六年级上册新版本说课稿补充.docx
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六年级上册新版本说课稿补充.docx
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六年级上册新版本说课稿补充
Unit1howcanigetthere说课稿
四川中公教育
2015四川教师招聘说课备考:
英语《Unit1HowcanIget
there》说课稿
TeachingAims:
Knowledgeaim:
studentscanusethesewordstoexpresswheretheplaceis:
behind,infrontof...
Abilityaim:
Studentscanusethewordsandsentencesinreal
circumstances
Emotionalaim:
Studentscanhelptheotherwhentheyworkingroups,andcooperatewithothersandfinishthetaskfluently.
Keypointsanddifficultpoints:
Keypoint:
Studentscanmasterthepronunciationandthemeaningofthenewwordsandcanmastertheusageofthesentence.
Difficultpoint:
Studentscanusethewordsandsentencesinrealcircumstances
TeachingProcedures:
Step1:
warmingup
1.Letstudentsplayagame:
listenanddo.(reviewthewords:
gostraight,turnleft,turnright)
2.Inviteonestudentonthemap,otherstudentstrytouse”turnleft,turnright,gostraight...”directher.
Step2:
presentation
1.Teach:
map,compass,GPS,stars,work,followmeandanewfeature.①Showthepictureaboutthewords,andasksomequestions:
Q1:
Ifwegetlost.Whatshouldwedo?
Whatcanweuse?
Q2:
WherecanweseeGPS?
Q3:
Whatcanrobotdo?
Invitesomestudentstoreadthenewwordsloudly,andothersreadafterhim/her.
②Askstudentstoreadthepassageandunderlinethewordstheycan’tunderstandit.Trytolearnitbydictionary,andshareitontheblackboard.Studentmaygivetheexplainthenewwords,like:
followme:
comewithme
Work:
奏效,起作用(inthistext)
3.Readthetext,andanswerthequestions.
(1)What’sRobin’snewfeature?
(2)Howmanyplacesdidtheypassby?
(3)Inthefirstpicture,wherearethey?
(4)Howaboutpicture2?
Teachcaninvitestudentswritetheanswerontheblackboard.Thenaskstudentstrytousethepencilandboxtotranslationit,andthenaskthemuse“infrontof”“behind”makesentences.
4.Askstudenttoreadingroup,andtrytoretellthestorytotheirpartner.Afterthat,inventstudents,tellthestoryinfrontoftheclass.Thebestgroupcanget5points.
Step3:
Consolidation
Groupwork:
Drawamapofthewaytogotorestaurant.Thebestonecanget5points.Whentheyfinishit,askthemhangtheirmapsontheblackboardandintroduceit.
Askthewholeclasswhichgroupdothebestandwhy.
Step4:
Homework
1.Listentothetapeandreadthetext.
2.Usethenewwordsmaketwosentences.
Blackboarddesign
Unit1howcanigetthere说课稿
二
湖北教师招聘面试指导:
小学英语说课稿《Unit1HowcanIget
there?
》
小学英语说课稿《Unit1HowcanIgetthere?
》
Goodmorning,dearjudges.I’mthesecondexaminee.It’smygreathonortohavethisopportunitytointerpretmyteachingdesignhere.MytopicisUnit1HowcanIgetthere?
AccordingtotheNewCurriculumStandard,Iwillinterpretmyteachingdesignfromthefollowingparts,suchasteachingaims,teachingproceduresandsoon.
I.Theanalysisofteachingmaterial
Thefirstpartinmypresentationistheanalysisofteachingmaterial.(Firstly,pleaseallowmetotalkabouttheanalysisofteachingmaterial)ThislessonischosenfrompartALet’slearnofUnit1ofPEPPrimaryEnglish,book7,andthemaintopicofthislessonistoaskandanswertheway.Afterlearningthislesson,studentswillbeabletoknowhowtohelpothersfindtheway.Therefore,thislessonplaysanimportantroleintheirstudying.
II.Theanalysisofstudents
Afteranalysisofteachingmaterial,let’smovetothenextstep:
analysisofstudents.Studentsarethesubjectofourclass.Studentsofthisperiodareactiveandcurious,theyareinterestedinnewthingsAfterlearningEnglishfor3years,theyhavesomebasicEnglishbackgroundknowledge,sotheteachershouldattachmoreimportancetothecommunicationwiththem.
