小学一年级英语全册说课qcsk

1、查找全册说课请在搜索栏内输入qcsk一年级英语：meeting friends1Primary English For China6Module3 Unit2 In the fruit shop10Unit6 On a farm说课稿14Unit6 On a farm说课稿19Unit 3 Animals Lesson13说课稿24Unit 12 I can swim ()26Unit12 I can swim30一年级英语Unit 4 Colors(2)说课稿32朗文教材1B第四单元说课稿35我说课的内容是朗文教材1B第四单元<<More About Animals>>

2、; AB部分。35B Read the verbs and their present participles，then play the video of Part A-words.39Unit 5 Fruits 说课42Unit 5 Fruits 说课45New Century Primary English 1A51English 1B Unit6 Wonderland55一年级英语：meeting friends一、 说课我开课的主题是meeting friends交朋友是学生生活中的重要的一部分，学生喜欢朋友，更喜欢自己能成为他人的朋友。所以本课的目标是通过句型、游戏、歌曲等多种不同

3、的方式让学生在不知不觉中掌握怎样与他人成为朋友。在整堂课中，以交朋友为主线。先用动物引发小朋友交朋友的兴趣，新授句型“I want to be your friend.”接着老师把动物朋友介绍给大家，激起小朋友想交朋友的兴趣。由老师做示范后，让想交朋友的学生上台进行自由的交朋友。然后让这些学生再把自己的动物的朋友介绍给自己的好朋友。这样就给学生使用英语自然流入的机会。接着是一个生活小品练习，让学生在近似于生活的环境中使用英语。通过一个朋友到家里来玩，使学生在简单会话中充分运用了语言。最后在歌曲one two threewe are friends中结束本课，让学生感到意犹未尽，为下一课作好准备

4、。二、教学过程：一、 free talk T: Hello, whats your name? S1: my name is XX. T: who is she?S1: she is YY.T: whats his name?S2: His name is KK.Can you ask me some questions like this? (choose someone to ask me)二、 sing a song I like animals. Do you like? If you like and you want to be their friend, you should s

5、ay: I want to be your friend.(show this sentence on the blackboard, then Ss read after T) Show a toy animal (example) T: hello, I want to be your friend. CAT: me, too. T: Nice to meet you. CAT: Nice to meet you.Who want to be cats friend?(a team )The animals are our friends. We all like animals. Tod

6、ay many animals come to our school. Now please close your eyes. Then show a basket. At the same time, choose five Ss to come to the front. And the six Ss hide behind the teachers desk. Let Ss open their eyes.(they will see so many animals in the basket)And the animals also bring us a song. Lets sing

7、 this song<we love animals>. (play the cassette)During this song, the six hidden Ss will appear one by one. Then they dance in front of the classroom.三、 Make animal friends There re many animals in our classroom. Do you want to know them? Lets ask them to self-introduce.Fish: Hello, Im fish. T

8、hey are so lovely. I like them very much. I want to be their friend.(example) T: Hello, fish! I m Miss Zhu. I want to be your friend. Fish: me, too. T: Nice to meet you. Fish: Nice to meet you.Who want to be rabbits friend?Who want to be dogs friend? : Now Miss fish is my friend. And I have another

9、friend- XX.T: XX, this is my friend Miss fish. Miss fish, this is my friend, XX.XX: Nice to meet you.FISH: Nice to meet you.You must have many friends. Now please introduce your animal friend to your friend, OK?四、 Make foreign friends Today, many animals come to our school. And some foreigners come

10、to our school. Who want to perform these foreigners? (choose four Ss to perform) 1、foreign friends appear one by one. And they self-introduce. 2、(example) Miss zhu wants to be their friend T:hello, coco. Im Miss Zhu. Nice to meet you. Coco:Nice to meet you. T: I want to be your friend. Coco: Me,too

11、T: Were friends. Then Miss Zhu has a foreign friend. Do you want to have a foreign friend? OK, please come to the front and say to them. 3、Now we all have foreign friends. However our guest teachers dont know them. Can you introduce your foreign friends to our guest teachers?五、 Artistic creation 1、

