小学英语说课稿

?小学英语说课稿：
　　英语说课稿范例1

　　各位老师：大家好！

　　让学生愉快地、充满自信地走进我的英语课堂，是我最大的愿望，让学生在我的英语课堂上享受快乐和成功是我孜孜以求的。多年来，我为实现自己的梦想和追求不懈地努力着。今天，借此平台，希望各位老师指导我的说课，使我更快的成长。

　　我说课的内容是PEP Book 4 Unit 5 B Let’s talk.。主要从教材分析、教学策略、教学程序、板书设计、教学评价等方面作具体的阐述。

　　下面我先来说第一个板块——教材分析中的第一环节——说教材

　　本单元的话题是shopping. 购物与我们的生活息息相关，本课的知识点是大部分学生乐于学习和接受的，相信他们对本课的学习充满期待。

　　第二环节——说教学目标

　　根据《英语课程标准》的教学理念，教材特点以及四年级学生的实际情况，将本课时的教学目标确定如下：

　　[认知目标] 能够听、说、认读本课时的主要句型：A pair of …for… What size？ How much are they？ We’ll take them.

　　[能力目标] 能够跟录音朗读对话，并能分角色进行表演。能够较好地完成Group work中的调查表格.

　　[情感目标] 通过活动、游戏使学生产生学习英语的兴趣；让学生敢于、乐于开口，积极参与交流。并让学生在学习的过程中，培养他们的合作意识和竞争意识。

　　在仔细研究教材和分析学生的心理和生理特点的基础上，我认为本课重点是掌握有关购物的句型：如How about this pair？ Are they nice？ How much are they？ They are yuan.等价格的复数表达法。难点是A pair of …for… 中for的含义；What size？ size的发音；We’ll take them. them 的发音以及理解这句话的含义。

　　第二个板块——说教学策略

　　本课主要采用情景教学和交际功能法以及多媒体计算机辅助课堂教学，充分发挥教师的主导作用和学生的主体作用，利用现代教育技术优化教学过程，通过课件为学生创设更多生动活泼的语言环境，把学生吸引到活动中去，并激发他们主动参与学习的欲望内。努力培养学生的自学能力，把学习的钥匙交给学生，在传授知识的同时授以科学的思维方法。不仅要使学生学会，更要使学生学会学，因此，在课堂教学中巧妙运用教学艺术，适当安排自学、小组讨论、全班讨论、游戏、竞赛等活动，鼓励学生开口就说，提高运用语言的能力，变“讲堂”为“学堂”，变“要我学”为“我要学”，从而从根本上打破传统的课堂教学方法，建构一种新型的现代教育模式，使学生在更轻松更愉快的环境下实现更多的信息交流，真正做到快快乐乐学英语，扎扎实实打基础，向四十分钟要质量，向课堂教学要效益的最终目的。

　　第三个板块——说教学程序

　　遵循人类认识过程的普遍规律和学生认识活动的主要特点，我把教学过程分为以下几个环节：

　　导入设计、新课呈现、巩固操练、拓展延伸以及课后作业五个环节。教育家托尔斯泰说过：“成功的教学所必须的不是强制，而是激发学生的兴趣，兴趣是推动学生学习的强大动力，是学生参与教学活动的基础，激发学生的兴趣是新课导入的关键。”“Well begun， half done”良好的开端是成功的一半。

　　第一环节导入设计分三块：

　　①唱一唱本单元的歌曲“The coat in the window”（How much is that coat in the window？）一首优美的英文歌，全班同学在教师的带领下，边拍手边唱，营造良好的英语氛围，使学生能自然地进入到一个良好的学习状态中。

　　②Let’s do Put on your sneakers. Run in the park. Put on your sandals. Wiggle your toes. 通过TPR活动，让全班学生能够做起来，动起来。在复习旧知的基础上为新课的学习起到一个呈上起下的作用。

　　③Free talking：What’s the weather like today？聊一聊天气，为后面创设明天开运动会，John需要一双新的运动鞋的情境埋下伏笔。同时也营造一种民主、和谐、宽松的英语氛围，为学生架设一座由中文思维向英文思维过渡的桥梁。

　　第二环节新课呈现分两部分：

　　① 利用课件，出示不同的鞋子，引出shoes shop。操练chant： sneakers ， sneakers， a pair of sneakers ， a pair of sneakers for my friend.

