幼儿英语说课稿范文共8篇Word下载.docx
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游戏是幼儿最喜欢的活动,是引导幼儿主动学习的重要方式,能够给幼儿带来许多乐趣。
2、谈话法:
所谓谈话法,就是围绕活动内容,通过教师提问,引导幼儿回答的一种方法。
五、说学法
六、说教学程序
1、创设情境,引入活动
篇二:
幼儿园说课格式
说课格式
一.说教学内容
二.说教学目标
三.说教法
四.说学法
五.说教学程序
篇三:
幼儿园说课稿:
《亲亲长颈鹿》说课设计范例
一、说教材
(一)教材分析
《亲亲长颈鹿》这个故事选自小班下学期,《有趣的动物》这一主题中。
该故事选用了小朋友生活中比较熟悉并喜欢的小兔子和长颈鹿为角色,讲述了一个长颈鹿阿姨助人为乐的故事,特别是小兔子们亲亲长颈鹿阿姨这个情节既让人觉得有趣又很符合小班小朋友的年龄特点,生活中我们也会经常看到自己班的小朋友亲亲老师的小手或者脸蛋来表示他对老师的喜爱之情。
(二)教学目标
《幼儿园教育指导纲要》语言领域中提出:
“发展幼儿语言的关键是创设一个能使他们想说、敢说、喜欢说、有机会说并能得到积极应答的环境。
”以及要“鼓励幼儿大胆、清楚地表达自己的想法和感受,发展幼儿语言表达能力和思维能力。
”根据这一目标和要求,结合小班下学期幼儿的年龄特点和语言发展水平:
幼儿年龄小,注意力容易分散,以自我为中心。
(三)学重、难点
目标中提到:
在游戏情景中理解故事内容,体验友爱互助带来的快乐。
为了更好地服务于本次的活动目标,完成活动内容,我做了以下准备工作:
i.物质上的准备
我给小朋友们准备了小兔头饰,这是为了让幼儿更能进入到小兔这一游戏角色中;
ii.知识上的准备
(四)说学情
(五)说教法
教育心理学认为:
“学习者,同时开放多哥感知通道,比只开放一个感知通道,能更准确有效地掌握学习对象。
i.情境教学法:
我尝试打破以往仅用图片进行故事教学的传统模式,而是根据故事内容,为幼儿创设情境,幼儿就仿佛置身于真实的环境中,许多不能理解的问题也就迎刃而解了。
幼儿有了时间的经验,联想也就丰富了。
如小兔子马上要去参加演出了,又过不了河,这让幼儿觉得多么着急啊,他们会主动地想出各种方法过河。
iii.提问法:
这是语言活动中都能用到的方法。
在教学中,我尝试改变以往语言教学总是先讲完故事再进行提问的模式,将单一性、回忆式、封闭式的提问方法改成多样性、启发式、开放式的提问。
(六)说学法
(七)活动程序
结合幼儿年龄特点及活动目标,我设计了以下三个环节:
1、交代角色,引出课题,激发幼儿兴趣。
2、在游戏情境中讨论出故事情节。
3、完整讲述故事。
4、表演歌曲《春天》。
兴趣是幼儿主动参与的关键。
这一环节通过提问、游戏,让幼儿在讨论、谈话中大胆地说出自己所看到的、所想到的,你一言我一语,幼儿在轻松、愉快的气氛中提高了自己的口语表达能力。
它是解决重点,突破活动难点最关键的一个环节。
考虑到故事中小兔子涂上口红去亲亲长颈鹿这个教具存在着不卫生的因素,所以在设计活动时,我将故事的后半部分进行了一些修改。
d)表演歌曲《春天》
这个环节是根据故事内容而设计的,它既可以让故事的情节发展得比较完整,又可以满足
篇四:
英语说课稿范文精品两篇模板
英语说课稿范文
goodafternoon,everyone.i’mzhouyan.i’manenglishteacherfromexperimentalschoolofsuqian.nowi’llsaysampleaoflessonsixinbookone.i’llpreparetosaythelessonfromfourparts.
partoneanalysisoftheteachingmaterial
(一)statusandfunction
1.thisisanimportantlessoninbookone.fromthislesson,itstartsaskingthesstograspcontentsofeachsample.toattain“fourskills”requestoflistening,speaking,readingandwriting.tostartlisting“wordbank”andtellthesstorememberthenewwords.tostartaskingthesstowritetheenglishsentenceswell.thereforethislessonisintheimportantpositionoftheteachingmaterial.
