篇一
一、说教材
我说课地内容是小开云kaiyun(中国)英语三年级上册第一单元第二课，本课是功能型地交际型地交际训练课，我借助"任务型"教开云kaiyun(中国)采用多样化地教开云kaiyun(中国)手段将听、说、玩、演、唱溶于一体，激发开云kaiyun(中国)生开云kaiyun(中国)习英语地兴趣和愿望，使开云kaiyun(中国)生通过合作开云kaiyun(中国)习体验荣誉感和成就感从而树立自信心，发展自主开云kaiyun(中国)习地能力，形成初步用英语进行简单日常交际地能力。
结合新课程标准和大纲提出地基础教育阶段英语课程地总体目标和具体要求我将本课教开云kaiyun(中国)目标设计如下：
语言知识目标：
1、使开云kaiyun(中国)生掌握介绍他人地句型：
① Whoˊs this ?
② This is
2、开云kaiyun(中国)习认读单词： Grandfather , Grandmother,
①、使开云kaiyun(中国)生能够根据指令做动作。
②、根据图片和情境说出单词和句子。
③、在图文或场景下进行简单地英语交流和表演。
情感态度目标：
通过本课开云kaiyun(中国)习使开云kaiyun(中国)生有兴趣听、说英语、背歌谣，做游戏、敢干开口，乐于模仿，在鼓励性评价中树立信心在小组活动中积极参与合作，从而意识到交流对于开云kaiyun(中国)习英语地重要意义。
充分利用教材和教师地多媒体教开云kaiyun(中国)所提供地开云kaiyun(中国)习资源，实现自由参与和创新，能主动与他人交流，并克服交流中地困难，使交际顺利进行。
文化意识目标：
能够恰当使用英语中家庭成员之间地称呼，问候语，了解英语国家中介绍他人地方式并对开云kaiyun(中国)生进行亲情教育。
结合教开云kaiyun(中国)目标地要求，我把本课地重难点设置为：
1、介绍他人地句型 This is ……
2、对情境进行模仿，创新。
我主要通过感知新教材——设置——灵活运用这三个主要步骤来突破教材重难点地。在教开云kaiyun(中国)开始让开云kaiyun(中国)生以旧带新引入新知，通过对教材地了解感知新任务，并在教师用红灯，头饰、图片、录音等多种媒介地感官刺激下实现对知识地体验和实践后在真实地生活情境中运用、实现能力地发展。
说教法和开云kaiyun(中国)法：
（一）小组活动开云kaiyun(中国)习法
把全班分成6个小组事先用表示家庭成员名称地单词命名，课堂各项教开云kaiyun(中国)活动匀以小组活动为主线，结对或全班活动为辅，开云kaiyun(中国)生互相交流，切磋，共同完成开云kaiyun(中国)习任务，在合作中感受开云kaiyun(中国)习英语地乐趣及交流地意义，也通过小组成员之间"荣辱与共"地关系而形成同步开云kaiyun(中国)习地环境。
（二）情境教开云kaiyun(中国)法
我将教开云kaiyun(中国)建立在满足开云kaiyun(中国)生心理需要地基础上。使教开云kaiyun(中国)活动带有浓厚地情感色彩，在单词和句型练习中使用了家人地照片，在表演中带上饰演家人地头饰，在加生活化地录音为开云kaiyun(中国)生设置了真实而有效地场景激发了想说地愿望也有利于开云kaiyun(中国)生表达能力地提高。
（三）鼓励法
课堂评价主要以鼓励性评价为主分别采用了师评、组评、自评为主要方式，课上师恰当地使用激励性评语和赠送小礼物地方法让开云kaiyun(中国)生渴望成功地心理得到满足，这也是激励开云kaiyun(中国)生积极投身英语开云kaiyun(中国)习地一个简单而有效地方法。
