二年级上英语说课稿【三篇】欣赏
Module3(说课稿)-2022-2023学年英语二年级上册-外研版(一起)
Module3（说课稿）-2022-2023学年英语二年级上册-外研版（一起）一、背景介绍2022-2023学年，我将教授外研版（一起）的英语二年级上册，其中Module3是该教材的重点模块之一。
该模块主要包括三大部分，即“Let’s learn”，“Let’s chant”和“Let’s do”。
在这个模块中，学生将学习关于形容词比较级的基本知识，以及一些简单的与比较级有关的对话和歌谣。
同时，该模块还将帮助学生建立起对形容词比较级的感性认识，并将其应用于实际生活中。
二、教学目标语言知识目标1.了解形容词比较级的概念和用法。
2.掌握形容词比较级的构成规律，并能够正确使用比较级形式进行描述和比较。
3.能够听懂、朗读和理解与比较级相关的对话和歌谣。
情感态度价值观目标1.培养学生合作学习和自主学习的能力。
2.培养学生批判性思维和解决问题的能力。
3.培养学生积极探索、尝试和创新的学习态度。
三、教学重点和难点教学重点1.形容词比较级的基本知识和应用。
2.与课文相关的语言技能的培养。
教学难点1.形容词比较级的构成方式和语法规律。
2.学生在实际交际中正确运用形容词比较级的能力。
四、教学方法教学方法1.情境教学法。
2.形象化教学法。
3.合作学习法。
教学手段1.课件呈现。
2.录音播放器。
五、教学过程1. Lead-in通过问答的方式，引导学生了解所学词汇和表述方式。
2. Let’s learn主要让学生掌握形容词比较级的构成方式和语法规律，以及在句子中的运用方法。
3. Let’s chant通过小组合作学习的形式，让学生熟练掌握形容词比较级的应用。
4. Let’s do学生在小组合作的情境下，完成与所学课文相关的各种练习，以检验所学知识的掌握情况。
5. Follow-up学生通过独立思考和合作学习的方法，发挥自己的创造力和思维能力，运用所学知识完成各种小项目和练习。
六、教学评价通过口语表述、合作学习和课堂练习等方式，对学生的语言技能和情感态度进行评价。
英语教学说课稿范文优秀7篇
英语教学说课稿范文优秀7篇英文说课稿篇一Good morning, everyone! It’s my honor to present my lesson plan here. The teaching material comes from PEP Go for it 8B U6. The title of the reading part is I’ve been studying history in China. History is the topic of this passage. The story is narrated by an Australian, Leo, who tells his life in China, his family history and his study of history. This reading mainly focuses on developing Ss’ reading skill, especially scanning. So this is one of the language focuses. As for the content, because of many new words and phrases in the context and Ss’ lack of the knowledge about “history”，it is a little difficult for them to understand the passage. So the Ss may have a bit difficulty in retelling the passage in the last activity role-play. Thus I rearrange the material like this: The 3 questions in pre-reading are modified. I’ll choose some easier and funnier questions to lead Ss into the topic History. The grammar review in Exercise 3b, 3c is not the language focus in this lesson, thus it’s considered as the homework.According to the New English Curriculum, the teaching should not only focus on the development of Ss’ reading strategy, also the Ss’ interest in English. So I apply communicative approach, making use of real-life situations to motivate their desire to communicate in meaningful ways about meaningful topics. Ss will enjoy their participation in this lesson by discussion and role-playing. As for the teaching aids, PPT, blackboard and audio tape are needed.Based on those analyses, I set the following 5 teaching objectives. By the end of the class, Ss will be able to:1、Linguistic knowledgeMaster new words and expressions, such as emperor, dynasty, capital etc. (this is the language focus)Be familiar with the topic history.2、Language skillsDevelop their reading skills, especially scanning. （This