小学英语说课稿
作为一名辛苦耕耘的教育工作者,常常要写一份优秀的说课稿,说课稿有助于提高教师的语言表达能力。快来参考说课稿是怎么写的吧!以下是小编帮大家整理的小学英语说课稿,欢迎大家分享。
小学英语说课稿1
一、说教材
我说课的内容是PEP英语第7册第二单元Where Is the Science Museum ? A部分的let’s read。是第三课时。
这套PEP教材的编写注重学生语言运用能力的培养,突出语言的实践性和交际性,同时也突出语言的真实性和实用性。Unit 2 Where is the science museum ?以问路为主要话题展开,设计了问路时的一系列情景对话和任务型活动,形式包括阅读理解、听力练习和游戏、任务。本课时是在第一课时听说读写单词和短语:hospital、cinema 、post office bookstore 和听说认读 science museum ,“Where’s the library? It’s near the post office/ It’s next to the cinema / Is it far from here? No,it’s not far. ”的基础上进行“问路”“指点方向”的阅读教学以及在具体的情景中进行运用。
二、说教学目标
新课标指出:基础教育阶段英语课程的目标是以学生语言技能、语言知识、情感态度、学习策略和文化意识的发展为基础,培养学生的综合语言运用能力。教学目标的设定,遵循的是明确具体,可操作性的原则。基于这样的认识,我确定以下教学目标:
(1)知识目标:能够理解并朗读let’s read部分的对话;
能完成书本中的排序练习。
(2)能力目标:学习“问路”及“指点方向”用语,并能在具体的情景中使用。
(3)情感目标:培养学生团结友爱、乐于助人的良好品质。
使学生愿意在小组活动中积极与他人合作、互相帮助、共同完成学习任务。
本课时是一堂阅读教学课,其中涉及到的词汇句型比较多,通过对教学目标以及六年级学生情况分析,我认为重难点应该这样把握:
1.本课时的教学重点是能够听、说、认读Let’s read 部分的对话。
2.本课时的难点是能够理解对话中出现的新时态和指点路线的新语言,如:What are you going to do after school? Get off at the cinema .Then walk straight for three minutes.
三、说教法
新课程倡导任务型的教学模式,让学生在教师的指导下,通过感知、体验、实践、参与、合作等方式,实现任务的目标,感受成功。在学习过程中进行情感和策略调整,以形成积极的学习态度,促进语言实际运用能力的提高。同时英语课程要面向全体学生,注重素质教育,要关注每个学生的情感,激发他们学习英语的兴趣,帮助他们建立学习的成就感和自信心,使他们在学习的过程中发展综合语言运用能力,提高人文素养,培养创新精神。
基于以上认识,我以新课程为指导,以学生为主体,让学生通过游戏、对话、思考,观察等来体验语言,体验生活,体验学习的过程与快乐。
(1)情境法。通过呈现地图创设问路情境,让学生在形象的语言环境中学习、运用新知。
(2)任务型教学法。每一个环节我都设计了不同的活动任务,,使学生在“说“与”做“中达到“用”的目的`,发展学生思维能力、创新意识和各种语言应用能力,培养学生团结友爱、乐于助人的良好品质。
(3)视听法、表演法、讲授法、对话法相结合,以“听、读”为基础,“交际”为主的教学手段,引导学生完成阅读,并学会指路用语。
(4)多媒体等辅助法。运用课件,板书等直观的现代教学手段,创造轻松愉快的教学氛围,调动学生主动参加课堂的积极性。
四、说学法
小学六年级学生已经学了将近四年的英语,已掌握了基本的听、说、读、写能力,已具备了一定的自学能力。因此可在教学中充分发挥他们的自主精神,培养他们的自学能力。但他们仍然具有儿童的一些基本特性,如好奇心强,好表现,善模仿等。游戏、活动是他们最乐于接受的学习方式。考虑到学生这样的特点,我设计了循序渐进,动静结合的教学环节。通过对话,培养学生的口语能力;通过听课文录音,设计不同程度的问题,培养学生听力与分析短文的能力;通过小组,两人对话,培养学生的合作能力;通过设计排序作业,培养学生阅读,自学能力。
五、说教学手段
教学手段是为了实现预期的教学目的。针对英语课堂的特点,我采用多媒体辅助结合简洁的板书设计来呈现我的课堂。
六、说教学程序
合理安排教学程序是教学成功的关键。教学过程不单是传授与学习文化科学知识的过程,同时也是促进学生全面发展的过程。教师在引导学生掌握知识的同时,全面发展学生各方面的能力,针对学生的认识状况及本课教材的特点,我安排了以下几个教学环节:
第一环节:游戏导入,激发兴趣
课前自由对话完成之后,我直接运用游戏:课件快速呈现一个单词,让学生说一说,拼一拼。我呈现的是两种词汇:一个是本单元已经学习过的地点词汇,另外一个是本节课需要了解的一些词汇,这些词汇学生以前已经接触过,通过游戏再次出现,为本课时教学作铺垫。
设计意图:游戏是小学生很喜欢的一种活动。但是六年级的学生已经比较成熟,唱唱跳跳的游戏不是很适合他们。采用猜单词这样的游戏,学生更加容易接受,同时为教学做铺垫。时间安排在4-5分钟左右。
第二环节:活动教学,巩固句型
首先我呈现一张街区地图,让学生熟悉各个地点之后,问学生excuse me ,where is the post office ?学生会回答:It’s near /next to…示范之后,我让学生来做一做小交警,以四人小组为单位,一个学生做小交警,另外三个问路。 S1:excuse me ,where is the …..?S2:It’s near /next to …..
设计意图:这个环节设计,我主要是让学生学会看地图,并巩固询问和指点方向的句型where is the …..?以及回答 It’s near /next to …..把枯燥的句型问答放入一个合适的情境中,学生的兴趣就会增大。同时小组活动,培养学生的合作能力与团结有爱的精神。时间安排在5分钟左右.
第三环节:借助地图,学习新知
教师在学生全面了解了地图中各个地点的位置之后,问学生 I want to see animals. Where can I go? How can I get to the bookstore?在教学短语want to的同时,为学生输入语言see animals。学生会用 You can go to the bookstore. You can go on foot.回答。接着同样问学生 I want to see a film. Where can I go? How can I get to the cinema?引出短语 by No.3 bus.学生体会乘坐几路车的说法。同样用 I want to post a letter.. Where can I go? How can I get to the post office? 引出get off at the cinema.教学短语get off,同时教学它的反义词get on。
最后教师问:I want to by a pair of shoes after school. Where can I go? How can I get to the shoestore? 引出walk straight for three minutes教学。这个句型应该重点进行操练。因此我设计了一个chant来巩固。在这个环节的教学中,把我们课文的另一个难点也设计进去,即 What are you going to do after school? I want to…..因为我上面已经说了很多可以做的事情,I want to…学生在这里就会聪明地运用进来了。
设计意图:这个环节是逐步击破新授课重难点的一个环节,教师通过想做的事情,问学生应该上哪里去,一步一步引出乘坐公交车、上下车、笔直走的英语说法。 “Be going to “句型是个新内容,因此要让学生有所感知,我设计的是一个采访任务,学生在采访中互相了解,增加友谊,完成学习目标。小学生的接受能力很强,但是也不能一下子习得多有的东西,因此我从易到难,听说结合,让学生学会思考、观察,循序渐进,符合小学生身心发展的规律。时间安排15分钟。
第四环节:听说结合,回归课文
这个环节,我通过让学生听课文录音,回答6个问题:
What is Mike going to do?
Where is he going?
Where is the shoe store?
Which bus can he take?
Is the hospital on the left ?
