說課稿是教師在吃透教材、簡析教材內容、教學目的、教學重點、難點的基礎上，遵循整體構思、融為一體、綜合論述的原則，分塊寫清，分步闡述教學內容，以進一步提高教學效果。以下是整理的相關資料，望對您有所幫助。以下是整理的與英語二年級說課稿相關資料，希望對您有所幫助。
    【篇一】
    
    一、說教材
    1、教材內容
    PEP教材第四冊，Unit Three “Is This Your Skirt ?”A Let’s Learn .主要是教學幾個服裝類單詞：shirt、 T-shirt 、skirt 、sweater、 jacket and dress并用I like…和 I like…with…句型結合顏色來表達自己對服飾穿著的愛好。
    教材的地位、作用：
    本單元主要是教學服裝內容，關于服裝的內容在PEP教材中是首次出現(xiàn)，而本課時又是本單元的第一課時，學生雖然初次接觸本課的新單詞，但服飾穿著是學生每天都要做的事情，所以這是個與生活緊密聯(lián)系的話題。同時，此話題又建立在之前所學的顏色單詞和一些句型的基礎上，讓學生新舊結合、不斷積累，將所學的語言用于生活。
    2、 說目標
    1)、Knowledge Aims：能夠聽、說、認讀本課時的六個單詞及詞組。
    2)、 Abilities Aims：能夠描述服飾的顏色以及穿著搭配。
    3) 、Emotion Aims: 激發(fā)學生學習英語的興趣，使學生積極參與語言交際活動;與現(xiàn)實生活相結合，培養(yǎng)學生對衣服的審美能力及搭配能力，使學生樹立文明穿著的意識。
    3、教學重點、難點
    1)Key points：掌握有關服裝名稱的六個詞組。
    2)Difficult points：表示服裝的名詞與表示顏色的形容詞連用及其讀法。
    “I like the white sweater with the green skirt”中“with”的發(fā)音及其在本課中的含義。
    二、 說教法
    1、教法分析
    《英語課程標準》中把激發(fā)學生的學習興趣放在重要位置，強調讓學生在輕松愉快的氣氛中學習外語。針對小學生好唱、好玩、好動的年齡特征，我設計了歌曲、游戲、突出趣味性和現(xiàn)實性的情景教學。采用了，直觀演示法、交際法、任務型教學法等愉快教學相結合的方法。以灰姑娘參加舞會的故事情節(jié)慣穿整節(jié)課堂，創(chuàng)設“幫助灰姑娘搭配服裝” 和“小組調查”等活動來實行任務型教學法。鼓勵學生多開口，多用英語表達自己的想法，達到掌握知識、培養(yǎng)語言技能的目的。
    2、教學手段
    根據(jù)本節(jié)課的內容特點，在教學過程中充分利用形象的彩色 圖片，結合多媒體輔助手段，創(chuàng)造出趣味性、真實性的語言環(huán)境，使課堂學習氣氛濃厚。通過多媒體及形象圖片的介入，設計出真實自然的情景活動，有助于突出重點、突破難點，使學生輕松掌握語言要點。
    三、說學法
    1、學情分析
    本節(jié)課的教學對象是天真活潑、好奇心強的四年級學生，有較強的模仿能力和求知欲，具備了簡單的英語口語交際能力。
    2、學法指導
    教務于學，教學的主要任務不僅是積累知識，而且還要發(fā)展思維，教師在傳授知識的同時，更主要的是要教會學生學習方法，如：總結法，歸納法等。通過讓學生自己動口、動手、動腦進行活動交流，將有關知識重新總結，讓學生在一定的情景中運用語言進行有意義的表達，使不同水平層次的學生都有學習的積極性、都有所收獲。
    四、說過程
    Step 1: 趣味歌曲 復習舊知
    1、Sing “Colour Song ”
    設計理念：合唱旋律優(yōu)美的歌曲能讓學生心情愉悅，營造了和諧的英語學習氣氛。
    2、Review colours課件呈現(xiàn)五顏六色閃動的花，師生之間進行對話：
    T: What can you see?
