小学英语说课稿范文

小学英语说课稿范文Good morning, everyone! Today, Ill 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, well learn Part A mainly, it embodies the repeating characterize. Review the learned language points “Wheres”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 “Wheresare” 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: Whats for breakfast? Have some juice then. The third one: students can listen, read, say and write the following sentence patterns: WheresWhere are themy Its Theyre Theres no in on near I think the most difficult point of this period is to make sure the students can use the patterns “WheresWhere areand There is no inonnear” 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 “Whats 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: Wheres? 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? Theyre Meanwhile stick the sentences on the Bb. After some practice by asking and answering, I present the next language points: Theres no inonnear Have then. And I will stick these sentence patterns on the Bb. Finally Ill 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 dont 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. Thats all. Thanks a lot for your attention. Good morning, my dear judges. I am_, from_. Im glad to interpret my teaching design here. The teaching content is Part , of Unit of PEP Primary English, Book . This unit is mainly about Now, I will explain the lesson from the following aspects. 1.教学内容 (体现教材的整合) Firstly, lets focus on the analysis of teaching content. The lesson is a new one of Unit . It includes parts: and . In section 1, it mainly deals with these key words, . And, in section 2, it deals with the patterns: 2.教学对象 (根据不同年级的学生，描述其特点) Secondly, it is about the students. Our students are in Grade . They are active and curious, interested in new things. After learning English for years, they have some basic English background knowledge, so the teacher should attach importance to the communication with them, providing them the chances of using language. They have learnt English for years, and have already known It is not difficult for them to understand and use the language 3.教学目标 (根据具体内容定目标和要求) So, I set the following aims. The first one is language knowledge. By the end of the lesson, students will be able to read, recognize, and use these words: And, these sentences: The second one is language skills. By the end of the lesson, Ss can understand the and get useful information from the through attentive listening / reading. Ss are able to talk about Ss can use to give suggestions on Ss abilities of listening and speaking will be developed. The third one is emotional aim. (Affect; Learning strategies; cultural awareness.) In this lesson, the emotional aim is to help students cultivate and foster their abilities of working in groups. to foster Ss consciousness of good-cooperation and proper competition. to help Ss cultivate their abilities to analyze and solve problems independently. to foster Ss initiative and creativeness. to help Ss to recognize and identify the differences between Chinese and English cultures on to help Ss know some and comprehend the And, the main point of this lesson is: to make sure that Ss can use Correctly and skillfully. to develop Ss interest in English. The difficult point is: The pronunciation of 4.教法学法 Fourthly, it talks about teaching methods. In this lesson, I will mainly use “Task-based teaching method”, “Communicative language teaching method” and “TPR teaching method”, and so on. 5.教学过程 具体steps 根据具体内容定; 板书steps + purpose 说明; 如有可能，同时完成layout设计; Step 1 Layout Next, lets focus on the teaching procedures. I will finish the lesson in steps. Step 1. Greeting and Warming-up It will cost about mins. After greeting with the Ss, I will begin the lesson by singing the song together with the Ss. Purpose: The purpose of this is to form a better English learning surrounding for the Ss, and, at the same time, it provides situations to review the learnt knowledge for the next step. Step 2. Presentation It will cost about mins. With the help of the PPT, I set a situation of by to stimulate the Ss interest of the lesson. By playing the PPT, I And then, (板书layout) The purpose of this is to present the new words and sentences in the situation, which relates to the Ss real life experiences, to help the Ss understand the language easily and naturally. After presenting each new word (by the guessing game), I will impart the knowledge of pronunciation rules in teaching the new words. It is called Phonics. It can facilitate the Ss abilities to pronounce the words, and help them to remember the spelling of the words. Step3. Practice (机械上口; 有意义操练; lets do; 课文对话表演;) It will cost mins, including 1 mechanical activity to help Ss to recognize and read the new words and sentences, and 2 activities in the meaningful situations to make Ss use the new words with sentence structures in , to help Ss use the language in a real situation.