小学英语老师说课稿.doc

说课稿一我说课的内容是上海教育出版社出版的牛津小学英语1A Module3 Unit2 In the fruit shop的第一课时。本节课是单词教学，主要教授四个新词：apple, orange, pear, peach.。 本节课的知识目标是使学生能听、说、认、读apple, orange, pear, peach这四个单词。能力目标是能辨别教师所说单词，并准确辨识相应水果。以及培养学生灵活运用所学知识进行交流的能力.情感目标是培养学生注意观察、认真模仿的良好习惯，激发学生学习英语的兴趣。教学重点是能正确认读新词apple, orange, pear, peach。为了突破这堂课的重、难点，根据小学生好奇、好胜、好动、模仿力强、表现欲旺盛等生理和心理特点，我主要采取了以任务型教学模式为主，以活动，合作为主线，让学生在教师的指导下，通过感知、体验、实践、参与和合作 、游戏感悟等多法并用的方式组织教学。在教学开始的时候，教师带领学生说儿歌Out goes the rat, chip-chop（acivity one），唱英文歌曲good morning, eye ear(activity two)这样的导入能很快吸引住学生，同时还渲染了学生学习英语的良好气氛。接着以daily talk的形式(activity three)，帮助小朋友复习旧知识，并为新知识的学习做好铺垫。在教单词的时候，我使用了四种不同的方法引导新单词。在教单词peach的时候，我首先出示的是美猴王的图片，问小朋友美猴王喜欢的水果是什么？自然引导出peach. 在教单词pear的时候，我首先在黑板上画一个梨子，有效应用小朋友的形象思维，加深小朋友对单词的记忆。 在教单词apple的时候，我首先在幻灯片上出示了苹果的一部分，让小朋友猜一猜，这是什么。然后再出示完整的苹果的图片，介绍新单词，在学生反复诵读单词之后，让小朋友跟着flash唱歌曲,有效调动课堂气氛。在教单词orange的时候, 我采用的是摸一摸，闻一闻，猜一猜的办法。在教授完四个单词以后，(activity four-seven)我以play a missing game(activity eight)和match the words (activity nine)的形式，帮助学生复习巩固本课所学内容。 Preparation :activity one threePresentation: activity four-sevenPractice and consolidation: activity eight-nine说课稿二牛津小学英语 6A Unit6 Holidays一、教材分析(analysis of teaching material)这节课主要围绕“谈论节日里所做的事情”这一话题展开教学。教学内容体现了浓郁的东西方文化特点，是一个学生十分感兴趣的话题。本课的教学重点是能熟练掌握表示节日名称的词和词组并能灵活运用所学句型交流”节日”这一话题，涉及到了十个东西方节日，和三个四会句型和一个三会句型。这些与前面的教学内容都有一定的关联，有的词句在这课中只是再次进行了复现，涉及的句型Whens What do people usually do Did you 我根据学生的实际情况，对教学内容进行了适当的取舍，选取了New Years Day， Spring Festival， May Day， Childrens day， National Day等八个节日，及三个四会句型和一个三会句型作为第一教时的教学内容。在这些节日里，只有Spring Festival， Mid-Autumn Fstival， Easter是学生没接触过的，其余四个节日学生都或多或少接触过了，因此我将节日中人们的活动及四个句型作为教学的重点和难点来处理，强调学生的口语训练，让他们敢说会说。同时在句型的操练过程中，让学生感受东西方文化的特点。在教学过程中，我尽量做到有效地组织教学语言，从free talk到新知的传授自然过渡，力求做到词不离句，句不离境。引导学生自主学习，培养学生的自学能力。上课伊始，我通过和学生的自由对话，(activity one)从谈论星期，日期和生日，再到他们的周末活动，引出四会句型句型Whens 和Its in/on，及What do you usually do at the weekend 。这些句型的大都是学生已经掌握的，在这一课中只是让学生学会如何正确使用这些句型进行有关节日的询问。然后我用Saturday and Sunday are holidays(acivity two),引出课题(节日)，接着复习Unit5中Helen的活动(activity three)引出National Day并让学生说说该节日的时间及人们的活动。本课单词较多且长，虽已让学生听录音预习但是学起来仍有困难，在新授时，我试图用多种方式呈现出来加深学生的记忆。首先我出示实物月饼来引出Mid-Autumn Festival。让学生理解和学会第一个节日Mid-Autumn Festival，然后通过师生问答和课件展示来谈论该节日的活动，并学习词组eat moon cakes和watch the moon 。(activity four) 接着我用红包来导出Spring Festival，这是很多人都喜爱的节日，我联系生活实际自然而然地呈现词组eat delicious food，让学生理解记忆。(activity five) 学完了中国传统节日，我用In western countries there are some interesting holidays过渡到Halloween和Easter(activity six)，通过幻灯片让学生领会词组dress up in costumes及复活节的来由。接下来的几个节日我也通过图片和动画(activity seven)给学生直观的印象，在和学生的谈论中理解和掌握单词的音，形，义。所有的节日学完后，我设计了一组看图片快速说节日的环节(activity eight)来巩固复习，旨在了解学生的掌握情况。最后我设计了一个调查活动(activity nine)，用三会句型Whats your favourite holiday 让他们询问好朋友，在真实情境中熟练的掌握这些句型，并能积极地用英语表达自己的主观愿望和喜好，做到学以致用。本来最后我还依照本单元E部分的内容，准备了几个有关节日的谜语，通过描述时间和人们的活动让学生猜一猜是什么节日。由于时间不够在课上没有展示出来，在下一节课上我说与学生听时，他们是能很快猜出的，我也试着让他们编几个这样的谜语给大家猜，基础好的同学也编的不错。因为六年级有英语小作文的要求，做些这样的练习能提高学生对英语句子的正确表达能力，不枯燥有很实用。Preparation: activity one-threePresentation: activity four-sevenPractice-consolidation: activity eight-nine说课稿三各位老师，大家好！