第十一课的第一课时为例谈一谈小学英语英文说课稿的形式: 一 说教材:新英语课程标准指出,基础教育阶段英语课程的总体目标是培养学生的综合语 言运用能力。而综合语言运用能力又以学生语言技能、语言知识、情感态度、学习策略和文 化意识五个方面的综合素养为基础。 《新课标》倡导任务型教学模式,以发展学生的语言实践能力为主线,突出语言的交际功能 及其工具性特点;以培养学生用英语进行交际功能为最终目的,注意学生学习兴趣的培养。 因此我采用“任务??探究??创造”型教学方法,让学生在有趣,开放式的语言环境中,学 会观察,思考,讨论和总结,在“用”中发展思维能力、创新意识和各种语言应用能力。 联系任教的内容而言,这是一节情景对话课,围绕“征询意见”这一日常用语展开。在第三课 中,学生已经能用“ would you like some...?”进行询问。能听懂会说 chicken,pop, milk, a sandwich。本课时的教学内容为用“What would you like?”进行征询意见。根据这一安排和 学生的整体认识水平,从知识教学、能力培养等方面考虑,我确立本课时的教学目标为:
  1、知识目标: 能听懂会说 I’m hungry. What would you like?Yes, I’d like…..
  2、能力目标: 听懂会说 hamburger、French fries、pizza、pop。
  3、情感目标: 能运用所学句型进行对话表演和口语交际,激发学生学习英语的兴趣,培养 学生的英语学习能力。 4 本课时的教学重点是:能听懂会说 I’m hungry. What would you like? No, I’d like…..听懂会 说 hamburger、French fries、pizza、pop。教学难点是能用“What would you like?”征询别人 意见以及 hamburger, French fries 的正确发音。 5 学情分析: 6 教具准备: 录音机,卡片,多媒体 二教学方法: 讨论法,讲授法,演示法,练习法 三教学程序: 为实现以上目标,我是这样设计教学过程的: (一) 、Warming up
  1、Sing some songs.
  2、Play a game.快速呈现食物图片,做问答。
(通过唱唱、问答的形式,不仅吸引学生的注意力,调动积极性,而且营造了学习英语的氛 围。同时也为本课的教学作了知识的铺垫,构建了知识表象。) (二) 、Revision (紧接着教师摸着肚子,作饥饿状)引导学生一起说出 I’m hungry,围绕呈现的图片快速对 话。 (以对话的形式,唤起学生的记忆,使学生熟练运用旧知,同时对 I’m hungry 进行了渗透。 ) (三) 、Presentation
  1、依次呈现 some bread、some juice 的图片。 T: Would you like some bread?
S: Yes, please

  2、T: I’m thirsty.(教师作干渴状,引导学生边做边说 I’m thirsty.) T: Would you like some juice?
S: Yes,please. T: Here you are. 通过已掌握的句型新授 hamburger, French fries pizza ,pop。 (利用旧知,在已熟练了的交际语境中学习新单词,同时配以相应的图片,加深了对单词的 理解,也降低了难度。并即使由师生操练转向生生操练,由模仿提高到运用,这符合学生的 认知规律。)
  3、 (呈现以上四幅新授图片)Make out some dialogues. (将单词融进有实际意义的对话中,充分体现在交际中教,在运用中学的理念,通过这种方 式便于学生的理解和运用。)
  4、 (请一名较突出的学生引导作干渴状) : S:I’m thirsty. I want to drink. T: What would you like, please?
S: I’d like some pop, please! (教师作饥饿状): T:I’m hungry. I want to eat. S: What would you like, please? T: I’d like some French fries, please! (在说的过程中予以图片加以配合,帮助理解;由模仿到练习,反复刺激学生的感官,增强 学生对新知的理解和运用。) (四) 、Practise
  1、Listen to the tape and read after the tape.
  2、Act out the dialogue. (在听读的过程中培养学生良好的学习习惯,通过演演的形式让学生在情景中练习达到掌握 的目的。) (五) 、consolidation
  1、Make a survey.
  2、Who’s the best? (师生示范表演为学生提供一个可操作的模式,以任务型的活动方式,通过合作学习,并予 以评价知道,给学生提供平等的说英语的机会,鼓励学生在竞赛中学,这样既创造了轻松愉 快、自然和谐的课堂气氛,又促进了交际活动的展开。通过“Apple Tree”的评价总结,让学 生认识到集体目标的实现离不开个人的努力,激发其进一步追求成功的欲望。) (六) 、Homework
  1、Read after the tape recording.
