食品安全报告全英文

第一篇：食品安全报告全英文

Good morning, everyone!Today I want to talk about the topic of health.And then, what is health? It includes two aspects: mental health and body health.Here I mainly talk about the body health.I have a question that do you paid attention to your health when you are feel good.We can’t deny that health is very important to us.Many things are impossible if we lost health.A student can not study well.A teacher can’t give a good teaching.A worker may not work well and so on.Each of us needs health.Health is very important that every one hopes for it, but not every one owns it.Recently a kind of virus named H7N9 which has aroused people’s high attention is spreading in our country.By now there are more than thirty persons being infected with H7N9 and the number of the patients is increasing.What a terrible disease!Another problem we can not ignore is that more and more children have got diabetes.And the incidence of this disease has been increasing year by year.We know that the disease is related to heredity and immune system, but the bad living habit also can cause it.Another healthy killer faced to children.By the way, H7N9 and diabetes are just examples.There are many other diseases that threaten our health.Well, who steals our health? Here I conclude three points: environmental pollution, food safety and living habit.Recently, news about cancer village is very popular.It’s reported that the village of Gongdong province is named cancer village.A lot of people living in the village have died of cancer.And it is found that the village is serious polluted.Another reason is the problem of food safety.In February, the so called poisoned mutton was found in Liaoning province.The content of nitrite in poisoned mutton severely exceeds the standard.At last, the irregular life and heavy burden of work or study or other aspects also make us unhealthy.And all kinds of mental illness cause the body diseases.So comfortable life and delighted emotion are important to our health.How to keep healthy? Here are some suggestions to keep healthy.First of all, we need a healthy diet and good living habits.It’s better to eat fresh fruit and vegetables because they have lots of fiber and vitamins.Besides, we should do regular exercise to build our body.Don’t work too hard enough rest is also necessary.Second we should protect our environment.We can start from little things.We can avoid to the use of foam lunchbox, plastic bags and so on.At last I hope everyone can keep a healthy body.That’s all.Thank you!

第二篇：全英文教案

I.Teaching Aims And Demands The teaching aim is established建立，确定 according to the New Curriculum of Primary School English.1.Knowledge objects(1)To enable the students to understand and speak five new words and two sentence patterns: wear, shirt, T-shirt, dress, skirt.He’s wearing a… She’s wearing a…(2)To be able to describe someone else more freely.(3)To enlarge the Ss’ vocabulary.2.Ability objects(1)To develop the Ss’ speaking strategy.(2)To develop the Ss’ vocabulary strategy.(word guessing etc.)(3)To encourage the students cooperation amongst处于。中 in their studies.3.Moral objects To arouse唤醒 the students’ interest of learning English and to have them participate actively in language communication.To stimulate刺激 the students’ creativity.II.Teaching Key And Difficult Points The teaching key and difficult points are based on the aims and demands.Teaching Key Points : To grasp领悟 the five new words and two sentence patterns.Teaching Difficulties: 1.Improve Ss’s speaking ability to describe others more freely 2.Develop their lateral侧面的 thinking through games.III.Teaching Aids A Computer IV.Teaching Methods 1.Student-centered teaching 2.Task-based learning任务型教学方法

3.Communication through learning

4.Situational teaching method情境教学法 V.Studying Ways

Activity-based learning(individual 个别的work;pair work;group work;class work)VI.Teaching Procedure Step 1 warm up

to arouse Ss’ interest ,play a “colour song” on the computer, let the students become familiar with the phrase “ Who’s wearing…”

Step 2 Lead-in To introduce the new words and sentences ,I create a situation here, Sam and Amy are Australian children , they decide to buy some summer clothes because it’s getting hotter in their county.What will they buy?

(purpose: To present the new words and increase students geographical knowledge at the same time)Step 3 practice After presentating the new words, the students need some activities to practice them.Students greatly welcome games.They can create a cheerful and light-hearted environment and arouse students’ interest in learning English.Games are considered one of the most effective ways to improve efficiency in language learning.So in this part, I will use a power point I prepared to play some games with the students: 1.Let them try to memorize how many models are wearing a T-shirt/ shirt/ dress/skirt?

2.How many models they can introduce by using the sentence in a limit time: He’s /She’s wearing a … 3.And the third game is to try to answer some questions according to the shadow pictures.阴影图片 Step 4 extension

(to develop their creativity and speaking ability)Organize Ss into groups of four and discuss “ how can you help them to find “the missing person（situation: a little child is lost in a shopping mall and he/she is trying to find his parent）Step 5 Homework Design a T-shirt , or some other clothes that you like.Blackboard Design Topic sentences and key words are written to help Ss know the main content of this class.

第三篇：全英文教案

Unit 5 Do you like candies? Warming up: 1.Sing a song 《Apple Tree》.2.Look and say.(Review the words about food and drinks).Presentation and practice: 1.Present the new words and sentences: banana, grape Do you like …？ Yes, I do./ No, I don’t.T: I like apples.I like oranges.They are fruits.Now, I will give you two riddles.Let’s guess what fruits they are.a.They are yellow.They are sweet.The monkeys like them very much.What are they? b.They are purple.They are nice.We eat them in summer.What are they?(Teach the new words: banana, grape)T: I like grapes.Do you like grapes? 2.Teach the new words: candy, candies.T:(在黑板上画简笔画)Look, what’s this? Ss: It’s a candy.T: Look, what are these? Ss: They’re candies.3.Teach the new words: bread, cookie, cake.T: Look, what’s this? S1: It’s bread.T: What’s this? S2: It’s a cookie.…

4.Present the new word: tea.T: I’m thirsty.I want to drink something.I like water.Do you like water? Do you like tea? 5.Game: a.Bomb.T: Look, it’s a bomb.When there is a bomb near the word, don’t read it.b.Yes or No.T: There are some word cards in my hand.If I say correctly, you should say “ Yes”.If I’m wrong, you should say “No”.6.Chant.a.Read the chant together.b.Make a new chant.Work in pairs.c.Show themselves.7.Practice the sentences:

Does…like…? Yes, she/he does./

No, she/he doesn’t.Teaching Process: 1.Listen and answer the questions: a.Does Wu Chen like candies? b.Does the monkey like bananas? c.Does it like ice-creams? 2.Listen and repeat.3.Try to read together.4.Read in roles.5.Make a new dialogue.Development: Happy Big Wheel.

