牛津版小學(xué)英語(yǔ)全英文說(shuō)課稿

1、1、小學(xué)英語(yǔ)說(shuō)課稿模板（1）（英文萬(wàn)能版）Goodmorning,mydearjudges.Iam,from.Imgladtointerpretmyteachingdesignhere.TheteachingcontentisPart,ofUnitofPEPPrimaryEnglish,Book.ThisunitismainlyaboutNow,Iwillexplainthelessonfromthefollowingaspects.1.教學(xué)內(nèi)容（體現(xiàn)教材的整合）Firstly,letsfocusontheanalysisofteachingcontent.Thelessonisanewone

2、ofUnit.Itincludesparts:and.Insection1,itmainlydealswiththesekeywords,.And,insection2,itdealswiththepatterns:教學(xué)對(duì)象（根據(jù)不同年級(jí)的學(xué)生，描述其特點(diǎn)）Secondly,itisaboutthestudents.OurstudentsareinGrade.Theyareactiveandcurious,interestedinnewthings.AfterlearningEnglishforyears,theyhavesomebasicEnglishbackgroundknowledge,

3、sotheteachershouldattachimportancetothecommunicationwiththem,providingthemthechancesofusinglanguage.TheyhavelearntEnglishforyears,andhavealreadyknownItisnotdifficultforthemtounderstandandusethelanguage教學(xué)目標(biāo)（根據(jù)具體內(nèi)容定目標(biāo)和要求）So,Isetthefollowingaims.Thefirstoneislanguageknowledge.Bytheendofthelesson,studen

4、tswillbeabletoread,recognize,andusethesewords:And,thesesentences:Thesecondoneislanguageskills,Bytheendofthelesson,throughattentivelistening/Sscanunderstandtheandgetusefulinformationfromthereading.SsareabletotalkaboutSscanusetogivesuggestionsonSsabilitiesoflisteningandspeakingwillbedeveloped.Thethird

5、oneisemotionalaim.(Affect;Learningstrategies;culturalawareness.)Inthislesson,theemotionalaimistohelpstudentscultivateandfostertheirabilitiesofworkingingroups.tofosterSsconsciousnessofgood-cooperationandpropercompetition.tohelpSscultivatetheirabilitiestoanalyzeandsolveproblemsindependently.tofosterSs

6、initiativeandcreativeness.tohelpSstorecognizeandidentifythedifferencesbetweenChineseandEnglishculturesontohelpSsknowsomeandcomprehendtheAnd,themainpointofthislessonis:tomakesurethatSscanuseCorrectlyandskillfully.todevelopSsinterestinEnglish.Thedifficultpointis:Thepronunciationof教法學(xué)法Fourthly,ittalksa

7、boutteachingmethods.Inthislesson,Iwillmainlyuse“Task-basedteachingmethod”,“Communicativelanguageteachingmethod”and“TPRteachingmethod”,andsoon.教學(xué)過(guò)程具體steps根據(jù)具體內(nèi)容定；板書(shū)stepspurpose說(shuō)明；如有可能，同時(shí)完成layout設(shè)計(jì);Step1LayoutNext,letsfocusontheteachingprocedures.Iwillfinishthelessoninsteps.Step1GreetingandWarming-upI

8、twillcostaboutmins.AftergreetingwiththeSs,IwillbeginthelessonbysingingthesongtogetherwiththeSs.Purpose:ThepurposeofthisistoformabetterEnglishlearningsurroundingfortheSs,and,atthesametime,itprovidessituationstoreviewthelearntknowledgeforthenextstep.Step2PresentatiodItwillcostaboutmins.Withthehelpofth

9、ePPT,IsetasituationofbytostimulatetheSsinterestofthelesson.ByplayingthePPT,IAndthen,（板書(shū)layout）Thepurposeofthisistopresentthenewwordsandsentencesinthesituation,whichrelatestotheSsreallifeexperiences,tohelptheSsunderstandthelanguageeasilyandnaturally.Afterpresentingeachnewword（bytheguessinggame）,Iwill

