王慧英语说课稿

王慧英语说课稿 | 华文宇 | 2017-09-30 08:41:46 共有3个回复
  1. 1王慧英语说课稿20161212wh
  2. 2王垸小学小学PEP英语六年级上册说课稿
  3. 3说课稿英语

王垸小学英语六年级上册说课稿,全班分四大组各组分别命名为,设计思路最后布置家庭作业让学生巩固本课时的内容,听力结束后询问全班学生听到的大体内容带领学生进入教学环境。

王慧英语说课稿20161212wh2017-09-30 08:39:26 | #1楼回目录

英 语 说 课 稿

团风县李四光中学 王慧

Unit 12 What’s the best radio station?

SectionA3a—4

Hello,everyone!It’s my honor to have an opportunity to share some thoughts of mine about teaching in English .My topic is Unit12 What’s the best radio station?in Grade Eight.Today I will talk about five parts:they are analysis of teaching materials,teaching methods and learning strategies,teaching procedures,reflection and blackboard design.

Part 1 Analysis of teaching materials

1.Status and Function

The Go for it! is to make language learning motivating and successful through a step-by-step progression that builds confidence and leads to open-ended activities where students can actively related learning to their personal lives.

At the same time,Go for it helps students learn English without using the native language in class;new vacubulary is introduced a few words at a time.The target language is presented in a simple format and is followed by a step-by-step progression of exercises that help students learn how to use the structure;the target language is recycled throughout the unit and again in later units to promote students mastery.

This unit students will learn the comparative and superlative degrees of adjectives and adverbs.It’s very important and difficult in Grade Eight .So it needs we teachers to think it over how to organize the teaching activities.

2.Teaching goals

(1)Teach students to learn the comparative and superlative degrees of adjectives and adverbs,especially how to divide monosyllables and disyllabic words;

(2) Learn to discupreferences;

(3)Learn to make comparisons and exprelikes and dislikes about different things .

(4)Learn to make a simple survey

3.Key points

Learn to discupreferences and make comparisons

4.Difficult points

The comparative and superlative degrees of adjectives and adverbs

Use the sentences structure I think good teachers should be the friendliest to expreown opinions.

5.Attitude of emotion and opinions

Unit 12 Section A is close to studens’ lives,it helps to motivate students’ interests and desire ,make them take part in all kinds of English activities.

Part 2Teaching methods and learning strategies

1.Teaching methods

Through Free-talk and lead-in review some language knowledge that students learnt last claand establish foundation for student understand the article in 3a well,lead students look at the pictures to review comparative degrees and superlative degrees of some adjectives and adverbs ,then learn to use sentence structure to expretheir own opinions.

Then I use role-play and personalizing strategies in teaching and through all kinds of task-activities make students take an active part in study,it not only encouraged students’ interest,but also improved students to learn English actively,the most important is giving students an opportunity about connecting learning with their experience. Otherwise,in teaching reading,from fast reading to careful reading,then from intensive reading to post reading ,improve students’ reading and understanding skills gradually.

2.Learning strategies

Scanning and deducing

Part 3 Teaching procedures

Step 1 Warm up

(1)Free-talk

T:I’m sure you have learnt somecomparative and superlative of adjectives and adverbs, Let’s discuhow to use them to describe different things or people or places .You can speak it like this:I think …is the biggest of three.

Students:I think Jack is the tallest of them.

I think Mr.Lee is the friendliest teacher in our school.

(2)Lead-in

T:Last class,we have learnt something about how to use different comparative degreesand superlative degrees of adjectives and adverbs to expreour opinions about different movie theaters or clothing stores and so on.Today we will continue to learn something about it.

Step 2 Reading:Read the article and fill in the chart.

1、Fast reading

Scan thearticle and find the main ideas.Let students read the article for the first time and underline the key phrases or sentences that they think them difficult to understand.

2、Careful reading

Read the article again and find the difficulties and try to solve them,answer the questions.

3、Intensive reading

Read after the tape then read the article freely,pay more attention to pronunciation.

