牛津小学英语说课稿.docx

牛津小学英语说课稿.docx

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牛津小学英语说课稿

牛津小学英语说课稿

Unit9PartAinBook4ofOxfordEnglish

推荐Goodmorning,everyone!

Today,I’llsaysomethingaboutUnit9PartAinBook4ofOxfordEnglish.

Backgroundonthereformationofcurriculum,thisbookcanconnectthelifeandact,emphasizetheinterestandexperienceoftheSs,thepicturesareactiveandvivid.GradefouristheinitialstageofEnglishlearning,soitstressesontheemotionoftheSs,createsawellbeginningfortheSs.ThisUnithas7parts,we’lllearnPartAmainly,itembodiestherepeatingcharacterize.Reviewthelearnedlanguagepoints“Where’s…”andthenewlanguagepointswillberepresentedinthefollowingunits.Sothisunitformsconnectinglinkswithaspecialmeaninginthisbook.

Thecontentofthisperiodistouse“Where’s\are…”todeterminetheplace.AndaccordingtothecontentsandthefactoftheSs,Iestablishthefollowingthreeteachingaimsofthisperiod:

Thefirstone:

studentscanlisten,read,sayandspellthefollowingwords:

aglass,afridge,anegg,breadandatable.

Thesecondone:

studentscanlisten,read,sayandwritethefollowingdailyexpressions:

What’sforbreakfast?

Havesomejuicethen.

Thethirdone:

studentscanlisten,read,sayandwritethefollowingsentencepatterns:

Where’s\Wherearethe\my…

It’s\They’re…

There’sno…in\on\near…

Ithinkthemostdifficultpointofthisperiodistomakesurethestudentscanusethepatterns“Where’s\Whereare…andThereisno…in\on\near…”intheirdailylifecorrectly.

AndIwillusesomepictures,wordsandsentencecards,ataperecorderandthemulti-mediacomputertohelpmeachievetheaims.

Thetask-basedmethod,communicatedmethod,groupcooperatemethodwillbeusedinthisperiod.

Toaccomplishtheaims,Idesignthefollowingsteps:

Step1Songsandthegamearouserstheemotion.

InordertoattracttheSs’attentionandconstructanatmosphereoflearningEnglish,IletthestudentssingsomeEnglishsongsandplaythegame“Simonsays”.Atthesametimethegamecanreviewtheprep,servetheknowledgeasfoilandconsisttheappearanceoftheknowledge.

Step2Changeclasstolife,happytosay.

Thesubstanceoflanguageiscommunicationandtheenvironmentofcommunicationislife.SowhenIpresentthesentencepattern“What’sforbreakfast?

”Ifirstshowaclocktoelicitthetimeforbreakfast,teachthesentence.Thenshowmyownphotoofhavingbreakfast,Ssaskandguess.InthiswayIcanattractSs’attention,encourageSstoaskQswiththenewknowledge.

MostoftheSshavelearntthesentencepattern:

Where’s…?

soIdesignataskforSstohelpHelenfindthefoodanddrinksforbreakfast,andteachthenewlanguagepoints:

Whereare…?

They’re…MeanwhilestickthesentencesontheBb.

Aftersomepracticebyaskingandanswering,Ipresentthenextlanguagepoints:

There’sno…in\on\near…

Have…then.

AndIwillstickthesesentencepatternsontheBb.FinallyI’lllettheSsdopairworkstoconsolidatethem.

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’tthinkso.Ifthereisanend,Ithinkitshouldbeinthelife.SoIextendthisclass,encourageSstousethelearnedtocommunicatewitheachotherintheirlife.

Inaword,thewholeperiodisbasedontasks,whicharedesignedfromeasystepstostepsthatarechallenging.WhentheSsarecartingoutthetasks,theycanacquireinformation,knowledge,andhavetheirabilityandskillstrained.

That’sall.Thanksalotforyourattention

小学英语Unit5BLet’stalk说课稿全英文版

TheLectureNotesof《PEPPrimaryEnglish》

Book4Unit5BLet’stalk

LadiesandGentlemen,It’smygreatpleasuretobeheresharingmylessonwithyou.

Thecontentofmylessonis《PEPPrimaryEnglish》Book4Unit5BLet’stalk,askingthepriceandinquiringtheclothessize.First,letmetalkabouttheteachingmaterial

Part1TeachingMaterial:

Thislessonisaboutashoppingtopic.Bystudyofthisunit,theSsknowhowtoaskthepriceinEnglishandhowtodescribethesizeandpricewithsimplewordsandsentences.Thesentencepatternsofthislesson“Whatsize?

”“Howmucharethey?

”and“We’lltakethem.”arethekeyanddifficultpointsofthisunit.ThestudyofthislessonwillhelptheSswithdailycommunication.