12、Show a photo and introduce it. Now this is my home. Who want to be my father? Who want to my mother? Who want to be my friend? (example) T: Whos there? S: Its me! May I coming? T: Hello,KK! Coming,please! This is my father. This is my mother. This is my friendKK. K: Hello! F&M: Hello! 2、Practice

13、 in four( one is your father,one is your mother,and the other one is your friend. 3、choose some groups of them to perform六、 Sing a song Today we meet many friends-animal friends、foreign friends. Are you happy? OK, lets sing a song.( one two three we are friends) 评课：课堂气氛活跃，语言生动，活动课比较符合孩子的心理，可以让更多的学生参

14、与到活动中来，活动课有较强的互动性，让学生充分展示了自己的才能。本课结束时的一个小品紧扣生活英语的主题，让学生真正做到“学中用，用中学”。The teaching design Im going to talk about is for unit 10, from Fun with English for primary school, Book 1A. It mainly deals with colors , Ill describe it mainly in 5 parts.1. Analysis of SsMost of the first-grade Ss havent learne

15、d English. But some of them have learned some basic knowledge about English in the kindergarten. They are eager to learn and are interested in English. All these are to the advantages of English learning.Analysis of the textbookThe ultimate goal of Oxford English is to develop the comprehensive abil

16、ity to use the language. That is to develop their four skills, listening, speaking, reading and writing.2.Teaching ObjectivesFirstly, knowledge objective. In this unit, Ss are required to master the five words ( red, green, yellow, brown, white) and sentence structure “ What color?”Secondly, skill o

17、bjective. Ss are going to learn how to apply the words and expressions theyve learned in their daily life. The good news is that unit 10 is so closely connected with their daily life that it is not difficult to set a life-like language environment for them to practice what theyve learned in class. T

18、hirdly, emotional objective. We should make Ss become aware of their own advantages and disadvantages in learning. And also teach them to be willing to cooperate with others. In this way to help them develop a healthy and positive character. 3.Teaching PointsThe key points of this lesson are the fiv

19、e words ( red, green, yellow, brown, white) and sentence structure “ What color?”The difficult points of this lesson are how to motivate students zeal for knowledge and create life-like language situation.4.Teaching approaches.There should not be fixed teaching approaches for one particular class. N

20、o matter what teaching approaches I apply, I think the Ss must play the principle role in each class. That is student-centered teaching. And also task-based learning and activity-based teaching . As we know, the main instructional aims of teaching English in primary school is to cultivate Ss basic a

21、bilities of listening, speaking, reading and writing and the good sense of the English language. So in this lesson, I will mainly use “ task-based” teaching method. That is to say, Ill create an English environment and let Ss learn in real situations. According to the topic, Ill design four kinds of

22、 teaching activities, they are singing, chanting, guessing, drawing.Teaching aids:I will use pictures, word cards and fruit in my class.5.Teaching procedures: In the book of Fun with English, each unit has 4 parts. Today I choose Part A and Part B as the first period. Step 1 Pre-task preparationI be

23、gin my lesson with free talk and body responses, they are helpful in creating the environment for learning and reviewing what students have learned and are also helpful in preparing the students for the next step. Such a kind of opening can bring me closer to the Ss and help set up atmosphere for la

24、nguage learning.Step 2 While-task procedureI prepared 8 activities in this step .Activity 1 Presentation of new word (red)Firstly, I will show the flash of apple song , as Ss like singing songs, so they will be motivated. From this apple song, I can elicit the new word “red”, because Ss have already

25、 mastered the apple song, so the word “red” is not difficult for them, and I will not spend much time on this word. Activity 2 Presentation of the new sentence structureSince Ss have already mastered the word “ red”, so its time for them to learn the sentence structure “ What color”, first , I will

26、ask Ss “ what color” when sticking the picture of apple on the blackboard, Ss will probably answer “ Red.” Then I will correct them and tell them the right expression” Its red.” Then I will ask individual student the question “ What color?” This time , they can use the sentence structure “Its red.”