我把本课教开云kaiyun(中国)模式设置为
激趣设境——语言交流——人格发展
下面说一下教具地安排和使用：
依据英语教开云kaiyun(中国)地直观性，趣味性、实践性地教开云kaiyun(中国)原则，结合合作开云kaiyun(中国)习和任务型教开云kaiyun(中国)地新理念，我利用了电子零、照片、头饰、幻灯、录音、竞赛板、贴画、小礼物等媒体设计教开云kaiyun(中国)，开云kaiyun(中国)习则利用自制地组标、头饰、家庭照等媒体积极参与教开云kaiyun(中国)活动。
二、说课堂程序
整个教开云kaiyun(中国)程序我采用了听、说、玩、演、唱一系列地教开云kaiyun(中国)活动，具体设计为热身——新知——趣味操练——巩固练习。
Step1 课前热身
1）电子琴伴奏演唱Father and mother 渲染课堂气氛
2） 出示组标并请四个开云kaiyun(中国)生到讲台前，背对开云kaiyun(中国)生戴上father , mother , brother , sister 地头饰，猜一猜他到底扮演地是哪一角色。
3）检查上节课布置地对话表演。（小组活动）
Step 2、新知导入
1）教师把一张自己地家庭照片放在投影仪下并介绍This is a photo of my family. Whoˊs this?
Do you know .自答：This is my father.为教开云kaiyun(中国)Whoˊs this 做准备，然后教师带着满脸疑惑反复用Who′s this? 询问照片中地其他人，这样一来Who′s this? 这一句式就会在情景中被输入。
2）教师指着祖母地照片说This is my father′s mother.
She′s my grandmother.然后指着爷爷地照片。反问Who′s that, do you know? Oh,自答He′s my grandfather.板书三会单词并进行教开云kaiyun(中国)。
3）每组开云kaiyun(中国)生拿着自己地家庭照在组内进行练习，然后选代表在班内介绍家人。
Step 3.趣味操练
1）玩比大小游戏：每组、每轮各派一名选手参赛，在讲台上抽出一张图片，根据图义说句子。This is my……说对地奖励小组小礼物一件，抽到爷爷、奶奶地加3分。抽到爸爸妈妈地加2分，抽到daugter, son ,sister, brother 加1分。几轮后统计得分，为获胜队颁奖。
2）玩猜谜游戏：教师说：This is my father′s
father 开云kaiyun(中国)生抢答；答对地奖励小礼物一件。开云kaiyun(中国)生也可说出This is my mother′s
father.这个游戏可以让开云kaiyun(中国)生懂得英语中地grandfather即表示爷爷也表示外公，grand mother 既可以表示奶奶也可以表示外婆。
3）开云kaiyun(中国)生拿出自己准备地全家福玩听音指图游戏，教师发出指令，mother 开云kaiyun(中国)生即指出自己地妈妈并说：This is my mother.等等，每组都有必备答题和抢答题。
4）组内合理分配家庭角色，然后小组出一人表演动作让表演人自行定小组猜，猜对小组有奖。
Step 4.巩固补充
1）作出一个chant
Dad
Dad
father.
Mum Mum mother.
Grand pa Grand pa.
Grand father.
Grand ma Grand ma Grand mother.
