Tiny Talk 教材分析

五下Unit2 My favourite season A Let’s talk教学设计教学目标：1.100%的学生能够在图片及语境的帮助下听、说、读、写核心词汇：season, spring, summer, autumn, winter.2.100%的学生能够在图片及教师的帮助下理解对话大意，并能按照正确的意群即语音、语调朗读对话并进行角色扮演。

3.90%的学生能够在真实的语境中运用核心句型Which season do you like best?就最喜欢的季节进行询问并回答出自己喜欢的季节，及能够表达出喜欢这一季节的理由。

4.100%的学生能够通过谈论天气听懂Let’s try听力大概内容，抓住有效信息，完成听写任务。

5.80%的学生能够通过阅读对话对文本进行复述。

6.100%的学生能够通过本课的学习感受到四季的美好。

教学重点：1.能够在真实的语境中运用核心句型Which season do you like best?就最喜欢的季节进行询问并回答出自己喜欢的季节及理由。

2.能理解并表演let’s talk 的交际内容。

教学难点：学生能够结合核心句型进行自由交际。

教学方法：情境教学法；任务型教学法。

教学过程：Step1 Warm-up1.Free talk: Good morning.Nice to meet you.Look outside, What’s the weather like today?2.sharp-eyes: review some words about weather.I have many words about weather, can you read them quickly?注意将教材中let’s try里的词组都出出来，让学生快速抢读。

【设计意图：通过自由对话交际，及课件快速出示天气的单词和短语，复习有关天气的词汇，为下面的学习做好铺垫，同时锻炼学生的口语表达能力。

PEP 六下 Unit 3 B Let’s talk一、教学内容B、Let’s try Let’s talk本部分学习的核心句型是：Where did you go...? How did you go there? What did you do? 教材承接Let’s try部分，通过Wu Yifan和Amy在学校遇见Sarah，三人谈论Amy的寒假活动的情景，帮助学生感知上述句型的语义和语用情景。

二、教学目标知识目标：1、能听、说、读、写，并在情境中恰当运用句型：Where did you go...? How did you go there? What did you do? 谈论假期活动；2、能在语境中理解生词beach的意思，并能正确发音；能力目标：1、能够用正确的意群及语音、语调朗读对话，并进行角色扮演；2、能够借助图片理解对话大意，并能简单问答自己的假期活动；3、能够在情景中恰当运用由where，what和how引导的一般过去时特殊疑问句；情感策略与文化目标：培养学生们保持环境卫生的良好习惯。

三、教学重难点重点：能听、说、读、写，并在情境中正确运用句型：Where did you go...? How did you go there? What did you do? 谈论假期活动；难点：能够在情景中恰当运用由where，what和how引导的一般过去时特殊疑问句。