学生在前面已经掌握了课文中的重难点,因此在听录音的时候能够大体听得懂。回答问题之后我让学生跟读课文,并进行表演,进一步巩固新知,最后完成课本的排序练习。
设计意图:课堂教学最终要回归文本,学生学习课文才会对整节课有一个整体的了解把握。通过听录音的形式,培养学生的听力能力,通过表演对话的形式,培养学生说、演的能力。通过排序练习,巩固本节课的重点知识。时间安排10分钟。
第五环节:联系实际,巩固拓展
这一环节我这样设计:课件显示海盐镇区域图,其中有我们的学校以及一医院,电影院,图书馆等公共场所,师生就这些地点进行问答练习:Where is the ….?How can I get to the …? You can take the No…. bus. You can get off at the …. . You can walk straight for minutes. 在问答完成之后教师出示打乱顺序的句子,让学生根据我们镇的地图进行排序。
设计意图:英语教学的最终目标是能够进行运用。课堂中的知识联系实际,运用到实际中,学生更加感兴趣,同时实现了最终教学目标。同时课堂作业是教学效果最直接的反映,我设计通过让学生看地图进行排序的作业,训练学生的综合语言运用能力。更能及时给教师反馈。时间安排5-6分钟。
第六环节:课下作业设计
课下作业设计了必做题与选做题两个内容。这样的设计我是考虑到了学生程度的不同,每个学生都会尽力去完成自己能够做到的作业。
七、说板书设计
板书的设计,我遵循简洁易懂,重点突出的原则。因此,我把重点及地图呈现在黑板上。
小学英语说课稿2
说课的内容包括五个部分:
一、说教材;二、说教法;三、说学法;四、说教学过程;五、说板书设计。
一.教材分析
1.教材地位
本课时紧接在学生学习了unit4,掌握了现在进行时的基本结构后,是对现在进行时第三人称单数的学习,对学生来讲,是原有知识面的进一步拓宽学习。
2.教学目标
《新课标》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,同时它也明确指出,教材不是唯一的教材,给教师留有很大的拓展空间。根据这一理念,我在课堂中适当拓展了教学内容的深度与广度。基于以上认识,我确定以下教学目标:
[知识目标]能够听、说、读、写本课时四会单词:tomato,tofu,greenbeans,fish,potato,eggplant并认读cabbage,mutton,pork三个单词及替换句型:Whatwouldyoulikeforlunch?
I’dlike....
[能力目标]学生能够运用所学单词进行交际。
[情感目标]对学生进行思想教育:保持饮食的均衡。
重点:
1.本课时需要重点掌握有关食物的单词:tomato,tofu,greenbeans,fish,potato,pork,cabbage,mutton,eggplant。
2.学生能够运用四年级所学句型“Whatwouldyoulikeforlunch?”I’dlike…与所学新单词进行情景交流。
难点:
1.本课时词汇量大,要求四会掌握的单词多。
2.tomato和potato易混淆;eggplant较长;cabbage的发音较难;pork和mutton的意思容易混;tofu的发音容易被中文干扰。
二、教法
为了更好地完成以上教学目标,突出重点,难点,结合教学内容,我主要采用以下教学方法进行教学:比较教学法、游戏法、TPR教学法、情景交际教学法以及任务活动教学法。教法的选择与运用充分体现英语课堂教学的直观性与趣味性原则。同时,英语教学重视学生的积极参与,通过活动与情景,鼓励学生多开口进行英语交流,从而提高英语交际能力。
三、学法
课堂是教和学的双边活动,现代教学理论告诉我们,学生学的过程应是课堂教学的主要部分。在教学过程中,我通过指导学生使用听、说、读、做等方式学习新知识,同时,为学生搭建一个自由交流的平台,通过使用语言掌握语言;针对学生活泼好动,组织学生进行小组任务活动,进行合作交流,真正体现教师主导与学生主体作用相结合的教学原则。
四、教学过程
1.Warm-up(热身)
(1)Freetalk.
(2)Let’schant.复习以前所学食物单词与句型。
通过这样的形式,拉近学生与老师的`距离,激发学生开口说英语的积极性。
2.Presentation(新课呈现)
(1)导入:创设情景激发兴趣。创设party的情景引入新课,教师问学生问题:Doyouliketogototheparty?Let’sgotogether。
在这环节中,让学生喜欢的的话题晚会“走进“课堂,把语言使用的环境激活,把学生带入角色,这时,学生会有身临其境的感觉,产生亲切感,激发学生表达的欲望。
(2)教授句型及单词
复习已学过知识Whatwouldyoulikeforbreakfast/dinner?I’dlike…引出新句型Whatwouldyoulikeforlunch?在练习新句型过程中,教授新单词。Eg:教师提问:Whatwouldyoulikelunch?I’dliketomatoes.
用相同的方法教授potato。
A.用猜谜的方法教授eggplant,greenbeans,tofu。
B.用直教教学法教授fish,mutton,pork,cabbage。
单词教学并不是一个孤立的过程,在大量语言输入的前提下,在原有的知识上进行新知识的输入,这过程中,除了必要的带读、跟读这些机械性操练,还要引导学生把单词运用到句子中进行使用。从而实现英语教学词不离句的教学原则。
(3)歌曲辅助教学。
在学习英语单词的过程中,用歌曲进行单词的巩固,效果更佳。另外歌曲还可以调节课堂的气氛,舒缓一下学生的大脑。
3.Practice(巩固操练)
为了巩固新知识,设计几个学生感兴趣的游戏,让学生在愉快的游戏任务过程中,通过运用知识解决问题,不知不觉地掌握新知识。
estyoureyesightgame课件呈现食物的图片,让学生通过快速观察、记住。操练Whatwouldyoulikeforlunch?I’dlike…和食物单词。
Task2Bigeyesandbigears。
Task3做听力练习。
新课标明确指出,要减轻学生学习的负担,而单词的背诵又是学习英语必要的一环,通过这个游戏,既让学生快速记住了单词,又减轻了学生在家背诵单词的负担。
4.Extention(拓展)
(1)让学生在party展开情景交际对话。
(2)对学生进行思想教育:进行思想教育:保持饮食的均衡。
新课标提倡一种任务型教学模式,在教师指导下,让学生运用语言,感受成功。因此,通过新旧知识的结合使用,拓宽学生思维,真正达到拓展知识的目标。同时在知识教育的同时,适当穿插思想教育,实现本课时的情感目标。
5.Summary(小结)
利用学生活动后的热情,进行本课内容的小结。
(1)小结本节课学习内容。(2)拼读四会句子及单词。
学生在快乐的分享交流中,充分体会英语课堂教学的快乐氛围与英语学习的成功感。
五、板书设计
Unit3What’syourfavouritefood
PartALet’slearn
Whatwouldyoulikeforlunch?
tomato(es)potato(es)
I’dlikeeggplantgreenbeans
tofufish
muttonpork
cabbage
板书以简单明了为主,把本课时主要句型与单词用四线格板书出来。整个板书的设计都是为了一个目的:让学生整体感知本课时教学内容,帮助学生建构知识网络。
总而言之,这节课不论是新知识的呈现,还是游戏的设计,我都紧紧地抓住学生,吸引学生,让学生积极参与到课堂中来。学生在玩中学,学中用,提高了课堂实效,培养了学生学习的兴趣。我相信通过这样的教学,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。
请各位评委、老师们批评指正。Thankyou
小学英语说课稿3
【课题】
Recycle Two
【教学重点】
听懂、会说Let’s act 部分的故事。
复习有关表述自己喜爱吃某种食品、询问某物或某人在哪里以及含有简单形容词的句子等会话。
【教学难点】Let’s act 部分的故事情节的理解。
【教具准备】
1教材配套录音带。
2几种动物的面具 giraffe, elephant, monkey, mouse, rabbit, tiger, Zoom。
3几种水果的实物或模型 apples, bananas, grapes, pears, peaches, oranges。
4 Let’s act 部分的故事课件。 5所学过的水果及动物类单词卡片。
【教学过程】
1热身/复习(Warm-up/Revision)
(1)教师播放英文歌曲 “They Are in the Zoo” “An Apple a Day” ,师生共同边演唱边拍手打节拍。
(2)学生日常口语练习。
(3)用实物、玩具或图片等复习所学过的水果及动物,并用单词卡认读单词。
2 呈现新课 (Presentation)
(1)教师播放故事录像,展示Let’s act 部分的内容,并让学生了解人物关系和故事的大概含义。
(2)游戏:教师拿出准备好的以下几种动物的面具 giraffe, elephant, monkey, mouse, rabbit,tiger, Zoom。告诉学生游戏的名字叫:“做做玩儿”,方法是:谁戴上动物的面具,就要表演此种动物的外表特征,并用简单的形容词表述。用此方法复习形容词,并根据故事的内容引出单词:tall, long, strong, short … 。
继续以上游戏,方法有所不同:教师说单词 get, carry, eat, have, count, 让学生根据刚才所看故事内容猜单词含义并做动作,让学生了解单词的具体意义。
(3)听录音,跟读故事。
(4)教师带读故事中的各个句子,并译中文。 3 趣味操练 (Practise)
(1)教师播放动画课件,并根据故事向学生提问,检查学生对故事了解情况。
如:How many animals are there in the party?
