小学英语教案模板(新)

三年级英语说课稿Good morning ,ladies and gentlemen !I’m so honored to stand here that I hope all of you can support me !各位老师、评委大家好!今天很荣幸能站在这里，借此平台,我和大家一起分享小学三年级英语教学的说课。

一：说教材我说课的内容人教版三年级下册 Unit 3 How many? 第二课时。

本课是功能型的交际训练课主要是让学生掌握和运用询问多少的句型：How many…… can you see? I can see …以及单词：eleven twelve thirteen fourteen fifteen.根据小学英语课程标准，我将本课教学目标设计如下：(一)语言知识目标1、使学生掌握询问多少的句型。

并且能在活动中灵活运用。

How many …can you see ?I can see….2、学习认读单词：eleven twelve thirteen fourteen fifteen.(二) 语言技能目标1、使学生能够根据指令做动作。

2、根据图片、实物和情境说出单词和句子。

3、在图文或场景下进行简单的英语交流和表演。

(三)、情感态度目标通过本课学习使学生有兴趣听、说英语、背歌谣、参与游戏，勇于开口、乐于模仿。

(四)、说重点本课的重点是让学生掌握三会单词：eleven twelve thirteen fourteen fifteen和句型：How many …can you see? I can see ….(五)、说难点本课的难点是读准名词复数的读音。

我主要通过感知新教材---设置---灵活运用着三个主要步骤来突破教材重难点。

具体表现在课堂程序中。

二、说教法在教学中我主要运用演示教学法和充分利网络资源教学法。

运用实物、图片等给学生一个直观的的形象，再加上网络资源的动画效果。

充分开发了学生的智力，提高学生对于学习英语的兴趣。

三、说学法1、模仿教学法---让学生跟着电视老师模仿。

这主要是利用了小学生模仿能力强的特点。

2、小组活动学习法---把全班分成小组，学生互相交流、切磋、共同完成学习任务。

在合作中感受学习英语的乐趣及交流的意义。

3、情景教学法---设置各种不同的情景，是教学活动带有浓厚的情感色彩，激发了学生想说的愿望。

4、游戏法和鼓励法课堂评价主要以鼓励法为主，同时通过游戏进行操练和赠送小礼物的方法。

是学生乐于参与，渴望成功的心理得到满足。

四、说课堂程序整个教学程序我采用了听,说,玩，演,唱一系列的教学活动.具体的设计为热身---新知---趣味操练---巩固练习.Step1,课前热身1)、利用网络播放Let`s say 部分的歌谣，并要求学生试着跟唱。

这样课堂气氛充分调动起来。

2),利用网络播放Let`s say部分报电话号码的动画,让学生复习从1到10的数字。

Step2、新知导入1)、教师播放Let`s learn 部分的内容，让学生感知新知。

然后教师带着满脸疑惑问：How many numbers can you see? Do you know ?自答：I can see15. 这样一来How many …can you see ?这一句式就会在情景中被输入。

2)、教师在动画画面上点击要学的新单词让学生模仿。

板书三会单词并进行教学。

3)、自己准备的图片，教师发出指令。

Eg:Kite,学生即指出自己图上的风筝并说：I can see … kites。

教师重复说：I can see … kites。

这个游戏可以让学生掌握英语中名词复数的读音。

Step3、趣味操练根据小学英语标准的基本理念中采用多种途径，倡导体验和参与。

我设置以下方法进行操练：1、练一练：运用网络资源播放一张图片，是由数字连起来的动物的形状。

要求学生听音按顺序把所听到的用线连起来，后看看是一只什么动物。

这游戏不仅让学生复习到数字、提高了听力，且激发了学生动手的能力。

2、做一做：把全班分成5个小组，教师发出指令。

要求学生站队报数，从1到15。

通过感知、体验、实践、参与合作的方式发挥了以生为主体教学标准3、在英语课程任务中提出要求让学生了解世界文化差异，增强世界意识，使学生成为二十一世纪的栋梁。

通过设计“幸运数字”这一环节让学生了解西方人眼中的幸运数字是哪些。

Step4巩固练习1、作出一个chantCat cat eleven catsRabbit rabbit twelve rabbitsTiger tiger thirteen tigersBird bird fourteen birds这部分主要是让学声巩固名词复数的读音。

