小學(xué)英語全英說課稿

　　小學(xué)英語全英說課稿（一）

　　The Lecture Notes of 《 PEP Primary English 》

　　Book4 Unit5 B Let’s talk

　　Ladies and Gentlemen, It’s my great pleasure to be here sharing my lesson with you.

　　The content of my lesson is《 PEP Primary English 》Book4 Unit5 B Let’s talk, asking the price and inquiring the clothes size.First, let me talk about the teaching material.

　　Part 1 Teaching Material:

　　This lesson is about a shopping topic. By study of this unit, the Ss know how to ask the price in English and how to describe the size and price with simple words and sentences. The sentence patterns of this lesson " What size?" "How much are they?" and"We’ll take them ."are the key and difficult points of this unit.The study of this lesson will help the Ss with daily communication.

　　Moreover, this lesson completes the transition of the phrase "a pair of… "to the sentence pattern "A pair of… for …" ,and helps the Ss further consolidate the knowledge of words of clothing appearing in plural form.

　　Therefore, on studying the teaching material and analyzing the regulation of children’s growing of mind,I put forward the teaching objectives according to English syllabus and new lesson standard.

　　1.Perception objective:

　　a）The Ss can hear, read, and use the main sentence patterns "A pair of … for …" "What size?" "How much are they?" "We' ll take them."

　　b）The Ss can understand and read the conversation of the lesson.

　　2.Ability objective:

　　a）The Ss can use the sentence pattern of inquiring the price, and further develop their language ability of "shopping";

　　b）The Ss can use the patterns to express their thoughts in the proper scene.

　　3.Emotion objective:

　　a）By completing the task,the Ss increase their interest and set up self-confidence in language study;

　　b）Teach the Ss what is "love" and " managing money matters", put the moral education in the language study.

　　Next,the key points of this lesson:

　　First of all, to study and use the sentence patterns "What size?""How much are they ?""A pair of … for … ." "We' ll take them."To improve the Ss’ abilities in "shopping";

　　Secondly, teach the Ss how to study independently as well as by cooperation.

　　Difficult points:

　　The Ss can use the words and patterns to describe the clothes in the proper scene, and make simple dialogues of shopping.

　　Well, how to achieve the teaching objectives better, to stress the key points and break through the difficult points? The key is how to make use of the proper teaching methods, I’ll talk about my teaching methods below.

　　Part 2 Teaching Methods:

　　According to the modern perception theories and social intercourse teaching theories, I adopt the TSA method and TBLT method in my teaching, namely Total Situational Action and Task-based Language Teaching.

　　The former is a "scene — activity" teaching method .It establishes a real scene and the interaction between the teacher and the Ss .It emphasizes a dynamic information exchange between the teacher and Ss.

　　The latter offers the Ss an opportunity to complete the tasks in which Ss use language to achieve a specific outcome. The activity reflects real life and learners focus on meaning, they are free to use any language they want.

　　At the same time, make use of the modern electricity teaching equipments and all kinds of teaching means, it can mobilize the Ss’ enthusiasm and creativity in learning English.

　　Part 3 Studying Methods:

　　Let Ss study in a relaxed and agreeable atmosphere. Ss understand the new knowledge in certain degree through the mental process of seeing, hearing, saying, observing, imagining , thinking etc. And make preparation for completing the new study task.

　　After feeling and comprehending the language points, let Ss obtain the knowledge actively by probe study and cooperative study. Thereby, develop the Ss’ abilities of studying and working with the learning language independently.

　　Part 4 Teaching Process:

　　In order to realize the teaching process systematically, properly and efficiently, under the principle of "regard Ss as the corpus, the teacher inspires for predominance", I divide the teaching process into five steps.

　　Step1 Warm-up.

　　Sing a song: The coat in window.

　　So as to the psychological characteristics of children,singing a song can make Ss feel pleased and satisfied, and can arouse exciting motion. In this step , teacher and the Ss sing in unison and perform the song "The coat in window." Thus,review the sentence pattern "How much is … ?" And arouse the Ss' performance desire, participation desire,and lead the Ss into a thick English studying atmosphere.

　　Step2 Presentation and practice.