Can you say some fruit in the story?
Who can get the apple?
What can the elephant get?
How many pears are there in the picture?
How many peaches?
(2)教师找7名学生,一起戴上giraffe, elephant, monkey, mouse, rabbit, tiger, Zoom的头饰或面具,按故事中的人物进行对话表演。为全体学生的小组练习做准备。
(3)小组练习,角色扮演。
将学生按7人一小组,按角色进行练习。
(4)将头饰和面具发给表演的小组,让表演的小组到讲台前展示。
4 课堂评价 (Assessment)
听录音做活动手册第41页的练习。
5 扩展性活动(Add-activities)
让学生在书中任意找一幅图案,试着自编一段对话,并说给伙伴们听。内容可以与图中原有相似,但不可相同。
此活动让学生自由想象对话内容,充分发挥学生的自主性和主动性。
【板书设计】
Recycle Two
I like bananas. I’m tall. Where is my banana?
I like apples. I’m strong.
I like pears. My nose is long.
探究活动Draw on back
探究内容:水果、动物、玩具单词的练习。
活动目的:进一步调动学生巩固4-6单元的单词的兴趣。
活动方式:游戏
探究过程
(1)学生两人一组活动。一个学生想出一个水果、动物或玩具的图案,慢慢的在同伴的背上画出来,同伴猜是什么,并用英语说出英文名称。
(2)画图的学生宣布正确答案。
(3)另一名学生重复以上活动。让每个学生在伙伴的背上至少画两次图案。介绍你我他
探究内容:介绍你我他。
介绍你我他
探究内容:介绍你我他。
活动目的.:学会使用从本单元学到的表喜好、表形容等用语进行交际。 活动方式:自我思考、自我形容、相互介绍。
探究过程
(1)让学生自己想想,用哪些词语能形容和表述自己。
(2)让6-7个学生向大家介绍自己。如:Im Jenny. Im tall/short. I like apples.
(3)分小组,让学生说说自己的同时,记住一到两个伙伴的情况。如:Tom is tall/short. He likes apples. 此时不必过多强调学生的语法错误,但要给学生纠正错误。拼图游戏
探究内容:通过拼图游戏巩固水果、动物、玩具类单词。
活动目的:进一步调动学生巩固4-6单元的单词的兴趣。
活动方式:讨论、游戏、展示 、合作学习。
探究过程:
(1)师生讨论
教师询问学生有关水果、动物、玩具类单词都掌握了那些?
要学生用英文表述单词。
(2)游戏
教师说:今天进行拼图游戏,拼图的内容由学生自己制作。
方法是:教师将有关水果、动物、玩具类单词的图片复印后发给学生,让学生自己用剪刀将图片制成拼图,然后相互交换。看谁最快地拼出拼图,并用英文说出此图片。
(3)分小组展示
教师将学生分为5-6组,让学生把自己会用英语说的类单词在小组中说一说,并鼓励学生形容拼图内容。学生间相互提问,互相检测,使每个学生尽情展示自己的英语学习水平,相互促进。
小学英语说课稿4
我说课的内容是小学五年级英语下册第一单元Lesson1。本节课是新学期第一课从本节课开始将学习一些询问他人有关动物的表达法。本课的学习将会给本单元后几课的学习打下基础。我以“任务型”教学为纲领,结合“TPR”教学法,通过听,说,读,写,演,画,唱等一系列教学活动,培养同学的学习兴趣,鼓励同学们大胆运用英语参与实践并和时予以褒扬和鼓励使他们获得学习英语的成绩感和喜悦感。
下面,我先分析一下本课的教学目标。由于教学内容的加深,从五年级上册开始,每两课为一大课。单课为情景会话,双课为词汇与句子以和各种活动制作等。本课为第一课,根据《英语课程目标》提出基础教育阶段英语课程的总体目标是培养同学综合语言运用能力,结合这一目标要求,以和本册书的特点现将本课教学目标设计如下:
一:知识目标:
1:能够听,说What’s this in English? It’s a cow.
Is that a cow over there? No, we call it a calf.
What do you call it in English?
We call it a foal.
2:能够听说并区分单词:horse和foal, cow和calf.
二:情感态度目标:
1)进一步提高同学对英语的学习热情,增强学习兴趣。
2)培养同学积极主动地参与课堂活动,大胆开口,主动模仿。
3)通过本课的学习培养同学保护小动物的良好品质。
三:学习战略目标:
1)能够在学习和课堂活动中集中注意力15~20分钟。
2)通过本课的学习培养同学良好的观察力、对比能力并能区分不同动物的成年和幼崽。
四:文化意识目标:
注意汉英两种语言中对幼小动物的不同称谓方式:英语中很多小动物有专有的名称作称谓,而不是在名称前加“小”(small).
结合本单元以和本课的教学目标,我把本课的重难点设定为:
1:重点 What’s this in English? It’s a cow.
Is that a cow over there? No, we call it a calf.
What do you call it in English?
We call it a foal.
2:难点 horse与foal ,cow与calf.
要解决本课的重难点关键是要先让同学明白horse与foal ,cow与calf的区别。我采用了图片对比的方法先让同学明白同样是一种动物成年的与幼崽的英语表达方式是不一样的。经过一系列单词教学活动之后再通过围绕教材,设置语境——回到教材,强化感知——抛开教材,自由交际三个教学环节完成本课重难点。
以上是我对教材的分析,下面我对同学进行一下分析:
五年级的同学在此时对英语学习已经有了一定的经验并养成了良好的学习习惯,形成了有效的学习战略,他们对英语学习有着浓厚的兴趣。他们渴望获得更多的`锻炼机会。因此“采用活动途径,倡议体验参与”将是本课的主要学习方法。
下面我就将本课的教法与学法进行一下分析:
为完成本课的教学任务,我采用的是以任务型教、学法为纲,“TPR”教学法与学习法贯穿全课程。根据《英语课程规范》中提出的“采用活动途径,倡议体验参与”的要求,结合儿童好玩,好动,好扮演等特点,我把全班分成四个人一组的小组。每组同学的知识水平和性别各有参差。这样有助于学优生协助学困生和男女同学平等相待增进友谊。在任务驱动型学习法过程中保证每位同学都参与进来,培养同学的团队精神和竞争意识。我设置了给单词找亲戚、画出听到的单词帮李燕认动物等活动旨在让他们在轻松愉快的行动中输入语言,让他们在做中学,在扮演中学(Learning by doing/acting…),从而激发他们的学习兴趣,培养他们运用英语进行交际的能力。
最后我说一下我对本节课的教学程序的设计。
Step1 Revision 热身互动,自然导入。
在教学活动开始我设计了唱他们最爱唱的The more we get together活跃课堂气氛,同学在手舞足蹈的过程中不知不觉走入新课。安排任务帮李燕认动物。
Step2 Presentation 引入新知,层层突破.
在教授单词的时候我设置给单词找亲戚、画出听到的单词等活动包括了师生互动,生生互动,小组互动。我还将单词的学习与句子有机的结合起来。比方学习了horse之后,我说We call it a horse. What do you call it in English? 在不时的重复与演示下让同学明白句子的含义,为下一步句子的学习打下伏笔。这样由单词逐步扩展到句子。在由句子扩展到其他的单词,培养同学的考虑能力和运用英语的能力。
Step3 Practice 趣味操练,巩固新知
首先让同学听录音标号,然后跟读课文使同学读准语音,语调。最后小组操练并展示效果。旨在创设一种真实的语境,培养他们的兴趣并模仿外教的发音。
小学英语说课稿5
Good morning, ladies and gentlemen. It’s my great honor and pleasure to be here sharing my lesson with you.
I have been ready to begin this representation with five parts. Analysis of the teaching material, the teaching aims, the important and difficult points, the studying methods, and the teaching procedure.
Part 1 Teaching Material
The content of my lesson is New Senior English for China Book___ Unit____________________. This unit is about____________________ (topics)。 By studying of this unit, we’ll enable students to know_________________________ and develop the interest in___________________. At the same time, let the students learn how to____________________ (functional items)。 From this lesson, it starts___________________________(structures)。 (As we all know, reading belongs to the input during the process of the language learning. The input has great effect on output, such as speaking and writing.) Therefore, this lesson is in the important position of this unit. If the Ss can master it well, it will be helpful for them to learn the rest of this unit.
