小学英语全英说课稿

小学英语全英说课稿

　　小学英语全英说课稿（一）

　　TheLectureNotesof《PEPPrimaryEnglish》

　　Book4Unit5BLet’stalk

　　LadiesandGentlemen,It’smygreatpleasuretobeheresharingmylessonwithyou.

　　Thecontentofmylessonis《PEPPrimaryEnglish》Book4Unit5BLet’stalk,askingthepriceandinquiringtheclothessize.First,letmetalkabouttheteachingmaterial.

　　Part1TeachingMaterial:

　　Thislessonisaboutashoppingtopic.Bystudyofthisunit,theSsknowhowtoaskthepriceinEnglishandhowtodescribethesizeandpricewithsimplewordsandsentences.Thesentencepatternsofthislesson"Whatsize?""Howmucharethey?"and"We’lltakethem."arethekeyanddifficultpointsofthisunit.ThestudyofthislessonwillhelptheSswithdailycommunication.

　　Moreover,thislessoncompletesthetransitionofthephrase"apairof…"tothesentencepattern"Apairof…for…",andhelpstheSsfurtherconsolidatetheknowledgeofwordsofclothingappearinginpluralform.

　　Therefore,onstudyingtheteachingmaterialandanalyzingtheregulationofchildren’sgrowingofmind,IputforwardtheteachingobjectivesaccordingtoEnglishsyllabusandnewlessonstandard.

　　1.Perceptionobjective:

　　a）TheSscanhear,read,andusethemainsentencepatterns"Apairof…for…""Whatsize?""Howmucharethey?""We'lltakethem."

　　b）TheSscanunderstandandreadtheconversationofthelesson.

　　2.Abilityobjective:

　　a）TheSscanusethesentencepatternofinquiringtheprice,andfurtherdeveloptheirlanguageabilityof"shopping";

　　b）TheSscanusethepatternstoexpresstheirthoughtsintheproperscene.

　　3.Emotionobjective:

　　a）Bycompletingthetask,theSsincreasetheirinterestandsetupself-confidenceinlanguagestudy;

　　b）TeachtheSswhatis"love"and"managingmoneymatters",putthemoraleducationinthelanguagestudy.

　　Next,thekeypointsofthislesson:

　　Firstofall,tostudyandusethesentencepatterns"Whatsize?""Howmucharethey?""Apairof…for….""We'lltakethem."ToimprovetheSs’abilitiesin"shopping";

　　Secondly,teachtheSshowtostudyindependentlyaswellasbycooperation.

　　Difficultpoints:

　　TheSscanusethewordsandpatternstodescribetheclothesintheproperscene,andmakesimpledialoguesofshopping.

　　Well,howtoachievetheteachingobjectivesbetter,tostressthekeypointsandbreakthroughthedifficultpoints?Thekeyishowtomakeuseoftheproperteachingmethods,I’lltalkaboutmyteachingmethodsbelow.

　　Part2TeachingMethods:

　　Accordingtothemodernperceptiontheoriesandsocialintercourseteachingtheories,IadopttheTSAmethodandTBLTmethodinmyteaching,namelyTotalSituationalActionandTask-basedLanguageTeaching.

　　Theformerisa"scene—activity"teachingmethod.ItestablishesarealsceneandtheinteractionbetweentheteacherandtheSs.ItemphasizesadynamicinformationexchangebetweentheteacherandSs.

　　ThelatterofferstheSsanopportunitytocompletethetasksinwhichSsuselanguagetoachieveaspecificoutcome.Theactivityreflectsreallifeandlearnersfocusonmeaning,theyarefreetouseanylanguagetheywant.

　　Atthesametime,makeuseofthemodernelectricityteachingequipmentsandallkindsofteachingmeans,itcanmobilizetheSs’enthusiasmandcreativityinlearningEnglish.

