牛津版小學英語全英文說課稿

1、1、小學英語說課稿模板（1）（英文萬能版）Good morning, my dear judges. I am_ , from_. Im glad to in terpret myteach ing desig n here.The teachi ng content is Part, of Un it of PEP Primary En glish, BookThis un it is mai nly aboutNow, I will explain the less on from the followi ng aspects.1.教學內容（體現(xiàn)教材的整合）Firstly, letfocu

2、s on the analysis of teaching content.The less on is a new one of Un itIt in cludes parts:and.In sect ion 1, it mainly deals withthese key words,.And, in secti on 2, it deals with the patter ns:2.教學對象（根據(jù)不同年級的學生，描述其特點）Secondly, it is about the students.Our stude nts are in Grade.They are active and c

3、urious, in terested in new thin gs.After lear ning En glish for years, they have some basic En glish backgro und kno wledge, so theteacher should attach importa nee to the com muni cati on with them, providi ng them the cha nces ofusing Ian guage.They have lear nt En glish for years, and have alread

4、y knownIt is not difficult for them to un dersta nd and use the Ian guage3.教學目標 （根據(jù)具體內容定目標和要求）So, I set the following aims.1The first one is Ianguage knowledge.By the end of the less on, stude nts will be able to read, recog ni ze, and use these words: And, thesesenten ces:2The second one is Ianguag

5、e skills.By the end of the less on,Ss can un dersta nd theand get useful information from the readi ng.Ss are able to talk aboutthrough attentive listening /Ss can useto give suggesti ons onSs abilities of listening and speaking will be developed.3 The third one is emotional aim.(Affect;Lear ning st

6、rategies; cultural aware ness.)In this less on, the emoti onal aim isto help stude nts cultivate and foster their abilities of work ing in groups.to foster Ssconsciousness of good-cooperation and proper competition.to help Ss cultivate their abilities to an alyze and solve problems in depe nden tly.

7、to foster Ss initiative and creativeness.to help Ss to recog nize and ide ntify the differe nces betwee n Chin ese and En glish cultures onto help Ss know someand comprehe nd theAnd, the main point of this less on is:to make sure that Ss can useCorrectly and skillfully.to develop Ss interest in Engl

8、ish.The difficult point is:The pronun ciati on of4.教法學法Fourthly, it talks about teaching methods.In this less on, I will mainly use Task-based teach ing method”，Communi cative Ian guage teach ingmethod ” and TPR teach ing method”，a nd so on.5.教學過程1具體steps根據(jù)具體內容定；2板書steps+purpose說明；3如有可能，同時完成layout設計

9、；Step 1LayoutNext, letfocus on the teaching procedures.I will finish the less on insteps.Step 1. Greeting and Warming-upIt will cost aboutmins.After greeti ng with the Ss, I will begi n the less on by singing the songtogether with the Ss.Purpose:The purpose of this is to form a better En glish lear

10、ning surro unding for the Ss, and, at the same time,it provides situations to review the learnt knowledge for the next step.Step 2. PresentationIt will cost about mins.With the help of the PPT, I set a situation ofby to stimulate the Ss in terest of the less on.By playing the PPT, IAnd the n,（板書layo

11、ut）The purpose of this is to prese nt the new words and sentences in the situati on, which relates to the Ssreal life experiences, to help the Ss understand the Ianguage easily and naturally.After presenting each new word （by the guessing game）, I will impart the knowledge of pronun ciation rules in

12、 teach ing the new words.It is called Pho nics.It can facilitate the Ssabilities to pronounce the words, and help them to remember the spelling of thewords.Step3. Practice（機械上口；有意義操練；letdo;課文對話表演;）It will cost mins, in clud ing 1 mecha ni cal activity to help Ss to recog nize and read the new words

13、andsenten ces, and 2 activities in the meanin gful situati ons to make Ss use the new words with sentencestructures in, to help Ss use the Ianguage in a realsituati on.Due to the Ssage, I makeThe purpose of this is to draw the whole Ss attention to the spelling of the words.It is to help Ss to lear

14、nthrough a true situatio n.Step 4. DevelopmentIn this step, I will give Ss a free space to show their abilities.I willThen,Task-based teach ing method and Commun icative Ian guage teach ing are used here.The activity is to develop Ssability of com muni cati on, and also, their ability of cooperati o

