【正文】 系生活來(lái)運(yùn)用及交流下面是、說(shuō)學(xué)生四年級(jí)學(xué)生的年齡在十歲左右，他們活潑好動(dòng)，表現(xiàn)欲、參與欲非常強(qiáng)烈，喜歡直觀形象思維，對(duì)歌曲、游戲、模仿特別感興趣。在操練單詞時(shí)，利用新舊知識(shí)之間的相同點(diǎn)強(qiáng)化記憶。在此過(guò)程中，再一一拿出六本書(shū)，邊拿邊說(shuō)：I have 6 books： an English book， a Chinese book， a math book， a notebook and two story—books。通過(guò)單詞練習(xí)引出句型，引導(dǎo)學(xué)生用數(shù)字回答句型How manydo you have？，先個(gè)別操練，再分組，后全班練習(xí)。）最后布置學(xué)生的： Homework。通過(guò)這節(jié)課，讓學(xué)生掌握關(guān)于天氣的詞匯，同時(shí)學(xué)會(huì)運(yùn)用It39。s cold/ warm/ cool/ hot in ......能力目標(biāo)、能利用所學(xué)句子來(lái)表達(dá)不同地方的天氣，如It’swarm/ cold…in…。s cold/ warm/ cool/hot in ......在實(shí)際生活中的運(yùn)用。創(chuàng)造真實(shí)的情景，充分調(diào)動(dòng)學(xué)生的積極性，培養(yǎng)學(xué)生自主學(xué)習(xí)的能力。新課呈現(xiàn)階段教師復(fù)習(xí)舊知識(shí)后，播放天氣預(yù)報(bào)視頻，學(xué)生對(duì)此片段應(yīng)該相當(dāng)熟悉，教師適時(shí)拿出單詞卡片，教學(xué)單詞weather report，而此時(shí)學(xué)生一定非常有興趣學(xué)習(xí)。再由這幾個(gè)城市的溫度來(lái)判斷天氣的冷熱程度，教學(xué)四會(huì)單詞，通過(guò)多樣化操練后學(xué)生也熟悉了單詞，用更多的練習(xí)來(lái)鞏固，并教學(xué)新句型：What39。s cold/ warm/ cool/ hot in ......播報(bào)天氣。s chant的一首歌謠讓學(xué)生從緊張的學(xué)習(xí)中過(guò)渡到輕松的氛圍?！边M(jìn)行練習(xí)，說(shuō)錯(cuò)的扣分，對(duì)的給予獎(jiǎng)勵(lì)，讓學(xué)生得到充分表現(xiàn)和自我發(fā)展的空間。B、回家扮演天氣預(yù)報(bào)員給家長(zhǎng)看，把所學(xué)內(nèi)容運(yùn)用當(dāng)真實(shí)情境中，練習(xí)學(xué)生的口語(yǔ)。warmHot九、說(shuō)課后反思本節(jié)課用課件，卡片輔助教學(xué)，再結(jié)合游戲讓課堂“活”起來(lái)。課文分析：本課包括三部分，Just speak、Just read and Let’s speak是一個(gè)情景對(duì)話，幾個(gè)小同學(xué)在做猜一猜游戲，通過(guò)動(dòng)手摸猜是什么水果或蔬菜，以舊引新。(2)能夠在情境中理解、會(huì)說(shuō)、會(huì)用“Let’s play a game. Are you sure? Is it green or red?” 。情感態(tài)度與價(jià)值觀：。教學(xué)模式：任務(wù)型教學(xué)模式。通過(guò)“摸一摸，猜一猜”這個(gè)游戲，教師和學(xué)生進(jìn)行對(duì)話，學(xué)生和學(xué)生進(jìn)行對(duì)話，不只是復(fù)習(xí)了所學(xué)過(guò)的單詞、句型，更主要的是游戲吸引了學(xué)生的注意力，增強(qiáng)了學(xué)生的參與意識(shí)。：在黑板上貼一張西紅柿的圖片，但只露出一角，讓學(xué)生認(rèn)為是蘋(píng)果。設(shè)計(jì)恰當(dāng)?shù)慕虒W(xué)情景是學(xué)習(xí)和運(yùn)用語(yǔ)言的關(guān)鍵，通過(guò)設(shè)懸念，促使學(xué)生去質(zhì)疑。，然后播放錄音，句子隨錄音逐次呈現(xiàn)。T: Pass me the… Show me the… Peel the … Eat the …這樣可以把本課知識(shí)與前幾課書(shū)的知識(shí)有機(jī)結(jié)合，而且培養(yǎng)了學(xué)生的快速反應(yīng)能力。小學(xué)四年級(jí)英語(yǔ)說(shuō)課稿6Greeting:Good morning, honorable judges! I’ m No. X. It’s my pleasure to stand here to interpret my teaching design. My topic is “Unit 3 How many? ”. I will talk about my lesson from the parts as followed: the analysis of the material, teaching aims, key points and difficult points, teaching procedures and so on.1 Analysis of teaching materialsNow let’s e to the first partthe analysis of teaching material. The content is from Part “Cartoon time “of Unit 3 How many?, Grade 4, Oxford Yilin Primary School English. The main topic is about the numbers. It’s the listening and speaking lesson. After learning this lesson, students will be able to know how to ask and answer the number. Therefore, this lesson plays an important role in their study.2 Analysis of studentsNext is the second partthe analysis of students. The students in this period have learnt some basic English skills such as listening and speaking, but not very well. In addition, they are full of curiosity and very active . So I will give them lots of opportunities to practice in the class.3 Analysis of teaching aimsAccording to the new Curriculum Standard in English, I set the teaching aims as follows:Firstly, knowledge aim: Students can read and write the sentence