is the language focus I’ve mentioned before.）Tell Mike Leo’s life in Harbin during the role-playing. （This is the anticipated difficulty.）3、AffectsLove our country by learning more about Chinese history.4、Cultural awarenessKnow more about history of other countries.5、Learning strategyLearn to get more information both from books and the Internet.Ok, now let’s move to the most important part: teaching procedure. I adopt 3-stage model: pre-reading, while-reading and post-reading. The duration is 45 minutes.In pre-reading stage, there’re 2 activities for 9mins. I’d like to introduce Leo to Ss as a new friend. The first activity is Leo’s self-introduction through a short record. The record is prepared before the class with some key information about Leo. As a foreigner, Leo loves Chinese history very much, so he has many questions to ask Ss. The first one is about the emperors and the dynasties. Ss should be able to do the match between them. Those emperors are all famous characters in the Chinese history, such as Tang Taizong, Cheng Jisihan, Kang Xi and so on. The second one is about the famous capitals in the history. Ss should pick out the city which was not the capital in the history. By the way, I will provide some information about Harbin, which is thecity where Leo lives. This introduction can also build Ss’ knowledge structure. This kind of lead-in could be funnier and easier, and the comfortable atmosphere can help Ss’ to acquire new knowledge easily.In the second stage while-reading, there are 2 steps; they are fast-reading for 6mins and careful-reading for 15mins. There’re 2 activities in fast-reading: skimming for the main idea of each paragraph and scanning for the specific and important information to fill in the blanks. These tasks can help them get the general idea of the passage.In careful-reading step, I’ll guide them to learn the passage paragraph by paragraph, from Leo’s introduction to Leo’ s family history, and Leo’s study of history, the last is Leo’s dream. Different tasks are designed for Ss: For the first paragraph, Ss are asked to find some key words about Leo: Australian, Jewish, etc. For the second paragraph, Ss are required to fill in the time table about Leo’s family history. As for Leo’s study, Ss are asked to make a comparison between Leo and his friends. The last is Leo’s dream, I’ll ask Ss several simple questions. I will make sure that Ss won’t be bored by the tasks and participate in all the activities actively.In post-reading, there’re 2 activities for 14mins: discussion for 5mins and role-playing for 9mins. I’ll ask Ss two questions: Q1: Why are some old buildings in Harbin built in Russian style? Q2: Why does Leo want to go to Beijing for the Olympic Games in 20xx? What can we infer from