Module 5 Unit 1 Pleased to meet you！說課稿

作為一名為他人授業解惑的教育工作者，總歸要編寫說課稿，說課稿有助于提高教師理論素養和駕馭教材的能力。那么什么樣的說課稿才是好的呢？以下是小編為大家整理的Module 5 Unit 1 Pleased to meet you！說課稿，供大家參考借鑒，希望可以幫助到有需要的朋友。

一、說教材

我說課的內容是小學六年級上冊第五模塊第一單元，本課是功能型的交際型的交際訓練課，我借助“任務型”教學采用多樣化的教學手段將聽、說、玩、演、唱溶于一體，激發學生學習英語的興趣和愿望，使學生通過合作學習體驗榮譽感和成就感從而樹立自信心，發展自主學習的能力，形成初步用英語進行簡單日常交際的能力。

結合新課程標準和大綱提出的基礎教育階段英語課程的總體目標和具體要求我將本課教學目標設計如下：

（一）教學目標

1.基本能聽懂、會說詞匯：He is from China. Meet. Address wonderful understand postcard sometimes dancing really hobby stamp

基本能聽懂、會問“can you speak English ?”的語言結構，并會做答“Yes, I can / No, I cannot; I can speak some English.

2.初步感知pleased, I have got …….. Can you be my Chinese friend?的含義。

初步感知語音元音音標的正確發音。

3.運用所學語言結構詢問與描述節日的事情。

4.培養學生在活動中體會英語學習的樂趣，使他們在小組中積極與他人合作，相互幫助，共同完成任務。

（二）教學重點

詞匯please meet . Address dance sing swim run jump

句式Pleased to meet you Can you be my Chinese friend? I have got …….

（三）教學難點

can I write to your friend 句式I have got two friends

（四）任務設計

A.學習任務

學習鞏固詞匯pleased meet address pen friend postcard hobby.學習can you ……yes /I can no / I cannot. What is your address?的語言結構.

二、說教法和學法：

（一）小組活動學習法

把全班分成6個小組事先用表示家庭成員名稱的單詞命名，課堂各項教學活動勻以小組活動為主線，結對或全班活動為輔，學生互相交流，切磋，共同完成學習任務，在合作中感受學習英語的樂趣及交流的意義，也通過小組成員之間“榮辱與共”的關系而形成同步學習的環境。

（二）情境教學法：

我將教學建立在滿足學生心理需要的.基礎上。使教學活動帶有濃厚的情感色彩，在單詞和句型練習中使用了家人的照片，在表演中帶上飾演家人的頭飾，在加生活化的錄音為學生設置了真實而有效的場景激發了想說的愿望也有利于學生表達能力的提高。

（三）鼓勵法

課堂評價主要以鼓勵性評價為主分別采用了師評、組評、自評為主要方式，課上師恰當的使用激勵性評語和贈送小禮物的方法讓學生渴望成功的心理得到滿足，這也是激勵學生積極投身英語學習的一個最簡單而有效的方法。

我把本課教學模式設置為：激趣設境——語言交流——人格發展

下面說一下教具的安排和使用

依據英語教學的直觀性，趣味性、實踐性的教學原則，結合合作學習和任務型教學的新理念，我利用了電子零、照片、頭飾、幻燈、錄音、競賽板、貼畫、小禮物等媒體設計教學，學習則利用自制的組標、頭飾、家庭照等媒體積極參與教學活動。

三、說課堂程序

整個教學程序我采用了聽、說、玩、演、唱一系列的教學活動，具體設計為熱身—導入——呈現——鞏固練習、評價小結。

1、Warm up

⑴Greetings: T—Ss good morning everyone

(2) five different groups show their watchword and do action

(3) ask two students: image I am your new friend, first time nice to meet you .the time of asking the second student: pleased to meet you.

2、導入（Leading）

（1）Question:

T: do you have friend? Can you talk about him/her? Can he play basketball? Can he sing song? Can she play violin?

s :Yes. He can. NO, he cannot

T: I have a pen friend .he is very tall and famous .he can play basketball in the Rocket of NBA. Guess who he is.

S: Students answer teacher’s question.

T: do you believe that? Can you play it? What can you do?

S: I can ……

（2）Leading:

T: now before the listening I have three questions about the unite 1 how many people are talking /

Can Laura speak English?

How many friends does Damming have?

3、呈現（Presenting）

(1) Listen to the tape (just listen)

(2) Then answer the questions.(who are they ? T: solve these questions)

(3) S opens their books and read it (T: ask some students to repeat these questions)

Question:

How many people are talking /

Can Laura speak English?

How many friends does Damming have?

(4) Listen to the tape again and read it by oneself

(5) Read it each other then ask some one to read it and group to read

(6) Solve student questions (T: do you have any questions?

Explain Grammar: a) can you be my Chinese pen friend? What is meaning?

b) I have got two friends from England.

4、鞏固練習

（1）.Make sentences with “can”.

Can you/I…? Pairs work。

（2）.Play a game：groups work

（3）.Chant: Students clap and chant：

Can you , can you ,can you speak English? Yes, I can. Yes, I can.

Can you , can you, can you be my friend? Yes, of course. Yes, of course.

Can you ,can you, can you write Chinese? No, I can’t. No, I can’t.

Can I , can I, can I help you? Yes, please. Yes, please.

5、評價小結

（1）. You can do lots of things. That’s good. But there are still lots of things you can’t do. When we meet difficulties in our life, we should remember these words(屏幕出示): Believe in yourself!(相信自己！) I can do it!(我能行！)

Students stand up and say the sentenses two times.

(2).小組評價。

6、作業:

Write down three things you can do and three things you can’t do.

通過以上這些教學程序的實施，可以極大地調動學生學習的積極性，從而順利地實現本課的教學目標