小学英语说课稿全英

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  小学英语说课稿全英

  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’s\are…” 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’s\Where are the\my…

  It’s \They’re…

  There’s no …in \on \near…

  I think the most difficult point of this period is to make sure the students can use the patterns “Where’s\Where are…and There is no …in\on\near…” in their daily life correctly.

  And I will use some pictures, words and sentence cards, a tape recorder and the multi-media computer to help me achieve the aims.

  The task-based method, communicated method, group cooperate method will be used in this period.

  To accomplish 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 communication and the environment of communication 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 …in\on\near…

  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 competition 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 communicate 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.

  小学英语说课稿全英

  Good morning, judges! I’ m No. 7. It’s my great honor to be here to interpret my lesson. The topic is” my clothes”. I will present my lesson from the following parts: the analysis of the material, students, teaching aims, key points and difficult points, teaching methods, teaching procedures and blackboard design.

  I. The analysis of teaching material

  Now let’s focus on the first part, the analysis of teaching material. The content is from Part B, Let’s learn!, Unit 5 of PEP English book of Primary School, Grade 4. The main topic is My clothes. It’s the listening and speaking lesson. This lesson is the the further study of Part A, so students may have a little difficulty in learning this part.

  II. The analysis of students

  Then it’s about students. The students are in Primary School, Grade 4. They are very active and full of curiosity. But they don’t know many words, sentences and don’t have many skills to solve English problems. So I will arrange lots of activities to help them join in the class.

  III. The analysis of teaching aims

  According to the syllabus and the analysis of material and students, I set my teaching aims as follows:

  Knowledge aims: students can master the new words shirt, sweater, shoes and so on.Students are able to use the sentence “What color are they?”

  Ability aims: students can use the new words and sentence to communicate with others. Their listening and speaking skills can be improved.

  Emotional aims: After this class, students will treasure their clothes and improve their appreciation of beauty.

  IV. The analysis of teaching key point and difficult point

  According to the teaching aims, the key points are to use the new words shirt, sweater, shoes and so on. And to use the sentence “What color are they?” The difficult point is to use these words and sentence to communicate with others appropriately.

  V. The analysis of teaching methods

  To help students achieve the teaching aims much easier, I will use task-based teaching method and multimedia method which can provide students more chances to take part in the class. As for students, I will lead students to study by themselves and learn to communicate with others, so their listening and speaking skills can be trained and they will be the host of the class.

  VI. The analysis of teaching aids

  I will mainly adopt pictures and tape recorder as teaching aids to help students learn better.

  VII. The analysis of teaching Procedure

  Now let’s come to the most important part, the analysis of teaching procedures. It includes five parts. Warming-up, pre-listening, while-listening, post-listening, summary and homework.

  The first step is warming-up. I will let students chant with me to review the words about colors. ‘Green, green, yellow, yellow, blue, blue, white white’ It can arouse students’ interest in this lesson. It’s good for me to start the next stage.

  The second step is pre-listening. I will set a situation for students and take them to the shop. Here I will show some pictures to present the new words and write them down on the blackboard. Then I will design a game. I say one word and students point it on the book quickly. It can help students practice the new words and master them easily.

  The next step is while-listening. Here I will play the tape for three times. The first time, I will ask students to answer the question” What can’t the little girl find?” Then I will ask some students to answer. For the second time, Students should answer the question “when we want to ask something’s color, what sentence should we use?” For the third time, students should read after the tape loudly. With the tasks, students can listen more carefully, and their listening and speaking skills can be trained.

  Next, it’s the post-reading. In this process, I will encourage students to work in pairs to make a role-play with other new words in 3 minutes.Then invite some students to act it out, which can help students practice the main structures and use them correctly and appropriately. Then I will set a situation for students. I will tell them a good news. We are going on a trip tomorrow and I don’t known what to wear. Then ask students to choose their own clothes on the book and color them. When they finish the task, I will say” Let me think! Oh, I want to wear my yellow dress” to guide students show their ideas in front of the class. This activity can guide students to use the new knowledge to communicate with others in the daily life.

