牛津小学英语说课稿.docx
- 文档编号:10264696
- 上传时间:2023-02-09
- 格式:DOCX
- 页数:13
- 大小:22.65KB
牛津小学英语说课稿.docx
《牛津小学英语说课稿.docx》由会员分享,可在线阅读,更多相关《牛津小学英语说课稿.docx(13页珍藏版)》请在冰豆网上搜索。
牛津小学英语说课稿
牛津小学英语说课稿
Unit9PartAinBook4ofOxfordEnglish
推荐Goodmorning,everyone!
Today,I’llsaysomethingaboutUnit9PartAinBook4ofOxfordEnglish.
Backgroundonthereformationofcurriculum,thisbookcanconnectthelifeandact,emphasizetheinterestandexperienceoftheSs,thepicturesareactiveandvivid.GradefouristheinitialstageofEnglishlearning,soitstressesontheemotionoftheSs,createsawellbeginningfortheSs.ThisUnithas7parts,we’lllearnPartAmainly,itembodiestherepeatingcharacterize.Reviewthelearnedlanguagepoints“Where’s…”andthenewlanguagepointswillberepresentedinthefollowingunits.Sothisunitformsconnectinglinkswithaspecialmeaninginthisbook.
Thecontentofthisperiodistouse“Where’s\are…”todeterminetheplace.AndaccordingtothecontentsandthefactoftheSs,Iestablishthefollowingthreeteachingaimsofthisperiod:
Thefirstone:
studentscanlisten,read,sayandspellthefollowingwords:
aglass,afridge,anegg,breadandatable.
Thesecondone:
studentscanlisten,read,sayandwritethefollowingdailyexpressions:
What’sforbreakfast?
Havesomejuicethen.
Thethirdone:
studentscanlisten,read,sayandwritethefollowingsentencepatterns:
Where’s\Wherearethe\my…
It’s\They’re…
There’sno…in\on\near…
Ithinkthemostdifficultpointofthisperiodistomakesurethestudentscanusethepatterns“Where’s\Whereare…andThereisno…in\on\near…”intheirdailylifecorrectly.
AndIwillusesomepictures,wordsandsentencecards,ataperecorderandthemulti-mediacomputertohelpmeachievetheaims.
Thetask-basedmethod,communicatedmethod,groupcooperatemethodwillbeusedinthisperiod.
Toaccomplishtheaims,Idesignthefollowingsteps:
Step1Songsandthegamearouserstheemotion.
InordertoattracttheSs’attentionandconstructanatmosphereoflearningEnglish,IletthestudentssingsomeEnglishsongsandplaythegame“Simonsays”.Atthesametimethegamecanreviewtheprep,servetheknowledgeasfoilandconsisttheappearanceoftheknowledge.
Step2Changeclasstolife,happytosay.
Thesubstanceoflanguageiscommunicationandtheenvironmentofcommunicationislife.SowhenIpresentthesentencepattern“What’sforbreakfast?
”Ifirstshowaclocktoelicitthetimeforbreakfast,teachthesentence.Thenshowmyownphotoofhavingbreakfast,Ssaskandguess.InthiswayIcanattractSs’attention,encourageSstoaskQswiththenewknowledge.
MostoftheSshavelearntthesentencepattern:
Where’s…?
soIdesignataskforSstohelpHelenfindthefoodanddrinksforbreakfast,andteachthenewlanguagepoints:
Whereare…?
They’re…MeanwhilestickthesentencesontheBb.
Aftersomepracticebyaskingandanswering,Ipresentthenextlanguagepoints:
There’sno…in\on\near…
Have…then.
AndIwillstickthesesentencepatternsontheBb.FinallyI’lllettheSsdopairworkstoconsolidatethem.
Step3ListentothetapeandSsimitatetoreadandsay.
Asthenewreformationofcurriculum,emphasizedthetraditionalclassattachimportancetothemechanicalteaching,neglecttheexperienceandparticipation,forexample,thefive-stepmethod.Sointhislesson,afterpresentation,IaskSstolistentothetapewiththreeQs,readindifferentrolesandinpairs,thentrytorecitethetext.
Step4Ssbethemainbody,Tmakesaguider.
Inclass,Ssplayasahost,andtheTmakesaninfluenceonguiding,helpSstoactthelearntdialogue,itcanstressthepositionoftheSs,andarousetheirinterest.
ThenIshowacartonwithnovoice,askSstomakeadialogueinpairs.
Therearelotsofwaystoconsolidatethenewknowledge.Playinggameisagoodway.SoaccordingtothephysiologyofSs,Iholdagroupcompetitionduringthegame,askSstofinishtheblanks.InthiswaycandevelopSs’goodhabitsandachievetheaimofmasteringthelearnedknowledgeinsituation.
Step5Changeclasstolife,learnbythemselves.
Isthistheendoftheclass?
Idon’tthinkso.Ifthereisanend,Ithinkitshouldbeinthelife.SoIextendthisclass,encourageSstousethelearnedtocommunicatewitheachotherintheirlife.
Inaword,thewholeperiodisbasedontasks,whicharedesignedfromeasystepstostepsthatarechallenging.WhentheSsarecartingoutthetasks,theycanacquireinformation,knowledge,andhavetheirabilityandskillstrained.
That’sall.Thanksalotforyourattention
小学英语Unit5BLet’stalk说课稿全英文版
TheLectureNotesof《PEPPrimaryEnglish》
Book4Unit5BLet’stalk
LadiesandGentlemen,It’smygreatpleasuretobeheresharingmylessonwithyou.
