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小学英语英文说课稿
作为一位不辞辛劳的人民教师，有必要进行细致的说课稿准备工作，说课稿有助于提高教师理论素养和驾驭教材的能力。我们该怎么去写说课稿呢？以下是小编为大家收集的小学英语英文说课稿，仅供参考，希望能够帮助到大家。
小学英语英文说课稿1
Unit 6Let’s go by taxi
Good morning , everyone .Today I’ll talk about Unit
6PEP. English Boook 4:Let’s go by taxi. I’ll finish this Unit in four lessons , today I’ll talk about the first period of the Unit . This Unit is very important of this book . The Unit is the continuation of Unit 8 PEP Primary English Book3. It provides the new words of places :station , supermarket , library , theatre , hospital and airport .The new phrases : by train ,by plane , by minibus and on foot .When learn the new words and new phrases, the Ss will come into contact with the new pattern: Shall we go to …by …? As we know there isn't a long histroy that the Ss have learntEnglish in the primary school, so the main instructional aims of teaching English is to cultivate the Ss’ abilities of listening, speaking and the synthetic abilities of communication, co-operation and investigation. And to cultivate their good sense ofEnglish.
(本课是本册教材中较为重要的依棵，它是牛津小学英语3A第八单元知识的一个延伸。在本单元中提供了六个地点类的单词及四个交通工具类的单词和学生在学习单词的过程中将会遇到的'一个新句型Shall we go to … by…?
我们知道小学生学习英语的时间不是很长，所以这一堂课的主要教学目标将一培养学生的听说读写能力及与人交
流合作和初步调查研究的能力和较好的英语语感。) ⅠTeaching contents:
1. The new words of the places: station, supermarket, library and so on.
2. The new words of vehicles: train, plane, minibus and foot.
3. The new pattern: Shall we go to … by …?
Ⅱ Teaching aims:
1. The aims to the knowledge
a. To enable the Ss to read and spell the new wordsand understand the meaning of the new words.
b. To help the Ss learn the new pattern: Shall we go to … by …?
c. To enable the Ss to communicate with the others using the new pattern.
2. The aims to the abilities
a. To improve the Ss ability of listening and speaking . b. To encourage the Ss to communicate with the others actively.
3. The aims to the emotion
a. To educate the Ss to be polite and helpful to the others. Ⅲ The key pionts:
1.To enable the Ss master the new words.
2.To enable the Ss study in groups and co-operate with the others.
3.To arouse the Ss’ interest in English.
Ⅳ Teaching methods:
To cultivate the Ss’ abilities of listening,speaking,reading and
writing,to increase the Ss’ability of learning English by themselves and
to arouse their interest ,in this peroid,I’ll use the teaching methods below:
（为培养学生的听说读写和学习英语的自主能力，为激发他们学习英语的兴趣，在这堂课中，我将会采用以下的教学方法：）
1. Communication method（交际法）
I’ll set up a real situation,in this way ,the Ss can say in pairs or in groups,they can say freely and needn’t worring about making mistakes.
2. Task-based method（任务法）
That is to say I’ll let the Ss finish a task by making a short dialogue
and acting it out.To help the Ss get a better undersangding
of the key structure.
Ⅴ Teaching aids:
In this lesson, the CAI,some pictures will be used. Ⅵ Teaching procedure:
Step 1Warm up
1. Sing a song << They sing happily>>.
2. Make a free talk between the T-S ,S-S.
Are you happy today?
Let’s go to the park,OK?...
This step is to form a better situation for rhe students by singing and speaking.They will come into thereal surrounding of English
learning,And it can also review the learnt knowledge for the next step.(这一环节通过唱歌和自由对话为学生营造了较好的语言环境，他们会很快地进入英语学习的情境中来，在此同时也复习了旧知，为下一步的学习做好了充分的准备。）Step 2Presentation
I’ll mainly talk about this period.
1. Learn the new words of places
a. CAI shows a big beautiful picture of a city.
b. A little cat go around the city and tell the Ss what place it is .
c. Write down the words on the blackboard.Ask them to read and spell ,pay attention to the pronunciation.
d. Show some pictures of the places,ask sb to say and put the pictures in the right places on the blackboard.
e. Practise the new words:
(1) Show some signs of the places and ask them to guess what place it is. For example show a red cross to guess that is a hospital.
(2) Guide them to make a short dialogue and practise with their partners.
Shall we go to …?All right.
This step is not to present the new words one by one,just with the help of the CAI and the pictures, it can provide a real situatian to understand the meaning of the words and to arouse the Ss’interest in English learning.A competition can encourage them to try by themselves and improve their ability of learning. (这一环节，并不是简单地逐个呈现要学的新单词，而是借助于多媒体和图片，为学生的学习提供了一个较真实的情境，让他们在情境中学会新知，对所学新单词的意思有比较好的理解，同时也大大激发了学生学习英语的兴趣。设置的竞赛的环节能够鼓励学生大胆尝试，提高他们英语学习的能力。)
小学英语英文说课稿2
（英文万能版）
● Good morning, my dear judges. I am number_______. I’m glad to interpret my teaching design here.
● My teaching content today 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 (Contents)
Firstly, let’s focus on the analysis of teaching content. The lesson is a new one of Unit .
It includes , ____ and . In section 1, it mainly deals with these key words,
2. 教学对象(talk about the students)
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 (Teaching aims)
So, I set the following aims.
By the end of the lesson, students will be able to read, recognize, and use these words:
And, these sentences:
By the end of the lesson,
①Ss can understand the and get useful information from the through attentive listening / reading.
②Ss are able to talk about
③Ss can use to give suggestions on
④Ss’ abilities of listening and speaking will be developed.
(Affect; Learning strategies; cultural awareness.) In this lesson, the emotional aim is
①to help students cultivate and foster their abilities of working in groups.
②to foster Ss’ consciousness of good-cooperation and proper competition.
③to help Ss cultivate their abilities to analyze and solve problems independently.
④to foster Ss’ initiative and creativeness.
⑤to help Ss to recognize and identify the differences between Chinese and English cultures on
⑥to help Ss know some and comprehend the
①to make sure that Ss can useCorrectly and skillfully. to develop Ss’ interest in English. ②The difficult point is:
The pronunciation of
4.教法学法(Teaching methods)
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
① 具体steps 根据具体内容定；
一般分为：warming up lead inpresentationconsolidationhomework
②板书steps ＋ purpose 说明； ③如有可能，同时完成layout设计;
Next, let’s focus on the teaching procedures. I will finish the lesson in steps.
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.
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, IAnd 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.
（机械上口； 有意义操练； let’s do; 课文对话表演;）
It will cost mins, including
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.
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.
（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.板书再次介绍（Talking about the blackboard design again）
And, this is my layout design.
That’s all for my teaching design. Thank you a lot for listening.
小学英语英文说课稿3
First class; teaching suggestion
1 teaching material analysis
The Lets talk part of the textbook is a situational conversation where students learn to ask questions and answer questions about where they are, Wheres, Its, in / on / under, and can be used naturally in actual situations.The Lets practise section is part of the Lets talk part of the game, which provides students with an opportunity to actually use the language.In the two part of knowledge and practice, you can listen, say, and recognize the following words: car, plane, desk, chair, bag, in, on, under.
2 teaching suggestions
This class is mainly through situational dialogue, so that students learn to ask questions and answer the location of the sentence, so that students understand in a certain situation, will say and understand the sentence Wheres.... Its in / on / under...The teacher asks the students to prepare the stationery class words before class. When they teach the new sentences, they can use the game "hide and seek" to import sentence patterns Wheres... Its in / on / under...On the basis of understanding the new sentence patterns, use the courseware to learn the new dialogue, so as to recognize the words in the class.Finally, once again, through the game, tin and consolidate the content of the Lets talk, the game can be divided into collective and group game game two, and will find stationery extended to find toys or other things around.
