1、小学英语说课稿模板（1）
（英文万能版）
●Good morning, my dear judges. I am_______, from____________. I’m glad to interpret my teaching design here.
●The teaching content 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（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 parts: and . In section 1, it mainly deals with these key words,
. And, in section 2, it deals with the patterns:
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.
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 and skillfully.
to develop Ss’ interest in English.
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.
5.教学过程
①具体steps 根据具体内容定；
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, 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.
（机械上口；有意义操练；let’s do; 课文对话表演;）
It will cost mins, including 1 mechanical activity to help Ss to recognize and read the new words and sentences, and 2activities in the meaningful situations to make Ss use the new words with sentence structures in , to help Ss use the language in a real situation.
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.板书设计
And, this is my layout design.
That’s all for my teaching design. Thank you a lot for listening. (GONG)
2、小学英语全英文说课稿模板（2）
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 practise the pattern: How many +n.(pl.)+ do you have? And the answer: I have … +n.(pl.)
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 so much.” Make sure t hat Ss can use these sentences in real situations.
(2) To help Ss finish the survey.
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 communic ation 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.
Key points
(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’ interests in English.
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.
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.
Op en 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 so 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. Consolidation
Help Ss finish “Let’s check” of this unit and workbook.
Purpose: To check the knowledge Ss have learned in this period.
Step 5. Extension
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.
牛津版小学英语4A第9单元说课稿
Unit 9 Breakfast
Good morning, everyone!
Today, I’ll say something about Unit 9 Part A in Book 4 of O xford English.
Background on the reformation of curriculum, this book can connect the life and act, emphasize the inter est 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 poin ts “Where’s…”and the new language points will be represented in the followi ng 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 conten ts 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, brea d and a table.
The second one: students can listen, read, say and write the following daily expressions: What’s for brea kfast?
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 1Songs and the game arousers the emotion.
In order to attract the Ss’ a ttention and construct an atmosphere of learning English, I let the students si ng some English songs and play the game “Simon says”. At the same time the game can review the pre p, serve the knowledge as foil and consist the appearance of the knowledge.
Step 2Change class to life, happy to say.
The substance of language is communication and the environment of communication is life. So when I p resent the sentence pattern “What’s for breakfast?” I first show a clock to elicit the time for breakfast, te ach the sentence. Then show my own photo of having breakfast, Ss ask and guess. In this way I can att ract 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 fin d the food and drinks for breakfast, and teach the new language points: Where are…? They’re …Mean while 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 …the n.
And I will stick these sentence patterns on the Bb. Finally I’ll let the Ss do pair works to consolidate th em.
Step 3Listen to the tape and Ss imitate to read and say.
As the new reformation of curriculum, emphasized the traditional class attach importance to the mechanic al 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 4Ss 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 devel op Ss’ good habits and achieve the aim of mastering the learned knowledge in situation.
Step 5Change 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 e xtend 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 ch allenging. 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.
牛津小学英语6b_unit7全英文说课稿
Hello, everyone, my name is JWX , Today I’m going to teach Unit7 A letter to a penfriend from Oxford English for primary school, Book 6B. I’ll finish this unit in four lessons. This is the first peorid of Unit7. And it covers three parts(B, C and E). In part B, the students will learn a new word: writing paper. In part B, we’ll learn the sentence patterns（式样）, but the sentences ‘Can I have a/an/some/the …? I want to …’ the students have learned before, so the new sentence pattern for them is ‘What for?’. Part E is the most important part in this lesson. It is just to teach the students how to introduce themselves to their penfriend by a letter. The formats（形式版式）of the letter can be omited（删除）, because the students have learned it before.
Here are the analysis(分析解释) of the students and the text book.
1.Then I’ll talk about my teaching aims（目标）.
Firstly, knowledge aims: (1)To enable（使能够）the students read and spell the new words and understand the meaning of them.(2) The students know how to use the new sentence patterns ‘Can I have a/an/some/the …? What for? I want to …’(3) The students can write a letter to their penfriend.
Secondly, skill aims. (1) Practise the students’ skills（技巧）of listening, speaking and writing.(2) Practise the students’ communicative skill and creativity（创造力）.
2. Teaching points:
1.The key points of the lesson: The students can read the words correctly（正确的）.
2.The students can understand the meaning of the new sentence patterns and use them.
3．The students know how to write a letter.
