【文章內(nèi)容簡(jiǎn)介】 天氣預(yù)報(bào)，給學(xué)生一個(gè)施展的空間，將學(xué)到的知識(shí)實(shí)際運(yùn)用，還激發(fā)了學(xué)生的學(xué)習(xí)興趣。Let39。s chant經(jīng)過長(zhǎng)時(shí)間的學(xué)習(xí)后，學(xué)生處于緊張的學(xué)習(xí)狀態(tài)，此時(shí)用Let39。s chant的一首歌謠讓學(xué)生從緊張的學(xué)習(xí)中過渡到輕松的氛圍。拓展延伸趣味活動(dòng)：Let39。s play由于小學(xué)生的注意力時(shí)間是很有限的，那么設(shè)計(jì)一個(gè)趣味活動(dòng)是很有必要的，可以再次讓學(xué)生的注意力集中到課堂上來(lái)。在Let’s play環(huán)節(jié)，教師請(qǐng)四個(gè)組每組兩位代表上臺(tái)來(lái)，用本課新句型“What’s the weather like in ___？It’s ___ in ____ ?！边M(jìn)行練習(xí)，說錯(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。小結(jié)教師讓學(xué)生看黑板上的板書，然后教師引導(dǎo)學(xué)生自己總結(jié)本課的重點(diǎn)知識(shí)，其他同學(xué)補(bǔ)充，最后，由教師給出明確的小結(jié)。這個(gè)過程是由學(xué)生自己總結(jié)，而不是由教師直接總結(jié)，這樣能加深學(xué)生對(duì)重點(diǎn)知識(shí)的記憶。課后練習(xí)：a、抄寫四會(huì)單詞及短語(yǔ)各一排，練習(xí)書寫。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)。八、說板書這節(jié)課的板書我主要采用單詞和句子共同呈現(xiàn)的方式，既簡(jiǎn)潔又明了。這些內(nèi)容又是多種作用的，有呈現(xiàn)，又有操練，也體現(xiàn)本課的重點(diǎn)內(nèi)容。Unit4 It’s warm today weather reportcoldIt’s cool in Harbin 。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(lái)。但是本課的難點(diǎn)是weather的發(fā)音，在教學(xué)過程中，很多學(xué)生對(duì)此單詞的發(fā)音不夠熟悉，就出現(xiàn)了在練習(xí)句型：What’s the weather like in ___？時(shí)狀況百出。小學(xué)四年級(jí)英語(yǔ)說課稿5我說課的內(nèi)容是小學(xué)四年級(jí)英語(yǔ)上冊(cè)Unit 3, Lesson 17。借助“任務(wù)型”教學(xué)通過聽、說、玩、演、唱等一系列教學(xué)活動(dòng)，充分利用電化教學(xué)媒體，創(chuàng)設(shè)更多、更完善的情景，以生動(dòng)、直觀、形象、新穎的特征優(yōu)化課堂教學(xué)，給學(xué)生提供更多的、更真實(shí)的語(yǔ)言實(shí)踐機(jī)會(huì)，發(fā)揮學(xué)生的主動(dòng)性、積極性和創(chuàng)新精神，讓學(xué)生在融洽、和諧的氛圍中達(dá)到對(duì)所學(xué)知識(shí)的意義建構(gòu)，培養(yǎng)和發(fā)展學(xué)生的外語(yǔ)素質(zhì)。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，通過動(dòng)手摸猜是什么水果或蔬菜，以舊引新。第二部分是兩個(gè)三會(huì)單詞eggplant and green pepper和一個(gè)四會(huì)單詞tomato。第三部分Let’s 。教學(xué)目標(biāo)：知識(shí)目標(biāo)：(1)正確聽、說、讀、寫單詞“tomato” ，聽、說、認(rèn)讀單詞“eggplant，green pepper” 。(2)能夠在情境中理解、會(huì)說、會(huì)用“Let’s play a game. Are you sure? Is it green or red?” 。