牛津小学英语二年级Unit9说课稿.doc

牛津小学英语二年级Unit9说课稿编辑推荐根据广大考生的需求，中国教师范文吧（）小学频道现整理了牛津小学二年级Unit9说课稿，大家进行!牛津小学英语二年级Unit9说课稿Goodmorning,everyone!Today,I llsaysomethingaboutUnit9PartAinBook4ofOxfordEnglish.Backgroundonthereformationofcurriculum,thisbookcanconnectthelifeandact,emphasizetheinterestandexperienceoftheSs,thepicturesareactiveandvivid.GradefouristheinitialstageofEnglishlearning,soitstressesontheemotionoftheSs,createsawellbeginningfortheSs.ThisUnithas7parts,we lllearnPartAmainly,itembodiestherepeatingcharacterize.Reviewthelearnedlanguagepoints Where s andthenewlanguagepointswillberepresentedinthefollowingunits.Sothisunitformsconnectinglinkswithaspecialmeaninginthisbook.Thecontentofthisperiodistouse Where s/are todeterminetheplace.AndaccordingtothecontentsandthefactoftheSs,Iestablishthefollowingthreeteachingaimsofthisperiod:Thefirstone:studentscanlisten,read,sayandspellthefollowingwords:aglass,afridge,anegg,breadandatable.Thesecondone:studentscanlisten,read,sayandwritethefollowingdailyexpressions:What sforbreakfast?Havesomejuicethen.Thethirdone:studentscanlisten,read,sayandwritethefollowingsentencepatterns:Where s/Wherearethe/my It s/They re There sno in/on/near Ithinkthemostdifficultpointofthisperiodistomakesurethestudentscanusethepatterns Where s/Whereare andThereisno in/on/near intheirdailylifecorrectly.AndIwillusesomepictures,wordsandsentencecards,ataperecorderandthemulti-mediacomputertohelpmeachievetheaims.Thetask-basedmethod,communicatedmethod,groupcooperatemethodwillbeusedinthisperiod.Toaccomplishtheaims,Idesignthefollowingsteps:Step1Songsandthegamearouserstheemotion.InordertoattracttheSs attentionandconstructanatmosphereoflearningEnglish,IletthestudentssingsomeEnglishsongsandplaythegame Simonsays .Atthesametimethegamecanreviewtheprep,servetheknowledgeasfoilandconsisttheappearanceoftheknowledge.Step2Changeclasstolife,happytosay.Thesubstanceoflanguageiscommunicationandtheenvironmentofcommunicationislife.SowhenIpresentthesentencepattern What sforbreakfast? Ifirstshowaclocktoelicitthetimeforbreakfast,teachthesentence.Thenshowmyownphotoofhavingbreakfast,Ssaskandguess.InthiswayIcanattractSs attention,encourageSstoaskQswiththenewknowledge.MostoftheSshavelearntthesentencepattern:Where s ?soIdesignataskforSstohelpHelenfindthefoodanddrinksforbreakfast,andteachthenewlanguagepoints:Whereare ?They re MeanwhilestickthesentencesontheBb.Aftersomepracticebyaskingandanswering,Ipresentthenextlanguagepoints:There sno in/on/near Have then.AndIwillstickthesesentencepatternsontheBb.FinallyI lllettheSsdopairworkstoconsolidatethem.Step3ListentothetapeandSsimitatetoreadandsay.Asthenewreformationofcurriculum,emphasizedthetraditionalclassattachimportancetothemechanicalteaching,neglecttheexperienceandparticipation,forexample,thefive-stepmethod.Sointhislesson,afterpresentation,IaskSstolistentothetapewiththreeQs,readindifferentrolesandinpairs,thentrytorecitethetext.Step4Ssbethemainbody,Tmakesaguider.Inclass,Ssplayasahost,andtheTmakesaninfluenceonguiding,helpSstoactthelearntdialogue,itcanstressthepositionoftheSs,andarousetheirinterest.ThenIshowacartonwithnovoice,askSstomakeadialogueinpairs.Therearelotsofwaystoconsolidatethenewknowledge.Playinggameisagoodway.SoaccordingtothephysiologyofSs,Iholdagroupcompetitionduringthegame,askSstofinishtheblanks.InthiswaycandevelopSs goodhabitsandachievetheaimofmasteringthelearnedknowledgeinsituation.Step5Changeclasstolife,learnbythemselves.Isthistheendoftheclass?Idon tthinkso.Ifthereisanend,Ithinkitshouldbeinthelife.SoIextendthisclass,encourageSstousethelearnedtocommunicatewitheachotherintheirlife.Inaword,thewholeperiodisbasedontasks,whicharedesignedfromeasystepstostepsthatarechallenging.WhentheSsarecartingoutthetasks,theycanacquireinformation,knowledge,andhavetheir