说课稿 Unit 4 B Let's talk
人教版新课标PEP《小学英语 三年级下册》说课稿Unit 4 Do you like pears A Let’s talk of说课稿(英文版)
Unit 4 Do you like pears? A Let’s talk of说课稿(英文版)Good morning, everyone! It's my great pleasure to be here sharing my teaching plan with you. Today I'm going to talk about Part A Let’s talk of Unit 4 Do You Like Pears in PEP Book 2.First, let me talk about the teaching material.The topic of this unit should be fruits. By study of this unit, Ss will be able to talk about likes and dislikes with the structures as Do you like …? Yes, I do./ No, I don’t. I like them very much. What about …? Let’s have some …The study will help Ss use simple English in communication. Second, teaching aims.1.Aims to the language knowledgea. After learning, Ss will be able to listen, speak and recognize the plural forms of the new words, such as pears, peaches, oranges and so on.b.Ss will be able to listen, speak and recognize the structures, such as Do you like …? Yes, I do./ No, I don’t. I like them very much. What about …? Let’s have some ….2.Aims to the language skills:a. Ss will be able to talk about likes and dislikes with the structures Do you like …? Yes, I do./ No, I don’t. I like them very much. What about …? Let’s have some ….b. Ss will learn to use English to gather and present information.3. Aims to the learning strategiesa. Ss will be familiar with the new words of fruits and the structures by cycling in the survey and other activities.b. Ss will be able to do a survey focus on their favor of fruits with the structures.4. Aims to the emotions:a. Ss have interests and motivation for their further English learning.b. Ss have positive communicative awareness.Third, key points.Ss will be able to understand and talk about likes and dislikes with the structures Do you like …? Yes, I do./ No, I don’t. I like them very much. What about …? Make sure that Ss can use the structure correctly and fluently.Fourth, difficult points.Ss can understand and say the plural forms of the new words.Fifth, teaching method.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 language. So in this lesson, I’ll mainly use “task-based”teaching method. That is to say, I’ll 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’ll arrange many kinds of activities, like singing, guessing and so on. Sixth, learning methods.Let Ss study in a relaxed and agreeable atmosphere. Ss understand the new knowledge in certain degree through the mental process of seeing, hearing, saying, observing, imaging, thinking, etc. And make preperation for completing the new study task. After feeling and comprehending the language points, let Ss obtain the knowledge actively by cooperative study. Thereby, develop Ss’abilities of studying and working with the learning language independently.Seventh, teaching aids.I will use the multimedia player and a colourful picture of a fruit shop. And I’ll also make a lively PPT which can attract Ss’attentions very well.Eighth, teaching procedures and purposes of my designing.I’ll teach this lesson in 5 parts.Part I. Warm-upAs language can be learned gradually but not immediately, it’s important for the teacher to find out the links between the language learnt and the new language items. It can lead Ss into the new language items naturally. In this class, Ss will sing a song and take part in free talk with the teacher to recall their memories. Ss will be guided to understand the questions What colour do you like? Do you like …? What about …? and try to express their own favors of colours with the structures I like …Yes./ No.Part II. PresentationThe main purpose of this step is to present new language items. Usually we’d better put it under a real situation.In this class, I will use a big picture of a fruit shop, and show small parts of it. They are in different colours and can help Ss guess What’s in the picture? According to Ss’answer, the new words of fruits will be showed. And next, there will be a quick-response activity which focus on the new words. Then the whole picture will