牛津版小學(xué)英語(yǔ)全英文說(shuō)課稿

1、小學(xué)英語(yǔ)說(shuō)課稿模板（1）

（英文萬(wàn)能版）Goodmorning,mydearjudges.Iam,from.I 'mgladtointerpretmyteachingdesignhere.TheteachingcontentisPart ,ofUnitofPEPPrimaryEnglish,BookThisunitismainlyaboutNow,Iwillexplainthelessonfromthefollowingaspects..教學(xué)內(nèi)容 （體現(xiàn)教材的整合）Firstly,letsfocusontheanalysisofteachingcontent.ThelessonisanewoneofUnit.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,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.①Thefirstoneislanguageknowledge.Bytheendofthelesson,studentswillbeabletoread,recognize,andusethesewords:And,thesesentences:②Thesecondoneislanguageskills.Bytheendofthelesson,Sscanunderstandthethroughattentivelistening/andgetusefulinformationfromthereading.throughattentivelistening/SsareabletotalkaboutSscanusetogivesuggestionsonSs'abilitiesoflisteningandspeakingwillbedeveloped.③Thethirdoneisemotionalaim.(Affect;Learningstrategies;culturalawareness.)Inthislesson,theemotionalaimistohelpstudentscultivateandfostertheirabilitiesofworkingingroups.tofosterSs'consciousnessofgood-cooperationandpropercompetition.tohelpSscultivatetheirabilitiestoanalyzeandsolveproblemsindependently.tofosterSsinitiativeandcreativeness.tohelpSstorecognizeandidentifythedifferencesbetweenChineseandEnglishculturesontohelpSsknowsomeandcomprehendthetohelpSsknowsomeandcomprehendthe④And,themainpointofthislessonis:tomakesurethatSscanuseCorrectlyandskillfully.todevelopSsinterestinEnglish.Thedifficultpointis:Thepronunciationof.教法學(xué)法Fourthly,ittalksaboutteachingmethods.Inthislesson,IwillmainlyuseTask-basedteachingmethod”,Communicativelanguageteachingmethod"andTPRteachingmethod”,andsoon..教學(xué)過(guò)程具體steps根據(jù)具體內(nèi)容定；板書steps+purpose說(shuō)明；如有可能，同時(shí)完成layout設(shè)計(jì)；Step1LayoutNext,letsfocusontheteachingprocedures.Iwillfinishthelessoninsteps.Step1.GreetingandWarming-upItwillcostaboutmins.AftergreetingwiththeSs,IwillbeginthelessonbysingingthesongtogetherwiththeSs.Purpose:ThepurposeofthisistoformabetterEnglishlearningsurroundingfortheSs,and,atthesametime,itprovidessituationstoreviewthelearntknowledgeforthenextstep.Step2.PresentationItwillcostaboutmins.WiththehelpofthePPT,IsetasituationofbytostimulatetheSs;interestofthelesson.ByplayingthePPT,IAndthen,（板書layout）Thepurposeofthisistopresentthenewwordsandsentencesinthesituation,whichrelatestotheSs'reallifeexperiences,tohelptheSsunderstandthelanguageeasilyandnaturally.Afterpresentingeachnewword（bytheguessinggame）,Iwillimparttheknowledgeofpronunciationrulesinteachingthenewwords.ItiscalledPhonics.ItcanfacilitatetheSs'abilitiestopronouncethewords,andhelpthemtorememberthespellingofthewords.Step3.Practice（機(jī)械上口； 有意義操練； let'sdo; 課文對(duì)t^表演；）Itwillcostmins,including1mechanicalactivitytohelpSstorecognizeandreadthenewwordsandsentences,and2activitiesinthemeaningfulsituationstomakeSsusethenewwordswithsentencestructuresin ,tohelpSsusethelanguageinarealsituation.DuetotheSs'age,ImakeThepurposeofthisistodrawthewholeSs'attentiontothespellingofthewords.ItistohelpSstolearnthroughatruesituation.Step4.DevelopmentInthisstep,IwillgiveSsafreespacetoshowtheirabilities.IwillThen,Task-basedteachingmethodandCommunicativelanguageteachingareusedhere.TheactivityistodevelopSs'abilityofcommunication,andalso,theirabilityofcooperationwillbewelldeveloped.MakinganewdialogueistocheckifSscanusecorrectlyandskillfully.Step5.Conclusion(總結(jié)上課內(nèi)容； 德育滲透； 作業(yè)布置；)Inthisstep,IwillguidetheSstoconcludethekeywordsAndsentencesAndalso,IwillThepurposeofthisistostimulateSs'interestoflearningEnglishandwidetheirknowledgeaboutcommunicationacrosscultures..