牛津英语全英文说课稿

牛津英语全英文说课稿（精选6篇）

牛津英语全英文说课稿 篇1

5B Unit8 At the weekends(Part A 1st period)说课稿

Hello, everyone.Today I‟ll talk about “Fun with English” 5B Unit8 At the weekends Part A Read and say, the 1st period.I‟ll prepare five parts to say something about this lesson.Part one: Analysis of the teaching material “Fun with English” this teaching material pays more attention to children‟s interests, experience.Many topics in it are related to our daily life.That is helpful for children to learn.The topic of this lesson is “weekends activities”.In this lesson, we‟ll through a passage to talk about our weekends activities.We‟ll learn some new words, phrases, sentence patterns and reading skills.The purpose is to improve students‟ abilities of reading and using language.According to these, my teaching aims are:

1.To enable the students to communicate with others about weekends freely, by using the new sentence patterns“How do you spend your weekends? I often„„ Sometimes„„.”“How does he/she spend his/her weekends? He/ She often„„ Sometimes„„.”

2.To make the students understand the meaning of new words and phrases: weekends, learn„„from, sport, spend, watch cartoons, catch butterflies.3.To train the students‟ abilities of using reading skills to find out the information they need quickly.4.To encourage the students to communicate with others in English.Key and difficult points 1.To enable the students to communicate with others about weekends freely, by using the new sentence patterns“How do you spend your weekends? I often„„ Sometimes„„.”“How does he/she spend his/her weekends? He/ She often„„ Sometimes„„.”

2.To train the students‟ abilities of using reading skills to find out the information they need quickly.Part two: Teaching methods

According to the new course aims: we should pay more attention to students‟ interests, life experience and different levels of knowledge, we should let them take part in, practise and cooperate in class.As the students in Grade 5 have abilities of reading short passage.So I‟ll use these teaching methods to solve my key and difficult points.1.Happy method

As the principle that students learn best when they feeling happy and secure.First, I‟ll use the song“Hobbies”to arouse students‟ learning interests, and chant following with music.2.Situation methods

I‟ll set up some real situations, in this way, the students can talk in pairs or in groups.They can talk freely and needn‟t worry about making mistakes.Eg: free talk, video in after-reading.3.Task-based method

This is a lesson of reading, I‟ll teach them to use reading skills to complete different levels of tasks.Part three: Learning methods

As the old saying goes：“It is better to teach one the skill of fishing than to offer him fish.”According to this lesson and students situation, I‟ll teach them to use skimming, scanning and intensive reading to cultivate their reading abilities.Part four: Teaching aids

In this lesson, CAI and some cards will be used.Part five: Teaching procedure

Step1: Warming up

1.sing a song 《Hobbies》 2.free talk

English song is one of better ways to arouse students‟ interests of learning English.It can set up a real sorrouding of English, make students feel relaxed and get ready for this lesson.Through free talk between teacher and students, they‟ll learn new words and phrases: learn„„from, sport, at the weekends.Step2: Presentation 1.Pre-reading According to the language acquisition, I‟ll use the knowledge students have learnt in unit4 Part D to help the students to learn the new knowledge.That is : from“usually”to“often”, from“What do you uaually do at the weekends?”to“How do you spend your weekends?”, from“What does he/she usually do at the weekends?”to“How does he/she spend his/her weekends?”.At the same time, I‟ll use the “information gap”between students to solve the problem with the subject is the third person singular.That is the first key and difficult point in my teaching.Let‟s chant We‟ll say the chant following with music.Not only to learn the new phrases, but also to train their spoken English.2.While-reading(1)Presentation in whole I‟ll give them some key words to let the students themselves ask and answer.That‟s to say: change“teachers ask, students answer”into“students ask, students answer”,in this course, they‟ll use skimming to get a general idea of the text and to find out the answers.In fact, asking a question is often more important than solving a problem.Only learn to ask, can complete the real communication, only learn to ask, can change their study attitude from passive to active.(2)Multiple choice Students will use skimming to find out“How many people are there?”“What are their names?”on P60.and will use scanning to circle the key words(weekends activities).At last, I‟ll give them a summary about skimming and scanning.(3)Judge Ask students to read intensively to find out the answers, and the reasons of why it is false.It is very important to train students‟ reading skills and abilities of thinking in English.It is more useful and effective than just explaining the

vocabulary, practising sentence patterns.That is the second key and difficult points in my teaching.(4)Summary