that? Ss are supposed to learn more about the history of China and other countries, and develop their patriotic feeling. The role-playing is Leo’s talking with his friend Mike. They are talking about Leo’ life, work and the future plan. What Ss have learned in this lesson is needed in the talking. In order to lower the degree of the difficulty, I’ll provide some sentence structures, some questions and key words. So this can be considered as a review of the whole lesson. And this is the right time to practice Ss’ oral English and they should talk in the correct tense to practice the grammar we have learned before.The last minute is for explaining homework: Suppose that Leo’s friend Mike is coming China for the Olympic Games, we should give him some tips. Ss are asked to get more information through the books and the Internet, and then write down at least 3 tips in the following structure: If you want to go to the Great Wall, you will have to take No.15 bus…。
小学英语万能说课稿(优秀3篇)
小学英语万能说课稿(优秀3篇)小学英语万能说课稿篇一一、教学目标知识与技能：会拼读多音节词interesting, exciting, difficult, boring, expensive，知道意思；感知句型：This book is more interesting than that one. This game is the most exciting. I think it is more difficult/the most difficult.情感态度价值观：培养学生理性购买图书的意识。
二、教学重点拼读单词：interesting, exciting, difficult, boring, expensive理解对话的意思，会读句子，在会读句子基础上进行对话活动练习。
三、教学难点会读句子，在会读句子基础上进行对话活动练习。
四、教具准备video. CD .word cards五、教学过程(一)学生活动Greeting to teacher.Nice to meet you ,too !Answer teacher’s questionsIt’s a book.Bookstore/bookshopAnswer questionsYes I do. /No I don’t.Translate the dialogue in groups with teacher’s questions.Know about “e”。
Watch the videoThey are Ken Ann and Mocky .They went to the bookstore.An e-book.Monkey King.《美猴王》Watch the dialogue again and draw a line .Answer questions about the dialogue.Listen to the dialogue ,talk about the meaning of the dialogue together.Read the words follow the teacher .Listen and repeat the dialogues.read follow teacher.Listen guess the right picture.Boys for KenGirls for AnnTeacher for Mockey.Act the story in groups.(二)教师活动一：Warming upGreetingNice to meet you!二：Language preparation1 Show a English books askWhat’s this? It’s a ________.We can buy it in _________.Do you like English book/music book/story book/ic book ?2 For the titleToday we will learn “Buying e-book”。
小学英语说课稿范文(优秀9篇)
小学英语说课稿范文（优秀9篇）小学生英语说课稿范文篇一教学目标：1、知识目标（1）掌握词汇：weekend，place, British Museum, how, best, took, river, hour, minute, trip, along.（2）掌握句型：What did you do at the weekend? Where did you go?2、技能目标（1）能读懂、理解课文大意并回答出相关问题；（2）能运用所学句型询问过去所做的事情，去过的地方，并能回答提问。
教学重点：1、正确理解课文。
2、用过去时提问并能描述上周末发生的事情。
教学难点：以what, where引导的一般疑问句过去时。
教学过程：整个教学过程我采用了听、说、玩、演、唱一系列的教学活动，具体设计为热身——新知导入——趣味操练——课文学习—拓展应用五个环节。
Step 1.热身与复习（Warming up and Revision）1、教师与学生集体问候后通过问题"Where is London?What's the capital of England? Did you watch TV yesterday?"分别与个别学生交流。