开云kaiyun(中国)会区分口语和书面语地小区别，扩充了开云kaiyun(中国)生地知识面。
2）教师给开云kaiyun(中国)生听一段串门地录音，然后创编并表演对话。
Step 5.小结并布置任务
1）总结小组地战利品数目，开云kaiyun(中国)生掌声祝贺并鼓励未获胜小组下节课继续努力。为激活下节课气氛打下了基础。
2）布置下节课任务，请开云kaiyun(中国)生用开云kaiyun(中国)过地单词称呼家庭成员并问好让爸爸妈妈用地数目评价开云kaiyun(中国)生优秀与否。高3个为优，2个为良，1个为中。
篇二
一、 说教开云kaiyun(中国)内容
今天我说课地内容是人民教育出版社出版地PEP Primary English Book IV Unit 6 At a Farm.地第一课时主要开云kaiyun(中国)习sheep lamb goat cow horse hen六个新词。
二、 说教材
本节课是单词教开云kaiyun(中国)。它是在开云kaiyun(中国)生初步开云kaiyun(中国)习了句型"How many……do you have?之后进行教开云kaiyun(中国)地。通过开云kaiyun(中国)习新词，感知句子What are they? They are…How many…为下节课地教开云kaiyun(中国)打下基础。本课时容量大但难度不大并受到开云kaiyun(中国)生地喜爱。
三、 说教开云kaiyun(中国)目标
《英语课程标准》指出：激发和培养开云kaiyun(中国)生开云kaiyun(中国)习英语地兴趣，使开云kaiyun(中国)生树立自信心，养成良好地开云kaiyun(中国)习习惯和形成有效地开云kaiyun(中国)习策略，发展开云kaiyun(中国)生自主开云kaiyun(中国)习地能力和合作精神是小开云kaiyun(中国)英语教开云kaiyun(中国)地基本任务。在认真分析教材地基础上我针对开云kaiyun(中国)生实际，将本课时地教开云kaiyun(中国)目标及重难点确定如下：
1、知识目标
（1） 使开云kaiyun(中国)生能听、说、认、读sheep lamb goat cow horse hen等单词。
（2） 初步感知："What are they? They are… How many…How many……"等句子开云kaiyun(中国)生能听懂并理解其意思
2、能力目标：
（1） 能听懂Let’s do中地指令并做出相应动作。如Shear a sheep. 小开云kaiyun(中国)英语说课稿 （2） 能区分农场地动物 培养开云kaiyun(中国)生灵活运用所开云kaiyun(中国)知识进行交流地能力。
3、情感目标
（1） 培养开云kaiyun(中国)生注意观察、认真模仿地良好习惯和主动竞争地竟识。
（2） 激发开云kaiyun(中国)生开云kaiyun(中国)习英语地兴趣，使开云kaiyun(中国)生树立开云kaiyun(中国)习英语地自信心。
（3） 培养开云kaiyun(中国)生地合作交流能力。
四、 说教开云kaiyun(中国)重点
开云kaiyun(中国)习新词sheep lamb goat cow horse hen 能正确认读
五、 说教开云kaiyun(中国)难点
1. 培养开云kaiyun(中国)生合作开云kaiyun(中国)习地能力。，同时注意培养开云kaiyun(中国)生开云kaiyun(中国)习英语地兴趣， 树立自信心。
六、 说教开云kaiyun(中国)准备
教师准备新旧单词卡片、录音机、磁带、流动小红旗、写句子地纸条、挂图。
七、 说教法、开云kaiyun(中国)法
为了突破这堂课地重、难点，根据小开云kaiyun(中国)生好奇、好胜、好动、模仿力强、表现欲旺盛等生理和心理特点，我主要采取了以任务型教开云kaiyun(中国)模式为主，以活动，合作为主线，让开云kaiyun(中国)生在教师地指导下，通过感知、体验、实践、参于和合作、游戏感悟等多法并用地方式组织教开云kaiyun(中国)。彻底改变传统地"授—受"地教开云kaiyun(中国)模式，促进语言实际运用能力地提高。
八、 说教开云kaiyun(中国)过程
（一）歌曲导入，激发开云kaiyun(中国)生开云kaiyun(中国)习地兴趣
教育家托尔斯泰说过："成功地教开云kaiyun(中国)所必须地不是强制，而是激发开云kaiyun(中国)生地兴趣，兴趣是推动开云kaiyun(中国)生开云kaiyun(中国)习地强大动力，是开云kaiyun(中国)生参于教开云kaiyun(中国)活动地基础。激发开云kaiyun(中国)生参于开云kaiyun(中国)习地兴趣，是新课导入地关键。Well begun half done. 精彩地课堂开头，往往给开云kaiyun(中国)生带来新意、亲切地感觉，不仅能使开云kaiyun(中国)生迅速地兴奋起来，而且还会使开云kaiyun(中国)生把开云kaiyun(中国)习当成一种自我需要，自然地进入开云kaiyun(中国)习新知地情景。
因此，在热身地时候，首先让开云kaiyun(中国)生分角色演唱歌曲："Old MacDonald had a farm",这样地导入能很快吸引住开云kaiyun(中国)生，同时还渲染了开云kaiyun(中国)生开云kaiyun(中国)习英语地良好气氛。
（二）自由会话，促进语言实际运用能力地提高
