“VanessaMoody”通过精心收集，向本站投稿了16篇《What’s the weather like》说课稿，下面是小编为大家整理后的《What’s the weather like》说课稿，仅供参考，大家一起来看看吧。
篇1：What is this in English说课稿
我说课的内容是小学五年级英语下册第一单元Lesson1。本节课是新学期第一课从本节课开始将学习一些询问他人有关动物的表达法。本课的学习将会给本单元后几课的学习打下基础。我以“任务型”教学为纲领，结合“TPR”教学法，通过听，说，读，写，演，画，唱等一系列教学活动，培养学生的学习兴趣，鼓励同学们大胆运用英语参与实践并及时予以表扬和鼓励使他们获得学习英语的成就感和喜悦感。
下面，我先分析一下本课的教学目标。由于教学内容的加深，从五年级上册开始，每两课为一大课。单课为情景会话，双课为词汇与句子以及各种活动制作等。本课为第一课，根据《英语课程目标》提出基础教育阶段英语课程的总体目标是培养学生综合语言运用能力，结合这一目标要求，以及本册书的特点现将本课教学目标设计如下：
一：知识目标：
1：能够听，说What’s this in English? It’s a cow.
Is that a cow over there? No, we call it a calf.
What do you call it in English?
We call it a foal.
2:能够听说并区分单词：horse和foal, cow和calf.
二：情感态度目标：
1）进一步提高学生对英语的学习热情，增强学习兴趣。
2）培养学生积极主动地参与课堂活动，大胆开口，主动模仿。
3）通过本课的学习培养学生爱护小动物的良好品质。
三：学习策略目标：
1）能够在学习和课堂活动中集中注意力15~20分钟。
2）通过本课的学习培养学生良好的观察力、对比能力并能区分不同动物的成年及幼崽。
四：文化意识目标：
注意汉英两种语言中对幼小动物的不同称呼方式：英语中很多小动物有专有的名称作称呼，而不是在名称前加“小”（small）.
结合本单元以及本课的教学目标，我把本课的重难点设定为：
1：重点 What’s this in English? It’s a cow.
Is that a cow over there? No, we call it a calf.
What do you call it in English?
We call it a foal.
2：难点 horse与foal ,cow与calf.
要解决本课的重难点关键是要先让学生明白horse与foal ,cow与calf的区别。我采用了图片对比的方法先让学生明白同样是一种动物成年的与幼崽的英语表达方式是不一样的。经过一系列单词教学活动之后再通过围绕教材，设置语境――回到教材，强化感知――抛开教材，自由交际三个教学环节完成本课重难点。
以上是我对教材的分析,下面我对学生进行一下分析：
五年级的学生在此时对英语学习已经有了一定的经验并养成了良好的学习习惯，形成了有效的学习策略，他们对英语学习有着浓厚的兴趣。他们渴望获得更多的锻炼机会。因此“采用活动途径，倡导体验参与”将是本课的主要学习方法。
下面我就将本课的.教法与学法进行一下分析：
为完成本课的教学任务，我采用的是以任务型教、学法为纲，“TPR”教学法与学习法贯穿全课程。根据《英语课程标准》中提出的“采用活动途径，倡导体验参与”的要求，结合儿童好玩，好动，好表演等特点，我把全班分成四个人一组的小组。每组同学的知识水平和性别各有参差。这样有助于学优生帮助学困生和男女同学平等相待增进友谊。在任务驱动型学习法过程中保证每位同学都参与进来，培养学生的团队精神和竞争意识。我设置了给单词找亲戚、画出听到的单词帮李燕认动物等活动旨在让他们在轻松愉快的行动中输入语言，让他们在做中学，在表演中学(Learning by doing/acting…),从而激发他们的学习兴趣，培养他们运用英语进行交际的能力。
最后我说一下我对本节课的教学程序的设计。
Step1 Revision 热身互动，自然导入。
在教学活动开始我设计了唱他们最爱唱的The more。
篇2：初中英语说课稿《What is it made of》
教学目标
教学目标与要点
1.能理解和运用被动语态，用被动语态来表达不方便、不必要出现主语的意思，
2.认真学习“English is widely used”，理解学习英语的重要性，端正自己的学习态度。
3.掌握主动语态和被动语态的区别、用法，牢记被动语态的构成，能进行主动语态和被动语态的互换。
4.掌握本单元的词汇，特别是短语be made of/ from / into, be used for/ as/ by等的用法。
5.掌握动词grow, produce, made与主语的习惯搭配。如：
tea — grow, salt — produce, trains — made等。
本单元短语和交际用语
1. 短语和词组
be made of… 用……做的
be used for doing … 被用来做……
keep warm 保暖
the largest number of ……的最大数量
in the modern world 在现代世界
be used as… 被当作……使用
all over/ around the world 全世界
buy something from… 以……买进……
sell something to… 把……卖给……
none of… …… (三个以上)没有一个
made a telephone all to 给……打电话
That’s why… 那就是……的原因
2. 日常交际用语
1)关于“购物”的用语：
I’d like to buy… 我想买
OK. I’ll take this one. 好的，我就买这个。
2)表示“作用”的用语：
What’s it used for? 它是作什么用的?
It’s used for..? 它是用来……
3)关于“物品的制作、产地和语言的应用”用语：
What’s it made of? 它是由什么制成的?
It’s made of…它是由……
Where’s it produced? 它是在哪儿生产的?
It’s produced in… 它是在……生产的。
What’s this called in English? 用英语这叫什么?
It’s … 它叫……
English is widely used for business/… 英语被广泛地运用于商业或……
教学建议
教材内容分析
本单元通过谈论物品的制作、产生、用途等，以对话的形式引出了本单元要学习的语法项目 — 被动语态，
着重讲述了被动语态与主动语态的区别和联系，主动语态和被动语态的转换以及被动语态的构成。课文“English is widely used”使学生了解了英语在国际交往中的重要作用和我们为什么要学习英语的.重要性，以此来触动学生们学习英语的主动性和积极性。
本单元重点例句及相关知识的讲解
1. What’s it made of?
它是用什么做的?
◆be made of意思是“由……制成”，介词of所指的原材料一般是未经变化，仍可看出材料的。例如：
The desk is made of wood. This bridge is made of stone.
课桌是用木头做的。桥是石头造的。
◆be made from意思也是“由……制成”，但介词from所指的原材料往往是经过变化，已看不出原材料的。例如：
Paper is made from wood. The wine is made from rice.
纸是用木头做的。酒是由稻谷制成的。
◆be made in意思是“由(什么地方)生产的”，表示某一物品在某地生产或制成，in后面接表示地点的名词。例如：
This kind of bike is made in Japan. China is mostly made in China.
这种自行车是日本生产的。瓷器主要产生中国。
2. What’s it used for?
它是用来干什么的?
◆be used for doing sth. 意思是“被用来做……”。这是一个被动结构，介词for表示“用途”，后面跟动词的-ing形式。
Metal is used for making machines. Pens are used for writing.
金属被用来造机器。钢笔被用来写字。
◆be used as意思是“把……当做……用。”例如：
The computer can be used as a tool. English is used as a very useful working language.
计算机可以被当作工具用。英语被用作一种非常有用的工作语言。
◆be used by意思是“被(某人)使用”的意思，by后接动词“use”的执行者。例如：
The recorder is used in class by teachers.
录音机被老师们上课时使用。
巧译“用”字：
在英语中，with, by, at, in四个词都可表“用”，怎么用?
with有形，by手段。
语言声音in在前，价格速度at选。
eg: with a pen/by bus/in English/at 5 yuan.