2、教师播放课件展示英国的旅游景点the British Museum, the London Eye,BigBen及交通工具图画，带领学生边做动作边唱歌曲《London Bridge is falling down》。
（设计意图：教师通过集体相互问候、个别问候的方式、亲切地拉近了师生间的距离，设计的问题与本节课要学的内容相关联，起了铺垫作用。
而生动的歌曲符合学生的身心发展特点和要求，有效地唤起学生学习英语的热情。
这首歌加深了学生对所学知识的印象，在旋律中，他们将回忆起上册学过的关于英国的几个景点，学习本课内容时就不会感到突兀。
）Step 2 Presentation1、教学新词汇（1）教师通过讲故事的方式引出本课的新词汇。
小学人教版的英语说课稿(10篇)
小学人教版的英语说课稿（10篇）小学的英语说课稿篇1【教材分析】我说课的内容是 How are you? 第一课时，Let’s talk 中的前四个情景。
本节课是对话课，对话课是单元整体教学的重要环节。
本课的重点交际用语是“How are you?”及其答语。
本节课是对话教学。
通过小熊早上出去，遇见长辈一个个问好，引入话题，先短后长，不仅出现了各种答语，还复习了以前学过的问候语。
对儿童有文明礼貌的教育意义。
【教学目标】《英语课程标准》指出：激发和培养学生学习英语的兴趣，使学生树立自信心，养成良好的学习习惯和形成有效的学习策略，发展学生自主学习的能力和合作精神是小学英语教学的基本任务。
在认真分析教材的基础上,我针对学生实际，将本课时的教学目标确定如下:1、知识目标(1) 使学生能认读单词：fine, OK, bird, pig, fox, hen(2) 使学生掌握与熟人打招呼的句型： How are you?I’m fine. I’m OK.Thank you. And you?2、语言技能目标：在图文或场景下进行简单的英语交流和表演，培养学生灵活运用所学知识进行交流的能力.3、情感态度目标通过本课的学习，学生对英语听说感兴趣，背诵歌谣，做游戏，敢说，乐于模仿，在鼓励评价中树立自信。
在小组活动中积极参与合作，从而认识到交流在英语学习中的重要性。
4、文化意识目标：能够恰当使用英语中与人问好的问候语，了解在英语国家中熟人见面相互打招呼的方式。
对学生进行日常行为礼貌教育。
【教学重点难点】教学重点：见面问好的句型：How are you? 和他的各种回答方法由简单的回答到复杂的回答及反问。
教学难点：(1)How are you? 与How do you do? Nice to meet you. 等问候语的用法区别。
(2)培养学生的合作学习能力。
同时，注意培养学生学习英语的兴趣，树立自信心。
【教学准备】老师准备课件，各种动物头饰，录音机，磁带，小红花，小组评价表。
小学英语课说课稿例文（通用3篇）
小学英语课说课稿小学英语课说课稿例文（通用3篇）作为一位杰出的教职工，就有可能用到说课稿，通过说课稿可以很好地改正讲课缺点。
那么什么样的说课稿才是好的呢？下面是小编为大家收集的小学英语课说课稿例文，仅供参考，欢迎大家阅读。
小学英语课说课稿1各位评委老师：大家好！我是来*******的一名英语教师，我叫***，很高兴我们能够相聚在《小教天空》，通过这次教师招考，给了我一次锻炼的机会，也给了我一次展示的平台，希望大家多多为我提出宝贵的建议和意见。
今天我说课的课题是《Welcome back to school》。
一、说教材今天我说课的内容是PEP小学英语三年级下册第一单元第六课时，主要是学习字母“Dd”，“Ee”，单词“dog”，“duck”，“elephant”，“egg”以及《Let’s do》中的一些小的指令，让学生能够听懂老师指令，并作出相应的动作。
二、说教法、学法本课我采用了唱歌、游戏、表演等活动内容、活动方式进行教学，并主要运用远程教育资源《空中英语》课堂进行教学。
让学生在看、听、认、读中达到所要求的标准，在教学过程中培养学生的记忆、观察和思维能力，在加强学生听音的`前提下，还要求学生能集中注意力观察老师的口形。
让学生在各种快乐的活动过程中感悟、复习以及巩固语言知识，发展语言技能。
然后通过一系列比赛，让学生在动静交错，个人与小组相结合，联系与竞争相融合的活动中学习语言，训练语言，应用语言。
这样，学生不仅习得了语言，还养成了积极的学习态度。
三、说教学目标依据新课程标准要求，结合学生年龄特点以及学生适用语言能力。
第六课时的教学目标是：1、通过远程教育资源以及其他不同方式要求学生学会“Dd”，“Ee”两个字母以及“dog”，“duck”，“elephant”，“egg”的正确认读。
2、以培养学生兴趣为根本出发点，运用《Let’s do》部分提高学生兴趣，让学生在玩中学，学中用。
3、培养学生积极主动学习以及运用语言的能力，提高他们的竞争意识，让学生在竞争中体现合作意识。
小学生英语说课稿范文(三篇)
小学生英语说课稿范文（三篇）【篇一】小学生英语说课稿范文一、说教材：1、教材地位：本课是这一单元的第四课。
本单元主要介绍了多种西式快餐的名称，在前面所学的基础上，继续扩大词汇量，学会新单词hot dog和donut,并操作练习句型Thank you和You’re welcome的礼貌对话。
在将单词放入旋律动听的歌曲中进行巩固练习。
2、教学目标：a、知识目标：1、能正确说、认读和口头运用下列单词：Donut、hot dog。
2、能理解和运用句型：You’re welcome 。
3、学唱歌曲：Do You Know the Donut Man ? b、能力目标：1、在自主的学习成功的体验中，进一步提高学生学习英语的兴趣和积极性，提高学生用英语交际的能力。
2、学生能自由替换练习，并进行小组活动，培养学生初步运用英语的能力，培养学生听、说、唱、玩、演的能力。
c、情感目标：1、让学生在感受英语学习的内容美、形式美的同时，养成良好的学习习惯，做到互助互爱，培养其相互合作的精神。
2、了解西方文化和习惯，树立乐观向上的学习态度，进行德育渗透，培养讲文明懂礼貌的言谈举止。
3、教学重难点：（1）能熟练的掌握新单词donut, hot dog 。
（2）能用重点句型You are welcome.在情境中自由交流。
4、教具准备：单词卡片、实物、多媒体课件。
二、说教法和学法在教法设想和学法指导上，坚持以会话为核心，以单词为基础，以任务型活动安排本课教学。
