小學(xué)英語(yǔ)說(shuō)課稿(全英版)[1]

1、小學(xué)英語(yǔ)說(shuō)課稿 Good after noon , Ladies and Gen tleme n !My n ame is Wu Dan .1 come from Tan gga ngzi Schoolam very glad to be sta nding here andtalk ing about Less on 10 ,which is from Fun withEn glish Book 3 Un it 2 .My teach ing report in cludes four parts .Part 1 To an alyze the bookThere are 3 un its

2、in Book 3 . This is Less on 10 . The cen tral item is how to master anothersentence to express “What the time ? and how to buy something. Using“What thetime ? hungry , cakes, bread and so on . We study and drill the sentences and the words pronun ciati on .According to the teaching outline and combi

3、ning the students situation ,1 make the teachingaims of this less on as follows .a .The first is the aim of kno wledge .It to learn and master two sentences. What time is it? I am hungry and then using them toexpress the time and go shopping fluently and freelyb. The sec ond is the aim of abilitiesT

4、he creative spirit is quite important to the students. So I will pay much attention to train it in my class. Otherwise. I will try to train the students listening, speaking, reading and writing abilities, Mai nly improve their com mun icative abilities and en courage them to speak moreEn glish.C. Th

5、e third is the aim of emoti onMake the stude nts have successful feeli ng and achieveme nt. And make them be in En glish study.Importa nt pointsThe first is to master and use the two senten ces. What time is it? Im hun gry. The sec ond is tomaster the usage of the words hun gry, cakes andbread.Diffi

6、cult poin ts.It the pronunciation of the two words.hungry, cakes, and how to use them fluently andfreely .Part 2 . Teach ing and lear ning methodsMake the students take part in class . Ask and answer in pairs and groups . I II use com muni cative method , discuss ing method and see ing and heari ng

7、method to teach this lesso n .Part 3 . Teach ing aids .In order to in terest the stude nts . I use a clock , recorder , cards and some food as myteach ing aids .Part 4 . Teach ing procedure .Step 1 Revisio nBefore my class , I get the stude nts to sing an En glish song to keep themselves relax . The

8、nI use a clock to act it . What the time ? What the time ? It eight o lock . I show three numbers . When the students answer It ten o lock . I say : It ten . Today we lllearnLess on Ten . Then ni put the clock on the blackboard .Step 2 Presentation and drillFirst I llpoint to the clock and ask , wha

9、t time is it ? Students answer It ten . Then I go onmoving the hands and ask .What time is it ?Stude nts an swer quickly .Second I drill the sentences What time is it ? It .pairs in pairs or row by row .Third When the students answer It 12:00 o clock . I point to my stomach and say .Oh Imhungry .and

10、 I lleat a cake . Then I go on say ing I m hungry .and I eat ano ther cake . I act it four or five times . Then I ask a stude nt to act it . Im hungry , too . I say two cakes ,please .and the sentencesm hungry . Two cakes ,please.Forth :Liste n to the dialogue and an swer my questi ons.What time is

11、it?How many cakes?Step 3 Con solidati onI lltrain the creative spirit of the students.I llgive them three please. To act the dialogue freely .First at the 219 Park,second fruit shop Third departme nt store.En courage my stude nt to the market to buy somethi ng with his friends or pare nts. Good morn

12、ing, every one!Today, I Isay somethi ng about Unit 9 Part A in Book 4 of Oxford En glish.Background on the reformation of curriculum, this book can connect the life and emphasize the interest and experience of the Ss, the pictures are active and vivid. Grade four is the in itial stage of En glish le

13、ar ning, so it stresses on the emoti on of the Ss, creates a well begi nning for the Ss. This Un it has 7 parts, wellear n Part A mainl y, it embodies the repeat ingcharacterize. Review the lear ned Ian guage poi ntsWheres and the new Ian guage points willbe represe nted in the follow ing un its. So

14、 this un it forms connecting links with a special meaning in this book.The content of this period is to useWhere sare to determine the place. And according tothe contents and the fact of the Ss, I establish the follow ing three teach ing aims of this period: The first one: stude nts can liste n, rea

15、d, say and spell the follow ing words: a glass, a fridge, an egg, bread and a table.The sec ond one: stude nts can liste n, read, say and write the follow ing daily expressi ons: Whats for breakfast?Have some juice the n.The third one: stude nts can liste n, read, say and write the follow ing senten