四、教具准备多媒体课件、课本、视频、词卡等。

五、教学过程：Step 1: Warm-up1、T:Hello,boys and girls.How are you?Ss:I’m fine,thank you.How are you?T:I’m fine,too.Thanks.Today we’ ll learnunit3 B let’s talk2、Magic eyes T:First,let’s play a game:Magic eyes:Say as quickly as you can,Ok?Ss:OK.By bus, cleaned my room, slept…T：You did a good job .3、free talk: T:xxx,How was your weekend?S1: It was good, thank you.T: Where did you go last Saturday?S1: I went to .T: What did you do there?S1: I .T: Sounds great. Follow me ,please .sounds great , sounds great.xxx,How was your weekend?S2: It was good,too. thank you.T: Where did you go last Saturday?S2: I went to .T: What did you do there?S1: I .T:Let’s say together:(T:举起sounds great卡片)Step 2 presentations1、Let’s tryT:Look! Our friends Wu Yifan and Amy meet Sarah at school.T:Wu Yifan and Amy meet Sarah at school.What are they talking about?A SchoolsB holidaysWho did Sarah buy gifts for ?A Amy and JohnB Wu Yifan and AmyLet’s listen and circle. (出示课件，让学生听一听，圈出答案，并适时评价)S1：B BT :You are a good listene2：Presentation：1.（整体感知）T:They are talking about Sarah’s holiday ,where didSarah go ?Do you remember?S1:She went to Hangzhou .T:We just now knew Sarah’s holiday .let’s watch the video and choose “what’s the dialogue about ?”A : Wu Yifan’s holidayB Amy’s holidayWho can answer ?Xxx, you please .S1:B Amy’s holidayT :You are clever .The dialogue is about Amy ‘s winter holiday .板书2.(引导学生自己提出问题where did you go ?)If you want to know somethings more about Amy ‘s holiday ,you can ask :Amy where ? who can try ? you please !S1:Where did you go over the winter holiday ?T:Wonderful ! let’s say together: Where did you go over the winter holiday?Ss: Where did you go over the winter holiday?T:Here over means wholeWhere did Amy go over the winter holiday?A Shandong B.SanyaListen and chooseS1：B（适时评价）T :How do you know ?can you find the answer on your book .S1My family and I went to San YA.2.Here is a picture of SanYa .let’s have a look .The water is clean ,thesky is clear, and the flowers are beautiful. This is a beach .beach ,beach ,Ss: beach ,beach,T : b b bSs :b b bT : eaSs : i:T :chSs: chT :show me your figure ,let’s spell togetherT and Ss:b ea ch-beachHere is a question ,let’s say togetherSs: How was the beach?2.T:Was it beautiful? 引导学生回答：It was beautiful.（领读问答两遍，突破难点）3. T: The beach is in Sanya ,San Ya is here, it’s in Hainan. We are here in Linyi. When it’s cold here, it’s so warm in Sanya there. The distance between Linyi and Hainan is about 2000km. So we see, Hainan is far from here.（课件呈现地图，圈出三亚和临沂，对比天气和距离，适当汉语点拨，领读两遍Hainan is far from here.）4. T: Since Hainan is far from here. How did Amy go there? How to ask Amy? Who wants to try ?(课件呈现How ，引导学生自己提问问题S1：Amy , how did you go there ?(课件呈现)T：let’s say togetherSs:. how did you go there ?(boys read , girls read )T:What did Amy do there ? let’s ask her togetherSs:Amy ,what did you do ?T:With the two questions let’s watch and answerS1:I went there by plane .S2 :I took lots of pictures and also went swimming .5、（机械操练）T:I ask and you answerBoys ask and girls answer7:T:we just make a dialogue with where , how and what .let’s discuss in group ,what’s the difference between them .discuss in your group .S1 answer well done .T :let’s do some exercises .8、We talk about Amy ‘s holiday ,let’s retell the dialogue with these key words .Ss: retell9、Here are some pictures of Amy holiday .Do you want to see ?please ask Amy togetherSs: Can I see your pictures sometime ?Pay attention to sometime ,it means “有空的时候“T:How does Amy answer ,let’s listenStep3:Practice:1.listen and imitate(pay attention to your pronunciation and intonation )2.Tips : read by yourselfRead in roles in your groupRead and act3.文本重构：Read and fill in the blanks:A: over the winter holiday?B: My family and I went to .A: Really? Did you like it?B: Yes, it was so warm.A: Hainan is far from here.?B: We went there by .A: How was the beach? ?B: It was beautiful. I lots of pictures, and I also swimming. A: Sounds great! Can I your pictures sometime?B: Sure.Step4：Production：1.T:This is Amy’s winter holiday. What about Wu Yifan’s holiday? L et’s listen and choose.(听力拓展，旨在培养和提高学生们听的能力。

Book 6 Module 3 Making Friends in the USA拓展阅读授课人：教学设计：本节课为选修六 Module 1 Small Talk拓展阅读，其主题内容是在美国交朋友。

