小学英语说课稿,译林版

小学英语说课稿,译林版(一)
译林版小学四年级英语说课稿Unit_3_My_day_storytime说课稿

译林版小学英语 四年级下册

Unit 3 My day 说课稿

一，教材分析：

Unit 3 本单元以“My day”为标题，围绕“mike的一天活动”这一主题而展开一系列的教学活动。

story time是第一课时，讲述的是mike从起床到睡觉一天所做的事情。继续巩固句型“when do you…？ I…at…”的教学。 二：教学目标：

1.认知目标

（1）能听懂，会说，认读故事中的英文句子。

（2）理解 stroy time的内容，继续巩固句型“when do you…？ I…at…”。

（3）并能向他人以mike讲述自己一天所做事情这个故事。

（4）向他人讲述自己一天所做事情这个故事。

2.情感目标

让学生在实际情景中学会运用语言，感到学习英语是有用的，产生成就感，从而能更好地提高学习英语的兴趣。

3.能力目标

通过创设情境、完成任务和游戏等，让学生能综合运用所学的语言知识进行交流，培养学生的语言交际能力。

三：教学重难点

重点：（1）继续巩固句型“when do you…？ I…at…”。

（2）理解故事内容，会说故事中出现的英语句子，并能向他人以mike讲述自己一天所做事情这个故事。

难点：

（1）能向他人讲述这个故事。

（2）培养学生在情景中熟练运用句型的能力，灵活运用交际用语的能力和知识的迁移能力。

四，教学策略：

1、借助多媒体，创设情境，激发兴趣。

2、利用多媒体，设计任务链，层层递进。

五，教学过程：

一、歌曲导入，激趣引新

“sing a song”在上课伊始若能有效激发学生兴趣，可大大提高课堂学习效率。在本课的导入环节，我设计了 say部分利用了PPT，学生在图片上数字及时间，让学生在阅读基础上巩固旧知，同时又为是本单元story time中的教学内容作铺垫，此处目的在于唤醒学生记忆，促进巩固。接着教师简要地说说自己一天所做的事，让学生理解中文意思，同时引入课题：my day。

二、任务驱动，层层推进

这一环节是本课教学的重点。以教师引导学生了解make一天所做的事情，并出示ppt逐层推进。先呈现出学生们初步熟悉的“make”一天所做的事情，让学生整体感知课文内容。学生能够浮现出make的生活样子，在这里我充分运用PPT中自定义动画的强调的放大功能，让学生产生新奇以及身临其境。学生会产生浓厚的兴趣。

接下来，让学生读课文，再次感知课文并画出“stroy time”的短语，进一步明确课文内容，加深了解课文。这样起到了承上启下的作用。

这样，整个环节从教师引导学生了解图中有什么…谈论人物，讨论剧情，学习词汇，脉络清晰，层层推进，有效突破了教学重难点。

三、创意活动，大胆输出

在基本熟悉课文以后，本环节设计了“read and find”创意活动，帮助学生进一步熟练课文内容，是一次有效输出所学语言的实践活动。

通过设计“扮演make”，复述课文内容，可以让学生更好的理解课文的脉络。

在“show your day”学习这个环节中，呈现“表格”。让学生自己说说自己一天所做事情。让学生学到的知识得以运用。

四、总结巩固，内化知识

总之，这节课中我通过上述四个环节的设计，充分利用了多媒体的各种互动功能，积极采用了任务型教学途径，引导学生在趣味游戏、合作交流、应用创新等创造性活动中，获得充分发展。

小学英语说课稿,译林版(二)
小学英语说课稿 全英文 整理版

Good afternoon, ladies. I am number_______. I’m glad to share my lesson with you.

My teaching content today is of Unit of PEP Primary English,

Book This unit is mainly about

Now, I will explain the lesson from the following aspects.

1. 教学内容 (Contents)

Firstly, let’s focus on the analysis of teaching content.

The lesson is a new one of Unit .This unit introduces and develops the theme of

“___________”, Ss are expected to master the new words___________________ and

to use the sentence patterns___________________ in proper situation. The teaching

material mainly describes ___________________ , and it shows all of the new

knowledge points.

