適用2016年新課標(biāo)小學(xué)四年級上冊pep版英語教案全冊說課稿集錦

適用 2016 年 新課標(biāo)小學(xué)四年級上冊 pep 版 英語 教案 全冊 說課稿 集錦 目 錄 小學(xué)英語說課模板（英文版） .2 小學(xué)英語說課稿模板二 .5 小學(xué)英語說課稿模板三 .7 說課的內(nèi)容要求和評價(jià) .8 Unit 1 My Classroom .9 Unit 1 My Classroom 說課稿一 .9 Unit 1 My Classroom 說課稿二 . 11 Unit 1 My Classroom 說課稿三 . 12 Unit 1 My Classroom Part A:Lets talk 說課稿 . 13 Unit 1 My Classroom 第四課時(shí)說課稿 . 15 Unit 1 My Classroom 教案 . 17 Unit 1 My classroom 英文版教案 . 26 Unit 2 My Schollbag . 30 Unit 2 My Schollbag 第一課時(shí)說課稿 . 30 Unit 2 My Schollbag 第一課時(shí)說課稿 . 32 Unit 2 My Schollbag 第四課時(shí) 說課稿 . 35 Un it 2 My Schollbag 第五課時(shí)說課稿 . 37 Unit 2 My Schollbag P.A Lets learn & Lets do 說課稿 . 39 Unit 2 My Schollbag Part B 英文說課稿 . 42 Unit 2 My Schollbag 教案 . 46 Unit 2 My schoolbag 英文版教案 . 56 Unit 3 My Friends. 61 Unit 3 My Friends 說課稿 . 61 Unit 3 My Friends 第一課時(shí) 說課稿 . 65 Unit 3 My Friends A lets learn lets find out 說課稿一 . 68 Unit 3 My Friends A lets learn lets find out 說課稿二 . 72 Unit 3 My Friends A Lets talk 說課稿 . 73 Unit 3 My Friends A Lets Learn 說課稿 . 75 Unit 3 My Friends 第三課時(shí) 說課稿 . 78 Unit 3 My Friends 第四課時(shí)說課稿 . 80 Unit 3 My Friends Part B 部分的 Lets learn 說課稿 . 83 Unit 3 My Friends 教案 . 85 Unit 3 My Friends 英文版教案 . 101 Recycle 1 . 110 Recycle 1 教案一 . 110 Recycle 1 教案二（英文版） . 120 Unit 4 My Home . 122 Unit 4 My Home 說課稿 . 122 Unit 4 My Home 說課稿（英文版） . 124 Unit 4 My Home 第一課時(shí)說課稿 . 125 Unit 4 My Home 第一課時(shí)說課 稿二 . 126 Unit 4 My Home A Lets learn Lets do 說課稿 . 128 2 Unit 4 My Home 第三課時(shí) 說課稿一 . 129 Unit 4 My Home 第三課時(shí) 說課稿二 . 131 Unit 4 My Home 第四課時(shí)說課稿 . 132 Unit 4 My Home 第五課時(shí)說課稿 . 133 Unit 4 My Home 教案 . 134 Unit 4 My Home 教案 （英文版） . 141 Unit 5 What Would You Like? . 151 Unit 5 What Would You Like? 說課稿一 . 151 Unit 5 What Would You Like? 說課稿二 . 152 Unit 5 What Would You Like? 說課稿三 . 154 Unit 5 What Would You Like? A. Lets learn&Lets play 說課稿 . 157 Unit 5 What Would You Like? B Read and Write 說課稿 . 158 Unit 5 What Would You Like? 教案一 . 161 Unit 5 What Would You Like? 教案二 . 165 Unit 5 What Would You Like? 教案三（英文版） . 183 Unit 6 Meet My Family! . 187 Unit 6 Meet My Family!說課稿一 . 187 Step 1 Warming-up . 188 Unit 6 Meet My Family!說課稿二 . 189 Unit 6 Meet My Family!第一課時(shí)說課稿 . 191 Unit 6 Meet My Family!第一課時(shí)說課稿二 . 193 Unit 6 Meet My Family! Part B Lets learn Lets do 說課稿 . 195 Unit 6 Meet My Family! B Lets learn 說課稿 . 196 Unit6 Meet My Family B Lets talk 說課稿 . 198 Unit6 Meet My Family B Lets learn 說課稿 . 201 Unit 6 Meet My Family!教案 . 203 Recycle 2 . 213 Recycle 2 教案 . 213 教師資格考試說課要求和主要內(nèi)容 . 216 說課步驟及其幾點(diǎn)注意事項(xiàng) . 217 教師面試說課應(yīng)注意事項(xiàng) . 218 小學(xué)英語說課模板（英文版） Goood moring, Im glad to interpret my lesson here . The lesson plan I am going to talk about is Part A lets learn of unit1 PEP Primary English book7. I will explain how to teach and the reason for doing this from following aspects. analysis of the teaching content. ways of teaching and learning . teaching procedures 3 blackboard design V assessment Now Let s focus on the analysis of teaching content. It can be divided into 3 parts as followed: the status and the function, the teaching objectives , the main points and difficult points, I ll talk about it one by one. This lesson is the first lesson of unit 1, book7 . It includes two parts: Let s learn and let s play. In section 1, it mainly deals with these key phrases: on foot, by bike, by bus, by train, by subway. And in section 2, it provides a game for the Ss to prastise the patterns: How do you go to ? And the answer: I go by./ on foot. Our students have already known some vehicles in the daily life. It s not