通过实物教学和多媒体课件的演示，巧妙设计情境，运用直观法，情景法，交际法等教学方法，帮助学生在视、听、说、读、写、唱、玩、演等饶有兴趣的活动中，自主地，愉快地学习英语，发展能力，维持兴趣。
力求做到：“开课能激趣，讲课蕴情趣，练习有兴趣，结束藏意趣。
”（1）以“学生为主体，教师为指导”为主要教学思想。
通过实物，多媒体课件创设真实情境，形成语言氛围，在具体的情境中学习新单词、新句型，使整个教学源于生活，用于生活，使学生学得有趣，学的`有用，从而体验成功。
二年级上册英语说课稿-第二单元Boys and Girls说课稿-人教(新起点)秋 (5)
二年级上册英语说课稿-第二单元Boys and Girls说课稿-人教（新起点）秋 (5)一、教材分析本单元是人教版二年级上册英语教材中的第二个单元，主题为“Boys and Girls”。
本单元的目标是让学生了解性别，并能够掌握男孩和女孩的英文表达。
本单元的教学重点是男孩和女孩的英文表达，如“My name is Jack. I am a boy.”“My name is Amy. I am a girl.”本单元的教学难点是性别概念的引入以及男孩和女孩的单词。
二、教学设计1. 教学目标针对本单元的学习内容，本课的教学目标如下：•能够理解及正确使用“boy”和“girl”这两个单词；•了解性别概念，能够用英文表达自己的性别；•能够听懂、说出“My name is Jack. I am a boy.”这个句子；•能够听懂、说出“My name is Amy. I am a girl.”这个句子。
2. 教学重点和难点本次教学的教学重点是男孩和女孩的英文表达，教学难点是性别概念的引入以及男孩和女孩的单词。
3. 教学方式本次教学采用听、说、读、写的多种教学方式相结合，帮助学生全面掌握本单元的内容。
4. 教学流程a. Warming up根据学生年龄特点进行简单的热身活动，可以唱一首简单的英文歌曲或者以英文方式问候学生，如“Good morning, boys and girls!”b. Pre-task通过图片、小游戏或视频等方式让学生认识男孩和女孩这两个概念，然后进行简单的问答，提问男孩和女孩有哪些不同点。
c. While-task（1）听让学生听录音并跟读，学习句子“My name is Jack. I am a boy.”和“My name is Amy. I am a girl.”在听的过程中，教师可以进行多次反复，并提问学生有哪些理解或不理解的地方。
（2）读让学生进行单词的拼读和语音模仿，教师可以进行多次听、说、读练习，并加强对单词发音的指导，帮助学生能够顺畅、准确地发音及理解单词意义。
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二年级上英语说课稿【三篇】欣赏【篇一】课题NewStandardEnglishBookFourModule1,Unit2.It’sraining.教学模式任务型教学模式(Task-basedApproach)年级Grade2教学用具电脑、录音机、卡片教学用时一课时设计模式教师：创设情景――激发兴趣――组织活动――指定目标学生：交流探究――合作活动――锻炼能力――升华习惯教材分析学生已学完了全部字母，一些简单的单词和日常用语，为学生提供“字母-单词”的复习游戏素材，巩固已学到的知识从而引出新课.It’sraining是新标准英语第一模块第二单元的内容，本单元是围绕天气状况为题材展开的。
在日常生活中，“天气”与我们密切相关，如何问答天气便是本单元所要学习的交际用语，是教学大纲要求掌握的重要语言功能项目之一。
学生分析本节课授课的对象是小学二年级的学生，初学英语的孩子对语言运用意识不强，设计一些简单的句子进行提问，激发学生对英语学习的兴趣。
同时学生的认知水平比较好，能读出所学词语，具有较强的可塑性。
设计理念英语课程的教育理念中指出“要面向全体学生、关注学生的情感，营造宽松*和谐的教学氛围，倡导任务型的教学途径。
本节课就是根据这些理念进行设计的，以培养兴趣为前提，让学生把所学的知识运用到实践当中，让学生通过感知、体验、实践以及合作探究来实现学习目标。
教学目标(一)知识目标：1.以游戏的方式检验学生对26个字母的掌握情况，要求能听懂及正确识别。
2.词汇:hot,cold,raining,snowing,windy,sunny以及如何问答天气的交际用语3.争做小小天气预报员。
4.学唱英文歌曲(二)能力目标：本节课通过课堂活动，完成了听、说、读、写、唱的技能训练，使学生通过感知、实践、合作完成任务，感受成功，提高语言实践运用能力。
(三)德育目标：通过这节课让学生懂得要爱护我们周围的环境，爱护树木，从自我做起，保护地球美丽的家园。
(四)情感目标：在学习中，我注意使用鼓励性的语言，帮助学生克服紧张的心理，提高自信心。
教学重点词汇:hot,cold,raining,snowing,windy,sunny以及如何问答天气的交际用语教学难点对What’stheweatherlike?的答语，It’sraining.It’ssnowing也可说成It’srainy.It’ssnowy.教学流程一.谈话引入1.铺垫，知识回忆想一想，到现在你学会了哪些英语知识?说说看，比一比谁学到的多?2.激趣，字母游戏：创设情境，发现问题大家学会的可真不少!今天，我们就应用所学会的一些字母做一个游戏，你们喜欢吗?老师给每个同学发一张卡片，上面有一些字母，下面同学们仔细听，把老师读到的字母划掉，看看你发现了什么?每个小组第一桌的同学到前边来做，看哪组分高。
师读：C、D、I、J、K、M、N、Q、S、U、V、X、YNow,tellmeplease.Whatdoyoufind?生：单词flag,go,zoo,bag,pen.师：OK!Youare*erycle*er.完成的同学得一朵小红花。
师：这里有一个单词同学们没有找到，那就是我们今天学习的weather.(游戏能为小学生的英语学习带来快乐，使枯燥、机械的句型操练变得生动，活泼，因此，在教学过程中，应恰当的把游戏引入课堂，寓教于乐。
)二.利用多媒体学习新单词1.练习生词的读音课前让学生查找与天气有关的单词，学生通过搜索资料提高搜索信息的能力，培养学生探究能力，然后进行六个单词的重点学习,在听完磁带后，找学生读单词，纠正他们的发音。
(利用电教多媒体能使课堂更加生动，直观，图文并茂，使学生能够在轻松愉快的气氛中学习。
