英语说课稿范文全英文
全英文版本的说课稿，对于英语老师来说不过是举手之劳。下面是我给大家整理的英语说课稿范文全英文，供大家参阅! 全英文版英语说课稿前言 Good afternoon, everyone. I’m Zhou Yan. I’m an English teacher from Experimental School of Suqian. Now I’ll say Sample A of Lesson Six in Book One. I’ll prepare to say the lesson from four parts. 全英文版英语说课稿教材分析 Part One Analysis of the Teaching Material (一) STATUS AND FUNCTION 1.This is an important lesson in Book One. From this lesson, it starts asking the Ss to grasp contents of each Sample. To attain “four skills” request of listening, speaking, reading and writing. To start listing “Word Bank” and tell the Ss to remember the new words. To start asking the Ss to write the English sentences well. Therefore this lesson is in the important position of the teaching material. 2.This lesson is the first one of Unit 2.So if the Ss can learn it well, it will be helpful to make the Ss learn the rest of this unit. 3.Such a topic is related to daily life, so it is helpful to raise learning interests of students and it will be also helpful to improve their spoken English. (二)ANALYSIS OF THE STUDENTS The Ss has learned English for about one month so far. They can understand some words and some simple sentences. The Ss have taken a great interest in English now. (三)TEACHING AIMS AND DEMANDS The teaching aim\'s basis is established according to Junior School English syllabus\' provision. 1.Knowledge objects (1) To make the Ss know how to use the affirmative sentence “This is. . . .” and the negative sentence “This is not….”Everyday expressions for “Apologies”“I\'m sorry”“That\'s all right”. (2) To study the new words “six, hey, sorry, it’s, that’s”, etc. by learning the dialogue of this lesson. (3) To finish some exercises. 2.Ability objects (1) To develop the Ss’ abilities of listening, speaking, reading and writing. (2) To train the Ss’ ability of working in pairs. (3) To develop the Ss’ abilities of communication by learning the useful structures. 3.Moral objects (1) To enable the Ss to be polite and love life. (2) To enable the Ss to look after their things well. (四)TEACHING KEY AND DIFFICULT POINTS The teaching key and difficult points’ basis is established according to Sample A of Lesson Six in the teaching material\'s position and function. 1.Key points: (1).To help the Ss to communicate with each other. (2).To enable the Ss to study in groups and co-operate skillfully. (3).To develop the Ss’ interest in English. 2.Difficult points: (1) How to make dialogues and act them out. (2) How to write the right whole sentences. (五) TEACHING AIDS Multi-media computer, Tape recorder, Software: Powerpoint or Authorware, school things and so on. They will be needed in this lesson. 全英文版英语说课稿教学方法 Part Two The Teaching Methods 1. Communicative teaching method 2. Audio-visual teaching method 3. Task-based” teaching method As we all know: the main instructional aims of learning English in the Middle School is to cultivate students’ abilities of listening, speaking, reading, writing and their good sense of the English language. So in this lesson I’ll mainly use “Communicative” teaching method, “Audio-visual” teaching method and “Task-based” teaching method. That is to say, I’ll let the Ss to get a better understanding of the key structure of the dialogue. I’ll give the Ss some tasks and arrange five kinds of activities: talking, guessing games, watching CAI, acting out Sample A and having a competition. Teaching special features To use these methods are helpful to develop the Ss’ thought. 