英语说课稿

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英语说课稿

　　"说课"有利于提高教师理论素养和驾驭教材的能力。下面是公文站小编给大家整理收集的关于英语说课稿，希望对大家有帮助。

英语说课稿

　　高中英语说课稿：《Unit 21 Body Language》说课稿模板

　　教材分析

　　(一)教材内容分析本单元的中心话题是“肢体语言”，介绍了肢体语言在世界范围内的人们生活中所承担的不同角色及所起的重要作用，其中重点介绍了肢体语言在不同的文化背景下的不同含义及世界通用的肢体语言。本单元的绝大部分内容都围绕这一中心话题展开的。

　　“热身”(Warming up)部分以五幅不同的面部表情导出本单元的话题之一：面部表情是传递某人内心情感的一种方式，使他们能在平时注意自己在与他人交往中注意自身的面部表情。

　　“听力”(Listening)部分是以听的形式进一步向学生介绍了肢体语言的交际功能，然后以选择的形式考查学生对听力材料信息的筛选能力，同时又要求学生把所听到的信息应运于讨论之中。

　　“口语”(Speaking)部分向学生提供三个情景，让学生通过编对话进行“请求帮助”和“提供帮助”的日常英语练习。

　　“读前”(Pre-reading)部分编者设计了三个问题，诱发学生思考如何用肢体语言进行交流。激发学生进行阅读的欲望。

　　“阅读”(Reading)部分是一篇说明文，它介绍了We use both words and body language to express our thoughts and opinions and to communicate with other people./We can learn a lot about what a person is thinking by watching his or her body language。全文可分为三大部分，各部分的意思是：Part 1 (Para 1): We use both words and body language to express our thoughts and opinions and to communicate with other people. Part 2 (Para 2-3): Just like spoken language, body language varies from culture to culture. Part 3 (Para 4-5): Some gestures seem to be universal.

　　“读后”(Post-reading)部分设计了两种练习。第一类是三个问题，其中前两个测学生阅读的结果，第三个是一个开放性题目，鼓励学生把所学的与现实生活相结合。第二类是填写表格，对比肢体语言在美国和我国的异同。

　　“语言学习”(Language study)包括以下两部分：词汇部分设计了两块内容：

　　1)要求学生运用自己的六个身体部位进行交际，鼓励学生学着使用动词-ing形式;

　　2)设计了6个生词与英语解释的.配对练习，旨在培养学生用英语解释生词的习惯及能力;语法项目是有关动词-ing形式作名词使用及其在句子中的功用，具体包括四个步骤：

　　1)学会区分动词-ing形式在句中的所担任的成分功能;

　　2)联词成句，旨在帮助学生理解动词-ing形式在句中充当主语;

　　3)词组翻译练习，旨在帮助学生理解动词-ing形式在句中充当定语及翻译;

　　4)按要求用动词-ing形式进行句子改写，旨在帮助学生理解动词-ing形式在句中充当宾语或表语。

　　“综合技能”(Integrating skills)设计了一个开放性的写作任务，要求学生运用6幅看起来毫不相干的图画进行写作，该任务有利于提高学生的创新思维能力。

　　“学习建议”(Tips)提供了一些写故事的建议，旨在帮助学生完成综合技能的写作练习。

　　“复习要点”(Checkpoint)部分简要总结了本单元的语法重点。同时通过两个问题引

　　导学生对本单元所学的词汇作一次小结。

　　(二)教学重点与难点

　　I. 动词-ing形式在句子充当主语、宾语、表语或定语

　　II. 交际功能句型: 如何提议和请求及其答语的句型

　　III. 重点、难点词汇词组

　　confused, avoid, go ahead, crazy, get through, tear down, occur

　　IV. 常用句型

　　Just like spoken language, body language varies from culture to culture.

　　There is nothing better than sth./doing sth./to do sth.

　　二、语篇分析：

　　Body Talk (P59-P. 60)

　　(一)课文图解

　　1. Read the text “Body Talk” and then complete notes about body language.

　　1) Generally, we can divide the whole text into three parts:

　　Part 1 (Para 1): We use both words and body language to express our thoughts and opinions and to communicate with other people.