　　② 创设妈妈和John去鞋店买鞋的情境，教师扮演assistant，引出句型What size？ How about this pair？ Are they nice ？ Are they all right？等等。

　　第三环节巩固操练分五部分：

　　①玩一玩，鲁迅说过：“游戏是儿童的天使。”本节课我设计“我猜，我猜，我猜猜”的游戏来操练句型 How much are they？ They are .

　　②说一说，利用教学卡

　　片，在黑板上制作一个简易的鞋子商店，操练句型Can I help you？ How about this pair？ We’ll take them等

　　③听一听，听课文录音，完成教师提问A： What size？ B： How much are the sneakers？让学生带着问题去听，养成良好的倾听习惯。

　　④读一读，我们都知道，磁带是最好的老师，让学生跟着磁带朗读课文，正确的语音语调的形成是学生学习英语的基础，因此教师要有意识地培养学生的模仿能力。

　　⑤演一演，利用头饰，分角色三人小组合作演一演本课对话，教师要鼓励学生进行大胆的表演。

　　第四环节拓展延伸分两部分：

　　①完成调查表格，了解班里同学鞋子的尺寸大小和价格。教师渗透文化知识：不同国家，不同鞋子大小的表达方式不同，如：美国常用6、8、9这样的数字，而我们和欧洲基本相同，用36、38、40这样的数字进行表达。

　　②活动：“自由市场”

　　5月14日母亲节快到了，给学生一定数目的钱，请他们为妈妈买一样最需要的礼物，让学生学会理性购买。通过在“自由市场”内学生之间的买卖活动，充分发挥学生的创造性思维，让学生学以致用；通过讨价还价，发展学生当家理财的经济头脑和对生活的适应能力。

　　第五环节课后作业也是两部分：

　　①了解家里人的鞋子尺码并了解市场上不同规格，不同种类鞋的价格。

　　②根据询问同学的衣物和鞋子，了解班里同学的消费水平，小组之间合作完成此项任务。

　　第四个板块——说教学板书

　　PEP Book 4 Unit 5 How much is it？

　　B Let’s talk

　　How about this pair？ Are they nice？

　　How much are they？

　　They are yuan.

　　第五个板块——说教学评价

　　综观整节课，为了达到新课标所要求的小学英语课程的要求，我主要通过创设教学情景进行师生互动，充分激发学生学习英语的兴趣，培养英语学习的积极态度，把情感、态度与价值观目标的实现融合在知识与能力、过程与方法目标实现的过程之中，努力为学生进一步学习英语打下坚实基础。

　　苏霍姆林斯基说过：没有也不可能有抽象的学生。因此，我们要鼓励孩子们，让他们知道“English， I can”.

　　That’s all. Thank you！

　　直接百度里下一个嘛

　　Good morning, everyone!

　　Today, I’ll say something about Unit 9 Part A in Book 4 of Oxford English.

　　Background on the reformation of curriculum, this book can connect the life and act, emphasize the interest and experience of the Ss, the pictures are active and vivid. Grade four is the initial stage of English learning, so it stresses on the emotion of the Ss, creates a well beginning for the Ss. This Unit has 7 parts, we’ll learn Part A mainly, it embodies the repeating characterize. Review the learned language points “Where’s…”and the new language points will be represented in the following units. So this unit forms connecting links with a special meaning in this book.

　　The content of this period is to use “Where’sare…” to determine the place. And according to the contents and the fact of the Ss, I establish the following three teaching aims of this period:

　　The first one: students can listen, read, say and spell the following words: a glass, a fridge, an egg, bread and a table.

　　The second one: students can listen, read, say and write the following daily expressions: What’s for breakfast

　　Have some juice then.

　　The third one: students can listen, read, say and write the following sentence patterns: Where’sWhere are themy…

　　It’s They’re…

　　There’s no …in on

　　ear…

　　I think the most difficult point of this period is to make sure the students can use the patterns “Where’sWhere are…and There is no …inon

　　ear…” in their daily life correctly.

　　And I will use some pictures, words and sentence cards, a tape recorder and the multi-media computer to help me achieve the aims.

　　The task-based method, communicated method, group cooperate method will be used in this period.