4. To improve the students’ abilities of speaking and writing.
Next, I’ll talk about my teaching procedures: I’ll follow four steps.
Step1 Warm-up（热身运动）
First, I’ll have a free talking with the students. Because free talking is an important way to improve the students’ ability of speaking. Of course it can prepare for the next step. I’ll ask the students some questions like: What day is it today? What’s the date today? What’s your favourite subject? What do you like doing? …
Step2 Presentation（陈述报告）
I’ll ask the students ‘What do you like doing?’ The students will say ‘I like…’T hen I’ll let them guess “Do you know ‘What do I like doing?” Maybe the students will have many different answers. If they can’t guess it, I’ll tell them ‘I like reading newspaper. I think it’s interesting. Yesterday I read a letter from an English boy. He wants to make a penfriend in China. He is as old as you. Do you want to make friend with him.’I think most of the students will say ‘Yes’. At the same time, I’ll show Peter’s picture and list（目录名单）in the screen（银幕）by CAI （计算机辅助教学）and let the students know more about Peter. I’ll let the students say something about Peter by themselves. For example ‘Peter lives in London…’ Then let the students answer some questions. ‘ Where does he come from? Where does he go to school? (What’s his school’s name?) What subjects does he study? What are his hobbies? How about his family? …’
Purpose（目的）: The purpose of the part doesn’t only practice the students’ ability of expressions （表示式）, but also prepare for the next step.
If the students can ask and answer with me, I will give him/her some writing paper as the presents or encouragement..
Step3 Production（产品成果）
1.Look and say. I will let the students do the pair work（小组的工作）.
It is to parctise the new sentence patterns. But I don’t show the pictures of part C directly（立即马上）, I let the students practise them through the guessing game. If the students guess it right, I will also give them some writing paper as the presents.
I think game is a better way to consolidate（巩固统一）the new knowledge than just let the students say the dialogue one by one. If the students guess it, I will give them some writing paper as their presents.
2.Write a letter. I will let the students write a letter like Liu Tao to their penfriend Peter. Before
writing, I’ll let the students read it and understand the meaning of it. And know how to introduce themselves to Peter by a letter. At last, the students write it.
The purpose is to improve the students’ability of writing and know a new way to communicate with others.
Step4 Assignment（功课任务）
1.Write the four pictures in their copybooks.（习字薄）
Writing is a good way to check if the students do the exercises correctly.
2.Say something about your penfriend Peter to your parents.
Let the students speak English in their daily lives.
5B Unit8 At the weekends (Part A 1st period) 说课稿
Hello, everyone. Today I’ll talk about “Fun with English”5B Unit8 At the weekends Part A Read and say, the 1st period. I’ll prepare five parts to say something about this lesson.
Part one:Analysis of the teaching material
“Fun with English”this teaching material pays more attention to children’s interests, experience. Many topics in it are related to our daily life. That is helpful for children to learn. The topic of this lesson is “weekends activities”. In this lesson, we’ll through a passage to talk about our weekends activities. We’ll learn some new words, phrases, sentence patterns and reading skills. The purpose is to improve students’abilities of reading and using language. According to these, my teaching aims are:
1.To enable the students to communicate with others about weekends
freely, by using the new sentence patterns“How do you spend your weekends? I often……Sometimes…….”“How does he/she spend his/her weekends? He/ She often……Sometimes…….”
2.To make the students understand the meaning of new words and phrases:
weekends, learn……from, sport, spend, watch cartoons, catch butterflies.
3.To train the students’abilities of using reading skills to find out the
information they need quickly.
4.To encourage the students to communicate with others in English.
Key and difficult points
1.To enable the students to communicate with others about weekends
freely, by using the new sentence patterns“How do you spend your weekends? I often……Sometimes…….”“How does he/she spend his/her weekends? He/ She often……Sometimes…….”
2.To train the students’abilities of using reading skills to find out the
information they need quickly.
Part two:Teaching methods
According to the new course aims: we should pay more attention to students’interests, life experience and different levels of knowledge, we should let them take part in, practise and cooperate in class. As the students in Grade 5 have abilities of reading short passage. So I’ll use these teaching methods to solve my key and difficult points.
1.Happy method
As the principle that students learn best when they feeling happy and secure. First, I’ll use the song“Hobbies”to arouse students’learning interests, and chant following with music.
