習(xí)主席已經(jīng)宣布我國(guó)進(jìn)入了社會(huì)主義發(fā)展新時(shí)期，并且成立了開放更加寬泛的自貿(mào)區(qū)，減少外國(guó)進(jìn)入我國(guó)開創(chuàng)事業(yè)的一系列繁雜手續(xù)，預(yù)示著中國(guó)同世界有更進(jìn)一步的交流了，那么我們當(dāng)然應(yīng)該從小就開始培養(yǎng)交流的能力，以積極地態(tài)度去面對(duì)發(fā)展。以下是整理的相關(guān)資料，希望幫助到您。
     【篇一】
    一、說教材
    1、教材內(nèi)容
    本節(jié)課主要學(xué)習(xí)單詞果然的grandfather,grandmother, cousin, aunt，uncle,he,she,并運(yùn)用句型Who’s he/she? 詢問第三人，并針對(duì)此問題用He’s/She’s ……做出正確回答，介紹家庭成員。
    2、教材的地位與作用
    本課是小學(xué)三年級(jí)上冊(cè)第6單元第一課時(shí)。課型為操練課。它通過讓學(xué)生在聽聽，做做，說說，玩玩，演演中學(xué)習(xí)用英語詢問第三人，回答此類詢問并介紹家庭成員，發(fā)展學(xué)生的語言表達(dá)能力，同時(shí)進(jìn)一步培養(yǎng)他們的語言綜合運(yùn)用能力。
    3、教學(xué)目標(biāo)
    ①、 知識(shí)目標(biāo)：掌握表示家庭成員的詞匯：grandfather,grandmother, cousin, aunt，uncle，以及運(yùn)用此句型：Who’s she/he? 詢問第三人，并運(yùn)用He’s/She’s……來回答，介紹家庭成員，正確區(qū)分he和she。
    ②、技能目標(biāo)：培養(yǎng)學(xué)生聽，做，說，讀的能力，以及言語表達(dá)能力。
    ③、情感目標(biāo)：激發(fā)和培養(yǎng)學(xué)生學(xué)英語的興趣，使其主動(dòng)參與課堂實(shí)踐活動(dòng)，從而培養(yǎng)學(xué)生合作意識(shí)和集體主義精神。
    4、教學(xué)的重點(diǎn)與難點(diǎn)
    本課的重點(diǎn)是運(yùn)用句型Who’s he/she?詢問第三人，及回應(yīng)此類詢問，介紹家庭成員。難點(diǎn)是正確區(qū)分和使用he, she。
    5、運(yùn)用任務(wù)
    ①、用直觀教學(xué)法
    ②、結(jié)合TPR活動(dòng)教學(xué)法
    ③、愉快游戲教學(xué)法
    ④、交流法
    6、教具準(zhǔn)備：磁帶、單詞卡片。
    二、說教法
    為了順利完成教學(xué)目標(biāo)，更好地突出重點(diǎn)，突破難點(diǎn)，根據(jù)三年級(jí)小學(xué)生的心理特點(diǎn)和現(xiàn)有英語認(rèn)知水平，在本課的教學(xué)中，我運(yùn)用一些直觀手段如圖片、課件等豐富教學(xué)內(nèi)容，用各種有趣有效的游戲幫學(xué)生識(shí)記單詞，教學(xué)單詞時(shí)讓學(xué)生動(dòng)手動(dòng)口，用手書空拼讀字母，不僅集中了學(xué)生注意力，也復(fù)習(xí)鞏固了字母教學(xué)。在教學(xué)單詞的同時(shí)教授句型，使單詞和句子緊密相連，讓單詞和句子的教學(xué)做到詞不離句，句不離詞，并且配上chant，將本課的核心句型和單詞組合到一個(gè)chant中，讓學(xué)生在有節(jié)奏的誦讀中更輕松地掌握重點(diǎn)句型和單詞。為突破難點(diǎn)，讓學(xué)生正確區(qū)分he和she，我在課件出示新詞時(shí)有意識(shí)地將這兩個(gè)詞放入相應(yīng)的人物中，且單獨(dú)挑出來，讓學(xué)生用手指男生說he,指女生說she。配合肢體動(dòng)作，運(yùn)用全身反應(yīng)教學(xué)法，幫學(xué)生正確區(qū)分he和she。我用動(dòng)畫呈現(xiàn)課文A部分，先讓學(xué)生聽句子，然后復(fù)述所聽句子，鼓勵(lì)他們大膽舉手說，哪怕一個(gè)單詞都行，培養(yǎng)學(xué)生養(yǎng)成認(rèn)真聽，大聲說的好習(xí)慣，同時(shí)也鍛煉了學(xué)生的聽力。在運(yùn)用環(huán)節(jié)，我讓學(xué)生拿出事先帶的自己家庭成員的照片，以小組交流和全班集中問答的方式，在實(shí)際情景中很好地運(yùn)用了句型及單詞。后，我再創(chuàng)設(shè)情境，將句型加以遷移運(yùn)用，讓學(xué)生認(rèn)識(shí)到這一句型不僅能用來詢問家庭成員，也能詢問其他人。
    三、說學(xué)法