Part 2 Teaching Aims
According to the new standard curriculum and the syllabus (新课程标准和教学大纲), and after studying the teaching material, the teaching aims are the followings:
1.Knowledge objects (语言目标:语音,词汇,语法,功能,话题)
(1)The Ss can master the usage of the important words and expressions.
(2)The Ss can use the __________________ (grammar) in the proper situation.
(3)The Ss can understand the content of the lesson, talk about _______________________ (information) and get their own idea about _______________________________.
2.Ability objects (技能目标:听,说,读,写)
(1) To develop the Ss’ abilities of listening, speaking, reading and writing
(2) To guide Ss to set up effective studying strategies.
(3) To improve the student’s reading ability, especially their skimming and scanning ability.
(4) To train the Ss’ abilities of studying by themselves and cooperating .
3.Emotion or moral objects (情感目标:兴趣,自信,合作,爱国,国际视野)
(1)By completing the task, the Ss increase their interest in ____________________and set up self-confidence in _____________________.
(2)Teach the Ss_________________________, put the moral education in the language study.
Part 3 the Important and Difficult Points
Based on the requirement of the syllabus.
The important points are__________________________ such as ______________.
The difficult points are_________________________ for example_____________.
Part 4 Teaching Methods
As is known to us all, a good teaching method requires that the teacher should help Ss develop good sense of the English language. For achieving these teaching aims, (after the analysis of the teaching material and teaching aims,) I will use the following methods according to the modern social communication teaching theories(现代社会交际教学理论) .
1. Communicative Approach(交际教学法)
2. Whole Language Teaching(整体语言教学法)
3. Task-based Language Teaching (任务教学法)
4. Total Situational Action (情景教学) a "scene — activity" teaching method , it establishes a real scene and the interaction between the teacher and the Ss. At the same time, CAI (电脑辅助教学) can provide a real situation with its sound and picture, it can develop the Ss creativity in learning English.
Part 5 Teaching Procedure
Step 1. Lead-in. (_____min)
___________________________________________________________________
Purpose of my design: (1) to catch Ss’ attention about the class/topic/passage.
(2) To set up suspense/develop interest in _______________.
Step 2. Pre-reading
Task 1. (Individual work, pair work, group work, class work; _____min)
Let Ss _____________________________________________________________
Task 2. (Individual work, pair work, group work, class work; _____min)
___________________________________________________________________
Now, let’s see what happened to the_______________/ let’s check whether it is right or not.
Purpose of my design: (1) to get to know something about the _________________.
(2) To have a better understanding about the importance of ___________________.
Step 3. While-reading
Task 1. (Individual work, pair work, group work, class work; _____min)
Skimming: Ss should read the material fast to find out the main idea/topic sentence for each paragraph.
Para 1 ___________________
Para 2 ___________________
Para 3 ___________________
…
Task 2. (Individual work, pair work, group work, class work; _____min)
Scanning: Listen to the tape part by part to finish ___________________________.
Task 3. (Individual work, pair work, group work, class work; _____min)
Scanning: Guide Ss to read the material carefully and take some important notes, then answer the following questions.
Task 4. (Individual work, pair work, group work, class work; _____min)
Scanning: Ask Ss to read the material carefully and find out the correct answers to finish the following chart.
Purpose of my design: Enable students to understand the given material better by using different reading skills. And proper competition can arouse the Ss’ interest in English learning. "Task-based" teaching method is used here to develop the Ss’ ability of communication and also their ability of co-operation will be well trained.
Step 4. Post-reading
Task 1. (Individual work, pair work, group work, class work; _____min)
(接task3)Ask Ss to close books and finish the summary according their notes.
(接task4)Retell the story /Sum up the passage in Ss’ own words according to the chart.
Task 2. (Individual work, pair work, group work, class work; _____min)
Discuss _______________________________________________with other group members and then choose a reporter to share their opinions about ____________________________________ with the whole class.
Purpose of my design: I think If the Ss can finish this task well, they will benefit a lot in their spoken English. Most Ss can take their parts in the activities, especially for the Ss who have trouble in English study.
Step 5. Homework
1. __________________________________________________
2. __________________________________________________
Purpose of my design: Homework is so important and necessary for to master the knowledge they learned after class. It will check whether the Ss achieve the teaching aims.
小学英语说课稿6
孩子分析
本节课授课的对象是小学二年级的孩子,初学英语的孩子对语言运用意识不强,设计一些简单的句子进行提问,激发孩子对英语学习的爱好。同时孩子的认知水平比较好,能读出所学词语,具有较强的可塑性。
设计理念
英语课程的教育理念中指出“要面向全体孩子、关注孩子的情感,营造宽松民主和谐的教学氛围,倡导任务型的教学途径。本节课就是根据这些理念进行设计的,以培养爱好为前提,让孩子把所学的知识运用到实践当中,让孩子通过感知、体验、实践以及合作探究来实现学习目标。
教学目标
(一)知识目标:
1. 以游戏的方式检验孩子对26个字母的把握情况,要求能听懂及正确识别。
2. 词汇: hot, cold, raining, snowing, windy,sunny以及如何问答天气的交际用语
3. 争做小小天气预告员。
4. 学唱英文歌曲
(二)能力目标:本节课通过课堂活动,完成了听、说、读、写、唱的技能练习,使孩子通过感知、实践、合作完成任务,感受成功,提高语言实践运用能力。
(三)德育目标:通过这节课让孩子懂得要爱护我们四周的环境,爱护树木,从自我做起,保护地球漂亮的家园。
(四)情感目标:在学习中,我留意使用鼓励性的语言,帮助孩子克服紧张的心理,提高自信心。
教学重点 词汇: hot, cold, raining, snowing, windy, sunny以及如何问答天气的交际用语
教学难点 对What’s the weather like?的答语,It’s raining. It’s snowing也可说成It’s rainy. It’s snowy.
教学流程
一.谈话引入
1. 铺垫,知识回忆
想一想,到现在你学会了哪些英语知识?说说看,比一比谁学到的多?
2. 激趣,字母游戏:创设情境,发现问题
大家学会的可真不少!今天,我们就应用所学会的一些字母做一个游戏,你们喜欢吗?
老师给每个同学发一张卡片,上面有一些字母,下面同学们仔细听,把老师读到的字母划掉,看看你发现了什么?每个小组第一桌的同学到前边来做,看哪组分高。
师读:C、D、I、J、K、M、N、Q、S、U、V、X、Y
Now, tell me please. What do you find?
生:单词flag, go, zoo, bag, pen.
师:OK! You are very clever.
完成最好的同学得一朵小红花。
师:这里有一个单词同学们没有找到,那就是我们今天学习的weather.
( 游戏能为小孩子的英语学习带来快乐,使枯燥、机械的句型操练变得生动,活泼,因此,在教学过程中,应恰当的把游戏引入课堂,寓教于乐。)
二.利用多媒体学习新单词
1. 练习生词的读音
课前让孩子查找与天气有关的单词,孩子通过搜索资料提高搜索信息的能力,培养孩子探究能力,然后进行六个单词的重点学习,在听完磁带后,找孩子读单词,纠正他们的发音。
( 利用电教多媒体能使课堂更加生动,直观,图文并茂,使孩子能够在轻松愉快的气氛中学习。)
2. 交际英语
运用What’ the weather like? 就图片上的天气进行提问。
( 英语要作为交际工具来教,也要作为交际工具来学,做到学用统一。)
3. 图片与句子相连接,孩子走到微机前进行连接。
三.争做小小天气预告员
就各地区的天气进行预告。
( 爱好是最好的老师,而爱好来自好奇,来自体验,提供实践机会,让他们参与表演,这既符合儿童好动、表现欲强的年龄特点,同时也会进一步加强对所学知识的把握。)
四.学唱歌曲
1. 运用肢体语言教孩子词snoring, bumps his head,确信孩子理解歌曲的意思。
( 肢体语言,可使孩子在语言和动作、表情间建立直接的联系,从而获得形象的感知,能收到良好的效果。)
2. 建立超连接,运用新标准动画光盘教唱歌曲,在演唱中配以相应的动作,然后小组间展开竞赛,看哪个小组唱得最好,为唱得最好的孩子发小红花,并鼓励他们把新学的'歌曲唱给爸爸妈妈听。)
( 小孩子性格天真活泼,特殊喜欢唱歌,在演唱中配以相应的动作会更引起他们的参与和投入,在英语歌曲中学新词,既减轻了孩子的心理负担,又能在轻松愉快的气氛中学到新知识。)
五.总结升华
以沙尘暴为例对孩子进行爱护四周环境的思想教育,让我们的天空更蓝。
六.课堂小结
在活动中复习巩固了所学知识,把握了如何问答天气,以及在愉快的气氛中学会了一首英文歌曲,增强了学英语的自信。
七.课后作业
1. 观察本周天气情况,进行预告。
2. 假如你想了解天气的更多知识,老师相信你一定会成为一名出色的天气预告员。
八.课后反思
本节课在教学模式中采用任务型教学法,在授课过程中应用了游戏法,分组合作法、启发诱导法,演唱教学法。教学设计按照 老师:创设情景――激发爱好――组织活动――指定目标 孩子:交流探究――合作活动――锻炼能力――升华习惯,使全体同学在充分的活动中学到了新的知识,取得了较好的教学效果。
小学英语说课稿7
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.)
