說課稿不同于教案，教案只說"怎樣教"，說課稿則重點(diǎn)說清"為什么要這樣教"。想知道具體的區(qū)別在哪么?下面就是小編給大家?guī)淼某跞⒄Z說課稿精選范文五篇，希望大家喜歡!

初三英語說課稿1

一、 教材分析

(一)教材的地位及作用

本課是初一新教材第7單元的第一部分，教材內(nèi)容圍繞著詢問價(jià)格展開，讓學(xué)生學(xué)會(huì)談?wù)撐锲返念伾?。本課的教學(xué)內(nèi)容與學(xué)生的實(shí)際生活密切相關(guān)，易于引發(fā)學(xué)生運(yùn)用簡單的英語進(jìn)行交際和交流。在學(xué)習(xí)活動(dòng)中運(yùn)用句型進(jìn)行交際，培養(yǎng)學(xué)生的口語表達(dá)能力。讓學(xué)生在學(xué)習(xí)及應(yīng)用中，復(fù)習(xí)鞏固以前所學(xué)知識(shí)，并加以創(chuàng)新，并用到實(shí)踐中。把知識(shí)進(jìn)行整合，讓學(xué)生頭腦中有一個(gè)整體的認(rèn)識(shí)。

通過伙伴交流，師生問答的形式，促進(jìn)學(xué)生之間和師生之間的情感交流，增進(jìn)情誼。

(二)教學(xué)目標(biāo)

教學(xué)目標(biāo)Aim 記憶 物品pants , socks , T-shirt , shirt , shorts , sweater , shoes

理解 顏色理解：color , black , white , red , green , blue ,

應(yīng)用 通過布置任務(wù)，讓學(xué)生在合作中進(jìn)行語言交流。

德育 培養(yǎng)學(xué)生的合作精神，以及通過任務(wù)完成，學(xué)習(xí)勤儉節(jié)約的品德。

情感 激發(fā)學(xué)生學(xué)習(xí)英語的興趣，使學(xué)生獲得成就感，增強(qiáng)自信心。

(三)教學(xué)重點(diǎn)及難點(diǎn)

重點(diǎn)Importance Learn to ask about prices . 學(xué)習(xí)詢問物品價(jià)格。

難點(diǎn)Difficulty Learn to talk about clothing . 學(xué)習(xí)談?wù)撘挛?，例如顏色、大小等?；顒?dòng)中運(yùn)用的單詞、句型。

二、教法滲透

本課主要運(yùn)用“任務(wù)型教學(xué)法”，采用多媒體教學(xué)，并輔助于TPR(全身反映教學(xué)法)、情景交際教學(xué)法和游戲活動(dòng)。

1、任務(wù)型語言教學(xué)法

任務(wù)型語言教學(xué)是交際語言教學(xué)近年來發(fā)展起來的一種教學(xué)方法，主張采用任務(wù)型語言教學(xué)的人認(rèn)為：人們使用語言的過程就是一個(gè)完成各種各樣任務(wù)的過程。在本課的任務(wù)型語言教學(xué)中，我將依據(jù)課程的總體目標(biāo)并結(jié)合教學(xué)內(nèi)容，創(chuàng)造性地設(shè)計(jì)貼近學(xué)生實(shí)際的任務(wù)活動(dòng)，吸引和組織他們積極參與，使學(xué)生通過觀察、思考、討論、交流和合作等方式，在一種自然、真實(shí)或模擬真實(shí)的情境中體會(huì)語言、掌握語言的應(yīng)用。

2、全身反應(yīng)教學(xué)法

全身反應(yīng)教學(xué)法(Total Physical Response，縮寫為TPR)是加州心理學(xué)家James J. Asher(詹姆士J.艾謝，1988)提出來的，注重語言學(xué)習(xí)中的互動(dòng)模式，認(rèn)為學(xué)生在一個(gè)較放松的環(huán)境中學(xué)習(xí)效果。緊張、焦慮的情緒對(duì)學(xué)習(xí)英語不利。在課堂教學(xué)的具體實(shí)踐中，讓學(xué)生根據(jù)教師發(fā)出的指令去模仿，以聽力訓(xùn)練為主，待聽力和理解能力得到提高后，方進(jìn)入說話訓(xùn)練，是自然而然的學(xué)會(huì)語言的方法。