be showed. It will brings Ss into a situation In a fruit shop. I think the way of presentation can really arouse Ss’interests very well. And Ss will be able to understand and say the plural forms of the fruit words with the structures learnt in Unit 3 How many …can you see? I can see …. Guide Ss to pay more attention on their pronunciation. With the help of the lively picture, I will ask S what they like and if they like pears/…. While asking and answering, I will use expression, gesture to help present the target language Do you like …? What about …? and acts as a demonstrator. At that time, three facial expression cards will be presented. I will use to present Yes, I do. Use to present No, I don’t. Use to present Yeah, very much. When Ss have understood the structures, I will get the class to repeat it all together.After that, Amy and her mother will be introduced. Ss will try to find Amy’s likes and dislikes by listening to the tape of Let’s talk. According to Ss’feedback, I will show the class a copy of the questionnaire grid and fill in the blanks as a demonstration.FruitName pears peaches oranges watermelons applesAmyAnd next Ss will watch the video to understand the whole dialogue and learn to read the dialogue correctly. Then Ss will try to act out the dialogue in pairs.Part Ⅲ. PracticeThe main purpose of this step is to help Ss learn the language items by heart and make the language relevant, practical, and communicative.Task 1: Make a new dialogueHowever, as any children’s teacher will know, it is important for Ss to learn a lot more thanEnglish in their English classes. Not only for the intellectual but also the emotional development. So I will guide Ss to make a new dialogue between Amy and her mother. For example, Amy asks her mother: Mom, do you like …? What about …? Let’s have some …Task 2: Make a new chantWe have all experienced that music an rhythm make it much easier to imitate and remember language than words which are ‘just spoken’. So I will present a chant and guide Ss to make a new chant by themselves.For example:Do you likepeaches? Do you likepeaches?Yes, I do. Yes, I do. / Yeah, very much. Yeah, very much.Do you likeoranges? Do you like oranges?No, I don’t. No, I don’t.Task 2: Make a surveyAs we know, younger learners respond to language according to what it does or what they can do with it, rather than treating it as an intellectual game or abstract system. It is important to bear in mind that children need to see the reason for doing the activity, for example, to find information in order to make a survey. Give out copies of the questionnaire grid and guide Ss to ask their neighbours for information.FruitName pears peaches oranges watermelons applesLet’s havesome …Part Ⅳ. ConsolidationAs to this step, the main purpose is to consolidate what Ss have learned during the class and deal with the exercises of the workbook.Part Ⅴ. HomeworkIn order to extend Ss’ability of using English, I think it’s necessary to give Ss some good and proper homework. And according to Ss’level, it should be largely orally based. So I will ask Ss to do a family survey and try to use English as more as possible.Above is the lecture notes of my lesson. Thank you very much!。
PEP英语四年级下册BOOK 4 Unit5 B Let’s talk全英文说课稿
pep小学英语Unit5 B Let’s talk说课稿全英文版The Lecture Notes of 《PEP Primary English 》Book4 Unit5 B Let’s talkLadies and Gentlemen, It’s my great pleasure to be here sharing my lesson with you.The content of my lesson is《PEP Primary English 》Book4 Unit5 B Let’s talk, asking the price and inquiring the clothes size.First, let me talk about theteaching material.Part 1 Teaching Material:This lesson is about a shopping topic. By study of this unit, the Ss know how to ask the price in English and how to describe the size and price with simple wordsand sentences. The sentence patterns of this lesson “ What size?” “How much are they?” and“We’ll take them .”are the key and difficult points of this unit.Thestudy of this lesson will help the Ss with daily