全英文版英语说课稿教学技巧 Part Three STUDYING WAYS 1.Teach the Ss how to be successful language learners. 2.Let the Ss pass \"Observation—Imitation—Practice \" to study language. 3.Teach the Ss how to master dialogues and how to communicate with others. Teaching special features: Let the Ss communicate with each other and adopt competition methods to develop the Ss’ keen interest in English. 全英文版英语说课稿教学流程 Part Four Teaching Procedure I’ll finish this lesson in four steps. First I’ll divide the Ss into four groups and bring a competition into the class. At last let’s see which group is the winner. Step1 Warm-up 1. Free talk between T and Ss . Such as: Hi, I’m . . . . What’s your name? This is …. How do you do? Who is he/she? How are you? Who can count from 1to 5? What’s this in English? etc. 2.A game: Ask the Ss to give T some school things. For example: T: Give me your book.(ruler, box, pen, table, knife, etc.) T: This is your book. This is not my book. It’s your book. etc. In this course I’ll ask them to make a dialogue group by group without repetition. Find out which group will make the most dialogues. Purpose of my designing: I think it is important to form a better English learning surrounding for the Ss by imitating and at the same time it is necessary to provide situations to review learned knowledge. Step2. Presentation This course is very important. I’ll mainly talk about this step. I’ll use CAI to present the whole dialogue. Arrange some situations to help Ss understand Sample A. First scene: There is a bag on the floor. B is picking it up and get ready to leave. Now A is talking with B. A: Hi, B. How are you today? B: I’m fine, thank you. And you? A: I’m fine, too. Oh, this is my bag. B: No, this is not your bag. It’s my bag. A: (Look closely) Oh, I’m sorry. B: That’s all right. (At the same time, C is running up and hitting A.) C: Oh, I’m sorry. A: That’s OK. I’ll write the key points on the Bb while they are watching. After watching, I’ll teach them to read the words and sentences on the Bb. Make sure they can read them well. Purpose of my designing: To present Sample A by CAI is much easier for the Ss to learn and grasp the meanings. CAI can provide a real situation with its sound and picture and it makes the relationships between the Ss better. Step3.Practice First play the tape recorder. Let the Ss listen and imitate the dialogue. Pay attention to their pronunciation and intonation. In this step the Ss are required to practise the Sample in pairs by reading the dialogue aloud. This step is employed to make the Ss grasp the Sample .At last I’ll ask the Ss to think hard and act it out with a partner according to Sample A. Then find out which group will act it out well. I’ll give them red stars. Purpose of my designing: This step is employed to make the Ss get the general idea of the dialogue as a whole one. At the same time let the Ss have a chance to practise their listening and spoken ability. Step4.Production In this step I’ll give the Ss a free space to show their abilities. Second scene: The Ss are having a picnic. It’s hot and they take off their coats and put them together. They are singing and dancing, laughing and chatting. After the picnic, they begin to look for their coats. D and E are talking. F and G are talking. etc. After watching, I’ll give the Ss some tasks to make similar dialogues without repetition and find out which group will make more dialogues. Purpose of my designing: “Task-based” teaching method is used here to develop the Ss’ ability of communication and also their ability of co-operation will be well trained. Tell the Ss we should be polite and take good care of our things. We should love our life. I think proper competition can arouse the Ss’ interest in English learning. If the Ss can finish this task well, they will benefit a lot in their spoken English. 