3. Which language is spoken by the largest number of people in the world?
世界上使用人数最多的语言是哪一种?
the number of…指数量，后跟复数名词，它的中心词是number, 当the number of…作主语时，可当作单数形式使用，谓语动词须用单数形式;a number of意思是“许多，大量的”，相当于many，后跟复数名词，它的中心词是它后面的名词，故作主语时，谓语动词用复数形式。例如：
篇3：七年级What color is it? 说课稿
七年级What color is it? 说课稿
Good morning, everyone! My name's Chen Y, from He Middle School. I’m happy to be here to say something about Starter Unit 3: what color is it? .
Now I’m going to talk about teaching materials.
Teaching materials：Starter Unit3 is the third Unit of the English book for the students in the first term of Grade 7. The topic is color. The important point is to let students know the different colors and how to ask colors in English. The difficult point is to let the students establish the ability of describing the nice things .
Teaching methods: In order to attract students’interests and help them to digest the knowledge, I designed many fun activities.With the help of multimedia, the students are given different tasks to finish. They are divided into groups of six to compete with each other. At the same time the students in the same group cooperate and help with each other.
Learning methods：With the help of pair work and group work, the students can cooperate and compete with each other to handle the difficulties during the class.
Procedure Appraise
By praising them with language and applause, I’ll make them experience more success and I’ll give them the chance to appraise each other. At the same time, I’ll give them marks according to their behavior in class, at last I will take a photo for the best group who gets the highest marks and show it in the classroom.
Teaching procedures：
Step1. Warming up.
After simple greeting, I will play a short MV 《Color Song》. Students and I will sing with it. At the same time, someone will stand up who is wearing the same color clothes as the color in MV, in order to let students be enveloped in an atmosphere of joy and prepare for the new lesson.
Step2. Presentation
First, I will show the students some pictures about color of nature , using the beauty of nature stimulates students to talk about their favorite color and the reason to enlighten the building of thinking in English.
Next,I will use the famous role of cartoons and the real things like Xiong Da and so on to review the words of color and learn the target sentences “What color is it? It’s.... ”.“What color are they? They’re...”These roles students like best will attract the students’ attention and add the more interests to learn the boring practice. Of course, it’s important to use different ways to practice.
At last, using a color game to pair work. This game is like this, the color of character “红” is blue or others. Students make pair work “--What color is 红？-- It’s blue.” I’ll give them many characters to make conversations. This is to let students practice the target language and break the regular thinking to add the learning interests.
Step 3. Check
We have learned new words and sentences, I think it’s necessary to have a relaxing check, so I prepare three short games to make students understand and remember the color and the words better. And the target sentences will be used simply.
Round 1, Sharp eyes. The picture about one color will appear quickly and then disappear in seconds. Other colors will be shown like this. If students see it clearly and know the color, they can stand up and shout out loudly. This game will let students have a move after long learning to attract their new attention.
Round 2, Brain storm. Six different color will be showed on PPT. I’ll give students 30seconds to remember them with strong music. Then they will be covered. Students should answer the question “What color is it under No.5?”,one group one chance.If one group can’t answer rightly, other group who is the quickest can do it, and I will give the right group one mark. This game leads into the competition to make students more active and happier.
Round 3, Sharp ear. Let students listen a short conversation. Then fill the colors in the blanks. There are three blanks，so I’ll use the way of the quiz show. Who is the quickest and the rightest, 2marks for their group. This is to check their ability of listening and spelling. After that, I will let them read it after the recorder loudly to practice their oral English.
Step 4. Group work
First I will give students an example about a conversation like this. (“--Hi, ...--- What’s this in English?--- It is ….--- Spell it, please...--- ….--- What color is it?--- It is …....”). Then students design their own conversation using their own things in their group with the beautiful music. The music is to make the shy student speak English more daring. After that, every group will show in class. I can give them different marks according to their show. This part not only review what we learned in Unit 1 and 2 and recycle the old knowledge but also practice the new language point:,What color is it. At the same time, they will learn how to cooperate with each other better.
Next, we will make a listening practice, students should find what things they are talking about and what color they are, then finish the table. At last, students will make a report according to the table. This step is to help students improve their listening ability and prepare for the writing.
Step 5. Drawing and writing by themselves
First, see a short sand painting video 《You can also create the nice future》，when the picture is finished, students and I will describe it. Then students draw their own picture what they like. After that, they can make a writing based on their picture and show it in their group. At last, every group chooses the best one to show in class. This step is to make students give full scope to creativity and apply the language in a flexible way.
Step 6. Sum up
Recall the different colors and the sentence of how to ask colors with the game of “Flap a fly”.
Step7 Test in class
In order to check their effect of learning, I'll give them some problems about the key language points.
That’s all . Thank you !
篇4：初中英语《What’s the matter》说课稿
初中英语《What’s the matter》说课稿
各位评委老师：
我今天要说的内容是新目标英语八年级上册第2单元第一课时《What’s the matter》，
一、 说教材
1、 教材内容及地位
本节课的主要内容是新目标英语八年级上册第2单元第一课时，教材是以What’s the matter ?为中心话题，描述身体不适和提出建议展开，学习和运用“What’s the matter ?”和“What should…do?”让学生学会描述身体的不适和提出建议，本课教材内容与学生的实际生活密切相关,易于引出学生运用简单的英语进行交际和交流，在学习活动中，学生通过交换对身体不适的描述及建议，促进学生之间和师生之间的情感交流，增进情谊。
第一课时主要学习的内容是学习有关身体部位的单词，学习“What’s the matter ?”和“What should …do?”句型。
2、 说教学目标
1) 知识目标：学习掌握有关身体的'词汇以及有关疾病的词汇，并学会描述身体的不适和提出建议。
2) 能力目标：听懂本课学习活动中的问题及回答，能在本课的任务型活动中进行简单的交流，能正确朗读本的对和句型，能写出本课的单词和句型。
3) 情感目标：通过描述自己的身体的不适提出建议，表达自己的看法，使学生在人际交往中学会关心别人，增进情谊。
4) 文化意识目标：用恰当的方式表达自己的看法，增进人际交往中学会关心别人的能力，了解英美国家询问和表达身体不适的习惯,培养世界意识。
3、 说教学重难点
重点：本节课主要学习身体部位的单词和一些疾病的词汇，以及身体不适的表达及建议。
难点：身体不适的表达及建议
二、 说学情
初二年级的学生对英语已经有了一定的基础，但本地区部分学生对学习英语的兴趣不是很浓，在学习中，他们更喜欢从游戏中或活动中学习，这样更能提高他们的学习兴趣，让他们更轻松地掌握英语知识。
三、 说教法
作为教学的引导着，我遵循新课程“学生是学习的主人，一切的教学活动设计在以学生为本”的教学理念，坚持“为学生的发展，必须培养学生的自主性、能动性、独立性和创造性”的教学原则。课堂教学中利用图片，单词卡片等直观的教学手段，通过任务型教学法，游戏教学法，情景教学法等教学法引导学生学习，使枯燥的单词教学变得生动有趣，激活课堂，最终达到预期的教学目标。
四、 说教学流程
Step 1 Greeting
T: How are you?
Ss: I’m fine. Thank you. How are you?
T: I’m OK. But I have a cold. (我感冒了)What should I do?(我该怎么做)
学生提建议：看医生(see a doctor)休息(have a rest) ,吃药(take some medicines)等 ，教学以上词汇，为以下对话做铺垫。
Step 2 Lead-in 直接导入新课，引出课题。
Today we’re going to talk about the matters. Let’s learn Unit 2 What’s the matter? (板书并教学课题)
Step 3 New words
1、 Now let’s look at the picture. This is a body. We’re going to learn the part of the body. (利用图片、单词卡片进行教学)
2、 Game.(叫几个学生上讲台，其余的学生在下面通过卡片抽读，上面的学生迅速指出身体部位)通过游戏让学生更好地掌握单词，这样可以加强对单词的巩固，
3、 通过老师的表情，动作让学生用“What’s the matter?”询问，引出疾病的单词，如：sore throat, sore back=backache, toothache, stomachache等，并利用卡片进行教学。同时让学生用You should…提出建议。
Step 4 Practice (利用图片问答)
1、Game (学生抽图片，表演，进行问答)
A: What’s the matter ?
