pep小學英語說課稿

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pep小學英語說課稿1

　　The Lecture Notes of 《 PEP Primary English 》 Book4 Unit5 B Let’s talk

　　Ladies and Gentlemen, It’s my great pleasure to be here sharing my leon with you.

　　The content of my leon is《 PEP Primary English 》Book4 Unit5 B Let’s talk, asking the price and inquiring the clothes size.First, let me talk about the teaching material.Part 1 Teaching Material:

　　This leon is about a shopping topic.By study of this unit, the Ss know how to ask the price in English and how to describe the size and price with simple words and sentences.The sentence patterns of this leon “What size?” “How much are they?” and “we’ll take them.” are the key and difficult points of this unit.The study of this leon will help the Ss with daily communication.

　　Moreover, this leon completes the transition of the phrase “a pair of… ”to the sentence pattern “A pair of… for …” ,and helps the Ss further consolidate the knowledge of words of clothing appearing in plural form.

　　Therefore, on studying the teaching material and analyzing the regulation of children’s growing of mind, I put forward the teaching objectives according to new English leon standard.1.Perception objective: a) The Ss can hear, read, and use the main sentence patterns “A pair of … for …” “What size?” “How much are they?” “We’ll take them.” b) The Ss can understand and read the conversation of the leon.2.Ability objective: a) The Ss can use the sentence pattern of inquiring the price, and further develop their language ability of “shopping”;

　　b) The Ss can use the patterns to expre their thoughts in the proper scene.3.Emotion objective: a) By completing the task, the Ss increase their interest and set up self-confidence in language study; b) Teach the Ss what is “love” and “managing money matters”, put the moral education in the language study.Next, the key points of this leon:

　　First of all, to study and use the sentence patterns “What size?” “How much are they?”“A pair of … for ….” “We’ll take them.” To improve the Ss’ abilities in “shopping”;

　　Secondly, teach the Ss how to study independently as well as by cooperation.Difficult points:

　　The Ss can use the words and patterns to describe the clothes in the proper scene, and make simple dialogues of shopping.

　　Well, how to achieve the teaching objectives better, to stre the key points and break through the difficult points? The key is how to make use of the proper teaching methods; I’ll talk about my teaching methods below.Part 2 Teaching Methods:

　　According to the modern perception theories and social intercourse teaching theories, I adopt the TSA method and TBLT method in my teaching, namely Total Situational Action and Task-based Language Teaching.

　　The former is a “scene — activity” teaching method .It establishes a real scene and the interaction between the teacher and the Ss .It emphasizes a dynamic information exchange between the teacher and Ss.

　　The latter offers the Ss an opportunity to complete the tasks in which Ss use language to achieve a specific outcome.The activity reflects real life and learners focus on meaning; they are free to use any language they want.

　　At the same time, make use of the modern electricity teaching equipments and all kinds of teaching means, it can mobilize the Ss’ enthusiasm and creativity in learning English.Part 3 Studying Methods:

　　Let Ss study in a relaxed and agreeable atmosphere.Ss understand the new knowledge in certain degree through the mental proce of seeing, hearing, saying, observing, imagining, thinking etc.And make preparation for completing the new study task.

　　After feeling and comprehending the language points, let Ss obtain the knowledge actively by probe study and cooperative study.Thereby, develop the Ss’ abilities of studying and working with the learning language independently.Part 4 Teaching Proce:

　　In order to realize the teaching proce systematically, properly and efficiently, under the principle of “regard Ss as the corpus, the teacher inspires for predominance”, I divide the teaching proce into five steps.Step 1 Warm-up.Sing a song: The coat in window.

　　So as to the psychological characteristics of children，singing a song can make Ss feel pleased and satisfied, and can arouse exciting motion.In this step, teacher and the Ss sing in unison and perform the song “The coat in window.”

　　Thus, review the sentence pattern “How much is …?” And arouse the Ss' performance desire, participation desire, and lead the Ss into a thick English studying atmosphere.Step 2 Presentation and practice.1.Design: Look for Cinderella.

　　Broadcast a part of “Cinderella” with the flash, presenting a crystal shoe that Cinderella lose, and establishes a scene of ministers look for the proper size everywhere.Through the role playing, guide the Ss to use the sentence pattern “What size do you wear?” “Size ….”to make the question and answer.This design is a novelty of my leon; it leads the Ss into the fairy tales.They acquire the language unconsciously and can do communication freely.2.Lead to the shopping topic naturally from the unsuited shoes, and demonstrate the sentence pattern “How much are they?”

