英語說課稿

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英語說課稿

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英語說課稿

　　高中英語說課稿：《Unit 21 Body Language》說課稿模板

　　教材分析

　　(一)教材內容分析本單元的中心話題是“肢體語言”，介紹了肢體語言在世界范圍內的人們生活中所承擔的不同角色及所起的重要作用，其中重點介紹了肢體語言在不同的文化背景下的不同含義及世界通用的肢體語言。本單元的絕大部分內容都圍繞這一中心話題展開的。

　　“熱身”(Warming up)部分以五幅不同的面部表情導出本單元的話題之一：面部表情是傳遞某人內心情感的一種方式，使他們能在平時注意自己在與他人交往中注意自身的面部表情。

　　“聽力”(Listening)部分是以聽的形式進一步向學生介紹了肢體語言的交際功能，然后以選擇的形式考查學生對聽力材料信息的篩選能力，同時又要求學生把所聽到的信息應運于討論之中。

　　“口語”(Speaking)部分向學生提供三個情景，讓學生通過編對話進行“請求幫助”和“提供幫助”的日常英語練習。

　　“讀前”(Pre-reading)部分編者設計了三個問題，誘發學生思考如何用肢體語言進行交流。激發學生進行閱讀的欲望。

　　“閱讀”(Reading)部分是一篇說明文，它介紹了We use both words and body language to express our thoughts and opinions and to communicate with other people./We can learn a lot about what a person is thinking by watching his or her body language。全文可分為三大部分，各部分的意思是：Part 1 (Para 1): We use both words and body language to express our thoughts and opinions and to communicate with other people. Part 2 (Para 2-3): Just like spoken language, body language varies from culture to culture. Part 3 (Para 4-5): Some gestures seem to be universal.

　　“讀后”(Post-reading)部分設計了兩種練習。第一類是三個問題，其中前兩個測學生閱讀的結果，第三個是一個開放性題目，鼓勵學生把所學的與現實生活相結合。第二類是填寫表格，對比肢體語言在美國和我國的異同。

　　“語言學習”(Language study)包括以下兩部分：詞匯部分設計了兩塊內容：

　　1)要求學生運用自己的六個身體部位進行交際，鼓勵學生學著使用動詞-ing形式;

　　2)設計了6個生詞與英語解釋的.配對練習，旨在培養學生用英語解釋生詞的習慣及能力;語法項目是有關動詞-ing形式作名詞使用及其在句子中的功用，具體包括四個步驟：

　　1)學會區分動詞-ing形式在句中的所擔任的成分功能;

　　2)聯詞成句，旨在幫助學生理解動詞-ing形式在句中充當主語;

　　3)詞組翻譯練習，旨在幫助學生理解動詞-ing形式在句中充當定語及翻譯;

　　4)按要求用動詞-ing形式進行句子改寫，旨在幫助學生理解動詞-ing形式在句中充當賓語或表語。

　　“綜合技能”(Integrating skills)設計了一個開放性的寫作任務，要求學生運用6幅看起來毫不相干的圖畫進行寫作，該任務有利于提高學生的創新思維能力。

　　“學習建議”(Tips)提供了一些寫故事的建議，旨在幫助學生完成綜合技能的寫作練習。

　　“復習要點”(Checkpoint)部分簡要總結了本單元的語法重點。同時通過兩個問題引

　　導學生對本單元所學的詞匯作一次小結。

　　(二)教學重點與難點

　　I. 動詞-ing形式在句子充當主語、賓語、表語或定語

　　II. 交際功能句型: 如何提議和請求及其答語的句型

　　III. 重點、難點詞匯詞組

　　confused, avoid, go ahead, crazy, get through, tear down, occur

　　IV. 常用句型

　　Just like spoken language, body language varies from culture to culture.

　　There is nothing better than sth./doing sth./to do sth.