3、情景交際法

課堂教學(xué)以情景交際教學(xué)法為主，盡量給學(xué)生以足夠的聽、說、讀的機(jī)會(huì)，聯(lián)系實(shí)際，創(chuàng)設(shè)情景，引入討論主題，在交際中學(xué)英語。情景的設(shè)計(jì)注意銜接的自然性，主題的設(shè)計(jì)強(qiáng)調(diào)知識(shí)的漸進(jìn)性和討論的可行性，并注意情感體驗(yàn)和概括、推理思維的培養(yǎng)。

三、學(xué)法指導(dǎo)

1、合作學(xué)習(xí)：合作學(xué)習(xí)是指學(xué)生通過分工合作共同達(dá)成學(xué)習(xí)目標(biāo)的一種學(xué)習(xí)方式。本節(jié)課將在課堂活動(dòng)中把學(xué)生分成兩人一小組的學(xué)習(xí)小組，讓他們圍繞著課堂任務(wù)分工合作，在活動(dòng)中相互探討、相互交流、相互合作，從而獲得知識(shí)、技能和情感體驗(yàn)，發(fā)展他們的能力。

2、創(chuàng)設(shè)情景和有意義的任務(wù)活動(dòng)，激發(fā)學(xué)生的學(xué)習(xí)熱情，培養(yǎng)他們的概括和推理能力，發(fā)揮他們自己的主觀能動(dòng)性，把被動(dòng)的學(xué)習(xí)變?yōu)橹鲃?dòng)學(xué)習(xí)。

四、教學(xué)程序：

Listen to the English song .調(diào)動(dòng)學(xué)生學(xué)習(xí)英語的興趣。

(一) 復(fù)習(xí)導(dǎo)入

運(yùn)用多媒體復(fù)習(xí)服裝名詞和數(shù)字，為下文做鋪墊，復(fù)習(xí)所學(xué)過的對(duì)話，通過詢問What’s this?引出本課課題How much are these pants?

(二) 新授課

1. 運(yùn)用實(shí)物引出詢問價(jià)格的方法

2. 學(xué)生操練句型

3. 講解形容詞(實(shí)物及多媒體)

4. 聽力訓(xùn)練

5. 情景對(duì)話

6. 總結(jié)

7. 作業(yè)

(三) 板書設(shè)計(jì)

板書設(shè)計(jì)Board Unit 7 How much are these pants?

-How much is the blue shirt?

-It’s eighteen dollars .

-How much are these socks?

-They’re two dollars. big small long short

本課以素質(zhì)教育為目的，結(jié)合教材重點(diǎn)，難點(diǎn)及英語學(xué)科特點(diǎn)，利用多媒體輔助教學(xué)，從視、聽、說等方面使學(xué)生得到鍛煉。在愉快、輕松的氛圍中達(dá)到初步運(yùn)用英語交際的能力。由于缺少經(jīng)驗(yàn)在教學(xué)過程中難免會(huì)出現(xiàn)不足，敬請(qǐng)各位老師不吝賜教。

The Teaching Plan for Unit Seven

Subject: English

Teacher: Wang Qiumei

School: No.2 Middle School, Jiayin

Topic: Go For It Students’ Book Grade 7

Unit 7 How much are these pants?

Type: Newly taught

1. Teaching aims

(1). Knowledge: Ask for and answer the prices of something

(2). Ability: Use the sentences patterns correctly in the daily life

(3). Moral aims: Teamwork

2. Important points

Learn to ask about the prices

3. Difficult points

Learn to talk about clothing

4. Teaching aids

Computer, materials, recorder, cards

5. Teaching steps

(1). An English song

(2). Revision

(3). Presentation:

a. E_plain the new sentence patterns

b. Drill

c. E_plain the adjectives

d. Listen

e. Drill

f. Go shopping

(4).Summary

(5). Homework

(6). Blackboard design

板書設(shè)計(jì)Board Unit 7 How much are these pants?

-How much is the blue shirt?

-It’s eighteen dollars .

-How much are these socks?