    S：I can see flowers.
    T: What colour is it ?
    S: It’s red.。
    設計理念：閃動的花朵不僅能吸引學生的注意力，而且創(chuàng)設了“信息差”，進行有意義的活動，避免明知顧問的機械回答，復習顏色也為下一步學習做好鋪墊。
    Step2.Presentation
    1、故事增趣，呈現(xiàn)新知
    設計理念：良好的開端是成功的一半，根據(jù)小學生愛聽故事這一年齡特征，創(chuàng)設了灰姑娘想為舞會挑件漂亮衣服的情景，引入新單詞的學習。
    2、齊學新知，循序漸進
    shirt 、 shirt 、 bule shirt,
    blue shirt 、 blue shirt ，
    I like blue shirt..
    先學音形都相似shirt、 T-shirt , 便于對比教學。以相同的方法教授其余的單詞，邊學邊板書，邊學邊評價。
    設計理念：從單詞、詞組過渡到句子,循序漸進、符合學生的認知規(guī)律。
    Step3: Practice 趣味游戲 操練新知
    1、Guessing game.課件呈現(xiàn)出仙女送給灰姑娘的衣服，其中有一件具有魔法，猜中的學生能得到一份神秘禮物。
    設計理念：創(chuàng)設有獎竟猜活動，使學生在玩中學，學中玩，激發(fā)學習興趣。
    2、Listen and chant .
    Hello，Hello， boys, What do you wear?
    Jacket， jacket ，shirt , I want to wear.
    Hello, Hello ，girls, What do you wear?
    Dress， dress ，skirt. I want to wear.
    設計理念：在歡快的節(jié)奏中，加強和鞏固了所學的知識，同時也得到了美的享受，收到了事半功倍的效果。
    Step 4:Consolidation 情景激趣 綜合運用
    1、Match and choose. 幫助灰姑娘搭配服裝
    教師先示范，學生用句型I like…with….進行描述。
    設計理念： 此活動不但操練了I like…..with而且也培養(yǎng)學生對衣服的搭配能力，利用形象生動的動畫，突破了教學難點。
    2、Do a survey.灰姑娘拿不準要穿哪套衣服去參加舞會，請學生做參謀，她將穿上全班多人喜歡的衣服出席舞會。利用調查表分小組調查。
    ---What do you like?
    --- I like ….with….
    設計理念：通過課堂調查，進行小組合作學習，有利于增強學生的學習的主動性和積極性，有利于將所學的知識運用到現(xiàn)實生活中，師生共同參與調查，體現(xiàn)師生互動，生生互動。
    Step5: Extension 趣味情景 拓展延伸
    Shopping.
    灰姑娘邀請老師、學生一起參加舞會，于是創(chuàng)設師生互動共同買新衣服的情景。
    學生將老師之前獎勵的衣服圖片貼在商店里，進行小組活動。一學生飾演售貨員，其余的演顧客。
    ---Welcome to my shop. Can I help you?
    ---Yes.
    ---What do you like ?
    ---I like ….with …..
    設計理念：語言源于生活，用于生活,在真實的情景中培養(yǎng)學生綜合使用語言的能力。
    Step6、Homework 以趣為本 布置作業(yè)
    Design your favourite clothes and label it.
    Tell your parents about your design in English.
