小學(xué)說課稿范文(篇一)

小學(xué)說課稿范文(篇一)小學(xué)說課稿范文(篇一)Goodafternoon,everyone.Itismygreathonortostandheretopresentmylesson.Tomakemypresentationclearer,Iwillexplainmylessonplaninthefollowingparts

PartOne:Analysisoftheteachingmaterial

ReadingteachingisaveryimportantpartinEnglishteaching.NewCurriculumstandardrequiresthatstudentsshouldgetsomekindsofinformation,enlargetheirknowledge,enjoyandgetgum,cultivateanddeveloptheirreadingskillsthroughreading.

ThelessonIamgoingtotalkaboutisthereadingpartinChapter6fromOxfordEnglish7A.Itisastoryaboutacrew’sadventureonanotherplanet.ThetitleisNobodywins.PartOneofthestoryappearsinChapter5andstudentswillknowtheresultofthestoryinthischapter.StudentsonlyknowpartofthestoryinChapter5,sotheywillbeveryinterestedandeagertoknowtheresultofthestory.Theymaybeveryexcitingwhentheyknowtheresult.

PartTwo:Teachingaims

Accordingtomyunderstandingofthematerialandstudents,Iestablishthefollowingteachingaims:

1.Studentscanreadandunderstandthestory.

2.Studentscandeveloptheirguessing,skimmingandscanningskills.

3.Studentscanbuilduptheirself-confidenceandlearnhowtocooperatewithotherswell.

Teachingkeypointanddifficultpoint:

Thekeypointofthislessonistodevelopstudents’scanningandskimmingskills.Thedifficultpointofthislessonissomedifficultwordsinthestory.

PartThree:Teachingequipment

CAI,taperecorder

PartFour:Teachingmethodsandlearningmethods

1.Communicativeteachingmethod

2.Task-based"teachingmethod

learningmethod

Asweallknow:themaininstructionalaimsoflearningEnglishintheMiddleSchoolistocultivatestudents’abilitiesoflistening,speaking,reading,writingandtheirgoodsenseoftheEnglishlanguage.Tousethesemethodsarehelpfultodevelopthestudents’abilities.

PartFive:Teachingprocedures

（1）Pre-readingactivity:

Studentsactoutpartoneofthestory.

StudentshavelearnedpartoneofthisstoryinChapter5.AfterlearningChapter5,studentsknowwhatthestoryisaboutbuttheydon’tknowtheresultofthestory.Theendingofpartoneisthatthemaincharacterofthestorysaysallofthemwillbealive.（Themaincharacterswerecaughtbyamonsterandtrappedinacage）。Afterstudentsactoutpartoneofthestory,Iwillraiseaquestiontoleadinmylesson:What’sthemaincharacter’splantosavethecrewfromdanger?Askstudentstonumbertheparagraphsinthestory.Therearetotallytwelveparagraphsinthisstory.

（2）While-readingactivities:

Activityone:Guessing:Studentsoftenmeetwithsomenewwordsinreading.When

theyseethenewwords,theyareeitherfrightenedbythenewwordsortheyspendtoo

muchtimeinlookingupthewordsinthedictionary.Itwillbehelpfultoimprove

students’readingabilityiftheyknowhowtoguessthemeaningofthewords

accordingtothecontext.Whentheyaredoingthispart,askthemtofinishitby

themselvesfirstandthenaskthemtodiscussingroups.

Askstudentstofindthefollowingwordsinthestoryandusethemtoreplacethewordsinitalicsinthesentences.

immediately,secretly,attacked,escape

1.Thecaptain’smenclimbedintothekangaroos’pocketsandnoonesawthem.

2.Aftersuper,Gorkwenttobedandfellasleepatonce.

3.GorkshoutedbecauseNobodyhithim.

4.TheycouldnotkillGork.Otherwise,theycouldnotgetaway.

Activitytwo:skimming（Whenstudentsdotheskimmingtask,theydon’tneedtoreadthewholestorywordbywordandtheydon’tneedtounderstandthewholestory.Theskimmingtaskonlyrequiresstudentstoreadpartsofthestoryandgetthemaininformationofthestory.Thisskillwillhelpstudentstodeveloptheabilitytofindoutthekeywordsandkeysentencestounderstandthemainideaofthestory.Itishelpfultoincreasestudents’readingspeed.）

Askstudentstonumbertheparagraphsinthestory.Therearetotallytwelveparagraphsinthisstory.

1.Askstudentstoreadthefirstandthelastthreeparagraphsandanswerthefollowingquestions:

a.Whatwilltheyusetomeltthebarsofthecage?

b.Weretheyfree?

