广州版小学英语第四册U1 I GO TO SCHOOL BY BUS全英教案

第一篇：广州版小学英语第四册U1 I GO TO SCHOOL BY BUS全英教案

Unit 1 I GO TO SCHOOL BY BUS

Author: Lin Lixuan

1.The analysis of the teaching material: The main topic of this unit is tools and methods of transportation, including the studying of modes of transport and the ways Ss(students in short)go to school.Let’s Learn is the learning of vocabulary and sentences.Let’s Sing is the singing of the song about a driver taking passengers around for viewing.Let’s Play is the consolidation of the transport methods and the review of colors...2.The analysis of Ss: The content of this unit is the knowledge learned before, such as the words car, plane, train, bike, and go to school.It may not be too hard for Ss.Lesson 1

1.Teaching content: Let’s Chant 2.Teaching aims:(1)Knowledge aim: Understand the main idea of the chant.(2)Ability aim: Read and act the chant by role play.(3)Emotion aim: Make the Ss deepen the sense of obeying the rules of transport.3.Teaching key point: How to read and recite the chant.4.Teaching difficult point: The pronunciation of some words, especially the words such as between, must and below.5.Teaching aid: King Sun Software 6.Teaching steps: Step 1: Revision.Use colorful cards to remind Ss of the colors they learned in Grade One, for the chant study.Step 2: Presentation and Practice.Drew three circles on the blackboard and mark them with three colors of red, yellow and green, to form the traffic lights.Teach the Ss to learn the traffic light by playing a game of crossing the road.Step 3: Consolidation and Development.Watch the King Sun Software and let the Ss practice in pairs or in groups.Step 4: Homework.Listen to the radio and read the chant.7.Teaching reflection.Lesson 2 1.Teaching content: Let’s Play 2.Teaching aims:(1)Knowledge aim: Read and learn the words taxi, white, bus, motorbike...(2)Ability aim: Ss can retell the new words and name the colors.(3)Emotion aim: Inspire the Ss’ interest of learning English through songs, games and tasks.3.Teaching key point: Let the Ss know the modes of transport and colors.4.Teaching difficult point: How to speak out the modes of transport and colors.5.Teaching aid: Pictures of modes of transport and King Sun Software.6.Teaching steps: Step 1: Revision.Show the Ss the pictures of traffic lights, and ask them to sing the chant learned last lesson.Step 2: Presentation and Practice.Show the Ss pictures of transport modes and lead-in the words of taxi, bus, motorbike and white...Read and practice the new words by playing games: role play and word-picture matching.Step 3: Consolidation and Development. Add the words of colors in front of the words of transport modes and ask Ss to read them together. Finish Exercise 1 on Page 1 of Activity Book. Summarize the content learned in this lesson.Step 4: Homework. Listen to the record and read the chant. Read the pictures on Page 4.7.Teaching reflection.Lesson 3 1.Teaching content:

Let’s Sing and Exercise 4 on Page 4 of Activity Book 2.Teaching aims:(1)Ss understand the content of the song and sing fluently.(2)Ss can replace “bus ” in the song with the words car, taxi and motorbike...Ss can sing the song.3.Teaching strategy: Inspire Ss’ interest and deepen their understanding and memory through vivid and exaggerated expression.4.Teaching key/difficult points: Ss can sing the song with right rhythm and pronounce the words clearly.5.Teaching aid:

Pictures of transport modes and King Sun Software.6.Teaching steps: Step 1: Revision and Warm-up.Make use of the pictures on Page 4 to review the transport and colors.Step 2: Presentation and Practice. Lead-in a story: your friend comes to Guangzhou for the first time,and you want to take him for a visit.Ask your friend to take a ride on your bus and you will show him around. Listen to the song.Blackboard-writing: “Take a ride on my bus.I’ll show you around.” Make Ss read after the song, understand the meaning of the song and sing it fluently. Sing with the song in groups.Step 3: Consolidation and Development. Practice in groups and exchange the word “bus” with “car”, “taxi”, “motorbike” and so on. Exercise 4 on Page 4 of Activity Book.Step 4: Homework.Listen to the tape and learn to sing this song.7.Teaching Reflection.Lesson 4 1.Teaching content: Let’s Learn, Project, Exercise 2 and 3 in Activity Book.2.Teaching aims:(1)Knowledge aim: Listen and say the words: live, bus, on foot and underground, the sentences: I live in..., I go to school by...(2)Ability aim: Ss can say the words and sentences in this unit and use them to communicate with others.(3)Emotion aim: Promote the friendship among Ss.3.Teaching strategy: Give Ss more chances to introduce themselves, their homes and modes of going to school.4.Teaching key/difficult point: The learning and practice of the sentences.5.Teaching aids: King Sun Software and Pictures 6.Teaching steps: Step 1: Revision and Warm-up.The whole class sing the song TAKE A RIDE ON MY BUS.Step 2: Presentation and Practice. Tell Ss to make some friends today and they all live in Guangzhou.Ask Ss to tell others how they go to school. Show Ss six pictures of the book and ask them to listen to the reading.In this process, Ss can learn new words “on foot” and “underground”. Watch King Sun Software and learn the meaning of live.Ss introduce in groups: I live in...I go to school by...Step 3: Consolidation and Development. Finish Exercise 2 and 3 in Activity Book. Finish the content of Project in groups.Step 4: Homework. Listen to and read after the tape. Introduce themselves to their parents.7.Teaching reflection.Lesson 5 1.Teaching content: Story Time 2.Teaching aim:(1)Knowledge aim: Listen and say the words: motorbike, taxi, bus, underground, white, live, on foot.(2)Ability aim: Understand the story correctly and act the story under the guide of the teacher.(3)Emotion aim: Ss can estimate themselves and others through games and activities objectively.Ss master the words and sentences of Unit 1,evaluate their study and take remedial measure.3.Teaching aid: King Sun Software, Pictures 4.Teaching steps: Step 1: Revision and Warm-up.Sight recognize words and show them pictures of vocabulary.Step 2: Presentation and Practice. Learn the words “moon” and “spaceship”. Tell Ss the story both in English and Chinese.Ss watch and listen to the King Sun Software.Teacher encourage Ss to tell the story, especially the part “--Can I go by...?--No, you can’t.”