III.Theanalysisofteachingaims
AccordingtothenewCurriculumStandardinEnglish,Isettheteachingaimsasfollows:
Firstly,knowledgeaim:
studentscanunderstandthebasicmeaningofsomenewwords,suchascrossing,turnleft,turnright,goalongandsoon.
Secondly,abilityaim:
studentscanusesomesimpleexpressionsandtargetlanguagetocommunicateindailylife.
Lastly,emotionalaim:
studentsarewillingtohelpothersafterclass.
IV.Theanalysisofteachingkeypointanddifficultpoint
Then,Iwanttoputforwardthekeypointandthedifficultpointofthislesson.Studentscanapplythesenewwordsandsentencesnaturallyandappropriately.
V.Theanalysisofteachingmethods
NowIwanttotalkabouttheteachingmethods.CommunicativeApproach,
Tasked-basedTeachingMethodandTPRTeachingMethodwillbeadoptedinthislessontoactivemystudents.
VI.Theanalysisofteachingaids
Tohelpstudentslearnbetter.Iwillmainlyusepicturesandtaperecorderasteachingaids.
VII.TheanalysisofteachingProcedure
Next,let’sfocusonthemostimportantpartofthislesson,theanalysisofteachingprocedures.Itconsistsofthefollowingsteps:
warming-up,pre-listening,while-listening,post-listening,summaryandhomework.Now,let’sgotothefirststep,warming-up.Inthisstep,IwilldividestudentsintogroupsMonkey1andMonkey2,theonewhogetsbananafirstisthewinner.ThenIwillsingasongnamedpenguin’sGame.Afterlistening,studentsshouldtellmewhattheyhaveheardinthissong.ThenIwilltellstudentsthissongisaboutdirections.Thissongisclosedrelatedtothetopicofthislesson.Besides,It’sveryinterestingforstudents.Theywouldbeverygladtopayattentiontothislesson.Then,let’scometothesecondstep,pre-listening.Iwilldrawamapandsomebuildingsontheblackboard.ImagineI’maforeignerandgetlost.Letstudentshelpmefindmyway.ThenIwillshowthemsomenewwordssuchas,turnleft,turnright,crossingandgostraightthroughmanyactions.Andawordgamewillbearranged.It’sabombgame.IfIsayaword,studentsshouldreadaftermequickly.ButwhenIreadtheboomword,studentsshouldbequiet.Throughthisactivity,studentswillbeattractedandknowhowtoreadandusethenewwords.Nowlet’stalkaboutnextperiod,while-listening.Thereare3activitiesinthisstep.Thefirstactivityisextensivelistening.I’llaskstudentstolistentothetape,thenfindoutthemainideaofthisconversation.Thesecondactivityisintensivelistening.Iwillaskstudentstolistentothetapeonceagain.Andtrytofindtheanswer,“WhereistheItalianrestaurant?
”Thethirdactivityistoread.Studentsshouldreadafterthetapeandpayattentiontotheirpronunciation.
Throughthissection,studentscoulddeveloptheabilityofgraspdetailed
informationandcooperationspirit.Theywilljoinmoreclassactivitiesactively.Nextstepispost-listeing.Somestudentswillbeaskedtocomethefrontoftheclass,anddosomeactions.Theotherstudentswillguessthemeaningofthesenewwords.ThenIwillpickoneplaceinthemaplikebookstore.Askstudents“Where’thebookstore?
”Studentswilltellmethewayintheirownwordsaccordingtothemap.Roleplayisveryattractiveforstudents.Studentswouldliketotakepartinitveryactively.Bythis,studentscanimprovetheirspeakingskillsandunderstandhowtousethesesentencestocommunicatewithothers.
Now,let’smoveontothesummaryandhomework.Attheendoftheclass,I’llmakeasummarytogetherwithstudents.Thepurposeofthisstepistohelpstudentsrecallwhatwehavelearnedtoday.Anddeepentheirimpressionofthekeywordsandsentences.Thehomeworkistobeaguide.Telltheirfriendsthewaytothehousewiththetargetlanguage.Nextclass,I’llinvitesomestudentstoshareit.Itcandeveloptheirindependentlearningabilityandprovidemoreopportunitiestopracticeafterclass.Atlast,Iwillattractstudentsattentionandtellstudentsthewinnerofthisclass.