Second hours teaching suggestion
1 teaching material analysis
This session is divided into two sections: Lets, learn, and Lets play.The Lets learn section focuses on teaching a few words that represent transport: bus, bike, jeep, taxi, and a preliminary understanding of the phrase "Look out".Lets play is part of the Lets talk part of the first class, to provide students with an opportunity to use language in real life.
2 teaching suggestions
The main lesson to learn several express transport words: bus, bike, jeep, taxi, students of these words have a preliminary understanding, learning again, teachers should design easy to mobilize the students' interest and enthusiasm for learning activities.In the introduction of new classes, the introduction of new lessons with simple strokes, but also the use of real toys to allow students to perceive, to attract students with colorful pictures, with familiar voices to mobilize students.Then use animation courseware to present new knowledge.In the training session, the teacher may design the interesting activity, lets the student consolidate in the play, moves.
Third hours teaching suggestion
1 teaching material analysis
This session includes two sections: Lets, say and Lets do.The Lets say part is to train students to listen, say, read and write letters Uu, Vv, Ww, and to make the students understand and speak the letters at the beginning of the word "umbrella", "under", "vest", "Violin", "window", "wind".The Lets do section reviews and consolidates the letter "A-W" through rhythmic, rhythmic instructions.And preliminary understanding of the list of action words show, point, type, colour, say, but also for students to provide a basis for language learning.A-T is the teaching content of this book Unit 1 through Unit 4.
2 teaching methods
When teaching letters and words, the teacher uses letters, words and actions to present letters and words at the same time, so that students can learn on the basis of understanding the meaning of words.Such as: umbrella, vest, window, can be explained in kind; violin, wind explained by action.(according to students or teachers change the situation) understand the meaning of words, help to express words, more skilled reading words, and then learn letters, to master pronunciation, master letters shape.
[Topic] Unit, Five, Where, is, my, ruler?
[emphasis on teaching] everyday expressions Where 's...And its' It 's in / on / under....
[teaching difficulties] sentences: Where, is, my, car, In, the, toy, box, understanding
[teaching aid preparation]
1 the teacher prepares the tapes for teaching materials.
2 teachers prepare Let s talk part of the courseware.
3 teachers and students are ready for pen, pencil, ruler, eraser, bag and other stationery and car, toy, box, ball, plane, doll and other toys.
4 teachers prepare cards and pictures of the words they learn.
5 students prepare white paper and watercolor pen, ready to draw.
6 students prepare patches for the group.
[teaching process]
1 warm up and review (Warm-up/Revision)
(1) students practice everyday expressions.
(2) games Show, me, the...
Teachers or students say words such as "pencil", and teachers and students say Show, me, the, pencils., teachers and students put up pencils.In this way, practice other stationery words in the same way.Teachers and students play games together to improve game effectiveness and communication between teachers and students.
(3) the teacher plays the recordings of book Unit, 2, B, part Let, s, chant, and the students listen and clap and chant rhythmically.
小学英语英文说课稿4
《My home》是小学英语四年级上册的第四单元。本单元的教学内容都是围绕"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，教学内容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，再通过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，因此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能力和交际能力。
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.炸地雷： 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
小学英语英文说课稿5
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.Our boys and girls are exposed to English for the first time, so it is very important to develop their keeninterest in English.
I.Contents:
Today I’m going to talk about Part B of Unit 2, PEP Primary English, Book 3.This leon includes two parts: Let’s talk and let’s practice.In section 1, it mainly deals with the dialogue about “What’s in the schoolbag?” and the answers.And in section 2, it provides a real situation for the Ss to prastise the pattern: How many +n.(pl.)+ do you have? And the answer: I have 23 +n.(pl.)
II.Teaching aims
1.Aims on the knowledge
(1) To enable the Ss to understand and speak: “My schoolbag is heavy.What’s in it? Thank you sooooooo much.” Make sure that Ss can use these sentences in real situations.
(2) To help Ss to finish the survey.
(3) Let Ss finish the aement of “Let’s check” in this unit.
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’ consciousne of good co-operation and proper competition.
(2) To lead Ss to show their loveline to the poor.
III.Key-points of this leon
(1) To help Ss ask and answer the question: What’s in it?
(2) To enable Ss to study in groups and co-operate skillfully.
(3) To develop Ss’ interest in English.
IV.Difficult points
(1) To help the Ss ask and answer the question “What’s in it?” and make sure they can use the plural nouns correctly.
(2) To finish the survey by themselves.
V.Teaching methods
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 leon 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 to help the Ss to get a better understanding of the key structure of the dialogue.I will arrange four kinds of activities: singing, gueing game, finishing a survey and having a competition.And in this leon a recorder, CAI, school things and a printed form will be
needed.Students should prepare some school things.
VI.Teaching procedures and purposes of my designing.
I’ll finish this leon in five steps.
Step 1.Warm-up and preview
1.Free talk between T and Ss about things in the claroom.
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 I’ll mainly talk about this step.
1.Present the pattern: “My schoolbag is heavy.” “What’s 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: “What’s in it? What’s in my schoolbag?”
Take out a Chinese book.Then do the action again.Let the Ss read the sentence.
2.Play a gueing game.Divide the whole cla into four groups to have a competition.Let them gue: What’s 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: What’s 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! I’ll 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 soooooooo much.
4.Mention that we should take care of the poor.
5.Play the caette.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 loveline 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.Aement
Help Ss finish “Let’s check” of this unit and workbook.
Purpose: To check the knowledge Ss have learned in this period.
Step 5.Add-activity
1.Let Ss tell each other how many school things they have after cla.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 cla or after cla.It is neceary for the Ss to do some extensive exercises after cla to consolidate the knowledge they learned.
小学英语英文说课稿6
在课改的背景下，本套教材避免了传统课程的缺点，强调了学生的兴趣、经验等，能结合实际，贴近生活，插图生动活泼。本册教材除具有以上特点外，作为启蒙教材，还更加重视了学生的情感，使学生的英语学习有一个良好的开端。
这些特点在本单元中也得到了充分的体现。这一单元的日常交际用语主要用于“询问爱好？Do you like??Do you play?？What do you play?都是一般现在时的疑问句，在现阶段教师并不需要把有关一般现在时的语法知识传授给学生，只要求学生能听懂意思，会表达就
可以了。本单元的词汇主要是球类和乐器类单词。教材体现了重复出现、循环往复的特点，复习了以前学过的Great!Let’s go. ow等语言，新语言点又将在本册第十一单元巩固复习。因此，本单元在整册教材中承上启下，具有其特殊意义。为此，我将本单元划分为四课时，并根据实际情况，将课文3、4两幅图和四个球类单词作为第一课时的教学内容来学习。
根据《课程标准》的要求，基于对课文内容的理解，以及对学生身心发展规律和认知规律的分析，我制定了如下教学目标：
1、情感目标：让学生乐意参与课堂活动，在课堂活动中积极说英语，培养学生学习英语的兴趣和良好的学习习惯。
2、知识目标：
（1）能听懂、会说日常交际用语：Do you like football? Let’s go and play football now.以及相应的回答Yes, I do./No, I don’t.
（2）能听懂、会说球类单词：football, volleyball, baseball, basketball.
（3）能运用Do you like ?？句型了解某人的喜好。
（4）能够朗读书上3、4两幅图的课文。
3、能力目标：
通过丰富的课堂活动和调查任务，把所学的语言与学生的生活实际结合起来，培养学生自主学习英语的能力和运用英语分析、解决问题的能力以及交流和合作的能力
教学重点：二会掌握单词（听、说），能在情景中运用句型:Do you like ?？
教学难点：volleyball的发音，baseball和basketball音与形的区别。
课前准备：磁带、录音机，图片、实物等.
为落实以上目标，我设计了以下教学过程：
Step1 Revision:
1、Greetings:Good morning.Nice to meet you.
2、Free talk:Look,I have a new T—shirt.What colour?
