小学英语外研版课件 篇一

小学英语外研版课件

【学生情况分析】

三年级学生，年龄处在九、十岁左右。这个年龄段的儿童观察能力明显提高，自制性品质发展趋于平稳，是理解能力、有意识记发展的关键时期，思维能力处于从具体形象思维向逻辑思维过渡时期，注意力可以连续集中20分钟左右，具有爱玩、好动、求知欲望强、模仿表演能力强、渴望得到肯定等特点，对英语学习有着浓厚的兴趣。

三年级的学生刚刚开启英语学习，在前面四个单元中，已经学习了表示文具、颜色、身体部位以及动物的词汇及相关句型。对于基本的课堂用语、教师的简单指令学生基本可以掌握，在图片、教师的肢体语言或多媒体课件的辅助下基本能听懂、读准英语单词和句子，并在教师的指导下完成一系列的英语课堂活动。

【教学目标】

教学目标是学生能理解对话，并能用正确的语音语调朗读对话；根据对话的情景进行对话角色表演；能在语境中初步运用I’d like some… Have some…,too.来交流食物信息。

1. 能够在图片和教师的帮助下理解对话大意。

2. 能够听、说、认读三个有关食物的单词juice, egg, bread。

3. 能够在语境中运用I’d like some … Have some… 句型表达自己想吃的食物以及为别人提供食物建议，交流有关食物的信息。

4. 能够按照正确的语音、语调及意群朗读对话，并能根据对话的情景进行对话角色表演。

【教学重难点】

教学重点：

1. 理解对话意义，并能用正确的语音语调朗读对话。

2. 初步运用新句型I’d like some… Have some…, too. 来交流食物信息。

教学难点：

1. 学生能够在教师的带动下，自主地调动关于食物的词汇储备，复习相关词汇运用。

2. 学生能够在语境中理解生词juice, bread的意思，并能够正确发音。

【教学步骤】

1.热身

(1)Let’s sing

Sing a song: Old MacDonald. 教师播放歌曲，与学生齐唱，通过歌曲帮助学生复习已学过的与动物相关的单词。

T: Good morning, boys and girls.

Ss: Good morning, Selena.

T: Before the class, let’s sing a song, Old MacDonald.

(2)情景创设

教师使用课件展示主情景图，师生就情景图进行对话，就图中人物及其对食物的喜好进行提问，引导学生将已有的知识和生活经历结合运用，帮助学生了解本课时将要学习的主要内容。

T: Look! In this picture, I see some people near the farm. Who are they?

Ss: Sarah, Chen Jie, John, Chen Jie’s father and mother.

T: Yes. What are they doing?

Ss: They are having a picnic.

T: Good! They have a picnic. Can you see some food? What are they?

Ss: milk, eggs …

T: Yes, they have milk, eggs. What else? Look at the bottle, what’s in it?

Ss: 果汁、橙汁、juice …

T: Good! It is juice. 果汁。Please, read after me, juice.

Ss: juice

教师可领读2-3遍后，请单个学生或学生集体再领读、朗读。(此方法同样用于对单词bread的教学)

T: Would you like some juice? Would you like some bread? Can you guess what we are going to learn? Please choose from the topic below. 1.颜色 2.动物 3.介绍他人 4.食物

(教师板书：1. 颜色 2. 动物 3. 介绍他人 4. 食物)

(3)Main scene

教师播放主情景动画，引出本课题目Let’s eat!

设计意图：课前通过唱轻松愉快的歌曲，在复习已学单词的基础上激发学生的学习兴趣，提高复习效果。通过主情景图，引出本单元主要句型的语境，让孩子们初步感受语镜、感知句型的意思。

2. 呈现

(1)单词和句型

教师使用课件呈现单词juice，并由juice导出句型：I’d like some juice. 并在板书中明确juice和some juice，提示学生juice的不可数复数形式。

(2)Brainstorm

利用Brainstorm头脑风暴的形式，引导学生说出一些学过或自己知道的关于食物的单词，如egg, ice cream, juice, apple, pear, noodles等，从而引出并学习新单词bread。鼓励学生尝试用I’d like some … 说出自己想吃的食物，进一步练习使用句型：I’d like some … 教师再把相应的食物图片发给学生，在交给学生的时候，教师使用句型Here you are.

(3)对话教学

①看图猜想

教师播放Let’s talk板块的图片，引出Mike和Mum在吃东西的情景，组织学生看图猜想，猜猜图中人物在说什么。

T: Well done! Look! Who are they? Yes, they are Mike and Mike’s Mum. They are eating, too. Can you guess, what are they talking about? Look at the picture, what may Mike say? Will Mike say “What’s your name?” And what may he say? Now discuss in groups. Let’s go!

