第二冊LESSON（精選6篇）

第二冊LESSON 篇1

　　Teaching Objectives: Students should master the dialogues and useful expressions

　　Language FOCUS: Welcome (back) to…, on duty, have fun (doing sth) , best wishes, this term, the first lesson, call one’s name, because clause traffic (a), on time.

　　Properties: Tape recorder, some pictures, a calendar

　　Teaching Procedures:

　　I. organizing the class

　　Teacher: Good morning, class.

　　Students: Good morning, sir.

　　T: Welcome to school.

　　S: (They may have different answers, never mind)

　　II. Warming up

　　After a long vacation, students may feel hard to speak English, so give them a few minutes to talk about their holidays in groups.

　　III. Leading in

　　Go round the classroom and greet them individually “Good morning, welcome back to school” then get them to greet other students in the same way.

　　IV. Presentation

　　Take out some pictures with People doing things happily and show them to the students to learn and practice “have fun doing sth. eg. The children are having fun playing football”, “The farmers have fun working on the farm.” etc.

　　Call students’ names and help them answer “I’m here.” or “Here.” Then explain the phrase “call one s names” .

　　Draw a crowded street (many cars, people, buses and bikes, etc) and teach the phrase “bad traffic”, draw and teach “traffic limits” “traffic signs” to help students to grasp the meaning of “traffic”.

　　First write the phrase “on time” on the blackboard, then give them some example sentences, let them understand the meaning eg. “He lives far from school, but he gets up very early, so he gets to school on time,” etc.

　　V. Practise

　　Play the tape for the students to listen and read three times, then get them to read out by themselves. Play the tape two more times for them to repeat and practise . At last get them to act out the dialogue in front of the class.

　　VI. Presentation

　　Show students the calendar, and teach “Teachers’ Day” with a sign on Sept.

　　10th, “Women’s Day” when point to March 8th, “Children’s Day” pointing to June lst.

　　Get someone to clean the blackboard and say “Thank you for cleaning the blackboard for me.” Get some more students to do things and teach “Thank you for doing sth.”

　　Play the tape once for them to find any problem, then play it again for them to read and practise in pairs.

　　Act it out

　　VII. Exercises in class

　　Fill in the blanks

　　1. Welcome back ________School.

　　2. The boys always have fun ____ basketball (play).

　　3. The students say “here”____ the teacher call their names.

　　4. Mary always gets to school ____ time.

　　5. I m not ____ duty today.

　　6. I made a card ____ my friend Tom.

　　7. Thank you ____ your coming to see me.

　　Answers: 1.to, 2.playing, 3.when, 4.on, 5.on, 6.for, 7.for.

　　VIII. Homework

　　1. To make a card for your teacher, parents or friends.

　　2. To make sentences with: have fun (doing sth) on time, welcome …to

　　IX. Summary

第二冊LESSON 篇2

　　下面是第一范文網小編整理的初中英語說課稿模板：第二冊Lesson 9，希望對大家有所幫助。

　　一、說教材

　　1.教材簡析。

　　本課共有兩部分內容，其中第一部分是以中秋節為話題而展開的一個對話。它主要講了Han Mei和Lucy簡單談論有關中秋節和月餅方面的知識，并邀請Lucy到她家作客的過程。在這個對話中出現了如autumn和festival等十一個新單詞以及幾個學生難以理解的、需教師解釋的詞、句型和句子。

　　第二部分內容是兩人在商店為朋友買月餅的一個情境，談話內容是從月餅表面的樣子的好壞、大小、輕重和價錢等方面展開的。其中出現了形容詞比較級的用法，它們是：nicer, bigger, heavier, cheaper。它要求學生根據圖、詞和句子提示創造性的對話。

　　2.教學重點。

　　(1)指導學生掌握和熟練運用那些難以理解的詞、句型和句子，如cakes with meet...

　　(2)指導學生口頭熟練表達就中秋節這一話題展開的對話內容，包括第二部分的購物經過。

　　(3)形容詞比較級的用法。

　　3.教學難點。

　　學生根據實際情境需要真正開口講英語。

　　4.教學目標。

　　(1)技能目標。學生能聽懂本對話錄音，能聽懂師生之間就本對話內容而展開的、切形式的問答，會和別人展開對話，了解和傳遞信息;能就本課語言難點造句，而且無語法錯誤;能就類似話題，創造性地自編對話;掌握形容詞比較級的用法。

