一般现在时 英语说课稿
一，说教材：
《新目标英语》教材的语言教育理念是：知识用于行动，强调“语言应用”，培养“创新、实践能力”，发展“学习策略”。 它采用任务型语言教学（Task-based Language Teaching）模式。教材中每单元都设计一个或几个与该单元话题有关的任务，让学生在完成任务的过程中，使用英语获取信息，用英语进行交流，培养运用英语解决实际问题的能力。
本单元的教学主要内容是：学习认识事物和拼写单词常用表达方式 ，该话题与学生的日常生活紧密联系在一起，容易唤起学生的学习兴趣，这对于提高学生的综合能力很有帮助，特别是说的能力。
本单元仍在继续学习一般现在时，这是一个生活中离不开的时态，也是最基本的一个时态。新课程标准要求学生重点掌握一般现在时，这在英语中使用频率很高，学好这一时态的用法对以后其他时态的学习和交际有很大的帮助。Section B(1a-1e)为学生提供了许多听力练习，学生将学习一些常用的名词，如baseball,computer game ,notebook,等等.学生应出步掌握的含义、结构和各种句式。
二，说教学目标
根据《英语课程标准》关于总目标的具体描述，结合第二单元的教材内容，我按知识，能力，情感三个方面将本单元Section B(1a-1e)部分的教学目标细化：
1. 知识目标：
使学生重点掌握下列单词, 如:baseball,Idcardring,watch,key,pen,computer game,notebook,bag.
使学生掌握重点句型， what’s this? How do you spell it?
2. 能力目标：
Train students’ listening and speaking skills.
Train students’ communicative competence.
3, 情感目标
Everyone in school like the school life verymuch.
4. 教学重点
Key Vocabulary.
Target language
5. 教学难点
Practice the adjectives using thetarget language
三，说教法
根据以上对教材的分析，结合学生已掌握的知识，本课我将使用任务型教学法，以活动教学为主，合作学习贯穿课堂，在教学中采取以教师为主导，学生为主体的各种互动方式进行教学，，以此不断提高学生听、说能力；通过播放听力录音帮助学生熟悉听力教学技巧，引导他们理解对方问路、指路需求 ，熟练指明方向；积极创设有利英语语言环境，不断提高学生英语学习兴趣与激情，引导他们熟练运用英语听、说、读、写、译综合技能。
四，说学法
根据学生的实际情况，主要采用听力训练法，合作学习法，读、写、画训练法等。
五，说教学过程
Step 1Warming-up and revision
Enjoy an English song
Greeting.
Draw a stick-figure picture on the screen,have students say the routes between places. Point to two parks ,one big, onesmall, have students tell the differences, elicit the two adjectives big、small from students.
Step 2.Word-teach
.Show three pairs of items, elicit the threepairs of antonyms.
.Reinforce with examples students familiarwith, for example our class is clean, but the W.C is dirty,etc.
.Refer to1a,2a, in Section B.
Explain the uasge of “open ”Then makesentences with “open”.For example: Please open the door. The supermarket is open from 8:00 am. to 10:30 pm.
Step3Listening
Work on2a, 2b.
Check the answers in 2b by asking one studentto draw the map of Michaels’ neighborhood on the board.
Let students read the listening material of SectionB2a,2b again and again.
Step 4Practice (2c)
.Use there-be clause to describe theexistence of one of the places, have students give the rest answers usingthere-be clause.
.Write the structure of there-be clauseon the board. Explain that there-be clause can describe the existence of items,present the negative and interrogative forms of there-be clause. To reinforcethe understanding, havestudents make up sentences about the items in the classroom.
Tellstudents the differences between “there be” and “have,has” after practicing.And practice the target language again and again.
Step 5Guessing Game
.Organize students into groups of 4,have themprepare a short description of a place using there-be clause without mentionits name.
.Put an example on the board. “The place isscary at night, it’s old and big, there are many trees next to it, there isn’ta house near it, there are always dead people in it.”, have students guesswhich place is being referred to. When each group is ready, have them taketurns reading out their descriptions for the rest of the class to guess.
Sum up how to describe a place uaing “therebe”structure after guessing game.
Step 6 Sum up the usage and structure of“there be”…
Step 7.Homework
1.Pair works，two students draw the map, one acts as apoliceman, the other acts as a person who is asking the way.
2.Draw a sketch map of your home to school orthe way to your partner.
3.Homework (2)
同步练习P8-Ⅱ,Ⅲ,P9-Ⅴ
六，说板书设计
板书设计主要是呈现本课中的重点内容，要简单明了，本课板书如下。
Unit 2 Section B (1a-2c)
:baseball, what’s this?
How do you spell it? It is a watch/key/notebook
How do you spellit?
Idcard
Ring
,watch
,key
,pen
,computer game,
notebook,
bag.
教学反思：
这节课我尽量体现“以学生为主体，以教师为主导”的教育理念，主要运用“任务型”的教学模式，采用合作学习的方式，使学生能愉快高效地对新学语言进行感知、体验、学习和运用，努力使这节课具有交际性和实用性。但是在构思整个教学过程中，我的每个教学环节的设计都是以课本为本，并没有任何的扩展和推陈出新的地方，让我觉得缺少了些新意。还有教学任务较多，一节课时间有可能不够。希望各位老师提出宝贵的意见，
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