在教学工作者实际的教学活动中，可能需要进行说课稿编写工作，说课稿是进行说课准备的文稿，有着至关重要的作用。我们该怎么去写说课稿呢？下面是小编为大家整理的小学英语全英说课稿，仅供参考，大家一起来看看吧。
小学英语全英说课稿 篇1
The lesson I am going to talk about is fom the teaching mateialBook One ,Unit 8.the thid pat that is used by the kids in Gade One .
一、Analysis of the teaching mateial (说教材)
This is a dialogue that happens in the fuit shop .seveal sentences suound selling and buying the fuit will be leaned .Duing the fist and the second pat in this unit ,the kids have undestood simple instuctions and act accodingly ,and they can say simple wods ,phases o sentences by looking at objects and the pictues .eg: lychee, banana, apple,"What’s this ?It’s an apple."In Unit seven ,we gasped the numbes fom one to ten .The main language points in this unit is to make sentences using the fuit and numbes feely and municate with othes in English in the fuit shop. And pay close attention to the single and plual foms of the nouns .Accoding to the kids’ English level and the coesponding content in the daily life ,I give them some exta extending .To tain thei ability of municate with the othes in English ,I pepae the following design .
Teaching aims (教学目标)
1. knowledge and skill aims :(知识技能目标)
eview the names of the ten diffeent kinds of fuit and ecognize the numbes fom one to ten .
Undestand simple instuctions about the numbes and act accodingly.
Pactice English and municate with othes in the situation.
2. Equip them with the emotion ,attitude and value goals :(情感、态度、价值目标)
Cultivate the spiit of co-opeations in the goup wok
Bing up the good quality of potect and make fiends with the animals .
Teaching impotance :(教学重点)
1. Make sentences using the fuit and the numbes . "Six oanges ,please .’
2. Distinguish the diffeence between the single fom and the plual foms of the nouns ."one apple two apples …"
3. The sentences used when selling and buying the fuit in a fuit shop.
Teaching difficulties :(教学难点)
1. Distinguish the diffeence between the single and the plual foms of the nouns .
2. Tain thei ability of municating with othes in English .
Teaching aids ;(教具准备)
Multimedia , flash cads ,fesh fuit and aangements and decoations of the fuit shop .
Teaching methods :(教学方法)
Task objective teaching method .TP method , pefomance and games methods .
二、Analysis of the leanes :(说学习者)
We ae facing the 5 to 6-yea-old little kids who just gaduated fom the kindegaten ,and they can not tell the diffeence between kindegaten and the pimay school. sometimes they even don’t know how to behave in the class. So ,I think the most impotant thing fo me to do is to attact thei inteests and make them love English and feel confident in this subject .so ,I will play some inteesting games with them ,show them the funny catoon movie and ole the plays in the text o have a petation. we should not only focus on the language point itself ,but also set up the eal cicumstance whee I can encouage them to expess themselves bette .What I ty my best to do is to aouse the kids’ inteests and potect thei enthusiasm.
三、Analysis of the teaching methods (说教法)
says that duing the Foundation Education peiod ,the total goal fo English lesson is to impove the pupils’ ability of pehensive using language .It pomotes task teaching stuctue .Accoding to the little kids’ physical and psychological chaacteistics of keeping cuios ,active and imitating and showing themselves .I adopt the "task –eseach-constuct " teaching methods and oganize the class to focus on the impotance and solve the difficulties .I give the pupils an open and elaxed cicumstance in which they can lean to obseve ,think and discuss .duing this pocedue ,the pupils’ ability of thinking and using language is developed vey well .
四、Analysis of the teaching pocedues .(说教学过程)
1. Wam up .(歌曲热身)
All the class sing English song "Ten little Indian boys " to aouse thei inteests and help them to step into English leaning cicumstance happily.
2. eview the fuit and the numbes those we leaned in the fist and the second pat in this unit .(复习数字和水果)
A. Watch a funny video . and answe the questions .(lean moe fuit and pactice moe sentence pattens eg: stawbey watemelon pineapple chey) ask some questions .
What’s this ?
What colou is it ?
How many bananas ae thee ?
Do you like eating bananas ?
What is you favouite fuit ?
Encouage them to open thei mouth and speak English as much as they can .
B. Play guessing game .to eview the spelling of the wods using the basic ponunciation knowledge .
C. Play a game named "up and down ".emphasis on distinguishing the single and plual foms of the nouns .
3. Guide the pupils to the main teaching points .(引入新课)
To pehensive use the numbes and the fuit that is a needed in a fuit shop .Ask two voluntees to e to the font and choose the ight numbe cads and stick it beside the ight fuit accoding to the othe pupils’ instuctions .The quicke one will be the winne .
Eg: Six oanges ,please .
4. Time to pactice fo all the class (全体同学操练).
The pupils choose the ight cads they have pepaed and put them up above thei heads when they hea the teache’s instuctions and give them to the teaching answeing loudly: "Hee you ae .’
5. Watch a video (观看多媒体,了解本课故事情节)
undestand what’s happening in the stoy ,(This pat is impotant, easonable and effective)and guide them to potect and make fiends with the animals .
Pesent the situation of a fuit shop .the teache will act a shopkeepe and invite a bette pupil to be the custome and finish all the buying steps .
Shopkeepe : Good moning .
Custome : Good moning .
Shopkeepe : Can I help you ?
Custome : Yes ,six oanges ,please .
Shopkeepe : Hee you ae .
Custome : Thank you vey much .
Shopkeepe : You ae wele .
