英文説課稿模板合集八篇

作為一名優秀的教育工作者，很有必要精心設計一份説課稿，藉助説課稿可以有效提高教學效率。我們應該怎麼寫説課稿呢？以下是小編為大家收集的英文説課稿8篇，供大家參考借鑑，希望可以幫助到有需要的朋友。

Good afternoon, teachers, It’s my great pleasure to be here sharing my lesson with you. The content of my lesson is Senior English Book unit 1（A student of African wildlife/Why not carry on the good work）I’ll be ready to begin this lesson from five parts. Analysis of the teaching material, the teaching methods, the studying methods, the teaching procedure, and Blackboard design.

First, let me talk the teaching material. Part 1 Teaching Material:

This unit is about（Great women and their achievements , Important people, history and methods of agriculture, Different types of English humor ,Culture differences and communication Different types of theme park）

By studying of this unit, we’ll enable the students to know some great women and their achievement and what makes the great women successful The knowledge of farming and Dr Yuan Longping’ achievement And chemical farming and organic farming. Charlie Chaplin and his funny and encouraging humor People from different area have different body language and use the right body language to showing our feelings. Theme park not only provide fun but also provide various knowledge and exciting experience. this lesson not only teach the students to learn the related material about

(1) the good character to be a successful person

(2)Yuan longping’s scientific research spirit and attitudes toward life The disadvantage of using chemical fertilizers and how to increase production in organic farming.

(3)Charlie Chaplin and his humor English jokes

(4)Different body language and the similarities in body language which make the others understand our feelings.

(5)Theme park but also learning ability in English .

A： If Ss can learn it well, it will be helpful to make the Ss learn the rest of this unit well. B： It provides all-around practice about listening, speaking, reading and writing revolve around the topic, it is the expansion of this unit and give Ss a space to use the language So it plays an important part in the English teaching in this unit.

（As we know ,reading belongs to the input during the process of the language learning. The input has great effect on output , such as speaking and writing . ）According to the new standard curriculum and the syllabus (新課程標準和教學大綱), after studying the teaching material and analyzing the rule of children’s growing of mind, I think the teaching aims are the followings:

ledge objects:

(1)the students can hear, read, and use the main sentence patterns.

(2) the students can understand the content of the lesson:

(3) the students can use the patterns to express their thoughts in proper situation and learn how to describe people with adjective. Ability objects:

Ability objects of this section are

(1)To develop the Ss’ abilities of listening, speaking, reading and writing. Especially speaking and writing ability.

(2) To train the Ss’ ability of working in pairs.

(4) To improve the Ss’ reading abilities ,especially their skimming and scanning ability.

ion objects:

By reading A Student of African wildlife /why not carry on the good work, students can learn from

(1)Jane Goodall in at least two aspects: one is what is the human way to study animal; the other is that it was her great personality-universal love and mercy that made her successful. Lin Qiao zhi in at least two aspects: one is what is the human way to help poor patients; the other is that it was her great personality-universal love and mercy that made her successful.

(2)Dr Yuan Long ping his scientific research spirit and attitudes toward life This passage what is chemical and organic farming and their advantage and disadvantage.

Teaching aims and demands 教學目標

1. Knowledge aims:

a. Provide Ss some information about the cellphone.

b. Learn new words and expressions: toothpick, agreement, disagreement, disagree, absolutely, depend, be good at, inside out

2. Ability aims 能力目標

a. Enable Ss to find the answers in the text quickly and correctly.

b. help Ss to find the main idea of each paragraph.

3. Learning ability aims 學能目標

a. Help Ss to express their opinions about life on the go.

b. Improve the reading ability.

Teaching important points 教學重點

Let Ss learn to how to improve their ability.

Teaching difficult points 教學難點

How to get the main idea of the text and each paragraph quickly and correctly.

Teaching methods 教學方法

1. Co-operative method for creative ideas.

2. Fast reading and careful reading

ion-and-answer activity teaching method

Teaching aids 教具準備

1. A telephone

2. Some pictures

Teaching procedures & ways 教學過程與方式

Step I Lead-in and warming-up

Ask the students consider this question: If I miss my mother, how can I do? Then the Ss can give me many ways like walking home to tell my mother, write a letter, or just give a call. Then I asked my Ss which one is the best. The students will tell me "telephone", and then I will deal with the new lesson life on the go.

Step II

Check the answers in the exercise books and tell them some skills of reading.

Step III Fast reading

Give the students some minutes and read the text quickly and then answer the questions.

1. What does life on the go mean?

Life on the go here means a fast-paced lifestyle where people are always on the go—rushing from one place to another, using phones, computers, etc.

2. What is the second paragraph about?

It’s mainly about the different uses of cellphones.

Step IV Careful reading

Read the text carefully and then decide the following true or false questions.

