小學(xué)英語(yǔ)說(shuō)課模板(中英文版

1、小學(xué)英語(yǔ)說(shuō)課模板（英文版）Goood moring, Im glad to interpret my lesson here . The lesson plan I am going to talk about is Part A lets learn of unit1 PEP Primary English book7. I will explain how to teach and the reason for doing this from following aspects. analysis of the teaching content. ways of teaching and

2、learning . teaching procedures blackboard designV assessmentNow Lets focus on the analysis of teaching content. It can be divided into 3 parts as followed: the status and the function, the teaching objectives , the main points and difficult points, Ill talk about it one by one.This lesson is the fir

3、st lesson of unit 1, book7 . It includes two parts: Lets learn and lets play. In section 1, it mainly deals with these key phrases: on foot, by bike, by bus, by train, by subway. And in section 2, it provides a game for the Ss to prastise the patterns: How do you go to? And the answer: I go by./ on

4、foot.Our students have already known some vehicles in the daily life. Its not difficult for them to understand and use these words . If students can learn it well, it will help students to learn the rest of this unit. So, I set the following aims:The first is language objectivesTo make sure that stu

5、dents can read, recognize and use these key phrases :on foot,by bike,by bus,bytrain skillfully.The next is ability objectives(1) To develop Ss abilities of listening and speaking.(2) To train the Ss ability of working in groups.moral objectives(1)to help students know some vehicles and comprehend th

6、e trafficrules(2)To foster Ss consciousness of good co-operation and proper competition.The main points and difficult points about this lesson is:(1) To make sure that Ss can use these key phrases correctly and skillfully.(2) To enable Ss to study in groups and co-operate skillfully.(3) To develop S

7、s interest in English.Difficult points To help the Ss ask and answer the question “How do you go to?partways of teaching and learningAs we all know: the main instructional aims of learning English in primary school is to cultivate pupils basic abilities of listening and speaking and their good sense

8、 of the English language. So in this lesson Ill mainly use “Task-based” teaching method. That is to say, I will let the Ss learn in real situations, finish a task by making a survey”How do you go to school?” to help Ss to get a better understanding of the key phrases. I will arrange these activities

9、: guessing game, finishing a survey and having a competition. And in this lesson a recorder, CAI, will be needed.part teaching proceduresIll finish this lesson in five steps.step1 lead-in activitiesI will begin my class with drawing and guessinggame, just like this : I show students some vehicles su

10、ch as bike ,bus ,jeep which they learned before by Stick Figures and ask them guess whats it.Purpose: It is important to form a better English learning surrounding for the Ssby guessing game. and at the same timeit provides situations to review learned knowledge for the next step.step2 prestentation

11、Now Ill mainly talk about this step.1、first there is a Free talk between T and Ss. For example: I show many pictures of beautiful cities and ask students some questions, such as do you like this city?where do you want to go ?and help Ss to answer them with by train ,by plane,by ship.By the way, I sh

12、ow the picture of a school, and say“ I go to schiool by bus” ,Ss read this sentence. do the actions and ask how do you go to school?,show many pictures of tools such as ,on foot by bike ,by bus to help students answer my question oneby one.To present the key structures one by one is much easier for

13、the Ss to learn and grasp the meanings.2 With the help of the CAI I set a situation to help Ss understand the way of using these key phrases:A boy is coming, who is going to school. He says: I go to school byThen play the sounds of bus, bike ask students to listen carefully and tell “I go to school

14、by according to the different sounds, by the way , I present another new phrases:by subwayPurpose:Make Ss use these new phrases with sentence structures, to help Ss use the language in a real situation.step3 practise3 I order to make every student read these new phrases correctly, I design a drill i

15、n this step, I show cards as soon as possible ,students shouldread the words quickly and spell them. Then I ask How do you go to school?students answer I go to .also I will quicken the speed to ask.The purpose is to draw the whole studentsattention to the spelling of the words4 After this, I ask Ss

16、to do Lets play in fours. They use places cards and vehicle cards, ask and answer:How do you go to ? I go to by”5, If Ss can ask and answer expertly, I will ask them to make a short dialogue.the purpose of this is to help students to learn those sentenses through a ture situation and make the dialog