　　Part3StudyingMethods:

　　LetSsstudyinarelaxedandagreeableatmosphere.Ssunderstandthenewknowledgeincertaindegreethroughthementalprocessofseeing,hearing,saying,observing,imagining,thinkingetc.Andmakepreparationforcompletingthenewstudytask.

　　Afterfeelingandcomprehendingthelanguagepoints,letSsobtaintheknowledgeactivelybyprobestudyandcooperativestudy.Thereby,developtheSs’abilitiesofstudyingandworkingwiththelearninglanguageindependently.

　　Part4TeachingProcess:

　　Inordertorealizetheteachingprocesssystematically,properlyandefficiently,undertheprincipleof"regardSsasthecorpus,theteacherinspiresforpredominance",Idividetheteachingprocessintofivesteps.

　　Step1Warm-up.

　　Singasong:Thecoatinwindow.

　　Soastothepsychologicalcharacteristicsofchildren,singingasongcanmakeSsfeelpleasedandsatisfied,andcanarouseexcitingmotion.Inthisstep,teacherandtheSssinginunisonandperformthesong"Thecoatinwindow."Thus,reviewthesentencepattern"Howmuchis…?"AndarousetheSs'performancedesire,participationdesire,andleadtheSsintoathickEnglishstudyingatmosphere.

　　Step2Presentationandpractice.

　　1.Design:LookforCinderella.

　　Broadcastapartof"Cinderella"withtheflash,presentingacrystalshoethatCinderellalose,andestablishesasceneofministerslookforthepropersizeeverywhere.Throughtheroleplaying,guidetheSstousethesentencepattern"Whatsizedoyouwear?""Size…."tomakethequestionandanswer.Thisdesignisanoveltyofmylesson,itleadstheSsintothefairytales.Theyacquirethelanguageunconsciouslyandcandocommunicationfreely.

　　2.Leadtotheshoppingtopicnaturallyfromtheunsuitedshoes,anddemonstratethesentencepattern"Howmucharethey?"

　　Withagoodstudenttobetheassistant,Iperformtogoshopping,andguidetheSstomaketheanswer:"Theyare…."

　　Inthiscourse,Sscanunderstandthemaincontentsofthisdialogueandgetthekeypointsbyscenedemonstration.

　　3.Game:Guesstheprice.

　　Frombuyingapairofshoesformyselftobuyingapairformymom,introducethesentencepattern"Apairof…for…."

　　TheCAIpresentsabigcabinetwithvariousshoes,asktheSstoguesstheirprice,andthendisplaythem.

　　Itconsidersthatchildrencankeeptheirattentionsinlimitedtime.Thegamecanavoidthelifelessnessandboredomfromthepuremachinedrills.Itcreatestheconditionsofarelaxedandnaturalatmosphereforchildren’sdrills.Thenachievetheaimofconsolidatinganddeepeningthesentencepattern.

　　4.Presentthetext.

　　a）Atthistime,Johnandhismomcometotheshoestore.

　　ItreappearstherelevantconversationbybroadcastingtheVCD,letSsknowthetextcontentswithacombinationofaudioandvideo,wordsandpictures,whichcatertothecharacteristicsofprimaryperiodtobecuriousandpursuinginterestandfreshness.

　　b）Aftertheaudio-visualcommences,playthetaperecordercompletelyagain,lettheSsconcentrateonlistening,thenanswermyquestionsaccordingtothedialogue.e.g.:WhatsizedoesJohnwear?Howmuch?Whetherbuyornot,etc.

　　c）Afterbefamiliarwiththetext,lettheSstrytoactoutthedialogue.

　　Bythisstep,itachievedtheteachingaimofunderstandingandtalkingthedialogueofthislesson.

　　Step3Tasktime.

　　Task:Mother’sDay.

　　Tomasterthelanguagecapabilityneedscertainamountofpractice.So,Istilladoptthe"Task-based"teachingmethod,whichisdefinedbystrongpracticalityandexacttask,soastomakebreak-throughaboutthedifficultpointsofthislesson.