B: I have a cold./ a stomachache/ backache…
A: You should see a doctor./ have a rest/ take some medicine…
2、A: What’s the matter?
B: She/He has a cold. /a stomachache/ backache…
A: what should she do?
B: She/He should see a doctor./ have a rest/ take some medicine…
Step 5 pair work (让学生和同伴练习对话，抽查几对学生对话)
A: What’s the matter?
B: I have a cold. /a stomachache/ backache…
A: You should see a doctor./ have a rest/ take some medicine…
Step6 listening
通过上面一系列的对话练习，学生对1b的对话已经很熟悉了，所以更好的把握。
Step 7 小结(这节课主要学习掌握有关身体的词汇以及有关疾病的词汇，并学会描述身体的不适和提出建议。)
Step 8 Homework 记单词和用所学单词句型跟同学进行对话练习
五、 说板书设计
Unit 2 What’s the matter?
①A: What’s the matter ?
B: I have a cold./ a stomachache/ backache…
A: You should see a doctor./ have a rest/ take some medicine…
② A: What’s the matter?
B: She/He has a cold/ sore throat /stomachache…
A: She/He should see a doctor./ have a rest/ take some medicine…
单词已经利用卡片学习了，本课我只板书这两个对话，这样让学生更一目了然，知道这课主要学习的句型，对话。
篇5：《What’s the weather like》说课稿
一、教学背景分析：
（一）教材内容分析：
本节课是《新标准》英语第四册第一模块第一单元What’s the weather like?的第一课时，是一篇新授课。主要内容是学习有关形容天气的单词，及询问天气状况的交际用语。
具体的教学内容是与天气有关的单词：
hot , sunny , raining, cold , windy.
具体功能句型是询问有关天气的交际用语：
篇6：《What are you going to do 》说课稿
《What are you going to do 》说课稿
说教材
本单元主题为“What are you going to do ?”.本课时重点学习的内容是： B Let’s learn Let’s sing Good to know
说目标
1.能够听、说、读、写句子：What are you going to do? I ’m going to buy an English book in the bookstore. When are you going this afternoon? 并能在现实生活中灵活运用，做到语调自然，语音准确。
2.能够听、说、认读单词和词组：dictionary， post card， newspaper， magazine， comic book，并能够书写词组post card， newspaper， 和comic book.
3.能够运用所学句型What are you going to do ?I’m going to buy …， 进行Let’s play 部分的购物活动。
4.能够了解Good to know部分的知识。
说教学
重、难点：1.听、说、读、写有关书籍的四会单词和短语。
2.能够在现实生活中灵活运用句型What are you going to do? I ’m going to buy an English book in the bookstore. When are you going this afternoon? 力求做到语音准确，语调自然。
说教法：
1、教法设计：
在应用任务型教学法的大前提下，利用情景教学法，以学生为中心，以交际为主线，通过一系列的教学活动吸引学生的注意力，有利于学生学习英语知识，发展语言技能。采用词不离句，句不离文的教学法，让学生学会使用英语的能力。
2、学法指导
在学习语言中注重以人为本，让学生感到他们是一个发现者、研究者和探寻者。在本课的学习活动中，用实物、远程教育资源、游戏等辅助教学，以多种合作学习的方式来帮助学生自己去探索、发现和解决问题，让学生在互动 和交流中建立自信，感受学习的`快乐。
3、教学手段
用多媒体辅助教学，将英语学习和游戏结合，引导学生积极主动地投入到 学习活动中去。
说教学过程：
Step 1:warm-up
1.Sing the song《What are you going to do?》
2. Let’s chant.
教师通过教学媒体资源给学生重现前面学过的Let’s chant.部分。
在愉快的歌声和明快的chant中引领学生进入英语课堂，快速集中学生的注意力，激发学生的学习兴趣，活跃课堂气氛，同时复习了be going to do 句型。
Step2: Presentation
1.教师让学生快速朗读课本30页的“Let’s read”部分，然后根据课文内容，快速问答，复习有关书籍单词，然后教师边出示实物边教学单词：dictionary， newspaper， magazine， post card， comic book，然后就每个单词做对话练习。
在复习中引出并教学部分新的单词。体现了分散教学的教学原则，降低了学生接受新知的难度。
Step 3: Practice
教师把Let’s play 的教学挂图呈现给学生，让学生根据课前准备的书店开展购书活动，每个售点有2名学生担任销售人员，其他学生可以随意购买，活动前教师和其中一组学生进行示范。活动结束，评出买书最多的购书者和售书最多的营销员，教师对表现突出的同学发送小礼物表示鼓励。
Step 4.Summary
教师和学生一起总结本课时的教学重点。
Step 5.Homework
熟练掌握本课时所学的词组及句子。
说评价
在教学过程中，教师要关注每一个学生的表现，对他们的表现做及时正确的引导和评价.评价应公平、公正并以激励为主，要给予不同的评价以帮助学生成长.在游戏和活动过程中，教师适时予以精神鼓励，既培养可学生的团结协作精神，也帮助学生把语言知识逐步转化为语言技能。
篇7：《What are you going to do ?》说课稿
说教材
本单元主题为“What are you going to do ?”.本课时重点学习的内容是： B Let’s learn Let’s sing Good to know
说目标 1.能够听、说、读、写句子：What are you going to do? I ’m going to buy an English book in the bookstore. When are you going this afternoon? 并能在实际生活中灵活运用，做到语调自然，语音准确。
2.能够听、说、认读单词和词组：dictionary, post card, newspaper, magazine, comic book,并能够书写词组post card, newspaper, 和comic book.
3.能够运用所学句型What are you going to do ?I’m going to buy …, 进行Let’s play 局部的购物活动。
4.能够了解Good to know局部的知识。
说教学重、难点：1.听、说、读、写有关书籍的四会单词和短语。
2.能够在实际生活中灵活运用句型What are you going to do? I ’m going to buy an English book in the bookstore. When are you going this afternoon? 力求做到语音准确，语调自然。
说教法：
1、教法设计：
在应用任务型教学法的大前提下，利用情景教学法，以同学为中心，以交际为主线，通过一系列的教学活动吸引同学的注意力，有利于同学学习英语知识，发展语言技能。采用词不离句，句不离文的教学法，让同学学会使用英语的能力。
2、学法指导
在学习语言中注重以人为本，让同学感到他们是一个发现者、研究者和探寻者。在本课的学习活动中，用实物、远程教育资源、游戏等辅助教学，以多种合作学习的方式来协助同学自身去探索、发现和解决问题，让同学在互动 和交流中建立自信，感受学习的快乐。