 Ss watch the story through King Sun Software and read after it, at the same time, read the illustrations of the book.④ Ss read and tell the story about Sally and the witch flying to the moon.Step 3: Consolidation and Development.Empty the key words and sentences of the story and ask Ss to fill them into the story by reading.Step 4: Homework.Listen to the tape and read the story.7.Teaching reflection.

第二篇：广州版小学英语第四册Unit-1-教案

Unit 1 I Go to School by Bus

一、教学内容分析

本单元主要谈论交通工具和交通方式，主要内容包括学习交通工具名称和谈论自己上学的交通方式。Let’s Learn 以单词和主要句型的学习为主，其内容主要是让学生介绍自己住在哪个区、如何上学。Let’s Sing的歌词不长，旋律明快，容易上口，其内容是司机招待顾客乘车游览，是交通这一主题下知识的扩展。Let’s Play通过一个游戏活动来巩固交通工具的单词，同时复习颜色。Let’s Chant在复习颜色的同时，渗透了交通规则意识的教育。Let’s Talk选取的是日常生活中常见的一个场景，新的语言点比较多。Project设计了一个上学方式的统计活动。Story Time将交通工具的单词放在新的语境中加以巩固和应用。

二、学情分析

本单元的内容是以前car, plane, train, bike, go to school等知识的回顾和扩展，学生学起来应该不会太困难。

第一课时

一、教学内容

Let’s Chant

二、教学目标

（一）语言技能目标

1、能理解小诗的意义，并能朗读小诗。

2、能够表演小诗。

（二）学习策略目标

1、在学习新单词时要注意观察老师的发音，乐于模仿。

2、建立起词组和方位之间的联想，能根据发音认出相应的词组。

3、借助情景，理解新知识。

4、积极参加活动，大胆表现自己。

（三）情感态度目标

1、通过玩游戏，读小诗培养学生的学习兴趣，使学生产生爱上英语课的积极情感。

2、通过学习，加深过马路要遵守交通规则的意识。

三、教学策略

1、通过模拟的场景，加深学生对小诗的印象。

2、通过游戏、练习，帮助学生认读词组。

3、在学生输出语言前为他们提供大量的语言输入，为 学生输出语言提供坚实的保障。

四、教学重点和难点

教学重点：朗读小诗。

教学难点：部分单词的发音，特别是between和must的读音。

五、教学媒体

金太阳教学软件

六、教学过程

（一）复习热身 唱歌曲rainbow,让学生回忆一年级所学过的颜色，为所要学的小诗中出现的颜色作铺垫。

（二）呈现与操练

1、创设情境

（1）在黑板上画三个圆，标上红、黄、绿三种颜色，组成交通灯，学生认识traffic light。

（2）板书交通歌“红灯停绿灯行，黄灯就要做准备。” 学生思考用英文怎么说。

（3）看金太阳教学软件，大概了解小诗的内容。

2、学习小诗中有颜色的三个句子

（1）做动作进行教学，让学生理解at the top, between, below的意思。

（2）老师利用黑板上的交通灯和词组，带学生说句子。（3）小组操练，教师巡视指导。（4）学生汇报。

3、学习小诗其他的部分

（1）利用黑板上的交通灯，教学must, stop, can, go和get ready for。

（2）老师带读黑板上的小诗。（3）小组操练，教师巡视指导。（4）学生汇报。

（三）巩固与发展

1、观看金太阳教学软件。

2、跟老师打着拍子朗读黑板上的小诗。

（四）布置作业

听录音，读小诗。第二课时

一、教学内容

Let’s Play

二、教学目标

（一）语言知识目标

1、听、说、认读单词：taxi ,motorbike, white

2、复习运用学过的其他颜色、交通工具等名词。

（二）语言技能目标

1、能正确说出本课的新单词。

2、能用颜色正确描述所看到的交通工具。

（三）学习策略目标

1、主动与同学交流，共同完成学习任务。

2、在任务活动中大胆开口，培养连贯说话的能力，达到复习巩固旧知识的目的。

3、学会倾听，并能够从中提取相关的信息。

（四）情感态度目标

1、通过歌曲、游戏、完成任务等活动，激发学生的学习兴趣。

2、通过任务培养学生乐于与同学交流的态度。

3、在活动中培养学生大胆开口、细心聆听的学习习惯。

三、教学策略

1、通过连贯说话的任务设计达到滚动重现旧知识的目的。，2、通过设置任务，培养学生细心聆听同学发言的良好学习习惯。

四、教学重点和难点

能正确地说出所看到的交通工具及其颜色。

五、教学媒体

交通工具的图片

六、教学过程

（一）复习热身

出示交通灯图，学生配动作说上节课学的小诗。

（二）呈现与操练

出示一些交通工具的图片，让学生说出名称，然后问学生这些交通工具的颜色，在此过程中引入单词bus, taxi ,motorbike及 white。

2、游戏操练新单词

（1）将与交通工具图片相对应的单词卡随意贴在黑板上，让学生将单词卡与图片配对，在此过程中渗透拼读规则。

（2）用单词卡拼成以下的小诗让学生朗读： A car, a train and a bus, A taxi, a plane and a bike, A motorbike, black and white.(3)把颜色单词加在诗中交通工具前，让学生尝试朗读。A red car, a red train and a red bus, A red taxi, a red plane and a red bike, A motorbike is red, black and white.3、玩课本P4的游戏。

