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Unit 2 My Schollbag第四课时 说课稿
一、说教材
1教材内容
本节课是人教版小学英语PEP教材四年级上册Unit 2 My schoolbag中的第四课时，内容包括P.B Let’s learn Let’s chant、P.C Let’s sing 三部分。本课的主要内容是学习生词twenty-one…thirty, thirty-one…forty, forty-one…fifty，以及会运用句型 How many …do you have? How many …can you see?
2.教材的地位
本节内容是在学生已经学习了第一册教材中Unit 1和第二册Unit 5 Where is my ruler? 的基础上再次学习有关学习用品的话题。本课是第三册Unit 2中的第四课时，学好本课为更好地学习本单元有关学习用品的话题奠定了基础，也为下面第四册Unit 1 Our school的学习做好了铺垫。
二、说目标
1、教学目标
依据新课标要求、本课的内容和学生现有的认知水平我确定以下教学目标：
知识目标：能听、说、认、读本课时的主要的单词Twenty~fifty.
听懂歌谣，并按节奏念出本课时的chant.
技能目标：能综合运用所学语言进行交流，将新学词汇运用于句型中，发展学生自主学习的能力。
情感目标：通过本课的学习使学生乐于听、说英语，乐于模仿，积极参与，培养学生的合作精神。
2．教学重难点
本课的重点是掌握单词twenty-one…thirty, thirty-one…forty, forty-one…fifty,做到能听、说、认、读，听懂歌谣，并按节奏念出本课时的chant.
难点是将新学词汇运用于句型How many…do you have? I have…中，联系生活来运用及交流。以及thirteen与thirty, fourteen与 forty, fifteen与fifty.的发音。
三、说教法
1、教法设计
英语的习得过程是新旧语言知识不断交替复现的过程。在本节课导入新课时，我充分利用新旧知识的联系温故知新。在操练单词时，利用新旧知识之间的相同点强化记忆。我还发挥英语歌曲、chant、游戏比赛以及TPR活动的激趣作用，让学生在愉快的气氛中，通过多种活动来操练重点单词和句型，突破教学重难点，并在教学过程中贯穿对学生的形成性评价。
2、学法指导
通过说、唱、玩、演、比赛以及小组合作交流等多种形式，让学生在轻松愉快的氛围中习得英语，提高综合语言运用能力，在小组学习中培养和发展合作意识。
3、教学手段
在本节课中，我采用了多媒体课件辅助教学，并借助实物、图片、单词卡片等多种媒体进行教学，以及利用活泼的歌谣、激烈的竞赛、有趣的游戏把教学内容和学生的兴趣点结合在一起，实现教学目的。
四、说过程
（一）、热身（warm-up/revision）
1、T: Boys and girls, Let’s sing English songs: “Ten little candles” and “one, two, three,” ok? Please sing and dance with me.
(师生共同练习有关数字的歌曲，边唱边表演)
2、Let’ do
(复习各类书的名，表演Unit2A Let’s do 部分)
3、Listen A nice song. Let’s sing.
(教师播放本单元C部分的歌曲Books and Pencils,师生共同演唱。)
4、 Daily talk.
A: Look, I have a new pen.
B: Really? What colour is it ?
A: Guess!
B: Is it red?
(通过自然的交流，在逼真的情境中操练句式，并鼓励学生开口)
（二）新课呈现（Presentation）
1、T: Now, Look here .I have so many book: English books, Chinese books and math books. How many English books can you see? Let’s count together.
2、接着引出Thirty, forty和 fifty并让学生注意到这些单词都以—ty结尾，特别需要注意是 twelve, twenty, thirteen, thirty, fourteen, forty, fifteen, fifty。读音之间的区分。
3、师拿出一个球进行拍球，跟同学们一起数数。这样即可以调动学生们的积极性又可以很好的让他们无意中学到今天所要学的内容。
4、T：Now, play a game. Open your book quickly.
(教师快速的报出书的页码，同学们以最快的速度翻到，看谁翻的快。在新课的呈现中穿插一点小游戏，能够学生们在接受新的知识的时候，放松片刻。)
5、T: Look at my coat. Wow! So many flowers! How many flowers can you see?
S: One, two, there…sorry, too many.(教师引导学生回答)
教师可以穿上一件花衣服与学生进行回答。这里要特别教授的是too many。通过教室的其他事物也可以引出这个词。
6、T: Look at the screen, how many balloons/ flowers/ dogs/ cats/ bananas…can you see?
