牛津小学英语全英文说课稿2

Good morning everyone Today I ll say something about Unit 9 Part A in Book 4 of Oxford English Background on the reformation of curriculum this book can connect the life and act emphasize the interest and experience of the Ss the pictures are active and vivid Grade four is the initial stage of English learning so it stresses on the emotion of the Ss creates a well beginning for the Ss This Unit has 7 parts we ll learn Part A mainly it embodies the repeating characterize Review the learned language points Where s and the new language points will be represented in the following units So this unit forms connecting links with a special meaning in this book The content of this period is to use Where s are to determine the place And according to the contents and the fact of the Ss I establish the following three teaching aims of this period The first one students can listen read say and spell the following words a glass a fridge an egg bread and a table The second one students can listen read say and write the following daily expressions What s for breakfast Have some juice then The third one students can listen read say and write the following sentence patterns Where s Where are the my It s They re There s no in on near I think the most difficult point of this period is to make sure the students can use the patterns Where s Where are and There is no in on near in their daily life correctly And I will use some pictures words and sentence cards a tape recorder and the multi media computer to help me achieve the aims The task based method communicated method group cooperate method will be used in this period To accomplish the aims I design the following steps Step 1 Songs and the game arousers the emotion In order to attract the Ss attention and construct an atmosphere of learning English I let the students sing some English songs and play the game Simon says At the same time the game can review the prep serve the knowledge as foil and consist the appearance of the knowledge Step 2 Change class to life happy to say The substance of language is communication and the environment of communication is life So when I present the sentence pattern What s for breakfast I first show a clock to elicit the time for breakfast teach the sentence Then show my own photo of having breakfast Ss ask and guess In this way I can attract Ss attention encourage Ss to ask Qs with the new knowledge Most of the Ss have learnt the sentence pattern Where s so I design a task for Ss to help Helen find the food and drinks for breakfast and teach the new language points Where are They re Meanwhile stick the sentences on the Bb After some practice by asking and answering I present the next language points There s no in on near Have then And I will stick these sentence patterns on the Bb Finally I ll 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 reformation of curriculum emphasized the traditional class attach importance to the mechanical teaching neglect the experience and participation for example the five step method So in this lesson after presentation I ask Ss to listen to the tape with three Qs read in different roles and in pairs then 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 dialogue 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 Ss good habits and achieve the aim of mastering the learned knowledge in situation Step 5 Change class to life learn by themselves Is this the end of the class I don t think so If there is an end I think it should be in the life So I 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 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 s all Thanks a lot for your attention 先说先说 Class begins good morning afternoon boys and girls 再说再说 Do you know xxx It s xxx adj Open your book and turn to page xxx today we ll learn something about it them Good morning everyone Today I ll say something about Unit 9 Part A in Book 4 of Oxford English Background on the reformation of curriculum this book can connect the life and act emphasize the interest and experience of the Ss the pictures are active and vivid Grade four is the initial stage of English learning so it stresses on the emotion of the Ss creates a well beginning for the Ss This Unit has 7 parts we ll learn Part A mainly it embodies the repeating characterize Review the learned language points Where s and the new language points will be represented in the following units So this unit forms connecting links with a special meaning in this book The content of this period is to use Where s are to determine the place And according to the contents and the fact of the Ss I establish the following three teaching aims of this period The first one students can listen read say and spell the following words a glass a fridge an egg bread and a table The second one students can listen read say and write the following daily expressions What s for breakfast Have some juice then The third one students can listen read say and write the following sentence patterns Where s Where are the my It s They re There s no in on near I think the most difficult point of this period is to make sure the students can use the patterns Where s Where are and There is no in on near in their daily life correctly And I will use some pictures words and sentence cards a tape recorder and the multi media computer to help me achieve the aims The task based method communicated method group cooperate method will be used in this period To accomplish the aims I design the following steps Step 1 Songs and the game arousers the emotion In order to attract the Ss attention and construct an atmosphere of learning English I let the students sing some English songs and play the game Simon says At the same time the game can review the prep serve the knowledge as foil and consist the appearance of the knowledge Step 2 Change class to life happy to say The substance of language is communication and the environment of communication is life So when I present the sentence pattern What s for breakfast I first show a clock to elicit the time for breakfast teach the sentence Then show my own photo of having breakfast Ss ask and guess In this way I can attract Ss attention encourage Ss to ask Qs with the new knowledge Most of the Ss have learnt the sentence pattern Where s so I design a task for Ss to help Helen find the food and drinks for breakfast and teach the new language points Where are They re Meanwhile stick the sentences on the Bb After some practice by asking and answering I present the next language points There s no in on near Have then And I will stick these sentence patterns on the Bb Finally I ll 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 reformation of curriculum emphasized the traditional class attach importance to the mechanical teaching neglect the experience and participation for example the five step method So in this lesson after presentation I ask Ss to listen to the tape with three Qs read in different roles and in pairs then 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 dialogue 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 Ss good habits and achieve the aim of mastering the learned knowledge in situation Step 5 Change class to life learn by themselves Is this the end of the class I don t think so If there is an end I think it should be in the life So I 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 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 s all Thanks a lot for your attention 先说先说 Class begins