第四篇：全英文教案

牛津英语8A unit4全英文教案

作者：佚名

文章来源：本站原创

点击数：2483

Warm-up activities 1 Create an interest in the issue of sharing the limited natural resources.Depending on therest of the class, choose one of the following situations: * A group of students are stranded on an island.There is not enough food available for urvive.* Astronauts are stranded in space.They do not have enough oxygen for everyone to sur2 Make a list of people involved in the situation, a list of the resources available(e.g., fwater, etc.)and a list of how long everyone is able to survive.Ss have to decide whether thtogether sharing what they have or they are going to occupy all the resources for their own s3 Ss study the pictures and read the conversation first on their own, then in pairs.Ask tw students to role-play the conversation.Presentation 1 Ss complete Part A.Encourage them to do the task without any pre-teaching of keywoswers orally with the whole class.2 Divide Ss into pairs and ask them to do the survey in Part B1 3 Encourage them to discuss in pairs why they like or do not like the animals.Ask themwn their ideas.Language points Look delicious, If you eat my food, I won‟t talk to you., no one, in danger, a report on Homework 1 Learn the language points by heart.2 一课三练 P.43 3 Preview the Reading Part.Revision 1 Review key vocabulary according to the general ability of the class.Presentation(Readi1 On the Bb, write the following list of sentences on the Bb: * Xi Wang is the name of a baby giant panda.* Baby giant panda s are very small when they were born.* They grow very quickly.* Xi Wang has to find her own food when she is 20 months old.* Hunters kill giant pandas and sell their fur.2 Divide the class into three groups and allocate one part to each group.While students on their own, ask them to underline the words they do not know.Then go through the worave underlined.Ask students to explain briefly how they know that the sentences on the Bb entifying and listing key facts in the text.Presentation(Reading B& C)1 Ask Ss to draw a parallel between the growth of the baby giant panda and a human bhey know what happens to people while they grow up.Write the following words/phrases on Adult old person teenager baby middle-aged person Young adult child toddler Draw a timeline and encourage Ss to come forward and write each word at the correct pmeline.Ask them to draw a more creative growth chart.2 Ask students to do a birth chart of themselves.Tell them to add their photos to the chPresentation(Reading D)1 Revise the words listed in the box in Part D.2 Ask students to complete Part D.Then ask some Ss to read the sentences aloud to chece of words.3 If they show interest, ask them to practice the text for a presentation for 2-3 minutes.Presentation(Reading E)1 Ask Ss to read the conversation in Part E in pairs to check if there are any words thew.Then ask Ss to complete the sentences individually.2 Ask six Ss to read the conversation while the rest of the class check their answers.Language points(Part A)The story of Xi Wang, only 10 days old, it means…, was born, weigh just 100 grams, as, for the first time, eight months later, not…any more, grow into, at the very beginning, up a day, bamboo shoots, have to look after herself, have another baby, It is adj.(for sb.)to doe problems, kill it for its fur, nowhere to live, on their own, need help, in danger, take the fons to do, protect giant pandas, make giant panda reserves bigger, encourage sb.to do, there Language points(Part B& C)Keep sb./sth.Safe from danger, large areas of land with trees, special areas for wild anime Homework 1 Learn the language points by heart.2 一课三练 P.44-45 3 Preview the Vocabulary Part.Presentation(Vocabulary)1 Creat an interest in animals.Try to extend the context by asking Ss if they would likeanimal and , if they do, which one they would choose.2Use the task to check Ss‟ knowledge of name of animals.Ask Ss to guess the names inst and then compare with a partner.3 Check answers with the whole class.Read all the words under the pictures and ask Ss itions.Language points Polar bear---North Pole, wolf----wolves Homework 1 Learn the language points by heart.2 一课三练 P.46 3 Preview the Grammar Part.Presentation(Grammar Part A)1 Try to elicit the conditional structure by asking questions such as What will happen if school lats? What will happen if you break your favourite toy? Try to think of sentences whs‟ own experience.Write the most interesting answers on the Bb.Ask Ss to include the “If”-l.Read all the sentences again and ask more able Ss to elicit the rule.2 Write some more open “If”-clauses on the Bb and ask Ss to finish the sentences with as.Help Ss reformulate their ideas into correct sentences and write them on the Bb.3 Ask Ss to match the sentences on their own and then compare answers with a partner.e able student to read the sentences aloud for the rest of the class to check answers.4 For Part A2, Ask Ss to complete the sentences on their own and then compare answerner.Check answers with the whole class.5 Ask Ss to complete “Work out the rule” at the bottom of page 61.Presentation(Grammar Part B)1 Ask Ss to read through the rules and the sample sentences on their own.Then check uby asking them to think of other examples.2 Write several “If”-clauses on the Bb and ask more able Ss to complete them with theirRemind them to write about repeated and predictable situations instead of possible results.3 Explain the context of Part B1.Revise the words in the box.4 Ask students to complete the sentences individually.5 Ask Ss to read the conversation with a partner checking the accuracy of their sentences answers with the class.Presentation(Grammar Part B2)1 Try to creat interest in learning interesting things about wild animals.Tell them that Antroduces new information about tigers and wolves.2 Explain the context of writing a report.Revise the structure of conditional sentences.3 Ask Ss to read the report on their own to make sure that there are no unfamiliar wordomplete the sentences individually and compare them with a partner.Check answers with the Language points Grow more bamboo, run the other way, go to North Africa, walk through a rainforest, leut wild animals, arrive at noon, see the feeding of animals, get enough information for my clack people, spit poison, step on them, male wolves Homework 1 Learn the language points by heart.2 一课三练 P.47-48 3 Preview the Integrated skills Part.Presentation(Integrated skills A)1 Invite students to talk about what they like about tigers and wolves.Brainstorm any inf general knowledge about the two animals.2 Ask Ss to study the two fact files in pairs.Check the meaning of some of the words.3 Help Ss focus on the general context by asking general questions they may be able to listening for the first time.Write them on the Bb: * What is the name of the largest living cat? * What is Millie‟s favourite animal?

Play the recording.Students listen carefully for keywords to answer the questions.4 Play the recording for again and ask students to find out the missing facts in the fact he tape for the third time for Ss to check the answers.5 Ask Ss to read the letter in pairs and discuss any words they do not understand.Comp without looking at the fact sheetson page 64.Then ask them to look at the fact sheets to chers and make corrections if necessary.6 Ask more able Ss to read aloud the letter.Presentation(Integrated skills B)1 Ask students to practice the conversation in pairs and then change roles.Identify any wses they do not know.2 Ask students to create their own conversation using information from the fact sheets.Language points Live as a family, good at hunting other animals, make medicine, friendly towards each otiving areas, make medicine from their bones, buy clothes made of animal fur, look lovely one‟s life, someone else，Homework 1 Learn the language points by heart.2 一课三练 P.49 3 Preview the Pronunciation, Main task & Check out Part.Presentation(Pronunciation)1 Remind Ss of communicative purpose of conditional sentences.2 Play the recording for Part A and ask Ss to listen carefully.Ss imitating the rising and patterns.3 Ask students to read Simon‟s presentation with correct the rising and falling voices.4 Ask students to read Millie‟s presentation in Part B quietly on their own.Play the recoSs to listen carefully and mark where Millie‟s voice rises and falls with the correct arrows.5 Tell students to read them again, and answer the „Wh-„questions.Students work in pairLanguage points(Pronunciation)Peaceful animals, live in family groups, continue to build roads, have suitable homes, makand, make a lot of money, sell elephants‟ tusks, train them，Presentation(Main task)1 Talk to Ss about the purpose of writing reports.Elicit from the different reports.Explaorts, we do not normally say „I feel…‟ or „I like…‟ and do not include personal comments.2 Read the title of the report in Part A.Create an interest in the topic by asking what thnt about giant panda in this unit.3 Ask students to skim through the report quickly and give each paragraph.4 Ss complete Simon‟s report in Part C on their own.Ask more able Ss to read it aloud answers.Language points(Main task)Spend a lot of time drinking their mums‟ milk, at a time, get smaller and smaller, becomkeep taking the land, what action can the club take? Sharp paws, walk upright Presentation(Checkout)1 Set a time limit for reading the sentences in Part A and for filling the blanks.Ask Ss the task on their own.2 Ask students to Proceed to Part B after completing Part A.3 Ss complete Part B on their own and then compare answers in pairs.Language points(Checkout)Climbing, what about playing football?, a friend like Alan, answer questions correctly Homework 1 Learn the language points by heart.2 一课三练 P.50-52 3 Preview the Unit 5

第五篇：全英文说课稿

全英文说课稿

Unit 6 Let‟s go by taxi

Good morning ,everyone.Today I‟ll talk about Unit 6 Oxford Primary English Boook 4: Let‟s go by taxi.I‟ll finish this Unit in four lessons,today I‟ll talk about the first period of the Unit.This Unit is very important of this book..The Unit is the continuation of Unit 8 Oxford Primary English Book3.It provides the new words of places:station ,supermarket,library,theatre,hospital and airport.The new phrases: by train,by plane,by minibus and on foot.When learn the new words and new phrases, the Ss will come into contact with the new pattern: Shall we go to …by …? As we know there isn't a long histroy that the Ss have learnt English in the primary school,so the main instructional aims of teaching English is to cultivate the Ss‟ abilities of listening, speaking and the synthetic abilities of communication,co-operation and investigation.And to cultivate their good sense of English.(本课是本册教材中较为重要的依棵，它是牛津小学英语3A第八单元知识的一个延伸。在本单元中提供了六个地点类的单词及四个交通工具类的单词和学生在学习单词的过程中将会遇到的一个新句型Shall we go to … by…? 我们知道小学生学习英语的时间不是很长，所以这一堂课的主要教学目标将一培养学生的听说读写能力及与人交流合作和初步调查研究的能力和较好的英语语感。)ⅠTeaching contents: 1.The new words of the places: station, supermarket, library and so on.2.The new words of vehicles: train, plane, minibus and foot.3.The new pattern: Shall we go to … by …? Ⅱ Teaching aims: 1.The aims to the knowledge a.To enable the Ss to read and spell the new wordsand understand the meaning of the new words.b.To help the Ss learn the new pattern: Shall we go to … by …?

