小学英语教案全英范文.docx
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小学英语教案全英范文.docx
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小学英语教案全英范文
小学英语教案全英范文
【篇一:
小学英语说课稿(全英版)】
小学英语说课稿
①goodafternoon,ladiesandgentlemen!
mynameiswudan.icomefromtanggangzischool.iamverygladtobestandinghereandtalkingaboutlesson10,whichisfromfunwithenglishbook3unit2.
myteachingreportincludesfourparts.part1toanalyzethebook
1.thereare3unitsinbook3.thisislesson10.thecentralitemishowtomasteranothersentencetoexpress“what’sthetime?
”andhowtobuysomething.using“what’sthetime?
”hungry,cakes,breadandsoon.we’llstudyanddrillthesentencesandtheword’spronunciation.
2.accordingtotheteachingoutlineandcombiningthestudents’situation,imaketheteachingaimsofthislessonasfollows.
a.thefirstistheaimofknowledge.
it’stolearnandmastertwosentences.whattimeisit?
iamhungryandthenusingthemtoexpressthetimeandgoshoppingfluentlyandfreely
b.thesecondistheaimofabilities
thecreativespiritisquiteimportanttothestudents.soiwillpaymuchattentiontotrainitinmyclass.otherwise.iwilltrytotrainthestudentslistening,speaking,readingandwritingabilities,mainlyimprovetheircommunicativeabilitiesandencouragethemtospeakmoreenglish.
c.thethirdistheaimofemotion
makethestudentshavesuccessfulfeelingandachievement.andmakethembeinenglishstudy.3.importantpoints
thefirstistomasterandusethetwosentences.whattimeisit?
i’mhungry.thesecondistomastertheusageofthewordshungry,cakesandbread.4.difficultpoints.
it’sthepronunciationofthetwowords.hungry,cakes,andhowtousethemfluentlyandfreely.part2.teachingandlearningmethods
makethestudentstakepartinclass.askandanswerinpairsandgroups.i’llusecommunicativemethod,discussingmethodandseeingandhearingmethodtoteachthislesson.
part3.teachingaids.
inordertointerestthestudents.i’lluseaclock,recorder,cardsandsomefoodasmyteachingaids.part4.teachingprocedure.
step1revision
beforemyclass,i’llgetthestudentstosinganenglishsongtokeepthemselvesrelax.theni’lluseaclocktoactit.what’sthetime?
what’sthetime?
it’seighto’clock.i’llshowthreenumbers.whenthestudentsanswerit’steno’clock.i’llsay:
it’sten.todaywe’lllearnlessonten.thenillputtheclockontheblackboard.
step2presentationanddrill
firsti’llpointtotheclockandask,whattimeisit?
studentsanswerit’sten.thenigoonmovingthe
handsandask.whattimeisit?
studentsanswerquickly.
secondi’lldrillthesentenceswhattimeisit?
it’s-----.pairsinpairsorrowbyrow.
thirdwhenthestudentsanswerit’s12:
00o’clock.i’llpointtomystomachandsay.ohi’mhungry.andi’lleatacake.theni’llgoonsayingi’mhungry.andi’lleatanothercake.i’llactitfourorfivetimes.theniaskastudenttoactit.i’mhungry,too.i’llsaytwocakes,please.andthesentences.i’mhungry.twocakes,please.
forth:
listentothedialogueandanswermyquestions.
1.whattimeisit?
2.howmanycakes?
step3consolidation
i’lltrainthecreativespiritofthestudents.
i’llgivethemthreeplease.toactthedialoguefreely.firstatthe219park,secondfruitshopthirddepartmentstore.
step4.homework
encouragemystudenttothemarkettobuysomethingwithhisfriendsorparents.
②goodmorning,everyone!
today,i’llsaysomethingaboutunit9partainbook4ofoxfordenglish.
thecontentofthisperiodistouse“where’s\are…”todeterminetheplace.andaccordingtothecontentsandthefactofthess,iestablishthefollowingthreeteachingaimsofthisperiod:
thefirstone:
studentscanlisten,read,sayandspellthefollowingwords:
aglass,afridge,anegg,breadandatable.
thesecondone:
studentscanlisten,read,sayandwritethefollowingdailyexpressions:
what’sforbreakfast?
havesomejuicethen.
thethirdone:
studentscanlisten,read,sayandwritethefollowingsentencepatterns:
where’s\wherearethe\my…
it’s\they’re…
there’sno…in\on\near…
ithinkthemostdifficultpointofthisperiodistomakesurethestudentscanusethepatterns“where’s\whereare…andthereisno…in\on\near…”intheirdailylifecorrectly.
andiwillusesomepictures,wordsandsentencecards,ataperecorderandthemulti-mediacomputertohelpmeachievetheaims.
thetask-basedmethod,communicatedmethod,groupcooperatemethodwillbeusedinthisperiod.toaccomplishtheaims,idesignthefollowingsteps:
step1songsandthegamearouserstheemotion.
inordertoattractthess’attentionandconstructanatmosphereoflearningenglish,iletthestudentssingsomeenglishsongsandplaythegame“simonsays”.atthesametimethegamecanreviewtheprep,servetheknowledgeasfoilandconsisttheappearanceoftheknowledge.
step2changeclasstolife,happytosay.
thesubstanceoflanguageiscommunicationandtheenvironmentofcommunicationislife.sowhenipresentthesentencepattern“what’sforbreakfast?