　　To accomplish the aims, I design the following steps:

　　Step 1 Songs and the game arousers the emotion.

　　In order to attract the Ss’ attention and construct an atmosphere of learning English, I let the students sing some English songs and play the game “Simon says”. At the same time the game can review the prep, serve the knowledge as foil and consist the appearance of the knowledge.

　　Step 2 Change class to life, happy to say.

　　The substance of language is communication and the environment of communication is life. So when I present the sentence pattern “What’s for breakfast” I first show a clock to elicit the time for breakfast, teach the sentence. Then show my own photo of having breakfast, Ss ask and guess. In this way I can attract Ss’ attention, encourage Ss to ask Qs with the new knowledge.

　　Most of the Ss have learnt the sentence pattern: Where’s… so I design a task for Ss to help Helen find the food and drinks for breakfast, and teach the new language points: Where are… They’re … Meanwhile stick the sentences on the Bb.

　　After some practice by asking and answering, I present the next language points:

　　There’s no …inon

　　ear…

　　Have …then.

　　And I will stick these sentence patterns on the Bb. Finally I’ll let the Ss do pair works to consolidate them.

　　Step 3 Listen to the tape and Ss imitate to read and say.

　　As the new reformation of curriculum, emphasized the traditional class attach importance to the mechanical teaching, neglect the experience and participation, for example, the five-step method. So in this lesson, after presentation, I ask Ss to listen to the tape with three Qs, read in different roles and in pairs, then try to recite the text.

　　Step 4 Ss be the main body, T makes a guider.

　　In class, Ss play as a host, and the T makes an influence on guiding, help Ss to act the learnt dialogue, it can stress the position of the Ss, and arouse their interest.

　　Then I show a carton with no voice, ask Ss to make a dialogue in pairs.

　　There are lots of ways to consolidate the new knowledge. Playing game is a good way. So according to the physiology of Ss, I hold a group competition during the game, ask Ss to finish the blanks. In this way can develop Ss’ good habits and achieve the aim of mastering the learned knowledge in situation.

　　Step 5 Change class to life, learn by themselves.

　　Is this the end of the class I don’t think so. If there is an end, I think it should be in the life. So I extend this class, encourage Ss to use the learned to communicate with each other in their life.

　　In a word, the whole period is based on tasks, which are designed from easy steps to steps that are challenging. When the Ss are carting out the tasks, they can acquire information, knowledge, and have their ability and skills trained.

　　That’s all. Thanks a lot for your attention.

　　Step 3 Listen to the tape and Ss imitate to read and say.

　　Step 4 Ss be the main body, T makes a guider.

　　In class, Ss play as a host, and the T makes an influence on guiding, help Ss to act the learnt dialogue, it can stress the position of the Ss, and arouse their interest.

　　Then I show a carton with no voice, ask Ss to make a dialogue in pairs.

　　Step 5 Change class to life, learn by themselves.

　　我只知道小学应该这么讲

　　先说Class begins，good morning/afternoon boys and girls.

　　再说Do you know xxxIts xxx(adj).Open your book and turn to page xxx,today well learn something about it/them.

　　然后开始讲课就行了

　　讲课中常用的：

　　Practice in pairs(两人一组练对话)

　　Open your book

　　Close your book

　　Do you have any questions

　　Look at blackboard.

　　Write down some notes(做笔记)

　　Stand up please.

　　Ok,sit down.

　　Listen to me.

　　Letsplay a game

　　Who wants to have a try(谁想试一试)

　　最后Now class is over,see you next time.Thank you.

　　内容:

　　Good morning, everyone!

　　Today, I’ll say something about Unit 9 Part A in Book 4 of Oxford English.

　　The content of this period is to use “Where’sare…” to determine the place. And according to the contents and the fact of the Ss, I establish the following three teaching aims of this period:

　　The first one: students can listen, read, say and spell the following words: a glass, a fridge, an egg, bread and a table.

　　The second one: students can listen, read, say and write the following daily expressions: What’s for breakfast

　　Have some juice then.

　　The third one: students can listen, read, say and write the following sentence patterns: Where’sWhere are themy…

　　It’s They’re…

　　There’s no …in on

　　ear…

　　I think the most difficult point of this period is to make sure the students can use the patterns “Where’sWhere are…and There is no …inon

　　ear…” in their daily life correctly.