　　二、語篇分析：

　　Body Talk (P59-P. 60)

　　(一)課文圖解

　　1. Read the text “Body Talk” and then complete notes about body language.

　　1) Generally, we can divide the whole text into three parts:

　　Part 1 (Para 1): We use both words and body language to express our thoughts and opinions and to communicate with other people.

　　Part 2 (Para 2-3): Just like spoken language, body language varies from culture to culture.

　　Part 3 (Para 4-5): Some gestures seem to be universal.

　　2) Fill in the table about gestures, countries and their meanings in these countries. (Words in italics can be blank.)

　　GESTURES COUNTRIES MEANINGS

　　eye contact some countries a way to show that one is interested

　　other countries rude or disrespectful

　　a circle with one’s thumb and index finger most countries OK

　　Japan money

　　France zero

　　Brazil rude

　　Germany

　　thumbs up the US great or good job

　　Nigeria rude

　　Germany the number one

　　Japan

　　moving the index finger in a circle in front of the ear some countries crazy

　　Brazil You have a phone call.

　　(二)課文復述

　　Retell the text using about 100 words.

　　Notes:

　　1. Try to use the –ing form to retell the text.

　　2. Make use of the notes and table above while retelling.

　　3. The possible version below can be used as material for both retelling and dictation.

　　One possible version:

　　We can communicate with other people by watching his body language besides words. Just like spoken language, body language varies from culture to culture. Take the gesture for OK as an example. The gesture means money in Japan and in France it means zero, while in Brazil and Germany doing so is rude. People in different countries show the same idea in different ways. For example, in many countries, shaking one’s head means “no”, and nodding means “yes”. However, in Bulgaria, parts of Greece, and Iran, the gestures have the opposite meaning. Although there are many different interpretations of our body language, some gestures seem to be universal. Perhaps the smile is the best example. A smile can help us well communicate with others.

　　(三)德育滲透

　　? Do in Rome as Rome does [as the Romans do].

　　[諺]入國問禁, 入鄉隨俗。

　　? Manners make the man.

　　禮貌造就人。

　　? Good manners are the art of making those people easy with whom we converse. ---Jonathan Swift

　　禮貌周到是使同我們談話的那些人感到自在的藝術。

　　——(英作家)斯威夫特

　　(四)寫作技巧

　　1、寫作線索：

　　Raising the topic: communicating in body language (Paragraph 1) ? Interpretations of body language in different countries (Paragraphs 2-3) ? Universal body language (Paragraphs 4-5)

　　2、趣味說教

　　課文以教人們認識最基本的肢體語言“Body Talk”為目的，以簡潔的文字、直接的表達、豐富的實例，向人們展示了無聲的肢體語言在不同的文化背景下的不同意思，并告誡人們在交往中要注意一些肢體語言的應運，同時，也向讀者介紹了一些世界通用的肢體語言，最后，文章著重介紹了微笑的重要功用。

　　(五)優美句式

　　There is nothing better than sth./doing sth./to do sth. 沒有比做某事更好的了。

　　原句：And if we are feeling down or lonely, there is nothing better than to see the smiling face of a good friend.

　　e.g. There is nothing better than serving/to serve this great nation of ours.

　　There is nothing better than the encouragement of a good friend.

　　三、課時安排

　　Warming up Listening (WB)

　　Period 1 Period 2

　　Listening Speaking

　　Pre-reading Language study

　　Periods 3-4 Reading Period 5

　　Post-reading Grammar

　　Reading

　　Period 6

　　Writing

　　Teaching Procedure:

　　Period 1 Warming up & Listening

　　Step 1 Warming up

　　1. Brainstorm: the words of emotions/feelings of human beings

　　As we know, sorrow and happiness make a life. We, human beings, have all kinds of emotions. Let’s brainstorm emotions we’ve learned so far.

　　happy, sad, angry, confused, tired, puzzled, hateful, excited, frightened, embarrassed, depressed, uneasy, thrilled, easy, confident, delighted, kind, curious, etc.

