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小学英语说课稿模板

小学英语说课稿模板
小学英语说课稿模板

小学英语说课稿模板(新标准)

一、教材分析

今天我说课的内容是外研社小学英语新标准三年级起始第一册module 6 school, unit

2 what’s this? 我采用多样化的教学手段将听、说、玩、唱溶于一体,激发学生学习英语的兴趣和愿望,使学生通过合作学习体验荣誉感和成就感,从而树立自信心,发展自主学习的能力,形成初步用英语进行简单日常交际的能力。

二、学情分析

三年级的学生于本期刚接触英语,对学习英语充满了好奇和兴趣,渴望获得更多的英语信息和知识。经过本模块第一单元的学习,学生已经初步掌握了询问并识别物体的句型:what’s this? 和what’s that? 学生已掌握的知识和心理状态为本节课的自主探究打下了基础。

三、教学目标

1、语言知识目标

(1) 让学生能听、说、认、读pen,pencil,book,bag等单词。

(2) 通过学习让学生熟练掌握句型what’s this? 和what’s that?

2、学习技能目标:

(1) 能听懂let’s do中的指令并做出相应动作,如point to the …

(2) 根据图片或在场景下进行简单的英语交流和表达,培养学生灵活运用所学知识进行交流的能力.

3、情感态度目标

(1)通过学习活动,使学生有兴趣听、说英语,培养学生注意观察、乐于模仿的良好习惯和主动竞争的竟识。

(2)让学生在鼓励性评价中树立学习英语的自信心。

(3)通过小组活动培养学生合作交流能力,从而让学生意识到学习英语的重要意义。

(4)充分利用教材所提供的学习资源,实现自由参与与创新,能主动与他人交流,并克服交流中的困难,使交际顺利进行。

四、教学重难点

1、学习新单词pen,pencil,book,bag ,能正确认读。

2、巩固已学句型:what’s this? 和what’s that? 并能用it’s a…作出相应的回答。

五、课前准备

教具准备:课文录音;带单词的物品图片;实物pen,pencil,book,bag;魔法包;奖品(贴画)。学具准备:单色物品的图片(学生课前画好)

六、教学策略

为了突破这堂课的重、难点,根据小学生好奇、好胜、好动、模仿力强、表现欲旺盛等生理和心理特点,我主要采取了以下教法和学法。

(一)小组活动学习法

把全班分成四个大组(两行为一组),分别用数量单词命名,并书写在黑板的左边或右边。课堂各项教学活动均以小组活动为主线,结对或全班活动为辅,学生互相交流、探究,共同完成学习任务,在合作中感受学习英语的乐趣及交流的意义,也通过小组成员之间“荣辱与共”的关系而形成同步学习的环境。

(二)情境教学法

给学生不断创设各种真实的场景,促使学生说英语。

(三)课堂评价主要以鼓励性评价为主。

课上恰当使用激励性评语和奖励个人贴画、小组奖红旗(画在黑板上)的方法,让学生渴望成功的心理得到满足,这也是激励学生积极投身英语学习的一个最简单而有效的方法。老师操作起来也比较方便。

七、教学过程

(一)热身复习,营造学习英语的气氛。

1、歌曲导入,激发学生学习的兴趣

教育家托尔斯泰说过:“成功的教学所必须的不是强制,而是激发学生的兴趣,激发学生参与学习的兴趣,是新课导入的关键。精彩的课堂开头,不仅能使学生迅速地兴奋起来,而且还会使学生把学习当成一种自我需要,自然地进入学习新知的情景。因此,在热身的时候,首先让学生演唱歌曲“plese stand up”,并做上相应的动作,这样的导入能很快吸引住学生,还渲染了学生学习英语的良好气氛。同时,歌曲中的物品也可勾起学生们对已学物品单词的回忆,对复习句型what’s this? 和what’s that?作好铺垫。

2、复习旧知,培养自信

教师出示tom的图片,谈话向孩子们引出本节课的新朋友:“it’s tom.” ,并让学生热情地和他打招呼。告诉学生们他是amy的弟弟,今年才三岁。小tom有些物品不认识,由于刚和大家见面,有些害羞,要老师代问,让孩子们帮帮他。孩子们对帮助他人都比较热心,反应都很积极。于是老师拿着tom的图片,在教室里四处走动,随意拿起一件物品或指向一件物品,向学生提问:what’s this? 或what’s that?让学生作出相应的回答。适时还可用what colour is it?进行询问,借以复习表示颜色的单词。大力夸奖乐于助人的娃娃。这样不仅复习了旧知识,渲染了学习英语的良好气氛,而且渗透了思想品德教育。

(二)会话导入新知,促进语言实际运用能力的提高。

学生在一个平等尊重的氛围中,他们的思维是放松的,敢于说、敢于参与教学。教师要真心诚意地把学生当成学习的主人,努力提高“导”的艺术,从而在教学中恰到好处地去启发、点拔、尽可能地给学生多一点思考的时间,多一点活动的余地,多一点表现自己的机会,这样才能使课堂氛围充满活力。因此,这个环节我是这样设计的:

