人教版小學(xué)英語說課稿

1、.pep小學(xué)英語說課稿 一、說教材 1、教學(xué)內(nèi)容 今天我所執(zhí)教的這節(jié)課是pep小學(xué)英語六年級下冊recycle 2. a farewell party 第一課時 1. lets read.這是小學(xué)階段最后一單元的第一課時，我把它作為一堂集聽、說、讀、寫多種技能訓(xùn)練于一身的綜合復(fù)習(xí)課，通過運用本單元重點功能句，對小學(xué)階段的重點短語作了一次整合,讓學(xué)生在相對真實的語言情境中展開對話，鞏固新知。 2、教學(xué)目標 a、能聽懂lets read的內(nèi)容，并正確回答問題。 b、1、能夠運用“what can you do?” “i can”的句型進行交流。 2、能夠綜合運用小學(xué)階段所學(xué)習(xí)的主要語言與同學(xué)在活動

2、中進行交流與合作。 c、培養(yǎng)學(xué)生合作學(xué)習(xí)的精神。 3、教學(xué)重、難點。 重點：運用主要句型“what can you do?”和 i can. 難點：綜合運用適當(dāng)?shù)恼Z言進行交際。 二、說教法、學(xué)法 根據(jù)以上對教材的分析，我采用游戲?qū)敕?，情境?chuàng)設(shè)法及多媒體輔助法，堅持以話題為核心，采用任務(wù)型活動安排本課的教學(xué)，讓學(xué)生在真實的語言氛圍中，掌握知識。 三、說教學(xué)過程 （一）熱身和復(fù)習(xí)（warm-up and revision） 安排chant “dog,dog,what can you do?” 以及出示amy 做家務(wù)的圖片，運用what can ?do?？這一語言功能句，既復(fù)習(xí)了舊知，也操練了本課

3、重點句型，為下一步學(xué)習(xí)作好鋪墊，也是通過tpr活動讓學(xué)生把所有注意力集中到課堂中來，為英語學(xué)習(xí)創(chuàng)造了一種良好的氛圍。 （二）presentation and practice. 通過出示明星圖片，激發(fā)了學(xué)生的學(xué)習(xí)興趣，有效調(diào)動了他們的積極性，從而在真實情境中自然引出新知，接著兩人一組談?wù)撁餍牵康氖庆柟趟鶎W(xué)句型及重點短語，也為本課的對話埋下了伏筆。 1、show a photo of zhou jielun. t:what can he do?引出新知 sing songs. 2、用同樣的方式引出 do chinese kung fu , play the erhu. 3、practice a

4、、what can?do? b、he/she can?. （三）lets read.(對話處理) 為進一步培養(yǎng)和提高學(xué)生的閱讀能力，充分體現(xiàn)閱讀教學(xué)的有效性，我采取縣全班后小組分角色朗讀的形式。更好的鞏固了本課時的對話內(nèi)容，也為小組合作表演打下了基礎(chǔ)。 （四）practice 為了進一步鞏固新知和主要句型，我采用了“猜一猜“的游戲，找四位同學(xué)分別抽取了一張詞卡，然后，其他同學(xué)根據(jù)我暗示的圖片一齊猜。 ss：can you? s1: no, i cant. 這樣不僅活躍了課堂氣氛，增強了學(xué)習(xí)興趣,激活了學(xué)生的思維，讓全體同學(xué)都參與進來，更好地鞏固了本課時對話內(nèi)容，也為小組合作表演打下了基礎(chǔ)。 （

5、五）extention 為了更有效地鞏固所學(xué)語言，培養(yǎng)學(xué)生綜合語言運用能力，我采用了任務(wù)型教學(xué)法，為了將本課時重點句型的運用做了進一步的拓展及延伸，我設(shè)計了小組合作表演活動，使學(xué)生在真實的語言氛圍中訓(xùn)練其語言運用能力，達到學(xué)以致用。 五、說板書設(shè)計 在板書設(shè)計上我采用了句型及短語共同呈現(xiàn)的方式，既簡潔又明了，有呈現(xiàn)，有操練，又能體現(xiàn)本課的重點內(nèi)容篇二：pep小學(xué)英語 說課稿全英文版 pep小學(xué)英語 unit5 b lets talk說課稿全英文版 the lecture notes of pep primary english book4 unit5 b lets talk ladies an