T: Maybe. / Good try. / It could be …

②教师对学生的回答给予反馈，并展示全文内容。师生再一次重温对话内容。

T: Now let’s check. Mike says, I’d like some juice, please. What may mum answer? Read after the tape.

③Role play

教师播放录音，学生跟读、朗读后，分角色表演对话。

T: Well done! Now let’s act.

设计意图：在正式学习课文前的看图猜想活动，有效地激发学生的思维，让学生发挥想象，对图片进行预测。带着问题去听录音，帮助学生的注意力更加集中，达到有针对性地注意对话内容、理解课文。再通过跟读、朗读、分角色表演，有意识地培养学生按照争取的语音、语调及意群朗读的习惯，并进一步加深巩固本节课的重点句型I’d like …

3. 操练活动

(1)Passing the message

游戏：Passing the message传悄悄话。

按照座位顺序，每一列学生为一组。每组的第一位学生上台抽取一张图片(不得让其他学生看到)，明确图片内容后放下图片回到座位，听到教师说One! Two! Three! Start! 后，以说悄悄话的方式，运用句型I’d like some … Have some …, too. 将图片上的食物信息传递给下一个学生。每组的最后一名学生到讲台处找出对应的`食物图片并说出该句子。速度快又准的小组获胜。

设计意图：此教学步骤的目的是操练句子I’d like some juice/bread, please. 和Have some bread, too. 通过传悄悄话这一游戏，既可以帮助学生加深对单词的音形掌握，又培养学生的良性竞争和团队合作意识。

(2)句子接龙

游戏句子接龙：每个学生说出的句子要多加一个食物单词。如果连续四个学生顺利过关，第五位学生重新说一个新句子起头，开始新一轮句子。教师可先请五名口语较好的学生进行示范，然后组织全班五人为一小组，展开活动。

设计意图：通过句子接龙这个游戏，帮助学生复习、巩固、运用关于食物的单词及句型I’d like some …

4. 拓展

以四人小组为单位，做小演员，运用句型I’d like some … 和Have some … 看图设计Mike和Chen Jie的对话，渗透中西方早餐文化的异同。每组可设计多组对话，每位组员将Mike和Chen Jie的角色各演一次。

T: Good job! Look at the picture, can you act Mike and Chen Jie? Four people a group, try to act it!

T: Well done! Can you find out the differences between Mike and Chen Jie?

T: What do you have for breakfast every day?

设计意图：通过中西方早餐文化异同的比较活动，实现跨文化交际教学，也对学生跨文化意识的树立加以渗透，并对教学资源进行了一定的扩充。

5. 小结与评价

(1)学生先设计自己喜欢的早餐食谱，与同桌交流，再相互评分、展示。

(2)教师针对学生的早餐食谱设计进行反馈，再一次使用I’d like some … Here you are. 加深学生对本课时单词和句型的感知，同时也作为本课的小结。

T: Do you want to be healthy? Can you design a menu for your breakfast? Now design and talk about it with your neighbor.

设计意图：通过设计早餐食谱比赛，运用新句型，为学生留下更多的创作空间，同时也可渗透下一节课要学习的食物，为下一节课做铺垫。

6. 作业

(1)同桌两人一组，表演Let’s talk对话。

(2)制作第二天早餐的食谱。为家人制作一份健康的早餐食谱。

设计意图：设计符合孩子们的性格特点的作业，让学生乐做作业，在玩中学习知识。

外研版小学英语优秀教案 篇二

教学内容：

Look and say & Ask and answer

教学目标：

1.Basic aims:

a. Using verbs to describe actions. e.g. paint, read

b. Using interrogatives to ask ‘yes/no’ -questions to obtain simple responses. e.g. Can you swim?

c. Using modals to talk about ability. e.g. Yes, I can. / No, I can’t.

2 .Developing aims:

a. Asking about ability.

b. Do a survey in class.

3.Education aims:

Talking about ability to establish friendly relations with your classmates.

教学准备：

pi*快回答 www.kuaihuida.com*ctures, word cards, cassette player,

教学过程：

一、Warming-up

1. Song

2. Responding to simple instructions e.g. Sing a song. Draw a circle. Pre-task

二、preparation

1. Revision Invite individual students to come

2.Presentation to the board and choose a Picture Card and mime whether they can do or can’t do a particular action.

The rest of the class say: He/She can/can’t… Invite individual students to stand up.

Point to the pictures and ask: Can you …?

