小學(xué)英語(yǔ)說(shuō)課稿(全英版)

1、小學(xué)英語(yǔ)說(shuō)課稿 Good after noon , Ladies and Gen tleme n !My n ame is Wu Dan .1 come from Tan gga ngzi Schoolam very glad to besta nding here and talki ng about Less on 10 ,which is from Fun withEn glishBook 3 Un it 2 .My teachi ng report in eludes four parts .Part 1 To an alyze the book1. There are 3 un it

2、s in Book 3 . This is Less on 10 . The cen tral item is how tomaster another sentence toexpress “ What' s the time ? and how to buysomething. Using“ What' s the time ? hungrcakes, bread and so on .We ll study and drill the sentences and the word' s pronunciation .2. Accord ing to the tea

3、chi ng outl ine and combi ning the stude nts' situation ,I make the teachi ng aims of this less on as follows .a .The first is the aim of kno wledge .It ' s to lear n and master two sen ten ces. What time is it? I am hungry and the nusing them to express the time and go shopping fluently and

4、 freelyb. The second is the aim of abilitiesThe creative spirit is quite important to the students. So I will pay much attention to train it in my class. Otherwise. I will try to train the students liste ning, speak ing, readi ng and writ ing abilities, Mainly improve their com muni cative abilities

5、 and en courage them to speak moreEn glish.C. The third is the aim of emoti onMake the stude nts have successful feeli ng and achieveme nt. And make them be in En glish study.3m porta nt pointsThe first is to master and use the two sentences. What time is it? I' m hungryThe sec ond is to master

6、the usage of the words hun gry, cakes andbread. Difficult poi nts.It ' s the pronunciation of the two words. hungry, cakes, and how to use them fluently and freely .Part 2 . Teachi ng and lear ning methodsMake the students take part in class . Ask and answer in pairs and groups . I use com muni

7、cative method , discuss ing method and see ing and heari ng method to teach this less on .Part 3 . Teachi ng aids .In order to interest the students . I' ll use a clock , recorder , cards and somefood as my teach ing aids .Part 4 . Teachi ng procedure .Step 1 Revisi ontime ? It ' s eight o &

8、#39; clock . IBefore my class , I ' get the stude nts to si ng an En glish song to keep themselves relax . Then I' ll use a clock to act it . What' s the time ? Whatll show three nu mbers . Whe n the stude nts an swerIt ' s ten o ' clock . I':IN saiyen. Today we ' ll lear

9、 n Less on Ten . The n r II put the clock on the blackboard .Step 2 Presentation and drillFirst I ' ll point to the clock and ask , what time is it ? Students answer ItThen I go on moving the hands and ask .What time is it ?Students answer quickly .Second I ' II drill the sentences What time

10、 is it ? It .pairs s in pairs or rowby row .Third When the students answer It ' s 12:00 o ' clock . I ' ll point to my stomach and say .Oh I ' nhungry .and I ' e at a cake . Then I ' g o on saying I ' m hungry .and I ' ll eat another cake . I ' ll act it four or f

11、ive times . Then I ask a student to act it . I ' nhungry , too . I ' s ay two cakes , please .and the sentences' m hungry . Two cakes ,please.Forth :Listen to the dialogue and answer my questions.1. What time is it?2. How many cakes?Step 3 Con solidati onI ' ll train the creative spi

12、rit of the students.I ' lgive them three please. To act the dialogue freely .First at the 219 Park,sec ond fruit shop Third departme nt store.Encourage my student to the market to buy something with his friends or pare nts. Good morning, every one!Today, I ' ll say someth ing about Un it 9 P

13、art A in Book 4 of Oxford En glish.Background on the reformation of curriculum, this book can connect the lifeand act, emphasize the interest and experience of the Ss, the pictures areactive and vivid. Grade four is the initial stage of English learning, so it stresses on the emotio n of the Ss, cre

14、ates a well beg inning for the Ss. ThisUnit has 7 parts, we'll learn Part A m ainly, it embodies the repeating characterize. Review the learned Ianguage points“Where s and the newlanguage points will be represented in the following units. So this unit forms connecting links with a special meanin

15、g in this book.The content of thi s period is to use“Whereas 'to determine the place.And according to the contents and the fact of the Ss, I establish the following three teaching aims of this period:The first one: students can listen, read, say and spell the following words: a glass, a fridge,

