小学英语说课稿范文来了!小学英语说课稿一等奖全英看这里
来源:民企网     时间:2023-02-28 08:42:11

小学英语说课稿

《Holiday》

一、说教材:

1. 教材内容

本节教材重点围绕节日展开,围绕人们经常如何度过节日展开话题。本课时要求学生能掌握四个节日National Day, Halloween, Christmas, Spring Festival 及句型What do people usually do at ….? I… .

并能自由交流如何度过假日。在本课中did引导的一般疑问句及回答也是新知之一。因为在前面第三单元己出现了be 动词的过去式,所以学生在学习的时候这方面比较容易掌握。

2.教材的地位

本节课所选的教学内容是牛津小学英语6A Unit 6,本单元教学围绕节日展开。在询问节日这部分,学生已有了前面第三单元的知识铺垫,比较易于深入与扩展。这样的安排,既体现了教材循序渐进、由难到易的编排意思,又符合学生的知识水平和认知水平。

二、说目标:

1)教学目标

新课程强调知识与技能、过程与方法、情感态度与价值观三个角度的有机结合,本着这样的认识,我制定如下教学目标。

[认知目标] 学生能听、说、读短语及单词:visit relatives and friends , go to parties, dress up in costumes, ware masks , make pumping lanterns, eat lots of delicious food , National Day, Christmas, Halloween, Spring Festival , favourite ;

能运用 When’s … ? What do people usually do at …? Did you….last …? Yes , I did./ No, I didn’t.等进行口语交际。

[能力目标]能用英语交流在假日中的活动,部分同学能用英语流利介绍节日的有关情况。

[情感目标] 通过活动、游戏使学生产生学习英语的兴趣;让学生敢于、乐于开口,积极参与交流。并让学生在学习的过程中,培养他们的合作意识和竞争意识。

2) 教学重难点

教学重点:让学生掌握词组,能运用词组进行交流,初步锻炼学生运用词组描述节日的能力;

教学难点:让学生认识时态的变化,及意识到词组的不同运用能造就语言的丰富性。

三、说教法:

1.教法设计

根据英语这门课本身的特点及六年级学生的兴趣,我通过设计具体形象的情景,以旧带新,不断滚动知识点,以此来分散教学难点,让学生直观地感知与理解。

同时创设数个任务活动,从单词到短语到句子到对话到片断,使学生在师生、生生之间的多向交流中进行有意义的练习与实践,充分发挥他们的学习主体性,培养他们学习致用的能力。

2. 学法指导

引导学生通过比较、观察、猜测的方法逐渐感悟新语言项目的功能,让学生在多层次的练习中体会到学习英语时“运用”的必要性,鼓励学生积极思维,大胆尝试。

3. 教学手段

根据本课的教学内容、教学目标、学生的年龄特征和心理特征,为了更好地激发学生学习兴趣,从而能积极主动参与学习。

教学中运用多媒体课件、图片等教学辅助手段,置抽象的句型于一个个生动的情景、游戏之中,不仅使学习过程自然轻松,更能较好地启智开思。

四、说过程:

1.热身(Warm up)

宣布本节课的学习方式:小组竞赛。

以座位分成四个参赛小组,按每个同学的课堂表现为本组加星,课末评出WINNER。然后,开始“每课一句”,本节课所教授的句子是“Lite is long if you know how to use it.”

[设计意图] 学习方式的宣布让学生对本节课充满了兴趣,激起了他们的斗志和为本组争星的表现欲。“每课一句”是我在六年级开始每堂课上设置的一个必备环节。

这个环节主要教学生一些妙言警句。这些句子既丰富了学生的词汇量,提高了他们的表达能力,同时也让他们学到了地道的英语表达方式。从而为学习英语创设一个良好的氛围。

2.以旧带新 [lead in ]

提供话题Birthday,师生自由交流,然后用“How do you spend your birthday?”引出本课的新句型“What do you do on your birthday?” 进而再导入“ Did you … last birthday? “及回答。然后用Colour 话题引出句型My favourite ….