让学生愉快而自信地走进我的英语课堂，是我最大的愿望，让学生在我的英语课堂上享受快乐和成功是我孜孜以求的。我以为实现自己的梦想和追求不懈地努力着。今天，借此平台，愿与大家一起分享我的说课，让我们一起探讨，共同成长。我说课的内容是牛津小学英语4A Unit 6 whise gloves?第二课。一、说教材教学内容本单元的话题是寻找物主，要求学生围绕服饰类的英语单词，在一定的情景下，能正确使用Whose is this/ are they?进行交谈。在学习玩第一课时的基础上，我确定了本课时的教学内容为：A(4-6),B (a pair of shorts, a scarf, a aweater, a jacket), C (whose is it/ are they? Its/ Theyres).教材地位本课时中出现的xxxs，在前面的第三单元中已有所接触，可以说是Unit3的知识延续，具有承上启下的作用。服饰类单词的单复数使用更是对今后的单复数学习有着重要的作用。根据英语课程标准的教学理念，教材特点以及四年级学生的实际情况，本课的教学目标确立为：知识目标1. 能够听、说、读a pair of shorts ,a scarf.四会a sweater, a jacket2. 能够听懂、会说、会读、会写本课时的主要句型：Whoseis this/are they? Its/Theyre并能在适合的情景中自由运用。3. 能够跟录音朗读对话，并能分角色进行表演。能力目标1. 培养学生良好的学习习惯和形成有效的学习策略。2. 培养学生对美的鉴赏和认识。在仔细研究和分析教材和分析学生的心理和生理特点的基础上，我认为本课重点是掌握有关寻找失主的句型：Whoseis this/are they? Its/ They are xxxs.等有关服饰的表达法。重点是a pair of of中的 of的读音：能正确运用Whoseis this/ are they ? Its/They are xxxs单复数的提问。二、说教法我将采用情景法、全身反应法、直观法，以学生为主体，以Whoseis this/are they?这个话题为核心，以语言功能为主线，以任务型活动为媒介，从学生的学习兴趣、生活经验金额认知水平出发，使学生通过感知、体验、参与、合作与交流的方式实现任务目标，使课堂活起来，让学生动起来，从而达成上述的知识与技能目标。三、说学法我采用歌曲和chant贯穿课堂中，利用简笔画、实物投影、课件等多种手段，创设在化妆舞会中伙伴们对个人的打扮进行评论的情景，采用多种形式的操练方式，让学生在交流中理解，在交流中掌握，在交流中记忆，让学生在不同的活动中感知语言和习得语言，从而来突出重点和突破难点。四、说教学过程本课我通过导入设计、新课呈现、巩固操练、拓展延伸以及课后作业五个步骤进行设计。教育家托尔斯泰说过：“成功的教学所必须的不是强制，而是激发学生的兴趣，兴趣是推动学生学习的强大动力，是学生参与教学活动的基础，激发学生的兴趣是新课导入的关键.” “Well begun, half done.” 良好的开端是成功的一般。导入设计分三块：（1） 唱一唱第四单元的歌曲”We are happy bees” (Which is for you, which is for me. This one or that one.)这一首的英文歌，全班同学在教师的带领下，边拍手边唱，营造良好的英语氛围，使学生能自然地进入到一个良好的学习状态中。（2） 通过实物投影和简笔画，复习一下上节课的单词：Whats in English? Its a What are they? They are答对的学生们可让他们穿上自带的衣物进行一次走秀，让全班学生能够说起来，动起来。在复习旧知识的基础上为新课的学习起到一个承上启下的作用。（3） （3）Free talk：Look at xxs评论以下学生们的打扮，为后面创设校园cosplay， 伙伴们都穿着漂亮的衣服参加服装秀的情景埋下伏笔。同时也因营造出一种民主、和谐、宽松的英语氛围，为学生架设一座由中文思维向英文思维过度的桥梁。新课呈现两部分：（1） 利用课件，出示一个学生熟悉的人物Liu Tao。他也来参加coseplay点击他身上的衣服，询问学生并引出a pair of shorts.操练chant: shorts, shorts, a pair of shprts, a pair of shorts for my friend. 同法操练其余的三个： a scarf, a sweater,a jacket.通过师生、生生之间的大量的语言交流，鼓励学生大胆开口，勇敢表达，逐渐让学生体会到学习英语的快乐。（2） （2）创设校园coseplay的情景，教师扮演一位评委，引出句型Look at xxx. She funny. Look at her gloves. They are so big. 等等。师生练说此类句型。然后通过材料房，引出句子Whose is it? Its xxxs. Whoseare they? Theyre xxxs.这两个句型，并且区分be动词单复数的食用苏霍姆林斯基说过：没有也不可能有抽象的学生。因此，我们要鼓励孩子们大胆地用英语表达，让他们知道“English. T can.”巩固操练分五个部分：（1） 说一说，利用教学卡片，在黑板上制作衣物小转盘，操练单词等。（2） 玩一玩，鲁迅说过：“游戏是儿童的天使。”本节课我设计“我猜，我猜，我猜猜。”的游戏来操练句型Whoseis it/ are they? Its xxxs, I think./ They are xxxx, I think.（3） 听一听，听课文录音，完成填空：Whise_are they? They are my_. Whose_is it? Its _.让学生带着问题去听，养成良好的倾听的习惯。（4） 读一读，我们知道，磁带是最好的老师，让学生跟着磁带朗读课文，正确的语音语调的形成是学生学习英语的基础，因此教师要有意识地培养学生的模仿能力。（5） 演一演，利用头饰，分角色两人小组合作演一演本课4-6对话，教师要鼓励学生进行大胆的表演。教师要充分法规学生的学习积极性，在叫徐过程中注意培养学生听、说、认读的能力，积极引导学生参与、体验、交流和合作，通过让学生观察、比较、模仿、猜谜等方法，让学生懂得仔细倾听和认真思考在英语学习中的必要性，并且通过师生、生生之间的大量语言交流，狐狸学生大胆开口，勇敢表达，逐渐让学生体会到学习英语的快乐，从而获得成功感。1. 观看服装展示会的片段，让学生在轻松愉快的环境中，欣赏不同服饰，帮助他们形成一种自己的审美观点；2. 通过服装展示会哦，让学生再次穿上自带的衣服，体现一次美的机会。课堂小结：1. 本堂课所教授的要四会单词是a sweater, a jacket.2. 所要掌握的四会句型是Whoseis this/ are they? Its/ Theyre3. 当服饰类名词是单复数时应用Whoseis this? Its xxxs:当服饰类名词是复数时用Whose.are they? Theyre xxxs.4. 