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英文說課稿匯編五篇

　　在教學(xué)工作者實(shí)際的教學(xué)活動中，時常會需要準(zhǔn)備好說課稿，說課稿是進(jìn)行說課準(zhǔn)備的文稿，有著至關(guān)重要的作用。那么什么樣的說課稿才是好的呢？以下是小編精心整理的英文說課稿5篇，歡迎閱讀與收藏。

英文說課稿匯編五篇

英文說課稿篇1

　　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.

英文說課稿篇2

　　說教材：

　　1. 教材內(nèi)容

　　本節(jié)教材重點(diǎn)圍繞節(jié)日展開，圍繞人們經(jīng)常如何度過節(jié)日展開話題。本課時要求學(xué)生能掌握四個節(jié)日National Day, Halloween, Christmas, Spring Festival 及句型What do people usually do at …? I… .并能自由交流如何度過假日。在本課中did引導(dǎo)的一般疑問句及回答也是新知之一。因?yàn)樵谇懊娴谌龁卧撼霈F(xiàn)了be 動詞的過去式，所以學(xué)生在學(xué)習(xí)的時候這方面比較容易掌握。

　　2.教材的地位

　　本節(jié)課所選的教學(xué)內(nèi)容是牛津小學(xué)英語6A Unit 6。本單元教學(xué)圍繞節(jié)日兒展開的。在詢問節(jié)日這部分，學(xué)生已有了前面第三單元的知識鋪墊，比較易于深入與擴(kuò)展。這樣的安排，既體現(xiàn)了教材循序漸進(jìn)、由難到易的編排意思，又符合學(xué)生的知識水平和認(rèn)知水平。關(guān)于人們?nèi)绾味冗^節(jié)日這一話題，特別是西方的節(jié)日，。則需要學(xué)生課后及時收集資料。在實(shí)際教學(xué)中，本課采用舊話題先教新句型，再用句型引新知的方式展開，這樣既便于學(xué)生接受掌握，也體現(xiàn)了教學(xué)內(nèi)容之間的連貫性。

　　說目標(biāo)：

　　1. 教學(xué)目標(biāo)

　　新課程強(qiáng)調(diào)知識與技能、過程與方法、情感態(tài)度與價值觀三個角度的有機(jī)結(jié)合，本著這樣的認(rèn)識，我制定如下教學(xué)目標(biāo)。

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

　　[能力目標(biāo)]能用英語交流在假日中的活動，部分同學(xué)能用英語流利介紹節(jié)日的有關(guān)情況。

　　[情感目標(biāo)] 通過活動、游戲使學(xué)生產(chǎn)生學(xué)習(xí)英語的興趣;讓學(xué)生敢于、樂于開口，積極參與交流。并讓學(xué)生在學(xué)習(xí)的過程中，培養(yǎng)他們的合作意識和競爭意識。

　　2. 教學(xué)重難點(diǎn)

　　教學(xué)的重點(diǎn)是讓學(xué)生掌握詞組，能夠熟練的運(yùn)用詞組進(jìn)行交流，初步鍛煉學(xué)生運(yùn)用詞組描述節(jié)日的能力;難點(diǎn)是讓學(xué)生認(rèn)識時態(tài)的變化，及意識到詞組的不同運(yùn)用能造就語言的豐富性。

　　說教法：

　　1. 教法設(shè)計(jì)

　　根據(jù)英語這門課本身的特點(diǎn)及六年級學(xué)生的興趣，我通過了設(shè)計(jì)具體形象的情景，以舊帶新，不斷滾動知識點(diǎn)，以此來分散教學(xué)難點(diǎn)，讓學(xué)生直觀地感知與理解。同時創(chuàng)設(shè)數(shù)個任務(wù)活動，從單詞到短語到句子到對話到片斷，使學(xué)生在師生、生生之間的多向交流中進(jìn)行有意義的練習(xí)與實(shí)踐，充分發(fā)揮他們的學(xué)習(xí)主體性，培養(yǎng)他們學(xué)習(xí)致用的能力。

　　2. 學(xué)法指導(dǎo)

　　引導(dǎo)學(xué)生通過比較、觀察、猜測的方法逐漸感悟新語言項(xiàng)目的功能，讓學(xué)生在多層次的練習(xí)中體會到學(xué)習(xí)英語時“運(yùn)用”的必要性，鼓勵學(xué)生積極思維，大膽嘗試。