能力目標(biāo)：(1)通過本課會(huì)話培養(yǎng)學(xué)生綜合、靈活運(yùn)用所學(xué)語(yǔ)言進(jìn)行簡(jiǎn)單交流的能力。(2)運(yùn)用“Let’s play” 等活動(dòng)培養(yǎng)學(xué)生的觀察力、想象力和快速反應(yīng)能力。情感目標(biāo)：通過“獎(jiǎng)勵(lì)貼畫”這一評(píng)價(jià)方式，鼓勵(lì)學(xué)生課上積極發(fā)言，激發(fā)學(xué)生的學(xué)習(xí)興趣。情感態(tài)度與價(jià)值觀：。教學(xué)重難點(diǎn)：。教學(xué)模式：任務(wù)型教學(xué)模式。英語(yǔ)課程的學(xué)習(xí)，既是學(xué)生通過英語(yǔ)學(xué)習(xí)和實(shí)踐活動(dòng)，逐步掌握語(yǔ)言知識(shí)、語(yǔ)言技能、提高語(yǔ)言實(shí)際運(yùn)用能力的過程。又是他們陶冶情操，拓寬視野，發(fā)展個(gè)性，形成有效的`學(xué)習(xí)策略的過程。所以整個(gè)教學(xué)程序我采用了聽、說、讀、寫、唱、玩、演、練等一系列教學(xué)活動(dòng)，具體設(shè)計(jì)為：一、熱身/復(fù)習(xí) Fruit song,讓學(xué)生跟唱(利用課件呈現(xiàn)歌詞中相對(duì)應(yīng)的水果),渲染氣氛(利用課件呈現(xiàn)歌謠中相對(duì)應(yīng)的蔬菜)二、情景導(dǎo)入值日生組織做“Touch and guess” 游戲。通過“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)。同時(shí)，教師用到了“Let’s play a game. Are you sure? Is it…or…?” ，為新授課的教學(xué)活動(dòng)做好了鋪墊。三、學(xué)習(xí)新知：繼續(xù)做復(fù)習(xí)環(huán)節(jié)的游戲，引出“eggplant”和“green pepper”。寓單詞教學(xué)于游戲之中，使枯燥無(wú)味的單詞教學(xué)變得生動(dòng)、自然，極大地調(diào)動(dòng)了學(xué)生的各種感官參與學(xué)習(xí)活動(dòng)，學(xué)生對(duì)新單詞的印象更加深刻。：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)為是蘋果。然后問學(xué)生：“Guess what this is?” 學(xué)生也許回回答“It’s an apple.” ，師問：“Are you sure?” ，學(xué)生回回答：“Yes!” 。然后再圖片進(jìn)行類似練習(xí).。環(huán)節(jié)的內(nèi)容是本節(jié)課的教學(xué)重點(diǎn)之一。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，通過設(shè)懸念，促使學(xué)生去質(zhì)疑。通過猜測(cè)游戲，激發(fā)學(xué)生運(yùn)用語(yǔ)言的積極性。通過游戲中的形成性評(píng)價(jià)，使學(xué)生獲得成就感。：，熟悉一下本課內(nèi)容，并培養(yǎng)了學(xué)生的模仿能力。，然后播放錄音，句子隨錄音逐次呈現(xiàn)。，先分組練習(xí)，再到前面來(lái)表演。四、趣味操練謎語(yǔ)課件呈現(xiàn)謎語(yǔ)內(nèi)容，教師讀完后，如學(xué)生猜中，點(diǎn)擊出相應(yīng)的水果或蔬菜，并獎(jiǎng)勵(lì)貼畫。Listen and do.教師把課前準(zhǔn)備的圖片、實(shí)物發(fā)給學(xué)生，然后讓學(xué)生聽指令完成任務(wù)。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。聽力練習(xí)通過課件呈現(xiàn)出一種水果，然后播放錄音，讓學(xué)生判斷對(duì)錯(cuò)，點(diǎn)擊不同的答案得到不同的反饋，生動(dòng)有趣，提高了學(xué)生的學(xué)習(xí)興趣。五、運(yùn)用拓展讓學(xué)生自由結(jié)組編排一段新的對(duì)話。課后同學(xué)之間繼續(xù)做猜東西游戲。小學(xué)四年級(jí)英語(yǔ)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 listenin