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小學英語說課稿《Unit 5 My clothes》
作為一位兢兢業業的人民教師，總歸要編寫說課稿，借助說課稿我們可以快速提升自己的教學能力。我們應該怎么寫說課稿呢？以下是小編整理的小學英語說課稿《Unit 5 My clothes》，供大家參考借鑒，希望可以幫助到有需要的朋友。
小學英語說課稿《Unit 5 My clothes》 1
Good morning, judges! I’ m No. 7. It’s my great honor to be here to interpret my lesson. The topic is” my clothes”. I will present my lesson from the following parts: the analysis of the material, students, teaching aims, key points and difficult points, teaching methods, teaching procedures and blackboard design.
I. The analysis of teaching material
Now let’s focus on the first part, the analysis of teaching material. The content is from Part B, Let’s learn!, Unit 5 of PEP English book of Primary School, Grade 4. The main topic is My clothes. It’s the listening and speaking lesson. This lesson is the the further study of Part A, so students may have a little difficulty in learning this part.
II. The analysis of students
Then it’s about students. The students are in Primary School, Grade 4. They are very active and full of curiosity. But they don’t know many words, sentences and don’t have many skills to solve English problems. So I will arrange lots of activities to help them join in the class.
III. The analysis of teaching aims
According to the syllabus and the analysis of material and students, I set my teaching aims as follows:
Knowledge aims: students can master the new words shirt, sweater, shoes and so on.Students are able to use the sentence “What color are they?”
Ability aims: students can use the new words and sentence to communicate with others. Their listening and speaking skills can be improved.
Emotional aims: After this class, students will treasure their clothes and improve their appreciation of beauty.
IV. The analysis of teaching key point and difficult point
According to the teaching aims, the key points are to use the new words shirt, sweater, shoes and so on. And to use the sentence “What color are they?” The difficult point is to use these words and sentence to communicate with others appropriately.
V. The analysis of teaching methods
To help students achieve the teaching aims much easier, I will use task-based teaching method and multimedia method which can provide students more chances to take part in the class. As for students, I will lead students to study by themselves and learn to communicate with others, so their listening and speaking skills can be trained and they will be the host of the class.
VI. The analysis of teaching aids
I will mainly adopt pictures and tape recorder as teaching aids to help students learn better.
VII. The analysis of teaching Procedure
Now let’s come to the most important part, the analysis of teaching procedures. It includes five parts. Warming-up, pre-listening, while-listening, post-listening, summary and homework.
The first step is warming-up. I will let students chant with me to review the words about colors. ‘Green, green, yellow, yellow, blue, blue, white white’ It can arouse students’ interest in this lesson. It’s good for me to start the next stage.
The second step is pre-listening. I will set a situation for students and take them to the shop. Here I will show some pictures to present the new words and write them down on the blackboard. Then I will design a game. I say one word and students point it on the book quickly. It can help students practice the new words and master them easily.
The next step is while-listening. Here I will play the tape for three times. The first time, I will ask students to answer the question” What can’t the little girl find?” Then I will ask some students to answer. For the second time, Students should answer the question “when we want to ask something’s color, what sentence should we use?” For the third time, students should read after the tape loudly. With the tasks, students can listen more carefully, and their listening and speaking skills can be trained.
Next, it’s the post-reading. In this process, I will encourage students to work in pairs to make a role-play with other new words in 3 minutes.Then invite some students to act it out, which can help students practice the main structures and use them correctly and appropriately. Then I will set a situation for students. I will tell them a good news. We are going on a trip tomorrow and I don’t known what to wear. Then ask students to choose their own clothes on the book and color them. When they finish the task, I will say” Let me think! Oh, I want to wear my yellow dress” to guide students show their ideas in front of the class. This activity can guide students to use the new knowledge to communicate with others in the daily life.
In the whole lesson, I will encourage students to open their mouth so that they can have more confidence in speaking English.