4、Post reading

Reading competition between boys and girls.Teacher divide the whole clainto two groups, boys group and girs group

Rule:The group read the article better,then the group win;if the group win, the other group will sing a song for the winner.

Step 3 Practice

Finish Task 3bPairwork

Think of three stores in your town and fill in the chart. Then talk about the stores.

1、Role-play,like this:

A:I think Teen World has the best service.

B:I think Bargain House has the worst quality.

2.Students present their conversations.

Students talk with their partners freely, then each group chose a pair to act the conversation out .

Step 4 Groupwork

Where are we going for lunch?

Think of three places to have lunch near your school. Write theinformation in the chart. Then decide on the best place to have lunch.

Make conversation like this:

A: Danny’s is the closet, Let’s go there.

B:No, it’s the most expensive. I think we should go to ……

Step 5. Summary

Lead students make conclusions about the article, such as the key words or phrases, the key grammar and sentences, then according to the key points, give many examples about how to use them correctly.

Step 6 Homework

1、Remember new words;

2、Make a survey about your town,find out which store has the best service,which stores has the best quality,and which store has the cheapest goods.Then write a passage about it.

Part 4 Blackboard design

Unit 12 What’s the best radio station?

SectionA 3a---4

Superlativedegreesofadjectiveoradverb

cheap---cheapest (-est)

big---biggest(doubleg , -est)

friendly---- friendliest(y→i ,-est)

popular/comfortable/interesting---most popular/comfortable/interesting

Part 5Reflection

Through learning this lesson, most students can master the key language points, for example, students should remember the comparatives degrees and superlatives degrees of adjectives and adverbs, as for irregular adjectives or adverbs ,students had better master them when they use these words in some sentences, through understanding sentences then master them, it works well. But for students how to make their own conversations, many students do it better, only a few students can’t make correct sentences in class, perhaps because some students have trouble learning English, so as teachers, we should think of all students as possible as we can, and be sure that every student can speak in English in class.

王垸小学小学PEP英语六年级上册说课稿2017-09-30 08:40:59 | #2楼回目录

王垸小学PEP英语六年级上册说课稿

Unit6A Let’ learn oftheStoryofRain

王垸小学 覃运兵

各位老师,大家好!

今天我说课的内容是PEP小学英语六年级上册Unit 6 The story of rain,Part A部分。下面我将从说教材、说目标、说教学重点难点、说教法学法、说教学过程、说板书设计、说教学反思七个方面展开我的说课稿,简单说说我对这一课的理解。

一、说教材

教材的内容和地位:The story of rain是PEP Primary English Book 7 Unit 6的教学内容。第六单元是一个阅读单元,重点学习水循环的表达,涉及到的内容比较抽象,要求学生能用英语表达自然现象,是英语与自然学科的渗透整合。在此之前学生虽然在自然学科中已了解过水循环的形成也通过语文课的学习了解了水循环的相关过程,但是还没有学过用英语表达自然现象。因此,由于不能使用多媒体教学,我主要是通过几个生动的图片引导学习水循环中的几个新单词,关键要引导学生结合生活经验去理解和掌握关于水循环的过程,为Let’s read 的学习做好铺垫。试着让学生学会如何用英语来介绍水的循环过程,最终升华到对学生进行保护水资源的思想教育。

二、说教学目标

英语新课程标准以激发学生兴趣和培养学生的综合语言运用能力为总体目标,强调知识与技能、过程与方法、情感态度与价值观三个角度的有机结合。基于对教材的理解和分析,本人将这节课的教学目标制定如下:

1、认知目标:能够听、说、读、写Let's learn部分的黑体单词stream,rain,cloud,sun; 能听、说、认读白体单词vapour; 能够听、说、读、写Let’s talk的四会句型,并能替换运用水循环整个过程。

2、能力目标:能够简单讲述水循环的过程,在理解的基础上运用语言。

3、情感目标:培养学生的观察能力、想象能力、创造能力,使学生从小就树立节约用水保护生态环境的责任意识

三、说教学重点难点

1、本课时的教学重点是掌握单词stream,rain,cloud,sun, vapour.