（1）整理课本里的图片，选出白飞机、黄的士、蓝摩托等贴在黑板上，师生之间进行互动训练。

（2）打开课本P4，看图，选说某一行的图。（3）小组比赛，看谁说对得又快又多。

（三）巩固与发展

1、完成《活动手册》P EX1。

2、小结本课新学的内容。

（四）布置作业

1、听录音，跟读小诗。

2、朗读书本P4的图片。

第三课时

一、教学内容

Let’s Sing <活动手册〉P4 Ex.4

二、教学目标

1、理解歌曲的内容，并能正确、流利地唱歌。

2、学习能力较强的学生能把歌曲中bus替换成car,taxi, motorbike等词演唱。

三、教学策略

通过生动甚至夸张的表情、动作唱歌，激发学生的兴趣，加深对歌曲的理解和记忆。

四、教学重点和难点

能有节奏地打着拍子唱歌，吐词清楚。

五、教学媒体

交通工具的图片，金太阳教学软件

六、教学过程

（一）复习热身

利用<活动手册〉P4的图片复习交通工具及其颜色。

（二）呈现与操练

1、故事引入，你的朋友第一次来广州，你想载他去参观，坐上你开的公共汽车，你带他去参观。

2、听歌曲，板书Take a ride on my bus.I’ll show you around.学生跟读，让学生能明白这两句的意思，并能流利地朗读这两句话。

3、跟唱歌曲。

4、小组内操练和演唱歌曲。

（三）巩固与发展

1、小组合作，把歌曲里的bus替换成car,taxi, motorbike等词，并尝试演唱新歌。

2、<活动手册〉P4 Ex.4

（四）布置作业 听录音，跟读歌曲。

第四课时

一、教学内容

Let’s Learn，Project，<活动手册〉Ex.2、3

二、教学目标

（一）语言知识目标

1、听、说、认读单词：live, underground, bus, on foot。

2、听、说句型：I live in …I go to school by…

（二）语言技能目标

1、能正确说出本课的单词和句子。

2、能用本课的句型与人交流。

3、能理解句子的意思。

4、能描述自己的住处及上学的交通工具。

（三）情感态度目标

通过交流促进同学间的友谊

三、教学策略

1、通过填写调查表以及学生间的互动，让学生懂得收集有效信息。

2、为增进学生之间的互相了解，老师应多制造机会让学生进行自我介绍。（包括家住在哪里、上学用什么方式等）。

四、教学重点和难点

1、句型的学习和运用。

2、on foot会有学生说成by foot，要注意纠正。

五、教学媒体

金太阳教学软件、图片

六、教学过程

（一）复习热身

1、全班演唱歌曲Take a ride on my bus.。

2、快速闪现交通工具的图片，然后由学生说出单词。

（二）呈现与操练

1、告诉学生今天要结识一些朋友，他们都住在广州，像大家一样都是学生，那么他们是怎么上学的呢？请听他们自己的介绍。

2、课件逐一呈现课本的五幅图片，图片下方出现名字及句子I go to school by…/on foot。同时听到自我介绍的声音。在这个过程中学习新单词underground及on foot。

3、看金太阳教学软件，解释live,的意义。再看一遍，跟读。

4、引导学生四人一组进行自我介绍：I live in …，I go to school …

（三）巩固与发展

1、完成《活动手册》Ex.2、3

2、分小组完成Project的内容。

3、将课本P2的图和文字印发给学生，但是将表示交通方式的词组挖空，打乱顺序放在一旁，要求学生将它们抄写到相应的空白处，完成后尝试读出图下的文字。

（四）布置作业

1、听录音，跟读句子。

2、向父母进行自我介绍。第五课时

一、教学内容 Story Time

二、教学目标

（一）语言知识目标

1、听、说、认读单词： motorbike, taxi, bus underground, white, live, on foot

2、听、说句型：I live in …I go to school…

（二）语言技能目标

1、能正确理解故事内容。

2、能在教师指导下复述并表演故事。

3、能表演本单元的歌曲和小诗。

4、能用连贯的句子I live in …以及I go to school…进行自我介绍。

（三）学习策略目标

能对自己和他人的学习作出合理的评价，并能从评价中反思自己的学习，在老师的引导下及时作出相应的补救措施。

（四）情感态度目标

1、有兴趣在游戏和活动中开展评价，乐于对自己和他人的学习作出客观的评价。

2、通过评价让学生获得英语学习的成就感。

三、教学策略

通过游戏、活动让学生在宽松的环境中开展评价，使学生在评价中玩，在玩中做评价，乐于开展评价活动。

四、教学重点和难点

。教学重点：掌握好本单元的单词和句型。

教学难点：正确地评价自己和他人的学习，并做出相应的补救措施。

五、教学媒体

金太阳教学软件、图片

六、教学过程

（一）复习热身

认读单词，教师出示单词卡让全班认读，然后让部分学生把单词卡贴在相应的图下面。

（二）呈现与操练

1、学习单词moon和spaceship 继续上面的游戏，教师出示spaceship的图片，带读，学生操练。同样的方式学习moon。

2、呈现与操练故事

1）将一个骑扫帚的女巫的图片贴在月亮的图片上，告诉学生：小女孩Sally刚刚看了叫《月亮女巫》的书，她很想去到月亮上找女巫玩，可是怎样才能到月亮上去呢？

2）播放金太阳教学软件，学生观看故事的第一部分。3）将一些交通工具的图片发给学生，要求学生按听到的顺序摆放图片。

4）教师利用板书、图片、动作再讲故事的第一部分，鼓励学生跟老师一起说故事。特别是Can I go by…?No, you can’t.的部分。

5）看金太阳教学软件，跟读故事的第一部分。6）引导学生看故事第二部分的插图。

7）听金太阳教学软件故事的第二部分，学生跟读。8）学生三人小组读故事，教师巡视并指导。

（三）巩固与发展

将故事中的一些关键词和句子抽空，放到旁边，学生读故事，将单词、词组成句子填回故事中。

（四）布置作业

1、听录音，跟读故事。

七、教学反思

第三篇：外研社小学英语第四册全册教案(精)

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第四篇：小学英语全英说课稿

小学英语全英说课稿

小学英语全英说课稿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 t, 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 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.

eption 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.

ity 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.

ion 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 establishes a real scene and the interaction between the teacher and the Ss 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.

gn: 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 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.

