小学英语说课稿季节

小学英语说课稿季节 | 华文宇 | 2017-09-30 09:16:47 共有3个回复
  1. 1小学英语说课稿“季节”
  2. 2小学英语说课稿123
  3. 3小学英语说课稿

师生问候并询问天气自然地引入本课的话题,几轮后统计得分为获胜队颁奖。

小学英语说课稿“季节”2017-09-30 09:15:22 | #1楼回目录

一、说教材

本单元主要围绕“季节及气候”这个话题开展各项活动,所涉及的日常交际项目有介绍,询问,说原因等,其中以“询问天气”及其应答为重点内容。同时学习一些常用的与气象相关的一些词汇。而本课是第一教时,主要让学生掌握如何介绍各地四个季度的气候特点并在此基础上让学生知道如何询问天气及了解一些常见的气候标志。因此,我认为这节课可将书本知识与日常生活知识适当糅合并适度拓展它成为一堂让学生为活动主体的听说课

二、教学目标

(一)知识目标

1。词汇:weather, season, spring, summer, autumn, winter, rain, snow, warm, cool

2、句型:What's the weather like there in spring ? In spring, It's cool in Beijing

(二)功能目标

让学生了解气候的变化,不同地区有不同的气候,不同时间有不同的气候,并能用英语来询问气候、表达气候。

(三)情感目标

通过学习,增强学生对家乡和祖国的热爱。

三、教学重点:

1、能听懂、会说、会读和会拼写单词和短语 spring, summer, autumn, winter, warm, cool, rain, snow,

In winter( spring…)it is …It often…

2, 能用所学单词和句型介绍不同地方不同季节的气候特征。

四、教学难点:

能听懂、会说、会读、会用句型: In winter( spring…)it is …It often…

五、课前准备:

1. 准备地图或图片。

2. 多媒体和练习册。

三、教学方法

1、直观情景教学法:本课将通过各气候图片,创设出一些语境,一方面丰富学生的语言,另一方面也使学生了解气候的特点。

2、任务教学法:在学习气候的表达和季节之后,设计“谁是最棒气象员”活动,让学生介绍自己家乡不同季节的气候特点。

四、教学过程

(一)、Warm up and lead in

师生问候,并询问天气,自然地引入本课的话题。并根据当日的天气实际情况复习引出一些有关的单词和句型,比如:cold, hot, warm, cool,wet, dry及 what's the weather like ?等。

(二)Presentation

1、Teach : spring , summer , autumn, winter

(1) T: Look, here're four pictures. What pictures are they ?

( They are four seasons of a year .)

T: Which is the first season ? (Learn : spring)

(2) T: What's the weather like in spring ? Is it usually hot? Is it usually cold?

T: It's usually not hot or cold . It's warm most of the time .(Learn :warm)

T: Does it often rain in spring ? ( learn : rain )

(3) T: So what's the weather like in spring ? ( In spring , It's warm. It often rain. )

通过师生交谈引出第一个季节,并运用已学的英语知识hot与cold对warm进行解释,培养学生用英语进行思维的习惯。4、用类似的方式教学 summer/ autumn/winter.其中渗透句型What's the weather like in Spring ? It's often … It's

(三 ) Listen and read

(1 ) Ask the Ss to watch the vido of part A and only listen.

(2 ) Read Part A.

5、 (四)Pairwork

(1)用投影呈现一个表格( 见课件)让学生猜猜表格中一些常见气候标志的意思并给出英文表达,适当拓展一些有关天气的表达,比如: It is sunny / windy / cloudy / rainy / snowy.

(2)选出一个英语成绩较好的同学配合做一个对话范例,让学生明白怎么操练。

(3)同桌操练,让学生有一个熟悉、巩固的过程。,这也是为后面任务的完成作的铺垫。

( 五 ) Groupwork

设计一个Who is the best weather reporter ? 的活动。 让学生介绍自己家乡的四季气候特征,让学生带着任务去交流,目的性增强了,体现了任务型的思想。这是对“the weather in four seasons ”话题的拓展和运用。在此步骤中首先一定要由教师给学生一个示范,然后把学生分成六人一组,轮流在组里介绍家乡的气候,每组指定一名成绩较好的同学 记录组员的发言并代表自己的小组向全班同学汇报。在汇报时指定一组同学给各组进行评定,最后选出the best weather reporter.

小学英语说课稿1232017-09-30 09:13:51 | #2楼回目录

小学三年级英语说课稿

城关一小 李帮荣

一、说教材

我说课的内容是小学三年级下册第三单元第十六课,本课是功能型的交际型的交际训练课,我借助“任务型”教学采用多样化的教学手段将听、说、玩、演、唱溶于一体,激发学生学习英语的兴趣和愿望,使学生通过合作学习体验荣誉感和成就感从而树立自信心,发展自主学习的能力,形成初步用英语进行简单日常交际的能力。

结合新课程标准和大纲提出的基础教育阶段英语课程的总体目标和具体要求我将本课教学目标设计如下:

语言知识目标:

1、使学生掌握介绍他人的句型:

① Whoˊs this ?