板書設(shè)計(jì)And,thisismylayoutdesign.That'sallformyteachingdesign.Thankyoualotforlistening.(GONG)2、小學(xué)英語(yǔ)全英文說(shuō)課稿模板( 2)TodayI’mgoingtotalkaboutPartBofUnit2,PEPPrimaryEnglish,Book3.Thislessonincludestwoparts:Let’taslkandlet’prsactice.Insection1,itmainlydealswiththedialogueabout“What’sintheschoolbag?”andtheanswers.Andinsection2,itprovidesarefoarlsituationtheSstopractisethepattern:Howmany+n.(pl.)+doyouhave?Andtheanswer:Ihave…+n.(pl.)TeachingaimsAimsontheknowledgeToenabletheSstounderstandandspeak: “Myschoolbagisheavy.What’sinit?Thankyousomuch.”MakesuhraettSscanusethesesentencesinrealsituations.TohelpSsfinishthesurvey.AimsontheabilitiesTodevelopSs’abilitiesoflisteningandspeaking.TotraintheSs’abilityofworkingingroups.TofosterSs’abilitiesofcomamtiounicandtheirinnovation.AimsontheemotionTofosterSs’consciousnessofg-opoedrcaotionandpropercompetition.ToleadSstoshowtheirlovelinesstothepoor.KeypointsTohelpSsaskandanswerthequestion:What ’sinit?ToenableSstostudyingroupsandco-operateskillfully.TodevelopSs’interestsinEnglish.DifficultpointsTohelptheSsaskandanswerthequestion “What’sinit?”andmakesuretheycanusepluralnounscorrectly.Tofinishthesurveybythemselves.Teachingproceduresandpurposesofmydesigning.I’llfinishthislessoninfivesteps.Step1.Warm-upandpreviewFreetalkbetweenTandSsaboutthingsintheclassroom.Singthesongtogether:Booksandpencils.DosomeTPR,forexample:ShowmeyourEnglishbook.Showmeyourcrayon.Reviewthenumbersbyasking: “Howmanycrayonsdoyouhave?”Purpose:ItisimportanttoformabetterEnglishlearningsurroundingfortheSsbysinginganddoingsometotalphysicalresponseandatthesametimeitprovidessituationstoreviewlearnedknowledgeforthenextstep.Step2.PresentationNowI’llmainlytalkaboutthisstep.Presentthepattern: “Myschoolbagisheavy.”“What’sinit?.”Showabagandsay:“Look!Ihaveabag.”Carryitandsay:“Oh,itisheavy.Myschoolbagisheavy.”HelptheSsunderstandthemeaningwiththehelpofmybodylanguage.ThenleadtheSstoreadthesentence.Makesuretheycansayitcorrectly.T:Myschoolbagisheavy.Openthebagandsay: “What’sinit?What’sinmyschoolbag?”TakeoutaChinesebook.Thendotheactionagain.LettheSsreadthesentence.Playaguessinggame.Dividethewholeclassintofourgroupstohaveacompetition.Letthemguess:What ’thesbinag?Howmany?Purpose:TopresentthekeystructuresonebyoneismucheasierfortheSstolearnandgraspthemeanings.PropercompetitioncanarousetheSs’interestinEnglishlearning.WiththehelpoftheCAItopresentthedialogue.SetasituationtohelpSsunderstand:TwoSsarecoming.Onegirliscarryingaheavybagonherback.Theyaretalking.Girl:Myschoolbagisheavy.Boy:What’sinit?Girl:20story-books,32pencil,9rulers,12crayonsand30picture-books.Etc.Boy:Whatwillyoudo?Girl:Theyareforthepoor.Boy:Great!I’llbringsomeschoolthingstoo.Theboycomesbackhomeandputsalotofthingsintothebag.Thenhegoestoschoolagainandgivesthemtoateacher.Whileheistakingthemout,heiscountingthenumbersofallthings.Theteachersays:Thankyousomuch.Mentionthatweshouldtakecareofthepoor.Playthecassette.LettheSslistenandimitatethedialogue.Payattentiontotheirpronunciationandintonation.Purpose:CAIcanprovidearealsituationfortheSstounderstandthedialogueandtherelationshipsbetweenpeoplebetter.TelltheSsweshouldshowourlovelinesstotheSs.Step3.PracticeDivideSsintogroupsofsixchildren.Eachonewouldfinishtheprintedformbyaskingandanswering:Howmanystorybooksdoyouhave?Findoutwhichgroupfinishesfaster.Storybookspicture-bookssharpenerscrayonspencilseraserspencil-casesrulersChenJie82433226413Purpose:Task-basedteachingmethodisusedheretodevelopSs’abilityofcommunicationandalsotheirabilityofco-operationwillbewelltrained.Step4.ConsolidationHelpSsfinish“Let’scheck”ofthisunitandworkbook.Purpose:TochecktheknowledgeSshavelearnedinthisperiod.Step5.ExtensionLetSstelleachotherhowmanyschoolthingstheyhaveafterclass.Telltheirparentshowmanyschoolthingstheyhaveathome.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,I'SaysomethingaboutUnit9PartAinBook4ofOxfordEnglish.Backgroundonthereformationofcurriculum,thisbookcanconnectthelifeandact,emphasizetheinterestandexperienceoftheSs,thepicturesareactiveandvivid.GradefouristheinitialstageofEnglishlearning,soitstressesontheemotionoftheSs,createsawellbeginningfortheSs.ThisUnithas7parts,we'lllearnPartAmainly,itembodiestherepeatingcharacterize.Reviewthelearnedlanguagepoints“Where's…"andnewlanguagepointswillberepresentedinthefollowingunits.Sothisunitformsconnectinglinkswithaspecialmeaninginthisbook.Thecontentofthisperiodistouse“Where'\are…"todeterminetheplace.AndaccordingtothecontentsandthefactoftheSs,Iestablishthefollowingthreeteachingaimsofthisperiod:Thefirstone:studentscanlisten,read,sayandspellthefollowingwords:aglass,afridge,anegg,breadandatable.Thesecondone:studentscanlisten,read,sayandwritethefollowingdailyexpressions:What'forbreakfast?Havesomejuicethen.Thethirdone:studentscanlisten,read,sayandwritethefollowingsentencepatterns:Where'\Wherearethe\my…It'They're???There'no…in\on\near--?Ithinkthemostdifficultpointofthisperiodistomakesurethestudentscanusethepatterns“Where's\Whereare…andThereisno…in\on\near…"intheirdailylifecorrectly.AndIwillusesomepictures,wordsandsentencecards,ataperecorderandthemulti-mediacomputertohelpmeachievetheaims.Thetask-basedmethod,communicatedmethod,groupcooperatemethodwillbeusedinthisperiod.Toaccomplishtheaims,IdesignthefollowingstepsStep1Songsandthegamearouserstheemotion.InordertoattracttheSs'attentionandconstructanatmosphereoflearningEnglish,IletthestudentssingsomeEnglishsongsandplaythegame“Simonsays"Atthesametimethegamecanreviewtheprep,servetheknowledgeasfoilandconsisttheappearanceoftheknowledge.Step2Changeclasstolife,happytosay.Thesubstanceoflanguageiscommunicationandtheenvironment of communication is life. SowhenI presentthesentencepattern"What'fsrbreakfast?I"firstshowa clocktoelicitthe timeforbreakfast, teachthesentence.Thenshowmyownphotoofhavingbreakfast, Ss askandguess. In this wayIcan attractSs'attention,encourageSstoaskQswiththenewknowledge.MostoftheSshavelearntthesentencepattern:Where's?soIdesignataskforSstohelpHelenfindthefoodanddrinksforbreakfast,andteachthenewlanguagepoints:Whereare…？