3、Sing a song: I’m happy.Are you happy?生答Yes.师接：Let’s sing a song,OK?《If you are happy clap your hands》
（Warm up是一个快乐热身活动，也是必不可少的活动。它的具体形式可以是：唱英语歌曲，猜谜语，说绕口令，做TPR活动，chant等等。总之是和上节英语课有关的或和本节英语课内容有关的。它有助于把学生的注意力吸引到课堂上来，使学生对课堂学习产生兴趣，建立轻松、和谐、民主的课堂气氛，营造一种英语学习的氛围,使学生很自然地进入英语学习状态。这堂课上我采用的形式就是唱英语歌曲《If you are happy clap your hands》）
Step2 Presentation and practice
1、学习Yes,I do.No,I don’t.
(1)教师以问句Do you like this song? Do you like this basket?引出肯定
回答Yes,I do.
T：Do you like this song?引导学生回答Yes,I do.
T：师拿出漂亮果篮Wow,How nice!!A fruit basket! Do you like this basket?此时学生回答多是Yes.师不必着急，耐心引导其说Yes,I do.多问几个学生.
师相机出示句条Yes,I do。带读一遍，贴。师咧嘴指自己脸：with a smiling face.出示笑脸哭脸图Which one is the smiling face?The green one or the yellow one?Do you like the smiling face?Yes,I do.贴。
（2）出示一个烂苹果，以Do you like this apple?引出否定回答No,I don’t.
What’s in it?Look,an apple!师从果篮里拿出一个烂苹果，把好的一面对着一个学生，Do you like this apple?生答：Yes,I do.师迅速把烂的那面对着他并露出恶心状：Do you like this apple?生答No.师引导学生说No,I don’t.师：I like apples.But I don’t like this apple.It’s a very bad apple.再多问几个学生:Do you like this apple?
师相机出示句条No,I don’t.带读一遍,贴。师作哭相，指自己脸a crying face.出示哭脸图，Do you like the crying face?贴图。这里不必强求学生说No,I don’t.让学生自由表达自己的观点。
（3）操练Yes,I do.No,I don’t.
教师从果篮里拿出两个好苹果，询问学生Do you like apples?引导学生回答Yes,I do.No,I don’t.
教师从果篮里拿出一串香蕉，询问学生Do you like bananas?引导学生回答Yes,I do.No,I don’t.
（歌曲热身之后，以实物（果篮）引出新知，并在篮中放入水果，操练巩固新知。同时以布包住的小篮球自然过渡到下一环节。）
2、初步呈现，学习四个球类单词,并把单词揉入句型
⑴以猜物的形式引出basketball,师生在共同活动中自然学习句型“Do you like basketball?” Let’s play basketball.”及其应答：Great!Let’s go!
师事先用布包住一个玩具篮球放在果篮里：Do you like?? What’s this?学生可能会猜各种水果。No.Let’s see.Wow,it’s a basketball.A small basketball.This is a basketball,too.It’s very big.Look at the picture.The monkey is playing basketball.贴上图。 Let’s play basketball,OK?师出示小型篮球架,试投篮一次“Great!”学生很激动，Who want to play basketball?You please. Are you ready?Catch!师指导学生投篮，“Great!Throw it to me.” “Do you like basketball?”若生答“ Yes,I do.”就奖励The basketball is for you.Here you are.生答Thank you.师引导其把小球帖在黑板上本组的下面。若生答No,I don’t.师说I’m sorry.Go back to your seat plese.“Anyone else?Let’s play basketball.”师引导其回答：Great!Let’s go!师与另一生再玩一遍篮球“Do you like basketball?”
⑵仍以猜物形式引出football,并在活动中操练句型。
事先用布把一个足球盖起来，Is it a basketball?学生猜。师：Let’t ope
it and see.Oh,it isn’t a basketball.It is a football, Football,foot,T指脚，football,T作踢球动作。出示足球图片The monkey is playing football.贴上图。Who want to play?You,please. Let’t play football.师引导生回答：Great!Let’s go!
Stand there.Are you ready?师与一生踢个来回。Do you like football?步骤同上。出示句条Do you like football?贴上黑板。师带读黑板上两句话。
(3)学习volleyball baseball.
This is a ball,too. It’s a volleyball.look at my teeth?指导学生观察老师口型，发准音，突破难点。接下来与学生对话、表演，步骤同上。
T:Now ,look! This ball isn’t big.It’s small. It’s a baseball.同法学习baseball
（教师根据教学内容的特点，以实物引出新授单词，采用了全身动作法、情景交际法、游戏活动法等丰富多彩的教学方法，让学生根据自己的生活经验自主表演、大胆模仿踢足球、投篮、打棒球、打排球的运动动作；让学生积极参与到丰富多彩的课堂活动中，并在兴趣盎然的积极情感中习得语言。）
Step 3 Consolidation
⒈呈现单词卡片，通过Listen and number等活动使学生把单词的音、形、义紧密联系起来。
⑴词图配对。（出示“volleyball”时，我再次指导学生观察我的口型，发准音标v；把单词卡片baseball和basketball放在一起，让学生迅速认读两张词卡，强调词形的区别；指导学生观察我的口型，分清ei和a ,以此突破难点）。
⑵Listen and number.（此活动虽然老套，但学生很喜欢，又能有效地巩固单词，所以平时课上我也经常用）。
⒉活动巩固单词、句型，使学生把单词的音与其动作联系起来。
⑴Ss起立T做动作，边做边说，如Go go ,go go go!Go and play basketball.同时做投篮状。四个都示范完，T带做一会，放手让学生自己做。
（我认为小学生学习英语最基本的操练是非常有必要的，否则学生很难顺利接受语言，掌握语言。没有掌握语言，何谈语言运用？但机械操练一般都被认为是枯燥无味的。在这堂课上，当我教完新句型后，我便运用了全班活动来来巩固句型“Go and play?”由于书上“Let’s go and play football now.”这个句型太长，学生说起来可能会有困难，我先把它拆分成“Go and play?”我自己示范时表情、动作就非常夸张，把孩子们带入一个真实的'“去玩什么球”的场景中去。三年级的孩子最喜欢像这样边做动作边学习语言，这时的学习效率是最高的）！
⑵每组喊一生，四人上台站成一排，用粉笔画一条线，四人站在线后。师发口令：Let’s go and play?(口型提示学生)全体学生说出教师所做动作表示的球类单词，台上四人迅速选择Ss所说的球并举起此球，看谁抢得快。选错了被淘汰“I’m sorry.”最后留下来的最少奖励一个球，最棒的奖两个。玩两组后老师让位给学生,I’m tired.Who can help me?
（全班学生投入地活动之后，我便运用了上面这个具有竞争机制的竞赛方法来巩
句型。有了前面的铺垫，这里我才把全句说出来；学生有了这个过渡，也才能熟悉这个长句。“画线”是为了创设一个较为真实的情境，让学生有一个“Go”的过程。由于是分组活动，符合小学生争强好胜的心理特征，同时又培养了学生的集体荣誉感。奖励时我注意保护学生的自信心，只要没有抢错都有奖励。最后我让位给学生，让他们自己活动。因为课堂本来就是属于学生的！这样，学生全体参与、主动积极，大大提高了复习效果，学生听说英语的整体素质也得到了较快的提高）。
Step 4 Listen to the tape.Read after the tape.
Do you like this game?I like reading.Let’s read,OK?Now,open your English book and turn to page 59 Who are they?He’s LiuTao.He’s Mike.She’s YangLin.She’s Helen. What are they talking about?,let’s listen !.Read after the tape.Use your fingers point.在听读、跟读的过程中培养学生良好的学习习惯
Step5以歌曲巩固句型。
I like singing.师唱《两只老虎》Do you like singing?Let’s sing together.配上《两只老虎》的旋律，指导学生加上英语歌词唱歌。
（巧用歌曲——画龙点睛在语言功能学习或巩固中，我利用一切可以利用的条件，将枯燥抽象的内容，赋予一个十分有意义的歌曲游戏情景之中，学生伴着《两只老虎》音乐，欢快地唱出今天的主要内容，用歌声来替代单一、枯燥地朗读板书。学生始终处于一种积极学习的状态，兴致勃勃地接受和巩固语言知识。在学生们眼中，英语课形象化了、趣味化了、交际化了，是他们学习的乐园。另一方面“I like singing.Do yo(转载于:小龙文档网:牛津小学英语3b全英文说课稿)u like singing?”这个过渡也提前渗透了第十一单元的句型。）
Step6以对话巩固句型
每组喊一学生上台，师与他们四个对话：T：Do you like football??