小学英语说课稿8
说课内容:小学三年级英语第二册第一单元第2课。本课的优秀教案注重同学听、说、读、练的能力。在教学中,我鼓励同学多说英语,并适当的给予奖励,为他们提供自主学习和相互学习的机会,让同学在合作中得到能力的锻炼。
小学三年级英语是启蒙阶段,必需通过听、说、玩、演、练、唱等实践活动,激发和培养同学的学习兴趣,从而更好的完成这一学习目标,本课学习目标设计如下:
知识与技能:1.正确的听、说、口头运用单词meat、chicken、 fish.
2.正确的听、说、口头运用数字eleven、twelve、thirteen、fourteen、fifteen。
3.能理解并能口头说句子 This food is good.
过程与方法:通过图片、词语和对话理解句子所表达的意思,让同学能口头运用句子表达自身的感情;能听懂简单的指令和要求做出适当的反应。
情感态度和价值观:关注同学情感,坚持同学学习英语的兴趣,为同学营造宽松、民主、和谐的课堂氛围。
教具、学具的布置使用:由于小学三年级的同学具有直接感知、形象记忆等特点,因此我准备了课件、教师用卡片、张贴画、奖励用的小笑脸以和录音机等教学辅助资料。
一、说教材:
1、教材的地位、作用:本课教学主要是有关食物的`单词和数字教学,特别是数字的教学,引导同学发现数字书写以和读音的规律,对以后的数字教学是一个很好的铺垫。
2、教学目标的确定和其作用: 同学应争取掌握:meat、chicken、 fish. eleven、twelve、thirteen、fourteen、fifteen单词。能理解并能口头说句子 This food is good.
3、教学重点与难点:八个单词和句子This food is good.
4、教材处置:单词的教学采用图片与课件展示为主。句子教学以创设情景、扮演为主,通过多种不同形式的练习,提高同学的口语水平。
二、说教法:
1、小学英语教学应把培养同学的学习兴趣,调动同学的学习主动性、积极性作为教学的主要目的,本课的单词教学采用看图片、看多媒体课件的方法进行,并采用游戏性质的练习,使同学在宽松的气氛中学会知识并得到巩固。
2、在教学中,多鼓励、多褒扬。鼓励同学大声说,说清楚,并配以丰富的表情,适当的手势,培养同学的口头表达能力,使同学在学习中树立自信心,获得胜利感和满足感。
三、说教学步骤:
三年级同学活泼,通过一个学期的学习和兴趣的培养,大部份同学喜欢上英语课,喜欢扮演,同学的学习积极性较高。但总体上看同学的英语水平并不平衡,基础好的与基础差的存在一定的差异。根据同学的年龄特征和心理特点如:偏重于形象扮演,爱表示自身等,结合同学的实际确定了以下教学思路:
1.复习旧知,做好铺垫。
我们知道,新知识是旧知识的延伸和扩展。在学习新知之前,先复习上节课所学,这样既巩固了上节课的内容,又为下面的学习打好基础。
2、组织教学:“ONE, TWO,TIE MY SHOE”歌曲的开头,活跃课堂气氛,调动起同学的兴趣。
3、对于单词的教学,食物单词我通过逼真的图片和演示文稿进行直观教学,使同学的印象更加深刻。数字单词的教学,通过‘引’让同学通过讨论自身找出13-15数字单词的书写规律,并利用所学知识练习他们的读音。
4、单词的练习:游戏性质的单词练习,既调动同学的兴趣,集中注意力,同时又对所学知识进行了巩固,还活跃了课堂气氛。并通过数数的方式、师生之间、生生之间的接数练习,巩固数字单词。在练习中不时的鼓励同学,给他们信心,并适当的给予奖励,培养小朋友们的语言综合运用能力。
小学英语说课稿9
The Lecture Notes of 《 PEP Primary English 》
Book4 Unit5 B Let’s talk
Ladies and Gentlemen, It’s my great pleasure to be here sharing my lesson with you.
The content of my lesson is《 PEP Primary English 》Book4 Unit5 B Let’s talk, asking the price and inquiring the clothes t, 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“We’ll take them .”are the key and difficult points of this 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 children’s growing of mind,I put forward the teaching objectives according to English syllabus and new lesson standard.
eption 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.
ity 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.
ion 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, I’ll 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 establishes a real scene and the interaction between the teacher and the Ss 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.
gn: 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 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.
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.
: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 … .”
The CAI presents a big cabinet with various shoes, ask the Ss to guess their price, and then display them.
It considers that children can keep their attentions in limited time. The game can avoid the lifelessness and boredom from the pure machine drills creates the conditions of a relaxed and natural atmosphere for children’s drills. Then achieve the aim of consolidating and deepening the sentence pattern.
ent the text.
a)At this time, John and his mom come to the shoe store.
It reappears the relevant conversation by broadcasting the VCD, let Ss know the text contents with a combination of audio and video, words and pictures, which cater to the characteristics of primary period to be curious and pursuing interest and freshness.
b)After the audio-visual commences, play the tape recorder completely again, let the Ss concentrate on listening, then answer my questions according to the dialogue. e.g.:What size does John wear? How much? Whether buy or not, etc.
c)After be familiar with the text, let the Ss try to act out the dialogue.
By this step, it achieved the teaching aim of understanding and talking the dialogue of this lesson.
Step3 Task time.
Task:Mother’s Day.
To master the language capability needs certain amount of ,I still adopt the “Task-based”teaching method, which is defined by strong practicality and exact task, so as to make break-through about the difficult points of this lesson.
In advance, I shall arrange the classroom to some business locations, such as clothes store, shoes store, fruit store etc. I shall divide the class into groups and play roles, and then give the Ss a certain quantity of specie currency, so that they may choose and buy the gifts for Mother’s Day.
For this step, I shall instruct the Ss to use the words and patterns learnt in the process of completing certain tasks. Meanwhile, they may have mutual improvement in exchanging information during the communicating activities.
Most Ss can take their parts in the activities, especially for the Ss who have trouble in English study. In the group activities, they can speak a little English with ease. With no doubt, this will encourage them to speak fact, it incarnates a kind of demand of human omulinsiji says:
“In one’s mind, there is always a kind of deeply rooted demand, that is the hope to feel oneself a finder and explorer. In Ss’ spirits, such demand is specially strong.”
This step also leads to the emotion objective of this lesson, that is to have moral education in this step.
Step4 Consolidation and extension.
Summarize the whole lesson,and arrange the homework.
the correlative exercises in the activity k the mastering of knowledge of this lesson.
Ss to interview their friends asking the price and size of their clothing and make records of the information.
This content is an extension of the previous lesson, to meet the needs of increasing communicating demand of some Ss.
Step5 Blackboard Design.
Show on the CAI.(It’s a …)
Anyway, the teaching of this lesson aims to develop not only the Ss' language technical abilities, but also the diverse intelligence by integrated teaching methods.
As teachers, to make our English classrooms shine with vitality, we are laid with heavy burden, and we still have long way to go.
小学英语说课稿10
一、 说教学内容
今天我说课的内容是人民教育出版社出版的PEP Primary English Book IV Unit 6 At a Farm.的第一课时,主要学习sheep, lamb, goat, cow, horse, hen六个新词..
二、 说教材
本节课是单词教学。它是在学生初步学习了句型“How many……do you have?之后进行教学的。通过学习新词,感知句子What are they? They are….How many….为下节课的教学打下基础。本课时容量大,但是难度不大,并受到学生的喜爱.