And prompt them to use: Yes, I can. /No, I can’t. to answer your questions.

三、While-task procedure

(1) Introduce: paint

1. Introduce: paint by miming a painting action, and then stick the Word and Picture Cards on the board.

2. Read the word with action.

3. Ask individual students: Can you paint? to elicit: Yes, I can./No, I can’t,

4. Ask and answer in pairs.

(2)Introduce: read

1. Draw a picture on the board. Ask: What can she do? to elicit: She can read.

2. Read the word in different voices.

3. Ask individual students: Can you read? What can you read? to elicit: I can read English/a story.

(3) Listen and say

1. Play the cassette: Look and say. Students listen.

2. Play the cassette again. The students follow in their books and, in groups of four, practice the dialogue.

3. Invite individuals to read the dialogue to the class.

四、Post-task activities

(1)Production

1. Show a photo album. Tell students that it is your album. Encourage them to ask about your photograph using ‘Can you …?’ 2. Students work in pairs using the pictures in Ask and answer to find out what their partner can and cannot do.

3. Do a survey: Ask students to walk around the class and interview three to five classmates. Students are to find their classmates who can or cannot do a certain thing. Invite individual students to report back to the class.

(2)Assignment

1. Complete Workbook page two.

2. Write about your ability using ‘I can…’

外研版小学英语四年级教案

外研版英语说课稿 篇三

高一英语必修一课件外研版

一、 题材内容

本模块是通过旅游经历介绍风光，帮助学生学会关于交通工具和地貌等自然现象的词语，学会运用表示过去的用语作回忆、写游记、介绍风光。

二、 教学目标

1） 语言知识：

语音 句子中的重音

词汇 abandoned cassette circus colorful desert diamond expert farm fields helicopter law tram shoot kindergarten product recently scenery supply

词组 in the central part of, a long-distance train, dark red, until the 1920s, on the coast of, out of date, a dining car, comic books, for the first time, feel nervous, a speed of

语法 -ed形式作形容词；表达过去时间的词语或词组

功能 礼貌用语

话题 介绍旅游经历；介绍童年故事

2） 语言技能：

听 听懂对事件的回忆、旅游介绍并获取信息

说 礼貌地进行Everyday English中的对话；运用过去时间回忆；运用含有-ed句子介绍风光

读 Scanning, skimming, careful reading, generalization; inference等阅读微技能训练

写 用所学的词汇、词组、及含-ed的句子写介绍旅游情况的文章和各种回忆

3） 学习策略：

学生一定程度形成自主学习，有效交际、信息处理、英语思维能力

认知 联系，归纳，推测，速读，略读，查读等技能

调控 从同伴处得到反馈，对自己在叙述及作文中的错误进行修改

交际 积极、有效同时礼貌地进行对话

资源 积极有效阅读从网上及各种媒体所获取的有关旅游及介绍各地风光的信息

4） 文化意识：了解我国现代化建设的最新成就；了解我国及各地不同的旅游文化

5） 情感态度：热爱祖国河山；为祖国建设感动自豪；倡导文明礼貌

三、 教学重点和难点

重点：1. 如何使用地道英语描述风光、事件或回忆

2. 正确理解并应用-ed形容词

3. 如何礼貌进行日常对话

难点： 能用得体的。英语表达自己，描述过去的难忘经历

四、 教学方法

基于课程改革的理念及“第二语言习得论”和“整体语言教学”理论，运用任务型教学途径，围绕核心任务，设定小任务，开展促进自主性学习的课堂活动，强调合作探究与独立思考相结合，初步设计“P-T-P”自主学习立体模式：（Pre-task----Task-cycle----Post-task）。

五、 教材处理

核心任务：学生能利用照片、明信片、纪念品等向同伴介绍旅游情况。三个环节如下：

Pre-task: 学生回忆往事，激活背景知识，重温情感体验

Task-cycle: 通过整个模块听说读写的训练，强化“描述风光或一件难忘的事”的表达及语篇能力，为完成任务做好铺垫

Post-task: 达成任务，展示成果，反馈学习情况。

六、 教学安排

根据学生学习英语的特点和规律，我们把本模块划分为6课时：

Period 1: Introduction, Reading and vocabulary (1.2)

Period 2: Reading

Period 3: Grammar 1&2, Function, Culture Corner

Period 4: Vocabulary, reading and speaking

Period 5: Listening, pronunciation, Everyday English

Period 6: Task, writing

注：教学设计内容较多，应根据学生的学习水平、接受程度及课堂出现的临时状况进行运用、调整及筛选。

[教学设计]

Ss=students; T=teacher; =group work; = pair work; =individual work =screen

Period 1 Introduction, Reading and vocabulary (1.2)

Ⅰ、教材内容及教学目标

1、学习有关交通工具的名词和动词，回忆第一次旅游的快乐情景

2、通过查找信息，描述自己印象中的澳大利亚

3、学习部分有关Reading中将要出现的生词(需要在文章中猜测的词汇除外)

Ⅱ、教学设计

Task 1: Describe a trip ( 15m) – Introducton

Pre-task Brainstorming

Try to bring out as many words about transportation as possible.