Thecontentofmylessonis《PEPPrimaryEnglish》Book4Unit5BLet’stalk,askingthepriceandinquiringtheclothessize.First,letmetalkabouttheteachingmaterial
Part1TeachingMaterial:
Thislessonisaboutashoppingtopic.Bystudyofthisunit,theSsknowhowtoaskthepriceinEnglishandhowtodescribethesizeandpricewithsimplewordsandsentences.Thesentencepatternsofthislesson“Whatsize?
”“Howmucharethey?
”and“We’lltakethem.”arethekeyanddifficultpointsofthisunit.ThestudyofthislessonwillhelptheSswithdailycommunication.
Moreover,thislessoncompletesthetransitionofthephrase“apairof…”tothesentencepattern“Apairof…for…”,andhelpstheSsfurtherconsolidatetheknowledgeofwordsofclothingappearinginpluralform.
Therefore,onstudyingtheteachingmaterialandanalyzingtheregulationofchildren’sgrowingofmind,IputforwardtheteachingobjectivesaccordingtoEnglishsyllabusandnewlessonstandard.
1.Perceptionobjective:
a)TheSscanhear,read,andusethemainsentencepatterns“Apairof…for…”“Whatsize?
”“Howmucharethey?
”“We'lltakethem.”
b)TheSscanunderstandandreadtheconversationofthelesson.
2.Abilityobjective:
a)TheSscanusethesentencepatternofinquiringtheprice,andfurtherdeveloptheirlanguageabilityof“shopping”;
b)TheSscanusethepatternstoexpresstheirthoughtsintheproperscene.
3.Emotionobjective:
a)Bycompletingthetask,theSsincreasetheirinterestandsetupself-confidenceinlanguagestudy;
b)TeachtheSswhatis“love”and“managingmoneymatters”,putthemoraleducationinthelanguagestudy.
Next,thekeypointsofthislesson:
Firstofall,tostudyandusethesentencepatterns“Whatsize?
”“Howmucharethey?
”“Apairof…for….”“We'lltakethem.”ToimprovetheSs’abilitiesin“shopping”;
Secondly,teachtheSshowtostudyindependentlyaswellasbycooperation.
Difficultpoints:
TheSscanusethewordsandpatternstodescribetheclothesintheproperscene,andmakesimpledialoguesofshopping.
Well,howtoachievetheteachingobjectivesbetter,tostressthekeypointsandbreakthroughthedifficultpoints?
Thekeyishowtomakeuseoftheproperteachingmethods,I’lltalkaboutmyteachingmethodsbelow.
Part2TeachingMethods:
Accordingtothemodernperceptiontheoriesandsocialintercourseteachingtheories,IadopttheTSAmethodandTBLTmethodinmyteaching,namelyTotalSituationalActionandTask-basedLanguageTeaching.
Theformerisa“scene—activity”teachingmethod.ItestablishesarealsceneandtheinteractionbetweentheteacherandtheSs.ItemphasizesadynamicinformationexchangebetweentheteacherandSs.
ThelatterofferstheSsanopportunitytocompletethetasksinwhichSsuselanguagetoachieveaspecificoutcome.Theactivityreflectsreallifeandlearnersfocusonmeaning,theyarefreetouseanylanguagetheywant.
Atthesametime,makeuseofthemodernelectricityteachingequipmentsandallkindsofteachingmeans,itcanmobilizetheSs’enthusiasmandcreativityinlearningEnglish.
Part3StudyingMethods:
LetSsstudyinarelaxedandagreeableatmosphere.Ssunderstandthenewknowledgeincertaindegreethroughthementalprocessofseeing,hearing,saying,observing,imagining,thinkingetc.Andmakepreparationforcompletingthenewstudytask.
Afterfeelingandcomprehendingthelanguagepoints,letSsobtaintheknowledgeactivelybyprobestudyandcooperativestudy.Thereby,developtheSs’abilitiesofstudyingandworkingwiththelearninglanguageindependently.
Part4TeachingProcess:
Inordertorealizetheteachingprocesssystematically,properlyandefficiently,undertheprincipleof“regardSsasthecorpus,theteacherinspiresforpredominance”,Idividetheteachingprocessintofivesteps.
Step1Warm-up.
Singasong:
Thecoatinwindow.
Soastothepsychologicalcharacteristicsofchildren,singingasongcanmakeSsfeelpleasedandsatisfied,andcanarouseexcitingmotion.Inthisstep,teacherandtheSssinginunisonandperformthesong“Thecoatinwindow.”Thus,reviewthesentencepattern“Howmuchis…?
”AndarousetheSs'performancedesire,participationdesire,andleadtheSsintoathickEnglishstudyingatmosphere.
Step2Presentationandpractice.
1.Design:
LookforCinderella.
Broadcastapartof“Cinderella”withtheflash,presentingacrystalshoethatCinderellalose,andestablishesasceneofministerslookforthepropersizeeverywhere.Throughtheroleplaying,guidetheSstousethesentencepattern“Whatsizedoyouwear?
”“Size….”tomakethequestionandanswer.Thisdesignisanoveltyofmylesson,itleadstheSsintothefairytales.Theyacquirethelanguageunconsciouslyandcandocommunicationfreely.
2.Leadtotheshoppingtopicnaturallyfromtheunsuitedshoes,anddemonstratethesentencepattern“Howmucharethey?
”
Withagoodstudenttobetheassistant,Iperformtogoshopping,andguidetheSstomaketheanswer:
“Theyare….”
Inthiscourse,Sscanunder
- 配套讲稿:
如PPT文件的首页显示word图标,表示该PPT已包含配套word讲稿。双击word图标可打开word文档。
- 特殊限制:
部分文档作品中含有的国旗、国徽等图片,仅作为作品整体效果示例展示,禁止商用。设计者仅对作品中独创性部分享有著作权。
- 关 键 词:
- 牛津 小学英语 说课稿