3、教学手段
用多媒体辅助教学，将英语学习和游戏结合，引导同学积极主动地投入到 学习活动中去。
说教学过程：
Step 1:warm-up
1.Sing the song《What are you going to do?》
2. Let’s chant.
教师通过教学媒体资源给同学重现前面学过的Let’s chant.局部。
在愉快的歌声和明快的chant中引领同学进入英语课堂，快速集中同学的注意力，激发同学的学习兴趣，活跃课堂气氛，同时复习了be going to do 句型。
Step2: Presentation
1.教师让同学快速朗读课本30页的“Let’s read”局部，然后根据课文内容，快速问答，复习有关书籍单词，然后教师边出示实物边教学单词：dictionary, newspaper, magazine, post card, comic book,然后就每个单词做对话练习。
在复习中引出并教学局部新的单词。体现了分散教学的.教学原则，降低了同学接受新知的难度。 Step 3: Practice
1.教师把Let’s play 的教学挂图出现给同学，
让同学根据课前准备的书店开展购书活动，每个售点有2名同学担任销售人员，其他同学可以随意购买，活动前教师和其中一组同学进行示范。活动结束，评出买书最多的购书者和售书最多的营销员，教师对表示突出的同学发送小礼物表示鼓励。
Step 4.Summary
教师和同学一起总结本课时的教学重点。
Step 5.Homework
1.熟练掌握本课时所学的词组和句子。
说评价
在教学过程中,教师要关注每一个同学的表示,对他们的表示做和时正确的引导和评价.评价应公平、公正并以激励为主,要给予不同的评价以协助同学生长.在游戏和活动过程中,教师适时予以精神鼓励,既培养可同学的团结协作精神,也协助同学把语言知识逐步转化为语言技能。
篇8：《 What do you do at the weekend》说课稿
《 What do you do at the weekend》说课稿
教学重点：⒈new word：weekend ⒉复习以前学过的有关活动的短语
教学难点：会用重点句型What do you do at the weekend?询问周末活动。
教学程序：
热身：
用Good morning/Good afternoon等问候语跟学生打招呼。（因为本课涉及到morning与afternoon，所以最好能将这两个单词板书，让学生认读。）
复习：
检查学生Module5课文的背诵情况。用What do you do at……o’clock进行问答，学生只要能理解意思能作答即可。
课文导入：
老师出示“幸运52”的图标。问学生由这两个数字能想到什么（提示学生一周游7天）。问学生把一周分为5天和2天，5天代表（从星期一到星期五），这五天你在哪里？引出短语“at school”。另外2天代表（星期六和星期天）。我们还把这两天称作周末，教授单词“weekend”。
新课呈现
问学生Which do you like at school or the weekend?根据学生的'回答分两种情况。大部分学生会回答the weekend。If you like the weekend, what do you do at the weekend?(先鼓励学生自己说，再出示图片练习)
I watch TV/ go swimming /do the morning exercise /skip/play basketball/football/table tennis /run/ride a bike.
活动1：
老师出示图片，把全班分为两组，一组问，另一组答，练习几遍后，进行调换。
活动2：
让学生把这些活动按in the morning/ in the afternoon进行分类：
四人一小组，三人猜，一人答，猜对，奖励一个小星星，看谁得的小星星多。练习句型：
Do you …in the morning/ in the afternoon?
Yes,I do./ No, I don’t.
活动3：
双簧表演：S1: What do you do in the morning?
S2:（做打篮球的动作）
S3: I play basketball in the morning.
学生问老师What do you do in the morning?老师做睡觉的动作教授I sleep in the morning.
课文教学：
⒈播放录音，让学生熟悉对话内容，并跟读几遍。
⒉抽学生进行分角色朗读并表演课文。
Homework:
让学生用所学短语、句型，写写自己周末的活动安排。
篇9：《What’s the weather like》说课稿
It’s sunny/raining/hot/ cold /windy.
（二）学生情况分析：
对于二年级学生来说，在已有上位知识，即学习过部分有关描述四季的基础上，学习有关询问天气状况并不是一件难事， 因为他们能够用已有的知识对所学的天气状况进行简单的交流与描述，但他们的头脑中缺乏对这些信息进行整理归类的意识，因此需要教师在这方面进行渗透和指导。本班学生思维活跃，对英语学习有积极的热情，而且有较扎实的知识储备。但是班内也存在着两极分化的现象，有3―5名学生学习英语有一定的困难，需要在教学过程中给予更多的关注。
（三）教学方式与教学手段说明 ：
本节课主要通过游戏训练、短语复习、音图学习等方式导入新知的学习，将新知识进行输入，在由音图导入新单词的学习后，组织学生通过回答问题、选择内容、 提炼归纳、两人对话等形式完成新知的学习，然后通过朗读、填空和描述四季的天气、简介北京四季的天气等形式引导学生将学会的信息进行输出，从而达到反馈教学效果的目的。
（四）技术准备：
1. PPT 课件。
2. 由PPT 课件链接的带有音乐的天气卡通视频文件。
（五）前期教学状况、问题、对策的研究说明 ：
1.我校自建校至今，始终坚持小班教学实验研究(即每班严格 控制在30 人以内)， 因此， 2（6）班一直是一个只有27 人的教学班，再加上每周5课时的英语课程设置，使这班学
生有较扎实的英语学习基础。但是同样存在着两极分化现 象。
2.为了有效的落实面向全体，我曾在班中尝试异质分组、小 组合作学习、分项评价等方法，但是在保底方面仍没有取 得显著的效果。
3.根据对以上的情况分析及总结，我在本学期开始尝试实验 新的评价方法，即每组每次的评价成绩最终取决于小组内 的学困生，这样就使得在异质分组的情况下，同学们都开 始关注学困生群体。小组合作学习的过程中，同学们都在 自己学习进步的前提下，积极动脑筋帮助这类学生取得进 步，因此，也真正体现了合作学习的意义。
4.在本节课上， 我对学生的评价主要是通过奖励小图片来完成的。当学生回答问题比较好时， 我会说”one point”, 学生就会自主的从小盘子里拿出一个小图片放在自己面前。 等到下课后， 小组长就会汇总全组的得奖情况，向老师汇报， 取得他们相应的小组奖励积分。 这样学生们在这一节课 上既有个体评价， 又有小组评价。 而这些评价可以很好的调动和保护孩子们的学习热情。
5. 另外， 我还尝试了用举手和举拳头的两种回答问题方式， 来区分学生们的发言情况。学生如果本节课上已经发过一次言了， 再参与学习活动时， 他就可一用举拳头的方式来争取下一个发言机会。 而我就可以很容易就看出，谁、在本节课上还没有充分的参与学习，于是就可以把机会分给每个学生， 彻底消灭死角，真正做到面向全体。
二、教学过程的简要说明：
（一）利用游戏训练，强化学生们对表述位
置的内容进行复习。
（二）复习学过的短语，并利用每节课坚持的见词造句的训练， 培养学生词不离句的学习意识。
（三）音图的复习与学习，是我校坚持了七年之久的一项语音训练，通过这样的语音训练，我们的学生在入学一年后便可以达到见词能读， 听音能写的训练目标。而今天上课 的二年级同学已经可以根据教师的音图标号， 完成课文的识读认读。
（四）看图学习新单词，学生们首先根据音图标注学习“weather”这一个词， 然后在根据图片进入到新单词的学习环节。强化了学生们的由音入词的学习意识。
（五）通过让学生边听边看的方式学习本节课的'主要句型。同时，引导他们回答老师的问题，让他们自己提炼出主句型。
（六）通过让学生们听一听，再说一说，找到有关天气的单词。然后在通过标划音图标志，识读单词和句子的方式，降低学生学习新对话的的难度
（七）通过分段连习的方式， 降低学生的学习难度， 同时通过填空补全课文的训练， 强化学生的记忆， 帮助他们有效的识记对话。
（八）通过带领学生观看迪斯尼的有关天气动画片， 帮助学生放松紧张的学习心情， 同时，让他们找到并说出有关天气的内容，强化他们对本课重点内容的记忆与理解 。
(九）通过这看课件描述四季不同天气的活动， 把 所学的有关天气的内容进行拓展， 同时帮助学生纵向梳理所学过的有关季节及能做某事的内容。培养他们将知识相互联系的学习意识。
（十）最后通过用贴小图片的形式（小图片就是本节课的学生们所得的奖品），让学生们说出有关北京四季的天气。将课堂上所学的知识延伸到课外，有效地帮助学生巩固所学的内容。
篇10：What Does She Do说课稿
What Does She Do说课稿
【说教材】
1.教材内容
本节教材中的Let’s learn 局部以词汇教学为主，学习actor, actress, writer, singer, artist, TV reporter等表示职业的单词；运用句型What does your father/mother do?He is/She is a……询问他人的工作情况。Group Work局部运用What are you going to be? I’m going to be a……让同学对自身将来的职业目标做一语言交流，展开交际活动。
2.教材的地位
本课的词汇贴近同学的生活，色彩鲜明的图片与词汇配对，使同学更易理解学习内容，Group work的设计更是深受儿童的喜爱。同学在体验、实践、参与、交流与合作中，既了解了如何介绍任务职业，又对自身将来的人身目标做一定位，并能树立为此目标而奋斗的人生信念。
【说教学目标】
根据教材的内容和<<英语课程规范>>要求,我确定了以下教学目标以和教学重难点：
1、知识目标：能够听、 说 、读、写六个新授单词actor, actress, writer, singer, artist, TV reporter能听、说、认读句型What does your father do? He is a ….