The last step is summary and homework. I will make a summary together with students. After the class, make students to use the sentences to ask their friends what clothes they want to wear for the trip. And what color are they?
VIII. The analysis of blackboard design
The last part is my blackboard design. These are the new words/phrases and key patterns. It’s very clear for students. Here are the pictures which can help students to master the knowledge better and .make them enjoy the class.
That’s all for my presentation. Thank you.
小學英語說課稿《Unit 5 My clothes》 2
一、教學目標：
1、能夠在本單元設計的情景下聽懂并說出有關衣服的單詞。
2、能夠用顏色形容一幅并能出不表達同伴穿了什么顏色的衣服。
3、能夠表達自己有什么衣服以及自己喜歡的衣服。
4、能夠聽懂“穿”“脫”衣服的英文表達，并了解“穿”“脫”衣服的順序.
二、教學重難點：
1、能夠在本單元設計的'情景下聽懂并說出有關衣服的單詞。
2、能夠用顏色形容一幅并能出不表達同伴穿了什么顏色的衣服。
3、能夠聽懂“穿”“脫”衣服的英文表達
三、教學準備：
教學掛圖、教學磁帶、錄音機、衣服
四、教學過程：
A. Greetings.
B. 利用圖片和實物復習本單元單詞。
C. 設置情景，用形體動作導入新內容的學習。
教師將太陽和鐘表圖片貼在黑板上，便做穿衣動作邊說：It’s 6:30 in the morning. What an I doing? 學生做出反應后，教師接著說：I’ m putting on my shirt. I put on my shirt every morning. 然后出示月亮和鐘表圖片，用同樣的辦法導入 take off的學習。
D. 在學生理解了新內容的含義后，教師應及時通過TPR活動幫助學生分辨和記憶put on和take off。
E. 播放錄音，學生學唱歌曲。
教師播放錄音并作示范動作，以幫助學生理解歌曲內容。學生聽歌曲，并跟教師做動作。播放錄音并按節奏說歌詞，數遍后讓學生跟唱。
F. pair work.學生以小組為單位，畫簡筆畫人物，給畫的任務穿上衣服，而且要邊做邊說：put on the…
g . 在讓學生進行TPR活動時，可采用由教師發指令逐步過渡到由學生發指令的方法。
H. 借助圖畫和錄音，通過鍵盤學習字母Z, X, C, V, B
I. 學生復習關于衣服的單詞。按照L82的活動方式，唱歌曲或做動作。
J. 教師一組一組地出示衣服圖片，并啟發學生說出先穿（脫）的衣服。
This is a sweater and this is a shirt. Do you put on the shirt first or put on the sweater first?
Put on the shirt, then put on the sweater.
K. 還可以幫助學生用衣服實物演示穿衣服或脫衣服的順序，然后指導學生已group work形式進行練習。
L. 學生畫自己喜歡的衣服，并為所畫人物穿上衣服，運用本單元所學語言。還可以進行小組內比賽，看一看誰畫的衣服最漂亮誰說得最流利。
小學英語說課稿《Unit 5 My clothes》 3
教學目標：
New words: hat, dress, shirt, T-shirt, skirt, coat, scarf…
Sentence patterns: My … has a…
重點難點：
New words: hat, dress, shirt, T-shirt, skirt, coat, scarf…
Sentence patterns: My … has a…
教學準備：
Word cards, picture, tape-recorder
教學過程：
I. Free talk
Ⅱ. Presentation
1. Bring in a doll with the clothes to be taught in the Unit. Alternatively, make a paper loss and cut out clothes to fit it.
2. （ Books closed ） Revise the word doll and then introduce the clothes one by one saying My doll has a … Write the names of the clothes on the board.
3. Pick up the clothes one by one and see if the pupils can tell me the name. Say What’s this? Help the pupils answer It’s a …
4. Ask the pupils, e.g. What colour is the coat? Encourage the pupils to answer, e.g. it’s blue. Reformulate the sentence by saying , e.g. Yes. My doll has a blue coat.