淘课件网 wWw.taoKeJIaN.com Due to the Ss age, I make The purpose of this is to draw the whole Ss attention to the spelling of the words. It is to help Ss to learn through a true situation. Step 4. Development In this step, I will give Ss a free space to show their abilities. I will Then, Task-based teaching method and Communicative language teaching are used here. The activity is to develop Ss ability of communication, and also, their ability of cooperation will be well developed. Making a new dialogue is to check if Ss can use correctly and skillfully. Step 5. Conclusion (总结上课内容; 德育渗透; 作业布置;) In this step, I will guide the Ss to conclude the key words And sentences And also, I will The purpose of this is to stimulate Ss interest of learning English and wide their knowledge about communication across cultures. 6.板书设计 And, this is my layout design. Thats all for my teaching design. Thank you a lot for listening. Today Im going to talk about Part B of Unit 2, PEP Primary English, Book 3. This lesson includes two parts: Lets talk and lets practice. In section 1, it mainly deals with the dialogue about “Whats in the schoolbag?” and the answers. And in section 2, it provides a real situation for the Ss to practise the pattern: How many +n.(pl.)+ do you have? And the answer: I have +n.(pl.) Teaching aims 1. Aims on the knowledge (1) To enable the Ss to understand and speak: “My schoolbag is heavy. Whats in it? Thank you so much.” Make sure that Ss can use these sentences in real situations. (2) To help Ss finish the survey. 2. Aims on the abilities (1) To develop Ss abilities of listening and speaking. (2) To train the Ss ability of working in groups. (3) To foster Ss abilities of communication and their innovation. 3. Aims on the emotion (1) To foster Ss consciousness of good co-operation and proper competition. (2) To lead Ss to show their loveliness to the poor. Key points (1) To help Ss ask and answer the question: Whats in it? (2) To enable Ss to study in groups and co-operate skillfully. (3) To develop Ss interests in English. Difficult points (1) To help the Ss ask and answer the question “Whats in it?” and make sure they can use the plural nouns correctly. (2) To finish the survey by themselves. Teaching procedures and purposes of my designing. Ill finish this lesson in five steps. Step 1. Warm-up and preview 1. Free talk between T and Ss 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 Ss 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 Ill mainly talk about this step. 1. Present the pattern: “My schoolbag is heavy.” “Whats in it?.” (1) Show a bag and say: “Look! I have a bag.” Carry it and say: “Oh, it is heavy. My schoolbag is heavy.” Help the Ss understand the meaning with the help of my body language. Then lead the Ss to read the sentence. Make sure they can say it correctly. (2) T: My schoolbag is heavy. Open the bag and say: “Whats in it? Whats in my schoolbag?” Take out a Chinese book. Then do the action again. Let the Ss read the sentence. 2. Play a guessing game. Divide the whole class into four groups to have a competition. Let them guess: Whats in the bag? How many? Purpose: To present the key structures one by one is much easier for the Ss to learn and grasp the meanings. Proper competition can arouse the Ss interest in English learning. 3. With the help of the CAI to present the dialogue. Set a situation to help Ss understand: Two Ss are coming. One girl is carrying a heavy bag on her back. They are talking. Girl: My schoolbag is heavy. Boy: Whats in it? Girl: 20 story-books, 32 pencil, 9 rulers, 12 crayons and 30 picture-books. Etc. Boy: What will you do? Girl: They are for the poor. Boy: Great! Ill bring some school things too. The boy comes back home and puts a lot of things into the bag. Then he goes to school again and gives them to a teacher. While he is taking them out, he is counting the numbers of all things. The teacher says: Thank you so much. 4. Mention that we should take care of the poor. 5. Play the cassette. Let the Ss listen and imitate the dialogue. Pay attention to their pronunciation and intonation. Purpose: CAI can provide a real situation for the Ss to understand the dialogue and the relationships between people better. Tell the Ss we should show our loveliness to the Ss. Step 3. Practice Divide Ss into groups of six children. Each one would finish the printed form by asking and answering: How many storybooks do you have? Find out which group finishes faster. Story books picture-books sharpeners crayons pencils erasers pencil-cases rulers Chen Jie 8 24 3 32 26 4 1 3 Purpose: Task-based teaching method is used here to develop Ss ability of communication and also their ability of co-operation will be well trained. Step 4. Consolidation Help Ss finish “Lets check” of this unit and workbook. Purpose: To check the knowledge Ss have learned in this period. Step 5. Extension 1. Let Ss tell each other how many school things they have after class. Tell their parents how many school things they have at home. 2. Take care of everything they have. Purpose: Revision is so important that Ss should speak English as much as they as in class or after class. It is necessary for the Ss to do some extensive exercises after class to consolidate the knowledge they learned. The Lecture Notes of PEP Primary English Book4 Unit5 B Lets talk Ladies and Gentlemen, Its my great pleasure to be here sharing my lesson with you. The content of my lesson is PEP Primary English Book4 Unit5 B Lets talk, asking