小学英语外研社新标准一起说课稿 越多越好。要全英的哦。。
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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
ear…
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
ear…” 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
ear…
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.
The content of my lesson is《New Standard English 》Book4 Module8 Unit1 I was two. Then I’m going to talk about it through the following six aspects: teaching material, students, teaching aims, teaching points, teaching preparation and teaching process.
一、Teaching material
The topic of this module is “Changes”. The language function of this unit is throughing the photos of Lingling’s grandparents and her own to describe the things past with “was/were”. The main patterns “They were young.” and “I was two.” are close to Ss’ daily life. Therefore, they would show their great interests in this lesson and try to use what they have learnt in their real lives. By studying this unit, Ss can discuss the things that occurred in the past to themselves with “was/were”.
二、Students
The Ss in grade four have got some English foundations. They also have higher learning enthusiasm and lively personalities. As a result, the activities full of fun and relaxation are offered in order to let the Ss learn English more freely. Meanwhile, the abilities of observing and self-study , the habits of independent thinking and positive participation are fostered in the class.
三、Teaching aims
（一）Aims on the knowledge
1．The Ss can understand and speak the words: who, grandparents, then, me, hair, so.
2．The Ss can understand and speak the sentence patterns: They were young. I was two.
（二）Aims on the abilities
1．The Ss can read the dialogue fluently.
2．The Ss can communicate with “was/were” according to the photos.
（三）Aims on the emotion
Through the Ss’ comparison the old life with the new one, they will not only cherish the life nowadays, but also improve emotion between the families.
四、Teaching points
（一）Key points
1．The Ss can understand and speak the new words and the sentence patterns.
2．The Ss can describe the things past with “was/were”.
（二）Difficult points
1．The Ss know the usage and relationship between “am/is/are” and “was/ were”.
2．The Ss can discuss the real life with the sentence patterns freely and creatively.
五、Teaching preparation
Tape, recorder, photos, multimedia, cards, stickers.
六、Teaching process
Step 1 .Warming-up
1. Greetings
2. Enjoy the song “The family”.
3. Free talk
T: Here is a family photo. Let’s describe it.
In this photo, Father is … (choose the appropriate adjectives)
S: ….
T: Mother/Brother/Sister/Baby is…
…
[Design intent] The song can adjust the Ss’ thought, arouse their interest in learning English, let them enter the atmosphere of learning English quickly.The free talk can help them review the adjectives which are used to describe the personalities and characters.
Step 2.Presentation
1. Leading- in
T: Here is another family photo. Do you know who the baby is?
S: …
T: It’s me! ( Teach the word “me” at this moment.)
I was two, then. Now I am 30. (Show Ss the current photo.)
T: Our friend Lingling has got some photos, too. Do you want to have a look?
[Design intent] Through the new and old photos show, bring out the topic of the text smoothly and make a good preparation for the text learning.
2. Text
(1)Listen and try to find out the words they don’t know. Study them in groups. Then T consolidates the meaning of “who, grandparents, then, hair, so”.
(2)Listen read and underline the sentences with “was/were”.
T: What’s the difference between “am/is/are” and “was/ were”? （Explain it under the help of the photos.）
[Design intent] Through the listening and underlining, Ss can have the deeper understanding to the text. Explain the past tense appropriately and design the blackboard writing reasonably. Let Ss know the meaning and usage of “was/ were” clearly.
（3）Listen and read the dialogue again.
Step 3.Practice
1．Look, listen and guess.
Show Ss four pairs of pictures, choose the correct one after listening to T’s description.
2．Do Activity 3 on page 31. Discuss the answers in groups.
[Design intent] Through the activities, let Ss practice the sentence patterns step by step. Cultivate Ss' abilities of cooperation and participation by group-working.
Step 4 Consolidation
1.Enjoy the passage of the cartoon “The ugly duckling”. Discuss the changes of the little duckling according to the T’s reminder.
2. Show Ss some photos of new and old Yantai, let them realize the great changes of our life.
[Design intent] The cartoon can make Ss show more interests in learning English. Through the photos show, Ss will love and cherish the new life more.
Step 5 Summary
Ask Ss themselves to summarize what they have learnt today.
Step 6 Assignment
1．Listen and repeat the text.
2．Describe Ss’ own photos with the sentence patterns in groups and prepare to show in next class.
[Design intent] Making lots of listening and speaking exercise is able to train Ss’ comprehensive language abilities and strengthen their confidence. In addition, extending the knowledge in class to the real life effectively can finally achieve the purpose of communication using language.
Design of blackboard writing
Moduel 8 Changes
Unit 1 I was two.
(then) (now)
I was two, then. Now I am 30.
They were young, then. Now they are old.
She/He was…, then. Now she/he is….