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.

: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 creates the conditions of a relaxed and natural atmosphere for children’s drills. Then achieve the aim of consolidating and deepening the sentence pattern.

ent 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 ,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 fact, it incarnates a kind of demand of human omulinsiji 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.

the correlative exercises in the activity k the mastering of knowledge of this lesson.

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2

Good morning，teachers. Today I’m very glad to show my teaching plan here. The lesson I’m going to talk about is from lesson 1，unit 1，PEP book 1. Generally，I’ll teach this lesson from the following aspects: teaching material，teaching aims，teaching and learning methods，teaching procedures and blackboard designing.

Firstly，let’s look at the teaching material. This unit discusses about the stationery. And this lesson is the first one of this unit. It consists of two parts: Let’s learn and Let’s do. In Let’s learn，it requires Ss to master the new words “pencil，pen，crayon，ruler，eraser”. Ss have learned some words about stationery. They’re still very interested in that. So they’ll be interested in this new lesson.

Secondly，let’s talk about the teaching aims. The New Curriculum Standard points out that the objective of English in the basic educational stage is to develop Ss’ ability of language using. According to that and the teaching material，I’d like to make the following aims:

First，knowledge aims: Enable Ss to master the new words “pencil，pen，crayon，ruler，eraser” and the structure “I like…”.

Second，ability aims: Develop Ss’ basic ability of listening and speaking. Enable them to use the structure freely in the real situation.

Third，emotion aims: Develop Ss’ consciousness of cooperation and petition.

Fourth，learning strategy aims: Enable Ss to pay attention to the observation and munication.

Fifth，culture aims: Make Ss understand the differences between Chinese and English culture.

According to the analysis of material and the characteristics of pupils，I think the teaching importance of this lesson is the 5 new words and the new structure. The teaching difficulty is to use the words and the structure freely in the real situation.

Thirdly，I’d like to analyze Ss and show you my teaching and learning methods.

Grade 3 is the first year to learn English. Ss are very curious about English. They’re active and petitive. Also，they are good at imitating. But，their attention can’t be kept long. So it requires us to use attractive teaching manners to hold Ss’ attention. Based on the psychoanalysis and Ss’ interests，I mainly use the task-based approach，which embodies the idea of the New Curriculum Standard and can help Ss keep their passion for English. In order to help Ss finish the task efficiently，I’ve prepared activities such as TPR，chanting，singing，game，etc. I also arrange individual work，pair work and group work for Ss to practice. Besides，praise is very important. When they have a chance to speak，and have done a good job，they can get a star or something like that on their books. It’s very important to keep Ss’ interests.

Fourthly，we e to the most important part—the teaching procedures. It can be divided into 5 steps: warm-up，presentation，practice，extension and homework.

First，let’s look at step 1 “Warm-up”.

In this part，I’ll get the Ss to sing a song and do some revision.

The purpose of singing a song is to attract Ss’ attention and make a relaxing atmosphere for Ss to concentrate on the English class. The revision aims to help Ss review the words and sentences they have learned before and get them prepared for the new lesson.

Step 2 “Presentation”.

As we know，children are characterized by image thinking. They can understand the content easily with the help of the gestures. After the new words are taught，a small conclusion can help them master better. And chant is a good way to strengthen their memory and make the poor feel confident，as well as their pronunciation and intonation. The chant in this part is like this: A pen，a pencil，I can see. A pen，a pencil，for you and me. And it’s necessary to present the new words in different ways to avoid boredom and tediousness.

Step 3 “Practice”.

Traditionally，there aren’t many chances offered for Ss to talk in the class. That’s not a proper way to learn English. So I’ll try some activities in my lesson，such as games and role play. Games aim to stimulate Ss’ interests in English and strengthen their memories of what’s been learned before. And also train their consciousness of cooperation and petition. Role play is a good way to improve their ability of language using.

Step 4 is Extension.

This step is very important and necessary. I mainly put key points and difficulties in this part. Also，I’ll praise Ss’ behavior in this class.

It can make Ss know more clearly about what they have learned in this class，and proper plements can help them hold their interests.

Step 5 “Homework”.

（1）Listen and read the new words after class.

（2）Finish the exercise book.

Ss will forget the new lessen soon if they don’t practice. It’s necessary to give some proper assignment. And it’s also an important feedback.

Fifthly，I’ll show you my blackboard designing. I divide the whole class into 4 groups. Each group can get a star when any one of them does a good job. And that’s a petition that can keep their attention.（Write the new words and the structure on the board.）

小学英语全英说课稿3

PART 1 Analysis of the Teaching Material

(I)STATUS AND FUNCTION

1.This unit is a revision unit，so it covers all municative language knowledge learned from Unit 7 to Unit 11.

2.This lesson is the first one of Unit 12. So if the students can learn this lesson well，it will be helpful to make the students learn the rest of this unit.

3.This lesson is a dialogue about keeping fish. Such topic is related to daily life，so it is helpful to raise learning interests of students and it will be also helpful to improve their spoken English.