2、本课时的教学难点是掌握句型Where does the rain come from? It comes from the clouds,能替换关键词造新句并能在水循环的整个过程自如运用。

四、说教法与学法

1、教法设计

针对本课时内容的抽象特点,我主要采用直观教学法(实验演示、 图画介绍)来增强教材内容的直观性,加深学生对重点难点的理解和掌握。

2、学法指导

从学生的学习兴趣、生活经验和认知水平出发,倡导体验、实践、参与和交流的学习方式,培养学生的英语综合运用能力和自主学习的能力。通过让学生仔细观察、主动思维、大胆实践和互助学习,使学生理解和掌握本课的内容,提高学生实践能力和创新精神。

3、教学手段

根据本节课的内容和特点,主要采用直观教学,以情境教学为辅助,使本课的教学内容变得直观、具体、形象和生动,从而化解教学难点和提高教学效益。在趣味学习和任务型的活动中巩固新句型,采用探究式学习和合作学习的策略,提高学生综合语言运用能力。

五、说教学过程

1、热身(Warm-up)

教师播放歌曲《Little Water Drop》。

【设计思路】通过歌曲热身,激发学生兴趣,让学生们在轻松愉快的歌声中进入本课的教学中。

2、导入(Lead in)

教师和学生自由对话,教师说:“We drink water every day.We need water every day. But what else needs water?” 教师出示Let's find out部分的挂图,引导学生看图回答:Trees/Flower/Animals/Birds need water.Fish needs water, too.教师可以启发学生,想出更多动植物、昆虫名称,然后继续问:“We all know that water is very important to us.But where does water come from?” 引导学生回答:“It comes from rivers, seas, rain, snow…” 所以今天我们要讨论的课题就是The Story of Rain,首先我们先来看几个单词。

【设计思路】通过老师和学生的自由对话,加深彼此的了解。从喝水这件事引出水对我们的重要性,然后很自然的引出本单元的课题The Story of Rain,以及单词的教学。

3、新课呈现(Presentation) 13’

(1) 复习单词come from、become、shine

(2) 教学单词rain和cloud

a. 教师展示雨的图画,说:“Today, we're going to talk about the rain.Where does it come from?Does it come from the sky?”引导学生回答:“It comes from the clouds.”

Chant: Rain, rain, lovely rain.I can see the lovely rain.

b. 教师展示云的图画,说:“Yes, you are right.The rain comes from the clouds.”

Chant: Cloud, cloud, beautiful cloud.I can see the beautiful cloud.

(3) 教学单词stream

教师先拿出sea海洋的图片,问学生比海洋小一点的是什么,学生回答river河流;然后再问学生比河流小一点的又是什么,引出单词stream小溪。

Chant: Stream, stream, pretty stream.I can see the pretty stream.

(4) 教学单词sun和vapour

如果有条件,教师可以直接演示水受热蒸发变成水蒸汽的实验。在stream的图片上方贴上太阳sun的图片,让学生想象溪水在太阳的照射下发热变成水蒸气vapour.

Chant: Vapour, vapour, white vapour.I can see the white vapour.

4、巩固和延伸(Consolidation and extension) 13’

(1) 教师问:“What do you have for breakfast?” 请学生回答。教师说:“I usually have bread and milk for breakfast.Do you like bread? Where does bread come from?”然后出示面包和面粉的图示,手指面包和面粉的图,让学生猜一猜:

T: Where does bread come from?

S: Bread comes from flour.

教师说:“Ok, we all know that bread comes from flour.But where does flour come from?Do you know?” 然后出示面粉和小麦的图示,手指面粉和小麦的图,让学生猜一猜:

T: Where does flour come from?

S: Flour comes from wheat.