10、imparttheknowledgeofpronunciationrulesinteachingthenewwords.ItiscalledPhonics.ItcanfacilitatetheSsabilitiestopronouncethewords,andhelpthemtorememberthespellingofthewords.Step3Practice（機(jī)械上口；有意義操練；letsdo;課文對(duì)話表演;）Itwillcostmins,including1mechanicalactivitytohelpSstorecognizeandreadthenewwordsandsentenc

11、es,and2activitiesinthemeaningfulsituationstomakeSsusethenewwordswithsentencestructuresin,tohelpSsusethelanguageinarealsituation.DuetotheSsage,ImakeThepurposeofthisistodrawthewholeSsattentiontothespellingofthewords.ItistohelpSstolearnthroughatruesituation.Step4DevelopmentInthisstep,IwillgiveSsafreesp

12、acetoshowtheirabilities.IwillThen,Task-basedteachingmethodandCommunicativelanguageteachingareusedhere.TheactivityistodevelopSsabilityofcommunication,andalso,theirabilityofcooperationwillbewelldeveloped.MakinganewdialogueistocheckifSscanusecorrectlyandskillfully.Step5Conclusiod(總結(jié)上課內(nèi)容；德育滲透；作業(yè)布置;)Inth

13、isstep,IwillguidetheSstoconcludethekeywordsAndsentencesAndalso,IwillThepurposeofthisistostimulateSsinterestoflearningEnglishandwidetheirknowledgeaboutcommunicationacrosscultures.板書(shū)設(shè)計(jì)And,thisismylayoutdesign.Thatsallformyteachingdesign.Thankyoualotforlistening.(GONG)2、小學(xué)英語(yǔ)全英文說(shuō)課稿模板(2)TodayImgoingtotal

14、kaboutPartBofUnit2,PEPPrimaryEnglish,Book3.Thislessonincludestwoparts:Letstalkandletspractice.Insection1,itmainlydealswiththedialogueabout“Whatsintheschoolbag?”andtheanswers.Andinsection2,itprovidesarealsituationfortheSstopractisethepattern:Howmany+n.(pl.)+doyouhave?Andtheanswer:Ihave+n.(pl.)Teachin

15、gaimsAimsontheknowledgeToenabletheSstounderstandandspeak:“Myschoolbagisheavy.Whatsinit?Thankyousomuch.”MakesurethatSscanusethesesentencesinrealsituations.(2)TohelpSsfinishthesurvey.Aimsontheabilities(1)TodevelopSsabilitiesoflisteningandspeaking.TotraintheSsabilityofworkingingroups.TofosterSsabilitie

16、sofcommunicationandtheirinnovation.Aimsontheemotion(1)TofosterSsconsciousnessofgoodco-operationandpropercompetition.(2)ToleadSstoshowtheirlovelinesstothepoor.Keypoints(1)TohelpSsaskandanswerthequestion:Whatsinit?(2)ToenableSstostudyingroupsandco-operateskillfully.(3)TodevelopSsinterestsinEnglish.Dif

17、ficultpoints(1)TohelptheSsaskandanswerthequestion“Whatsinit?”andmakesuretheycanusethepluralnounscorrectly.(2)Tofinishthesurveybythemselves.Teachingproceduresandpurposesofmydesigning.Illfinishthislessoninfivesteps.Step1.Warm-upandpreviewFreetalkbetweenTandSsaboutthingsintheclassroom.Singthesongtogeth

18、er:Booksandpencils.DosomeTPR,forexample:ShowmeyourEnglishbook.Showmeyourcrayon.Reviewthenumbersbyasking:“Howmanycrayonsdoyouhave?”P(pán)urpose:ItisimportanttoformabetterEnglishlearningsurroundingfortheSsbysinginganddoingsometotalphysicalresponseandatthesametimeitprovidessituationstoreviewlearnedknowledge

19、forthenextstep.Step2.PresentationNowIllmainlytalkaboutthisstep.1.Presentthepattern:“Myschoolbagisheavy.”“Whatsinit?.”(1)Showabagandsay:“Look!Ihaveabag.”Carryitandsay:“Oh,itisheavy.Myschoolbagisheavy.”HelptheSsunderstandthemeaningwiththehelpofmybodylanguage.ThenleadtheSstoreadthesentence.Makesurethey