学生非常感兴趣的话题，能引起学生的共鸣。

也能通过本节课了解对不同国家的文化背景产生兴趣并且进一步了解。

针对本单元内容，结合学生的实际及课程标准，我根据拓展阅读内容将本节课分为四个环节：Part 1 Warming-up ，Part 2 While- reading， Part 3 Extensive readingWhile-reading中的三个环节密切相连，紧扣学科素养！一，教学目标【Learning aims】1.Grasp the main idea of each part.2.To improve reading ability, master some reading skills by self-directed study and co-operation.3.To know how to communicate with others and find happiness from the surroundings.二. Warming up课前准备：上网搜集关于美国建筑，文化等相关的图片并且截取“Friends”的片段让大家基本了解本节课的主题，关注学生的有意注意；三、While reading1.SkimmingTask.Let’s read the passage quickly and match the main idea with each paragraph.Para1 A.We dislike arguments and avoidthe topics which lead to disagreement.Para2 B.There are some dangerous topics.Para3 C. You can safely talk about families,interests,latest movies.Para4 D.What we don’t like is silence.Para5 E. Few Americans worry about the questions .Once meeting culture differences they may hesitate.Para6 F.Conversation is less lively in the USA.Para7-8 G. They can be happy to talk about jobs .Para9 H. A highly personal conversation does not meanyou are close friends.2. ScanningTask Read the passage carefully and then choose the best answer.1. When a dull person talks, you should ______.A. ask questionsB. change the topic of conversationC. not ask personal questionsD. listen2. It’s always OK to talk to Americans about _______.A. their workB. religion and politicsC. age and moneyD. their private life3. When Americans make an invitation to visit, ____.A. they don’t really mean itB. they wa nt to find out more aboutyouC. they genuinely want to see you againD. you should accept it4. The best way to talk about personal things is to ______.A. talk about your own private life firstB. talk about your jobC. discuss the weather D ask them how old they are5. If you meet disagreement when talking with Americans, what are you advised todo? (more choices)A.Quarrel with them, because you are right.B. Leave him alone, because you think he is impolite.C. Change the topic quickly and turn to a safe one, eg. the weather.D. Make compliments. “Oh, that’s a beautiful dress you’re wearing!”3.Careful readingHere are more examples which can be used in the passage.Go through the whole text and see in which paragraph they should be.四. Post reading (group work)Task: Find out the topics which you can and can’t talk about with AmericansIV. Self-improvementWrite a class report about how to communicate with the friends in the USA according to what we have learnt.How to develop good communication skillsTips1.Try to speak fluently and try to make sure people can hear you when you speak.2.A good speaker is a good listener.3.Do not interrupt or talk over the other person--it breaks the flow of conversation. Timing is important.e appropriate volume for your conversation setting.5.Get feedback from your receiver to ensure you were properly understood during your conversation.6.Have confidence when talking, it doesn't matter what other people think.7.Make sure you're using proper grammar.8.Don't over-praise yourself in front of your audience.Book 6 Module 3 Making Friends in the USA拓展阅读授课人：学情分析“Making Friends”这一话题一直以来就是学生比较感兴趣的话题，但本单元所选语言材料是介绍美国交朋友的细节，词汇量不是很大，个别句子结构复杂，学生经过一年多的词汇语法的学习，已经具备了基本的阅读能力及语言表达能力，但语言基础知识掌握不扎实，所以一开始过于紧张，不敢说。

Unit2A.Letstalk说课稿Unit 2 A、Let’s talk&Let’s play 说课稿大家好，今天我说课的内容是PEP小学英语三年级下册第二单元A部分Let’s talk&Let’s paly.一、说教材1、教材分析我说课的内容是PEP小学英语三年级下册Unit 2 Part A的第一课时。

本单元围绕“家庭”这一主题展开学习，使学生认识家庭成员名称，能用简单的英语交流家庭情况。

本课时是功能型的交际型的对话教学，我采用多样化的教学手段将听、说、玩、演、唱溶于一体，激发学生学习英语的兴趣和愿望，使学生通过小组合作学习体现荣誉感和成就感，从而树立英语学习的自信心，发展自主学习的能力，形成初步用英语简单日常交际的能力。

2、教材的地位和作用本单元主要学习一些家庭成员的书面称谓和口语称谓，让学生能够用英语称呼生活中最亲近的人，并能用英语进行简单地询问交流，学会使用率比较高的生活实用英语。