6. Consolidation and Pactice(巩固和练习)
Goup wok : Divide the class into eight goups and evey goup will be decoated into a fuit shop, ask one pupil to be the shopkeepe and the othe membes in this goup will be the customes .Encouage them to buy and sell the fuit with what they leaned in this pat ,I design a eal situation that is mon in ou daily life and the kids will not feel unfotable o unfamilia with it, The teache will go aound the class and supply the help to the unable ones .In such a peace and pleasant situation they like to speak the dialogue they leaned to expess themselves .They can feel the success and bee confident in speaking English .
7. Conclusion (总结)
The teache would lead the class to ead the sentences on the boad and ask some moe difficult questions .Maybe the pupils can not undestand them clealy ,but it doesn’t matte .we just give the pupils moe infomation about the language and give them the bette language cicumstances that can help them in the futue leaning .
8. Homewok : (家庭作业)
Encouage the pupils to design a little fuit shop at home and teach thei family the dialogue in the fuit shop .When they pactice this , they should take photos and show the othe pupils the next day .
In this lesson , what I design (not only the pesentation of the main teaching points ,but also the activities) attact the pupils inteests .They lean and pactice while playing . I think it’s eally a good lesson of high quality.
9.Black design ( 板书设计)
小学英语全英说课稿 篇2
Good morning, everyone!
Today, I’ll say something about Unit 9 Part A in Book 4 of Oxford English.
Background on the reformation of curriculum, this book can connect the life and act, emphasize the interest and experience of the Ss, the pictures are active and vivid. Grade four is the initial stage of English learning, so it stresses on the emotion of the Ss, creates a well beginning for the Ss. This Unit has 7 parts, we’ll learn Part A mainly, it embodies the repeating characterize. Review the learned language points “Where’s…”and the new language points will be represented in the following units. So this unit forms connecting links with a special meaning in this book.
The content of this period is to use “Where’sare…” to determine the place. And according to the contents and the fact of the Ss, I establish the following three teaching aims of this period:
The first one: students can listen, read, say and spell the following words: a glass, a fridge, an egg, bread and a table.
The second one: students can listen, read, say and write the following daily expressions: What’s for breakfast?
Have some juice then.
The third one: students can listen, read, say and write the following sentence patterns: Where’sWhere are themy…
It’s They’re…
There’s no …in on ear…
I think the most difficult point of this period is to make sure the students can use the patterns “Where’sWhere are…and There is no …inon ear…” in their daily life correctly.
And I will use some pictures, words and sentence cards, a tape recorder and the multi-media puter to help me achieve the aims.
The task-based method, municated method, group cooperate method will be used in this period.
To acplish the aims, I design the following steps:
Step 1 Songs and the game arousers the emotion.
In order to attract the Ss’ attention and construct an atmosphere of learning English, I let the students sing some English songs and play the game “Simon says”. At the same time the game can review the prep, serve the knowledge as foil and consist the appearance of the knowledge.
Step 2 Change class to life, happy to say.
The substance of language is munication and the environment of munication is life. So when I present the sentence pattern “What’s for breakfast?” I first show a clock to elicit the time for breakfast, teach the sentence. Then show my own photo of having breakfast, Ss ask and guess. In this way I can attract Ss’ attention, encourage Ss to ask Qs with the new knowledge.
Most of the Ss have learnt the sentence pattern: Where’s…? so I design a task for Ss to help Helen find the food and drinks for breakfast, and teach the new language points: Where are…? They’re … Meanwhile stick the sentences on the Bb.
After some practice by asking and answering, I present the next language points:
There’s no …inon ear…
Have …then.
And I will stick these sentence patterns on the Bb. Finally I’ll let the Ss do pair works to consolidate them.
Step 3 Listen to the tape and Ss imitate to read and say.
As the new reformation of curriculum, emphasized the traditional class attach importance to the mechanical teaching, neglect the experience and participation, for example, the five-step method. So in this lesson, after presentation, I ask Ss to listen to the tape with three Qs, read in different roles and in pairs, then try to recite the text.
Step 4 Ss be the main body, T makes a guider.
In class, Ss play as a host, and the T makes an influence on guiding, help Ss to act the learnt dialogue, it can stress the position of the Ss, and arouse their interest.
Then I show a carton with no voice, ask Ss to make a dialogue in pairs.
There are lots of ways to consolidate the new knowledge. Playing game is a good way. So according to the physiology of Ss, I hold a group petition during the game, ask Ss to finish the blanks. In this way can develop Ss’ good habits and achieve the aim of mastering the learned knowledge in situation.
Step 5 Change class to life, learn by themselves.
Is this the end of the class? I don’t think so. If there is an end, I think it should be in the life. So I extend this class, encourage Ss to use the learned to municate with each other in their life.
In a word, the whole period is based on tasks, which are designed from easy steps to steps that are challenging. When the Ss are carting out the tasks, they can acquire information, knowledge, and have their ability and skills trained.
That’s all. Thanks a lot for your attention.
小学英语全英说课稿 篇3
Good afternoon, everyone. I’m… from Tian yi School. It’s my great pleasure to stand here.
First I’d like to say something about background of English teaching in primary school: It is not a long history that English is as a subject in primary school in our country and the main instructional aims of teaching English in primary school is to cultivate pupils’ basic abilities of their listening and speaking and their good sense of the English language. And it is very important to develop their keen interest in English.
I. Contents:
Today I’m going to talk about
This Unit is mainly about
It’s close to the 5s daily life. In this lesson 5s will learn
II. Teaching aims
According to the contents and the fact of 5s , I made the following teaching aims.
1. Aims of knowledge
(1) To enable 5s to understand and speak the words and phrases.
(2) To enable 5s to grasp the sentences patterns.
2. Aims on the abilities
(1) To develop 5s’ abilities of listening , speaking., reading and writing.
(2)To improve 5s’ abilities of munication and co-operation.
3. Aims of emotion
(1)To arouse the 5s’ interest in English.