S1-4:Yes,I do.No,I don’t.
T:Who can ask me?四人问老师，师对其耳朵轻轻回答。
（教学活动的设计应从语言运用的角度出发，与其让学生机械操练句型，不如把学生逼到具体语言情境中让他们主动去说。在这个环节师生示范表演为学生提供一个可操作的模式，我对着学生耳朵轻轻回答的好处是：符合儿童心理，在班里形成信息差异，从而把学生逼到具体具体语言情境中让他们主动去说。）
Step 6 Homework
1、Read after the tape three times.
2、事先准备好每人发一张调查表，内容如下：
Do you like …
name
football
basketball
volleyball
baseball
小学英语英文说课稿7
Today I’m going to talk about lesson 62 of Unit 11, NEW START Primary English, Book
7. This lesson includes three parts: “listen and number”“ask and answer” and “let's write” .
First. Aims on the knowledge
(1) To make students understand and speak: ：“Eiffel tower、Disneyland、Big ben、Opera house.and what is his city famous for”
(2) To help Ss to finish the blank. In page 23.
2. Aims on the abilities
(1) To develop Ss’ abilities of listening and speaking.
(2) To develop the Ss’ ability of working in groups..
3. Aims on the emotion
(1) To lead Ss to show the famous building in their hometown，develop their country emotion.
Second. Key-points of this lesson
(1) To help Ss ask and answer the question: What is his city famous for?
(2) To make Ss to study in groups and develop Ss’ interest in English.
3.rd. Difficult points
To help the Ss ask and answer the question “What is his city famous for?” and make sure they can use it。.
V. Teaching methods
As we all know: the main instructional aims of learning English in primary school is to improve the 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 to help the Ss to get a better understanding of the key structure of the dialogue. I will arrange（安排、准备） four kinds of activities: singing, guessing game, finishing a survey and having a competition（竞赛）. Students should prepare（准备） some school things（学具）. VI. Teaching procedures（程序）。
I’ll finish this lesson in six steps.
Step 1Step 2. Step 3. Step 4.Step 5. Step 6.
1. chant 听录音，一边拍手一边唱
2. 出示人物图，进行提问：Where is he live / she?
Where does he / she come from? Where does he / she live?
回答出单词即可，复习上一课词汇。
老师：Binbin comes from China. He lives in Beijing.
Do you know what is Beijing famous for?
Beijing is famous for Tian’an man square.
What else do you know about Beijing.
请学生说出北京的一些著名景点
a) 出示各景点卡片，带读正音。
b) 完成Part A Write the number 后订正答案 c) 两人一组利用图片做国家和城市的游戏
…is famous for ……或……is in ……
Tokyo is famous for cherry blossom.
Cherry blossom is in Tokyo.
4．提问：Where does …come from?
Where does he /she live?
What is his /her famous for?
请学生回答，老师出板书，带读。
做问答练习
5．These are Pen’s Pal . Which pen pal do you want to have? 让学生用一张卡片进行练习
小学英语英文说课稿8
Lesson plan presentation
Hello. It’s my pleasure to present my lesson plan here. The plan is for PEP NSEFC Module 1 Unit 5 Nelson Mandela -- A Modern Hero. This is the fourth period of the unit. The lesson type is reading and writing. Ss have learnt the reading part, finished the language points in the intensive reading. Now, firstly, let’s have a look at the teaching material in using language for reading and writing. The reading passage tells Elias’ working experience under the guidance of Nelson Mandela. The content connects with the reading part of this unit. Ss will continue to learn and evaluate Mandela’s great contribution and qualities from the point of Elias. It is helpful for writing. As writing task asks Ss to write a summary of Mandela’s life, there is some information related with Mandela’s life experience in the textbook. Ss have learnt much about Elias’ story and Mandela’s quality, but there is still a gap between what they have learnt and what they are going to output. Therefore, according to Ss’ interest and current knowledge, I add something about Bill Gates’ life experience. This can provide Ss more knowledge for writing. Thus Ss will share the values of both great people and famous people.
Accordingly, based on the teaching material and learning condition, referred to the New English Curriculum lever six, the teaching objectives are as follows: For languages skills, Ss will be able to find some relative events describing the character, therefore, based on the findings they can talk about the qualities of great people. By making use of the given material, they can write a biography of great or famous people with the words and expressions learnt. For linguistic knowledge, Ss can use the words and expressions to describe people’s qualities, such as be sentenced to, escape from, and so on. Ss will be familiar with the elements and structure of biography. For learning strategies, they will be able to discuss efficient and make a draft in groups. They can make a summary of what they have learnt and make use of that into practice. They can learn to evaluate the outcome of their learning. For affects, Ss will learn from the qualities of the great and famous people. They can be aware of the greatness of responsibility for the sociality. For culture awareness, Ss will know the human condition of South Africans around 1950s.
Secondly, let’s see how to teach. This period focuses on developing Ss’ reading and writing competence. Besides, in order to fully use the teaching material and improve the efficiency of classroom activities, I will adopt the teaching mode put forward by Professor Luo Xiaojie, three stages and seven steps—reading for writing. The three stages are reading, speaking and writing. The seven steps are lead-in, predicting, while reading, post reading, writing preparation, writing a draft and writing assessment. So, accordingly, I will add some speaking activities before and after reading. There will be a discussion as the transition from reading to writing.
Now, let’s focus on the main part of this presentation—teaching procedures. With the help of PPT and Multimedia, we will start our lesson with a guessing activity. It needs 3mins. I will ask Ss who is your hero or heroine. With the answers, I will tell Ss whether their hero or heroine is great people or famous people. Thus, they can know the difference between great people and famous people. Then, I will show Ss pictures and tell them one of the people in the picture is my idol. Ss will have a guess. Their interest can be totally aroused. Then, I will ask Ss: to South African, who is their “Zhou Enlai”? Then, we will move to the teaching of today naturally.
The second step is revision and predication. According to “I +1” theory, Ss can learn more based on what they have got. So the revision can help Ss activate the background information. There are two activities here. For the first one, Ss will retell Elias’ story by making sentences based on key words. For the second one, Ss will fill in a passage with the given words. By doing so, Ss will recall or learn the words within the content. After that, a prediction based on the passage will be given. Ss will predict the things happened to Elias. This step needs 9mins.
Now, Ss are ready for reading. For the third step, while reading, two activities will be given to be finished within 8mins. Activity one is answering questions. Three questions will be raised. In activity two, five sentences will be given with verbs or none-verbs missing. Ss will read the passage quickly and finish these two activities. Then they will know the general idea of the story. Meanwhile, with the answers, Ss will learn some words and expressions which are important for writing.
For one of the key points today, Ss will use the words to describe people. So after reading, Ss will have a discussion. This is step four. Four minutes will be spent here. Ss will use given words and phrases to describe Mandela from the viewpoints of Elias and themselves. These two steps function as the input for writing, getting Ss prepared for the words and viewpoints.
While, there are more things for Ss to do before writing. For the fifth step, Ss will have some preparation for writing. 6 ms will be given. Activity one is translation. Ss will have a chance to practice the words and phrases taken from the text. Ss will use some of them. Here, Ss will solve a difficulty. They will know how to use the attributive clause with prepositions. Activity two is making outline. Ss will work out an outline for an essay to describe a person.
