task well, they will benefit a lot in their spoken English.
Situation:(show it on the screen using computer)
One of your classmates wants to keep birds, he/she wants to buy some birds and builds a bird cage as big as 4m by 2m by 2m. he/she would like to ask for your advice. Now you’d like to advise him/her what to do?
Step 7. Workbook
Finish Exx 1 and 3 orally, left Ex 2 as written work.
Ex. 1 revises the Object Clause. When transforming the structures, the students are required to pay attention to the change of t he verb tenses, personal pronouns and word order. After doing the exercises orally in class.
Ex. 2 is a revision of the Modal Verbs and some useful expressions. Let the Ss work in pairs and then check the answers with the whole class. Write down the sentences on the Bb for the Ss to see.
Ex. 3 lists pairs of words with somewhat similar pronunciation but different meaning. Get the Ss to read aloud the words and say what each of them means.
Step 8 Homework
!.Do Ex 2 in the exercise books. This is used to make the students have a further understand of the modal verbs.
2.Write a short passage about the dialogue learned. This is used to practise writing ability of the students.
【第一篇： Who’s that】
我說(shuō)課的內(nèi)容是小學(xué)先鋒英語(yǔ)第三冊(cè)Unit 3Who’s
that?本課是第二課時(shí)，學(xué)生在第一課時(shí)的學(xué)習(xí)中已經(jīng)掌握了句型：Who’s that? That
is….本節(jié)課的教學(xué)內(nèi)容是通過(guò)看圖說(shuō)話(huà)，倆倆對(duì)話(huà)復(fù)習(xí)和鞏固句型Who’s that? That
is…，并以此句型為基礎(chǔ)，自主聽(tīng)、讀、演來(lái)學(xué)習(xí)故事，通過(guò)倆倆說(shuō)、小組說(shuō)的形式來(lái)學(xué)習(xí)句型：This
(That)is…，he/she is from….擴(kuò)展學(xué)習(xí)句型：I’m from( ),China.
本課以句型訓(xùn)練為主線(xiàn)，通過(guò)看、聽(tīng)、說(shuō)、演練、等一系列教學(xué)活動(dòng)，使學(xué)生獲得英語(yǔ)聽(tīng)說(shuō)能力，并在教學(xué)中充分激發(fā)學(xué)生強(qiáng)烈的學(xué)習(xí)愿望，在注重學(xué)生知識(shí)能力發(fā)展的同時(shí)，特別強(qiáng)調(diào)學(xué)生人格的發(fā)展和思維的發(fā)展。同時(shí)，我在教學(xué)中始終注意關(guān)注學(xué)生的情感，創(chuàng)造和諧、民主、寬松的學(xué)習(xí)氛圍，激發(fā)學(xué)生學(xué)習(xí)英語(yǔ)的興趣和愿望，并且使學(xué)生通過(guò)合作學(xué)習(xí)體驗(yàn)集體榮譽(yù)感和成就感，從而樹(shù)立自信心，發(fā)展自主學(xué)習(xí)的能力和團(tuán)結(jié)協(xié)作精神。
接下來(lái)我分析一下本課的教學(xué)目標(biāo)：
依據(jù)：《英語(yǔ)課程標(biāo)準(zhǔn)》的要求，基礎(chǔ)教育階段英語(yǔ)課程的目標(biāo)是以學(xué)生語(yǔ)言技能、語(yǔ)言知識(shí)、情感態(tài)度、學(xué)習(xí)策略和文化意識(shí)的發(fā)展為基礎(chǔ)，培養(yǎng)學(xué)生英語(yǔ)綜合語(yǔ)言運(yùn)用能力?，F(xiàn)將本課的教學(xué)目標(biāo)設(shè)計(jì)如下：
知識(shí)目標(biāo)：1、 使學(xué)生掌握句型：who is that? That is…He/She is from
(Canada/China…)
2、三會(huì)單詞： Britain Canada China
3. 擴(kuò)展句型：I’m from ( ), China.