    設計理念：設計主題，培養(yǎng)學生創(chuàng)新思維能力。
    家校聯(lián)合，培養(yǎng)學生養(yǎng)成語言交際的好習慣。
    教師鼓勵學生將設計好的衣服于下節(jié)課帶回學校用英語向同學作介紹，后收集學生作品，釘成一本服裝雜志，在班上展覽。
    設計理念：創(chuàng)設了良好的英語學習環(huán)境。
    Step 7、 板書：整理衣柜 歸類總結
    上層是： shirt T-shirt skirt
    下層是： jacket dress sweater
    設計理念：板書直觀明了、運用歸類法總結新知。
    培養(yǎng)學生從小自己整理衣物的好習慣。
    五、說評價
    本節(jié)課充分利用多媒體輔助教學，以灰姑娘參加舞會的故事情節(jié)貫穿于整節(jié)課堂，圍繞“ 挑衣服-試衣服-買衣服-設計衣服開展課堂活動。 使學生在輕松愉快的環(huán)境中，進行交際活動，從而達到教學目標，突出重點、突破難點。
    在教學過程中，我不斷運用激勵性話語和贊美之詞Good 、very good、 You are better than before.來評價學生的課堂表現(xiàn)，也鼓勵學生之間進行互相評價，使學生體驗到成功的喜悅。從而建立自信，促進綜合語言運用的全面發(fā)展。
    【篇二】
    
    我說課的內容是小學先鋒英語第三冊Unit 3Who’s
    that?本課是第二課時，學生在第一課時的學習中已經(jīng)掌握了句型：Who’s that? That
    is….本節(jié)課的教學內容是通過看圖說話，倆倆對話復習和鞏固句型Who’s that? That
    is…，并以此句型為基礎，自主聽、讀、演來學習故事，通過倆倆說、小組說的形式來學習句型：This
    (That)is…，he/she is from….擴展學習句型：I’m from( ),China.
    本課以句型訓練為主線，通過看、聽、說、演練、等一系列教學活動，使學生獲得英語聽說能力，并在教學中充分激發(fā)學生強烈的學習愿望，在注重學生知識能力發(fā)展的同時，特別強調學生人格的發(fā)展和思維的發(fā)展。同時，我在教學中始終注意關注學生的情感，創(chuàng)造和諧、民 主、寬松的學習氛圍，激發(fā)學生學習英語的興趣和愿望，并且使學生通過合作學習體驗集體榮譽感和成就感，從而樹立自信心，發(fā)展自主學習的能力和團結協(xié)作精神。
    接下來我分析一下本課的教學目標：
    依據(jù)：《英語課程標準》的要求，基礎教育階段英語課程的目標是以學生語言技能、語言知識、情感態(tài)度、學習策略和文化意識的發(fā)展為基礎，培養(yǎng)學生英語綜合語言運用能力?，F(xiàn)將本課的教學目標設計如下：
    知識目標：1、 使學生掌握句型：who is that? That is…He/She is from
    (Canada/China…)
    2、三會單詞： Britain Canada China
    3. 擴展句型：I’m from ( ), China.
    技能目標：
    (1) 用PPT方式提供一定主題內容的圖片和關鍵詞句，培養(yǎng)學生在key
    points輔助下進行口語表達的能力;
    (2)
    通過師生問答、倆倆對話、小組對話角色扮演等多種言語交際活動培養(yǎng)和提高口語交際能力和在日常生活中遷移運用英語的能力;
    (3) 通過自主聽故事，使學生在語篇的聽讀中增強語感，提高聽力.