　　(2)知識目標。學生要牢記所有新學單詞，包括重點字母或字母組合的發音，還要記住新學短語、句型、難句及本對話各句的英語表達，為實現自如講英語奠定基礎。

　　(3)情感目標。學生要愛學英語、愛說英語、想說英語，對英語學習投以極大的興趣和熱情。

　　(4)學習策略目標。改變傳統的死記硬背，積極主動地投入到語言的實踐中去，包括聽、說、讀、寫的實踐。在實踐中提高語言的綜合使用能力，加深對基礎知識的掌握和記憶。

　　(5)文化意識目標。使學生進一步了解和會簡單向別人介紹中國這個傳統節日，從而體會節日的快樂。

　　二、說教法

　　對本課我主要采取了如下幾種教法：

　　1.聽錄音。

　　聽音是英語學習的重要方法，也是課堂教學的重要步驟。在聽中可以感知，可以模仿。

　　2.重點解釋，個別操練。

　　在每一堂教學中，學生總會遇到一些難以理解的詞、句型、短語、句子或某一語法現象。如本課出現的形容詞比較級的用法等都需要教師個別解釋甚至創設語言情境進行操練和舉例，以掃除自由交際過程中的“攔路虎”，為語言的進一步學習奠定基礎。

　　3.指導學生展開情景對話。

　　教師可以和任何一個學生對話。開始時和學習好的可多說幾句，和學習差的可以少說幾句，要想辦法使人人開口，使人人都有成功感。通過對話逐步達到對教材內容的全部操練。在對話時可不受課文內容和順序的限制，師生完全可以根據當時的實際思路創造性地交流，這種教法是實現語言知識向語言能力轉變的必經之路。師生對話時，其他學生靜聽。

　　4.學生獨立操作。

　　首先要求學生根據師生示范獨立對話，隨后叫幾組分別站起來表演。這是深化課堂教學的重要舉措。

　　5.教師可設計填空或翻譯練習，以檢查學生對本對話的掌握情況。

　　在整個教學活動中，我還采用了投影儀、掛圖、卡片、實物等，對順利開展教學活動起到了很好的輔助作用。

　　三、說學法

　　我所采用的教法有助于學生掌握如下學法：

　　1.養成聽的習慣。

　　學生要經常聽錄音，聽教師講英語，聽同學們講英語，這對學好英語大有好處。

　　2.科學儲備大量知識。

　　學生不掌握豐富的知識就不可能進行很好的語言交流。所以學生必須了解語言規律，掌握豐富的詞匯，熟知語法規則，會熟練表達由各個話題而展開的交際內容。要學會在實踐中學，在應用中學，這樣學來的知識記憶深刻、靈活度大。

　　3.及時鞏固，反復記憶。

　　凡教師在課堂上所講到的語言難點，學生應及時整理，再次認識并積極使用。對前面已學過的課文，學生要有安排地經常復習，否則常常是學了新的，忘了舊的。

　　4.積極操練，重在口頭。

　　在課堂上，學生要積極參與教師設計的每個教學活動，要大膽開口，創造性地說自己想說的話。課后和其他同學及時進行英語交流。只有這樣，才能將書本知識變成自己的知識和語言能力;也只有這樣，才能實現脫口說英語的目的。

　　四、說教學程序

　　1.復舊引新階段。

　　教師和學生進行簡單的問候，如：

　　Ss: Good morning, teacher!

　　T: Good morning, class!

　　之后，就上單元的話題和學生展開對話：

　　T: Comrades! We won’t have any lessons this afternoon. I’m going on a field trip. Would you

　　like to go with me?

　　Ss: Yes, we do.

　　T: Where are we going?

　　Ss: We’re going to the mountains /rivers / hills...

　　T: What do you think we’re going to do?

　　Ss: We’re going to have a picnic /discuss the air outside...

　　教師可根據當時的情況和學生繼續多談幾句，交談的思維要順著學生的思維展開。之后，老師問道：

　　T: Do you know what day is tomorrow?

　　Ss: Yes, we do./No,we don’t.

　　T: Now let me tell you. Tomorrow is Mid-autumn Festival. We’re going to have a big dinner.

　　Would you like to come to my home to eat something?

　　Ss: Yes, we’d love to.