技能目標(biāo)：
（1） 用PPT方式提供一定主題內(nèi)容的圖片和關(guān)鍵詞句，培養(yǎng)學(xué)生在key
points輔助下進(jìn)行口語(yǔ)表達(dá)的能力；
（2）
通過(guò)師生問(wèn)答、倆倆對(duì)話(huà)、小組對(duì)話(huà)角色扮演等多種言語(yǔ)交際活動(dòng)培養(yǎng)和提高口語(yǔ)交際能力和在日常生活中遷移運(yùn)用英語(yǔ)的能力；
（3） 通過(guò)自主聽(tīng)故事，使學(xué)生在語(yǔ)篇的聽(tīng)讀中增強(qiáng)語(yǔ)感，提高聽(tīng)力.
情感態(tài)度目標(biāo)：
通過(guò)本課的學(xué)習(xí)使學(xué)生有興趣聽(tīng)、說(shuō)英語(yǔ)，通過(guò)句型的學(xué)習(xí)，潛移默化地滲透思想品德教育，使學(xué)生意識(shí)到自己來(lái)自中國(guó)，香港、臺(tái)灣是中國(guó)領(lǐng)土的一部分。通過(guò)表演活動(dòng)逐步培養(yǎng)孩子們的相互協(xié)作意識(shí)。
學(xué)習(xí)策略目標(biāo)：注重培養(yǎng)學(xué)生的合作精神，使學(xué)生積極與他人合作，共同完成學(xué)習(xí)任務(wù)。并通過(guò)創(chuàng)設(shè)大量的生活情景，使學(xué)生積極運(yùn)用所學(xué)英語(yǔ)進(jìn)行表達(dá)與交流，對(duì)所學(xué)內(nèi)容能主動(dòng)練習(xí)與實(shí)踐，從而逐步培養(yǎng)自主學(xué)習(xí)的能力。
結(jié)合教學(xué)目標(biāo)的要求，我把本課的重、難點(diǎn)設(shè)置為：
HeShe is from (Britain)
2、三會(huì)單詞： Britain Canada China
我通過(guò)圍繞教材<設(shè)置語(yǔ)境>—拋開(kāi)教材<啟發(fā)引導(dǎo)>—回到教材<領(lǐng)悟感知>—不要教材<靈活運(yùn)用>這四個(gè)環(huán)節(jié)來(lái)突破教材重難點(diǎn)。也就是說(shuō)，在設(shè)計(jì)教學(xué)活動(dòng)的伊始，要緊緊圍繞教材，充分利用實(shí)物、圖片、錄音、投影等多種直觀教具和教學(xué)手段，結(jié)合學(xué)生生活實(shí)際，為學(xué)生創(chuàng)設(shè)各種語(yǔ)言情景，使英語(yǔ)單詞、句子與它們所表達(dá)的意義直接掛鉤。呈現(xiàn)新內(nèi)容時(shí)，拋開(kāi)教材，讓學(xué)生在設(shè)置的真實(shí)語(yǔ)境中，建立所學(xué)知識(shí)的概念框架，啟動(dòng)學(xué)生積極地體驗(yàn)、實(shí)踐、參與學(xué)習(xí)活動(dòng)。在初步掌握教材內(nèi)容后，把學(xué)生帶回教材進(jìn)行整體感知，并做適當(dāng)?shù)闹R(shí)鞏固和記憶性的練習(xí)活動(dòng)，客觀對(duì)所學(xué)知識(shí)的意義建構(gòu)理性認(rèn)識(shí)。后指導(dǎo)學(xué)生不要教材，聯(lián)系實(shí)際加以應(yīng)用，進(jìn)行逼真的思想情感和信息交流，實(shí)現(xiàn)靈活地、創(chuàng)造性地運(yùn)用英語(yǔ)進(jìn)行交流的目的。
以上是我對(duì)教材內(nèi)容的分析，下面我將對(duì)本課教法做具體闡述。
依據(jù)《英語(yǔ)課程標(biāo)準(zhǔn)》中的基本理念，英語(yǔ)課程要面向全體學(xué)生，注重素質(zhì)教育，特別強(qiáng)調(diào)關(guān)注每個(gè)學(xué)生的情感，激發(fā)他們學(xué)習(xí)英語(yǔ)的興趣，幫助他們建立學(xué)習(xí)的成就感的自信心。使他們?cè)趯W(xué)習(xí)過(guò)程中培養(yǎng)英語(yǔ)綜合運(yùn)用能力。所以本課采用“情意、情景、結(jié)構(gòu)、規(guī)則、功能”的十字教學(xué)法。就是說(shuō)使學(xué)生懷著輕松愉快的情緒，克服困難的意志，在語(yǔ)言情景中對(duì)話(huà)、操練，運(yùn)用英語(yǔ)進(jìn)行交流。