三、 说教学目标
《英语课程标准》指出:激发和培养学生学习英语的兴趣,使学生树立自信心,养成良
好的学习习惯和形成有效的学习策略,发展学生自主学习的能力和合作精神是小学英语教学的基本任务。在认真分析教材的基础上,我针对学生实际,将本课时的教学目标及重,难点确定如下:
1、知识目标
(1) 使学生能听、说、认、读sheep, lamb, goat, cow, horse, hen等等单词。
(2) 初步感知:“What are they? They are…. How many….How many……”等等句子,学生能听懂并理解其意思.。
2、能力目标:
(1) 能听懂Let’s do中的指令并做出相应动作.,如Shear a sheep.
(2) 能区分农场的动物, 培养学生灵活运用所学知识进行交流的能力.
3、情感目标
(1) 培养学生注意观察、认真模仿的良好习惯和主动竞争的竟识。
(2) 激发学生学习英语的兴趣,使学生树立学习英语的自信心。
(3) 培养学生的合作交流能力。
四、 说教学重点
学习新词sheep, lamb, goat, cow, horse, hen, 能正确认读.。
五、 说教学难点
1. 培养学生合作学习的能力.,同时注意培养学生学习英语的兴趣, 树立自信心。
六、 说教学准备
教师准备新旧单词卡片、录音机、磁带、流动小红旗、写句子的纸条、挂图。
七、 说教法、学法
为了突破这堂课的重、难点,根据小学生好奇、好胜、好动、模仿力强、表现欲旺盛等等
生理和心理特点,我主要采取了以任务型教学模式为主,以活动,合作为主线,让学生在教师的指导下,通过感知、体验、实践、参与和合作、游戏感悟等等多法并用的方式组织教学。彻底改变传统的“授—受”的教学模式,促进语言实际运用能力的提高。
八、 说教学过程
(一)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,兴趣是
推动学生学习的强大动力,是学生参与教学活动的基础。激发学生参与学习的兴趣,是新课导入的关键。Well begun, half done. 精彩的课堂开头,往往给学生带来新意、亲切的感觉,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,首先让学生分角色演唱歌曲:“Old MacDonald had a farm”,这样的导入能很快吸引住学生,同时还渲染了学生学习英语的良好气氛。
(二)自由会话,促进语言实际运用能力的提高
学生在一个平等等尊重的氛围中,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,我在这个环节与学生进行了朋友式的会话。It’s time for class. Are you ready ? Hello ! Boys and girls. How are you ? Nice to meet you. ? 不仅复习了旧知识,还渲染了学习英语的良好气氛。
(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。Today, we are going to learn“Unit 6. Att a Farm.”. I’ll divide you into four groups . Which one is best, they’ll get the flag, OK? Now, Let’s start.于是我提出问题Do you like animals.引入学习主题,并通过挂图和音乐创设情景Let’s go to a farm. There are many animals自然引入新词的学习。在呈现新知时,我尤其注意了小学生形象思维优于抽象思维的特点,通过对比,听音,看动作等等不同的方式引出新词,给学生以深刻的第一印象。游戏所带来的乐趣会使每一位参与者保持一种积极的心态。游戏是儿童学习的一种重要途径,也是激发学生学习兴趣的最佳方法。正如苏霍姆林斯基指出:“如果用思考、情感、创造、游戏的光芒来照亮儿童的`学习,那么学习对于儿童来说是可以成为一件有趣的事情”。因此,在操练时,我首先进行了一些机械的练习,如:“Listen, point and repeat. ”听音、指词、跟读,“Look and Guess”看口形、猜单词。同时,我更注意抓住小学生好动的特点,辅以全身反应法,如模仿动物的叫声,或与之相关的动作(挤牛奶)等等有趣的活动,充分激发学生学习的兴趣。同时在学习生词时感知句型,做到“词不离句,句不离词”,重视对学生思维,观察能力的培养,特别是对学生合作学习能力的培养,让学生们们在师生,生生,小组等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。
(四)课堂总结,及时评价。
通过对知识的小结,帮助学生将本课的信息进行加工、储存,从而明确教学目标、重
点和难点;对学生的表现进行总结评价,以评价促发展,培养小组团队精神,激励学生大胆开口,积极活动,为小组争得荣誉。最后做活动手册,是一个常规练习,其目的在于全方位地、及时检测学生对本课时掌握的程度。
九、教学总结
这节课不论是新知识的呈现,还是游戏的设计,都能紧紧地抓住学生,吸引学生,让学生积极参与到课堂中来。学生在玩中学,学中用,提高了课堂实效,培养了学生学习的兴趣。我相信通过这样的教学,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。
小学英语说课稿11
一、教材分析
说课的内容是牛津小学英语5A的Unit 9,这个单元的核心内容是"辨认形状"。Unit 9 B. Look, read and learn学习圆形、星形、心形、正方形、长方形、三角形、菱形、椭圆形这八种形状,其中前四种形状的单词要求能听说读写,并初步运用What shape is it?将形状与日常生活用品结合起来进行交际。
二、教学策略
新课程强调从学生的学习兴趣、生活经验和认识水平出发,倡导体验、实践、参与、合作与交流的学习方式和任务型的教学途径达到发展学生对语言的综合运用能力。小学生好奇心强,形象思维占优势。为了到达教学目标,落实教学重点、化解教学难点,借助日常生活用品,我采用活动的教学方式。在整个教学中,教师是引导者、协调者;学生是活动的主体,学生的学习任务是开放的。
三、教学目标
新课程强调知识与技能、过程与方法、情感态度与价值观三个角度的有机结合,本着这样的认识,我对本课设计了如下教学目标:
1.情感目标:通过活动、游戏学生能产生学习英语的兴趣;学生能敢于、乐于、善于开口讲英语,积极参与交流,树立学好英语的信心。
2.认知目标:学生能听说读写五个单词(shape, circle, square, star, heart);能听说读四个单词(diamond, rectangle, triangle, oval);能运用What shape is it?或What shape is the...? It's a/an...进行口语交际。
3.能力目标:学生能用英语相互交流日常生活用品的形状;能发挥想象,综合运用图形,创造性地画出各种图案。
四、教学重点、难点
1.教学重点是学生能听说读写单词(shape, circle, square, star, heart);能运用What shape is it?就物品的形状进行口语交际。
2.教学难点是学生能正确地用英语说出八种平面图形;能运用What shape is the...?进行交际;能正确说It's an oval.注意an的用法。
五、教具、学具准备
1.教具:电脑、录音机、单词卡片、铁丝、各种形状的物品(鸡蛋、饼干、巧克力、糖等)。
2.学具:学生自备各种形状的实物。
六、教学过程
1.歌曲激趣,营造氛围
英语歌曲是提高学生英语学习兴趣和学习效率的有效方法之一。"Twinkle, twinkle, little star"这首深情动听的歌曲既能感染学生,调动学生的情绪,歌词中的star, diamond又能为新课学习作铺垫,自然导入新课。
2.联系实物,学习新知
小学高年级学生仍以形象思维为主。因此,我结合日常生活用品,借助于多媒体,运用图片进行直观教学。由歌曲引出star,结合海星教学star;借助心形的盒子学习heart;由看太阳的形状circle学习橄榄、鸡蛋的oval;通过铁丝变形,由oval学习square,再变形到diamond;再用纸把diamond折成triangle;随后用两个triangle拼成一个rectangle,依次学习这八种平面图形。
3.趣味游戏,巩固掌握
寓学于乐,让学生轻松、快乐、高效地学习,是我们的'追求。游戏,是我们的好帮手之一。因此,我在本课设计了Look and imitate(模仿秀),What's missing(顺风耳),Read quickly(小八哥)三个游戏。第一个旨在集中学生的注意力,养成静听、细看、敢说的良好学习习惯;第二个旨在考验学生的听力和巩固用英语说图形;最后让学生在游戏竞赛中熟练认读图形。
4.实物操练,习得语言
运用实物,师生之间进行句型操练,再由学生两两操练,自由操练。针对学生英语基础的差异性,不强求学生用What shape is the...?会话,适当降低要求,可以用What shape is it?掩盖实物的形状,制造信息差,让学生竞猜,在猜说中巩固本课内容。
5.布置作业,鼓励创新
小学生英语听说领先,读写应该紧跟。因此,我请学生边抄边读四会单词。创新是一个民族进步的灵魂。小学生想象丰富,我鼓励他们综合运用这八种图形设计一种物体,并在各种图形上用英语标
小学英语说课稿12
教学目标:
1、知识目标:
能够表达各种节日,表达这些节日的时间。
2、能力目标:
A 能把所学句子运用到日常口语交际中,在适当的情境中能够灵活运用,如谈论自己对节日的喜好、日期。
B帮助学生了解更多的节日,拓展视野。
3、情感、态度、价值观目标:
关注学生的喜好、需求,营造宽松、民主、和谐的课堂氛围。通过多样性的活动,激发学生学习英语的兴趣,调动积极性,使学生在英语课堂中不断体验成功,感受乐趣,树立自信心,促进学生综合语言运用能力的发展。
重点分析:
说、认识、口头运用常见节日,表达自己对节日的喜好、表达出日期是本节课的重点。
教学过程:
Part 1:Greeting
[激情问候,营造宽松、民主、和谐的`课堂氛围]
Part 2et’s do actions.