”ifirstshowaclocktoelicitthetimeforbreakfast,teachthesentence.thenshowmyownphotoofhavingbreakfast,ssaskandguess.inthiswayicanattractss’attention,encouragesstoaskqswiththenewknowledge.
mostofthesshavelearntthesentencepattern:
where’s…?
soidesignataskforsstohelphelenfindthefoodanddrinksforbreakfast,andteachthenewlanguagepoints:
whereare…?
they’re…meanwhilestickthesentencesonthebb.
aftersomepracticebyaskingandanswering,ipresentthenextlanguagepoints:
there’sno…in\on\near…
have…then.
andiwillstickthesesentencepatternsonthebb.finallyi’llletthessdopairworkstoconsolidatethem.step3listentothetapeandssimitatetoreadandsay.
asthenewreformationofcurriculum,emphasizedthetraditionalclassattachimportancetothemechanicalteaching,neglecttheexperienceandparticipation,forexample,thefive-stepmethod.sointhislesson,afterpresentation,iasksstolistentothetapewiththreeqs,readindifferentrolesandinpairs,thentrytorecitethetext.
step4ssbethemainbody,tmakesaguider.
inclass,ssplayasahost,andthetmakesaninfluenceonguiding,helpsstoactthelearntdialogue,itcanstressthepositionofthess,andarousetheirinterest.
thenishowacartonwithnovoice,asksstomakeadialogueinpairs.
therearelotsofwaystoconsolidatethenewknowledge.playinggameisagoodway.soaccordingtothephysiologyofss,iholdagroupcompetitionduringthegame,asksstofinishtheblanks.inthiswaycandevelopss’goodhabitsandachievetheaimofmasteringthelearnedknowledgeinsituation.step5changeclasstolife,learnbythemselves.
isthistheendoftheclass?
idon’tthinkso.ifthereisanend,ithinkitshouldbeinthelife.soiextendthisclass,encouragesstousethelearnedtocommunicatewitheachotherintheirlife.
inaword,thewholeperiodisbasedontasks,whicharedesignedfromeasystepstostepsthatarechallenging.whenthessarecartingoutthetasks,theycanacquireinformation,knowledge,andhavetheirabilityandskillstrained.
that’sall.thanksalotforyourattention.
全英说课稿
goodmorningeveryone.standinghere,i’mveryhappyandexcited.it’smygreat
honortobeheretopresentmylesson,andthechanceisverypreciousforme.andi’lltrymybest.todayi’lltalkaboutunitfrommycontentsconsistof8partsanalysisoftheteachingmaterial
analysisofthestudents
teachingmethods
teachingaimsanddemands
teachingaids
teachingprocedure
blackboarddesign
andconclusion
well,firstly,i’lltalkaboutpart1analysisoftheteachingmaterial.ihaveconcludedthefeaturesof…….
1.therearealotpictures.forthis,thekidswillbeinterestedinthebook.asweallknowthatinterestisbestteacherforthestudents.
2.itlaysstressonthecommunication.accordingtotheproblemofchinesestudentslearningenglish,thebookdesignalotofmaterialtoimprovethestudents’abilityoflisteningspeaking,reading,andwriting.soithinkthebookisverygood.
theni’lltalkaboutnextpartanalysisofthestudents.itisknowntousthatthekidsareveryactiveandlikeplayinggamesverymuch,soduringmyclass,i’lldesignsomeinterestinggamestoactivatethemtoparticipateandlearnsomething.theywillalsobeinterestedintheclass.
nexti’lltalkaboutteachingmethods.myteachingmethodsaretask-basedapproachandsituationalapproach.usingdifferentmethodscanmaketheclassactive.
let’smoveontoanotherpart,teachingaimsanddemands.thereareknowledgeaimsandabilityaims.
knowledgeaimsaretoenablethestudentstomasterthewordsandphrases:
……….andthesentences:
…
abilityaimsaretoimprovestudents’
listeningandspeakingabilitybyreadingandpracticingthedialogue.
nextistheteachingaids.inthisclass,i’llusepictures,pptandtaperecorder.thesecanarousethestudents’interestinenglish.
nowi’lltalkaboutmostimportantpartteachingprocedure.itconsistsof5steps.warningup,lead-in,contentskeypointsanddifficultpointsandhomework.step1iswarmingup.herei’lluseppttoplayaenglishsongbingoforthestudentsandi’llaskthemtrytofollowittosingtogether.bythis,thestudentscanbe
interestedinitandpaytheirattentiontoourclasseasilyandimprovetheirabilityofspeaking.
step2islead-in(导入根据所授内容设计,可通过展示和本课有关的话题或者图片等等引出本课话题)
step3iscontents(本部分为主要授课内容及组织的课堂活动。
可从听说读写四块分写)step4iskeypointsanddifficultpoints(本部分列出本课重难点可为单词句型或语法知识)
step5ishomework.(作业形式最好新颖,例如课让学生根据本课内容做个小调查等)(conclusion)
to
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