有關英文説課稿6篇

作為一名教學工作者，就難以避免地要準備説課稿，藉助説課稿可以更好地提高教師理論素養和駕馭教材的能力。那麼什麼樣的説課稿才是好的呢？下面是小編收集整理的英文説課稿6篇，僅供參考，希望能夠幫助到大家。

英文説課稿 篇1

Good morning, everyone,

Today, it’s a pleasure for me to stand here and I’m very pleased to have such an opportunity to share some of my teaching ideas with you. First, let me introduce myself. My name is Guo Xinzhi, and I am working as an English teacher in Yong’an Middle School, Congtai District of Handan.

My topic today is taken from Lesson 37 of Unit 5 in Student Book 4. The main content of this unit is “Go With Transportation”, and the topic of Lesson 37 is “Flying Donuts”. I have decided to say the lesson from six parts:

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 communiation 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 tranportation 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.

Part Two —— The Teaching Methods

Communicative teaching method; 2. Audio-visual teaching method;

3. Task-based teaching method;

4. Classified 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 and “Classified” teaching method. That is to say, I’ll let the students get a better understanding of the key structures. I’ll give the students some tasks and arrange some kinds of activities, like talking, watching CAI, and reading in roles.

In a word, I want to make the students the real masters in class while the teacher himself acts as director. I also hope to combine the language structures with the language functions and let the students receive some moral education while they are learning the English language.

Part Three —— Studying ways

1. Teach the students how to be successful language learners.

2. Make situation and provide meaningful duty, encourage the students to study the text by themselves.

Part Four —— Teaching steps

As this lesson plays an important part in the Engish teaching of this unit, I have decided the following steps to train their ability of listening, speaking, reading and writing, especially reading and speaking ability.

The entire steps are:

Step1 Warm-up and Lead-in

Show the students some pictures of common transportations, like car, bike, train and so on. Ask the students: What can you see from the picture? Is there another kind of transportation around us?

Purpose of my designing: In this part, have the students say more about what they see or what they don’t see. In this way, they will know today’s leson has something to do with their discussion.

Step2 Presentation

1. Learn new words in groups. The new word in this lesson are fuel, oil and coal. Show them pictures of these things and teach them these new words.

Purpose of my designing: After seeing the pictures, the students will know what they are and they can learn them quickly and easily.

2. Play the tape recorder. Let the students listen and imitate the text. Pay attention to their pronunciation and intonation. Then finish the exercises on the computer.

Purpose of my designing: This step is employed to make the students get the general idea of the text. At the same time let the students have a chance to practise their listening and speaking ability.

3. Text Learning and a Quiz

I’ll use CAI to present the whole text. I’ll write the key points on the blackboard 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.

After teaching them the whole text, including the meanings of new words, the use of similar expressions and so on. Get the students to try and say out some phrases on the screen, like I don’t think so, have fun, a new kind of, on the way to school, and so on.

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

4. Key Structures and Difficult Points Learning

First, I will divide the students into three groups and tell them to have a discussion about what they learn in this lesson. Then encourage them to try to understand the whole text, know what the difficult points are, and so on. At last, I will help them to master them all.

For example, I teach the students know the differences between phrases think of, think about and think over. I will show them some sentences and get them to know the use of these phrases. Encourage them to do some exercise about these phrases.

Purpose of my designing: By practising using these new words and similar phrases, the students will know how to use them in English and master the use of them better.

5. Read and Say

Give the students two or three minutes to prepare, and then get them read the text together in three groups. Tell them to read aloud.

Then help the students say something about the future transportation or their imaginary transportation. Encourage them to say more.

Purpose of my designing: By reading the text and saying such things, get the students to practise their reading and speaking ability again.

Part Five —— Summarize and Homework

Ask the students such questions:

What have we learned from this lesson? What does Danny say about his new kind / type of transportation? Do you like his idea? What new phrases have we learned today? Do you have enough confidence to finish these exercises? Now, let’s try!

Then show them some exercises and help them to finish them.

At last, tell the students what today’s homework is. While doing this, the teacher can have the boys and girls have a competition to see who are better.