　　2. Now let’s look at pictures with different emotions and match each picture with the correct emotion and the correct sentence. Meanwhile, ask students what makes he/she thinks that the person in the picture is feeling a certain way.

　　Possible answers:

　　Picture 1: Confused; I don’t know what to do.

　　Picture 2: Angry; I can’t believe she said that! That is so unfair!

　　Picture 3: Sad; I’ve lost my wallet!

　　Picture 4: Happy; I got an A in my exam!

　　Picture 5: Tired; It’s been a long day. I can’t keep my eyes open.

　　3. From one’s facial expression, we can know how he/she is feeling. Besides, we can know how he/she is feeling from his/her gesture, that is to say, the way he/she stands or sits can also tell us how he/she is feeling. Now look at your classmates and tell how they are feeling today by the way they sit or stand.

　　Step 2 Listening

　　1. Pre-listening

　　Just now we see we can learn how one is feeling from both his/her facial expressions and gestures. Look at me. Can you guess what these gestures mean?

　　1) shake the head

　　2) wave the arms

　　3) stand with arms folded

　　4) … …

　　(Students may not guess all the meanings of these gestures, and then teachers can say “Let’s listen to two short passages and find out what one’s body movements/gestures can tell us.”)

　　2. Listening

　　1) Listen to Part 1 for the first time and get the students to do the first question of Part 1.

　　2) Listen to Part 1 again and do the rest two questions of Part 1.

　　3) Listen to Part 2 and do questions of Part 2. If students can’t follow it, listen again.

　　3. Post-listening

　　Based on what you heard just now and your own experience, discuss with your partner: How can you use your body language to communicate the following ideas?

　　Homework

　　1. Make a list of facial expressions and gestures and their meanings we’ve learned today.

　　2. Preview the following lesson.

　　Period 2 Listening (WB) & Speaking

　　Step 1 Listening

　　Do the listening practice in the workbook step by step. If the material is too difficult, teachers can give students some difficult sentences first or even give the listening material to students after they listen to the tape twice.

　　Step 2 Pre-speaking

　　Make some requests and ask/help students to answer and make offers, for example:

　　T: Could you give me a hand?

　　S: Yes, of course. What can I do for you?

　　T: Could you please clean the blackboard for me?

　　S: With pleasure.

　　T: That’s very nice of you.

　　(Teachers can also ask students to open/close the window, turn on the projector and so on.)

　　Step 3 Speaking

　　1. Language Input

　　Just now I asked some students to help me clean the blackboard (open/close the window, turn on the projector and so on.). In fact we’re practicing making requests, offers and responses. Now let’s look at some useful expressions on page 58.

　　Useful expressions of making offers and requests

　　Can/Shall I help you with that?

　　Would you like me to …?

　　No, thank you. Thanks for all your help.

　　Could you please …?

　　Would you like some help?

　　Could you give me a hand with this? No, thanks. I can manage it myself.

　　Is there anything else I can do for you?

　　Could you help me with …?

　　That’s very nice of you.

　　Do you need some help with that?

　　Notes:

　　Is there anything else I can do for you? = What else can I do for you?

　　We use these two sentences offer help again when we’ve already offered help.

　　2. Practice

　　Now use these expressions and follow the example to make up some dialogues in the following situations in pairs.

　　Then get some pairs to act out the dialogues in front of the class.

　　Step 4 Useful Expressions --- Making offers/requests and responses

　　In our everyday life, we quite often meet difficulties and have to ask our friends or relatives for help. Of course, sometimes we’ll offer to help others. And in English there're several ways of making offers/requests and responses. Please look at the screen.

　　Ways of making offers or requests Ways of replying to others' offers or requests

　　Acceptance Refuse

　　1.Can/Could/Shall I help you?

　　2.Would you like me to …?

　　3.Is there anything (else) I can do for you?

　　4.Do you want me to …?