17、ues in order to check if Ss can usse these key prases、sentences structures skillfullystep 4 consolidationlet students do a survey about how do you go to school?and the table like this :write down names and tools another Ss chooseTask-based teaching method is used here to develop Ss ability of commun

18、ication and also their ability of co-operation will be well trained. step 5 homeworkask students to collect other kinds of transport tools through the library ,computer.the purpose of this is to stimulate the interest of learning english and to wide the studentsknowledgestep6 blackboard designmy bla

19、ckboard design like this :on the left Ishow thephrases:on foot,by bus.on the right there are many sentences:how do you go to school?I go to .step 7 assessmentdue to the studentsage ,I make every students work in class through many activities in order to stimulate the studentsinterest and provide the

20、y a wide thinking room. Imake students learn this lesson very well through desiring scene statuesthats all,thank you for your listening !小學(xué)英語(yǔ)說(shuō)課稿模板二 學(xué)生分析 J7 d! a4 T5 ?- y# ( | 根據(jù)小學(xué)高年級(jí)階段學(xué)生的特點(diǎn)：好奇、好動(dòng)、善模仿、好表演，對(duì)英語(yǔ)的學(xué)習(xí)興趣濃，但不能持久，因此，需要具體、形象的教學(xué)材料及靈活多樣的教學(xué)方法來(lái)引導(dǎo)學(xué)習(xí)。9 y5 C; h. V7 4 ( , Y 在學(xué)習(xí)本課時(shí)前，五年級(jí)的學(xué)生已經(jīng)具備下列語(yǔ)言知識(shí)和技能

21、：能夠聽(tīng)、說(shuō)、讀、寫(xiě)一些課本要求掌握的四會(huì)單詞及句子；能夠聽(tīng)懂一些簡(jiǎn)單的對(duì)話，并作大；能夠根據(jù)情景組織簡(jiǎn)單的對(duì)話焦急和表演；能夠提出簡(jiǎn)單的問(wèn)題及回答，但還沒(méi)有很好地形成科學(xué)的學(xué)習(xí)英語(yǔ)的方法和用英語(yǔ)進(jìn)行思維的習(xí)慣。5 |I: Q; E! g: ? + u: # Y% _8 a8 _9 W L9 R 教材分析- p: N. H3 y! U. D2 / a. t* d 本課教學(xué)內(nèi)容為Book 6 , Unit 5 Look at the monkeys的第一課時(shí)，在Unit . h8 d2 H, m1 L2 x- , w Four中學(xué)生們已經(jīng)學(xué)習(xí)了動(dòng)詞的ing形式及現(xiàn)在進(jìn)行時(shí)的構(gòu)成，在本課中，我安排

22、學(xué)習(xí)5個(gè)現(xiàn)在分詞以及句型，并創(chuàng)造性地自編對(duì)話，拓展話題，讓學(xué)生們?cè)诋?dāng)導(dǎo)游，帶領(lǐng)在場(chǎng)的各位教師游覽動(dòng)物園，評(píng)選出最佳導(dǎo)游這一任務(wù)中，自然地運(yùn)用所學(xué)的詞匯和句型進(jìn)行語(yǔ)言的交際運(yùn)用。3 P5 P. m! 1 a& x# o & Z# cu: b+ l3 |8 m) d 教學(xué)目標(biāo)2 ( m ( C6 （1） 語(yǔ)言技能：能運(yùn)用來(lái)詢問(wèn)動(dòng)物正在做什么？6 A9 7 P% J2 ! z6 （2） 語(yǔ)言知識(shí)：能夠聽(tīng)、說(shuō)、認(rèn)讀動(dòng)詞flying, jumping, walking , running, 1 I$ _3 o; Q7 Y! n* swimming五個(gè)現(xiàn)在分詞及主要句型+ A7 q* 9 l; O: E