-They’re two dollars.

big small long short

初三英語說課稿2

一、教材分析

本單元是人教版《新目標(biāo)》的第十二單元。這本教材的詞匯量很大，內(nèi)容新穎，尤其是生動(dòng)活潑的卡通化的畫面，很符合七年級(jí)學(xué)生的年齡特點(diǎn)和心理特點(diǎn)，其中還囊括了很豐富多彩的文化知識(shí)，以及合作探究的活動(dòng)，十分貼近學(xué)生的實(shí)際生活經(jīng)驗(yàn)。本單元的話題Talk about rules.與日常生活密切相關(guān)。作為一名中學(xué)生，遵守學(xué)校班級(jí)、家庭和社會(huì)公共場所的規(guī)章制度是必須的。在談?wù)撘?guī)則時(shí)，一般運(yùn)用祈使句、情態(tài)動(dòng)詞can和have to等。這是英語新課程標(biāo)準(zhǔn)中規(guī)定所必須掌握的內(nèi)容，是交際英語中必不可少的項(xiàng)目。因此，本單元對(duì)于提升學(xué)生的學(xué)習(xí)興趣而提高學(xué)生的聽、說、讀、寫能力有很大的幫助。并通過self check檢測(cè)，積極地、及時(shí)地尋找各自的不足，以便學(xué)生樹立良好的內(nèi)在動(dòng)機(jī)，不斷獲得成就感。

二、教學(xué)目標(biāo)

1、教學(xué)目標(biāo)

⑴知識(shí)目標(biāo)

這一單元主要話題是“Talk about rules談?wù)撘?guī)則”，其中主要涉及內(nèi)容如下：

A、Functions功能：談?wù)撘?guī)則，并制定規(guī)則。

B、Structures語法結(jié)構(gòu)：祈使句和情態(tài)動(dòng)詞Can和have to的用法。

C、Target Language日常交際用語：

Don’t eat in class!

Can we wear hats?No，we can’t.

We don’t have to wear a school　uniform等。

D、Vocabulary詞匯：rule、classroom、hallway、fight、have to等。

(2)能力目標(biāo)

培養(yǎng)學(xué)生運(yùn)用所學(xué)句型談?wù)撘?guī)則的能力，并培養(yǎng)學(xué)生遵守規(guī)則的習(xí)慣。

(3)情感目標(biāo)

A、談?wù)撘?guī)則有利于學(xué)生守秩序，遵紀(jì)守法，使學(xué)生感受到自覺遵守各項(xiàng)規(guī)章制度的好處。

B、有些規(guī)則是必要的，但規(guī)則太多卻使人感厭煩!學(xué)生在遵守規(guī)則的過程中會(huì)體驗(yàn)到不同的情感。

2、教學(xué)重點(diǎn)、難點(diǎn)

(1)重點(diǎn)：學(xué)習(xí)并運(yùn)用談?wù)撘?guī)則的日常交際用語及詞匯。

(2)難點(diǎn)：祈使句否定形式以及have to的用法。

3、教具準(zhǔn)備：把學(xué)校的一些規(guī)則制成卡片，投影儀、錄音機(jī)、圖片等。

4、課時(shí)安排：根據(jù)學(xué)生的實(shí)際情況，將用4個(gè)課完成教學(xué)任務(wù)。

三、學(xué)情分析

我所任教的班級(jí)為我校七年級(jí)的學(xué)生。我校位于農(nóng)村,因此絕大部分的學(xué)生來自周邊的農(nóng)村，再加上周圍方言的影響，更是對(duì)英語學(xué)習(xí)造成很大的困難，而學(xué)生英語基礎(chǔ)更是參差不齊。課堂上相當(dāng)一部分學(xué)生由于基礎(chǔ)或是個(gè)性差異原因?qū)W(xué)習(xí)英語缺乏自信。能夠很投入，很積極學(xué)習(xí)的常常只是很少部分人。學(xué)生優(yōu)差的兩極分化非常嚴(yán)重，男女生的差異也很大，通過上個(gè)學(xué)期的學(xué)習(xí)，女生在英語學(xué)習(xí)的信心上明顯劣于男生。因此，教師應(yīng)采取積極措施及時(shí)幫助那些“弱勢(shì)群體”，幫助他們樹立自信心，激發(fā)他們學(xué)習(xí)的興趣，讓他們體會(huì)到英語學(xué)習(xí)的樂趣。