2.Askstudentstoreadthestoryquicklyandgivecorrectorderstothefollowingsentences:

a.Thenyou’lluseittokillGork,Captain.

b.Gork,thisisnobody.

c.Youjusthadabaddream.

d.Wewillusethislasertorchtomeltthebarsofthecage.

e.Wecan’tkillhim.

f.Nobodyattackedanddamagedmyeye.

ActivityThree:scanning（scanningisakindofskillusedtofindoutthemaininformationinreading.Whenscanning,studentsdon’tneedtoreadthestorywordbyword,theyjustneedtoscantherelativepartofthestoryaccordingtotheinformationtheyneedtofindout.）

Askstudentstofillintheblanksaccordingtothestory.

Gorkfellasleep.CaptainKingtoldhis________.They_____fromthecage.Kingshouted"Thisis_________"andusea_______________toaimatGork’seye.ThekangaroosdidnothelpGorkbecausehesaidnobody________him.Kingandhisfriends_________intothekangaroos’pocketsandescapedthecave.

（3）Post-readingactivity:

StudentsworkingroupstotellCaptainKing’splantosavethemfromthedangerwiththehelpofthegivenquestions.

HowdidKingcallhimself?

Whatdidtheyusetomeltthebars?

WhathitGork’seye?

Whenthekangarooscame,whatdidGorksay?

Afterthisactivity,Iwilltellthemthemoraleducationofthisstory:Whenyouareindanger,youshouldcalmdown,useyourbrainandtrytothinkofsomewaystosaveyourselffromdanger.

（5）Homework:theexerciseonpage74and75.

2.Writedownthestoryinyourownwords.

Theaboveismypresentationaboutmylessonplan.Thankyouforlistening.

小學(xué)說課稿范文(篇二)儒家學(xué)說，亦稱儒學(xué)，起源于東周春秋時期，和“道家”、“墨家”“法家”等諸子百家之一，漢朝漢武帝時期起，成為中國社會的正統(tǒng)思想，如果從孔子算起，綿延至今已有兩千五百余年的歷史了。隨著社會的變化與發(fā)展，儒家學(xué)說從內(nèi)容、形式到社會功能也在不斷地發(fā)生變化與發(fā)展。如果對儒家學(xué)說的內(nèi)容、形式和社會功能等進行綜合的宏觀考察，我認(rèn)為中國儒學(xué)在不同歷史發(fā)展階段有著不同的特點。

提及儒學(xué)，首先想到的便是以孔子、孟子、荀子等為代表的先秦原始儒學(xué),春秋末年，孔子創(chuàng)立了以“仁”和“禮”為核心的思想體系，同時主張“為政以德”，創(chuàng)立儒學(xué)。儒學(xué)提倡“仁”、“義”、“忠”、”恕”，中庸之道是儒家的一種主張，主張待人接物不偏不倚，調(diào)和折中的態(tài)度?！叭省钡闹鲝埵恰叭收邜廴恕?，這一主張是要求統(tǒng)治階級體察民情，反對苛政。孔子認(rèn)為，要實現(xiàn)“愛人”，還要遵循“忠恕”之道，就是“己所不欲，勿施于人”的要求;“禮”的主張是“克己復(fù)禮”，就是說要克制自己，使自己符合“禮”要求。但是由于當(dāng)時奴隸制度趨于瓦解，各國君主無暇顧及孔子提倡的“以禮治國”的思想，儒學(xué)在當(dāng)時并未受到太多重視。

戰(zhàn)國時期，在孔子學(xué)說的基礎(chǔ)上，孟子提出“性善論”，在政治上實行仁政，并提出在當(dāng)時頗受爭議的“民貴君輕”的主張。現(xiàn)實主義流派的荀子也從性善論出發(fā)，強調(diào)理的規(guī)范與教化作用。戰(zhàn)國時期，儒學(xué)成為顯學(xué)，卻因為諸侯紛爭，其主張不能滿足地主階級的要求而受到冷落。

同樣，荀子設(shè)計的治國原則：“明分使群”、“群居和一之道，”包括理想的“王制”與具體的“富國”、“強國”之策，乃至他的“禮論”、“樂論”、“君道”等等，可以說都是非常富于現(xiàn)實主義的。它都是在肯定當(dāng)時已經(jīng)形成的社會等級和職業(yè)分工的基礎(chǔ)上，來規(guī)定社會每一個成員的名分和位置，并要求其各盡其職，從而達到整個社會的和諧一致。當(dāng)然，這并不是說在荀子提出的治國原則中沒有一點理想主義的成分。因為，如果它的學(xué)說中一點理想主義成分都沒有，那么，他的學(xué)說就不會有什么感染力，而他也就不能稱為一名思想家。