首先說(shuō)在情意教學(xué)方面，注重開(kāi)發(fā)學(xué)生的非智力因素，縮短師生之間的距離，變教師權(quán)威為教學(xué)民主。強(qiáng)調(diào)以學(xué)生為本，尊重學(xué)生人格，建立一種和諧、民主和教學(xué)氛圍，使每個(gè)學(xué)生以輕松、愉快的心態(tài)參與外語(yǔ)學(xué)習(xí)活動(dòng)。
其次說(shuō)，在情景教學(xué)方面，，創(chuàng)設(shè)具體生動(dòng)的場(chǎng)景，激起學(xué)生的學(xué)習(xí)興趣，從而引導(dǎo)他們從整體上理解和運(yùn)用語(yǔ)言。我在整個(gè)課堂教學(xué)中，都使學(xué)生在一種有意義的情境中學(xué)習(xí)。使學(xué)生明白who
is that? That is…He/She is from
(Canada/China…)這兩個(gè)句子的意義和使用場(chǎng)合。使學(xué)生能把語(yǔ)言和情境直接聯(lián)系起來(lái)。能做到聽(tīng)到句子，就想到情景，看到情景，句子就能脫中而出。
然后，我說(shuō)一說(shuō)在結(jié)構(gòu)教學(xué)方面的應(yīng)用。通過(guò)師生問(wèn)答、倆倆對(duì)話(huà)、小組對(duì)話(huà)角色扮演等多種言語(yǔ)交際活動(dòng)使學(xué)生在民主和諧的氛圍中完成對(duì)所學(xué)知識(shí)的意義建構(gòu)。
后，我說(shuō)一說(shuō)十字教學(xué)法中的語(yǔ)言功能教學(xué)法。語(yǔ)覺(jué)論認(rèn)為，語(yǔ)言的根本目的是交際，培養(yǎng)學(xué)生語(yǔ)言能力的佳途徑也是交際。本課正是在語(yǔ)覺(jué)論的這一思想指導(dǎo)下，以“言語(yǔ)交際為中心”，借助多媒體網(wǎng)絡(luò)提供的多種資源，以看圖對(duì)話(huà)，自主學(xué)習(xí)、自主聽(tīng)、讀、演故事為突破口，使學(xué)生在有豐富語(yǔ)境和真實(shí)的交際情境中培養(yǎng)聽(tīng)說(shuō)能力和綜合語(yǔ)言運(yùn)用能力。
以上是我對(duì)教法的分析。下面，我結(jié)合教法的指導(dǎo)思想，具體闡述對(duì)本課學(xué)法的安排。
本課采用的是溫故知新、循序漸進(jìn)、觀察分析的學(xué)法指導(dǎo)。讓學(xué)生在創(chuàng)設(shè)的真實(shí)的語(yǔ)境中進(jìn)行模仿、操練、交流。在學(xué)習(xí)過(guò)程中，從學(xué)生的學(xué)習(xí)興趣、生活經(jīng)驗(yàn)和認(rèn)知水平出發(fā)，倡導(dǎo)體驗(yàn)、實(shí)踐、參與、合作與交流的學(xué)習(xí)方式。培養(yǎng)學(xué)生的英語(yǔ)綜合語(yǔ)言運(yùn)用能力，使學(xué)生形成積極的情感態(tài)度，主動(dòng)思維，大膽實(shí)踐，提高跨文化意識(shí)，形成自主學(xué)習(xí)的能力。
接下來(lái)，我說(shuō)一下對(duì)教具、學(xué)具的安排使用。
依據(jù)英語(yǔ)教學(xué)的直觀性、趣味性和實(shí)踐性原則，結(jié)合學(xué)生生活實(shí)際創(chuàng)設(shè)各種情境，充分利用了實(shí)物、圖片、錄音、投影、VCD這些媒體來(lái)輔助教學(xué)。
下面我說(shuō)一說(shuō)對(duì)教學(xué)程序的設(shè)計(jì)安排。
因?yàn)橛⒄Z(yǔ)課程的學(xué)習(xí)，既是學(xué)生通過(guò)英語(yǔ)學(xué)習(xí)和實(shí)踐活動(dòng)，逐步掌握知識(shí)和技能，提高語(yǔ)言實(shí)際運(yùn)用能力的過(guò)程，又是他們陶冶情操，拓展視野，開(kāi)發(fā)思維能力，發(fā)展個(gè)性提高語(yǔ)言實(shí)際運(yùn)用能力的過(guò)程。所以，整個(gè)教學(xué)程序，我遵循“廣視聽(tīng)、創(chuàng)情景 勤練習(xí)、重交流”的原則，采用Revision<復(fù)習(xí)>,Knowledge
and drills <呈現(xiàn)新知和操練>.Comprehension<理解>.Application<應(yīng)用>.