采纳一下吧 谢谢
没有呀
勤法18699227875： 绛旓細涓銆乀eaching material The topic of this module is 鈥淐hanges鈥. The language function of this unit is throughing the photos of Lingling鈥檚 grandparents and her own to describe the things past with 鈥渨as/were鈥. The main patterns 鈥淭hey were young.鈥 and 鈥淚 was two.鈥 are clo...
勤法18699227875： 绛旓細銆鑻辫璇剧▼鏍囧噯銆嬫寚鍑:鑰佸笀瑕佸厖鍒嗗湴鎻愪緵涓涓鏉俱佹剦鎮︾殑鑸炲彴,鍒涢犱竴涓浉瀵硅嚜鐢辩殑瀛︿範鐜缁欏鐢熷鏉俱佹剦鎮﹀湴鎺㈢┒瀛︿範,璁╄鍫傚洜涓哄鐢熺殑鑷富鍙戠幇銆佽嚜鎴戝睍鐜拌屽憟鐜扮敓鍔ㄧ簿褰╃殑涓闈傚洜姝,鎴戜細鎶婄簿鍔涙斁鍦ㄦ儏鏅殑璁捐涓,榧撳姳瀛︾敓鍙備笌娲诲姩,璁╁鐢熷湪闆嗕綋鐨勬儏鏅腑涔愬鑻辫銆佹帉鎻¤嫳璇佷細鐢ㄨ嫳璇,骞朵繚鎸佸己鐑堢殑瀛︿範鎯呮劅鍜屽叴瓒,淇冭繘...
勤法18699227875： 绛旓細Game2:鎶㈡瀛(鍎挎瓕): 鏀4鎶婃瀛,璇3涓皬鏈嬪弸,鍏ㄧ彮涓璧鍞卞効姝,3涓皬鏈嬪弸璺熺潃鍎挎瓕璧,鍎挎瓕涓鍋滃氨鎶竴鎶婃瀛愬潗涓,鍧氭寔鍒版渶鍚庣殑鑳滃埄鑰呫 涓夈佺粨鏉熸椿鍔 5.鑻辫璇磋绋涓囪兘妯℃澘 涓銆佹暀鏉愬垎鏋 浠婂ぉ鎴戣璇剧殑鍐呭鏄澶栫爺绀惧皬瀛﹁嫳璇柊鏍囧噯涓夊勾绾ц捣濮嬬涓鍐 Module 6 School, Unit 2 What鈥檚 this? 鎴戦噰鐢ㄥ鏍峰寲鐨勬暀...
勤法18699227875： 绛旓細銆愮瘒涓銆灏忓鐢熻嫳璇璇剧鑼冩枃 涓銆佽鏁欐潗: 1銆佹暀鏉愬湴浣: 鏈鏄繖涓鍗曞厓鐨勭鍥涜銆傛湰鍗曞厓涓昏浠嬬粛浜嗗绉嶈タ寮忓揩椁愮殑鍚嶇О,鍦ㄥ墠闈㈡墍瀛︾殑鍩虹涓,缁х画鎵╁ぇ璇嶆眹閲,瀛︿細鏂板崟璇峢ot dog鍜宒onut,骞舵搷浣滅粌涔犲彞鍨婽hank you鍜孻ou're welcome鐨勭ぜ璨屽璇濄傚湪灏嗗崟璇嶆斁鍏ユ棆寰嬪姩鍚殑姝屾洸涓繘琛屽珐鍥虹粌涔犮 2銆佹暀瀛︾洰鏍: a銆佺煡璇...
勤法18699227875： 绛旓細涓銆佽鏁欐潗 銆奧hat鈥檚 she doing?銆嬫槸鏂版爣鍑嗗皬瀛﹁嫳璇绗洓妯″潡绗簩鍗曞厓鍐呭銆傚湪姝や箣鍓,瀛︾敓浠凡缁忓涔犱簡杩涜鏃舵佺涓绗簩浜虹О鐨勭枒闂彞鍜屽惁瀹氬彞,杩欎负杩囧害鍒版湰璇鹃鐨勫涔犺捣鍒颁簡閾哄灚鐨勪綔鐢ㄣ傚洜姝,鏈棰樼殑鐞嗚銆佺煡璇嗘槸瀵逛互鍓嶆墍瀛︾煡璇嗙殑灏忚妭,涔熸槸瀛﹀ソ浠ュ悗璇鹃鐨勫熀纭,瀹冨湪鏁翠釜鏁欐潗涓捣鐫鎵夸笂鍚笅鐨勪綔鐢ㄣ 浜屻佽鏁欏...