Therefore, it is in the important position of this unit. If Ss can master it well, it will be

benefit for them to learn the rest of the unit.

2. 教学目标 (Teaching aims)

Secondly, it is about the teaching aims.

According to the new curriculum standard and the syllabus, and after studying the

teaching material and the facts of the Ss, I set the teaching aims as follows:

1, Knowledge objects

1) Ss can understand the content correctly. They can read and play the dialogue;

2) Ss can listen, read, speak and write the core words_______________;

3) Ss can use the sentence patterns ____________- properly.

2, Ability objects

1) To train Ss’ abilities of listening and speaking;

2) To train Ss’ ability of working in groups.

3, Moral objects

To foster Ss’ consciousness of good cooperation and proper competition.

3.Important and difficult points

According to the syllabus,the important points: have Ss fully understand the content,

help them to read and play the dialogue.

The difficult points: 1) Help Ss to read the dialogue fluently, and help them to read

and play the dialogue; 2) make sure they can read the core words correctly.

4.教法学法(Teaching methods)

Fourthly, it talks about teaching methods.

In this lesson, I will mainly use “Task-based teaching method”, “Communicative

language teaching method” and “TPR teaching method”, and so on.

5.教学过程

Next, let’s focus on the teaching procedures.

I will finish the lesson in steps.

It will cost about mins.

After greeting with the Ss, I will begin the lesson by singing the song together with the Ss.

Purpose:

The purpose of this is to form a better English learning surrounding for the Ss, and,

at the same time, it provides situations to review the learned knowledge for the next step.

It will cost about mins.

With the help of the PPT, I set a situation of by

to stimulate the Ss’ interest of the lesson.

By playing the PPT, I

And then,

(板书layout)

The purpose of this is to present the new words and sentences in the situation, which

relates to the Ss’ real life experiences, to help the Ss understand the language easily

and naturally.

After presenting each new word (by the guessing game), I will impart the knowledge

of pronunciation rules in teaching the new words.

It is called Phonics.

It can facilitate the Ss’ abilities to pronounce the words, and help them to remember

the spelling of the words.

It will cost mins, including Due to the Ss’ age, I make The purpose of this is to draw the whole Ss’ attention to the spelling of the words.

It is to help Ss to learn

through a true situation.【小学英语说课稿,译林版】

In this step, I will give Ss a free space to show their abilities.

I will Then, Task-based teaching method and Communicative language teaching are used here.

The activity is to develop Ss’ ability of communication, and also, their ability of

cooperation will be well developed.

Making a new dialogue is to check if Ss can use

correctly and skillfully.

In this step, I will guide the Ss to conclude the key words And sentences And also, I will

The purpose of this is to stimulate Ss’ interest of learning English and wide their knowledge about communication across cultures.

6.板书再次介绍（Talking about the blackboard design again）

And, this is my layout design.

That’s all for my teaching design. Thank you a lot for listening.

小学英语说课稿,译林版(三)
小学英语说课稿(全英版)

小学英语说课稿

①Good afternoon , Ladies and Gentlemen !

My name is Wu Dan . I come from Tanggangzi School .I am very glad to be standing here and talking about Lesson 10 ,which is from Fun with English Book 3 Unit 2 .

My teaching report includes four parts . Part 1 To analyze the book

1.There are 3 units in Book 3 . This is Lesson 10 . The central item is how to master another sentence to express “ What’s the time ? ” and how to buy something. Using “ What’s the time ? ” hungry , cakes, bread and so on . We’ll study and drill the sentences and the word ’s pronunciation .

2. According to the teaching outline and combining the students ’ situation , I make the teaching aims of this lesson as follows .

a .The first is the aim of knowledge .

It’s to learn and master two sentences. What time is it? I am hungry and then using them to express the time and go shopping fluently and freely

b. The second is the aim of abilities

The creative spirit is quite important to the students. So I will pay much attention to train it in my class. Otherwise. I will try to train the students listening, speaking, reading and writing abilities, Mainly improve their communicative abilities and encourage them to speak more English.