Evaluation<評(píng)價(jià)>這五個(gè)步驟來(lái)組織教學(xué)。
Step I Warm up: Who’s that?
演唱英文兒歌Who’s that? 讓學(xué)生唱這首英文兒歌既能激發(fā)學(xué)習(xí)興趣，又能復(fù)習(xí)句型，呈上啟下。
Step II Revision
T: Who’s this? This is (Ann). (Put the character masks
along the blackboard.)
T: Who’that? That is (mocky). (Put the character away
the teacher.)
Who’s this? This is …
Who is that? That is ….
T: 用兩個(gè)相對(duì)的 同學(xué)引導(dǎo)。Who is ( )? ( ) is ( ). Who is ( )? (
) is ( ).
Write the sentences on the blackboard. Read the
sentences. Correct “this, that.”
用遠(yuǎn)近不同的對(duì)象來(lái)作參照物引導(dǎo)學(xué)生理解的區(qū)別，
用學(xué)生本身形象化的直觀教具，以喚起學(xué)生開(kāi)口說(shuō)英語(yǔ)的愿望，從而檢測(cè)所學(xué)過(guò)的內(nèi)容
Step III Practise
T does a model. Park work. can you make sentences like
this in pairs.師生師范，學(xué)生倆倆對(duì)話(huà)練習(xí)句型。(鼓勵(lì)學(xué)生可以用老師作例)
在此環(huán)節(jié)中學(xué)生以周?chē)膶W(xué)生、老師為例倆倆說(shuō)，聯(lián)系生活實(shí)際，靈活運(yùn)用句型。
Step IV Picture talking
T: There are some pictures. You can choose one picture
to talk about using the key points.
提供3幅看圖說(shuō)話(huà)的圖片，學(xué)生在Key points 的引導(dǎo)下進(jìn)行自主說(shuō)、倆倆說(shuō)。
Picture A: Key points: Who’s that? That is
father/mother…
Picture B:
Key points: Who’s that? That is Ken/Tommy
Picture C: Key points: Who’s that? That is
Cathy/Ann…
（此環(huán)節(jié)根據(jù)學(xué)生已掌握的知識(shí)，選取學(xué)生感興趣的話(huà)題，讓學(xué)生圍繞屏幕上展示的圖片進(jìn)行倆倆對(duì)話(huà)。這樣，可以使學(xué)生將已學(xué)的知識(shí)和新學(xué)的詞、句有機(jī)結(jié)合，從而實(shí)現(xiàn)語(yǔ)言的積累性發(fā)展，并逐步掌握靈活運(yùn)用語(yǔ)言的能力。提供Key
points的目的在于啟發(fā)學(xué)生說(shuō)些什么以及如何說(shuō)（必竟這些只是小學(xué)低年級(jí)的學(xué)生，語(yǔ)言能力還是很有限的），在課堂上要引導(dǎo)學(xué)生盡可能多說(shuō)。在這個(gè)活動(dòng)中學(xué)生并不只是一味地模仿，而是從教師提供5幅圖的key
points中得到啟發(fā)，自己動(dòng)腦思考，所以在發(fā)展語(yǔ)言能力的同時(shí)還能鍛煉其思維能力。）
Step V Story
T: Boys and girls let me tell you a story today. Now,
please listen to the story first.
please listen to the story by yourselves.
(自主聽(tīng)故事。)
Pease answer me question:
回答問(wèn)題理解故事。
引出今天學(xué)習(xí)的重點(diǎn)句型：
Picture6: T: Who is this?” Ss: “This is Cathy. T: “Where
is she from?”