2、能力目标：学会使用句型What does your father do?He is … 来询问和回答他人职业，并能使用句型What are you going to be? I’m going to be…来询问他人和表达自身的理想。
3、情感目标：在课堂中培养同学积极用英语表达的习惯，以和在各项活动中培养同学积极与他人合作的精神。
4、教学重难点：本课时的教学重点是使同学能够掌握6个四会单词和两个句型。教学难点是单词singer的语音教学。
【说教法】
1.教法设计
为了充沛调动同学的学习积极性，发挥他们的主体性，使他们变被动为主动愉快地学习，在教学本节内容时，我利用视、听、说相结合的方法和合作学习法，采用课件的艺术形象来教学新授容。
2、学法指导
通过让同学自身观察、动口，采用多听、多说的学法，使他们在爱学、乐学中愉快地获取知识，进而培养和提高他们的语言交际能力，实现从“我学会了”向“我会学了“转变。
3.教学手段
根据本课教材的特点,我除了采用常规的教学手段外,同时采用了多媒体现代教学技术,使同学的多种感官一起参与到整个学习过程中,激发同学的学习兴趣,提高课堂教学效率。
【说教学过程】
1、导入设计
(1)Let’s sing..
在热身时让同学一起唱四年级上第六单元的歌曲My Father Is a Doctor,这首歌曲与本课教学内容有着密切的关系。放在课前作为热身活动，能使同学更快地进入学习状态。同时也起到复习巩固的作用。
(2)Rean and guess.通过阅读一段简单的文字来猜教师的一位新朋友来导入新课，旨在培养同学的阅读能力。
（3） Guessing game: What can Mr. Cat do?，设计这样一个游戏的第一个目的是为了自然地过渡到本课的词汇教学；第二是为了充沛调动同学参与活动的积极性。这是一个难度比较低的游戏，考虑到六年级同学普遍存在着害羞怕出错的心理，我认为这样一个低难度的游戏能充沛调动他们的参与热情。
2．新课出现
（1）本课六个新授词汇我都以Mr. Cat邻居的身份导入。其中我在局部单词的出现方式上稍做变化。以不同形式的猜谜方式引出，其中通过阅读文字引出赵薇actress的教学，以听歌曲的猜人物的方式引出周杰伦singer的教学，以看图片猜人物的方式引出杨红樱writer的教学，这样不只能调动同学的多种感官一起参与到整个学习过程中,激发同学的学习兴趣,还大大地提高了课堂教学效率。同时在每个单词新授后我都布置了一个同样的环节让同学说说自身所知道的各个职业的一些名人。培养同学良好的口语表达能力。
[设计思路]充沛发挥多媒体教学的优势，从生活中寻找教学素材，并通过动态演示的直观效果，一一出现于同学面前，使原本枯燥的词汇教学变得直观生动，同学乐学且易学。
（2）单词拼读能力的.训练和单词频度规律的总结。主要是训练同学对四会单词的拼读能力，其中有三个单词writer, singer,TV reporter的结尾三个字母都是er，给同学归纳总结有助于同学记忆。
3、操练巩固
（1）Guessing game: What does Mr Cat’s father do?这个游戏的主要目的还是为了进一步巩固这六个新单词的学习。考虑到六年级同学对于这种比较刺激的游戏都特别感兴趣，我把这个游戏设计成小组竞猜的形式，在此不只复习了单词和句型，又满足了同学的好胜心理。
[设计思路]以活动为载体，既活跃了课堂，又让同学在活动中巩固并进一步掌握新知。
（2）Let’s chant一步巩固本课重点句型的学习。
（3）Group work:我把书本上的形式稍做了改变。通过Mr Cat提问的方式导入，Which job is the most popular now?让同学通过调查来协助Mr Cat解答问题，其中在调查前我让同学做一个预测，假如预测是对的每人可以得到一张书签作为奖励，以此来提高同学参与活动的积极性。
4、拓展延伸
采访
教师分发调查表格给全班同学，让同学运用What are you going to be?和I’m going to be a/an….句型走动调查，完成表格，并通过汇总，找出全班同学最欢迎的职业。
表格如下：
Name
singer
writer
TV reporter
actor
actress
artist
teacher
….
[设计思路]创设活动，体验交际，在不时运用中培养同学从小树立远大理想，并为之奋斗的品质。
5、课后作业
（1）听录音跟读，把自身的理想说给爸爸妈妈听。
（2）完成誊写本上的练习。
篇11：《What can you do?》说课稿
Good morning, my dear judges. Im the first competitor. Its my great honor to have this opportunity to talk about my teaching ideas. Today my topic is “Unit 4 What can you do?” I am going to introduce my lesson from the following aspects:
1Analysis of teaching materials
The unit is from PEP English book, the first semester of grade 5. The topic of this unit is about some recreational and sports activities and what students can do. Through this part, students will learn some new words and important sentence structures “What can you do? I can…”, which can make students to share their hobbies with others, so that their speaking and listening abilities can be improved.
2Analysis of students
Students in Grade 5 are active, curious to new interesting things. After learning English for 2 years, they have accumulated some basic English knowledge, but most of them are not confident to express themselves, so I will arrange more interesting activities in order to provide them more chances to speak in English.
3Analysis of teaching aims
According to the New Curriculum Standard in English and the analysis of teaching materials and students, I set the following teaching aims:
(1) Knowledge aims:
Students can spell and understand the meaning of the new vocabularies and phrases of different activities.
Students can master the new sentence patterns “what can you do” and “I can sing English songs”.
(2) Ability aims:
Students can use the vocabularies and sentence patterns to talk about their abilities fluently.
(3) Emotional aims:
Students will cultivate more hobbies in their spare time.
Students will enjoy communicating with each other in English.
4Analysis of teaching key points and difficult points
The key points are to master new words and phrases: dance, sing English songs, do kung fu, draw cartoons, play the pipa as well as the sentence pattern “What can you do? I can…”
The difficult point is how to speak English freely and naturally in their daily life by using the words and sentences.
5 Analysis of teaching methods and learning methods
I’ll mainly use “Task-based teaching method” , “Total physical response approach” and “Situational teaching method” .I think only by using various methods can let students focus on the class. I will do my best to diversify the forms of the teaching activity such as pair work and group work and to make sure that the students are the real masters of the class.
6Analysis of teaching aids
In order to attract students’ attention, I will prepare multi-media and pictures.
7Analysis of teaching procedures
Now, let’s move to the most important part of this lesson: the analysis of the teaching procedures. This part is divided into 4 stages, that is, Warming-up, presentation and practice, production and summary & homework.
Step 1 Warming-up
In this stage, I will greet students as usual to create English learning atmosphere for the students. Let students enjoy a chant named “what can you do?”.This rhyme is like that “Dog, dog, what can you do? I can run after you. Panda, panda, what can you do? I can eat so much bamboo. Mike, mike, what can you do? I can draw animals in the zoo!” l will remind students to pay more attention to some words, run, eat bamboo and draw animals. And if it is necessary, I will do some acts or paraphrasing to explain the words. Rhyme is a good way to attract students attention to this class as well as it can lay a good foundation for the following steps.