communication.Moreover, this lesson completes the transition of the phrase “a pair of… ”tothe sentence pattern “A pair of… for …” ,and helps the Ss further consolidatethe knowledge of words of clothing appearing in plural form.Therefore, on studying the teaching material and analyzing the regulation of children’s growing of mind,I put forward the teaching objectives according tonew English lesson standard.1.Perception objective:a)The Ss can hear, read, and use the main sentence patterns “A pair of … for …” “What size?” “How much are they?” “We' ll take them.”b)The Ss can understand and read the conversation of the lesson.2.Ability objective:a)The Ss can use the sentence pattern of inquiring the price, and further developtheir language ability of “shopping”;b)The Ss can use the patterns to express their thoughts in the proper scene.3.Emotion objective:a)By completing the task,the Ss increase their interest and set up self-confidencein language study;b)Teach the Ss what is “love” and “ managing money matters”, put the moral education in the language study.Next,the key points of this lesson:First of all, to study and use the sentence patterns “What size?”“How much are they ?”“A pair of … for … .” “We' ll take them.”To improve the Ss’ abilitiesin “shopping”;Secondly, teach the Ss how to study independently as well as by cooperation. Difficult points:The Ss can use the words and patterns to describe the clothes in the proper scene, and make simple dialogues of shopping.Well, how to achieve the teaching objectives better, to stress the key pointsand break through the difficult points? The key is how to make use of the proper teaching methods, I’ll talk about my teaching methods below.Part 2 Teaching Methods:According to the modern perception theories and social intercourse teaching theories, I adopt the TSA method and TBLT method in my teaching, namely Total Situational Action and Task-based Language Teaching.The former is a “scene —activity” teaching method .It establishes a realscene and the interaction between the teacher and the Ss .It emphasizes a dynamic information exchange between the teacher and Ss.The latter offers the Ss an opportunity to complete the tasks in which Ss use language to achieve a specific outcome. The activity reflects real life andlearners focus on meaning, they are free to use any language they want.At the same time, make use of the modern electricity teaching equipments and all kinds of teaching means, it can mobilize the Ss’ enthusiasm and creativity in learning English.Part 3 Studying Methods:Let Ss study in a relaxed and agreeable atmosphere. Ss understand the new knowledge in certain degree through the mental process of seeing, hearing, saying, observing, imagining , thinking etc. And make preparation for completing the new study task.After feeling and comprehending the language points, let Ss obtain the knowledge actively by probe study and cooperative study. Thereby, develop the Ss’ abilities of studying and working with the learning language independently.Part 4 Teaching Process:In order to realize the teaching process systematically, properly and efficiently, under the principle of “regard Ss as the corpus, the teacher inspiresfor predominance”, I divide the teaching process into five steps.Step1 Warm-up.Sing a song: The coat in window.So as to the psychological characteristics of children，singing a song can make Ss feel pleased and satisfied, and can arouse exciting motion. In this step ,teacher and the Ss sing in unison and perform the song “The coat in window.” Thus,review the sentence pattern “How much is … ?” And arouse the Ss' per formance desire, participation desire,and lead the Ss into a thick English studying atmosphere.Step2 Presentation and practice.1.Design: Look for Cinderella.Broadcast a part of “Cinderella” with the flash, presenting a crystal shoethat Cinderella lose, and establishes a scene of ministers look for the proper size everywhere. Through the role playing, guide the Ss to use the sentence pattern “What