T elicit Ss: She is from Canada.
Picture7: T: Who is that?” Ss: “That is Cathy. T:
“Where is he from?”
T elicit Ss: She is from Britain. (呈現(xiàn)國(guó)旗圖片)
T: Where is she from?
T elicit Ss: She is from China.
(自然過(guò)渡到學(xué)習(xí)China.，為擴(kuò)展學(xué)習(xí)I’m from ( ), China.做準(zhǔn)備。)
T: I’m from Jiang Xi, China.(repeat)
Where are you from?
擴(kuò)展學(xué)習(xí)句型I’m from ( ), China.
S1: I am from…T: Where is she from?
S2: I am from…T: Where is he from? (T point the
students)
T: Can you tell your partner: Where are you from?”
小組對(duì)話(huà)練習(xí)句型。
Activity: T—S1: Where are you from?
Ss: I am from…
Let students come to blackboard
T do a model introduce them. “This is …She (he) is from…
(通過(guò)小組說(shuō)從介紹自己來(lái)自哪里過(guò)渡到介紹別人來(lái)自哪里，結(jié)合生活實(shí)際靈活運(yùn)用)
表演故事，自主編動(dòng)作。
我通過(guò)開(kāi)展師生之間，生生之間多種有意義的交互活動(dòng)。引導(dǎo)學(xué)生進(jìn)行大范圍的聽(tīng)說(shuō)訓(xùn)練，強(qiáng)化學(xué)生的聽(tīng)說(shuō)能力及綜合運(yùn)用語(yǔ)言的能力。堅(jiān)持做到詞不離句，句不離篇，體現(xiàn)以言語(yǔ)交際為中心的教學(xué)思想。在活動(dòng)過(guò)程中，適時(shí)予以精神鼓勵(lì)和物質(zhì)獎(jiǎng)勵(lì)。既培養(yǎng)了學(xué)生的團(tuán)結(jié)協(xié)作精神，又使得語(yǔ)言知識(shí)轉(zhuǎn)化為語(yǔ)言技能。實(shí)現(xiàn)靈活地，創(chuàng)造性地運(yùn)用英語(yǔ)進(jìn)行交流的目的。
反思：句型得到了充分的練習(xí)，但由于畢竟是二年級(jí)的學(xué)生，應(yīng)設(shè)計(jì)一些游戲類(lèi)的活動(dòng)起到調(diào)節(jié)課堂氣氛的作用。
【第二篇：B Let’s】
Good afternoon everyone：
今天，我說(shuō)課的內(nèi)容是PEP教材BookⅡUnit4 B部分的Let’s talk。這部分教材的選用和設(shè)計(jì)都充分體現(xiàn)了語(yǔ)言的交際功能，突出語(yǔ)言教學(xué)的目的是為了應(yīng)用，并運(yùn)用語(yǔ)言來(lái)完成有實(shí)際目的的任務(wù)。
本課時(shí)的中心話(huà)題是“Can I have an apple , please ?”因?yàn)?A部分的Let’s talk已經(jīng)教學(xué)了句型“Do you like pears ?”,給本課時(shí)的會(huì)話(huà)教學(xué)提供了鋪墊。因此，本課時(shí)的功能主要是在此基礎(chǔ)上，使學(xué)生能夠根據(jù)自己的口味運(yùn)用句型“Can I have …?”，表達(dá)自己想要什么水果的愿望，并能運(yùn)用語(yǔ)言在實(shí)際情境中展開(kāi)交際活動(dòng)。
《英語(yǔ)新課程標(biāo)準(zhǔn)》是以學(xué)生的綜合語(yǔ)言運(yùn)用能力的發(fā)展水平為目標(biāo)的，因此，我制定了這樣的教學(xué)目標(biāo)：
1、在會(huì)話(huà)中學(xué)習(xí)掌握新單詞apple , bananas, strawberry , grages。
2、能聽(tīng)懂、會(huì)說(shuō)Let’s talk部分的會(huì)話(huà)，并在生活實(shí)踐情境中學(xué)習(xí)和運(yùn)用句型“Can I have an apple , please ?”。
3、在情境中激發(fā)興趣，培養(yǎng)大膽實(shí)踐的精神；在交際中溝通情感，促進(jìn)人際關(guān)系。
為了全面落實(shí)教學(xué)目標(biāo)，我進(jìn)行了以下的教學(xué)設(shè)計(jì)：
首先是Warm-up（熱身）。
小學(xué)生生性好動(dòng)，好奇心強(qiáng)。為了吸引他們的注意力，在Warm-up這個(gè)環(huán)節(jié)我準(zhǔn)備了兩個(gè)裝有水果的箱子。
A箱中裝有已學(xué)單詞的水果（peach , orange , watermelon， pear）
B箱中裝有要學(xué)單詞的水果（apple , bananas, strawberry , grapes）
教師從A箱摸出一個(gè)水果，與一組學(xué)生合作，用句型“Do you like pears ?Yes , I do . /No , I don’t .”進(jìn)行師生對(duì)話(huà)。
教師演示一個(gè)水果后，讓學(xué)生在小組中自由開(kāi)展對(duì)話(huà)。