1. Many Chinese teenagers live life on the go just like Wang Mei.

2. With cellphones, we can only make calls and send messages.

3. All cellphones have an electronic calendar to remind you of appointments and dates.

4. The students don’t use the cellphone in the classroom because of the school rules.

5. With a cellphone, students will certainly waste some time and money on it.

6. Teenagers like cellphones just because they can send messages.

7. Wang Mei has a cellphone but her best friend Xiao Li hasn’t.

Step V Consolidation

Give the students 5 minutes to read the text against and find the main idea of each paragraph.

Para. 1 Wang Mei is an example of Chinese teenagers who have cell phones.

Para. 2 Cell phones can be used for what?

Para. 3. Why are not the students allowed to use the cell phone.?

Part One —— Analysis of the Teaching Material

One: Status and Function

1. This unit tells us the improvement of traffic transportation and the related stories. Besides learning this, students will also learn some words, phrases and expressions of traffic, and so on. In Lesson 37, Danny will introduce a new type of transportation to us, it is imaginary.

2. To attain “four skills” request of listening, speaking, reading and writing, I will have the students do some exercise about the text.

3. Such a topic is very important in this unit. I will lead the students to use their imagination and encourage them to be creative. For example, helping them use English to describe their imaginary transportation. So I think if the students can learn this lesson well, it will be helpful to make them learn the rest of this unit.

4. While teaching them, I will also encourage them to say something about what they think the future transportations will be like. In a way, from practising such a topic, it can be helpful to raise learning interests of students and it will be also helpful to improve their spoken language.

Two: Teaching Aims and Demands

The teaching aim's basis is established according to Junior School English syllabus' provision.

1. Knowledge objects

(1) To study the new words “fuel”, “oil” and “coal”.

(2) To learn and master the phrases “think of, on the way to …, have fun”, etc.

2. Ability objects

(1) To develop the students’ abilities of listening, speaking, reading and writing.

(2) To train the students’ ability of working in pairs.

(3) To develop the students’ abilities of communication by learning the useful structures.

3. Moral objects

(1) Through different teaching methods to make students be interested in study.

(2) Love to know more knowledge about transportation and dare to express their opinions in English.

(3) Encourage the students to be more creative and try to make contributions to making new inventions in the future.

Three: Teaching Keys and Difficult Points

The teaching keys and difficult points’ basis is established according to Lesson 37 in the teaching material's position and function.

1. Key points:

(1) able to express words, phrases and sentences in English.

(2). Know about the improvement of transportation and Danny’s invention.

2. Difficult points:

Be able to talk about their imaginary future transportation in oral English.

Good morning, everyone !

I’m No.____ candidate. Nice to meet you! （鞠躬）

Today my topic is about ________________________,(板書) I will analyze the lesson from the six parts.：analysis of teaching

material, teaching aims and demands, student analysis, teaching met

hods, learning methods and procedures. （下面我將從教材、教學目

標和要求、學情、教法、學法、教學程序等幾個方面進行説課。） Part 1 Analysis of the teaching material .

Status and functions :

The topic of this unit is about________________. It is from the unit ______of PEP English < go for it> the _______semester of grade ______. This is an interesting topic for students all the activities in this unit are helpful to raise students’ learning interest. As we all know, interest is the best teacher for students unit includes two sections (section A and section B). I will finish section A from 1a to Grammar Focus in this period. Let students learn happily and easily. All the activities in this lesson are designed to help Ss consolidate the language points in this unit.

Part 2 Teaching Aims and Demands

Knowledge objects:

The Ss can master the usage of the important words, expressions and

sentences.

____________________________________________________

____________________________________________________

____________________________________________________

The Ss can use the patterns to express their thoughts in the proper

situation.

The Ss can understand the content of the lesson, talk about

Ability objects:

To develop the Ss’ abilities of listening, speaking, reading and writing.

To improve the student’s reading ability.

To guide Ss to set up effective studying strategies.

Emotion or moral objects:

By studying this lesson, the students and put the

moral education in the language study.

In order to achieve these aims, we must be clear about the important

points and difficult points:

The important points：

（1）

（2）

（3）

The difficult points：

（1）

（2）

Part３ Teaching Methods

In my opinion, the main instructional aims of learning English in the Middle School is to develop the students’ abilities of listening, speaking, reading, writing and their good sense of English language. So in this unit， I’ll mainly use “Communicative” Approach(交際教學法), “Task-based” language teaching (任務教學法). The Situational Approach(情景教學法) .

Part４ The Studying of Students and learning Methods

Most of the students are from the countryside, and most of them are poor in cooperative learning skills. Some students are not active in the class, and some students don’t like English. Therefore, I’ll make Ss get the knowledge actively by probe study and cooperative study and let the Ss pass "Observation—Imitation—Practice " to study.

