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小学英语说课稿
[编者按]用英语书写说课稿,是英语教师的一项基本功。这里推荐一篇华老师的英语说课 稿,内容为 PEP 教材第三册第二单元 B 课中对话部分。供英语教师们参考。 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.
PEP 小学英语第四册 Unit 4 Part B 第一课时说课稿
我说课的内容时 PEP 小学英语四年级下学期 Unit 4 Part B 的第一课,包括 Let's learn 和 Let’s do 两部分。 一、
  1. 教材分析 教学内容
本单元围绕 “天气” 这一题材开展, 是学生掌握表示天气状况的九个形容词, 并能运用五个新句型对天气状况进行询问、预报、统计及讨论和确定相应着装。 本课是本单元中第四课时。在 A 部分学习掌握了四个相关气温的形容词并运用 它们讨论相应着装的基础上继续深入,学习 rainy, snowy, sunny, windy, cloudy 五个相关天气状况的形容词。天气与人们的日常生活密切相关,因此我注意鼓励 学生收集表示天气的图表, 掌握各种天气预报符号及各种天气情况下人们从事的 活动形式。 通过用中学、 学中用、 反复实践、 学用结合的方式, 在巩固和丰富 “表 述天气”这一项目的同时,也促进了学生语言技能的发展,为后阶段“问天气” 的英语学习打下扎实的基础,提供充分的知识准备。
  2. 教学目标
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。基于以上认识,对教学内容的 分析已基本教材的特点,我将教学目标确定为: (
  1) 能力目标:能够看懂、听懂天气预报并用英文表达天气情况。 (
  2) 只是目标:能够听、说、认读本课的重点单词,windy, sunny, cloudy, rainy, snowy. (
  3) 情感、策略、文化等有关目标: A 情感态度:注重培养学生学习的愿望,鼓励学生参与实践活动。 B 学习策略:注重观察,交际功能。 C 文化目标:了解世界主要城市的天气差异。
  3. 重点与难点
依据以上对教学内容和教学目标的分析以及小学生的认识规律和英汉语言 差异,我认为对五个形容词及交际性语言的学习是本课的重点及难点;世界几个 重要城市的名称及地理位置也是一个教学难点。
  4. 教学方法
根据以上对教材的分析,我采用情景法、直观法、多媒体辅助法、全身反映 法等教学方法。坚持以话题为核心,以功能、结构为主线,以任务型活动安排本 课教学。由英语天气预报开始,创设外语语言氛围,激发学生的学习兴趣,是学 生在参与天气情况的表述活动中,掌握知识,发展能力。 二、
  1. 教学过程 以学生为主体,复习导入
当课堂奏响“以人为本”的主旋律,课堂也有专制走向民主。我反思传统 课型,一改复习由教师唱主角的现象,根据学生一周内读写的综合表现评选出几 名优胜者,通过教师的指导在第二周的课堂上带领同学们进行有目的的复习。本 课时也采用此法,请两位同学先领唱歌曲“Thunder”,然后作天气预报并带领全 体同学复习 A 部分的单词 cold, worm, cool, hot. 学生 A: Good morning. This is the weather report. 学生 B 出示词卡并领读 weather.
这种方法可以突出学生的主体性,激发其兴趣。
  2. 变课堂为生活,句中学词
语言的实质是交际,交际的环境是生活。正如叶圣陶先生所说,“只有来自 于生活的语言才是自己的语言。”因此,我做了以下的设计: (
  1) 以电教为手段,呈现材料 心理学研究, 人们对初次接触的材料尤其是生动形象的实物或实景会有很深 的印象。我根据这一心理特征,运用多媒体课件展示色彩逼真,形象生动的动态 画面,分别反映风、雪、雨、晴、多云等五种天气状况。并且继续以天气预报为 主线,在句子中领读单词,适时出示相应词卡。进一步引导学生用新词对已学城 市进行不同天气现象的描述, 让学生在一系列既关联又相对独立的语境中自主学 习,达到基本掌握本课的五个重点词汇,并能熟练运用句型 It's rainy in … 这 一环节充分调动学生的积极性,吸引全体学生的注意力。 (
  2) 以游戏为方式,突破难点 正如新课标所强调的,传统课注重机械传授,忽略了体验与参与。在本课的 设计过程中,我力图有所改进,设计了多种多样的游戏。 A 找朋友 在课前我事先让学生通过观看天气预报,自行制作天气预报符号的小卡片。 教师出示词卡, 学生朗读并出示相应的符号。 反映最快的同学带领大家继续联系。 B 比记忆 操练完毕后教师出示一张世界地图: This is a world map. Let's say the wo rld weather.由此进入下一个记忆力游戏。 教师出示符号让学生齐读, 并将其贴于 特定城市旁,同时慢速重复:It's rainy in London.也可让学生跟读。贴完五个词 卡后马上出示并领读本课涉及到的五个城市名称, 然后由学生凭记忆将名称贴于 相应天气符号旁。这一活动既练习了新词,又使学生很自然的了解到五个重要城 市的名称及地理位置。由于此任务的目标明确,学生的注意力指向性强,所以在 突破难点方面可达到事半功倍的效果。 C 我最棒 由教师指词卡领读个城市名称并将其放入句子中: windy in Masco.替换 It’s 其他形容词和城市进行练习。可由教师领读转为有单组学生领读。为了调动学生
的积极性,利用 Work in pairs, in groups, in row, in term 以及 Boys say, Girl s say 等多种不同方式操练巩固。在此基础上小组操练:It’s the world weather. It’s rainy in London.进行表演,比比谁最棒。使学生处于积极思维的状态之中, 全方位多角度培养学生运用英语的能力。 活动设计在此处,适应了小学生意志力较薄弱,注意力易分散的心理特征。 再一次集中学生的注意力,有效维持学生的学习兴趣。 以上两点构成了本课的第二个教学环节:新课呈现。 (
  3) 以巩固为窗口,拓展知识 小学段学生活泼好动,所以 TPR 活动会深受儿童喜爱。节奏和动作能刺激 大脑皮层,激活记忆,使学生在对各指令的反应中自然习的语言。运用全身反应 法来充分发挥 TPR 活动的优势。对于 Let's do 部分,我分三步进行教学。第一 步让学生静静地听录音, 仔细观察图片, 理解语句; 第二部分图片模仿并做动作, 为放慢速度,可由教师领读;第三步听录音做动作,对于有能力的同学鼓励其跟 读。
  3. 变生活为课堂,自主学习
课堂的终点在哪里?如果有,我想应该在生活中。因此,我以本课为延伸, 鼓励学生在课后运用已学语言介绍,谈论天气状
 

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