(2) To train the 5s spirit of cooperation and consciousness of pletion.
III. Key-points of this lesson
I think the key –points of this lesson is
(1)To enable 5s to read and stand the words and phrases.
(2) To enable 5s to use the sentences patterns
IV. Difficult points
(1) To talk about
V. Teaching methods and aids
Communicative Approach and Task-based Approach will be used in this period.
A tape recorder, CAI will be used , too.
VI. Teaching procedures and purposes of my designing.
To achieve the aims , I designed the following steps.
Step 1. Warm-up and preview
1. Free talk between T and 5s about things in the classroom.
2. Sing the song together: Books and pencils.
3. Do some TPR, for example: Show me your English book. Show me your crayon.
4. Review the numbers by asking: “How many crayons do you have?”
Purpose: It is important to form a better English learning surrounding for the 5s by singing and doing some total physical response and at the same time it provides situations to review learned knowledge for the next step.
Step 2. Presentation
Now I’ll mainly talk about this step.
1. Present the patterns:
Help the 5s understand the meaning with the help of my body language. Then lead the 5s to read the sentence. Make sure they can say it correctly.
And then practice in pairs, in groups
2.Next continue to present the sentences patterns.
Purpose: To present the key structures one by one is much easier for the 5s to learn and grasp the meanings.
3. With the help of the CAI to present the dialogue. Set a situation to help 5s understand
A. Watch and answer
Let 5s watch a cartoon with questions for the general idea.
Q:
B. Read and answer
Let 5s read the dialogue carefully for details, and do T or F questions.
C. Listen and repeat : Let the 5s listen and imitate the dialogue. Pay attention to their pronunciation and intonation.
D. Read and act. Let S read in groups, in pairs, in class, between boys and girls and then act out.
E. Read and plete
Purpose: CAI can provide a real situation for the 5s to understand the dialogue and the relationships between people better.
Step 3. Practice
Play a game: Fun with English
I’ll give 4 tasks.
5s can choose one to finish. If they do well, they can get some stars as a prize. And have a paction.
Task-based teaching method is used here to develop 5s’ ability of munication and also their ability of co-operation will be well trained. Proper petition can arouse the 5s’ interest in English learning.
Step 4.Homework
Purpose: Revision is so important that 5s should speak English as much as they as in class or after class. It is necessary for the 5s to do some extensive exercises after class to consolidate the knowledge they learned
That’s all. Thanks for your listening.
小学英语全英说课稿 篇4
Good moning, ladies and gentlemen. It’s my geat hono and pleasue to be hee shaing my lesson with you.
I have been eady to begin this epesentation with five pats. Analysis of the teaching mateial, the teaching aims, the impotant and difficult points, the studying methods, and the teaching pocedue.
Pat 1 Teaching Mateial
The content of my lesson is New Senio English fo China Book___ Unit____________________. This unit is about____________________ (topics). By studying of this unit, we’ll enable students to know_________________________ and develop the inteest in___________________. At the same time, let the students lean how to____________________ (functional items). Fom this lesson, it stats___________________________(stuctues). (As we all know, eading belongs to the input duing the pocess of the language leaning. The input has geat effect on output, such as speaking and witing.) Theefoe, this lesson is in the impotant position of this unit. If the Ss can maste it well, it will be helpful fo them to lean the est of this unit.
Pat 2 Teaching Aims
Accoding to the new standad cuiculum and the syllabus (新课程标准和教学大纲), and afte studying the teaching mateial, the teaching aims ae the followings:
1.Knowledge objects (语言目标:语音,词汇,语法,功能,话题)
(1)The Ss can maste the usage of the impotant wods and expessions.
(2)The Ss can use the __________________ (gamma) in the pope situation.
(3)The Ss can undestand the content of the lesson, talk about _______________________ (infomation) and get thei own idea about _______________________________.
2.Ability objects (技能目标:听,说,读,写)
(1) To develop the Ss’ abilities of listening, speaking, eading and witing
(2) To guide Ss to set up effective studying stategies.
(3) To impove the student’s eading ability, especially thei skimming and scanning ability.
(4) To tain the Ss’ abilities of studying by themselves and coopeating .
3.Emotion o moal objects (情感目标:兴趣,自信,合作,爱国,国际视野)
(1)By pleting the task, the Ss incease thei inteest in ____________________and set up self-confidence in _____________________.
(2)Teach the Ss_________________________, put the moal education in the language study.
Pat 3 the Impotant and Difficult Points
Based on the equiement of the syllabus.
The impotant points ae__________________________ such as ______________.
The difficult points ae_________________________ fo example_____________.
Pat 4 Teaching Methods
As is known to us all, a good teaching method equies that the teache should help Ss develop good sense of the English language. Fo achieving these teaching aims, (afte the analysis of the teaching mateial and teaching aims,) I will use the following methods accoding to the moden social munication teaching theoies(现代社会交际教学理论) .
1. Communicative Appoach(交际教学法)
2. Whole Language Teaching(整体语言教学法)
3. Task-based Language Teaching (任务教学法)
4. Total Situational Action (情景教学) a "scene - activity" teaching method , it establishes a eal scene and the inteaction between the teache and the Ss. At the same time, CAI (电脑辅助教学) can povide a eal situation with its sound and pictue, it can develop the Ss ceativity in leaning English.
Pat 5 Teaching Pocedue
Step 1. Lead-in. (_____min)
___________________________________________________________________
Pupose of my design: (1) to catch Ss’ attention about the classtopicpassage.
(2) To set up suspensedevelop inteest in _______________.