　　3. 教學(xué)手段

　　根據(jù)本課的教學(xué)內(nèi)容、教學(xué)目標(biāo)、學(xué)生的年齡特征和心理特征，為了更好地激發(fā)學(xué)生的學(xué)習(xí)興趣，從而能積極主動參與學(xué)習(xí)。教學(xué)中運(yùn)用多媒體課件、圖片等教學(xué)輔助手段，置抽象的句型于一個個生動的情景、游戲之中，不僅使學(xué)習(xí)過程自然輕松，更能較好地啟智開思。

　　說過程：

　　1.熱身( Warm up)

　　(1)宣布本節(jié)課的學(xué)習(xí)方式：小組競賽。以座位分成四個參賽小組，按每個同學(xué)的課堂表現(xiàn)為本組加星，課末評出WINNER。然后，開始“每課一句”，本節(jié)課所教授的句子是“Lite is long if you know how to use it.”

　　[設(shè)計(jì)意圖] 學(xué)習(xí)方式的宣布讓學(xué)生對本節(jié)課充滿了興趣，激起了他們的斗志和為本組爭星的表現(xiàn)欲。“每課一句”是我在六年級開始每堂課上設(shè)置的一個必備環(huán)節(jié)。這個環(huán)節(jié)主要教學(xué)生一些妙言警句。這些句子既豐富了學(xué)生的詞匯量，提高了他們的表達(dá)能力，同時也讓他們學(xué)到了地道的英語表達(dá)方式。從而為學(xué)習(xí)英語創(chuàng)設(shè)一個良好的氛圍。

　　2.以舊帶新 [lead in ]

　　提供話題Birthday，師生自由交流，然后用“How do you spend your birthday?”引出本課的新句型“What do you do on your birthday?” 進(jìn)而再導(dǎo)入“ Did you … last birthday? ”及回答。然后用Colour 話題引出句型My favourite …

　　[設(shè)計(jì)意圖] 通過舊知識滾出新知識，是我常用的教學(xué)方法之一。以舊帶新，學(xué)生可以比較輕松地掌握本課的句型。同時把新的句型和老話題融合一起。有助于培養(yǎng)學(xué)生的語言思維能力的開放性。

　　3.呈現(xiàn)、操練(Presentation, Practice)

　　承接Colour話題，引出第一個節(jié)日：National Day。利用課件呈現(xiàn)中國國旗。教師引導(dǎo)的話如下：

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

　　S: Yes…

　　T： Do you know my country's birthday?

　　S: The first of October.

　　T: What holiday is on that day?

　　S: National Day.

　　[設(shè)計(jì)意圖] 找到話題與所授新知的契合點(diǎn)，讓學(xué)生很自然地從一個話題向另一個話題過渡，從而開始了本節(jié)課Holiday的話題。同時英語并不是僅僅是一種工具，它是能夠表現(xiàn)出情感的。在此由紅色引出中國，由中國引出它的生日，簡單的.幾句帶有感染力的話就能激發(fā)學(xué)生的愛國熱情。

　　接著用在談?wù)撋諘r所學(xué)的句型讓學(xué)生談?wù)撘幌聡鴳c節(jié)，使所學(xué)知識處于不斷的滾動復(fù)習(xí)鞏固之中。用Guess 猜下一個節(jié)日Halloween.猜出來之后，利用謎面鍛煉學(xué)生聽與說的能力。

　　[設(shè)計(jì)意圖]因?yàn)镠alloween節(jié)日在5A的書上有專門的一單元的介紹，所以雖然它是一個外國的節(jié)日，可是學(xué)生對它并不陌生。利用謎面，讓學(xué)生讀一讀，說一說，談一談。在此環(huán)節(jié)充分鍛煉學(xué)生的口語表達(dá)能力。

　　圣誕節(jié)的出示用一首輕快明了的CHANT作為引入，同時讓學(xué)生看一段配上音樂的介紹資料，然后用今天要掌握的句型來問一問。之后，出現(xiàn)了一個有關(guān)圣誕節(jié)的小故事，讓學(xué)生自由的閱讀，然后完成后面的題目。

　　[設(shè)計(jì)意圖] 在課中關(guān)注學(xué)生的注意力的放松。高輸入量的學(xué)習(xí)會讓學(xué)生很快有疲勞的感覺，從而降低學(xué)習(xí)效率。在此環(huán)節(jié)，設(shè)計(jì)了CHANT 和一段了解性文字的閱讀，就是給學(xué)生創(chuàng)設(shè)了一段休息的時間。然后再根據(jù)高年級學(xué)生的英語閱讀能力的培養(yǎng)需要，適時進(jìn)行一篇短文閱讀。