It is another way of consolidation.3.After-reading

I‟ll use the“information gap”(the coming weekends and May Day), first let them watch the video(know how to talk about it), and then every group will have a reoporter, the reporters will interview others.At last, reporters will give us reports.The purpose of this is to train the students to think in English and to do things in English.Let students “used by learning, learnt by using, apply their knowledge”, that is also the teaching philosophy.Step3: Homework Blackboard design

The students must play the principle role in each class.That is 牛津小学英语6b unit7全英文说课稿 student-center teaching.And also task-based learning and activity-based

Hello, everyone, the teaching design I‟m going to talk about is for Unit7 A teaching with individual work, pair work, group work and class work.letter to a penfriend from Oxford English for primary school, Book 6B.I‟ll 4.Teaching aids: I will use CAI, writing paper finish this unit in four lessons.This is the first peorid of Unit7.And it covers Next, I‟ll talk about my teaching procedures: I‟ll follow four steps.three parts(B, C and E).Step1 Warm-up

In part B, the students will learn a new word: writing paper.In part B, we‟ll

First, I‟ll have a free talking with the students.Because free talking is an learn the sentence patterns, but the sentences „Can I have a/an/some/the …? I important way to improve the students‟ ability of speaking.Of course it can want to … Sure.Here you are.‟ the students have learned before, so the new prepare for the next step.I‟ll ask the students some questions like: sentence pattern for them is „What for?‟.What day is it today? What‟s the date today? What‟s your favourite subject?

Part E is the most important part in this lesson.It is just to teach the What do you like doing? … students how to introduce themselves to their penfriend by a letter.The Step2 Presentation

formats of the letter can be omited, because the students have learned it before.I‟ll ask the students „What do you like doing?‟ The students will say „I How to write the addresses of the letters will be taught next lesson.like…‟ Then I‟ll let them guess “Do you know „What do I like doing?” Maybe

Here are the analysis of the students and the text book.the students will have many different answers.If they can‟t guess it, I‟ll tell 1.Then I‟ll talk about my teaching aims.them „I like reading newspaper.I think it‟s interesting.Yesterday I read a letter

Firstly, knowledge aims: from an English boy.He wants to make a penfriend in China.He is as old as

(1)To enable the students read and spell the new words and understand the

you.Do you want to make friend with him.‟ I think most of the st udents will meaning of them.say „Yes‟.(2)The students know how to use the new sentence patterns „Can I have

At the same time, I‟ll show Peter‟s picture and list in the screen by CAI a/an/some/the …? What for? I want to … Sure.Here you are.‟ and let the students know more about Peter.I‟ll let the students say something

(3)The students can write a letter to their penfriend.about Peter by themselves.For example „Peter lives in London…‟ Then let the Secondly, skill aims.students answer some questions.„ Where does he come from? Where does he(1)Practise the students‟ skills of listening, speaking

and writing.go to school?(What‟s his school‟s name?)What subjects does he study? What(2)Practise the students‟ communicative skill and creativity.are his hobbies? How about his family? …‟ Next I‟ll let the students give a 2.Teaching points: short passage about Peter.The key points of the lesson: The students can read the words correctly.The