Step 2 Presentation and Practice
(1) Words learning and practice
Tell students that Mrs White’s class will hold an English party next week and use a question “do you want to know what the students in her class can do for this party?”to lead to the pictures. Then show some pictures in the book and ask them “What can the students in the pictures do? ”. Through this, students can learn the new words primarily. When asking them, I will pay attention to students’ reaction and the interaction among them. For example, when talking about “do kung fu”,I will ask them “Who can do kung fu in our class?”, and invite Tom to make a performance. Tell them that it is a good exercise to keep fit, if they are interested, they can learn from him. This process can realize the emotional aims of cultivating more hobbies in daily life. Then ask them to read the words one by one after the teacher in different ways.
After teaching these words and phrases, teacher will play a game named act and say game with students to practice all the vocabularies. Total physical response approach is adopted in this stage. Doing actions is a good way for the primary students to have a better understanding of the meaning of the words and to remember them better.
(2) Sentence learning and practice
In this stage,I will teach them about when to use the target language in a direct way, in order to make sure they can use them correctly in the following practice. Teach students if they want to ask others’ abilities or tell others about their own abilities, they can use the sentence “What can you do?” and “I can…”.
Next activity is to ask students to make conversations with their partners by using the new phrases and sentences. Then use the rhyme that we’ve used in the warming-up to play their conversations. Using the above rhyme can maintain their interests.
Step 3 Production
In this process, I will let students do group work. Group work is a good way to develop their cooperation and communication abilities. Divide students into several groups and ask them to make a survey about what their group members can do and finish the chart on the screen. After they finish, ask their representatives to make a report by using the new sentence patterns. By doing this, I want students to apply the target language into the real situation. And classmates can strengthen their understandings and friendship with each other.
Step 4 Summary and homework
Students are the subject of the class, so I will try to provide more chances for them to take part in. So I will invite someone to be the teacher and lead us to read the phrases. At the end of class, I’ll also leave them a task, that is, to do a survey on what your friends can do and share your findings next time. This can consolidate what we have learned in the lesson.
篇12：《What’s the matter?》的说课稿
《What’s the matter?》的说课稿
一、说课程规范
本课是阅读课。新的课程规范明确指出要使同学有能力获取文章里的信息，发展同学综合运用语言的能力。因此，我确定本课的教学目的是发展同学智力，培养同学能力，尤其是交际能力，促进同学的全面发展。在课堂教学中坚持“面向全体同学”的原则，引导同学进行合作学习和探究学习，真正培养同学的创新精神和实践能力。
二、说教材
“Let’s Read”是人教版《小学英语》六年级下册第二单元B局部的内容，属于阅读教学，是与本单元话题“What’s the matter?”有关联的趣味语篇，旨在复习巩固本单元A、B局部的主要词汇，并适当扩展语言，增大语言输入量。据此，我确定以下教学目标和教学重难点：
(一)教学目标
1．知识目标：
(1)能听懂、会说、会读“pass，kick，between，goal，guess，a football，match，win，the game”。
(2)能听、说、认读“Let’s Read”局部的故事，并回答文后问题。
2．情感目标：
(1)进一步提高同学对英语的学习热情和学习兴趣。
(2)鼓励同学积极主动参与课堂活动，大胆开口，主动模仿。
(3)通过本课的学习，培养同学团结合作，学会和谐相处的品德。
3．能力目标：
引导同学积极参与小组活动，促进他们养成动脑、动口、动手的好习惯，初步形成主动学习的意识。
(二)教学重难点
1．新单词“pass，kick，goal，between，guess，football match，win the game”。
2．在真实的情景中运用所学知识，实现能力的发展。
(三)教具准备
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，我利用了录音机、音乐带、足球、竞赛板、贴画、多媒体等多种教具设计教学。
三、说教法学法
整堂课紧紧围绕“同学为主体，教师为主导”的教学思想，通过简笔画、CAI辅助教学等手段，创设一场足球赛情景，让同学在具体的情景中学习新单词。然后再运用于语言交流中，使整个教学源于生活，又用于生活，创设了真实而生动的生活场景，使同学学得有趣，学得有用，从而体验到胜利的快乐。具体采取了以下几种方法：
1．采用情景教学法；2．采用全身反应法(TPR)，通过身体动作来感受语言，加深对语言的记忆；3．使用交际法；4．使用听说法；5．使用游戏法；6．使用多媒体；7．使用任务型教学。
四、说教学过程
1．Warming—up
(1)师生共唱歌曲“The way，I feel以歌激情。
(2)导人：通过自由谈话的形式引出本节课学习的内容。
[设计意图]通过唱歌的形式来活跃课堂气氛，让同学在轻松愉快的环境下进入学习的最佳状态，同时为新课的学习作铺垫。
2．：Presentation
教师出现课前准备好的球，让同学通过动作来学习动词"pass the ball”，“kick the ball”等，然后放世界杯足球赛音乐和竞赛画面，教学短语“a football match”，并根据竞赛进程逐一出现单词‘‘between，goal，、win，the game”。
设计意图]通过活动和多媒体手段让同学加深对新单词的印象，进而掌握单词的听、说、读的能力。
a．听录音找出不认识的单词。
b．听录音跟读，并回答问题——Who got the first goal?
How did they get the second goal?
教师通过简笔画出现第二道问题的答案，协助同学理解短文内容。
[设计意图]通过教师对句型的点拨，同学学会自主考虑，主动探究问题的能力得到提高，并且达到了学以致用的效果。
3．：Practice
(1)将同学分成两组，采取竞赛的形式，利用单词卡片说出本单元描述心情的单词，并用该词造句，得分高的组获胜。
(2)教师引导同学回顾一下本节课的学习过程，请几名同学谈谈本节课上自身高兴和不高兴的事情。
[设计意图]同学在好奇中边学边用，充沛表示自身的能力。这些活动使同学坚持着浓厚的兴趣，大大提高了教学效果。
4．Consolidation
(1)快乐组合，妙不可言。
每张卡片上写一个步骤，每个小组一份。各组的同学将这些单词的卡片进行任意排序，然后根据排好的顺序，写出完整的`句子，做得好的小组加红星。
(2)拿出自身制作的球赛卡。
完成空白处(自选方位)，每组选出代表读他们的球赛卡，完成最好的加红星，大家为之鼓掌。
[设计意图]把欣赏的目光投向同学做的每一件事，让同学在每一次尝试中体验胜利的喜悦。
5．Homework
把你的球赛卡设计好，然后寄给你的好朋友。
6．板书设计，提高同学的学习兴趣
板书是重要的教学辅助手段，所以设计时应力求抓住重点、突破难点。本节课我设计了非常形象的板书，谁回答了问题就给他一个球赛卡并贴在黑板上，并把说出的话语用气球形象地表示出来。另外，我还用彩笔突出了本节课的教学重点与难点，让人一目了然。
总之，在整节课的教学中，我注重培养了同学的朗读能力和用英语交流的能力，并通过听、说、做等活动激发同学学习英语的兴趣，鼓励他们大胆说，对同学每一个细小的进步都予以褒扬，逐步协助他们养成良好的学习习惯，形成有效的学习方法，发展自主学习的能力，为进一步学习打下基础。
篇13：《What would you like》说课稿
小学四年级是小学阶段强化学生读写能力的起始阶段，尤其是培养学生书写的能力的重要时期。对于四年级的读写课，它有其自身的特点：首先，四年级的读写课重点突出对于单词的书写和记忆。作为句子的组成部分，单词在小学三年级只是要求学生能正确地认读，而到了四年级这一转折阶段，单词的记忆就变的尤为重要，它也成为今后书写句子的一个重要铺垫。正因为这样，这就要求四年级学生不仅能够正确书写每单元的四会单词，而且能够达到正确记忆这些单词的要求。
当然，写和读是分不开的，“读是写的基础，写是读的再现”。我们四年级的读写课是以话题为中心展开听说读写紧密结合的教学：要求听说领先、读写跟上。我们小学英语教学中的读更多地体现在学生的朗读、认读，当然也有获取句子结构和词汇的目的。所以在读写课的教学过程中，我们还是要特别重视学生的朗读。让读和写紧密的结合，才能达到事半功倍的效果。
下面我来说一下我本节课的教学设计：
一、教材分析
1．教学内容
本单元围绕“食物”这一话题展开，让学生学会有关饮食的一些句子和习惯用语，如Whatwouldyoulikefordinner?I’dlike…本课重点让学生掌握四个有关食物的四会单词rice，beef，fish，chicken。这四个单词同学们在A部分的Let’slearn中已经学过，因此我上课之前以歌曲和菜单的形式让学生复习一下本课的四会单词。以即将到来的圣诞节为话题导入，激发了学生学习英语的兴趣。
2．教学目标
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，我将教学目标确定为：
（1）能力目标：能够用英文表达自己喜爱的食物。
（2）知识目标：能够听、说、读、写本课的四个单词rice，beef，fish，chicken.