(2) 引出主句型:Where does…come from?It comes from…教师板书问答句,带读后继续提问:“Where does apple juice/milk come from?”引导学生回答。

(3) 教师拿出rain的单词卡片,贴在黑板上,问:"Where does the rain come from?”引导学生回答:“It comes from the clouds.”然后,教师将cloud的单词卡片贴在黑板上。同样的方法在问答的过程中将其他三张卡片依次贴在黑板,组成一个水循环过程的简易图。同桌之间根据单词卡片的提示进行问答练习。

(4)“快速反应”游戏

全班分四大组,各组分别命名为:water,vapour,cloud,rain。教师提问:“Where does the cloud come from?”vapour小组的成员应迅速起立并回答:“It come from the vapour.”以此类推。

(5) Group work

学生分小组对水循环的过程进行问答练习,然后教师请每个小组选一名代表上台,叙述水循环的简单过程。

【设计思路】通过讨论日常生活中的面包从哪里来,引出本课时的重点句型,进而自然引入后续学习。图文结合,启迪学生的理性思考。“快速反应”游戏充分调动了学生的积极性,活跃了课堂气氛。小组讨论,使学生能够多多练习本课时的句型。通过几个环节的层层深入,引导学生理顺水循环的过程,并能简单描述这一过程,充分从而突破难点。

5、作业 (Task time) 3’

让学生参照课本说一说,做一做,制作一本精美的图画书送给教师、家长或朋友。做表述时可参考语言:Today I'll tell you the story of rain.Where does the rain come from? It comes from the clouds.The cloud comes from the vapour.And the vapour comes from the water.The sun shines, the water becomes hot and then becomes the vapour.

【设计思路】最后布置家庭作业,让学生巩固本课时的内容。

六、说本书设计

板书分为两部分:一部分是本课时的重点句型,一部分是水循环过程示意图,里面包含有本课时的重点单词。让学生一目了然地看清所学习的内容。整个板书重点突出,简洁易记。

七、说教学反思

通过展示图片,简笔画,演示水受热蒸发变成水蒸气的实验,让学生想象溪水在太阳的照射下发热变成vapour,这些方法形象直观,能激发学生的兴趣。然后通过一系列的猜谜语、做游戏、小组讨论等活动,让学生们在玩中学,学中玩,提高了教学效率。不足之处是没能运用多媒体教学,另外课时安排的时间也有点紧凑,这也是我今后在教学中应该进的地方。

整堂课下来,自身受益匪浅,当然也发现了很多需要改进的地方,作为一个新教师,教学经验不足,课堂应变能力不强,教学用语生疏等等,希望在这里可能得到各位老师的指点和教导。以上是我对本课的理解,不足之处敬请批评和指正,谢谢各位评委老师!

说课稿英语2017-09-30 08:40:35 | #3楼回目录

《Happy Thanksgiving》说课稿

Good afternoon, ladies and gentlemen.

Do you know what festival in November? …Yes., in November is Thanksgiving Day. It’s on the fourth Thursday in November and then there is a four days’ holiday. It begins from 1621 and now it has 360 years history. It’s an American festival at first, but now it has developed for many countries. It’s a very important festival, just like Spring Festival in China. On Thanksgiving Day,all the family members get together and have a bigfamily dinner.They eat delicious turkeys and have a chat with each other. Theysay thank-you for their food, family and friends. I think this is the real meaning of Thanksgiving. It teaches us to have a thanking heart for beautiful people and things around us.

OK. 刚才我所说的这段话是与我今天说课的主题——“感恩节”相关的一些知识,让大家先做个初步的了解,现在我开始说课。

各位领导,各位老师:你们好,很高兴有机会向各位讨教,希望大家能够批评指正,我说课的题目是幼师英语第一册第6单元本课的课题是“Happy Thanksgiving(感恩节快乐)”Unit 6 Happy Thanksgiving下面是我对教材的分析。