　　到此引出新學課文，教師說：Now let’s learn Lesson9. 之后板書“Lesson9”。

　　2.熟悉語言階段。

　　(1) 學生看著書聽一遍錄音，初步了解對話內容。

　　(2) 教師領讀或朗讀一遍，同時板書本課新學單詞。

　　(3) 教師指出每個新學單詞重點字母及字母組合的發音。

　　(4) 創設情景，攻克語言難點。

　　(5) 學生可再聽一遍錄音，此次需合著書進行。

　　(6) 分角色表演對話。

　　3.情景交際階段。

　　(1)教師可按照上面教法中講到的交際方式和學生對話，要照顧到不同位置的學生，最少可進行五、六次。

　　(2)學生與學生自由對話，人人都要開口說話。

　　4.鞏固驗收階段。

　　(1) 幾組學生分別表演對話，其他同學聽。

　　(2) 設計如下填空練習：

　　A: Hi, Lily! Are you free tomorrow evening?

　　B: Tommorrow is the Mid-automn Festival. Would you ____to come to my home to eat the big

　　dinner _____us?

　　A: We’re going to eat mooncakes ____meat in them.

　　B: Do you have something sweet ____. I like sweet .

　　A: Yes, we do.

　　B: Oh, there’s a shop_______ there. Let’s go and see what’s sold.

　　A: Oh, mooncakes !

　　B: Great! I want to buy some for my father.

　　A: Which _____ you like?

　　B: I want to buy the ______ ones.

　　Because I don’t have much money.

　　A: Oh, this is_____(heavy) than that one and I also think it is ____(nice) than that one.

　　I just buy____ (big) ones.

　　(3)做如下翻譯練習:

　　你喜歡吃里面夾肉的月餅嗎?

　　這個月餅不如那個月餅好看，但比那個便宜。

　　這就是他們在商店里所買的東西。

　　(4)學生以New Year’s Day為話題創造性地編一個對話。

第二冊LESSON 篇3

　　TASK  The Ss are to survey what they could do when they were little

 I. Teaching aims and demands

　　1.         The Ss can use the following words and phrases:

　　clever, yourselves, find out, fall off, teach oneself, piano

　　2.         The Ss can use the following expressions; using the reflexive pronouns

　　1) She didn’t hurt herself

　　2) She taught herself

　　3) Learn all by oneself

　　4) Could she swim when she was … years old ?

　　II. Difficult points:

　　1) The modal verb “could” when talking about the past experience

　　2) The reflexive pronouns

　　III. Teaching aids

　　1) a recorder      2) some pictures      3) some pieces of paper

VI. Teaching steps

　　Step One    Warming-up  

　　1.         Greeting

　　2.         Chatting

　　The teacher is chatting with the students to revise:

　　1) What’s their favourite sport?

　　2) What do they like doing?

　　and the teacher can also present two new words “clever”, “piano”.

　　eg: What’s your favourite sport?

　　Do you like playing basketball / football… ?

　　Do you like playing computer games?

　　Oh, but I like playing the piano (show a picture of a piano) Can you play the piano?

　　You’re very clever. You can play the piano.

　　Do you like playing games?

　　Do you like playing guessing games?

　　Are you good at guessing games?

　　Let’s play a game.

　　Step Two    Language input  

　　3.         Presentation

　　You’re good at guessing games. So let’s play a guessing game. I want to find out who is the cleverest student. There’re three people in my family. I like going shopping. I want to buy my husband a coat. I want to buy my daughter a beautiful skirt. Guess:

　　What do I want to buy myself?

　　You want to buy yourself         .(let some Ss guess)

　　Oh, you’re clever. I want to buy myself a dress. What do you want to buy yourself?

　　4.         Action chain in groups.

　　What do you want to buy yourself / yourselves?

　　What do they want to buy themselves?

　　What does he / she want to buy himself / herself?

　　5.         Presentation and drill

　　1) I know you’re good at guessing games. I want to know if you are good at thinking?

　　(show a picture of Jim.)

　　The boy is Jim. He lives by himself on this island.

　　No one looks after him. No one helps him.

　　What does he have to do?

　　Help the Ss to answer: He has to look after himself.

　　He has to help himself.

　　2) Can you look after yourselves?

　　You must look after yourselves and keep healthy.

　　I think your English is quite good. Who teaches you?

　　The Ss may answer “Miss     teaches us” or “Mr       teaches us.”

　　Show a picture. (The twins are reading Japanese).

　　Look at them! They’re learning Japanese. Who teaches them? Nobody.

　　They learn Japanese by themselves.

　　They teach themselves.

　　3) Can you speak English?

　　Could you speak English five years ago?

　　Could you speak English when you were … years old?

　　(Help the Ss to say: Yes, I could / No, I couldn’t)

　　Could you look after yourself when you were four years old?

　　Could you ride a bike when you were five years old?