　　Part 2 (Para 2-3): Just like spoken language, body language varies from culture to culture.

　　Part 3 (Para 4-5): Some gestures seem to be universal.

　　2) Fill in the table about gestures, countries and their meanings in these countries. (Words in italics can be blank.)

　　GESTURES COUNTRIES MEANINGS

　　eye contact some countries a way to show that one is interested

　　other countries rude or disrespectful

　　a circle with one’s thumb and index finger most countries OK

　　Japan money

　　France zero

　　Brazil rude

　　Germany

　　thumbs up the US great or good job

　　Nigeria rude

　　Germany the number one

　　Japan

　　moving the index finger in a circle in front of the ear some countries crazy

　　Brazil You have a phone call.

　　(二)课文复述

　　Retell the text using about 100 words.

　　Notes:

　　1. Try to use the –ing form to retell the text.

　　2. Make use of the notes and table above while retelling.

　　3. The possible version below can be used as material for both retelling and dictation.

　　One possible version:

　　We can communicate with other people by watching his body language besides words. Just like spoken language, body language varies from culture to culture. Take the gesture for OK as an example. The gesture means money in Japan and in France it means zero, while in Brazil and Germany doing so is rude. People in different countries show the same idea in different ways. For example, in many countries, shaking one’s head means “no”, and nodding means “yes”. However, in Bulgaria, parts of Greece, and Iran, the gestures have the opposite meaning. Although there are many different interpretations of our body language, some gestures seem to be universal. Perhaps the smile is the best example. A smile can help us well communicate with others.

　　(三)德育渗透

　　? Do in Rome as Rome does [as the Romans do].

　　[谚]入国问禁, 入乡随俗。

　　? Manners make the man.

　　礼貌造就人。

　　? Good manners are the art of making those people easy with whom we converse. ---Jonathan Swift

　　礼貌周到是使同我们谈话的那些人感到自在的艺术。

　　——(英作家)斯威夫特

　　(四)写作技巧

　　1、写作线索：

　　Raising the topic: communicating in body language (Paragraph 1) ? Interpretations of body language in different countries (Paragraphs 2-3) ? Universal body language (Paragraphs 4-5)

　　2、趣味说教

　　课文以教人们认识最基本的肢体语言“Body Talk”为目的，以简洁的文字、直接的表达、丰富的实例，向人们展示了无声的肢体语言在不同的文化背景下的不同意思，并告诫人们在交往中要注意一些肢体语言的应运，同时，也向读者介绍了一些世界通用的肢体语言，最后，文章着重介绍了微笑的重要功用。

　　(五)优美句式

　　There is nothing better than sth./doing sth./to do sth. 没有比做某事更好的了。

　　原句：And if we are feeling down or lonely, there is nothing better than to see the smiling face of a good friend.

　　e.g. There is nothing better than serving/to serve this great nation of ours.

　　There is nothing better than the encouragement of a good friend.

　　三、课时安排

　　Warming up Listening (WB)

　　Period 1 Period 2

　　Listening Speaking

　　Pre-reading Language study

　　Periods 3-4 Reading Period 5

　　Post-reading Grammar

　　Reading

　　Period 6

　　Writing

　　Teaching Procedure:

　　Period 1 Warming up & Listening

　　Step 1 Warming up

　　1. Brainstorm: the words of emotions/feelings of human beings

　　As we know, sorrow and happiness make a life. We, human beings, have all kinds of emotions. Let’s brainstorm emotions we’ve learned so far.

　　happy, sad, angry, confused, tired, puzzled, hateful, excited, frightened, embarrassed, depressed, uneasy, thrilled, easy, confident, delighted, kind, curious, etc.

　　2. Now let’s look at pictures with different emotions and match each picture with the correct emotion and the correct sentence. Meanwhile, ask students what makes he/she thinks that the person in the picture is feeling a certain way.