2.Situation methods
I’ll set up some real situations, in this way, the students can talk in pairs or in groups. They can talk freely and needn’t worry about making mistakes. Eg: free talk, video in after-reading.
3.Task-based method
This is a lesson of reading, I’ll teach them to use reading skills to complete
different levels of tasks.
Part three: Learning methods
As the old saying goes：“It is better to teach one the skill of fishing than to offer him fish.”According to this lesson and students situation, I’ll teach them to use skimming, scanning and intensive reading to cultivate their reading abilities.
Part four: Teaching aids
In this lesson, CAI and some cards will be used.
Part five:Teaching procedure
Step1: Warming up
1.sing a song 《Hobbies》
2.free talk
English song is one of better ways to arouse students’interests of learning English. It can set up a real sorrouding of English, make students feel relaxed and get ready for this lesson. Through free talk between teacher and students, they’ll learn new words and phrases: learn……from, sport, at the weekends.
Step2: Presentation
1.Pre-reading
According to the language acquisition, I’ll use the knowledge students have learnt in unit4 Part D to help the students to learn the new knowledge. That is : from“usually”to“often”, from“What do you uaually do at the weekends?”to “How do you spend your weekends?”, from“What does he/she usually do at the weekends?”to“How does he/she spend his/her weekends?”. At the same time, I’ll use the “information gap”between students to solve the problem with the subject is the third person singular. That is the first key and difficult point in my teaching.
Let’s chant
We’ll say the chant following with music. Not only to learn the new phrases, but also to train their spoken English.
2.While-reading
(1)Presentation in whole
I’ll give them some key words to let the students themselves ask and answer.
That’s to say: change“teachers ask, students answer”into“students ask, students answer”,in this course, they’ll use skimming to get a general idea of the text and to find out the answers. In fact, asking a question is often more important than solving a problem. Only learn to ask, can complete the real communication, only learn to ask, can change their study attitude from passive to active.
(2)Multiple choice
Students will use skimming to find out“How many people are there?”“What are their names?”on P60. and will use scanning to circle the key words(weekends activities). At last, I’ll give them a summary about skimming and scanning.
(3)Judge
Ask students to read intensively to find out the answers, and the reasons of why it is false.
It is very important to train students’ reading skills and abilities of thinking in English. It is more useful and effective than just explaining the vocabulary,
practising sentence patterns. That is the second key and difficult points in my teaching.
(4)Summary
It is another way of consolidation.
3.After-reading
I’ll use the“information gap”(the coming weekends and May Day), first let them watch the video(know how to talk about it), and then every group will have a reoporter, the reporters will interview others. At last, reporters will give us reports.
The purpose of this is to train the students to think in English and to do things in English. Let students “used by learning, learnt by using, apply their knowledge”, that is also the teaching philosophy.
Step3: Homework
Blackboard design
牛津小学英语6b unit7全英文说课稿
Hello, everyone, the teaching design I’m going to talk about is for Unit7 A letter to a penfriend from Oxford English for primary school, Book 6B. I’ll finish this unit in four lessons. This is the first peorid of Unit7. And it covers three parts(B, C and E). In part B, the students will learn a new word: writing paper. In part B, we’ll learn the sentence patterns, but the sentences ‘Can I have a/an/some/the …? I want to … Sure. Here you are.’ the students have learned before, so the new sentence pattern for them is ‘What for?’. Part E is the most important part in this lesson. It is just to teach the students how to introduce themselves to their penfriend by a letter. The formats of the letter can be omited, because the students have learned it before. How to write the addresses of the letters will be taught next lesson. Here are the analysis of the students and the text book. 1. Then I’ll talk about my t eaching aims. Firstly, knowledge aims: (1)To enable the students read and spell the new words and understand the meaning of them. (2) The students know how to use the new sentence patterns ‘Can I have a/an/some/the …? What for? I want to … Sure. Here you are.’ (3) The students can write a letter to their penfriend. Secondly, skill aims. (1) Practise the students’ skills of listening, speaking
and writing. (2) Practise the students’ communicative skill and creativity. 2. Teaching points: The key points of the lesson: The students can read the words correctly. The students can understand the meaning of the new sentence patterns and use them. The students know how to write a letter. The difficult points of the lesson: The students know how to write a letter. T o improve the students’ abilities of speaking and writing.