　　5. What (else) can I do for you?

　　6. Let me do/carry/help … (for you)?

　　7. Would you like some …?

　　8. Do you need some help with …? 1. Thanks. That would be nice/fine.

　　2. That’s very kind of you.

　　3. Thank you for your help.

　　4. Yes, please.

　　5. Here, take this/my… 1. No, thanks/thank you. I can manage it myself.

　　2. Thank you all the same.

　　3. That’s very kind of you, but….

　　1. Could you please …?

　　2. Could you give me a hand with …?

　　3. Could you help me with …? 1. With pleasure.

　　2. Yes, of course. 1. I’m sorry, but …

　　2. I’d like to …, but ….

　　Step 5 Making up dialogues

　　Just now we have got through several ways of making offers/requests and responses. Let’s use these sentence structures to make up some dialogues. (Get the students to work in pairs and offer to do the following things for each other.)

　　help you with homework

　　help you with cooking a meal

　　show you how to use the typewriter go and buy some medicine

　　do the shopping

　　show you to the dining room

　　Example:

　　A: Would you like some help?

　　B: Yes, please.

　　A: Shall I show you how to use this electric typewriter?

　　B: Thanks. I haven’t used this one before.

　　A: Would you like me to type your composition for you?

　　B: No, thanks. I can manage it myself.

　　Step 6 Post-speaking

　　If time permits, get students to finish the task of talking in the workbook.

　　Homework

　　Prepare the task of talking in the workbook.

　　Preview the following lesson: Body talk.

　　Periods 3-4 Reading

　　Step 1 Revision

　　Check the homework of making up a dialogue in the workbook.

　　Go over the ways of making offers/requests and responses.

　　Step 2 Pre-reading

　　In the first period of this unit, we’ve learned that we can use our facial expressions and gestures to express ourselves or tell what someone is thinking or feeling by looking at their facial expressions and gestures.

　　1. Who can tell us some ways of telling what one is thinking or feeling?

　　2. Do people from different parts of the world use different body language? What about people who live in different parts of China?

　　3. How do you communicate the following with body language?

　　Thank you! No. Yes. I don’t know. Come here!

　　Step 3 Reading

　　1. Scanning

　　Ask students to read the text quickly and find out the main idea/key sentence of each paragraph in pairs.

　　Para 1: We use both words and body language to express our thoughts and opinions and to communicate with other people.

　　Para 2: Just like spoken language, body language varies from culture to culture.

　　(The same gesture has different meanings in different countries.)

　　Para 3: People in different countries show the same idea in different ways.

　　Para 4: Some gestures seem to be universal.

　　Para 5: Perhaps the best example of universally understood body language is the smile.

　　*Teachers can also ask students how many parts we can divide the whole text into and what the main idea of each part is.

　　Part 1 (Para 1): We use both words and body language to express our thoughts and opinions and to communicate with other people.

　　Part 2 (Para 2-3): Just like spoken language, body language varies from culture to culture.

　　Part 3 (Para 4-5): Some gestures seem to be universal.

　　2. Reading

　　This part is designed to help students to get more detailed information of the text.

　　1) Read the second part (Para 2-3) more carefully and then fill in the table, using a projector to show the table. (Words in italics can be blank.)

　　GESTURES COUNTRIES MEANINGS

　　eye contact some countries a way to show that one is interested

　　other countries rude or disrespectful

　　a circle with one’s thumb and index finger most countries OK

　　Japan Money

　　France Zero

　　Brazil Rude

　　Germany

　　thumbs up the US great or good job

　　Nigeria rude

　　Germany The number one

　　Japan

　　moving the index finger in a circle in front of the ear some countries crazy

　　Brazil You have a phone call.

　　2) Read the last part (Para 4-5) again and then try to answer some questions:

　　1. How can we communicate “I am tired” with the body language? And please act it out?

　　2. What does “rubbing one’s stomach” mean?

　　3. Why do we say “ the smile is a universally understood body language”?

　　3. Reading aloud

　　Listen to the tape of the text and make marks where they don’t understand.