2.Skill 1 Model 1. I’ll ask four Ss of the groups to write these sentences on the Bb in the four lines. Then check their handwriting, correct their mistakes. Find out who will write well and whose handing is the best. 3.Finish the Ss’ workbook. Purpose of my designing: To check the knowledge Ss have learned in this lesson. Step5.Homework: (1)Recite the words as many as possible after class. (2)Make a dialogue according to Sample A and write it in the exercise book. Purpose of my designing: I think homework is so important that the Ss should speak English as much as they can in class or after class. It is necessary for the Ss to do some extensive exercises after class to consolidate the knowledge they learned. Blackboard Design Lesson Six Sample ASix This is my….hey This is not your. . . .sorry It’s my. . . . Picture it’s=it is Oh, I’m sorry.that’s=that is That’s all right/OK.
英文说课稿
英文说课稿 篇1 一.教学要求： 1、能听懂日常用语That’s my new ruler. It’s very nice.要求读音正确，语调自然。 2、能运用句型That’s my…It’s very…对物品进行简单描述，语音语调正确。 3、低年级学生的英语学习方法引导。 二.教学重点： 1、培养学生的学习兴趣，能听懂日常用语That’s my new ruler. It’s very nice.等。 2、培养学生的观察能力。 三.教学准备： 词语卡片、小黑板 四.教学过程： A. greeting 继续巩固用英语组织教学让学生初步听懂课堂基本用语，例如Class begins, Stand up, Sit down, please. Hello , boys and girls.并且做出相应的反应。 B. Free talk T：Class begings. S1: Stand up. T: Hello, boys and girls. Ss: Hello, Miss Jiang. T: Hi, What’s your name? S: Hello, my name is …. T：How are you? S1: I’m fine, thank you. T: Nice to meet you. S1: Nice to meet you， too. 开起小火车，一个接一个和后面的小朋友打招呼。 C、Presentation 1) 教师拿出一本新的英语书用Is this …?问学生，再指着远处讲台上的一把新的尺子，Is that … ? 提问，从而呈现That’s my new … T：Is this a book? Ss: Yes, it is. T: This is my new book. T: (指远处)Is that a ruler? Ss: Yes , it is. T: Good. That’s my new ruler. 让学生通过This is my new book.和 That’s my new ruler. 的对比。体会 this 和 that 的不同含义和用法。 2)教new 这个单词时，教师用新、旧物品作比较。 T: Look, this is an old book. T: Look, that’s a new book. 在学生操练new 之后，再让学生用new 进行组词操练：a new bag, a new book等。 D、Learn to say 1)放录音让学生跟读的方式学习对话内容。在学生跟读时，要他们尽量模仿录音中的语音、语调。 2)引导学生采用分角色朗读、分组朗读等多种形式练习，进行课文对话操练。 3)在班级中开展“小擂台”比赛，看谁领读得好，谁就成为“小擂主”。 E、Practise 1)在学生听、读对话后，教室组织学生运用实物、图片、多媒体等直观手段，创设情境，进行多层次的操练。 S1: That’s my new pencil. S2: It’s red. It’s very nice. F、Assign homework (1)听录音，朗读。 五.板书设计： Unit 4 My nice ruler ——That’s my new ruler. ——It’s very nice.☆教学调整☆ 教学反思： 课 题：Unit 4 My nice ruler 英文说课稿 篇2 一、教学目标与要求 1、能听懂、会说：“I have a new water bottle. Can I see it? Sure. Here you are.” 并能在实际生活中运用。 2、能听说读单词storybook和water bottle。 3、学歌谣“I have a storybook . Me too.” 二、教学重、难点分析 重点：能听懂，会说：“I have ….”句型和单词storybook 和water bottle。 难点：在实际生活中运用“I have….”句型。 三、课前准备 1.教师准备挂图、玩具、文具等实物，VCD、录音机。 2、学生自备文具和自带一些小玩具 四、教学步骤和建议 1、 热身(Warm-up) (1)、教师与学生进行日常口语会话练习。 (2)、复习上学期所学句型“I have a ….”教师拿出一个玩具汽车并说“I have a new car.”把它递给学生让他来说“I have a new car.”拿出多个玩具练习这个句型，让每一个学生都说一遍。 2、新授(Presentation) (1)、教师拿出一本故事书说“I have a new storybook.”，学生也拿出一本故事书说“I have a new storybook.”教师紧接着说“Can I see it.”学生答“Sure. Here you are.”和多个学生进行这个对话练习。 (2)、全班学生看本课VCD教学片。 (3)、通过观看教学片，在几遍后让学生试着跟读Just speak部分的内容。 (4)、学生跟读，教师纠正部分单词的发音。 (5)、学生分组分角色朗读，做到最快、最清晰、最大声。 (6)、请部分学生拿着水壶、故事书到前面表演对话。 (7)、去掉VCD的声音，让学生为教学片配音。 (8)、用图片展示生词storybook和water bottle，通过抢答游戏的方式让学生能听、说、读这两个单词，具体步骤如下：教师把图片快速从学生眼前闪过，然后学生举手抢答。答对者奖励一个小贴纸。 (9)、让学生使用所学过的玩具或文具对Just speak部分的对话进行改编并表演出来。例如： A: Hi, ….I have a new doll. B: Hi, …. I have a new ball. A: Oh, cool. Can I see it. B: Sure. Here you are. A: Wow! It's super. (10).听录音欣赏歌谣，在活跃的气氛中让学生跟着节奏学说歌谣。 五、巩固与延伸(Consolidation and extension) 1、打开质量监测完成对应的练习(教师给予一定的指导)。 2、家庭作业：跟读课文，朗读歌谣。 英文说课稿 篇3 一．说教材： 《birthdays》是译林英语五下的最后一个单元。本课时主要讲授的是第一板块Story time的内容。主要围绕“过生日”这一话题，通过问询和讨论在生日里所做的事情展开对话。 教学大纲对Story time的'要求是通过对话、短文、故事等，帮助学生掌握基本的英语语言知识，发展基本的英语听、说、读、写技能，初步形成用英语与他人交流的能力，进一步促进思维能力的发展，同时提高学生的综合人文素质。所以本课的主要目标是培养学生灵活运用所学知识进行语言表达的能力。 二．说教学目标： 针对这些要求，我设定了本课时的教学目标是： 1. 学生能流利朗读并理解story time。 2. 学生能听懂、会读句型" When's your birthday? It's on the eleventh of May. It's on the eighth of April." 3. 学生能运用句型"What do you do on your birthday? I usually..."正确问答生日活动。 而本课有比较明显的中西文化区别，所以针对这一特征，设定情感和文化目标为： 1. 能理解中西方生日文化的去别和融合。 2. 能懂得感恩父母。 三：说教学方法： 教法： 1. 问答式教学法：它能充分发挥师生两方面的积极性，用此法可启发学生思维，培养学生分析问题、解决问题的能力和口头表达能力，激发其学习的主动性、积极性。 2. 讨论式教学法：通过对教学主题的自由讨论，得出在生日经常做的事情。在讨论的过程中运用所学的语言。不仅能帮助学生正确运用语言，也能创建比较自由舒适的课堂环境。 3. 情境教学法：给学生创建比较真实的语言环境，在情境中学习课文的内容。 学法： 1. 听选法：要求学生在听的过程中完成信息的采集。帮助学生锻炼听取信息的能力。 2. 速读法：以快速阅读为基础，找出与给出主题相关的内容，帮助学生练习泛读能力。 3. 精读法：细读课文，找出细节内容。在这一部分，学生需要对课文进行分析，并找出正确的答案。锻炼学生对文本的分析运用能力。 四：说教学过程： 本课时是本单元的第一课时，主要教学过程如下： 课前活动： 一、热身活动 为了帮助学生进入学习状态，设计如下的课前活动。 1. 解释卡片和奖励机制。 2. Listen to the song Happy birthday to you> 3. Say a chant The months chant> 二、引入课题 1. 正是上课，首先出示本课的学习目标，让学生对本节课需要掌握得内容有比较清晰的了解。 2. 讨论月份，引入主题。 T: boys and girls. There are twelve months in a year. Which month do you like best? S: I like… T: I like October best. Because my birthday is in October. Do you want to know? You can ask“ When’s your birthday? ”引入生日讨论。 连读，板书。 Put in order 先出示打乱的生日活动，观看听老师的生日活动，然后完成排序练习。 以上引入课题：birthdays 三、处理文本 为了帮助学生锻炼听、说、读的能力，设计了如下的处理文本的活动。 a. (放视频，完成连线) b.听录音，说出所做的事情。（板书） c. 速读课文，找出Mike做的事 d. 精读 Read the text carefully and try to find the answers. 1）Who do they spend their birthdays with?(他们和谁一起度过生日？) 2）What do they eat? 文化渗透：Chinese people usually spend their birthdays with their families, they often eat noodles. Western people usually spend their birthdays with their friends, they often eat birthday cakes. 3）T: They do different things on their birthdays. Are they happy on their birthdays? S: Yes. How can you know? 找出句子: We have a great time. We have a lot of fun. 四、练读课文。 练读课文时比较枯燥的，所以设计了多样的练读方法。 1）跟读，注意语音语调，特别是重音。 2）三人多样练读，请两组示范。 3）齐读。 五、复述课文 复述课文是比较有效的检验学生是否掌握课文内容的方法，所以在本部分设计了逐层递进的复述方法。 1）看板书，复述。 2）去掉动词词组，复述。 六、你的生日 让学生正式运用本节课所学的知识，进行丰富的讨论活动。 T: We know Su Hai, Su Yang and Mike’s birthdays. Now, it’s your turn to share your birthdays. 1)提供表格，让学生先选一选。 2)根据选择,和同桌说一说。 3)请学生说一说。 文化渗透：随着时代的发展，中国的生日文化已经吸纳了很多西方元素，中西方生日文化的差异已经不是很明显了。 T: Now we also eat birthday cakes and have a birthday party with our friends. So with the development of the world, the differences between China and western countries are getting smaller and smaller. 七、情感教育 帮助学生学会感恩父母并且对本课的内容进行书写训练。 Your birthdays are wonderful. Your parents remember your birthday and prepare a lot of presents for you. But I have a question. Do you know your parents’ birthdays. Who knows? Hands up! Not all of us know the birthdays of our Parents. But our parents is the most important people in our life. Boys and girls, Let’s design some birthday activities for your parents’ birthdays. Write down your ideas. 