2.thislessonisthefirstoneofunit2.soifthesscanlearnitwell,itwillbehelpfultomakethesslearntherestofthisunit.
3.suchatopicisrelatedtodailylife,soitishelpfultoraiselearninginterestsofstudentsanditwillbealsohelpfultoimprovetheirspokenenglish.
(二)analysisofthestudents
thesshaslearnedenglishforaboutonemonthsofar.theycanunderstandsomewordsandsomesimplesentences.thesshavetakenagreatinterestinenglishnow.
(三)teachingaimsanddemands
theteachingaim\sbasisisestablishedaccordingtojuniorschoolenglishsyllabus\provision.
1.knowledgeobjects
(1)tomakethessknowhowtousetheaffirmativesentence“thisis....”andthenegativesentence“thisisnot….”everydayexpressionsfor“apologies”“i\msorry”“that\sallright”.
(2)tostudythenewwords“six,hey,sorry,it’s,that’s”,etc.bylearningthedialogue
ofthislesson.
(3)tofinishsomeexercises.
2.abilityobjects
(1)todevelopthess’abilitiesoflistening,speaking,readingandwriting.
(2)totrainthess’abilityofworkinginpairs.
3.moralobjects
(1)toenablethesstobepoliteandlovelife.
(2)toenablethesstolookaftertheirthingswell.
(四)teachingkeyanddifficultpoints
theteachingkeyanddifficultpoints’basisisestablishedaccordingtosampleaoflessonsixintheteachingmaterial\spositionandfunction.
1.keypoints:
(2).toenablethesstostudyingroupsandco-operateskillfully.
(3).todevelopthess’interestinenglish.
2.difficultpoints:
(1)howtomakedialoguesandactthemout.
(2)howtowritetherightwholesentences.
(五)teachingaids
parttwotheteachingmethods
2.audio-visualteachingmethod
3.task-based”teachingmethod
asweallknow:
themaininstructionalaimsoflearningenglishinthemiddleschoolistocultivatestudents’abilitiesoflistening,speaking,reading,writingandtheirgood
tousethesemethodsarehelpfultodevelopthess’thought.
partthreestudyingways
1.teachthesshowtobesuccessfullanguagelearners.
2.letthesspass\observation—imitation—practice\tostudylanguage.
partfourteachingprocedure
step1warm-up
1.freetalkbetweentandss.
suchas:
hi,i’m....what’syourname?
thisis….howdoyoudo?
whoishe/she?
howareyou?
whocancountfrom1to5?
what’sthisinenglish?
etc.
2.agame:
askthesstogivetsomeschoolthings.forexample:
t:
givemeyourbook.(ruler,box,pen,table,knife,etc.)
thisisyourbook.thisisnotmybook.it’syourbook.etc.
inthiscoursei’llaskthemtomakeadialoguegroupbygroupwithoutrepetition.
findoutwhichgroupwillmakethemostdialogues.
purposeofmydesigning:
ithinkitisimportanttoformabetterenglishlearningsurroundingforthessbyimitatingandatthesametimeitisnecessarytoprovidesituationstoreviewlearnedknowledge.
step2.presentation
thiscourseisveryimportant.i’llmainlytalkaboutthisstep.
i’llusecaitopresentthewholedialogue.arrangesomesituationstohelpssunderstandsamplea.
firstscene:
thereisabagonthefloor.bispickingitupandgetreadytoleave.now
aistalkingwithb.a:
hi,b.howareyoutoday?
b:
i’mfine,thankyou.andyou?
a:
i’mfine,too.oh,thisismybag.b:
no,thisisnotyourbag.it’smybag.a:
(lookclosely)oh,i’msorry.b:
that’sallright.