儒學(xué)發(fā)展的第二個時期便是兩漢時期，漢武帝重用董仲舒的思想，實行“廢黜百家，獨尊儒術(shù)”。是儒學(xué)逐漸成為了正統(tǒng)思想。董仲舒的理論是陰陽家與儒

家的合流。我認(rèn)為，“天人三策”是體現(xiàn)董仲舒和西漢時期儒學(xué)政治以及思想特點的最好體現(xiàn)?！疤烊烁袘?yīng)，君權(quán)神授；推明孔氏，抑黜百家；春秋大一統(tǒng)，尊王襄夷”。董仲舒在儒學(xué)中增加了天人合一，君權(quán)神授的內(nèi)容，并且提出了如后歸納為三綱五常的學(xué)說。這一切都適應(yīng)了君主專制的需要。

在宋、明、清時期，儒學(xué)進入了第三個發(fā)展階段——性理之學(xué)的儒學(xué),宋朝儒學(xué)歷史發(fā)展的背景是獨特而鮮明的：動蕩衰弱的歷史背景，三教合一的文化趨勢以及傳統(tǒng)儒學(xué)的陷入困境。由此，新的儒學(xué)必然產(chǎn)生。新儒學(xué)產(chǎn)生后第一個關(guān)心的問題是宇宙論，這與傳統(tǒng)儒學(xué)只關(guān)心社會以及政治的角度不同。周敦頤發(fā)明“太極圖”，并提出精神修養(yǎng)的方法即成圣之方——無欲：靜虛之心，動直之心。邵雍、張載等人也提出了自己的宇宙觀點，如太極即是氣的觀點等。朱熹的理學(xué)，強調(diào)的是“形而上者，無形無影即是理；形而下者，有情有狀是此器?！敝祆湔J(rèn)為，太極包含萬般之理，又是一切理的概括。在宋代，程朱理學(xué)曾經(jīng)被斥為偽學(xué)，幾次被查禁。到了元代才被確立為正統(tǒng)思想以此持續(xù)到明清時代。宋朝時期的儒學(xué)逐漸被官方化，是因為當(dāng)時理學(xué)以儒學(xué)為宗吸收道教佛教之長補儒學(xué)之短，把天理、仁政、人欲內(nèi)在的統(tǒng)一為一體，是儒學(xué)更加完整和哲理化，因此更有效的維護了封建統(tǒng)治等級特權(quán)制度，適應(yīng)了加強封建統(tǒng)治的需要。

到了明朝中期，程朱理學(xué)成為人們求取功名利祿的敲門磚而逐漸失去了尋求圣賢學(xué)文的精神。陸王心學(xué)與理學(xué)相對。他們認(rèn)為并不存在“理的世界”，宇宙是一個自身完整的精神實體。而這個世界即是我們經(jīng)驗中的世界。有心才有理。朱熹強調(diào)做學(xué)問，而陽明強調(diào)行動。陽明創(chuàng)的王學(xué)的內(nèi)在結(jié)構(gòu)是由知行合一和致良知構(gòu)成的。在這一結(jié)構(gòu)中，陽明以心(良知)立言，又以良知釋心。心(良知)就構(gòu)成了王學(xué)的基石。而“致良知”是如何為圣的過程。

明清時期，儒學(xué)體系較為活躍?；钴S的儒學(xué)思想對傳統(tǒng)儒學(xué)體系的批判和繼承促使我國的傳統(tǒng)文化重新煥發(fā)了生機，但并未占據(jù)思想主流，性質(zhì)上也并非是資產(chǎn)階級政治學(xué)說。盡管這種思想與明清之際的商品經(jīng)濟相適應(yīng)有一定的聯(lián)系，但是其產(chǎn)生的原因是xxx和階級矛盾的尖銳。由此可見，儒學(xué)的歷史地位也與當(dāng)時國家的經(jīng)濟情況密切相關(guān)。

近現(xiàn)代的新儒學(xué)是儒學(xué)發(fā)展的第四個階段?？鬃訉W(xué)說在近現(xiàn)代以來的新發(fā)展就是在中西方文明的碰撞下產(chǎn)生了新儒學(xué)。在新儒學(xué)的準(zhǔn)備和發(fā)展階段，儒家學(xué)者曾經(jīng)有過“中學(xué)為體，西學(xué)為用”等被動接受西方文化的思想。近現(xiàn)代以來中國社會的動蕩，包括新中國建國前和建國后，儒學(xué)都不再有太大的發(fā)展和變化，當(dāng)然也說不上有很高的歷史地位。而從上世紀(jì)九十年代再次產(chǎn)生的“儒學(xué)熱”又是國人重新開始對中國古典文化感興趣的表現(xiàn)。儒家文化是一種和諧文化，這正對應(yīng)了現(xiàn)在中國人對生活和社會的期待。同時還有在經(jīng)濟發(fā)展的副作用中蓬勃起來的道德的淪陷和社會形態(tài)的復(fù)雜，這些都促使人們開始把目光重新放到中國傳統(tǒng)經(jīng)典思想上去。