　　And I will use some pictures, words and sentence cards, a tape recorder and the multi-media computer to help me achieve the aims.

　　The task-based method, communicated method, group cooperate method will be used in this period.

　　To accomplish the aims, I design the following steps:

　　Step 1 Songs and the game arousers the emotion.

　　Step 2 Change class to life, happy to say.

　　After some practice by asking and answering, I present the next language points:

　　There’s no …inon

　　ear…

　　Have …then.

　　And I will stick these sentence patterns on the Bb. Finally I’ll let the Ss do pair works to consolidate them.

　　Step 3 Listen to the tape and Ss imitate to read and say.

　　Step 4 Ss be the main body, T makes a guider.

　　In class, Ss play as a host, and the T makes an influence on guiding, help Ss to act the learnt dialogue, it can stress the position of the Ss, and arouse their interest.

　　Then I show a carton with no voice, ask Ss to make a dialogue in pairs.

　　Step 5 Change class to life, learn by themselves.

　　That’s all. Thanks a lot for your attention.

　　金太阳教学资源网上直接下载

　　牛津小学英语的资源都有

　　In the county area English said couple days ago in the class competition trials, passes through diligently, has obtained a point small position. Thought originally should stop, but had not thought that just received the notice. Let my year later attends the competition again to the city, moreover also let prepare three to say the class manuscript, this might let me somewhat feel embarrassed. An initial entire English’s draft let me spend the tremendous strength, but this time prepared three all of a sudden, to an I small countryside elementary school teacher truly some difficulties. Requested earnestly various potential energy in this to help in the next spot to be busy, helps to prepare two entire English under to say the class manuscript, supplied the reference. Own will post a reward under the splitting to decide as I to have high at present the minute. The liberal with is grateful!!!

　　呵呵你可以把年级什么的改一下，希望能帮到你

　　Good afternoon , Ladies and Gentlemen !

　　My name is Wu Dan . I come from Yu Hong Primary School .I am very

　　glad to be standing here and talking about Lesson 10 ,which is from Fun with English Book 3 Unit 2 .

　　My teaching report includes four parts .

　　Part 1 To analyze the book

　　1.There are 3 units in Book 3 . This is Lesson 10 . The central item is how to master another sentence to express “ What’s the time ” and how to buy something. Using “ What’s the time ” hungry , cakes, bread and so on . We’ll study and drill the sentences and the word ’s pronunciation .

　　2. According to the teaching outline and combining the students ’ situation , I make the teaching aims of this lesson as follows .

　　a .The first is the aim of knowledge .

　　It’s to learn and master two sentences. What time is it I am hungry and then using them to express the time and go shopping fluently and freely

　　b. The second is the aim of abilities

　　The creative spirit is quite important to the students. So I wil饥担观杆攥访硅诗亥涧l pay much attention to train it in my class. Otherwise. I will try to train the students listening, speaking, reading and writing abilities, Mainly improve their communicative abilities and encourage them to speak more English.

　　C. The third is the aim of emotion

　　Make the students have successful feeling and achievement. And make them be in English study.

　　3.Important points

　　The first is to master and use the two sentences. What time is it I’m hungry. The second is to master the usage of the words hungry, cakes and bread.

　　4.Difficult points.

　　It’s the pronunciation of the two words. hungry, cakes, and how to use them fluently and freely .

　　Part 2 . Teaching and learning methods

　　Make the students take part in class . Ask and answer in pairs and groups . I’ll use communicative method , discussing method and seeing and hearing method to teach this lesson .

　　Part 3 . Teaching aids .

　　In order to interest the students . I’ll use a clock , recorder , cards and some food as my teaching aids .

　　Part 4 . Teaching procedure .

　　Step 1 Revision

　　Before my class , I’ll get the students to sing an English song to keep themselves relax . Then I’ll use a clock to act it . What’s the time What’s the time It’s eight o’clock . I’ll show three numbers . When the students answer It’s ten o’clock . I’ll say : It’s ten . Today we’ll learn Lesson Ten . Then I’ll put the clock on the blackboard .

　　Step 2 Presentation and drill

　　First I’ll point to the clock and ask , what time is it Students answer It’s ten . Then I go on moving the hands and ask .What time is it Students answer quickly .