四、教學(xué)設(shè)計(jì)理念

本單元幾個(gè)課時(shí)教學(xué)設(shè)計(jì)均強(qiáng)調(diào)從學(xué)生的學(xué)習(xí)興趣，生活經(jīng)驗(yàn)和認(rèn)知水平出發(fā)，結(jié)合本校實(shí)際，談?wù)搶W(xué)校班級(jí)的各種規(guī)章制度以及規(guī)則的優(yōu)點(diǎn)和不足。提倡采用任務(wù)型語言教學(xué)途徑和方法，鼓勵(lì)學(xué)生在教師的指導(dǎo)下，通過體驗(yàn)、實(shí)踐、參與、探索和合作等方式，發(fā)現(xiàn)語言的規(guī)律，逐步掌握語言知識(shí)和技能，不斷調(diào)整情感態(tài)度，形成有效的學(xué)習(xí)策略和自主學(xué)習(xí)能力。

五、說教法

1、聽說法：以聽、說、讀、寫、練為主，通過對(duì)本課重點(diǎn)句型的學(xué)習(xí)培養(yǎng)學(xué)生聽力、口語以及書面語的能力。

2、交際法：注意語言的運(yùn)用能力，培養(yǎng)學(xué)以致用的意識(shí)，有利于激發(fā)學(xué)生的學(xué)習(xí)興趣和相互作用。

六、學(xué)法分析

新課標(biāo)準(zhǔn)強(qiáng)調(diào)以學(xué)生為中心，學(xué)生作為學(xué)習(xí)的主體，教師的主要任務(wù)是幫助學(xué)生形成有效的學(xué)習(xí)策略，發(fā)展自主學(xué)習(xí)的能力。在本單元教學(xué)中，教師應(yīng)引導(dǎo)學(xué)生：

1、各校都有自己的規(guī)則，談?wù)撘?guī)則是常見的事，大家應(yīng)養(yǎng)成經(jīng)常使用英語談?wù)摰牧?xí)慣，提高口語能力。

2、學(xué)習(xí)英語不是一朝一夕的事，要求學(xué)生長期練習(xí)，多聽、多說、多練，只有堅(jiān)持不懈才能學(xué)習(xí)好英語。

七、說教學(xué)程序。

第一課時(shí)

一、教學(xué)目的

本課主要學(xué)習(xí)句型What are the rulers at your school?Don’t run in the hallways. Don’t listen to music in the classroom or hallways.Don’t fight.運(yùn)用這些句型談?wù)撘?guī)則。

二、教學(xué)過程

1、導(dǎo)入設(shè)計(jì)：教師事先安排學(xué)生聽一首英文歌曲，問他們： “What do you think of this song?”復(fù)習(xí)上一節(jié)課的內(nèi)容。再問：“Can we listen to it in class?”這樣便引出學(xué)校規(guī)則討論。

2、整體感知：

(1)充分利用圖片以及實(shí)物進(jìn)行直觀教學(xué)，引出本課的主題—“Rules”—school rules.

(2)呈現(xiàn)大量圖片，并引導(dǎo)學(xué)生談?wù)搱D上的人物以及規(guī)則，學(xué)生有不理解的，教師要講解。

(3)檢測(cè)討論學(xué)習(xí)結(jié)果，完成la里的內(nèi)容。

(4)聽力檢測(cè)：聽錄音完成lb里的內(nèi)容(Peter2,Selina3,Nick4).

3、投影—鞏固練習(xí)：根據(jù)下邊的規(guī)則，用情態(tài)動(dòng)詞can來表達(dá)，意思不變。

Rules

(1)Don’t run in thehallways.→We can’t run in the hallways.(例子)

(2)Don’t arrive late for school.

(3)Don’t eat in classroom.

(4)Don’t listen to music in the classroom or hallways.

(5)Don’t fight.

4、Pair work 角色扮演。

場景一：In the hallways.場景二：In the classroom.

A: What are the rules at your school?

B: Well，we can’t run in the hallways.

5、合作探究：

在教師指導(dǎo)下，用幻燈片把學(xué)校班級(jí)的規(guī)則，或是《中學(xué)生日常行為規(guī)范》投影出來，供學(xué)生充分運(yùn)用句型談?wù)撘?guī)則。

初三英語說課稿3

教材分析

問路與指路是常用的生活用語之一，幾乎所有的基礎(chǔ)英語教程中都會(huì)涉及這項(xiàng)內(nèi)容。

教學(xué)內(nèi)容

詞匯

.Names of places:post office、library、hotel、restaurant、bank、supermarket、 street、pay phone、park、house、garden、market.