    情感態(tài)度目標：
    通過本課的學習使學生有興趣聽、說英語，通過句型的學習，潛移默化地滲透思想品德教育，使學生意識到自己來自中國，香港、臺灣是中國領土的一部分。通過表演活動逐步培養(yǎng)孩子們的相互協(xié)作意識。
    學習策略目標：注重培養(yǎng)學生的合作精神，使學生積極與他人合作，共同完成學習任務。并通過創(chuàng)設大量的生活情景，使學生積極運用所學英語進行表達與交流，對所學內容能主動練習與實踐，從而逐步培養(yǎng)自主學習的能力。
    結合教學目標的要求，我把本課的重、難點設置為：
    2、三會單詞： Britain Canada China
    我通過圍繞教材<設置語境>—拋開教材<啟發(fā)引導>—回到教材<領悟感知>—不要教材<靈活運用>這四個環(huán)節(jié)來突破教材重難點。也就是說，在設計教學活動的伊始，要緊緊圍繞教材，充分利用實物、圖片、錄音、投影等多種直觀教具和教學手段，結合學生生活實際，為學生創(chuàng)設各種語言情景，使英語單詞、句子與它們所表達的意義直接掛鉤。呈現(xiàn)新內容時，拋開教材，讓學生在設置的真實語境中，建立所學知識的概念框架，啟動學生積極地體驗、實踐、參與學習活動。在初步掌握教材內容后，把學生帶回教材進行整體感知，并做適當?shù)闹R鞏固和記憶性的練習活動，客觀對所學知識的意義建構理性認識。后指導學生不要教材，聯(lián)系實際加以應用，進行逼真的思想情感和信息交流，實現(xiàn)靈活地、創(chuàng)造性地運用英語進行交流的目的。
    以上是我對教材內容的分析，下面我將對本課教法做具體闡述。
    依據(jù)《英語課程標準》中的基本理念，英語課程要面向全體學生，注重素質教育，特別強調關注每個學生的情感，激發(fā)他們學習英語的興趣，幫助他們建立學習的成就感的自信心。使他們在學習過程中培養(yǎng)英語綜合運用能力。所以本課采用“情意、情景、結構、規(guī)則、功能”的十字教學法。就是說使學生懷著輕松愉快的情緒，克服困難的意志，在語言情景中對話、操練，運用英語進行交流。
    首先說在情意教學方面，注重開發(fā)學生的非智力因素，縮短師生之間的距離，變教師權 威為教學民 主。強調以學生為本，尊重學生人格，建立一種和諧、民 主和教學氛圍，使每個學生以輕松、愉快的心態(tài)參與外語學習活動。
    其次說，在情景教學方面，，創(chuàng)設具體生動的場景，激起學生的學習興趣，從而引導他們從整體上理解和運用語言。我在整個課堂教學中，都使學生在一種有意義的情境中學習。使學生明白who
    is that? That is…He/She is from
    (Canada/China…)這兩個句子的意義和使用場合。使學生能把語言和情境直接聯(lián)系起來。能做到聽到句子，就想到情景，看到情景，句子就能脫中而出。
    然后，我說一說在結構教學方面的應用。通過師生問答、倆倆對話、小組對話角色扮演等多種言語交際活動使學生在民 主和諧的氛圍中完成對所學知識的意義建構。
    后，我說一說十字教學法中的語言功能教學法。語覺論認為，語言的根本目的是交際，培養(yǎng)學生語言能力的佳途徑也是交際。本課正是在語覺論的這一思想指導下，以“言語交際為中心”，借助多媒體網(wǎng)絡提供的多種資源，以看圖對話，自主學習、自主聽、讀、演故事為突破口，使學生在有豐富語境和真實的交際情境中培養(yǎng)聽說能力和綜合語言運用能力。
    以上是我對教法的分析。下面，我結合教法的指導思想，具體闡述對本課學法的安排。
    本課采用的是溫故知新、循序漸進、觀察分析的學法指導。讓學生在創(chuàng)設的真實的語境中進行模仿、操練、交流。在學習過程中，從學生的學習興趣、生活經(jīng)驗和認知水平出發(fā)，倡導體驗、實踐、參與、合作與交流的學習方式。培養(yǎng)學生的英語綜合語言運用能力，使學生形成積極的情感態(tài)度，主動思維，大膽實踐，提高跨文化意識，形成自主學習的能力。
    接下來，我說一下對教具、學具的安排使用。
    依據(jù)英語教學的直觀性、趣味性和實踐性原則，結合學生生活實際創(chuàng)設各種情境，充分利用了實物、圖片、錄音、投影、VCD這些媒體來輔助教學。
    下面我說一說對教學程序的設計安排。
    因為英語課程的學習，既是學生通過英語學習和實踐活動，逐步掌握知識和技能，提高語言實際運用能力的過程，又是他們陶冶情操，拓展視野，開發(fā)思維能力，發(fā)展個性提高語言實際運用能力的過程。所以，整個教學程序，我遵循“廣視聽、創(chuàng)情景　　勤練習、重交流”的原則，采用Revision<復習>,Knowledge
    and drills <呈現(xiàn)新知和操練>.Comprehension<理解>.Application<應用>.
