谈如何用英语说课

xjinshan

谈如何用英语说课

所谓“说课”就是指教师有准备地在一定场合下，分析学生现有的认知基础，根据教学任务，阐述教学目标，讲解教学方法的一种有计划、有目的、有内容、有组织、有理论指导的教学研究和交流的活动形式。现在说课作为一种新的教学研究方式，已经不断地被各级教育部门和许多教育工作者所重视和关注。下面笔者就“说课”在英语教育教学中的意义、内容和评价方面谈一些肤浅的看法
一、“说课”的现实意义
（一）、“说课”能促进英语教学工作的整体优化。在开展“说课”活动中，英语教师互相交流“说课“，听取他人的教学思路、教学方法以及教学理论上新的见解和理念，对自己有所启迪和帮助，并灵活地运用于自己所教的英语学科中，彼此学优，取长补短，有利于英语教师的教学思路更开阔，教学构思更严密，教学方法更灵活，教学内容更丰富，教学效益更提高。
（二）、“说课”具有提高英语教师素质的功能。它是培养新教师，发现新教师，推崇骨干教师和学科带头人的一种行之有效的方式。英语教师有机会参与“说课”活动，从而调动了他们的内在的积极因素。为了说好课，现在不少英语教师不仅认真地钻研教材，而且自觉学习有关的英语教育理论，十分注重搜集国内外有关英语教学和教学研究的各种信息及资料，使理论素养提高与教学实践的提高处于一种良性的循环状态。
（三）、“说课”能综合考核英语教师驾驭教材的能力。它可以考察英语教师对教材整体掌握的水平和程度，包括熟悉英语教学大纲和教材的程度，对新旧知识关系的理解，所选教法、学法、作业练习与教材的相互连接等等。在具体的操作过程中，还可以将各项要求指标一目了然地以量化的形式表示出来，从而对英语教师的考核工作有了科学的依据。
（四）、“说课“具有简捷、明快、省时、高效、易于安排和便于控制的特点，而且”说课“的直接目的是在某种特定的场合下与同行交流。所以说“说课”的评价易于做到公开、公正、公平，易被参与者认同和接受，目前已经广泛地被英语教师基本功竞赛和课堂教学研究所运用。
二、“说课”的内容与要求
由于“说课”的时间的限定（一般不超过20分钟），因此英语教师应简要而概括地说明所定英语课题的教材内容、教学对象、教学目标、教学过程、教学方法、教学评价及其设计思想等，具体地说：
（一）说英语教材内容
要说明英语教学大纲对该部分的教材内容的要求和完成的任务，并且说明该内容在本单元、本章节乃至整个教材中的地位作用和前后联系，该内容在教材的逻辑结构与学科逻辑结构中所处的角色，教材编写的意图、特点、难点、关键，该内容的学习类型，并从课程论的高度，依据学生的认识、思维、能力、人格等不同的层面来审视该内容。
（二）、说英语教学对象
分析学生的原有认知基础，即学生学习该内容时所具有的与该内容相联系的英语知识、英语技能，分析学生生理、心理基础，即该内容与学生现时的年龄是否匹配，如果不匹配应作何种方式的处理，内容与该年龄学生的学习方式、习惯、态度是否匹配，如果不甚匹配应如何处理，分析学生群体中的个体差异，如何对班级中不同层次学生分层递进，从而达到整体推进。
（三）、说英语教学目标
分析该内容在认知、操作、情感领域的终极教学目标，力求终极教学目标制定得全面、准确、恰当，在强调素质教育的今天，应提倡目标的多元化，即从单一的目标扩展到能力目标，从认知目标扩展到操作目标、情感目标，根据终极目标制定出相联系的从属目标。
（四）、说教学方案
1、说明整个教学方法的设计思想，即整体设计思想，它是整个方案的灵魂，应泛益出英语教育教学的理论素养。
2、说明教学过程，即教与学两种活动有机结合的安排与构想及其理论依据，特别是新课引入阶段，为什么要这样引入，有什么优越性。
3、说明教学方法和学法指导，即说明教法的选择与组合，为什么要作这样的选择与组合及理论依据，在何种教学环节采用何种学法指导，说明如何最大限度地调动学生的积极性和主动性，提高学习能力和学习质量的设想。
4、说明教学媒体，即说明选用什么教学媒体（包括）教具，这些行媒体有什么不可替代性。
5、说明典型环节的设计
6、说明范例设计
三、“说课”的评价
（一）、教材内容（15分）
指教材分析正确，对教材要求完成的任务的把握，教材编写意图的领会、学生学习教材、分析学习类型的理解等正确、恰当。
（二）、重点、难点、关键的表述的正确（10分）
（三）、教学目标（20分）
1、教学目标的制定必须具备科学性、全面性、科学性和层次性。科学性指教学目标制定切合学生实际，指教学目标反映学生的学习结果，而不是教师想如何作，全面性是指目标的多元化，认知、操作、情感等领域都应体现，层次性是指反映出了解、理解、掌握、应用四级水平。
教学目标具体、明确、具有可测性
（四）、教学设计（45分）
1、整体设计新颖、合理、有理论性。（10分）
2、教学方法，教学媒体选择符合教学原理，切合学生的实际，适合教学要求（10分）
3、重要教学环节的设计合理，能用教学理论加以阐述（10分）
4、教学过程中充分发挥学生的主体性作用，使学生积极主动参与教学活动。（15分）
（五）、语言表达素质（15分）
1、逻辑性（10分）
“说课”者语言表达条理清楚，层次分明，富有逻辑性。
2、艺术性（5分）
“说课“者语言表达字正腔圆，悦耳动听，富有艺术感染力。