Now, Ss are ready and feel confident and eager to write the first draft. Ss will have 8 ms to compose an essay about Nelson Mandela. They can also be allowed to write about Bill Gates according to your preferences. This is the key point for today, for all the prior steps aim to get Ss prepared for words, ideas, outlines, etc.
Based on interactive theory, writing is a process between Ss and Ss, between Ss and the teacher. So the last step is writing assessment. I will choose one of the students’ essays to check and make some comments, and then students are told to check their essays by themselves based on given criteria. The criteria are designed according to content, structures, language, and handwriting. Then Ss are asked to exchange their writings and make peer evaluations about each other’s essays. They will finish this step within 6ms.
According to process—oriented process, writing doesn’t end at first draft. So Ss will further polish their drafts and rewrite. This revision task is considered as the homework today.
For blackboard notes, I will show the outline and some key words for them. That’s all for my presentation. Thank you.
小学英语英文说课稿9
一 说教材：新英语课程标准指出，基础教育阶段英语课程的总体目标是培养学生的综合语言运用能力。而综合语言运用能力又以学生语言技能、语言知识、情感态度、学习策略和文化意识五个方面的综合素养为基础。
《新课标》倡导任务型教学模式，以发展学生的语言实践能力为主线，突出语言的交际功能及其工具性特点；以培养学生用英语进行交际功能为最终目的，注意学生学习兴趣的培养。
因此我采用“任务——探究——创造”型教学方法，让学生在有趣，开放式的语言环境中，学会观察，思考，讨论和总结，在“用”中发展思维能力、创新意识和各种语言应用能力。
联系任教的内容而言，这是一节情景对话课，围绕“征询意见”这一日常用语展开。在第三课中，学生已经能用“ would you like some...?”进行询问。能听懂会说chicken，pop, milk, a sandwich。本课时的教学内容为用“What would you like？”进行征询意见。根据这一安排和学生的整体认识水平，从知识教学、能力培养等方面考虑，我确立本课时的教学目标为：
1、知识目标: 能听懂会说I’m hungry. What would you like?Yes, I’d like…..
2、能力目标: 听懂会说hamburger、French fries、pizza、pop。
3、情感目标: 能运用所学句型进行对话表演和口语交际，激发学生学习英语的兴趣，培养学生的英语学习能力。
4 本课时的教学重点是：能听懂会说 I’m hungry. What would you like? No, I’d like…..听懂会说hamburger、French fries、pizza、pop。教学难点是能用“What would you like？”征询别人意见以及hamburger, French fries的正确发音。
5 学情分析:
6 教具准备: 录音机,卡片,多媒体
二教学方法：
讨论法，讲授法，演示法，练习法
三教学程序：
为实现以上目标，我是这样设计教学过程的：
（一）、Warming up
1、Sing some songs.
2、Play a game.快速呈现食物图片，做问答。
(通过唱唱、问答的形式，不仅吸引学生的注意力，调动积极性，而且营造了学习英语的氛围。同时也为本课的教学作了知识的铺垫，构建了知识表象。)
（二）、Revision
（紧接着教师摸着肚子，作饥饿状）引导学生一起说出I’m hungry，围绕呈现的图片快速对话。
（以对话的形式，唤起学生的记忆，使学生熟练运用旧知，同时对I’m hungry进行了渗透。）
（三）、Presentation
1、依次呈现some bread、some juice的图片。
T: Would you like some bread?
S: Yes, please
2、T: I’m thirsty.（教师作干渴状，引导学生边做边说I’m thirsty.）
T: Would you like some juice?
S: Yes,please.
T: Here you are.
通过已掌握的句型新授hamburger, French fries pizza ,pop。
(利用旧知，在已熟练了的交际语境中学习新单词，同时配以相应的图片，加深了对单词的理解，也降低了难度。并即使由师生操练转向生生操练，由模仿提高到运用，这符合学生的认知规律。)
3、（呈现以上四幅新授图片）Make out some dialogues.
(将单词融进有实际意义的对话中，充分体现在交际中教，在运用中学的理念，通过这种方式便于学生的理解和运用。)
4、（请一名较突出的学生引导作干渴状）：
S:I’m thirsty. I want to drink.
T: What would you like, please?
S: I’d like some pop, please!
(教师作饥饿状)：
T：I’m hungry. I want to eat.
S: What would you like, please?
T: I’d like some French fries, please!
(在说的过程中予以图片加以配合，帮助理解；由模仿到练习，反复刺激学生的感官，增强学生对新知的理解和运用。)
（四）、Practise
1、Listen to the tape and read after the tape.
2、Act out the dialogue.
(在听读的过程中培养学生良好的学习习惯，通过演演的形式让学生在情景中练习达到掌握的目的。)
（五）、consolidation
1、Make a survey.
2、Who’s the best?
(师生示范表演为学生提供一个可操作的模式，以任务型的活动方式，通过合作学习，并予以评价知道，给学生提供平等的'说英语的机会，鼓励学生在竞赛中学，这样既创造了轻松愉快、自然和谐的课堂气氛，又促进了交际活动的展开。通过“Apple Tree”的评价总结，让学生认识到集体目标的实现离不开个人的努力，激发其进一步追求成功的欲望。)
（六）、Homework
1、Read after the tape recording.
2、Make up a dialoguein pairs.
（将课内的学习延伸到课外，维持学生的学习兴趣。）
教学的对象是三年级学生，他们活泼好动，喜欢直观形象的事物，对游戏、竞赛、动画特别感兴趣。教师在教学时应坚持以听说为主的原则，注意启发、引导和帮助学生通过说、唱、动、游戏等方式积极、主动、大胆、愉快地参与教学活动。
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. Our boys and girls are exposed to English for the first time, so it is very important to develop their keen interest in English.
I. Contents:
Today I’m going to talk about Part B of Unit 2, PEP Primary English, Book 3. This lesson includes two parts: Let’s talk and let’s practice. In section 1, it mainly deals with the dialogue about “What’s in the schoolbag?” and the answers. And in section 2, it provides a real situation for the Ss to prastise the pattern: How many +n.(pl.)+ do you have? And the answer: I have 23 +n.(pl.)
II. Teaching aims
1. Aims on the knowledge
(1) To enable the Ss to understand and speak: “My schoolbag is heavy. What’s in it? Thank you sooooooo much.” Make sure that Ss can use these sentences in real situations.
(2) To help Ss to finish the survey.
(3) Let Ss finish the assessment of “Let’s check” in this unit.
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.
III. Key-points of this lesson
(1) To help Ss ask and answer the question: What’s in it?
(2) To enable Ss to study in groups and co-operate skillfully.
(3) To develop Ss’ interest in English.
IV. Difficult points
(1) To help the Ss ask and answer the question “What’s in it?” and make sure they can use the plural nouns correctly.
(2) To finish the survey by themselves.
V. Teaching methods
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 to help the Ss to get a better understanding of the key structure of the dialogue. I will arrange four kinds of activities: singing, guessing game, finishing a survey and having a competition. And in this lesson a recorder, CAI, school things and a printed form will be needed. Students should prepare some school things.
VI. Teaching procedures and purposes of my designing.
I’ll 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 I’ll mainly talk about this step.
1. Present the pattern: “My schoolbag is heavy.” “What’s 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: “What’s in it? What’s 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: What’s 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: What’s 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! I’ll 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 soooooooo 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. Assessment
Help Ss finish “Let’s check” of this unit and workbook.
Purpose: To check the knowledge Ss have learned in this period.
Step 5. Add-activity
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
小学英语英文说课稿10
1. content of teaching materials
This section focuses on festivals and focuses on how people usually spend their holidays.This class requires students to master the National, Day, Halloween, Christmas, Spring, Festival and What do people usually do at of...I?...And free to talk about how to spend the holidays.In this class, did leads to general questions and answers as well as new ones.Because the past tense of the be verb has appeared in the first third units, it is easier for the students to master it when they are studying.