They're?-MeanwhilestickthesentencesontheBb.Aftersomepracticebyaskingandanswering,Ipresentthenextlanguagepoints:There'so??-innear???Have-then.AndIwillstickthesesentencepatternsontheBb.FinallyI'llettheSsdopairworkstoconsolidatethem.Step3ListentothetapeandSsimitatetoreadandsay.Asthenewreformationofcurriculum,emphasizedthetraditionalclassattachimportancetothemechanicalteaching,neglecttheexperienceandparticipation,forexample,thefive-stepmethod.Sointhislesson,afterpresentation,IaskSstolistentothetapewiththreeQs,readindifferentrolesandinpairs,thentrytorecitethetext.Step4Ssbethemainbody,Tmakesaguider.Inclass,Ssplayasahost,andtheTmakesaninfluenceonguiding,helpSstoactthelearntdialogue,itcanstressthepositionoftheSs,andarousetheirinterest.ThenIshowacartonwithnovoice,askSstomakeadialogueinpairs.Therearelotsofwaystoconsolidatethenewknowledge.Playinggameisagoodway.SoaccordingtothephysiologyofSs,Iholdagroupcompetitionduringthegame,askSstofinishtheblanks.InthiswaycandevelopSs'goodhabitsandachievetheaimofmasteringthelearnedknowledgeinsituation.Step5Changeclasstolife,learnbythemselves.Isthistheendoftheclass?Idon'thinkso.Ifthereisanend,Ithinkitshouldbeinthelife.SoIextendthisclass,encourageSstousethelearnedtocommunicatewitheachotherintheirlife.Inaword,thewholeperiodisbasedontasks,whicharedesignedfromeasystepstostepsthatarechallenging.WhentheSsarecartingoutthetasks,theycanacquireinformation,knowledge,andhavetheirabilityandskillstrained.That'all.Thanksalotforyourattention.牛津小學(xué)英語(yǔ) 6b_unit7全英文說(shuō)課稿Hello,everyone,mynameisJWX,TodayI’mgoingtoteachUnit7AlettertoapenfriendfromOxfordEnglishforprimaryschool,Book6B.I’llfinishthisunitinfourlessons.ThisisthefirstpeoridofUnit7.Anditcoversthreeparts（B,CandE）.InpartB,thestudentswilllearnanewword:writingpaper.InpartB,we'lllearnthesentencepatterns（式樣）,butthesentencesCanIhavea/an/some/the…？Iwantto…'thestudentshavelearnedbefore,sothenewsentencepatternforthemis‘Whatfor?’.PartEisthemostimportantpartinthislesson.Itisjusttoteachthestudentshowtointroducethemselvestotheirpenfriendbyaletter.Theformats（形式版式）ofthelettercanbeomited（刪除）,becausethestudentshavelearneditbefore.Herearetheanalysis（分析解釋）ofthestudentsandthetextbook.ThenIlltalkaboutmyteachingaims（目標(biāo)）.Firstly,knowledgeaims:（1）Toenable（使能夠） thestudentsreadandspellthenewwordsandunderstandthemeaningofthem.（2）Thestudentsknowhowtousethenewsentencepatterns‘CanIhavea/an/some/the????Whatfor?Iwantto…'（3）Thestudentscanwritealettertotheirpenfriend.Secondly,skillaims.（1）Practisethestudents'skills（技巧） oflistening,speakingandwriting.（2）Practisethestudents’communicativeskillandcreativity（創(chuàng)造力） .Teachingpoints:.Thekeypointsofthelesson:Thestudentscanreadthewordscorrectly（正確的） ..Thestudentscanunderstandthemeaningofthenewsentencepatternsandusethem.3．Thestudentsknowhowtowritealetter.4.Toimprovethestudents’abilitiesofspeakingandwriting.Next,I’lltalkaboutmyteachingprocedures:I’llfollowfoursteps.Step1Warm-up（熱身運(yùn)動(dòng)）First,I’llhaveafreetalkingwiththestudents.Becausefreetalkingisanimportantwaytoimprovethestudents’abilityofspeaking.Ofcourseitcanprepareforthenextstep.I’llaskthestudentssomequestionslike:Whatdayisittoday?What’sthedatetoday?What’syourfavouritesubject?Whatdoyoulikedoing?