小學(xué)英語全英說課稿（10篇）

第第頁小學(xué)英語全英說課稿（10篇）學(xué)校英語全英說課稿篇1學(xué)校英語全英說課稿篇2學(xué)校英語全英說課稿篇4學(xué)校英語全英說課稿篇8學(xué)校英語全英說課稿篇9

6AUnit2Ben’sbirthday單元歸納

a.listen,readandsay1.anewstudent

2.inben’sclass

intheclass在班上inclass在課堂上

3.livenear…

4.gohometogether

5.afterschool/afterclass/afterwork

6.visit(1)參觀+地點visitthegreatwall(2)拜見+人visittheoldman

7.talkabout…/talktosb.

8.a:whatdateisit(today)?今日幾號?=whatisthedatetoday?

b:itis…./it’s….

9.在幾月in…/在幾月幾號on…

injune/onjunethe1st

10.(1)a:wouldyouliketo+v.原形?b:yes,iwouldlove/liketo.=yes,i’dlove/liketo.

(2)a:wouldyoulikesth?b:yes,please./b:no,thanks.

11.sure=ofcourse

12.a:whenisyourbirthday?b:mybirthdayisonthesi*thoffebruary.

13.haveabirthdayparty

14.as當(dāng)作，作為

iwouldlikeayoyoasmybirthdaypresent.whatwouldyoulikeasyourbirthdaypresent?

15.avcdofjapanesecartoons

16.let’swaitandsee.

b.look,readandlearn1.12個月份(月份的首字母應(yīng)大寫)

january/february/march/april/may/june/july/august/september/october/november/december

2.數(shù)詞：

(1)基數(shù)詞：表示個數(shù)one,two,three….(2)序數(shù)詞：表示順次，常加the

基數(shù)變序數(shù)：

第一、第二、第三非常要牢記;th從第四上起，fifth,twelfth要把ve該為f加th，eighth少個t,ninth減去e,第二十以上整數(shù)，y改為ie在加th;要問第幾十幾，基數(shù)+序數(shù)別忘卻。

first(1st)/second(2nd)/third(3rd)

fourth(4th)/fifth/si*th/seventh/eighth/ninth/tenth/eleventh(11th)/twelfth/thirteenth…

twentytwentieth(20th)

thirtieth/fortieth/fiftieth/si*tieth/seventieth/eightieth/ninetieth

twenty-onetwenty-first(21st)/thirty-eightthirty-eighth(38th)

(3)日期的表達：

a.月+the+日(序數(shù)詞)(美式英語)

一月三日january(the)third五月十日maythetenth

b.the+日(序數(shù)詞)+of+月(英式英語)

一月三日thethirdofjanuary五月十日thetenthofmay

c.askandanswer1.a:when’syourbirthday?b:mybirthday’son….

2.a:whatwouldyoulikeasabirthdaypresent?

b:i’dlike….

d.listenandwrite1.mybirthdayiscoming.

2.with(介詞)具有，帶有

have/eatacakewithlotsofgrapes

agirlwithbigeyes大眼睛姑娘

atablewiththreelegs

3.buysb.sth.=buysth.forsb.

buymeaskirt=buyaskirtforme

e.readandmatch1.thedoorbellisringing.

2.givesb.sth.=givesth.tosb.

givehimsomecartoons=givesomecartoonstohim

3.takeoff脫下takeoffyourcoat=takeyourcoatoff

takeit/themoff不能說：takeoffit/them

puton穿上putonyourshoes=putyourshoeson

putthemon

4.takeoffhiscostume

5.singasongtosb.

6.happybirthdaytosb.

7.blowoutthecandles

8.itistimeforsth.=it’stimetodosth.是該……的時候了

it’stimeforbed.=it’stimetogotobed.

it’stimeforlunch.=it’stimetohavelunch.