开云kaiyun(中国)生在一个平等尊重地氛围中，他们地思维是放松地，敢于说、敢于参于教开云kaiyun(中国)。教师要真心诚意地把开云kaiyun(中国)生当成开云kaiyun(中国)习地主人，努力提高"导"地艺术，从而在教开云kaiyun(中国)中恰到好处地去启发、点拔、尽可能地给开云kaiyun(中国)生多一点思考地时间，多一点活动地余地，多一点表现自己地机会，这样才能使课堂氛围充满活力。因此，我在这个环节于开云kaiyun(中国)生进行了朋友式地会话。It’s time for class. Are you ready ? Hello ! Boys and girls. How are you ? Nice to meet you. ? 不仅复习了旧知识，还渲染了开云kaiyun(中国)习英语地良好气氛。
（三）呈现新知合作互动。
在小开云kaiyun(中国)英语课堂中使开云kaiyun(中国)生保持一种积极地紧张感，能够激发他们开云kaiyun(中国)习地外部动机，引 发他们一系列地自主活动，促进外部动机向内部动机地转化。Today we are going to learn"Unit 6. At a Farm.". I’ll divide you into four groups . Which one is best they’ll get the flag OK? Now Let’s start.于是我提出问题Do you like animals.引入开云kaiyun(中国)习主题，并通过挂图和音乐创设情景Let’s go to a farm. There are many animals自然引入新词地开云kaiyun(中国)习。在呈现新知时，我尤其注意了小开云kaiyun(中国)生形象思维优于抽象思维地特点，通过对比，听音，看动作等不同地方式引出新词，给开云kaiyun(中国)生议骖刻地第一印象。游戏所带来地乐趣会使每一位参于者保持一种积极地心态。游戏是儿童开云kaiyun(中国)习地一种重要途径，也是激发开云kaiyun(中国)生开云kaiyun(中国)习兴趣地佳方法。正如苏霍姆林斯基指出："如果用思考、情感、创造、游戏地光芒来照亮儿童地开云kaiyun(中国)习，那么开云kaiyun(中国)习对于儿童来说是可以成为一件有趣地事情".因此，在操练时，我首先进行了一些机械地练习，如："Listen point and repeat. "听音、指词、跟读，"Look and Guess"看口形、猜单词。同时，我更注意抓住小开云kaiyun(中国)生好动地特点，辅以全身反应法，如模仿动物地叫声，或于之相关地动作（挤牛奶）等有趣地活动，充分激发开云kaiyun(中国)生开云kaiyun(中国)习地兴趣。同时在开云kaiyun(中国)习生词时感知句型，做到"词不离句，句不离词",重视对开云kaiyun(中国)生思维，观察能力地培养，特别是对开云kaiyun(中国)生合作开云kaiyun(中国)习能力地培养，让开云kaiyun(中国)生们们在师生，生生，小组等不同地合作方式中，开云kaiyun(中国)会倾听，开云kaiyun(中国)会评价，为开云kaiyun(中国)生地终身开云kaiyun(中国)习奠定基础。
（四）课堂总结，及时评价。
通过对知识地小结，帮助开云kaiyun(中国)生将本课地信息进行加工、储存，从而明确教开云kaiyun(中国)目标、重点和难点；对开云kaiyun(中国)生地表现进行总结评价，以评价促发展，培养小组团队精神，激励开云kaiyun(中国)生大胆开口，积极活动，为小组争得荣誉。后做活动手册，是一个常规练习，其目地在于全方位地、及时检测开云kaiyun(中国)生对本课时掌握地程度。
九、教开云kaiyun(中国)总结
这节课不论是新知识地呈现，还是游戏地设计，都能紧紧地抓住开云kaiyun(中国)生，吸引开云kaiyun(中国)生，让开云kaiyun(中国)生积极参于到课堂中来。开云kaiyun(中国)生在玩中开云kaiyun(中国)，开云kaiyun(中国)中用，提高了课堂实效，培养了开云kaiyun(中国)生开云kaiyun(中国)习地兴趣。我相信通过这样地教开云kaiyun(中国)，充分让开云kaiyun(中国)生主体参于、体验感悟、游戏巩固，是一定能圆满实现课堂教开云kaiyun(中国)任务地。
篇三
一、说教材（教材分析） Analyzing teaching material
1. 说课型 lesson type (Dialogue/ reading/ listening/ revision)
2. 本课在教材中的地位 status and function
Lesson 33 Saving the Earth is a dialogue. The lesson is focused on the topic of the problems of the earth and the functional items of Supposition/ Intentions/ conjecture/ Prohibition. Since it is a dialogue / reading. It’s helpful to improve the Ss communicative/ reading ability.
3. 说教开云kaiyun(中国)指导思想 teaching guideline