　　圣誕節(jié)后進(jìn)行春節(jié)的教學(xué)。用一封來自外國朋友的信引出春節(jié)。這是一個美國的朋友，她先介紹了一下人們?nèi)绾芜^圣誕的情況，然后向中國的朋友問了三個有關(guān)春節(jié)的問題：What holiday is the popular holiday in China? When is it ? What do people do on that day? 教師讓學(xué)生四人一組討論后再反饋回答。

　　[設(shè)計(jì)意圖] 在這兒出現(xiàn)了一封的書寫方式，同時很好地導(dǎo)出了下面的內(nèi)容，教師給學(xué)生提供了廣闊的自由想像和發(fā)揮的空間，讓學(xué)生運(yùn)用所學(xué)的語言進(jìn)行擴(kuò)展性的練習(xí)。

　　4. 拓展、鞏固(Extension , Consolidation)

　　(1) Listen and number

　　(2) Say out the holiday

　　將一些沒有學(xué)過的節(jié)日收集在一起，讓學(xué)生猜測出意思，并能說出時間。

　　(3) Try your best

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

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

　　5 課后作業(yè)(Homework)

　　(1) Look and write

　　(2) 用至少五句話介紹一個節(jié)日。

　　[設(shè)計(jì)意圖] 鞏固所學(xué)，將課內(nèi)的學(xué)習(xí)延伸到課外。

英文說課稿篇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.

　　1.Analysis 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.

　　2.the 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.

　　3.Then 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.

　　4.Teaching 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.

英文說課稿篇4

　　a. New wrds and phrases

　　b. Sentence pattern: If- clause

　　c. iprve their reading sills.

　　d. Taling abut prbles f the Earth.

　　6. 說教學(xué)難點(diǎn) teaching difficult pints (語法；發(fā)展交際能力)

　　a. functinal ite: Suppsitin.

　　b. Develp their cunicative abilit. Act ut their wn dialgue.

　　7. 說教具 teaching aids (ulti-edia cputer, sftware, OHP)

　　The teaching sllabus sas that it’s necessar fr teachers t use dern teaching facilities. It’s f great help t increase the class densit and iprve ur teaching result. It can als ae the Ss reach a better understanding f the text b aing the classes livel and interesting. At the sae tie, it aruses the Ss’ interest in learning English.

　　二、說教法 Teaching ethds

　　Five step ethd; audi-vide; cunicative apprach;

　　Tas-based learning: New Sllabus Design encurages teachers t use this teaching ethd. TBLT can stiulate Ss’ initiative in learning and develp their abilit in language applicatin. Mae the Ss the real asters in class while the teacher hiself acts as the directr and bring their abilit int full pla.

　　三、說學(xué)法 Stud ethds

　　1. Teach Ss hw t be successful language learners.

　　2. Teach Ss hw t develp the reading sill — si ≈ scan; hw t cunicate with thers; hw t learn new wrds; hw t learn independentl;

　　3. Get the Ss t fr gd learning habits.

　　四、說教學(xué)過程Teaching prcedures

　　I. 復(fù)習(xí) (Revisin) 5in (Dail reprt; 詞匯diagra; brainstring; activate scheata)

　　Activit 1: Iaginatin

　　1). Suppse a bttle f in is turned ver and dirties ur white shirt, what is t be dne? (Wash it? Or thrw it awa?)

　　2). Suppse u catch a bad cld, what’s t be dne?

　　3). Suppse ur bie is bren, what’s t be dne?

　　4). And suppse the earth, n which we all live, is daaged, what’s t be dne?

　　* What can u thin f when u see “pllutin” this wrd?(waste, envirnent, air, water, factr, desert, cliate... Tr t activate the Ss scheata regarding the tpic f pllutin.)

　　II. 呈現(xiàn) (Presentatin) 5in

　　Activit 2: Presentatin

　　Pla the sng “Earth Sng” sung b Michael acsn. (Create an atsphere)

　　A lt f pictures and vide clips abut the causes and results f the three prbles entined in this lessn will be shwn n the screen with the help f the cputer.

　　Ss’ presentatin n pllutin. Attract their attentin, aruse their interest, and create a gd atsphere fr cunicatin.

　　* Activate their scheata and cultivate their abilit in cllecting infratin fr the Internet and develp their abilit in thining independentl.