Task-cycle Learn different verbs and nouns about traveling.

Activity 1 Matching ( 1 )

Activity 2 Put me in the right place!

A: Draw a picture with road, rails, water and clouds on the blackboard. Put

different vehicles in the right position on the picture.

B: Ask and answer Qs in (2) according the picture.

Activity 3 Filling & Guessing game

get on (off)

get into (out of)

Ride

Drive

take off/ride

A:

B: Show pictures taken in Hainan. Q: How did I get there? (different answers should be encouraged)

Post-task: Describe the first time you traveled a long distance

A: Q: When someone want to describe his first trip, what do you want to know?

5W & 1H ( who, when, where, what, why & how )

B: Describe the first trip Report to all

Task 2: Describe Australia ( 25m )-Reading & vocabulary

Pre-task: Search information about Australia before class

Task-cycle: Australia

Activity 1 Brain-storming (words about Australia)

Activity 2 Talking ( 1 )

A: Talk about the pictures on P22 + things about the country brought by Ss

B: Get questions in (1) solved

C: Dialogue between “Australians” and “tourists” Report to all

Activity 3 Vocabulary ( Part )

A: Choose the words which you think can be used to describe a train trip to Australia from the list shown on the screen (a dictionary is recommended)

B: Match the words with pictures (camels, cassette, desert, diamonds, sand, soil)

C: Choose a word in the blanket to match the underlined part in a passage (2)

Not long ago, I had a wonderful trip to Hainan. It’s not an area of dry land, because it’s surrounded by sea. There you can always enjoy the beautiful sunshine, green trees and blue water. On the beaches, you can’t find any valuable stones, but you can always touch the soft sand instead. On my way back, I made friends with some of the people traveling on the train.

Post-task: Display ( A brief make-up story about a trip to Australia using some of the new words)

Recalling(4m) Recall what we learn today. & Questions unsolved.

Homework(1m) Workbook P80 4. 5.

Describe your first time you travel to a place of interest.

Period 2 Reading

Ⅰ、教材内容及教学目标

1、学习在澳大利亚乘火车旅游的文章

2、训练速读、略读和查读技能，通过中心句掌握全文中心，学会分析文章结构，

学会运用想象、联想、逻辑分析和英语思维的能力

3、学会如何描述乘火车旅游的情形

Ⅱ、教学设计

Task Learn and retell the passage

Pre-task Content Prediction(2m) According to the picture and the title, try to predict what we will be able to learn from the passage.

Task-cycle Reading(40m)

Pre-reading Map reading Look at the map of the railways in Australia, discuss which city you would like to travel and how to get there.

While-reading

Activity 1 First ( Fast ) reading

A. Match: Find out what main idea each paragraph is about. ( my first ride on a long-distance train, the food, the passenger, the Ghan )

B. Main sentence in each paragraph.

C. Main idea

D. Guide Ss to find out the structure of the passage.

Activity 2 Second ( Detailed ) reading Deal with 6 questions in (4)

Activity 3 Third reading ( Reading Strategies Applying )

A. Find out appropriate information to fill in the form below:

Part One (1)

Who When Where What Why How

Part Two (2-3)

Food Scenery

First hundred kms After that Suddenly

B. Put me in the right order and form a passage, adding in the time signals.

Camels were trained to carry supplies back from the central part.

Camels were shot because of the new railway line built by the government.

They brought camels from Afghanistan.

Australians needed a way to the central country.

They tried riding horses, but failed.

C. Word-guessing ( abandon, diamond, supplies)

Post-task

Activity 1 Retelling Retell the passage with the help of the form

Activity 2 Discussion P24 (5)

Activity 3 Small debate “They should shot the camels”

Recalling(2m) Recall what we learn today. & Questions unsolved.