　　Possible answers:

　　Picture 1: Confused; I don’t know what to do.

　　Picture 2: Angry; I can’t believe she said that! That is so unfair!

　　Picture 3: Sad; I’ve lost my wallet!

　　Picture 4: Happy; I got an A in my exam!

　　Picture 5: Tired; It’s been a long day. I can’t keep my eyes open.

　　3. From one’s facial expression, we can know how he/she is feeling. Besides, we can know how he/she is feeling from his/her gesture, that is to say, the way he/she stands or sits can also tell us how he/she is feeling. Now look at your classmates and tell how they are feeling today by the way they sit or stand.

　　Step 2 Listening

　　1. Pre-listening

　　Just now we see we can learn how one is feeling from both his/her facial expressions and gestures. Look at me. Can you guess what these gestures mean?

　　1) shake the head

　　2) wave the arms

　　3) stand with arms folded

　　4) … …

　　(Students may not guess all the meanings of these gestures, and then teachers can say “Let’s listen to two short passages and find out what one’s body movements/gestures can tell us.”)

　　2. Listening

　　1) Listen to Part 1 for the first time and get the students to do the first question of Part 1.

　　2) Listen to Part 1 again and do the rest two questions of Part 1.

　　3) Listen to Part 2 and do questions of Part 2. If students can’t follow it, listen again.

　　3. Post-listening

　　Based on what you heard just now and your own experience, discuss with your partner: How can you use your body language to communicate the following ideas?

　　Homework

　　1. Make a list of facial expressions and gestures and their meanings we’ve learned today.

　　2. Preview the following lesson.

　　Period 2 Listening (WB) & Speaking

　　Step 1 Listening

　　Do the listening practice in the workbook step by step. If the material is too difficult, teachers can give students some difficult sentences first or even give the listening material to students after they listen to the tape twice.

　　Step 2 Pre-speaking

　　Make some requests and ask/help students to answer and make offers, for example:

　　T: Could you give me a hand?

　　S: Yes, of course. What can I do for you?

　　T: Could you please clean the blackboard for me?

　　S: With pleasure.

　　T: That’s very nice of you.

　　(Teachers can also ask students to open/close the window, turn on the projector and so on.)

　　Step 3 Speaking

　　1. Language Input

　　Just now I asked some students to help me clean the blackboard (open/close the window, turn on the projector and so on.). In fact we’re practicing making requests, offers and responses. Now let’s look at some useful expressions on page 58.

　　Useful expressions of making offers and requests

　　Can/Shall I help you with that?

　　Would you like me to …?

　　No, thank you. Thanks for all your help.

　　Could you please …?

　　Would you like some help?

　　Could you give me a hand with this? No, thanks. I can manage it myself.

　　Is there anything else I can do for you?

　　Could you help me with …?

　　That’s very nice of you.

　　Do you need some help with that?

　　Notes:

　　Is there anything else I can do for you? = What else can I do for you?

　　We use these two sentences offer help again when we’ve already offered help.

　　2. Practice

　　Now use these expressions and follow the example to make up some dialogues in the following situations in pairs.

　　Then get some pairs to act out the dialogues in front of the class.

　　Step 4 Useful Expressions --- Making offers/requests and responses

　　In our everyday life, we quite often meet difficulties and have to ask our friends or relatives for help. Of course, sometimes we’ll offer to help others. And in English there're several ways of making offers/requests and responses. Please look at the screen.

　　Ways of making offers or requests Ways of replying to others' offers or requests

　　Acceptance Refuse

　　1.Can/Could/Shall I help you?

　　2.Would you like me to …?

　　3.Is there anything (else) I can do for you?

　　4.Do you want me to …?

