小学英语说课稿全英版

小学英语讲课稿[全英版]小学英语讲课稿[全英版]PAGE/PAGE10小学英语讲课稿[全英版]PAGE

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小学英语讲课稿

Goodafternoon,LadiesandGentlemen!

MynameisWuDan.IcomefromTanggangziSchool.Iamverygladtobestandinghereand

talkingaboutLesson10,whichisfromFunwithEnglishBook3Unit2.

Myteachingreportincludesfourparts.

Part1Toanalyzethebook

are3unitsinBook3.ThisisLesson10.Thecentralitemishowtomasteranothersentencetoexpress

“What’sthetime?〞andhowtobuysomething.Using“What’sthe,cakes,time?breadand〞sohungryon.

We’llstudyanddrillthesentencesandtheword’spronunciation.

2.Accordingtotheteachingoutlineandcombiningthestudents’situation,Imaketheteachingaimsofth

lessonasfollows.

a.Thefirstistheaimofknowledge.

It’stolearnandmastertwosentences.Whattimeisit?Iamhungryandthenusingthemtoexpressthetimeandgoshoppingfluentlyandfreely

b.ThesecondistheaimofabilitiesThecreativespiritisquiteimportanttothestudents.SoIwillpaymuchattentiontotrainitinmyclass.Otherwise.Iwilltrytotrainthestudentslistening,speaking,readingandwritingabilities,MainlyimprovetheircommunicativeabilitiesandencouragethemtospeakmoreEnglish.C.ThethirdistheaimofemotionMakethestudentshavesuccessfulfeelingandachievement.AndmakethembeinEnglishstudy.pointsThefirstistomasterandusethetwosentences.Whattimeisit?I’mhungry.Thesecondistomasterofthewordshungry,cakesandbread.points.It’sthepronunciationofthetwowords.hungry,cakes,andhowtousethemfluentlyandfreely.Part2.TeachingandlearningmethodsMakethestudentstakepartinclass.Askandanswerinpairsandgroups.I’llusecommunicativemdiscussingmethodandseeingandhearingmethodtoteachthislesson.Part3.Teachingaids.Inordertointerestthestudents.I’lluseaclock,recorder,cardsandsomefoodasmyteachingaids.Part4.Teachingprocedure.Step1RevisionBeforemyclass,I’llgetthestudentstosinganEnglishsongtokeepthemselvesrelax.ThenIactit.What’sthetime?What’sthetime?It’seighto’clock.I’llshowthreenumbers.WhentanswerIt’tenso’clock.I’llsay:It’tenｓ.Todaywe’lllearnLessonTen.ThenI'llputtheclockontheblackboard.

Step2Presentationanddrill

FirstI’llpointtotheclockandask,whattimeisit?StudentsanswerIt’sten.ThenIgoonmo

andask.Whattimeisit?Studentsanswerquickly.

SecondI’lldrillthesentencesWhattimeisit?It.pairsinpairsor’rowsbyrow.

ThirdWhenthestudentsanswerIt’s12:00o’clock.I’llpointtomystomachandsay.OhII’ll’

eatacake.ThenI’llsayinggoonI’mhungry.andI’lleatanothercake.I’llactitfourorfivetimes.Then

astudenttoactit.I’mhungry,too.I’llsaytwocakes,please.andthesentences.I’hungrym.Two

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cakes,please.

Forth:Listentothedialogueandanswermyquestions.

timeisit?

manycakes?

Step3Consolidation

I’lltrainthecreativespiritofthestudents.

’llgivethemthreeplease.Toactthedialoguefreely.Firstatthe219Park,secondfruitshopThirddepartmentstore.

Encouragemystudenttothemarkettobuysomethingwithhisfriendsorparents.

Goodmorning,everyone!

Today,I’llsaysomethingaboutUnit9PartAinBook4ofOxfordEnglish.

Backgroundonthereformationofcurriculum,thisbookcanconnectthelifeandact,emphasizetheinterestand

experienceoftheSs,thepicturesareactiveandvivid.GradefouristheinitialstageofEnglishlearning,soit

stressesontheemotionoftheSs,createsawellbeginningfortheSs.ThisUnithas7parts,welearnPartA

mainly,itembodiestherepeatingcharacterize.Reviewthelearnedlanguagepoints“Where’s⋯〞

languagepointswillberepresentedinthefollowingunits.Sothisunitformsconnectinglinkswithaspecialmeaninginthisbook.

Thecontentofthisperiodistouseare“Where⋯〞to’determineｓtheplace.Andaccordingtothecontentsand

thefactoftheSs,Iestablishthefollowingthreeteachingaimsofthisperiod:

Thefirstone:studentscanlisten,read,sayandspellthefollowingwords:aglass,afridge,anegg,breadanda

table.

Thesecondone:studentscanlisten,read,sayandwritethefollowingdailyexpressions:What’

Havesomejuicethen.

Thethirdone:studentscanlisten,read,sayandwritethefollowingsentencepatterns:Where’ｓWhereare

my⋯

It’Theys’re⋯

There’sno⋯innear⋯

Ithinkthemostdifficultpointofthisperiodistomakesurethestudentscanusethepatterns\Where

are⋯andThereisno⋯innear⋯〞intheirdailylifecorrectly.