c.To enable the Ss to communicate with the others using the new pattern.2.The aims to the abilities a.To improve the Ss ability of listening and speaking.b.To encourage the Ss to communicate with the others actively.3.The aims to the emotion a.To educate the Ss to be polite and helpful to the others.Ⅲ The key pionts: 1.To enable the Ss master the new words.2.To enable the Ss study in groups and co-operate with the others.3.To arouse the Ss‟ interest in English.Ⅳ Teaching methods: To cultivate the Ss‟ abilities of listening,speaking,reading and writing,to increase the Ss‟ability of learning English by themselves and to arouse their interest ,in this peroid,I‟ll use the teaching methods below:（为培养学生的听说读写和学习英语的自主能力，为激发他们学习英语的兴趣，在这堂课中，我将会采用以下的教学方法：）

1.Communication method（交际法）

I‟ll set up a real situation,in this way ,the Ss can say in pairs or in groups,they can say freely and needn‟t worring about making mistakes.2.Task-based method（任务法）

That is to say I‟ll let the Ss finish a task by making a short dialogue and acting it out.To help the Ss get a better undersangding of the key structure.Ⅴ Teaching aids: In this lesson, the CAI,some pictures will be used.Ⅵ Teaching procedure: Step 1 Warm up 1.Sing a song << They sing happily>>.2.Make a free talk between the T-S ,S-S.Are you happy today? Let‟s go to the park,OK?...This step is to form a better situation for rhe students by singing and speaking.They will come into the real surrounding of English learning,And it can also review the learnt knowledge for the next step.(这一环节通过唱歌和自由对话为学生营造了较好的语言环境，他们会很快地进入英语学习的情境中来，在此同时也复习了旧知，为下一步的学习做好了充分的准备。）

Step 2 Presentation I‟ll mainly talk about this period.1.Learn the new words of places a.CAI shows a big beautiful picture of a city.b.A little cat go around the city and tell the Ss what place it is.c.Write down the words on the blackboard.Ask them to read and spell ,pay attention to the pronunciation.d.Show some pictures of the places,ask sb to say and put the pictures in the right places on the blackboard.e.Practise the new words:(1)Show some signs of the places and ask them to guess what place it is.For example show a red cross to guess that is a hospital.(2)Guide them to make a short dialogue and practise with their partners.Shall we go to …? All right.This step is not to present the new words one by one,just with the help of the CAI and the pictures,it can provide a real situatian to understand the meaning of the words and to arouse the Ss‟interest in English learning.A competition can encourage them to try by themselves and improve their ability of learning.(这一环节，并不是简单地逐个呈现要学的新单词，而是借助于多媒体和图片，为学生的学习提供了一个较真实的情境，让他们在情境中学会新知，对所学新单词的意思有比较好的理解，同时也大大激发了学生学习英语的兴趣。设置的竞赛的环节能够鼓励学生大胆尝试，提高他们英语学习的能力。)2.Learn the new words of vehicles a.CAI provide some sounds of the vehicles,and ask them to guess b.Listen to the sound and learn the new words.c.Read and spelll the words.Have a competition:Who can recite the words quickly.d.Practise the new words: 1.Look at part of the picture and guess.2.Learn the new phrases Act and say：（边表演边说）

Train,train,go by train Plane,plane,go by plane Minibus,minibus,go by minibus Foot,foot,go on foot This step I use the CAI to show the sounds and let them to guess,they will be happy to try and be interested in the procedure of the learning.And the acting will help them get a more better understanding of the phrases.（这一环节，我使用多媒体提供不同交通工具发出的声音，让学生去猜一猜，他们在学的过程中会很高兴地去尝试并会对学习的过程本身产生浓厚的兴趣。边说边演的环节，可以通过调动学生的所有感官，让他们对所学词组的意思有更好的理解，同时印象也更深刻了）

Step 3 Practise 1.A guesssing game The CAI show a big picture.There are many places in the picture,and there are different vehicles in the way to the different places.Ask them to guess and give them a smiling face or a crying face.There can be a competition between the groups.Using the structure: Shall we go to … by…?

2.Work in pairs Ask them to make a dialogue with their partners.They can speak to several classmates who they want to co-operate with,so they can walk freely in the class.This part is very important of the lesson.The Ss‟ abilities of speaking and communication will be well trained.Use the CAI to set a real surrounding and encourage the Ss to communicate with the others.They can say loudly and freely.They will feel happy and successful during this part.By way of communication ,the Ss will understanding the meaning of the structure better and master the knowledge firmly.（这部分在这一课中非常重要，因为在这一环节中学生说和与别人交流的能力将会得到很好的锻炼。用多媒体创设真实情境，鼓励学生与他人进行交流。他们可以大声自由的说英语。在这过程真他们会体验到快乐和成功。通过与别人的交流，真实的语言运用，学生对重点句型的意义用法也有了很好的理解，这将促使他们牢固地掌握所学的知识。）

Step 4 Consolidation The CAI show two characterswho are fimilar to the Ss.Give them a task: Make a short dialogue between the two to talk about their weekends.This part is the consolidation of the key structure,and also is an extensive activity for the Ss.During this part ,the Ss can think and say by themselves,they will be glad to use the knowledge they have learnt,and their creative power will be well trained.（这一环节是对重点句型的复习巩固，也是给学生设置的一项拓展延伸的学习活动。这部分，学生可以自己大胆的思考，大胆的说，非常乐意地去用所学的知识与他人对话，他们的创造能力也得到了很好的培养。）

Step 5 Homework

Do a survey

Investigate they can go to some place by which vehicle..一、英语说课讲稿的要素及撰写方法

英语说课讲稿也包括五个要素：说教材、说教法、说学法、说教学程序、说板书设计。

（一）说教材

说教材要对教材所在的知识系统做简要分析，通过分析某课教学内容在整个教材体系中的作用，以及本课教学内容与学生先前掌握的知识和将要学习的知识的联系，说明教材的地位和作用；通过对课程标准关于教学的具体要求的概括分析，说明本课教学目标的确立及其依据；通过对英汉两种语言差异和学生的知识水平的简要分析，确定并说明重点、难点和关键点的确立及其依据。

1.说教材的地位和作用。

说教材的地位和作用，应简要分析本课内容在单元整体教学中和整个教材体系中甚至在素质教育英语教学中的重要地位。例如，在分析SEFC Bl L37的教材地位和作用时可做如下表述。

SEFC Bl L37是对话课，对话课是单元整体教学的重要环节。作为单元的第一课，对话课的作用首先是为第二、三课提供话题和语境。由于整个单元都是围绕一个话题操练特定的功能项目，对话课又具有为二、三课的学习扫清语言和文化障碍的作用。

本课对话内容紧紧围绕体育运动话题展开，谈论运动项目必定使人联想到奥运会、奥运历史、奥运精神等，这就为下一课阅读教学提供了话题和语境。本课操练的功能项目是表达个人喜好的句型“prefer...to”，学习并熟练掌握该句型有助于学生能就“prefer A to B”表达自己对运动项目的爱好及爱好程度。

从素质教育的要求和学习语言的目的看，高中英语教学重视培养学生运用英语进行交际的能力。根据英语课程标准的要求，对话课应侧重培养学生的口语表达能力，体现英语教学的交际性、得体性、准确性和实践性。因此，本节对话课教学应着重培养学生熟练运用所学功能用语谈论体育话题的能力，为进一步自由谈论奥运历史打下基础。

2.说教学目标的确立及其依据。

教学目标的确立首先要根据单元教学的目的和要求（对语音、词汇、日常交际用语、语法等方面的不同程度的要求），结合学生的实际水平，确定贯穿单元教学的总目标（goal）。总目标可以是相当概括的，如SEFC Bl L37的总体教学目标可定为“了解奥运会历史，学习表达个人爱好的交际用语”。一节课的教学目标（objective）则应落实到与本课教学内容相关的具体语言知识或某项技能上，即：通过本节课的教学，重点解决什么问题（知识和能力），达到什么样的要求。为了贯彻“寓思想教育于语言教学之中“的教学原则，教师还要深入挖掘教材的德育因素，从而确定德育（情感情意）目标。

教学目标的表述要准确、具体、简洁、全面，要明确写出本节课的知识目标、能力目标和德育目标。如，JEFC B3 L82的教学目标可表述如下。

（1）知识目标：学习和掌握过去完成时；总结和归纳有关购物用语；复习衣服的名称、颜色、大小等词汇。

（2）能力目标：通过听录音，掌握正确的语音、语调，使学生形成良好的语言习惯；通过学生间的提问和回答，激发学生学习的积极性和主动性；同时在阅读过程中，注意发展学生的逻辑思维能力。