Part Six —— Blackboard Designing

Purpose of my designing: Presents the text key content clearly on the blackboard, favors the students to knowledge grasping.

OK. That’s all. Thanks for listening to me and helping me.

英文説課稿 篇2

Today I’m going to talk about lesson 62 of Unit 11, NEW START Primary English, Book

7. This lesson includes three parts: “listen and number”“ask and answer” and “let's write” .

First. Aims on the knowledge

(1) To make students understand and speak: ：“Eiffel tower、Disneyland、Big ben、Opera what is his city famous for”

(2) To help Ss to finish the blank. In page 23.

2. Aims on the abilities

(1) To develop Ss’ abilities of listening and speaking.

(2) To develop the Ss’ ability of working in groups..

3. Aims on the emotion

(1) To lead Ss to show the famous building in their hometown，develop their country emotion.

Second. Key-points of this lesson

(1) To help Ss ask and answer the question: What is his city famous for?

(2) To make Ss to study in groups and develop Ss’ interest in English.

. Difficult points

To help the Ss ask and answer the question “What is his city famous for?” and make sure they can use it。.

V. Teaching methods

As we all know: the main instructional aims of learning English in primary school is to improve the abilities of listening and speaking and their good sense of the English language. So in this lesson I’ll mainly use “Task-based” teaching method. That is to say, I will let the Ss learn in real situations, finish a task by making a survey to help the Ss to get a better understanding of the key structure of the dialogue. I will arrange（安排、準備） four kinds of activities: singing, guessing game, finishing a survey and having a competition（競賽）. Students should prepare（準備） some school things（學具）. VI. Teaching procedures（程序）。

I’ll finish this lesson in six steps.

Step 1Step 2. Step 3. Step 5. Step 6.

1. chant 聽錄音，一邊拍手一邊唱

2. 出示人物圖，進行提問：Where is he live / she?

Where does he / she come from? Where does he / she live?

回答出單詞即可，複習上一課詞彙。

老師：Binbin comes from China. He lives in Beijing.

Do you know what is Beijing famous for?

Beijing is famous for Tian’an man square.

What else do you know about Beijing.

請學生説出北京的一些著名景點

a) 出示各景點卡片，帶讀正音。

b) 完成Part A Write the number 後訂正答案 c) 兩人一組利用圖片做國家和城市的遊戲

…is famous for ……或……is in ……

Tokyo is famous for cherry blossom.

Cherry blossom is in Tokyo.

4．提問：Where does …come from?

Where does he /she live?

What is his /her famous for?

請學生回答，老師出板書，帶讀。

做問答練習

5．These are Pen’s Pal . Which pen pal do you want to have? 讓學生用一張卡片進行練習

英文説課稿 篇3

Dealing with trouble

Good morning/afternoon everyone, I’m NO ----. it’s my great honor to present my lesson here. Today, I’m going to talk about the reading part of chpter 3 from Oxford English 8A, Shanghai Education Press. The title of the reading passage is “Dealing with trouble” . To make my presentation much clearer, I’d like to divide the teaching structure inti 5 parts: analysis of teaching material, analysis of students, analysis of teaching and learning methods, teaching procedure and blackbored design. Now I am about to present them one by one.

ysis of teaching material

The first part is the analysis of teaching material

This text is about a diary of a boy, which content is focused on how the boy’s father dealt with a trouble. This kind of topic is related to Ss’ daily life, so the Ss will love to read the dairy and desire to speak out their ideas. That’s say, the text offer a good chance for Ss to improve reading skills and their spoken English. Besides, Ss are going to learn some new words and phrases from the text, which are helpful for their further English study in future. According to the students’ English level and the demands of the New Standard English, I divide my lesson objectives into three categories: knowledge objects,ability objects and moral objects. in the first place, knowledge objects include to learn new words and key expression by guessing and teacher’s guidance; to grasp the general idea of the whole passage and be able to retell the main idea of the passage; to get familiar with the simple past tense.

Ability objects contain to improve Ss’ ability of getting imformation by scanning and skimming; to develop Ss’ ability to describ an event that happened in our daily life; and cultivate Ss’ ability to discover, analyze and solve problem.

