小学英语说课稿全英版备课讲稿Word格式.docx

小学英语说课稿全英版备课讲稿Word格式.docx

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It’stolearnandmastertwosentences.Whattimeisit?

Iamhungryandthenusingthemtoexpressthetimeandgoshoppingfluentlyandfreely

b.Thesecondistheaimofabilities

Thecreativespiritisquiteimportanttothestudents.SoIwillpaymuchattentiontotrainitinmyclass.Otherwise.Iwilltrytotrainthestudentslistening,speaking,readingandwritingabilities,Mainlyimprovetheircommunicativeabilitiesandencouragethemtospeakmore 

English.

C.Thethirdistheaimofemotion

Makethestudentshavesuccessfulfeelingandachievement.AndmakethembeinEnglishstudy.

3.Importantpoints

Thefirstistomasterandusethetwosentences.Whattimeisit?

I’mhungry.Thesecondistomastertheusageofthewordshungry,cakesand 

bread.

4.Difficultpoints.

It’sthepronunciationofthetwowords.hungry,cakes,andhowtousethemfluentlyandfreely.

Part2.Teachingandlearningmethods

Makethestudentstakepartinclass.Askandanswerinpairsandgroups.I’llusecommunicativemethod,discussingmethodandseeingandhearingmethodtoteachthislesson.

Part3.Teachingaids.

Inordertointerestthestudents.I’lluseaclock,recorder,cardsandsomefoodasmyteachingaids.

Part4.Teachingprocedure.

Step1Revision

Beforemyclass,I’llgetthestudentstosinganEnglishsongtokeepthemselvesrelax.ThenI’lluseaclocktoactit.What’sthetime?

What’sthetime?

It’seighto’clock.I’llshowthreenumbers.WhenthestudentsanswerIt’steno’clock.I’llsay 

:

It’sten.Todaywe’lllearnLessonTen.ThenI'

llputtheclockontheblackboard.

Step2Presentationanddrill

FirstI’llpointtotheclockandask,whattimeisit?

StudentsanswerIt’sten.ThenIgoonmovingthehandsandask.Whattimeisit?

Studentsanswerquickly.

SecondI’lldrillthesentencesWhattimeisit?

It’s-----.pairs 

inpairsorrowbyrow.

ThirdWhenthestudentsanswerIt’s12:

00o’clock.I’llpointtomystomachandsay.OhI’mhungry.and 

I’lleatacake.ThenI’llgoonsayingI’mhungry.andI’lleatanothercake.I’llactitfourorfivetimes.ThenIaskastudenttoactit.I’mhungry,too.I’llsaytwocakes,please.andthesentences.I’mhungry.Twocakes,please.

buy买boughtboughtForth:

Listentothedialogueandanswermyquestions.

become变成becamebecome1.Whattimeisit?

sit坐satsat2.Howmanycakes?

speak说spokespokenStep3Consolidation

tear撕裂toretornI’lltrainthecreativespiritofthestudents.

I’llgivethemthreeplease.Toactthedialoguefreely.Firstatthe219Park,secondfruitshopThirddepartmentstore.

spit吐出spat/spitspat/spitknow知道knewknownStep4.Homework

strike敲击struckstruckEncouragemystudenttothemarkettobuysomethingwithhisfriendsorparents.

flee逃跑fledfled

fall掉落fellfallen

make制作mademadewill将would×

②Goodmorning,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.

upset扰乱upsetupset

teach教taughttaught全英说课稿

overcome克服overcameovercomestick坚持；

伸出；

粘住stuckstuckGoodmorningeveryone.Standinghere,I’mveryhappyandexcited.It’smygreathonortobeheretopresentmylesson,andthechanceisverypreciousforme.AndI’lltrymybest.TodayI’lltalkaboutunit 

from 

mycontentsconsistof8parts 

Analysisoftheteachingmaterial

Analysisofthestudents

Teachingmethods

Teachingaimsanddemands

Teachingaids

Teachingprocedure

Blackboarddesign

Andconclusion

Well,firstly,I’lltalkaboutpart1analysisoftheteachingmaterial.Ihaveconcludedthefeaturesof…….

1.therearealotpictures.Forthis,thekidswillbeinterestedinthebook.Asweallknowthatinterestisbestteacherforthestudents.

2.Itlaysstressonthecommunication.AccordingtotheproblemofChinesestudentslearningEnglish,thebookdesignalotofmaterialtoimprovethestudents’abilityoflisteningspeaking,reading,andwriting.SoIthinkthebookisverygood.

ThenI’lltalkaboutnextpartanalysisofthestudents.Itisknowntousthatthekidsareveryactiveandlikeplayinggamesverymuch,soduringmyclass,I’lldesignsomeinterestinggamestoactivatethemtoparticipateandlearnsomething.Theywillalsobeinterestedintheclass.

NextI’lltalkaboutteachingmethods.Myteachingmethodsaretask-basedapproachandsituationalapproach.Usingdifferentmethodscanmaketheclassactive.

Let’smoveontoanotherpart,teachingaimsanddemands.Thereareknowledgeaimsandabilityaims.

Knowledgeaimsaretoenablethestudentstomasterthewordsandphrases:

……….Andthesentences:

…

AbilityaimsareToimprovest