xjinshan

英语说课一般来说可以分为五个部分：

一、 说教材（教材分析） Analyzing teaching material
1. 说课型 lesson type  (Dialogue/ reading/ listening/ revision)
2. 本课在教材中的地位 status and function

Lesson 33 Saving the Earth is a dialogue. The lesson is focused on the topic of the problems of the earth and the functional items of Supposition/ Intentions/ conjecture/ Prohibition. Since it is a dialogue/ reading. It’s helpful to improve the Ss communicative/ reading ability.
3. 说教学指导思想 teaching guideline  (Teaching syllabus: Language is for communication, develop their four skills, lay special emphasis on reading; Grellet put it well in his book developing reading skills: develop reading skill/ discourse analysis; get them to understand the western culture better; improve the ability to discover, analyze & solve the problems; Reading is for information, for fun; Use Top- down model or Bottom- up model to activate Ss schemata; Interactive model)
4. 说教学目标和要求 Teaching aims and demands (…be intended for Ss in key schools)

1）   认知目标 knowledge objects
a.      Enable the Ss to remember the following new words & phrases:
Damage, lecture, pollute, pollution, room, standing room, be fit for, hear about, turn into
b.      Get the Ss to be familiar with this sentence pattern:
If the population keeps growing so quickly, there will only be standing room left…
Give the Ss a reinforced practice on the functional item Supposition.
c.       Activate Ss schemata regarding the topic of pollution and help Ss to know more about the problem of pollution.
2）   智能目标 ability objects  
a.      Ask the Ss to make up a similar dialogue.
b.      Help them to understand the dialogue better and improve the four skills.
c.       Develop their ability of thinking independently.
d.      Cultivate their ability to discover, analyze and solve problems.
e.      Train them to collect information from the Internet.
f.      Train them with some effective learning methods to optimize Ss’ learning results.

3）   德育目标 moral objects
a.      Arouse their interest in learning English;
b.      Help them to understand the background of pollution.
c.       Enable the students to love our earth and the nature.
d.      Be aware of the importance of stopping pollution & protecting out environment.
e.      Encourage the Ss to do something to save the earth.
5. 说教学重点 teaching important points (生词、句型；培养阅读技能)
a. New words and phrases
b. Sentence pattern: If- clause
c. improve their reading skills.
d. Talking about problems of the Earth.

6. 说教学难点 teaching difficult points (语法；发展交际能力)
a. functional item: Supposition.
b. Develop their communicative ability. Act out their own dialogue.

7. 说教具 teaching aids (multi-media computer, software, OHP)

The teaching syllabus says that it’s necessary for teachers to use modern teaching facilities. It’s of great help to increase the class density and improve our teaching result. It can also make the Ss reach a better understanding of the text by making the classes lively and interesting. At the same time, it arouses the Ss’ interest in learning English.

二、 说教法 Teaching methods

Five step method; audio-video; communicative approach;

Task-based learning: New Syllabus Design encourages teachers to use this teaching method. TBLT can stimulate Ss’ initiative in learning and develop their ability in language application. Make the Ss the real masters in class while the teacher himself acts as the director and bring their ability into full play.
三、 说学法 Study methods  

1. Teach Ss how to be successful language learners.
2. Teach Ss how to develop the reading skill — skim & scan; how to communicate with others; how to learn new words; how to learn independently;
3. Get the Ss to form good learning habits.

四、 说教学过程 Teaching procedures
I. 复习(Revision) 5min (Daily report; 词汇diagram; brainstorming; activate schemata)

Activity 1: Imagination

1). Suppose a bottle of ink is turned over and dirties your white shirt, what is to be done? (Wash it? Or throw it away?)
2). Suppose you catch a bad cold, what’s to be done?
3). Suppose your bike is broken, what’s to be done?
4). And suppose the earth, on which we all live, is damaged, what’s to be done?