At last moves to moral objects. The moral objects are to cultivate Ss’ awareness to help people who are in trpuble and to help Ss’to realize the important of safety, try to learn how to pretect themselves in danger.

Based on the objectives, I make the teaching key points and difficult points as follow. Teaching key points include the vocabulary and some phrases, such as argument/ argue, dial, steal, notice, robbery, detail, railing hold out, in handcuffs, be afraid of, go on, shout at,

stare at, and run away. To improve Ss’ reading skills and encourage them to talk about troubles they met in their daily life are another teahing key points.

While the teaching difficult points are to retell the story with the help of some key words, to write a dairy with the simple past tense.

sencond part is analysis of students.

The students in Grade 8 have the ability to complete tasks by cooperating with one another, They can work together to solve some troubles and they can share the pleasure of learning

English. As junior middle school students, they can’t keep their attention for a long time. Then I will use , some games, some competition, some real objects etc. to attract their attention. During the period of learning English, they have the enthusiasm and interest to take part in the class

activities English teaching should face all the students, to some students who are poor at English, I’ll give them some easy jobs and let the better students help them so that all the students can experience the pleasure of success. Let the students grasp the help rules, it’s better for them to protect themselves.

I move to the third part analysis of teaching and learning methods.

As we know, it’s the best way for the junior students to learn English mainly by tasks. So with the help of the multi-media and balckboard, I’ll use the task-based teaching approach

together with the communicative teaching method ,the situational teaching method , competition method and audio-viual methods. The students can learn in a more interesting and easier way. I’ll organize enough activities for the students to learn by group work, pair work, team work, competition ,etc. These activities can cultivate the students’ sense of unity and cooperation. I’ll use the learner-centered method .I’ll act as a director while the students act as the real master of the class. I’ll try to use some encouraging and polite remarks such as “well done”, “you did a good job”, etc. to help every student make a progress in my class. Let the students enjoy the process of learning English. I’ll pay attention to both the formative assessment and the

summative assessment. The students can get comprehensive language using skills by autonomic learning, cooperating, exploring, etc.

hing procedure is the forth part of my teaching structure.

In order to achieve my teaching aims successfully I divide my teaching procedure into 6 steps: lead- in, pre-reading, while-reading, post-reading ,summary and homework.

英文説課稿 篇4

The teaching design I’m going to talk about is for unit 10, from Fun with English for primary school, Book 1A. It mainly deals with colors , I’ll describe it mainly in 5 parts.

1. Analysis of Ss

Most of the first-grade Ss haven’t learned English. But some of them have learned some basic knowledge about English in the kindergarten. They are eager to learn and are interested in English. All these are to the advantages of English learning.

Analysis of the textbook

The ultimate goal of Oxford English is to develop the comprehensive ability to use the language. That is to develop their four skills, listening, speaking, reading and writing.

hing Objectives

Firstly, knowledge objective. In this unit, Ss are required to master the five words ( red, green, yellow, brown, white) and sentence structure “ What color?”

Secondly, skill objective. Ss are going to learn how to apply the words and expressions they’ve learned in their daily life. The good news is that unit 10 is so closely connected with their daily life that it is not difficult to set a life-like language environment for them to practice what they’ve learned in class.

Thirdly, emotional objective. We should make Ss become aware of their own advantages and disadvantages in learning. And also teach them to be willing to cooperate with others. In this way to help them develop a healthy and positive character.

hing Points

The key points of this lesson are the five words ( red, green, yellow, brown, white) and sentence structure “ What color?”

The difficult points of this lesson are how to motivate students’ zeal for knowledge and create life-like language situation.

hing approaches.