學(xué)校英語全英說課稿篇10

Hello,everyone.Itismyhonortopresentmylessonplanhere.Today,I’mgoingtopresentthethirdperiodoftheUnittwofromthisbook,NSEFCbook3.Thetypeofthislessonisreadingforwriting.Thereadingmaterialfortodayfollowstheintensivereadingandisthesecondpartofthewholestory,ComeandEatHere.ItmainlytalksaboutthatWangPengweiandYongHuicooperatedwitheachotherwhilerunningrestaurants.Asaresult,theirfoodbecomeshealthier.Thewritingtaskinthete*tbookistowriteanadvertisementforarestaurant.ThisperiodisimportantforSstoconsolidatewordsande*pressionsnewlylearntandcomposeapassageasaproduction.

AsforSs,Ithinktheyhavetalkedsomuchaboutthetopicintheformerperiodssuchaswarming-up,pre-readingandcomprehendingthattheirgeneralknowledgeforthetopichasbeenfullyactivated.Also,theyhavelearnedtherelativewords,e*pressionandthefirstpartofthestory.Thesecanfacilitatethestudentstocomprehendthereadingpassage.Besides,astheSsareingradeoneforthesecondsemester,theyareskillfulenoughtogettheinformationfromreading.Theyarecooperativetogatherinformationthroughdiscussions.However,asSslearnEnglishasaforeignlanguage,theymaycomposetheirwritingwithoutpropercohesionandcoherence.

Ok,nowI’dliketotalksomethingaboutthetheoreticalbasisofmyteaching.Writingactuallyisacomplicatedprocess.Differentpeoplehavedifferentunderstandingsofwritingandhavevarietiesofmethodstoteachwriting.McKenzieandTompkinspromotetheprocess—focusedapproach.Basedoninteractivetheory,theypayspecialattentiontothestepsofwritingandbelievethatwritingisaninteractiveactivitybetweenSsandSs,betweenSsandteachers.TheideascanalsobefoundinNewEnglishCurriculum.ItstressesthatteachersshouldfocusonprocessofSs’learning,letSscooperateandfeelthesenseofsuccessanddevelopSs’comprehensivelanguagecompetence.ThecenteroftheclassshouldbeSs,nottheteacher.Task-based-learningandcooperativelearningwillbehighlyfavored.Therefore,inthelesson,Iwilladoptateachingmode-three-stageandseven–step--readingforwritingputforwardbyProfessorLuo*iaojie.Thethreestagesarereading,speakingandwriting,andthesevenstepsarelead-in,pre-reading,while-reading,post-reading,writingpreparation,writingdraftandwritingassessmentandrevision.So,accordingly,Iwillhavethefollowingrearrangementofteachingmaterial.Inordertomakethelessongothroughnaturally,Idesignsomespeakingactivitiesafterthereadingstage.Thereisadiscussionofabalancedmenuasthelesson’stransitionfromreadingtowriting.Itneedsparticulartoneandstructure.ItisdifficultforSstocompletethetask.Thereforethewritingtaskischangedintotheintroductionofarestaurant.Thetopicofthereadingmaterialisthroughthewholelesson.

Accordingtotheanalysisoftheteachingmaterial,thelearningcondition,andthetheoryofteachingreading,Isetthefollowinglearningobjectives:

Firstly,languageskillsBytheendoftheclass,studentscan1)predictthecontentaccordingtothetitleandthepicture.2)findoutspecificinformationaboutWangPengwei’sandYongHui’srestaurantsbyscanning.3)writeanintroductionofarestaurantinpropersentencepatterns,usingsomeadvancede*pressionsandconnectivewords.

Secondly,linguisticknowledgeStudentscan1)usesomelearnedsentencepatternsintheircompositionsuchasnothingcouldbebetterthan,etc.2)usetheproperadjectivestodescribefoodsuchas,energy-giving,delicious,etc.

Thirdly,affectsStudentscan1)beawarethateatinghealthyfoodbenefitsourhealthalot.2)knowtheimportanceofagoodeatinghabit.

Fourthly,culturalawarenessstudentscanknowthedifferencesbetweenChineseandAmericaneating-habits.