2. status of teaching materials
The selected course in this class is English 6A Unit 6 in Oxford primary school.The teaching of this unit revolves around festivals.In this section of the festival, students have the knowledge of the previous third units foreshadowing, relatively easy to depth and expansion.This arrangement reflects not only the progressive meaning of teaching materials, but also the students' knowledge level and cognitive level.On how people spend their holidays, especially in Western festivals,.Students are required to collect information in time after class.In the actual teaching, this class uses the old topic, first teaches the new sentence pattern, and uses the sentence pattern to lead the new knowledge way to unfold, this is advantageous for the student to accept and grasp, also has manifested the teaching content the continuity.
Say target:
1. teaching objectives
The new curriculum emphasizes the organic combination of knowledge and skills, process and method, emotion, attitude and values, and in the light of this understanding, I set the following teaching objectives: three.
[Objective] to students' cognitive spoken phrases and words: visit relatives and friends, go to parties, dress up in costumes, ware masks, make pumping lanterns, eat lots of delicious food, National Day, Christmas, Halloween, Spring, Festival, favourite; can use When's s...What, do, people, usually, do, at...Did you?....last...Yes, I, did./, No, I, didn, T. and so on.
Ability to communicate in English on holidays, and some students can introduce the festival in English fluently.
[Objective] through activities and games, students are interested in learning English. Students are encouraged and willing to talk and participate actively in communication.And let students cultivate their sense of cooperation and competition in the process of learning.
2. teaching difficulties
The focus of teaching is to let students master the phrase, can use phrases to communicate, the ability of students to use the phrase to describe the preliminary exercise Festival; difficulty is to enable students to understand the temporal changes in richness and realize the use of different phrases to create language.
Doctrine of teaching:
1. teaching method design
According to the characteristics of this English class itself and the sixth grade students' interest, I through the design of a specific image of the scene, the old with the new, continuous rolling knowledge, in order to disperse the difficulty of teaching, let students perceive and understand.At the same time, the creation of a number of tasks, from words to phrases to sentence to dialogue to pieces, make students practice and meaningful practice in multi exchange between teachers and students in learning, give full play to their enthusiasm, cultivate their ability to learn to use.
2. learning method guidance
To guide students through the method of comparison, observation and speculation gradually new language project function, let the students in practice to realize multi-level learning English "use" the necessity, to encourage students to think actively, bold attempt.
3. teaching means
According to the teaching content, teaching objectives, students' age characteristics and psychological characteristics, in order to better stimulate students' interest in learning, so as to actively participate in learning.Multimedia courseware, pictures and other teaching aids teaching, the abstract sentence in a vivid scene, the game, not only make the learning process more relaxed, can special case.
Say process:
1. warm up (Warm up)
(1) announce the way of study in this lesson: group competition.The seats are divided into four teams, each of which is based on the class performance of each student. At the end of the class, WINNER is added.Then, begin "one sentence for each class". The sentences taught in this class are "Lite is long if you know how to use it.""
[design intention] the announcement of the study style made the students full of interest in the lesson and aroused their fighting spirit and desire for the group's performance."One sentence for each class" is an essential part of every class I started in grade six.This section mainly teaches students some clever words and phrases.These sentences not only enrich students' vocabulary, improve their expression ability, but also enable them to learn idiomatic expressions in english.So as to create a good atmosphere for learning english.
2. take the old with the new [lead in]
Provide topic Birthday, free communication between teachers and students, and then use the "How do you your birthday spend" to draw the new sentence pattern of this lesson "What do you on your birthday do", and then import "Did you"..."Last birthday?" and answer.Then use the Colour topic to elicit the sentence pattern My favourite....
[design intention] to get rid of new knowledge through old knowledge is one of my frequently used teaching methods.With new students, students can master the sentence patterns more easily.At the same time, combine the new sentences with the old ones.It helps to cultivate students' open thinking ability.
小学英语英文说课稿11
Lesson Plan Presentation
Hello, everyone! It’s my great pleasure to be here to give my lesson plan presentation. The lesson plan I am going to present is the Reading part from NSEFC Module2 Unit5. The Topics of this unit are music and different types of music. It’s a reading course. The passage “A band that wasn’t” consists of two parts. The structure is very clear, but many new words and phrases in this passage make it difficult for students to understand the content. Based on the above analyses, I rearrange the teaching material. In the comprehending part, I rearrange exercise two. Instead of writing main idea for each paragraph, students should finish it by a match work. It will make it easier to understand the outline of the passage.
My students are in senior one, so they have achieved certain English level which can help them comprehend the text better. They are also easily activated by pictures and sounds in the class and like to air their opinions. They are familiar with the topic “music”, What’s more, they are eager to know more about it. Their interest in such topic can help them learn the passage well.
As we all know, the deep understanding of the reading material is based on various kinds of information including the printed context and also readers' knowledge, concept and value. The information will compensate for each other and in different ways help readers read. I mainly adopt three-stage model—pre-reading, while-reading, and post-reading to deal with the reading. To help students learn more effectively, I also adopt experiential learning, encouraging Ss to learning new things by doing and experiencing. Students can acquire expressions and the ways of solving problems better by taking part in activities like A Date with Lu Yu and discussion, etc.
According to the analysis of the teaching material, the learning condition, and the theory of teaching reading, I set the following learning objectives：
1. Language skills:
By the end of the class, Ss will be able to improve their reading skills by skimming for the main idea of each paragraph and scanning for the Monkees’ specific information. They can also talk about the formation of the Monkees and the factors to its success in A Date with Lu Yu.
2. Linguistic knowledge:
Ss can use the important words and expressions properly such as attach, on purpose, be crazy about, etc. and learn the usual way how most bands become popular and the history of the Monkees.
3. Affects:
Ss will know some important factors to success, like hardworking, opportunity, etc. and enjoy expressing opinions in group work.
4. Cultural awareness:
1) know the usual way to form a band and the history of the Monkees
2) be aware of the famous bands abroad and home
5. Learning strategy:
1) learn autonomously and cooperatively in different activities before, during and after reading.
2) get more information through Internet, magazines, etc.
Language focus
1) improve Ss’ reading ability, such as skimming, scanning.
2) learn the usual way how most bands become popular and the history of the Monkees.
Anticipated difficulty:
Because of their limited vocabulary, poor organization, etc, the role play maybe difficult for them to do.
In order to achieve the learning objectives, several activities are designed for the three stages- pre-reading, While-reading and Post-reading. The teaching procedures are as followes:
In pre-reading stage, I designed two activities. In activity 1, Ss listen to 4 songs and guess which band sings the song. By sharing their knowledge about some familiar bands, their learning interest will be fully aroused. As a result, a good classroom atmosphere is achieved. In activity 2, Ss will watch a short video and then share their ideas about the Monkees. This activity aims to lead in the topic of the passage naturally and make Ss mentally prepared for the text they are going to learn.
In While-reading stage, I designed two activities: fast reading and close reading. In fast reading，I will ask them to go through the text quickly and match the main ideas of each paragraph. Then they should scan the passage and find out the information about the Monkees. The fast reading activities are to develop the students’ reading skills of skimming for general idea of the passage and scanning for specific information. As for close reading, I designed various kinds of comprehending activities, students have to go back to the text again to gather information, reorganize or reinterpret the information. They have to truly understand the attitude of the author and the purpose of the text so as to get the answers. As to paragraph 1, I will ask Ss to read it and answer some questions. Then they should read para.2 carefully and find out the usual way in which a band becomes popular. And Ss should find out the plan and the factors of the Monkees and the way how the Monkees became well-known when dealing with para.3 and 4.
In Post-reading stage, I designed two activities. Activity1 is discussing. Ss should discuss around the question “What’s the most important thing to success?” Through this activity, affective objectives of this lesson are achieved. By discussing, they will be clear about qualities needed to make their dreams come true in the future. Activity 2 is role play. The second activity is an interview. Ss will work in groups of five. One acts as Lu Yu while the other four are the members of the Monkees. They have to talk something about their hard way to be popular and to be the real band. This serves as the output after reading the passage.