15、n will be well developed.Making a new dialogue is to check if Ss can use correctly and skillfully.Step 5. Conclusion(總結上課內容；德育滲透；作業(yè)布置；)In this step, I will guide the Ss to con clude the key wordsAnd senten cesAnd also, I willThe purpose of this is to stimulate Ss interest of learning English and wid

16、e their knowledge about com muni catio n acrosscultures.6.板書設計And, this is my layout desig n.Thats all for my teach ing desig n. Thank you a lot for liste ning. (GONG)2、小學英語全英文說課稿模板(2)Today Im going to talk about Part B of Unit 2, PEP Primary English, Book 3. This lesson includes two parts: Lettaslk

17、and letprsactice. In section 1, it mainly deals with the dialogue about“Whats in the schoolbag?”and the answers. Andin section 2, it provides a real situation forthe Ss to practise the pattern: How many +n.(pl.)+ do you have? And the answer: I have+n.(pl.)Teaching aims1. Aims on the knowledge(1) To

18、enable the Ss to understand and speak:“My schoolbag is heavy. Whats in it? Thankyou so much.”Make sure that Ss can use these sentences in real situations.(2) To help Ss finish the survey.2. Aims on the abilities(1) To develop Ssabiflitlisetsenoing and speaking.(2) To train the Ssability of working i

19、n groups.(3) To foster Ssabilities of communication and their innovation.3. Aims on the emotion(1) To foster Ssconsciousness of g-opoedrcaotion and proper competition.(2) To lead Ss to show their loveliness to the poor.Key points(1) To help Ss ask and answer the question: Whats in it?(2) To enable S

20、s to study in groups and co-operate skillfully.(3) To develop Ssinterests in English.Difficult points(1) To help the Ss ask and answer the question“Whats in it?”and make sure they can use theplural nouns correctly.(2) To finish the survey by themselves.Teaching procedures and purposes of my designin

21、g.Ill finish this lesson in five steps.Step 1. Warm-up and preview1. 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

22、you have?”Purpose: It is important to form a better English learning surrounding for the Ss by singing and doing some total physicalresponse and at the same time it provides situations to review learned knowledge for the next step.Step 2. PresentationNow Ill mainly talk about this step.1. Present th

23、e pattern:“My schoolbag is heavy.” “Whats in it?.”(1) Show a bag and say:“Look! I have a bag.”Carry it and say:“Oh,it is heavy. My schoolbag is heavy.”Help theSs understand the meaning with the help of my body language. Then lead the Ss to read the sentence. Make sure they cansay it correctly.(2) T:

24、 My schoolbag is heavy.Open the bag and say:“Whats in it? Whats in my schoolbag?”Take out a Chinese book. Then do the action again. Let the Ss read the sentence.2. Play a guessing game. Divide the whole class into four groups to have a competition.Let them guess: Whats in the bag? How many? Purpose:

25、 To present the key structures one byone is much easier for the Ss to learn and grasp the meanings. Proper competition can arouse the Ssinterest in Englishlearning.3. With the help of the CAI to present the dialogue. Set a situation to help Ss understand: Two Ss are coming. One girl iscarrying a hea

26、vy bag on her back. They are talking.Girl: My schoolbag is heavy.Boy: Whats in it?Girl: 20 story-books, 32 pencil, 9 rulers, 12 crayons and 30 picture-books. Etc.Boy: What will you do?Girl: They are for the poor.Boy: Great! Ill bring some school things too.The boy comes back home and puts a lot of t

27、hings into the bag. Then he goes to school again and gives them to ateacher. While he is taking them out, he is counting the numbers of all things. The teacher says: Thank you so much.4. Mention that we should take care of the poor.5. Play the cassette. Let the Ss listen and imitate the dialogue.Pay

28、 attention to their pronunciation and intonation. Purpose: CAI can provide a real situation for the Ss to understand thedialogue and the relationships between people better. Tell the Ss we should show our loveliness to the Ss.Step 3. PracticeDivide Ss into groups of six children. Each one would fini