儒家思想是我們中華文華的重要組成部分。雖然當(dāng)今我國社會受西方文化影響，社會西化很嚴(yán)重，但傳統(tǒng)思想在國民意識形態(tài)中仍占有不可替代的地位。日常生活中，我們的行為會不知不覺的以儒家規(guī)范為準(zhǔn)則，受到儒家規(guī)范的約束，我們要好好學(xué)習(xí)儒學(xué)，繼承和發(fā)揚中華民族的優(yōu)良傳統(tǒng)。

小學(xué)說課稿范文(篇三)Goodafternoon,teachers.It’smygreatpleasuretobeheresharingmylessonwithyou.ThecontentofmylessonisthesecondreadingofUnit10,BookI.I’llbereadytobeginwiththislessonfromsixparts:Analysisofthestudents,analysisoftheteachingmaterial,theteachingaims,theteaching&learningmethods,theteachingaidsandtheteachingprocedures.First,letmetalkaboutmystudents.

PartIAnalysisofss

MystudentsarefromGradeOneinvocationalschools.

Theyhaveapoorvocabulary,littlemotivationtolearninitiallyandnoconfidenceinexpressingthemselves.

Therearedistinctindividualamongthem.

Theyarequickinthinkingandlongforvictory.Theymayraiseinterestinthetopicbecauseofitsfamiliarity,andareeagertoknowthesedifferences.

Inmyclass,sswillbegivenapreviewplantounderstandthereading,progressivetasksincompetitiontoensureoverallparticipation.

PartIIAnalysisoftheteachingmaterial

OurtextbookistakenfromEnglishBookIforvocationalschools.Itemphasizesoninterestandutility.

Sincesomeinformationaboutculturaldifferenceshasbeenmentionedinpreviousunits,thisunitwillfocusonintroducingindividualdifferencesandbuildingthesenseofcross-culturalcommunication.

ReadingIIwilldemonstrateculturaldifferencesfurtherandoccupiesanimportantposition.Itwilltakeuptwoperiods,andI’lldealwiththesecondperiodforreadingcomprehension,andconcentrateonss’abilitiesofreadingandusingEnglishfluently.

PartIIITeachingaims

Teachingaims

Afterstudyingtheteachingmaterialandanalyzingss’presentsituations,Ithinktheteachingaimsarethefollowings:

1.Knowledgeaims

1)Tomastersomekeywordsandexpressions:awkward,courtesy,direct,misunderstand,assoonas,keepdoingsth,etc..

2)Tounderstandthegistofthereading,workoutthewriter’sopinionsafterreading,andcompleterelevanttasks.

3)Toretellthereadingandtrytotalkwithpartnersaboutdifferencesintablemannerswiththepurposeofusingthelanguagefluently.

2.Abilityaims

1)Tobetterreadingstrategiestopromotereadingabilitywiththehelpofskimming,scanningandotherreadingtechniques.

2)ToimproveabilityofusingEnglishfluentlyaswellaslogicalthinkingafterdealingwithtasks.

3)Tofostertheabilityofcooperationingroupactivities.

3.Emotionaims

1)Tohaveageneralknowledgeofdifferencesintablemanners,esp.betweenChineseandAmericancultures,andfosterthesenseofcross-culturalcommunication.

key&difficultpoints

1.KeyPoints

1)Togettheinformationfromthereading;

2)Tocommunicatewithpartnersfluently.

2.DifficultPoints

1)HowtoimprovethereadingabilitiesbecausemystudentsareweakinEnglish,esp.inreadingstrategies.

2)Howtohelpssputtheirlearningintopracticewithreferences.

PartIVTeaching&Learningmethods

Agoodmethodrequiresthattheteacheractasaguidewhilessastherealmastersinclass.Inmyclass,ssaremainlyguidedbytasksprogressively.

1.Soaccordingtotheanalysisoftheteachingmaterialandthestudents’learningbackground,Iwillusethefollowingteachingmethods.

1)Task-basedlanguageteaching

2)Activityteaching

3)Delaminationteaching

4)Question-and-Answeractivityteaching

2.Thelearningmethodsarethefollowings:

1)Cooperativelearning

2)AutonomousLearning

PartVTeachingaids

Multi-media

Non-testingevaluation

1).Apieceofpapertoevaluatethemselves.

PartVITeachingprocedures.

Asfortheconcreteprocedures,itincludes5parts.

