【正文】 單舉例）在故事的幫助下，對話教學(xué)變得生動形象，學(xué)生參與積極、且課堂脈絡(luò)清晰，學(xué)生思維連貫，進行了盡可能多的語言練習(xí)，最終為培養(yǎng)學(xué)生運用語言進行交際的能力打下堅實的基礎(chǔ)。通過讓學(xué)生蒙著眼睛給米老鼠穿上合適的鞋子，理解并操練句型 Are they all right? Yes, they are./No, they aren39。蔡：謝謝文婷和朱梅老師的分享，她們傳遞給大家的是在對話教學(xué)中創(chuàng)設(shè)情境不僅需要注意整體性，還要注意真實性。（主發(fā)言人：范贛強）蔡：小學(xué)英語對話教學(xué)，情景創(chuàng)設(shè)的探索永無止境。（自由討論順序：（分享以下內(nèi)容））我覺得話輪的廷續(xù)，將使語言交流得到有效的持續(xù)，使人的思維得到維系，更有利于提高對話交流的質(zhì)量。我想：教學(xué)的藝術(shù)不僅在于教學(xué)設(shè)計中如何安排教學(xué)活動，而且也在于教師對課堂生成的把握和智慧的運用。【知識目標(biāo)】能夠聽、說、認讀Let39。根據(jù)本課教材的特點，我除了采用常規(guī)的教學(xué)手段外，同時采用了現(xiàn)代教學(xué)技術(shù)，使學(xué)生的多種感官共同參與到整個學(xué)習(xí)過程中，激發(fā)學(xué)生的學(xué)習(xí)興趣，提高課堂教學(xué)效率。教師問：Which monkey do you like?The yellow one or the brown one?【設(shè)計思路】學(xué)生在回答這些問題時，也同時在復(fù)習(xí)前兩課時所學(xué)內(nèi)容，起到知識循環(huán)的作用。s tail is 40cm tall.⑧Ben is taller than the little monkey.⑨Ben is funnier than the monkey.如果學(xué)生可以判斷以上句子，就說明他們讀懂了這篇閱讀材料。這里可以采用游戲法和交際法。（2）比一比，寫一寫。評價應(yīng)公平、公正并以激勵為主，要給予不同的評價以幫助學(xué)生成長。而綜合語言運用能力又以學(xué)生語言技能、語言知識、情感態(tài)度、學(xué)習(xí)策略和文化意識五個方面的綜合素養(yǎng)為基礎(chǔ)。堅持以話題為核心，以功能、結(jié)構(gòu)為主線，以任務(wù)型活動安排本課教學(xué)。這種方法可以突出學(xué)生的主體性，激發(fā)其興趣。在本課的設(shè)計過程中，我力圖有所改進，設(shè)計了多種多樣的游戲。也可讓學(xué)生跟讀。在此基礎(chǔ)上小組操練：It‘stheworldweather。節(jié)奏和動作能刺激大腦皮層，激活記憶，使學(xué)生在對各指令的反應(yīng)中自然習(xí)的語言。通過“天氣報道”把所有的新知識融合串聯(lián)起來。其次是，說目標(biāo)教學(xué)目標(biāo)：依據(jù)新課標(biāo)要求、本課的內(nèi)容和學(xué)生現(xiàn)有的認知水平我確定以下教學(xué)目標(biāo)：A知識目標(biāo)：能夠聽、說、認、讀本課六個生詞English book，math book， Chinese book， story—book， notebook， schoolbag，會運用句型How manydo you have？ I have。在操練單詞時，利用新舊知識之間的相同點強化記憶。通過單詞練習(xí)引出句型，引導(dǎo)學(xué)生用數(shù)字回答句型How manydo you have？，先個別操練，再分組，后全班練習(xí)。通過這節(jié)課，讓學(xué)生掌握關(guān)于天氣的詞匯，同時學(xué)會運用It39。s cold/ warm/ cool/hot in ......在實際生活中的運用。新課呈現(xiàn)階段教師復(fù)習(xí)舊知識后，播放天氣預(yù)報視頻，學(xué)生對此片段應(yīng)該相當(dāng)熟悉，教師適時拿出單詞卡片，教學(xué)單詞weather report，而此時學(xué)生一定非常有興趣學(xué)習(xí)。s cold/ warm/ cool/ hot in ......播報天氣。”進行練習(xí)，說錯的扣分，對的給予獎勵，讓學(xué)生得到充分表現(xiàn)和自我發(fā)展的空間。warmHot九、說課后反思本節(jié)課用課件，卡片輔助教學(xué)，再結(jié)合游戲讓課堂“活”起來。(2)能夠在情境中理解、會說、會用“Let’s play a game. Are you sure? Is it green or red?” 。教學(xué)模式：任務(wù)型教學(xué)模式。：在黑板上貼一張西紅柿的圖片，但只露出一角，讓學(xué)生認為是蘋果。，然后播放錄音，句子隨錄音逐次呈現(xiàn)。小學(xué)四年級英語說課稿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 ski