勤法18699227875： 绛旓細涓嬮潰鏄垜鏀堕泦鏁寸悊鐨勪笁骞寸骇涓婂唽鑻辫璇磋绋(绮鹃3绡),浠呬緵鍙傝,甯屾湜鑳藉甯姪鍒板ぇ瀹躲 鎴戞墽鏁欑殑鏄澶栫爺鐗堝皬瀛﹁嫳璇涓夊勾绾ц捣鐐逛笁骞寸骇涓婂唽绗笁妯″潡Unit1銆備笅闈㈡垜瀵硅繖鑺傝鐨勬暀瀛﹁璁″仛濡備笅璇存槑: 鏈崟鍏冧富瑕佽瑷鍔熻兘鏄繍鐢ㄧ浣垮彞,鍥寸粫鈥滃彂鍑烘寚浠ゅ拰鎵ц鎸囦护鈥濊繖涓棰樻潗灞曞紑銆備富瑕佸涔燩iont to the鈥﹀彞鍨嬨傛棰樻潗闈炲父鐢熸椿鍖,璐磋繎...
勤法18699227875： 绛旓細銆愮瘒涓銆灏忓鐢熻嫳璇璇剧鑼冩枃 璇存暀鏉: 1.鏁欐潗鍐呭 鏈妭鏁欐潗閲嶇偣鍥寸粫鑺傛棩灞曞紑,鍥寸粫浜轰滑缁忓父濡備綍搴﹁繃鑺傛棩灞曞紑璇濋銆傛湰璇炬椂瑕佹眰瀛︾敓鑳芥帉鎻″洓涓妭鏃ational Day, Halloween, Christmas, Spring Festival 鍙婂彞鍨媁hat do people usually do at ?骞惰兘鑷敱浜ゆ祦濡備綍搴﹁繃鍋囨棩銆傚湪鏈涓璬id寮曞鐨勪竴鑸枒闂彞鍙婂洖绛斾篃鏄柊鐭ヤ箣涓...
勤法18699227875： 绛旓細1.灏忓鐢熻嫳璇璇剧鑼冩枃 涓銆佽鏁欐潗:鏂拌嫳璇璇剧▼鏍囧噯鎸囧嚭,鍩虹鏁欒偛闃舵鑻辫璇剧▼鐨勬讳綋鐩爣鏄煿鍏诲鐢熺殑缁煎悎璇█杩愮敤鑳藉姏銆傝岀患鍚堣瑷杩愮敤鑳藉姏鍙堜互瀛︾敓璇█鎶鑳姐佽瑷鐭ヨ瘑銆佹儏鎰熸佸害銆佸涔犵瓥鐣ュ拰鏂囧寲鎰忚瘑浜斾釜鏂归潰鐨勭患鍚堢礌鍏讳负鍩虹銆 銆婃柊璇炬爣銆嬪″浠诲姟鍨嬫暀瀛︽ā寮,鍗宠瀛︾敓鍦ㄦ暀瀛︽椿鍔ㄤ腑鍙備笌鍜屽畬鎴愮湡瀹炵殑鏁欏浠诲姟,浠庝腑浣撻獙...
勤法18699227875： 绛旓細銆愮瘒涓銆灏忓鐢熻嫳璇璇剧鑼冩枃 涓銆佹暀鏉愬垎鏋 璇磋鍦板唴瀹规槸鐗涙触鐗灏忓鑻辫5B鍦癠nit 8,杩欎釜鍗曞厓鍦版牳蹇冨唴瀹规槸"鍛ㄦ湯娲诲姩"鎯呰妭銆傛湰鍗曞厓鍜孶nit 4鍦癢hat does he/she usually do on Sundays?He/She usually 鈥︽湁涓瀹氳仈绯,閫氳繃鍛ㄦ湯娲诲姩寮曞嚭鏈崟鍏冨湴鍥涗細鍐呭鍜屾槅铏悕绉般傛秹鍙婂湴鍙ュ瀷鏈:How do you spend your weekends?
勤法18699227875： 绛旓細灏忓鑻辫璇磋绋鑼冩枃涓 涓銆佽鏁欏璁炬兂 娉ㄩ噸鍩瑰吇瀛︾敓瀛︿範鑻辫鐨勫叴瓒,娉ㄩ噸瀛︾敓鍦ㄨ鍫傛椿鍔ㄤ腑鐨勫弬涓,娉ㄩ噸鍦ㄨ鍫備腑鐢ㄩ紦鍔辨ц瑷璇勪环瀛︾敓,鐢ㄦ瘮璧涙縺鍙戝鐢熺殑琛ㄧ幇娆,璁╁鐢熷湪鍙備笌涓佹瘮璧涗腑杩愮敤璇█銆佹帉鎻¤瑷,鏄垜鏈妭璇炬暀瀛﹁璁＄殑鍑哄彂鐐广 浜屻佽鏁欐潗銆 鎴戣璇剧殑鍐呭鏄檿瑗挎梾娓哥増灏忓鑻辫涓夊勾绾т笅鍐岀浜旇鐨勭涓璇炬椂銆傛湰...