VIII.Theanalysisofblackboarddesign
Thelastpartismyblackboarddesign.Thesearethenewwordsandphrases.Thesearekeysentences.It’sveryclearandsimpleforstudents.Andthepicturescanattractstudentsattention.
That’sallformypresentation.Thankyouforyourlistening.
Unit1howcanigetthere说课稿
三
Unit1:
HowcanIgetthere?
PartA(Lesson1)说课稿
——彭送宝
各位评委,大家好。
今天我说课的内容是人教版英语六年级上册第一单元HowcanIgetthere?
PartA的第一课时。
我今天的说课分为五个部分:
教材分析,教法分析,学法分析,教学过程分析,板书设计。
一,教材分析
本课的topic是描述地点与位置,要求学生掌握一些地点名词,学会用方位介词描述它们的位置。
三维目标
(一)知识目标
1.掌握下列单词
(1)有关地点的名词:
bookstore,postoffice,hospital,cinema,sciencemuseum
(2)有关位置的介词:
infrontof,behind,nextto/near,acrossfrom,
between…and…
2.掌握下列句型
A:
What’sthis/that?
B:
It’saschool.
A:
Whereisthezoo?
B:
It’snexttothebookstore.
(二)能力目标
使学生熟练谈论地点与位置。
(三)情感目标
通过灵活运用英语来提高学生的学习兴趣。
(四)教学重点难点
重点:
地点名词。
难点:
方位介词。
二,教法分析
本节课的对象是六年级的学生,天真、活泼,对新事物有很高的激情。
所以结合他们的这一特点,我采取了以下方法:
1.直观教学法。
通过用图片,视频和不同颜色字体展示教学新内容,加深学生对地点名词和方位介词的认知,激发学生的学习兴趣。
2.课堂互动法。
通过师生交流,生生交流,实现师生互动。
鼓励学生大胆发言,营造平等交流气氛,让学生成为课堂学习的主体。
3.情景教学法。
充分发挥教师的主导作用和学生的主体作用,为学生进行交际和表达创设更多生动活泼的语言环境,把学生吸引到活动中去,并激发他们主动参与学习的欲望三,学法分析
创设情景,布置录像欣赏和互动游戏,激发学生的学习热情,培养他们的表达能力,发挥他们自己的主观能动性,把被动的学习变为主动学习。
四,教学过程分析
Step1自由谈话,导入新课。
让学生看一张熊猫的图片,通过自由谈话引入到地点名词zoo。
既调动了学生的好奇心,又能引出本节课的知识目标。
Step2直观教学,生动易懂。
借助直观的视频和图片,让学生很快掌握住本节课的地点名词。
Step3多样训练,强化记忆。
通过视频、图片、课堂练习巩固所学知识,既调动了学生的积极性,又强化了学生的记忆。
Step4立体图片,直观呈现。
通过立体图片,直观呈现方位,有利于学生快速理解多个方位介词。
Step5综合运用,生生互动
组织学生结对训练,培养合作能力。
Step6听唱歌曲,愉悦收尾。
通过听、唱短歌,愉悦结束今天的一课。
五,板书设计
Unit1:
HowcanIgetthere?
PartA(Lesson1)
地点名词:
bookstore,postoffice,hospital,cinema,sciencemuseum方位介词:
infrontof,behind,nextto/near,acrossfrom,between…and…
A:
What’sthis/that?
B:
It’saschool.
A:
Whereisthezoo?
B:
It’snexttothebookstore.
Unit2waystogotoschool说课稿
Unit2Waystogotoschool说课稿
说教学目标与要求:
1.能够听、说、读、写短语:
onfoot,byt;
2.能够正确使用上述单词和词组谈论交通方式;能完成本页将出发地、目的地和交通方式进行匹配的活;
说教学重点、难点分析:
本课时的教学重点和难点是掌握四会短语和PartA;说教学准备:
多媒体课件;
说教学步骤和
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