Step 2. Pe-eading
Task 1. (Individual wok, pai wok, goup wok, class wok; _____min)
Let Ss _____________________________________________________________
Task 2. (Individual wok, pai wok, goup wok, class wok; _____min)
___________________________________________________________________
Now, let’s see what happened to the_______________ let’s check whethe it is ight o not.
Pupose of my design: (1) to get to know something about the _________________.
(2) To have a bette undestanding about the impotance of ___________________.
Step 3. While-eading
Task 1. (Individual wok, pai wok, goup wok, class wok; _____min)
Skimming: Ss should ead the mateial fast to find out the main ideatopic sentence fo each paagaph.
Paa 1 ___________________
Paa 2 ___________________
Paa 3 ___________________
Task 2. (Individual wok, pai wok, goup wok, class wok; _____min)
Scanning: Listen to the tape pat by pat to finish ___________________________.
Task 3. (Individual wok, pai wok, goup wok, class wok; _____min)
Scanning: Guide Ss to ead the mateial caefully and take some impotant notes, then answe the following questions.
Task 4. (Individual wok, pai wok, goup wok, class wok; _____min)
Scanning: Ask Ss to ead the mateial caefully and find out the coect answes to finish the following chat.
Pupose of my design: Enable students to undestand the given mateial bette by using diffeent eading skills. And pope petition can aouse the Ss’ inteest in English leaning. "Task-based" teaching method is used hee to develop the Ss’ ability of munication and also thei ability of co-opeation will be well tained.
Step 5. Post-eading
Task 1. (Individual wok, pai wok, goup wok, class wok; _____min)
(接task3)Ask Ss to close books and finish the summay accoding thei notes.
(接task4)etell the stoy Sum up the passage in Ss’ own wods accoding to the chat.
Task 2. (Individual wok, pai wok, goup wok, class wok; _____min)
Discuss _______________________________________________with othe goup membes and then choose a epote to shae thei opinions about ____________________________________ with the whole class.
Pupose of my design: I think If the Ss can finish this task well, they will benefit a lot in thei spoken English. Most Ss can take thei pats in the activities, especially fo the Ss who have touble in English study.
Step 5. Homewok
1. __________________________________________________
2. __________________________________________________
Pupose of my design: Homewok is so impotant and necessay fo to maste the knowledge they leaned afte class. It will check whethe the Ss achieve the teaching aims.
小学英语全英说课稿 篇5
Good morning, teachers. Today I’m very glad to show my teaching plan here. The lesson I’m going to talk about is from lesson 1, unit 1, PEP book 1. Generally, I’ll teach this lesson from the following aspects: teaching material, teaching aims, teaching and learning methods, teaching procedures and blackboard designing.
Firstly, let’s look at the teaching material. This unit discusses about the stationery. And this lesson is the first one of this unit. It consists of two parts: Let’s learn and Let’s do. In Let’s learn, it requires Ss to master the new words "pencil, pen, crayon, ruler, eraser". Ss have learned some words about stationery. They’re still very interested in that. So they’ll be interested in this new lesson.
Secondly, let’s talk about the teaching aims. The New Curriculum Standard points out that the objective of English in the basic educational stage is to develop Ss’ ability of language using. According to that and the teaching material, I’d like to make the following aims:
First, knowledge aims: Enable Ss to master the new words "pencil, pen, crayon, ruler, eraser" and the structure "I like…".
Second, ability aims: Develop Ss’ basic ability of listening and speaking. Enable them to use the structure freely in the real situation.
Third, emotion aims: Develop Ss’ consciousness of cooperation and petition.
Fourth, learning strategy aims: Enable Ss to pay attention to the observation and munication.
Fifth, culture aims: Make Ss understand the differences between Chinese and English culture.
According to the analysis of material and the characteristics of pupils, I think the teaching importance of this lesson is the 5 new words and the new structure. The teaching difficulty is to use the words and the structure freely in the real situation.
Thirdly, I’d like to analyze Ss and show you my teaching and learning methods.
Grade 3 is the first year to learn English. Ss are very curious about English. They’re active and petitive. Also, they are good at imitating. But, their attention can’t be kept long. So it requires us to use attractive teaching manners to hold Ss’ attention. Based on the psychoanalysis and Ss’ interests, I mainly use the task-based approach, which embodies the idea of the New Curriculum Standard and can help Ss keep their passion for English. In order to help Ss finish the task efficiently, I’ve prepared activities such as TPR, chanting, singing, game, etc. I also arrange individual work, pair work and group work for Ss to practice. Besides, praise is very important. When they have a chance to speak, and have done a good job, they can get a star or something like that on their books. It’s very important to keep Ss’ interests.
Fourthly, we e to the most important part-the teaching procedures. It can be divided into 5 steps: warm-up, presentation, practice, extension and homework.
First, let’s look at step 1 "Warm-up".
In this part, I’ll get the Ss to sing a song and do some revision.
The purpose of singing a song is to attract Ss’ attention and make a relaxing atmosphere for Ss to concentrate on the English class. The revision aims to help Ss review the words and sentences they have learned before and get them prepared for the new lesson.
Step 2 "Presentation".
As we know, children are characterized by image thinking. They can understand the content easily with the help of the gestures. After the new words are taught, a small conclusion can help them master better. And chant is a good way to strengthen their memory and make the poor feel confident, as well as their pronunciation and intonation. The chant in this part is like this: A pen, a pencil, I can see. A pen, a pencil, for you and me. And it’s necessary to present the new words in different ways to avoid boredom and tediousness.
Step 3 "Practice".
Traditionally, there aren’t many chances offered for Ss to talk in the class. That’s not a proper way to learn English. So I’ll try some activities in my lesson, such as games and role play. Games aim to stimulate Ss’ interests in English and strengthen their memories of what’s been learned before. And also train their consciousness of cooperation and petition. Role play is a good way to improve their ability of language using.