3. Teaching approaches: The students must play the principle role in each class. That is student-center teaching. And also task-based learning and activity-based teaching with individual work, pair work, group work and class work.
4. Teaching aids: I will use CAI, writing paper Next, I’ll talk about my teaching procedures: I’ll follow four steps. Step1 Warm-up First, I’ll have a free talking with the students. Because free talking is an important wa y to improve the students’ ability of speaking. Of course it can prepare for the next step. I’ll ask the students some questions like:
What day is it today? What’s the date today? What’s your favourite subject? What do you like doing? … Step2 Presentation I’ll ask the students ‘What do you like doing?’ The students will say ‘I like…’ Then I’ll let them guess “Do you know ‘What do I like doing?” Maybe the students will have many different answers. If they can’t guess it, I’ll tell them ‘I like reading newspaper. I think it’s interesting. Yesterday I read a letter from an English boy. He wants to make a penfriend in China. He is as old as you. Do you want to make friend with him.’ I think most of the students will say ‘Yes’. At the same time, I’ll show Peter’s picture and list in the screen by CAI and let the students know more about Peter. I’ll let the students say something about Peter by themselves. For example ‘Peter lives in London…’ Then let the students answer some questions. ‘ Where does he come from? Where does he go to school? (What’s his school’s name?) What subjects does he study? What are his hobbies? How about his family? …’ Next I’ll let the students give a short passage about Peter. Like: Peter comes from England.
He lives in London. He studies at St John’sPrimary School… Purpose: The purpose of the part doesn’t only practice the students’ ability of expressions, but also prepare for the next step. Then I’ll say ‘Now you know much about Peter, do you want to make penfriends with him.’ Maybe the students will say ‘Yes.’
T: OK. But if you want to make a penfriend with him, you should write a letter to him. Yes or no? S: Yes. T: Before you write the letter, what do you need? S: Maybe the students will say ‘writing paper.’ T: At the same time, I show the word and its picture in the screen. Let the students read the word after the record and one by one. I think the students can remember the new word more deeply by this way. Reading after the tape can check if the students read the word correctly. T: Boys and girls, you want to make penfriend with Peter, so you need some writing paper. Look, there is lots of nice writing paper in my hand. (It is time to tell the students the word is an uncountable noun.) Would you like some? S: Maybe the students will sa y ‘Yes’. T: OK. If you want, you can ask me like … Then I will lead the students to use the new sentence patterns: Can I have a/an/some/the …? What for? I want to … Sure. Here you are. If the students can ask and answer with me, I will give him/her some writing paper as the presents or encouragement. It is a better way to teach the new knowledge, because the students can understand the meaning of sentence patterns by themselves by
the dialogue. The objects(writing paper) can encourage the students join the part. Step3 Production 1. Look and say. I will choose P1/2/3/6 and let the students do the pair work. It is to parctise the new sentence patterns. But I don’t show the pictures of part C directly, I let the students practise them through the guessing game. If the students guess it right, I will also give them some writing paper as the presents. I think game is a better way to consolidate the new knowledge than just let the students say the dialogue one by one. If the students guess it, I will give them some writing paper as their presents. 2. Write a letter. I will let the students write a letter like Liu Tao to their penfriend Peter. Before writing, I’ll let the students read it and understand the meaning of it. And know how to introduce themselves to Peter by a letter. At last, the students write it. The purpose is to improve the students’ ability of writing and know a new way to communicate with others. Step4 Assignment 1. Write the four pictures in their copybooks. Writing is a good way to check if the students do the exercises correctly.
3.Say something about your penfriend Peter to your parents. Let the students
speak English in their daily lives.
小学英语全英文说课稿
Today I’m going to talk about Part B of Unit 2, PEP Primary English, Book 3. This lesson i ncludes 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 practise the pattern: How many +n.(pl.)+ do you have? And the answer: I have … +n.(pl.)
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 so much.” Make sure that Ss can use these sentences in real situations.
(2) To help Ss finish the survey.
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 fo ster Ss’ consciousness of good co-operation and proper competition.
(2) To lead Ss to show their loveliness to the poor.
Key points
(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’ interests in English.
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.
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 schoo lbag 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 br ing 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 so 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. Consolidation
Help Ss finish “Let’s check” of this unit and workbook.
Purpose: To check the knowledge Ss have learned in this period.
Step 5. Extension
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.