…Step2Presentation（陳述報(bào)告）Illaskthestudents'Whadoyoulikedoing?'Thestudentswillsay'Hike」'ThenIllletthemguess“Doyouknow‘WhadtoIlikedoing?”Maybethestudentswillhavemanydifferentanswers.Iftheycan’tguessit,I’lltellthem‘Ilikereadingnewspaper.Ithinkit’sinteresting.YesterdayIreadaletterfromanEnglishboy.HewantstomakeapenfriendinChina.Heisasoldasyou.Doyouwanttomakefriendwithhim.’Ithinkmostofthestudentswillsay‘Yes’.Atthesametime,IllshowPeter'spictureandlist（目錄名單）inthescreen（銀幕）byCAI（計(jì)算機(jī)輔助教學(xué)） andletthestudentsknowmoreaboutPeter.I’llletthestudentssaysomethingaboutPeterbythemselves.ForexamplePeterlivesinLondon…'Thenletthestudentsanswersomequestions.‘Wheredoeshecomefrom?Wheredoeshegotoschool?（What’shisschool’sname?）Whatsubjectsdoeshestudy?Whatarehishobbies?Howabouthisfamily?…'Purpose（目的）：Thepurposeofthepartdoesn'tonlypracticethestudents'abilityofexpressions（表示式） ,butalsoprepareforthenextstep.Ifthestudentscanaskandanswerwithme,Iwillgivehim/hersomewritingpaperasthepresentsorencouragement..Step3Production（產(chǎn)品成果）Lookandsay.Iwillletthestudentsdothepairwork（小組的工作）.Itistoparctisethenewsentencepatterns.ButIdon'tshowthepicturesofpartCdirectly（立即馬上）,Iletthestudentspractisethemthroughtheguessinggame.Ifthestudentsguessitright,Iwillalsogivethemsomewritingpaperasthepresents.Ithinkgameisabetterwaytoconsolidate（鞏固統(tǒng)一）thenewknowledgethanjustletthestudentssaythedialogueonebyone.Ifthestudentsguessit,Iwillgivethemsomewritingpaperastheirpresents.Writealetter.IwillletthestudentswritealetterlikeLiuTaototheirpenfriendPeter.Beforewriting,Illletthestudentsreaditandunderstandthemeaningofit.AndknowhowtointroducethemselvestoPeterbyaletter.Atlast,thestudentswriteit.Thepurposeistoimprovethestudents'abilityofwritingandknowanewwaytocommunicatewithothers.Step4Assignment（功課任務(wù)）Writethefourpicturesintheircopybooks.（習(xí)字?。￤ritingisagoodwaytocheckifthestudentsdotheexercisescorrectly.SaysomethingaboutyourpenfriendPetertoyourparents.LetthestudentsspeakEnglishintheirdailylives.5BUnit8Attheweekends(PartA1stperiod)說(shuō)課稿Hello,everyone.TodayI’lltalkabout“FunwithEnglish”5BUnit8AttheweekendsPartAReadandsay,thes1tperiod.I’llpreparefivepartstosaysomethingaboutthislesson.Partone:Analysisoftheteachingmaterial“FunwithEnglish”thisteachingmaterialpaysmoreattentiontochildren’sinterests,experience.Manytopicsinitarerelatedtoourdailylife.Thatishelpfulforchildrentolearn.Thetopicofthislessonis“weekendsactivities”.Inthislesson,we’llthroughapassagetotalkaboutourweekendsactivities.W’elllearnsomenewwords,phrases,sentencepatternsandreadingskills.Thepurposeistoimprovestudents’abilitiesofreadingandusinglanguage.Accordingtothese,myteachingaimsare:Toenablethestudentstocommunicatewithothersaboutweekendsfreely,byusingthenewsentencepattern“sHowdoyouspendyourweekends?Ioften Sometimes.”