Like: Peter comes from England.He lives in London.He studies at St students can understand the meaning of the new sentence patterns and use John‟s Primary School… Purpose: The purpose of the part doesn‟t only them.The students know how to write a letter.The difficult points of the practice the students‟ ability of expressions, but also prepare for the next step.lesson: The students know how to write a letter.To improve the students‟ Then I‟ll say „Now you know much about Peter, do you want to make abilities of speaking and writing.penfriends with him.‟ Maybe the students will say „Yes.‟ 3.Teaching approaches: T: OK.But if you want to make a penfriend with him, you should write a letter to him.Yes or no? S: Yes.T: Before you write the letter, what do you need? S: Maybe the students will say „writing paper.‟ T: At the same time, I show the word and its picture in the screen.Let the students read the word after the record and one by one.I think the students can remember the new word more deeply by this way.Reading after the tape can check if the students read the word correctly.T: Boys and girls, you want to make penfriend with Peter, so you need some writing paper.Look, there is lots of nice writing paper in my hand.(It is time to tell the students the word is an uncountable noun.)Would you like some? S: Maybe the students will say „Yes‟.T: OK.If you want, you can ask me like … Then I will lead the students to use the new sentence patterns: Can I have a/an/some/the …? What for? I want to … Sure.Here you are.If the students can ask and answer with me, I will give him/her some writing paper as the presents or encouragement.It is a better way to teach the new knowledge, because the students can understand the meaning of sentence patterns by themselves by the dialogue.The objects(writing paper)can encourage the students join the part.Step3 Production 1.Look and say.I will choose P1/2/3/6 and let the students do the pair work.It is to parctise the new sentence patterns.But I don‟t show the pictures of part C directly, I let the students practise them through the guessing game.If the students guess it right, I will also give them some writing paper as the presents.I think game is a better way to consolidate the new knowledge than just let the students say the dialogue one by one.If the students guess it, I will give them some writing paper as their presents.2.Write a letter.I will let the students write a letter like Liu Tao to their penfriend Peter.Before writing, I‟ll let the students read it and understand the meaning of it.And know how to introduce themselves to Peter by a letter.At last, the students write it.The purpose is to improve the students‟ ability of writing and know a new way to communicate with others.Step4 Assignment

1.Write the four pictures in their copybooks.Writing is a good way to check if the students do the exercises correctly.2.Say something about your penfriend Peter to your parents.Let the students speak English in their daily lives.

牛津英语全英文说课稿 篇2

一、把握内容,定位目标

这一内容主要围绕“寻找物品”这一话题展开,介绍了几个表示物品名称的单词,。同时要求学生掌握动词be的过去式was,were。

知识目标:1、能听得懂、会说、会读、会写单词was,were,a CD用本课所学语言与他人进行交流,提高语言运用能力。walkman,roll,film,mobile phone,earphones,a diary,a pair of glasses,a moment ago,just now。2、能听得懂、会说、会读句型Where’s the…?It’s…It isn't…there now.It was there a moment ago.Where are your…?They're on/in behind/….They aren’t there now.There were there a moment ago.3、能初步学唱歌曲Where’s my diary?

情感目标:通过多种活动,激发学生的学习兴趣,增强他们的参与意识。

教学重点和难点:理解be动词的过去式was,were。

二、根据目标,构建思路

依据新课程标准中“以人为本,重在交际”的理念,教学设计中我以学生为中心,以兴趣为

能力目标:能在实际情景中运支点,以交际为目的,以生活为情境,以多媒体辅助教学贯穿整个过程。采用任务型模式,以教师引导点拨为线,以学生合作学习为基调展开教学,努力实现学生的全员参与,让学生在情景中学会交际,在交际中学会语言。

三、依据思路,设计教学

本着以“学生为主体,以交际为目的”的原则,我设计了以下四步教学过程。

(一)激活思维,调动情感

在Warming up环节中,我利用动画歌曲the months热身,轻快的旋律,既营造轻松的氛围,又拉近师生间的距离。接着进行Free talk,复习there be句型,接着在听口令,做动作的活动中,让学生全员参与,充分调动他们的学习热情。

(二)巧设情境,感知体验

接下来,展示小狗所在位置的不断变化,复习介词in,on,under,beside,between,behind.以及句型Where is/are……?这牢牢吸引住学生的视线,激起学生内在的学习欲望。同时,这里一改“发言必先举手”的常规,让学生抢答,活跃了课堂气氛,让学生一开始就处于一种积极主动的学习心态中。根据小狗所处的不同位置,学生从不同方面回答,既是发散思维的训练,又很自然地引到生词的学习中来。