　　With a good student to be the aistant, I perform to go shopping, and guide the Ss to make the answer: “They are ….”

　　In this course, Ss can understand the main contents of this dialogue and get the key points by scene demonstration.3.Game: Gue the price.

　　From buying a pair of shoes for me to buying a pair for my mom, introduce the sentence pattern “A pair of … for ….”

　　The CAI presents a big cabinet with various shoes, ask the Ss to gue their price, and then display them.

　　It considers that children can keep their attentions in limited time.The game can avoid the lifelene and boredom from the pure machine drills .It creates the conditions of a relaxed and natural atmosphere for children’s drills.Then achieve the aim of consolidating and deepening the sentence pattern.4.Present the text.a) At this time, John and his mom come to the shoe store.

　　It reappears the relevant conversation by broadcasting the VCD, let Ss know the text contents with a combination of audio and video, words and pictures, which cater to the characteristics of primary period to be curious and

　　pursuing

　　interest

　　an

　　freshne.

　　b) After the audio-visual commences, play the tape recorder completely again, let the Ss concentrate on listening, then answer my questions according to the dialogue.e.g.: What size does John wear? How much? Whether buy or not, etc.

　　c) After be familiar with the text, let the Ss try to act out the dialogue.By this step, it achieved the teaching aim of understanding and talking the dialogue of this leon.Step 3 Task time.Task: Mother’s Day.

　　To master the language capability needs certain amount of practice.So I still adopt the “Task-based” teaching method, which is defined by strong practicality and exact task, so as to make break-through about the difficult points of this leon.In advance, I shall arrange the claroom to some busine locations, such as clothes store, shoes store, fruit store etc.I shall divide the cla into groups and play roles, and then give the Ss a certain quantity of specie currency, so that they may choose and buy the gifts for Mother’s Day.

　　For this step, I shall instruct the Ss to use the words and patterns learnt in the proce of completing certain tasks.Meanwhile, they may have mutual improvement in exchanging information during the communicating activities.

　　Most Ss can take their parts in the activities, especially for the Ss who have trouble in English study.In the group activities, they can speak a little English with ease.With no doubt, this will encourage them to speak English.In fact, it incarnates a kind of demand of human being.Suhuomulinsiji says:

　　“In one’s mind, there is always a kind of deeply rooted demand that is the hope to feel oneself a finder and explorer.In Ss’ spirits, such demand is specially strong.”

　　This step also leads to the emotion objective of this leon that is to have moral education in this step.Step 4 Consolidation and extension.

　　Summarize the whole leon, and arrange the homework.1.Do the correlative exercises in the activity book.Check the mastering of knowledge of this leon.2.Ask Ss to interview their friends asking the price and size of their clothing and make records of the information.

　　This content is an extension of the previous leon, to meet the needs of increasing communicating demand of some Ss.Step 5 Blackboard Design.

　　Show on the CAI.(It’s a ….)

　　Anyway, the teaching of this leon aims to develop not only the Ss' language technical abilities, but also the diverse intelligence by integrated teaching methods.As teachers, to make our English clarooms shine with vitality, we are laid with heavy burden, and we still have long way to go.Above are the lecture notes of my leon.Thank you

pep小學英語說課稿2

　　一、教材分析

　　本套教材編寫的總思路是以話題為綱，以交際功能為主線，兼顧語言結構，逐步引導學生運用英語完成有實際目的的語言任務，即話題——功能——結構——任務。本套教材的主要特點是：強調語言運用；注重能力培養；突出興趣激發；重視雙向交流；融合學科內容；重視靈活擴展；實現整體設計；提供立體化配套。這個單元分為A、B、C三大部分，主要讓學生學習與生活學習有關的單詞及句型。而Unit1 是介紹學校的一些場所，Unit 3是介紹學生各種顏色的衣著，三個單元都與學生生活密切相關，因此本單元與前后單元都是一脈相承的。本課時內容結合實際，貼近生活，插圖生動活潑，體現了教材“以人為本”的理念，同時能調動學生的學習興趣。為此，我將本單元劃分為八課時，以下是我第一課時的教學設計。

　　1．情感目標：

　　激發學生的學習興趣，發展學生自主學習的能力，在學習過程中培養學生良好的學習習慣。

　　2．認知目標：

　　(1)能聽懂、會說日常交際用語，并能熟練進行問答：What time is it ?It’s o’clock．It’s time for .