“Howdoeshe/shespendhis/herweekends?He/Sheoften Sometimes.”Tomakethestudentsunderstandthemeaningofnewwordsandphrases:weekends,learn from,sport,spend,watchcartoons,catchbutterflies.Totrainthestudents’abilitiesofusingreadingskillstofindouttheinformationtheyneedquickly.ToencouragethestudentstocommunicatewithothersinEnglish.KeyanddifficultpointsToenablethestudentstocommunicatewithothersaboutweekendsfreely,byusingthenewsentencepattern“sHowdoyouspendyourweekends?Ioften Sometimes.”“Howdoeshe/shespendhis/herweekends?He/Sheoften Sometimes.”Totrainthestudents’abilitiesofusingreadingskillstofindouttheinformationtheyneedquickly.Parttwo:TeachingmethodsAccordingtothenewcourseaims:weshouldpaymoreattentiontostudents’interests,lifeexperienceanddifferentlevelsofknowledge,weshouldletthemtakepartin,practiseandcooperateinclass.AsthestudentsinGrade5haveabilitiesofreadingshortpassage.So’lIlusetheseteachingmethodstosolvemykeyanddifficultpoints.HappymethodAstheprinciplethatstudentslearnbestwhentheyfeelinghappyandsecure.First,I’llusethesong“Hobbies”toarousestudents’learninginterests,andchantfollowingwithmusic.SituationmethodsI’llsetupsomerealsituations,inthisway,thestudentscantalkinpairsoringroups.Theycantalkfreelyandneedn’tworryaboutmakingmistakes.Eg:freetalk,videoinafter-reading.Task-basedmethodThisisalessonofreading,I’llteachthemtousereadingskillstocompletedifferentlevelsoftasks.Partthree:LearningmethodsAstheoldsayinggoes：“Itisbettertoteachonetheskilloffishingthantoofferhimfish.”Accordingtothislessonandstudentssituation,I’llteachthemtouseskimming,scanningandintensivereadingtocultivatetheirreadingabilities.Partfour:TeachingaidsInthislesson,CAIandsomecardswillbeused.Partfive:TeachingprocedureStep1:Warmingupsingasong《Hobbies》freetalkEnglishsongisoneofbetterwaystoarousestudents’interestsoflearningEnglish.ItcansetuparealsorroudingofEnglish,makestudentsfeelrelaxedandgetreadyforthislesson.Throughfreetalkbetweenteacherandstudents,they’lllearnnewwordsandphrases:learn…?from,sport,attheweekends.Step2:PresentationPre-readingAccordingtothelanguageacquisition,I’llusetheknowledgestudentshavelearntinunit4PartDtohelpthestudentstolearnthenewknowledge.Thatis:from“usually”to“often”,from“Whatdoyouuauallydoattheweekends”?to“Howdoyouspendyourweekends?”,from“Whatdoeshe/sheusuallydoattheweekends?”to“Howdoeshe/shespendhis/herweekend”s?.Atthesametime,I’llusethe“informationgap”betweenstudentstosolvetheproblemwiththesubjectisthethirdpersonsingular.Thatisthefirstkeyanddifficultpointinmyteaching.Let’schantWe’llsaythechantfollowingwithmusic.Notonlytolearnthenewphrases,butalsototraintheirspokenEnglish.While-readingPresentationinwholeI’llgivethemsomekeywordstoletthestudentsthemselvesaskandanswer.That’stosay:change“teachersask,studentsanswe”rinto“studentsask,studentsanswer”,inthiscourse,they’lluseskimmingtogetageneralideaofthetextandtofindouttheanswers.Infact,askingaquestionisoftenmoreimportantthansolvingaproblem.Onlylearntoask,cancompletetherealcommunication,onlylearntoask,canchangetheirstudyattitudefrompassivetoactive.MultiplechoiceStudentswilluseskimmingtofindou“tHowmanypeoplearethere?”