Step 4 is Extension.
This step is very important and necessary. I mainly put key points and difficulties in this part. Also, I’ll praise Ss’ behavior in this class.
It can make Ss know more clearly about what they have learned in this class, and proper plements can help them hold their interests.
Step 5 "Homework".
(1) Listen and read the new words after class.
(2) Finish the exercise book.
Ss will forget the new lessen soon if they don’t practice. It’s necessary to give some proper assignment. And it’s also an important feedback.
Fifthly, I’ll show you my blackboard designing. I divide the whole class into 4 groups. Each group can get a star when any one of them does a good job. And that’s a petition that can keep their attention. (Write the new words and the structure on the board.)
小学英语全英说课稿 篇6
《My home》是小学英语四年级上册的第四单元。本单元的教学资料都是围绕"家"这一学生喜闻乐见的主题展开的。本节课是第四单元的第一课时，教学资料是要学习有关房间的五个单词及进行简单的对家的介绍，本课时是本单元的'重点，所以首先应让学生掌握各个房间的名称，再经过Let's do等TPR活动进行巩固操练，本节课掌握的好坏程度，直接会影响到本单元后阶段有关"描述和询问东西在哪里"的对话和故事的掌握，所以在本单元教学中具有举足轻重的地位。
Theaching goal:
1.能够听、说、认读五个有关房间的单词 study, kitchen, bedroom, bathroom, living room.
2.能够用This is my home. You can see a living room…句型简单介绍房子。
3.能够听懂"Let’s do"的`指令,并做出相应的动作。
4. 培养学生对家的热爱,提高学生的口语表达本事和交际本事。
Theaching key:
熟练认读有关房间的五个单词。
Theaching difficulty:单词bathroom, living room,的正确发音。
Theaching aid: Cards Tape recorder CAI
Theaching method: TPR Pairwork Groupwork
Theaching steps
Step 1 Warm-up
1. Good morning. Boys and girls. How are you? Nice to meet you.
2.Let’s sing《In the Classroom》,OK?
Step 2 Preview
1.Show the CAI(door ,window) What’s this? This is my home, there are many room are there? Do you visit my home? Now, let’s study Unit4 《My Home》.
Step 3 Presentation
1.(Show the CAI). This is my home, you can see a bedroom, a living room, a study ,a kitchen and a bathroom
2.Look ,what’s this?(客厅) There are five words on the blackboard, listen to me and guess, which word is "living room"?Teach"living room". There is a TV in the living room. What can you do in the living room? Teach"watch TV".Chant "living room,living room , watch TV."
3.(Show the CAI). .Look ,what’s this?(书房) Listen to me and guess, which word is "study"?Teach"study". There are many books in the study. What can you do in the study? Teach"read a book".Chant "study,study, read a book".
4.(Show the CAI). .Look ,what’s this?(厨房) Listen to me and guess, Which word is "kitchen"?Teach"kitchen". What can you do in the study? Teach"have a snack".Chant "kitchen ,kitchen,have a snack".
5.(Show the CAI). .Look ,what’s this?(bathroom) Listen to me and guess, which word is "bathroom"?Teach"bathroom". What can you do in the bathroom? Teach"take a shower".Chant "bathroom ,bathroom ,take a shower".
6.(Show the CAI). .Look ,what’s this?(bed ) What’s this? (room) What’s this? (bedroom)Teach"bedroom". There is a bed in the bedroom. What can you do in the bedroom? Teach"have a sleep".Chant "bedroom bedroom, have a sleep"
7.Listen to the tape and read after the tape.
8.Let’s do.
Show the "Go to the ", put the "living room, study , kitchen, bathroom, bedroom" on, then T act "Go to the living room, watch TV. Go to the study, read a book. Go to the kitchen,have a snack. Go to the bathroom ,take a shower. Go to the bedroom, have a sleep".
Now let’s do, ok? Follow me.
Step 4 Practice
Now, this group is team one, this group is team two. Let’s go,ok?
1.Let’s play a game, Ok? Who can read? Read together.
2.Close your eyes, what’s missing? Guess, then tell us.
3.Now,look at the screen, Guess, what’s this? (Show the CAI ) The student guess.
4.look, this is my home,you can see a bedroom, a living room, a study ,a kitchen and a bathroom.
Who can do like me ? Tell us what’s your room like?
The students look and say.
Homework:
1.Tell your home to your friend.2. Prepare the"Lets talk."
五、Blackblard design:
Unit4 My Home
living room watch TV
study read a book
kitchen have a snack
bathroom take a shower
bedroom have a sleep
小学英语全英说课稿 篇7
Goood moring, I'm glad to interpret my lesson here . The lesson plan I am going to talk about is Part A let's learn of unit1 PEP Primary English book7. I will explain how to teach and the reason for doing this from following aspects.
Ⅰ analysis of the teaching content.
Ⅱ ways of teaching and learning .
Ⅲ teaching procedures
Ⅳ blackboard design
V assessment
Now Let’s focus on the analysis of teaching content. It can be divided into 3 parts as followed: the status and the function, the teaching objectives , the main points and difficult points, I’ll talk about it one by one.
This lesson is the first lesson of unit 1, book7 . It includes two parts: Let’s learn and let’s play. In section 1, it mainly deals with these key phrases: on foot, by bike, by bus, by train, by subway. And in section 2, it provides a game for the Ss to prastise the patterns: How do you go to…? And the answer: I go… by.. on foot.
Our students have already known some vehicles in the daily life. It’s not difficult for them to understand and use these words . If students can learn it well, it will help students to learn the rest of this unit. So, I set the following aims:
The first is language objectives
To make sure that students can read, recognize and use these key phrases :on foot ,by bike,by bus,by train skillfully.