（3）德育目标：通过购物的学习和问答，使学生注意和学习在交际中的礼貌行为（寓思想教育于语言教学之中）。

3.说重点、难点和关键点的确立及其依据。

说课稿要写出该课的重点、难点和关键点分别是什么，并写出确立该重点、难点和关键点的理论依据，即在列举该课重点、难点和关键点的同时，说明为什么该重点是本课教学的最主要部分或最重要内容，为什么该难点在本课教学中是学生最难理解和最容易出现错误的部分（有时重点和难点相同），为什么该关键点对本课教学的成败起决定性的作用。例如，JEFC B3 L2l说重点、难点、关键点及其依据可表述如下。

（二）说教法

说教法至少要说明选择使用何种教学方法，以哪种教学方法为主，哪几种方法为辅，采用什么教学手段实现教学目标，采用这些教学方法和手段的理论依据是什么，并说明这些教学方法在本课教学中的具体操作方法。说教法时最好能说明在本课教学过程中贯彻什么教学原则，采用什么教学模式，并做出必要的解释和说明。如果巳形成了独特的教学思想和教学特色，最好单独列出。

例如，SEFC Bl L37的说教法可表述如下。

对话课重在培养学生的口语表达能力。因此选择使用交际教学法在具体教学中以情景教学为主，活动教学为辅，充分利用直观教具和电化教学手段创设情景，利用图片、投影仪、录音机等辅助设备，培养学生直接用英语理解、表达和思维的能力。在具体教学过程中贯彻交际教学原则，采用3P教学模式，组织各种课堂活动，如表演猜谜、演讲（Iprefer A to B because...）、讨论（Which sport do Chinese people prefer?）等，培养和强化学生的语言实践能力和自主学习能力。

教法的几种形式：

1、翻译法

翻译法的教学原理或基本特点

（l）外语教学目的的双重性。外语教学目的的双重性是指通过外语和母语的互译手段来培养学生阅读外语的能力和智力。

（2）外语和本族语的相互翻译是外语教学的基本手段。外语语言知识的讲解、练习、巩固、记忆和阅读能力的培养等均采用外语和母语的互译方法。

（3）外语教学以语法为纲，先讲语法后讲课文。语法教学材料安排是先词法后句法。语法讲解过程采用演绎法，即先讲规则，后举例子，再让学生背诵规则，然后做练习。语法讲完后，讲单词、例句，最后阅读和讲解课文。

2、直接法

直接法的教学原则：

（l）直接法一主张用外语与客观事物建立直接联系。像幼儿学习母语一样，利用实物、图画、手势、动作使学生用目的语与客观事物建立直接联系，培养学生用目的语进行思维的能力。（2）句本位原则。

（3）不学形式语法，靠模仿操练形成自动化习惯。用此法教外语，像幼儿学习母语的过程一样，靠直觉感知，不是从学习形式语法开始。语法规则在开始阶段不予重视，在以后阶段是用归纳途径教学语法规则的。

（4）先听说，后读写。直接法主张，有声语言是第一性的，书面语言是第二性的，重视语音语调和口语教学，主张先耳听口说，后眼看手写，在口 Unit 4 What can you do?说课稿 A Let‟s learn

英语是一门工具学科。小学阶段需要学生练就扎实的听、说、读、写基本功。从这点出发，良好的英语学习习惯的养成主要是靠教师。教师必须十分重视良好学习习惯的培养，注意在 日常教学活动中有计划地、有步骤、严格地训练学生。可以说，英语学习的过程也是习惯养成的过程。小学生良好的英语学习习惯主要是指良好的听、说、读、写的习惯。

下面我结合本课的教学目标和步骤简单介绍一下在培养学生良好的学习习惯方面我们的主要措施及成效．有不当之处还请各位领导老师批评指正．

一、备教材

本课是人民教育出版社出版的九年义务教育小学英语教科书第五册第四单元第一课。本单元的话题是家务活,功能是运用句型来介绍自己力所能及的事情及句型来询问别人能力,并在此基础上培养学生自主学习和独立运用所学语言去做事情的能力.本课内容是本单元的基础,与日常生活息息相关,学习中易于理解.学生通过巩固操练，并巧妙运用于情景会话中，将取得良好效果。

二、备学生

小学生好模仿，爱表现，记忆力强，正处在学习语言的最佳时期。同时，他们活泼好动，常凭兴趣做事，因此必须运用各种教学手段激发学生的兴趣，调动积极性，这也是小学英语教学的目的之一。然而要掌握英语，除了需要学习一定的语音、词汇、语法知识外，还得练就扎实的听、说、读、写基本功。换言之，英语学习必须通过大量的听、说、读、写训练。从这点出发，可以说，英语学习的过程也是习惯养成的过程。小学生良好的英语学习习惯主要是指良好的听、说、读、写的习惯。

三、备教法

根据小学生的心理生理特点，认知规律以及发展需求，根据教材的编写思想及新课程标准的理念，教师要发挥积极的指导作用，以学生为主体，以人为本.本节课是单元的开始部分,重点就是学习新单词,如果单纯的教授单词会显的乏味无趣,所以我采用了在句型中学习单词的方法,词不离句并采用直观情景教学，交际法，任务型教育原则，全身动作反应法等激趣，减负增效，展开教学。

四、备教具 [小学教学设计网....www.xiexiebang.com....更多英语说课] 学生思维直观形象，为了激发学生的兴趣，创设情境，让学生从趋于真实的环境中习得语言，并且根据教学内容和教学目标要求，准备如下教具：录音机、CAI课件、描述家务活的动词词组卡片和一些实物。

五、备教案(一)良好的课前准备

在上课前我们明确要求学生要做好课前准备，包括怎么等待老师来上课，文具的准备和课前预习，这不仅对于五年级的学生对于始学英语的学生也是十分重要的。在预习中，我们要求学生把重点和难点圈出来，这样不仅可以为接受新课打好基础，还可以养成良好的学习习惯。本课中，empty the trash学生是第一次接触，发音较难，学生在进行听录音预习时会对其读音有困惑，因此会带着疑问全身心的投入到课堂学习中去。从而提高了学习效率。

（二）教学目标与要求[小学教学设计网 www.xiexiebang.com 更多说课设计]

1、知识目标：

能够听、说、认读动词词组empty the trash和句子“I'm helpful!I can sweep the floor．” 能够听、说、读、写动词词组cook the meals, water the flowers, sweep the floor, clean the bedroom。

能够听懂、说唱歌谣“Dog, dog, what can you do?”，并初步掌握句型：What can you do? I can

2、技能目标：能把本课所学的动词词组运用到实际交际中去。

3、情感目标：增强学生生活的自理能力,培养乐于助人的好品质.（三、）教学重、难点分析

1．本课时教学重点是有关家务劳动的五个动词词组。

2．本课时教学难点是四个动词词组的书写以及运用句型“I‟m helpful, I can....”进行表述（四、）教学过程

ⅠWarm-up 1听歌做简单动作

设计意图：优美动听的歌曲和简单有趣的动作营造学习的氛围，让学生自觉进入英语的世界，为下面的学习作好铺垫。

2.教师通过自己示范让学生自由讨论自己能干什么, 引导学生用“I can …”句型.T: I can dance.I can speak English.I can draw a tree.What can you do?