23、F: _2 W （3） 情感態(tài)度：通過(guò)學(xué)習(xí)，培養(yǎng)學(xué)生熱愛(ài)動(dòng)物，熱愛(ài)大自然的良好品質(zhì)。& o- a5 A5 |: N （4） 學(xué)習(xí)策略：小組合作，共同完成學(xué)習(xí)任務(wù)，主動(dòng)運(yùn)用英語(yǔ)進(jìn)行交流表達(dá)。3 d t% ( k0 i F& Y 4 ) A7 B0 i: _/ & P ) i 四 教學(xué)策略3 f* N4 j T& Q) o! p2 5 G 依據(jù)新課標(biāo)的教學(xué)理念，遵循以學(xué)生為中心，以興趣為支點(diǎn)，以交際為目的的原則，主要運(yùn)用任務(wù)驅(qū)使、合作互動(dòng)、情境體驗(yàn)、交流評(píng)價(jià)等教學(xué)策略，把單詞、句型和會(huì)話的教學(xué)，學(xué)生的操練、交流和合作，以及師生評(píng)價(jià)、小組互評(píng)和自我評(píng)價(jià)，融為一體，達(dá)到了話題、語(yǔ)言、功能、結(jié)構(gòu)、任務(wù)和

24、評(píng)價(jià)的有機(jī)結(jié)合。- J/ r0 J3 a5 x 1 s e0 A0 N! $ a7 S9 A 教學(xué)過(guò)程5 % p7 * S3 u Step 1Warming-up5 H) & L4 |1 ?7 R/ 1 X 8 0 l/ Z9 w. D4 L5 c& o 本環(huán)節(jié)的設(shè)計(jì)是利用歌曲和日常談話的形式為學(xué)生創(chuàng)設(shè)輕松的學(xué)習(xí)氛圍，消除學(xué)生的緊張情緒，并通過(guò)復(fù)習(xí)上個(gè)單元打電話的對(duì)話引入新課，為新課的主題游動(dòng)物園作鋪墊。7 3 Q. y- / Z6 H9 w Step 2 New words and sentences(presentation 1), M) * p$ 3 P S2 L2 # P 通過(guò)CAI呈

25、現(xiàn)動(dòng)物園里各種動(dòng)物的活動(dòng)情景，吸引學(xué)生的興趣，利用多媒體課件，使原本枯燥的內(nèi)容不再枯燥，詞句穿插教學(xué)，讓學(xué)生融會(huì)貫通。, R8 n+ J: Bs g; Y% b- l. w. Z Step 3 Practice the words and sentences 1 , H0 I- G* K3 t4 c9 L x# f( h 本環(huán)節(jié)設(shè)計(jì)的Save the 2 L; f$ p& E _1 X animals游戲，讓學(xué)生運(yùn)用所學(xué)過(guò)的句型，在獵人的槍下救下動(dòng)物，既進(jìn)一步鞏固和操練了句型，又培養(yǎng)了學(xué)生熱愛(ài)動(dòng)物，熱愛(ài)大自然的良好品質(zhì)。+ q+ W, s1 q8 v( b8 F- H Step 4 Lets

26、talk(Presentation 2). r5 |3 W# R) N* R/ T 本環(huán)節(jié)通過(guò)和在動(dòng)物園的見(jiàn)聞，引入對(duì)話。通過(guò)創(chuàng)設(shè)情景，讓學(xué)生更易于接受，并為下一個(gè)環(huán)節(jié)作鋪墊。5 B! Z0 e( A H M Step 5 Make a dialogue% E$ q* o/ A3 G1 ? 運(yùn)用多媒體課件，創(chuàng)設(shè)情景，聯(lián)系學(xué)生實(shí)際進(jìn)行操練，讓學(xué)生們創(chuàng)造性地自編對(duì)話，拓展話題，自然地運(yùn)用所學(xué)的詞匯和句型進(jìn)行語(yǔ)言的交際運(yùn)用。+ i4 w+ * c2 ?5 H Step 6 Do some exercises/ w* Y0 x, s $ e9 |: m( I% / i 1 Y8 T8 v. v, H2