　　Who taught you ?(I taught myself)

　　Look at the picture. (show a picture in a big gymnasium)

　　some boys are swimming, some girls are skiing, some are skating, some are playing computer games, some are playing cards / chess…).

　　Practice in pairs, let the Ss ask and answer in pairs.

　　eg: —Could he / she / they swim / skate… when he / she / they was / were 9 years old ?

　　—Yes, she / he / they could.

　　—Who taught her / him / them ?

　　—She / He / They taught herself / himself / themselves?

　　4) Can you take photos?

　　Could you take photos when you were 7 years old?

　　Who taught you to take photos?

　　Do you want to see some photos.

　　Step Three    Listening and speaking  

　　6.         Listening

　　Here are some of the twins’ family photos? (The teacher can show some of the twins’ family photos.)

第二冊LESSON 篇4

　　Lesson 15

　　Period: The third Period

　　Content: Lesson fifteen

　　Properties: Overhead projector, recorder

　　Teaching Objectives:

　　Student should be able to use the comparatives and superlatives correctly and fluently, and complete the article.

　　Language FOCUS:

　　1. Review the comparatives and superlatives.

　　2. Gerund as subject

　　① help sb with sth

　　eg. The teacher is helping the students with their maths.

　�、� like doing sth.

　　eg. I don' t like getting up very early.

　�、� Doing sth is …

　　eg. Eating too much is bad for you

　　Collecting stamps is an easy hobby.

　　Teaching procedures:

　　I. Organizing the class

　　Greeting and a duty report.

　　II. Revision

　　1. To talk about the country life.

　　2. To talk about the city life.

　　3. Show the pictures for them to compare.

　　The car goes faster than the bike.

　　The train goes faster than the car.

　　The plane goes faster than the train.

　　So the plane goes fastest of all.

　　III. Practice

　　Students talk about the farm work they can do, write the jobs on the board "feed the animal, pick corn (wheat, etc), grow corn (wheat, etc)" Then they talk about who can do the most work, use the dialogue in the book as a model.

　　Give more phrases for them to use "have books" "get home early" "eat much" "run fast" "have a good time", etc.

　　IV. Leading - in

　　Teacher: We have talked about the country life and the city life. Now let's see what Katy and Sandy like better.

　　V. Read and complete

　　Students do the exercise themselves and then check the answers

　　(The answers: older, exciting, beautiful, quickly, better, faster, longer, interesting)

　　Then explain some words and phrases, point out the comparative and superlative forms of adverbs ending with "ly" are "more + adverbs" and "most + adverbs".

　　VI.Exercise in class

　　Complete the sentences

　�、俟�共汽車和轎車，哪個開得快？轎車。

　　Which goes__________ ______, the car or the bus? The car_______.

　�、谒�有人當中，我摘的玉米最多。

　　I can pick ________ ________ corns of ______.

　�、鬯�喜歡住在鄉下。

　　She likes ______ ______ the country.

　�、苓~克經常讀書到深夜。

　　Mike often reads ______ ______ ______ ______.

　�、菸艺J為住在城市比城鎮有趣得多。

　　I think ______ in the city is ______ ______ ______ than in the town.

　　⑥她經常幫她阿姨干農活。

　　She often ______ her aunt ______ the farm work.

　　Answers: ①more quickly, does ②the most, all ③living in ④until late at night ⑤living, much more interesting ⑥helps, with/do

　　VII. Homework

　　1. Preview new lessons.

　　2. Copy the text and ask three questions.

　　VIII. The design of the blackboard

　　Lesson 15

　　more the bus, the car

　　the quickest the bus, the car, the train

　　the earliest I ,you

第二冊LESSON 篇5

　　Period: The First Period

　　Properties: Recorder, Overhead projector

　　Teaching Aims:

　　1. Knowledge Aims

　　(1) Let the students understand “have to” and grasp how to use it.

　　(2) Learn some useful phrases and structures.

　　2. Ability Aim

　　The students can make some sentences with “have to” in their own words.

　　3. Emotion Aim

　　Know some good behaviour and strengthen the training of one's own quality.

　　Language Procedures: What’s the trouble? What’s the matter with you? have a headache, take one’s temperature, nothing serious, take this medicine three times a day, feel like eating, have (got) a pain in one’s head

　　Teaching Procedures:

　　a) Organizing the class

　　T: Ask the students to get ready for the class.

