小学英语全英说课稿优秀

小学英语全英说课稿优秀

小学英语全英说课稿优秀1

The Lecture Notes of 《 PEP Primary English 》

Book4 Unit5 B Let’s talk

Ladies and Gentlemen, It’s my great pleasure to be here sharing my lesson with you.

The content of my lesson is《 PEP Primary English 》Book4 Unit5 B Let’s talk, asking the price and inquiring the clothes size.First, let me talk about the teaching material.

Part 1 Teaching Material:

This lesson is about a shopping topic. By study of this unit, the Ss know how to ask the price in English and how to describe the size and price with simple words and sentences. The sentence patterns of this lesson “ What size?” “How much are they?” and“We’ll take them 。”are the key and difficult points of this unit.The study of this lesson will help the Ss with daily communication.

Moreover, this lesson completes the transition of the phrase “a pair of… ”to the sentence pattern “A pair of… for …” ，and helps the Ss further consolidate the knowledge of words of clothing appearing in plural form.

Therefore, on studying the teaching material and analyzing the regulation of children’s growing of mind,I put forward the teaching objectives according to English syllabus and new lesson standard.

1.Perception objective:

a）The Ss can hear, read, and use the main sentence patterns “A pair of … for …” “What size?” “How much are they?” “We' ll take them.”

b）The Ss can understand and read the conversation of the lesson.

2.Ability objective:

a）The Ss can use the sentence pattern of inquiring the price, and further develop their language ability of “shopping”；

b）The Ss can use the patterns to express their thoughts in the proper scene.

3.Emotion objective:

a）By completing the task,the Ss increase their interest and set up self-confidence in language study;

b）Teach the Ss what is “love” and “ managing money matters”， put the moral education in the language study.

Next,the key points of this lesson:

First of all, to study and use the sentence patterns “What size?”“How much are they ？”“A pair of … for … 。” “We' ll take them.”To improve the Ss’ abilities in “shopping”；

Secondly, teach the Ss how to study independently as well as by cooperation.

Difficult points:

The Ss can use the words and patterns to describe the clothes in the proper scene, and make simple dialogues of shopping.

Well, how to achieve the teaching objectives better, to stress the key points and break through the difficult points? The key is how to make use of the proper teaching methods, I’ll talk about my teaching methods below.

Part 2 Teaching Methods:

According to the modern perception theories and social intercourse teaching theories, I adopt the TSA method and TBLT method in my teaching, namely Total Situational Action and Task-based Language Teaching.

The former is a “scene — activity” teaching method 。It establishes a real scene and the interaction between the teacher and the Ss 。It emphasizes a dynamic information exchange between the teacher and Ss.

The latter offers the Ss an opportunity to complete the tasks in which Ss use language to achieve a specific outcome. The activity reflects real life and learners focus on meaning, they are free to use any language they want.

At the same time, make use of the modern electricity teaching equipments and all kinds of teaching means, it can mobilize the Ss’ enthusiasm and creativity in learning English.

Part 3 Studying Methods:

Let Ss study in a relaxed and agreeable atmosphere. Ss understand the new knowledge in certain degree through the mental process of seeing, hearing, saying, observing, imagining ， thinking etc. And make preparation for completing the new study task.

After feeling and comprehending the language points, let Ss obtain the knowledge actively by probe study and cooperative study. Thereby, develop the Ss’ abilities of studying and working with the learning language independently.

Part 4 Teaching Process:

In order to realize the teaching process systematically, properly and efficiently, under the principle of “regard Ss as the corpus, the teacher inspires for predominance”， I divide the teaching process into five steps.

Step1 Warm-up.

Sing a song: The coat in window.

So as to the psychological characteristics of children,singing a song can make Ss feel pleased and satisfied, and can arouse exciting motion. In this step ， teacher and the Ss sing in unison and perform the song “The coat in window.” Thus,review the sentence pattern “How much is … ？” And arouse the Ss' performance desire, participation desire,and lead the Ss into a thick English studying atmosphere.

Step2 Presentation and practice.

1.Design: Look for Cinderella.