　　5. What (else) can I do for you?

　　6. Let me do/carry/help … (for you)?

　　7. Would you like some …?

　　8. Do you need some help with …? 1. Thanks. That would be nice/fine.

　　2. That’s very kind of you.

　　3. Thank you for your help.

　　4. Yes, please.

　　5. Here, take this/my… 1. No, thanks/thank you. I can manage it myself.

　　2. Thank you all the same.

　　3. That’s very kind of you, but….

　　1. Could you please …?

　　2. Could you give me a hand with …?

　　3. Could you help me with …? 1. With pleasure.

　　2. Yes, of course. 1. I’m sorry, but …

　　2. I’d like to …, but ….

　　Step 5 Making up dialogues

　　Just now we have got through several ways of making offers/requests and responses. Let’s use these sentence structures to make up some dialogues. (Get the students to work in pairs and offer to do the following things for each other.)

　　help you with homework

　　help you with cooking a meal

　　show you how to use the typewriter go and buy some medicine

　　do the shopping

　　show you to the dining room

　　Example:

　　A: Would you like some help?

　　B: Yes, please.

　　A: Shall I show you how to use this electric typewriter?

　　B: Thanks. I haven’t used this one before.

　　A: Would you like me to type your composition for you?

　　B: No, thanks. I can manage it myself.

　　Step 6 Post-speaking

　　If time permits, get students to finish the task of talking in the workbook.

　　Homework

　　Prepare the task of talking in the workbook.

　　Preview the following lesson: Body talk.

　　Periods 3-4 Reading

　　Step 1 Revision

　　Check the homework of making up a dialogue in the workbook.

　　Go over the ways of making offers/requests and responses.

　　Step 2 Pre-reading

　　In the first period of this unit, we’ve learned that we can use our facial expressions and gestures to express ourselves or tell what someone is thinking or feeling by looking at their facial expressions and gestures.

　　1. Who can tell us some ways of telling what one is thinking or feeling?

　　2. Do people from different parts of the world use different body language? What about people who live in different parts of China?

　　3. How do you communicate the following with body language?

　　Thank you! No. Yes. I don’t know. Come here!

　　Step 3 Reading

　　1. Scanning

　　Ask students to read the text quickly and find out the main idea/key sentence of each paragraph in pairs.

　　Para 1: We use both words and body language to express our thoughts and opinions and to communicate with other people.

　　Para 2: Just like spoken language, body language varies from culture to culture.

　　(The same gesture has different meanings in different countries.)

　　Para 3: People in different countries show the same idea in different ways.

　　Para 4: Some gestures seem to be universal.

　　Para 5: Perhaps the best example of universally understood body language is the smile.

　　*Teachers can also ask students how many parts we can divide the whole text into and what the main idea of each part is.

　　Part 1 (Para 1): We use both words and body language to express our thoughts and opinions and to communicate with other people.

　　Part 2 (Para 2-3): Just like spoken language, body language varies from culture to culture.

　　Part 3 (Para 4-5): Some gestures seem to be universal.

　　2. Reading

　　This part is designed to help students to get more detailed information of the text.

　　1) Read the second part (Para 2-3) more carefully and then fill in the table, using a projector to show the table. (Words in italics can be blank.)

　　GESTURES COUNTRIES MEANINGS

　　eye contact some countries a way to show that one is interested

　　other countries rude or disrespectful

　　a circle with one’s thumb and index finger most countries OK

　　Japan Money

　　France Zero

　　Brazil Rude

　　Germany

　　thumbs up the US great or good job

　　Nigeria rude

　　Germany The number one

　　Japan

　　moving the index finger in a circle in front of the ear some countries crazy

　　Brazil You have a phone call.

　　2) Read the last part (Para 4-5) again and then try to answer some questions:

　　1. How can we communicate “I am tired” with the body language? And please act it out?

　　2. What does “rubbing one’s stomach” mean?

　　3. Why do we say “ the smile is a universally understood body language”?

　　3. Reading aloud

　　Listen to the tape of the text and make marks where they don’t understand.

　　4. Some language points

　　Discuss something that students don’t understand.

　　Possible notes:

　　Step 4 Post-reading

　　Get the students to discuss the following questions in pairs or groups of four. Then get one of them to report their results of their discussion to the whole class.