    通過讓學(xué)生在聽、做、動(dòng)、說、讀的過程中，學(xué)會(huì)用英語說出家庭成員，學(xué)會(huì)詢問第三人和回答此類詢問，發(fā)展學(xué)生的語言思維和運(yùn)用能力，同時(shí)多表?yè)P(yáng)，勤鼓勵(lì)，使不同層次的學(xué)生都能獲得成功的體驗(yàn)。
    四、說教學(xué)程序
    Step I Warming up
    1、sing a song《Who are you》
    2、greetings
    [設(shè)計(jì)思路]：伴隨著輕松音樂，通過師生相互的問候和吟唱歌謠等熱身活動(dòng)迅速地引導(dǎo)學(xué)生走進(jìn)英語世界，營(yíng)造一個(gè)良好的用英語的氛圍，為新課的教學(xué)做好鋪墊。
    Step II Presentation and drill
    教師依次用課件出示老師的家庭成員照片，讓學(xué)生猜猜畫面上是誰，同時(shí)引出本課新詞和句型。老師帶讀單詞，同時(shí)把單詞放入句子中讀，再指名讓學(xué)生讀一讀。強(qiáng)調(diào)學(xué)生動(dòng)口動(dòng)手，邊拼讀單詞邊書空寫單詞。后用幾個(gè)有趣有效的游戲操練句型及識(shí)記單詞。符合小學(xué)生愛玩游戲的心理年齡特點(diǎn)。
    [設(shè)計(jì)思路]：用直觀的照片將單詞引出，單詞卡片展示家庭成員的單詞，讓學(xué)生有一種新奇的感覺，產(chǎn)生濃厚的興趣，符合學(xué)生的認(rèn)知規(guī)律和心理年齡特點(diǎn)。
    Step III consolidation
    1、用動(dòng)畫呈現(xiàn)課文A部分，讓學(xué)生先聽后說后跟讀，訓(xùn)練聽說能力。
    2、設(shè)計(jì)一個(gè)chant，將核心詞匯和句型融合其中，讓學(xué)生在有節(jié)奏的誦讀中鞏固新知。
    [設(shè)計(jì)思路]：根據(jù)小學(xué)生愛看動(dòng)畫片的特點(diǎn)，用動(dòng)畫呈現(xiàn)課文對(duì)話，提高學(xué)生興趣，強(qiáng)調(diào)聽說，先聽對(duì)話，再?gòu)?fù)述所聽句子、單詞，提高學(xué)生聽說能力。設(shè)計(jì)chant,讓學(xué)生在充滿韻律的句子中輕松掌握重點(diǎn)詞匯。
    Step4 Application
    學(xué)生拿出自己的照片，和同桌交流，而后，全班交流。
    設(shè)計(jì)一個(gè)情境，幫助學(xué)生更好地運(yùn)用句型。
    [設(shè)計(jì)思路]：有助于學(xué)生鞏固所學(xué)知識(shí)，提高學(xué)生的會(huì)話能力，培養(yǎng)學(xué)生對(duì)知識(shí)的綜合應(yīng)用能力，也再體現(xiàn)了語言教學(xué)的整體性原則，達(dá)到學(xué)以致用的目的。
    板書單詞時(shí)，我特意畫上了四線三格，為將來學(xué)生能書寫漂亮的英語起到強(qiáng)的示范作用。
     【篇二】
    教學(xué)內(nèi)容：1bp22
    1. 詞匯：say
    2. 詞組: listen to me. open your mouth.
    say “ah”.
    3. 句型：1) listen to me.
    2)open your mouth.
    3) say “ah”.
    教學(xué)目標(biāo)：
    1. using imperatives to give simple instructions.
    eg: listen to me.
    教學(xué)重點(diǎn)、難點(diǎn)：
    1. using imperatives to give simple instructions.
    eg: listen to me.
    教學(xué)過程：
    pre-task preparation
    1. say a chant
    2. t: what animal can you see?
    p: i see…
    t: in the zoo, i see monkeys and birds. what do you see in the hospital?
    p: i see a doctor, nurse…
    if you’re the doctor/ nurse, introduce yourself.
    p: i am a doctor. i am tall/short/
    t: i’m a doctor. i want to see the boy’s throat. what shall i do?
    while-task procedure
    1. (lead in): open your mouth.