　　Greetings and a duty report.

　　b) Revision

　　1. Get the students to act out the passage in Lesson 68.

　　2. A quiz for them:

　　have a good time, at the head of, in fact, look after, get on, stand in line, quarrel with, make a noise, laugh at, throw about, get off, feel well, grow up, telephone sb.

　　c) Leading-in

　　T: When you feel bad or sick, you had better go to the hospital, and doctors will help you. Then the doctor will ask you some questions about illness and let you take your temperature, at last ask you to take some medicine if your illness is not too serious.

　　d) Presentation

　　T: Jill didn’t feel very well. She began to cough. Her mother asked her what was the matter. She told her mother she had a headache and a cough. Her mother could see how terrible the cough was. So she took her daughter to see a doctor at once.（可把圖畫出來）

　　T: Look at the picture. Try to guess what they are talking about.

　　e) Practice

　　1. Listening: Listen to the tape and try to understand it.

　　2. Reading: Read the dialogue after the tape, then read together. Try to memorize it.

　　3. Practising: Work in pairs.

　　4. Acting: Ask some pairs to come to the front and act it out.

　　f) Teaching dialogue

　　T: Let’s do Exercise Two, Puzzle dialogue.

　　The students can discuss the answers each other.

　　Then check their keys.

　　g) Teaching Language Points

　　1. What’s the trouble? ＝What’s the matter (with sb.)? ＝What’s wrong?

　　For example:

　　A: What’s the trouble?

　　B: I don’t feel well today.

　　2. have a headache

　　I have got a bad headache.

　　Did Peter have a headache yesterday morning?

　　3. take one’s temperature

　　Did you take your temperature yesterday?

　　Why did the doctor take his temperature twice?

　　4. three times a day

　　You must take this medicine three times a day.

　　He listens to the English news twice a day.

　　5. feel like eating

　　Do you feel like a cup of coffee?

　　I don’t feel like singing now.

　　h) Learning grammar

　　T: “have to” 意為“不得不”，表示客觀上“必須”,“must” 指主觀上“必須”。他們后都接動詞原形，但“must”沒有人稱和時態的變化，而have to有人稱和時態的變化。

　　For example:

　　1. I have to sweep the floor every day.

　　2. He has to go to evening classes on Friday afternoon.

　　3. Did she have to go back home yesterday?

　　i) Exercises in class

　　Translate the following sentences into English.

　　1.我們必須自己動手去做。

　　2.瑪麗必須在英語學習上努力嗎？

　　3.上周日他不得不早起。

　　4.你沒必要為你的功課擔心。

　　5.彼得很累，不得不坐下來休息一會兒。

　　Keys:

　　1. We have to do it ourselves.

　　2. Does Mary have to study hard at English?

　　3. He had to get up early last Sunday.

　　4. You don’t have to worry about your lessons.

　　5. Peter was very tired and he had to sit down and have a rest.

　　j) Homework

　　1. Read the dialogue and try to make a new one.

　　2. Make sentences using “have to”.

　　3. Do exercises on page 79.

　　Lesson 70教學設計示例

　　Period: The Second Period

　　Properties: Recorder, Overhead projector

　　Teaching Aims:

　　1. Knowledge aims

　　(1) Understand the text.

　　(2) Learn how to use some useful words and phrases

　　2. Ability aim

　　Retell the story in your own words.

　　Language Focus: Words and phrases: dream, be tired, wake up, be good for, as soon as, fall asleep, be busy doing, again and again

　　Teaching Procedures:

　　a) Organizing the class

　　T: Greet the students and a student gives a duty report related to what’s going to be learned.

　　b) Revision

　　1. Check their homework. Ask them to act their own dialogues out.

　　2. Read some good sentences in the students’ homework.

　　3. Quiz: Nothing serious. I have a headache and a cough. Let me take your temperature. What does she have to do? She didn’t feel like eating anything. Take this medicine three times a day.

　　c) Leading-in

　　T: talk about the questions in groups.

　　1. Do you sleep well every night?

　　2. Do you often have dreams?

　　3. Do you remember your nicest/worst dream?

　　4. Could you please describe your last dream?

　　5. What do you think of the dreams?

　　T: Let the students share their talking and choose two or three students to say in class.

　　d) Presentation

　　T: 1. Dream is something which one seems to see or experience during sleep.

　　2. dream, dreamed or dreamed

　　T: Ask the students to look at the picture and try to say something about it.

　　T: Listen to the tape and try to understand it.

　　Then ask the students to read the text together and individually.

　　e) Teaching language points

　　1. be tired

　　I am always tired when I wake up in the morning.

　　He was very tired after the travel.

　　2. wake up

　　What time do you usually wake up?