　　4. Some language points

　　Discuss something that students don’t understand.

　　Possible notes:

　　Step 4 Post-reading

　　Get the students to discuss the following questions in pairs or groups of four. Then get one of them to report their results of their discussion to the whole class.

　　1. What are some situations where we need to be very careful about our body language and gestures?

　　2. How is body language different from spoken language? What do they have in common?

　　3. Sometimes we say one thing but our body language says something different. Why does this happen? Can you think of any examples?

　　4. Work together in pairs or groups. Complete the chart below.

　　Step 5 Discussion/Assessment

　　If you go for a job interview, you should be well prepared for what to say and how to answer the interviewer’s possible questions. Besides, what you can do or act during the interview is also very important. In the first three periods of this unit we have learned something about body language. Now suppose you are going for an interview, what shall you pay special attention to?

　　Homework

　　1. Preview the following lesson.

　　2. Retell the text.

　　Period 5 Language study & Grammar

　　Step 1 Revision

　　Get some students to retell the text.

　　Step 2 Language study

　　1. Do Exercise 2 on page 61 first, matching the following words about body movements with correct definition.

　　2. Go through the instruction of Exercise 1 on page 61 and make sure that students know what to do and then get students to discuss these words in groups of four.

　　Then invite some students to tell and act out these gestures.

　　Step 3 Grammar

　　The –ing form (2): used as a noun

　　1. Language input

　　Just now we’ve made clear how these parts of our body can be used to “talk” to someone. For example, shaking your fist at someone is a way of saying that you are very angry. (Copy this sentence on the blackboard.) Now please look at the sentence. Do you know what the –ing form “shaking” and “saying” here are used as? They are used as nouns. As we know, as a noun, usually it can be the subject, object or predicative in a sentence. Who can tell me what “shaking” and “saying” play in the sentence? (shaking --- subject; saying --- object)

　　Then go through the three sentences in the students’ books.

　　Subject In many countries, shaking one’s head means “no” and nodding means “yes”.

　　Object We can learn a lot about what a person is thinking by watching his or her body language.

　　Predicative A good way of saying “I am full” is rubbing the stomach after a meal.

　　Attributive The price of building materials has gone up again.

　　2. Practice

　　Find the –ing form in the text “Body Talk” and analyze their functions in the sentences.

　　3. Drills

　　Do Exx. 1-3 on page 61-62 one by one.

　　1) The –ing form in this exercise is used as Subject.

　　2) The –ing form in this exercise is used as Attributive.

　　3) The –ing form in this exercise is used as Object/Predicative.

　　4. Consolidation

　　Get the students to make out a list of verbs or verb phrases which can be followed by the –ing form or only by the –ing form.

　　只能用動名詞作賓語的動詞和詞組：advise, allow, resist, admit, escape, dislike, risk, avoid, forgive, suggest, consider, imagine, understand, delay, mind, appreciate, enjoy, keep, can’t help doing sth., excuse, miss, put off, finish, practise, give up, deny, prevent, v. + prep.詞組, etc.

　　動名詞和不定式均可作賓語的動詞：continue, begin, prefer, like, hate, learn, remember, forget, regret, try, mean, etc.

　　(This part can also be left as homework.)

　　Homework

　　Make out a list of verbs or verb phrases which can be followed by the –ing form or only by the –ing form.

　　Period 6 Reading & Writing

　　Step 1 Warming up

　　The material given in the students’ book is quite difficult. Teachers can first provide students something easy to help students make sure what they should do in this part (integrating skills).

　　Look at the following three pictures on the screen. They are in disorder. So please put these pictures in order first, and then say something about each picture. At last, use these pictures to create a story.

　　Possible order: 1, 3, 2

　　Possible version:

　　One day, an old man in rags stood at a street corner, playing the violin to passers-by. He put a cap on the ground in front of him, so that people who liked the music could drop coins into it. Just then, a well-dressed gentleman came over to him. The old man felt very happy when he saw the gentleman put his hand into his pocket. But to the old man’s disappointment, the gentleman took out a flute instead of some money and began playing the flute together with him.