.Description adjectives:clean、dirty、new、old、quiet、busy.

.其它：enjoy、visit、beginning、tour、through、walk、hungry.

短語

.介詞短語：ne_t to、in front of、between、behind、across from.

.其它：take a walk、have fun.

句型

.掌握there be句型。

.初步認(rèn)識(shí)if句型.

.掌握指路時(shí)所常用的祈使句，包括go straight、turn left/right、take the ...turning.

日常交際用語

.掌握問路常用語：E_cuse me.Is there...?/Where is...?

.了解問路的其它用語：E_cuse me.Which is the way to...?/Can you tell me the way to...?

教學(xué)重點(diǎn)

.詞匯

.句型：there be句型

.問路與指路的基本用語

教學(xué)難點(diǎn)

.設(shè)計(jì)一些學(xué)生能夠主動(dòng)參與的活動(dòng)，讓學(xué)生能夠?qū)λ鶎W(xué)的知識(shí)進(jìn)行操練與擴(kuò)展。

課時(shí)劃分

考慮到所教學(xué)生的實(shí)際情況以及本單元在本冊(cè)書中的“前沿”位置，我將本單元細(xì)劃分為5個(gè)課時(shí)(不包括self-check)。

第一課時(shí)： Section A 1a-1c

第二課時(shí)： Section A 2a-2c

第三課時(shí)： Section A 3a-4

第四課時(shí)： Section B 1a-2c

第五課時(shí)： section B 3a-3b

主要策略

1. 教學(xué)策略

.提倡循序漸進(jìn)的教學(xué)過程，使學(xué)生在認(rèn)識(shí)新知識(shí)時(shí)有一個(gè)心理適應(yīng)的過程。

.倡導(dǎo)“任務(wù)型”教學(xué)過程，讓學(xué)生“做中學(xué)”，“學(xué)”是前提，“做”是目的。

.因人因材施教。

2. 學(xué)習(xí)策略

.倡導(dǎo)合作學(xué)習(xí)的理念，課堂中使學(xué)生有盡可能多的合作機(jī)會(huì)。

.強(qiáng)調(diào)家庭作業(yè)的重要性，提倡學(xué)生的自主學(xué)習(xí)，家庭作業(yè)的形式盡可能的多樣化，比如讓學(xué)生準(zhǔn)備下節(jié)課的一些課堂道具。

教學(xué)目標(biāo)

1. 知識(shí)目標(biāo):

.談?wù)搯柭放c指路

.學(xué)會(huì)方位介詞ne_t to、in front of、between…and、across、behind

.學(xué)會(huì)形容詞new、old、busy、quiet、clean 、dirty、big、small

2. 語言技能

.能圍繞“問路與指路”的交際用語進(jìn)行交際。 _能用一些形容詞準(zhǔn)確地描述和表達(dá)自己的觀點(diǎn)。

.能用簡單的圖表、地圖、句子等描述和傳遞信息

3.情感目標(biāo)

.通過運(yùn)用簡單的問路和引路的交際用語，學(xué)會(huì)相互合作，培養(yǎng)樂于助人的精神。

.通過運(yùn)用問路和引路的交際用語，幫助各個(gè)層次的同學(xué)樹立自信心，敢于用英語進(jìn)交際。

4.文化意識(shí)

.了解中西方問路與引路方式的不同.

教學(xué)過程

The first period(Section A 1a-1c)

Warm-Up

Ask students “Where does he/she live?” “Where do I live?”,give students the answer“I live in this neighborhood”(show Ss the picture on the screen).

Word-Teach

?Direct Ss’attention to the picture on the screen and ask Ss “What’s this?”,present the names of the places on the board.

?Give plenty of opportunity for both choral and individual repetition of the new words.

?Refer to 1a and 1b in Section A on p7.

Target language-Teach

?Have Ss look at the picture on the screen again and ask“Is/Are there ...?”,present Ss the answers “Yes,there is/are.” “No,there isn’t /aren’t.”.

?On the board,write the models.