size do you wear?” “Size … .”to make the question and answer.This design is a novelty of my lesson,it leads the Ss into the fairy tales. They acquire the language unconsciously and can do communication freely.2.Lead to the shopping topic naturally from the unsuited shoes, and demonstrate the sentence pattern “How much are they?”With a good student to be the assistant, I perform to go shopping, and guidethe Ss to make the answer: “They are … .”In this course, Ss can understand the main contents of this dialogue and getthe key points by scene demonstration.3.Game:Guess the price.From buying a pair of shoes for myself to buying a pair for my mom, introduce the sentence pattern “A pair of … for … .”The CAI presents a big cabinet with various shoes, ask the Ss to guess their price, and then display them.It considers that children can keep their attentions in limited time. The game can avoid the lifelessness and boredom from the pure machine drills .It creates the conditions of a relaxed and natural atmosphere for children’s drills. Then achieve the aim of consolidating and deepening the sentence pattern.4.Present the text.a)At this time, John and his mom come to the shoe store.It reappears the relevant conversation by broadcasting the VCD, let Ss know the text contents with a combination of audio and video, words and pictures, which cater to the characteristics ofprimary period to be curious and pursuing interest andfreshness.b)After the audio-visual commences, play the tape recorder completely again, let the Ss concentrate on listening, then answer my questions according to the dialogue. e.g.:What size does John wear? How much? Whether buy or not, etc.c)After be familiar with the text, let the Ss try to act out the dialogue.By this step, it achieved the teaching aim of understanding and talking the dialogue of this lesson.Step3 Task time.Task:Mother’s Day.To master the language capability needs certain amount of practice.So,I still adopt the “Task-based”teaching method, which is define d by strong practicality and exact task, so as to make break-through about the difficult points of this lesson.In advance, I shall arrange the classroom to some business locations, such as clothes store, shoes store, fruit store etc. I shall divide the class into groupsand play roles, and then give the Ss a certain quantity of specie currency, so that they may choose and buy the gifts for Mother’s Day.For this step, I shall instruct the Ss to use the words and patterns learnt inthe process of completing certain tasks. Meanwhile, they may have mutual improvement in exchanging information during the communicating activities.Most Ss can take their parts in the activities, especially for the Ss who have trouble in English study. In the group activities, they can speak a little Englishwith ease. With no doubt, this will encourage them to speak English.In fact, it incarnates a kind of demand of human being.Suhuomulinsiji says:“In one’s mind, there is always a kind of deeply rooted deman d, that is the hope to feel oneself a finder and explorer. In Ss’ spirits, such demand isspecially strong.”This step also leads to the emotion objective of this lesson, that is to havemoral education in this step.Step4 Consolidation and extension.Summarize the whole lesson,and arrange the homework.1.Do the correlative exercises in the activity book.Check the mastering of knowledge of this lesson.2.Ask Ss to interview their friends asking the price and size of their clothing and make records of the information.This content is an extension of the previous lesson, to meet the needs of increasing communicating demand of some Ss.Step5 Blackboard Design.Show on the CAI.(It’s a ….)Anyway, the teaching of this lesson aims to develop not only the Ss' language technical abilities, but also the diverse intelligence by integrated teaching methods. As teachers, to make our English classrooms shine with vitality, we are laid with heavy burden, and we still have long way to go.Above is the lecture notes of my lesson. Thank you。