Broadcast a part of “Cinderella” with the flash, presenting a crystal shoe that Cinderella lose, and establishes a scene of ministers look for the proper size everywhere. Through the role playing, guide the Ss to use the sentence pattern “What size do you wear?” “Size … 。”to make the question and answer.This design is a novelty of my lesson,it leads the Ss into the fairy tales. They acquire the language unconsciously and can do communication freely.

2.Lead to the shopping topic naturally from the unsuited shoes, and demonstrate the sentence pattern “How much are they?”

With a good student to be the assistant, I perform to go shopping, and guide the Ss to make the answer: “They are … 。”

In this course, Ss can understand the main contents of this dialogue and get the key points by scene demonstration.

3.Game:Guess the price.

From buying a pair of shoes for myself to buying a pair for my mom, introduce the sentence pattern “A pair of … for … 。”

The CAI presents a big cabinet with various shoes, ask the Ss to guess their price, and then display them.

It considers that children can keep their attentions in limited time. The game can avoid the lifelessness and boredom from the pure machine drills 。It creates the conditions of a relaxed and natural atmosphere for children’s drills. Then achieve the aim of consolidating and deepening the sentence pattern.

4.Present the text.

a）At this time, John and his mom come to the shoe store.

It reappears the relevant conversation by broadcasting the VCD, let Ss know the text contents with a combination of audio and video, words and pictures, which cater to the characteristics of primary period to be curious and pursuing interest and freshness.

b）After the audio-visual commences, play the tape recorder completely again, let the Ss concentrate on listening, then answer my questions according to the dialogue. e.g.:What size does John wear? How much? Whether buy or not, etc.

c）After be familiar with the text, let the Ss try to act out the dialogue.

By this step, it achieved the teaching aim of understanding and talking the dialogue of this lesson.

Step3 Task time.

Task:Mother’s Day.

To master the language capability needs certain amount of practice.So,I still adopt the “Task-based”teaching method, which is defined by strong practicality and exact task, so as to make break-through about the difficult points of this lesson.

In advance, I shall arrange the classroom to some business locations, such as clothes store, shoes store, fruit store etc. I shall divide the class into groups and play roles, and then give the Ss a certain quantity of specie currency, so that they may choose and buy the gifts for Mother’s Day.

For this step, I shall instruct the Ss to use the words and patterns learnt in the process of completing certain tasks. Meanwhile, they may have mutual improvement in exchanging information during the communicating activities.

Most Ss can take their parts in the activities, especially for the Ss who have trouble in English study. In the group activities, they can speak a little English with ease. With no doubt, this will encourage them to speak English.In fact, it incarnates a kind of demand of human being.Suhuomulinsiji says:

“In one’s mind, there is always a kind of deeply rooted demand, that is the hope to feel oneself a finder and explorer. In Ss’ spirits, such demand is specially strong.”

This step also leads to the emotion objective of this lesson, that is to have moral education in this step.

Step4 Consolidation and extension.

Summarize the whole lesson,and arrange the homework.

1.Do the correlative exercises in the activity book.Check the mastering of knowledge of this lesson.

2.Ask Ss to interview their friends asking the price and size of their clothing and make records of the information.

This content is an extension of the previous lesson, to meet the needs of increasing communicating demand of some Ss.

Step5 Blackboard Design.

Show on the CAI.（It’s a …）

Anyway, the teaching of this lesson aims to develop not only the Ss' language technical abilities, but also the diverse intelligence by integrated teaching methods.

As teachers, to make our English classrooms shine with vitality, we are laid with heavy burden, and we still have long way to go.

小学英语全英说课稿优秀2

Hello dear teachers and judges, today I’m going to talk about how to teach some words and sentences using clothes as an example 。

Part One Analysis of the Teaching Material

I. STATUS AND FUNCTION

From this lesson, the students will learn how to describe other’s clothes. The useful expression_rs and words can be used to describe others more freely and vividly. Therefore this lesson is an important portion of the teaching material.

Such a topic is related to daily life, so it is helpful to raise the learning interests of students and it will also help to improve their spoken English.

