小学英语说课稿(英文版)范例 - 给力英语
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小学英语说课稿(英文版)范例

发布:wenhui    时间:2014/6/18 16:36:23     浏览:23787次

PART 1 Analysis of the Teaching Material

   (I)STATUS AND FUNCTION

1.This unit is a revision unit, so it covers all communicative language knowledge learned from Unit 7 to Unit 11.

2.This lesson is the first one of Unit 12. So if the students can learn this lesson well, it will be helpful to make the students learn the rest of this unit.

3.This lesson is a dialogue about keeping fish. Such topic is related to daily life, so it is helpful to raise learning interests of students and it will be also helpful to improve their spoken English.

 (II)TEACHING AIMS AND DEMANDS

Knowledge  objects

1. To make the Ss know how to keep fish, birds or any other animal by learning the dialogue of this lesson.

2. To give a reinforced practice in the use of the Modal Verbs and some useful expressions for making suggestions.

Ability  objects

3. To improve students’ listening and speaking ability by reading and practising the dialogue.

4. To develop students’ communicative ability by learning the useful expressions for making suggestions and replying.

Moral objects

5. To enable the students to love life and animals, protect the nature and environment.

(III)TEACHING KEY POINTS:

1.To make the Ss grasp and understand the way of making suggestions and reply in daily life.

2.To enable the students to use useful expressions for making suggestion and replying in their own dialogues related to the daily life.

   (IV)TEACHING DIFFICULTIES:

   1. The usage of the Modal Verbs ,especially usage for making suggestions.

   2. Using the learned phrases and sentence patterns to make suggestions and replying.

   (V)TEACHING AIDS:

Multi-media computer; OHP(overhead projector); tape recorder; software: Powerpoint or Authorware

PART 2 Teaching Methods

1>Five Steps Approach.

2>Communicative Approach.

PART 3 Studying Ways

1. Teach the students how to be successful language learners.

2. Teach the students how to master dialogues and how to communicate with others.

PART 4 Teaching Procedure

Step 1 Revision

   Get the students to give some animals’ names they know by asking the students the following question: Can you give us some names of different animals you know? This step is employed to revise the words related the animals. At the same time draw the students’ attention to the topic about animals.

Step 2 Lead-in

    Sign to the students to be quiet and close their books. Then start a free talk with the students. Use computer to show some pictures of different pets, such as dogs, cats etc. Ask the students several questions about raising pets. These questions are employed to warm up the students and raise the interests of the students to speak English in class on the topics they like and familiar with.

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