Homework(1m) Write a reading note

阅读格式卡

Title__________________________ Module _________ Date___________

General idea：

Words & Phrases:

BS:

BS=beautiful sentence

Period 3 Grammar 1&2, Function, Culture Corner

Ⅰ、教材内容及教学目标

1、 学会通过合作探究，归纳总结出-ed形容词作定语及其定语的位置，

2、 运用过去时间表达法

3、 运用礼貌用语

4、 了解Maglev，能说出与普通火车的区别

Ⅱ、教学设计

Task 1 Find out rules of “–ed adjectives”

Activity 1 Competition The group which write the most right –ed forms of the verbs given by teachers win.

Activity 2 Find out the rules of “-ed adj.”

A. Look, say, write and combine

a. T act out the sentences: I threw the paper away. The paper was used before.

b. Ss write out the sentences

c. Try to combine the sentences to one: I threw the _______ paper away.

d. Talk about the pictures using –ed form and write them down.

B. Observe, compare and find out the rules (Grammar 1 )

Activity3 Workbook P79 1. 2.

Task 2: Story-making using past tense time expressions

Activity 1 Brainstorming ( past tense time expressions)

Activity 2 Complete the sentences (2)

Activity 3 Story-telling Make stories according to the pictures given to different groups

Task 3: Polite conversation

Activity 1 Act and discuss 2 Ss act out the dialogue. Discuss Qs in (2)

Activity 2 Make new dialogues Suggestions given by Ss-Make new dialogues according to (3.4)

Task 4: Interview ( about Maglev )

Activity 1 Read and compare

Activity 2 Interview & Report (one interviewer + one mayor + designer + assistant)

Activity 3 Your idea of new transportations

Period 4 Vocabulary, reading and speaking

Ⅰ、教材内容及教学目标

1、 学习表示地点和在该地点做事的词汇，训练联想的认知策略

2、 学习有关回忆的文章，能叙述自己的回忆

Ⅱ、教学设计

Task Childhood memories

Pre-task Words and expressions

Activity 1 District map Draw an imaginary district map with names on it with Ss

Activity 2 Tell me your first time to...

I will never forget the day I ...

I remember the day I ...

my first visit to...

doing

Task-cycle Jigsaw reading & Interview 5 groups read, other groups bring out Qs.-Interview

Post-task Talk show Three famous persons & one TV host on a TV talk show talking about childhood memories.

Period 5 Listening, pronunciation, Everyday English

Ⅰ、教材内容及教学目标

1、 听懂对话，抓住要点，获取信息

2、 句子重音

3、 训练根据对方话语作出回应、表达态度的技能

Ⅱ、教学设计

Task 1 Knowing things about her

Pre-task Getting information about Mary Lennon

Task-cycle Listening

Activity 1 When & Where & By what Get basic information from the first listening

Activity 2 Interview (Ex.1 & 2)

Post-task “I am Mary Lennon...” Suppose you are Mary, talk about your experience with the help of the Qs

Task 2: “My Pronunciation is better!”

Activity 1 Listen & Imitate

Activity 2 Competition

Task 3: Show your response!

Activity 1 Ex. 1 & 2

Activity 2 Show your response One of you is a superstar, the other is an interviewer. You’re having a talk on CCTV. (Try to use expressions to show your response or attitude towards the other person.)

Period 6 Task, writing

Ⅰ、教材内容及教学目标

1、 借助一切可借助的力量介绍自己的一次旅游情况

2、 写童年某一事件的过程，训练记忆、整理和归纳等逻辑思维能力

Ⅱ、教学设计

Task 1: Display one of your trips to a tourist spot

Pre-task: Things about the trips

A. Collect information about the tourist spot

B. Collect English signs in the tourist spot

C. Collect pictures, photos, postcards, magazines reports, maps or souvenirs about the tourist spot

D. Make notes on 5W & 1H

Task-cycle: Share & Choose

Activity 1 Share the things your collect with your partners

Activity 2 Choose the best S to do the talking, the others offer help when needed

Post-task: Display Talk about your first trips to a tourist spot with the help of all kinds of information. ( an album with comments on it is recommended )

Task 2: Writing

Pre-task: Choose topics

Task-cycle: Writing

Brainstorming --Writing ---Evaluation by oneself & partner ---Correction -- Choose the best one & Correct

Post-task: Show the best writing & Comment

Recalling Recall what we learn today & Questions unsolved.

Homework Composition ( Choose any topics on P27 )

外研版英语说课稿 篇四

Ladies and gentlemen, good morning.

It’s a great pleasure for me to be here sharing my lesson with you. My name is .

Firstly, I’ll introduce my teaching material to you. The content of it is Unit 1 of Module 3,Book 1.In this unit we’ll talk about the numerals. By studying this unit, the students will know how to ask and answer the quantities. The way to ask “how many’and the numbers from 1 to 10 are the key and difficult points of this unit.