5. Show Transparency and play the Pupil’s Book Cassette. Point to the speech bubbles when the characters speak. Continue to play the cassette and ask the pupils to repeat after the beeps. Do the same with the vocabulary items.
Ⅲ. Practice
1. （ Books open ） Show Transparency. Point to the clothes on the page, asking What’s this? Encourage the pupils to answer it’s a …
2. Read the children’s speech bubbles. Get the pupils to repeat them after me.
3. Put the clothes on the paper doll. Say my doll has a …Ask the pupils to point to the correct word on the page.
4. Ask the pupils What colour is the …？ They answer It’s … Point to the clothes and ask the pupils to make sentences using My doll has a （ colour）
5. Tell the pupils to work in pairs. Encourage them to act the girls on the page and say My doll has a …
IV. Sum up the main point.
1. Copybook 32
2. Workbook 44
3. Write the new words on the notebook.
板書設計：
Unit 9 clothes
words
（picture cards）
Look the pretty clothes.
My doll has a green dress.
小學英語說課稿《Unit 5 My clothes》 4
教學內容：
1.單詞：dress、shirt、sweater、pants、socks、shoes
2.復習句型：What do you like？ I like …并能運用所學單詞進行替 換練習。
教學目標：
1.復習鞏固表述喜歡的句型I like…。及其問句：”What do you like?
2.初步學習表示衣服的單詞dress、shirt、sweater、pants、socks、 shoes
教學重點：
能初步運用衣服的單詞和喜歡的句型進行替換練習。
教學難點：
1.單詞sweater、pants、socks的發音。
2. 運用所學單詞進行替換練習。
教具準備：
單詞卡片、錄音機、實物 （一雙小鞋的鑰匙鏈、一雙襪子、一條紙折的小褲子）
教學過程：
一、Warm-up
拿出幾個單詞卡片，說：“I like hamburger、I like rabbit、 I like my mother”. What do you like？”學生說幾個后，教師繼續說：“I like dress.” 同時出現裙子的卡片。 培養識圖能力
二、Preview
1. 舉起裙子的卡片說：”I like dress.”呈現單詞dress，請生跟讀，提問 單個學生。
2. 同法教授單詞：shirt、sweater（學習單詞sweater時，要變換多種 方式重點練習，直到熟練掌握為止。）
3.復習這3個詞，舉起不同的卡片，先讓全體學生說，再讓單個學 生說出衣服名稱。同時利用What do you like? I like…。的`句型進行替 換練習。（可以用What’s missing?的游戲進行反饋。） 培養模仿朗讀能力
4.教授單詞pants，首先拿出自己事先折好的小褲子，（也可以多折 出幾個來，每拿出一個就問：”What color is this pants?” 將所有的褲子 都問完以后，同時出示所有的褲子問：”How many pants can you see?” 這樣在復習舊知識的基礎上進一步熟悉pants的發音，效果更好。） 導出單詞pants后，全班跟讀，分組讀，個別讀，充分練習。
5.教授單詞shoes，拿出事先準備好的小鞋的鑰匙鏈，導出單詞shoes， 全班跟讀，分組讀，個別讀，充分練習。
6.教授單詞socks，拿出一雙糖果襪，系成一團，提問：”What’s this?” 導出單詞socks，同樣采用多種方式進行練習。同時呈現后3個單詞， 并用What do you like? I like…。的句型進行替換練習。
7. 總結這3個單詞，提問：“這3個單詞有什么相同點呀？”（每個 單詞后面都有s，因為這3個東西每一種都是兩個。） 培養模仿朗讀能力，及觀察、總結能力
三、Games
1.What’s missing?
2.每組代表一個單詞，老師說出哪一個，代表這個單詞的組就要以最快的速度站起來并大聲說出這個單詞。 （看誰反應快）培養學生的記憶能力、反應能力
板書設計：
dress shirt sweater pants socks shoes
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