patterns “How many balls do you have? I have twelve balls”.Secondly, ability aims: Students can use the new sentences to municate with others and talk about the number in their daily life. Students will express their opinions on whether they can do something or not.Lastly, emotional aims: Students would like to take part in the activities and cooperate with their classmates in the class. Students will develop their different kinds of habits.4 Analysis of teaching key point and difficult pointsThen, I want to put forward the key point and the difficult points of this lesson.Key point:Students can get familiar with the sentence patterns “How many balls do you have? I have twelve balls”.Difficult Points:Students can describe the number of things they have and whether they can do something. Students can develop the cooperation spirit and be active during the lesson.5 Analysis of teaching methods and learning methodsNow I want to talk about the teaching methods. Communicative Approach, Taskedbased Teaching Method and TPR Teaching Method will be adopted in this lesson to active my students. For students, they will use independent learning method. They will learn to cooperate with others, and bee the center of the class.6 Analysis of teaching aidsTo help students learn much easier and better. I will mainly use multimedia, pictures and tape recorder as teaching aids.7 Analysis of teaching proceduresAfter the above analysis, I want to explain the main part in my teaching design, the analysis of teaching procedures. I will talk about it from the following parts: leadin, prelistening, whilelistening, postlistening, summary and homework.Step 1 LeadinThe first step is Leadin. After daily greeting, I will let students sing an English song “Ten Little Indian Boys”. Then ask students to guess the topic of the song and how many numbers they can hear in the song. In this way, I will lead the topic of this lesson and help students review the words about numbers. Also, the song can arouse students’ interest in this lesson, which is beneficial to start the next stage.Step 2 PrelisteningBefore listening I will show some pictures of different toys on the PPTs, such as cars, dolls and so on. Ask students “Do you have any...?” Then I will present the pictures of different fruits on the blackboard to guide students to calculate by asking and answering “How many ...do you have?I have....” and write down the sentences. Let some students e to the front to show their answers. Then read them together twice.By doing this, it can help students review the words and learn the new sentences to lay a foundation for the following steps.Step 3 WhilelisteningAfter preparation, let’s move to the next step whilelistening. I will let students listen to the tape twice:1. Extensive listeningFor the first time, I will guide students to listen to circle the words they have learned. Then find the main topic. During these tasks, students’ listening skills can be trained. Through the extensive listening, students can know the basic information of the dialogue.2. Intensive listeningFor the second time, I will ask students to fill in the following blanks with their partners:How _____ _____do you have?I have _______ balls.Can you play __________? ____ , but I can do this.The practice can help students understand the detailed