区别一下they are 与theyre的读音。教师在教授完新课后，加上适当的小结是很重要的。这样，可以使学生明确本堂课所要掌握的知识点，加深记忆。课后作业也是两部分：（1） 用英语向爸爸妈妈介绍家里部分衣物的英文表达，（2） 根据向你问同学自带的衣物和鞋子，了解班里同学们的爸爸妈妈喜欢穿怎样的衣服，小组之间合作完成此项任务，发展学生自主学习的能力和合作精神以上是我的说课内容，说的不好，请大家批评指正。Thats all. Thank you !说课稿四Unit 9 Part A in Book 4 of Oxford EnglishGood morning, everyone!Today, Tll 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 Eglish learning, so it stresses on the emotiom of the Ss, creates well beginning for the Ss. This Unit has 7 parts, well learn Part A mainly, it embodies the repeating characterize. Review the learned langauge points “ Wheres.” and the new langauge 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 “Wheres/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 firdge, an egg, bread and a table.The second one: students can listen, read, say and write the followingdaily expressions: Whats for breakfast?Have some juice then.The thrid one: students can listen, read, say and write the following sentence patterns: Wheres/ Where are the/myIts/TheyreTheres noin/on/nearI think the most difficult point of this period is to make sure the students can use the patterns”Wheres / Where are and There is noin/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 th eaims.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 Sss attention and constrauct an atmosphere o flearning 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 langauge is communication and the environment of communication is life. So when I present the sentence patter “Whats 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 th enew knowledge.Mostof the Ss have learnt the sentence pattern: Wheres? so I design a task for Ss to help Helen find the food and drinks for breakfast, and teach the new langauge points: Where are? Theyre Meanwhile stick the sentences on the Bb.After some practice by asking and answering, I present the next langauge points:Theres no in/on/nearHavethen.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 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, I makes a quider.In class, Ss play as a host,a nd 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 vioce, 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 achueve the aim of mastering the learned kwonledge in situation.Step 5 Change calss to life, learn by themselves.Is this the end of the class? I dont 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.Thats all. Thanks a lot for your attention.说课稿五Unit 5 B Lets talkBook 4 Unit5 B Lets talkLadies and Gentlemen, Its my great plaesure to be here sharing my lesson with you.The content of my lesson is PEP Priamry EnglishBook 4 Unit5 B Lets talk, asking the price and inquiring the clothes size .First, let me talk about the teaching materialPart 1 Teaching Material:This lesson is about a shopping tipoc. By study of this unit, the Ss know how to ask the price in English and how to describe the size and price with simple words and sentences. The sentence patterns of this lesson “What size?” “How much are