PEP小学英语六年级上册Unit4_A_Let's_talk说课稿
Unit4 I have a pen palPart A Let’s talk 说课稿百里洲小学罗翠琴我说课的内容是PEP小学英语六年级上Unit 4 I have a pen pal . A.Let’s talk，一、教材分析：本课出自于《PEP小学英语》六年级上册Unit 4 I have a pen pal . Part A第二课时。
本课时教材包含三个内容：1.Let’s try 2.Let’s Talk 3.巩固与拓展活动：talk about best friend’s hobbies. 二、学情分析：六年级的学生对于英语已经有了一定的自主学习能力，同时，学生已经掌握了较多的动词短语，为本课时的学习打下了基础。
本课时，学生将在已学动词短语的基础上，掌握一般动词现在时的构成。
三、教学目标：根据本教材的特点及新课标对六年级学生学习英语的要求,我制定了以下教学目标.1）认知目标：a.能够听、说、读、写句型：What are Peter’s hobbies? He likes reading stories. He also likes singing . b.了解对话大意，能按正确的意群及语音。
语调朗读对话。
2）能力目标：能够在具体的情景中运用句型：What are …’s hobbies?He/She likes…交流相关内容。
3）情感目标：培养通过了解对方的兴趣爱好结交朋友的意识。
四、教学重难点1）重点: 能够听、说、读、写句型：What are Peter’s hobbies? He likes reading stories. He also likes singing.2）难点:能在实际情景中正确运用句型：He/She likes…五、教学准备：多媒体课件，单词卡片。
六、教法、学法1.教法设计在应用任务型教学法的大前提下,我利用情景教学法,以学生为中心,以交际为主线,通过一系列的教学活动吸引学生的注意力。
Unit 2 My week(第四课时 Part B Let’s talk) (说课稿)-2022-
Unit 2 My week（第四课时Part B Let’s talk）（说课稿）一、教材分析本课时为五年级上册 Unit2 的第四课时，主要内容是关于 My week 的日常安排，通过动态对话让学生自然而然地掌握日常安排用语。
本课时着重练习英语口语，通过对话练习让学生在潜移默化中提高语言表达能力。
二、教学目标1.知识目标：–学会询问和回答日常安排用语。
–掌握时间的表示方式。
2.能力目标：–培养学生良好的口语表达能力。
–提高学生的听、说、读能力。
3.情感目标：–培养学生积极参与课堂活动的习惯。
–培养学生对英语学习的兴趣和自信心。
三、教学重点难点教学重点：掌握日常安排用语和时间的表示方式。
教学难点：如何准确表达自己的日常安排。
四、教学准备教师：教材、课件、音频设备、录音笔，卡片等。
学生：学习用品，电子设备。
五、教学过程Step1. 自我介绍及热身教师向学生问好和介绍自己。
通过简单的问答、打招呼、问候等，热身学生。
Step2. 学习对话教师播放对话录音，并带领学生听一遍。
然后将对话印在黑板上并示范读一遍。
再带领学生跟读。
最后让学生分组对话练习。
Step3. 卡片游戏教师将学生分成四组，每组发放手写卡片，内容包括时间和活动名称。
每个学生轮流从自己所在组中随机取一张卡片读出来，其他组的学生要根据时间和活动名称回答要做什么。
最后统计回答正确的组数进行评分。
Step4. 小组讨论将学生分为若干小组，让学生使用学过的语言自由讨论自己的一周安排，并尝试用英语表达出来。
教师在小组之间流动，帮助学生语言表达。
Step5. 总结归纳教师引导学生逐个梳理学习的过程，总结日常安排用语和时间表示的一些规律。
并在黑板上让学生一起记录下来，便于复习和巩固。
六、教学评价通过此节课的教学，学生可以更加熟练地表达自己的日常安排，提高了英语听、说、读的能力，同时也促进了学生的个性发展和团队合作意识的培养。
教师要定期进行课堂调查，通过随堂测试和课程设计来进一步评估教学效果。
pep(人教)四年级英语下册Unit4 At the Farm A. Let's talk 说课稿.doc
PEP新版小学四年级英语下册Unit4 At the FarmA.Let's talk 说课稿教者：温燕一、说新课程标准《英语新课程标准》义务教育阶段的总体目标是通过英语学习使学生形成初步的综合语言运用能力，促进心智发展，提高综合人文素养。
倡导在教师的指导下，通过体验、实践、参与、探究和合作等方式，发现语言规律，逐步掌握语言知识和技能，实现任务的目标。
新课标要求小学英语以情景教学为主，以听说认读为主要目标，提倡通过听听、说说、做做、玩玩、演演、唱唱等方式来学习英语，鼓励学生积极参与，创设轻松、活跃的教学氛围，学生“动”起来，课堂“活”起来，把教科书上无声的书面语言活化为有声的交际话语，激发他们的学习动机，变“要我学”为“我要学。
”二、说教材1.教材内容PEP教材第四册，Unit 4 “At a farm”A Let’s talk 主要是教学几个蔬菜单词：potato, tomato , green bean, carrot. 并用能够听懂句型What are these?作出简单的回答They are…。
本单元主要是教学关于农场里的动物及蔬菜，而本课时是本单元的第一课时，学生虽然初次接触本课的新单词，但对于这些内容学生并不陌生，所以这是个与生活紧密联系的话题。
通过与现实生活的结合让学生将所学的语言用于生活之中。
2.教学目标知识目标：能够听、说、认读本课时的4个单词；能够听懂指示语，并做出相应的动作。
能力目标：能够听懂句型What are these?作出简单的回答They are…。
情感目标：激发学生学习英语的兴趣，使学生积极参与语言交际活动；知道多吃蔬菜有益健康。
3.教学重点、难点本课的重点是四会四个蔬菜单词，难点是能“三会”询问蔬菜的句型What are these? They are... Are these? Yes, they are .No, they aren’t.从而开展一系列的活动和任务。
《 My favourite season B let’s talk》教案及说课稿
《My favourite season B let’s talk》教案及说课稿一、教材分析本节课选自人教版PEP小学英语教材，属于第五册第七单元B部分Let’s talk部分。
本节课主要讨论四季以及人们在不同季节喜欢的活动。
通过本节课的学习，学生能够听懂、会说、会读关于四季和活动的词汇，并能够运用所学知识进行简单的交际。
二、学情分析学生在之前的学习中已经掌握了四季的名称以及一些基本的活动词汇，如swim, play football, fly kites等。
但部分学生对季节和活动的表达仍存在困难。
在教学过程中，教师需要关注学生的个体差异，给予不同程度的学生适当的指导。
三、教学目标1. 知识目标：学生能够听懂、会说、会读关于四季和活动的词汇。
学生能够运用所学知识进行简单的交际。
2. 能力目标：学生能够运用所学词汇和句型描述自己喜欢的季节和原因。
学生能够在图片或情景的帮助下，正确使用一般现在时描述季节和活动。
3. 情感目标：学生能够激发对四季变化的兴趣。
学生能够培养合作意识，提高交际能力。
四、教学重难点1. 重点：学生能够听懂、会说、会读关于四季和活动的词汇。
学生能够运用所学知识进行简单的交际。
2. 难点：学生能够正确使用一般现在时描述季节和活动。
学生能够在图片或情景的帮助下，运用所学词汇和句型进行交际。
五、教学方法1. 情景教学法：通过创设真实的情景，让学生在实际语境中学习、运用英语。
2. 交际教学法：通过小组合作、角色扮演等方式，培养学生的交际能力。
3. 任务型教学法：通过完成具体任务，引导学生主动参与学习过程。
4. 游戏教学法：通过设计有趣的游戏，激发学生的学习兴趣。
5. 情感教学法：关注学生的情感需求，营造轻松、愉快的学习氛围。
六、教学步骤Step 1: Lead-in教师通过展示四季图片，引导学生谈论四季变化。
学生分享自己对四季的喜好。
Step 2: Presentation教师展示Let's talk部分的图片，引导学生观察并回答问题。
pep人教版六年级说课稿 what can you do(let'stalk)
Teaching aids
PPT，图片
Teaching procedure
Step1 warm up. 1、师生对话。 T: Good morning. / Good afternoon. Ss: Good morning. / Good afternoon. T: Can you sweep the floor/ cook the meals? Ss: Yes. /No. 2、Let’s chant. （上节课自编的chant） Go to the kitchen . Cook the meals. Go to the living room. Sweep the floor. Go to the bedroom. Clean the bedroom. Go to the garden. Water the flowers. Go to the outside. Empty the trash.