)2.交际英语运用What’theweatherlike?就图片上的天气进行提问。
(英语要作为交际工具来教，也要作为交际工具来学，做到学用统一。
)3.图片与句子相连接，学生走到微机前进行连接。
三.争做小小天气预报员就各地区的天气进行预报。
(兴趣是的老师，而兴趣来自好奇，来自体验，提供实践机会，让他们参与表演，这既符合儿童好动、表现欲强的年龄特点，同时也会进一步加强对所学知识的掌握。
)四.学唱歌曲1.运用肢体语言教学生词snoring,bumpshishead,确信学生理解歌曲的意思。
(肢体语言，可使学生在语言和动作、表情间建立直接的联系，从而获得形象的感知，能收到良好的效果。
)2.建立超连接，运用新标准动画光盘教唱歌曲，在演唱中配以相应的动作，然后小组间展开竞赛，看哪个小组唱得，为唱得的学生发小红花，并鼓励他们把新学的歌曲唱给爸爸妈妈听。
)(小学生性格天真活泼，特别喜欢唱歌，在演唱中配以相应的动作会更引起他们的参与和投入，在英语歌曲中学新词，既减轻了学生的心理负担，又能在轻松愉快的气氛中学到新知识。
)五.总结升华以沙尘暴为例对学生进行爱护周围环境的思想教育，让我们的天空更蓝。
六.课堂小结在活动中复习巩固了所学知识，掌握了如何问答天气，以及在愉快的气氛中学会了一首英文歌曲，增强了学英语的自信。
七.课后作业1.观察本周天气情况，进行预报。
2.如果你想了解天气的更多知识，请同学们登陆,老师相信你一定会成为一名出色的天气预报员。
八.课后反思本节课在教学模式中采用任务型教学法，在授课过程中应用了游戏法，分组合作法、启发诱导法，演唱教学法。
教学设计按照老师：创设情景――激发兴趣――组织活动――指定目标学生：交流探究――合作活动――锻炼能力――升华习惯，使全体同学在充分的活动中学到了新的知识，取得了较好的教学效果。
九.板书设计Itisraining.Wordlist:Hot、cold、raining、snowing、windy、sunnySentences：Whatistheweatherlike?Itisraining.(snowing、rainy、snowy)【篇二】Lesson 45PART 1 Analysis of the Teaching Material(I)STATUS AND FUNCTION1.This unit is a re*ison unit, so it co*ers all communicati*e 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 helpfulto impro*e their spoken English.(II)TEACHING AIMS AND DEMANDSKnowledge objects1. To make the Ss know how to keep fish, birds or any other animal by learning the dialogue of this lesson.2. To gi*e a reinforced practice in the use of the Modal Verbs and some useful expressions for making suggestions.Ability objects3. To impro*e students’ li stening and speaking ability by reading and practising the dialogue.4. To de*elop students’ communicati*e ability by learning the useful expressions for making suggestions and replying.Moral objects5. To enable the students to lo*e life and animals, protect the nature and en*ironment.(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(o*erhead projector); tape recorder; software: Powerpoint or AuthorwarePART 2 Teaching Methods1>Fi*e Steps Approach.2>Communicati*e Approach.PART 3 Studying Ways1. 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 ProcedureStep 1 Re*isionGet the students to gi*e some animals’ names they know by asking the students the following question: Can you gi*e us some names of different animals you know? This step is employed to re*ise the words related the animals. At the sametime draw the students’ attention to the topic about animals.Step 2 Lead-inSign 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 se*eral 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 Presentation1. The first listeningAfter 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. Thisstep is employed to make the student get the general idea of the dialogue as a whole one. At the same time let the students ha*e 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 listeningThis 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 ad*ise 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 agob 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 recei*e 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 is50 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 Drill1.