the price and inquiring the clothes size.First, let me talk about the teaching material. Part 1 Teaching Material: This lesson is about a shopping topic. By study of this unit, the Ss know how to ask the price in English and how to describe the size and price with simple words and sentences. The sentence patterns of this lesson “ What size?” “How much are they?” and“Well take them .”are the key and difficult points of this unit.The study of this lesson will help the Ss with daily communication. Moreover, this lesson completes the transition of the phrase “a pair of ”to the sentence pattern “A pair of for ” ,and helps the Ss further consolidate the knowledge of words of clothing appearing in plural form. Therefore, on studying the teaching material and analyzing the regulation of childrens growing of mind,I put forward the teaching objectives according to English syllabus and new lesson standard. 1.Perception objective: a)The Ss can hear, read, and use the main sentence patterns “A pair of for ” “What size?” “How much are they?” “We ll take them.” b)The Ss can understand and read the conversation of the lesson. 2.Ability objective: a)The Ss can use the sentence pattern of inquiring the price, and further develop their language ability of “shopping”; b)The Ss can use the patterns to express their thoughts in the proper scene. 3.Emotion objective: a)By completing the task,the Ss increase their interest and set up self-confidence in language study; b)Teach the Ss what is “love” and “ managing money matters”, put the moral education in the language study. Next,the key points of this lesson: First of all, to study and use the sentence patterns “What size?”“How much are they ?”“A pair of for .” “We ll take them.”To improve the Ss abilities in “shopping”; Secondly, teach the Ss how to study independently as well as by cooperation. Difficult points: The Ss can use the words and patterns to describe the clothes in the proper scene, and make simple dialogues of shopping. Well, how to achieve the teaching objectives better, to stress the key points and break through the difficult points? The key is how to make use of the proper teaching methods, Ill talk about my teaching methods below. Part 2 Teaching Methods: According to the modern perception theories and social intercourse teaching theories, I adopt the TSA method and TBLT method in my teaching, namely Total Situational Action and Task-based Language Teaching. The former is a “scene activity” teaching method .It establishes a real scene and the interaction between the teacher and the Ss .It emphasizes a dynamic information exchange between the teacher and Ss. The latter offers the Ss an opportunity to complete the tasks in which Ss use language to achieve a specific outcome. The activity reflects real life and learners focus on meaning, they are free to use any language they want. At the same time, make use of the modern electricity teaching equipments and all kinds of teaching means, it can mobilize the Ss enthusiasm and creativity in learning English. Part 3 Studying Methods: Let Ss study in a relaxed and agreeable atmosphere. Ss understand the new knowledge in certain degree through the mental process of seeing, hearing, saying, observing, imagining , thinking etc. And make preparation for completing the new study task. After feeling and comprehending the language points, let Ss obtain the knowledge actively by probe study and cooperative study. Thereby, develop the Ss abilities of studying and working with the learning language independently. Part 4 Teaching Process: In order to realize the teaching process systematically, properly and efficiently, under the principle of “regard Ss as the corpus, the teacher inspires for predominance”, I divide the teaching process into five steps. Step1 Warm-up. Sing a song: The coat in window. So as to the psychological characteristics of children，singing a song can make Ss feel pleased and satisfied, and can arouse exciting motion. In this step , teacher and the Ss sing in unison and perform the song “The coat in window.” Thus,review the sentence pattern “How much is ?” And arouse the Ss performance desire, participation desire,and lead the Ss into a thick English studying atmosphere. Step2 Presentation and practice. 1.Design: Look for Cinderella. Broadcast a part of “Cinderella” with the flash, presenting a crystal shoe that Cinderella lose, and establishes a scene of ministers look for the proper size everywhere. Through the role playing, guide the Ss to use the sentence pattern “What size do you wear?” “Size .”to make the question and answer.This design is a novelty of my lesson,it leads the Ss into the fairy tales. They acquire the language unconsciously and can do communication freely. 2.Lead to the shopping topic naturally from the unsuited shoes, and demonstrate the sentence pattern “How much are they?” With a good student to be the assistant, I perform to go shopping, and guide the Ss to make the answer: “They are .” In this course, Ss can understand the main contents of this dialogue and get the key points by scene demonstration. 3.Game:Guess the price. From buying a pair of shoes for myself to buying a pair for my mom, introduce the sentence pattern “A pair of for .”