* What can you think of when you see “pollution” this word? (waste, environment, air, water, factory, desert, climate... Try to activate the Ss schemata regarding the topic of pollution.)
II. 呈现 (Presentation) 5min

Activity 2: Presentation

  Play the song “Earth Song” sung by Michael Jackson. (Create an atmosphere)

A lot of pictures and video clips about the causes and results of the three problems mentioned in this lesson will be shown on the screen with the help of the computer.

Ss’ presentation on pollution. Attract their attention, arouse their interest, and create a good atmosphere for communication.

* Activate their schemata and cultivate their ability in collecting information from the Internet and develop their ability in thinking independently.
III. 对话 / 阅读 (Dialogue)18m

1. Pre- reading
Activity 3: Prediction
1st listening/ fast reading, one guided Q to help Ss to get the main idea:
What do you think is discussed at the conference?

2. While- reading
Activity 4: Read and answer

2nd listening/ careful reading, more Qs to get the detailed information. Develop their reading skills: skim & scan. Pay attention to the pronunciation, stress & intonation.

* 阅读: Pre-reading; while-reading; post-reading  (fast reading/ careful reading; skim/ scan; 识别关键词key words；确定主题句；创设信息差information gap；T or F; 填表格chart/diagram; Predicting; Make a timeline; Make a story map。达到对课文的整体理解和掌握。So that they can have a good understanding of the whole text.)

3. Post- reading
  Activity 5: Language focus
While Ss are answering the Qs, the teacher deals with some key language points.
a. is being caused    b. and so on        c. go on doing
d. be fit for         e. standing room    f. if- clause

IV. 操练 (Practice) 10m

Activity 6: Retell
Use your own words to retell the dialogue in the 3rd person.

Activity 7: Acting out

Activity 8: Drill – Supposition

Purpose: Practise the functional item of Supposition. (P. 33 Part 2; P.113, wb Ex. 3)

(Retell; act out; role play)

V. 巩固 (Consolidation) 6m

(Discussion; interview; press conference; debate; quiz)

Activity 9: role play

Suppose you were head of a village, scientist, journalist and villager, make up a conversation and ask several groups to demonstrate in front of the class.
* The Ss are encouraged to use the words and expressions like pollution, damage, be fit for, turn into, the if- clause, etc.

Activity 10: Discussion
  Think of the question: Are we causing damage to the world?
What should we do to save the earth and protect our environment especially in our daily life?
Collect their answers and form a report.

VI. 作业 (Homework) 1m (Writing; continue the story; recite; retell)   
  Write a letter to the mayor, telling him sth. about the pollution around your school.

五、 说板书Blackboard design

xjinshan

优秀英语说课稿

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’s\are…” 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’s\Where are the\my…
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’s\Where are…and There is no …in\on\near…” 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 …in\on\near…
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.

[ 本帖最后由 xjinshan 于 2009-3-10 17:36 编辑 ]