　　He woke up early yesterday morning.

　　3. be good for somebody

　　Sometimes dreaming is good for us.

　　Doing exercises is good for the people.

　　4. as soon as

　　Last night, as soon as I fell asleep I dreamt that I went to the garden.

　　The teacher went out of the classroom as soon as the class was over.

　　5. be busy doing sth.

　　They are busy reviewing the lessons now.

　　What are you busy doing these days?

　　6. again and again

　　We had to play the same piece again and again all night.

　　The teacher asked the students to read the text again and again.

　　f) Practise

　　1. Let the students read the text again.

　　2. Ask them to work in pairs and then act it out.

　　3. Try to retell the story.

　　4. Read the text once more, pay attention to some useful words and phrases.

　　5. Let the students do some questions and then ask them to answer these questions according to the passage.

　　g) Homework

　　1. Read the text and rewrite the passage in their own words.

　　2. Write a composition about your latest dream.

　　3. Do exercises on page 80.

　　h) Summary

　　完成句子：

　　1.我夠不到那些蘋果，請幫幫我。

　　I can’t ___ those apples. Please ___ ___.

　　2.他有很多書要讀。

　　He ___ many books ___ ___.

　　3.你去過長城幾次了？

　　___ ___ times ___ you been to the Great Wall?

　　4.他們根本就沒有必要呆在家里。

　　They ___ ___ at home ___ all.

　　5.保持身體健康非常重要。

　　It’s very important ___ ___ ___.

　　Keys: 1. reach, help me 2. has, to read 3. How many, have 4. needn’t stay, at 5. to keep healthy

第二冊LESSON 篇6

　　教學設計： 

　　一、教材簡析 

　　小學英語系列教材按“話題—功能—結構—任務”相結合的原則編寫，并力求使這四個方面在比較真實的情景中緊密聯系、融為一體。各單元教學內容從視聽說入手，培養學生的語感和初步用英語進行簡單日常交流的能力。通過聽說讀寫唱游演畫做等活動，激發學生學習的興趣，幫助學生養成良好的學習習慣，逐步形成有效的學習方法，從而發展自主學習的能力。以“ ”為話題，使學生能在通過課堂的學習后回到生活中有“隨手可得”的談話資料。這充分體現了小學英語教學源于學生生活經驗并緊密聯系學生生活實際的理念。 

　　二、學情分析 

　　四年級的學生已有一年的英語學習基礎，對生活中能用英語表達的有關“吃的”、“用的”“玩的”物體名稱已有一定的積累，而有關“ I like … ”的話題在教學過程中也早有“耳聞”，已不陌生。實踐也表明，學生非常喜歡說“ I like …”的話題。而且他們覺得此話題容易說、有話說。此時的學生正處于由感性認識向理性認識發展的階段，把握好他們的學習情感與認知趨勢，相信對他們學習英語的“情感、態度、價值觀”的培養能收到事半功倍的作用。 

　　三、教學設想： 

　　1 、遵循學生的認知規律，創設輕松、有趣的語言學習情景，讓學生感受英語學習的樂趣，體驗英語學習的成功。 

　　2 、尊重學生個體差異，面向全體學生，喚醒學生的主體意識，全方位調動學生的學習主動性、積極性，進行聽、說、讀、畫、猜的訓練，使整個教學呈現出和諧而有序的場景。 

　　3 、多媒體的介入，能實現信息傳播的多元化，增強學生學習的趣味性和對知識的感知能力，從而使課堂教學效率明顯提高。 

　　4 、注重過程評價和總體評價，有利于促進學生的身心發展。 

　　5 、依據學情重組教材，學生對所學知識的接受度會有提高。 

　　6 、知識拓展，增強學生學習英語時的國際意識。 

　　四、教材分析： 

　　1 、教學內容 : 

　　本課的教學內容為三年級起點《小學英語》四年級下冊第七課。在備課時，我們先教學時間（ Time ），并進行與時間有關的知識拓展。再學習對應的詞組，最后學說對話。 

　　2 、教學目標 

　　a) 認知目標： 

　　掌握“整點”、時間表達法，并能在實際學習和生活中運用英語交流、談論。 

　　b) 情感目標； 

　　1 ）、通過有關的時間諺語，教育學生要珍惜時間。 

　　2 ）、在活動中培養學生的合作精神及自評、互評意識。 

　　c) 能力目標： 

　　培養學生聽、說、讀、畫、猜的能力和綜合運用英語的能力。 

　　3 、教學重點： 

　　1 、能聽、說、認讀單詞： 

　　2 、能熟練運用句型并進行簡單的交際： What’s the time, please? 