    Evaluation<評價>這五個步驟來組織教學。
    Step I Warm up: Who’s that?
    演唱英文兒歌Who’s that? 讓學生唱這首英文兒歌既能激發(fā)學習興趣，又能復習句型，呈上啟下。
    Step II Revision
    T: Who’s this? This is (Ann). (Put the character masks
    along the blackboard.)
    T: Who’that? That is (mocky). (Put the character away
    the teacher.)
    Who’s this? This is …
    Who is that? That is ….
    T: 用兩個相對的 同學引導。Who is ( )? ( ) is ( ). Who is ( )? (
    ) is ( ).
    Write the sentences on the blackboard. Read the
    sentences. Correct “this, that.”
    用遠近不同的對象來作參照物引導學生理解的區(qū)別，
    用學生本身形象化的直觀教具，以喚起學生開口說英語的愿望，從而檢測所學過的內容
    Step III Practise
    T does a model. Park work. can you make sentences like
    this in pairs.師生師范，學生倆倆對話練習句型。(鼓勵學生可以用老師作例)
    在此環(huán)節(jié)中學生以周圍的學生、老師為例倆倆說，聯(lián)系生活實際，靈活運用句型。
    Step IV Picture talking
    T: There are some pictures. You can choose one picture
    to talk about using the key points.
    提供3幅看圖說話的圖片，學生在Key points 的引導下進行自主說、倆倆說。
    Picture A: Key points: Who’s that? That is
    father/mother…
    Picture B:
    Key points: Who’s that? That is Ken/Tommy
    Picture C: Key points: Who’s that? That is
    Cathy/Ann…
    (此環(huán)節(jié)根據(jù)學生已掌握的知識，選取學生感興趣的話題，讓學生圍繞屏幕上展示的圖片進行倆倆對話。這樣，可以使學生將已學的知識和新學的詞、句有機結合，從而實現(xiàn)語言的積累性發(fā)展，并逐步掌握靈活運用語言的能力。提供Key points的目的在于啟發(fā)學生說些什么以及如何說(必竟這些只是小學低年級的學生，語言能力還是很有限的)，在課堂上要引導學生盡可能多說。在這個活動中學生并不只是一味地模仿，而是從教師提供5幅圖的keypoints中得到啟發(fā)，自己動腦思考，所以在發(fā)展語言能力的同時還能鍛煉其思維能力。)
    Step V Story
    T: Boys and girls let me tell you a story today. Now,
    please listen to the story first.
    please listen to the story by yourselves.
    (自主聽故事。)
    Pease answer me question:
    回答問題理解故事。
    引出今天學習的重點句型：
    Picture6: T: Who is this?” Ss: “This is Cathy. T: “Where
    is she from?”
    T elicit Ss: She is from Canada.
    Picture7: T: Who is that?” Ss: “That is Cathy. T:
    “Where is he from?”
    T elicit Ss: She is from Britain. (呈現(xiàn)國旗圖片)
    T: Where is she from?
    T elicit Ss: She is from China.
    (自然過渡到學習China.，為擴展學習I’m from ( ), China.做準備。)
    T: I’m from Jiang Xi, China.(repeat)
    Where are you from?
    擴展學習句型I’m from ( ), China.
    S1: I am from…T: Where is she from?
    S2: I am from…T: Where is he from? (T point the
    students)
    T: Can you tell your partner: Where are you from?”
    小組對話練習句型。
    Activity: T—S1: Where are you from?