Part５ Teaching Procedure

Period 1(1a--- Grammar Focus)

Step 1 warming up

It will cost 3 minutes

In this step , I’ll ask students to have a free talk with the knowledge they have learnt last lesson . In this way , students will pay their attention to our class easily , and their speaking

ability will be improved .

Step 2 leading in

It will cost 2minutes .

I’ll show some pictures about__________________, and tell something about _________, these can form a relaxing atmosphere and let the students get ready for the next step . Step 3 presentation

It’ll cost 20 minutes

I’ll show some words and sentences ,and ask students to guess the meaning of new words , with the help of PPT . I’ll set a real situation to help the class learn new words and sentence pattern ents can follow the tape recorder reading words and text .

Situational approach is used here .

Step 4 practice

It’ll cost 10 minutes

In this step , I’ll divide the whole class into 4groups to have a competition by reading the dialog and role-playing . Then ,I’ll ask students to make a new dialog to check if they can use new words and sentence pattern correctly .

Task-based teaching method is used here，and students’ cooperation ability will be well developed .

Step 5 summary

It’ll cost 5 minutes .

In this step ,I’ll guide students to conclude key words and sentence pattern to wide their knowledge

In the end ,I’ll give some homework ,go over today’s lesson and preview next lesson , go to the library or search the internet for some information ,then write a short passage .

Ok ,that’s all for my lesson ,Thank you a lot for listening .

一、説教材

1.教材內容

我説課的內容是人民教育出版社九年義務教育課程標準實驗教科書四年級上冊中的Unit2 My Schoolbag。這一單元呈現了教科書的名稱。本單元通過一系列的活動與對話來講解大家在日常生活中描述書本的單詞和句子。本單元需要6個課時完成。我現在要説的是第一個課時。

2.教材地位

本課時是第二單元的第一課時，綜觀PEP教材，本課時首次出現教科書名稱。本課時又是第二單元的重點，因此本課時的教學對第二單元的學習起着決定性的作用。

二、説教學目標

根據本課時內容的特點和四年級學生的年齡特點和任務型教學模式的要求。在教學過程設計中，特別關注全體學生的學習發展，注重互動，給孩子們學習英語的氛圍，讓他們運用語言進行交際，用英語做事情，讓學生們在活動中參與體驗和理解。因此我制定了以下教學目標：

1、知識與能力

a、能夠聽、説、認讀本課時主要生詞English book, math book, Chinese book, story-book, notebook, schoolbag。

b、能夠聽懂、會説How many … do you have? I have….並能在實際情景中運用。

c.能聽懂指示語，並按照指令做出相應的動作，如：Put your English book on your head….

2、過程與方法

3、情感態度與價值觀

通過教學，逐漸達到培養孩子們的語感以及運用本單元語言內容做事情的目的，同時也讓孩子們學會關愛社會，並且運用實際行動來表達自己的愛心的情感態度。

三、教學重難點：

本課時的重點是能夠聽、説、認讀本課時主要生詞English book, math book, Chinese book, story-book, notebook, schoolbag。語音的教學是這一環節的重點，預計學生初學時會出現較明顯的語音錯誤，因此我要注意指導學生仔細聽音、讓學生觀察老師的口型，認真模仿、及時結合學生髮音進行評價糾誤。另一方面，在所學單詞中很多都於book有關，這些單詞的書寫形式有所不同，學生很容易出錯，要及時相機指導，而且這些單詞中還設計到合成詞，如：school+book=schoolbook,所有的這些都要讓學生抓住，抓牢。

難點是能夠聽懂、會説How many … do you have? I have….並能在實際情景中運用。在這個句型設計到單詞的複數形式，對於學生來説是個難點，要詳解。

四、説教法、學法

1.教法設計

四年級的學生的注意力很難持久，他們對新鮮事物比較感興趣，還有他們的水平參差不齊，甚至有較大差距，因此我採用綜合運用全身肢體反映法（TPR），情景導入法和任務型教學模式，使優秀的學生學得更好，使基礎差的學生在課堂上多開口，使他們有所提高，以達到調動全班學生學習英語興趣的目的。

2. 學法指導

新課標倡導“以人為本”，倡導自主、合作、探究的學習方式。本課時中教師充分考慮到學生的年齡特徵、興趣和認知水平，準備了直觀、生動的教具，創設了寬鬆活潑的學習環境和真實有意義的活動場景，設計了多樣的學生喜愛的教學活動，讓學生在情境中感受英語，運用英語。

五、 課前準備

1、準備一台錄音機及相關的磁帶，便於學生更好的掌握語音及語調。

2、準備相關的課件，讓學生在形象逼真的氛圍中更好的學習。

3、準備與本課時相關的單詞卡，便於學生反覆認讀。

六、説教學程序

我的教學思路有五步：

Step1：Warming up 創設情景，引入新知

（1） Sing a song.