由复习介词到引入生词diary,(呈现小狗坐在日记本上的图片,问学生Where is Bobby?学生回答On the book运用水印效果处理的日记本,看上去书,这时,教师告诉学生,It’s not a book.It’s a diary.)两者间实现了无痕过渡。接下来,通过展示两幅照片,将过去与现在进行对比,让学生练说句子:I was

eleven_last year.I was in_Grade5_last year.学生能初步感知was这个词。接着,动画故事的呈现有效地帮助学生突破过去式这一难点。灵活运用教材有助于拓展学生的思维。“猫和老鼠”的故事是5A第二单元的内容,它以幽默、有趣而记忆在学生的脑海中,在今天的课堂上使用,既能引起孩子们的兴趣,又符合过去式情景教学的需要,孩子们在听故事的过程中较好地运用了本课重点语言知识。

单词教学是通过展示生日礼物的方式进行的。在单词教学中我注重知识的整理和归纳。这里用生日礼物来引出新词,同时对单词的教学中又进行了拓展,用不同的方法操练,如:讨论你想要CD随身听做生日礼物吗?谈谈你爸爸的手机是什么样的?在巩固词汇时,我询问学生想要作为生日礼物,当学生说到想要CD walkman时,我便带他们走进我创设的真实情景中。CD walkman不见了。在这一环节,教师有意识地创设了一个真实的情景,乘学生不注意藏起CD Walkman.,然后问学生,Where is it?很自然地过渡到It isn’t there now.It was there a moment ago的学习。

(三)交际运用,巩固创新

通过展示情景1、手机原先在包里,后来不见了。2、胶卷原先在桌子里,后来不在了。让学生更好地掌握was这一过去式。在课堂中我进行了常规的练习,注重了循序渐进的原则。两首极具韵味的rhyme把学生的注意力一下子抓住,抑扬顿挫的节奏,生动的语调,这一设计很好地调节了课堂氛围,更有利于新知的巩固学习。

Where,where?Where’s your doll?

Where,where?Where,re yourballs?

It’s,it's on your chair.

They’re,they,re behind the door.

No,no,itisn’t there now.

No,no,they aren’t there now.

It was,it was there just now.

They were,they were there justnow.

Where,where?Where’s yourdoll?Where,where?Where,re your balls?

It’s,it,s on your chair.

They’re,they,re behind the door.

No,no,it isn,t there now.

no,they aren,t there now.

It was,it was there just now.(刚才)They were,they were there justnow.(刚才)

两则rhyme的练说有效地帮助学生理解了本课的重点和难点。接下来,播放歌曲Where’s my diary?,在听听、唱唱中巩固本课所学语言。另外,小组合作的游戏将知识融入玩乐之中。学生拿出自己的物品做“东西在哪儿”的游戏。具体做法是:小组内进行。学生闭上眼,其中一位任意收掉桌上的几样东西,然后问:“Where is your…?请学生说出物品的位置。如果不在了,即说It isn’t there now./They aren’t there now.lt was/They were there just now.用学生喜闻乐见的游戏形式巩固本节课内容,游戏中可以任学生发挥,让学生轻松地运用语言,发挥他们的观察、记忆、思维和想象能力。

(四)开放练习,课外延伸

牛津英语全英文说课稿 篇3

一、教材分析

本单元围绕“询问时间”这一功能项目，按照时间顺序创设了一个个真实自然的场景，并由此展开了1～12的教学。要求学生比较熟悉地掌握时刻表达法What’sthe time?It’s…o’clock，以及数词1～12外，还出现了常用句型Shall we…?It’s time to…，再加上Let’s…。的复现，知识点较多，任务较重。在教学中，利用情景帮助学生整体理解课文，重点放在培养学生实际运用语言的能力上。