TaskII:checkingwords&answeringquestions.Sswillhaveamatchingforwordsandmeaningstocheckwordsandthentheymayposeanyquestionstheymetinpreview.Ssfinishitbeforeclassandpresentkeysontheblackboard.SomemusicwillbeplayedtocalmssdownandcreateasituationtolearnEnglish.

Purposes:Theeasyitemmayhelpthembuildconfidence.

TaskII:Lead-in.Ssmaywatchavideoaboutculturaldifferences,andthenfinishthesentencewithbrainstorming.Thisitemisopentoanswers.Asfarasstudentsgettothepoint,theirgroupmaygetmarks.

Purposes:Brainstormingmayactivatessandcatchtheirattentionquickly.Atthesametime,itmayactasaforeshadowingforthereading.

TaskIII:Presentationwithtasks.Itincludestwoitems.

ItemI:(skimming)Sslookthroughthereadingin2minutes,andthenfinishthemultiplechoicesontheirown.

Purposes:Thistaskwilltrainsstogetquickinformationandfosteragoodreadinghabit.

ItemII:(carefulreading)Inordertocopewiththereadingclearly,therearethreeportions.PortionAisforPara1.Itisaboutthewriter’sexperienceinChina,andthentherearesomequestions.PortionBisforPara2.ItisaboutaChinesestayinginAmerica,andthentherearesomemultiplechoices.PortionCisforPara3.Itisaboutsolutions,andthenssrectifythetable.Similarly,theyreadindividually,andthendiscussingroupstogetanagreedanswer.Representativeswillbesenttothebbtopresentkeys.

Purposes:Thethreeportionswillhelpssworkoutthewriter’sopinionsclearly.Cooperativelearningwillhelpthemovercomedifficultwordsorsentencesandfindthefeelingofsuccesswhentheycangetkeyswithouttoomuchguidefromtheteacher.Andpraisegoesfirstnomatterhowtheydo.Tillnow,ssmayrealizeculturaldifferencesfurther.

TaskIV:Consolidationintime.Itincludes3items:Fivestatementsforsstochecktheirunderstandingaboutthereading,adialoguetocheckhowtheycantransferinputtooutputandashortpassagetotellthemwhethertheyhavemadeprogressinreading.Similarly,ssdothemontheirown,andthendiscussproblemsingroups.

Purposes:Thethreeitemswillgiveaclearreflectiontoss.

Lasttask,Iwillmakeaconclusionofthisperiod,encouragesstobuildthesenseofcross-culturalcommunication,andthendosomeextension:WatchanothervideoaboutdifferencesbetweenChinaandtheWest,anddiscusswhetherthepointsfromthevideoarereasonableornot.Theitemisalsoopentokeys.Ssareencouragedtowritedownnotes.

Purposes:Thistaskwillhelpssdaretospeakbecauseofthegoodinputaboutculturaldifferencesfromthereading.Eachonemayhaveachancetoexpressthem,andexperiencethefeelingofsuccess.Intheprocessofcommunicating,theyhelpandencourageeachother,andusethelanguagegradually.Itwillhelpsstransferpassivelearningintoactiveacquisitionandseethemeaningoflearning.

Designofwritingontheblackboard

WheninRome,doastheRomansdoAforeignerstaysinChinaawkward.

DoastheRomansdo.

AChineseinAmericaindirect.

Afterclass,toss,theyhavetwoassignments:

1.Ssfinishthetabletoevaluatethemselves.

2.SssurftheInternetformoreinformationaboutculturaldifferences,suchassendingandacceptinggifts,introducingpeople,etc.,andthenwritedownanswers.

Purposes:Thefirstonemayhelpsstoreflectthemselves,andthelatteronemayhelpssextendtheirlearningofcrosscultures.Writingactuallyisnecessaryforallsteps.Afterclass,theymaydoitmorerelaxed.Whenfinishingit,theymaypaymoreattentiontothewrittenlanguageandthenimprovetheirEnglish.

Reflectionafterteaching.

Ontheonehand,sscanbeguidedbytasksprogressively,andactwell.Theyalsohavefostercooperationingroupactivities.Ontheotherhand,theteacherneedstopaymoreattentiontoindividualdifferencesandensureoverallparticipation.Theteacheralsoneedstoimprovetheabilityofmonitoringtheclassefficiently.