S: I can swim , I can draw, Ican play computer games.设计意图: 英语学习是一种语言学习，尤其是一种在汉语重重包围之中且与英语截然不同的语境中的外语学习。任何一种语言学习自然离不开勤讲、多练、常用，包括课内地和课外的。因此，如何让学生大胆开口、多讲、常用，应当要为全体学生提供尽可能多的说话机会,培养学生大胆开口的习惯.3 设计要进行教室大扫除的场景,引导学生进一步运用:I can …句型,为引出sweep the floor, empty the trash做铺垫.Step2 Presentation 1、学生在热身阶段大扫除中自然引出了所学短语sweep the floor,在此基础上教师利用教室里的垃圾桶引导学生说出节下来的动词短语empty the trash, ”empty“和”trash“ 都是新单词且发音较难.在这里结合几个学过的单词进行语音教学是什么有必要的。、在教学water the flowers时,我采取了启发式教学方法,利用实物在提问下帮助学生意会老师的意思,从而达到教学目的.这中方法有效的培养了学生自我思考,自学的习惯。[小学教 学设 计网 www.xiexiebang.com 更多说课设计] 3、为了进一步提高学生的学习兴趣,在教学cook the meals时,我故意装作解不开围裙,让一个学生来帮忙,在情景中引出helpful一词..然后采用生生评价的方式,进一步巩固。

设计意图：极大的调动了学生的兴趣, 又通过学生之间的评价极大的鼓舞了学生的学习积极性。在呈现时,我特别加入了语音教学,让学生在复习同音节的单词基础上加强对新词的记忆.本环节主要培养学生准确的模仿习惯

这是小学英语教学最关键的一步。启蒙英语的学习主要依靠模仿，模仿的准确与否直接关系到发音的准确与否。因此，教师要在课堂中切实根据小学生的身心特点和英语课堂教学的几本规则，有效的调控全体学生的学习情绪，想方设法吸引他们的注意力，把握教学中的各个环节，及时提醒他们观察老师发音是的口型变化，使学生能有效准确地模仿地道的读音。4、边呈现边拼写单词

本课是一节单词新授课，重点是掌握这几个动词短语，在写的方面我只要求学生进行了单词拼读，并没有进行具体的书写练

习，但是在作业布置中要充分体现这一点，让学生在课下完成四会单词识记任务。

在培养规范的书写习惯方面: 具有良好的书写习惯是小学英语教学中的重要内容之一，教师不仅是学生的楷模，还必须重视对学生教育的引导。英文是拼音文字，与汉字截然不同，与汉语拼音字母也有许多差异，因此要让学生及早了解这一点，严格按照英语的要求书写出一手漂亮、流利的英文。需要强调的是，有些学生在书写时往往忽视具体的要求，如大小写混淆、单词之间无间隔、标点符号漏写或错写、增减单词中的字母，造成词不达义、句不达义的尴尬现象。（拼背）单词，都应要求学生先读一遍单词，再拼读字母，然后再读一遍单词。培养学生拼读单词的良好习惯，十分有益于学生认读单词，正确拼写单词。三年级学写字母时，教师十分重视培养学生按照规范笔顺书写，在四线三格中位置正确。小学生由于写汉字的习惯，横平竖直，有棱有角有顿笔，四方端正。因此，在书写英文时，常出现直、方、角现象。对此我们进行研究，运用“比较法”教学，及时指正，教学效果很好。随着学习的进展，进入高年级，教师继续坚持不懈地抓好单词、句子、段、篇的书写及标点符号的正确使用，切实做到英文书写规范、美观，使学生养成良好的写的习惯。5、听录音，跟读录音.培养良好的听的习惯,既包括听课习惯还包括听录音的习惯。

学生在认真听示范发音后再模仿，这样能集中全部注意力听录音，理解录音内容，进而正确模仿。用心听他人说英语。学习英语是从“听”起步的。课堂上教授新单词或句子时，我们要求学生认真听录音或教师的示范发音，听清后再模仿。用心听他人说英语。“听”是“说”的前提，没有“听”，就无从模仿“说”。只有听得清，听得懂，才能说得准，说得好。用心地多听他人说英语，有助于培养学生对英语的敏捷反应。因此，我们全组成员一直致力于如何培养学生养成良好的听英语的习惯的培养。

课堂上，常有学生一听到教师示范发音，就急于开口模仿，轻声跟读，结果导致自身发音欠准，而且还影响了他人。因此，从三年级开始，我们就时时提醒学生要认真倾听，对于个别发音。但是，小学生听录音跟说跟读，往往只满足于“听到”，能跟得上说，跟得上读，而不注意语音、语调、重音、停顿等。因此，我们引导学生“听清”，在播放录音前，可分步提出听的具体要求，比如听第一遍听录音能作出选择，第二遍能够听出具体内容，做到听一遍录音有一次收获。本课主要是新授单词,所以一般要让学生听读两遍,学生之前已经掌握了单词读音,通过这一环节一方面可以加强巩固,又可以纠正发音.英语课堂教学是小学生用英语交际的主要场合。其间，他们有很多听英语的机会。但小学生有意注意较弱，维持时间较短，特别是在听同学发言时易走神、易说话。鉴于此，我们除了向学生讲明了专心听同学发言的好处外，在教学上更是积极采用生动、形象、活泼、多样的教学方法与手段。避免枯燥操练、开定向长火车，而是更多地采用“有意点叫”、个别提问等方式，有趣的学习活动与集体操练频繁交替使用。同时在教学内容上也有意识的设置一些“牵制性”提问，迫使学生专心听他人说英语。例如，多体现生生之间的评价,在本课中,我利用新学单词helpful,让学生评价其他的同学.此外，老师及时给与个人和小组评价，比如小组讨论后,最先做好的小组老师可以给与奖励.以此引导学生用心听他人说英语。

“读”对小学生来说，主要是指“朗读”。要求：正确拼读单词，响亮地、流利地朗读课文，语音、语调等基本正确。拼读单词有利于学生记忆单词，积累词汇。朗读英语有利于培养学生语音、语调、节奏、语感等。也有助于“说”的能力进一步提高。朗读英语是小学生学习英语的主要内容之一。“说”英语与“读”英语有相通之处，关系密切，两者相辅相成。学生朗读英语好与差，很大程度上取决于教师的示范。这是给学生“先入为主”的朗读音调印象。因此，教师必须十分注重范读和领读。授课前，我们教师都要先自身整音，尽量与标准音带取得一致。在自身（或音带）范读、领读时，教师可配以手势以示升调、降调、重读等，加深学生的理解

5、游戏: 快速记单词 6、游戏:猜动作 Step3 Conselidation 设置情景： 帮助孤寡老人做家务 设计意图：尽可能地培养学生的发散思维能力

要培养大胆说的习惯。鼓励积极参加语言实践活动，大胆开口说英语，是英语学习所必需的。从心理学、生理学角度来看，低年级学生年龄小，学生心理障碍和怕羞感少。这正是培养学生大胆开口讲英语的有利条件之一。我们的英语教材为“说”提供了良好的素材，所选内容均来源于学生所熟悉的日常学习和生活，这是培养学生大胆开口讲英语的又一个有利条件。因此，我们抓住时机，充分运用教材，从三年级开始，就着重培养学生良好的说的习惯。但在实际的教学过程中，我们发现教材中某些内容偏多偏难，培养学生良好的说的习惯并不是一个容易的过程。我们教研组经过长期的研究，做出了以下应对措施：

首先，发挥“情感教育”在英语教学中的作用。古人曰：“亲其师，才能信其道。”教师要用“师爱”去赢得学生的亲近和信任，用激励性的语言和赏识的眼光唤醒学生的自信心，从而有效地帮助学生消除心理障碍，克服怕开口说英语的紧张心理，开创敢讲英语、争讲英语、爱讲英语的良好局面。同时，教师要精心组织教学，优化教学方法，利用一切教学媒体（图片、实物、玩具、投影、录像、录音等等）创设情景，寓教于乐，让学生身置语境，有意识或无意识地开口练说，最大限度地发挥学生说英语的主动性和积极性。

在本课中我创设了大扫除和帮助孤寡老人两个情景,在熟悉的场景大扫除中,学生很自然就会想到扫地,倒垃圾,为下一步的教学做了铺垫.在帮助老师的活动中,学生除了可以用本课所学的家务活来展现自己的能力,还可以发挥想象力，说出其他的一些力所能及的事,这也是在帮助他人.要做到人人大胆开口说英语，不是一件容易的事。学生因各人的气质、性格不同，参与开口讲英语的程度也不同

。我们一致认为，在教学中要特别关注那些存在怕说、缺乏自信心的学生。学习成功是建立在学习自信心的基础上的。对于这部分学生，我们通常在课下与他们谈心，课上多给予鼓励和表扬，肯定其点滴甚至是微不足道的进步，帮助这些学生克服思想和心理障碍，感受到成功和欢乐，增强其说英语的自信心，激起他们说英语的内心欲望。

本节课中有几个学困生也积极的举手发言，这是教师立刻让其他孩子把掌声送给他或是多给他一个小奖品，这对于提高他们的学习积极性是非常必要的。

对于学生讲英语时出现的语法错误或语言错误，我们不会立刻打断他们，而是等他讲完后，教师再指出并纠正。这样做，不干扰学生说话的思路，不挫伤其说话的积极性，有能帮助其提高语言水平。

