小学英语英文版说课稿

2024年3月22日发(作者：姜有庆)

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小学英语英文版说课稿

小学英语英文版说课稿

作为一位优秀的人民教师，常常要写一份优秀的.说课稿，借助说课稿可以提高教学质量，取得良好的教学效果。说课稿应该怎么写才好呢？下面是小编精心整理的小学英语英文版说课稿，仅供参考，大家一起来看看吧。

小学英语英文版说课稿 篇1

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 n of the English

language. Our boys and girls are expod 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 ction 1, it mainly deals with the dialogue

about “What’s in the schoolbag?” and the answers. And in

ction 2, it provides a real situation for the Ss to prasti 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 u the ntences in real situations.

(2) To help Ss to finish the survey.

(3) Let Ss finish the asssment 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 u the plural nouns correctly.

(2) To finish the survey by themlves.

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 n of the English

language. So in this lesson I’ll mainly u “Task-bad”

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, finishin

g 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 purpos 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?”

Purpo: It is important to form a better English learning

surrounding for the Ss by singing and doing some total physical

respon and at the same time it provides situations to review

learned knowledge for the next step.

Step 2. Prentation

Now I’ll mainly talk about this step.

1. Prent 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 ntence. 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 Chine book. Then do the action again. Let the

Ss read the ntence.

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? Purpo: To

prent the key structures one by one is much easier for the Ss

to learn and grasp the meanings. Proper competition can arou

the Ss’ interest in English learning.

3. With the help of the CAI to prent 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 castte. Let the Ss listen and imitate the dialogue.

Pay attention to their pronunciation and intonat

ion. Purpo: 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 erars pencil-cas

rulers Chen Jie 8 24 3 32 26 4 1 3 Purpo: Task-bad teaching

method is ud here to develop Ss’ ability of communication

and also their ability of co-operation will be well trained.

Step 4. Asssment

Help Ss finish “Let’s check” of this unit and workbook.

Purpo: 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.

Purpo: 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 exercis after class to

consolidate the knowledge they learned.

小学英语英文版说课稿 篇2

First class; teaching suggestion

1 teaching material analysis

The Lets talk part of the textbook is a situational

conversation where students learn to ask questions and answer

questions about where they are, Wheres, Its, in / on / under, and

can be ud naturally in actual Lets practi ction

is part of the Lets talk part of the game, which provides students

with an opportunity to actually u the the two part

of knowledge and practice, you can listen, say, and recognize the

following words: car, plane, desk, chair, bag, in, on, under.

2 teaching suggestions

This class is mainly through situational dialogue, so that

students learn to ask questions and answer the location of the

ntence, so that students understand in a certain situation, will

say and understand the Its in / on /

The teacher asks the students to prepare the stationery

class words before class. When they teach the new ntences,

they can u the game "hide and ek" to import ntence

Its in / on / On the basis of

understanding the new ntence patterns, u the courware to

learn the new dialogue, so as to recognize the words in the

y, once again, through the game, tin and consolidate

the content of the Lets talk, the game can be divided into

collective and group game game two, and will find stationery

extended to find toys or other things around.

Second hours teaching suggestion

1 teaching material analysis

This ssion is divided into two ctions: Lets, learn, and Lets

Lets learn ction focus on teaching a few words that

reprent transport: bus, bike, jeep, taxi, and a preliminary

understanding of the phra "Look out".Lets play is part of the

Lets talk part of the first class, to provide students with an

opportunity to u language in real life.

2 teaching suggestions

The main lesson to learn veral express transport words: bus,

bike, jeep, taxi, students of the words have a preliminary

understanding, learning again, teachers should design easy to

mobilize the students interest and enthusiasm for learning

the introduction of new class, the introduction of

new lessons with simple strokes, but also the u of real toys to

allow students to perceive, to attract students with colorful

pictures, with familiar voices to mobilize u

animation courware to prent new the training

ssion, the teacher may design the interesting activity, lets the

student consolidate in the play, moves.

Third hours teaching suggestion

1 teaching material analysis

This ssion includes two ctions: Lets, say and Lets

Lets say part is to train students to listen, say, read and write

letters Uu, Vv, Ww, and to make the students understand and

speak the letters at the beginning of the word "umbrella",

"under", "vest", "Violin", "window", "wind".The Lets do ction

reviews and consolidates the letter "A-W" through rhythmic,

rhythmic preliminary understanding of the list

of action words show, point, type, colour, say, but also for

students to provide a basis for language learning.A-T is the

teaching content of this book Unit 1 through Unit 4.

2 teaching methods

When teaching letters and words, the teacher us letters,

words and actions to prent letters and words at the same time,

so that students can learn on the basis of understanding the

meaning of as: umbrella, vest, window, can be

explained in kind; violin, wind explained by action.(according to

students or teachers change the situation) understand the

meaning of words, help to express words, more skilled reading

words, and then learn letters, to master pronunciation, master

letters shape.

[Topic] Unit, Five, Where, is, my, ruler?

[emphasis on teaching] everyday expressions And

its It s in / on /

[teaching difficulties] ntences: Where, is, my, car, In, the, toy,

box, understanding

[teaching aid preparation]

1 the teacher prepares the tapes for teaching materials.