16、an egg, bread and a table.The second one: students can listen, read, say and write the following daily expressions: What 's for breakfast?Have some juice then.The third one: students can listen, read, say and write the following sentencepatter ns: Where smy It ' s They' re There' s n

17、o innear I think the most difficult point of this period is to make sure the students canuse the patter ns“ Where Where are and There is no in n ear intheir daily life correctly.And I will use some pictures, words and sentence cards, a tape recorder and the multi-media computer to help me achieve th

18、e aims.The task-based method, communicated method, group cooperate method will be used in this period.To accomplish the aims, I design the following steps:Step 1 Songs and the game arousers the emotion.In order to attract the Ss ' attention and construct an atmosphere of learning English, I let

19、the students sing some English songs and play the game “Simon says . At the same t ime the game can review the prep, serve the knowledge as foil and consist the appearance of the knowledge.Step 2 Change class to life, happy to say.The substance of language is communication and the environment of com

20、munication is life. So when I prese nt the sentence pattern “What's for breakfast? I first show a clock to elicit the time for breakfast, teach the sentence. Then show my own photo of having breakfast, Ss ask and guess.In this way I can attract Ss ' attention, encourage Ss to ask Qs with th

21、e new knowledge.Most of the Ss have learnt the sentence pattern: Where' s? so I design atask for Ss to help Helen find the food and drinks for breakfast, and teach the new language points: Where are ? They're Meanwhile stick the sentences on the Bb.After some practice by asking and answering

22、, I present the next languagepoints:There' s no innear Have the n.And I will stick these sentence patterns on the Bb. Finally I'll let the Ss do paworks to consolidate them.Step 3 Listen to the tape and Ss imitate to read and say.As the new reformation of curriculum, emphasized the tradition

23、al class attachimportance to the mechanical teaching, neglect the experience and participation, for example, the five-step method. So in this lesson, after presentation, I ask Ss to listen to the tape with three Qs, read in different roles and in pairs, then try to recite the text.Step 4 Ss be the m

24、ain body, T makes a guider.In class, Ss play as a host, and the T makes an influence on guiding, help Ss to act the learnt dialogue, it can stress the position of the Ss, and arouse their interest.Then I show a carton with no voice, ask Ss to make a dialogue in pairs.There are lots of ways to consol

25、idate the new knowledge. Playing game is a good way. So according to the physiology of Ss, I hold a group competition during the game, ask Ss to finish the blanks. In this way can develop Ss ' good habits and achieve the aim of mastering the learned knowledge in situation.Step 5 Change class to

26、life, learn by themselves.Is this the end of the class? I don't think so. If there is an end, I think it shouldbe in the life. So I extend this class, encourage Ss to use the learned to communicate with each other in their life.In a word, the whole period is based on tasks, which are designed fr

27、om easy steps to steps that are challenging. When the Ss are carting out the tasks, they can acquire information, knowledge, and have their ability and skills trained.That 's all. Thanks a lot for your attention.全英說(shuō)課稿Good morni ng everyone. Standing here, I'm very happy and excited. It '

28、s mygreat honor to be here to present my lesson, and the chance is very precious for me. And I 'll try my best. Today I 'll talk about unitfrom my contents consist of 8 partsAnalysis of the teaching materialAnalysis of the students Teaching methodsTeaching aims and demandsTeaching aidsTeachi

29、ng procedureBlackboard designAnd conclusionWell, firstly, I'll talk about part 1 analysis of the teaching material . I havecon eluded th e features of 1 . there are a lot pictures. For this, the kids will be interested in the book. As we all know that interest is best teacher for the students.2.

30、 It lays stress on the communication. According to the problem of Chinese students learning English , the book design a lot of material to improve the students ' ability of listening speaking, reading, and writing. So I think the book is very good.Then I 'll talk about next part analysis of

31、the students . It is known to us that the kids are very active and like playing games very much, so during my class, I'lldesign some interesting games to activate them to participate and learn something. They will also be interested in the class.Next I 'll talk about teaching methods. My tea

32、ching methods are task-based approach and situational approach. Using different methods can make the class active.Let's move on to another part, teaching aims and demands. There are knowledge aims and ability aims.Knowledge aims are to enable the students to master the words andphrases: And the sentences:Ability aims are To improve students 'listening and speaking ability by reading and practicing the dialogue.Next is the teaching aids. In this class, I'll use pictures, PPT and tape recorde