请问谁有外研版小学英语说课稿，全英的，越多越好，急用！！！！！！！请各位一定帮忙！ 谁知道哪里有外研版小学六年级英语的说课稿？~~~~~~~~~...
\u5c0f\u5b66\u82f1\u8bed\u5916\u7814\u793e\u65b0\u6807\u51c6\u4e00\u8d77\u8bf4\u8bfe\u7a3f \u8d8a\u591a\u8d8a\u597d\u3002\u8981\u5168\u82f1\u7684\u54e6\u3002\u3002It\u2019s my great honor to be here sharing my lesson with you.
The content of my lesson is\u300aNew Standard English \u300bBook4 Module8 Unit1 I was two. Then I\u2019m going to talk about it through the following six aspects: teaching material, students, teaching aims, teaching points, teaching preparation and teaching process.
\u4e00\u3001Teaching material
The topic of this module is \u201cChanges\u201d. The language function of this unit is throughing the photos of Lingling\u2019s grandparents and her own to describe the things past with \u201cwas/were\u201d. The main patterns \u201cThey were young.\u201d and \u201cI was two.\u201d are close to Ss\u2019 daily life. Therefore, they would show their great interests in this lesson and try to use what they have learnt in their real lives. By studying this unit, Ss can discuss the things that occurred in the past to themselves with \u201cwas/were\u201d.
\u4e8c\u3001Students
The Ss in grade four have got some English foundations. They also have higher learning enthusiasm and lively personalities. As a result, the activities full of fun and relaxation are offered in order to let the Ss learn English more freely. Meanwhile, the abilities of observing and self-study , the habits of independent thinking and positive participation are fostered in the class.
\u4e09\u3001Teaching aims
\uff08\u4e00\uff09Aims on the knowledge
1\uff0eThe Ss can understand and speak the words: who, grandparents, then, me, hair, so.
2\uff0eThe Ss can understand and speak the sentence patterns: They were young. I was two.
\uff08\u4e8c\uff09Aims on the abilities
1\uff0eThe Ss can read the dialogue fluently.
2\uff0eThe Ss can communicate with \u201cwas/were\u201d according to the photos.
\uff08\u4e09\uff09Aims on the emotion
Through the Ss\u2019 comparison the old life with the new one, they will not only cherish the life nowadays, but also improve emotion between the families.
\u56db\u3001Teaching points
\uff08\u4e00\uff09Key points
1\uff0eThe Ss can understand and speak the new words and the sentence patterns.
2\uff0eThe Ss can describe the things past with \u201cwas/were\u201d.
\uff08\u4e8c\uff09Difficult points
1\uff0eThe Ss know the usage and relationship between \u201cam/is/are\u201d and \u201cwas/ were\u201d.
2\uff0eThe Ss can discuss the real life with the sentence patterns freely and creatively.
\u4e94\u3001Teaching preparation
Tape, recorder, photos, multimedia, cards, stickers.
\u516d\u3001Teaching process
Step 1 .Warming-up
1. Greetings
2. Enjoy the song \u201cThe family\u201d.
3. Free talk
T: Here is a family photo. Let\u2019s describe it.
In this photo, Father is \u2026 (choose the appropriate adjectives)
S: \u2026.
T: Mother/Brother/Sister/Baby is\u2026
\u2026
[Design intent] The song can adjust the Ss\u2019 thought, arouse their interest in learning English, let them enter the atmosphere of learning English quickly.The free talk can help them review the adjectives which are used to describe the personalities and characters.
Step 2.Presentation
1. Leading- in
T: Here is another family photo. Do you know who the baby is?
S: \u2026
T: It\u2019s me! ( Teach the word \u201cme\u201d at this moment.)
I was two, then. Now I am 30. (Show Ss the current photo.)
T: Our friend Lingling has got some photos, too. Do you want to have a look?
[Design intent] Through the new and old photos show, bring out the topic of the text smoothly and make a good preparation for the text learning.
2. Text
(1)Listen and try to find out the words they don\u2019t know. Study them in groups. Then T consolidates the meaning of \u201cwho, grandparents, then, hair, so\u201d.