?Have Ss look at the picture and the e_ample question and answer together,have them take turns practicing asking and answering questions.

?Invite volunteers to role-play their dialogs.

Make a survey

?Organize Ss into groups,have them make a survey by asking others in the group questions

Yes/no where

post office

library

hotel

restaurant

bank

supermarket

pay phone

park

Homework

?Draw one of the places with color pens.

?Complete the conversations according to the illustration in 1a.

板書設(shè)計(jì)(略)

初三英語說課稿4

Introduce myself.

一. Teaching material analysis

1.Theaching items: This lesson is the first lesson in Unit-9. It’s also a main point in this lesson, which provides an e_ample for the target sentence construction. It’s increases the students synthetic ability of hearing, speaking, reading, writing by reviewing the present continuous tense.

2. Aims to the teaching:

A. Aim to the knowledge:

To learn the target words raining, windy, cloudy, sunny, snowing in this lesson. The target sentence construction in this lesson is: How is the weather?

B. Aim to the abilities :

To improve the students communication ability.

C. Aims to the emotion:

To train the students to love our nation, and develop their good charactor.

3. Difficult and important points:

To get the local weather information by using their knowledge which they have learnt.

二. Teaching method--- the investigative method

As we all know: the main instructional aims of learning English in middle school is to cultivate students’ basic abilities of listening 、speaking、reading and writing and their good sense of the English language. So in this lesson I’ll mainly use “Task-based” teaching method. That is to say, I will let the Ss learn in real situations, finish a task by making a survey to help the Ss to get a better understanding of the key structure of the conversation. And in this lesson communication method、scene method and CAI will be needed.

三.Study method---the investigative method

I request the students to study English independenly cooperatively and investigatively. Each unit in Go for it contains pair work, group work and games. The students who sit at the same table and groups can make a discussion and learn each other. It makes each student be rela_ed. They needn’t worry about making mistakes. It can arouse students to think and to say what they want to say. Study becomes more rela_ed and pleased in this kind of environment.

四.The time table of teaching steps

1. Review. It will take me 7 minutes.

2. Presentation. This is the most important part in this lesson. It will take me 32 minutes.

3. The study of diffuse thought. It will take me 4 minutes.

4. Briefly summary and homework. It will take me 2 minutes

五.Teaching steps

I’ll finish this lesson in 5 steps.

Step1---Review

Purpose: To form a better surrounding for the students by speaking and doing some total physical response and at the same time it provides situations to review learnt knowledge for the ne_t step.

1. Let a student greet and make a duty report.

2. Free talk between T and Ss about last unit.

3. Review the present continuous tense by software.

I will make a conversion with the students . I ask ,students answer.The question is:“ What is he doing?” Students answer:“ He is singing.” The second picture,“ What are they doing?” “They are playing chess.”And then I will let the students ask and answer in pairs using the target sentences “What is he doing?” “What is she doing?”“What are they doing?”. Make sure the students ask and answer correctly. They can use the words:dance、go to school、swim、play computer games、paint、 watch TV and run.

Step2---Presrntion

The purpose is to present the key words one by one is much easier for the students to learn and grasp the meaming. CAI providea a real situation for students to understand the conversation better.

I’ll mainly talk about this step.

1.I’ll use a picture to ask a question: “Is’t raining?” Ss answer:”Yes,it is.” Then I’ll tell them if you want to know the weather, you can ask:“How is the weather?” The answer is:“It’s raining.” “raining ”is a target word and “How is the weather?” is a target sentence. Help the Ss understand the meaning by body language. Then lead the Ss to read the sentences. Make sure they can say them out correctly.I will use the other pictures to teach the target words “windy 、cloudy、sunny and snowing”.

2.I will use the other pictures to teach the other target words“ windy, sunny cloudy and snowiny.”

These are the sentences they must master. “How is the weather?” “It’s cloudy”. “It’s windy.” “It’s sunndy.” “It’s snowing.” and“It’s raining.”

3. After they finish learning the target words. I will ask them to open the books and turn to P53. I will teach 1a

This activity introduces the key words.

After they finish I will give them the right answers.

4.We will do listening e_ercise 1b

This activity gives student practice in understanding the target language in spoken English.

The students can listen twice and finish them.