(II)TEACHING AIMS AND DEMANDS

Knowledge? objects

1. To make the Ss know how to keep fish，birds or any other animal by learning the dialogue of this lesson.

2. To give a reinforced practice in the use of the Modal Verbs and some useful expressions for making suggestions.

Ability? objects

3. To improve students’ listening and speaking ability by reading and practising the dialogue.

4. To develop students’ municative ability by learning the useful expressions for making suggestions and replying.

Moral objects

5. To enable the students to love life and animals，protect the nature and environment.

(III)TEACHING KEY POINTS:

1.To make the Ss grasp and understand the way of making suggestions and reply in daily life.

2.To enable the students to use useful expressions for making suggestion and replying in their own dialogues related to the daily life.

(IV)TEACHING DIFFICULTIES:

1. The usage of the Modal Verbs，especially usage for making suggestions.

2. Using the learned phrases and sentence patterns to make suggestions and replying.

(V)TEACHING AIDS:

Multi-media puter; OHP(overhead projector); tape recorder; software: Powerpoint or Authorware

PART 2 Teaching Methods

1>Five Steps Approach.

2>Communicative Approach.

PART 3 Studying Ways

1. Teach the students how to be successful language learners.

2. Teach the students how to master dialogues and how to municate with others.

PART 4 Teaching Procedure

Step 1 Revision

Get the students to give some animals’ names they know by asking the students the following question: Can you give us some names of different animals you know? This step is employed to revise the words related the animals. At the same time draw the students’ attention to the topic about animals.

Step 2 Lead-in

Sign to the students to be quiet and close their books. Then start a free talk with the students. Use puter to show some pictures of different pets，such as dogs，cats etc. Ask the students several questions about raising pets. These questions are employed to warm up the students and raise the interests of the students to speak English in class on the topics they like and familiar with.

Good morning，everyone!

Today，I’ll say something about Unit 9 Part A in Book 4 of Oxford English.

Background on the reformation of curriculum，this book can connect the life and act，emphasize the interest and experience of the Ss，the pictures are active and vivid. Grade four is the initial stage of English learning，so it stresses on the emotion of the Ss，creates a well beginning for the Ss. This Unit has 7 parts，we’ll learn Part A mainly，it embodies the repeating characterize. Review the learned language points “Where’s…”and the new language points will be represented in the following units. So this unit forms connecting links with a special meaning in this book.

The content of this period is to use “Where’sare…” to determine the place. And according to the contents and the fact of the Ss，I establish the following three teaching aims of this period:

The first one: students can listen，read，say and spell the following words: a glass，a fridge，an egg，bread and a table.

The second one: students can listen，read，say and write the following daily expressions: What’s for breakfast?

Have some juice then.

The third one: students can listen，read，say and write the following sentence patterns: Where’sWhere are themy…

It’s They’re…

There’s no …in on near…

I think the most difficult point of this period is to make sure the students can use the patterns “Where’sWhere are…and There is no …inonnear…” in their daily life correctly.

And I will use some pictures，words and sentence cards，a tape recorder and the multi-media puter to help me achieve the aims.

The task-based method，municated method，group cooperate method will be used in this period.

To acplish the aims，I design the following steps:

Step 1 Songs and the game arousers the emotion.

In order to attract the Ss’ attention and construct an atmosphere of learning English，I let the students sing some English songs and play the game “Simon says”. At the same time the game can review the prep，serve the knowledge as foil and consist the appearance of the knowledge.

Step 2 Change class to life，happy to say.

The substance of language is munication and the environment of munication is life. So when I present the sentence pattern “What’s for breakfast?” I first show a clock to elicit the time for breakfast，teach the sentence. Then show my own photo of having breakfast，Ss ask and guess. In this way I can attract Ss’ attention，encourage Ss to ask Qs with the new knowledge.

Most of the Ss have learnt the sentence pattern: Where’s…? so I design a task for Ss to help Helen find the food and drinks for breakfast，and teach the new language points: Where are…?

They’re … Meanwhile stick the sentences on the Bb.

After some practice by asking and answering，I present the next language points:

There’s no …inonnear…

Have …then.

And I will stick these sentence patterns on the Bb. Finally I’ll let the Ss do pair works to consolidate them.

Step 3 Listen to the tape and Ss imitate to read and say.

As the new reformation of curriculum，emphasized the traditional class attach importance to the mechanical teaching，neglect the experience and participation，for example，the five-step method. So in this lesson，after presentation，I ask Ss to listen to the tape with three Qs，read in different roles and in pairs，then try to recite the text.

Step 4 Ss be the main body，T makes a guider.

In class，Ss play as a host，and the T makes an influence on guiding，help Ss to act the learnt dialogue，it can stress the position of the Ss，and arouse their interest.

Then I show a carton with no voice，ask Ss to make a dialogue in pairs.

There are lots of ways to consolidate the new knowledge. Playing game is a good way. So according to the physiology of Ss，I hold a group petition during the game，ask Ss to finish the blanks. In this way can develop Ss’ good habits and achieve the aim of mastering the learned knowledge in situation.

Step 5 Change class to life，learn by themselves.

Is this the end of the class? I don’t think so. If there is an end，I think it should be in the life. So I extend this class，encourage Ss to use the learned to municate with each other in their life.

In a word，the whole period is based on tasks，which are designed from easy steps to steps that are challenging. When the Ss are carting out the tasks，they can acquire information，knowledge，and have their ability and skills trained.

Thank you！

小学英语全英说课稿4

Good afternoon，everyone. I’m… from Tian yi School. It’s my great pleasure to stand here.

First I’d like to say something about 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 sense of the English language. And it is very important to develop their keen interest in English.

I. Contents:

Today I’m going to talk about

This Unit is mainly about

It’s close to the 5s daily life. In this lesson 5s will learn

II. Teaching aims

According to the contents and the fact of 5s，I made the following teaching aims.

1. Aims of knowledge

(1) To enable 5s to understand and speak the words and phrases.

(2) To enable 5s to grasp the sentences patterns.

2. Aims on the abilities

(1) To develop 5s’ abilities of listening，speaking.，reading and writing.