低年级始学英语，要求学生大声讲英语，但随着年级的升高，学生说英语的声音却越来越低。我们注意到这个问题后，给学生提出要求：对于活动、小组操练宜轻声些，班上发言得响亮些，让全班同学都能听到。有的学生急于发言，在连续说英语时，停顿过长，还常加“嗯”“那个”等。为此，我们要求学生先想后说，想好再说。或者先同桌练习再面向大家说。另外，我们还要求学生说话时要仪表自然、大方，不要低着头，或眼望天花板，或往窗外看，要面对听众，对话时要face to face,举止要自然，不拘束，从小养成良好的说的习惯。

7、培养学生按时复习的习惯

由于我们的生活周围缺少英语语言环境，学生容易出现遗忘的现象，这对刚学英语的低龄学生很不利。要使知识和技能经常得以巩固强化，教师就必须鼓励教育学生勇敢地克服困难、战胜遗忘，引导要求他们进行频繁的复习、记忆、操练。因此，教师应该根据各年级、各环节的不同，适量地给学生布置一些听、说、读、写、背的作业，不断消化巩固已学会的知识和技能，采用形成性评价和终结性评价并重的原则，及时、客观、公正地作出评价。本课我设计的三个作业都不同层面的学生有有作用。需要强调的是教师对学困生应该予以更多、更细致的辅导帮助，尤其是对他们兴趣的激发和学法的指导，鼓励他们早日成功，体验乐趣。

总之，良好学习习惯的培养与训练，本身就是教学工作的一项任务，应该有步骤、有计划的在教学过程中逐一落实。提早开始，严格要求，持之以恒。好的学习习惯会成为学生英语学习的催化剂，使他们的英语水平得到迅速地提高。教材分析: 本课是小学英语PEP第一册第四单元第二课时，主要内容是：Let‟s learn, let‟s do.根据这一主要内容，我确定了本课的目标如下所示，重点为单词：monkey, duck, panda, cat, rabbit, dog 和句子：Act like a monkey….依据内容我采用了听、说、学和做的四步

教学方法，利用先进的教学设备增强教学的趣味性和新颖性，通过在玩中学，学中玩愉快教学思路，将快乐贯穿于课堂教学中。教案： Teaching aims and demands:

1.Knowledge :Students can learn the words about animals as followings: dog duck cat monkey panda rabbit.2.Ability :Students can understand and do the actions: Act like a cat / duck / panda / monkey / rabbit / dog.3.Feeling: can love the animals and protect the animals.Main Points:

Students can learn the six words: dog duck cat monkey panda rabbit.Difficult Points:

1.Students can point and say out the six animals.2.Students can pronounce “ panda rabbit act like” correctly.Teaching aids:

Tape ,tape-recorder, six animal pictures, cards, six toy animals, six kinds of exercise papers.cards.Teaching Methods: The Principle of the situation;Total Physical Response.Teaching Periods: One V: Teaching steps:教学过程

1.Warm-up(热身)Organize teaching组织教学.Sing a song.T: Nice to meet you.Ss: Nice to meet you ,too.T: Today we‟ll study the new lesson.At first, we‟ll sing a song together, ok? Ss: Ok.T: Let‟s sing.设计意图：课前唱一首歌，可以活跃课堂气氛，同时让学生有良好的情绪准备进入新课的学习之中。

2.Into new lesson导入新课:The teacher says: This is Zoom.Today is Zoom ‟s birthday.Some animals are going to take part in his party.Listen and look, please.设计意图：以Zoom办生日宴会，其他小动物要去参加宴会为由，自然引出本课的学习重点，即一些小动物，并为学生营造一个宽松、民主、和谐的学习氛围。

3.Presentation新课展现 :show a forest on the cream.Listen who is coming? Learn the words

设计意图：通过课件，为学生创设一个森林中动物去赴宴的前景，一个个小动物出现，把学生带入一个生动的画面中，激发学生的学习兴趣，为let‟s learn中单词的学习和动画的出现做了铺垫。

4．Let‟s learn.学

1)Show out the animals: 用图片出示小动物

Ask the students to look at the picture and tell the teacher: what can you see on the picturer? The students should know the meaning of the animal.设计意图：用图片出示小动物，一方面吸引学生的注意力，另一方面让学生在观看中明白汉语意思，省去了教师用汉语解释单词意思的程序，为下面学习英语单词做好了准备工作。2)Learn to say new words by computer and tape.通过电脑和录音机来学说单词

Have the students look at the word on the computer.Look and listen carefully, and learn to say.Play the tape once and let the students listen carefully.Play it a second time, pause it after each utterance and get the students to say out.设计意图：挖掘学生听力的潜能，培养学生仔细听英语的习惯，为提高英语听力水平做出日积月累的效用，听后模仿出所听到的英文单词，训练学生的听力，让学生自己在听录音的过程中自觉主动地学习英语，目的就是要授之以法。3)Act like some animals.表演各种动物

Have the students look at the computer, repeat the sentences and act out the animals.设计意图：通过演示文稿，展现移动的小动物，激发学生的求知欲，产生主动学习的自主性。让学生在观看中学习模仿动物名称的英语单词，跟着学、说、做，特别是对Act like duck等句子的表演及跟读，充分掌握单词、句子并加深了对单词、句子的理解。4)Check: connect with word and picture.识字检测 

设计意图：融合在游戏listern, pat, and stick 中，把直观的图片与抽象的单词结合起来，也达到了识字检测的目的。

5)Play a game.做小游戏活动

Have a rest, play a game.Show out the four-six pictures of the animals, have the students watch carefully, and then close the eyes.At this time, the teacher take one away, and make the students open the eyes, then guess: what‟s missing?

设计意图：爱玩是孩子们的天性，设计小游戏。此游戏为what‟s missing?游戏，出示4－6个动物图片，让学生注意观察，然后闭上眼睛，教师去掉一个，睁开眼睛再猜什么丢了？学生在猜的过程中可以把直观的图片与抽象的单词结合起来，做到在教学中，不用实物也能说出所学的英文单词。在游戏过程中让学生走上讲台，展现在学习过程中的所得，让他们在课堂中体验学习的乐趣，增强收获成就感，充分树立学习英语的自信心。5.6)Let‟s do.做的当 中，Understand the meaning of Act like a monkey by computer通过电脑理解句意

Act out the animals, so as act like monkey…It „s so easy to understand the meaning of the sentence for the students.Also, its makes difficult sentence become easily.Of cause , the class will be full of the lovely.设计意图：让学生跟着课件做出动物的特性表演，像act like monkey等，不用教师解释句子的意思，学生就可以在表演中理解句意，边表演边说，难的句子也就成了有趣的话语，做到了化难为易的效用。

8)Listen and do by computer.在课件的辅助下学习表演Have the students listen to the tape设计意图：播放录音，让学生戴着头饰跟录音机又说又做，在欢乐中学习，在实践体会英文句子的表达方法，学会用英文表达自己喜怒哀乐与说学动唱，充分体现学生在学习中的主体地位，让学生的主动学习的欲望在欢乐中成长。

9)Let‟s act.(teacher and students do together)师生互动

The teacher joins to the activity of the action, shares the happiness with students, it‟s better to study English for the students.we‟d better make the students feel the happiness in the class.设计意图：教师也戴上头饰加入到学生的表演之中，体会他们学习的乐趣和存在的问题，在大家玩的氛围中协调、引导学生掌握难点，把握教师的主导作用，充分做到让学生在课堂中体验学习的欢乐，有玩的机会和动的时间，最终做到让欢乐充满课堂、充满孩子心灵。6.Consolidation and extension.延伸拓展 Say something each other after class.Have the students continue the activity in pairs or with their parents.Tell the students to find a friend or their parents to practice the English, bring the gain to class the following day.设计意图：让课中学习到的东西在课后得到充分的巩固，因为课后学生有很多的时间，可以用来练习英语，让学英语的浓厚兴趣进一步得到发展和加强，教师在上下一节课时可以作为检测的基础。

VII: Thinking over after class.课后反思 a)Get some effect.效果.Students like playing a game in the class ,also they like watching computer/TV in the class, in a word, they are interested in new idea, new view, new things.Because of their thought ,they all like playing all kinds of game.设计意图：抓住学生对新事物的新鲜感、好奇心，又对新的观念、新的思想有探究的欲望，引导学生进入主动学习的境界，达到课前预期的效果。b)Add new content.增加的新内容