英文説課稿 篇5

一 説教材：新英語課程標準指出，基礎教育階段英語課程的總體目標是培養學生的綜合語言運用能力。而綜合語言運用能力又以學生語言技能、語言知識、情感態度、學習策略和文化意識五個方面的綜合素養為基礎。

《新課標》倡導任務型教學模式，以發展學生的語言實踐能力為主線，突出語言的交際功能及其工具性特點；以培養學生用英語進行交際功能為最終目的，注意學生學習興趣的培養。

因此我採用“任務——探究——創造”型教學方法，讓學生在有趣，開放式的語言環境中，學會觀察，思考，討論和總結，在“用”中發展思維能力、創新意識和各種語言應用能力。

聯繫任教的內容而言，這是一節情景對話課，圍繞“徵詢意見”這一日常用語展開。在第三課中，學生已經能用“ would you like some...?”進行詢問。能聽懂會説chicken，pop, milk, a sandwich。本課時的教學內容為用“What would you like？”進行徵詢意見。根據這一安排和學生的整體認識水平，從知識教學、能力培養等方面考慮，我確立本課時的教學目標為：

1、知識目標: 能聽懂會説I’m hungry. What would you like?Yes, I’d like…..

2、能力目標: 聽懂會説hamburger、French fries、pizza、pop。

3、情感目標: 能運用所學句型進行對話表演和口語交際，激發學生學習英語的興趣，培養學生的英語學習能力。

4 本課時的教學重點是：能聽懂會説 I’m hungry. What would you like? No, I’d like…..聽懂會説hamburger、French fries、pizza、pop。教學難點是能用“What would you like？”徵詢別人意見以及hamburger, French fries的正確發音。

5 學情分析:

6 教具準備: 錄音機,卡片,多媒體

二教學方法：

討論法，講授法，演示法，練習法

三教學程序：

為實現以上目標，我是這樣設計教學過程的：

（一）、Warming up

1、Sing some songs.

2、Play a game.快速呈現食物圖片，做問答。

(通過唱唱、問答的形式，不僅吸引學生的注意力，調動積極性，而且營造了學習英語的氛圍。同時也為本課的教學作了知識的鋪墊，構建了知識表象。)

（二）、Revision

（緊接着教師摸着肚子，作飢餓狀）引導學生一起説出I’m hungry，圍繞呈現的圖片快速對話。

（以對話的形式，喚起學生的記憶，使學生熟練運用舊知，同時對I’m hungry進行了滲透。）

（三）、Presentation

1、依次呈現some bread、some juice的圖片。

T: Would you like some bread?

S: Yes, please

2、T: I’m thirsty.（教師作乾渴狀，引導學生邊做邊説I’m thirsty.）

T: Would you like some juice?

S: Yes,please.

T: Here you are.

通過已掌握的句型新授hamburger, French fries pizza ,pop。

(利用舊知，在已熟練了的交際語境中學習新單詞，同時配以相應的圖片，加深了對單詞的理解，也降低了難度。並即使由師生操練轉向生生操練，由模仿提高到運用，這符合學生的認知規律。)

3、（呈現以上四幅新授圖片）Make out some dialogues.

(將單詞融進有實際意義的對話中，充分體現在交際中教，在運用中學的理念，通過這種方式便於學生的理解和運用。)

4、（請一名較突出的學生引導作乾渴狀）：

S:I’m thirsty. I want to drink.

T: What would you like, please?

S: I’d like some pop, please!

(教師作飢餓狀)：

T：I’m hungry. I want to eat.

S: What would you like, please?

T: I’d like some French fries, please!

(在説的過程中予以圖片加以配合，幫助理解；由模仿到練習，反覆刺激學生的感官，增強學生對新知的理解和運用。)

（四）、Practise

1、Listen to the tape and read after the tape.

2、Act out the dialogue.

(在聽讀的過程中培養學生良好的學習習慣，通過演演的形式讓學生在情景中練習達到掌握的目的。)

（五）、consolidation

1、Make a survey.

2、Who’s the best?

(師生示範表演為學生提供一個可操作的.模式，以任務型的活動方式，通過合作學習，並予以評價知道，給學生提供平等的説英語的機會，鼓勵學生在競賽中學，這樣既創造了輕鬆愉快、自然和諧的課堂氣氛，又促進了交際活動的展開。通過“Apple Tree”的評價總結，讓學生認識到集體目標的實現離不開個人的努力，激發其進一步追求成功的慾望。)

（六）、Homework

1、Read after the tape recording.

2、Make up a dialoguein pairs.