1、教师拿着tom的图片继续指向教室里的物品,向学生提问。课前教师在离讲台较近的墙壁两侧和较远的后墙两边分别贴上pen,pencil和book,bag的图片,分别使用what’s this? 和

what’s that?向学生提问,学生可用中文来回答。教师引导用“it’s a…”来回答,自然引出新单词,进行单词教学。

2、游戏——变一变。

老师先出示魔法包,把实物pen,pencil,book,bag一件件地特意让学生看到后,再把它们放进“魔法包”中,然后让一名学生上台,从“魔法包”中握住一件物品,让其余学生猜是什么。若猜对了就把物品拿出来,并让另一名学生上台找出相应的单词卡片,全班进行单词练读。学生们对“魔法包”充满了好奇,而所学的单词又是孩子们非常熟悉的文具物品,从而学习起来非常带劲,能起到很好的巩固作用。通过齐读、指名读、开火车读、看口形猜单词等多种形式的操练,孩子们能十分轻松地掌握单词的认读。对读得对、读得好的个人和小组要给以及时的鼓励,调动学习的兴趣和积极性。

(三)呈现新知,合作互动。

在小学英语课堂中使学生保持一种积极的紧张感,能够激发他们学习的外部动机,引发他们一系列的自主活动,促进外部动机向内部动机的转化。

1、游戏——say and point

请四位学生上来,分别站在四个不同的方位,手里分别拿着实物pen,pencil,book,bag再请一名学生发出指令:point to the…其余学生做出相应的动作,以达到对新单词的熟练掌握。这个活动完全由学生来操作,既锻炼了学生的胆量和能力,又激发了学生学习的兴趣。

2、演一演。这个部分由学生导学。指派一生扮演tom,在教室随意走动,指向任一物品,用what’s this? 和what’s that?进行询问,其余学生扮演amy作答,以答到操练句型的目的。为了激发学生学习的积极性和主动性,可多抽几名学生扮演tom练习。这个环节主要是操练学生能正确使用what’s this? 和what’s that?来提问。对能正确使用this和that来询问的学生要加以大力表扬和奖励。

3、小组活动:ask and answer

以学习小组(四人)为单位,摆出pen,pencil,book,bag等文具,可故意将其中的一件放远一些。然后指派一人分别用what’s this? 和what’s that?进行询问,其他学生作答。依次轮流进行,借以达到熟练掌握句型的目的。若组内成员不懂,其他成员帮助,团结一心,完成任务。教师巡视指导。

4、学习课文what’s this?

(1)学生打开书,结合课文插图,听课文录音,理解文意。

(2)再听录音,生逐句模仿读。教师适时正音。

(3)趣味操练——多种形式赛读:男女生分角色读;指名分角色读;小组赛读。优胜者分别奖个人贴画、奖小组小红旗。各种方式的赛读,从多方面激发学生学习英语的兴趣,培养自信心,让他们感受到成功的快乐。

(四)巩固新知,拓展练习。

1、完成运用任务(1):赛一赛——将sb24页的activity 3设计为一个抢答赛。

教师出示单色物品,用what’s this?询问,学生抢答。在这个环节,教师要注意引导学生加上颜色作答。不仅巩固了新知,也复习了旧知。这个练习有一定的难度,教师要多加诱导,多给孩子思考的余地。通过努力,相信孩子们一定能完成得很好的。对答得对的要大加赞扬和奖励,比如说:呀,你真了不起!能说那么长的英语句子了!太棒了!

2、完成运用任务2:将sb 25页的activity 5设计为小组活动——show and ask

学生展示出课前画好的单色物品图片,在小组内互相用what’s this? 和what’s that?来进行问答。提醒学生在问时把图片拿出来,做出合适的动作;在答时尽量加上表示颜色的词,教师巡视指导。此任务的设计,重视了对学生思维能力、观察能力的培养,特别是对学生合作学习能力的培养,让学生们在师生,生生,小组等不同的合作方式中,学会倾听,学会评价,为学生的终身学习奠定基础。

(五)课堂小结和课堂延伸

1、总结小组的战利品,(包括个人的贴画和黑板上小组的小红旗)学生掌声祝贺并鼓励未获胜的小组继续努力,为激发下节课的学习气氛打下基础。

2、布置课外作业——我来当当小老师。

将所学的单词或英语句子教教你的家人或朋友。并将你当小老师的情况在下节英语课上向老师和同学汇报。

此环节将课堂延伸至课外,培养了学生的运用能力,让孩子的家人和朋友也来分享学习英语的快乐,从而更加激发孩子学习英语的欲望,真切体验学习英语的成功带来的喜悦,达到学以至用的目的。

八、设计说明

本节课不论是新知的呈现,还是游戏的设计,都是以学生的自主探究学习为中心,充分调动了学生学习英语的积极性,让学生全员积极参与到课堂,在玩中学,学中用,提高了课堂实效,培养了学生学习英语的兴趣。我相信通过这样的教学,充分让学生主体参与、体验感悟、游戏巩固,是一定能圆满实现课堂教学任务的。

附:板书设计

Module 6 School Unit 2 What’s this? What’s this?

It’s a red pen. yellow pencil. What’s that?

It’s a blue bag. green book.

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