② This is..

2、学习认读单词:grandfather , grandmother

语言技能目标:

①、使学生能够根据指令做动作。

②、根据图片和情境说出单词和句子。

③、在图文或场景下进行简单的英语交流和表演。

情感态度目标:

通过本课学习使学生有兴趣听、说英语、背歌谣,做游戏、敢干开口,乐于模仿,在鼓励性评价中树立信心在小组活动中积极参与合作,从而意识到交流对于学习英语的重要意义。

充分利用教材和教师的多媒体教学所提供的学习资源,实现自由参与和创新,能主动与他人交流,并克服交流中的困难,使交际顺利进行。

文化意识目标:

能够恰当使用英语中家庭成员之间的称呼,问候语,了解英语国家中介绍他人的方式并对学生进行亲情教育。

结合教学目标的要求,我把本课的重难点设置为

1、介绍他人的句型 This is ……

2、对情境进行模仿,创新。

我主要通过感知新教材——设置——灵活运用这三个主要步骤来突破教材重难点的。在教学开始让学生以旧带新引入新知,通过对教材的了解感知新任务,并在教师用红灯,头饰、图片、录音等多种媒介的感官刺激下实现对知识的体验和实践最后在真实的生活情境中运用、实现能力的发展。

说教法和学法:

(一)小组活动学习法

把全班分成6个小组事先用表示家庭成员名称的单词命名,课堂各项教学活动匀以小组活动为主线,结对或全班活动为辅,学生互相交流,切磋,共同完成学习任务,在合作中感受学习英语的乐趣及交流的意义,也通过小组成员之间“荣辱与共”的关系而形成同步学习的环境。

(二)情境教学法:

我将教学建立在满足学生心理需要的基础上。使教学活动带有浓厚的情感色彩,在单词和句型练习中使用了家人的照片,在表演中带上饰演家人的头饰,在加生活化的录音为学生设置了真实而有效的场景激发了想说的愿望也有利于学生表达能力的提高。

(三)鼓励法

课堂评价主要以鼓励性评价为主分别采用了师评、组评、自评为主要方式,课上师恰当的使用激励性评语和赠送小礼物的方法让学生渴望成功的心理得到满足,这也是激励学生积极投身英语学习的一个最简单而有效的方法。

我把本课教学模式设置为

激趣设境——语言交流——人格发展

下面说一下教具的安排和使用

依据英语教学的直观性,趣味性、实践性的教学原则,结合合作学习和任务型教学的新理念,我利用了电子零、照片、头饰、幻灯、录音、竞赛板、贴画、小礼物等媒体设计教学,学习则利用自制的组标、头饰、家庭照等媒体积极参与教学活动。

三、说课堂程序

整个教学程序我采用了听、说、玩、演、唱一系列的教学活动,具体设计为热身——新知——趣味操练——巩固练习。

Step1 课前热身

1)电子琴伴奏演唱Father and mother 渲染课堂气氛

2) 出示组标并请四个学生到讲台前,背对学生戴上father , mother , brother , sister 的头饰,猜一猜他到底扮演的是哪一角色。

3)检查上节课布置的对话表演。(小组活动)

Step 2、新知导入

1)教师把一张自己的家庭照片放在投影仪下并介绍This is a photo of my family. Whoˊs this? Do you know .自答:This is my father.为教学Whoˊs this 做准备,然后教师带着满脸疑惑反复用Who′s this? 询问照片中的其他人,这样一来Who′s this? 这一句式就会在情景中被输入。

2)教师指着祖母的照片说This is my father′s mother. She′s my grandmother.然后指着爷爷的照片。反问Who′s that, do you know? Oh,自答She′s my grand father.板书三会单词并进行教学。

3)每组学生拿着自己的家庭照在组内进行练习,然后选代表在班内介绍家人。

Step 3.趣味操练

1)玩比大小游戏:每组、每轮各派一名选手参赛,在讲台上抽出一张图片,根据图义说句子。This is my……说对的奖励小组小礼物一件,抽到爷爷、奶奶的加3分。抽到爸爸妈妈的加2分,抽到daugter, son ,sister, brother 加1分。几轮后统计得分,为获胜队颁奖。

2)玩猜谜游戏:教师说:This is my father′s father 学生抢答;答对的奖励小礼物一件。学生也可说出This is my mother′s father。这个游戏可以让学生懂得英语中的gand father即表示爷爷也表示外公,grand mother 既可以表示奶奶也可以表示外婆。

3)学生拿出自己准备的全家福玩听音指图游戏,教师发出指令,mother 学生即指出自己的妈妈并说:This is my mother.等等,每组都有必备答题和抢答题。

4)组内合理分配家庭角色,然后小组出一人表演动作让表演人自行定小组猜,猜对小组有奖。

Step 4.巩固补充

1)作出一个chant

Dad Dad father. Mum Mum mother. Grand pa Grand pa. Grand father.

