1、英語說課稿林亮Goodafternoon,LadiesandGentlemen!IamverygladtobestandinghereandtalkingaboutLesson10.whichisfromFunwithEnglishBook3Unit2.Myteachingreportincludesfourparts.Part1ToanalyzethebookLThereare3unitsinBook3ThisisLesson10.Thecentralitemishowtomasteranothersentencetoexpress"What，sthetime?”andhowtob

2、uysomething.Using"What'sthetime?"hungry.cakes,breadandsoonWe'11studyanddrillthesentencesandtheword'spronunciation.2.Accordingtotheteachingoutlineandcombiningthestudents'situation,Imaketheteachingaimsofthislessonasfollows.a.Thefirstistheaimofknowledge.It'stolearnandmaste

3、rtwosentences.Whattimeisit?Iamhungryandthenusingthemtoexpressthetimeandgoshoppingfluentlyandfreelyb.ThesecondistheaimofabilitiesThecreativespiritisquiteimportanttothestudents.SoIwillpaymuchattentiontotrainitinmyclass.Otherwise.Iwilltrytotrainthestudentslistening,speaking,readingandwritingabilities,M

4、ainlyimprovetheircommunicativeabilitiesandencouragethemtospeakmoreEnglish.C.ThethirdistheaimofemotionMakethestudentshavesuccessfulfeelingandachievementAndmakethembeinEnglishstudy.3.ImportantpointsThefirstistomasterandusethetwosentences.Whattimeisit?I'mhungry.Thesecondistomastertheusageofthewords

5、hungry,cakesandbread.4Difficultpoints.It'sthepronunciationofthetwowords,hungry,cakes,andhowtousethemfluentlyandfreely.Part2TeachingandlearningmethodsMakethestudentstakepartinclass.AskandanswerinpairsandgroupsI11usecommunicativemethod,discussingmethodandseeingandhearingmethodtoteachthislesson.Par

6、t3.Teachingaids.Inordertointerestthestudents.I11useaclock,recorder,cardsandsomefoodasmyteachingaids.Part4Teachingprocedure.Step1RevisionBeforemyclass,P11getthestudentstosinganEnglishsongtokeepthemselvesrelaxThenI11useaclocktoactit.What'sthetime?What'sthetime?It'seighto'clock.I'11

7、showthreenumbers.WhenthestudentsanswerIt'steno'clock.I'11say：It'stenTodaywe'11learnLessonTen.ThenIr11puttheclockontheblackboard.Step2PresentationanddrillFirstI'11pointtotheclockandask,whattimeisit?StudentsanswerIt'sten.ThenIgoonmovingthehandsandask.Whattimeisit?Studentsan

8、swerquickly.SecondI11drillthesentencesWhattimeisit?It'spairsinpairsorrowbyrow.ThirdWhenthestudentsanswerIt's12:00o'clock.I11pointtomystomachandsay.OhImhungryandI11eatacake.ThenI11goonsayingImhungry.andI11eatanothercake.I11actitfourorfivetimes.ThenIaskastudenttoactit.Imhungry,too.I'11

9、saytwocakes,please.andthesentencesI'mhungry.Twocakes,please.Forth:Listentothedialogueandanswermyquestions.1. Whattimeisit?2. Howmanycakes?Step3ConsolidationI11trainthecreativespiritofthestudents.I'11givethemthreeplease.ToactthedialoguefreelyFirstatthe219Park,secondfruitshopThirddepartmentsto

10、re.Step4.HomeworkEncouragemystudenttothemarkettobuysomethingwithhisfriendsorparents.Goodmorning,everyone!Today,I11saysomethingaboutUnit9PartAinBook4ofOxfordEnglish.Backgroundonthereformationofcurriculum,thisbookcanconnectthelifeandact,emphasizetheinterestandexperienceoftheSs,thepicturesareactiveandv

11、ivid.GradefouristheinitialstageofEnglishlearning,soitstressesontheemotionoftheSs.createsawellbeginningfortheSs.ThisUnithas7parts,we'11learnPartAmainly,itembodiestherepeatingcharacterize.Reviewthelearnedlanguagepoints"Where's"andthenewlanguagepointswillberepresentedinthefollowinguni

12、ts.Sothisunitformsconnectinglinkswithaspecialmeaninginthisbook.Thecontentofthisperiodistouse"Where'sare"todeterminetheplace.AndaccordingtothecontentsandthefactoftheSs,Iestablishthefollowingthreeteachingaimsofthisperiod：Thefirstone：studentscanlisten,read,sayandspellthefollowingwords:agl

13、ass,afridge,anegg,breadandatable.Thesecondone：studentscanlisten,read,sayandwritethefollowingdailyexpressions：What，sforbreakfast?Havesomejuicethen.Thethirdone：studentscanlisten,read,sayandwritethefollowingsentencepatterns：WheresWherearethemyIt'sTheyreThere'sno迄onnearIthinkthemostdifficultpoin

14、tofthisperiodistomakesurethestudentscanusethepatterns"Where'sWhereareandThereisnoinonnear"intheirdailylifecorrectly<AndIwillusesomepictures,wordsandsentencecards,ataperecorderandthemulti-mediacomputertohelpmeachievetheaims.Thetask-basedmethod,communicatedmethod,groupcooperatemethodw

15、illbeusedinthisperiod.Toaccomplishtheaims,Idesignthefollowingsteps：Step1Songsandthegamearouserstheemotion.InordertoattracttheSsattentionandconstructanatmosphereoflearningEnglish,IletthestudentssingsomeEnglishsongsandplaythegame"Simonsays”.Atthesametimethegamecanreviewtheprep,servetheknowledgeas

16、foilandconsisttheappearanceoftheknowledge.Step2Changeclasstolife,happytosay.Thesubstanceoflanguageiscommunicationandtheenvironmentofcommunicationislife.SowhenIpresentthesentencepattern“What'sforbreakfast?"Ifirstshowaclocktoelicitthetimeforbreakfast,teachthesentence.Thenshowmyownphotoofhavin

17、gbreakfast,Ssaskandguess.InthiswayIcanattractSsattention,encourageSstoaskQswiththenewknowledge.MostoftheSshavelearntthesentencepattern：Wheres？soIdesignataskforSstohelpHelenfindthefoodanddrinksforbreakfast,andteachthenewlanguagepoints：Whereare？They'reMeanwhilestickthesentencesontheBb.Aftersomepra

18、cticebyaskingandanswering,Ipresentthenextlanguagepoints：There'snoin'on'nearHavethen.AndIwillstickthesesentencepatternsontheBb.FinallyI11lettheSsdopairworkstoconsolidatethem.Step3ListentothetapeandSsimitatetoreadandsay.Asthenewreformationofcurriculum,emphasizedthetraditionalclassattachimp

19、ortancetothemechanicalteaching,neglecttheexperienceandparticipation,forexample,thefive-stepmethod.Sointhislesson,afterpresentation,IaskSstolistentothetapewiththreeQs,readindifferentrolesandinpairs,thentrytorecitethetext.Step4Ssbethemainbody,Tmakesaguider.Inclass,Ssplayasahost,andtheTmakesaninfluenceonguiding,helpSstoactthelearntdialogue,itcanstressthepositionoftheSs,andarousetheirinterest.ThenIshowacartonwithnovoice,askSstomakeadialogueinpairs.Therearelotsofwaystoconsolidatethenewknow