After class, Ss are asked to work in group of four, and search some information of their favorite band and introduce it. By searching the internet, magazines or newspaper to get some information of a certain band, Ss will develop their resource strategy. By such kind of group work, Ss will have more opportunity to communicate with their classmates after class.
Finally I’d like to show my blackboard design. In the left side, it’s the usual way a band becomes popular. In the middle of the blackboard, it’s the way how the Monkees became well-known. There are some new words and phrases in the right.
This is my lesson plan presentation. Thank you for your attention!
小学英语英文说课稿12
Lesson Plan Presentation
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.
小学英语英文说课稿13
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 competition.
Fourth, learning strategy aims: Enable Ss to pay attention to the observation and communication.
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 competitive. 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 come 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 competition. 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 complements 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 competition that can keep their attention. （Write the new words and the structure on the board.）
小学英语英文说课稿14
First I’m glad to be standing here to share my teaching plan. And I really appreciate this opportunity to exchange ideas with all of you.
Ⅰ. Guiding ideology
New English Curriculum and standards says that, English teaching should take students’ learning interest, experience of life and cognitive level as the starting point, in order to promote the learning style of experiencing, practicing, participating, cooperating and communicating. Correspondingly, task-based teaching method is strongly recommended.
Ⅱ. Analysis of the book
I’m going to talk about Unit 1 of Module 2, Foreign Language Teaching and Research Press Primary English, Book 10. This lesson includes three parts. In section 1, it mainly deals with the dialogue about the e-mail from Lingling, which talks about the dietary habits of English food. The second part of this lesson gives students a chance to practice the sentence structure “What did she have for breakfast/lunch/dinner? She had…”. And in section 3, it provides a real situation for the Students to practice the pattern.
Ⅲ. Analysis of students
Psychologically, students of this age are very imitative, deeply interested in learning English. They have great curiosity and they are eager to show what they know. Therefore, lively teaching materials and flexible teaching methods are needed in this lesson.
Ⅳ. Teaching aims
Based on New English Curriculum and standards and the analysis of the book and the students, I set the teaching aims of this lesson.
1. Aims on the knowledge and the abilities
(1) To enable the students to listen, speak and read the words:
email ,sandwiches, traditional, delicious
(2) To enable the Ss to understand and speak:
What did she have for breakfast/lunch/dinner?
She had….
(3) Make sure that Ss can describe dietary habits in real situations.
2. Procedures and methods
(1) Using a chant to get students’ interest
(2) Doing listening to understand the knowledge
(3) Practicing the dialogue in various ways to practice the sentence structure.
(4) Finishing a task by interviewing in order to make sure they can use the sentence structure in real situation
(5) Doing homework to develop knowledge
3. Aim on the emotion
To lead Students to have a good dietary habit
Ⅴ. Key-point of this lesson
To help Students ask and answer the question:
What did she have for breakfast/lunch/dinner?
She had….
Ⅵ. Difficult point
To help students describe dietary habits in real situations
Ⅶ. Teaching procedures
Now I’ll exchange my idea for teaching procedures.
Step 1. Warming-up
Activity 1.
In order to review the learned knowledge, warm up the class atmosphere and get students’ attention to study, I adopt Happy Teaching Method. Let’s chant together. I will use the computer and overhead projector to make the inputs reasonable and comprehensible. It will also make my teaching lively and interesting.
Step 2. Presentation
Activity 1
Then I’ll lead the way. The students will interact with the teacher by playing a guessing game to understand and speak the words. In this activity, some traditional teaching media such as cards and pictures are used to reflect the reality of teaching.
Activity 2.
After having a general understanding of the words, students will listen to the tape carefully and answer some questions to have a general idea of the dialogue.
Step 3. Practice
In the third step of the teaching procedure, students will practice the dialogue in various ways to internalize English language and cultivate learning strategies of cooperating and learning by themselves. Communicative teaching method is used here to develop students’ ability of using language.
Activity 1
To internalize the language by reading after the tape and group leaders and reading in pairs
Activity 2
To consolidate language by acting out the dialogue
Activity 3
To practice the language by making sentences and communicating in pairs
Students will accomplish the task in groups. They work as a team to communicate in English. This kind of learning method can foster students’ consciousness of good cooperation and proper competition.
Step 4 Production
In this step, I organize students do an interview. In this step, I let everyone take part in the activity. In this relatively real situation, there is a larger space of thinking and imaging for students. Task-based teaching method is used here to develop Students’ ability of communication and their ability of co-operation will be well trained. New English Curriculum and instructional standards says that students are the real master of this lesson. They are English learner and real master. So the teacher should act as a guider, organizer and cooperator. I will let the Students learn in real situations.
Step 5 Assessment
In order to encourage students and show the variability of assessment ways, I put “good, great, super, excellent” in my teaching, and give them assessment according to their performance. According to the self-assessment, assessment among groups and the teacher’s assessment, the first three groups are going to be praised for stickers. For other groups, I will also encourage them orally to feel the happiness of success and have more confidence to learn English.
Step 6 Reflection
To consolidate the learned knowledge and prepare for new one, and gain the learning strategies of cooperating and learning by themselves, I design the homework as follows:
1. Listen and recite the dialogue.
2. Design a list of English dietary
3. Prepare for Unit 2 of Module 2
Step 7 Reflection
This plan is made according to the New English Curriculum and standards. The first successful point is adopting task-based teaching method to develop students’ abilities of applying English in real life and build up their confidence. The second successful point is using traditional teaching media (cards and pictures) to connect with the modern teaching ideas.
I will change my teaching plan according to the students’ performance to achieve the best effects. Thank you!
小学英语英文说课稿15
一、 说教材
今天我说课的内容是外研社的小学英语新标准三年级起始第一册module 6 school, unit2 what’s this? 我采用多样化的教学手段将听、说、玩、唱溶于一体，激发学生学习英语的兴趣和愿望，使学生通过合作学习体验荣誉感和成就感，从而树立自信心，发展自主学习的能力，形成初步用英语进行简单日常交际的能力。
二、说学情
三年级的学生于本期刚接触英语，对学习英语充满了好奇和兴趣，渴望获得更多的英语信息和知识。经过本模块第一单元的学习，学生已经初步掌握了询问并识别物体的句型：what’s this? 和what’s that? 学生已掌握的知识和心理状态为本节课的自主探究打下了基础。
三、 说教学目标
1、语言知识目标
(1) 让学生能听、说、认、读pen,pencil,book,bag等单词。
(2) 通过学习让学生熟练掌握句型 what’s this? 和what’s that?
2、学习技能目标：
(1) 能听懂let’s do中的指令并做出相应动作,如point to the …
(2) 根据图片或在场景下进行简单的英语交流和表达，培养学生灵活运用所学知识进行交流的能力.