　　Inadvance,Ishallarrangetheclassroomtosomebusinesslocations,suchasclothesstore,shoesstore,fruitstoreetc.Ishalldividetheclassintogroupsandplayroles,andthengivetheSsacertainquantityofspeciecurrency,sothattheymaychooseandbuythegiftsforMother’sDay.

　　Forthisstep,IshallinstructtheSstousethewordsandpatternslearntintheprocessofcompletingcertaintasks.Meanwhile,theymayhavemutualimprovementinexchanginginformationduringthecommunicatingactivities.

　　MostSscantaketheirpartsintheactivities,especiallyfortheSswhohavetroubleinEnglishstudy.Inthegroupactivities,theycanspeakalittleEnglishwithease.Withnodoubt,thiswillencouragethemtospeakEnglish.Infact,itincarnatesakindofdemandofhumanbeing.Suhuomulinsijisays:

　　"Inone’smind,thereisalwaysakindofdeeplyrooteddemand,thatisthehopetofeeloneselfafinderandexplorer.InSs’spirits,suchdemandisspeciallystrong."

　　Thisstepalsoleadstotheemotionobjectiveofthislesson,thatistohavemoraleducationinthisstep.

　　Step4Consolidationandextension.

　　Summarizethewholelesson,andarrangethehomework.

　　1.Dothecorrelativeexercisesintheactivitybook.Checkthemasteringofknowledgeofthislesson.

　　2.AskSstointerviewtheirfriendsaskingthepriceandsizeoftheirclothingandmakerecordsoftheinformation.

　　Thiscontentisanextensionofthepreviouslesson,tomeettheneedsofincreasingcommunicatingdemandofsomeSs.

　　Step5BlackboardDesign.

　　ShowontheCAI.（It’sa…）

　　Anyway,theteachingofthislessonaimstodevelopnotonlytheSs'languagetechnicalabilities,butalsothediverseintelligencebyintegratedteachingmethods.

　　Asteachers,tomakeourEnglishclassroomsshinewithvitality,wearelaidwithheavyburden,andwestillhavelongwaytogo.

　　小学英语全英说课稿（二）

　　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,andhavetheirabilityandskillstrained.

　　That’sall.Thanksalotforyourattention.

　　小学英语全英说课稿（三）

　　Hellodearteachersandjudges,todayI’mgoingtotalkabouthowtoteachsomewordsandsentencesusingclothesasanexample.

　　PartOneAnalysisoftheTeachingMaterial

　　I.STATUSANDFUNCTION

　　Fromthislesson,thestudentswilllearnhowtodescribeother’sclothes.Theusefulexpression_rsandwordscanbeusedtodescribeothersmorefreelyandvividly.Thereforethislessonisanimportantportionoftheteachingmaterial.

　　Suchatopicisrelatedtodailylife,soitishelpfultoraisethelearninginterestsofstudentsanditwillalsohelptoimprovetheirspokenEnglish.

　　II.ANALYSISOFTHESTUDENTS

　　TheSsinGradefourhavelearnedEnglishforseveralyears,buttheystilllacksomelearningstrategiesandtheirvocabulariesarelimited.

　　III.TEACHINGAIMSANDDEMANDS

　　TheteachingaimisestablishedaccordingtotheNewCurriculumofPrimarySchoolEnglish.

　　1.Knowledgeobjects

　　（1）Toenablethestudentstounderstandandspeakfivenewwordsandtwosentencepatterns:wear,shirt,T-shirt,dress,skirt.He’swearinga…She’swearinga…

　　（2）Tobeabletodescribesomeoneelsemorefreely.

　　（3）ToenlargetheSs’vocabulary.

　　2.Abilityobjects

　　（1）TodeveloptheSs’speakingstrategy.

　　（2）TodeveloptheSs’vocabularystrategy.（wordguessingetc.）

　　（3）Toencouragethestudentscooperationamongstintheirstudies.