(2)To improve 5s’ abilities of munication and co-operation.

3. Aims of emotion

(1)To arouse the 5s’ interest in English.

(2) To train the 5s spirit of cooperation and consciousness of pletion.

III. Key-points of this lesson

I think the key –points of this lesson is

(1)To enable 5s to read and stand the words and phrases.

(2) To enable 5s to use the sentences patterns

IV. Difficult points

(1) To talk about

V. Teaching methods and aids

Communicative Approach and Task-based Approach will be used in this period.

A tape recorder，CAI will be used，too.

VI. Teaching procedures and purposes of my designing.

To achieve the aims，I designed the following steps.

Step 1. Warm-up and preview

1. Free talk between T and 5s 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?”

Purpose: It is important to form a better English learning surrounding for the 5s 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’ll mainly talk about this step.

1. Present the patterns:

Help the 5s understand the meaning with the help of my body language. Then lead the 5s to read the sentence. Make sure they can say it correctly.

And then practice in pairs，in groups

2.Next continue to present the sentences patterns.

Purpose: To present the key structures one by one is much easier for the 5s to learn and grasp the meanings.

3. With the help of the CAI to present the dialogue. Set a situation to help 5s understand

A. Watch and answer

Let 5s watch a cartoon with questions for the general idea.

Q:

B. Read and answer

Let 5s read the dialogue carefully for details，and do T or F questions.

C. Listen and repeat : Let the 5s listen and imitate the dialogue. Pay attention to their pronunciation and intonation.

D. Read and act. Let S read in groups，in pairs，in class，between boys and girls and then act out.

E. Read and plete

Purpose: CAI can provide a real situation for the 5s to understand the dialogue and the relationships between people better.

Step 3. Practice

Play a game: Fun with English

I’ll give 4 tasks.

5s can choose one to finish. If they do well，they can get some stars as a prize. And have a paction.

Task-based teaching method is used here to develop 5s’ ability of munication and also their ability of co-operation will be well trained. Proper petition can arouse the 5s’ interest in English learning.

Step 4.Homework

Purpose: Revision is so important that 5s should speak English as much as they as in class or after class. It is necessary for the 5s to do some extensive exercises after class to consolidate the knowledge they learned

That’s all. Thanks for your listening.

小学英语全英说课稿5

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 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’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 section 1，it mainly deals with the dialogue about “What’s in the schoolbag?” 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: “My schoolbag is heavy. What’s in it? Thank you sooooooo much.” 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 “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 munication and their innovation.

3. Aims on the emotion

(1)To foster Ss’ consciousness of good co-operation and proper petition.

(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 use the plural nouns correctly.

(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’ basic abilities of listening and speaking and their good sense of the English language. So in this lesson I’ll mainly use “Task-based” 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 petition. 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’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?”

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’ll mainly talk about this step.

1. Present 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 sentence. 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 Chinese book. Then do the action again. Let the Ss read the sentence.

2. Play a guessing game. Divide the whole class into four groups to have a petition.

Let them guess: What’s 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 petition can arouse the Ss’ 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 ing. 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 es 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 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’ ability of munication and also their ability of co-operation will be well trained.

Step 4. Assessment

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

Purpose: 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.

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.

小学英语全英说课稿6

Good morning，everyone!

Today，I’ll say something about Unit 9 Part A in Book 4 of Oxford English.

Background on the reformation of curriculum，this book can connect the life and act，emphasize the interest and experience of the Ss，the pictures are active and vivid. Grade four is the initial stage of English learning，so it stresses on the emotion of the Ss，creates a well beginning for the Ss. This Unit has 7 parts，we’ll learn Part A mainly，it embodies the repeating characterize. Review the learned language points “Where’s…”and the new language points will be represented in the following units. So this unit forms connecting links with a special meaning in this book.

The content of this period is to use “Where’sare…” to determine the place. And according to the contents and the fact of the Ss，I establish the following three teaching aims of this period:

The first one: students can listen，read，say and spell the following words: a glass，a fridge，an egg，bread and a table.

The second one: students can listen，read，say and write the following daily expressions: What’s for breakfast?

Have some juice then.

The third one: students can listen，read，say and write the following sentence patterns: Where’sWhere are themy…

It’s They’re…

There’s no …in on near…

I think the most difficult point of this period is to make sure the students can use the patterns “Where’sWhere are…and There is no …inonnear…” in their daily life correctly.

And I will use some pictures，words and sentence cards，a tape recorder and the multi-media puter to help me achieve the aims.

The task-based method，municated method，group cooperate method will be used in this period.

To acplish the aims，I design the following steps:

Step 1 Songs and the game arousers the emotion.

In order to attract the Ss’ attention and construct an atmosphere of learning English，I let the students sing some English songs and play the game “Simon says”. At the same time the game can review the prep，serve the knowledge as foil and consist the appearance of the knowledge.

Step 2 Change class to life，happy to say.

The substance of language is munication and the environment of munication is life. So when I present the sentence pattern “What’s for breakfast?” I first show a clock to elicit the time for breakfast，teach the sentence. Then show my own photo of having breakfast，Ss ask and guess. In this way I can attract Ss’ attention，encourage Ss to ask Qs with the new knowledge.

Most of the Ss have learnt the sentence pattern: Where’s…? so I design a task for Ss to help Helen find the food and drinks for breakfast，and teach the new language points: Where are…? They’re … Meanwhile stick the sentences on the Bb.

After some practice by asking and answering，I present the next language points:

There’s no …inonnear…

Have …then.

And I will stick these sentence patterns on the Bb. Finally I’ll let the Ss do pair works to consolidate them.

Step 3 Listen to the tape and Ss imitate to read and say.

As the new reformation of curriculum，emphasized the traditional class attach importance to the mechanical teaching，neglect the experience and participation，for example，the five-step method. So in this lesson，after presentation，I ask Ss to listen to the tape with three Qs，read in different roles and in pairs，then try to recite the text.