小學(xué)說課稿范文(篇四)TheIntroductionoftheteachingplan

forsectionB(1-2c)unit5(goforit)

IhavethehonortorevealmyanalysisofEnglishlesson

here.I’dliketosayI’lltrymybestnottoletallofyoudown.Asteachers,ifyouwanttohaveanexcellentclassofEnglish,especiallyanopenclasstomanyexpertslikeallofyou,weshouldhavetodigintotheteachingmaterial,analyzetheteachingmaterial.However,Ithinkweshouldtaketheseparts

intoconsideration.①Teachingmaterialandthestudents②teachingmethods③learningmethods④procedures⑤blackboarddesignandassessment.Ok,letmesaysomethingaboutmyteachingplanforunit5sectionB.TodaythefirstI’lltalkaboutisthefirstpart“AnalysisoftheTeachingMaterialandstudents”

PartOne:AnalysisoftheTeachingMaterialandstudents

(一)statusandfunction

Thetopicofthisunitisaboutdecisionmaking.Suchtopicisrelatedtodailylifeofstudents,soitishelpfultoraiselearninginterestofstudentsanditwillbehelpfultoimprovetheirspokenEnglish.Thisunitisdividedintotwoparts:SectionAandSection

B.SectionBisdividedintotwoperiods.ThisperiodisthefirstlessonofUnit5sectionB.ItintroducesnewvocabularywhilerecyclingthelanguagepresentedinSectionA.AllactivitieshelpstudentsintegratethenewtargetlanguagewiththelanguagestudiedinSectionA.Thisrecyclingreinforcespreviouslanguagelearningwhileprovidingadditionalpracticewithnewlylearnedlanguage.Italsoincreasesthestudentslisteningandspeakingabilitybylisteningpracticeandpairworktalking

(二)TeachingAimsandDemands

TheteachingaimsbasisisestablishedaccordingtoJu

niorSchoolEnglishsyllabusprovision.Inaccordancewiththeanalysisofteachingmaterialandtherequirementsof“goforit＂Englishteachingsyllabuses.Thefocusofteachingshouldbelaidongraspingkeyvocabularyandstructures,anddevelopingthestudents’abilityofcommunication.SoI’vedesignedthefollowingaimsanddemands

1.Knowledgeobjects

Keyvocabulary:agent;makemoney;

travelaroundtheworld;getaneducation

Targetlanguage:

Ithinkyoushouldgotocollege

ButifIgotocollege,I’llneverbecomeagreat

soccerplayer.

2.Abilityobjects:

Totrainstudents’abilityoflisteningandspeaking

Totrainstudents’abilityofcommunication

3.Moralobjects:

Moneyisn’teverything.

TobeinterestedintakingpartinactivitiesinEnglishclass

(三)Teachingkeypointsanddifficultpoints

1.Keypoints:

keyphrases:

travelaroundtheworld;makemoney;getaneducationkeystructures:Ithinkyoushould…。IfI…I’llnever…

2.Difficultpoints:

howtotrainandimprovestudents’listeningability.

(四)Analysisofthestudents

TheSshaslearnedEnglishforabouttwoyearssofar.Althoughtheyareallfromtheruralarea,theycanunderstandsomewordsandsomesimplesentences.TheSshavetakenagreatinterestinEnglishnow.

1.Thestudentsdon’thavelargevocabulary.

2.ThestudentsseldomcommunicateinEnglish

innormaltimes.

3.Thestudentsarelackinginlisteningandspeakingskills.

4.ThegapoftheSs’knowledgelevelinthesameclassisquitewide

(五)Teachingaids

Multi-mediacomputer,Taperecorder,somemoneyandsoon.Theywillbeneededinthislesson.

PartTwoTheTeachingMethods

1.Communicativeteachingmethod

2.listeningandspeakingmethods

3.Task-basedteachingmethod

Asweallknow，themaininstructionalaimsoflearningEnglishintheJuniorMiddleSchoolistotrainstudents’abilitiesoflistening,speaking,reading,writingandtheirgoodsenseoftheEnglishlanguageSointhislessonI’llmainlyuse“Communicativeteachingmethod”,“l(fā)isteningandspeakingteachingmethod”and“Task-based”teachingmethod.Thatistosay,I’lllettheSsgetabetterunderstandingofthekeystructureofthedialogue.I’llgivetheSssometasksandarrangesomeactivities:freetalking,listeningandanswering,oralpractice,actingoutandhavingacompetition.Aboveall,IwilllettheSslearninrealsituations,finishataskbymakingasurveytohelptheSstogetabetterunderstandingofthekeystructureoftheconversation.

PartThreeTheLearningMethod─cooperation

Thestudentswillfinishsometasksinlimitedtimetoimprovetheirlisteningandspeakingskills.Thestudentswilltakepartinsomeactivitieslikeworkinginpairs,discussinginpairs.Eachunitin“Goforit”containspairwork,groupworkandgames.Thestudentswhositatthesametableandgroupscanmakeadiscussionandlearneachother.Itmakeseachstudentberelaxed.Theyneedn’tworryaboutmakingcanarousestudentstothinkandtosaywhattheywanttosay.Studywillbecomemorerelaxedandpleasedinthiskindofenvironment.