C. The third is the aim of emotion

Make the students have successful feeling and achievement. And make them be in English study. 3.Important points

The first is to master and use the two sentences. What time is it? I’m hungry. The second is to master the usage of the words hungry, cakes and bread. 4.Difficult points.

It’s the pronunciation of the two words. hungry, cakes, and how to use them fluently and freely . Part 2 . Teaching and learning methods

Make the students take part in class . Ask and answer in pairs and groups . I’ll use communicative method , discussing method and seeing and hearing method to teach this lesson .

Part 3 . Teaching aids .

In order to interest the students . I’ll use a clock , recorder , cards and some food as my teaching aids . Part 4 . Teaching procedure .

Step 1 Revision

Before my class , I’ll get the students to sing an English song to keep themselves relax . Then I’ll use a clock to act it . What’s the time ? What’s the time ? It’s eight o’clock . I’ll show three numbers . When the students answer It’s ten o’clock . I’ll say : It’s ten . Today we’ll learn Lesson Ten . Then I'll put the clock on the blackboard .

Step 2 Presentation and drill

First I’ll point to the clock and ask , what time is it ? Students answer It’s ten . Then I go on moving the

hands and ask .What time is it ?Students answer quickly .

Second I’ll drill the sentences What time is it ? It’s ----- .pairs in pairs or row by row .

Third When the students answer It’s 12:00 o’clock . I’ll point to my stomach and say .Oh I’m hungry .and I’ll eat a cake . Then I’ll go on saying I’m hungry .and I’ll eat another cake . I’ll act it four or five times . Then I ask a student to act it . I’m hungry , too . I’ll say two cakes , please .and the sentences .I’m hungry . Two cakes ,please.

Forth :Listen to the dialogue and answer my questions.

1.What time is it?

2.How many cakes?

Step 3 Consolidation

I’ll train the creative spirit of the students.

I’ll give them three please. To act the dialogue freely .First at the 219 Park,second fruit shop Third department store.

Step4.Homework

Encourage my student to the market to buy something with his friends or parents.

②Good morning, everyone!

Today, I’ll say something about Unit 9 Part A in Book 4 of Oxford English.

Background on the reformation of curriculum, this book can connect the life and act, emphasize the interest and experience of the Ss, the pictures are active and vivid. Grade four is the initial stage of English learning, so it stresses on the emotion of the Ss, creates a well beginning for the Ss. This Unit has 7 parts, we’ll learn Part A mainly, it embodies the repeating characterize. Review the learned language points “Where’s…”and the new language points will be represented in the following units. So this unit forms connecting links with a special meaning in this book.

The content of this period is to use “Where’s\are…” to determine the place. And according to the contents and the fact of the Ss, I establish the following three teaching aims of this period:

The first one: students can listen, read, say and spell the following words: a glass, a fridge, an egg, bread and a table.

The second one: students can listen, read, say and write the following daily expressions: What’s for breakfast?

Have some juice then.

The third one: students can listen, read, say and write the following sentence patterns: Where’s\Where are the\my…

It’s \They’re…

There’s no …in \on \near…

I think the most difficult point of this period is to make sure the students can use the patterns “Where’s\Where are…and There is no …in\on\near…” in their daily life correctly.

And I will use some pictures, words and sentence cards, a tape recorder and the multi-media computer to help me achieve the aims.

The task-based method, communicated method, group cooperate method will be used in this period. To accomplish the aims, I design the following steps:

Step 1 Songs and the game arousers the emotion.

In order to attract the Ss’ attention and construct an atmosphere of learning English, I let the students sing some English songs and play the game “Simon says”. At the same time the game can review the prep, serve the knowledge as foil and consist the appearance of the knowledge.

Step 2 Change class to life, happy to say.