（將課內的學習延伸到課外，維持學生的學習興趣。）

教學的對象是三年級學生，他們活潑好動，喜歡直觀形象的事物，對遊戲、競賽、動畫特別感興趣。教師在教學時應堅持以聽説為主的原則，注意啟發、引導和幫助學生通過説、唱、動、遊戲等方式積極、主動、大膽、愉快地參與教學活動。

Background of English teaching in primary school: It is not a long history that English is as a subject in primary school in our country and the main instructional aims of teaching English in primary school is to cultivate pupils’ basic abilities of their listening and speaking and their good sense of the English language. Our boys and girls are exposed to English for the first time, so it is very important to develop their keen interest in English.

I. Contents:

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 prastise the pattern: How many +n.(pl.)+ do you have? And the answer: I have 23 +n.(pl.)

II. 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 to finish the survey.

(3) Let Ss finish the assessment of “Let’s check” in this unit.

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.

III. Key-points of this lesson

(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’ interest in English.

IV. 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.

V. Teaching methods

As we all know: the main instructional aims of learning English in primary school is to cultivate pupils’ basic abilities of listening and speaking and their good sense of the English language. So in this lesson I’ll mainly use “Task-based” teaching method. That is to say, I will let the Ss learn in real situations, finish a task by making a survey to help the Ss to get a better understanding of the key structure of the dialogue. I will arrange four kinds of activities: singing, guessing game, finishing a survey and having a competition. And in this lesson a recorder, CAI, school things and a printed form will be needed. Students should prepare some school things.

VI. 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 soooooooo 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. Assessment

Help Ss finish “Let’s check” of this unit and workbook.

Purpose: To check the knowledge Ss have learned in this period.

Step 5. Add-activity

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

英文説課稿 篇6

一.教學要求：

1、能聽懂日常用語That’s my new ruler. It’s very nice.要求讀音正確，語調自然。

2、能運用句型That’s my…It’s very…對物品進行簡單描述，語音語調正確。

3、低年級學生的英語學習方法引導。

二.教學重點：

1、培養學生的學習興趣，能聽懂日常用語That’s my new ruler. It’s very nice.等。

2、培養學生的觀察能力。

三.教學準備：

詞語卡片、小黑板

四.教學過程：

A. greeting

繼續鞏固用英語組織教學讓學生初步聽懂課堂基本用語，例如Class begins, Stand up, Sit down, please. Hello , boys and girls.並且做出相應的反應。

B. Free talk

T：Class begings.

S1: Stand up.

T: Hello, boys and girls.

Ss: Hello, Miss Jiang.

T: Hi, What’s your name?

S: Hello, my name is ….

T：How are you?

S1: I’m fine, thank you.

T: Nice to meet you.

S1: Nice to meet you， too.

開起小火車，一個接一個和後面的小朋友打招呼。

C、Presentation

1) 教師拿出一本新的英語書用Is this …?問學生，再指着遠處講台上的一把新的尺子，Is that … ? 提問，從而呈現That’s my new …

T：Is this a book?

Ss: Yes, it is.

T: This is my new book.

T: (指遠處)Is that a ruler?

Ss: Yes , it is.

T: Good. That’s my new ruler.

讓學生通過This is my new book.和 That’s my new ruler. 的對比。體會 this 和 that 的不同含義和用法。

2)教new 這個單詞時，教師用新、舊物品作比較。

T: Look, this is an old book.

T: Look, that’s a new book.

在學生操練new 之後，再讓學生用new 進行組詞操練：a new bag, a new book等。

D、Learn to say

1)放錄音讓學生跟讀的方式學習對話內容。在學生跟讀時，要他們儘量模仿錄音中的語音、語調。

2)引導學生採用分角色朗讀、分組朗讀等多種形式練習，進行課文對話操練。

3)在班級中開展“小擂台”比賽，看誰領讀得好，誰就成為“小擂主”。

E、Practise

1)在學生聽、讀對話後，教室組織學生運用實物、圖片、多媒體等直觀手段，創設情境，進行多層次的操練。

S1: That’s my new pencil.

S2: It’s red. It’s very nice.

F、Assign homework

(1)聽錄音，朗讀。

五.板書設計：

Unit 4 My nice ruler

——That’s my new ruler.

——It’s very nice.☆教學調整☆

教學反思：

課 題：Unit 4 My nice ruler