八、评价和回家作业 针对上课是出示的学习目标，让学生对自己这节课的学习效果进行评价和反馈。知道自己的薄弱点在哪儿。针对这些评价内容，设计回家作业。 (必做)1. Listen to the tape and read after it three times. 2. Write down more ideas for your parents’ birthdays. (选做)1. Try to retell the story. 2. Write down your parents’ birthday dates. 五：说板书 本课的板书采用了和课文相关的蛋糕和面条，并在上面贴上对用人物的活动词组，辅以头像帮助理解。非常的生动，让学生对本课的内容有比较直观的理解。 英文说课稿 篇4 （英文万能版） ● Good morning, my dear judges. I am number_______. I’m glad to interpret my teaching design here. ● My teaching content today is Part 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 . It includes , ____ and . In section 1, it mainly deals with these key words, 2. 教学对象(talk about the students) 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 (Teaching aims) 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, ①Ss can understand the and get useful information from the through attentive listening / reading. ②Ss are able to talk about ③Ss can use to give suggestions on ④Ss’ abilities of listening and speaking will be developed. (Affect; Learning strategies; cultural awareness.) In this lesson, the emotional aim is ①to help students cultivate and foster their abilities of working in groups. ②to foster Ss’ consciousness of good-cooperation and proper competition. ③to help Ss cultivate their abilities to analyze and solve problems independently. ④to foster Ss’ initiative and creativeness. ⑤to help Ss to recognize and identify the differences between Chinese and English cultures on ⑥to help Ss know some and comprehend the ①to make sure that Ss can useCorrectly and skillfully. to develop Ss’ interest in English. ②The difficult point is: The pronunciation of 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 ① 具体steps 根据具体内容定； 一般分为：warming up lead inpresentationconsolidationhomework ②板书steps ＋ purpose 说明； ③如有可能，同时完成layout设计; 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 learnt 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, IAnd 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. （机械上口； 有意义操练； let’s do; 课文对话表演;） 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. 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. （总结上课内容； 德育渗透； 作业布置；） 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. 英文说课稿 篇5 一、说教材分析 1、教材的地位和作用： 本课是初中牛津英语8B第七单元Water Talk课文的教学。这篇课文是一篇较长的阅读文章。初二的英语教学突出了阅读文章的教学，而长篇文章的阅读也恰是同学们学习的难点。如何处理好此篇阅读文章的教学，如何让学生对文章有整体的把握与理解以及对部分生词有初步的掌握，将是本课着重解决的问题。本课虽是阅读教学，但是在教学中，本课也有针对性地对学生的听, 说, 读, 写进行了一定的操练, 以便提高学生综合运用语言的能力。本课课文所涉及的内容为水的旅程，联系了生活实际，是学生较为熟知的话题;同时将水拟人化，增加了文章的趣味性。本堂课将着眼于课本，充分挖掘文章的知识性以及趣味性。 2、教学目标的确立 Teaching objectives: 1. Language objectives: To learn the new words: precious, vanish, a sewage plant, a water treatment works, thorough, etc. To get to know water’s journey. 2. Skill objectives: To find out the information according to the given questions. To improve the students’ skills in using some verbs to describe facts. 3. Emotional objectives: To arouse the students’ awareness of the importance and necessity of saving 二、说学情分析与学法指导： 学情分析：初中学生的形象思维能力较强，抽象思维能力较弱，上课注意力容易分散。初二的学生已具备一定的英语基础，好奇心强，求知欲旺盛，已不满足教师对课文的简单重复，因而在注重启发引导，培养学生分析、概括能力的同时，本课将采用灵活多样的教学方法，并配以趣味图片及动漫，从而增强学生的兴趣和注意力。 学法指导： 1、在课前设定阅读任务, 让学生带着任务进行阅读, 增强阅读的目的，对文本有一个整体把握 2 、在教学中, 指导学生掌握阅读的步骤和方法，加强泛读与精读的训练。 3、在教学中, 注意启发和引导学生质疑问题。 4、在教学中, 指导和训练学生掌握阅读的基本技巧, 比如教给学生圈点、划线﹑改写等方法。 三、说教学设计与步骤 课堂的设计遵循了课文整体教学的思路，结合听、说、读、写训练，加强了同学们对文本的理解以及对重要语言知识点的掌握，最终达到提升学生综合运用语言的能力。 Teaching procedures: Pre-task 环节，激发兴趣，做好铺垫。 