The substance of language is communication and the environment of communication is life. So when I present the sentence pattern “What’s for breakfast?” I first show a clock to elicit the time for breakfast, teach the sentence. Then show my own photo of having breakfast, Ss ask and guess. In this way I can attract Ss’ attention, encourage Ss to ask Qs with the new knowledge.

Most of the Ss have learnt the sentence pattern: Where’s…? so I design a task for Ss to help Helen find the food and drinks for breakfast, and teach the new language points: Where are…? They’re … Meanwhile stick the sentences on the Bb.

After some practice by asking and answering, I present the next language points:

There’s no …in\on\near…

Have …then.

And I will stick these sentence patterns on the Bb. Finally I’ll let the Ss do pair works to consolidate them. Step 3 Listen to the tape and Ss imitate to read and say.

As the new reformation of curriculum, emphasized the traditional class attach importance to the mechanical teaching, neglect the experience and participation, for example, the five-step method. So in this lesson, after presentation, I ask Ss to listen to the tape with three Qs, read in different roles and in pairs, then try to recite the text.

Step 4 Ss be the main body, T makes a guider.

In class, Ss play as a host, and the T makes an influence on guiding, help Ss to act the learnt dialogue, it can stress the position of the Ss, and arouse their interest.

Then I show a carton with no voice, ask Ss to make a dialogue in pairs.

There are lots of ways to consolidate the new knowledge. Playing game is a good way. So according to the physiology of Ss, I hold a group competition during the game, ask Ss to finish the blanks. In this way can develop Ss’ good habits and achieve the aim of mastering the learned knowledge in situation. Step 5 Change class to life, learn by themselves.

Is this the end of the class? I don’t think so. If there is an end, I think it should be in the life. So I extend this class, encourage Ss to use the learned to communicate with each other in their life.

In a word, the whole period is based on tasks, which are designed from easy steps to steps that are challenging. When the Ss are carting out the tasks, they can acquire information, knowledge, and have their ability and skills trained.

That’s all. Thanks a lot for your attention.

全英说课稿

Good morning everyone. Standing here, I’m very happy and excited. It’s my great

honor to be here to present my lesson, and the chance is very precious for me. And I’ll try my best. Today I’ll talk about unit from my contents consist of 8 parts Analysis of the teaching material

Analysis of the students

Teaching methods

Teaching aims and demands

Teaching aids

Teaching procedure

Blackboard design

And conclusion

Well, firstly, I’ll talk about part 1 analysis of the teaching material. I have concluded the features of…….

1 . there are a lot pictures. For this, the kids will be interested in the book. As we all know that interest is best teacher for the students.

2. It lays stress on the communication. According to the problem of Chinese students learning English , the book design a lot of material to improve the students’ ability of listening speaking, reading, and writing. So I think the book is very good.

Then I’ll talk about next part analysis of the students. It is known to us that the kids are very active and like playing games very much, so during my class, I’ll design some interesting games to activate them to participate and learn something. They will also be interested in the class.

Next I’ll talk about teaching methods. My teaching methods are task-based approach and situational approach. Using different methods can make the class active.

Let’s move on to another part, teaching aims and demands. There are knowledge aims and ability aims.【小学英语说课稿,译林版】

Knowledge aims are to enable the students to master the words and phrases:………. And the sentences:…

Ability aims are To improve students’

listening and speaking ability by reading and practicing the dialogue.

Next is the teaching aids. In this class, I’ll use pictures, PPT and tape recorder. These can arouse the students’ interest in English.

Now I’ll talk about most important part teaching procedure. It consists of 5 steps. Warning up, lead-in, contents key points and difficult points and homework. Step1 is warming up. Here I’ll use PPT to play a English song Bingo for the students and I’ll ask them try to follow it to sing together. By this, the students can be

interested in it and pay their attention to our class easily and improve their ability of speaking.