PartFourTeachingProcedure

一Teachingsteps

Step1Leadingin

T:Goodmorning,boysandgirls!

Ss:Goodmorning,sir!

T:(Takeoutapieceofbill)Look!What’sthis?

Ss:Money.

T:Wholikesit?Handsup?

Ss:(Ssallputuptheirhands)

T:(kissthemoney)me,too.(Putthebillinthepocket)

Ss:(Ssalllaugh)

T:(Showamanwhoisholdingplentyofmoney)

Ss:Wow.

T:IfIhavesomuchmoney,Iwillgivesometothepoorstudentsinourclass,andiftheyworkhard,Iwillgivethemmore.Ifyouhavesomuchmoney,whatwillyoudo?Workinpairsandtalk

aboutit.

(Studentsaretalkingaboutitinpairs;theyhaveenoughwordstosay)…

(Talkaboutthequestionwithmanystudents.)

T:S1,Ifyouhavesomuchmoney,whatwillyoudo?

S1:IfIhavesomuchmoney,Iwillgivesomemoneytomy

parents.

T:Youaresokind.Don’tyouwanttotravelaroundtheworld?(translateintoChineseifnecessary;Teach:travelaroundtheworld)

S1:IthinkIwill.

T:S2,whataboutyou?

S2:IfIhavesomuchmoney,Iwillbuysomenewclothesformyparents.Theyareveryhard-working.

T:That’sagoodidea.Don’tyouwanttogetaneducation?(TranslateintoChineseifnecessary;teach:getaneducation)S2:Yes,IamsureIwillgotocollege.

T:Ifyouworkhard,Ithinkyouwillgotocollege.

S2:Ithinkso.

T:S3,ifyouhavesomuchmoney,whatwillyoudo?

S3:Iwillopenupacompanyandmakemoremoney.

T:That’sgreat.Mayyousuccess!

S3:Thankyou.

(Askmorestudentstotalkaboutit)…

T:Ifwehavesomuchmoney,wewilldoalotofthingswiththemoney.Somoneyisveryimportantforus;S4,doyouthinkmoneyiseverything?(TranslateintoChineseifnecessary)

S4:Ithinkmoneyisn’teverything.

T:Iagreewithyou.Moneyisn’teverything.

Purposeofmydesigning:IthinkitisimportanttoformabetterEnglishlearningsurroundingfortheSsandatthesametimeitisnecessarytoprovidesituationstoreviewlearnedknowledgeforthenextstepandpresentsomenewwordsandphrases.

Step2Studythephrases

TshowsthephrasesinActivity1andletSsreadandlearn.

Step3Circleandsurvey

1.T:LookatthethingsinActivity1,whichofthethingsarethemostimportanttoyou?Circlethreethings.

(Sscircle.Waitforamoment)

T:Whatisthemostimportantthingtoyou?

S5:Togotocollege.(helpifnecessary)

T:What’sthesecond?

S5:…

T:What’sthethird?

S5:…

(Askmorestudentstosay)

2.T:Pleaseworkingroupsofsix,andcountupthenumberof

Showthemoststudentsineachitem.

_____think_____isthemostimportantthingtothem,______think_____isthesecondimportantthingtothem,and_____think_____isthethirdimportantthingtothem.

Purposeofmydesigning:ToprovidesituationstoreviewlearnedknowledgeforthenextsteplisteningandmakesuretheSscangraspthekeywordsandphrasesandlearntoexpresstheirownopinion

Step4Listenandwrite“A”or“P”

T:LookatthepicturesinActivity2a,wecanseetwopictures,thefirstpictureisaboutMichaelandasocceragent(teach:agent),andthesecondpictureisaboutMichaelandhisparents.Andwewillheartwoconversations,ConversationOneisaboutMichaelandthesocceragent,ConversationTwoisaboutMichaelandhisparents.Listentotherecordingandwrite“A”or“P”intheblanks.

Aasocceragent

PMichael’sparents

(Makesuretheyknowtheletters’meaning)

(Tplaystherecordingforthefirsttime,Sslisten.Tplaystherecordingforthesecondtime,Sswrite“A”or“P”)

Correcttheanswerswiththestudents.

Purposeofmydesigning:togivestudentspracticenthetargetlanguagesinspokenconversation

Step5Listenandcomplete

T:LookatthesentencesinActivity2b,readthesentencesfirst.(Studentsreadloudly)

T:Listentotherecording,Listentothefirstsentenceasamodel.(Playtherecording;letthemknowthefirstsentence)now.