二、学情分析

小学生的模仿能力和记忆力强，爱玩、爱唱、爱游戏、爱活动，他们学习英语的基本形式是模仿，这就要求教师要选择合适的方法，让学生易于接受。我所在的小学三年级的学生学习英语的兴趣浓厚。虽然学生对英语已经有了一定的接触，但接触的时间还不是很长。学生之间的英语水平还是有一定的差异的。如何保持这部分学生学习英语的兴趣，使他们不因学习内容的简单而感到索然无味，同时又不使接受能力较弱的孩子掉队，是我必须思考和解决的问题。

三、教法和学法

根据本节课的课型特点及语言特色，在教学方法的总体构思上，我采用情景教学法、游戏法等教学手段，激发学生学习英语的兴趣，突出重点，突破难点。在学习过程中，学生们通过听、说、演和做等手段，巩固所学内容，完成知识技能目标。在活动过程中，我面向全体学生，尊重个体差异，采取小组竞赛、教师示范和小组合作的方式，调动学生的积极主动性，使每个学生都能在原有的基础上有所发展。

四、教学目标

1知识目标

(1)能正确地听、说、读、写数词one，two及three。

(2)能听懂、会说数词1～12。

(3)能听懂、会说日常交际用语：

What’s the time?It’s…o’clock，

Let’s…

It’s time to…

2能力目标

通过创设的实际情景，综合运用所学语言进行交流，培养学生在实际生活中综合运用语言的能力和对语言的应变能力。

3情感目标

通过情景的创设，使学生培养浓厚的英语学习兴趣。

五、教学重点、难点

1能正确地听、说、读、写数词one，two及three。

2能听懂、会说数词1～12。

3能听懂、会说日常交际用语：

What’s the time?It’s…o’clock，

Let’s…

It’s time to

六、教具使用

教师：钟、卡片、收音机(磁带)、球

学生：自制钟

七、教学设计

英语课程的学习，既是学生通过英语学习和实践活动逐步掌握语言知识、语言技能，提高语言实际运用能力的过程，又是学生陶冶情操、拓展视野、发展个性，形成有效的英语学习策略的过程。所以我采用了听、说、演、做等一系列的教学活动形式，具体设计为以下几个环节：

1热身准备，养成习惯

师生之间相互问答：What’s this in English?Who’she/she?…这既是对旧知识的巩固复习，又能培养学生用英语交流的习惯。

2创设情景，自然导入

T：He has a circle face，He has three hands，He hasn0 mouth and eyes，But he can walk，Can you guess?

S：It’s a clock，

T：Look，this is a clock，A beautiful clock!

…自然引出时间的表达方法。

通过游戏既活跃了课堂气氛，使学生迅速进入英语学习状态，又为后一阶段的学习做好了准备。

3编创歌谣，巩固新知

本课所学的词组及重点句型，通过节奏轻快，容易上口的歌谣进行巧妙转换，巩固所学的新知识。

4趣味操练，灵活运用

通过小组活动等多种操练形式，使学生即学即用。给学生充分展现自己的机会，同日j树立他们学习英语的自信心。

八、作业布置

课后让学生继续互相合作，进一步编练对话，能记住并在下堂英语课上进行表演。这样就给学生互相学习、互相交流的机会，又能给接受能力弱的孩子一个继续学习的机会，使他们在同伴的帮助下更好地掌握所学内容，增强学习英语的自信心。

九、板书设计

Unit 4 Time小组竞赛

What’s the time，please?

It’s…(o’clock)，

It’s time to…

Let’s…

高中英语全英文说课稿 篇4

1. To develop Ss’ basic skills of listening, speaking, reading and writing. Reading is the focus in this lesson. Reading skills for Ss include (predicting, skimming, scanning and digesting.)

2. To encourage Ss to practice, participate, and co-operate in the classroom activities.

3. To get Ss to know something about … and have a better understanding of the importance of …. As for teaching approaches, I think … II Teaching Approaches Communicative approach and Computer-Assisted Instruction are to be used in the course of this lesson. And I will try my best to limit TTT, that is, limit Teacher Talking Time and increase STT (Student Talking Time).