they?” amd “ Well take them. “ are th key and difficult points of this unit. They study of this lesson will help the Ss with daily communication.Moreover, this lesson completes the transition of the phrase “ a pair of” to the sentence pattern “ A pair of for” ,and helps the Ss further consolidate the knowledge od words of clothing appearing in plural form.Therefore, on studying the teaching material and analyzing th eregulation of childrens growing of mind. I put forward the teaching objectives according to English syllabus and new lesson standard. 1. Perception objective:a) The Ss can hear, read,a nd use the main sentence patterns “ A pair of forfor” “What size?” “ How much are they?” “ Well take them.”b) The Ss can understand and read the conversation of the lesson.2. Ability objective:a) The Ss can use the sentence pattern of inquiring the price, and further develop their language ability of “shopping”;b) The Ss can use the patterns to express their thoughts in the proper scene.3. Emotion objective:a)By completing the task, the Ss increase their interest and set up self-confidence in language study;b) Teach the Ss what is “love” and “managing money matters”, put the moral education in the language study.Next, the key points of this lesson:First of all, to say and use the sentence patterns “What size?” “ How much are they?” “ A pair of for” “Well take them.” “ To improve the Ss abilities in “shopping”;Secondly, teach the Ss how to study independently as well as by cooperation.Difficult points:The Ss can use the words and patterns to describe the clothes in the proper scene, and make simple dialogues of shopping.Well, how to achieve the teaching objectives better, to stress the key points and break through the difficult points? The key is how make use of the proper teaching methods, Ill talk about my teaching methods below.Part 2 Teaching Methods:According to the modern perception theories and social intercourse teaching theories, I adopt the TSA method and TBLT method in my teaching, namely Total Situational Action and Task- based Language Teaching.The former is a “scene-activity” teaching method. It establishes a real scene and the interaction between the teachet and the Ss. It emphasizes a dynamic information exchange between the teacher and Ss.The latter offers the Ss an opportunity to complete the tasks in which Ss use language to achieve a specific outcome. The activity reflects real life and learners focus on meaning, they are free to use any language they want.At the same time, make use of the modern electricity teaching equioments and all kinds of teaching means, it can mobilize the Ss enthusiasm and creativity in learning English.Part 3 Studying Methods: Let Ss study in a relaxed and agreeable atmosphere. Ss understan the new knowledge in certain degree through the mental process of seeing, hearing, saying, observing, imaging, thinking etc. And make perparation for completing the new study task.After feeling and comprehending the language points, let