Step 4 Ss be the main body，T makes a guider.

In class，Ss play as a host，and the T makes an influence on guiding，help Ss to act the learnt dialogue，it can stress the position of the Ss，and arouse their interest.

Then I show a carton with no voice，ask Ss to make a dialogue in pairs.

There are lots of ways to consolidate the new knowledge. Playing game is a good way. So according to the physiology of Ss，I hold a group petition during the game，ask Ss to finish the blanks. In this way can develop Ss’ good habits and achieve the aim of mastering the learned knowledge in situation.

Step 5 Change class to life，learn by themselves.

Is this the end of the class? I don’t think so. If there is an end，I think it should be in the life. So I extend this class，encourage Ss to use the learned to municate with each other in their life.

In a word，the whole period is based on tasks，which are designed from easy steps to steps that are challenging. When the Ss are carting out the tasks，they can acquire information，knowledge，and have their ability and skills trained.

That’s all. Thanks a lot for your attention.

小学英语全英说课稿7

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 YSIS 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.

HING AIMS AND DEMANDS

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

ledge 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.

l objects

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

HING 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

ove Ss’s speaking ability to describe others more freely

2. Develop their lateral thinking through games .

HING AIDS

A Computer

PART 2?? Teaching Methods

1. Student-centered teaching

2. Task-based learning

unication 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.

小学英语全英说课稿8

Goood moring，I'm glad to interpret my lesson here . The lesson plan I am going to talk about is Part A let's learn of unit1 PEP Primary English book7. I will explain how to teach and the reason for doing this from following aspects.

Ⅰ analysis of the teaching content.

Ⅱ ways of teaching and learning .

Ⅲ teaching procedures

Ⅳ blackboard design

V assessment

Now Let’s focus on the analysis of teaching content. It can be divided into 3 parts as followed: the status and the function，the teaching objectives，the main points and difficult points，I’ll talk about it one by one.

This lesson is the first lesson of unit 1，book7 . It includes two parts: Let’s learn and let’s play. In section 1，it mainly deals with these key phrases: on foot，by bike，by bus，by train，by subway. And in section 2，it provides a game for the Ss to prastise the patterns: How do you go to…? And the answer: I go… by. on foot.

Our students have already known some vehicles in the daily life. It’s not difficult for them to understand and use these words . If students can learn it well，it will help students to learn the rest of this unit. So，I set the following aims:

The first is language objectives

To make sure that students can read，recognize and use these key phrases :on foot，by bike，by bus，by train skillfully.

The next is ability objectives

(1) To develop Ss’ abilities of listening and speaking.

(2) To train the Ss’ ability of working in groups.

moral objectives

(1)to help students know some vehicles and prehend the traffic rules

(2) To foster Ss’ consciousness of good co-operation and proper petition.

The main points and difficult points about this lesson is:

(1) To make sure that Ss can use these key phrases correctly and skillfully.

(2) To enable Ss to study in groups and co-operate skillfully.

(3) To develop Ss’ interest in English.

Difficult points

To help the Ss ask and answer the question “How do you go to…?

part Ⅱways of teaching and learning

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 sense of the English language. So in this lesson I’ll mainly use “Task-based” teaching method. That is to say，I will let the Ss learn in real situations，finish a task by making a survey”How do you go to school?” to help Ss to get a better understanding of the key phrases. I will arrange these activities: guessing game，finishing a survey and having a petition. And in this lesson a recorder，CAI，will be needed.

partⅢ teaching procedures>I’ll finish this lesson in five steps.

step1 lead--in activities

I will begin my class with “drawing and guessing” game，just like this : I show students some vehicles such as bike，bus，jeep which they learned before by “Stick Figures” and ask them guess what’s it.

Purpose: It is important to form a better English learning surrounding for the Ss by guessing game. and at the same time it provides situations to review learned knowledge for the next step.

step2 prestentation

Now I’ll mainly talk about this step.

1、first there is a Free talk between T and Ss. For example: I show many pictures of beautiful cities and ask students some questions，such as “do you like this city?where do you want to go ?”and help Ss to answer them with “by train，by plane，by ship”.

By the way，I show the picture of a school，and say“ I go to schiool by bus”，Ss read this sentence. do the actions and ask “how do you go to school?”，show many pictures of tools such as，on foot by bike，by bus to help students answer my question one by one.

To present the key structures one by one is much easier for the Ss to learn and grasp the meanings.

2 With the help of the CAI I set a situation to help Ss understand the way of using these key phrases:

A boy is ing，who is going to school. He says: I go to school by…Then play the sounds of bus，bike ask students to listen carefully and tell “I go to school by…“ according to the different sounds，by the way，I present another new phrases:by subway

Purpose:Make Ss use these new phrases with sentence structures，to help Ss use the language in a real situation.

step3 practise

3 I order to make every student read these new phrases correctly，I design a ”drill “in this step，I show cards as soon as possible，students should read the words quickly and spell them. Then I ask 'How do you go to school?'students answer ”I go to ......“also I will quicken the speed to ask .

The purpose is to draw the whole students'attention to the spelling of the words

4 After this，I ask Ss to do ”Let's play “ in fours. They use places cards and vehicle cards，ask and answer:How do you go to …? I go to … by…”

5，If Ss can ask and answer expertly，I will ask them to make a short dialogue.

the purpose of this is to help students to learn those sentenses through a ture situation and make the dialogues in order to check if Ss can usse these key prases、sentences structures skillfully

step 4 consolidation

let students do a survey about ”how do you go to school?“and the table like this :write down names and tools another Ss choose

Task-based teaching method is used here to develop Ss’ ability of ; munication and also their ability of co-operation will be well trained.

step 5 homework

ask students to collect other kinds of transport tools through the library，puter.

the purpose of this is to stimulate the interest of learning english and to wide the students'knowledge

step6 blackboard design

my blackboard design like this :on the left Ishow the phrases:on foot，by bus......on the right there are many sentences:how do you go to school?I go to ......”

step 7 assessment

due to the students'age，I make every students work in class through many activities in order to stimulate the students'interest and provide they a wide thinking room. I make students learn this lesson very well through desiring scene statues

that's all，thank you for your listening !