As we know, our students are pupils, boys and girls are exposed to English for a short time, so it is very important to develop their intreset in English. As for this, I made my teaching aims as follows.

Teaching aims:

1.Aims on knowledge:

1) The students can hear,read and use the sentence “how many?’ to ask questions.

2) The students can hear, read and use the words from 1 to 10 to answer the questions on numerals.

2. Aims on abilities:

1) To develop students’ abilities of listening and speaking.

2) To foster students’ abilities of communicating skills.

3.Aims on the emotion:

1) To set up students’ self-confidence in language study.

2) To form happy English learning situations for the students.

4. Key points:

1) To help students ask and answer the question: How many?

2) To develop students intrest in English.

5.Difficult point:

The right pronunciation of the numerals from 1 to 10.

Secondly,I’ll introduce my teaching methods.

We all know that the main instructional aims of learning English in primary schools 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. I’ll let Ss learn in real situations,finish some simple tasks to help the students to get a better understanding of the lesson. And I will arrange many kinds of activities for them.

In this class, I’ll use a recorder and some pictures as my teaching assistance.

Teaching process

Ⅰ. Warm-up

1. Greetings

2. say the chant “Bob. Bob. Bob…

3. The teacher can choose some students,to do a simple dialogue such as What’s your name? How are you?and so on.

(for this step, we should practice quickly.This chant can arouse exciting motion. So it is important to form a happy class.The part of the dialogue can make Ss review the knowledge in the last lesson.)

Ⅱ.Leading in

1. After chant,the teacher shows a pencil and ask students :What’s this?lead the students to answer ‘pencil’.Then the teacher says:Yes, it’s one pencil. Then the teacher shows two pencils and says: There are two pencils. The teacher can lead in the numerals by this way (This part to lead the numbers quickly.)

Activities for the children.1 to 4,we should clap our hands; after 4,we should change to stamp our feet;after 8 we should shake our bodies. That is to say, ask students to clap when teaching numbers 1-4, ask the students to stamp when teaching numbers 5-8, ask the students to shake their bodies when teaching numbers 9-10.

(we count the ten numners by different ways, Ss would like to do things like this. We’ll have a happy beginning)

2. The teacher shows the pictures about numerals.Have the students read the pictures and follow the teacher to practise,and put the numerals on the blackboard.(This part is the important part to make students learn the numerals)

3.A game to practice the numerals.

Ask students to do the counting one by one, they should line up first, then count from 1-10.

(For this step, I will correct their pronunciation ).

Ⅲ. New lesson

1. The teacher shows the pictures quickly, and ask them to guess How many?

And students say the answers.

After some time, ask little teachers to do this.

Then the teacher shows and teaches the new sentence ‘How many?’

2. guessing game

In this part, we can play two games. First, guess the pictures; second, guess how many students.

(to drill the questions and answers with the help of the game.)

3. listen to the tape.

T should play the tape three times, first, Ss just listen;second, Ss read the story after the tape; third, Ss listen carefully and find 1 to 10 on the book.

( It is necessary for Ss to listen to the tape in our class, it will form a good habit of listening.)

Ⅳ.Consolidation

A task of memory. The teacher shows a big picture with some boys and girls on it. Have the students look at this picture for 5 seconds. Then the teacher closes this picture and asks: How many boys or girls? The students will try to give the right answers.

( This is a transitional part for unit 2)

Ⅴ.Assessment

Let the students to count all the things arround them after class. Then to tell their friends or to mark on the paper.

(revision is so important that Ss should speak English as much as they can in class)

Above is my lesson,I try my best to make my students happy in class. So I use different kinds of activities and games to deepen my instruction in order to let children acqire new knowledge through arousing their interest.

But, the weakness of this lesson is the students might not grasp the hole story and sentences pattern because of lack of enough training in these two parts, story-teaching and sentence pattern-teaching.

That’s all! Thank you!

It’s my great honor to be here sharing my lesson with you.

The content of my lesson is《New Standard English 》Book4 Module8 Unit1 I was two. Then I’m going to talk about it through the following six aspects: teaching material, students, teaching aims, teaching points, teaching preparation and teaching process.

一、Teaching material

The topic of this module is “Changes”。 The language function of this unit is throughing the photos of Lingling’s grandparents and her own to describe the things past with “was/were”。 The main patterns “They were young.” and “I was two.” are close to Ss’ daily life. Therefore, they would show their great interests in this lesson and try to use what they have learnt in their real lives. By studying this unit, Ss can discuss the things that occurred in the past to themselves with “was/were”。

二、Students

The Ss in grade four have got some English foundations. They also have higher learning enthusiasm and lively personalities. As a result, the activities full of fun and relaxation are offered in order to let the Ss learn English more freely. Meanwhile,  the abilities of observing and self-study , the habits of independent thinking and positive participation are fostered in the class.