活动四：小小调查员 所用句型： What can you do? —I can…. 调 查 表 Housework:
Name
Sweep Cook the the floor Meals
CleБайду номын сангаасn Empty Wash the the the bedroo trash windo m ws
Step 4: Consolidation 做本单元配套A Let’s talk部分活动手册。
Analysis of the teaching material
我们使用的是人教版pep五年级上册教材， 这套教材的编写有许多的图片，激发学生 的兴趣，另外，教材的编写非常注重英语 的实用性，诣在提高学生的语言综合应用 能力。
Analysis of the students
PEP教材三年级上册《Unit4 A Let’s talk》 说课稿
---------------------------------------------------------------最新资料推荐------------------------------------------------------PEP教材三年级上册《Unit4 A Let’s talk》说课稿PEP 教材三年级上册《Unit4ALetstalk》说课稿 PEP 教材三年级上册《Unit4ALetstalk》说课稿课题：Weloveanimals 大家好，很高兴能有这次机会和大家一起研讨和交流。
下面是对我上的这节课进行说课。
今天我要分析的内容是PEP 教材三年级上册，第 4 单元WeloveanimalsA 局部的Letstalk.该局部主要要求同学能听懂、会说句子，如：Look！Ihaveapanda！以和表示赞美的几个常用感叹语。
如：Wow!Cool!Great 悉 !Super!并能在实际靠情境中运用、交流。
一、说猿教学目标：1、知识目标墩、能听懂、会说句子L 岳 ook！Ihavea.. 烩 .，并能在实际情境中运汀用。
、培养同学用英语尽简单抒发情感的意识，使同荐学能听懂、会说几个常用感薛叹语。
如：Wow!/Co 蔬 ol!/Great!S/ 芥 uper! 2、技能目标贵、能用have 这个单词忧介绍小动物，如：1 / 4Look 诡！Ihaveapanda 寓！并能在实际情境灵活、自病然地运用。
要求模仿正确、类语调自然。
、能听懂、哑会说表示赞美的感叹词 Wo 玲w!Cool!Great 骆 !Super!并能在实际永情境中恰当地运用。
、迅能听懂一些简单的指示语，悠并能依照指令做出相应的动努作。
3、情感目标通过滁对本课动物单词的学习，了府解动物是我们人类的朋友，中形成热爱大自然的积极情感听态度，培养同学保护动物的正良好品质。
二、说教学重点社和难点：重点：句型知 Ihavea...和感邢叹语Cool!Supe 苇r!Great!Wow! 握难点：super 跨和great的发音盈。
pep(人教)六年级英语下册 Unit 4 Then and now A. Let’s talk 说课稿.doc
Unit 4 Then and nowA. Let’s talk说课稿汕头市龙湖区珠池小学李惠莉一、说教材1、教学内容Unit 4 Then and now，A. Let’s talk这节课是一节会话课，话题是“过去和现在”，在课标中属于二级课标范畴。
课文通过对话的形式，Grandpa跟Wu Yifan、Sarah介绍学校的变化，然学生感受科级如何改变生活。
把一般过去时与一般现在时两种时态放在一起呈现，是本课的教学重难点。
本节课与五年级上册第六单元There be的一般现在形式相呼应，又更深入。
而对于本文中的重点语法项目There be的一般过去形式，在上一个课时已经初步渗透，本课时旨在继续巩固其用法。
因此，在这节课上，我通过利用思维导图启发学生的发散思维，由点及面，启发学生通过观察、对比等方式，总结归纳两种时态的用法，并尝试、在情景中灵活运用所学的语言，去描述环境的变化。
2、教学目标（1）知识与技能目标：①能够听懂、会说、认读词组或单词：guest, changed, hill, star, Americans, look up, on the Internet, one day, in my time.②能够读懂题目要求，根据题目要求对将要听的内容进行预测，并运用听力技巧，捕捉重点信息，完成听力任务，判断两道题目的内容是否正确。
③能够运用“There be”结构的过去式句型“There was no library in my old school. / There was only one small building on a hill. / There were no computers or Internet in my time. ”来描述以前的事物状态。