Step2 is lead-in （导入根据所授内容设计，可通过展示与本课有关的话题或者图片等等引出本课话题）

Step 3 is contents(本部分为主要授课内容及组织的课堂活动。可从听说读写四块分写) Step 4 is key points and difficult points(本部分列出本课重难点可为单词句型或语法知识)

Step 5 is homework.(作业形式最好新颖，例如课让学生根据本课内容做个小调查等) （conclusion）

To be a good English teacher is my dream, I think a teacher is not only a guide for the students, but also a friend of them. If I were a teacher, I would build a close relation with my students, helping them not only on their study, but also on their lives. So far , I have been an English teacher for three years,I will try my best to achieve further success!

小学英语说课稿,译林版(四)
小学英语说课稿(英文万能版)

小

This unit is mainly about Now, I will explain the lesson from the following aspects.

1. 教学内容 （体现教材的整合）

Firstly, let’s focus on the analysis of teaching content.

The lesson is a new one of Unit .

It includes and . In

section 1, it mainly deals with these key words,

2. 教学对象 （根据不同年级的学生，描述其特点）

Secondly, it is about the students.

Our students are in Grade

They are active and curious, interested in new things.

After learning English for years, they have some basic English

background knowledge, so the teacher should attach importance to the

communication with them, providing them the chances of using language.

They have learnt English for years, and have already known It is not difficult for them to understand and use the language

3. 教学目标 （根据具体内容定目标和要求）

So, I set the following aims.

By the end of the lesson, students will be able to read, recognize, and use

these words:

And, these sentences:

By the end of the lesson,

Ss can understand the and get useful information from the through

attentive listening / reading.【小学英语说课稿,译林版】

Ss are able to talk about

Ss can use to give suggestions on

Ss’ abilities of listening and speaking will be developed.

(Affect; Learning strategies; cultural awareness.)

In this lesson, the emotional aim is

to help students cultivate and foster their abilities of working in

groups.

to foster Ss’ consciousness of good-cooperation and proper

competition.

to help Ss cultivate their abilities to analyze and solve problems

independently.

to foster Ss’ initiative and creativeness.

to help Ss to recognize and identify the differences between Chinese

and English cultures on

to help Ss know some and comprehend the

to make sure that Ss can use Correctly

skillfully.

to develop Ss’ interest in English.

and

The difficult point is:

The pronunciation of

4. 教法学法

Fourthly, it talks about teaching methods.

In this lesson, I will mainly use “Task-based teaching method”, “Communicative language teaching method” and “TPR teaching method”, and so on.

小学英语说课稿,译林版(五)
小学英语说课稿(中文版)

小学英语说课稿小学英语说课稿（中文版）

（中文版）小学英语说课稿（中文版）

教学 2009-07-19 18:08 阅读53 评论0

字号： 大 中 小

本课结合教材的重难点以及学科的特点，利用多种教学方法，在愉快轻松的气氛中进行教学，从视、听、说等方面使学生得到了语言的训练，提高了学生学习英语的兴趣。

教学内容：小学新标准英语三年级起点，第二册Module 7 Unit 1 I like football.

一、说教材

1.教材的地位及作用

本课重点围绕学生对几种体育运动是否喜爱这个题材开展多种教学活动，通过学习句型 I like …\I like …，让学生能够用英语表达出自己的思想和感受。它是整个模块的重点，占有很重要的地位，它为后两个单元的学习奠定了基础。

2.教学目标

知识目标：学习掌握单词 football. basketball. table tennis. morning exercise，学习运用句型 I like …don't like …。

能力目标：培养学生运用英语的能力。

德育目标：教育学生热爱体育运动，勤于体育锻炼。

确立教学目标的依据：根据《英语新课程标准》的要求，小学阶段的英语课主要是激发学生学习英语的兴语调，为英语的进一步学习打下基础。

3.教学的重点与难点

教学重点：能听说单词 football. basketball. table tennis. morning exercise，运用句型 I like …\I like …。

教学难点：灵活运用句型 I like …\I don't like …。

确立教学重难点的依据：根据《英语新课程标准》的要求以及本课在教材中所处的地位和作用。

4.教材处理

根据以上对教材的分析，同时针对中国学生学习外语存在一定困难的实际情况，首先给学生创设学习英语的氛围，使学生感到身临其境；其次激发学生学习英语的兴趣，使学生在一系列的活动中，掌握知识；最后通过做游戏对学生所学的知识进行训练，从而达到巩固知识的目的。