等學(xué)生從A箱中摸出3、4個(gè)水果之后，教師可以將游戲引向B箱，這時(shí)，學(xué)生拿出水果，想說(shuō)，但因?yàn)闆](méi)學(xué)過(guò)，不會(huì)說(shuō)，而遇到了困難，而這個(gè)困難適時(shí)地激發(fā)了學(xué)生想說(shuō)，想學(xué)新單詞的欲望，教師就可以利用這個(gè)機(jī)會(huì)在句型中滲透教學(xué)新單詞（apple , bananas, strawberry , grapes）。
這個(gè)環(huán)節(jié)通過(guò)摸水果，激發(fā)了學(xué)生的學(xué)習(xí)興趣，同時(shí)將教學(xué)過(guò)程過(guò)渡到第二個(gè)環(huán)節(jié)Presentation(新課導(dǎo)入)。
任務(wù)型語(yǔ)言教學(xué)是一種以任務(wù)為中心，以完成任務(wù)為目的的交際性教學(xué)模式。它主張創(chuàng)設(shè)一種接近實(shí)際生活的真實(shí)情境，讓學(xué)生通過(guò)感知、體驗(yàn)、實(shí)踐、參與和合作探究等活動(dòng)方式學(xué)習(xí)和使用語(yǔ)言，培養(yǎng)學(xué)生語(yǔ)言實(shí)際運(yùn)用的能力。
一開(kāi)始，我就創(chuàng)設(shè)了這樣一個(gè)情境：Look ! These children have a party at Miss White’s home . They are having fruits , now。以觀看錄像的形式，讓學(xué)生整體感知對(duì)話(huà)，對(duì)即將學(xué)習(xí)的新句型有一個(gè)初步的印象。會(huì)話(huà)中的一部分句型在A部分的Let’s talk中已經(jīng)教學(xué)過(guò)了，教學(xué)中可以截取其中一段錄像，將重點(diǎn)句型反復(fù)多放幾遍，讓學(xué)生邊看、邊聽(tīng)、邊說(shuō)，領(lǐng)會(huì)句型大意。
接著，出示一些食物水果放在講臺(tái)上，對(duì)學(xué)生說(shuō)：“Do you like fruits ? Do you want some fruits ?”，激起他們想要什么水果的欲望，再引導(dǎo)他們用句型“Can I have …?” “Certainly!”與教師進(jìn)行交際。這樣，做了一、兩次示范以后，學(xué)生就能以Group Work的形式對(duì)這個(gè)句型進(jìn)行交際訓(xùn)練。
英語(yǔ)是一種活動(dòng)，通過(guò)活動(dòng)讓學(xué)生在情境中體驗(yàn)和參與交際的同時(shí)得到不同的發(fā)展。因此，在設(shè)計(jì)Practise這個(gè)環(huán)節(jié)時(shí)，我力求滿(mǎn)足不同類(lèi)型不同層次學(xué)生的需求，使每一個(gè)學(xué)生的綜合語(yǔ)言運(yùn)用能力都得到發(fā)展：
首先，告訴學(xué)生：Fruits are so sweet ! And they are good to our healthy . There are many fruits in the English Supermarket . Let’s go to the Supermarket and have some fruits ! English Supermarket（英語(yǔ)超市）是我為了讓學(xué)生的學(xué)習(xí)學(xué)以致用而創(chuàng)設(shè)的，根據(jù)每個(gè)單元教學(xué)內(nèi)容的不同而設(shè)置相應(yīng)的物品，本課時(shí)，我設(shè)置了水果、食物、飲料等物品，學(xué)生只要能夠用本課時(shí)所學(xué)的句型進(jìn)行表達(dá)，就能得到自己想要的物品。伴隨著音樂(lè)，師生共同哼唱著歌曲《An Apple A Day》，與好友一起結(jié)伴共游English Supermarket。
由于學(xué)生語(yǔ)言水平存在著差異，到達(dá)English Supermarket之后，有教師加入的一組可以率先展開(kāi)交際活動(dòng)。如：“Do you like bananas ? Sorry , I don’t like bananas . ”“Can I have an apple , please ? Certainly!”等，給部分語(yǔ)言水平不高的學(xué)生作示范。對(duì)于這部分學(xué)生來(lái)說(shuō)，他們的目標(biāo)是能聽(tīng)懂教師這組的英語(yǔ)會(huì)話(huà)，并能模仿在自己小組開(kāi)展交際活動(dòng)。
但是部分語(yǔ)言水平較高的學(xué)生不用看示范也能自由組織語(yǔ)言進(jìn)行交際。為了給這部分學(xué)生拓展語(yǔ)言提供發(fā)展的空間，我在超市的部分柜臺(tái)上另外放置了一些食物、水果，引導(dǎo)他們聯(lián)系實(shí)際，就地取材，自主組織語(yǔ)言，例如：“Do you like orange juice? Can I have some Coke , please? Can I have some French Fries , please? Certainly! Here you are .”等。這樣就能使每個(gè)層次，每個(gè)類(lèi)別的學(xué)生在下課的時(shí)候，都能這樣說(shuō)：“Learned this lesson , I feel get great gain .”
以上是我的說(shuō)課，Thank you for your listening !
【第三篇：Mainly Revision】
PART 1 Analysis of the Teaching Material
(I)STATUS AND FUNCTION