④能够运用日常交际用语“Tell us about your school, please. / Could you see stars at night?/ The Americans took about five days to get there in 1969. / I looked it up on the Internet. ”并在现实生活中正确应用。
小学英语四年级上册 Unit4 A Let’s talk说课稿
PEP小学英语四年级上册Unit4 A Let’s talk一、说教材：1、教材内容本节课是小学英语PEP4年级上册Unit 4 My home中的第一课时，包括Part A Let’s talk & Let’s play两部分。
会话通过Amy 询问cat的去向，从而引出本课的重点句型，让学生感知重点句型的语为及语用的情景。
2、教材地位本单元围绕“My home”展开教学，在向学生展示各个居室的名称的同时，还要求学生掌握一般疑问句及它的回答。
教学中我联系到三年级所学到的名词介绍各个居室的物品。
让学生意会到各个居室的名称，同时通过三年级所学习的知识引出本课时重点句型，通过以旧引新的方式进行教学，降低知识点的难度。
在引入会话内容时，可适当介绍语言背景（外国人将宠物当做家庭成员）教育学生爱护小动物。
二、说教学目标（1）知识技能目标：能听懂会说study、living room、kitchen并能听说认读句型：Where is she?Is she in the study?Is she in the living room?Yes,she is. No, she isn’t.（2）能力目标：能综合应用所学语言进行交流，利用所学的语言知识解决实际问题。
（3）情感态度目标：通过本课的学习使学生乐于听说英语，最大限度地发挥学生学习的积极性。
培养学生学习英语的兴趣、学生之间的合作精神和爱护小动物的情感。
教学重难点a. 重点：本课时的教学重点是理解会话内容，并能运用目标句型进行情景交际。
b. 难点：运用所学的语言知识解决实际的生活问题。
三、说教法1、《英语课程标准》主要是激发学生的学习兴趣，让学生在轻松愉快地气氛中学习英语。
针对小学生好唱、好说、好动的特点，我设计了各种生动形象有趣的活动来激发学生的兴趣。
根据四年级学生身心特征，结合小学生原有的认知水平，这一节课我采用了先学后教法，通过让学生课前自主学习，课中动口、动脑进行合作探究交流，使学生掌握新知识，并能在一定的情景中运用语言进行有意义的表达。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
Unit 4 Then and now
Part B let’s talk说课稿
丰乐寄宿制小学李玉霞
一、说教材
1.说教材地位与作用
今天我说课的内容是PEP小学英语六年级下册Unit 4 Then and now Part B的第二课时。
本单元学习的是六年级下册Unit 4 Then and now，主题是谈论事物和人物的今昔变化。
主情景图通过吴一凡和爷爷、爸爸参观学校校史展览馆的情景引出谈论学校及人物过去的情况，为下面引出对事物和人物的今昔做好铺垫。
这节 B Let’s talk。
通过Mike 与Chen Jie 谈论旧照片的情景呈现描述人物变化的核心句型：Before, I/he/she/ was /wasn’t…. Now, I/she/he/it/am/is (not)….帮助学生通过听力活动获得Let’s talk板块的人物及场景信息，为进入正式的对话学习做好准备。
本课的对话不仅贴近学生的生活实际，而且富有很强的实用性和趣味性，通过对本课的学习，培养学生如何对过去和现在作对比的表达能力。
2.说教学目标
（1）学生能听、说、读、写句子：Before, I was quiet. Now, I’m ver y active in class. I was short, so I couldn’t ride my bike well. Now, I go cycling every day.
（2）学生能够听、说、读单词different，active。
（3）学生能听懂、会说、会表演Let's talk的内容，能在图片的帮助下，在情景中恰当运用句型I/ She / He was …before .I /She /He
didn’t …before.Now I /She / He am / is 用3-5句话描述他人的性格、爱好、行为等方面的变化。
3.说教学重难点
重点：听说读写句子Before, I was quiet. Now, I’m very active in class.