初三英語說課稿5

Hello! My name is Rao Shengliang. I’m from Dengfang Middle School. Today I’m very pleased to have an opportunity to talk about some of my teaching ideas. The topic of this unit is “How much are these pants?” students learn to ask about prices, talk about clothing, and thank someone.

First , I will talk about my understanding of this unit. This Unit is talking about shopping. Many students are interested in shopping, but they knowlittle about shopping. This lesson is the first period of Unit 7, It’s very important.

Teaching aims:

1. Knowledge aims: the vocabularies of the clothes, describe clothes, using how much to ask and talk about the prices of the clothes.

2. Ability aims: training the ability of talking about the clothes and the prices. To develop students’ ability of communication with other people in English.

3. Emotional aims: To encourage students to be brave to speak English. Training the competition and cooperation. Build up the correct opinion.

4. Strategy aims: pre-reading, listening, writing and speaking

5. Culture aims: The difference between dollars and RMB.

Teaching important points:

New language:

How much are these socks? They are two dollars.

How much is the blue T-shirt? It is ten dollars.

Items of clothing, colors (black, white, green, red, blue ) numbers10-31.

Second , I will talk about my teaching theories, methods and tools.While dealing with this lesson, I will do my best to carry out the following opinion: Make the Ss the real masters in class while the teacher himself acts as a director; Combine the language structures with the language functions; students will receive some moral education while they are learning the English language.

Teaching methods:

Double activities teaching method

Free discussion method

Pair work or individual work method(Learning by using, learning for using.)

Task-Based Language teaching

Teaching tools:

1. a projector

2. a tape recorder

3. the blackboard

4. some clothes

Third , I will talk about my teaching steps. Now let me introduce my teaching procedure briefly. As we all know, “Well begun is half done.” A good beginning will not only warm the class up at once, but also give good preparation for presentation. As language is learnt gradually but not immediately, we will do some revision to strengthen students’ memory. As a memory activator, I’ll try to find out the link between the old and the new. We can lead students by things such as songs, games, competitions, simple pictures or other media. In this lesson, I’ll provide an English song.

Step 1 Warming up

Listen to an English song. Let the students do the action while they are listening.(I’m sure children will love this song and get interested in class.)

Step 2 Presentation

a. After listening to the song, Show different colors, things. Let students guess. What’s this? It’s a backpack. What color is it? It’s red.(After warming, the students are e_cited , at the same time, they have learned the names of fruits, and they also know colors, so we can show pictures ,and students can guess, everyone should be active.)

b. T: I like fruits and I like shopping

, so I have many nice clothes. Using the CAI, teach T-shirt, sweater, skirt, bag, socks, shorts, pants and so on. We can also teach small/big, long / short.

e.g. This is a red T-shirt. These are black pants.(And we use pictures to teach T-shirt, sweater, hat and so on, we can also teach small/big, long/short)

Step3Memory games

With the help of CAI , students will guess what’s this ? What color is it? Revise the items of the clothes.(in this step, in order to train the ability of students’memory)

Step4 Presentation

Show a new T-shirt, students see its label. Ask how much is the T-shirt?1 dollar=7.5 yuan

Talk about students’own prices of the clothes.(in this step, students may know the relation of the dollars and RMB)

Step5 Presentation

Using the language structure , students will take an active part in the game, and master the important sentences :

How much are these socks/shorts/pants/shoes?

They’re ten dollars.

Step6 Listen to the conversation, fill in the price tags.

This activity provides practice in listening for prices.

Tell the students that all the items in each group are the same price. They are going to listen to the si_ conversations and write down the prices on the price tags.

This step will train the ability of the students’ listening

Step7 Task :Make a survey

We divide the class into many groups .Each group write down their friends’information .Then report.

This activity can improve the ability of communication.

Name

clothes

color

price

Step8 Homework

In order to e_tend students’ability of using English, it’s necessary to give students good and proper homework.

1. copy new words

2.Make a list for own clothes, then write down in your e_ercises book. Introduce your clothes.

3.searching information

Give students some websites. Students will find some more information about clothes on the Internet. Then talk about in pairs.(Students can accord to their ability to choose the e_ercises as their homework, because the students are different.)

At last , let’s have a look at the blackboard design.

The following is the blackboard design of this lesson, we’ll have a look at it on the blackboard.

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