　　3.Moralobjects

　　Toarousethestudents’interestoflearningEnglishandtohavethemparticipateactivelyinlanguagecommunication.Tostimulatethestudents’creativity.

　　IV.TEACHINGKEYANDDIFFICULTPOINTS

　　Theteachingkeyanddifficultpointsarebasedontheaimsanddemands.

　　TEACHINGKEYPOINTS:

　　Tograspthefivenewwordsandtwosentencepatterns.

　　TEACHINGDIFFICULTIES

　　1.ImproveSs’sspeakingabilitytodescribeothersmorefreely

　　2.Developtheirlateralthinkingthroughgames.

　　V.TEACHINGAIDS

　　AComputer

　　PART2TeachingMethods

　　1.Student-centeredteaching

　　2.Task-basedlearning

　　3.Communicationthroughlearning

　　PART3StudyingWays

　　Activity-basedlearning（individualwork;pairwork;groupwork;classwork）

　　ProblemAnalysis

　　Teachingwhichappealstolearners’needscanfacilitatelearning.Itisnecessarytoinvestigatewhythestudentswereshowinglessandlessinterested,anddevotinglessandlesseffort.Sointerviewswereheldandquestionnaireswereissued.Itisfoundthat:

　　a.Thosepoorlearnersreportthat,duetotheirlackofpractice.Theycan’tcompletesentences.

　　b.Somestudentsreportthattheyareafraidofbeinglaughedatbyotherstudents.

　　c.Quiteanumberofstudentsreportthattheyareafraidofbeingcriticizedandthuswithdrawfromclassroomactivities.

　　d.Somestudentsaren’tinterestedinpracticingspeaking.

　　PossibleSolutions

　　Takingtheabovefactorsintoconsideration,thefollowingsolutionswereproposed:

　　a.Employinginterestingroleworktohelpthestudentsunderstandandlearnnewknowledge.

　　b.OrganizinginterestingactivitiestomotivatethestudentstospeakmoreEnglishintheorallesson.MakethestudentshavetospeaksothattheywouldbeinterestedinspeakingEnglish.

　　d.Encouragingthestudentstospeak.

　　4.Projectobjective

　　PartFourTeachingProcedure

　　Step1warmup

　　toarouseSs’interest,playa"coloursong"onthecomputer,letthestudentsbecomefamiliarwiththephrase"Who’swearing…"

　　Step2Lead-in

　　Tointroducethenewwordsandsentences,Icreateasituationhere,SamandAmyareAustralianchildren,theydecidetobuysomesummerclothesbecauseit’sgettinghotterintheircounty.Whatwilltheybuy?

　　（purpose:Topresentthenewwordsandincreasestudentsgeographicalknowledgeatthesametime）

　　Step3practice

　　Afterpresentatingthenewwords,thestudentsneedsomeactivitiestopracticethem.Studentsgreatlywelcomegames.Theycancreateacheerfulandlight-heartedenvironmentandarousestudents’interestinlearningEnglish.Gamesareconsideredoneofthemosteffectivewaystoimproveefficiencyinlanguagelearning.Sointhispart,IwilluseapowerpointIpreparedtoplaysomegameswiththestudents:

　　1.LetthemtrytomemorizehowmanymodelsarewearingaT-shirt/shirt/dress/skirt?2

　　2.Howmanymodelstheycanintroducebyusingthesentenceinalimittime:He’swearinga…/She’swearinga…

　　3.Andthethirdgameistotrytoanswersomequestionsaccordingtotheshadowpictures.

　　4.Step4extension

　　（todeveloptheircreativityandspeakingability）

　　OrganizeSsintogroupsoffouranddiscuss"howcanyouhelpthemtofind"themissingperson（situation:alittlechildislostinashoppingmallandhe/sheistryingtofindhisparent）

　　Step8Homework

　　DesignaT-shirt,orsomeotherclothesthatyoulike.

　　BlackboardDesign

　　TopicsentencesandkeywordsarewrittentohelpSsknowthemaincontentofthisclass.