3、情感态度目标
（1） 通过学习活动，使学生有兴趣听、说英语，培养学生注意观察、乐于模仿的良好习惯和主动竞争的竟识。
（2） 让学生在鼓励性评价的中树立学习英语的自信心。
（3） 通过小组活动培养学生合作交流的能力，从而让学生意识到学习英语的重要意义。
（4）充分利用教材所提供的学习资源，实现自由参与与创新，能主动与他人交流，并克服交流中的困难，使交际顺利进行。
四、说教学重难点
1、学习新单词 pen,pencil,book,bag ，能正确认读。
2、巩固已学句型：what’s this? 和what’s that? 并能用 it’s a…作出相应的回答。
五、说课前准备
教具准备：课文录音；带单词的物品图片；实物pen,pencil,book,bag；魔法包；奖品（贴画）。 学具准备：单色物品的图片（学生课前画好）
六、说教学策略
为了突破这一堂课的重、难点，根据小学生好奇、好胜、好动、模仿力强、表现欲旺盛等生理和心理特点，我主要采取了以下教法和学法。
（一） 小组活动学习法
把全班分成四个大组（两行为一组），分别用数量单词命名，并书写在黑板的左边或右边。课堂各项教学活动均以小组活动为主线，结对或全班活动为辅，学生互相交流、探究，共同完成学习任务，在合作中感受学习英语的乐趣及交流的意义，也通过小组成员之间“荣辱与共”的关系而形成同步学习的环境。
（二） 情境教学法
给学生不断创设各种真实的场景，促使学生说英语。
（三） 课堂评价主要以鼓励性评价为主。
课上恰当使用激励性评语和奖励个人贴画、小组奖的红旗（画在黑板上）的方法，让学生渴望成功的心理得到满足，这也是激励学生积极投身英语学习的一个最简单而有效的方法。老师操作起来也比较方便。
七、说教学过程
（一）热身复习，营造学习英语的气氛。
1、歌曲导入，激发学生学习的兴趣
教育家托尔斯泰说过：“成功的教学所必须的不是强制，而是激发学生的兴趣，激发学生参与学习的兴趣，是新课导入的关键。精彩的课堂开头，不仅能使学生迅速地兴奋起来，而且还会使学生把学习当成一种自我需要，自然地进入学习新知的情景。因此，在热身的时候，首先让学生演唱歌曲“plese stand up ”，并做上相应的动作，这样的导入能很快吸引住学生，还渲染了学生学习英语的良好气氛。同时，歌曲中的物品也可勾起学生们对已学物品单词的回忆，对复习句型what’s this? 和what’s that?作好铺垫。
2、复习旧知，培养自信
教师出示tom的图片，谈话向孩子们引出本节课的新朋友：“it’s tom.” ，并让学生热情地和他打招呼。告诉学生们他是amy的弟弟，今年才三岁。小tom有些物品不认识，由于刚和大家见面，有些害羞，要老师代问，让孩子们帮帮他。孩子们对帮助他人都比较热心，反应都很积极。于是老师拿着tom的图片，在教室里四处走动，随意拿起一件物品或指向一件物品，向学生提问：what’s this? 或what’s that?让学生作出相应的回答。适时还可用what colour is it?进行询问，借以复习表示颜色的单词。大力夸奖乐于助人的娃娃。这样不仅复习了旧知识，渲染了学习英语的良好气氛，而且渗透了思想品德教育。
（二）会话导入新知，促进语言实际运用能力的提高。
学生在一个平等尊重的氛围中，他们的思维是放松的，敢于说、敢于参与教学。教师要真心诚意地把学生当成学习的主人，努力提高“导”的艺术，从而在教学中恰到好处地去启发、点拔、尽可能地给学生多一点思考的时间，多一点活动的余地，多一点表现自己的机会，这样才能使课堂氛围充满活力。因此，这个环节我是这样设计的:
1、教师拿着tom的图片继续指向教室里的物品，向学生提问。课前教师在离讲台较近的墙壁两侧和较远的后墙两边分别贴上pen,pencil和book,bag的图片，分别使用what’s this? 和
what’s that?向学生提问，学生可用中文来回答。教师引导用“it’s a…”来回答，自然引出新单词，进行单词教学。
2、游戏——变一变。
老师先出示魔法包，把实物pen,pencil,book,bag一件件地特意让学生看到之后，再把它们放进“魔法包”中，然后让一名学生上台，从“魔法包”中握住一件物品，让其余学生猜是什么。若猜对了就把物品拿出来，并让另一名学生上台找出相应的单词卡片，全班进行单词练读。学生们对“魔法包”充满了好奇，而所学的单词又是孩子们非常熟悉的文具物品，从而学习起来非常带劲，能起到很好的巩固作用。通过齐读、指名读、开火车读、看口形猜单词等多种形式的操练，孩子们能十分轻松地掌握单词的认读。对读得对、读得好的个人和小组要给以及时的鼓励，调动学习的兴趣和积极性。
（三）呈现新知,合作互动。
在小学英语课堂中使学生保持一种积极的紧张感，能够激发他们学习的外部动机，引发他们一系列的自主活动，促进外部动机向内部动机的转化。
1、游戏——say and point
请四位学生上来，分别站在四个不同的方位，手里分别拿着实物pen,pencil,book,bag再请一名学生发出指令：point to the…其余学生做出相应的动作，以达到对新单词的熟练掌握。这个活动完全由学生来操作，既锻炼了学生的胆量和能力，又激发了学生学习的兴趣。
2、演一演。这个部分是由学生导学。指派一生扮演tom，在教室随意走动，指向任一物品，用what’s this? 和what’s that?进行询问，其余学生扮演amy作答，以答到操练句型的目的。为了激发学生学习的.积极性和主动性，可多抽几名学生扮演tom练习。这个环节主要是操练学生能正确使用what’s this? 和what’s that?来提问。对能正确使用this和 that来询问的学生要加以大力表扬和奖励。
3、小组活动：ask and answer
以学习小组（四人）为单位，摆出pen,pencil,book,bag等文具，可故意将其中的一件放远一些。然后指派一人分别用what’s this? 和what’s that?进行询问，其他学生作答。依次轮流进行，借以达到熟练掌握句型的目的。若组内成员不懂，其他成员帮助，团结一心，完成任务。教师巡视指导。
4、学习课文 what’s this?
（1）学生打开书，结合课文插图，听课文录音，理解文意。
（2）再听录音，生逐句模仿读。教师适时正音。
（3）趣味操练——多种形式赛读：男女生分角色读；指名分角色读；小组赛读。优胜者分别奖个人贴画、奖小组小红旗。各种方式的赛读，从多方面激发学生学习英语的兴趣，培养自信心，让他们感受到成功的快乐。
（四）巩固新知，拓展练习。
1、完成运用任务（1）：赛一赛——将sb24页的activity 3设计为一个抢答赛。
教师出示单色物品，用what’s this?询问，学生抢答。在这个环节，教师要注意引导学生加上颜色作答。不仅巩固了新知，也复习了旧知。这个练习有一定的难度，教师要多加诱导，多给孩子思考的余地。通过努力，相信孩子们一定能完成得很好的。对答得对的要大加赞扬和奖励，比如说：呀，你真了不起！能说那么长的英语句子了！太棒了！
2、完成运用任务2：将sb 25页的activity 5设计为小组活动——show and ask
学生展示出课前画好的单色物品图片，在小组内互相用的what’s this? 和what’s that?来进行问答。提醒学生在问时把图片拿出来，做出合适的动作；在答时尽量加上表示颜色的词，教师巡视指导。 此任务的设计，重视了对学生思维能力、观察能力的培养，特别是对学生合作学习能力的培养，让学生们在师生，生生，小组等不同的合作方式中，学会倾听，学会评价，为学生的终身学习奠定基础。
（五） 课堂小结和课堂延伸
1、总结小组的战利品，（包括个人的贴画和黑板上小组的小红旗）学生掌声祝贺并鼓励未获胜的小组继续努力，为激发下节课的学习气氛打下基础。
2、布置课外作业——我来当当小老师。
将所学的单词或英语句子教教你的家人或朋友。并将你当小老师的情况在下节英语课上向老师和同学汇报。
此环节将课堂延伸至课外，培养了学生的运用能力，让孩子的家人和朋友也来分享学习英语的快乐，从而更加激发孩子学习英语的欲望，真切体验学习英语的成功带来的喜悦，达到学以致用的目的。
八、说设计说明
本节课不论是新知的呈现，还是游戏的设计，都是以学生的自主探究学习为中心的，充分调动了学生学习英语的积极性，让学生全员积极参与到课堂，在玩中学，学中用，提高了课堂实效，培养了学生学习英语的兴趣。我相信通过这样的教学方式，充分让学生主体参与、体验感悟、游戏巩固，是一定能圆满实现课堂教学任务的。
附：板书设计
Module 6 School Unit 2 What’s this? What’s this?
It’s a red pen. yellow pencil. What’s that?
It’s a blue bag. green book.
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