　　Step 2 Pre-writing

　　Just now we’ve described three pictures and created a story. Do you know how to write a story? Let’s get some tips for writing a story. Turn to page 63.

　　Step 3 While-writing

　　Work in groups. Look at the six pictures on page 62. Your task is to use the pictures to create a story. You must use all of the pictures in only one story. Then do as follows.

　　1 Put the pictures in order based on your story. There is no correct answer to this question, so you must make up your own story. When you have created the story, make sure that all group members know the story.

　　2 Now you will act out the story. There are several rules. First of all, each member will have to act at least one part, and you must act out all the pictures in your story. Second, you CANNOT speak when you act out your story. You can only use body language to act out the story. You may make sounds or noises, but you may not say any words.

　　3 Act out the story in front of the class. Remember that you may not speak. The other groups will watch you and try to guess the story. The other groups may not say anything when you are acting out your story, but when you have finished they will try to retell your story. You will also watch the other groups and try to guess their stories.

　　Step 5 Post-writing

　　1 Write a story based on the stories you and your classmates have acted out. You may use your own story or that of another group.

　　2 When students have finished writing, let students check the story with each other. If possible, choose some students’ stories and correct them together with the whole class, using a projector.

　　Homework

　　Write your story in your exercise books.

　　Find some more information about body language, and you may surf the Internet as follows:XXX

　　*補充材料

　　Interview techniques/Body signals

　　初中英語說課稿：《What does he look like》說課稿

Unit 7 What does he look like ? section A

　　Good afternoon everyone ! I’m very glad to interpret my lesson here today.The lesson plan I'm going to talk about is from Book I Unit 7 What does he look like ?—the first period. The language goal is: Describe people’s looks . and there are some new description words in it .My understanding of teaching materials include three parts :(1)the first one from 1a to 1c . In this part ,help students learn the new words and language .try to describe people with them . (2)the second part from 2a to 3 ,in this part mainly practice their listening and writing .(3) the last part is Grammar Focus , in this part I’ll ask students to sum what they have learned in class and Explain some important things to them

　　l In this unit students learn to describe people . and the main content of this lesson are the sentences : What does he\she look like ?What do you\they look like? the answers and some description words.

　　l The ability aim is to describe people’s looks .

　　l As a new lesson I’ll use different kinds of methods to encourage the students to practice . Make them describe various people and be interested in my class .

　　There are eight steps in the lesson . Here are the steps .

　　Step I Revision

　　Show some pictures of people or other things to revise description words they have learned

　　Like :old \young \beautiful \ugly \cute \long and so on . Here are the pictures :

　　Step II presentation

　　First , I‘ll use some pictures to teach new words : Show some famous star’s photos to teach new words . such as Yao Ming . He is tall . He has short hair . Here I’ll introduce the new language : What does he look like ? He is _______ . He has ________ . and then let students ask and answer with the pictures, Then do 1a match the words with the pictures . finish1b, listen and fill in the blanks . Students read the conversation together .

　　Step III pair work

　　1c: In this part point out the sample conversation . and ask students to make a new conversation imitate it . look at the picture on page 41, they describe one of them,and other students find him or her . After this do Exercise 1 on paper .

　　Step IV listening

　　In this part we’ll finish 2a and 2b . This activity provides guided listening and writing practice using the target language .first listen and circle the correct word, either is or has, When they hear it in the conversation. and then point at the chart in 2b, listen and complete it . then finish Exercise 2

　　Step V Game

　　Describe someone in the class . Ask your classmates to guess who he is describing then do Exercise II.Work in groups . and at last find which group has the most right answers and they are the champion . have a flag .

　　Step VI Pair work and writing

　　Describe Lily’s new friend . complete the dialogue with words to describe Nancy’s looks . then write a new conversation imitate it Finish Exercise 3.