29、sh the printed form by asking and answering: How manystorybooks do you have? Find out which group finishes faster. Story books picture-books sharpeners crayons pencilserasers pencil-cases rulers Chen Jie 8 24 3 32 26 4 1 3 Purpose: Task-based teaching method is used here to develop Ssability of comm

30、unication andalso their ability of co-operation will be well trained.Step 4. ConsolidationHelp Ss finish“Lets check”of this unit and workbook.Purpose: To check the knowledge Ss have learned in this period.Step 5. Extension1. Let Ss tell each other how many school things they have after class. Tell t

31、heir parents how many school things theyhave 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 necessaryfor the Ss to do some extensive exercises after class to consolidate the knowledge they

32、learned.牛津版小學英語 4A 第 9 單元說課稿Unit 9 BreakfastGood morning, everyone!Today, I ISay something about Unit 9 Part A in Book 4 of Oxford English.Background on the reformation of curriculum, this book can connect the life and act, emphasize the inter est and experience of the Ss, thepictures are active and

33、 vivid. Grade four is the initial stage of English learning, so it stresses on the emotion of the Ss, creates a well beginningfor the Ss. This Unit has 7 parts, we lllearn Part A mainly, it embodies the repeating characterize. Review the learned language poin ts“Where s” aM new language points will

34、be represented in the following units. So this unit forms connecting links with a special meaningin this book.The content of this period is to use “ Whereare” to determine the place. And according to the conten ts and the fact of the Ss, I establishthe following three teaching aims of this period:Th

35、e first one: students can listen, read, say and spell the following words: a glass, a fridge, an egg, brea d and a table.The second one: students can listen, read, say and write the following daily expressions: What sor brea kfast?Have some juice then.The third one: students can listen, read, say an

36、d write the following sentence patterns: Where Where are themy It They re There so in on nearI think the most difficult point of this period is to make sure the students can use the patterns “ Where sWhere areand There isno inonnear” in their daily life correctly.And I will use some pictures, words

37、and sentence cards, a tape recorder and the multi-media computer t o help me achieve the aims.The task-based method, communicated method, group cooperate method will be used in this period.To accomplish the aims, I design the following stepsStep 1 Songs and the game arousers the emotion.In order to

38、attract the Ss attention and construct an atmosphere of learning English, I let the students si ng some English songs and play thegame “ Simonsays ” At the same time the game can review the pre p, serve the knowledge as foil and consist the appearance of theknowledge.Step 2 Change class to life, hap

39、py to say.The substance of language is communication and the environmentofcommunicationis life.So when I present the sentence pattern “ What forbreakfast? ” first show aclock to elicit thetime for breakfast,teach the sentence. Then show my ownphoto of having breakfast,Ssask and guess. Inthisway I ca

40、nattract Ss attention, encourage Ss to askQs with the new knowledge.Most of the Ss have learnt the sentence pattern: Where s? so I design a task for Ss to help Helen fin d the food and drinks for breakfast, andteach the new language points: Where are? They re Mean while stick the sentences on the Bb

41、.After some practice by asking and answering, I present the next language points:There no in near Have - then.And I will stick these sentence patterns on the Bb. Finally I llet the Ss do pair works to consolidate th em.Step 3 Listen to the tape and Ss imitate to read and say.As the new reformation o

42、f curriculum, emphasized the traditional class attach importance to the mechanic al teaching, neglect the experienceand 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 indifferent roles and in pairs, then try

43、 to recite the text.Step 4 Ss be the main body, T makes a guider.In class, Ss play as a host, and the T makes an influence on guiding, help Ss to act the learnt dialogue, it can stress the position of the Ss, andarouse their interest.Then I show a carton with no voice, ask Ss to make a dialogue in p

44、airs.There are lots of ways to consolidate the new knowledge. Playing game is a good way. So according to the physiology of Ss, I hold a groupcompetition during the game, ask Ss to finish the blanks. In this way can develop Ss good habits and achieve the aim of mastering the learnedknowledge in situ

45、ation.Step 5 Change class to life, learn by themselves.Is this the end of the class? I don think so. If there is an end, I think it should be in the life. So I e xtend this class, encourage Ss to use thelearned to communicate with each other in their life.In a word, the whole period is based on task