[几个简单的动作,可以调动学生积极性]
Part 3: Free talk
T: What day is it today? S: It’s_____.
T: What day was yesterday? S: It was_____.
T: What day is tomorrow? S: It’s_____.
(根据实际情况回答,出示课件,给学生以适当提示)
[通过对今、明、后天的日期回答,情境对话不仅复习了前面所学,而且为本节课下面要复习的内容做了一个铺垫。]
Part 4: Review
I’ll show you some pictures, guess,what are they?
[让大家浏览图片,说出你都看见了哪些图片,请同学们说出来]
2、 再次出示那些图片,问学生:What’s your favourite festival?
有学生进行回答,并引出下一个问题:When is it?
[提问和这些节日有关的问题,扩展更多的知识,复习所学知识,巩固日期的表达方法。]
3、操练What’s your favourite festival? When is it?
教师做示范,小组练习。
[大量操练,学以致用,训练学生的听说能力]
4、扩展其它节日,并说出它们的日期,进一步练习重点句型。
[丰富课外知识,培养学生在一些特别的节日里应掌握一些特别的祝福话语,给学生更好的价值观]
Part 5:Class Closing
以节日“Mother’s Day” 作为结尾,教育孩子们要热爱自己的父母,可以帮父母做力所能及的事情。
小学英语说课稿13
各位评委老师们:
下午好!
今天我说课的内容是新版小学英语六年级下册Unit2 Revision Let's talk about the past. 我将从以下五个方面说课:
说教材
说教学目标
说教学重难点
说教法和学法
说教学过程
一、[说教材]
教材地位和教材内容:
本节课是六年级一节语篇教学的复习课,是复习第二单元有关过去的话题。
二、[说教学目标]
1. 言语技能目标:
(1)能够听懂并简单表达本单元出现的叙述过去事件的表达方式。
(2)能正确书写本单元要求四会的单词和句子。
2.语言知识目标:
(1)能够正确地听、说、认读以下单词和短语:ago, fast, million, thousand, slowly, grass, Peking Man, cave, clothes, fur, stones, fire, cook, Mother’s Day, dig, hole, water
(2)能够正确地听、说、读、写以下单词和短语:last, about, live, tell, meat, learn, talk, man, use, wall, on, Tree Planting Day, sunny, plant
(3)能够正确地听、说、认读以下句子: Last week, Miss Liu told us about some interesting animals. Last week, we talked about some interesting animals. Peking Man lived in a cave. He drew pictures on the wall. Did you go to plant trees yesterday? Yes, I did.
(4)能够正确地听、说、读、写以下句子:Last week, we learned about some interesting animals.Last Saturday was Tree Planting Day. It was sunny.
3. 情感态度目标:
(1)通过复习本单元的话题,形成保护地球环境的意识,养成保护环境的良好习惯并积极宣传带动他人一起保护地球环境。
4.学习策略目标:
(1)通过对比了解动词过去时的拼写特点,逐渐形成英语中过去时间的意识。
(2)能把本单元所学的叙述过去事件的用法自觉运用于日常交际中。
5.文化意识目标:通过本单元的复习,更加了解人类以及生物的进化和演变,提高探索生物科学领域的兴趣。
三、[说教学重难点]
1.教学重点:
(1)能够听懂并简单表达本单元出现的叙述过去事件的表达方式。
(2)能正确书写本单元要求四会的单词和句子。
2.教学难点:能把本单元所学的叙述过去事件的用法自觉运用于日常交际中。
四、[说教法和学法]
1.教法:
根据学生的认知规律,我采用了任务型教学法和情景式教学法,让学生通过阅读、思考、交流与合作等方式学习和使用英语,完成学习任务,让学生在愉快的气氛中,通过多种活动来操练重点单词和句型,突破教学重难点,并在教学过程中始终贯穿对学生的形成性评价。
2.学法:
在学习过程中,我运用了小组合作式、自主学习式和探究式的学习方式,从学生的学习兴趣、生活经验和认知水平出发,倡导体验、实践、参与和交流的学习方式,培养学生的英语综合语言运用能力,主动思维,大胆实践,形成自主学习的能力。通过听、说、小组合作交流等多种形式,让学生在轻松愉快的氛围中习得英语,提高综合语言运用能力,在小组学习中培养和发展合作意识。
3.教学手段
根据本课教材的.特点, 在本节课中,我除了采用常规的教学手段外,同时采用了多媒体现代教学技术,使学生的多种感官共同参与到整个学习过程中,激发学生的学习兴趣,提高课堂教学效率。并借助图片、单词卡片等多种媒体进行教学,把教学内容和学生的兴趣点结合在一起,实现教学目的,完成教学任务。
4.说学生状况
六年级的学生正处于小学的高年级阶段,他们对周围的事物充满了无尽的好奇心和强烈的求知欲,活泼好动,渴望用自己的眼睛去发现、探索和学习身边的事物。对于英语的学习也是跃跃欲试的,并有一定的思维能力和独特的见解。因此,教师要遵循这样的儿童英语学习规律以及心理生理发展的需求。
五、[说教学过程]
我将从以下六个方面说教学过程:
热身环节
导入及新授环节
操练环节
任务实施环节
评价环节
布置作业环节
(一)教学流程图
下面我就这节课的教学步骤来说一说我是如何突破教学重难点的。
Step 1 Warm-up 热身互动,进入情境
第一步,热身环节。此环节我安排了一个视频:
我首先通过播放电影视频:“ 侏罗纪公园 ”, 既调动了学生学习的积极性,激发了学生学习的兴趣,又活跃了课堂气氛,同时让学生有良好的情绪准备进入新课的学习之中,自然导入新课。
Step 2 Presentation 任务呈现,小组协作
第二步,导入及复习环节。
(1) 自由讨论(Have a free talk): 教师出示恐龙、北京猿人、植树节的图片,让学生展开自由讨论,谈论这三个话题,给他们提供一个展示创造力、想象力的空间,培养学生良好的口语表达能力和创新能力,实现英语语言综合运用能力的培养。
(2) 操练有关恐龙、北京猿人、植树步骤的重点词组,强调动词的原型变过去式,以此来巩固旧知。
(3) 教师出示现代人高伟和北京猿人的图片,让学生从居住、饮食、穿着三个方面进行对比。突破重难点一般现在时和一般过去时的语法知识,挖掘学生原有的知识储备,拓展学生的思维,培养学生总结归纳的逻辑思维能力。
Step 3 Practice 围绕任务,趣味操练
第三步,任务实施环节。
(1) 教师设置问题让学生思考:对比昨天、今天、明天这三个时态,突
破重难点。
(2)教师让学生听录音,默写本单元的四会句子,强调学生易错点。
(3)教师让学生说出本单元的动词原形变过去式。
Step 4 Assessment 多元评价,整合认知
在课程即将结束前,我让学生们说一说what did we learn in this lesson?在这一堂课中我们学到了什么(课后小结)。
Step 5 Homework 家庭作业
最后,我说一说本课的作业:
第一、默写本单元的四会词句。
第二、背诵本单元的单数课课文。
这样有梯度的作业能够帮助学生从不同程度上有所提高。而且,有助于培养学生良好的善于调查和观察的学习习惯。
以上是我这一堂课的教学过程,如有不足之处还请各位领导和老师们多多批评指教!