So during this lesson, emphases are to be laid on:

1. Student-centered teaching

2. Task-based learning

3. Activity-based teaching (individual work; pair work; group work; class work)

III Teaching Aids:

1. a projector

2. a multi-media computer system

They are for showing Ss some pictures, some audio files, some visual files, some topics or reading tasks.

IV Teaching Procedure

Step 1 Warming-up & lead-in Activity 1 Free talks (class work) Q1: Who do you think looks coolest in our class? Q2: Do you like him/her? Q3: If so, why? If not, why? … Download some pictures/music from the Internet. Guiding Qs may be: Q1: Who’s she/he? Q2: Do you like him/her? Q3: If so, why? If not, why? Q4: Do you think he/she is perfect? Goal: To lead up to the topic, get Ss to warm up and arouse their interest in the topic. Activity 2 Picture-talking /Music-talking (individual work) Step 2 Pre-reading Activity1 Look and guess (class work) In this activity, Ss are required to look at the title/subtitle and guess what they will read.

the picture/… Activity2 Brain-storming (class work)

Goal: To develop Ss’ reading skill---predicting and present some new words in the passage such as …

Activity 1 Skimming (class work) Step 3 Reading

Para of the article (or the first sentence or the last sentence of each Para.) Goal: To develop Ss’ reading skill --- skimming, that is, how can we get the general idea of a passage as quickly as possible. Activity 2 Scanning (group work)

Title

Part/Para.

Main idea

Detailed information

1 a. topic sentences/introduction

b. examples/supporting ideas

c. conclusion

Goal: To develop Ss’ reading skill---scanning, that is, how to find out the clue of a story and motivate Ss to cooperate with each other. Activity 3 Report (class work) Invite some group members to report their work to the whole class. Goal: To overcome Ss’ shyness and stimulate Ss to speak in public. Activity 4 Further understanding and word study (pair work) Encourage Ss to discuss the following Qs in pairs (A PowerPoint will be used here to present some blank-filling exercises and Q1: What does the word ―this‖ in the last Para? But 3 refer to? A. B. C. A. B. D. D. Q2: What is the Chinese equivalent for the phrase ―investing in loss‖? C. Q3: The word ―flawless‖ in Line 5 of Para.2 can be replaced by ___ Q4: Which of the following statements is true or not true? Goal: To help Ss to guess the meaning of certain unknown words and understand the passage exactly. multiple choices.)

Step 4 Post-reading

人教版高中英语全英文说课稿 篇5

Good morning, teachers!it’s my pleasure to be here sharing my lesson with you.The content of the lesson is new senior English for china student’s book1 unit3:travel journal.First, let me introduce the teaching material.This unit is to introduce the travelling to us.The reading passage is the center of this unit.It is the most important teaching material in this lesson, which contains most of the vocabularies and grammar points that students should learn.Secondly, I want to tell something about the students.Although the students have the basic abilities of learning, speaking, reading and writing, They still need many opportunities to practice what they have learned and to develop their autonomous learning ability and cooperative learning ability.Therefore, after analyzing the teaching material and students, I put forward the teaching aims.According to the English syllabus and new lesson standard, I will talk about them from knowledge aim, ability aim and emotional aim.The knowledge aim is to help students understand and master the new words, phrases and sentence patterns.The ability aim is to grasp some reading ability such as guessing, skimming, scanning and so on.The emotional aim is to make students love our country and nature.Fourthly, the important and difficult points.Based on the requirement of the syllabus, The important point is to help students understand the whole passage and be able talk about the travel in English

The difficult point is the new words, expressions and grammar rules.Fifthly ,teaching procedure In order to realize the teaching process systematically, I divide the teaching process into six steps.Step one lead-in “Interest is the best teacher”, therefore, at the very beginning of the class, I should spark the students’ mind to focus on the central topic” travelling”.I will show the photos of some beautiful places on powerpoint ,then ask students：do you like travel? why do you like travel? After answering the questions, the students will be eager to know something about the passage, and this is the very time to naturally lead the class into step2.Step2, read for information: skimming and scanning In this step, I will use task-based language teaching method, which can give students a clear and specific purpose while skimming and scanning the passage.Task one :general idea