(2)Listen read and underline the sentences with \u201cwas/were\u201d.
T: What\u2019s the difference between \u201cam/is/are\u201d and \u201cwas/ were\u201d? \uff08Explain it under the help of the photos.\uff09
[Design intent] Through the listening and underlining, Ss can have the deeper understanding to the text. Explain the past tense appropriately and design the blackboard writing reasonably. Let Ss know the meaning and usage of \u201cwas/ were\u201d clearly.
\uff083\uff09Listen and read the dialogue again.
Step 3.Practice
1\uff0eLook, listen and guess.
Show Ss four pairs of pictures, choose the correct one after listening to T\u2019s description.
2\uff0eDo Activity 3 on page 31. Discuss the answers in groups.
[Design intent] Through the activities, let Ss practice the sentence patterns step by step. Cultivate Ss' abilities of cooperation and participation by group-working.
Step 4 Consolidation
1.Enjoy the passage of the cartoon \u201cThe ugly duckling\u201d. Discuss the changes of the little duckling according to the T\u2019s reminder.
2. Show Ss some photos of new and old Yantai, let them realize the great changes of our life.
[Design intent] The cartoon can make Ss show more interests in learning English. Through the photos show, Ss will love and cherish the new life more.
Step 5 Summary
Ask Ss themselves to summarize what they have learnt today.
Step 6 Assignment
1\uff0eListen and repeat the text.
2\uff0eDescribe Ss\u2019 own photos with the sentence patterns in groups and prepare to show in next class.
[Design intent] Making lots of listening and speaking exercise is able to train Ss\u2019 comprehensive language abilities and strengthen their confidence. In addition, extending the knowledge in class to the real life effectively can finally achieve the purpose of communication using language.
Design of blackboard writing
Moduel 8 Changes
Unit 1 I was two.
(then) (now)
I was two, then. Now I am 30.
They were young, then. Now they are old.
She/He was\u2026, then. Now she/he is\u2026.
\u91c7\u7eb3\u4e00\u4e0b\u5427 \u8c22\u8c22
\u6539\u4e00\u4e0b\u5e74\u7ea7\u5c31\u53ef\u4ee5\u7528\u4e86
Good afternoon , Ladies and Gentlemen !
My name is Wu Dan . I come from Yu Hong Primary School .I am very glad to be standing here and talking about Lesson 10 ,which is from Fun with English Book 3 Unit 2 .
My teaching report includes four parts .
Part 1 To analyze the book
1.There are 3 units in Book 3 . This is Lesson 10 . The central item is how to master another sentence to express \u201c What\u2019s the time ? \u201d and how to buy something. Using \u201c What\u2019s the time ? \u201d hungry , cakes, bread and so on . We\u2019ll study and drill the sentences and the word \u2019s pronunciation .
2. According to the teaching outline and combining the students \u2019 situation , I make the teaching aims of this lesson as follows .
a .The first is the aim of knowledge .
It\u2019s to learn and master two sentences. What time is it? I am hungry and then using them to express the time and go shopping fluently and freely
b. The second is the aim of abilities
The creative spirit is quite important to the students. So I will pay much attention to train it in my class. Otherwise. I will try to train the students listening, speaking, reading and writing abilities, Mainly improve their communicative abilities and encourage them to speak more English.
C. The third is the aim of emotion
Make the students have successful feeling and achievement. And make them be in English study.
3.Important points
The first is to master and use the two sentences. What time is it? I\u2019m hungry. The second is to master the usage of the words hungry, cakes and bread.
4.Difficult points.
It\u2019s the pronunciation of the two words. hungry, cakes, and how to use them fluently and freely .
Part 2 . Teaching and learning methods
Make the students take part in class . Ask and answer in pairs and groups . I\u2019ll use communicative method , discussing method and seeing and hearing method to teach this lesson .
Part 3 . Teaching aids .
In order to interest the students . I\u2019ll use a clock , recorder , cards and some food as my teaching aids .