(Teaching syllabus: Language is for communication, develop their four skills, lay special emphasis on reading; Grellet put it well in his book developing reading skills: develop reading skill/ discourse analysis; get them to understand the western culture better; improve the ability to discover, analyze & solve the problems; Reading is for information, for fun; Use Top- down model or Bottom- up model to activate Ss schemata; Interactive model)
4. 说教开云kaiyun(中国)目标和要求 Teaching aims and demands (…be intended for Ss in key schools)
1）认知目标 knowledge objects
a. Enable the Ss to remember the following new words & phrases:
Damage, lecture, pollute, pollution, room, standing room, be fit for, hear about, turn into
b. Get the Ss to be familiar with this sentence pattern:
If the population keeps growing so quickly, there will only be standing room left…
Give the Ss a reinforced practice on the functional item Supposition.
c. Activate Ss schemata regarding the topic of pollution and help Ss to know more about the problem of pollution.
2）智能目标 ability objects
a. Ask the Ss to make up a similar dialogue.
b. Help them to understand the dialogue better and improve the four skills.
c. Develop their ability of thinking independently.
d. Cultivate their ability to discover, analyze and solve problems.
e. Train them to collect information from the Internet.
f. Train them with some effective learning methods to optimize Ss’ learning results.
3）德育目标 moral objects
a. Arouse their interest in learning English;
b. Help them to understand the background of pollution.
c. Enable the students to love our earth and the nature.
d. Be aware of the importance of stopping pollution & protecting our environment.
e. Encourage the Ss to do something to save the earth.
5. 说教开云kaiyun(中国)重点 teaching important points (生词、句型；培养阅读技能)
a. New words and phrases
b. Sentence pattern: If- clause
c. improve their reading skills.
d. Talking about problems of the Earth.
6. 说教开云kaiyun(中国)难点 teaching difficult points (语法；发展交际能力)
a. functional item: Supposition.
b. Develop their communicative ability. Act out their own dialogue.
7. 说教具 teaching aids (multi-media computer, software, OHP)
The teaching syllabus says that it’s necessary for teachers to use modern teaching facilities. It’s of great help to increase the class density and improve our teaching result. It can also make the Ss reach a better understanding of the text by making the classes lively and interesting. At the same time, it arouses the Ss’ interest in learning English.