唱一唱學過的歌曲《In the classroom》，既活躍了氣氛，又能使學生儘快地融入英語課堂學習的氛圍。

（2）通過聽指令做動作（如：point to the window , point to the door ….）等複習第一單元的知識，同時為進入本單元的schoolbag作鋪墊。

Step2：. Presentation 激情引趣，學習新知

（1）由point to the bag 導入課題 (板課題) 並引導學生説。

（2）多媒體課件呈現所學新單詞。學習單詞按易到難，由淺入深原則逐一學習。先從大家熟悉的English book入手，然後到Chinese book, math book, notebook ,由於story-book比較難發音，因此安排在最後。

（3）通過圖片、單詞卡片、課本讓學生反覆指認這些單詞。

（4）Guessing game .讓學生快速搶猜單詞。

（5）教學句型:How many …do you have? I have….

通過學生與老師 ，老師與老師之間的對話來加強學習，在同學們熟悉單詞後，引導他們加入How many …do you have? I have….進行操練。

Step3：. Play time 深化新知，體驗參與

（1） Let’s do.

學生在老師的帶領下進行let’s do. 需特別注意事物間的方位關係以及介詞的用法：in, on, under, near（出示課件幫助理解）.這部分是對所學單詞的鞏固並應用。

（2） Let’s sing “Books and Pencils ”讓句型化難為易。伴隨着音樂的節拍，學生在輕鬆愉悦的氣氛中學習興趣濃厚，使得整節課在充滿樂趣的氛圍中度過。

通過歌曲既鞏固所學知識，又讓學生在玩、唱中去習得語言。

Step4： Practice. 鞏固新知，運用新知

我會設計一個場景，比如説在一張桌子上擺放一本英語書，三本數學書，五本故事書……讓學生分成兩組用今天所學的知識來簡述，

E.g. Show me your notebook

Show me your English book

E.g. __How many English books, math books, Chinese books, story-books, notebooks, schoolbags do you have?

__I have……

通過這樣的練習，達到鞏固新知，運用新知的目的。

Step5： Extension完善新知，拓展延伸

讓學生用所學的句型和單詞找一找身邊的事物並延伸到課外。培養學生綜合運用語言。讓學生帶這問題走出教室。

七、教學反思

本節課採用任務型教學，利用多媒體課件突出重點，突破難點，使教學內容形象生動有趣，學生易於接受；根據學生的年齡特徵採用多種遊戲活動，激發興趣，激活思維。預計所有的學生都能理解和掌握六個新單詞意義和讀音，大多數學生能夠用所學語句進行相關的對話，表達自己的認知情況。

八、説板書設計

板書分為兩部分，即單詞和句型。讓學生對本課學習的知識清晰明瞭，突出教學目標的重難點，有利於學生理解吸收和記憶。

Unit2 My Schoolbag

schoolbag English book Chinese book,

math book, notebook story-book,

How many books do you have?

--- I have 6.

説教材：

1. 教材內容

本節教材重點圍繞節日展開，圍繞人們經常如何度過節日展開話題。本課時要求學生能掌握四個節日National Day, Halloween, Christmas, Spring Festival 及句型What do people usually do at …? I… .並能自由交流如何度過假日。在本課中did引導的一般疑問句及回答也是新知之一。因為在前面第三單元己出現了be 動詞的過去式，所以學生在學習的時候這方面比較容易掌握。

2.教材的地位

本節課所選的教學內容是牛津國小英語6A Unit 6。本單元教學圍繞節日兒展開的'。在詢問節日這部分，學生已有了前面第三單元的知識鋪墊，比較易於深入與擴展。這樣的安排，既體現了教材循序漸進、由難到易的編排意思，又符合學生的知識水平和認知水平。關於人們如何度過節日這一話題，特別是西方的節日，。則需要學生課後及時收集資料。在實際教學中，本課採用舊話題先教新句型，再用句型引新知的方式展開，這樣既便於學生接受掌握，也體現了教學內容之間的連貫性。

説目標：

1. 教學目標

新課程強調知識與技能、過程與方法、情感態度與價值觀三個角度的有機結合，本着這樣的認識，我制定如下教學目標。

[認知目標] 學生能聽、説、讀短語及單詞：visit relatives and friends , go to parties, dress up in costumes, ware masks , make pumping lanterns, eat lots of delicious food , National Day, Christmas, Halloween, Spring Festival , favourite ; 能運用 When's … ? What do people usually do at …? Did you…last …? Yes , I did./ No, I didn't.等進行口語交際。