Part 4 . Teaching procedure .
Step 1 Revision
Before my class , I\u2019ll get the students to sing an English song to keep themselves relax . Then I\u2019ll use a clock to act it . What\u2019s the time ? What\u2019s the time ? It\u2019s eight o\u2019clock . I\u2019ll show three numbers . When the students answer It\u2019s ten o\u2019clock . I\u2019ll say : It\u2019s ten . Today we\u2019ll learn Lesson Ten . Then I'll put the clock on the blackboard .
Step 2 Presentation and drill
First I\u2019ll point to the clock and ask , what time is it ? Students answer It\u2019s ten . Then I go on moving the hands and ask .What time is it ?Students answer quickly .
Second I\u2019ll drill the sentences What time is it ? It\u2019s ----- .pairs in pairs or row by row .
Third When the students answer It\u2019s 12:00 o\u2019clock . I\u2019ll point to my stomach and say .Oh I\u2019m hungry .and I\u2019ll eat a cake . Then I\u2019ll go on saying I\u2019m hungry .and I\u2019ll eat another cake . I\u2019ll act it four or five times . Then I ask a student to act it . I\u2019m hungry , too . I\u2019ll say two cakes , please .and the sentences .I\u2019m hungry . Two cakes ,please.
Forth :Listen to the dialogue and answer my questions.
1.What time is it?
2.How many cakes?
Step 3 Consolidation
I\u2019ll train the creative spirit of the students.
I\u2019ll give them three please. To act the dialogue freely .First at the 219 Park,second fruit shop Third department store.
Step4.Homework
Encourage my student to the market to buy something with his friends or parent
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\u2019 basic abilities of their listening and speaking and their good sense of the English language. Our boys and girls are exposed to English for the first time, so it is very important to develop their keen interest in English.
I. Contents:
Today I\u2019m going to talk about Part B of Unit 2, PEP Primary English, Book 3. This lesson includes two parts: Let\u2019s talk and let\u2019s practice. In section 1, it mainly deals with the dialogue about \u201cWhat\u2019s in the schoolbag?\u201d and the answers. And in section 2, it provides a real situation for the Ss to prastise 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: \u201cMy schoo lbag is heavy. What\u2019s in it? Thank you sooooooo much.\u201d Make sure that Ss can use these sentences in real situations.
(2) To help Ss to finish the survey.
(3) Let Ss finish the assessment of \u201cLet\u2019s check\u201d in this unit.
2. Aims on the abilities
(1) To develop Ss\u2019 abilities of listening and speaking.
(2) To train the Ss\u2019 ability of working in groups.
(3) To foster Ss\u2019 abilities of communication and their innovation.
3. Aims on the emotion
(1)To foster Ss\u2019 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\u2019s in it?
(2) To enable Ss to study in groups and co-operate skillfully.
(3) To develop Ss\u2019 interest in English.
IV. Difficult points
(1) To help the Ss ask and answer the question \u201cWhat\u2019s in it?\u201d and make sure they can use the plural nouns cor rectly.
(2) To finish the survey by themselves.
V. Teaching methods
As we all know: the main instructional aims of learning English in primary school is to cultivate pupils\u2019 basic abilities of listening and speaking and their good sense of the English language. So in this lesson I\u2019ll mainly use \u201cTask-based\u201d 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, finishing 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 purposes of my designing.
I\u2019ll 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: \u201cHow many crayons do you have?\u201d
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\u2019ll mainly talk about this step.
1. Present the pattern: \u201cMy schoolbag is heavy.\u201d \u201cWhat\u2019s in it?.\u201d
(1) Show a bag and say: \u201cLook! I have a bag.\u201d Carry it and say: \u201cOh, it is heavy. My schoolbag is heavy.\u201d 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: \u201cWhat\u2019s in it? What\u2019s in my schoolbag?\u201d
Take out a Chinese book. Then do the action again. Let the S s read the sentence.
2. Play a guessing game. Divide the whole class into four groups to have a competition.
Let them guess: What\u2019s 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\u2019 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\u2019s 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\u2019ll 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. T he teacher says: Thank you soooooooo 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\u2019 ability of communication and also their ability of co-operation will be well trained.