difficult for them to understand and use these words . If students can learn it well, it will help students to learn the rest of this unit. So, I set the following aims: The first is language objectives To make sure that students can read, recognize and use these key phrases :on foot ,by bike,by bus,by train skillfully. The next is ability objectives (1) To develop Ss abilities of listening and speaking. (2) To train the Ss ability of working in groups. moral objectives (1)to help students know some vehicles and comprehend the traffic rules (2) To foster Ss consciousness of good co-operation and proper competition. The main points and difficult points about this lesson is: (1) To make sure that Ss can use these key phrases correctly and skillfully. (2) To enable Ss to study in groups and co-operate skillfully. (3) To develop Ss interest in English. Difficult points To help the Ss ask and answer the question “ How do you go to ? part ways of teaching and learning 4 As we all know: the main instructional aims of learning English in primary school is to cultivate pupils basic abilities of listening and speaking and their good sense of the English language. So in this lesson I ll mainly use “ Task-based” teaching method. That is to say, I will let the Ss learn in real situations, finish a task by making a survey” How do you go to school?” to help Ss to get a better understanding of the key phrases. I will arrange these activities: guessing game, finishing a survey and having a competition. And in this lesson a recorder, CAI, will be needed. part teaching procedures I ll finish this lesson in five steps. step1 lead-in activities I will begin my class with drawing and guessing game, just like this : I show students some vehicles such as bike ,bus ,jeep which they learned before by Stick Figures and ask them guess what s it. Purpose: It is important to form a better English learning surrounding for the Ss by guessing game. and at the same time it provides situations to review learned knowledge for the next step. step2 prestentation Now I ll mainly talk about this step. 1、 first there is a Free talk between T and Ss. For example: I show many pictures of beautiful cities and ask students some questions, such as do you like this city?where do you want to go ?and help Ss to answer them with by train ,by plane,by ship. By the way, I show the picture of a school, and say“ I go to schiool by bus” ,Ss read this sentence. do the actions and ask how do you go to school?,show many pictures of tools such as ,on foot by bike ,by bus to help students answer my question one by one. To present the key structures one by one is much easier for the Ss to learn and grasp the meanings. 2 With the help of the CAI I set a situation to help Ss understand the way of using these key phrases: A boy is coming, who is going to school. He says: I go to school by Then play the sounds of bus, bike ask students to listen carefully and tell “ I go to school by according to the different sounds, by the way , I present another new phrases:by subway Purpose:Make Ss use these new phrases with sentence structures, to help Ss use the language in a real situation. step3 practise 5 3 I order to make every student read these new phrases correctly, I design a drill in this step, I show cards as soon as possible ,students should read the words quickly and spell them. Then I ask How do you go to school?students answer I go to .also I will quicken the speed to ask . The purpose is to draw the whole studentsattention to the spelling of the words 4 After this, I ask Ss to do Lets play in fours. They use