[能力目標]能用英語交流在假日中的活動，部分同學能用英語流利介紹節日的有關情況。

[情感目標] 通過活動、遊戲使學生產生學習英語的興趣;讓學生敢於、樂於開口，積極參與交流。並讓學生在學習的過程中，培養他們的合作意識和競爭意識。

2. 教學重難點

教學的重點是讓學生掌握詞組，能夠熟練的運用詞組進行交流，初步鍛鍊學生運用詞組描述節日的能力;難點是讓學生認識時態的變化，及意識到詞組的不同運用能造就語言的豐富性。

説教法：

1. 教法設計

根據英語這門課本身的特點及六年級學生的興趣，我通過了設計具體形象的情景，以舊帶新，不斷滾動知識點，以此來分散教學難點，讓學生直觀地感知與理解。同時創設數個任務活動，從單詞到短語到句子到對話到片斷，使學生在師生、生生之間的多向交流中進行有意義的練習與實踐，充分發揮他們的學習主體性，培養他們學習致用的能力。

2. 學法指導

引導學生通過比較、觀察、猜測的方法逐漸感悟新語言項目的功能，讓學生在多層次的練習中體會到學習英語時“運用”的必要性，鼓勵學生積極思維，大膽嘗試。

3. 教學手段

根據本課的教學內容、教學目標、學生的年齡特徵和心理特徵，為了更好地激發學生的學習興趣，從而能積極主動參與學習。教學中運用多媒體課件、圖片等教學輔助手段，置抽象的句型於一個個生動的情景、遊戲之中，不僅使學習過程自然輕鬆，更能較好地啟智開思。

説過程：

1.熱身( Warm up)

(1)宣佈本節課的學習方式：小組競賽。以座位分成四個參賽小組，按每個同學的課堂表現為本組加星，課末評出WINNER。然後，開始“每課一句”，本節課所教授的句子是“Lite is long if you know how to use it.”

[設計意圖] 學習方式的宣佈讓學生對本節課充滿了興趣，激起了他們的鬥志和為本組爭星的表現欲。“每課一句”是我在六年級開始每堂課上設置的一個必備環節。這個環節主要教學生一些妙言警句。這些句子既豐富了學生的詞彙量，提高了他們的表達能力，同時也讓他們學到了地道的英語表達方式。從而為學習英語創設一個良好的氛圍。

2.以舊帶新 [lead in ]

提供話題Birthday，師生自由交流，然後用“How do you spend your birthday?”引出本課的新句型“What do you do on your birthday?” 進而再導入“ Did you … last birthday? ”及回答。然後用Colour 話題引出句型My favourite …

[設計意圖] 通過舊知識滾出新知識，是我常用的教學方法之一。以舊帶新，學生可以比較輕鬆地掌握本課的句型。同時把新的句型和老話題融合一起。有助於培養學生的語言思維能力的開放性。

3.呈現、操練(Presentation, Practice)

承接Colour話題，引出第一個節日：National Day。利用課件呈現中國國旗。教師引導的話如下：

T:My favourite is red . Because Chinese flag is red . The main colour in China is red on important days. I love China , so I like red. I like red , because I'm from china. Do you like China? Do you like red now?

S: Yes…

T： Do you know my country's birthday?

S: The first of October.

T: What holiday is on that day?

S: National Day.

[設計意圖] 找到話題與所授新知的契合點，讓學生很自然地從一個話題向另一個話題過渡，從而開始了本節課Holiday的話題。同時英語並不是僅僅是一種工具，它是能夠表現出情感的。在此由紅色引出中國，由中國引出它的生日，簡單的幾句帶有感染力的話就能激發學生的愛國熱情。

接着用在談論生日時所學的句型讓學生談論一下國慶節，使所學知識處於不斷的滾動複習鞏固之中。用Guess 猜下一個節日Halloween.猜出來之後，利用謎面鍛鍊學生聽與説的能力。

[設計意圖]因為Halloween節日在5A的書上有專門的一單元的介紹，所以雖然它是一個外國的節日，可是學生對它並不陌生。利用謎面，讓學生讀一讀，説一説，談一談。在此環節充分鍛鍊學生的口語表達能力。

聖誕節的出示用一首輕快明瞭的CHANT作為引入，同時讓學生看一段配上音樂的介紹資料，然後用今天要掌握的句型來問一問。之後，出現了一個有關聖誕節的小故事，讓學生自由的閲讀，然後完成後面的題目。

[設計意圖] 在課中關注學生的注意力的放鬆。高輸入量的學習會讓學生很快有疲勞的感覺，從而降低學習效率。在此環節，設計了CHANT 和一段瞭解性文字的閲讀，就是給學生創設了一段休息的時間。然後再根據高年級學生的英語閲讀能力的培養需要，適時進行一篇短文閲讀。

聖誕節後進行春節的教學。用一封來自外國朋友的信引出春節。這是一個美國的朋友，她先介紹了一下人們如何過聖誕的情況，然後向中國的朋友問了三個有關春節的問題：What holiday is the popular holiday in China? When is it ? What do people do on that day? 教師讓學生四人一組討論後再反饋回答。