　　1. What are some situations where we need to be very careful about our body language and gestures?

　　2. How is body language different from spoken language? What do they have in common?

　　3. Sometimes we say one thing but our body language says something different. Why does this happen? Can you think of any examples?

　　4. Work together in pairs or groups. Complete the chart below.

　　Step 5 Discussion/Assessment

　　If you go for a job interview, you should be well prepared for what to say and how to answer the interviewer’s possible questions. Besides, what you can do or act during the interview is also very important. In the first three periods of this unit we have learned something about body language. Now suppose you are going for an interview, what shall you pay special attention to?

　　Homework

　　1. Preview the following lesson.

　　2. Retell the text.

　　Period 5 Language study & Grammar

　　Step 1 Revision

　　Get some students to retell the text.

　　Step 2 Language study

　　1. Do Exercise 2 on page 61 first, matching the following words about body movements with correct definition.

　　2. Go through the instruction of Exercise 1 on page 61 and make sure that students know what to do and then get students to discuss these words in groups of four.

　　Then invite some students to tell and act out these gestures.

　　Step 3 Grammar

　　The –ing form (2): used as a noun

　　1. Language input

　　Just now we’ve made clear how these parts of our body can be used to “talk” to someone. For example, shaking your fist at someone is a way of saying that you are very angry. (Copy this sentence on the blackboard.) Now please look at the sentence. Do you know what the –ing form “shaking” and “saying” here are used as? They are used as nouns. As we know, as a noun, usually it can be the subject, object or predicative in a sentence. Who can tell me what “shaking” and “saying” play in the sentence? (shaking --- subject; saying --- object)

　　Then go through the three sentences in the students’ books.

　　Subject In many countries, shaking one’s head means “no” and nodding means “yes”.

　　Object We can learn a lot about what a person is thinking by watching his or her body language.

　　Predicative A good way of saying “I am full” is rubbing the stomach after a meal.

　　Attributive The price of building materials has gone up again.

　　2. Practice

　　Find the –ing form in the text “Body Talk” and analyze their functions in the sentences.

　　3. Drills

　　Do Exx. 1-3 on page 61-62 one by one.

　　1) The –ing form in this exercise is used as Subject.

　　2) The –ing form in this exercise is used as Attributive.

　　3) The –ing form in this exercise is used as Object/Predicative.

　　4. Consolidation

　　Get the students to make out a list of verbs or verb phrases which can be followed by the –ing form or only by the –ing form.

　　只能用动名词作宾语的动词和词组：advise, allow, resist, admit, escape, dislike, risk, avoid, forgive, suggest, consider, imagine, understand, delay, mind, appreciate, enjoy, keep, can’t help doing sth., excuse, miss, put off, finish, practise, give up, deny, prevent, v. + prep.词组, etc.

　　动名词和不定式均可作宾语的动词：continue, begin, prefer, like, hate, learn, remember, forget, regret, try, mean, etc.

　　(This part can also be left as homework.)

　　Homework

　　Make out a list of verbs or verb phrases which can be followed by the –ing form or only by the –ing form.

　　Period 6 Reading & Writing

　　Step 1 Warming up

　　The material given in the students’ book is quite difficult. Teachers can first provide students something easy to help students make sure what they should do in this part (integrating skills).

　　Look at the following three pictures on the screen. They are in disorder. So please put these pictures in order first, and then say something about each picture. At last, use these pictures to create a story.

　　Possible order: 1, 3, 2

　　Possible version:

　　One day, an old man in rags stood at a street corner, playing the violin to passers-by. He put a cap on the ground in front of him, so that people who liked the music could drop coins into it. Just then, a well-dressed gentleman came over to him. The old man felt very happy when he saw the gentleman put his hand into his pocket. But to the old man’s disappointment, the gentleman took out a flute instead of some money and began playing the flute together with him.

　　Step 2 Pre-writing

　　Just now we’ve described three pictures and created a story. Do you know how to write a story? Let’s get some tips for writing a story. Turn to page 63.

　　Step 3 While-writing

　　Work in groups. Look at the six pictures on page 62. Your task is to use the pictures to create a story. You must use all of the pictures in only one story. Then do as follows.