  In the whole lesson, I will encourage students to open their mouth so that they can have more confidence in speaking English.

  The last step is summary and homework. I will make a summary together with students. After the class, make students to use the sentences to ask their friends what clothes they want to wear for the trip. And what color are they?

  VIII. The analysis of blackboard design

  The last part is my blackboard design. These are the new words/phrases and key patterns. It’s very clear for students. Here are the pictures which can help students to master the knowledge better and .make them enjoy the class.

  That’s all for my presentation. Thank you.

  小学英语说课稿全英

  Good afternoon , Ladies and Gentlemen !

  My name is Wu Dan . I come from Yu Hong Primary School .I am very glad to be standing here and talking about Lesson 10 ,which is from Fun with English Book 3 Unit 2 .

  My teaching report includes four parts .

  Part 1 To analyze the book

  1.There are 3 units in Book 3 . This is Lesson 10 . The central item is how to master another sentence to express “ What’s the time ? ” and how to buy something. Using “ What’s the time ? ” hungry , cakes, bread and so on . We’ll study and drill the sentences and the word ’s pronunciation .

  2. According to the teaching outline and combining the students ’ situation , I make the teaching aims of this lesson as follows .

  a .The first is the aim of knowledge .

  It’s to learn and master two sentences. What time is it? I am hungry and then using them to express the time and go shopping fluently and freely

  b. The second is the aim of abilities

  The    creative spirit is quite important to the students. So I will pay much attention to train it in my class. Otherwise. I will try to train the students listening, speaking, reading and writing abilities, Mainly improve their communicative abilities and encourage them to speak more English.

  C. The third is the aim of emotion

  Make the students have successful feeling and achievement. And make them be in English study.

  3.Important points

  The first is to master and use the two sentences. What time is it? I’m hungry. The second is to master the usage of the words hungry, cakes and bread.

  4.Difficult points.

  It’s the pronunciation of the two words. hungry, cakes, and how to use them fluently and freely .

  Part 2 . Teaching and learning methods

  Make the students take part in class . Ask and answer in pairs and groups . I’ll use communicative method , discussing method and seeing and hearing method to teach this lesson .

  Part    3 . Teaching aids .

  In order to interest the students . I’ll use a clock , recorder , cards and some food as my teaching aids .

  Part 4 . Teaching procedure .

  Step 1 Revision

  Before my class , I’ll get the students to sing an English song to keep themselves relax . Then I’ll use a clock to act it . What’s the time ? What’s the time ? It’s eight o’clock . I’ll show three numbers . When the students answer It’s ten o’clock . I’ll say : It’s ten . Today we’ll learn Lesson Ten . Then I'll put the clock on the blackboard .

  Step 2 Presentation and drill

  First I’ll point to the clock and ask , what time is it ? Students answer It’s ten . Then I go on moving the hands and ask .What time is it ?Students answer quickly .

  Second I’ll drill the sentences What time is it ? It’s ----- .pairs in pairs or row by row .

  Third When the students answer It’s 12:00 o’clock . I’ll point to my stomach and say .Oh I’m hungry .and I’ll eat a cake .    Then I’ll go on saying I’m hungry .and I’ll eat another cake . I’ll act it four or five times . Then I ask a student to act it . I’m hungry , too . I’ll say two cakes , please .and the sentences .I’m hungry . Two cakes ,please.

  Forth :Listen to the dialogue and answer my questions.

  1.What time is it?

  2.How many cakes?

  Step 3 Consolidation

  I’ll train the creative spirit of the students.

  I’ll give them three please. To act the dialogue freely .First at the 219 Park,second fruit shop Third department store.

  Step4.Homework

  Encourage my student to the market to buy something with his friends or parent.

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