[設計意圖] 在這兒出現了一封的書寫方式，同時很好地導出了下面的內容，教師給學生提供了廣闊的自由想像和發揮的空間，讓學生運用所學的語言進行擴展性的練習。

4. 拓展、鞏固(Extension , Consolidation)

(1) Listen and number

(2) Say out the holiday

將一些沒有學過的節日收集在一起，讓學生猜測出意思，並能説出時間。

(3) Try your best

按自己的能力選做一題，題目要求由難到易，選擇不同程度的題所獲得的加星也不斷增加。

[設計意圖] 檢查一節課的教學效果，課外知識的拓展，豐富學生的知識面。選做題的設置，再次調動起學生的積極性。本來無望獲勝的小組，此時又有了一次機會，不甘失敗的心理會讓他們充分發揮潛能;而本來勝利在望的小組，此時又有了危機感，讓他們不敢掉以輕心。於是一場比拼實力的競爭又在無形之中展開了。他們不斷調動出潛能，能於同學互幫互助，一種為本組爭光的主人翁意識也在不斷膨脹中。從而形成了一個積極的參與氛圍。

5 課後作業(Homework)

(1) Look and write

(2) 用至少五句話介紹一個節日。

[設計意圖] 鞏固所學，將課內的學習延伸到課外。

The lesson I am going to talk about is from the teaching materialBook One ,Unit third part that is used by the kids in Grade One .

一、Analysis of the teaching material （説教材）

This is a dialogue that happens in the fruit shop ral sentences surround selling and buying the fruit will be learned ng the first and the second part in this unit ,the kids have understood simple instructions and act accordingly ,and they can say simple words ,phrases or sentences by looking at objects and the pictures : lychee, banana, apple,"What’s this ?It’s an apple."In Unit seven ,we grasped the numbers from one to ten main language points in this unit is to make sentences using the fruit and numbers freely and communicate with others in English in the fruit shop. And pay close attention to the single and plural forms of the nouns rding to the kids’ English level and the corresponding content in the daily life ,I give them some extra extending train their ability of communicate with the others in English ,I prepare the following design .

Teaching aims （教學目標）

1. knowledge and skill aims :（知識技能目標）

Review the names of the ten different kinds of fruit and recognize the numbers from one to ten .

Understand simple instructions about the numbers and act accordingly.

Practice English and communicate with others in the situation.

2. Equip them with the emotion ,attitude and value goals :（情感、態度、價值目標）

Cultivate the spirit of co-operations in the group work

Bring up the good quality of protect and make friends with the animals .

Teaching importance :（教學重點）

1. Make sentences using the fruit and the numbers . "Six oranges ,please .’

2. Distinguish the difference between the single form and the plural forms of the nouns ."one apple / two apples …"

3. The sentences used when selling and buying the fruit in a fruit shop.

Teaching difficulties :（教學難點）

1. Distinguish the difference between the single and the plural forms of the nouns .

2. Train their ability of communicating with others in English .

Teaching aids ;（教具準備）

Multimedia , flash cards ,fresh fruit and arrangements and decorations of the fruit shop .

Teaching methods :（教學方法）

Task objective teaching method method , performance and games methods .

二、Analysis of the learners :（説學習者）

We are facing the 5 to 6-year-old little kids who just graduated from the kindergarten ,and they can not tell the difference between kindergarten and the primary school. sometimes they even don’t know how to behave in the class. So ,I think the most important thing for me to do is to attract their interests and make them love English and feel confident in this subject ,I will play some interesting games with them ,show them the funny cartoon movie and role the plays in the text or have a competation. we should not only focus on the language point itself ,but also set up the real circumstance where I can encourage them to express themselves better I try my best to do is to arouse the kids’ interests and protect their enthusiasm.

三、Analysis of the teaching methods （説教法）

says that during the Foundation Education period ,the total goal for English lesson is to improve the pupils’ ability of comprehensive using language promotes task teaching structure rding to the little kids’ physical and psychological characteristics of keeping curios ,active and imitating and showing themselves .I adopt the "task –research—construct " teaching methods and organize the class to focus on the importance and solve the difficulties .I give the pupils an open and relaxed circumstance in which they can learn to observe ,think and discuss ng this procedure ,the pupils’ ability of thinking and using language is developed very well .

四、Analysis of the teaching procedures .（説教學過程）

1. Warm up .（歌曲熱身）

All the class sing English song "Ten little Indian boys " to arouse their interests and help them to step into English learning circumstance happily.

2. Review the fruit and the numbers those we learned in the first and the second part in this unit .（複習數字和水果）

A. Watch a funny video . and answer the questions .（learn more fruit and practice more sentence patterns eg: strawberry / watermelon/ pineapple /cherry） ask some questions .