The next is ability objectives
(1) To develop Ss’ abilities of listening and speaking.
(2) To train the Ss’ ability of working in groups.
moral objectives
(1)to help students know some vehicles and prehend the traffic rules
(2) To foster Ss’ consciousness of good co-operation and proper petition.
The main points and difficult points about this lesson is:
(1) To make sure that Ss can use these key phrases correctly and skillfully.
(2) To enable Ss to study in groups and co-operate skillfully.
(3) To develop Ss’ interest in English.
Difficult points
To help the Ss ask and answer the question “How do you go to…?
part Ⅱways of teaching and learning
As we all know: the main instructional aims of learning English in primary school is to cultivate pupils’ basic abilities of listening and speaking and their good sense of the English language. So in this lesson I’ll mainly use “Task-based” teaching method. That is to say, I will let the Ss learn in real situations, finish a task by making a survey”How do you go to school?” to help Ss to get a better understanding of the key phrases. I will arrange these activities: guessing game, finishing a survey and having a petition. And in this lesson a recorder, CAI, will be needed.
partⅢ teaching procedures>I’ll finish this lesson in five steps.
step1 lead--in activities
I will begin my class with "drawing and guessing" game, just like this : I show students some vehicles such as bike ,bus ,jeep which they learned before by "Stick Figures" and ask them guess what’s it.
Purpose: It is important to form a better English learning surrounding for the Ss by guessing game. and at the same time it provides situations to review learned knowledge for the next step.
step2 prestentation
Now I’ll mainly talk about this step.
1、first there is a Free talk between T and Ss. For example: I show many pictures of beautiful cities and ask students some questions, such as "do you like this city?where do you want to go ?"and help Ss to answer them with "by train ,by plane,by ship".
By the way, I show the picture of a school, and say“ I go to schiool by bus” ,Ss read this sentence. do the actions and ask "how do you go to school?",show many pictures of tools such as ,on foot by bike ,by bus to help students answer my question one by one.
To present the key structures one by one is much easier for the Ss to learn and grasp the meanings.
2 With the help of the CAI I set a situation to help Ss understand the way of using these key phrases:
A boy is ing, who is going to school. He says: I go to school by…Then play the sounds of bus, bike ask students to listen carefully and tell “I go to school by…" according to the different sounds, by the way , I present another new phrases:by subway
Purpose:Make Ss use these new phrases with sentence structures, to help Ss use the language in a real situation.
step3 practise
3 I order to make every student read these new phrases correctly, I design a "drill "in this step, I show cards as soon as possible ,students should read the words quickly and spell them. Then I ask 'How do you go to school?'students answer "I go to ......"also I will quicken the speed to ask .
The purpose is to draw the whole students'attention to the spelling of the words
4 After this, I ask Ss to do "Let's play " in fours. They use places cards and vehicle cards, ask and answer:How do you go to …? I go to … by…”
5, If Ss can ask and answer expertly, I will ask them to make a short dialogue.
the purpose of this is to help students to learn those sentenses through a ture situation and make the dialogues in order to check if Ss can usse these key prases、sentences structures skillfully
step 4 consolidation
let students do a survey about "how do you go to school?"and the table like this :write down names and tools another Ss choose
Task-based teaching method is used here to develop Ss’ ability of ; munication and also their ability of co-operation will be well trained.
step 5 homework
ask students to collect other kinds of transport tools through the library ,puter.
the purpose of this is to stimulate the interest of learning english and to wide the students'knowledge
step6 blackboard design
my blackboard design like this :on the left Ishow the phrases:on foot,by bus.......on the right there are many sentences:how do you go to school?I go to ......"
step 7 assessment
due to the students'age ,I make every students work in class through many activities in order to stimulate the students'interest and provide they a wide thinking room. I make students learn this lesson very well through desiring scene statues
that's all,thank you for your listening !
小学英语全英说课稿 篇8
Part One Analysis of the Teaching Material
(一) STATUS AND FUNCTION
1.This is an important lesson in Book One. From this lesson, it starts asking the Ss to grasp contents of each Sample. To attain “four skills” request of listening, speaking, reading and writing. To start listing “Word Bank” and tell the Ss to remember the new words. To start asking the Ss to write the English sentences well. Therefore this lesson is in the important position of the teaching material.
2.This lesson is the first one of Unit 2.So if the Ss can learn it well, it will be helpful to make the Ss learn the rest of this unit.
3.Such a topic is related to daily life, so it is helpful to raise learning interests of students and it will be also helpful to improve their spoken English.
(二)ANALYSIS OF THE STUDENTS
The Ss has learned English for about one month so far. They can understand some words and some simple sentences. The Ss have taken a great interest in English now.
(三)TEACHING AIMS AND DEMANDS
The teaching aim's basis is established according to Junior School English syllabus' provision.
1.Knowledge objects
(1) To make the Ss know how to use the affirmative sentence “This is. . . .” and the negative sentence “This is not….”Everyday expressions for “Apologies”“I'm sorry”“That's all right”.
(2) To study the new words “six, hey, sorry, it’s, that’s”, etc. by learning the dialogue of this lesson.
(3) To finish some exercises.
2.Ability objects
(1) To develop the Ss’ abilities of listening, speaking, reading and writing.
(2) To train the Ss’ ability of working in pairs.
(3) To develop the Ss’ abilities of munication by learning the useful structures.
3.Moral objects
(1) To enable the Ss to be polite and love life.
(2) To enable the Ss to look after their things well.
(四)TEACHING KEY AND DIFFICULT POINTS
The teaching key and difficult points’ basis is established according to Sample A of Lesson Six in the teaching material's position and function.
1.Key points:
(1).To help the Ss to municate with each other.
(2).To enable the Ss to study in groups and co-operate skillfully.
