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【导语】一份优秀的说课稿，体现的不仅仅是教师的能力，更体现出教师对工作的热爱认真程度，通过说课稿，教师可以更好地展开教学，合理科学的规划使教学作用最大化。以下是整理的相关资料，希望对您有用。

【篇一】

　　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、Y

　　Now,tellmeplease.Whatdoyoufind?

　　生：单词flag,go,zoo,bag,pen.

　　师：OK!Youareveryclever.

　　完成最好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。

　　(兴趣是最好的老师，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，看哪个小组唱得最好，为唱得最好的学生发小红花，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www.hongen.com,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、sunny

　　Sentences：

　　Whatistheweatherlike?

　　Itisraining.(snowing、rainy、snowy)

【篇二】

　　PART 1 Analysis of the Teaching Material

　　(I)STATUS AND FUNCTION

　　1.This unit is a revison unit, so it covers all communicative 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 helpful to improve their spoken English.

　　(II)TEACHING AIMS AND DEMANDS

　　Knowledge objects

　　1. To make the Ss know how to keep fish, birds or any other animal by learning the dialogue of this lesson.

　　2. To give a reinforced practice in the use of the Modal Verbs and some useful expressions for making suggestions.

　　Ability objects

　　3. To improve students’ listening and speaking ability by reading and practising the dialogue.

　　4. To develop students’ communicative ability by learning the useful expressions for making suggestions and replying.

　　Moral objects

　　5. To enable the students to love life and animals, protect the nature and environment.

　　(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(overhead projector); tape recorder; software: Powerpoint or Authorware

　　PART 2 Teaching Methods

　　1>Five Steps Approach.

　　2>Communicative Approach.

　　PART 3 Studying Ways

　　1. 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 Procedure

　　Step 1 Revision

　　Get the students to give some animals’ names they know by asking the students the following question: Can you give us some names of different animals you know? This step is employed to revise the words related the animals. At the same time draw the students’ attention to the topic about animals.

　　Step 2 Lead-in

　　Sign 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 several 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 Presentation

　　1. The first listening

　　After 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. This step is employed to make the student get the general idea of the dialogue as a whole one. At the same time let the students have 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 listening

　　This 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 advise 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 ago

　　b 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 receive 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 is 50 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 Drill

　　1.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 and sentence patterns on the screen by computer one by one. This step is employed to give 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 given 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 given in the table of Part2 .Give 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 gives the students 5-8minutes to make a similar dialogue using the phrases and sentences patterns learned in this dialogue and everyday life experience according to the given situation (show it on the screen using a multi-media computer). After 5-8minutes,ask several pairs to act their dialogue out in front of the other students. At last the teacher give some advice 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 love life and animals, protect the nature and environment) . This step is employed to create a language environment for students’ communication in the class; and to give the students a chance to practise their spoken English under a quasi-communicative 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 advice. Now you’d like to advise him/her what to do?

　　Step 7. Workbook

　　Finish Exx 1 and 3 orally, left Ex 2 as written work.

　　Ex. 1 revises the Object Clause. When transforming the structures, the students are required to pay attention to the change of t he verb tenses, personal pronouns and word order. After doing the exercises orally in class.

　　Ex. 2 is a revision of the Modal Verbs and some useful expressions. 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 have a further understand of the modal verbs.

　　2.Write a short passage about the dialogue learned. This is used to practise writing ability of the students.

【篇三】

　　ⅠWarming up

　　ⅰSing 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 Travel

　　1 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 River. Which one is Ocean Park? /Mask the pictures and say: I know this place it is …/Chant./

　　2 Have you ever 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 the place.

　　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. 15

　　ⅰDo you want to make a post card? Let’s have 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 Shanghai

　　ⅰDo 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 have 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 idea 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 see. He is at Lujiazui. I want to ask him some questions. The students read the questions.

　　1 Have you ever 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.33:08-33:55

　　ⅳShow 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.

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