xjinshan

仅供参考。

xjinshan

小学英语说课稿

本课结合教材的重难点以及学科的特点，利用多种教学方法，在愉快轻松的气氛中进行教学，从视、听、说等方面使学生得到了语言的训练，提高了学生学习英语的兴趣。
教学内容：小学新标准英语三年级起点，第二册Module 7 Unit 1 I like football.
一、说教材
1.教材的地位及作用
本课重点围绕学生对几种体育运动是否喜爱这个题材开展多种教学活动，通过学习句型 I  like …\I don't like …，让学生能够用英语表达出自己的思想和感受。它是整个模块的重点，占有很重要的地位，它为后两个单元的学习奠定了基础。
2.教学目标
知识目标：学习掌握单词 football. basketball. table tennis. morning exercise，学习运用句型 I  like …\I don't like …。
能力目标：培养学生运用英语的能力。
德育目标：教育学生热爱体育运动，勤于体育锻炼。
确立教学目标的依据：根据《英语新课程标准》的要求，小学阶段的英语课主要是激发学生学习英语的兴趣；培养学生对英语学习的积极态度，使他们建立学习英语的自信心；培养学生一定的语感和良好的语音、语调，为英语的进一步学习打下基础。
3.教学的重点与难点
教学重点：能听说单词 football. basketball. table tennis. morning exercise，运用句型 I  like …\I don't like …。
教学难点：灵活运用句型 I  like …\I don't like …。
确立教学重难点的依据：根据《英语新课程标准》的要求以及本课在教材中所处的地位和作用。
4.教材处理
根据以上对教材的分析，同时针对中国学生学习外语存在一定困难的实际情况，首先给学生创设学习英语的氛围，使学生感到身临其境；其次激发学生学习英语的兴趣，使学生在一系列的活动中，掌握知识；最后通过做游戏对学生所学的知识进行训练，从而达到巩固知识的目的。
二、说教法
为了顺利完成教学目标，更好地突出重点，突破难点，按照学生的认识规律，我采用全身发应法、情景假设法、直观演示法、交际法、游戏法相结合的方法。兴趣是学生最好的老师，小学低年级英语更注重趣味教学，在课堂上适当运用全身发应法、游戏法，激发学生学习英语的兴趣，进而促使学生由兴趣发展到产生要学好它的志趣。教师通过创设情景，把学生带到了体育课堂，鼓励学生多开口，用英语表达自己的思想和感受。儿童的心理特点是活泼、好奇，同时又很好动，所以我把重点单词和句型编成韵律诗，它节奏感强，朗朗上口，很适合低年级学生的“口味”。在调动学生积极性和主动性方面，我采用了游戏法，让全班参与其中，形成师生互动，提高教学效果。
三、说学法
苏霍姆林斯基说过：“人的内心有一种根深蒂固的需要——总感到自己是一个发现者、研究者、探询者。在儿童的精神世界中，这种需要特别强烈。”在课堂中运用多种方法促使学生多听、多读、多说，形成自主、探究性学习，学生在互动、交流的活动中建立起自信，享受到学习的快乐，得到相关的知识，培养学生对英语运用的实践能力，让他们成为学习的主人。
四、说程序
合理安排教学程序是教学成功的关键，针对学生的认识状况及本课教材的特点，我安排了以下几个教学环节：
第一环节：热身运动
热身是课堂教学重要的形式之一。首先，我以一首“Stand up"热身，轻松的歌曲可以缓减学生课前的紧张情绪，再次Do the action:happy.happy.happy; cry.cry.cry; angry.angry.angry. 有节奏地吟诵，加上相应的动作和表情，为接下来的课堂营造了浓烈氛围。
第二环节：师生问候
师生间亲切的问候，建立了和谐、民主的课堂气氛，因此我采用唱歌的形式：                        T：Hello, hello, how are you?
S：I'm fine ,I'm fine ,and hello to you.
第三环节：启发诱导，教学新知
1.新课导入
根据本课教学内容的特点，我特地穿上运动装，引出运动主题；接着课件展示李铁、姚明、王楠、熊猫盼盼，引出本课重点词汇。同时，渗透情感教育：热爱体育运动，加强体育锻炼。
2.教授新知
首先  词汇教学   
我运用实物、图片、表情、动作模仿等直观法教学单词。教读时，配上相应的动作或表情，采用全身反应法，让学生动起来，融入动脑、动口 、动手的英语学习中。之后，我还设计了找卡片、变脸两个游戏，用于巩固单词。游戏教学即能使学生乐于参与其中，在玩中学，在学中玩，又能巩固知识，使学生学得愉快，老师教得轻松。
其次  句型教学
我根据本课单词的特点和所准备的实物和图片，采用了情景假设法：我们正在上体育课，有四种运动football. basketball. table tennis. morning exercise，让你选出自己喜欢的一种，同时，也告诉大家相比之下你不喜欢的那种。用I  like …\I don't like …句型说出，可以出示相应的实物或图片，也可以配上动作，再加上丰富的表情。之后，我设计了滚雪球游戏来操练句型，比如：football， like football，I like football.
3.巩固新知
根据小学生认知的规律及活泼好动的天性，我自编了一首韵律诗用于巩固重点词汇和句型：
football，football，I like football;
basketbal, basketbal, I like basketbal;
table tennis, table tennis, I don't like table tennis;
morning exercise，morning exercise，go,go,go!
吟诵时，采用全身反应法，即调动了学生积极性，活跃了课堂气氛，又提高了教学效率。
4.小结
提出问题：这节课同学们学到了什么？让学生分小组讨论，派代表发言。我采用的这个质疑法，不仅充分 体现了学生的自主能动性，还培养了他们的归纳小结能力和团结协作精神。
第四环节：板书设计
我采用归纳法，将重点词汇和句型都展示出来，加上简洁明了的简笔画，使学生一目了然。                                                          football
I like         
                                                            basketball
                                                            table tennis
I don't like
                                                            morning exercise

xjinshan

小学英语全英文说课稿

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 communication and their innovation.
3. Aims on the emotion
(1)To foster Ss’ consciousness of good co-operation and proper competition.
(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 competition. 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 competition.
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 competition 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 coming. 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 comes 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 communication 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.

xjinshan

小学英语全英文说课稿

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’s\are…” 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’s\Where are the\my…
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’s\Where are…and There is no …in\on\near…” 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 …in\on\near…
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.

卞露青

说得蛮好

海天之恋

谢谢分享！！！

jsjfxx

谢谢分享，