小學(xué)說課稿范文(篇五)論語，在穿越時空的千年中，是智慧的碰撞與思想的交合。--題記靜靜地坐在窗前，聽著“雨打梨花深閉門”的音韻，耳畔回蕩著清揚明快的讀書聲，一句句古話，一章章論語，把我?guī)Щ亓酥腥A大地那個百花齊放、百家爭鳴的時代。

我看到了荀子，他采儒家、法家、道家等各家之長，提出了“制天命而用之”學(xué)說主張；我看到了孟子，他看透了戰(zhàn)爭的殘酷與暴虐，明白了“春秋無義戰(zhàn)”，提出了以“仁政”為主張，安撫民生……這些學(xué)說成就，令我驚嘆，讓我折服。在諸子百家學(xué)說中，我最欣賞的學(xué)說是儒家，最欣賞的人當(dāng)然也就是儒家學(xué)說的代表人——孔子。

透過歷史的面紗，我眼前看到的是一個“仁以為己任”的孔子；一個“有教無類”孔子；一個“己所不欲，勿施于人”的孔子……盡管他的思想不全部正確，偶有錯誤；盡管他的思想為不能為當(dāng)時統(tǒng)治者所接受；盡管他周游列國施教，卻仍窮困潦倒，但是卻不妨礙他在教育上的所取得了輝煌的無人能及的成就，后世之人把他尊為“萬世師表”、“至圣先師”。

捧讀孔子智慧的結(jié)晶--《論語》，書里“溫故而知新”告訴我們復(fù)習(xí)是好的學(xué)習(xí)方法；“三人行，必有我?guī)煛弊屛覀兠靼兹送庥腥?，天外有天，不能目光短淺，自以為是；“己所不欲，勿施于人”指導(dǎo)我們怎樣為人處事，與他人和睦相處……。在這么多金玉良言中，我最喜歡的一句是，子曰：“君子食無求飽，居無求安，敏于事而慎于言，就有道正焉，可謂好學(xué)也已?！?/p>

當(dāng)我在小學(xué)時，說話經(jīng)常不經(jīng)大腦思考就脫口而出，橫沖直撞、口無遮攔，因而得罪了不少人，與同學(xué)的關(guān)系也沒有相處好。再加上與一些學(xué)習(xí)不努力及志不同道不合人做了朋友，使得我有一段時間，學(xué)習(xí)心不在焉，成績飛速下降。當(dāng)我讀到這句話時，它仿佛當(dāng)頭棒喝，使我恍然大悟：物以類聚，人以群分，對待朋友要“擇其善者而從之，其不善者而從之，其不善者而改之”。

從此，我說話做事開始三思而后行，努力地修補與同學(xué)之間的關(guān)系，與萍水相逢的朋友只可點頭相交，話說天氣；與志同道合的朋友則在一起談天文，說地理，講政治，聊理想……我們共同“指點江山，激揚文字，糞土當(dāng)年萬戶候”。隨著我的朋友相處之道的改變，我的心思又回到在了學(xué)習(xí)上，成績當(dāng)然也逐步地提高了。

論語，是歷史長河中的一顆晨星，細細品讀，你會理解兩千年前孔子仁愛的思想。一個有著溫文爾雅學(xué)富五車的氣質(zhì)，有著仁為已任的思想的孔子，永遠在我眼前浮現(xiàn)，耳邊飄蕩。

小學(xué)說課稿范文(篇六)1.contentofteachingmaterials

ThissectionfocusesonfestivalsandfocusesonhowpeopleusuallyspendtheirclassrequiresstudentstomastertheNational,Day,Halloween,Christmas,Spring,FestivalandWhatdopeopleusuallydoatof...I?...Andfreetotalkabouthowtospendthethisclass,didleadstogeneralquestionsandanswersaswellasnewthepasttenseofthebeverbhasappearedinthefirstthirdunits,itiseasierforthestudentstomasteritwhentheyarestudying.

2.statusofteachingmaterials

TheselectedcourseinthisclassisEnglish6AUnit6inOxfordprimaryteachingofthisunitrevolvesaroundthissectionofthefestival,studentshavetheknowledgeofthepreviousthirdunitsforeshadowing,relativelyeasytodepthandarrangementreflectsnotonlytheprogressivemeaningofteachingmaterials,butalsothestudentsknowledgelevelandcognitivehowpeoplespendtheirholidays,especiallyinWesternfestivals,.Studentsarerequiredtocollectinformationintimeaftertheactualteaching,thisclassusestheoldtopic,firstteachesthenewsentencepattern,andusesthesentencepatterntoleadthenewknowledgewaytounfold,thisisadvantageousforthestudenttoacceptandgrasp,alsohasmanifestedtheteachingcontentthecontinuity.

Saytarget:

1.teachingobjectives

Thenewcurriculumemphasizestheorganiccombinationofknowledgeandskills,processandmethod,emotion,