    Ss: I am from…
    Let students come to blackboard
    T do a model introduce them. “This is …She (he) is from…
    (通過小組說從介紹自己來自哪里過渡到介紹別人來自哪里，結合生活實際靈活運用)
    表演故事，自主編動作。
    我通過開展師生之間，生生之間多種有意義的交互活動。引導學生進行大范圍的聽說訓練，強化學生的聽說能力及綜合運用語言的能力。堅持做到詞不離句，句不離篇，體現(xiàn)以言語交際為中心的教學思想。在活動過程中，適時予以精神鼓勵和物質獎勵。既培養(yǎng)了學生的團結協(xié)作精神，又使得語言知識轉化為語言技能。實現(xiàn)靈活地，創(chuàng)造性地運用英語進行交流的目的。
    反思：句型得到了充分的練習，但由于畢竟是二年級的學生，應設計一些游戲類的活動起到調節(jié)課堂氣氛的作用。
    【篇三】
    
    Lesson 45
    PART 1 Analysis of the Teaching Material
    (I)STATUS AND FUNCTION
    1.This unit is a revison unit, so it covers all communicative language knowledge learned from Unit 7 to Unit 11.
    2.This lesson is the first one of Unit 12. So if the students can learn this lesson well, it will be helpful to make the students learn the rest of this unit.
    3.This lesson is a dialogue about keeping fish. Such topic is related to daily life, so it is helpful to raise learning interests of students and it will be also helpful to improve their spoken English.
    (II)TEACHING AIMS AND DEMANDS
    Knowledge objects
    1. To make the Ss know how to keep fish, birds or any other animal by learning the dialogue of this lesson.
    2. To give a reinforced practice in the use of the Modal Verbs and some useful expressions for making suggestions.
    Ability objects
    3. To improve students’ listening and speaking ability by reading and practising the dialogue.
    4. To develop students’ communicative ability by learning the useful expressions for making suggestions and replying.
    Moral objects
    5. To enable the students to love life and animals, protect the nature and environment.
    (III)TEACHING KEY POINTS:
    1.To make the Ss grasp and understand the way of making suggestions and reply in daily life.
    2.To enable the students to use useful expressions for making suggestion and replying in their own dialogues related to the daily life.
    (IV)TEACHING DIFFICULTIES:
    1. The usage of the Modal Verbs ,especially usage for making suggestions.
    2. Using the learned phrases and sentence patterns to make suggestions and replying.
    (V)TEACHING AIDS:
    Multi-media computer; OHP(overhead projector); tape recorder; software: Powerpoint or Authorware
    PART 2 Teaching Methods
    1>Five Steps Approach.
    2>Communicative Approach.
    PART 3 Studying Ways
    1. Teach the students how to be successful language learners.
    2. Teach the students how to master dialogues and how to communicate with others.
    PART 4 Teaching Procedure
    Step 1 Revision
    Get the students to give some animals’ names they know by asking the students the following question: Can you give us some names of different animals you know? This step is employed to revise the words related the animals. At the same time draw the students’ attention to the topic about animals.
    Step 2 Lead-in
    Sign to the students to be quiet and close their books. Then start a free talk with the students. Use computer to show some pictures of different pets, such as dogs, cats etc. Ask the students several questions about raising pets. These questions are employed to warm up the students and raise the interests of the students to speak English in class on the topics they like and familiar with.
    1.Do you like animals?
    2. Do you keep any animals at home? What is it or What are they?
    3. Can you explain how you care for them?
    4. How do you feed them?
    …
    Step 3 Dialogue Presentation
    1. The first listening
    After the teacher's brief introduction to the dialogue about keeping fish. Then ask the students to listen to the tape of the dialogue with their books closed. After listening to the dialogue, ask the students to answer two simple questions focusing on the general idea of the dialogue. This step is employed to make the student get the general idea of the dialogue as a whole one. At the same time let the students have a chance to practise their listening ability.