　　(2)能聽懂、會說與生活學習相關的單詞：

　　breakfast，lunch，dinner，English class，music class，P．E．Class．

　　3．技能目標：

　　(1)學會表達時間的句子。

　　(2)培養學生觀察、記憶、思維、想象及語言運用的能力。

　　本課的重點是English class．What time is it ?It’s o’clock．It’s time for .

　　本課的難點是breakfast，運用所學詞匯及句型 It’s o’clock．It’s time for .談論時間。

　　二、學情分析

　　三年級學生愛游戲、好模仿、好奇．喜歡群體活動，喜歡被稱贊。所設計的教學手段及方法符合學生的實際，教學內容基本能面向各層次學生。因為學生好動，在分為三個大組做游戲時，可能會出現一些亂糟糟的情況。

　　三、教學設計

　　本課為新授課，根據學生情況，為落實以上教學目標，突出重點，突破難點，我設計了如下教學過程：

　　1．課前熱身(Warm-up)

　　首先打開錄音機聽“Let’s do”，讓學生邊聽邊做，接著唱英語歌“Ten Little Indian Boys”、“ABC song”，使學生情緒高漲，快速進入“角色”，沉浸在濃厚的英語氛圍。讓學生具有心理準備和順應同化新知識的`認識準備，學生對這種形式也比較感興趣。

　　2．導入新課(Lead-in)

　　唱過字母歌后，我背對學生在黑板上寫一字母“C”，讓他們猜是什么字母；接著我又將“C”變成“O”，讓學生猜，再將“O”加幾筆，成一(clock)的模樣，最后以真鐘撥點，學習one o’clock到twelve o’clock，分散教學難點o’clock。

　　這樣不僅復習了字母，而且起到了承前啟后的作用，從而很自然地引出了今天的教學重點What time is it？及重難點It’s_____o’clock，并且降低了教學難度。

　　3．呈現(Presentation)

　　引出本課的重難點句型，隨后通過投影儀上的卡片，引出本課的生詞難點breakfast及另一重難點句型It’s time for .并呈現出來。按照認知心理學理論和交際法的要求，在介紹新課時，應注意幫助學生感知并理解新學的知識和技能。

　　4．操練(Drill)

　　這一步都是新授性操練，以幫助學生進一步感知新材料，達到初步熟練程度。主要采用機械操練，通過模仿、跟讀、分組分角色讀等手段進行。在模仿時，按照聽先于說的習得原理和先個別操練再集體操練的原則進行。為了鞏固新句型，運用卡片等進行替換性操練，并融合幾個新詞匯于會話操練中，讓學生反復操練重難點句型及重點詞匯。

　　5．練習(Practice)

　　通過操練，學生在認知結構中形成較深的印象．但這不是語言教學的最終目的。語言教學的最終目的是培養學生的運用能力，達到這一步就要求學生運用所學內容展開交際活動，擬準備采用游戲活動的方式，任務型的教學模式。

　　(1)Pre-task．它又分description(解說任務)和preparation(準備活動)。這一步老師指導學生或做一些示范表演。游戲的方法是：每組發十幾張時鐘卡片，它們上面標有各種時間和活動，同時標有獎品，反過來讓每個學生摸，其余學生問，摸的學生答。

　　(2)Task．完成任務階段。學生在完成任務中運用詞語和句型，屬鞏固性表演。

　　(3)Post-task．通過游戲活動展示所完成的任務。在任務型教學中，在老師指導下，學生通過感知、體驗、參與、實踐、合作等方式，實現任務的目標，感受成功，在學習過程中進行情感和策略調整，以形成積極的學習態度，促進語言實際運用能力的提高。在完成任務中，我以過程評價為主，運用多種評價方式。

　　6．鞏固(Consolidation)

　　鞏固這一步全面地體現了反饋這一心理因素，恰當的反饋有利于強化學生的內驅力，有利于提高學生的學習興趣和信心。主要包括要求學生創設情境，課后運用日常用語和詞匯，老師進行小結(本課重難點內容，小組比賽成績，評價本節課內容)。

　　7．板書設計說明(略)

　　8．教具配置(略)

　　9．作業布置

　　至此，本課的教學已接近尾聲。最后我布置相應的家庭作業，讓學生課后跟讀錄音并與家長就日常活動談論時間，將課堂活動延伸到課外。

　　綜上所述，我始終以新課標為指導，以游戲表演為活動的舞臺，運用直觀教學法、情景交際法、任務型教學法等教學方法，讓學生在活動中感知，在活動中熟練，在活動中運用，在比賽中學習，培養團隊合作精神，使學生在課堂教學中不斷提高語言運用能力，真正成為學習的主人。