46、s, which are designed from easy steps to steps that are ch allenging. When the Ss are carting outthe tasks, they can acquire information, knowledge, and have their ability and skills trained.That all. Thanks a lot for your attention.牛津小學英語6b_unit7全英文說課稿Hello, everyone, my name is JWX , Today Im goin

47、g to teach Unit7 A letter to a penfriend from Oxford English forprimary school, Book 6B.Ill finish this unit in four lessons. This is thefirst peorid of Unit7. And it covers three parts（B, C and E）. In part B, the students will learn a new word: writ ing paper. I npart B, we lllear n the sentence pa

48、tter ns（式樣）,but the sentences Can I have a/an/some/the? I want tothe studentshave learned before, so the new sentence pattern for them isWhaftor?.Part E is the most important part in this lesson. Itis just to teach the students how to introduce themselves to their penfriend by a letter. The formats（

49、形式版式）ofthe letter can be omited（刪除），because the students have learned it before.Here are the analysis（分析解釋）of the students and the text book.1.Then I lltalk about my teaching aims（目標）.Firstly, knowledge aims: （1）To enable（使能夠）the students read and spell the new words and understand the meaningof the

50、m.（2） The students know how to use the new sentence patternsCan I have a/an/some/the? What for? I wantto（3） The students can write a letter to their penfriend.Secon dly, skill aims. （1） Practise the stude ntsskills（技巧）of liste ning, speak ing and writ in g.（2）Practise the studentscommunicative skill

51、 and creativity（創(chuàng)造力）.2. Teaching points:1. The key points of the lesson: The students can read the words correctly（正確的）.2. The students can understand the meaning of the new sentence patterns and use them. 3The students know how towrite a letter.4. To improve the studentsabilities of speaking and wr

52、iting.Next, Illtalk about my teaching procedures: Illfollow four steps.Step1 Warm-up（熱身運動）First, Ill have a free talking with the students. Because free talking is an important way to improve the studentsability ofspeaking. Of course it can prepare for the next step. Illask the students some questio

53、ns like: What day is it today? Whatsthe date today? Whats your favourite subject? What do you like doing?Step2 Presentation（陳述報告）Illask the studentsWhadto you like doing?The students will sayIlikeThen Illlet them guess“Do you knowWhadto I like doing?”Maybe the students will have many different answe

54、rs. If they cant guess it, Ill tell themIlikereading newspaper. I think its interesting. Yesterday I read a letter from an English boy. He wants to make a penfriend inChina. He is as old as you. Do you want to make friend with him.I think most of the students will sayYes.At the sametime, I ll show P

55、eters picture and list（目錄名單）in the screen（銀幕）by CAI（計算 機輔助教學）and let the students knowmore about Peter. Ill let the students say something about Peter by themselves. For examplePeter lives in LondonThen let the students answer some questions.Where does he come from? Where does he go to school? （ Wha

56、ts hisschools name?） What subjects does he study? What are his hobbies? How about his family?Purpose（目 的）：The purpose of the part doesnt only practice the studentsability of expressions（表示式）, but alsoprepare for the next step.If the students can ask and answer with me, I will give him/her some writi

57、ng paper as the presents or encouragement.Step3 Production（產品成果）1.Look and say. I will let the stude nts do the pair work（小組的工作）.It is to parctise the new sentence patter ns. But I donshow the pictures of part C directly（立即馬 上）, I let the studentspractise them through the guessing game. If the stude

58、nts guess it right, I will also give them some writing paper as thepresents.I think game is a better way to consolidate（鞏固統(tǒng)一）the new knowledge than just let thestudents say the dialogue one by one. If the students guess it, I will give them some writing paper as their presents.2.Write a letter. I wi

59、ll let the students write a letter like Liu Tao to their penfriend Peter. Before writing, I ll let the studentsread it and understand the meaning of it. And know how to in troduce themselves to Peter by a letter. At last, the students write it.The purpose is to improve the students ability of writin

60、g and know a new way to communicate with others.Step4 Assignment（功課任務）1.Write the four pictures in their copybooks.（習字?。￤riting is a good way to check if the students do the exercises correctly.2.Say someth ing about your penfriend Peter to your pare nts.Let the stude nts speak En glish in their dai