    1) read the sentence.
    ★2) practice 1: make some sentences. open your eyes. open your books. open your pencil-box….
    t: i want to see your throat. open your mouth.
    p: do the action
    p2: hello, …open your mouth.
    p3: do the action.
    2. (lead in): say “ah”
    t: …, open your mouth and say “ah”.
    (on board) say “ah”
    1) ★read the sentence
    2) ★practice 1: give the commands eg: say “one”, say “hello”
    3) ★practice 2: t: hello, … open your mouth. say “ah” oh, a sore throat
    p!: hello, … open your mouth. say “ah”.
    p2: do the action. (one by one)
    3. (lead in) listen to me.
    t: boys and girls, you all did a good job. let’s listen to the music.
    listen.
    1) read the words and phrases.. listen with ears. listen to me…
    2) make some phrases. listen to ________. listen to the dog.
    3) a chant.
    listen to the dog. “wang-wang”
    listen to the cat. “miao-miao”
    listen to the duck. “ga-ga”
    listen to the cow. “moo-moo”
    post-task activities:
    1. listen to the tape and read after it.
    2. according to the situation and make a dialogue
    ★tim is sick. he is in the hospital. the doctor is examining him.
    a: hello, doctor.
    b: hello. listen to me. open your mouth. say “ah”
    a: “ah”
    b: you have got a cold.
    assignment:
    1. listen to the tape and repeat.
    2. try to make a new dialogue.
     【篇三】
    教學(xué)內(nèi)容：1bp31
    1.詞匯：pig, they, round
    2.詞組: fat pig, thin pig, round and round
    3.句型：they like to play round and round.
    教學(xué)目標(biāo)：
    1.using adjectives to describe things
    eg: thin pig, fat pig
    教學(xué)重點(diǎn)、難點(diǎn)：
    1.using adjectives to describe things
    教學(xué)過程：
    pre-task preparation
    1.say a chant
    2.t: how is the doctor / nurse / cook in the rhyme?
    p: the doctor / nurse / cook is old.
    t: an old doctor / nurse / cook
    3.●★change the sentences:
    1)he is a doctor. he is tall.—he is a tall doctor.
    2)she is a farmer. she is old.—she is an old farmer.
    3)i am a fisherman. i am fat.—i am a fat fisherman.
    4)you are a teacher. you are thin.—you are a thin teacher.
    4.●★guess:
    1)i am fat. i am old. i am short. i have got a boat, a net and a fork. i can catch the fish. what am i?
    2)i am young. i am tall. i am thin. i have got a pen and a book. i can read and write. what am i?
    3)i am tall. i am old. i am fat. i have got a hat, a hoe and a towel. i can take care of the animals. what am i?
    while-task procedure
    1.( lead in ) : pig
    t: what animal has the farmer got?
    p: the farmer has got a ________. ( cat, duck, dog, sheep, hen, chick, horse, cow, pig, goat, donkey, goose…)
    t: yes, the farmer has got a pig.
    1) read the word.
    ●★2) a tongue-twister: the pig is very big.
    3) how is the pig? ( fat, thin, big, small, old, young )
    4) imitate: i am miss pig / mr. pig. i like to ______. ( eat, sleep ) . i am lazy.
    5) how many pigs?
    ●★6) read a rhyme: thin pig, fat pig
    one and two.
    thin pig, fat pig.
    i see you.
    2. ( lead in ): they like to play round and round.
    1) t: pigs like to eat and sleep. cats like to eat and sleep, too. what do cats like to eat?
    p: fish
    t: cats like to eat fish. they like to eat fish.
    a) read the sentence: they like to eat fish.
    ●★b) join the sentences:
    my father is tall. my mother is tall.—they are tall.
    he is eight. she is eight, too.—they are eight.
    she can write. he can write, too.—they can write.
    he has got a bicycle. she has got a bicycle, too.—they have got two bicycles.
    2) t: the pigs like to eat fish. they like to eat fish. what else do they like to do? they like to play.
    a) read the sentence.
    3) t: what do they like to play? they like to play round and round.
    a) read the phrase: play round and round
    b) read the sentence: they like to play round and round.
    ●★4) read the rhyme:
    fat cat up,
    thin cat down—
    they like to play
    round and round.
    5)●★make a new rhyme:
    fat ______ up,
    thin ______ down—
    they like to play
    round and round.
    post-task activities:
    1. listen to the tape and read after it.
    2. act out the rhyme
    3. ●★make a new rhyme:
    thin ______, fat _______ one and two.
    thin ______, fat _______ i see you.
    fat _______up, thin _______ down—
    they like to play round and round.
    assignment:
    1.listen to the tape and repeat.
    2.try to make a new rhyme.