 Beside the animals in the text, the teacher can help the students to find the other animals ,and they can play with them in or out class.It‟s better to make the students interest in the other knowledge.Also give a chance to the students that they can have a chance to play with each other in or out of the class. 设计意图：依据新课程的主旨思想，为学生创造一个玩的机会，让他们的天性得到最大的发展，在欢乐的玩耍中体会学习的乐趣及知识的无限性，培养他们的探究能力和勇往直前的精神。c)The others.其他. Give a place of free talking to the students, it maybe takes one class or two classes, even too much time to wide the students‟ eyesight.We need much time to do it better and better.设计意图：根据学生自己的喜好、愿望、及想做的事、想说的话，创设一个说话的空间，此空间的延展性要好，不仅可放在课中、课后，而且可放在任何想说话的时候，不期望它们一次完成，只期望一步步做好。

我说课的内容时pep小学英语四年级下学期unit 4 part b的第一课，包括let's learn和let‟s do两部分。

一、教材分析 1． 教学内容

本单元围绕“天气”这一题材开展，是学生掌握表示天气状况的九个形容词，并能运用五个新句型对天气状况进行询问、预报、统计及讨论和确定相应着装。本课是本单元中第四课时。在a部分学习掌握了四个相关气温的形容词并运用它们讨论相应着装的基础上继续深入，学习rainy, snowy, sunny, windy, cloudy五个相关天气状况的形容词。天气与人们的日常生活密切相关，因此我注意鼓励学生收集表示天气的图表，掌握各种天气预报符号及各种天气情况下人们从事的活动形式。通过用中学、学中用、反复实践、学用结合的方式，在巩固和丰富“表述天气”这一项目的同时，也促进了学生语言技能的发展，为后阶段“问天气”的英语学习打下扎实的基础，提供充分的知识准备。2． 教学目标

新英语课程标准指出，基础教育阶段英语课程的总体目标是培养学生的综合语言运用能力。而综合语言运用能力又以学生语言技能、语言知识、情感态度、学习策略和文化意识五个方面的综合素养为基础。基于以上认识，对教学内容的分析已基本教材的特点，我将教学目标确定为：

（1）能力目标：能够看懂、听懂天气预报并用英文表达天气情况。

（2）只是目标：能够听、说、认读本课的重点单词，windy, sunny, cloudy, rainy, snowy.（3）情感、策略、文化等有关目标： a 情感态度：注重培养学生学习的愿望，鼓励学生参与实践活动。b 学习策略：注重观察，交际功能。c 文化目标：了解世界主要城市的天气差异。3． 重点与难点

依据以上对教学内容和教学目标的分析以及小学生的认识规律和英汉语言差异，我认为对五个形容词及交际性语言的学习是本课的重点及难点；世界几个重要城市的名称及地理位置也是一个教学难点。4． 教学方法

根据以上对教材的分析，我采用情景法、直观法、多媒体辅助法、全身反映法等教学方法。坚持以话题为核心，以功能、结构为主线，以任务型活动安排本课教学。由英语天气预报开始，创设外语语言氛围，激发学生的学习兴趣，是学生在参与天气情况的表述活动中，掌握知识，发展能力。

二、教学过程

1． 以学生为主体，复习导入

当课堂奏响“以人为本”的主旋律，课堂也有专制走向民主。我反思传统课型，一改复习由教师唱主角的现象，根据学生一周内读写的综合表现评选出几名优胜者，通过教师的指导在第二周的课堂上带领同学们进行有目的的复习。本课时也采用此法，请两位同学先领唱歌曲“thunder”，然后作天气预报并带领全体同学复习a部分的单词cold, worm, cool, hot.学生a: good morning.this is the weather report.学生b出示词卡并领读weather.这种方法可以突出学生的主体性，激发其兴趣。2． 变课堂为生活，句中学词

语言的实质是交际，交际的环境是生活。正如叶圣陶先生所说，“只有来自于生活的语言才是自己的语言。”因此，我做了以下的设计：（1）以电教为手段，呈现材料

心理学研究，人们对初次接触的材料尤其是生动形象的实物或实景会有很深的印象。我根据这一心理特征，运用多媒体课件展示色彩逼真，形象生动的动态画面，分别反映风、雪、雨、晴、多云等五种天气状况。并且继续以天气预报为主线，在句子中领读单词，适时出示相应词卡。进一步引导学生用新词对已学城市进行不同天气现象的描述，让学生在一系列既关联又相对独立的语境中自主学习，达到基本掌握本课的五个重点词汇，并能熟练运用句型it's rainy in … 这一环节充分调动学生的积极性，吸引全体学生的注意力。（2）以游戏为方式，突破难点

正如新课标所强调的，传统课注重机械传授，忽略了体验与参与。在本课的设计过程中，我力图有所改进，设计了多种多样的游戏。a 找朋友

在课前我事先让学生通过观看天气预报，自行制作天气预报符号的小卡片。教师出示词卡，学生朗读并出示相应的符号。反映最快的同学带领大家继续联系。b 比记忆

操练完毕后教师出示一张世界地图：this is a world map.let's say the world weather.由此进入下一个记忆力游戏。教师出示符号让学生齐读，并将其贴于特定城市旁，同时慢速重复：it's rainy in london.也可让学生跟读。贴完五个词卡后马上出示并领读本课涉及到的五个城市名称，然后由学生凭记忆将名称贴于相应天气符号旁。这一活动既练习了新词，又使学生很自然的了解到五个重要城市的名称及地理位置。由于此任务的目标明确，学生的注意力指向性强，所以在突破难点方面可达到事半功倍的效果。c 我最棒

由教师指词卡领读个城市名称并将其放入句子中：it‟s windy in masco.替换其他形容词和城市进行练习。可由教师领读转为有单组学生领读。为了调动学生的积极性，利用work in pairs, in groups, in row, in term以及 boys say, girls say等多种不同方式操练巩固。在此基础上小组操练：it‟s the world weather.it‟s rainy in london.进行表演，比比谁最棒。使学生处于积极思维的状态之中，全方位多角度培养学生运用英语的能力。

活动设计在此处，适应了小学生意志力较薄弱，注意力易分散的心理特征。再一次集中学生的注意力，有效维持学生的学习兴趣。

以上两点构成了本课的第二个教学环节：新课呈现。（3）以巩固为窗口，拓展知识

小学段学生活泼好动，所以tpr活动会深受儿童喜爱。节奏和动作能刺激大脑皮层，激活记忆，使学生在对各指令的反应中自然习的语言。运用全身反应法来充分发挥tpr活动的优势。对于let's do部分，我分三步进行教学。第一步让学生静静地听录音，仔细观察图片，理解语句；第二部分图片模仿并做动作，为放慢速度，可由教师领读；第三步听录音做动作，对于有能力的同学鼓励其跟读。3． 变生活为课堂，自主学习

课堂的终点在哪里？如果有，我想应该在生活中。因此，我以本课为延伸，鼓励学生在课后运用已学语言介绍，谈论天气状况，收集近期的天气预报并相互交流，跟读拼写四会单词sunny和snowy.这也是本课的家庭作业，这时本节课也就告一段落了。

三、学法指导

在本课中，我努力以课标为指导，以活动为方式，变课堂为生活。通过“天气报道”把所有的新知识融合串联起来。坚持“词不离句，句不离章”的教学原则，使学生以生活为课堂，逐步提高自己的综合语言运用机能，形成自主学习的能力。

我今天说课的内容是PEP Book2 Unit6 At the zoo PartA的第一课时，包括Let‟s learn和 Let‟s do两部分。

一、教材分析

1、教材内容

本单元是围绕“big、small等形容词”这一题材展开的单词及句子。本课时主要呈现几个形容词“big、small；tall、short；long、short”，通过看、猜等活动激发学生学习英语的兴趣和欲望。

结合新课程标准和大纲提出的基础教育阶段英语课程的总体目标和具体要求，我将本课时的教学目标设计如下：

1、语言知识目标：

能听、说、认读形容词：big、small；tall、short；long、short，并能够在实际的情境中恰当地运用。

2、语言技能目标：

① 能听清形容词，并根据指令做出相应的动作。② 根据图片说出单词和句子。

③ 有节奏地说、做 Let‟s do。

3、情感态度目标：

通过本课时的学习，使学生有兴趣听、说英语，做游戏，敢于开口，乐于模仿，在鼓励性评价中使学生树立信心，在小组活动中积极参与合作，从而意识到交流对于学习英语的重要意义。