一、教材分析

1、教材的地位和作用

幼师英语教材的风格走势为话题时尚,面对未来,求异思维和人文色彩浓重,教学内容更加贴近现代生活,实际口语运用丰富,具有较强的时代信息,有利于提高学生的思想素质和人文文化的培养。教材着重培养学生运用英语的能力,同时体现外语教学的跨文化教育本质。使学生放眼世界,扩大视野,从介绍英语国家人民的日常生活开始,逐渐更多的涉及他们的文化背景、历史传统、人文地理等。本单元的教学核心是“美国感恩节(Thanksgiving)”。通过对这个节日的讨论,使学生进一步了解西方的传统文化,养成合理和开放的跨文化意识,为下一单元学习中国节日做铺垫,同时复习巩固一般现在时和代词的用法,进一步提高学生听、说、读、写及运用英语的综合能力。

2、教学目标

a) 知识目标

①能够听、说、读、写并运用本课对话。

②对感恩节这一美国节日有比较深刻的理解,并掌握与感恩节相关的食物、活动等。

b)能力目标

①通过对本课对话的学习,提高语言综合运用能力。

②通过对感恩节的学习,增强跨文化交际意识与能力。

c)文化渗透目标

①通过对感恩节的学习,让学生知道对关爱自己的亲人、关心自己的朋友以及上帝赐予的东西(如和平、食物等)表示感谢,并珍惜自己现在的生活,发奋学习,热爱生活。(在这里要说明一下,每个人心中的信仰不同所以朝拜的对象各不同,并不是强求学习英语就必须信仰上帝,信仰是人类精神的依托,就像一千个读者心中就有一千个哈姆雷特一样)

②同时认识到中国也是 “礼仪之邦”,中国人是很讲究感恩的,只是没有形成一种具体文化形式节日表现出来而已。(西方是因为信仰才感恩,而中国的感恩则是一种心态,不仅仅是行为表现)

3、重点和难点

①重点(基础模块):Thanksgiving is my favourite festival.

解决:用大量造句练习。xxx is my favourite xxx.

eg:1) Apple is my favourite fruit.

2) English is my favourite subject.

3) MiZhang is my favourite teacher.

让学生造完之后老师总结,“favourite”意思是最喜爱的,后面要跟名词的单数形式,通过造句可以让学生学会灵活的运用它。

②难点(拓展模块):We say thank-you for our food, family and friends.这句话的意思是“我们对上帝赐予的食物、家人的关爱及朋友的帮助说谢谢。”学生从字面上可能很难理解“感谢食物”是怎么回事?我想采用启发式的方法,让学生思考为什么感谢食物?这是因为西方人认为大自然赐予人类的一切东西都是有灵性的,他们很信仰上帝。告诉学生这就是中西方文化的差异所在。

③(选修模块):写一篇80词左右有关感恩节的文章或者本文压缩。

二、 教学方法

根据幼师教材渗透文化内容比较多的特点,加上学生年龄特点,运用抽象思维能力,以及自身讲课思路这些综合因素,我确定了本课采用“交流—互动—发散”的教学方法。

三、学生学法

因为幼师英语提倡以学生为主体,让学生在教师引导下,通过体验、合作、参与学习过程来感受成功;又根据本课的核心是“美国感恩节”,并且学生已具备一定的知识储备、搜集资料和运用学习工具的能力,我确定本课采用课程标准提倡的以学生为中心、以小组为形式的“合作学习,自主探究”的学习方法。

四、教学过程

1、热身活动

① 首先是听力的练习,一组有关感恩节前准备的对话。听力结束后询问全班学生听到的大体内容,带领学生进入教学环境。

② 引导学生说出他们了解的西方节日名称,如“Christmas(圣诞节)”、“Halloween(万圣节)”等,再让他们大致讨论一下这两个节日的情况(如时间:圣诞节为12月25日,万圣节为10月31日;有哪些活动等),烘托气氛,为感恩节的出现做铺垫。

2、新课导入

①提问学生是否了解美国有一个关于国旗的节日(Flag Day, 6月14日)。在这一天家家户户都会悬挂国旗、唱国歌,告诉学生感恩节最初起源于美国,但现在已经发展到西方的诸多国家。