6、d gentlemen, its my great pleasure to be here sharing my lesson with you. the content of my lesson is pep primary english book4 unit5 b lets talk, asking the price and inquiring the clothes size.first, let me talk about the teaching material. part 1 teaching material: this lesson is about a shopping

7、 topic. by study of this unit, the ss know how to ask the price in english and how to describe the size and price with simple words and sentences. the sentence patterns of this lesson “ what size?” “how much are they?” and“well take them .”are the key and difficult points of this unit.the therefore,

8、 on studying the teaching material and analyzing the regulation of childrens growing of mind,i put forward the teaching objectives according to new english lesson standard. 1.perception objective: a)the ss can hear, read, and use the main sentence patterns “a pair of for ” “what size?” “how much are

9、 they?” “we ll take them.” b)the ss can understand and read the conversation of the lesson. 2.ability objective: a)the ss can use the sentence pattern of inquiring the price, and further develop their language ability of “shopping”; b)the ss can use the patterns to express their thoughts in the prop

10、er scene. 3.emotion objective: b)teach the ss what is “l(fā)ove” 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

11、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 objective

12、s better, to stress the key points and break through the difficult points? the key is how to make use of the proper teaching methods, ill talk about my teaching methods below. part 2 teaching methods: according to the modern perception theories and social intercourse teaching theories, i adopt the t

13、sa method and tblt method in my teaching, namely total situational action and task-based language teaching. the former is a “scene activity” teaching method .it establishes a real scene and the interaction between the teacher and the ss .it emphasizes a dynamic information exchange between the teach

14、er and ss. 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: knowledge active

15、ly 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, th

16、e 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 an

17、d the ss sing in unison and perform the song “the coat in window.” thus,review the sentence pattern “how much is ?” and arouse the ss performance desire, participation desire,and lead the ss into a thick english studying atmosphere. step2 presentation and practice. 1.design: look for cinderella. bro

18、adcast a part of “cinderella” with the flash, presenting a crystal shoe that cinderella lose, and establishes a scene of ministers look for the proper size everywhere. through the role playing, guide the ss to use the sentence pattern “what size do you wear?” “size .”to make the question and answer.

19、this design is a novelty of my lesson,it leads the ss into the fairy tales. they acquire the 2.lead to the shopping topic naturally from the unsuited shoes, and demonstrate the sentence pattern “how much are they?” with a good student to be the assistant, i perform to go shopping, and guide the ss t

20、o make the answer: “they are .” in this course, ss can understand the main contents of this dialogue and get the key points by scene demonstration. 3.game:guess the price. from buying a pair of shoes for myself to buying a pair for my mom, introduce the sentence pattern “a pair of for .” the cai pre

21、sents 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 .it creates the conditions of a relaxed and natural atmos

22、phere for childrens drills. then achieve the aim of consolidating and deepening the sentence pattern. 4.present the text. by this step, it achieved the teaching aim of understanding and talking the dialogue of this lesson. step3 task time. task:mothers day. to master the language capability needs ce

23、rtain amount of practice.so,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

24、 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 mothers day. “in ones mind, there is always a kind of deeply rooted demand, that is the hope to feel oneself a finde

25、r 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. 1.do the correlative exercises in the a

26、ctivity book.check the mastering of knowledge of this lesson. 2.ask ss to interview their friends asking the price and size of their clothing and make records of the information. step5 blackboard design. show on the cai.(its a .) anyway, the teaching of this lesson aims to develop not only the ss la

27、nguage 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. above is the lecture notes of my lesson. thank you篇三：pep小學(xué)英語說課稿(1) 2 pep小學(xué)英語

28、說課稿 ep小學(xué)英語book3 unit 4 my friend 第一課時 一、說教材： 今天我上課的內(nèi)容是pep小學(xué)英語book3unit 3 my friends a部分的了lets leam 和lets find out。本冊在本套教材中起著個“過渡”這樣一個作用，由聽說逐漸轉(zhuǎn)向聽說讀寫，逐步滲透書寫，對學(xué)生提出了新的要求。即四會單詞的加入。而本單元的四會單詞又是比較難的一單元，本單元主要圍繞“我的朋友”即如何描述自己身邊熟悉的人來展開的。本節(jié)課主要是讓學(xué)生學(xué)習(xí)幾個描述人物外貌特征的單詞或詞組，如：long hair, short hair, thin ，strong, quiet.并且