27、This is a acitivity between teacher and student, then I will ask Ss to do a pair work, In my opinion, maybe the Ss will feel a little bored now. In order to attract their attention, Ill use a game to practise the new sentence structure, it goes like this: I take out a red apple, go to student A, and

28、 then ask “What color?” studentA giving the right answer can get the apple and go to studentB and ask “What color”? StudentB giving the right answer can get the apple and go to StudentCThis game not only enable Ss to practise the new sentence structure but also makes Ss feel relaxing.Activity3 Prese

29、ntation of new word (green) and practise the sentence structure “ What color?”It may seem a little bit awkward If I show a picture of watermelon and then tell Ss “ It's green.” Instead, I use a guessing game to elicit the word “ green”, the game goes like this: “ I show a small part of a picture

30、, and then ask Ss to guess what fruit it is. In order to make it easier, I give some hint, such as : It isnt red, it isnt yellow After Ss get the right answer “ watermelon”, then the word green has been naturally elicited. Then I ask Ss to read the word green in different tones. Whats more, I use th

31、e way of “ starting the train” .That is mechanical drill of this part. It can improve their speaking ability. In order to enable Ss to put the language into use, I ask Ss to look for the color green in the classroom, it can make the Ss feel exciting and teacher can know if Ss have mastered the word

32、green or not.Activity4 Presentation of the new word (yellow) I use a guessing game here to elicit the word yellow, the game goes like this: I take out a bag, and ask Ss to touch the fruit in the bag , then guess what the fruit is. Ss always like to do guessing games and they always show interest in

33、something they can t see. Ss will review the words about fruit when going through this game. Then I will ask Ss to read the word yellow one by one, group by group . Since Ss were interested in the activity “ looking for color” , so here I will use this activity again. Up to now, these three words (r

34、ed, green, yellow) have all been elicited, and the pictures of apple, watermelon and banana have been sticked on the blackboard, so I will make a rhyme to help Ss remember these three words. The rhyme goes like this: Red, red, apple is red. Green, green, watermelon is green. Yellow, yellow, banana i

35、s yellow. Such a kind of rhyme can make it easy for Ss to remember the new words they have just learned.Activity5 Presentation of the new word (brown)In order to elicit the word brown naturally, I try to find the relation between yellow and brown, banana is yellow, monkey likes bananas, and monkey i

36、s brown. This is the relation between yellow and brown. So I first show the picture of cat and fish on the screen, then I show pictures of banana and four animals (bear, mouse, tiger, monkey) on the TV screen, and then I ask Ss to choose a animal that likes bananas. Ss will probably choose monkey, t

37、hen I will have Ss chant and dance “Five little monkeys”. They like chanting and dancing, so it can make them exciting. Then I will let Ss read the word brown one by one, group by group.Activity6 Presentation of the new word (white)I use a guessing game to elicit the rabbit, the guessing game goes l

38、ike this: It is a kind of animal, it has long ears, it can jump, it has red eyes, what is it? Can you guess, most Ss can get the answer :rabbit, and then I will ask Ss: What color is the rabbit? SS can answer the question using the sentence structure “Its white.” Ss sing and dance “ Ten little rabbi

39、ts”, it can stimulate Ss and make the class lively and interesting.Step 3 Post-task activityAccording to the task-based English teaching approach, the meaningful drill is very necessary in class. This is really a good way to develop their ability to use the language of English.Up to now, All the fiv

40、e new words and sentence structure have been taught to the Ss, so I think Id better to give Ss a chance to improve their speaking ability, that is to say a short passage using the words and expressions they learned in class. It is a bit difficult for the first-grade Ss to do such a job. In order to

41、make it easier, I set an example first: Look, this is a monkey. Its brown. Brown, brown, monkey is brown. For the first and second time, I will ask Ss to read after me, then I will invite several Ss to give a presentation. After that, I show the picture of rabbit in the TV screen, and I will ask Ss

42、to say a short passage about the rabbit. And I will also invite two or three Ss to give a presentation. In the last activity, speaking ability has been trained, but it is also very important for the Ss to put the language into use. So I design a drawing practice here to check up if Ss have mastered