[设计意图] 通过旧知识滚出新知识,是我常用的教学方法之一。以旧带新,学生可以比较轻松地掌握本课的句型。同时把新句型和老话题融合。有助于培养学生的语言思维能力的开放性。

3.呈现、操练(Presentation, Practice)

承接Colour话题,引出第一个节日:National Day。利用课件呈现中国国旗。教师引导的话如下:

T:My favourite is red . Because Chinese flag is red . The main colour in China is red on important days. I love China , so I like red. I like red , because I’m from china. Do you like China? Do you like red now?

S: Yes….

T:Do you know my country’s birthday?

S: The first of October.

T: What holiday is on that day?

S: National Day.

[设计意图] 找到话题与所授新知的契合点,让学生很自然地从一个话题向另一个话题过渡,从而开始了本节课Holiday的话题。

同时英语并不是仅仅是一种工具,它是能够表现出情感的。在此由红色引出中国,由中国引出它的生日,简单的几句带有感染力的话就能激发学生的爱国热情。

接着用在谈论生日时所学的句型让学生谈论一下国庆节,使所学知识处于不断的滚动复习巩固之中。用Guess 猜下一个节日Halloween.猜出来后,利用谜面锻炼学生听与说的能力。

[设计意图]因为Halloween节日在5A的书上有专门的一单元的介绍,所以虽然它是一个外国的节日,可是学生对它并不陌生。利用谜面,让学生读一读,说一说,谈一谈。在此环节充分锻炼学生的口语表达能力。

圣诞节的出示用一首轻快明了的CHANT作为引入,同时让学生看一段配上音乐的介绍资料,然后用今天要掌握的句型来问一问。之后,出现了一个有关圣诞节的小故事,让学生自由阅读,然后完成后面的题目。

[设计意图] 在课中关注学生的注意力的放松。高输入量的学习会让学生很快有疲劳的感觉,从而降低学习效率。在此环节,设计了CHANT 和一段了解性文字的阅读,就是给学生创设了一段休息的时间。然后再根据高年级学生的英语阅读能力的培养需要,适时进行一篇短文阅读。

圣诞节后进行春节的教学。用一封来自外国朋友的信引出春节。这是一个美国的朋友,她先介绍了一下人们如何过圣诞的情况,然后向中国的朋友问了三个有关春节的问题:

What holiday is the popular holiday in China?

When is it ?

What do people do on that day?

教师让学生四人一组讨论后再反馈回答。

[设计意图] 在这儿出现了一封的书写方式,同时很好地导出了下面的内容,教师给学生提供了广阔的自由想像和发挥的空间,让学生运用所学的语言进行扩展性练习。

4. 拓展、巩固(Extension , Consolidation)

(1) Listen and number

(2) Say out the holiday

将一些没有学过的节日收集在一起,让学生猜测出意思,并能说出时间。

(3) Try your best

按自己的能力选做一题,题目要求由难到易,选择不同程度的题所获得的加星也不断增加。

[设计意图] 检查一节课的教学效果,课外知识的拓展,丰富学生的知识面。选做题的设置,再次调动起学生的积极性。

本来无望获胜的小组,此时又有了一次机会,不甘失败的心理会让他们充分发挥潜能;而本来胜利在望的小组,此时又有了危机感,让他们不敢掉以轻心。

于是一场比拼实力的竞争又在无形之中展开了。他们不断调动出潜能,能于同学互帮互助,一种为本组争光的主人翁意识也在不断膨胀中。从而形成了一个积极的参与氛围。

5. 课后作业(Homework)

(1) Look and write

(2) 用至少五句话介绍一个节日。

[设计意图] 巩固所学,将课内的学习延伸到课外

五、说板书设计

(本说课稿设计十分详细,特别是教学过程环节,相信看完一定能帮助到你吧,借鉴有价值的闪光点用在自己的稿子上,另外设计意图可以仔细研究下~)

小学英语说课稿一等奖全英

1、小学英文优秀一等奖说课稿

一、教材分析:

我讲的是快乐英语第七册 Unit3 《Lesson 14》本单元主要围绕“He likes sports”这个话题开展各项活动,所涉及到的日常交际项目有介绍、询问、和建议等,其中,以“询问他人的体育爱好”及其应答为重点内容。为了使学生更好的掌握本单元的学习内容,我利用多媒体课件,通过直观、形象、与学生互动的手段来教授,使教学内容更贴近学生的生活,激发学生的学习兴趣,提高学生参与语言活动的积极性。根据课文特点及新课标对五年级学生英语学习能力的要求,本课的教学目标我定为以下几方面:

二、教学目标:

1.能听、说、读、写单词volleyball, bowling, golf 等,并熟练掌握句型What sports does he/she like? 及回答He/She likes…

2.提高学生语言实际运用能力,拓展学生的视野,开发思维能力,培养学生创新实践能力。

3.通过本课的单词和句型学习让学生了解一些体育项目的英语表达法,增加课外知识。并养成健身的.好习惯,同时带动身边的人积极健身。

三、教学重难点:

本课重点:

第三人称单数的特殊疑问句型:What sports does he/she like?及其答语He/She likes…

本课难点:是does 在第三人称单数里的用法。

四、构建设计:

新课标倡导学生是学习和发展的主体,而小学高年级的英语有一定难度,比较枯燥,因此如何在一堂课中吸引学生的注意力,激发他们的好奇心、求知欲及充分激发学生的主动意识和进取精神就成了关键。所以我在教学过程中充分利用多媒体直观教学手段,将练习与游戏相结合,使学生“在玩中学,在学中玩”,营造轻松、活泼的课堂气氛,有张有弛,循序渐进,引导学生积极主动地投入到学习活动中去。其教学步骤如下:

(一)Video 导入、铺设新课

(二)自主学习、获取新知

(三)兴趣活动、人人参与

(四)小结评优、课外延伸

〔Video 导入、铺设新课〕

新课伊始,教师热情地跟全体学生打招呼:Hi, boys and girls. In this class let’s have an English competition. I have prepared a piece of paper for each group.(此时教师将评价表发给每个小组,并宣布本节课竞赛规则)And you can get a sticker after answering my questions. If your group gets the most stickers, you will be the winner. And you can be the volunteers in 2008. Clearly? Wish you succeed.

Look! It’s a fine day today. It’s perfect to do some sports. But we’re having class now. Why don’t we watch some exciting ball games on the TV?

(通过观看几段球类运动的Video激发学生学习的兴趣,既为新知识作了铺垫,又吸引了学生的注意力,既让学生放松了心情,又使学生很快进入学习英语的氛围。)

〔自主学习、获取新知〕

1、自学单词volleyball, bowling, golf,汇报学习结果。

a) 请同学们从刚才观看的三段Video中自主选择,并利用字典、单词卡片、电子词典和音标卡片以小组的形式自学单词volleyball, bowling, golf。

b) 学生汇报学习结果并板书。各小组中选派一名代表上前面自主选择,领读并到黑板板书,带领大家以自己的方式拼写并朗读单词。(如男女生再齐读的形式、小组的形式、个人的形式)最后以动作描绘巩固记忆单词。

(高年级的学生已具备了自学的能力,我通过这种小组合作的方式,利用各种学习工具,让会的学生帮助不太会的学生。积极引导他们养成互相帮助的学习习惯;培养学生小组合作学习、自主探究的学习方式。)

2、师生自由问答,并用学生熟悉的球星照片引出新句。

通过黑板上学生板书的新单词,教师自然地陈述:I like volleyball. What sports do you like?学生回答I like bowling/golf/…. 此时教师趁热打铁,出示学生们熟悉的球星照片:This is Yao Ming. What sports does he like?引导学生回答:He likes basketball. This is Wang Nan. What sports does she like? 引导学生回答:She likes table tennis. 同时教师板书句型:What sports does he/she like? 并范读,学生跟读,反复强调does,用各种方式(全班、小组、男生、女生)读。熟练朗读新句。继续出示球星照片,引导学生用What sports does he/she like?进行问答。

(从学生比较熟悉的运动明星入手,直接导入新授句型,做到学习与生活相联系,更好地、更直接地贴近学生的生活。)

3、师生、小组谈论球星照片。

教师拿出打印好的球星照片,用What sports does he/she like?提问,请生回答,答对将图片送给学生。再放手让学生以小老师的身份提问发放图片。然后小组内学生自由谈论图片,熟练运用所学句型。