本节课是在学生学习了一些简单称呼的基础上展开教学的。

二、说目标英语课程标准旗帜鲜明的提出“以培养学生的创新精神的实践能力为重点，全面推进素质教育”。

作为一个英语教师，必须明确英语教学的目的就是培养学生用语言进行交际的能力。

教学的主要任务不是积累知识，而是发展思维。

教师在传授知识的同时，更主要的是设法结合学生的生活实际创造交际活动的情景，以增强学生学习英语的兴趣，使他们能积极参与言语实践活动。

因此，基于以上观点对知识传授、能力培养、思想教育三者统一的要求，在分析教材的基础上我拟定这节课的教学目标为：1、知识与技能（1）能听、说、认读单词：father,dad,man,who.（2)能听懂、会说句型：Who’s that man?He’s my father./This is my friend,Amy./Nice to meet you.Nice to meet you,too.并能在所创设的情境中自然会话，要求发音准确，语调自然。

外研版选修6 Module 1 Small Talk教学设计一、Textbook analysis教材分析本节课是外研版选修6 Unit 1 Small Talk的Introduction与Reading部分。

这两部分介绍了Small Talk的定义和如何做好Small Talk的技巧。

通过本单元的学习，学生应了解英语中Small Talk的重要性以及如何做好Small Talk。

二、Teaching goals教学目标nguage goals知识目标1）Important words and phrases重点词汇和短语certain, confidently, embassy, excited, expect, favour, form, function, imagine, journey, lack, occasion, opinion, opportunity, positive, yawn, be nervous about 2）Important sentences重点句子You needn’t worry about situations like these if you have good social skills.Always remember… you won’t impress people…2.Ability goals技能目标Enable the studentys to know more about social skills.3.Emotion goals情感目标Help the students learn how to use the social skills in communication.三、Teaching important and difficult points教学重点与难点How to use the social skills in communication.四、Teaching methods教学方法Scanning, skimming, careful reading and task-based activities.五、Teaching aids教具A projector.六、Teaching procedures教学过程Step Ⅰ Lead-inT: Good morning, everyone!S: Good morning, teacher!T: Sit down, please! For this period, let’s look at the screen first.(Show a flash on the screen, in which two people are talking.)A: A nice day, isn’t it?B: Yes. The sun is bright, but not so hot.A: Mm. It’s quite a good day for outing. B ut I wonder if it will continue to the weekend.B: So do I. Weather changes so quickly.You see, it was raining yesterday.A: You said it. Oh, look! Here comes thebus!B: Yes, let’s get on.T: Now, let’s look at some questions on the screen.1.Where does the conversation take place?2.What’s the topic they talk about?3.Is the topic important or not important?4.Is the conversation serious or informal?Sample answers:1.At a bus stop.2.Weather.3.Not important.rmal and friendly.T: As for this kind of informal and friendly conversation about unimportant topics, we call it small talk.T: As we can see, the topic of small talk usually comes unimportant, but small talk itself is very important. It can help us to make it easy to develop new friendships, and can also “break the ice” before important meetings or other events.But not all people are good at doing small talk. It is difficult not only for English learners, but also for native speakers of English. Because making small talk means talking about everything, that means you should have a wide vocabulary in almost every topic. You may have good vocabulary in some topics, but as for some unfamiliar topics, your words will be limited. Therefore, some social skills for making small talk appear very important for us. So, in this period, we will learn some of the social skills.[设计说明]此部分一方面旨在引出Small Talk的定义，使学生明白什么是Small Talk；另一方面让学生明白Small Talk不仅是重要的，也是不容易做的，从而引出social skills在做Small Talk中的重要性，为本节课讲social skills打下铺垫。

人教版小学英语五年级下册《Unit 2 Part B Let’’s talk》说课稿一. 教材分析人教版小学英语五年级下册《Unit 2 Part B Let’s talk》的主要内容是关于日常生活中的交际用语。