小学英语说课稿14
Good morning, honorable judges! I’ m No. X. It’s my pleasure to stand here to interpret my design. My topic is “XX ”. I will talk about my class from the parts as followed: the analysis of the material, teaching aims, key points and difficult points, teaching procedures and so on.
I. The analysis of teaching material
Now let’s come to the first part--the analysis of teaching material. The class is from second A of Unit 2 Junior School Grade 7, which is published by PEP . The main topic is about the professions in our daily life. It’s the listening and speaking lesson. It is very common, so it will be very useful and helpful for students.
II. The analysis of students
Next is the second part--the analysis of students. The students are in this period have learnt some basic English skills such as listening and speaking, but not very well. In addition, they are full of curiosity and very active . So I will give them lots of opportunities to practice in the class.
III. The analysis of teaching aims
The third part is the analysis of teaching aims. According to the syllabus and the analysis of material and students, I want to explain my teaching aims from three aspects:
Knowledge aims: students should master the new words such as doctor, scientists and so on. And the sentence “What professions do you like?”
Ability aims: students can use the new words and sentence to communicate with others. Their listening and speaking skills can be improved.
Emotional aims: After this class, students will understand all kinds of professions and have their own dreams.
IV. The analysis of teaching key point and difficult point
It comes to the fourth part-- key point and difficult point. The key points are to use the new words and the sentences. The difficult point for students is how to use these words and sentences to communicate with others in their life appropriately.
V. The analysis of teaching methods
And the next part is analysis of teaching methods and studying methods. I will adopt communicative Approach and task-based teaching method. As for studying method, autonomous learning method and cooperative learning method are mainly used. In this way, students will be the host of the class.
VI. The analysis of teaching aids
To help students learn better, I will mainly adopt pictures and tape recorder as teaching aids.
VII. The analysis of teaching Procedure
After the above analysis, I want to explain the main part in my teaching design, the analysis of teaching procedures. I will talk about it from the following parts: warming-up, pre-listening, while-listening, post-listening, summary and homework.
The first step is warming-up. I will let students chant with me to review the words about colors. ‘Green, green, yellow, yellow, blue, blue, white white’ It can arouse students’ interest in this lesson. It’s good for me to start the next stage.
The second step is pre-listening. I will play a song for students called “What you wanna be?”, which can students relaxed because it is a pop song. Meanwhile, I will ask students “what is our lesson about? Can you guess?” Then it comes to our topic today “professions”.
After warming-up, let’s move to the next step while-listening. In this step, I will let students listen to the tape for two times. The first time, I will ask students to get the main idea of this conversation. For the second time, Students should finish the exercise 1. For example, “what professions do you like?” “I like doctor. ” In this way, students can know how to talk about professions in daily excommunication
Next, it’s the fourth step, post-listening. In this process, there are some practice activities. I will encourage students to work in pairs to make a new conversation in 3 minutes. Then I will call some representatives to show. Then another activities. I will guide students to discuss in group of four and make a new performance according to the knowledge we have learned and invite some students to act it out in five minutes. This activity can guide students to master the new knowledge much easier and more deeply. In the whole lesson, I will encourage students to open their mouth to improve confidence in speaking English.
The last step is summary and homework. I will sum up the knowledge we have learned together with students. About the homework, I will make students search on line to collect other professions and share them next class. It will help students horizon their sight and develop the habit of learning English.
VIII. The analysis of blackboard design
Finally, my blackboard design is the last part. I will write the new words and phrases on the left. And key patterns are the right, which can help students to master the knowledge better. For students, it’s very clear.
Thank you.That’s all for my teaching design.
小学英语说课稿15
尊敬的各位领导老师们:
上午好。我是小学英语xx号考生。 今天我说课的内容是人教版PEP Primary English Book IV Unit5 Look at the monkeys.的第一课,上个单元我们学习What are they doing?本单元我们主要学习koala、 kangaroo、 bear、 monkey、bird、 lion六个新单词,并且要在What are they doing?句型中练习,通过练习掌握这六个新单词,并进一步熟练运用What are they doing?的句型。目的是为下节课的教学打下基础,激发和培养学生学习英语的兴趣,养成良好的学习习惯,发展学生自主学习和合作能力,为此我设计以下三个目标:1、知识目标:
学生能够听说认读koala、 kangaroo、 bear、 monkey、bird、lion。能够熟练应用句型What are they doing? They are…….. 2、能力目标: 培养学生观察、模仿、良好习惯及主动竞争等多方面的能力,激发学生学习英语的兴趣,使学生树立自信心和培养学生的交流能力。 3、情感目标: 增进师生之间的感情;增强学生的环保意识,使学生解、热爱大自然。 教学重点:koala、kangaroo、 bear、 monkey、bird、 lion六个新单词的学习。教学难点:如何培养学生合作学习能力,激发兴趣,树立学习英语的自信心。为突破这一难点,我主要采用点拨法、师生互动法几个教学方法。让学生在教师的指导下,通过参与和合作,从而促进语言实际运用能力的提高。 为完成以上教学目的,我的教学设计如下:
(一)Warm-up
歌曲导入,根据小学生好奇、好动的特点,在热身时,学唱英语歌曲“Old Mac Doald had a farm”.能使学生迅速兴奋起来,自然的进入学习新知识的状态。
(二)Preview
自由会话目的是为促进语言实际运用能力的提高。在这一过程中,教师恰到好处的去启发点拨学生,尽可能多的给学生多一点思考时间,多一点表现自我得机会,把学生当成学习的主人,使课堂气氛充满活力。根据学
生表现欲望强的特点,在这个环节与学生进行朋友式的会话:It’s time for class. Are you ready?
Hello!Boys and girls.
How are you?Nice to meet you?
提出关于歌曲的问题:
How many animals are there in the song?
What are they?
Can you imitate their sounds?
这种对话及提问方式不仅复习旧知识还调动学生学习的'积极性。
(三)Presentation
呈现新知识,互动合作。
在小学英语课堂中,使学生保持一种积极紧张而又快乐的学习状态,激发他们学习的欲望,老师要不断的去诱 导学生。Today,we are going to learn “Unit5 Look at the Monkeys.”提出与学习新内容有关的问题:“ Do you like animals?”然后通过听音、看动作引出新词的学习。I’ll devide you four groups.Which one is best ? They will get a flag.Ok?根据学生模仿力强的特点,让一个小组成员模仿动物动作,另一个小组的成员猜动物名称,然后互换,在规定的时间内,看哪组猜的动物名称最多就是胜利小组,获得小红旗,这样
能够培养学生合作学习的能力。在操练时,首先进行一些机械的学习,如“Listen、point and repeat ” “ Look and guess”。通过这种学习使学生对单词加深记忆。 游戏是激发学生学习兴趣的最佳方式,抓住小学生好动的特点,做一些游戏,如模仿动物的叫声或做与之有关 的动作。“滚雪球的游戏”老师请六位同学分为两组。第一个同学说:“The koala is sleeping.”,第二个同 学在此基础上再加一句:“The koala is sleeping,the monkey is climbing.”依此类推,看哪组说得快而多,得到小红旗。最后学唱Let’s chant,让学生轻松一下。这一过程注重对学生思维观察能力的提高,特别是 学生合作能力的培养。
(四)Consolidation
通过练习对所学内容加深印象。
(1)将动物与相关的动作连线
animals doing
koala flying
kangaroo running
bearclimbing
monkey jumping
bird biting
l ion sleeping
(2)Teacher says的游戏。
这两个练习不但巩固所学知识而且训练学生的快速反应。 (五)Sum up
首先指导学生将自己本课的表现用A(优秀)B(良好)C(继续努力)记录在评价表里。
A(优秀)B(良好)C(继续努力)
以评价促进发展,鼓励学生大胆开口,积极活动,培养团队精神。 教学评价
最后对于整堂课所进行的新知识的呈现和游戏的设计能够充分的调动学生的积极性,让他们能够主动的参与到
课堂中来。通过寓教于乐的方法,提高课堂实现,培养学生的学习兴趣。 这就是我对本节课的理解与设计,请各位领导和老师们批评指教。
【小学英语说课稿】相关文章:
小学英语说课稿04-26
小学英语说课稿范文07-10
牛津小学英语说课稿02-15
小学英语说课稿15篇11-25
小学英语说课稿(15篇)11-26
小学英语英文说课稿06-09
牛津小学英语说课稿15篇02-24
小学英语说课稿集锦15篇11-26
小学英语说课稿(通用15篇)12-28