（3）情感、策略、文化等有关目标：
A情感态度：培养学生养成健康饮食的好习惯。
B学习策略：注重阅读，书写能力的培养。
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，我认为正确书写本课的四会单词是这节课的教学重点和难点；对于“What would you like?I’dlike...”句型，学生也需要熟练地掌握并且正确地运用。
4．教学方法
根据以上对教材的分析，我采用创设情景法、直观法、小组合作法等教学方法。以课标为指导，以读写结合为方式，坚持“词不离句”的教学原则，坚持以话题为核心，以读写结合的方法安排本课教学。用即将到来的圣诞节作为贯穿整节课的一个线索，激发学生单词书写的兴趣，在此基础上进一步进行语言拓展练习，让学生有效地掌握知识，发展读写能力。
二、教学过程
1．导入阶段：
1）以歌曲“What would you like?”开始本节课，创设一个轻松的学习环境，激发学生的学习兴趣；
2）以一份圣诞菜单自然地引出本单元有关食物的单词，通过多种形式的读对所学的相关知识进行复习，从而为下面四会单词的书写做好铺垫；
3）以同位练习的形式对A部分的功能句“What would you like?I’dlike...”适当的操练，从而使本课的单词自然融入到句子中去，达到学以致用的目的。
2．呈现和操练阶段
1）呈现圣诞菜单，通过猜一猜的形式让学生猜测老师喜欢的食物，从而呈现本节课的四个单词，以图片的形式呈现显得更加直观，体现了直观教学的教学方法，使学生从感官上对单词进行记忆。
2）以四线格形式出示这四个四会单词的.书写，要求学生和老师一起空手拼读，为单词书写做下铺垫；接着进行了一个猜单词游戏，更加强化了学生对单词的记忆。游戏的开展提高了学生的竞争意识，同时激发了学生的学习兴趣。
3）听过录音之后，老师开始依次板书四会单词，同时让学生在作业纸上书写。学生完成之后，老师展示书写优秀的学生作品并给予小奖品。这样评价不仅可以给学生树立一个良好的书写榜样，更能够增强学生的竞争意识，提高书写的效率和质量。
4）对于课本上的“Writeandsay”部分，我不仅让学生完成补全单词这一任务，同时以同位对话的形式巩固了本课重点单词和句子。真正实现了读写结合，学以致用的目的。
4．拓展阶段
在这一阶段，通过小组合作的形式，小组长以早中晚三餐分别询问其余三个学生，单词不仅仅局限于本课的四个单词中，而是让学生充分运用所学单词来完成对话，从而实现语言的拓展和提升。在这个过程中，不仅可以提高学生的语言运用能力，同时培养了学生的小组合作意识。
5．家庭作业
加强对本课四会单词的巩固，同时增加了一个书写句子的拔高作业，从中体现了四年级的书写由单词向句子的过度。
6．板书设计
单词的逐个书写更能突显教师的示范作用，同时简洁的布置更能让学生一目了然，方便观察和仿写。
教学反思:
在整个教学过程中，我通过图片呈现单词---空手拼读单词---书写单词---运用单词做对话这一环环相扣的设计，从而使学生逐步掌握本节课的四会单词并加以灵活运用。我在课中设计的猜单词的小游戏不仅可以口头检查学生对单词的记忆情况，同时激发学生的学习兴趣，培养他们动脑筋思考的能力；对于展示学生书写作品这一环节，一方面是对学生的书写有一个评价，同时小奖品可以更加激励学生书写的积极性，使书写这一比较枯燥的过程变的更加有趣和高效。
但是，上完这节课后，总觉得还是存在着许多不足之处，在对课堂的调控和一些细节的处理上还很缺乏经验，希望各位老师能多提宝贵意见，帮助我能不断改善今后的教学，使自己的教学水平有所提升。
篇14：《What can you do?》教师说课稿
《What can you do?》说课稿
Good morning, my dear judges. Im the first competitor. Its my great honor to have this opportunity to talk about my teaching ideas. Today my topic is “Unit 4 What can you do?” I am going to introduce my lesson from the following aspects:
1Analysis of teaching materials
The unit is from PEP English book, the first semester of grade 5. The topic of this unit is about some recreational and sports activities and what students can do. Through this part, students will learn some new words and important sentence structures “What can you do? I can…”, which can make students to share their hobbies with others, so that their speaking and listening abilities can be improved.
2Analysis of students
Students in Grade 5 are active, curious to new interesting things. After learning English for 2 years, they have accumulated some basic English knowledge, but most of them are not confident to express themselves, so I will arrange more interesting activities in order to provide them more chances to speak in English.
3Analysis of teaching aims
According to the New Curriculum Standard in English and the analysis of teaching materials and students, I set the following teaching aims:
(1) Knowledge aims:
Students can spell and understand the meaning of the new vocabularies and phrases of different activities.
Students can master the new sentence patterns “what can you do” and “I can sing English songs”.
(2) Ability aims:
Students can use the vocabularies and sentence patterns to talk about their abilities fluently.
(3) Emotional aims:
Students will cultivate more hobbies in their spare time.
Students will enjoy communicating with each other in English.
4Analysis of teaching key points and difficult points
The key points are to master new words and phrases: dance, sing English songs, do kung fu, draw cartoons, play the pipa as well as the sentence pattern “What can you do? I can…”
The difficult point is how to speak English freely and naturally in their daily life by using the words and sentences.
5 Analysis of teaching methods and learning methods
I’ll mainly use “Task-based teaching method” , “Total physical response approach” and “Situational teaching method” .I think only by using various methods can let students focus on the class. I will do my best to diversify the forms of the teaching activity such as pair work and group work and to make sure that the students are the real masters of the class.
6Analysis of teaching aids
In order to attract students’ attention, I will prepare multi-media and pictures.
7Analysis of teaching procedures
Now, let’s move to the most important part of this lesson: the analysis of the teaching procedures. This part is divided into 4 stages, that is, Warming-up, presentation and practice, production and summary & homework.
Step 1 Warming-up
In this stage, I will greet students as usual to create English learning atmosphere for the students. Let students enjoy a chant named “what can you do?”.This rhyme is like that “Dog, dog, what can you do? I can run after you. Panda, panda, what can you do? I can eat so much bamboo. Mike, mike, what can you do? I can draw animals in the zoo!” l will remind students to pay more attention to some words, run, eat bamboo and draw animals. And if it is necessary, I will do some acts or paraphrasing to explain the words. Rhyme is a good way to attract students attention to this class as well as it can lay a good foundation for the following steps.