(3).To develop the Ss’ interest in English.
2.Difficult points:
(1) How to make dialogues and act them out.
(2) How to write the right whole sentences.
(五) TEACHING AIDS
Multi-media puter, Tape recorder, Software: Powerpoint or Authorware, school things and so on. They will be needed in this lesson.
Part Two The Teaching Methods
1. Communicative teaching method
2. Audio-visual teaching method
3. Task-based” teaching method
As we all know: the main instructional aims of learning English in the Middle School is to cultivate students’ abilities of listening, speaking, reading, writing and their good sense of the English language. So in this lesson I’ll mainly use “Communicative” teaching method, “Audio-visual” teaching method and “Task-based” teaching method. That is to say, I’ll let the Ss to get a better understanding of the key structure of the dialogue. I’ll give the Ss some tasks and arrange five kinds of activities: talking, guessing games, watching CAI, acting out Sample A and having a petition.
Teaching special features
To use these methods are helpful to develop the Ss’ thought.
Part Three STUDYING WAYS
1.Teach the Ss how to be successful language learners.
2.Let the Ss pass "Observation-Imitation-Practice " to study language.
3.Teach the Ss how to master dialogues and how to municate with others.
Teaching special features:
Let the Ss municate with each other and adopt petition methods to develop the Ss’ keen interest in English.
Part Four Teaching Procedure
I’ll finish this lesson in four steps. First I’ll divide the Ss into four groups and bring a petition into the class. At last let’s see which group is the winner.
小学英语全英说课稿 篇9
6A Unit 2 Ben’s birthday 单元归纳
a. listen, read and say1.a new student
2.in ben’s class
in the class 在班上 in class 在课堂上
3.live near…
4.go home together
5.after school / after class / after work
6.visit (1)参观+地点 visit the great wall (2)拜访+人 visit the old man
7.talk about… / talk to sb.
8.a: what date is it (today)? 今天几号?=what is the date today?
b: it is …. / it’s ….
9.在几月 in … / 在几月几号 on…
in june / on june the 1st
10.(1) a: would you like to +v.原形? b: yes, i would love/like to. =yes, i’d love/like to.
(2) a: would you like sth? b: yes, please. / b: no, thanks.
11.sure = of course
12.a: when is your birthday? b: my birthday is on the sixth of february.
13. have a birthday party
14. as 当作，作为
i would like a yoyo as my birthday present. what would you like as your birthday present?
15.a vcd of japanese cartoons
16.let’s wait and see.
b. look, read and learn1. 12个月份 (月份的首字母应大写)
january / february / march / april / may / june / july / august / september / october / november / december
2. 数词：
(1)基数词：表示个数 one, two, three …. (2)序数词：表示顺序，常加the
基数变序数：
第一、第二、第三特殊要牢记;th从第四上起，fifth, twelfth要把ve该为f加th，eighth 少个t, ninth减去e, 第二十以上整数，y改为ie在加th;要问第几十几，基数+序数别忘记。
first (1st) / second (2nd) / third (3rd)
fourth (4th) / fifth / sixth / seventh / eighth / ninth / tenth / eleventh (11th)/ twelfth / thirteenth …
twenty ---- twentieth (20th)
thirtieth / fortieth / fiftieth / sixtieth / seventieth / eightieth / ninetieth
twenty-one ---- twenty-first (21st) / thirty-eight ---- thirty-eighth (38th)
(3)日期的表达：
a.月+ the +日(序数词) (美式英语)
一月三日 january (the) third 五月十日 may the tenth
b. the +日(序数词) + of +月 (英式英语)
一月三日 the third of january 五月十日 the tenth of may
c. ask and answer1. a: when’s your birthday? b: my birthday’s on….
2. a: what would you like as a birthday present?
b: i’d like….
d. listen and write1. my birthday is coming.
2. with (介词) 具有，带有
have / eat a cake with lots of grapes
a girl with big eyes 大眼睛姑娘
a table with three legs
3. buy sb. sth. = buy sth. for sb.
buy me a skirt = buy a skirt for me
e. read and match1.the doorbell is ringing.
2.give sb. sth. = give sth. to sb.
give him some cartoons = give some cartoons to him
3.take off 脱下 take off your coat = take your coat off
take it / them off 不能说：take off it /them
put on 穿上 put on your shoes = put your shoes on
put them on
4. take off his costume
5. sing a song to sb.
6.happy birthday to sb.
7.blow out the candles
8.it is time for sth. = it’s time to do sth. 是该……的时候了
it’s time for bed. = it’s time to go to bed.
it’s time for lunch. = it’s time to have lunch.
小学英语全英说课稿 篇10
Hello, everyone. It is my honor to present my lesson plan here. Today, I’m going to present the third period of the Unit two from this book, NSEFC book3. The type of this lesson is reading for writing. The reading material for today follows the intensive reading and is the second part of the whole story, Come and Eat Here. It mainly talks about that Wang Pengwei and Yong Hui cooperated with each other while running restaurants. As a result, their food becomes healthier. The writing task in the text book is to write an advertisement for a restaurant. This period is important for Ss to consolidate words and expressions newly learnt and compose a passage as a production.
As for Ss, I think they have talked so much about the topic in the former periods such as warming-up, pre-reading and comprehending that their general knowledge for the topic has been fully activated. Also, they have learned the relative words, expression and the first part of the story. These can facilitate the students to comprehend the reading passage. Besides, as the Ss are in grade one for the second semester, they are skillful enough to get the information from reading. They are cooperative to gather information through discussions. However, as Ss learn English as a foreign language, they may compose their writing without proper cohesion and coherence.
