小学教师的说课稿

1、小学教师的说课稿 各位老师大家好： 我说课的内容是新标准英语第六册中Module6 Unit1，我的说课将从以下几个方面进行： 本模块主要围绕I went there last year.的语言功能运用动词的过去式谈论旅游见闻，并对旅游的过程进行简单的描述。它的的语言任务是When did you go to.?Did you go with .? 本课的教学对象是小学五年级的学生，他们对过去式的已有了一定的基础，能够正确的运用“When did you go to.?Did you go with .?”等句型来进行交流。因此在本课的教学中，教师应在此基础上创设情境，进一步引导学生巩固和拓展

2、对过去式的表达及运用。 1）能听懂、会说并认读单词photo、stay、week、parent； 2）能听懂会说认读下列句子：When did you go to.?We went there .Did you go with?Yes,I did.No ,I didnt. 2、能力目标：在情境中运用When did you go to.?We went there .Did you go with?Yes,I did.No ,I didnt来谈论旅游经历。 3、情感目标：开拓学生视野，增长学生的人文地理知识，激发学生热爱祖国大好河山的情感。 1、认读单词photo、stay、week、pare

3、nt 2、认读和运用句子：When did you go to.?We went there last year. Did you go with mother and father? Yes,I did.No ,I didnt. 在情境中熟练运用所学重点句型来谈论自己和他人的旅游经历。 为了顺利完成教学目标，更好地突出重点，突破难点，按照学生的认知规律，我采用全身反应法、情境交际法直观演示法、任务型教学法、游戏法相结合的方法，促使学生多听、多读、多说，形成自主、探究性学习，学生在互助、交流中建立起自信，培养学生的综合语言运用能力，更好体现以学生为主体，教师主导的这一理念。 单词卡片，电子白板

4、，课件、点读笔、日历、照片 Module 6 Unit 1 I went there last year.教学设计 T:what do you like.?Do you like.? (reading、watchingTV、playing puter game引导学生复习前面所学的动作) Ss：Yes,I do. No,I dont. T：I like travelling.（板书课题Travel）学生朗读三遍 T：At first ,let us sing a song .-Where did you go ? 热身环节第一是师生交流，用学过的句型师生问答what do you like.?

5、Do you like.?( 引导学生复习前面所学的动作)reading、watchingTV、playing puter game。由这一句型引出本课的课题Travel。第二步是设计让学生sing a song .-Where did you go ?这首歌曲既能活跃课堂气氛又是本课谈论的重点。 T: who can _ me, where did you go last year? （课件出示） Ss：I went to T: When did you go? Ss：I went there. T: Did you go with your mother?(mother/sister)板书

6、句型 Ss：Yes,I did.(No ,I didnt) T: Did you take some photos? 学习这个单词photo,开会车拼读，表扬学生（good /wonderful/well done/so clever） T:Look!There are some photos of XinJiang(出示两张的图片) I went there last year.(板书) Who can _ me ,where is Xinjiang ?(课件出示中国地图) Ss：West T: You are so clever.课件出示句子 Its in the west of Chin

7、a. Who can read it?找几个同学练习读，wonderful good great表扬学生 XinJiang is very beautiful.So:课件出示 stayed with my grandmother for a week in July.学习单词stayed week开火车读 依次表扬wonderful good great Who can read it? T:I like travelling very much.so I went to another place.Look and guess!What is the place?(课件出示海南的景色) Ss

8、：HaiNan T: wonderfu！Where is it?（出示中国地图海南在哪里） Ss：It is in the south of China .课件出示 T:You are so clever. HaiNan is beautiful too,so I stayed there and visited my uncle 学习单词uncle Who can read it? 第二步课文教学环节 教师用where did you go last year? When did you go? Did you go with your mother?(mother/sister) Did

9、you take some photos?用这几个问题 对学生的旅游进行交流。设计意图：暑假刚过，同学们去过不少的地方，给学生提供一个话题让学生来谈论，因为是学生自己经历的事情，学生谈论起来很感兴趣，学生们的热情很高。 然后教师谈论自己的旅行，教师出示自己去旅行的图片say ：I went there last year.呈现新句型，接着出示中国地图让学生观察在我国的位置，师问Who can _ me ,where is Xinjiang ?引导学生回答Its in the west of China.用各种方式读句子，练读句子。师生继续交流老师去过的地方，教师出示海南图片让学生猜What i

10、s the place? Where is it?依次引出新的句型It is in the south of China . HaiNan is beautiful too,so I stayed there and visited my uncle 学习单词uncle 从学生谈论自己的旅游到教师介绍自己的旅游学生兴趣很高，教师提供的图片能吸引学生的注意力，让学生猜，学生的积极性大大地提高了，地图的出示能让学生更直观的学习方位在英语中如何表达。 1、 T:There are so many beautiful cities in China Look at this one.what is t

11、he city? Ss：ShangHai T:Great! Look at this map,and then fill in the blanks. 1、 T: All of you have a good job. Show your photos please. Who want to e here and show the photos? 活动形式：师生互动，师问生答；生生互动，一问一答 这时课件出示五个问题： Where did you go ? When did you go ? Where is it？ Did you go with your.? 在操练环节我设计了两个活动：第

12、一个活动是出示上海、北京的图片及地图让学生填空。设计之一活动我想学生学习剩余的两个方位怎么表达，学习句子It is in the east /west of China.第二个活动是展示学生自己的照片，课件出示五个问题： Where did you go ? When did you go ? Where is it？ Did you go with your.?采用师生问答，生生问答的方式操练句型， 本环节的设计意图是：让学生所学的句型一问一答的形式谈论自己的旅游，给学生创设真正的情景让学生多说的目的，使自己所学到的知识能真正的运用到实际生活当中。 1、 listen and answer.

13、 What has Lingling got? 2、 Listen point and repeat,then do exercises. 课件出示练习题 3、 Read the text with your parter,then act it out. 小组合作分角色朗读课文。 在听音环节：第一遍带着问题听音listen and answer.What has Lingling got?第二遍听音后做练习题，第三遍是小组合作分角色朗读课文。 T ：Your English is very well.And I know that you like travelling.What is your favorie city?Now take your pens and write about your trip .then I will ask some of you to read. 课件出示材料 五年级的学生不能光停留在口头上，也要落实在笔头上，在本环节设计了写的要求，教师提供材料让学生写自己