1.This unit is a revison unit, so it covers all communicative language knowledge learned from Unit 7 to Unit 11.
2.This lesson is the first one of Unit 12. So if the students can learn this lesson well, it will be helpful to make the students learn the rest of this unit.
3.This lesson is a dialogue about keeping fish. Such topic is related to daily life, so it is helpful to raise learning interests of students and it will be also helpful to improve their spoken English.
(II)TEACHING AIMS AND DEMANDS
Knowledge objects
1. To make the Ss know how to keep fish, birds or any other animal by learning the dialogue of this lesson.
2. To give a reinforced practice in the use of the Modal Verbs and some useful expressions for making suggestions.
Ability objects
3. To improve students’ listening and speaking ability by reading and practising the dialogue.
4. To develop students’ communicative ability by learning the useful expressions for making suggestions and replying.
Moral objects
5. To enable the students to love life and animals, protect the nature and environment.
(III)TEACHING KEY POINTS:
1.To make the Ss grasp and understand the way of making suggestions and reply in daily life.
2.To enable the students to use useful expressions for making suggestion and replying in their own dialogues related to the daily life.
(IV)TEACHING DIFFICULTIES:
1. The usage of the Modal Verbs ,especially usage for making suggestions.
2. Using the learned phrases and sentence patterns to make suggestions and replying.
(V)TEACHING AIDS:
Multi-media computer; OHP(overhead projector); tape recorder; software: Powerpoint or Authorware
PART 2 Teaching Methods
1>Five Steps Approach.
2>Communicative Approach.
PART 3 Studying Ways
1. Teach the students how to be successful language learners.
2. Teach the students how to master dialogues and how to communicate with others.
PART 4 Teaching Procedure
Step 1 Revision
Get the students to give some animals’ names they know by asking the students the following question: Can you give us some names of different animals you know? This step is employed to revise the words related the animals. At the same time draw the students’ attention to the topic about animals.
Step 2 Lead-in
Sign to the students to be quiet and close their books. Then start a free talk with the students. Use computer to show some pictures of different pets, such as dogs, cats etc. Ask the students several questions about raising pets. These questions are employed to warm up the students and raise the interests of the students to speak English in class on the topics they like and familiar with.
1.Do you like animals?
