pep人教三年级英语下册 04-小学英语全英文说课稿模板

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 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.

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

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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.

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

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

the chances of using language.

my teaching design here.

They have learnt English for years, and have already known

● 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. 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 is not difficult for them to understand and use the language

3. 教学目标 （根据具体内容定目标和要求） So, I set the following aims.

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① The first one is language knowledge. to foster Ss’ consciousness of good-cooperation and proper competition.

By the end of the lesson, students will be able to read, recognize, and use these words: to help Ss cultivate their abilities to analyze and solve problems independently. And, these sentences: to foster Ss’ initiative and creativeness. ② The second one is language skills. 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: 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.

③ The third one is emotional aim. 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

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；

(Affect; Learning strategies; cultural awareness.) In this lesson, the emotional aim is

to help students cultivate and foster their abilities of working in groups.

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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.

Step 1 Layout 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

After greeting with the Ss, I will begin the lesson by singing the song

pronunciation rules in teaching the new words.

together with the Ss.

It is called Phonics.

Purpose:

It can facilitate the Ss’ abilities to pronounce the words, and help them to remember the

The purpose of this is to form a better English learning surrounding for the Ss, and, at the

spelling of the words.

same time, it provides situations to review the learnt knowledge

Step3. Practice for the next step.

（机械上口； 有意义操练； let’s do; 课文对话表演;）

Step 2. Presentation It will cost mins, including 1 mechanical activity to help Ss to recognize and read the It will cost about mins.

new words and sentences, and 2 activities in the meaningful situations to make Ss use the With the help of the PPT, I set a situation of

new words with sentence structures in , to help Ss use the by

language in a real situation.

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Due to the Ss’ age, I make And also, I will 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 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

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.

(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

And sentences 5 / 7

(1) To foster Ss’ consciousness of good co-operation and proper competition. (2) To lead Ss to show their loveliness to the poor.

本文由一线教师精心整理/word可编辑

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?”

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?”

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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.

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.

本文由一线教师精心整理/word可编辑

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’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

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