说课稿中英文.doc

中英文说课稿：广东版GoGo开心学英语六年级上册 Unit 3 How often do you go hiking?一、课程基本情况：班级：六年级 授课教师：王梅芸 授课时间：40分钟授课内容：广东版Gogo开心学英语Unit 3 How often do you go hiking？ （第一课时）二、教学内容：广东版GoGo开心学英语六年级上册 Unit 3 How often do you go hiking?三、课型设计及上课时间： 第一课时：新授课 （Listening and Speaking） 时间： 40分钟四、教材分析及整合：本单元围绕How often 提问，讨论其回答方式并学会用频度副词如：often /always/never/seldom/usually/once a week/twice a month/every time/three times等来回答提问。通过本单元学习，要求学生掌握各种常见的频度副词，次数表达，以及复习与之相关的用What are you going to do?提问和用go doing sth来表达回答短语。 How often do you go hiking? I go hiking once a month. How often do you go fishing ? I go fishing twice a week in the summer. / I go fishing /once a week/three times a month. How often do you eat fish? I often /always/never/seldom/usually eat fish. What are you going to do? I am going to go fishing/go hiking/go swimming/. 五、学情分析：对于刚刚升入小学六年级的学生，已经有了一定的英语基础，学过了一般现在时，一般过去时和一般将来时，现在进行时等时态的基本用法，对于How often,what are you going to do的问句和答语有一些了解。同时，六年级的学生对于go doing sth 此短语句型有一定的了解，拓展学生对此短语的用法，在表达去做某事时可以用go doing短语表达，提升学生日常口语表达能力。本单元我的教学活动以此为基础来进行设计。在设计教学活动的过程中兼顾知识性和趣味性相结合，尽量联系学生的生活实际，设计让学生感兴趣的活动，同时保证学生有话想说，有话可说。开心学英语此教材在广东省内并不为大多数学校所用，但是该教材的趣味性和知识性对小学生学习英语有很大帮助，注重培养学生听说读写，乐学乐用的精髓，能让学生在轻松愉悦环境下学习英语。六、教学设计：1、设计的原则：任务型语言教学应遵循的六大原则：兴趣性、真实性、阶梯性、交际性、展示性、拓展性2、教学目标的设定：语言知识：目标语言：常见的频度副词，以及与之相关的动词短语和几个基本句型(问句和答语)： How often do you go hiking? I go hiking once a month. How often do you go fishing ? I go fishing twice a week in the summer. / I go fishing /once a week/three times a month. How often do you eat fish? I often /always/never/seldom/usually eat fish. What are you going to do? I am going to go fishing/go hiking/go swimming/. 语言技能：使学生能够运用目标语言谈论多久做一件事，或经常或从不或一两次学习策略：学生能在老师的引导下用所学语言表达自己的思想；学会推理和判断，培养学生的思维能力，交际能力和综合语言运用能力。情感态度：保持学生学习英语的兴趣，让学生学会用此句型去了解身边人的爱好，经常或从不做的一些事情。增进学生与学生之间的情感交流。发现共同的兴趣爱好3、教学过程设计：设计理念：整节课以任务型教学为指导思想，以老师的自我介绍为主线，目的是为了给学生创造一个真实的语言情境。在任务前设计了对词汇、短语和句型的输入与练习，帮助学生对语言知识进行有效的理解、记忆和内化，然后通过几个不同层次的任务让学生在积极参与、体验、互动的过程中对所学知识进行输出和运用，最终达到培养综合语言运用能力的目的。我对语言知识的输入和输出都不是一次性完成的，是分层次进行的，进行可理解性输入和可理解性输出的有机结合，以搭建“脚手架”的形式帮助学生逐步完成难易程度不同的各项任务活动。通过与学生问答，增强句型对答应用。过程设计：整堂课设计分为三大部分：一、对新授语言的输入和控制性操练（一）对问句：How often do you go ? 答语：I go 及相关词汇的输入和操练1. 以提问大方式询问学生多久做一件事： How often do you go swimming? I go swimming every month.2.设置两个看图回答问题情境，让学生机械操练。(二) 对问句：How often do you go hiking? 其答语及相关词汇和短语的输入和操练1. 词汇复现和新授2. 通过视频和听力检测学生对词汇的理解，同时学习一些短语和句型的表达。3. 通过四个情境的对话设置，输入和练习新授短语和句型：go hiking/go fishing/go shopping（三）对问句：How often ? 答语：often/usually/never/seldom/every/always /once a week/twice a week/three times a month及相关词汇和短语的输入和操练二、任务型活动产出1. Pairwork: 学生根据自己的实际情况，用所学的短语和句型互相问答。然后做对话展示。2. Make an interview. 采访班级同学或听课老师，了解他们平常爱好习惯，学会综合运用所学的目标语言。三、家庭作业布置和结尾1. 布置家庭作业，运用本节课所学的语言造几个句子。英文版说课稿：Good morning/afternoon, ladies and gentlemen.My name is wangmeiyun, from Beijing Institute of Technology Zhuhai Campus.Today Im very pleased to have an opportunity to talk about some of my teaching ideas. My lesson is unit3：How often do you go hiking? from GoGo Happy Learning English Textbook. My students are from Grade 6. My lesson will last for 40 minutes.The followings are my lesson designs and process. It would be graceful if you could give me some of the deep advice or criticizes. Thanks for your listening.Part 1 My understanding of this lessonThe analysis of the teaching material:This lesson is to learn about the usage of how often ,which is the phrases that can be used to ask someone habit daily life. By studying this lesson, students will know more about this questioning answer.Teaching aims:1. Knowledge aim: To enable students to talk about how to use How often to ask someone and the key sentences listed above. 2. Ability aim: To develop the students thinking ability and autonomous learning strategy.3. Emotional aim: To enable the students to understand each other better and know more about others interest.Teaching difficult points:1. Use your own words to retell the text.2. Practice with your partner about the sentence.Something about the Students:1. The Students have known something about the sentence of How., but How often is more common.2. They are lack of vocabulary.3. They dont often use English to express themselves and communicate with others.4. Some Students are not active in the class because they are afraid of making mistakes.Part 2 My teaching theories, methods and aidsBefore dealing with this lesson, Ill do my best to carry out the following theories: Make the Students the real masters in class while the teacher himself acts as director； Combine the language structures with the language functions; Let the students receive some moral education while they are learning the English language.Teaching method:Task-based language teaching Double activities teaching methodQuestion-and-answer activity teaching methodWatch-and-listen activityFree discussion methodPair work or individual work methodTeaching aids:1. a projector2. a tape recorder3. multimedia4. the blackboardPart 3. Teaching steps / proceduresI have designed the following steps to train their ability of listening, speaking, reading and writing, especially reading ability.The entire steps are:Greetings, Revision, Lead-in and preparation for new words and reading, Oral practice, HomeworkStep 1 GreetingsGreet the whole class as usual.Step 2. Revision1. Ask students some questions to revise the last lesson（show them on the screen）.a. How often do they go doing sth?b. What do you usually do in your daily life?c. Do you like go shopping/swi