Grand ma Grand ma Grand mother.

学会区分口语和书面语的小区别,扩充了学生的知识面。

2)教师给学生听一段串门的录音,然后创编并表演对话。

Step 5.小结并布置任务

1)总结小组的战利品数目,学生掌声祝贺并鼓励未获胜小组下节课继续努力。

小学英语说课稿2017-09-30 09:14:44 | #3楼回目录

Distinguised judeges, ladies and gentlemen, good morning / afternoon!

It’s my great honor to stand here and share my teaching plan with you. The teaching material I am going to talk about is the first period of Unit4 Fun with shapes, Book5, Primary English for China. The lesson is focused on the topic of shapes. Such a topic is very interesting and related to our daily life. My students, they’re from Grade 3. Most of them are aged 8 or 9 years old. They’re active and eager to exprewhat they’re interested in, especially the kinds of things that are so familiar in their daily life. So this lesson will be easy to attract my students’ attention and arouse their interests of speaking.

According to the analysis of the teaching material and the learners’ situation, the following teaching aims will be achieved after this lesson.

Firstly, the pupils can read and recognize the new words, triangle, circle, square and star.

Secondly, the pupils can use the new words and the sentence structures ‘There’s…./ It’s…/ I can see…./ They’re’ to expreany shapes they see in the real situation.

Thirdly, the pupils will be more interested in learning and speaking English.

Based on the teaching aims mentioned above, I would like to talk about the main points and the difficulties that might be encountered. In this lesson, the main point is that students can master the new words, star, square, triangel and circle. And the pronounciation of the word ‘triangle’ will be the difficult point.

Well, do you know how I can achieve these teaching aims and break through the difficulites? The key is to make use of the proper teaching methods. The task-based teaching method and TPR teaching method will be mainly used in this lesson. I will try my best to limit TTT, that’s to limit teacher talking time and increase STT (student talking time). My pupils are the centre. I’m a guider. Pari work and group work are to be included in this lesson. Students’ study will aim to be more relaxed and productive in this kind of environment.

In order to help my students learn more effectively and efficiently, I will use the multi-media device, the PPT document and the black board as my teaching aid.

Well, let’s come to the teaching procedure, the most important part of my teaching plan, which contains six steps. They’re warming-up, lead-in, presentation, practice, consolidation and assignment.

Warming up exercise is very necessary for our class. Why? Because when the clabegins, not all of pupils are ready for class. Their mind are wondering. Their eyes are looking everywhere. In order to capture their attention, I will play an English song called ‘colors’ first. It sings like this ‘…’.My pupils like the song very much. Now, they’re ready for the class.

After that, I’ll show pupils the parts of the house one by one and ask them ‘ What color is it?’ They have learned colors in Book 3 and we just sang a song about colors, so they can answer my questions easily. When the house appears, I will tell my students the house is made of different shapes. Then lead in today’s lesson. ‘Fun with shapes’.

Afterwards, we come to the stage of presentation. When I teach the new word ‘triangle’, I will show pupils a piece of cake and ask ‘What’s it?’ ‘It’s a cake.’ ‘Yes, actually, there’s a shape in it. It’s a triangle.’ ‘Follow me to read the word, triangle.’ Phonics used here is to develop students’ ability of spelling and to help students memorize the word easily. I’ll teach circle, square and star in the same way. When they learn the new words, they’re asked to describe with the sentence pattern ‘There’s…/ It’s…’ After learning, some pupils can master the words very well, but not all of the pupils. What about those pupils who still feel hard to understand the new words. Don’t worry! We still have more chance to learn and practice.

In order to practice the new words, I arrange three activities. Activity one is to ‘Look and count!’ The students are required to count the shape and tell the answer with the sentence pattern ‘I can see…/ They’re…’ In this way, I can make sure they know how to read the words correctly. Activity two is ‘What comes next?’ It’s a thinking game. The students need to look at the pictures carefully and then find out the missing shape. The game aims to cultivate students’ abilities of thinking in English. Finally, there’s a chant. ‘Look! Here’s a chant. Follow me to read it. This time, show me your hands. Chant like this. In this way, students can take a rest and feel interested in learning English because they like chanting.

Well, now let’s come to the stage of consolidation. First, they listen to the dialogue and then repeat after the tape. Next, they need to make the dialogues. I’ll ask my students to practise in groups first. After a certain amount of time, around five or six minutes, when they’re ready, I will invite 2 or 3 groups to act out the dialogues. In this activity, you’ll see the pupils are very excited. They’re laughing. They’re speaking English. They’re enjoying English. That’s all we want. Isn’t it?

After all the activities, I’ll summarize what my pupils have learned and get clato check which group is the winner.

At the end of the lesson, I’ll assign the homework.

As to my board design, it’s simple and clear. Just like this.

To sum up, in this lesson, I will try to get my pupils involved into the class. I creat real situations for pupils to learn, from vocabulary to sentences, then to life. The pupils can learn English happily.

That’s all. Thank you.