II .ANALYSIS OF THE STUDENTS

The Ss in Grade four have learned English for several years, but they still lack some learning strategies and their vocabularies are limited.

AIMS AND DEMANDS

The teaching aim is established according to the New Curriculum of Primary School English.

1.Knowledge objects

（1） To enable the students to understand and speak five new words and two sentence patterns: wear, shirt, T-shirt, dress, skirt. He’s wearing a… She’s wearing a…

（2） To be able to describe someone else more freely.

（3） To enlarge the Ss’ vocabulary.

2、Ability objects

（1） To develop the Ss’ speaking strategy.

（2）To develop the Ss’ vocabulary strategy. （word guessing etc.）

（3） To encourage the students cooperation amongst in their studies.

3.Moral objects

To arouse the students’ interest of learning English and to have them participate actively in language communication. To stimulate the students’ creativity 。

KEY AND DIFFICULT POINTS

The teaching key and difficult points are based on the aims and demands.

TEACHING KEY POINTS :

To grasp the five new words and two sentence patterns.

TEACHING DIFFICULTIES

1.Improve Ss’s speaking ability to describe others more freely

2、Develop their lateral thinking through games 。

V.TEACHING AIDS

A Computer

PART 2 Teaching Methods

1、Student-centered teaching

2、Task-based learning

3.Communication through learning

PART 3 Studying Ways

Activity-based learning（individual work; pair work; group work; class work）

Problem Analysis

Teaching which appeals to learners’ needs can facilitate learning 。 It is necessary to investigate why the students were showing less and less interested ， and devoting less and less effort. So interviews were held and questionnaires were issued. It is found that:

a. Those poor learners report that ， due to their lack of practice. They can’t complete sentences.

b. Some students report that they are afraid of being laughed at by other students.

c. Quite a number of students report that they are afraid of being criticized and thus withdraw from classroom activities.

d. Some students aren’t interested in practicing speaking 。

Possible Solutions

Taking the above factors into consideration, the following solutions were proposed:

a. Employing interesting role work to help the students understand and learn new knowledge.

b. Organizing interesting activities to motivate the students to speak more English in the oral lesson. Make the students have to speak so that they would be interested in speaking English 。

d. Encouraging the students to speak.

4、Project objective

Part Four Teaching Procedure

Step 1 warm up

to arouse Ss’ interest ，play a “colour song” on the computer, let the students become familiar with the phrase “ Who’s wearing…”

Step 2 Lead-in

To introduce the new words and sentences ，I create a situation here, Sam and Amy are Australian children ， they decide to buy some summer clothes because it’s getting hotter in their county. What will they buy?

（purpose: To present the new words and increase students geographical knowledge at the same time）

Step 3 practice

After presentating the new words, the students need some activities to practice them. Students greatly welcome games. They can create a cheerful and light-hearted environment and arouse students’ interest in learning English. Games are considered one of the most effective ways to improve efficiency in language learning. So in this part, I will use a power point I prepared to play some games with the students:

1、Let them try to memorize how many models are wearing a T- shirt/ shirt/ dress/skirt? 2

2、How many models they can introduce by using the sentence in a limit time: He’s wearing a …/She’s wearing a…

3、And the third game is to try to answer some questions according to the shadow pictures.

4、Step 4 extension

（to develop their creativity and speaking ability）

Organize Ss into groups of four and discuss “ how can you help them to find ”the missing person（situation: a little child is lost in a shopping mall and he/she is trying to find his parent）

Step 8 Homework

Design a T-shirt ， or some other clothes that you like.

Blackboard Design

Topic sentences and key words are written to help Ss know the main content of this class.