1. Let students read a poem and guess to elicit the topic—Water. (引发兴趣) 2. Ask students to say something about water to elicit a new word— precious.(以旧带新) 3. Ask the students to finish Water’s talk in groups. Check whether the students understand the main idea of the passage.(旨在对文章的整体把握) While-task环节，尝试用不同的方法对各段进行分段教学。 1. Introduce Daisy’s bathroom and teach some words--- tap, sink, drain. (由图片引出课文生词，处理文中的开头部分) 2. Read aloud the rewritten reading part on the slide and tell why water was angry.(阅读被改写过的段落后，同学们就水为什么会生气这一问题进行思考。) 3. Ask the students to read the first part of the passage and use the new words to replace the expressions in the rewritten part. (对照被改写的段落，在书上圈出不同的地方，看似简单的任务，却很好地调动了学生，让学生轻松地掌握了生词的英语释义。) 4. Play the recording of the second part and let the students find out the places water passed in order. (听段落，把握大意，筛选信息。) 5. Show the students some pictures and let them tell what water did and what happened to water. Students are required to use the key verbs. (趣味图片，关键动词来说明) 6. Get the students to know the end of water’s journey and learn the new word --- a sewage plant. Make sure the students know water’s cycle.(问题设问，铺垫下文) 7. Prepare some questions about water’s journey and have them wok out the questions in groups.(小组问题竞答，检查与巩固课文内容。) Post-task 环节，总结与拓展。 1. Get the students to have a competition. They take turns to write a flow chart of water’s journey in four and one of them read it out after completing it.(小组比赛，完成水旅程的流程图，更进一步地检测并巩固所学内容。) 2. Let the students watch a flash on water’ cycle and tell what they think of the journey. Try to arouse their awareness of the importance of saving water.(情意升华，珍惜水资源。) Homework 作业布置 1. Read the passage after the tape. 2. Use the given words to finish a short passage at least 60 words with the topic of ‘Water’s journey’.(写话练习是对所学内容的复习与巩固)
2020小学五年级英语说课稿精选优秀范文模板
在英语学习活动中，老师可以肢体语言帮助学生自己来认识新授单词的含义和现在进行时的含义。学生在师生互动、人人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，是学习的主人。以下是我整理的小学五年级英语说课稿，希望可以提供给大家进行参考和借鉴。 小学五年级英语说课稿范文一：doinghousework 本课选自《牛津小学英语5A 》中的Unit 6.这套教材从视听入手，注重听说训练，着重培养学生的语感和初步运用英语进行简单日常交流的能力，通过听、说、读、写、唱、游、演、画、做等活动激发学生的学习兴趣，帮助学生养成良好的学习习惯。形成有效的学习方法，发展自主学习的能力， ‘本单元“做家务”这个话题开展各项活动，所涉及到的日常交际项目有打电话，建议，询问等，其中，以“询问对方或第三者正在干什么”及其应答为重点内容。重点介绍了What is/are…doing?He's/She's/I'm/We're…句型。这一句型主要用于描述当前正在发生的事件或正在进行的动作。在教学过程中，教师要创设各种真实的情景来呈现，练习和巩固该句型。结合这一语言点，本单元继Unit 3之后，再次介绍了一批动词，从而进一步拓宽了学生的语言交际面。 为了使学生更好的掌握本单元的学习内容，我利用肢体语言，用直观、形象、与学生互动的手 段来 教授，使教学内容更贴近学生的生活，激发学生的学习兴趣，提高学生参与语言活动的积极性。 根据课文特点及新课标对五年级学生英语学习能力的要求，本课的教学目标我定为以下几方面： 认知目标： 1、能学会四会单词run ,jump,walk及一些动词词组等。。 2、能理解正在进行时的含义，并会说、会读。 技能目标： 1、能用英语向人询问对方或第三者正在干什么，并给出简单的答复。 情感目标： 在英语教学中融入思想道德教育，在学习做家务的三个英语表达后，能在实际生活中帮助父母做一些简单的家务，体谅父母的辛苦。同时也能对所学的英语产生更浓厚的兴趣。 教学重难点： 询问对方正在干什么：What are you doing?及其回答。难点是动词ing表示正在进行时。 说教法 最新的小学五年级英语第六单元 doing housework 说课稿：新课标倡导学生是学习和发展的主体，而小学高年级的英语有一定难度，比较枯燥，因此如何在一堂英语课中吸引学生的注意力，激发他们的好奇心、求知欲及充分激发学生的主动意识和进取精神就成了关键。所以我在教学过程中充分利用肢体语言、多媒体教学、图片等直观教学手段，将内容与游戏、歌曲相结合，使学生“在玩中学，在学中玩”，营造轻松、活泼的课堂气氛，有张有弛，循序渐进，引导学生积极主动地投入到学习活动中去。为了让学生的这种学习热情能在课堂上得到更好的发挥，让本堂课的任务能顺利完成，于是我就结合小学生的心理绦点和生理特点，将他们的活动内容融入到学习过程中，将情境的创设与任务的完成巧妙地结合起来，将枯燥的语言学习转变为学生乐于接受，乐于学习的内容，帮其获得的学习效果。因此整堂课我设计了四个环节来完成： 一、情境热身，布置任务 二、结合情境，完成任务 三、情境操练，巩固任务 四、运用情境，反馈任务 总之，在“任务型”课堂教学中，学生在任务的驱动下，在情境的陪伴下进行学习、活动，在课堂上有话可说、有事可做、有感可发、学以致用。“以任务型活动为主线”的教学活动设计，学生乐于参与各种情境，在轻松愉快的活动中去感受语言、理解语言和运用语言，从而获得积极愉悦的情感体验，体会到学习英语的成就感，自信心增强，学习的兴趣得到激发、保持和巩固 说学法 在本课的学习活动中，肢体语言帮助学生自己来认识新授单词的含义和现在进行时的含义。学生在师生互动、人人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，是学习的主人。 