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小学英语说课稿，小学英语说课稿需要全英文吗( 二 )

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【小学英语说课稿，小学英语说课稿需要全英文吗】

小学英语说课稿，小学英语说课稿需要全英文吗


4，小学牛津英语全英文说课稿范例 在网上是很难找到对应的说课稿的，而且大多数都是中文的 。我原来都是在网上找了很多，然后自己综合一下弄一个模板 。最后把每一课的内容套进去就行啦 。这里给你一个我找的，最好你在网上多找几个类似的自己综合一下 。B4 U3 A Taste of English HumourA Master of Nonverbal HumourPart 1 Analysis of this lessonThis lesson is the second period of Unit 3. and its a reading lesson. The purpose of this reading is to introduce the life and work of Charlie Chaplin and his excellent performance in his silent films. It plays a very important part in teaching of this unit. So if the students can learn this lesson well, it will be helpful to make the students learn the rest of this unit. They can learn more about the humor especially English humor. Such topic is related to our daily life, so it is helpful to raise learning interests of students and it will be easier to get knowledge in their laughter. Teaching aims and demands1. Knowledge objectsMake the students be aware of the cultural aspects of humor by learning this lesson. 2. Ability objectsLet the students realize that humor is to let people be optimistic about everything around. 3. Moral objects ① To enable the students to learn to be faced with difficulties and overcome them. ② To encourage them to keep up optimistic attitude towards life and improve their sense of humor.Teaching key points1. Help the students grasp the important words and phrases in the text. 2. Help the students to learn to get information, analyze the information and understand the information from the text.Teaching difficulties1. How to fire the students enthusiasm to express their ideas. 2. To make the students know the acting style of Charlie Chaplin and understand the connotation of humor.Part 2 Teaching theories, methods and aidsBefore dealing with this lesson, Ill do my best to carry out the following theories: 1. Make the students the real masters in class while the teacher acts as a director; 2. Let the students receive some moral education while they are learning the English language.Teaching method:Double activities teaching method; Question-and–answer activity teaching method; Watch-and-listen activityTeaching aids:computer and the blackboard Part 3 Teaching procedureStep 1 Revision ( 2 minutes )Get the students to match different types of humor that they learned in Warming-up and some names of famous comedy actors. For example, Mr. Bean and mime, Mark Twain and funny stories and so on. This step is employed to review the words related to humor and draw the students attention to the topic about nonverbal humor.Step 2 Lead-in ( 3 minutes ) Show the students a clip from the film The Gold Rush and ask them two questions: ① In this film, what was he eating? (a pair of shoes)② Can you try to give a description on Chaplin?(He wore a small black hat, very wide trousers, a moustache and carried a stick that he swung in the air as he walked.)These questions are intended to warm up the students and think about the theme of reading. And it can also arouse the interests of the students to speak English in class on the topics they like and they are familiar with. Step 3 While-readingI. Fast reading( 5 minutes )First I will introduce Charlie Chaplin briefly, who was a great silent movie star of his time. And then ask the students to read the passage quickly to find more information about him and answer the questions that will be shown on the screen:① What was Charlie Chaplin famous for?② How many famous film or characters are mentioned in the text? What are the names?In this part the students are required to get some related information from the passage. This method is used to train the student to get the general idea of the passage. And it is also a good chance for them to improve their skimming skills.II. Detailed reading( 15 minutes )I will ask the students to read the whole passage again carefully and answer some detailed questions. It is also called depth reading or study reading. It means reading for detailed information. The purpose is to make the students understand the reading material better. 1. True of false ① Chaplin became famous for using a particular form of acting including playing on words.② In The Little Tramp, Chaplin always wore large trousers, worn-out shoes and carried a walking stick.③ The Gold Rush is set in California in the middle of the nineteenth century.④ Chaplins movies were produced, directed and wrote by other people.2. Choose the best answers according to the passage:① Whats the passage mainly about?A. The history of English humor B. The films Chaplin made.C. The humor Chaplin made in his films. D. The Gold Rush in California.②Chaplin made people laugh when they felt depressed because _______.A. they enjoy doing soB. it makes people more worried about their life.C. it makes people more content with their life.D. theres much fun is doing so.