2、利用光盘把教学的重点播放,让学生对已学的知识进行回顾，起到了巩固的作用。

五、总结并布置任务1、教师和学生一起总结所学的单词及句型。

并要求回去把单词读给爸妈听，让学生爱表现的心理充分得到发挥，增强学习英语的信心和兴趣。

2、利用网络资源播放Ten little candles dance 的歌曲。

让学生在轻松愉快的气氛下结束新课。

以上便是我的说课，谢谢大家!小学英语教案格式I Teaching Contents（教学内容）：（ I 、II步骤可以调换顺序）II Teaching Objectives/Aims (教学目标) ：（目标可选这两个词中间任一个）1． Knowledge Aims (知识目标)：/ Knowledge and Ability2． Ability Aims (能力目标)：/Process and Method3．Emotion, attitude and values(情感态度目标)：III Teaching Key/main Points（教学重点）：IV Teaching Difficult Points （教学难点）：V Teaching Methods（教学方法）：VI Teaching Aids (教具) ：VII Time Allotment（课时）：VIII Teaching Procedures (教学过程)Step One Warming –up（热身准备）Step Two Review(复习)Step Three Presentation（呈现）/ Step Three Lead-in（引入）Step Four Practice(操练)Step Five Consolidation(巩固)（巩固环节后,结束课前一般要小结“Today we learned ……”对当堂所学的知识做一个 Summary）Step Six Homework (作业)A Telephone CallI. Teaching MaterialA: May I speak to Jim, please?B: Sorry. He's not at home.A: Where is he now?B: He went to the bookshop.A: Would you please take a message?B: Sure.A: Tomorrow is Teachers' Day. We'll have a party at school.B: What time is the party?A: At three thirty in the afternoon.B: OK, I'll tell him When he's back.A: Thank you.II. Teaching Aims1) Enable the students to make telephone calls in English andget them to know how to behave themselves on the telephone.2) Raise the students' interest to learn English.3) Encourage the students to have good cooperation with one another.III. Teaching contents1 ) Patterns:May I speak to ...?Would you please take a message?2) Vocabulary: message, party, take a messageIV. Teaching Methods1. Communicative approach/method2. Task-based approach/method3. Students-center method4. Role playing methodV. Teaching AidsFour toy telephones, a CD-ROM, a toy Santa Claus.VI.Time Allotment:1 periodVII. Teaching ProceduresStep 1. Warming-upSing the song "Greetings".Step 2. Presentation Practice1) Ask the students to look at the screen and listen to the talk between the teacher and the person in the screen.2) After the talk, the teacher tells the students how to make a telephone call in English. Write the pattern "May I speak to...?"on the blackboard and teach them how to use it on the phone.3) Using the four toy telephones, ask the students to make telephone calls in pairs with the following patterns:---- May I speak to...?---- Speaking.Those students who do not have toy telephones can use their pencil-boxes instead, or they can put their fingers to their ears as a sign to make phone calls.4) Ask one student his/her name and his/her home telephone number, using the following sentences:Would you please 'tell me your name?Would you please tell me your home telephone number?5) Make a telephone call to a student and get the students to learn the following short dialogue:T: Hello. Is that 8614761?S: Yes.T: May I speak to Xiao Long?S: Sorry, he is not in the office.T: Would you please take a message and ask him to come to school this afternoon?S: Sure.T: Thank you.Step 3.Practice1) Ask the students to make calls in groups.Then ask some pairs to act out to see if they know how to use the patterns below:May I speak to..,?Would you please take a message?2) Ask the students to look at the screen and listen to the dialogue "A Telephone Call" with the following questions in mind:What is the message about?What time is the party?Then ask the students some questions if they have understoodthe dialogue.3) Ask the students to look at the dialogue on the screen and listen to it again.4) The teacher tells the students the meaning of the word "tomorrow" with the help of a calendar and the following sentences:We'll have a party at school.I'll tell him when he's back.5) Ask the students to read the new word and the sentences on the blackboard.6) Ask the students to retell the dialogue in their own words in pairs.7) Play the game "Throwing Santa Claus" to see if the students can say the sentences well.The teacher throws the toy Santa Claus to a student. When the student catches the Santa Claus, he or she must say one of the sentences on the blackboard, and then throws the Santa Claus to another student.8) Ask the students to act out the dialogue in roles.Step 4. Group activities1) Show the students three pictures on the screen. Ask them tomake telephone calls in groups based on the picture they have chosen.Picture One: You want to invite Tom to play football with you, but Tom hasn't got a telephone at home. You ask Rose to take a message to Tom.Picture Two: Miss Wu is ill. You want to pay a visit to her with Jack. But Jack is not at home. His sister picks up the phone.Picture Three: You will hold a birthday party on Sunday. You phone to Lily to invite her to your party, but she isn't at home. How do you speak to her mother, who is at home at that time?2) Ask some pairs to act out their telephone calls.3) Ask the students to make phone calls to the teachers who are sitting around the dassroom.The teacher tells the students: "There will be a party on New Year's Day. We will invite some teachers to come to our party.Write the names and the telephone numbers of some teachers and make telephone calls to them".Step 5. SummaryTell the students the way of making a phone call in their daily life.Step 6. HomeworkAsk the students to make phone calls to their friends and tell them their school life after class.Step 7. EndingSing the song "Happy Weekend".In a Fast-food RestaurantTeaching material:In a Fast-food RestaurantWaiter: Hello, can I help you?Mum: Yes. What would you like, Dick?Dick: I’d like a hamburger.Mum: Me, too.Waiter: Would you like something to drink?Mum: Oh, yes. Two glasses of orange juice, please.Dick: Mum, can I have an ice-cream?Mum: Sure. Two hamburgers, two glasses of orange juice and an ice-cream.Waiter: OK. Here you are. 38 yuan, please.Mum: Here the money.Waiter: Thanks.I. Teaching contentsWords：fast-food / restaurant / hamburgerPatterns：What would you like?Would you like something to eat/ drink?II、Teaching Aims(教学目标)：1. 能听、读、说fist-food／restaurant／hamburger，并了解其含义；2．能灵活运用重点句型，并清楚其运用的场合和语气；(1) What would you like?(2)Would you like something to eat／drink?3．能模仿本文对话，并能在一定的语境中运用所学语言进行交际；4．培养学生的注意力和观察力，激发学生积极思维，挖掘学生运用语言的创造能力。