说教学过程 Step1:Revision 1.Free talk. T：Good morning, .Glad to see you. S1: Glad to see you, Miss chen. T: I like singing. What do you like? S1: I like swimming. T: What day is today? S2: Today is Monday. T: How are you? S2:I'm fine. T: How about your father? S2: He's fine T: Are you free now? S2: Yes, I am. / No, I'm not. T: Where are you now, class? Ss: We're in the classroom. 2sing a song “ What are you doing?” 这个教学步骤主要是对前面知识的复习，重点复习了动词ing形式。为下面的新授做准备。 在这里，歌曲是为营造轻松愉悦的课堂氛围，同时也为下一个步骤：操练句型所做的铺垫 Step2. Presentation 1.guess: T:What is the boy doing? Ss: guess: sleep T: Yes. You are right.He is sleeping.Drill:sleep-sleeping 2.T:Are you sleepingnow?S;No,I'm not. T:What are you doing now?S:I'm sitting.Drill:sit-sitting T:Yes ,you're sitting.But What am I doing now. S:You are shanding. 3.Play a game. T: Boys and girls, When I Say “ Stand”， you must stand up quickly, and say “I'm standing” loudly, OK? Ss: OK. T: OK, Let's play . Boys and girls , Listen carefully, the first one , “Sit” Ss: sit down, and say “ I'm sitting ” T: “Sleep” Ss: Do the action and say“ I'm sleeping”。 “兴趣是的老师。”为了让学生对学习内容有更多的兴趣，一开始我就安排猜这个游戏。调动学生的积极性。 4.Ss make an action of jumping, running ' walking. T: What are you doing? Ss: I'm jumping, running, walking. 教： run jump walk Ss: 集体问：What are you doing? S1: I'm …(做出动作) 刚刚是老师做动作学生猜，这里的几个单词是学生已学的，因此我让学生自己来做动作，让大家猜，这样换一个形式，发挥学生的主动性。 5.Work in pairs.What are you doing?I'm … 6.T:Boys and girls,what day is it today?It is …Do you like Sunday?Yes .Beause we are free.we don't go to school.If it is Sunday now .I'm at home .But I'm not free.beause my house is dirty.Who can come my home and help me.S:I can ,I can T:What can you do?Can you sweep the floor? T:What can you do?Can you clean the window? T:What can you do?Can you wash clothes? T:What can you do?Can you clean the desk?我在这儿设计了一个真实的生活情景，从而让学生很自然地融入到做家务的情景中。在情景中感受新知，运用所学知识。 T:What is he/she doing?老师就真实的情景导入新的句型。 7、guess: a boy/girl makes an action of …(抽卡片) T: What is he/she doing? Ss: He's She's… 这是拓展练习。从问对方过度到问第三者。为下节课的教学打基础。 Step3 Consolidation 1 多媒体出示一副学生大扫除的图片。用句型Where is …?What is/are he/she/girls/boys doing?谈论图片内容。 这一个环节其实就是让学生来执行任务，我利用多媒体课件确保了学生顺利开展和达到英语学习目标，和他们相互间进行交际的机会。在活跃的课堂气氛中，在我们师生的共同合作下，这一环节的学习任务完成了，在学生实施学习任务的过程中，我依据每一个学生的熟练程度，老师给于不同程度的帮助、支持和适当的指导，充当好了学生的助学者和监督者的角色，让学生在我的指导下从易到难，由浅入深地去主动学习，主动练习。如果在这一环节中我单调地讲解、翻译英语知识，单纯地机械操练单词、句型，那么只能使学生感到枯燥乏味。 2小组表演评比 设计意图：让学生以小组为单位进行编对话表演，这项任务符合新课程标准中提出的：“要为学生提供自主学习和相互交流的机会以及充分表现和自我发展的空间”这一要求，满足了学生学习语言的成就感。 step 5homework 1.抄写新单词 2.把所说的对话写下来 小学五年级英语说课稿范文二：Tasting 一、说教材。 1、教材的地位及作用。 本课主要学习了一些新的食物单词，要求掌握句型Taste this. It's sour/sweet. 本课是本单元的第二课，前一课已学习了What's this?这一句型，在这一课中又得到了巩固，在本单元中起着承上启下的作用。 2、教学目标的确定及其依据。 根据学生已有的认知基础及本课在单元中的地位及作用，依据小学英语教学的总体目标，确立本课的教学目标为： (1) 能听懂会说本课的会话。 (2) 能较好地掌握本课句型Taste this . It's sour /sweet. (3) 掌握有关食物的词汇。 3、教学重点与难点。 小学五年级英语说课稿Unit5 Tasting：本课教学的重点是调动学生的主动性，使其大胆开口，积极参与语言的实际交际，培养学生学习英语的兴趣及用英语思维的习惯。根据小学英语教学的要求，学生的年龄特点及认知规律，本节课的教学难点是让学生在看看、说说、玩玩中增强对语言的感受，在愉快和谐的氛围中学习英语。 4、教材的处理。 (1) 会话教学内容以创设情境、表演为主，体现语言的交际功能。 (2) 词汇教学内容要求学生能听能说。 二、说教法。 小学英语教学应把培养学生的学习兴趣，调动学生学习英语的主动性、积极性作为教学的主要目的。在本课教学中以情景教学为主。并通过游戏、竞赛等形式激发学生的兴趣，使每位学生都能积极地参与进来。 三、说教学程序。 本课分4个步骤来完成。 1、组织教学，引人入胜。 从心理学角度讲，学生刚上课时心理处于紧张消极状态，通过用英语与学生打招呼，和他们一起唱英语歌曲来组织教学，结合前面所学课文内容进行师生对话，可以活跃课堂气氛，消除紧张心理，使学生很自然地进入良好的学习状态。 2、学习词汇，强化句型。 在词汇教学中通过借助实物、单词卡片，让他们对词汇有初步认识，把词汇套入语言项目What's this? It's…进行替换练习。并请两位同学进行点单词的比赛，老师及时掌握反馈信息，视情况适时对学生进行表扬鼓励，通过评价让孩子们感到都有进步，都有收获。 3、游戏活动，寓教娱乐。 