小学英语说课稿(英文版)范例PART1AnalysisoftheTeachingMaterial(I)STATUSANDFUNCTION1.Thisunitisarevisionunit,soitcoversallcommunicativelanguageknowledgelearnedfromUnit7toUnit11.2.ThislessonisthefirstoneofUnit12.Soifthestudentscanlearnthislessonwell,itwillbehelpfultomakethestudentslearntherestofthisunit.3.Thislessonisadialogueaboutkeepingfish.Suchtopicisrelatedtodailylife,soitishelpfultoraiselearninginterestsofstudentsanditwillbealsohelpfultoimprovetheirspokenEnglish.(II)TEACHINGAIMSANDDEMANDSKnowledgeobjects1.TomaketheSsknowhowtokeepfish,birdsoranyotheranimalbylearningthedialogueofthislesson.2.TogiveareinforcedpracticeintheuseoftheModalVerbsandsomeusefulexpressionsformakingsuggestions.1Abilityobjects3.Toimprovestudents’listeningandspeakingabilitybyreadingandpractisingthedialogue.4.Todevelopstudents’communicativeabilitybylearningtheusefulexpressionsformakingsuggestionsandreplying.Moralobjects5.Toenablethestudentstolovelifeandanimals,protectthenatureandenvironment.(III)TEACHINGKEYPOINTS:1.TomaketheSsgraspandunderstandthewayofmakingsuggestionsandreplyindailylife.2.Toenablethestudentstouseusefulexpressionsformakingsuggestionandreplyingintheirowndialoguesrelatedtothedailylife.(IV)TEACHINGDIFFICULTIES:1.TheusageoftheModalVerbs,especiallyusageformakingsuggestions.22.Usingthelearnedphrasesandsentencepatternstomakesuggestionsandreplying.(V)TEACHINGAIDS:Multi-mediacomputer;OHP(overheadprojector);taperecorder;software:PowerpointorAuthorwarePART2TeachingMethods1>FiveStepsApproach.2>CommunicativeApproach.PART3StudyingWays1.Teachthestudentshowtobesuccessfullanguagelearners.2.Teachthestudentshowtomasterdialoguesandhowtocommunicatewithothers.PART4TeachingProcedureStep1RevisionGetthestudentstogivesomeanimals’namestheyknowbyaskingthestudentsthefollowingquestion:Can3yougiveussomenamesofdifferentanimalsyouknow?Thisstepisemployedtorevisethewordsrelatedtheanimals.Atthesametimedrawthestudents’attentiontothetopicaboutanimals.Step2Lead-inSigntothestudentstobequietandclosetheirbooks.Thenstartafreetalkwiththestudents.Usecomputertoshowsomepicturesofdifferentpets,suchasdogs,catsetc.Askthestudentsseveralquestionsaboutraisingpets.ThesequestionsareemployedtowarmupthestudentsandraisetheinterestsofthestudentstospeakEnglishinclassonthetopicstheylikeandfamiliarwith.Goodmorning,everyone!Today,I’llsaysomethingaboutUnit9PartAinBook4ofOxfordEnglish.Backgroundonthereformationofcurriculum,thisbookcanconnectthelifeandact,emphasizetheinterestandexperienceoftheSs,thepicturesareactiveandvivid.GradefouristheinitialstageofEnglishlearning,soitstressesontheemotionoftheSs,createsawellbeginningfortheSs.ThisUnithas7parts,we’lllearnPartAmainly,itembodiestherepeatingcharacterize.Reviewthelearnedlanguagepoints“Where’s…”andthenewlanguagepointswillberepresentedinthefollowingunits.Sothisunitformsconnectinglinkswithaspecialmeaninginthisbook.Thecontentofthisperiodistouse“Where’s\are…”todeterminetheplace.Andaccordingtothecontentsand4thefactoftheSs,Iestablishthefollowingthreeteachingaimsofthisperiod:Thefirstone:studentscanlisten,read,sayandspellthefollowingwords:aglass,afridge,anegg,breadandatable.Thesecondone:studentscanlisten,read,sayandwritethefollowingdailyexpressions:What’sforbreakfast?Havesomejuicethen.Thethirdone:studentscanlisten,read,sayandwritethefollowingsentencepatterns:Where’s\Wherearethe\my…It’s\They’r...