小学英语全英说课稿9

Good morning, everyone!

Today, I’ll say something about Unit 9 Part A in Book 4 of Oxford English.

Background on the reformation of curriculum, this book can connect the life and act, emphasize the interest and experience of the Ss, the pictures are active and vivid. Grade four is the initial stage of English learning, so it stresses on the emotion of the Ss, creates a well beginning for the Ss. This Unit has 7 parts, we’ll learn Part A mainly, it embodies the repeating characterize. Review the learned language points “Where’s…”and the new language points will be represented in the following units. So this unit forms connecting links with a special meaning in this book.

The content of this period is to use “Where’sare…” to determine the place. And according to the contents and the fact of the Ss, I establish the following three teaching aims of this period:

The first one: students can listen, read, say and spell the following words: a glass, a fridge, an egg, bread and a table.

The second one: students can listen, read, say and write the following daily expressions: What’s for breakfast?

Have some juice then.

The third one: students can listen, read, say and write the following sentence patterns: Where’sWhere are themy…

It’s They’re…

There’s no …in on ear…

I think the most difficult point of this period is to make sure the students can use the patterns “Where’sWhere are…and There is no …inon ear…” in their daily life correctly.

And I will use some pictures, words and sentence cards, a tape recorder and the multi-media computer to help me achieve the aims.

The task-based method, communicated method, group cooperate method will be used in this period.

To accomplish the aims, I design the following steps:

Step 1 Songs and the game arousers the emotion.

In order to attract the Ss’ attention and construct an atmosphere of learning English, I let the students sing some English songs and play the game “Simon says”. At the same time the game can review the prep, serve the knowledge as foil and consist the appearance of the knowledge.

Step 2 Change class to life, happy to say.

The substance of language is communication and the environment of communication is life. So when I present the sentence pattern “What’s for breakfast?” I first show a clock to elicit the time for breakfast, teach the sentence. Then show my own photo of having breakfast, Ss ask and guess. In this way I can attract Ss’ attention, encourage Ss to ask Qs with the new knowledge.

Most of the Ss have learnt the sentence pattern: Where’s…? so I design a task for Ss to help Helen find the food and drinks for breakfast, and teach the new language points: Where are…? They’re … Meanwhile stick the sentences on the Bb.

After some practice by asking and answering, I present the next language points:

There’s no …inon ear…

Have …then.

And I will stick these sentence patterns on the Bb. Finally I’ll let the Ss do pair works to consolidate them.

Step 3 Listen to the tape and Ss imitate to read and say.

As the new reformation of curriculum, emphasized the traditional class attach importance to the mechanical teaching, neglect the experience and participation, for example, the five-step method. So in this lesson, after presentation, I ask Ss to listen to the tape with three Qs, read in different roles and in pairs, then try to recite the text.

Step 4 Ss be the main body, T makes a guider.

In class, Ss play as a host, and the T makes an influence on guiding, help Ss to act the learnt dialogue, it can stress the position of the Ss, and arouse their interest.

Then I show a carton with no voice, ask Ss to make a dialogue in pairs.

There are lots of ways to consolidate the new knowledge. Playing game is a good way. So according to the physiology of Ss, I hold a group competition during the game, ask Ss to finish the blanks. In this way can develop Ss’ good habits and achieve the aim of mastering the learned knowledge in situation.

Step 5 Change class to life, learn by themselves.

Is this the end of the class? I don’t think so. If there is an end, I think it should be in the life. So I extend this class, encourage Ss to use the learned to communicate with each other in their life.

In a word, the whole period is based on tasks, which are designed from easy steps to steps that are challenging. When the Ss are carting out the tasks, they can acquire information, knowledge, and have their ability and skills trained.

That’s all. Thanks a lot for your attention.

第五篇：小学英语全英说课稿

小学英语全英说课稿范文——

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 “ What’s the time ? ” and how to buy something.Using “ What’s the time ? ” hungry , cakes, bread and so on.We’ll study and drill the sentences and the word ’s pronunciation.2.According to the teaching outline and combining the students ’ situation , I make the teaching aims of this lesson as follows.a.The first is the aim of knowledge.It’s 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’m hungry.The second is to master the usage of the words hungry, cakes and bread.4.Difficult points.It’s 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’ll 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’ll use a clock , recorder , cards and some food as my teaching aids.Part 4.Teaching procedure.Step 1 Revision Before my class , I’ll get the students to sing an English song to keep themselves relax.Then I’ll use a clock to act it.What’s the time ? What’s the time ? It’s eight o’clock.I’ll show three numbers.When the students answer It’s ten o’clock.I’ll say : It’s ten.Today we’ll learn Lesson Ten.Then I'll put the clock on the blackboard.Step 2 Presentation and drill First I’ll point to the clock and ask , what time is it ? Students answer It’s ten.Then I go on moving the hands and ask.What time is it ?Students answer quickly.Second I’ll drill the sentences What time is it ? It’s-----.pairs in pairs or row by row.Third When the students answer It’s 12:00 o’clock.I’ll point to my stomach and say.Oh I’m hungry.and I’ll eat a cake.Then I’ll go on saying I’m hungry.and I’ll eat another cake.I’ll act it four or five times.Then I ask a student to act it.I’m hungry , too.I’ll say two cakes , please.and the sentences.I’m 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’ll train the creative spirit of the students.I’ll 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.小