What’s this ?

What colour is it ?

How many bananas are there ?

Do you like eating bananas ?

What is your favourite fruit ?

Encourage them to open their mouth and speak English as much as they can .

B. Play guessing game review the spelling of the words using the basic pronunciation knowledge .

C. Play a game named "up and down "asis on distinguishing the single and plural forms of the nouns .

3. Guide the pupils to the main teaching points .（引入新課）To comprehensive use the numbers and the fruit that is a needed in a fruit shop two volunteers to come to the front and choose the right number cards and stick it beside the right fruit according to the other pupils’ instructions quicker one will be the winner .

Eg: Six oranges ,please .

4. Time to practice for all the class （全體同學操練）。The pupils choose the right cards they have prepared and put them up above their heads when they hear the teacher’s instructions and give them to the teaching answering loudly: "Here you are .’

5. Watch a video （觀看多媒體，瞭解本課故事情節），understand what’s happening in the story ,（This part is important, reasonable and effective）and guide them to protect and make friends with the animals .

Present the situation of a fruit shop teacher will act a shopkeeper and invite a better pupil to be the customer and finish all the buying steps .

Shopkeeper : Good morning .

Customer : Good morning .

Shopkeeper : Can I help you ?

Customer : Yes ,six oranges ,please .

Shopkeeper : Here you are .

Customer : Thank you very much .

Shopkeeper : You are welcome .

6. Consolidation and Practice（鞏固和練習）

Group work : Divide the class into eight groups and every group will be decorated into a fruit shop, ask one pupil to be the shopkeeper and the other members in this group will be the customers urage them to buy and sell the fruit with what they learned in this part ,I design a real situation that is common in our daily life and the kids will not feel uncomfortable or unfamiliar with it, The teacher will go around the class and supply the help to the unable ones such a peace and pleasant situation they like to speak the dialogue they learned to express themselves can feel the success and become confident in speaking English .

7. Conclusion （總結）

The teacher would lead the class to read the sentences on the board and ask some more difficult questions e the pupils can not understand them clearly ,but it doesn’t matter just give the pupils more information about the language and give them the better language circumstances that can help them in the future learning .

8. Homework : （家庭作業）

Encourage the pupils to design a little fruit shop at home and teach their family the dialogue in the fruit shop they practice this , they should take photos and show the other pupils the next day .

In this lesson , what I design （not only the presentation of the main teaching points ,but also the activities） attract the pupils interests learn and practice while playing . I think it’s really a good lesson of high quality.

Black design （ 板書設計）

Good afternoon, everyone. I’m Zhou Yan. I’m an English teacher from Experimental School of Suqian. Now I’ll say Sample A of Lesson Six in Book One. I’ll prepare to say the lesson from four parts.

Part One Analysis of the Teaching Material

（一） STATUS AND FUNCTION

is an important lesson in Book One. From this lesson, it starts asking the Ss to grasp contents of each Sample. To attain "four skills" request of listening, speaking, reading and writing. To start listing "Word Bank" and tell the Ss to remember the new words. To start asking the Ss to write the English sentences well. Therefore this lesson is in the important position of the teaching material.

lesson is the first one of Unit if the Ss can learn it well, it will be helpful to make the Ss learn the rest of this unit.

a 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.

（二）ANALYSIS OF THE STUDENTS

The Ss has learned English for about one month so far. They can understand some words and some simple sentences. The Ss have taken a great interest in English now.

（三）TEACHING AIMS AND DEMANDS

The teaching aim's basis is established according to Junior School English syllabus' provision.

ledge objects

（1） To make the Ss know how to use the affirmative sentence "This is. . . ." and the negative sentence "This is not…"Everyday expressions for "Apologies""I'm sorry""That's all right".

（2） To study the new words "six, hey, sorry, it’s, that’s", etc. by learning the dialogue of this lesson.

（3） To finish some exercises.

ity objects

（1） To develop the Ss’ abilities of listening, speaking, reading and writing.

（2） To train the Ss’ ability of working in pairs.

（3） To develop the Ss’ abilities of communication by learning the useful structures.

l objects

（1） To enable the Ss to be polite and love life.

（2） To enable the Ss to look after their things well.

（四）TEACHING KEY AND DIFFICULT POINTS

The teaching key and difficult points’ basis is established according to Sample A of Lesson Six in the teaching material's position and function.

points:

（1）。To help the Ss to communicate with each other.

（2）。To enable the Ss to study in groups and co-operate skillfully.

（3）。To develop the Ss’ interest in English.

icult points:

（1） How to make dialogues and act them out.

（2） How to write the right whole sentences.

（五） TEACHING AIDS

Multi-media computer, Tape recorder, Software: Powerpoint or Authorware, school things and so on. They will be needed in this lesson.