(交际活动从培养交际意识循序渐进到培养交际能力。我充分运用了任务型教学原则,以任务为主导,以活动为载体,以学习为中心,通过完成任务来促进学生语言交际意识的培养和交际能力的发展。)

4、Game游戏:

为了活跃课堂气氛,将学生的全部注意力吸引到课堂教学中,我设计了小组间的游戏竞赛。

Now, boys and girls. Let’s play a game, OK?相信学生定会积极响应。然后教师宣布游戏规则:I’ll choose two students from each group. One student will do the actions, this group will ask: What sports does he/she like? The other one will guess. And other groups will judge. Tell them “Yes” or “No”. If in one minute you can get all the five points, you will be the winner. Clearly? 每小组自己选择两名同学,自主选择Game游戏。

(通过游戏可以帮助学生将语言知识转化为语言技能。在英语教学中把握好趣味性原则,才能充分发挥学生的主观能动性,从而使学生在兴趣盎然中学活、用活英语知识。)

5、看图写句子。

幻灯出示书上Try to use 部分的图片,练写句子,评出写得既快又好的学生。

We all like sports. The animals also like sports, too. Let’s watch them. What sports do they like? Please watch TV.

出示第一幅图,请同学们齐读,第二、三幅图先请学生口述,再写出来。

(英语语言的学习强调的是听、说、读、写。此环节是在学生熟练地听说

所学句型的基础上,引导他们由口语的练习过渡到书写的练习,有助于学生从语言的情境、音、形、意等各方面进行理解、练习和掌握。)

6、看图听录音,回答问题学习本课对话

a) 出示课文对话图片,教师用语言引导:Look at these pictures. This is Linda, this is Xiao Hui, and this is David. They are talking about Xiao Hui’s father. Would you like to know: What sports does Xiao Hui’s father like? Now, let’s listen carefully.学生听课文录音,了解其中的幽默之处。

b) 再听一遍录音,回答问题。

Now, listen again and answer my questions.

Q1: Is the man fat or thin?

Q2: What sports does Xiao Hui’s father like?

Q3: Where does he play the ball games?

c) 模仿录音中的语音语调,分配角色,有感情地朗读课文。

(通过听音理解课文,以听觉的刺激,激发学生的兴趣,以期达到培养学生认真倾听的良好习惯的目的。)

〔兴趣活动、人人参与〕

根据课文师示范问一些扩展性的问题:

Q1: Do you like sports? What sports do you like?

Q2: Does your father like volleyball?

Q3: What sports does your brother like?

Make a survey引导学生扮演小记者采访现场老师、同学,询问一些有关运动方面的问题。试着用What sports does…. Like?提问。比比看谁采访的人多。

Would you like to be a little reporter? Let’s interview the guests and our friends. You can ask them something about sports. Try to use the sentence: What sports does…Like? Let’s see who can get more information.

(此环节向课外拓展延伸,再次激活学生思维,体现了“学中用,用中学,学以致用,学用结合”的教学方法及目的,使学生在不知不觉中感知、体验和运用语言。)

〔小结评优、课外延伸〕

1、小结评优:总结在本节课中每小组成员获得的sticker的数量,

Boys and girls, you have done a good job in this class. Please stick your paper on the blackboard. Let’s see who is the winner.师生共同查每个小组获得的sticker数量。评出表现优秀的小组,并宣布优胜组为2008奥运会的志愿者。

(小学生好胜心强。此环节既是对获胜组的肯定与奖励,鼓励他们今后继续努力;也是对其它组的激励,激励他们下次努力,为下一节英语课提前做好铺垫。)

2、课外延伸:师生互动,共同唱响2004奥运主题曲《Pass the flame》启发学生课外健身,积极投入到2008奥运志愿者的队伍中。

At last, let’s sing . 边唱边向学生提出倡议:We all like sports. So let’s do more exercises after class. And We can invite our friends to join us. let’s be the real volunteers in 2008. OK?

(让学生在歌声中结束本课,这不仅是另一种学习方式的尝试,而且更进一步引导学生在以后的英语学习中要学以致用。)

小学英语全英文说课

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.

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