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 andsentence patterns on the screen by computer one by one. This step is employed to gi*e 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 gi*en 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 gi*en in the table of Part2 .Gi*e 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 gi*es the students 5-8minutes to make a similar dialogue using the phrases and sentences patterns learned in this dialogue and e*eryday life experience according to the gi*en situation (show it on the screen using a multi-media computer). After 5-8minutes,ask se*eral pairs to act their dialogue out in front of the other students. At last theteacher gi*e some ad*ice 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 lo*e life and animals, protect the nature and en*ironment) . This step is employed to create a language en*ironment for students’ communication in the class; and to gi*e the students a chance to practise their spoken English under a quasi-communicati*e 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 ad*ice. Now you’d like to ad*ise him/her what to do?Step 7. WorkbookFinish Exx 1 and 3 orally, left Ex 2 as written work.Ex. 1 re*ises the Object Clause. When transforming the structures, the students are required to pay attention to the change of t he *erb tenses, personal pronouns and word order. After doing the exercises orally in class.Ex. 2 is a re*ision of the Modal Verbs and some usefulexpressions. 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 ha*e a further understand of the modal *erbs.2.Write a short passage about the dialogue learned. This is used to practise writing ability of the students.【篇三】Unit3 Parks说课稿ⅠWarming upⅰSing a song.ⅡIntroduction:Show google net site. Do you know Google? What can you google on internet? So if you want to get more information you can google. Today let’s try to learn some things from googles. Now let’s google the famous place. Do you know the place? (I don't know this place. )Ⅲ Introduce Shanghai while watching the pictures of Shanghai.ⅰT: What is it? Do you know?To elicit: No. (Teach: I don't know this place.) Ask some students and to elicit: No, I don’t know this place. Show oriental Pearl TV Tower. Look, it is Oriental Pear TV Tower. Now do you know this place?T:I know this place. Look,do you know this place?To elicit: I know this place. It is Shanghai.