Part Two The Teaching Methods

1. Communicative teaching method

2. Audio-visual teaching method

3. Task-based" teaching method

As we all know: the main instructional aims of learning English in the Middle School is to cultivate students’ abilities of listening, speaking, reading, writing and their good sense of the English language. So in this lesson I’ll mainly use "Communicative" teaching method, "Audio-visual" teaching method and "Task-based" teaching method. That is to say, I’ll let the Ss to get a better understanding of the key structure of the dialogue. I’ll give the Ss some tasks and arrange five kinds of activities: talking, guessing games, watching CAI, acting out Sample A and having a competition.

Teaching special features

To use these methods are helpful to develop the Ss’ thought.

Part Three STUDYING WAYS

h the Ss how to be successful language learners.

the Ss pass "Observation—Imitation—Practice " to study language.

h the Ss how to master dialogues and how to communicate with others.

Teaching special features:

Let the Ss communicate with each other and adopt competition methods to develop the Ss’ keen interest in English.

Part Four Teaching Procedure

I’ll finish this lesson in four steps. First I’ll divide the Ss into four groups and bring a competition into the class. At last let’s see which group is the winner.

Step1 Warm-up

1. Free talk between T and Ss .

Such as: Hi, I’m . . . . What’s your name?

This is … How do you do?

Who is he/she? How are you?

Who can count from 1to 5?

What’s this in English? etc.

2.A game: Ask the Ss to give T some school things. For example:

T: Give me your book.（ruler, box, pen, table, knife, etc.）

T: This is your book. This is not my book. It’s your book. etc.

In this course I’ll ask them to make a dialogue group by group without repetition. Find out which group will make the most dialogues.

Purpose of my designing: I think it is important to form a better English learning surrounding for the Ss by imitating and at the same time it is necessary to provide situations to review learned knowledge.

Step2. Presentation

This course is very important. I’ll mainly talk about this step.

I’ll use CAI to present the whole dialogue. Arrange some situations to help Ss understand Sample A.

First scene: There is a bag on the floor. B is picking it up and get ready to leave. Now A is talking with B.

A: Hi, B. How are you today?

B: I’m fine, thank you. And you?

A: I’m fine, too. Oh, this is my bag.

B: No, this is not your bag. It’s my bag.

A: （Look closely） Oh, I’m sorry.

B: That’s all right.

（At the same time, C is running up and hitting A.）

C: Oh, I’m sorry.

A: That’s OK.

I’ll write the key points on the Bb while they are watching. After watching, I’ll teach them to read the words and sentences on the Bb. Make sure they can read them well.

Purpose of my designing: To present Sample A by CAI is much easier for the Ss to learn and grasp the meanings. CAI can provide a real situation with its sound and picture and it makes the relationships between the Ss better.

tice

First play the tape recorder. Let the Ss listen and imitate the dialogue. Pay attention to their pronunciation and intonation. In this step the Ss are required to practise the Sample in pairs by reading the dialogue aloud. This step is employed to make the Ss grasp the Sample last I’ll ask the Ss to think hard and act it out with a partner according to Sample A. Then find out which group will act it out well. I’ll give them red stars.

Purpose of my designing: This step is employed to make the Ss get the general idea of the dialogue as a whole one. At the same time let the Ss have a chance to practise their listening and spoken ability.

uction

In this step I’ll give the Ss a free space to show their abilities.

Second scene: The Ss are having a picnic. It’s hot and they take off their coats and put them together. They are singing and dancing, laughing and chatting. After the picnic, they begin to look for their coats. D and E are talking. F and G are talking. etc.

After watching, I’ll give the Ss some tasks to make similar dialogues without repetition and find out which group will make more dialogues.

Purpose of my designing: "Task-based" teaching method is used here to develop the Ss’ ability of communication and also their ability of co-operation will be well trained. Tell the Ss we should be polite and take good care of our things. We should love our life. I think proper competition can arouse the Ss’ interest in English learning. If the Ss can finish this task well, they will benefit a lot in their spoken English.

l 1 Model 1.

I’ll ask four Ss of the groups to write these sentences on the Bb in the four lines.

Then check their handwriting, correct their mistakes. Find out who will write well and whose handing is the best.

sh the Ss’ workbook.

Purpose of my designing: To check the knowledge Ss have learned in this lesson.

work:

（1）Recite the words as many as possible after class.

（2）Make a dialogue according to Sample A and write it in the exercise book.

Purpose of my designing: I think homework is so important that the Ss should speak English as much as they can in class or after class. It is necessary for the Ss to do some extensive exercises after class to consolidate the knowledge they learned.

Blackboard Design

Lesson Six Sample ASix This is my…hey This is not your. . . y It’s my. . . . Picture it’s=it is Oh, I’m ’s=that is That’s all right/OK.