三、Teaching aims

（一）Aims on the knowledge

1．The Ss can understand and speak the words: who, grandparents, then, me, hair, so.

2．The Ss can understand and speak the sentence patterns: They were young. I was two.

（二）Aims on the abilities

1．The Ss can read the dialogue fluently.

2．The Ss can communicate with “was/were” according to the photos.

（三）Aims on the emotion

Through the Ss’ comparison the old life with the new one, they will not only cherish the life nowadays, but also improve emotion between the families.

四、Teaching points

（一）Key points

1．The Ss can understand and speak the new words and the sentence patterns.

2．The Ss can describe the things past with “was/were”。

（二）Difficult points

1．The Ss know the usage and relationship between “am/is/are” and “was/ were”。

2．The Ss can discuss the real life with the sentence patterns freely and creatively.

五、Teaching preparation

Tape, recorder, photos, multimedia, cards, stickers.

六、Teaching process

Step 1 .Warming-up

1. Greetings

2. Enjoy the song “The family”。

3. Free talk

T: Here is a family photo. Let’s describe it.

In this photo, Father is … (choose the appropriate adjectives)

S: ….

T: Mother/Brother/Sister/Baby is…

…

[Design intent] The song can adjust the Ss’ thought, arouse their interest in learning English, let them enter the atmosphere of learning English quickly.The free talk can help them review the adjectives which are used to describe the personalities and characters.

Step 2.Presentation

1. Leading- in

T: Here is another family photo. Do you know who the baby is?

S: …

T: It’s me! ( Teach the word “me” at this moment.)

I was two, then. Now I am 30. (Show Ss the current photo.)

T: Our friend Lingling has got some photos, too. Do you want to have a look?

[Design intent] Through the new and old photos show, bring out the topic of the text smoothly and make a good preparation for the text learning.

2. Text

(1)Listen and try to find out the words they don’t know. Study them in groups. Then T consolidates the meaning of “who, grandparents, then, hair, so”。

(2)Listen read and underline the sentences with “was/were”。

T: What’s the difference between “am/is/are” and “was/ were”? （Explain it under the help of the photos.）

[Design intent] Through the listening and underlining, Ss can have the deeper understanding to the text. Explain the past tense appropriately and design the blackboard writing reasonably. Let Ss know the meaning and usage of “was/ were” clearly.

（3）Listen and read the dialogue again.

Step 3.Practice

1．Look, listen and guess.

Show Ss four pairs of pictures, choose the correct one after listening to T’s description.

2．Do Activity 3 on page 31. Discuss the answers in groups.

[Design intent] Through the activities, let Ss practice the sentence patterns step by step. Cultivate Ss' abilities of cooperation and participation by group-working.

Step 4 Consolidation

1.Enjoy the passage of the cartoon “The ugly duckling”。 Discuss the changes of the little duckling according to the T’s reminder.

2. Show Ss some photos of new and old Yantai, let them realize the great changes of our life.

[Design intent] The cartoon can make Ss show more interests in learning English. Through the photos show, Ss will love and cherish the new life more.

Step 5 Summary

Ask Ss themselves to summarize what they have learnt today.

Step 6 Assignment

1．Listen and repeat the text.

2．Describe Ss’ own photos with the sentence patterns in groups and prepare to show in next class.

[Design intent] Making lots of listening and speaking exercise is able to train Ss’ comprehensive language abilities and strengthen their confidence. In addition, extending the knowledge in class to the real life effectively can finally achieve the purpose of communication using language.

Design of blackboard writing

Moduel 8 Changes

Unit 1 I was two.

(then)                             (now)

I was two, then.                      Now I am 30.

They were young, then.              Now they are old.

She/He was…, then.                 Now she/he is….