　　III. 對話 / 閱讀 (Dialgue)18

　　1. Pre- reading

　　Activit 3: Predictin

　　1st listening/ fast reading, ne guided Q t help Ss t get the ain idea:

　　What d u thin is discussed at the cnference?

　　2. While- reading

　　Activit 4: Read and answer

　　2nd listening/ careful reading, re Qs t get the detailed infratin. Develp their reading sills: si ≈ scan. Pa attentin t the prnunciatin, stress ≈ intnatin.

　　* 閱讀: Pre-reading; while-reading; pst-reading (fast reading/ careful reading; si/ scan; 識別關(guān)鍵詞e wrds；確定主題句；創(chuàng)設(shè)信息差infratin gap；T r F; 填表格chart/diagra; Predicting; Mae a tieline; Mae a str ap。達(dá)到對課文的整體理解和掌握。S that the can have a gd understanding f the whle text.)

　　3. Pst- reading

　　Activit 5: Language fcus

　　While Ss are answering the Qs, the teacher deals with se e language pints.

　　a. is being caused b. and s n c. g n ding

　　d. be fit fr e. standing r f. if- clause

　　IV. 操練 (Practice) 10

　　Activit 6: Retell

　　Use ur wn wrds t retell the dialgue in the 3rd persn.

　　Activit 7: Acting ut

　　Activit 8: Drill – Suppsitin

　　Purpse: Practise the functinal ite f Suppsitin. (P. 33 Part 2; P.113, wb Ex. 3)

　　(Retell; act ut; rle pla)

　　V. 鞏固 (Cnslidatin) 6

　　(Discussin; interview; press cnference; debate; quiz)

　　Activit 9: rle pla

　　Suppse u were head f a village, scientist, urnalist and villager, ae up a cnversatin and as several grups t denstrate in frnt f the class.

　　* The Ss are encuraged t use the wrds and expressin_rs lie pllutin, daage, be fit fr, turn int, the if- clause, etc.

　　Activit 10: Discussin

　　Thin f the questin: Are we causing daage t the wrld?

　　What shuld we d t save the earth and prtect ur envirnent especiall in ur dail life?

　　Cllect their answers and fr a reprt.

　　VI. 作業(yè) (Hewr) 1 (Writing; cntinue the str; recite; retell)

　　Write a letter t the ar, telling hi sth. abut the pllutin arund ur schl.

　　五、說板書Blacbard design

英文說課稿篇5

　　一、教材分析：

　　教材概述：

　　《新目標(biāo)英語》Go for it !每個單元包括section A , section B,跟 self check三個，部分其中A 部分是基本的語言內(nèi)容，B部分是知識的擴(kuò)展跟綜合的語言運(yùn)用。Self check 部分是讓學(xué)生用來自我檢測本單元所學(xué)的語言知識。教材突出語言使用能力的培養(yǎng)，它采用任務(wù)型語言教學(xué)模式，每個單元都設(shè)計(jì)成一個或幾個與該單元話題有關(guān)的任務(wù)，讓學(xué)生在完成任務(wù)的過程中，使用英語獲取信息，進(jìn)行交流，真正體現(xiàn)了在"在做中學(xué)""在學(xué)中用"的教學(xué)理念。

　　單元內(nèi)容分析：

　　本單元的標(biāo)題為This is my sister ,教材以family members 為中心話題，圍繞著"介紹家人跟朋友"展開，學(xué)習(xí)跟運(yùn)用目標(biāo)語言"介紹人物跟識別人物"

　　本單元的教學(xué)內(nèi)容：

　　1.掌握詞匯 father ,mother ,grandfather, grandmother , brother ,sister , cousin ,daughter ,son ,uncle ,aunt ,parent（s），grandparent（S） friend. 等

　　2.補(bǔ)充詞匯 husband wife son-in-law daughter-in-law mother-in -law father-in -law, nephew , niece等

　　3.介紹他人的句型 This/That is… , These/Those are…

　　4.詢問，辨認(rèn)人物的疑問句形式 Is this/that…？

　　二、教學(xué)設(shè)計(jì)思路

　　《新目標(biāo)英語》中的具體語言目標(biāo)是通過各種各樣的tasks來實(shí)現(xiàn)的，學(xué)生需要運(yùn)用具體而特定的行動來完成一定的交際任務(wù)，整個教學(xué)過程中就是各種語言結(jié)構(gòu)與語言功能與不同的學(xué)習(xí)任務(wù)有機(jī)的結(jié)合，因此，本單元我將始終引導(dǎo)學(xué)生通過完成具體的任務(wù)活動來學(xué)習(xí)語言，讓學(xué)生為了特定的學(xué)習(xí)目的去實(shí)施特定的語言行動，通過完成特定的交際任務(wù)來獲得跟積累相應(yīng)的學(xué)習(xí)經(jīng)驗(yàn)，讓學(xué)生在用中學(xué)，在學(xué)中用。