二、说教法

为了顺利完成教学目标，更好地突出重点，突破难点，按照学生的认识规律，我采用全身发应法、情景假设法、直观演示法、交际法、游戏法相结合的方法。兴趣是学生最好的老师，小学低年级英语更注重趣味教学，在课堂上适当运用全身发应法、游戏法，激发学生学习英语的兴趣，进而促使学生由兴趣发展到产生要学好它的志趣。教师通过创设情景，把学生带到了体育课堂，鼓励学生多开口，用英语表达自己的思想和感受。儿童的心理特点是活泼、好奇，同时又很好动，所以我把重点单词和句型编成韵律诗，它节奏感强，朗朗上口，很适合低年级学生的“口味”。在调动学生积极性和主动性方面，我采用了游戏法，让全班参与其中，形成师生互动，提高教学效果。

三、说学法

苏霍姆林斯基说过：“人的内心有一种根深蒂固的需要——总感到自己是一个发现者、研究者、探询者。在儿童的精神世界中，这种需要特别强烈。”在课堂中运用多种方法促使学生多听、多读、多说，形成自主、探究性学习，学生在互动、交流的活动中建立起自信，享受到学习的快乐，得到相关的知识，培养学生对英语运用的实践能力，让他们成为学习的主人。

四、说程序

合理安排教学程序是教学成功的关键，针对学生的认识状况及本课教材的特点，我安排了以下几个教学环节：

第一环节：热身运动

热身是课堂教学重要的形式之一。首先，我以一首“Stand up"热身，轻松的歌曲可以缓减学生课前的紧张情绪，再次Do the action:happy.happy.happy; cry.cry.cry; angry.angry.angry. 有节奏地吟诵，加上相应的动作和表情，为接下来的课堂营造了浓烈氛围。

第二环节：师生问候

师生间亲切的问候，建立了和谐、民主的课堂气氛，因此我采用唱歌的形式： T：how are you?

S：I'm fine ,I'm fine ,and hello to you.

第三环节：启发诱导，教学新知

1.新课导入

根据本课教学内容的特点，我特地穿上运动装，引出运动主题；接着课件展示李铁、姚明、王楠、熊猫盼盼，引出本课重点词汇。同时，渗透情感教育：热爱体育运动，加强体育锻炼。

2.教授新知

首先 词汇教学

我运用实物、图片、表情、动作模仿等直观法教学单词。教读时，配上相应的动作或表情，采用全身反应法，让学生动起来，融入动脑、动口 、动手的英语学习中。之后，我还设计了找卡片、变脸两个游戏，用老师教得轻松。

其次 句型教学

我根据本课单词的特点和所准备的实物和图片，采用了情景假设法：我们正在上体育课，有四种运动basketball. table tennis. morning exercise，让你选出自己喜欢的一种，同时，也告诉大家相比之下你不喜欢的那种。用I like …\I don't like …句型说出，可以出示相应的实物或图片，也可以配上动作，再加上丰富的表情。之后，我设计了滚雪球游戏来操练句型，比如：football， like football，I like football.

3.巩固新知

根据小学生认知的规律及活泼好动的天性，我自编了一首韵律诗用于巩固重点词汇和句型：

football，football，I like football;

basketbal, basketbal, I like basketbal;

table tennis, table tennis, I don't like table tennis;

morning exercise，morning exercise，go,go,go!

吟诵时，采用全身反应法，即调动了学生积极性，活跃了课堂气氛，又提高了教学效率。

4.小结

提出问题：这节课同学们学到了什么？让学生分小组讨论，派代表发言。我采用的这个质疑法，不仅充分 体现了学生的自主能动性，还培养了他们的归纳小结能力和团结协作精神。

第四环节：板书设计

我采用归纳法，将重点词汇和句型都展示出来，加上简洁明了的简笔画，使学生一目了然。

football

I like

basketball

table tennis I don't like

morning exercise