2 teachers prepare Let s talk part of the courware.

3 teachers and students are ready for pen, pencil, ruler, erar,

bag and other stationery and car, toy, box, ball, plane, doll and

other toys.

4 teachers prepare cards and pictures of the words they learn.

5 students prepare white paper and watercolor pen, ready to

draw.

6 students prepare patches for the group.

[teaching process]

1 warm up and review (Warm-up/Revision)

(1) students practice everyday expressions.

(2) games Show, me,

Teachers or students say words such as "pencil", and teachers

and students say Show, me, the, pencils., teachers and students

put up this way, practice other stationery words in the

same rs and students play games together to improve

game effectiveness and communication between teachers and

students.

(3) the teacher plays the recordings of book Unit, 2, B, part

Let, s, chant, and the students listen and clap and chant

rhythmically.

小学英语英文版说课稿 篇3

1. content of teaching materials

This ction focus on festivals and focus on how people

usually spend their class requires students to

master the National, Day, Halloween, Christmas, Spring, Festival

and What do people usually do I?...And free to talk about

how to spend the this class, did leads to general

questions and answers as well as new e the past

ten of the be verb has appeared in the first third units, it is

easier for the students to master it when they are studying.

2. status of teaching materials

The lected cour in this class is English 6A Unit 6 in Oxford

primary teaching of this unit revolves around

this ction of the festival, students have the

knowledge of the previous third units foreshadowing, relatively

easy to depth and arrangement reflects not only

the progressive meaning of teaching materials, but also the

students knowledge level and cognitive how people

spend their holidays, especially in Western festivals,.Students are

required to collect information in time after the actual

teaching, this class us the old topic, first teaches the new

ntence pattern, and us the ntence pattern to lead the new

knowledge way to unfold, this is advantageous for the student to

accept and grasp, also has manifested the teaching content the

continuity.

Say target:

1. teaching objectives

The new curriculum emphasizes the organic combination of

knowledge and skills, process and method, emotion, attitude and

values, and in the light of this understanding, I t the following

teaching objectives: three.

[Objective] to students cognitive spoken phras and words:

visit relatives and friends, go to parties, dress up in costumes,

ware masks, make pumping lanterns, eat lots of delicious food,

National Day, Christmas, Halloween, Spring, Festival, favourite;

can u What, do, people, usually, do, at...Did

you?....Yes, I, did./, No, I, didn, T. and so on.

Ability to communicate in English on holidays, and some

students can introduce the festival in English fluently.

[Objective] through activities and games, students are

interested in learning English. Students are encouraged and

willing to talk and participate actively in let

students cultivate their n of cooperation and competition in

the process of learning.

2. teaching difficulties

The focus of teaching is to let students master the phra,

can u phras to communicate, the ability of students to u

the phra to describe the preliminary exerci Festival; difficulty

is to enable students to understand the temporal changes in

richness and realize the u of different phras to create

language.

Doctrine of teaching:

1. teaching method design

According to the characteristics of this English class itlf and

the sixth grade students interest, I through the design of a

specific image of the scene, the old with the new, continuous

rolling knowledge, in order to disper the difficulty of teaching,

let students perceive and the same time, the

creation of a number of tasks, from words to phras to ntence

to dialogue to pieces, make students practice and meaningful

practice in multi exchange between teachers and students in

learning, give full play to their enthusiasm, cultivate their ability

to learn to u.

2. learning method guidance

To guide students through the method of comparison,

obrvation and speculation gradually new language project

function, let the students in practice to realize multi-level

learning English "u" the necessity, to encourage students to

think actively, bold attempt.

3. teaching means

According to the teaching content, teaching objectives,

students age characteristics and psychological characteristics, in

order to better stimulate students interest in learning, so as to

actively participate in edia courware, pictures

and other teaching aids teaching, the abstract ntence in a vivid

scene, the game, not only make the learning process more

relaxed, can special ca.

Say process:

1. warm up (Warm up)

(1) announce the way of study in this lesson: group

ats are divided into four teams, each of which

is bad on the class performance of each student. At the end of

the class, WINNER is , begin "one ntence for each

class". The ntences taught in this class are "Lite is long if you

know how to u it.""

[design intention] the announcement of the study style made

the students full of interest in the lesson and aroud their

fighting spirit and desire for the groups performance."One

ntence for each class" is an esntial part of every class I started

in grade ction mainly teaches students some clever

words and ntences not only enrich students

vocabulary, improve their expression ability, but also enable them

to learn idiomatic expressions in as to create a good

atmosphere for learning english.

2. take the old with the new [lead in]

Provide topic Birthday, free communication between

teachers and students, and then u the "How do you your

birthday spend" to draw the new ntence pattern of this lesson

"What do you on your birthday do", and then import "Did

you"..."Last birthday?" and u the Colour topic to

elicit the ntence pattern

[design intention] to get rid of new knowledge through old

knowledge is one of my frequently ud teaching

new students, students can master the ntence patterns more

the same time, combine the new ntences with the old

helps to cultivate students open thinking ability.