AndIwillusesomepictures,wordsandsentencecards,ataperecorderandthemulti-mediacomputertohelpmeachievetheaims.

Thetask-basedmethod,communicatedmethod,groupcooperatemethodwillbeusedinthisperiod.

Toaccomplishtheaims,Idesignthefollowingsteps:

Step1Songsandthegamearouserstheemotion.

InordertoattracttheSs’attentionandconstructanatmosphereoflearningEnglish,Iletthestudentssingsome

Englishsongsandplaythegame“Simonsays〞At．thesametimethegamecanreviewtheprep,servethe

knowledgeasfoilandconsisttheappearanceoftheknowledge.

Step2Changeclasstolife,happytosay.

Thesubstanceoflanguageiscommunicationandtheenvironmentofcommunicationislife.SowhenIpresent

thesentencepattern“What’forsbreakfast?〞Ifirstshowaclocktoelicitthetimeforbreakfast,teachthe

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sentence.Thenshowmyownphotoofhavingbreakfast,Ssaskandguess.InthiswayIcanattractSs

encourageSstoaskQswiththenewknowledge.

MostoftheSshavelearntthesentencepattern:Where’s⋯?soIdesignataskforSstohelpHelenfindthefo

anddrinksforbreakfast,andteachthenewlanguagepoints:Whereare⋯?They’re⋯Meanwhilesti

sentencesontheBb.

Aftersomepracticebyaskingandanswering,Ipresentthenextlanguagepoints:

There’sno⋯innear⋯

Have⋯then.

AndIwillstickthesesentencepatternsontheBb.FinallyI’lllettheSsdopairworkstoconsolidatethem

Step3ListentothetapeandSsimitatetoreadandsay.

Asthenewreformationofcurriculum,emphasizedthetraditionalclassattachimportancetothemechanicalteaching,neglecttheexperienceandparticipation,forexample,thefive-stepmethod.Sointhislesson,afterpresentation,IaskSstolistentothetapewiththreeQs,readindifferentrolesandinpairs,thentrytorecitethetext.Step4Ssbethemainbody,Tmakesaguider.

Inclass,Ssplayasahost,andtheTmakesaninfluenceonguiding,helpSstoactthelearntdialogue,itcanstressthepositionoftheSs,andarousetheirinterest.

ThenIshowacartonwithnovoice,askSstomakeadialogueinpairs.

Therearelotsofwaystoconsolidatethenewknowledge.Playinggameisagoodway.SoaccordingtothephysiologyofSs,Iholdagroupcompetitionduringthegame,askSstofinishtheblanks.Inthiswaycandevelop

Ss’goodhabitsandachievetheaimofmasteringthelearnedknowledgeinsituation.

Step5Changeclasstolife,learnbythemselves.

Isthistheendoftheclass?Idon’tthinkso.Ifthereisanend,Ithinkitshouldbeinthelife.SoIextendthisclass,

encourageSstousethelearnedtocommunicatewitheachotherintheirlife.

Inaword,thewholeperiodisbasedontasks,whicharedesignedfromeasystepstostepsthatarechallenging.WhentheSsarecartingoutthetasks,theycanacquireinformation,knowledge,andhavetheirabilityandskillstrained.

That’sall.Thanksalotforyourattention.

全英讲课稿

Goodmorningeveryone.Standinghere,I’mveryhappyandexcited.It’sm

honortobeheretopresentmylesson,andthechanceisverypreciousforme.AndI

trymybest.TodayI’lltalkaboutunitfrommycontentsconsistof8parts

Analysisoftheteachingmaterial

Analysisofthestudents

Teachingmethods

Teachingaimsanddemands

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Teachingprocedure

Blackboarddesign

Andconclusion

Well,firstly,I’lltalkaboutpart1analysisoftheteachingmaterial.Ihaveconcluded

thefeaturesof⋯⋯．

1.therearealotpictures.Forthis,thekidswillbeinterestedinthebook.Asweallknowthatinterestisbestteacherforthestudents.

2.Itlaysstressonthecommunication.AccordingtotheproblemofChinesestudentslearningEnglish,thebookdesignalotofmaterialtoimprovethestudentslisteningspeaking,reading,andwriting.SoIthinkthebookisverygood.

ThenI’lltalkaboutnextpartanalysisofthestudents.Itisknowntousthatthekidsareveryactiveandlikeplayinggamesverymuch,soduringmyclass,I’llinterestinggamestoactivatethemtoparticipateandlearnsomething.Theywillalsobeinterestedintheclass.NextI’lltalkaboutteachingmethods.Myteachingmethodsaretask-basedapproachandsituationalapproach.Usingdifferentmethodscanmaketheclassactive.

Let’smoveontoanotherpart,teachingaimsanddemands.Thereareknowledge

aimsandabilityaims.

Knowledgeaimsaretoenablethestudentstomasterthewordsandphrases:⋯⋯⋯.

Andthesentences:⋯

AbilityaimsareToimprovestudents’

listeningandspeakingabilitybyreadingandpracticingthedialogue.

Nextistheteachingaids.Inthisclass,I’llusepictures,PPTandtaperecorder.Thes

canarousethestudents’interestinEnglish.