20、cansayitcorrectly.(2)T:Myschoolbagisheavy.Openthebagandsay:“Whatsinit?Whatsinmyschoolbag?”TakeoutaChinesebook.Thendotheactionagain.LettheSsreadthesentence.Playaguessinggame.Dividethewholeclassintofourgroupstohaveacompetition.Letthemguess:Whatsinthebag?Howmany?Purpose:Topresentthekeystructuresonebyon

21、eismucheasierfortheSstolearnandgraspthemeanings.PropercompetitioncanarousetheSsinterestinEnglishlearning.WiththehelpoftheCAItopresentthedialogue.SetasituationtohelpSsunderstand:TwoSsarecoming.Onegirliscarryingaheavybagonherback.Theyaretalking.Girl:Myschoolbagisheavy.Boy:Whatsinit?Girl:20story-books,

22、32pencil,9rulers,12crayonsand30picture-books.Etc.Boy:Whatwillyoudo?Girl:Theyareforthepoor.Boy:Great!Illbringsomeschoolthingstoo.Theboycomesbackhomeandputsalotofthingsintothebag.Thenhegoestoschoolagainandgivesthemtoateacher.Whileheistakingthemout,heiscountingthenumbersofallthings.Theteachersays:Thank

23、yousomuch.Mentionthatweshouldtakecareofthepoor.Playthecassette.LettheSslistenandimitatethedialogue.Payattentiontotheirpronunciationandintonation.Purpose:CAIcanprovidearealsituationfortheSstounderstandthedialogueandtherelationshipsbetweenpeoplebetter.TelltheSsweshouldshowourlovelinesstotheSs.Step3.Pr

24、acticeDivideSsintogroupsofsixchildren.Eachonewouldfinishtheprintedformbyaskingandanswering:Howmanystorybooksdoyouhave?Findoutwhichgroupfinishesfaster.Storybookspicture-bookssharpenerscrayonspencilseraserspencil-casesrulersChenJie82433226413Purpose:Task-basedteachingmethodisusedheretodevelopSsability

25、ofcommunicationandalsotheirabilityofco-operationwillbewelltrained.Step4.ConsolidationHelpSsfinish“Letscheck”ofthisunitandworkbook.Purpose:TochecktheknowledgeSshavelearnedinthisperiod.Step5.Extension1.LetSstelleachotherhowmanyschoolthingstheyhaveafterclass.Telltheirparentshowmanyschoolthingstheyhavea

26、thome.2.Takecareofeverythingtheyhave.Purpose:RevisionissoimportantthatSsshouldspeakEnglishasmuchastheyasinclassorafterclass.ItisnecessaryfortheSstodosomeextensiveexercisesafterclasstoconsolidatetheknowledgetheylearned.牛津版小學(xué)英語(yǔ)4A第9單元說(shuō)課稿Unit9BreakfastGoodmorning,everyone!Today,IllsaysomethingaboutUnit9

27、PartAinBook4ofOxfordEnglish.Backgroundonthereformationofcurriculum,thisbookcanconnectthelifeandact,emphasizetheinterestandexperienceoftheSs,thepicturesareactiveandvivid.GradefouristheinitialstageofEnglishlearning,soitstressesontheemotionoftheSs,createsawellbeginningfortheSs.ThisUnithas7parts,welllea

28、rnPartAmainly,itembodiestherepeatingcharacterize.Reviewthelearnedlanguagepoints“Wheres.”andthenewlanguagepointswillberepresentedinthefollowingunits.Sothisunitformsconnectinglinkswithaspecialmeaninginthisbook.Thecontentofthisperiodistouse“Wheresare.”todeterminetheplace.Andaccordingtothecontentsandthe

29、factoftheSs,Iestablishthefollowingthreeteaching-aimsofthisperiod:Thefirstone:studentscanlisten,read,sayandspellthefollowingwords:aglass,afridge,anegg,breadandatable.Thesecondone:studentscanlisten,read,sayandwritethefollowingdailyexpressions:Whatsforbreakfast?Havesomejuicethen.Thethirdone:studentscan