③ Why did people like The little Tramp?A. Because it gives people courage to overcome difficulties; B. Because he was always kind even when people were unkind to him.C. Because he was optimism. D. All of the above④ In the middle of 19th century people went to California to look for ______.A. films B. gold C. entertainment D. water⑤ Chaplin was given a special Oscar for ______.A. they enjoy doing so. B. the films he directed.C. the joy he gave us in his films. D. the contributions he made in films.⑥ Whats the authors attitude to Charlie Chaplin?A. positive B. negative C. serious D. appreciative3. Write down the main idea of each paragraph: Paragraph 1: The world situation Paragraph 2: Charlies childhood Paragraph 3: His famous film character Paragraph 4: An example of his work Paragraph 5: His achievementsI think a good way to check whether the students have understood the reading is to ask them to summarize the passage in one sentence. This is a valuable skill that students will be asked to attempt in the comprehending section.Step 4 Post reading1. Discussion ( 7 minutes )① What should we learn from Charlie Chaplin? (We should be optimistic(乐观) no matter what difficulties we meet with, just as Charlie Chaplin was.)② What should we do to get success?(Set up an aim; do our best; pay more time then others; never give up / lose heart; insist on what we pursue) Apart from the knowledge they get from this lesson, it is a good opportunity for the students to receive moral education.2. Make a dialogue ( 10 minutes )Imagine one of the students wants to write an article about Charlie Chaplin for the column“HUMOUR” of the school newspaper. So he is going to interview Charlie Chaplin.The purpose of this step is to create a language environment for students communication in class; and give the students a chance to practise their spoken English. If the students can finish this task well, they will benefit a lot in their spoken English. They can use some important words and phrases that they have learned in the passage. This process can be regarded as a quiz. I can know if my students understand the whole text really and if they master what I mean to tell them in this class.Step 5 Summary ( 2 minutes )Today we have learned something about humor. Humor is everywhere in our daily life. I hope in the future you can be optimistic(乐观) no matter what difficulties you meet with, just as Charlie Chaplin was.Step 6 Homework ( 1 minute )Try to rewrite the passage in the first person in 120 words and then present it in the next class. This step is used to practise their ability of writing and looking up information by themselves.还有就是在网上下的说课稿有很多不同的版本，里面的内容也五花八门 。但大致都有那几项，你要根据自己的需要找自己能用到的 。辛苦一下多找找然后自己综合一下，自己找的写的也更容易记的 。加油啦~~~5，小学英语全英文说课稿 Good morning, everyone! Today, Ill 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, well learn Part A mainly, it embodies the repeating characterize. Review the learned language points “Wheres…”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 “Wheres\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: Whats for breakfast? Have some juice then. The third one: students can listen, read, say and write the following sentence patterns: Wheres\Where are the\my… Its \Theyre… Theres no …in \on \near… I think the most difficult point of this period is to make sure the students can use the patterns “Wheres\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 “Whats 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: Wheres…? 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…? Theyre … Meanwhile stick the sentences on the Bb. After some practice by asking and answering, I present the next language points: Theres no …in\on\near… Have …then. And I will stick these sentence patterns on the Bb. Finally Ill 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 dont 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. Thats all. Thanks a lot for your attention.金太阳教学资源网上直接下载牛津小学英语的所有资源都有内容:Good morning, everyone! Today, Ill 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, well learn Part A mainly, it embodies the repeating characterize. Review the learned language points “Wheres…”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 “Wheres\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: Whats for breakfast? Have some juice then. The third one: students can listen, read, say and write the following sentence patterns: Wheres\Where are the\my… Its \Theyre… Theres no …in \on \near… I think the most difficult point of this period is to make sure the students can use the patterns “Wheres\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 “Whats 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: Wheres…? 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…? Theyre … Meanwhile stick the sentences on the Bb. After some practice by asking and answering, I present the next language points: Theres no …in\on\near… Have …then. And I will stick these sentence patterns on the Bb. Finally Ill 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 dont 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. Thats all. Thanks a lot for your attention.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 dont 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.

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