　　根據(jù)語言學(xué)習(xí)的認(rèn)知規(guī)律；由淺入深，由已知到未知，本單元計(jì)劃用四個課時。

　　分課分析：

　　第一課時： Section A, 1a, 1b, 1c, 2a, and 2b

　　利用教學(xué)圖片跟制作多媒體課件來展開課堂pair work ,group work等口語交際活動，引導(dǎo)學(xué)生學(xué)會運(yùn)用指示代詞介紹人物，幫助學(xué)生掌握家庭人員的稱謂，區(qū)分單指跟復(fù)指。

　　教學(xué)重點(diǎn)：

　　1）詞匯father ,mother ,grandfather, grandmother , brother ,sister , uncle ,aunt ,parent（s），grandparent（S） friend,these, those

　　2）句型 This/That is… , These/Those are…

　　教學(xué) 難點(diǎn)：復(fù)數(shù)指示代詞these those 家庭成員的復(fù)數(shù)形式及它們在句中的正確運(yùn)用。

　　第二課時： Section A 2c , 2d , 3a , 3b, 3c , 4,

　　利用照片跟多媒體游戲，復(fù)習(xí)鞏固家庭成員的稱謂，運(yùn)用this /that…疑問句形式，辨認(rèn)人物。

　　教學(xué) 重點(diǎn)：掌握句型Is that/this……？及其肯定跟否定回答。

　　第三課時： Section B 1, 2a, 2b, 2c, 3a, 3b, and 3c

　　復(fù)習(xí)猜詞游戲鞏固跟教學(xué)更多的家庭成員的詞匯，通過制作家譜，進(jìn)一步明確家庭成員間的關(guān)系。

　　教學(xué)重點(diǎn)：

　　1）詞匯 uncle aunt cousin son daughter dear thanks for photo here

　　2）掌握并制作家譜

　　3）擴(kuò)充詞匯 husband wife father-in-law mother-in-law son-in-law daughter-in-law nephew niece

　　第四課時 section B 4, self check

　　通過小組活動跟知識檢測，促使學(xué)生不斷地使用所學(xué)內(nèi)容，從而提高他們靈

　　活運(yùn)用知識的能力

　　教學(xué)重點(diǎn)：書信的格式

　　教學(xué)難點(diǎn)：以書信的形式介紹家人

　　三、教學(xué)目標(biāo)

　　1.語言知識目標(biāo)

　　1）學(xué)習(xí)并掌握與家庭成員有關(guān)的詞匯 father ,mother ,grandfather, grandmother , brother ,sister , cousin ,daughter ,son ,uncle ,aunt ,parent（s），grandparent（S） friend.

　　補(bǔ)充詞匯 husband wife father-in-law mother-in-law son-in-law daughter-in-law nephew niece

　　2）學(xué)會初步運(yùn)用指示代詞 this that these those 介紹他人

　　3）學(xué)會初步運(yùn)用 this that 的疑問句形式詢問辨認(rèn)人物

　　2.語言技能目標(biāo)

　　1）培養(yǎng)良好的聽說讀寫能力

　　2）通過創(chuàng)設(shè)情景，培養(yǎng)學(xué)生的發(fā)展思維能力，激發(fā)學(xué)生的想象力。

　　3.情感目標(biāo)

　　1），創(chuàng)設(shè)真實(shí)情景，激發(fā)學(xué)生學(xué)習(xí)英語的興趣，培養(yǎng)學(xué)生積極主動的學(xué)習(xí)精神。

　　2）通過小組間良性的競爭與合作，培養(yǎng)友好互助的精神。

　　3）通過對家庭成員之間關(guān)系的描述，增進(jìn)學(xué)生關(guān)心熱愛家人的情感，促進(jìn)學(xué)生彼此之間的相互了解，增進(jìn)友誼。

　　4.文化意識

　　1）了解英語國家中不同性別常用的名字及家庭成員之間的稱呼習(xí)俗，了解中西方在家庭成員稱呼上的文化差異，拓展學(xué)生的視野。