places cards and vehicle cards, ask and answer:How do you go to ? I go to by” 5, If Ss can ask and answer expertly, I will ask them to make a short dialogue. the purpose of this is to help students to learn those sentenses through a ture situation and make the dialogues in order to check if Ss can usse these key prases、 sentences structures skillfully step 4 consolidation let students do a survey about how do you go to school?and the table like this :write down names and tools another Ss choose Task-based teaching method is used here to develop Ss ability of communication and also their ability of co-operation will be well trained. step 5 homework ask students to collect other kinds of transport tools through the library ,computer. the purpose of this is to stimulate the interest of learning english and to wide the studentsknowledge step6 blackboard design my blackboard design like this :on the left Ishow the phrases:on foot,by bus.on the right there are many sentences:how do you go to school?I go to . step 7 assessment due to the studentsage ,I make every students work in class through many activities in order to stimulate the studentsinterest and provide they a wide thinking room. I make students learn this lesson very well through desiring scene statues thats all,thank you for your listening ! 小學(xué)英語說課稿模板二 學(xué)生 分析 J7 d! a4 T5 ?- y# ( | 根據(jù)小學(xué)高年級階段學(xué)生的特點(diǎn)：好奇、好動、善模仿、好表演，對英語的 學(xué)習(xí) 興趣濃，但不能持久，因 6 此，需要具體、形象的 教學(xué) 材料及靈活多樣的教學(xué)方法來引導(dǎo)學(xué)習(xí)。 在學(xué)習(xí)本課時(shí)前，五年級的學(xué)生已經(jīng)具備下列語言 知識 和技能：能夠聽、說、讀、寫一些課本要求掌握的四會單詞及句子；能夠聽懂一些簡單的對話，并作大；能夠根據(jù)情景組織簡單的對話焦急和表演；能夠提 出簡單的問題及回答，但還沒有很好地形成 科學(xué) 的學(xué)習(xí)英語的方法和用英語進(jìn)行思維的習(xí)慣。 + u: # Y% _8 a8 _9 W L9 R 教材 分析 本課教學(xué)內(nèi)容為 Book 6 , Unit 5 Look at the monkeys 的第一課時(shí)，在 Unit Four 中學(xué) 生們已經(jīng)學(xué)習(xí)了動詞的 ing 形式及 現(xiàn)在進(jìn)行時(shí)的構(gòu)成，在本課中，我安排學(xué)習(xí) 5 個(gè)現(xiàn)在分詞以及句型，并創(chuàng)造性地自編對話，拓展話題，讓學(xué)生們在當(dāng)導(dǎo)游，帶領(lǐng)在場的各位 教師 游覽動物園，評選出最佳導(dǎo)游這一任務(wù)中，自然地運(yùn)用所學(xué)的詞匯和句型進(jìn)行語言的交際運(yùn)用。 3 P5 P. m! 1 a& x# o 教學(xué)目標(biāo) 2 ( m ( C6 （ 1） 語言技能：能運(yùn)用來詢問動物正在做什么？ 6 A9 7 P% J2 ! z6 （ 2） 語言知識：能夠聽、說、認(rèn)讀動詞 flying, jumping, walking , running, swimming 五個(gè)現(xiàn)在分詞及主要句型 （ 3） 情感態(tài)度：通過學(xué)習(xí)， 培養(yǎng) 學(xué)生熱愛動物，熱愛大自然的良好品質(zhì)。 （ 4） 學(xué)習(xí)策略：小組合作，共同完成學(xué)習(xí)任務(wù)，主動運(yùn)用英語進(jìn)行交流表達(dá)。 3 d t% ( k0 i F& Y 四 教學(xué)策略 依據(jù)新課標(biāo)的教學(xué)理念，遵循以學(xué)生為中心，以興趣為支點(diǎn)，以交際為目的的原則，主要運(yùn)用任務(wù)驅(qū)使、合作互動、情境體驗(yàn)、交流評價(jià)等教學(xué)策略，把單詞、句型和會話的教學(xué)，學(xué)生的操練、交流和合作，以及師生評價(jià)、小組互評和自我評價(jià)，融為一體，達(dá)到了話題、語言、功能、結(jié)構(gòu)、任務(wù)和評價(jià)的有機(jī)結(jié)合。 - J/ r0 J3 a5 x 教學(xué)過程 Step 1 Warming-up 本環(huán)節(jié)的 設(shè)計(jì) 是利用歌曲和日常談話的形式為學(xué)生創(chuàng)設(shè)輕松的學(xué)習(xí)氛圍，消除學(xué)生的緊張情緒，并通過 復(fù)習(xí) 上個(gè)單元打電話的對話引入新課，為新課的主題 游動物園作鋪墊。 Step 2 New words and sentences (presentation 1) 通過 CAI 呈現(xiàn)動物園里各種動物的活動情景，吸引學(xué)生的興趣，利用多媒體 課件 ，使原本枯燥的內(nèi)容不再枯燥，詞句穿插教學(xué)，讓學(xué)生融會貫通。 , R8 n+ J: B s g; Y% b- l. w. Z Step 3 Practice the words and sentences 本環(huán)節(jié)設(shè)計(jì)的 Save the animals 游戲，讓學(xué)生運(yùn)用所學(xué)過的句型，在獵人的槍下救下動物，既進(jìn)一步鞏固和操練了句型，又培養(yǎng)了學(xué)生熱愛動物，熱愛大自然的良好品質(zhì)。 Step 4 Lets talk (Presentation 2) 本環(huán)節(jié)通過和在動物園的 見聞，引入對話。通過創(chuàng)設(shè)情景，讓學(xué)生更易于接受，并為下一個(gè)環(huán)節(jié)作鋪墊。 Step 5 Make a dialogue% E$ q* o/ A3 G1 ? 運(yùn)用多媒體課件，創(chuàng)設(shè)情景，聯(lián)系學(xué)生實(shí)際進(jìn)行操練，讓學(xué)生們創(chuàng)造性地自編對話，拓展話題，自然地運(yùn)用所學(xué)的詞匯和句型進(jìn)行語言的交際運(yùn)用。 + i4 w+ * c2 ?5 H Step 6 Do some exercises/ w* Y0 x, s $ e9 |: m( I% / i 這一活動的設(shè)計(jì)是為了更好