　　1.Design: Look for Cinderella.

　　Broadcast a part of "Cinderella" with the flash, presenting a crystal shoe that Cinderella lose, and establishes a scene of ministers look for the proper size everywhere. Through the role playing, guide the Ss to use the sentence pattern "What size do you wear?" "Size … ."to make the question and answer.This design is a novelty of my lesson,it leads the Ss into the fairy tales. They acquire the language unconsciously and can do communication freely.

　　2.Lead to the shopping topic naturally from the unsuited shoes, and demonstrate the sentence pattern "How much are they?"

　　With a good student to be the assistant, I perform to go shopping, and guide the Ss to make the answer: "They are … ."

　　In this course, Ss can understand the main contents of this dialogue and get the key points by scene demonstration.

　　3.Game:Guess the price.

　　From buying a pair of shoes for myself to buying a pair for my mom, introduce the sentence pattern "A pair of … for … ."

　　The CAI presents a big cabinet with various shoes, ask the Ss to guess their price, and then display them.

　　It considers that children can keep their attentions in limited time. The game can avoid the lifelessness and boredom from the pure machine drills .It creates the conditions of a relaxed and natural atmosphere for children’s drills. Then achieve the aim of consolidating and deepening the sentence pattern.

　　4.Present the text.

　　a）At this time, John and his mom come to the shoe store.

　　It reappears the relevant conversation by broadcasting the VCD, let Ss know the text contents with a combination of audio and video, words and pictures, which cater to the characteristics of primary period to be curious and pursuing interest and freshness.

　　b）After the audio-visual commences, play the tape recorder completely again, let the Ss concentrate on listening, then answer my questions according to the dialogue. e.g.:What size does John wear? How much? Whether buy or not, etc.

　　c）After be familiar with the text, let the Ss try to act out the dialogue.

　　By this step, it achieved the teaching aim of understanding and talking the dialogue of this lesson.

　　Step3 Task time.

　　Task:Mother’s Day.

　　To master the language capability needs certain amount of practice.So,I still adopt the "Task-based"teaching method, which is defined by strong practicality and exact task, so as to make break-through about the difficult points of this lesson.

　　In advance, I shall arrange the classroom to some business locations, such as clothes store, shoes store, fruit store etc. I shall divide the class into groups and play roles, and then give the Ss a certain quantity of specie currency, so that they may choose and buy the gifts for Mother’s Day.

　　For this step, I shall instruct the Ss to use the words and patterns learnt in the process of completing certain tasks. Meanwhile, they may have mutual improvement in exchanging information during the communicating activities.

　　Most Ss can take their parts in the activities, especially for the Ss who have trouble in English study. In the group activities, they can speak a little English with ease. With no doubt, this will encourage them to speak English.In fact, it incarnates a kind of demand of human being.Suhuomulinsiji says:

　　"In one’s mind, there is always a kind of deeply rooted demand, that is the hope to feel oneself a finder and explorer. In Ss’ spirits, such demand is specially strong."

　　This step also leads to the emotion objective of this lesson, that is to have moral education in this step.

　　Step4 Consolidation and extension.

　　Summarize the whole lesson,and arrange the homework.

　　1.Do the correlative exercises in the activity book.Check the mastering of knowledge of this lesson.

　　2.Ask Ss to interview their friends asking the price and size of their clothing and make records of the information.

　　This content is an extension of the previous lesson, to meet the needs of increasing communicating demand of some Ss.

　　Step5 Blackboard Design.

　　Show on the CAI.（It’s a …）

　　Anyway, the teaching of this lesson aims to develop not only the Ss' language technical abilities, but also the diverse intelligence by integrated teaching methods.

　　As teachers, to make our English classrooms shine with vitality, we are laid with heavy burden, and we still have long way to go.

　　小學(xué)英語全英說課稿（二）

　　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.

　　小學(xué)英語全英說課稿（三）

　　Hello dear teachers and judges, today I’m going to talk about how to teach some words and sentences using clothes as an example .

　　Part One  Analysis of the Teaching Material

　　I. STATUS AND FUNCTION

　　From this lesson, the students will learn how to describe other’s clothes. The useful expression_rs and words can be used to describe others more freely and vividly. Therefore this lesson is an important portion of the teaching material.