Lastly,Learningstrategystudentscancommunicateactivelywiththeirpartnersinworkingoutabalancedmenuandintheprocessofassessmentandrevision.

Inordertoachievethelearningobjectives,severalactivitiesaredesignedforthesevensteps.Theteachingproceduresareasfollowed:

Inthefirststep,lead-in,Idesignedtwoactivitieswhichwillcostabout3mins.Activityoneisamemorytest.IwillasksstoreviewthefirstpartofthestoryandcomeupwiththefoodsservedinWangPengwei’sandYongHui’srestaurantswithoutreferringtothete*tbooks.ThesecondonerequiressstodiscusstheweaknessandstrengthofWangPengwei’sandYonghui’smenus.ThesetwoactivitiesaimtointroducethetopicaswellasarouseSs’interest.Sswillfeeleagertoknowmoreaboutthestory.Thiscuriosityalsohelpssspredict.

Thesecondstepispredicting.Itneeds2mins.Iwillaskthesstoreadthetitleandhaveaquicklookatthepicture.TheywilltrytoguesswhatwillhappentoWangPengweiandYongHuiandwhatwillbetheresultoftheircompetition.Sswillcomeupwithvariousanswerswhilepredictingandtheirinteresttoreadthepassagewillbearousedinordertocheckwhethertheirpredictionsareright.

Thethirdstepiswhilereading.SsreadquicklytogetsomespecificinformationaboutWangPeng’sandYongHui’srestaurantsandtheirmenusandhaveadeeperunderstandingoftheimportanceofcooperation.Ittakesaltogether5minsforSstoscanthepassageandanswerfourquestions.AndthisactivityalsohelpsSsknowsomethingaboutthewritingtopic,thatis,abalancedmenu.

Ne*tone,wewilltalkaboutstepfour—postreading.Iwillneed4minshere.Iwillasksstodiscussingroupsoffour.Thesituationis:afterWangPengweiandYongHuigotmarried,theyopenedanewrestaurant.Ssneedworkoutabalancedmenuforthem.Theywillfocusonwhatfoodtheysuggestandthefeaturesofthefood.Iwillpresenttwoe*amplesforSs,likerawvegetablescontainlittlefat.Sscane*presstheirideasaboutfoodclearlyandfinishthetaskofmakingabalancedmenuthroughcooperation.What’smore,thisactivityhelpsSsbementallypreparedforthewritingtask.

Withtheresultsofthediscussion,wewillaskthegroups’representativestoreporttheirmenus.IwillshowSsamodel.Itcanprovidessanopportunitytopracticemakingsentenceswiththenewlylearntwordsande*pressionsinalogicalwaybasedonthetopic,healthyfood.Itneeds4mins.Thisisanactivityofthefifthstep—preparationforwriting.Thereisanother7minactivityinthisstep,blankfilling.Iwilltellssthatthereisanewrestaurantnearmyhome.Doyouwanttoknowsomethingaboutit?ThenIwillprovideSswithapassage.Thepassageisanintroductionofarestaurant.Iwillaskthemtopayattentiontotheconnectivewordsandphrasestheyaregoingtofillin.thesewordsande*pressionsareveryimportantforwriting.TheactivitycanletSsknowhowtowritetheintroductionofarestaurant.Besides,someconnectingdevicestomakewritingcoherentandcohesiveareintroducedsuchasaresult,fore*ample,inmyopinionetc..

Finally,Sshavewarmedupforthetopic,gottenenoughinformation,recalledorlearntmanyrelativewordsande*pressionsandnowtheyfeelconfidentandeagertowrite.Thesi*thstepiswriting.12minswillbegiventoSstowriteanintroductionofarestaurant.Theyshouldtrytopersuadetheirclassmatestohavedinerthere.Iwillprovideaframeworktoeasethewriting.Ssneedtowritethreeparagraphs.InPara.1,ageneralintroductionofarestaurantwillbecomposed.InPara.2,Ssneedtointroducethefoodservedintherestaurant