I was short, so I could n’t ride my bike well. Now, I go cycling every day.
难点：学生能够正确运用一般现在时和一般过去式进行对比表达事物的变化。
二、说学情
六年级的学生对英语学习兴趣整体有所下降，两极分化比较严重。
教师应该面向全体学生，以学生的发展为宗旨，始终把激发学生的学习兴趣放在首位，注意分层教学，引导学生端正学习态度，掌握良好的学习方法，培养学生良好的学习习惯。
三、说教法学法
1.教法设计在教学方法的设计上，我采用启发式教学法、情景法、直观法、游戏法和多媒体辅助教学。
2.学法指导在本课中，我努力让学生在真实的情境中体验、合作、交流，把所有的新知识融合串联起来。
坚持由词到句的教学原则，使学生以生活为课堂，逐步提高学生的综合语言运用机能，形成自主学习的能力。
四、说教学过程
Step 1.Warm-up
1.Free talk.
Make a new dialogue with your partner.
创造轻松的课堂氛围，很自然的带领学生进入英语课堂，同时训练学生的口语，让所有的学生都能张开嘴说英语。
Step 2.Presentation
1.Review the words.
Read the words quickly.( 设计意图：复习以前的单词,为后面的学习做铺垫，同时活跃课堂气氛，带学生较快进入英语课堂。
)
2.出示课件教句型:
(1) Look at Yao Ming’s old photos. How did Yao Ming change ? T: Who is he ? What was he like before ? How about now ?
板书：Before, he was ….Now he is…
S: He is Yao Ming. Before he was short, quiet and thin. Now he is tall, active and strong. Before he couldn’t play basketball well. Now he plays basketball every day.
(2)Show some students’photos, and find out the changes.
①引导学生说出句子：Before, He was quite. Now, he is very active in class.（同时板书单词active-反义词quiet）
②教师出示句子：We are all different now.
板书different,请学生说出它的意思，并教读教学“different”。
（设计意图：教师由图片对照引出different，遵循了由直观到抽象的原则，符合学生的认知规律，学生容易接受，一目了然。
）
3.教师说句子，并板书句子：Before I was short, so I could n’t ride my bike well. Now, I go cycling every day.
【设计意图】语言能力的习得来自于实践练习，而这种实践一定是从
简单到复的过程。
在教学形式上采用活动途径，倡导体验参与，动作展示go cycling和ride my bike。
4.Let’s talk
（1）教师播放视频动画，学生整体感知对话，获取信息，并试着回答问题：How did Mike change? How did John change?
（2）教师出示学习目标，学生自学课文，并找出问题的答案。
（3）Check the answers.
（4）Teacher explains the difficult points.
(5)Listen and follow the tape, pay attention to the pronunciation.
（6）Read the dialogue after teacher.
（7）Read the dialogue in groups.
（8）Role-play.(组织学生分角色朗读并表演对话。
）
教师拿出制作好的卡片，每张卡片上各有一个角色，想要表演对话的同学就上来抽一张签，抽到哪个角色就扮演哪个角色。
Step 3.Consolidation
1.Group work.
Talk about you , your friends or family members.How did you or they change?(用P36的句子灵活运用所学单词及句子谈论自己、家人或朋友的变化,如果有时间，可以让学生做动作，其他同学猜出短语并造句，这样更能活跃课堂气氛。
)
Before, I ______________.Now, I ______________.
Before, My father _____________.Now, my father_______________.
2.Let’s share
Everybody is changing all the time. Please keep a good state of mind and healthy body. Have a good every day.
每个人都在不断变化。
请保持良好的心态和健康的体魄,过好每一天。
Step 4.Summary：
What have you learned today？
Step 5.Homework：(二选一)
1. Collect some photos of different period , make a photo album . Talk about your changes for your friend.收集自己不同时期的照片，制作一本相册,向朋友谈论自己的变化。
2. Write a short passage about your changes.写一篇关于你的变化的短文。
五、说板书设计
【设计思路】：在板书设计上我采用单词和句子的分层次呈现的方式，简洁明了,使人看了一目了然，有呈现，有操练，又能体现本课的重难点内容。