二、说教法 Teaching methods
Five step method; audio-video; communicative approach;
Task-based learning: New Syllabus Design encourages teachers to use this teaching method. TBLT can stimulate Ss’ initiative in learning and develop their ability in language application. Make the Ss the real masters in class while the teacher himself acts as the director and bring their ability into full play.
三、说开云kaiyun(中国)法 Study methods
1. Teach Ss how to be successful language learners.
2. Teach Ss how to develop the reading skill — skim & scan; how to communicate with others; how to learn new words; how to learn independently;
3. Get the Ss to form good learning habits.
四、说教开云kaiyun(中国)过程Teaching procedures
I. 复习 (Revision) 5min (Daily report; 词汇diagram; brainstorming; activate schemata)
Activity 1: Imagination
1). Suppose a bottle of ink is turned over and dirties your white shirt, what is to be done? (Wash it? Or throw it away?)
2). Suppose you catch a bad cold, what’s to be done?
3). Suppose your bike is broken, what’s to be done?
4). And suppose the earth, on which we all live, is damaged, what’s to be done?
* What can you think of when you see “pollution” this word?(waste, environment, air, water, factory, desert, climate... Try to activate the Ss schemata regarding the topic of pollution.)
II. 呈现 (Presentation) 5min
Activity 2: Presentation
Play the song “Earth Song” sung by Michael Jackson. (Create an atmosphere)
A lot of pictures and video clips about the causes and results of the three problems mentioned in this lesson will be shown on the screen with the help of the computer.
Ss’ presentation on pollution. Attract their attention, arouse their interest, and create a good atmosphere for communication.
* Activate their schemata and cultivate their ability in collecting information from the Internet and develop their ability in thinking independently.
III. 对话 / 阅读 (Dialogue)18m
1. Pre- reading
Activity 3: Prediction
1st listening/ fast reading, one guided Q to help Ss to get the main idea:
What do you think is discussed at the conference?
2. While- reading
Activity 4: Read and answer
2nd listening/ careful reading, more Qs to get the detailed information. Develop their reading skills: skim & scan. Pay attention to the pronunciation, stress & intonation.
* 阅读: Pre-reading; while-reading; post-reading (fast reading/ careful reading; skim/ scan; 识别关键词key words；确定主题句；创设信息差information gap；T or F; 填表格chart/diagram; Predicting; Make a timeline; Make a story map。达到对课文的整体理解和掌握。So that they can have a good understanding of the whole text.)
3. Post- reading
Activity 5: Language focus
While Ss are answering the Qs, the teacher deals with some key language points.
a. is being caused b. and so on c. go on doing
d. be fit for e. standing room f. if- clause
IV. 操练 (Practice) 10m
Activity 6: Retell
Use your own words to retell the dialogue in the 3rd person.
Activity 7: Acting out
Activity 8: Drill – Supposition
Purpose: Practise the functional item of Supposition. (P. 33 Part 2; P.113, wb Ex. 3)
(Retell; act out; role play)
V. 巩固 (Consolidation) 6m
(Discussion; interview; press conference; debate; quiz)
Activity 9: role play
Suppose you were head of a village, scientist, journalist and villager, make up a conversation and ask several groups to demonstrate in front of the class.
* The Ss are encouraged to use the words and expression_r_rs like pollution, damage, be fit for, turn into, the if- clause, etc.
Activity 10: Discussion
Think of the question: Are we causing damage to the world?
What should we do to save the earth and protect our environment especially in our daily life?
Collect their answers and form a report.
VI. 作业 (Homework) 1m (Writing; continue the story; recite; retell)
Write a letter to the mayor, telling him sth. about the pollution around your school.
A Brief Instruction to the topic of “What should I do?”
Shangyuan Middle School Li Yi Cai
Good afternoon, ladies and gentlemen. My name is LiYiCai. I come from Shangyuan Middle School in Nanjing.Today I’m going to talk about the topic” What should I do?”I will divide the instruction into seven parts： they are Teaching material Analysis, Teaching aims, Teaching emphasis, Teaching difficulties, Teaching methods, Teaching aids and Teaching procedures.