Step 4. Assessment
Help Ss finish \u201cLet\u2019s check\u201d of this unit and workbook.
Purpose: To check the k nowledge 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.
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.
By: Ma
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绛旓細鑰屽湪瀛︾敓璇粹渨ardrobe鈥濊繖涓瘮杈冮毦鍙戦煶鐨勫崟璇嶆椂,瀛︾敓鏈夊彲鑳戒笉浼氬彂闊虫垨鍙戦煶涓嶆纭,鎴戜細鎶娾渂edroom銆乨raw銆亀ardrobe鈥濊繖涓変釜鍗曡瘝鍐欏湪涓璧,璁╁鐢熼氳繃璁ㄨ銆佹瘮杈冨拰寮哄寲,寮曞瀛︾敓鎵惧嚭瑙勫緥,鍗抽兘鏈変竴涓瓧姣嶇粍鍚堚渄r鈥濆彂鈥︹ 鍙﹀,鍦ㄥ崟璇嶇殑鏁欏涓,鎴戣缃繖鏍蜂竴涓幆鑺:Iteachyou鈥﹁瀛︾敓鍦ㄩ氳繃璁ㄨ銆佹濊冨悗,鍛婅瘔鍒汉鎴栨暀...
绛旓細涓嬮潰鏄垜鏀堕泦鏁寸悊鐨勪笁骞寸骇涓婂唽鑻辫璇磋绋(绮鹃3绡),浠呬緵鍙傝,甯屾湜鑳藉甯姪鍒板ぇ瀹躲 鎴戞墽鏁欑殑鏄澶栫爺鐗堝皬瀛﹁嫳璇涓夊勾绾ц捣鐐逛笁骞寸骇涓婂唽绗笁妯″潡Unit1銆備笅闈㈡垜瀵硅繖鑺傝鐨勬暀瀛﹁璁″仛濡備笅璇存槑: 鏈崟鍏冧富瑕佽瑷鍔熻兘鏄繍鐢ㄧ浣垮彞,鍥寸粫鈥滃彂鍑烘寚浠ゅ拰鎵ц鎸囦护鈥濊繖涓棰樻潗灞曞紑銆備富瑕佸涔燩iont to the鈥﹀彞鍨嬨傛棰樻潗闈炲父鐢熸椿鍖,璐磋繎...
绛旓細It鈥檚 my great honor to be here sharing my lesson with you.The content of my lesson is銆奛ew Standard English 銆婤ook4 Module8 Unit1 I was two. Then I鈥檓 going to talk about it through the following six aspects: teaching material, students, teaching aims, teaching points, tea...
绛旓細銆庡皬瀛﹁嫳璇璇俱灏忓鑻辫璇磋绋銆婂寳甯堝ぇ鐗堣嫳璇銆婾nit8 Mocky is lat.. 路灏忓鑻辫璇磋绋裤婂寳甯堝ぇ鐗堣嫳璇婾nit8 Mocky is late 涓銆佽鏁欐潗 1. 璇存暀鏉愬唴瀹圭殑鍦颁綅銆佷綔鐢ㄥ強鎰忎箟銆婂寳甯堝ぇ鐗堣嫳璇嬪洓骞寸骇鏁欐潗鍦ㄥ唴瀹圭殑璁捐涓婂墠... 杞欢澶у皬:鏈煡 鎺堟潈鏂瑰紡:鍏嶈垂涓嬭浇 涓嬭浇:386 鎺ㄨ崘绋嬪害: 銆庡皬瀛﹁嫳璇璇俱忕墰娲5B ...