“Whataretheirnames?”onP60.andwillusescanningtocirclethekeywords(weekendsactivities).Atlast,I’llgivethemasummaryaboutskimmingandscanning.JudgeAskstudentstoreadintensivelytofindouttheanswers,andthereasonsofwhyitisfalse.Itisveryimportanttotrainstudents’readingskillsandabilitiesofthinkinginEnglish.Itismoreusefulandeffectivethanjustexplainingthevocabulary,practisingsentencepatterns.Thatisthesecondkeyanddifficultpointsinmyteaching.SummaryItisanotherwayofconsolidation.After-readingI’llusethe“informationgap”(thecomingweekendsandMayDay),firstletthemwatchthevideo(knowhowtotalkaboutit),andtheneverygroupwillhaveareoporter,thereporterswillinterviewothers.Atlast,reporterswillgiveusreports.ThepurposeofthisistotrainthestudentstothinkinEnglishandtodothingsinEnglish.Letstudents“usedbylearning,learntbyusing,applytheirknowledge”,thatisalsotheteachingphilosophy.Step3:HomeworkBlackboarddesign牛津小學(xué)英語(yǔ)6bunit7全英文說(shuō)課稿Hello,everyone,theteachingdesignI ’mgoingtotalkaboutisforUnit7AlettertoapenfriendfromOxfordEnglishforprimaryschool,Book6B.I’fllinishthisunitinfourlessons.ThisisthefirstpeoridofUnit7.Anditcoversthreeparts(B,CandE).InpartB,thestudentswilllearnanewword:writingpaper.InpartB,we ’lllearnsentencepatterns,butthesentences 'CanIhavea/an/some/the…？Iwantto…Hereyouare.’thestudentshavelearnedbefore,sothenewsentencepatternforthemis‘Whatfor?’.PartEisthemostimportantpartinthislesson.Itisjusttoteachthestudentshowtointroducethemselvestotheirpenfriendbyaletter.Theformatsofthelettercanbeomited,becausethestudentshavelearneditbefore.Howtowritetheaddressesoftheletterswillbetaughtnextlesson.Herearetheanalysisofthestudentsandthetextbook.1.ThenI’lltalkabeoaucthmingytaims.Firstly,knowledgeaims:(1)Toenablethestudentsreadandspellthenewwordsandunderstandthemeaningofthem.(2)Thestudentsknowhowtousethenewsentencepatterns‘CanIhavea/an/some/the…？Whatfor?Iwantto…Sure.Hereyouare.'(3)Thestudentscanwritealettertotheirpenfriend.Secondly,skillaims.(1)Practisethestudentslistening,speakingandwriting.(2)Practisethestudents ’communicativeskillandcreativity.2.Teachingpoints:Thekeypointsofthelesson:Thestudentscanreadthewordscorrectly.Thestudentscanunderstandthemeaningofthenewsentencepatternsandusethem.Thestudentsknowhowtowritealetter.Thedifficultpointsofthelesson:Thestudentsknowhowtowritealetter.Toimprovethestudents’abilitiesofspeakingandwriting.3.Teachingapproaches:Thestudentsmustplaytheprincipleroleineachclass.Thatisstudent-centerteaching.Andalsotask-basedlearningandactivity-basedteachingwithindividualwork,pairwork,groupworkandclasswork.4.Teachingaids:IwilluseCAI,writingpaperNext,I’lltalkaboutmyteachingprocedures:I ’llfollowfsteps.Step1Warm-upFirst,I’lhlaveafreetalkingwiththestudents.Becausefreetalkingisanimportantwaytoimprovethestudents’abilityofspeaking.Ofcourseitcanprepareforthenextstep.I ’llaskthestudentssomequestionslike:Whatdayisittoday?What’sthedatetoday?What’syourfavouritesubject?Whatdoyoulikedoing?…Step2PresentatiorUaskthestudents'Whatdoyoulikedoing?'Thestudentswillsay'Ilike…'ThenI'llletthemguess“Doyouknow'Whdoing?”Maybethestudentswillhavemanydifferentanswers.Iftheycan ’tguesI’lltellthem‘Ilikereadingnewspaper.Ithinkit ’sinteresting.YesterdayIreadfromanEnglishboy.HewantstomakeapenfriendinChina.Heisasoldasyou.Doyouwanttomakefriendwithhim.’Ithinkmostofthestudentswillsay ‘Yes’sametime,I’llshowPsetpeircture’andlistinthescreenbyCAIandletthestudentsknowmoreaboutPeter.I’llletthestudentssaysomething