(让学生练习句型How many…can you see?回答I can see…)
多媒体出示各色物体：balloons, flowers, dogs, cat, bananas等，两个人一组根据画面内容进行回答。）
7、Listen to the tape: Let’s chant
(教师运用课本实物及手势示范新的歌谣，要特别强调thirty, forty, fifty的读音，然后让学生在教师的示范下，在理解的基础上随节奏跟唱歌谣)
（三）、趣味操练（Practice）
1、进行踢毽子、跳绳的比赛
两个人一组，一人踢或跳，另一个人数。教师计时，时间到后，由记数人报数汇报结果。教师再次记时，小组内的两人进行
五、说评价
在本节课中，我从激发学生的兴趣入手，采用儿歌、歌曲、游戏、竞赛等活动形式，让学生在有节奏的歌谣中体验语言，在活泼优美的旋律中感觉语言，在轻松愉快的语言活动中
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Unit 8 Is there a post office near here? 说课稿（模版二）
Section A (1a-2c)
Good morning, everyone one! It’s my great honor to stand here and talk about my teaching idea. My topic today is Unit 8 Is there a post office near here? And I’ll talk about it from the following parts: the analysis of teaching material、the analysis of students、the teaching and learning method、the teaching procedures and the blackboard design.
Now, please allow me to show you the first part—The analysis of teaching material.
Part 1 The analysis of teaching material Status and functions
This lesson is from the second book of GO FOR IT for Grade 7.It is the first period of this unit. This textbook is designed to cultivate students’ overall abilities including linguistic, culture and social ones. And it is also designed with the aim of making Ss use English to exchange ideas, fulfill certain tasks and solve practical problems.
This topic is about how to ask and give directions on the street. Students will be certainly interested in it because it is closed to their daily life.
Now I’ll talk about the teaching aims and demands in this lesson.
Teaching aims and demands
According to the new curriculum standard, teaching aims are composed of three aspects: Knowledge aims, Ability aims and Emotion aims.
Knowledge aims:
1. Ask Ss to learn the words of different buildings. Such as, post office, bank, supermarket, hotel, restaurant, cinema, etc.
2. Ask Ss to learn the prepositions of places: next to, across from, between, near, behind, in front of…etc.
3. Ask Ss to learn the sentence pattern:
Is there a/an…? Yes, there is. / No, there isn’t. Where is…? It’s + prepositional phrases. Ability aims:
1. To help Ss talk about the places and locations with the target language. 2. To enable students to ask and give directions using the sentence pattern. Emotion aims:
1. To help Ss increase their ability of communication, cooperation and exploration by expressing their own opinions with the target language.
2. To make Ss get happiness by giving help to others.
Next, I’ll talk about the teaching important and difficult points.
Teaching important and difficult points
The important points of this unit are the prepositions of places, the names of different places, and making conversations with the target language. The difficult point is asking and giving directions with the prepositions and the sentences.
Part 2 The analysis of students This lesson is for the students of Grade 7, they have leant about “Where is ......? It’s on/ in/ under ......” before. And they can use the structures when they practice asking and giving directions in this lesson. The students have learned English for more than half a year so far. They can understand each other well. They have showed great interest in English. This topic is closed to the daily life, so they will be interested in it as usual. After this I’ll talk about teaching and learning methods.
Part 3 Teaching and learning methods For teaching methods, the new curriculum standard advocates that language is for communication, English teaching should lay special emphasis on development of Ss. For this purpose, I’ll mainly adopt task-based teaching method、 communication teaching method. Here I’ll mainly talk about Task-based teaching method, that is to say, in my class I’ll design different activities and get Ss to fulfill the tasks. In that way, Ss will learn to experience and explore to improve their overall abilities. For learning methods, I’ll adopt cooperative learning method and autonomous learning method. Ss in grade 7 have mastered a certain basic knowledge of English, and they still keep their curiosity on something new. According to this situation, in this unit I will design some activities to help Ss to develop their learning strategies. Now I’ll deal with the most important part, teaching procedure.
Part 4 Teaching procedure In this part, I’ll arrange 7 steps:
Step1 Warm-up In this step, we’ll first give each other greetings, then I’ll guide students to review what we’ve learnt in last class, and then I’ll lead in the new lesson. I’ll ask them questions like “Where are my books? /Where are your pens...”. to review the prepositions they have learned and lead in There is a…. Is there a……? Now I’ll go to step 2. Step2 presentation First, I’ll present pictures of buildings on the street. The students are interested in the new knowledge and I will teach them all about these words. Next, I’ll ask them to imagine a real situation. I’ll say, “Now, you are in a new city, you don’t know the places here. And you want to go to a library, how can you ask people about it? Then I’ll help students to ask, “Is there a library near here?” . and let them answer , “Yes, there is./ No, there isn’t. ”. Now, I’ll ask students to practice the sentences.
Step3 practice
I’ll ask students to look at the pictures in activity 1a on page 43. First, ask them to match the right places with the words. Next, ask them to talk about the places with the sentence pattern: -Is there a……near here? I’ll help them to look at the map and answer: -Yes, there is. It is on______ Street. Now, students work in pairs. Then, we will go on listening practice. I’ll ask students to listen to the tape and circle the places in 1a they hear. Check the answers. After that I’ll enter into step 4. Step4 listening and practice Before listening, I’ll first present the prepositions of places with some pictures. I’ll lead students to review and learn the prepositions. Then, let them talk about the different places and make conversations using these words. After this, I’ll ask students to finish activity 2a, and then check answers by asking question: “Where is the pay phone?” This can also make Ss describe the places with the prepositions. Now, let Ss listen to the conversations and fill in the blanks. After finishing 2b, ask Ss to read the sentences to check answers. Step5 consolidation I’ll go on 2c .First, ask Ss to ask and answer questions about the places in 1a on page43. They can talk like this: Where is the post office? The post office is across from the hotel. Then, I’ll ask students to make their own conversations. Ask them to look at the picture in 1a, tell them, “Imagine you will find a place, make a simple conversation to ask and give directions according to the picture”. As they do this, I’ll walk around and give them help if necessary. Then, as they have done, ask them to perform their conversations.