16、ce patter ns: Where sWhere are themy Its Theyre Theres no i n on n earI think the most difficult point of this period is to make sure the stude nts can use the patter ns Where sWhere are and There is no inonnear in their daily life correctly.And I will use some pictures, words and sentence cards, a

17、tape recorder and the multi-media computer to help me achieve the aims.The task-based method, com muni cated method, group cooperate method will be used in this period.To accomplish the aims, I desig n the follow ing steps:Step 1 Songs and the game arousers the emotio n.In order to attract the Ss at

18、te nti on and con struct an atmosphere of lear ning En glish, I let the stude nts sing some En glish songs and play the gameSimon says .At the same time thegame can review the prep, serve the knowledge asfoil and consistthe appearance of thekno wledge.Step 2 Change class to life, happy to say.The su

19、bsta nce of Ian guage is com mun icati on and the environment of com muni cati on is life. So when I present the sentence patternWhats for breakfast? I first show a clock to elicit theact,newtime for breakfast, teach the sentence. Then show my own photo of havi ng breakfast, Ss ask and guess. In thi

20、s way I can attract Ss attention, encourage Ss to ask Qs with the knowledge.Most of the Ss have lear nt the sentence patter n: Where? so I desig n a task for Ss to helpHele n find the food and drinks for breakfast, and teach the new Ian guage poin ts: Where are?Theyre Meanwhile stick the sentences o

21、n the Bb.After some practice by asking and answering, I present the next language points:There s no inonnear Have then.And I will stick these sentence patterns on the Bb. Finally Ill let the Ss do pair works to consolidate them.Step 3 Listen to the tape and Ss imitate to read and say.As the new refo

22、rmation of curriculum, emphasized the traditional class attach importance to the mechanical teaching, neglect the experience and participation,for example,the five-stepmethod. So in this lesson, after presentation, I ask Ss to listen to the tape with three Qs, read in different roles and in pairs, t

23、hen try to recite the text.Step 4 Ss be the main body, T makes a guider.In class, Ss play as a host, and the T makes an influence on guiding, help Ss to act the learnt dialogue, it can stress the position of the Ss, and arouse their interest.Then I show a carton with no voice, ask Ss to make a dialo

24、gue in pairs.There are lots of ways to consolidate the new knowledge. Playing game is a good way. So according to the physiology of Ss, I hold a group competition during the game, ask Ss to finish the blanks. In this way can develop Ssgood habits and achieve the aim of mastering thelearned knowledge

25、 in situation.Step 5 Change class to life, learn by themselves.Is this the end of the class? I dontthink so. If there is an end, I think it should be in the life. SoI extend this class, encourage Ss to use the learned to communicate with each other in their life.In a word, the whole period is based

26、on tasks, which are designed from easy steps to steps that are challenging. When the Ss are carting out the tasks, they can acquire information, knowledge, and have their ability and skills trained.That sall. Thanks a lot for your attention.全英 說(shuō)課 稿Good morning everyone. Standing here, Im very happy

27、and excited. Its my great honor to behere to present my lesson, and the chance is very precious for me. And Illtry my best. TodayIlltalk about unitfrommy contents consist of 8 partsAnalysis of the teaching materialAnalysis of the studentsTeaching methodsTeaching aims and demandsTeaching aidsTeaching

28、 procedureBlackboard designAnd conclusionWell, firstly,Ill talk about part 1 analysis of the teaching material. I have concluded thefeatures of .1 . there are a lot pictures. For this, the kids will be interested in the book. As we all know that interest is best teacher for the students.It lays stre

29、ss on the communication. According to the problem of Chinese students learningEnglish , the book design a lot of material to improve the studentsability of listening speaking,reading, and writing. So I think the book is very good.Then I ll talk about next part analysis of the students. It is known t

30、o us that the kids are very active and like playing gamesvery much, so during my class,Ill design some interestinggames to activate them to participate and learn something. They will also be interested in the class.Next I ll talk about teaching methods. My teaching methods are task-based approach an

31、d situational approach. Using different methods can make the class active.Let s move on to another part, teaching aims and demands. There are knowledge aims and ability aims.Knowledge aims are to enable the students to master the words and phrases: . And thesentences:Ability aims are To improve students listening and speaking ability by reading and practicing the dialogue.Next is the teaching aids. In this class, Ill use pictures, PPT and tape recorder. These canarouse