通过本节课的学习，学生能够掌握一些基本的日常交际用语，如问候、介绍、道别等，并且能够运用所学知识进行简单的交流。

本节课的主要话题是关于在图书馆的交际用语，通过学习，学生能够理解在图书馆中的基本礼仪和规范，如借书、还书、询问书籍位置等。

教材内容丰富，贴近学生的生活实际，有助于激发学生的学习兴趣。

二. 学情分析五年级的学生已经具备了一定的英语基础，对于日常的交际用语已经有了一定的了解。

但是，对于一些特定的场合和情景下的交际用语可能还不太熟悉。

因此，在教学过程中，我将以学生为主体，注重培养学生的交际能力和实际应用能力。

三. 说教学目标1.知识目标：学生能够掌握在图书馆中的基本交际用语，如借书、还书、询问书籍位置等。

2.能力目标：学生能够运用所学知识进行简单的交流，培养学生的交际能力和实际应用能力。

3.情感目标：通过学习，学生能够培养对英语的兴趣，提高学习英语的积极性。

四. 说教学重难点1.重点：学生能够掌握在图书馆中的基本交际用语。

2.难点：学生能够运用所学知识进行实际的交流和应用。

五. 说教学方法与手段在本节课的教学过程中，我将采用任务型教学法，以学生为主体，注重培养学生的交际能力和实际应用能力。

同时，我还将运用多媒体教学手段，如PPT、视频等，来辅助教学，提高学生的学习兴趣和积极性。

六. 说教学过程1.热身：通过简单的英文歌曲，激发学生的学习兴趣，营造轻松的学习氛围。

2.引入：通过展示图书馆的场景，引导学生思考在图书馆中的交际用语。

3.新课呈现：通过播放PPT或视频，展示本节课的主要内容，引导学生学习在图书馆中的基本交际用语。

4.课堂活动：通过小组讨论、角色扮演等方式，让学生实际运用所学知识进行交流。

《牛津小学英语》4B Unit 2 单元教材分析（精选14篇）《牛津小学英语》4B Unit 2 单元教材分析篇1unit 7 a letter to a pen friend连云港市赣榆县实验小学张玲玲单元教材分析：书信是促进人们相互了解，相互沟通的重要形式，本单元围绕“写信”这一主题，从谈论自己的笔友入手到着手给笔友回信，把有关“”、“询问他人情况”、“征求意见”等日常交际用语，词汇和句型有机地结合起来，并运用于对话和课文之中，本单元既呈现了十分丰富的语言材料，又展示了“与外籍朋友通信”的多种形式和具体操作过程。

教师在教学中可根据学生的兴趣和需要开展丰富多彩的活动。

在教学过程中，教师应利用多种资源，努力向学生们创造与外籍朋友通信的条件，引导学生运用所学语言参与实际交流，以培养他们的综合能力。

教学目标：1、能听懂、会说、会读和会拼写单词和词组penfriend, also, glue, write a letter。

2、能听懂、会说和会读单词和词组a postcard, finish, subject, writing paper, envelope, e-mail, ad dress, fax number/machine。

3、能听懂、会说和会读日常交际用语i hope so。

4、能听懂、会说、会读和会写句型can i have…? what for? i want to…。

5、了解字母组合ur在单词中的读音。

6、能有表情地诵读歌谣i want to write a letter。

教学重点：1、能听懂、会说、会读和会拼写单词和词组penfriend, also, glue, write a letter。

2、能听懂、会说、会读和会写句型can i have…? what for? i want to…。

3、了解字母组合ur在单词中的读音。

教学难点：1、能听懂、会说、会读和会写单词、词组和句子panfriend, also, glue, write a letter, can i have…? what for? i want to…。

一、教学目标1、了解“闲聊”这种文化现象，理解文意。

2、学习如何与别人开展有效的“闲聊”。

3、提高学生的阅读速度。

二、教学重难点1、正确理解“闲聊”文化，以及其中涉及到的跨文化的内容。

2、学会与他人进行闲聊。

三、教学过程1、导入从天气入手，”It’s a nice day, isn’t it?”。

进而转到small talk 的话题，请学生上台表演他们准备的小对话。

学生表演完毕，引出small talk的主要特点——”relaxing”，介绍文章的标题”Introduction to small talk”。

2、快速阅读要求学生快速阅读课文，将课文中出现的五个标题与相应的段落对应起来。

这个任务需要给学生5分钟的时间进行。

3、详细阅读第一段找出small talk的definition,places和feeling，让学生完成填空练习第二段找出例子证明small talk is an everyday activity.第三、四段找出cultural similarities and differences第五段找出闲聊的safe questions特别需要让学生体会一下文化差异，因此设计了一下环节：请学生设想两位中国学生在路上遇到了，他们将如何打招呼？让学生小组简单讨论，然后请学生发表观点。