2. Do you keep any animals at home? What is it or What are they?
3. Can you explain how you care for them?
4. How do you feed them?
…
Step 3 Dialogue Presentation
1. The first listening
After the teacher's brief introduction to the dialogue about keeping fish. Then ask the students to listen to the tape of the dialogue with their books closed. After listening to the dialogue, ask the students to answer two simple questions focusing on the general idea of the dialogue. This step is employed to make the student get the general idea of the dialogue as a whole one. At the same time let the students have a chance to practise their listening ability.
Questions :
1.Where will such dialogue happen in your opinion?
2.What are they mainly talking about?
2.Second listening
This time ask the students to listen to the tape carefully with their books open. After listening, ask the students some questions focusing on the details of the dialogue. In the meanwhile, deal with some language points raised by the students or appearing in the questions.
Questions: (Show the questions and answers on the screen using computer)
1. What does Kate want to do ?
2. Where would Kate keep them at first?
3. What does LiQun advise her to do?
4. What size tank should she get?
5. What should Kate put in the tank?
6. Why should Kate put a few large rocks in the tanks?
7. Why should Kate put some underwater plans in the tank?
Language points: (Show them on the screen using computer)
a. the other day = a few days ago
b They don't get enough air:
With a bowl, only a small surface area of the water is in contact with the air. So the water does not receive enough oxygen.
c 30 cm by 30 cm by 50 cm.
We describe two-dimensional and three-dimensional measurements using the word by. So the length of the tank is 50 cm, and the width and height both 30 cm.
e underwater plants:
These plants oxygenate the water and keep it clean.
d For one thing = one reason (for putting plants in the tank)
Step 4 . Dialogue Drill
1.In this step the students are required to practise the dialogue in pairs by reading the dialogue aloud. This step is employed to make the students grasp the useful phrases and sentences pattern for making suggestions and replying on the base of reading the dialogue fluently.
2.Let the students find out the expressions and sentence patterns for making suggestions and replying in this dialogue , in the meanwhile show these expressions and sentence patterns on the screen by computer one by one. This step is employed to give the students a deep understanding of those expressions.
Step 5 . Practice (part 2)
In fact, this step is intend to deal with the second part of the lesson(part 2). First show the words and phrases given on the screen, using a multi-media computer, then ask the students to make short dialogues with their partners to practise making suggestions and replying, using the phrases given in the table of Part2 .Give the students 5 minutes to prepare it. Ask the students to pay particular attention to sentence stress and intonation. At last ask some pairs to act their dialogue out in front of the whole class. This step is employed to make the students get a further understanding of these expressions.
Step 6. Consolidation( Dialogue Production)
This step gives the students 5-8minutes to make a similar dialogue using the phrases and sentences patterns learned in this dialogue and everyday life experience according to the given situation (show it on the screen using a multi-media computer). After 5-8minutes,ask several pairs to act their dialogue out in front of the other students. At last the teacher give some advice on making such dialogues, in the meanwhile deal with the moral lessons which the students should learn from the dialogue (mainly told the students to love life and animals, protect the nature and environment) . This step is employed to create a language environment for students’ communication in the class; and to give the students a chance to practise their spoken English under a quasi-communicative situation. If the students can finish this task well, they will benefit a lot in their spoken English.
Situation:(show it on the screen using computer)
One of your classmates wants to keep birds, he/she wants to buy some birds and builds a bird cage as big as 4m by 2m by 2m. he/she would like to ask for your advice. Now you’d like to advise him/her what to do?
Step 7. Workbook
Finish Exx 1 and 3 orally, left Ex 2 as written work.
Ex. 1 revises the Object Clause. When transforming the structures, the students are required to pay attention to the change of t he verb tenses, personal pronouns and word order. After doing the exercises orally in class.
Ex. 2 is a revision of the Modal Verbs and some useful expressions. Let the Ss work in pairs and then check the answers with the whole class. Write down the sentences on the Bb for the Ss to see.
Ex. 3 lists pairs of words with somewhat similar pronunciation but different meaning. Get the Ss to read aloud the words and say what each of them means.
Step 8 Homework
!.Do Ex 2 in the exercise books. This is used to make the students have a further understand of the modal verbs.
2.Write a short passage about the dialogue learned. This is used to practise writing ability of the students.