ⅱ Tra*el1 Show the pictures: Now let’s google more places. Can you match the pictures?Match the pictures: Ocean park/ West Lake/ San Ya/ Yu Garden/ Tiananmen Square/ Li Ri*er. Which one is Ocean Park? /Mask the pictures and say: I know this place it is …/Chant./2 Ha*e you e*er been to Ocean Park? Right. Please tell me where is it?It’s in Hongkong. And San Ya? It’s on Hainan Island. Teach Hainan Island. Let’s google some other islands: Ask and answer: Where is …? It’s in …Listen to the tape and follow.4 Show postcards pictures: Let’s enjoy other pictures,can you tell me where it is?Sentence Practice: Choose the phrases to describe theplace.I know this place. It is Ocean Park. It is in HongKong. It is the place where I can see a shark( It is the place where I can swim in the sea.It is the place where I can roll a boat.It is the place where I can fly a kite.It is the place where I can eat Gui Lin rice noodles.It is the place where I can eat wonton.)Let’s see what you can write on the postcard:It’s Yu Garden. It’s in Shanghai. It’s beautiful. Here is the place you can go shopping and eat wonton. You can go to Shanghai by plane.Ⅳ Make a postcard. 15ⅰDo you want to make a post card? Let’s ha*e a try. Choose the pictures and write the intruduction.ⅱ Practice more places.ⅲ Show the postcard and read.ⅳ Small dialogue of the postcard.Stick the postcards on the blackboard.T: Woo, so many pretty postcards. I’d like to buy some.T: Hello, where is it?S: It’s ____.T: I don’t know this place.S: It’s in _________.T: It’s really beautiful, isn’t it?S: Yes, here is the place you can __________.T: How can I go there?S: You can go there ______.T: How much is it?S: _____ Yuan.T: Here is my card.S: Thank you for coming.ⅴ Show the dialogue on the slide and practise two by two.ⅵ Students perform the dialogue.Ⅳ Superman in ShanghaiⅰDo you know superman? Show picture. This is superman. Now Superman is in China. He wants to go to Shanghai.ⅱT: How can he go to Shanghai? Let’s ha*e a look.Show DVD c 21:25-21:35 Do you think he is super? No, I don’t think so. It’s really not a good id ea to run to Shanghai. But he is in such a hurry. So please tell he how can he go to Shanghai?ⅲTo elicit: by….He can go to Shanghai by______. Show DVD c 9:34-9:42 How does Superman go to Shanghai? He goes to Shanghai by car. Where is he, now?Let’s se e. He is at Lujiazui. I want to ask him some questions. The students read the questions.1 Ha*e you e*er been to Pudong?2 Where is Pudong?3 How do you go to Pudong?4 What do you think of Pudong?’5 What will you do at Pudong?He goes to Shanghai by car.33:08-33:55ⅳShow DVD c 00:00-00:20 What will he do?ⅴShow DVD e 2:40-2:47 He wants to play Bungee Jumping here. What will you say to him? Stop jumping. Welcome to Shanghai but don’t play bungee jumping here. It’s dangerous. You can play bungee jumping in the park.ⅵ Perform the dialogue.网络搜集整理，仅供参考。