“你吃了吗”和“你去哪儿”是学生教容易想到的打招呼的方式。

接下来让学生思考如果对象变成外国人，是否可以继续用这样的方式打招呼。

答案是否定的。

最后总结为当与外国人聊天的时候“private subjects should be avoided.”。

通过这样的小环节，让学生充分体会到文化差异的东西，教授学生跨文化方面的知识。

4、读后将文章再浏览一遍，进行填空练习。

5、总结出示文章的5个标题，让学生思考“what do you remember?”，回顾文章，进行总结。

6、作业画出重点短语，为下节课做准备。

总的来说，经历了3-5年的英语学习，目前学生对英语学科有了较全面的认识，并初步具备了一定的英语语言能力。

Module 1 Period 2教材分析与导入设计（外研版选修6）Module 1 Small TalkPeriod Two：Grammar and Function（1）三维目标A．Knowledge and skills1) Get the students to learn and grasp talking about obligation or lack of obligation.2) Learn the differnece of “didn’t need to do” and “needn’t have done”B．Process and methods1) Make dialogues according to the situations teacher invented for them2) Practise in different dialoguesC. Emotion, attitude and valuesLearning to understand the importance of skills of talking module.（2）教学重点Let the students learn the expressions “have to do”and “must”; needn’t to do and didn’t need to do （3）教学难点How to improve students skill of expressing the obligations.（4）教学建议Train students speaking ability through real dialogue.新课导入设计Sample1Warming up by learning about what is obligationHello, class. We shall learn to talk about “obligation” or lack of “obligation”. But first what is “obligation” ?It is a noun, meaning1. A moral or legal duty or tie.2. The binding power of such a duty or tie.3. A debt of gratitude for a service.Sample 2Warming up: Divide the students into groups of two ones to discuss the five questions in Activity2. Then the teacher can choose some groups of students to show their small talk to all the students. The Ss can have different opinions, but they must give the reason for their opinions.Step 2: Make a talk between the Ss and the teacher, then introduce the topic about must, have to, don’t have to and mustn’t.For example:T: You are now in Senior Two, and I think you are all good students, although some of you sometimes behave not very properly. So I’m going to ask you some questions. Do you think students have to be on time at school?Ss: …T: Oh, yes. You are right. You have to. Then say something that you must do.S1: …S2: …T: And anything you mustn’t do?S1: …S2:…Ask the Ss to talk about the following topics:What is obligation?What is lack of obligation?According to the talking method, the teacher can introduce the definitions of obligation and lack of obligation.。

Talk quietly!教学设计一、教学目标1)知识目标a.学生能听说读写四个关于行为规范的短语Talk quietly. Keep tothe right. Keep your desk clean. Take turns.并能在语境中正确运用。

b.学生能理解故事含义，正确朗读并表演故事。

c.学生了解其他几个常用的公共场所行为规范短语。

2)能力目标a.训练学生的英语听说读写能力。

b.培养学生的独立思考能力和小组合作交流能力。

3)情感态度价值观目标培养学生的规则意识，提醒学生在校遵守校规，在公共场所遵守行为规范,在校做文明小学生，在济南争当文明市民。

二、教学重点1.听说读写四个新短语。

2.理解故事大意并正确朗读故事。

三、教学难点小组分角色表演整个故事。

四、教学过程Part 1 Warm up1.Play a game “Emily says”.师生共同做游戏，进行热身活动。

T: Show me your left/right hand.借此游戏引出单词left, right。

2. 全班分为两组，进行学习竞赛，表现出色即可获得一颗星星奖章。

3. Free talk.T: Do you like our school? Where is your classroom?S: It’s on the second floor….T: When we go upstairs or go downstairs, we should keep to the right.引出新短语Keep to the right。

Part 2 Presentation and practice1.教师教读keep to the right.提醒学生注意ee组合的发音，还有连读现象。

2.T: We come into the classroom. What should we do in theclassroom? Let’s enjoy a video.视频展示学生按顺序借彩笔的情景，呈现短语“Take turns”“ Talk quietly.”。