Ss obatin the knowledge actively by probe study and cooperative study. Thereby, dvelop the Ss abilities of studying and working the learning language independently.Part 4 Teaching process:In oder to realize the teaching process systematically, properly and efficiently, under the principle of “ regard Ss as the corpus, the teacher inspires for predominace”, I divide the teaching process into five steps.Step1 Warm-upSing a song: The coat in window.So as to the psychological characteristics of children, singing a song can make Ss feel pleased and satsified, and can arouse exciting motion. In this step, teacher and the Ss sing in unison and perform the sone “ The coat in window.” Thus, review the senence pattern “ How much is?” And arouse the Ss performance desire, participation desire, and lead the Ss into a into a thick English studying atmosphere.Step 2 Presentation and practice1.Design: Look for Cinderella.2.Broadcast a part of “Cinderella” with the flash, presenting a crystal shoe that Cinderella lose, and establishes a scene of ministers look for the proper size everywhere. Through the role playing , guiding the Ss to use the sentence pattern “What size do you wear?” “ Size” to make the question and answer. This design is a novelty of my lesson, it leads the Ss into the fairy tales. They acquire the language unconsciously and can do communication freely.3.Lead to the shopping topic naturally from the unsuited shoes, and demonstrate the sentence pattern “ How much are they?With a good student to be the assistant, I perform to go shopping, and guiding the Ss to make the answer: “ They are”In this course, Ss can understand the main contents of this dialogue and get the key points by scene demomstration.4.Game: Guess the price.From buying a pair of shoes for muself to buying a pair for my mom, introduce the sentence pattern “ A pair of for”The CAI presents a big cabinet with various shoes, ask the Ss to guess their price , and then display them.It considers that children can keep their attentions in limited time. The game can aviod the lifelessness and boredom from the pure machine drills. It creates the conditions of a relaxed and natural atmosphere for childrens drills. Then achieve the aim of consolidating and deepening the sentence pattern.5.Present the texta)At this time.,John and his mom come to the shoe store.It reappears the relevant conversation by broadcasting the VCD, let Ss know the text contents with a combination of audio and video, words and pictures, which cater to the characteristics of primary period to be curious and pursuing interest and freshness.b) After be familiar with the text, let the Ss try to act out the dialogue.By this step, it achieved the teachingaim of understanding and taking the dialogue of this lesson.Step 3 Task timeTask: Mothers Day.To master the language capability needscertainamount of practice. So, I stilladopt the “Task- based” teaching method, which is defined by strong practicality and exact task, so as to make