外研版英语说课稿 篇五

今天我说课的内容是本节课出自外研版七年级上第2模块第1单元 I can speak English.下面我将从教材和学情分析、教法学法、教学过程、设计意图、板书设计五个方面对本课进行说明。

一、教材和学情分析

（一）教材分析

1.本模块题材内容

本课以朋友和父母为中心， 以他们擅长的体育运动和从事的职业为话题，有助于激发学生的学习动机和参与热情。

2.本节课教材内容分析：学生们对班里同学的基本情况，通过第一模块的学习都已基本了解，本模块在此基础上展开，进一步询问和介绍情况，符合循序渐进的原则和交际性原则，也有利于增进同学之间的相互了解。在本模块教材中有关体育运动的图文并茂，一方面提高了趣味性，同时也有助于学生对词汇的理解，有助于培养其联想的学习习惯。

3.本节课贯穿了第2模块以后的整个教学，是学生提高自己听说能力表达的平台，为后面开展阅读课和写作课奠定了基础。

4.教学目标：

（1）知识目标：

重点词汇：

体育音乐： basketball, tennis, table tennis, ride a horse, ride a bike, play the piano

其它：parent, welcome …to, international

重点句型：

I can…，I can’t… / Tony can…Can you…？

Yes, I can./ No, I can’t.

（2）能力目标：

能听懂谈论所擅长的体育项目的简短对话；能用can做自我介绍。

（3）情感态度：

说话时要尊重对方，令对方感觉舒适，以培养良好的合作关系。

5.重点是：有关能力的表达，can的用法。

6.难点是：can的句式把握。

（二）学情分析

七年级的学生在思维上比较活跃，本课所设计的体育运动为学生所熟悉，便于开展讨论。

二、教法学法

教学理念：任务语言教学：以“谈论体育擅长与职业”这一话题为主线，采用任务语言教学途径，兼顾交际功能和有关can 的语言知识结构的学习，以一种循序渐进的交际性的学习程序，引导学生学会运用这个语言知识有目的地做事情。

1.充分利用学生已有知识和经验，创设生活化的真实情境和半真实情境，引导学生在运用语言中学习语言，然后在学习新的语言知识后创造性地运用语言。

2.开展各种任务教学活动，给学生提供交流合作的空间和时间，促使学生为完成任务和同学进行合作，为完成任务进行探究学习。

三、教学过程：

上课前，我会先放一些英文歌，使学生在课前先达到思维上的转变，为上好一节英语课做好思想准备。

Step 1 Warming up

呈现FLASH动画—FIFA世界杯主题歌（The time of our lives）通过歌曲和精彩的画面进行课前热身，进而导入新课，引出体育运动话题。

What sports do you know?

What’s your favorite sport?

Why ?

通过思考回答问题，锻炼学生的口语表达能力，提高学生学习英语的自信心，同时为后面学习新课做好准备。

Step 2 Look and learn、read 、guess and match

利用图片向学生展示本节课内需要学习的各种运动名称，为Activity1作好铺垫工作。

由同学领读词组，注意使用不同的语调来读。

看动作，说出知道的运动词组名称。意图：让学生在活动中学习，提高兴趣

让学生动手学习这些活动名称，根据图画判断意思，解决对话中的语言障碍，同时通过话题的讨论激活学生的背景知识，为听力理解做知识储备。

意图：提高学生学习自信心，自主性，突出以学生为主体。

Step 3 Listen and answer、choose、fill in the blanks

本活动的目的是训练学生从听力材料中获取有关个人信息的技能

活动方式：学生个体做出判断，教师点名检查。

设计意图：听力环节由易到难的顺序，培养学生听力能力的同时，加深对课文的理解。

Step 4 reading

自己读后，找出存在的问题，小组展开讨论，组内解决问题。开展小组竞争，找知识点。

Step 5 exercise

内容比较丰富，题型多样，便于学生对知识的巩固。

Step 6 summary

再次强调今天学习内容，由学生总结，老师补充。

Step 7 Homework

1.询问四人小组的其它成员有关体育活动能力的问题，制作一张类似Activity7的表格，用于下一节课复习问答练习。

2. Tell the class about yourself.

Example:

Hello. My name’s_______.

I’m from________.

I’m _____years old.

I can __________and…

But I can’t______________.

设计意图：运用所学知识，进行知识迁移。

四、设计意图

1.导入环节：通过观看视频、图片，学习单词，旨在新颖，吸引学生眼球。

2.话题环节：主要是的口语表达能力，培养自信心，为后面学习内容做准备。

3.新课环节：主要从听、写、读、说方面展开，学习方式多样化，旨在学习方式的完整性，和提升对知识吸收的不断刺激能力。

4.总结环节：旨在回归重难点，滤清学习思路，锻炼学生的能力，也可以起到检查学习掌握的作用。

五、板书设计

Module 2 unit 1

I can speak English

Words and Phrases: key points: groups:

海纳百川，有容乃大。上面就是快回答给大家整理的5篇外研版小学英语课件，希望可以加深您对于写作外研版小学英语课件的相关认知。