小学英语优秀说课稿模板《More About Animals》(2/2)

更新时间：2011-02-26 好评度： 1473

hop:

T: Are you a frog? Sa: Yes.T: How does a frog go to school? Sa: The frog hops to school? T:(深港版教材第二册第四单元Part E): I’m a frog on a log.I can hop, hop, hop.I’m a puppy in the sun.I can run, run, run.T: You are frogs.Hop, please.What are the frogs doing? Ss: The frogs are hopping.T: What else can hop? Ss: The rabbits can hop.鼓励学生根据基础语音教学法拼出单词hop, 将其板书出来。T: Can you spell hopping? 学生拼出来的一定是hoping,此时纠正错误，改为hopping.swim:

T: Sa, Swim!Swim fast!Swim slowly!What is Sa doing? Ss: Sa is swimming.鼓励学生根据基础语音教学法拼出单词swim, 将其板书出来。T: Can you spell swimming? 此时会有聪明的学生拼出来swimming。

T（强调）: How many letter“m”s are there? T（全班同学一起游泳）: What are you doing? We are running.T：Who can’t swim? The chairs/desks/birds can’t swim.B Read the verbs and their present participles，then play the video of Part A-words.(设计意图：通过体态、语言、夸张的表情、小游戏来启发诱导学生学习新单词，并对现在分词有个初步的印象。)

Step Three Teach sentence patterns T：Open your mouth!（很仔细地看着学生的嘴，假装很惊讶地问）What’s this？（假装把手伸到学生嘴里拿出一样东西）

Look!It has two big ears.It has a long nose.It has a small tail.What is it? Ss：It’s an elephant.T: What is the elephant doing? Ss guess.（引导学生说）The elephant is …ing.T:（出示PPT声音文件）The elephant is sleeping.How many elephants are there? Ss: There is only one.以上教学过程是针对句子主语为单数的，如果主语为复数的，就可以假装从孩子嘴里掏出两个或者更多的小动物。通过这种方式将课文里的四个句型引导出来。

(设计意图：通过游戏让学生学习新句型，在反复的操练过程中让学生对主语为单复数的现在进行时句型进行区别和理解。)

Step Four Game T: Sa, are you a rabbit? Sa: Yes.T: What is the rabbit doing? Don’t tell her.Don’t tell him.Just tell me.Ss(在老师耳边小声说): The rabbit is eating.T(ask the whole class): What is the rabbit doing? Ss guess.T(The winner stands up): You are a turtle.What is the turtle doing? 重复上面的过程，但这次，由学生提问学生回答，由老师带领学生学习英语转换为学生自主学习。在对单数的句型练习几次后，改为对复数句型的练习，即叫两个人起来一起扮演小动物，并自己小声商量做什么动作，然后提问同学What are the… doing?(设计意图：通过游戏让学生练习新句型，在由老师带领学习逐渐转向学生自主学习，在反复的操练过程中让学生对主语为单复数的现在进行时句型进行区别和理解。)

Step Five Game

让学生戴上小动物头饰，老师大声说，“The elephant are sleeping.”所有戴着大象头饰的同学必须迅速站起来边做出睡觉的动作边抢一个座位，最慢的那个没有抢到座位的同学走到讲台前，自己选择一个小动物说：“The rabbits are eating.”戴小兔子头饰的同学边做出吃的动作边找座位……

(设计意图：从经验来看，学生对单数的句型通常掌握较好，这个游戏让学生在反复的操练中加强对复数句型理解。)

Step Six Playing Video

放教学光碟，让学生跟读一遍后自己朗读。如果还不会朗读，就坐在座位上朗读；如果已经会朗读，可以站劈来看书朗读；如果已经会背诵，就站起来观赏书背诵。

(设计意图：让学生熟悉新课文，在朗读过程中加强对现在进行时的感悟，同时也是根据学生的接受程度进行分层教学。)

Step Seven Exercises and practice

做课文中练习

让学生分组来描述小动物，几分钟后来演示

(设计意图：通过附加的练习题了解学生对现在进行时的掌握情况，及时纠 正错误。)Step seven Home work

学生自己画一个Happy Zoo, 根据自己的图用现在进行时来描述，并在班级用英语展示。

(设计意图：根据孩子喜欢自己动手的天性，结合课文内容布置此项作业，了解学生对现在进行时的掌握情况，及时纠正错误。)

五、说板书设计。

Unit4 More about animals What is the … doing? eat-eating The … is …ing.sleep-sleeping What are the … doing? fight-fighting The … are …ing.hop-hopping swim-swimming run-running