43、the knowledge they have just learned. I will hand out pictures that are in white and black to the Ss, and ask Ss to color the objects according to teachers instructions.Step 4 Homework1. In order to check the knowledge Ss have learned in this unit, I will ask Ss to say the rhyme they have learnt in

44、the class to their parents.Red, red, apple is red.Green, green, watermelon is green.Yellow, yellow, banana is yellow.Brown, brown, monkey is brown.White, white, rabbit is white.2. Another task is to ask Ss to find different colors at their homes and give a report in the next English class.Thats all

45、for my lesson design. Thank you for listening.Primary English For ChinaThe lesson I am going to talk about is from the teaching material <Primary English For China > Book One ,Unit 8 <Fruit>.the third part that is used by the kids in Grade One . 一、Analysis of the teaching material (说教材)

46、This is a dialogue that happens in the fruit shop .several sentences surround selling and buying the fruit will be learned .During the first and the second part in this unit ,the kids have understood simple instructions and act accordingly ,and they can say simple words ,phrases or sentences by look

47、ing at objects and the pictures .eg: lychee, banana, apple,“Whats this ?Its an apple.”In Unit seven ,we grasped the numbers from one to ten .The main language points in this unit is to make sentences using the fruit and numbers freely and communicate with others in English in the fruit shop. And pay

48、 close attention to the single and plural forms of the nouns .According to the kids English level and the corresponding content in the daily life ,I give them some extra extending .To train their ability of communicate with the others in English ,I prepare the following design . Teaching aims (教学目标)

49、1.      knowledge and skill aims :（知识技能目标）Review the names of the ten different kinds of fruit and recognize the numbers from one to ten . Understand simple instructions about the numbers and act accordingly.Practice English and communicate with others in the situation.2.

50、60;     Equip them with the emotion ,attitude and value goals :（情感、态度、价值目标） Cultivate the spirit of co-operations in the group work. Bring up the good quality of protect and make friends with the animals . Teaching importance :（教学重点）1.      Make sentences

51、 using the fruit and the numbers . “Six oranges ,please .2.      Distinguish the difference between the single form and the plural forms of the nouns .“one apple / two apples ”3.      The sentences used when selling and buying the fruit in a fruit sh

52、op.Teaching difficulties :（教学难点）1.      Distinguish the difference between the single and the plural forms of the nouns .2.      Train their ability of communicating with others in English .Teaching aids ;（教具准备）Multimedia , flash cards ,fresh fruit a

53、nd arrangements and decorations of the fruit shop .Teaching methods :（教学方法）Task objective teaching method .TPR method , performance and games methods .二、Analysis of the learners :（说学习者） We are facing the 5 to 6-year-old little kids who just graduated from the kindergarten ,and they can not tell the

54、difference between kindergarten and the primary school. sometimes they even dont know how to behave in the class. So ,I think the most important thing for me to do is to attract their interests and make them love English and feel confident in this subject .so ,I will play some interesting games with

55、 them ,show them the funny cartoon movie and role the plays in the text or have a competation. we should not only focus on the language point itself ,but also set up the real circumstance where I can encourage them to express themselves better .What I try my best to do is to arouse the kids interest

56、s and protect their enthusiasm。三、Analysis of the teaching methods (说教法)<New English Lesson Standards> says that during the Foundation Education period ,the total goal for English lesson is to improve the pupils ability of comprehensive using language .It promotes task teaching structure .Accor

57、ding to the little kids physical and psychological characteristics of keeping curios ,active and imitating and showing themselves .I adopt the “task researchconstruct ” teaching methods and organize the class to focus on the importance and solve the difficulties .I give the pupils an open and relaxe

58、d circumstance in which they can learn to observe ,think and discuss .during this procedure ,the pupils ability of thinking and using language is developed very well .四、Analysis of the teaching procedures .(说教学过程)1. Warm up .（歌曲热身） All the class sing English song “Ten little Indian boys ” to arouse their interests and help them to step into English learning circumstance happily.2. Review the fruit and the numbers those we learned in the first and the second part in this unit .（复习数字和水果