小学英语全英文说课稿模板.doc
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小学英语全英文说课稿模板
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
1
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.
2
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.
小学英语说课稿
（英文万能版）
● Good morning,
my dear judges. I am_______, from____________. I’m
glad
to interpret my teaching design here.
● The teaching content is Part , of
Unit of PEP Primary
English, Book .
This unit is mainly about
Now, I will explain the lesson from the
following aspects.
3
1. 教学内容 （体现教材的整合）
Firstly, let’s focus on
the analysis of teaching content.
The lesson
is a new one of Unit .
It includes
parts: and . In
section 1, it
mainly deals with these key
words,
. And, in section 2, it deals with the patterns:
2. 教学对象 （根据不同年级的学生，描述其特点）
Secondly, it is
about the students.
Our students are in Grade
.
They are active and curious, interested in
new things.
After learning English for
years, they have some basic English background
knowledge, so the teacher should attach
importance to the communication with
them,
providing them the chances of using language.
They have learnt English for years, and
have already known
It is not difficult for them to understand and
use the language
4
3.
教学目标 （根据具体内容定目标和要求）
So, I set the following
aims.
①
The first one is language
knowledge.
By the end of the lesson, students
will be able to read, recognize, and use these
words:
And, these sentences:
②
The second one is language skills.
By the end of the lesson,
Ss can
understand the
and get useful information from the
through attentive
listening reading.
Ss
are able to talk about
Ss can use
to give suggestions on
Ss’ abilities of listening and
speaking will be developed.
5
③
The third one is emotional
aim.
(Affect; Learning strategies;
cultural awareness.)
In this lesson, the
emotional aim is
to help students cultivate
and foster their abilities of working in groups.
to foster Ss’ consciousness of good-
cooperation and proper competition.
to help
Ss cultivate their abilities to analyze and solve
problems
independently.
to foster Ss’
initiative and creativeness.
to help Ss to
recognize and identify the differences between
Chinese and
English cultures on
to help Ss know some and comprehend
the
④
And, the main point
of this lesson is:
to make sure that Ss can
use
Correctly and skillfully.
to develop Ss’
interest in English.
The difficult point is:
The pronunciation of
4. 教法学法
6
Fourthly, it talks about
teaching methods.
In this lesson, I will
mainly use “Task-based teaching method”,
“Communicative
language teaching method” and
“TPR teaching method”, and so on.
5. 教学过程
① 具体steps 根据具体内容定；
② 板书steps ＋ purpose 说明；
③ 如有可能，同时完成layout设计;
Next, let’s
focus on the teaching procedures.
I will
finish the lesson in steps.
Step 1.
Greeting and Warming-up
It will cost about
mins.
After greeting with the Ss, I will begin
the lesson by singing the song
together
with the Ss.
Purpose:
The purpose of this
is to form a better English learning surrounding
for the Ss,
Step 1 Layout
and, at the
same time, it provides situations to review the
learnt knowledge
7
for the next step.
Step 2.
Presentation
It will cost about mins.
With the help of the PPT, I set a situation of
by
to stimulate the Ss’ interest of the lesson.
By playing the PPT, I
And then,
(板书layout)
The purpose of this is to
present the new words and sentences in the
situation,
which relates to the Ss’ real life
experiences, to help the Ss understand the
language easily and naturally.
After
presenting each new word (by the guessing game), I
will impart the
knowledge of pronunciation
rules in teaching the new words.
It is called
Phonics.
It can facilitate the Ss’ abilities
to pronounce the words, and help them to
remember the spelling of the words.
8
Step3. Practice
（机械上口；
有意义操练； let’s do; 课文对话表演;）
It will cost
mins, including 1 mechanical activity to help Ss
to recognize
and read the new words and
sentences, and 2 activities in the meaningful
situations to make Ss use the new words with
sentence structures
in
, to help Ss use the language in a real situation.
Due to the Ss’ age, I make
The purpose of this is to draw the whole Ss’
attention to the spelling of the words.
It is
to help Ss to learn
through a true situation.
Step 4.
Development
In this step, I will give Ss a
free space to show their abilities.
I will
Then,
Task-based teaching method and Communicative
language teaching are used
here.
The
activity is to develop Ss’ ability of
communication, and also, their ability of
cooperation will be well developed.
Making a new dialogue is to check if Ss can
use
9
correctly and skillfully.
Step 5. Conclusion
（总结上课内容； 德育渗透； 作业布置；）
In this step, I will guide the Ss to conclude
the key words
And sentences
And also, I will
The purpose of this is to stimulate Ss’
interest of learning English and wide their
knowledge about communication across cultures.
6. 板书设计
And, this is my layout design.
That’s all for my teaching design. Thank you a
lot for listening. (GONG)
小学英语全英文说课稿
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 practise the pattern:
How many +n.(pl.)+ do you have? And the answer: I
have …
+n.(pl.)
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 so much.” Make sure
that Ss can use these sentences in real
situations.
10
(2) To
help Ss finish the survey.
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.
Key points
(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’ interests in English.
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.
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?”
11
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 so much.
4. Mention that we should take
care of the poor.
12
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.
Consolidation
Help Ss finish “Let’s check” of
this unit and workbook.
Purpose: To check the
knowledge Ss have learned in this period.
Step 5. Extension
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.
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.
13
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 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
…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.
14
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
15