30、listen,read,sayandwritethefollowingsentencepatterns:WheresWherearethemy.ItsTheyre.Theresno.inonnear.Ithinkthemostdifficultpointofthisperiodistomakesurethestudentscanusethepatterns“WheresWhereare.andThereisno.inonnear.”intheirdailylifecorrectly.AndIwillusesomepictures,wordsandsentencecards,ataperecor

31、derandthemulti-mediacomputertohelpmeachievetheaims.Thetask-basedmethod,communicatedmethod,groupcooperatemethodwillbeusedinthisperiod.Toaccomplishtheaims,Idesignthefollowingsteps:Step1Songsandthegamearouserstheemotion.InordertoattracttheSsattentionandconstructanatmosphereoflearningEnglish,Iletthestud

32、entssingsomeEnglishsongsandplaythegame“Simonsays”.Atthesametimethegamecanreviewtheprep,servetheknowledgeasfoilandconsisttheappearanceoftheknowledge.Step2Changeclasstolife,happytosay.Thesubstanceoflanguageiscommunicationandtheenvironmentofcommunicationislife.SowhenIpresentthesentencepattern“Whatsforb

33、reakfast?”Ifirstshowaclocktoelicitthetimeforbreakfast,teachthesentence.Thenshowmyownphotoofhavingbreakfast,Ssaskandguess.InthiswayIcanattractSsattention,encourageSstoaskQswiththenewknowledge.MostoftheSshavelearntthesentencepattern:Wheres.?soIdesignataskforSstohelpHelenfindthefoodanddrinksforbreakfas

34、t,andteachthenewlanguagepoints:Whereare.?Theyre.MeanwhilestickthesentencesontheBb.Aftersomepracticebyaskingandanswering,Ipresentthenextlanguagepoints:Theresno.inonnear.Have.then.AndIwillstickthesesentencepatternsontheBb.FinallyIlllettheSsdopairworkstoconsolidatethem.Step3ListentothetapeandSsimitatet

35、oreadandsay.Asthenewreformationofcurriculum,emphasizedthetraditionalclassattachimportancetothemechanicalteaching,neglecttheexperienceandparticipation,forexample,thefive-stepmethod.Sointhislesson,afterpresentation,IaskSstolistentothetapewiththreeQs,readindifferentrolesandinpairs,thentrytorecitethetex

36、t.Step4Ssbethemainbody,Tmakesaguider.Inclass,Ssplayasahost,andtheTmakesaninfluenceonguiding,helpSstoactthelearntdialogue,itcanstressthepositionoftheSs,andarousetheirinterest.ThenIshowacartonwithnovoice,askSstomakeadialogueinpairs.Therearelotsofwaystoconsolidatethenewknowledge.Playinggameisagoodway.S

37、oaccordingtothephysiologyofSs,Iholdagroupcompetitionduringthegame,askSstofinishtheblanks.InthiswaycandevelopSsgoodhabitsandachievetheaimofmasteringthelearnedknowledgeinsituation.Step5Changeclasstolife,learnbythemselves.Isthistheendoftheclass?Idontthinkso.Ifthereisanend,Ithinkitshouldbeinthelife.SoIe

38、xtendthisclass,encourageSstousethelearnedtocommunicatewitheachotherintheirlife.Inaword,thewholeperiodisbasedontasks,whicharedesignedfromeasystepstostepsthatarechallenging.WhentheSsarecartingoutthetasks,theycanacquireinformation,knowledge,andhavetheirabilityandskillstrained.Thatsall.Thanksalotforyour

39、attention.牛津小學(xué)英語(yǔ)6b_unit7全英文說(shuō)課稿Hello,everyone,mynameisJWX,TodayImgoingtoteachUnit7AlettertoapenfriendfromOxfordEnglishforprimaryschool,Book6B.Illfinishthisunitinfourlessons.ThisisthefirstpeoridofUnit7.Anditcoversthreeparts（B,CandE）.InpartB,thestudentswilllearnanewword:writingpaper.InpartB,welllearnth

40、esentencepatterns（式樣），butthesentencesCanIhavea/an/some/the?Iwanttothestudentshavelearnedbefore,sothenewsentencepatternforthemisWhatfor?.PartEisthemostimportantpartinthislesson.Itisjusttoteachthestudentshowtointroducethemselvestotheirpenfriendbyaletter.Theforma（ts形式版式）ofthelettercanbeomited（刪除），becau

41、sethestudentshavelearneditbefore.Herearetheanalysis（分析解釋）ofthestudentsandthetextbook.1ThenIlltalkaboutmyteachingaims（目標(biāo)）Firstly,knowledgeaims:（l）Toenable（使能夠）thestudentsreadandspellthenewwordsandunderstandthemeaningofthem.（2）ThestudentsknowhowtousethenewsentencepatternsCanIhavea/an/some/the?Whatfor?