　　It’s one/two/three/four/five-/…o’clock. 

　　五、教學策略： 

　　通過唱歌、律動、看卡片掛圖、講故事以及游戲等多種形式，激活學習的語言，肢體動作，自然觀察，人際交往等智能，讓學生更加投入到學習過程中，讓課堂充滿樂趣。 

　　六、教法、學法： 

　　本節課采用“激勵性講課”的全新教學模式，即不把課堂作為學習語言技能的主要手段，激勵學生學習興趣，使他們的學習進取心和動力經久不衰。本課在教學上主要體現在以下幾個方面： 

　　1 、唱英語歌曲，引起學生興趣。（引趣） 

　　2 、創設情景，激發學生興趣。 （激趣） 

　　3 、游戲競賽，促進學生興趣。 （促趣） 

　　4 、改變評價，保護學生興趣。 （護趣） 

　　本課教學從激發學生的興趣入手，引導學生由詞到句，由句到篇，再運用于生活，循序漸進地達到學習目標，整個教學體現全員參與，體現合作探究，體現生活實踐。在活動中開始，在情境中操練，在運用中創新，充分發揮學生的自主性、創造性。 

　　七、教學評價： 

　　采用師評、自評、學生互評等多種評價形式。 

　　教學實錄： 

　　一、教學內容 

　　Lesson 7 It is time to get up. 是人民教育出版社出版的 “ 義務教育課程標準實驗教科書新版《小學英語》 ” 教材三年級起點四年級下冊第七課。 

　　二、教學準備 

　　自制課件、數詞卡片、句子卡片、教學掛圖 Peter 和 Peter’s mum 的頭飾，記者調查表，鉛筆盒、盒子、小組評估表、獎勵粘貼、錄音機、磁帶。 

　　三、教學過程 

　　(1) 熱身 / 復習 （ Warm-up/Revision ） 

　　(2) 新課導入 （ Presentation ） 

　　(3) 知識鞏固（ Consolidation ） 

　　(4) 補充活動（ Additional activities ） 

　　(5) 家庭作業 （ Homework ） 

　　(6) 拓展知識 （ Education ） 

　　(7) 課堂評價（ Assessment ） 

　　四、課堂實錄 

　　1 、熱身 / 復習（ Warm-up/Revision ） 

　　A.Sing the song : 迪斯尼英語中 Time 的歌曲。 

　　Choose a song the class enjoys. 

　　B.T 用滾動的“ CAI ”出現一個圓， T: What is this? S: It is an apple. It is a circle. It is a zero. 最后，出現一個鬧鐘， T: What is this now? S: It is a clock. 引出句型 T: What time is it? S: It is seven o’clock . Today, We will learn Lesson 7. 

　　2 、新課導入 （ Presentation ） 

　　A guessing game. 1. 老師出示圖片，遮住鐘面。 T: What time is it? S1: It is six o’clock . All girls: What time is it? S2: It is two o’clock . All boys: What time is it? S3: It is three o’clock.2. 聽時間。 T: What time is it? Ss: It is five o’clock . 

　　Activity 1 

　　鬧鐘響起， T: Listen. The alarm is ringing. What time is it? Ss: It is seven o’clock . It’s time to wake up. 播放課件，感受和學說 wake up 。老師輕聲地對一位同學說 wake up 。 T: Let us play a game. The game’s name is murmur. 學生一個接一個地叫喚醒對方，并做動作。 

　　T: What do you usually do when you wake up in the morning? 點一名學生上前來表演，老師邊畫簡筆畫邊用英語介紹。 

　　Activity 2 

　　1. T 出示有情景的圖片，讓學生說出起床，刷牙，洗臉，吃早餐，上學的時間。借助 CAI 課件呈現小對話： S ： What time is it? Mum ： It’s 7:00 o’clock . It’s time to get up. S ： OK, mum. （ brush your teeth, wash your face, and have your breakfast. ）聽錄音，老師做動作；學生邊說邊做動作。 T: What do you usually do at seven o’clock ? S: 要求學生做到：①能夠運用 3 個句型進行對話；②能夠根據自身真實的時間在對話中做出恰當的應答。 