　　Second I’ll drill the sentences What time is it It’s —– .pairs in pairs or row by row .

　　Third When the students answer It’s 12:00 o’clock . I’ll point to my stomach and say .Oh I’m hungry .and I’ll eat a cake . Then I’ll go on saying I’m hungry .and I’ll eat another cake . I’ll act it four or five times . Then I ask a student to act it . I’m hungry , too . I’ll say two cakes , please .and the sentences .I’m hungry . Two cakes ,please.

　　Forth :Listen to the dialogue and answer my questions.

　　1.What time is it

　　2.How many cakes

　　Step 3 Consolidation

　　I’ll train the creative spirit of the students.

　　I’ll give them three please. To act the dialogue freely .First at the 219 Park,second fruit shop Third department store.

　　Step4.Homework

　　Encourage my student to the market to buy something with his friends or parent

　　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 schoo lbag 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 cor rectly.

　　(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 S s 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. T he 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 k nowledge 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.

　　By: Ma

　　各位老师：大家好！

　　让学生愉快地、充满自信地走进我的英语课堂，是我最大的愿望，让学生在我的英语课堂上享受快乐和成功是我孜孜以求的。我为实现自己的梦想和追求不懈地努力着。今天，借此平台，愿与大家一起分享我的说课，让我们一起探讨，共同成长。我说课的内容是牛津小学英语4A Unit6 Whose gloves？第二课时。

　　一．说教材

　　教学内容

　　本单元的话题是寻找物主，要求学生围绕服饰类的英语单词，在一定的情景下，能正确使用Whoes is this/are they进行交谈。在学习完第一课时的基础上，我确定了本课时的教学内容为：A(4-6),B (a pair of shorts,a scarf,a aweater,ajacket),C(Whose…is it/are theyIt’s/They’re xxx’s).

　　教材地位

　　本课时中出现的xxx’s，在前面的第三单元中已有所接触，可以说是Unit3的知识延续，具有承上启下的作用。服饰类单词的单复数使用更是对今后的单复数学习有着重要作用。

　　根据《英语课程标准》的教学理念，教材特点以及四年级学生的实际情况，本课的教学目标确立为：

　　知识目标

　　1．能够听、说、读a pair of shorts,a scarf,四会a sweater,a jacket

　　2．能够听懂、会说、会读、会写本课时的主要句型：Whose…is this/are theyIt’s/They’re…并能在适合的情景中自由运用。

　　3．能够跟录音朗读对话，并能分角色进行表演。

　　能力目标

　　1．要求学生能围绕服饰类单词，在一定情景下，正确使用Whose…is it/are they及回答It’s /They’re xxx’s.进行交谈。

　　情感目标

　　1．培养学生良好的学习习惯和形成有效的学习策略。

　　2．培养学生对美的鉴赏和认识。

　　在仔细研究教材和分析学生的心理和生理特点的基础上，我认为本课重点是掌握有关寻找失主的句型：Whose…is this/are they It’s /They are xxx’s.等有关服饰的表达法。难点是A pair of …of… 中of的读音；能正确运用Whose…is this/are they It’s /They are xxx’s单复数的提问。

　　二．说教法

　　我将采用情景法、全身反应法、直观法等教学方法，以学生为主体，以Whose…is this/are they这个话题为核心，以语言功能为主线，以任务型活动为媒介，从学生的学习兴趣、生活经验和认知水平出发，使学生通过感知、体验、实践、参与、合作与交流的方式实现任务目标，使课堂活起来，让学生动起来，从而达成上述的知识与技能目标。

　　三．说学法

　　我采用歌曲和chant 贯穿整堂课中，利用简笔画、实物投影、课件等多种手段，创设在化妆舞会中伙伴们对各人的打扮进行评论的情境，采用多种形式的操练方式，让学生在交流中理解，在交流中掌握，在交流中记忆，让学生在不同的活动中感知语言和习得语言，从而来突出重点和突破难点。

　　四．说教学过程

　　本课我通过导入设计、新课呈现、巩固操练、拓展延伸以及课后作业五个步骤进行设计。教育家托尔斯泰说过：“成功的教学所必须的不是强制，而是激发学生的兴趣，兴趣是推动学生学习的强大动力，是学生参与教学活动的基础，激发学生的兴趣是新课导入的关键。”“Well begun, half done”良好的开端是成功的一半。导入设计分三块：