42、Iwantto（3）Thestudentscanwritealettertotheirpenfriend.Secondly,skillaims.（1）Practisethestudents7skills（技巧）oflistening,speakingandwriting.（2）Practisethestudentscommunicativeskillandcreativity（倉(cāng)U造力）.2.Teachingpoints:Thekeypointsofthelesson:Thestudentscanreadthewordscorrectly（正確的）.Thestudentscanundersta

43、ndthemeaningofthenewsentencepatternsandusethem.3Thestudentsknowhowtowritealetter.Toimprovethestudentsabilitiesofspeakingandwriting.Next,Illtalkaboutmyteachingprocedures:Illfollowfoursteps.SteplWarm-up（熱身運(yùn)動(dòng)）First,Illhaveafreetalkingwiththestudents.Becausefreetalkingisanimportantwaytoimprovethestudent

44、sabilityofspeaking.Ofcourseitcanprepareforthenextstep.Illaskthestudentssomequestionslike:Whatdayisittoday?Whatsthedatetoday?Whatsyourfavouritesubject?Whatdoyoulikedoing?.Step2Presentation（陳述報(bào)告）IllaskthestudentsWhatdoyoulikedoing?ThestudentswillsayIlike.ThenIllletthemguess“DoyouknowWhatdoIlikedoing?”

45、Maybethestudentswillhavemanydifferentanswers.Iftheycantguessit,IlltellthemIlikereadingnewspaper.Ithinkitsinteresting.YesterdayIreadaletterfromanEnglishboy.HewantstomakeapenfriendinChina.Heisasoldasyou.Doyouwanttomakefriendwithhim.IthinkmostofthestudentswillsayYes.Atthesametime,IllshowPeterspicturean

46、dlist（目錄名單）inthescreen（銀幕）byCAI（計(jì)算機(jī)輔助教學(xué)）andletthestudentsknowmoreaboutPeter.IllletthestudentssaysomethingaboutPeterbythemselves.ForexamplePeterlivesinLondon.Thenletthestudentsanswersomequestions.Wheredoeshecomefrom?Wheredoeshegotoschool?（Whatshisschoolsname?）Whatsubjectsdoeshestudy?Whatarehishobbies

47、?Howabouthisfamily?.Purpose（目的）：Thepurposeofthepartdoesntonlypracticethestudentsabilityofexpressions（表示式）,butalsoprepareforthenextstep.Ifthestudentscanaskandanswerwithme,Iwillgivehim/hersomewritingpaperasthepresentsorencouragement.Step3Production（產(chǎn)品成果）Lookandsay.Iwillletthestudentsdothepairwork（小組的工

48、作）.Itistoparctisethenewsentencepatterns.ButIdontshowthepicturesofpartCdirectly（立即馬上）,Iletthestudentspractisethemthroughtheguessinggame.Ifthestudentsguessitright,Iwillalsogivethemsomewritingpaperasthepresents.Ithinkgameisabetterwaytoconsolidate（鞏固統(tǒng)一）thenewknowledgethanjustletthestudentssaythedialogue

49、onebyone.Ifthestudentsguessit,Iwillgivethemsomewritingpaperastheirpresents.Writealetter.IwillletthestudentswritealetterlikeLiuTaototheirpenfriendPeter.Beforewriting,Illletthestudentsreaditandunderstandthemeaningofit.AndknowhowtointroducethemselvestoPeterbyaletter.Atlast,thestudentswriteit.Thepurpose