　　創設情景，出示 Peter 和 Peter’s mum 的頭飾。分角色表演對話。 

　　2. 每組的小老師教本組的同學學說。 

　　3. 抽幾對學生到講臺前表演扮演 A 、 B 角色對話。當 A 、 B 兩學生一問一答之后，其余學生以搶答的形式充當 C 的角色接話，接得快且正確、恰當的得 1 分。如果第一位學生表達欠妥（如：… 7 o’clock. C. It’s time to get up. ），其余學生可以繼續說下去，直至正確無誤。接著， A 、 B 兩學生重組對話，其余學生再搶先，爭取得分 …… 

　　4. 擴展知識。 T: What do you do in the morning? 同學們以小組的形式互相練習 I wash my face. 突破難點，由 your 轉換為 my 。 

　　5. 統計成績，將全班同學以四個詞組命名，得分最多的小組為團體優勝。活動評述：此項活動在一定知識鋪墊的基礎上進行，用已學的動詞短語去聯系新句型任務，達到了認知向能力的有效過渡�；顒觾热輰嶋H上是貼近學生學習和生活的，實用意義很大，因此學生表現出極強的興趣。設置的目標符合學生的接受能力，因此全員參與，可操作性強，通過自主創新，人人都能或多或少地獲得成就感。在活動中合作學習，在游戲中競賽爭強，提高了學生學習的興趣和參與的積極性。 

　　Activity 3 

　　T: It’s time to have your breakfast. Let us say a chant ； What’s for breakfast? What do you have your breakfast? 熱干面等等學生自由回答。 

　　Let’s have breakfast. 學習 bread ,milk and an egg. I like bread, milk and an egg. I like them. 出示其他的早餐圖片，練習對話 A ： Let’s have breakfast. B ： Oh! Milk, bread and an egg. I like them. Thank you. 分角色表演對話。重點練習四會單詞 milk and egg 。先看圖，全班同學一起在空中書寫單詞。最后，點兩名同學上前臺，在黑板上規范的書寫。 

　　Activity 4 

　　老師出示一本大書， T: Look at the big book. They are five picteres.Is it beautiful? Yes. I need your help. Who can help me to finish my big book? Please stick these sentences on the right places. T: Is it right? Are they all right? （ It’s time to get up,It’s time to brush your teeth, It’s time to wash your face, It’s time to have your breakfastm, It’s time to go to school. ） 

　　Activity 5 

　　借助 CAI 課件呈現四種不同顏色的球，老師拋紅色的球，學生須說出 get up. 并做出相應的動作。游戲氣氛制造緊張點，多改變球的顏色。 T: Look. What color is this ball? Yes. It is red. Red ball means what? Ss: get up. 類似練習 brush your teeth, wash your face, and have your breakfast. 全班齊說，分小組說，點個別學生練習。 

　　Activity 6 

　　游戲 Listen and do. 同學們有節奏地邊說邊做。 

　　T: Touch your teeth. S: Touch my teeth. 

　　T: Wash your face. S: Wash my face. 

　　3 、知識鞏固（ Consolidation ） 

　　A. 學習歌曲 Wake up. 

　　1. Listen to the tape, do the actions follow the teacher. 

　　2. Sing and act together. 

　　B.T: Now, we have learned all the sentences. Let us use them in a story. 

　　1 ，聽錄音，朗讀。 T: you pretend to Peter. You are sleepy. I act Peter’s mumy.2 ，看圖，將英語句子貼在對應的圖片旁。 3 ，分角色表演。 Work in groups; Work in pairs. please talk about it with your partners each other. 

　　4 、補充活動 Additional activities （ Extension ） 

　　同學們以小組為單位自編對話（開放式對話）。 

　　5 、家庭作業 Homework 

　　發放調查表，讓學生記錄早上起床、吃早飯、上學等的具體時間，并添上所缺的詞組。學生自我評價并且給本組評價。 

　　6 、拓展知識 Education 

　　把諺語： Time is money. 一寸光陰一寸金，寸金難買寸光陰。 Gain time, gain life. 贏得時間，贏得生命。貼在教室。教育學生合理利用時間，努力學習，將來做有用之才。 

　　7 、課堂評價 （ Assessment ） 

　　將全班同學以四個詞組命名，得分最多的小組為團體優勝�；顒釉u述：此項活動在一定知識鋪墊的基礎上進行，用已學的動詞短語去聯系新句型任務，達到了認知向能力的有效過渡�；顒觾热輰嶋H上是貼近學生學習和生活的，實用意義很大，因此學生表現出極強的興趣。設置的目標符合學生的接受能力，因此全員參與，可操作性強，通過自主創新，人人都能或多或少地獲得成就感。在活動中合作學習，在游戲中競賽爭強，提高了學生學習的興趣和參與的積極性。