  2、Make up a dialogue in pairs. (将课内的学习延伸到课外,维持学生的学习兴趣。 )
教学的对象是三年级学生,他们活泼好动,喜欢直观形象的事物,对游戏、竞赛、动画特别
感兴趣。教师在教学时应坚持以听说为主的原则,注意启发、引导和帮助学生通过说、唱、 动、游戏等方式积极、主动、大胆、愉快地参与教学活动。
Background of English teaching in primary school: It is not a long history that English is as a subject in primary school in our country and the main instructional aims of teaching English in primary school is to cultivate pupils’ basic abilities of their listening and speaking and their good sense of the English language. Our boys and girls are exposed to English for the first time, so it is very important to develop their keen interest in English. I. Contents: Today I’m going to talk about Part B of Unit 2, PEP Primary English, Book
  3. This lesson includes two parts: Let’s talk and let’s practice. In section 1, it mainly deals with the dialogue about “What’s in the schoolbag?” and the answers. And in section 2, it provides a real situation for the Ss to prastise the pattern: How many +n.(pl.)+ do you have? And the answer: I have 23 +n.(pl.) II. Teaching aims
  1. Aims on the knowledge (
  1) To enable the Ss to understand and speak: “My schoolbag is heavy. What’s in it? Thank you sooooooo much.” Make sure that Ss can use these sentences in real situations. (
  2) To help Ss to finish the survey. (
  3) Let Ss finish the assessment of “Let’s check” in this unit.
  2. Aims on the abilities (
  1) To develop Ss’ abilities of listening and speaking. (
  2) To train the Ss’ ability of working in groups. (
  3) To foster Ss’ abilities of communication and their innovation.
  3. Aims on the emotion (
  1)To foster Ss’ consciousness of good co-operation and proper competition. (
  2) To lead Ss to show their loveliness to the poor. III. Key-points of this lesson (
  1) To help Ss ask and answer the question: What’s in it?
(
  2) To enable Ss to study in groups and co-operate skillfully. (
  3) To develop Ss’ interest in English. IV. Difficult points (
  1) To help the Ss ask and answer the question “What’s in it?” and make sure they can use the plural nouns correctly. (
  2) To finish the survey by themselves. V. Teaching methods As we all know: the main instructional aims of learning English in primary school is to cultivate pupils’ basic abilities of listening and speaking and their good sense of the English language. So in this lesson I’ll mainly use “Task-based” teaching method. That is to say, I will let the Ss learn in real situations, finish a task by making a survey to help the Ss to get a better understanding of the key structure of the dialogue. I will arrange four kinds of activities: singing, guessing game, finishing a survey and having a competition. And in this lesson a recorder, CAI, school things and a printed form will be needed. Students should prepare some school things. VI. Teaching procedures and purposes of my designing. I’ll finish this lesson in five steps. Step
  1. Warm-up and preview
  1. Free talk between T and Ss about things in the classroom.
  2. Sing the song together: Books and pencils.
  3. Do some TPR, for example: Show me your English book. Show me your crayon.
  4. Review the numbers by asking: “How many crayons do you have?” Purpose: It is important to form a better English learning surrounding for the Ss by singing and doing some total physical response and at the same time it provides situations to review learned knowledge for the next step.
Step
  2. Presentation
Now I’ll mainly talk about this step.
  1. Present the pattern: “My schoolbag is heavy.” “What’s in it?.” (
  1) Show a bag and say: “Look! I have a bag.” Carry it and say: “Oh, it is heavy. My schoolbag is heavy.” Help the Ss understand the meaning with the help of my body language. Then lead the Ss to read the sentence. Make sure they can say it correctly. (
  2) T: My schoolbag is heavy. Open the bag and say: “What’s in it? What’s in my schoolbag?” Take out a Chinese book. Then do the action again. Let the Ss read the sentence.
  2. Play a guessing game. Divide the whole class into four groups to have a competition. Let them guess: What’s in the bag? How many? Purpose: To present the key structures one by one is much easier for the Ss to learn and grasp the meanings. Proper competition can arouse the Ss’ interest in English learning.
  3. With the help of the CAI to present the dialogue. Set a situation to help Ss understand: Two Ss are coming. One girl is carrying a heavy bag on her back. They are talking. Girl: My schoolbag is heavy. Boy: What’s in it? Girl: 20 story-books, 32 pencil, 9 rulers, 12 crayons and 30 picture-books. Etc. Boy: What will you do? Girl: They are for the poor. Boy: Great! I’ll bring some school things too. The boy comes back home and puts a lot of things into the bag. Then he goes to school again and gives them to a teacher. While he is taking them out, he is counting the numbers of all things. The teacher says: Thank you soooooooo much.
  4. Mention that we should take care of the poor.
  5. Play the cassette. Let the Ss listen and imitate the dialogue.
Pay attention to their pronunciation and intonation. Purpose: CAI can provide a real situation for the Ss to understand the dialogue and the relationships between people better. Tell the Ss we should show our loveliness to the Ss. Step
  3. Practice Divide Ss into groups of six children. Each one would finish the printed form by asking and answering: How many storybooks do you have? Find out which group finishes faster. Story books picture-books sharpeners crayons pencils erasers pencil-cases rulers Chen Jie 8 24 3 32 26 4 1 3 Purpose: Task-based teaching method is used here to develop Ss’ ability of communication and also their ability of co-operation will be well trained. Step
  4. Assessment Help Ss finish “Let’s check” of this unit and workbook. Purpose: To check the knowledge Ss have learned in this period. Step
  5. Add-activity
  1. Let Ss tell each other how many school things they have after class. Tell their parents how many school things they have at home.
  2. Take care of everything they have. Purpose: Revision is so important that Ss should speak English as much as they as in class or after class. It is necessary for the Ss to do some extensive exercises after class to consolidate the knowledge they learned
  •  
 

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