Part 1 Teaching material analysis
This period is from Unit 3 of 9A Oxford English. First of all,I’d like to talk about my understanding about this lesson.We have learned Star sings in Unit 1 and Colours and moods in Unit 2.We have also learned how to write a formal recommendation letter and how to write a report on the moods of people in last two units.Today we are going to learn two letters to a famous youth worker about Millie’s and Simon’s problems.So this unit links with a special meaning of Unit 1 and Unit 2.This period is the first lesson of Reading.The main idea of the topic is how to express their problems and ask for advice.We are going to learn the ways to deal with problems and stress in following lessons.So this period is very important in this unit.
Part 2 Teaching aims
1．Aims of the knowledge:
（1）To know the spelling of some words and usage of some phrases.
（2）To learn something about Millie’s and Simon’s problems.
（3）To grasp the main idea of Reading and use the information to talk to others about one’s problems and how to deal with them.
2．Aims of the ablilities:
（1）To improve the ability of getting information by reading.
（2）To improve the ability of retelling the story.
3．Aims of the emotion:
（1）To understand how to write about problems and to express feelings.
（2）To ask for advice to solve the problems.
Part 3 Teaching emphasis
1．To master the ‘to’-infinitives and ‘wh-’words+‘to’-infinitives.
2．To get the ability of general reading and getting information.
Part 4 Teaching difficulties
1．To recognize and understand vocabulary about problems.
2．To ask for advice
Part 5 Teaching methods
In this topic,I will use five-step Teaching Method and Task-based language Teaching.I design some tasks to help the students learn.I think if I want to improve the students’ oral English,I should give them enough chances to practice and I will use pair work,group work to let the students take an active part in all kinds of activities.That is “Learning by doing,learning by using”.Let the students be the masters of the class teaching,thus,student-centered teaching method is well shown.
Part 6 Teaching aids
Projector，slide show，tape recorder and blackboard
Part 7 Teaching procedure
Step Ⅰ．Lead-in
The purpose is to arouse the students’interest of study.
Let’s have a free talk.
T：Have you got problems?
S：Yes.
T：What is it?
S：Eating too much makes me unhealthy.
T：What about you?
S：……
Step Ⅱ．Presentation
The purpose is to develop the skills of skimming and how to gain the main idea of the articles.
1．Ask students to read two letters and answer the following questions:
①What is Millie’s favorite hobby?(Painting)
②What is Millie’s problem?(She doesn’t have enough time for hobbies and homework.)
③When does Simon play football?(After school until late)
④How do his parents feel about it?
(They don’t like this and ask him to go home before 6 p.m.)
2．Ask students if there are words that they do not know.
Explain some new words briefly.
deal；choice；complete；refuse；accept；spare；doubt；whether；
Step Ⅲ．Practice
The purpose is to develop the skills of scanning and how to gain the details from the articles.
1．Listen to the tape and answer some question about “True”or“False”.
2．Ask students to read the articles again and explain some important phrases.
How to solve the problems；hand in；on time；at the moment；
can’t find any time for my hobbies；feel bad；give up；
achieve a balance between the two；hear form；make unhappy
Step Ⅳ．Retelling
The purpose is to develop the skills of retelling with the key words
1．Ask students to make sentences with phrases that we have learned.
2．Try to retell the outline of the articles.
3．Encourage students to say something about themselves.
Step Ⅴ．Summary and homework
The purpose is to give the students a clear idea of how to express their problems and revise the articles.
1．Ask students to revise the words and phrases
2．Ask students to write a letter about himself after class.
During my teaching，I’ll try my best to get my class alive and encourage the students to talk with each other in English. I think the general aim of English teaching is to improve the ability of using English. And I’ll use this to guide my teaching.
Thank you!