　　Step VII Sum and Test

　　Review the grammar box . Ask students to read the questions and answers . Point out some important things : I’m , they’re , he’s and she’s with description of height and build .

　　Step VIII Homework .

　　Write a short passage about your good friends ,mother , or father .

　　I think using the target teaching method and the change of pictures and the competition may arise students interest . Each student can attend the teaching steps . and try to describe various people .improve their abilities .

　　At last is my blackboard designment :

　　What does he look like ? Words :

　　He’s tall. Short hair

　　He has short hair . curly hair \medium build \thin\medium height

　　That's all for my presentation. Thank you for your attention.

　　Exercises :

　　1. 完成對話：

　　A: Do you know my good friend Linda ?

　　B: Linda ? What _____ she look ______ ?

　　A: She’s ______ ______ (中等身材)， she’s very ______ (瘦)。

　　B: What about her hair ?

　　A: Oh, she has long and _______ (卷曲的)hair . She has a round face with ______ _____ (大眼) and a small mouth.

　　B: What about her clothes ?

　　A: Well, she often ______ (穿) a red dress .

　　2.看圖寫句，你能描述下列圖畫中的人物嗎?

　　1. She is ____________________.

　　She has ___________________.

　　2. He is ____________________.

　　He has ____________________.

　　He likes __________________.

　　3. She is __________________.

　　She has ___________________.

　　She wears ___________________.

　　3.補全對話：

　　A: So you ___ my sister ?

　　B: What _____ she look like ?

　　A: She ______ medium height. And she ____ short hair .

　　B: Is ____ thin ?

　　A: No, she isn’t , And she always ______ glasses .

　　B: Does she ____ curly blonde hair ?

　　A: Yes, she does.

　　B: Oh. I know ____ !

　　Test

　　單項選擇：

　　1. ____ doesn your father look like ?

　　A. How B. What C. Who D. Where

　　2. He always _____ black shoes .

　　A. wear B. put on C. puts on D. wears

　　3. --- What does old Henry _____ ?

　　---- He’s sad.

　　A. look like B. looks like C. look for D. look at

　　4. He _____ tall and he _____ a medium build.

　　A. is, is B. has, is C. is , has D. has, has

　　5. This person is medium height. She ________ short hair .

　　A. is B. have C. has D. there is

　　句型轉換：

　　1. She has long blonde hair .

　　______ ______ long blonde hair .

　　2. The boat looks like a duck .

　　______ ______ the boat ________ _______ ?

　　小學英語說課稿：《Pizza and Hombutgers》說課稿范文

　　說教材

　　1. 教材地位

　　本課是這一單元的第三課，繼續學習西餐食物名稱，并操練主要單詞與句型，在對話中鞏固日常交際用語What would you like, please? Do you like …?和I like…通過使用圖片，多媒體課件，食物及創設實際情境的方法，有效地操練單詞與句型，做到詞匯運用于句型，句型操練與情景相結合。

　　2. 教學目標

　　A. 知識目標：

　　(1)能聽懂，會說，認讀下列詞匯French fries, hamburger, pizza, pop并能正確運用。

　　(2)能理解和應答下列詞匯：pepper salt , I like salt / pepper on…

　　(3)學會運用What would you like ?/Do you like…?進行對話。

　　小結：知識目標的確立，應針對學生間的差異，制定不同的目標要求，使每一位學生每節課都能體驗到成功的喜悅。

　　B. 能力目標：

　　(1)通過學單詞，培養學生聽說讀寫的`能力

　　(2)通過創設情景，綜合運用所學語言進行交流，培養學生在實際生活中綜合運用語言的交際能力和對語言的應變能力。

　　C. 情感目標：

　　(!)讓每一個學生都能積極主動參與教學活動，發揮學生主觀能動性，從而使他們更加熱愛英語學習，增強學習英語的信心。

　　(2)通過單詞學習與情境創設，讓學生了解其他國家的飲食習慣和文化，引導學生樹立正確的人生觀。