    Questions :
    1.Where will such dialogue happen in your opinion?
    2.What are they mainly talking about?
    2.Second listening
    This time ask the students to listen to the tape carefully with their books open. After listening, ask the students some questions focusing on the details of the dialogue. In the meanwhile, deal with some language points raised by the students or appearing in the questions.
    Questions: (Show the questions and answers on the screen using computer)
    1. What does Kate want to do ?
    2. Where would Kate keep them at first?
    3. What does LiQun advise her to do?
    4. What size tank should she get?
    5. What should Kate put in the tank?
    6. Why should Kate put a few large rocks in the tanks?
    7. Why should Kate put some underwater plans in the tank?
    Language points: (Show them on the screen using computer)
    a. the other day = a few days ago
    b They don't get enough air:
    With a bowl, only a small surface area of the water is in contact with the air. So the water does not receive enough oxygen.
    c 30 cm by 30 cm by 50 cm.
    We describe two-dimensional and three-dimensional measurements using the word by. So the length of the tank is 50 cm, and the width and height both 30 cm.
    e underwater plants:
    These plants oxygenate the water and keep it clean.
    d For one thing = one reason (for putting plants in the tank)
    Step 4 . Dialogue Drill
    1.In this step the students are required to practise the dialogue in pairs by reading the dialogue aloud. This step is employed to make the students grasp the useful phrases and sentences pattern for making suggestions and replying on the base of reading the dialogue fluently.
    2.Let the students find out the expressions and sentence patterns for making suggestions and replying in this dialogue , in the meanwhile show these expressions and sentence patterns on the screen by computer one by one. This step is employed to give the students a deep understanding of those expressions.
    Step 5 . Practice (part 2)
    In fact, this step is intend to deal with the second part of the lesson(part 2). First show the words and phrases given on the screen, using a multi-media computer, then ask the students to make short dialogues with their partners to practise making suggestions and replying, using the phrases given in the table of Part2 .Give the students 5 minutes to prepare it. Ask the students to pay particular attention to sentence stress and intonation. At last ask some pairs to act their dialogue out in front of the whole class. This step is employed to make the students get a further understanding of these expressions.
    Step 6. Consolidation( Dialogue Production)
    This step gives the students 5-8minutes to make a similar dialogue using the phrases and sentences patterns learned in this dialogue and everyday life experience according to the given situation (show it on the screen using a multi-media computer). After 5-8minutes,ask several pairs to act their dialogue out in front of the other students. At last the teacher give some advice on making such dialogues, in the meanwhile deal with the moral lessons which the students should learn from the dialogue (mainly told the students to love life and animals, protect the nature and environment) . This step is employed to create a language environment for students’ communication in the class; and to give the students a chance to practise their spoken English under a quasi-communicative situation. If the students can finish this task well, they will benefit a lot in their spoken English.
    Situation:(show it on the screen using computer)
    One of your classmates wants to keep birds, he/she wants to buy some birds and builds a bird cage as big as 4m by 2m by 2m. he/she would like to ask for your advice. Now you’d like to advise him/her what to do?
    Step 7. Workbook
    Finish Exx 1 and 3 orally, left Ex 2 as written work.
    Ex. 1 revises the Object Clause. When transforming the structures, the students are required to pay attention to the change of t he verb tenses, personal pronouns and word order. After doing the exercises orally in class.
    Ex. 2 is a revision of the Modal Verbs and some useful expressions. Let the Ss work in pairs and then check the answers with the whole class. Write down the sentences on the Bb for the Ss to see.
    Ex. 3 lists pairs of words with somewhat similar pronunciation but different meaning. Get the Ss to read aloud the words and say what each of them means.
    Step 8 Homework
    !.Do Ex 2 in the exercise books. This is used to make the students have a further understand of the modal verbs.
    2.Write a short passage about the dialogue learned. This is used to practise writing ability of the students.