游戏、竞赛是活跃课堂教学的重要手段，它有助于培养小学生学习的兴趣和增强学生的竞争意识，在游戏和竞赛中让他们获得胜利的喜悦，消除他们的自卑心理，提高他们掌握词汇的能力和口语表达能力，调动起他们的主动性和积极性，在本课中，通过摸一摸，猜一猜的游戏，即巩固了What's this? It's …这一句型，又极大地激发了学生的学习兴趣。 4、作业布置。 听录音，涂颜色。 四、几点说明。 1、板书设计： Unit 2 Tasting orange Sour lemon Sweet chocolate apple 2、时间安排：组织教学约5分钟，词汇教学约10分钟，绘画教学约20分钟，作业约5分钟。 3、教具的使用及整个设计要体现的特色： 本节课使用的教具有：录音机、盒子、卡片、水果、巧克力、醋、糖水等。 设计的教学过程中利用各种感性教具，创设一个良好的环境，使学生有身临其境的感觉，并利用几个层次的口语训练，游戏、竞赛等形式激发学生兴趣，把教学的主体地位还给学生，在课堂教学中营造一个轻松、活泼、愉悦的学习氛围，让本课的重、难点在轻松的情景对话及游戏、竞赛中得到深化、化解。 小学五年级英语说课稿范文三：Unit8 一、教材分析 说课的内容是牛津小学英语5B的Unit8，这个单元的核心内容是“周末活动”。本单元和Unit 4的What does he/she usually do on Sundays?He/She usually …有一定联系，通过周末活动引出本单元的四会内容和昆虫名称。涉及的句型有：How do you spend your weekends?How does he/she spend his/her weekends? 二、教学策略 新课程强调从学生的学习兴趣、生活经验和认识水平出发，倡导体验、实践、参与、合作与交流的学习方式和任务型的教学途径达到发展学生对语言的综合运用能力。为了到达教学目标，落实教学重点、化解教学难点，本堂课借助flash：do you have any hobbies?复 习 的活动;借助一些小奖品，如塑封的蝴蝶，螳螂等，激发学生的兴趣，同时也为下节课昆虫的教学打下基础。我借助多媒体课件化解难点。在整个教学中，我注意师生的互动，从唱-游戏-对话-猜谜等活动完成了本课的教学任务。 三、教学目标 新课程强调知识与技能、过程与方法、情感态度与价值观三个角度的有机结合，本着这样的认识，我对本课设计了如下教学目标： 1. 情感目标：通过活动、游戏学生能产生学习英语的兴趣;学生能敢于、乐于、善于开口讲英语，积极参与交流，树立学好英语的信心。 2.认知目标 (1)、四会掌握词组：at the weekends learn from 三会词组 of course catch insects watch cartoons 等以前学过的词组。 (2)、句型：How do you spend your weekends?I often How does he spend his weekends?He often… How does she spends her weekends?She often… (3)、能听读课文并理解熟读。 3.能力目标：学生能用英语进行生活交际，了解同学和家人的平时活动。同时通过调查让学生体会合作的重要性。 四、教学重点、难点 1. 教学重点是学生能听说读写单词词组(weekends.,at the weekends learn from能运用How do you spend your weekends? How does he/she spend his/her weekends?进行交际。 2.教学难点是catch insects这个三会词组的发音。通过第一人称的练习转化到第三人称单数。 五、教具、学具准备 1. 教具：电脑、塑封好的昆虫、单词卡片 2. 学具：学生自备各种形状的实物。 六、教学过程 1.歌曲激趣，营造氛围 英语歌曲是提高学生英语学习兴趣和学习效率的有效方法之一。“Do you have any hobbies?”这首活泼的歌曲既能感染学生，调动学生的情绪，歌词中的词组如：watch TV grow flowers take photos等又能为新课学习作铺垫，自然导入新课。 2.联系实际，学习新知 小学高年级学生仍以形象直观思维为主。所以，我一开始利用学生常用的报数让学生自然引出周六周日，然后老师示范说weekend ，说得出的奖励一些塑封的小昆虫，然后自然引出词组catch insects既是对学会新单词的 鼓励，又为第二课时的学习打下基础 3.趣味游戏，巩固掌握 从昆虫引出周末活动，从同桌之间的互问又引出第三人称单数的练习。为了巩固第三人称的练习，老师可以提供一些人物，让学生来猜一猜他们怎么过周末的。特别是当老师提供一些名人来猜时，学生感觉特别兴奋，那时他们的偶像呢?这个过程看似游戏，其实学生在不知不觉中对今天的句型在不断的操练。 4.，精选题型，适当练习 英语教学除了口头练习，也要注重写的练习。特别是到了高年级，学习内容更深了，学生一定要听说读写齐头并进，才能够掌握课堂知识，所以本课我设计了几个填空小练习，让学生对第三人称单数的人称变化和助动词的运用能自如的判断和正确的理解，错误的地方一起分析。 5.布置作业，学以致用 如何让今天的所学用到生活中去，刚才的练习只不过是一些机械性的操练，如何让学生运用到实际生活中去，我设计了一个调查表，让学生调查家人是怎么过周末和节日的，下节课交流，看谁的周末活动丰富，学生的任务明确了，任务能顺利完成了， 那我的本课的教学任务也完成了。
2020年一年级英语说课稿精选范文模板
一年级学生是活泼好动、爱唱、爱跳的，他们学习的动力来源于有趣的教学内容和富有吸引力的活动形式，采用动态教学，目的就是要让学生在无任何心理压力的状态下轻松愉快地学习。以下是我整理的一年级英语说课稿范文，希望可以提供给大家进行参考和借鉴。 一年级英语说课稿范文一 教材：选择图文并茂、生动有趣和贴近生活的深港版小学英语教材。本次讲授是Part A Unit 7 Primary English for China Book1.这一课出现五官的单词、祈使句和一个故事。本节课主要讲新单词，以及了解祈使句。 教学目的： 1. 认识五官及其作用，能用英语正确的表达。 2. 在祈使句中运用物主代词your，能用英语正确发出和接受命令。 教学重难点： 1. Learn new words ：a nose a mouth a finger ears eyes 2. Talking about one’s body and using plural nouns. 3. Learn to give orders. 教学情感： 认识五官及其作用, 从而强调正确的读书写字的姿势,强化保护眼睛的重要性和如何保护眼睛。 分析：一年级学生是活泼好动、爱唱、爱跳的，他们学习的动力来源于有趣的教学内容和富有吸引力的活动形式，英语课的“动态”教学，目的就是要让学生在无任何心理压力的状态下轻松愉快地学习，并且乐在其中。所以，准备《My body》这一课时，我从一年级学生的实际情况出发，遵守三个“动态”教学的原则，即趣味性原则、活动性原则、变化性原则，来设计教学。 教学方法和过程： Teaching procedure Ⅰ.Warm-up and greeting. T: Good morning, boys and girls. Look! There’re so many teachers. We say hello to them . Ss: “Good morning, teachers!” T: I like singing, do you like singing? OK, let’s sing Head and shoulders, knees and toes… 目的：这课前两分钟，利用活动性原则跟学生们唱着Head and shoulders，knees and toes带领学生唱唱、跳跳、说说，这样做不仅引起了学习动机，还消除了孩子们拘束和紧张，使课堂气氛活跃，从而煅炼他们的反应能力，为后面活跃课堂气氛奠定了良好的基础。 Ⅱ.Presentation 1.Learn new words and do actions. Show