Moreover,thislessoncompletesthetransitionofthephrase“apairof…”tothesentencepattern“Apairof…for…”,andhelpstheSsfurtherconsolidatetheknowledgeofwordsofclothingappearinginpluralform.

Therefore,onstudyingtheteachingmaterialandanalyzingtheregulationofchildren’sgrowingofmind,IputforwardtheteachingobjectivesaccordingtoEnglishsyllabusandnewlessonstandard.

1.Perceptionobjective:

a）TheSscanhear,read,andusethemainsentencepatterns“Apairof…for…”“Whatsize?

”“Howmucharethey?

”“We'lltakethem.”

b）TheSscanunderstandandreadtheconversationofthelesson.

2.Abilityobjective:

a）TheSscanusethesentencepatternofinquiringtheprice,andfurtherdeveloptheirlanguageabilityof“shopping”;

b）TheSscanusethepatternstoexpresstheirthoughtsintheproperscene.

3.Emotionobjective:

a）Bycompletingthetask,theSsincreasetheirinterestandsetupself-confidenceinlanguagestudy;

b）TeachtheSswhatis“love”and“managingmoneymatters”,putthemoraleducationinthelanguagestudy.

Next,thekeypointsofthislesson:

Firstofall,tostudyandusethesentencepatterns“Whatsize?

”“Howmucharethey?

”“Apairof…for….”“We'lltakethem.”ToimprovetheSs’abilitiesin“shopping”;

Secondly,teachtheSshowtostudyindependentlyaswellasbycooperation.

Difficultpoints:

TheSscanusethewordsandpatternstodescribetheclothesintheproperscene,andmakesimpledialoguesofshopping.

Well,howtoachievetheteachingobjectivesbetter,tostressthekeypointsandbreakthroughthedifficultpoints?

Thekeyishowtomakeuseoftheproperteachingmethods,I’lltalkaboutmyteachingmethodsbelow.

Part2TeachingMethods:

Accordingtothemodernperceptiontheoriesandsocialintercourseteachingtheories,IadopttheTSAmethodandTBLTmethodinmyteaching,namelyTotalSituationalActionandTask-basedLanguageTeaching.

Theformerisa“scene—activity”teachingmethod.ItestablishesarealsceneandtheinteractionbetweentheteacherandtheSs.ItemphasizesadynamicinformationexchangebetweentheteacherandSs.

ThelatterofferstheSsanopportunitytocompletethetasksinwhichSsuselanguagetoachieveaspecificoutcome.Theactivityreflectsreallifeandlearnersfocusonmeaning,theyarefreetouseanylanguagetheywant.

Atthesametime,makeuseofthemodernelectricityteachingequipmentsandallkindsofteachingmeans,itcanmobilizetheSs’enthusiasmandcreativityinlearningEnglish.

Part3StudyingMethods:

LetSsstudyinarelaxedandagreeableatmosphere.Ssunderstandthenewknowledgeincertaindegreethroughthementalprocessofseeing,hearing,saying,observing,imagining,thinkingetc.Andmakepreparationforcompletingthenewstudytask.

Afterfeelingandcomprehendingthelanguagepoints,letSsobtaintheknowledgeactivelybyprobestudyandcooperativestudy.Thereby,developtheSs’abilitiesofstudyingandworkingwiththelearninglanguageindependently.

Part4TeachingProcess:

Inordertorealizetheteachingprocesssystematically,properlyandefficiently,undertheprincipleof“regardSsasthecorpus,theteacherinspiresforpredominance”,Idividetheteachingprocessintofivesteps.

Step1Warm-up.

Singasong:

Thecoatinwindow.

Soastothepsychologicalcharacteristicsofchildren，singingasongcanmakeSsfeelpleasedandsatisfied,andcanarouseexcitingmotion.Inthisstep,teacherandtheSssinginunisonandperformthesong“Thecoatinwindow.”Thus,reviewthesentencepattern“Howmuchis…?

”AndarousetheSs'performancedesire,participationdesire,andleadtheSsintoathickEnglishstudyingatmosphere.

Step2Presentationandpractice.

1.Design:

LookforCinderella.

Broadcastapartof“Cinderella”withtheflash,presentingacrystalshoethatCinderellalose,andestablishesasceneofministerslookforthepropersizeeverywhere.Throughtheroleplaying,guidetheSstousethesentencepattern“Whatsizedoyouwear?

”“Size….”tomakethequestionandanswer.Thisdesignisanoveltyofmylesson,itleadstheSsintothefairytales.Theyacquirethelanguageunconsciouslyandcandocommunicationfreely.

2.Leadtotheshoppingtopicnaturallyfromtheunsuitedshoes,anddemonstratethesentencepattern“Howmucharethey?

”

Withagoodstudenttobetheassistant,Iperformtogoshopping,andguidetheSstomaketheanswer:

“Theyare….”

Inthiscourse,Sscanunder