小学英语冀教版四年级下 英文说课稿.doc

“How many books do I have? ” Teaching Lessons Speaking Student book 4 Unit 1Part 1: Analysis of the teaching materialThis lesson is from “Student book 4 which is the second semester, Hebei Education Press. The lesson aims to develop students language skills and make them master the pattern of “How many ？”.Part 2: Teaching Aims1. Aims on the knowledgeStudents will be able to understand, say, read and spell the following words: desk, forty, fifty, sixty, seventy, eighty, ninety.2. Aims on the abilitiesStudents will be able to understand, say and use the sentence pattern of “How many ？”3. Aims on the emotionTo foster students consiousness of good co-operation and proper competition and cultivate students interests in learning English.Part 3: Teaching difficult points1. To help the students ask and answer the question “How many？” and make sure they can use it in daily life.2. To develop students interests in English.Part 4: Teaching methods1. Student-centered teaching2. Co-operating study3. Communication through learningPart 5: Teaching procedures and purposes of my designingIll finish this lesson in five steps.Step 1: Warm-up. 1. Greeting.T: Good morning, boys and girls. Ss: Good morning, teacher. T: How are you? Ss: Fine, thanks.(Purpose: The friendly greetings of between students and teacher can easily bring them into the daily of familiar English class.)2. Count the numbers of class. Ask them to count the numbers of people from one to last. For example, the first student is one, behind of him/her is two and so on.(Purpose: In this way, I can both check who is absent and make students review numbers again. )3. Free talk.Purpose: The contents learnd last lesson are used to talk with students can develop students abilities of communication in real life.4. Use the multimedia to play slides which show numbers and pattern of “How many Can you see?” Ask and answer among students.(Purpose: According to the warm-up activities, review old knowledge, active surrounding feelings, stimulate students interest and create the basis of learning new content. )Step 2: Presentation.1. Import dialogue.I hold two books and say: Look! I have two books. How many books do you have? Say it slowly so that students can understand and write it on the blackboard. Guide students to answer: I have books, then ask them to practice with objects that they have. I walk to the middle of students and ask one of them randomly. “How many books do you have?” Student answers：“I have books.”Teaher says: “ Lets put my two books on yourbooks. How many books are there on your desk? Student answers.(Purpose: Make students understand the pattern of “How many?” and answer it.)2. Game: Ill be a teacher.Show slides. Students will be teacher as they look at the picture in slide. With “How many do you have?” question and answer by student. In this process, we will give praise to whom perform good.(Purpose: The design of the game makes students in learning English process can not only build knowledge , improve there language skills but also form positive attitude to learning.)3. Take out a box of crayons and ask: “How many crayons in this box? Can you guess? ” Guide students to answer. Ten, eleven, twelve. If one of them guesses right, I will say “Thats right.” If not, I will say, open it and see. Then take out all crayons and say “Lets count together. Count till 16. I say: Oh, sixteen. I have sixteen crayons.” Which number they do not know, I will teach on blackboard until they master number 1 to 99.(Purpose: Through question ask and answer, count with student,use of the childrens curiosity and the motivation ways which make students participate in classroom activities consciously.)Step 3: Practice.1. Play audiotape and lead students to read sentence one by one clearly.2. Work in pairs. Devide student into two or three and role playing.3. Gameguess. Two in group. A closes eyes, B puts items in bag. When done, B asks A to guess. “How many do you have?” If A can not guess with three times, then B says: open it and see, please.(Purpose: Contact with reality, transform book language