27、 | 這一活動(dòng)的設(shè)計(jì)是為了更好地鞏固本課的教學(xué)成果。本環(huán)節(jié)采用學(xué)生自評(píng)的形式，把學(xué)生的個(gè)體表現(xiàn)和合作小組的表現(xiàn)聯(lián)系在一起，充分調(diào)動(dòng)學(xué)生參與的積極性。小學(xué)英語(yǔ)說(shuō)課稿模板三今天我說(shuō)課的內(nèi)容是義務(wù)教育課程標(biāo)準(zhǔn)實(shí)驗(yàn)教科書(shū)，人教版小學(xué)英語(yǔ)的第 單元第 課時(shí)。1 說(shuō)教材教材內(nèi)容 A本課時(shí)的教學(xué)內(nèi)容為 B需要掌握的詞匯有 C需要掌握的句型有地位和作用 本課是第 單元的第 課時(shí)，教材中出現(xiàn)了 的用法，本課時(shí)又是第 單元的重點(diǎn)，因此本課時(shí)的教學(xué)對(duì)第單元的學(xué)習(xí)起著關(guān)鍵的作用。2 說(shuō)目標(biāo)教學(xué)目標(biāo) 根據(jù)新課程理念教材內(nèi)容，教學(xué)要求，我制定以下教學(xué)目標(biāo)：知識(shí)目標(biāo)：能聽(tīng)懂，會(huì)說(shuō)，會(huì)讀，會(huì)拼寫(xiě)本課時(shí)主要詞匯： 以及句型；能

28、力目標(biāo)：能用本課時(shí)所學(xué)句型： 就日常生活中的話題進(jìn)行交流，使學(xué)生掌握 的用法；情感目標(biāo)：引導(dǎo)學(xué)生 總思路：重點(diǎn)和難點(diǎn) 本課時(shí)的重點(diǎn)使要求學(xué)生掌握詞匯 以及句型 ，本課時(shí)的難點(diǎn)是： 3說(shuō)教法（本課是 學(xué)生情況）教法分析（創(chuàng)設(shè)情境，事物展示，活動(dòng) ）英語(yǔ)教學(xué)的目的在于讓學(xué)生獲得用英語(yǔ)焦急的能力，所以在課堂教學(xué)活動(dòng)中需創(chuàng)設(shè)特定的情景，使學(xué)生通過(guò)模仿和想象，促進(jìn)學(xué)生的理解和記憶，啟發(fā)學(xué)生思維達(dá)到教學(xué)目的。學(xué)法指導(dǎo)要讓全班學(xué)生都參與到課堂活動(dòng)中來(lái)，同桌之間的合作，尤為重要，可使同學(xué)們都敢于在課堂中操練口語(yǔ)，更可使學(xué)生們不會(huì)有被忽視的感覺(jué)，合作簡(jiǎn)單，增多操練機(jī)會(huì)。教學(xué)手段充分利用多媒體，投影儀，錄音機(jī)等教

29、學(xué)手段，為學(xué)生創(chuàng)設(shè)英語(yǔ)學(xué)習(xí)的環(huán)境增加學(xué)生的學(xué)習(xí)興趣。4教學(xué)過(guò)程為了完成以上教學(xué)任務(wù)，我設(shè)計(jì)了一下教學(xué)過(guò)程：Step1:Warming upIts time for English class.Lets ；創(chuàng)設(shè)輕松的氛圍，帶領(lǐng)學(xué)生進(jìn)入英語(yǔ)學(xué)習(xí)的；復(fù)習(xí)動(dòng)詞Lets do 通過(guò)“你說(shuō)我做”的TPR活動(dòng)在復(fù)習(xí)舊知的同時(shí)，為新課做好鋪墊，因?yàn)閷W(xué)生都熟悉這些動(dòng)作，建議教師讓學(xué)生當(dāng)小老師來(lái)發(fā)指令，這樣可以充分體現(xiàn)學(xué)生的主動(dòng)性。Step2：Free talk提問(wèn) Game本課學(xué)習(xí)的重點(diǎn)是 教學(xué)手段 鞏固 的掌握，為導(dǎo)入新課作準(zhǔn)備。Step3：Presentation單詞新授 通過(guò)事物或圖片教學(xué)單詞，學(xué)生能更好

30、的理解和掌握單詞；單詞復(fù)習(xí) 互問(wèn)互答 讓學(xué)生通過(guò)對(duì)句子的操練鞏固語(yǔ)言知識(shí)，拓寬學(xué)生的視野和增添學(xué)習(xí)興趣；句子新授鞏固新句型，快速搶答，互問(wèn)互答A 在緊張激烈的比賽中，大量輸入降低學(xué)習(xí)的難度，使學(xué)生學(xué)習(xí)的積極性更加高漲（講情規(guī)則）；B 生活情景展示 通過(guò)多媒體等方式把語(yǔ)言知識(shí)放在特定的情景中進(jìn)行操練，體現(xiàn)語(yǔ)言運(yùn)用的真實(shí)性；播放錄音 學(xué)生觀看相關(guān)的動(dòng)作畫(huà)面，跟著錄音聽(tīng)，說(shuō)，演，做，在輕松自然的狀態(tài)下鞏固所學(xué)語(yǔ)言。Step4 Practice and consolidation同桌互助合作，體現(xiàn)了以語(yǔ)言為載體和以真實(shí)情景交際為目的的小學(xué)英語(yǔ)教學(xué)的基本要求。Step5 HomeworkA 聽(tīng)錄音 鞏固