Ok, now I’d like to talk something about the theoretical basis of my teaching. Writing actually is a complicated process. Different people have different understandings of writing and have varieties of methods to teach writing. McKenzie and Tompkins promote the process—focused approach. Based on interactive theory, they pay special attention to the steps of writing and believe that writing is an interactive activity between Ss and Ss, between Ss and teachers. The ideas can also be found in New English Curriculum. It stresses that teachers should focus on process of Ss’ learning, let Ss cooperate and feel the sense of success and develop Ss’ comprehensive language competence. The center of the class should be Ss, not the teacher. Task-based-learning and cooperative learning will be highly favored. Therefore, in the lesson, I will adopt a teaching mode-three-stage and seven –step--reading for writing put forward by Professor Luo Xiaojie. The three stages are reading, speaking and writing, and the seven steps are lead-in, pre-reading, while-reading, post-reading, writing preparation, writing draft and writing assessment and revision. So, accordingly, I will have the following rearrangement of teaching material. In order to make the lesson go through naturally, I design some speaking activities after the reading stage. There is a discussion of a balanced menu as the lesson’s transition from reading to writing. It needs particular tone and structure. It is difficult for Ss to complete the task. Therefore the writing task is changed into the introduction of a restaurant. The topic of the reading material is through the whole lesson.
According to the analysis of the teaching material, the learning condition, and the theory of teaching reading, I set the following learning objectives:
Firstly, language skills By the end of the class, students can 1) predict the content according to the title and the picture.2) find out specific information about Wang Pengwei’s and Yong Hui’s restaurants by scanning. 3) write an introduction of a restaurant in proper sentence patterns, using some advanced expressions and connective words.
Secondly, linguistic knowledge Students can 1) use some learned sentence patterns in their composition such as nothing could be better than, etc.2) use the proper adjectives to describe food such as, energy-giving, delicious, etc.
Thirdly, affects Students can 1) be aware that eating healthy food benefits our health a lot. 2) know the importance of a good eating habit.
Fourthly, cultural awareness students can know the differences between Chinese and American eating-habits.
Lastly, Learning strategy students can communicate actively with their partners in working out a balanced menu and in the process of assessment and revision.
In order to achieve the learning objectives, several activities are designed for the seven steps. The teaching procedures are as followed:
In the first step, lead-in, I designed two activities which will cost about 3mins. Activity one is a memory test. I will ask ss to review the first part of the story and come up with the foods served in Wang Pengwei’s and Yong Hui’s restaurants without referring to the textbooks. The second one requires ss to discuss the weakness and strength of WangPengwei’s and Yonghui’s menus. These two activities aim to introduce the topic as well as arouse Ss’ interest. Ss will feel eager to know more about the story. This curiosity also helps ss predict.
The second step is predicting. It needs 2mins. I will ask the ss to read the title and have a quick look at the picture. They will try to guess what will happen to Wang Pengwei and Yong Hui and what will be the result of their competition. Ss will come up with various answers while predicting and their interest to read the passage will be aroused in order to check whether their predictions are right.
The third step is while reading. Ss read quickly to get some specific information about Wang Peng’s and Yong Hui’s restaurants and their menus and have a deeper understanding of the importance of cooperation. It takes altogether 5mins for Ss to scan the passage and answer four questions. And this activity also helps Ss know something about the writing topic, that is, a balanced menu.
Next one, we will talk about step four—post reading. I will need 4mins here. I will ask ss to discuss in groups of four. The situation is: after Wang Pengwei and Yong Hui got married, they opened a new restaurant. Ss need work out a balanced menu for them. They will focus on what food they suggest and the features of the food. I will present two examples for Ss, like raw vegetables contain little fat. Ss can express their ideas about food clearly and finish the task of making a balanced menu through cooperation. What’s more, this activity helps Ss be mentally prepared for the writing task.
With the results of the discussion, we will ask the groups’ representatives to report their menus. I will show Ss a model. It can provide ss an opportunity to practice making sentences with the newly learnt words and expressions in a logical way based on the topic, healthy food. It needs 4mins. This is an activity of the fifth step—preparation for writing. There is another 7min activity in this step, blank filling. I will tell ss that there is a new restaurant near my home. Do you want to know something about it? Then I will provide Ss with a passage. The passage is an introduction of a restaurant. I will ask them to pay attention to the connective words and phrases they are going to fill in. these words and expressions are very important for writing. The activity can let Ss know how to write the introduction of a restaurant. Besides, some connecting devices to make writing coherent and cohesive are introduced such as a result, for example, in my opinion etc..
Finally, Ss have warmed up for the topic, gotten enough information, recalled or learnt many relative words and expressions and now they feel confident and eager to write. The sixth step is writing. 12mins will be given to Ss to write an introduction of a restaurant. They should try to persuade their classmates to have diner there. I will provide a framework to ease the writing. Ss need to write three paragraphs. In Para.1, a general introduction of a restaurant will be composed. In Para.2, Ss need to introduce the food served in the restaurant and the features of these foods. In the last paragraph some sentences will be uttered to attract their classmates to come to the restaurant. Before they start to write, Ss will have some useful words and expressions as reference, making it easier to write. What’s more, I will show three tips to guide ss’ writing, reminding them of paying attention to some aspects such as structure, content, language etc. For example, they should try their best to use the adjectives they’ve learnt in this lesson to describe the food they want to serve to their customers.
As process—oriented writing suggests, the process does not end at the first draft. Ss need assessments and second or more drafts. The final step for today is assessment and revision. I will provide ss the assessment rubrics. They will evaluate each other’s word cording to content language, spelling and handwriting. I will provide some help while they do the job.
After all these steps, I will set the homework. I will ask ss to revise the composition in their exercise-books neatly and correctly. Ss will consider more about composing this writing after they have known what is good and what is bad.
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