29、能結(jié)合句子“he has，she has，she is ，he is”在生活中運用所學(xué)語言。本課教學(xué)內(nèi)容貼近學(xué)生生活，比較容易讓學(xué)生接受，難在單詞的靈活運用上以及個別個別單詞的發(fā)言，如quiet,thin,所以我在安排教學(xué)時，把單詞和句子結(jié)合起來，把單詞的運用做作為重點，而不是單純的認讀單詞。 二、說教學(xué)目標： 英語課程標準為旗幟鮮明的提出“以培養(yǎng)學(xué)生的創(chuàng)新精神的實踐能力為重點，全面推進素質(zhì)教育”。作為一個英語教師，必須明確英語教學(xué)的目的的就是培養(yǎng)學(xué)生用語言進行交際的能力。教學(xué)的主要任務(wù)不是積累知識，而是發(fā)展思維。教師在傳授知識的同時，更主要的是設(shè)法結(jié)合學(xué)生的生活實際創(chuàng)造交際活動的情景，以增強

30、學(xué)生學(xué)習(xí)英語的興趣，使他們能積極參與言語實踐活動。因此，基于以上觀點對知識傳授、能力培養(yǎng)、思想教育三者統(tǒng)一的要求在分析教材的基礎(chǔ)上我擬定這節(jié)課的教學(xué)目標為： 知識目標： 1、能聽、說、認讀friend, long hair short hair, stong, quite, thin等單詞和詞組。 2、能聽懂、會說my friend is strong/thin. he has short/long hair/big eyes/small mouth并能在實際中運用； 1 能力目標： 1、培養(yǎng)學(xué)生的英語聽力和用英語說話的能力。 2、培養(yǎng)學(xué)生的語言創(chuàng)新能力。 情感目標： 1、培養(yǎng)學(xué)生的合作意識和

31、競爭意識。 2、對學(xué)生進行關(guān)心朋友，朋友間要互相幫助的思想教育。 說教學(xué)重、難點： 重點：描述人物相貌特征的詞匯。 難點：quiet的發(fā)音。 三、說教法、學(xué)法： （一） tpr活動法 用tpr活動法生動愉快地讓學(xué)生適應(yīng)上課，開始進入狀態(tài)，同時更是一個對以前的學(xué)習(xí)內(nèi)容的復(fù)習(xí)，為下面的學(xué)習(xí)內(nèi)容做鋪墊，為學(xué)生展開新內(nèi)容提供知識基礎(chǔ)，也為課堂氣氛增色不少。 （二）詞不離句、單詞與句子教學(xué)相結(jié)合:每一個單詞或詞組出現(xiàn)后作相應(yīng)的運用，以及替換練習(xí)，這是一種語言的內(nèi)化和創(chuàng)造過程，使學(xué)生更易接受和理解單詞，并有利于單詞的運用以及接下來的會話教學(xué)。 （三）小組學(xué)習(xí)法：每四、五人一組，在互動中互相啟發(fā)產(chǎn)生思維的碰

32、撞，同時注意保證每個學(xué)生都有機會參與學(xué)習(xí)、而培養(yǎng)學(xué)生和伙伴合作的意識和策略，提高人際交往能力。學(xué)生也在獨立與合作的交織中調(diào)控了自身的學(xué)習(xí)，變得自信、自強。 （四）練習(xí)法：最后設(shè)置一個讀短文和寫的練習(xí)，讓小學(xué)英語從聽說走向聽說讀寫，為以后的“寫”做準備。 2 （五）競爭教學(xué)法：本節(jié)課中兩大組竟賽描述my friend. 可以激發(fā)他們的積極性，使他們將注意力高度集中在所學(xué)內(nèi)容上，提高學(xué)習(xí)效率。 四、說教學(xué)過程 本堂課我大體上分為四大塊； （一）熱身和復(fù)習(xí) 安排lets do 和 look and say . 這一過程既是學(xué)生復(fù)習(xí)舊的語言知識，為下一步學(xué)習(xí)作好鋪墊，也是通過tpr活動讓學(xué)生把所有的注意力集中到課堂中來，為英語學(xué)習(xí)創(chuàng)造了一種良好的氛圍。 （二）新課呈現(xiàn) 1、運用復(fù)習(xí)中的舊知引出新知，long hair ,short hair.學(xué)生容易接受和理解，并及時運用。in our class. who has long hair ?.who has short hair.? 2、運用黑板上的人物圖形，緊接著教授strong 和 thin 通過圖片中人物的對比學(xué)生比較容易理解，并及時運用。who is strong? who is thin?