Step 6 Summary Ask students to read the grammar focus. And
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必修2unit2说课稿二
Unit2 using language
Interpretation of my of my lesson plan
Good morning, ladies and gentlemen. It’s my great honor and pleasure to be here sharing my lesson with you.
I have been ready to begin this representation with six parts: Analysis of the teaching material, the teaching methods, teaching aids, the learning strategies, and the teaching procedure and blackboard design.
Part 1 Analysis of Teaching Material
The content of my lesson is New Senior English for China Book2, Unit2. This unit is about the Olympic Games. Today my lesson is the reading and listening task in using language, namely, the story of Atlanta. By studying of this text, I will help students to learn about the story of Atlanta and motivate the Ss’ interest in learning about the culture of English speaking countries in the world. At the same time, lead the students to write stories with their imagination. (As we all know, reading belongs to the input period during the process of the language learning. The input has great effect on output, such as speaking and writing.) Therefore, this lesson mainly focus on motivating students’ interest in reading more English materials and on the reading sills of getting information quickly. In this lesson, I will mainly help students to understand this passage and practice some reading skills such as skimming, scanning and so on.
A、 Teaching Aims
According to the new standard curriculum and the syllabus (新课程标准和教学大纲), and after studying the teaching material, I set the teaching aims from three dimensions:
1.Knowledge objects (语言目标：语音，词汇，语法，功能，话题)
(1) the usage of the important words and expressions:
(2) important sentence patterns:
……
2.Ability objects (技能目标：听，说，读，写)
(1) After this lesson, the Ss have a clear idea of the story .
(2) Ss will have critical thinking by discussing the end of this story.
(3) To improve the student’s reading ability, especially their skimming and scanning ability.
3.Emotion or moral objects (情感目标：兴趣，自信，合作，爱国，国际视野) By doing this task, we will try our best to stimulate the Ss’ interest in foreign culture and interest in learning English.
B、 the Important and Difficult Points
According to the requirements of the syllabus.
The difficult points are how to get the main idea by scanning and understand the text and some difficult sentences
The difficult points: to make the Ss open their mouths to express their ideas. Part 2 Teaching Methods
As is known to us all, a good teaching method requires that the teacher should help Ss develop good sense of the English language. For achieving these teaching aims, (after the analysis of the teaching material and teaching aims,) I will use the Grammar translation method and Task-based Language Teaching.
Part 3 Teaching aids
PPT, multimedia equipment
Part 4 Teaching Procedure
Step 1. Lead-in. (_____min)
v Listen and watch the video: The story of Atlanta
v Purpose of my design:
(1) to draw Ss’ attention to the passage.
(2) To motivate Ss’ interest in this text and cultural relics.
Step 2. Pre-reading
Task 1. (group work, min)
Ask the Ss to share the stories of Olympic Games they have heard.
Task 2. (individual work min)
The following sentences are clues of this story. How will you organize the story if you were the writer? Try to work out the order of the following sentences in your own idea.
Purpose of my design:
To ask the students to do these two tasks will make the Ss predict the story of this passage. As a result, it will deepen Ss’ memory of this story because they will have their own understanding of this story.
Step 3. While-reading
Task 1. (Individual work _____min)
Skimming: ask students to skim the text and the main ideas of each paragraph in this passage. Please read it quickly and then match the sentences with the letters.
Task 2. (Individual work _____min)
Scanning: read the text quickly and decide the whether the following statements are true or false and give reasons.
Task 3. (Pair work _____min)
v Listen to the tape and fill in the banks. Then read the paragraph with expression to your partner.
Task4 (individual work min)
Listen to the tape again and write down the main idea in one sentence.
v Purpose of my design: Enable students to understand the given material better by using different reading skills. And proper competition can arouse the Ss’ interest in English learning. “Task-based” teaching method is used here to
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develop the Ss’ ability of communication and also their ability of co-operation will be well trained
Step 4. Post-reading
Task 1. (Individual work, pair work, group work, class work; _____min)
Discussion (group of 4):
1. If you were Hippomenes, would you run against Atlanta?
2. Do you think Hippomenes deserved to win the race? Why or why not?
Step 5. Homework
Please read the story again carefully after class and imagine: What will happen during the race between Hippomenes and Atlanta? Who do you think will win the race? Do you think Atlanta would marry Hippomenes? Write an end for the story with thses questions.
Purpose of my design:
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