50、istoimprovethestudentsabilityofwritingandknowanewwaytocommunicatewithothers.Step4Assignment（功課任務(wù)）Writethefourpicturesintheircopybooks.（習(xí)字?。￤ritingisagoodwaytocheckifthestudentsdotheexercisescorrectly.SaysomethingaboutyourpenfriendPetertoyourparents.LetthestudentsspeakEnglishintheirdailylives.5BUnit8

51、Attheweekends(PartA1stperiod)說(shuō)課稿Hello,everyone.TodayIlltalkabout“FunwithEnglish”5BUnit8AttheweekendsPartAReadandsay,the1stperiod.Illpreparefivepartstosaysomethingaboutthislesson.Partone:Analysisoftheteachingmaterial“FunwithEnglish”thisteachingmaterialpaysmoreattentiontochildrensinterests,experience.

52、Manytopicsinitarerelatedtoourdailylife.Thatishelpfulforchildrentolearn.Thetopicofthislessonis“weekendsactivities”.Inthislesson,wellthroughapassagetotalkaboutourweekendsactivities.Welllearnsomenewwords,phrases,sentencepatternsandreadingskills.Thepurposeistoimprovestudentsabilitiesofreadingandusinglan

53、guage.Accordingtothese,myteachingaimsare:Toenablethestudentstocommunicatewithothersaboutweekendsfreely,byusingthenewsentencepatterns“Howdoyouspendyourweekends?IoftenSometimes”“Howdoeshe/shespendhis/herweekends?He/SheoftenSometimesTomakethestudentsunderstandthemeaningofnewwordsandphrases:weekends,lea

54、rnfrom,sport,spend,watchcartoons,catchbutterflies.Totrainthestudentsabilitiesofusingreadingskillstofindouttheinformationtheyneedquickly.ToencouragethestudentstocommunicatewithothersinEnglish.KeyanddifficultpointsToenablethestudentstocommunicatewithothersaboutweekendsfreely,byusingthenewsentencepatte

55、rns“Howdoyouspendyourweekends?IoftenSometimes”“Howdoeshe/shespendhis/herweekends?He/SheoftenSometimesTotrainthestudentsabilitiesofusingreadingskillstofindouttheinformationtheyneedquickly.Parttwo:TeachingmethodsAccordingtothenewcourseaims:weshouldpaymoreattentiontostudentsinterests,lifeexperienceandd

56、ifferentlevelsofknowledge,weshouldletthemtakepartin,practiseandcooperateinclass.AsthestudentsinGrade5haveabilitiesofreadingshortpassage.SoIllusetheseteachingmethodstosolvemykeyanddifficultpoints.HappymethodAstheprinciplethatstudentslearnbestwhentheyfeelinghappyandsecure.First,Illusethesong“Hobbies”t

57、oarousestudentslearninginterests,andchantfollowingwithmusic.SituationmethodsIllsetupsomerealsituations,inthisway,thestudentscantalkinpairsoringroups.Theycantalkfreelyandneedntworryaboutmakingmistakes.Eg:freetalk,videoinafter-reading.Task-basedmethodThisisalessonofreading,Illteachthemtousereadingskil

58、lstocompletedifferentlevelsoftasks.Partthree:LearningmethodsAstheoldsayinggoes：“Itisbettertoteachonetheskilloffishingthantoofferhimfish.”Accordingtothislessonandstudentssituation,Illteachthemtouseskimming,scanningandintensivereadingtocultivatetheirreadingabilities.Partfour:TeachingaidsInthislesson,C

59、AIandsomecardswillbeused.Partfive:TeachingprocedureStep1:WarmingupsingasongHobbiesfreetalkEnglishsongisoneofbetterwaystoarousestudentsinterestsoflearningEnglish.ItcansetuparealsorroudingofEnglish,makestudentsfeelrelaxedandgetreadyforthislesson.Throughfreetalkbetweenteacherandstudents,theylllearnneww

60、ordsandphrases:learnfrom,sport,attheweekends.Step2:PresentationPre-readingAccordingtothelanguageacquisition,Illusetheknowledgestudentshavelearntinunit4PartDtohelpthestudentstolearnthenewknowledge.Thatis:from“usually”to“often”,from“Whatdoyouuauallydoattheweekends?”to“Howdoyouspendyourweekends?”,from“