31、所學(xué)詞匯和句型 B 運(yùn)用句型板書(shū)設(shè)計(jì)說(shuō)課的內(nèi)容要求和評(píng)價(jià)說(shuō)課是教師面對(duì)評(píng)委或同行，系統(tǒng)地說(shuō)出某一課題的教學(xué)設(shè)計(jì)及其理論依據(jù)的一種教研活動(dòng)。它可以幫助教師提高對(duì)備課，上課的理性認(rèn)識(shí)，提高教師的教學(xué)、教研水平。說(shuō)課的重點(diǎn)在于“說(shuō)理”。其內(nèi)容和要求，一般應(yīng)包括以下幾個(gè)方面。一、說(shuō)教材、說(shuō)教學(xué)目標(biāo)的確定。教學(xué)目標(biāo)是教學(xué)設(shè)計(jì)時(shí)該課教學(xué)所要達(dá)到的目標(biāo)，蛇對(duì)課堂教學(xué)活動(dòng)起宏觀控制作用，也是教學(xué)后續(xù)評(píng)價(jià)的重要依據(jù)。說(shuō)教學(xué)目標(biāo)要：一說(shuō)目標(biāo)的完整性，一般生物課的教學(xué)目標(biāo)應(yīng)包括知識(shí)目標(biāo)、能力目標(biāo)和思想三個(gè)方面的目標(biāo)；二說(shuō)目標(biāo)的可行性，即教學(xué)目標(biāo)要符合大綱的要求，切合學(xué)生實(shí)際；三說(shuō)目標(biāo)的可操作性，即目標(biāo)要求要具體、明

32、確，能直接用來(lái)指導(dǎo)、評(píng)價(jià)和檢查該課的教學(xué)工作。、說(shuō)教材關(guān)鍵、教學(xué)重點(diǎn)、難點(diǎn)的確定及其依據(jù)。教材關(guān)鍵就是教材中的重點(diǎn)。它是教材內(nèi)容表現(xiàn)出來(lái)生物學(xué)科知識(shí)內(nèi)在的聯(lián)系或本質(zhì)，是教材著力敘述的部分。其確定的依據(jù)主要是教材的前后聯(lián)系與本課題的知識(shí)結(jié)構(gòu)等。教學(xué)重點(diǎn)是教學(xué)過(guò)程中需要著力講解或講座的部分。其確定依據(jù)的解釋要從教學(xué)目標(biāo)、學(xué)生基礎(chǔ)和年齡特征和心理特征等方面來(lái)說(shuō)明。有時(shí)教材關(guān)鍵就是教學(xué)重點(diǎn)，有時(shí)教材關(guān)鍵不一定是教學(xué)重點(diǎn)。教學(xué)難點(diǎn)確定怕依據(jù)要從造成學(xué)生難懂的原因來(lái)說(shuō)明。學(xué)生難懂的原因，一種是教材內(nèi)容較深或概念比較抽象；一種是學(xué)生缺乏這方面的感性認(rèn)識(shí)或基礎(chǔ)知識(shí)；一種未能實(shí)現(xiàn)相鄰學(xué)科知識(shí)的遷移。有時(shí)難點(diǎn)和教學(xué)重點(diǎn)重合，或難點(diǎn)發(fā)生在關(guān)鍵問(wèn)題上，如難點(diǎn)屬于教材內(nèi)容的次要部分，則要說(shuō)出教學(xué)時(shí)對(duì)難點(diǎn)的處理、時(shí)間的戰(zhàn)勝比例等。二、說(shuō)教學(xué)方法、說(shuō)教法組合及其依據(jù)。教法的組合，一是要考慮能否取得最佳效果，