　　①唱一唱第四单元的歌曲“We are happy bees”(Which is for you,which is for me.This one or that one. )这一首优美的英文歌，全班同学在教师的带领下，边拍手边唱，营造良好的英语氛围，使学生能自然地进入到一个良好的学习状态中。

　　②通过实物投影和简笔画，复习一下上节课的单词:What’s this in EnglishIt’s a…What are theyThey are…答对的学生们可让他们穿上自带的衣物进行一次走秀，让全班学生能够说起来，动起来。在复习旧知的基础上为新课的学习起到一个呈上起下的作用。

　　③Free talking：Look at xxx’s… 评论一下学生们的打扮，为后面创设校园coseplay，伙伴们都穿着漂亮的衣服参加服装秀的情境埋下伏笔。同时也营造一种民主、和谐、宽松的英语氛围，为学生架设一座由中文思维向英文思维过渡的桥梁。

　　新课呈现分两部分：

　　①利用课件，出示一个学生熟悉的人物Liu Tao,他也来参加coseplay.点击他身上的衣服，询问学生并引出a pair of shorts。操练chant: shorts, shorts, a pair of shorts , a pair of shorts for my friend.同法操练其余的三个：a scarf,a sweater,a jacket。通过师生、生生之间的大量语言交流，鼓励学生大胆开口，勇敢表达，逐渐让学生体会到学习英语的快乐

　　②创设校园coseplay的情境，教师扮演一位评委，引出句型Look at xxx.She’s funny.Look at her gloves.They’re so big.等等。师生练说此类句型。然后通过采访，引出句子Whose …is itIt’s xxx’s.Whose…are theyThey’re xxx’s.师生围绕coseplay，操练Whose …is itIt’s xxx’s.Whose…are theyThey’re xxx’s。这两个句型，并且区分be动词单复数的使用。苏霍姆林斯基说过：没有也不可能有抽象的学生。因此，我们要鼓励孩子们大胆地用英语表达，让他们知道“English, I can”.

　　巩固操练分五部分：

　　①说一说，利用教学卡片，在黑板上制作衣物小转盘，操练单词等。

　　②玩一玩，鲁迅说过：“游戏是儿童的天使。”本节课我设计“我猜，我猜，我猜猜”的游戏来操练句型 Whose…is it/ are theyIt’s xx’s，I think./ They are xxx’s,I think.

　　③听一听，听课文录音，完成填空：Whose ____ are theyThey’re my ________.Whose_____is itIt’s _____.让学生带着问题去听，养成良好的倾听习惯。

　　⑤演一演，利用头饰，分角色两人小组合作演一演本课4－6对话，教师要鼓励学生进行大胆的表演。教师要充分发挥学生的学习积极性，在教学过程中注重培养学生听、说、认读的能力，积极引导学生参与、体验、交流和合作，通过让学生观察、比较、模仿、猜测等方式，让学生懂得仔细倾听和认真思考在英语学习中的必要性，并且通过师生、生生之间的大量语言交流，鼓励学生大胆开口，勇敢表达，逐渐让学生体会到学习英语的快乐，从而获得成功感。

　　拓展延伸分两部分：

　　1．观看服装展示会的片段。让学生在轻松愉悦的环境中，欣赏不同服饰。帮助他们形成一种自己的审美观点。

　　2．通过服装展示会，让学生再次穿上自带的衣服，体现一次美的机会。

　　课堂小结：

　　1．本堂课所教授的要四会单词是a sweater,a jacket.

　　2．所要掌握的四会句型是Whose…is this/are theyIt’s/They’re…

　　3．当服饰类名词是单数时应用Whose…is this It’s xxx’s；当服饰类名词是复数时用Whose…are theyThey’re xxx’s.

　　4．区别一下they are 与they’re的读音。

　　教师在教授完新课后，加上适当的小结是很重要的。这样，可以使学生明确本堂课所要掌握的知识点，加深记忆。

　　课后作业也是两部分：

　　①用英语向爸爸妈妈介绍家里部分衣物的英文表达。

　　②根据询问同学自带的衣物和鞋子，了解班里同学的爸爸妈妈喜欢穿怎样的衣服，小组之间合作完成此项任务，发展学生自主学习的能力和合作精神