(atthesametime,cisrunningupandhittinga.)
c:
oh,i’msorry.
that’sok.
i’llwritethekeypointsonthebbwhiletheyarewatching.afterwatching,i’llteachthemtoreadthewordsandsentencesonthebb.makesuretheycanreadthemwell.purposeofmydesigning:
topresentsampleabycaiismucheasierforthesstolearnandgraspthemeanings.caicanprovidearealsituationwithitssoundandpictureanditmakestherelationshipsbetweenthessbetter.
step3.practice
firstplaythetaperecorder.letthesslistenandimitatethedialogue.payattentiontotheirpronunciationandintonation.inthisstepthessarerequiredtopractisethesampleinpairsbyreadingthedialoguealoud.thisstepisemployedtomakethessgraspthesample.atlasti’llaskthesstothinkhardandactitoutwithapartneraccordingtosamplea.thenfindoutwhichgroupwillactitoutwell.i’llgivethemredstars.purposeofmydesigning:
thisstepisemployedtomakethessgetthe
generalideaofthedialogueasawholeone.atthesametimeletthesshaveachance
topractisetheirlisteningandspokenability.
step4.production
inthisstepi’llgivethessafreespacetoshowtheirabilities.secondscene:
thessarehavingapicnic.it’shotandtheytakeofftheircoatsandputthemtogether.theyaresinginganddancing,laughingandchatting.afterthepicnic,theybegintolookfortheircoats.dandearetalking.fandgaretalking.etc.
afterwatching,i’llgivethesssometaskstomakesimilardialogueswithoutrepetitionandfindoutwhichgroupwillmakemoredialogues.
2.skill1model1.
i’llaskfourssofthegroupstowritethesesentencesonthebbinthefourlines.thenchecktheirhandwriting,correcttheirmistakes.findoutwhowillwritewellandwhosehandingisthebest.
3.finishthess’workbook.
tochecktheknowledgesshavelearnedinthislesson.step5.homework:
(1)recitethewordsasmanyaspossibleafterclass.
(2)makeadialogueaccordingtosampleaandwriteitintheexercisebook.
ithinkhomeworkissoimportantthatthessshouldspeakenglishasmuchastheycaninclassorafterclass.itisnecessaryforthesstodosomeextensiveexercisesafterclasstoconsolidatetheknowledgetheylearned.blackboarddesign
lessonsixsampleasixthisismy….heythisisnotyour....sorryit’smy....pictureit’s=itisoh,i’msorry.that’s=thatisthat’sallright/ok
interpretation
goodmorning,ladiesandgentlemen.it’smygreathonorandpleasuretobeheresharingmylessonwithyou.
ihavebeenreadytobeginthisrepresentationwithfiveparts.analysisoftheteachingmaterial,theteachingaims,theimportantanddifficultpoints,thestudyingmethods,andtheteachingprocedure.
part1teachingmaterial
thecontentofmylessonisnewseniorenglishforchinabook___
unit____________________.thisunitisabout____________________(topics).bystudyingofthisunit,we’llenablestudentstoknow_________________________anddeveloptheinterestin___________________.atthesametime,letthestudentslearnhowto____________________(functionalitems).fromthislesson,it
starts___________________________(structures).(asweallknow,readingbelongstotheinputduringtheprocessofthelanguagelearning.theinputhasgreateffectonoutput,suchasspeakingandwriting.)therefore,thislessonisintheimportant
positionofthisunit.ifthesscanmasteritwell,itwillbehelpfulforthemtolearntherestofthisunit.
part2teachingaims
accordingtothenewstandardcurriculumandthesyllabus(新课程标准和教学大纲),andafterstudyingtheteachingmaterial,theteachingaimsarethefollowings:
1.knowledgeobjects(语言目