Step 2 Presentation and Practice
(1) Words learning and practice
Tell students that Mrs White’s class will hold an English party next week and use a question “do you want to know what the students in her class can do for this party?”to lead to the pictures. Then show some pictures in the book and ask them “What can the students in the pictures do? ”. Through this, students can learn the new words primarily. When asking them, I will pay attention to students’ reaction and the interaction among them. For example, when talking about “do kung fu”,I will ask them “Who can do kung fu in our class?”, and invite Tom to make a performance. Tell them that it is a good exercise to keep fit, if they are interested, they can learn from him. This process can realize the emotional aims of cultivating more hobbies in daily life. Then ask them to read the words one by one after the teacher in different ways.
After teaching these words and phrases, teacher will play a game named act and say game with students to practice all the vocabularies. Total physical response approach is adopted in this stage. Doing actions is a good way for the primary students to have a better understanding of the meaning of the words and to remember them better.
(2) Sentence learning and practice
In this stage,I will teach them about when to use the target language in a direct way, in order to make sure they can use them correctly in the following practice. Teach students if they want to ask others’ abilities or tell others about their own abilities, they can use the sentence “What can you do?” and “I can…”.
Next activity is to ask students to make conversations with their partners by using the new phrases and sentences. Then use the rhyme that we’ve used in the warming-up to play their conversations. Using the above rhyme can maintain their interests.
Step 3 Production
In this process, I will let students do group work. Group work is a good way to develop their cooperation and communication abilities. Divide students into several groups and ask them to make a survey about what their group members can do and finish the chart on the screen. After they finish, ask their representatives to make a report by using the new sentence patterns. By doing this, I want students to apply the target language into the real situation. And classmates can strengthen their understandings and friendship with each other.
Step 4 Summary and homework
Students are the subject of the class, so I will try to provide more chances for them to take part in. So I will invite someone to be the teacher and lead us to read the phrases. At the end of class, I’ll also leave them a task, that is, to do a survey on what your friends can do and share your findings next time. This can consolidate what we have learned in the lesson.
篇15：初中英语《What color is his hair》说课稿
初中英语《What color is his hair》说课稿
各位老师各位评委：
今天我说课的内容是选自七年级仁爱版 Unit 2 Topic 2 Section A 标题是:What color is his hair ? 这一话题在整个初中教学过程中是非常重要的.而我根据学生的实际情况和新课标理念把教学目标定为:
1.知识目标:学生要牢记所有表示颜色的单词、短语、句型.
2.能力目标:学生能听懂对话录音,激发培养学生学习英语的乐趣.
3.情感目标:学生要爱学英语,爱说英语,想说英语,对英语学习要有极大的兴趣和热情.
教学重点:
1. 指导学生掌握和熟练运用那些难理解的词、句型和句子.
2. 指导学生口头熟练表达电这一话题所展开的对话内容.
3. 学习一些表示颜色的词.
教学难点:
针对初一学生害怕讲错而不敢开口这一观象,让学生要真正做到开口讲英语.
对本节课我主要采取以下几种教法:
1. 听录音:
听录音是英语学习的重要方法,也是课堂教学的.重要步骤.
2. 重点解释,个别操练;
在每节课中,学生都会遇到一些难以理解的词、句型和短语或语法,针对这些教师需要个别解释,甚至到没语言情景进行操练.
3. 指导学生展开情景对话.
根据我们学校班级人数比较少这一现象,老师可以和任何一个学生进行对话,让每个学生到要做到开口讲英语.
4. 教师还可以设计一些翻译的练习,来巩固本节课的内容.
针对以上的教学方法而学生可以采取以下的学法:
1. 养成听的习惯:
学生要经常听录音,听老师和同学讲英语.
2. 科学储备大量的知识:
学生必须掌握丰富的词汇,熟知语法规则.
3. 及时巩固,反复记忆.
凡是老师在课堂上所讲的语言难点,学生应及时整理,对学过的课文要经常复习.否则会学了新的,忘了旧的.
4. 积极操练,重在口头.
说教的程序:
1. 老师和学生进行简单的问候,然后就上节课的内容展开对话引出新的内容.
2. 让学生带着问题先听录音,初步了解对话内容.
3. 老师就对话内容跟读两三遍,接着对出现的新的语言点进行解释.
4. 分角色进行表演对话.
板书:
把新学的单词写在左边,而右边学着这节课的重难点和一些重要的句子.
布置作业:
背诵1a部分,预习Section B .
篇16：初中英语《What does he look like》说课稿
Unit 7 What does he look like ? section A
Good afternoon everyone ! I’m very glad to interpret my lesson here today.The lesson plan I'm going to talk about is from Book I Unit 7 What does he look like ?—the first period. The language goal is: Describe people’s looks . and there are some new description words in it .My understanding of teaching materials include three parts :(1)the first one from 1a to 1c . In this part ,help students learn the new words and language .try to describe people with them . (2)the second part from 2a to 3 ,in this part mainly practice their listening and writing .(3) the last part is Grammar Focus , in this part I’ll ask students to sum what they have learned in class and Explain some important things to them
l In this unit students learn to describe people . and the main content of this lesson are the sentences : What does heshe look like ?What do youthey look like? the answers and some description words.
l The ability aim is to describe people’s looks .
l As a new lesson I’ll use different kinds of methods to encourage the students to practice . Make them describe various people and be interested in my class .
There are eight steps in the lesson . Here are the steps .
Step I Revision
Show some pictures of people or other things to revise description words they have learned
Like :old young beautiful ugly cute long and so on . Here are the pictures :
Step II presentation
First , I‘ll use some pictures to teach new words : Show some famous star’s photos to teach new words . such as Yao Ming . He is tall . He has short hair . Here I’ll introduce the new language : What does he look like ? He is _______ . He has ________ . and then let students ask and answer with the pictures, Then do 1a match the words with the pictures . finish1b, listen and fill in the blanks . Students read the conversation together .
Step III pair work
1c: In this part point out the sample conversation . and ask students to make a new conversation imitate it . look at the picture on page 41, they describe one of them,and other students find him or her . After this do Exercise 1 on paper .
Step IV listening
In this part we’ll finish 2a and 2b . This activity provides guided listening and writing practice using the target language .first listen and circle the correct word, either is or has, When they hear it in the conversation. and then point at the chart in 2b, listen and complete it .then finish Exercise 2
Step V Game
Describe someone in the class . Ask your classmates to guess who he is describing then do Exercise II.Work in groups . and at last find which group has the most right answers and they are the champion . have a flag .
Step VI Pair work and writing
Describe Lily’s new friend . complete the dialogue with words to describe Nancy’s looks . then write a new conversation imitate it Finish Exercise 3.
Step VII Sum and Test
Review the grammar box . Ask students to read the questions and answers . Point out some important things : I’m , they’re , he’s and she’s with description of height and build .
Step VIII Homework .
Write a short passage about your good friends ,mother , or father .
I think using the target teaching method and the change of pictures and the competition may arise students interest . Each student can attend the teaching steps . and try to describe various people .improve their abilities .
At last is my blackboard designment :
What does he look like ? Words :
He’s tall. Short hair
He has short hair . curly hair medium build thinmedium height
That's all for my presentation. Thank you for your attention.
Exercises :
1. 完成对话：
A: Do you know my good friend Linda ?
B: Linda ? What _____ she look ______ ?
A: She’s ______ ______ (中等身材)， she’s very ______ (瘦)。
B: What about her hair ?
A: Oh, she has long and _______ (卷曲的)hair . She has a round face with ______ _____ (大眼) and a small mouth.
B: What about her clothes ?
A: Well, she often ______ (穿) a red dress .