②然后谈话交流,以情景练习导出本课的中心“Thanksgiving”并板书。告诉学生这是一个合成词(它由“Thanks”和“giving”构成,“Thanks”意思是“谢谢”,“giving”意思是“给予”,感谢和给予合而为一就是“感恩” ),它的意思跟字面是相通的,这一点跟汉字中的“会意字”有相似之处。这是中西方文化的结合点。同时,通过提问告诉学生感恩节的时间为11月的第四个星期四。通过本课的学习,大家会了解到西方这个节日以及庆祝这个节日的传统方式。这样导入将会很好的激发学生的学习兴趣。

3、课文教学

①请学生看书和图片,并认真听三遍录音。第一遍形成整体印象,了解大致意思;第二遍弄懂比较容易理解的句子,明确难点;第三遍尝试理解较难的句子,逐渐把握全文。

② 听过录音后,请学生提出自己认为不容易理解和掌握的词汇和语言点,老师讲其书写到黑板上,先让学生四人小组合作解决,哪些解决不了的再由老师帮助解决,这样不仅能注意到个体差异,而且能充分调动每个人学习的主观能动性,以及充分发挥小组合作的力量。

③ 学生理解和掌握了主要词汇和语言点之后,再齐读课文或自读课文至少2遍,划出自己哪些地方还不熟练,然后老师打开录音,让学生模仿文中的动作以及语音语调声情并茂的读,老师可以在中间校正发音,这一遍的目的就是让学生人人读准对话。

④在学生能读准对话之后,老师挑几组起来分角色为动画配音,有能力的甚至可以来表演,通过这些有趣的活动来培养他们的合作精神,激发学习热情。

⑤在学生能准确把握本课课文以及角色之后,老师把问题呈现到黑板上,先让学生自己独立思考并把答案写到课堂本上,然后再小组讨论,互相校正,老师这时融合到学生中间,单独对小组内有争论的问题加以辅导和讲解,与学生进行知识和情感的交流,同时达到了检测学生学习效果的目的。

4.发散延伸

最后,在学生较熟练地掌握本课核心、重难点以及整篇对话之后,师生之间举行一个互动的、发散思维的活动,活动的名字是“比比谁的知识多,比比谁的英语好”,要求教师和每位学生都拿出自己事先准备好与节目相关的图纸和笔等,看谁能先根据别人的东西说出节日的名字及相关的知识多,谁就获胜。这样的活动既丰富了课堂,又拓展了课堂,发散了学生思维。最后再出一个兴趣性的练习来检测它们所学的知识是否落实到位。

5. 补充知识

现在的社会是信息时代,手机已经成为人们生活中必备的工具,短信的传送应经成为一股热潮,每当感恩节来临时大家都会收到或者发送给朋友这样一则信息:

I open my wallet, find no money ; I open my pocket, find nocoin ; I open my life, find you, then I know how rich I am ! Forever my friend, happy thanks giving day!

把这则信息告诉学生,并且让他们熟记并背诵,深刻体会其中的含义。

五、板书设计

MODULE FOUR Unit 6 Happy Thanksgiving!

Key points:

1) Flag Day

2) Thanksgiving is my favourite festival.

3)We say thank-you for our food,family and friends.

4) That sounds nice.

Questions:

1) What are the two American festivals in the story?

2) What do people do on Flag Day?

3) What do people do on Thanksgiving Day?

4) What’s Simon’s favourite festival?

5) Does Daming like Thanksgiving, too?

六、小结

总之,本节课我会充分发挥以学生为主体,注重全员参与,同时包括老师,给学生创造一个民主、平等、信任的空间,充分与学生互动,一起进行新知识的探索、情感交流与体验,使学生从书本上和听力上学习,从老师和学生之间学习,通过各种渠道学习,达到资源共享。在合作学习中形成互动、交流、协作的良好人际氛围和团队协作精神。同时,在新知识的不断学习中,增强跨文化交际的意识与能力,学会与来自不同文化背景的各国人民友好相处,从而更加热爱中国文化。

谢谢!

教师张晓丽