The students will be asked to just glance at the title, and then guess what will read in the text.They’ll be divided into four groups to have a discussion.The purpose of this task is to develop students reading skill by making prediction and encourage students to express their thoughts in English.Task two: main idea of each paragraph

Cooperative learning can raise students’ interest and creat an atmosphere of achievement.Based on this theory, I divide the whole class into four groups, let them skim the whole text and discuss the main idea of each paragraph with other group members.Then choose a reporter to share their opinions with the whole class.Step three read for comprehension The purpose of reading is to get the correct and useful information.Students should not only have a high speed of reading, but also have a correct understanding of details.Therefore, the following practice can help check the situation.What was Wang Kun and Wang Wei’s idea of a good trip? Who planned the trip to the Mekong?

Where is the source of the Mekong and which sea does it enter? Step 4 solving difficult language problems

It’s important for English learners to learn important grammar rules and use these rules to solve problems in reality.In the process of reading, the students must come across some difficult language obstacles.so it’s necessary for us to discuss and explain them.This period of time belongs to the students.They can ask any questions they come across.I’ll explain the questions.The purpose of this step is to improve the students’ “questioning spirit’’ Step5 consolidation Language is learned by communicating.It’s my job to creat an atmosphere for students to use the language.Here I design two activities.Activity one retelling I will ask four students to retell the passage.I think it’s a good way to review what they have learned.Activity two role play Work in pairs.One student is Wang Kun and another is Wang Wei, choose a paragraph from the passage and use the information to make a dialogue.Step6 homework

牛津英语全英文说课稿 篇6

(精选)

小学英语教师招聘说课稿

（英文万能版）

● Good morning, my dear judges.I am number_______.I’m glad to interpret my teaching design here.● My teaching content today is Part of Unit of PEP Primary English, Book This unit is mainly about Now, I will explain the lesson from the following aspects.1.教学内容(Contents)Firstly, let’s focus on the analysis of teaching content.The lesson is a new one of Unit.It includes , ____ and.In section 1, it mainly deals with these key words, 2.教学对象(talk about the students)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 3.教学目标(Teaching aims)So, I set the following aims.By the end of the lesson, students will be able to read, recognize, and use these words: And, these sentences:

By the end of the lesson, ①Ss

can

understand the and get useful information from the through attentive listening / reading.②Ss are able to talk about ③

Ss

can

use to give suggestions on ④Ss’ abilities of listening and speaking will be developed.(Affect;

Learning strategies;

cultural awareness.)In this lesson, the emotional aim is ①to help students cultivate and foster their abilities of working in groups.②to foster Ss’ consciousness of good-cooperation and proper competition.③to help Ss cultivate their abilities to analyze and solve problems independently.④to foster Ss’ initiative and creativeness.⑤to help Ss to recognize and identify the differences between Chinese and English cultures on ⑥to help Ss know some and comprehend the

①to make

sure

that

Ss

can

use Correctly and skillfully.to develop Ss’ interest in English.②The difficult point is: The pronunciation of 4.教法学法(Teaching methods)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.4.教学过程

① 具体steps 根据具体内容定；

一般分

为

：

warming

up

lead inpresentationconsolidationhomework 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.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, and, at the same time, it provides situations to review the learnt knowledge for the next step.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.（机械上口； 有意义操练； let’s do;课文对话表演;）

It will cost mins, including 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.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 correctly and skillfully.（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.板书再次介绍（Talking about the blackboard design again）

And, this is my layout design.That’s all for my teaching design.Thank you a lot for listening.(GONG)

荐小学英语教学案例 What colour is it(3000字)荐荐小学英全语英

英说

语

教课

案

稿

(800

范

字)

文