充分利用教材和教师的多媒体教学所提供的学习资源，实现自由参与和创新，能主动与他人交流，并克服交流中碰到的困难，使交际顺利地进行。

2、本课时的重难点：

1、正确听、说、认读形容词：big、small；tall、short；long、short，并能够在实际的情境中恰当地运用。

2、能听清形容词，并根据指令做出相应的动作，而且能有节奏地说、做 Let‟s do。

我主要是通过复习旧知识——设置认识——灵活运用这三个主要步骤来突破教材的重难点的。在教学开始让学生以旧带新引入新知，通过对教材的了解感知新任务，并在教师用图片、多媒体课件等多种媒介的感官刺激下实现对知识的体验和实践，最后在真实的生活情境中运用、实现能力的发展。

二、说教法和学法

1、组织教学，创设氛围

小学英语教学的编排特点是活泼有趣，三年级的学生又活泼又好动。根据教

材及学生的年龄特点，我在上课前让学生齐唱歌曲：“ABC song”，调动学生的学习积极性，活跃气氛。

2、创设情境，导入新课

以旧带新，自然引入

给学生出示几张图片，利用旧知“What‟s this?”对图片进行提问，然后由最后一张球的图片引入新知。

分散难点，及时巩固

对单词和句子的教学，利用图片，同时加入动作配合教学，形体动作辅助教学及记忆，而且学生也会感兴趣的。

反复练习，加强记忆

通过领读、分读不同形式做进一步练习，并在反复的练习中不断地鼓励学生，并适当地给予奖励，让他们树立自信心。分组练习懂得形式，加强学生之间的饿合作，在合作中知识得到巩固。游戏性质的练习，既调动学生的兴趣和积极性，集中了注意力，同时又巩固了所学知识。

3、巩固提高，扩展运用

语言的社会功能是作为交际工具，为社会的各项活动服务的，因此，光会背书本内的几个句子是远远不够的，只有结合实际，创造性的使用所学单词和句型，将“知”和“做”结合起来，才能让学生用所学的知识进行扩展、活用，也是培养学生能力的具体表现。于是，我设计了以下两个环节：① 看图片，利用一对对的反义词对比着练口语。② 多媒体课件中出示几个句子，让学生从这几个句子的描述中猜动物。

4、总结、作业

1、总结：对新知识进行一次全面的回忆，加深记忆。

2、作业：完成作业本上的作业。

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 practise the pattern: How many +n.(pl.)+ do you have? And the answer: I have … +n.(pl.)Teaching aims 1.Aims on the knowledge(1)To enable the Ss to understand and speak: “My schoolbag 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 finish the survey.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.Key points

(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’ interests in English.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 correctly.(2)To finish the survey by themselves.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 Ss 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.The teacher says: Thank you sooooo 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.Consolidation Help Ss finish “Let’s check” of this unit and workbook.Purpose: To check the knowledge Ss have learned in this period.Step 5.Extension 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.一、说教材

我说课的内容是小学三年级下册第三单元第十六课，本课是功能型的交际型的交际训练课，我借助“任务型”教学采用多样化的教学手段将听、说、玩、演、唱溶于一体，激发学生学习英语的兴趣和愿望，使学生通过合作学习体验荣誉感和成就感从而树立自信心，发展自主学习的能力，形成初步用英语进行简单日常交际的能力。

结合新课程标准和大纲提出的基础教育阶段英语课程的总体目标和具体要求我将本课教学目标设计如下： 语言知识目标：

1、使学生掌握介绍他人的句型： ① Whoˊs this ? ② This is..2、学习认读单词：grandfather , grandmother 语言技能目标：

①、使学生能够根据指令做动作。②、根据图片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。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，做游戏、敢干开口，乐于模仿，在鼓励性评价中树立信心在小组活动中积极参与合作，从而意识到交流对于学习英语的重要意义。充分利用教材和教师的多媒体教学所提供的学习资源，实现自由参与和创新，能主动与他人交流，并克服交流中的困难，使交际顺利进行。文化意识目标：

能够恰当使用英语中家庭成员之间的称呼，问候语，了解英语国家中介绍他人的方式并对学生进行亲情教育。

结合教学目标的要求，我把本课的重难点设置为

1、介绍他人的句型 This is „„

2、对情境进行模仿，创新。

我主要通过感知新教材——设置——灵活运用这三个主要步骤来突破教材重难点的。在教学开始让学生以旧带新引入新知，通过对教材的了解感知新任务，并在教师用红灯，头饰、图片、录音等多种媒介的感官刺激下实现对知识的体验和实践最后在真实的生活情境中运用、实现能力的发展。说教法和学法：

（一）小组活动学习法

把全班分成6个小组事先用表示家庭成员名称的单词命名，课堂各项教学活动匀以小组活动为主线，结对或全班活动为辅，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，也通过小组成员之间“荣辱与共”的关系而形成同步学习的环境。

（二）情境教学法：

我将教学建立在满足学生心理需要的基础上。使教学活动带有浓厚的情感色彩，在单词和句型练习中使用了家人的照片，在表演中带上饰演家人的头饰，在加生活化的录音为学生设置了真实而有效的场景激发了想说的愿望也有利于学生表达能力的提高。

（三）鼓励法

课堂评价主要以鼓励性评价为主分别采用了师评、组评、自评为主要方式，课上师恰当的使用激励性评语和赠送小礼物的方法让学生渴望成功的心理得到满足，这也是激励学生积极投身英语学习的一个最简单而有效的方法。我把本课教学模式设置为

激趣设境——语言交流——人格发展 下面说一下教具的安排和使用 依据英语教学的直观性，趣味性、实践性的教学原则，结合合作学习和任务型教学的新理念，我利用了电子零、照片、头饰、幻灯、录音、竞赛板、贴画、小礼物等媒体设计教学，学习则利用自制的组标、头饰、家庭照等媒体积极参与教学活动。

三、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，具体设计为热身——新知——趣味操练——巩固练习。Step1 课前热身

1）电子琴伴奏演唱Father and mother 渲染课堂气氛

2)出示组标并请四个学生到讲台前，背对学生戴上father , mother , brother , sister 的头饰，猜一猜他到底扮演的是哪一角色。3）检查上节课布置的对话表演。（小组活动）Step

2、新知导入

1）教师把一张自己的家庭照片放在投影仪下并介绍This is a photo of my family.Whoˊs this? Do you know.自答：This is my father.为教学Whoˊs this 做准备，然后教师带着满脸疑惑反复用Who′s this? 询问照片中的其他人，这样一来Who′s this? 这一句式就会在情景中被输入。

2）教师指着祖母的照片说This is my father′s mother.She′s my grandmother.然后指着爷爷的照片。反问Who′s that, do you know? Oh,自答She′s my grand father.板书三会单词并进行教学。

3）每组学生拿着自己的家庭照在组内进行练习，然后选代表在班内介绍家人。Step 3.趣味操练

1）玩比大小游戏：每组、每轮各派一名选手参赛，在讲台上抽出一张图片，根据图义说句子。This is my„„说对的奖励小组小礼物一件，抽到爷爷、奶奶的加3分。抽到爸爸妈妈的加2分，抽到daugter, son ,sister, brother 加1分。几轮后统计得分，为获胜队颁奖。

2）玩猜谜游戏：教师说：This is my father′s father 学生抢答；答对的奖励小礼物一件。学生也可说出This is my mother′s father。这个游戏可以让学生懂得英语中的gand father即表示爷爷也表示外公，grand mother 既可以表示奶奶也可以表示外婆。

3）学生拿出自己准备的全家福玩听音指图游戏，教师发出指令，mother 学生即指出自己的妈妈并说：This is my mother.等等，每组都有必备答题和抢答题。

4）组内合理分配家庭角色，然后小组出一人表演动作让表演人自行定小组猜，猜对小组有奖。

Step 4.巩固补充 1）作出一个chant Dad Dad father.Mum Mum mother.Grand pa Grand pa.Grand father.Grand ma Grand ma Grand mother.学会区分口语和书面语的小区别，扩充了学生的知识面。2）教师给学生听一段串门的录音，然后创编并表演对话。Step 5.小结并布置任务

1）总结小组的战利品数目，学生掌声祝贺并鼓励未获胜小组下节课继续努力。为激活下节课气氛打下了基础。

2）布置下节课任务，请学生用学过的单词称呼家庭成员并问好让爸爸妈妈用的数目评价学生优秀与否。最高3个为优，2个为良，1个为中。板书：略。