　　1 Put the pictures in order based on your story. There is no correct answer to this question, so you must make up your own story. When you have created the story, make sure that all group members know the story.

　　2 Now you will act out the story. There are several rules. First of all, each member will have to act at least one part, and you must act out all the pictures in your story. Second, you CANNOT speak when you act out your story. You can only use body language to act out the story. You may make sounds or noises, but you may not say any words.

　　3 Act out the story in front of the class. Remember that you may not speak. The other groups will watch you and try to guess the story. The other groups may not say anything when you are acting out your story, but when you have finished they will try to retell your story. You will also watch the other groups and try to guess their stories.

　　Step 5 Post-writing

　　1 Write a story based on the stories you and your classmates have acted out. You may use your own story or that of another group.

　　2 When students have finished writing, let students check the story with each other. If possible, choose some students’ stories and correct them together with the whole class, using a projector.

　　Homework

　　Write your story in your exercise books.

　　Find some more information about body language, and you may surf the Internet as follows:XXX

　　*补充材料

　　Interview techniques/Body signals

　　初中英语说课稿：《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 he\she look like ?What do you\they 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 \thin\medium 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 .

　　2.看图写句，你能描述下列图画中的人物吗?

　　1. She is ____________________.

　　She has ___________________.

　　2. He is ____________________.

　　He has ____________________.

　　He likes __________________.

　　3. She is __________________.

　　She has ___________________.

　　She wears ___________________.

　　3.补全对话：

　　A: So you ___ my sister ?

　　B: What _____ she look like ?

　　A: She ______ medium height. And she ____ short hair .

　　B: Is ____ thin ?

　　A: No, she isn’t , And she always ______ glasses .

　　B: Does she ____ curly blonde hair ?

　　A: Yes, she does.

　　B: Oh. I know ____ !

　　Test

　　单项选择：

　　1. ____ doesn your father look like ?

　　A. How B. What C. Who D. Where

　　2. He always _____ black shoes .

　　A. wear B. put on C. puts on D. wears

　　3. --- What does old Henry _____ ?

　　---- He’s sad.

　　A. look like B. looks like C. look for D. look at

　　4. He _____ tall and he _____ a medium build.

　　A. is, is B. has, is C. is , has D. has, has

　　5. This person is medium height. She ________ short hair .

　　A. is B. have C. has D. there is

　　句型转换：

　　1. She has long blonde hair .

　　______ ______ long blonde hair .

　　2. The boat looks like a duck .

　　______ ______ the boat ________ _______ ?

　　小学英语说课稿：《Pizza and Hombutgers》说课稿范文

　　说教材

　　1. 教材地位

　　本课是这一单元的第三课，继续学习西餐食物名称，并操练主要单词与句型，在对话中巩固日常交际用语What would you like, please? Do you like …?和I like…通过使用图片，多媒体课件，食物及创设实际情境的方法，有效地操练单词与句型，做到词汇运用于句型，句型操练与情景相结合。

　　2. 教学目标

　　A. 知识目标：

　　(1)能听懂，会说，认读下列词汇French fries, hamburger, pizza, pop并能正确运用。

　　(2)能理解和应答下列词汇：pepper salt , I like salt / pepper on…

　　(3)学会运用What would you like ?/Do you like…?进行对话。

　　小结：知识目标的确立，应针对学生间的差异，制定不同的目标要求，使每一位学生每节课都能体验到成功的喜悦。

　　B. 能力目标：

　　(1)通过学单词，培养学生听说读写的`能力

　　(2)通过创设情景，综合运用所学语言进行交流，培养学生在实际生活中综合运用语言的交际能力和对语言的应变能力。

　　C. 情感目标：

　　(!)让每一个学生都能积极主动参与教学活动，发挥学生主观能动性，从而使他们更加热爱英语学习，增强学习英语的信心。

　　(2)通过单词学习与情境创设，让学生了解其他国家的饮食习惯和文化，引导学生树立正确的人生观。