绛旓細銆愮瘒涓夈灏忓鐢熻嫳璇璇剧鑼冩枃 涓銆佽鏁欐潗: 1銆佹暀鏉愬唴瀹 鏈妭璇炬槸浜烘暀鐗堝皬瀛﹁嫳璇 PEP 鏁欐潗鍥涘勾绾т笂鍐 Unit 2 My schoolbag 涓殑绗洓璇炬椂,鍐呭鍖呮嫭P.B Let鈥檚 learn Let鈥檚 chant 涓ら儴鍒嗐傛湰璇剧殑涓昏鍐呭鏄涔犵敓璇 twenty-one ?thirty, thirty-one ?forty, forty-one ?fifty,浠ュ強浼氳繍鐢ㄥ彞鍨 How many ...
绛旓細涓嬮潰鏄垜鏁寸悊鐨勫洓骞寸骇鑻辫銆奤nit 3 My friends銆璇磋绋,娆㈣繋闃呰銆 涓銆佽鏁欐潗 鍚勪綅鑰佸笀,澶у濂!浠婂ぉ鎴戣璇剧殑鍐呭鏄汉鏁鐗堝皬瀛﹁嫳璇PEP鏁欐潗鍥涘勾绾т笂鍐孶nit 3 My friends涓殑绗竴璇炬椂,鏈鏃剁殑涓昏鍐呭鏄疞et's learn 閮ㄥ垎銆傛湰璇剧殑涓昏鍐呭鏄涔犳柊鍗曡瘝: long hair,short hair,thin,strong,quiet 鍜宖riends,浼氳繍鐢...
绛旓細灏忓鑻辫鑻辨枃璇磋绋 (涓) The 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 . 涓銆丄nalysis of the teaching material (璇存暀鏉) This is a dialogue that happens in...
绛旓細甯繖鎵句竴涓嬪叏鑻辨枃鐨璇磋绋鍚仿仿澶栫爺鐗(鏂拌鏍)绗簲鍐岀殑路路鏈濂芥槸鍏蜂綋鍒版瘡涓鍗曞厓鐨劼仿仿疯藩鎷溌仿仿... 甯繖鎵句竴涓嬪叏鑻辨枃鐨勮璇剧鍚仿仿峰鐮旂増(鏂拌鏍)绗簲鍐岀殑路路鏈濂芥槸鍏蜂綋鍒版瘡涓鍗曞厓鐨劼仿仿疯藩鎷溌仿仿 灞曞紑 鎴戞潵绛 1涓洖绛 #鐑# 鐢熸椿涓湁鍝簺鎴愮樉椋熺墿?33445621zl 2010-08-07 路...
绛旓細銆愮瘒涓銆灏忓鐢熻嫳璇璇剧鑼冩枃 璇存暀鏉: 1.鏁欐潗鍐呭 鏈妭鏁欐潗閲嶇偣鍥寸粫鑺傛棩灞曞紑,鍥寸粫浜轰滑缁忓父濡備綍搴﹁繃鑺傛棩灞曞紑璇濋銆傛湰璇炬椂瑕佹眰瀛︾敓鑳芥帉鎻″洓涓妭鏃ational Day, Halloween, Christmas, Spring Festival 鍙婂彞鍨媁hat do people usually do at ?骞惰兘鑷敱浜ゆ祦濡備綍搴﹁繃鍋囨棩銆傚湪鏈涓璬id寮曞鐨勪竴鑸枒闂彞鍙婂洖绛斾篃鏄柊鐭ヤ箣涓...
绛旓細4.灏忓鐢熻嫳璇璇剧鑼冩枃 鏈妭璇炬槸浜烘暀鐗堝皬瀛﹁嫳璇PEP绗簩鍐屼腑My Family鐨勪竴璇俱傛湰璇剧殑鏁欏鐩殑鏄:澶嶄範瀹跺涵鎴愬憳鍚嶇О,瀛︿範Who鈥檚 that man/woman/boy/girl锕栧彞鍨嬪苟瀛︿範浠嬬粛鑷繁鐨勫搴侻y Family杩欐槸涓涓拰瀛︾敓鐨勫疄闄呯敓娲绘湁鐫瀵嗗垏鑱旂郴鐨勫唴瀹广傜壒鍒槸鍦ㄥ涔犱簡瀹跺涵鎴愬憳farther mother grandfather grandmother 杩欎簺鍚嶇О浠...