　　Such a topic is related to daily life, so it is helpful to raise the learning interests of students and it will also help to improve their spoken English.

　　II .ANALYSIS OF THE STUDENTS

　　The Ss in Grade four have learned English for several years, but they still lack some learning strategies and their vocabularies are limited.

　　III.TEACHING AIMS AND DEMANDS

　　The teaching aim is established according to the New Curriculum of Primary School English.

　　1.Knowledge objects

　�。�1）  To enable the students to understand and speak five new words and two sentence patterns: wear, shirt, T-shirt, dress, skirt. He’s wearing a… She’s wearing a…

　�。�2） To be able to describe someone else more freely.

　�。�3）  To enlarge the Ss’ vocabulary.

　　2. Ability objects

　�。�1） To develop the Ss’ speaking strategy.

　�。�2）To develop the Ss’ vocabulary strategy. （word guessing etc.）

　�。�3） To encourage the students cooperation amongst in their studies.

　　3.Moral objects

　　To arouse the students’ interest of learning English and to have them participate actively in language communication. To stimulate the students’ creativity .

　　IV.TEACHING KEY AND DIFFICULT POINTS

　　The teaching key and difficult points are based on the aims and demands.

　　TEACHING KEY POINTS :

　　To grasp the five new words and two sentence patterns.

　　TEACHING DIFFICULTIES

　　1.Improve Ss’s speaking ability to describe others more freely

　　2. Develop their lateral thinking through games .

　　V.TEACHING AIDS

　　A Computer

　　PART 2   Teaching Methods

　　1. Student-centered teaching

　　2. Task-based learning

　　3.Communication through learning

　　PART 3  Studying Ways

　　Activity-based learning（individual work; pair work; group work; class work）

　　Problem Analysis

　　Teaching which appeals to learners’ needs can facilitate learning . It is necessary to investigate why the students were showing less and less interested , and devoting less and less effort. So interviews were held and questionnaires were issued. It is found that:

　　a. Those poor learners report that , due to their lack of practice. They can’t complete sentences.

　　b. Some students report that they are afraid of being laughed at by other students.

　　c. Quite a number of students report that they are afraid of being criticized and thus withdraw from classroom activities.

　　d. Some students aren’t interested in practicing speaking .

　　Possible Solutions

　　Taking the above factors into consideration, the following solutions were proposed:

　　a. Employing interesting role work to help the students understand and learn new knowledge.

　　b. Organizing interesting activities to motivate the students to speak more English in the oral lesson. Make the students have to speak so that they would be interested in speaking English .

　　d. Encouraging the students to speak.

　　4. Project objective

　　Part Four Teaching Procedure

　　Step 1  warm up

　　to arouse Ss’ interest ,play a "colour song"  on the computer, let the students become familiar with the phrase " Who’s wearing…"

　　Step 2 Lead-in

　　To introduce the new words and sentences ,I create a situation here, Sam and Amy are Australian children , they decide to buy some summer clothes because it’s getting hotter in their county. What will they buy?

　　（purpose: To present the new words and increase students geographical knowledge at the same time）

　　Step 3 practice

　　After presentating the new words, the students need some activities to practice them. Students greatly welcome games. They can create a cheerful and light-hearted environment and arouse students’ interest in learning English. Games are considered one of the most effective ways to improve efficiency in language learning. So in this part, I will use a power point I prepared to play some games with the students:

　　1.     Let them try to memorize how many models are wearing a T- shirt/ shirt/ dress/skirt? 2

　　2.     How many models they can introduce by using the sentence in a limit time: He’s wearing a …/She’s wearing a…

　　3.     And the third game is to try to answer some questions according to the shadow pictures.

　　4.     Step 4 extension

　�。╰o develop their creativity and speaking ability）

　　Organize Ss into groups of four and discuss " how can you help them to find "the missing person（situation: a little child is lost in a shopping mall and he/she is trying to find his parent）

　　Step 8 Homework

　　Design a T-shirt , or some other clothes that you like.

　　Blackboard Design

　　Topic sentences and key words are written to help Ss know the main content of this class.

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