小學英語全英說課稿

小學英語英文說課稿

小學英語英文說課稿3篇

　　 小學英語英文說課稿 （一）

　　The lesson I am going to talk about is from the teaching material <Primary English For China > Book One ,Unit 8 <Fruit>.the third part that is ud by the kids in Grade One .

　　一、Analysis of the teaching material （說教材）

　　This is a dialogue that happens in the fruit shop .veral ntences surround lling and buying the fruit will be learned .During the first and the cond part in this unit ,the kids have understood simple instructions and act accordingly ,and they can say simple words ,phras or ntences by looking at objects and the pictures .eg: lychee, banana, apple,"What’s this ?It’s an apple."In Unit ven ,we grasped the numbers from one to ten .The main language points in this unit is to make ntences using the fruit and numbers freely and communicate with others in English in the fruit shop. And pay clo attention to the single and plural forms of the nouns .According to the kids’ English level and the corresponding content in the daily life ,I give them some extra extending .To train their ability of communicate with the others in English ,I prepare the following design .

　　Teaching aims （教學目標）

　　1. knowledge and skill aims :（知識技能目標）

　　Review the names of the ten different kinds of fruit and recognize the numbers from one to ten .

　　Understand simple instructions about the numbers and act accordingly.

　　Practice English and communicate with others in the situation.

　　2. Equip them with the emotion ,attitude and value goals :（情感、態度、價值目標）

　　Cultivate the spirit of co-operations in the group work

　　Bring up the good quality of protect and make friends with the animals .

　　Teaching importance :（教學重點）

　　1. Make ntences using the fruit and the numbers . "Six oranges ,plea .’

　　2. Distinguish the difference between the single form and the plural forms of the nouns ."one apple / two apples …"

　　3. The ntences ud when lling and buying the fruit in a fruit shop.

　　Teaching difficulties :（教學難點）

　　1. Distinguish the difference between the single and the plural forms of the nouns .

　　2. Train their ability of communicating with others in English .

　　Teaching aids ;（教具準備）

　　Multimedia , flash cards ,fresh fruit and arrangements and decorations of the fruit shop .

　　Teaching methods :（教學方法）

　　Task objective teaching method .TPR method , performance and games methods .

　　二、Analysis of the learners :（說學習者）

　　We are facing the 5 to 6-year-old little kids who just graduated from the kindergarten ,and they can not tell the difference between kindergarten and the primary school. sometimes they even don’t know how to behave in the class. So ,I think the most important thing for me to do is to attract their interests and make them love English and feel confident in this subject .so ,I will play some interesting games with them ,show them the funny cartoon movie and role the plays in the text or have a competation. we should not only focus on the language point itlf ,but also t up the real circumstance where I can encourage them to express themlves better .What I try my best to do is to arou the kids’ interests and protect their enthusiasm.

　　三、Analysis of the teaching methods （說教法）

　　<New English Lesson Standards> says that during the Foundation Education period ,the total goal for English lesson is to improve the pupils’ ability of comprehensive using language .It promotes task teaching structure .According to the little kids’ physical and psychological characteristics of keeping curios ,active and imitating and showing themlves .I adopt the "task –rearch—construct " teaching methods and organize the class to focus on the importance and solve the difficulties .I give the pupils an open and relaxed circumstance in which they can learn to obrve ,think and discuss .during this procedure ,the pupils’ ability of thinking and using language is developed very well .

　　四、Analysis of the teaching procedures .（說教學過程）

　　1. Warm up .（歌曲熱身）

　　All the class sing English song "Ten little Indian boys " to arou their interests and help them to step into English learning circumstance happily.

　　2. Review the fruit and the numbers tho we learned in the first and the cond part in this unit .（復習數字和水果）

　　A. Watch a funny video . and answer the questions .（learn more fruit and practice more ntence patterns eg: strawberry / watermelon/ pineapple /cherry） ask some questions .

　　What’s this ?

　　What colour is it ?

　　How many bananas are there ?

　　Do you like eating bananas ?

　　What is your favourite fruit ?

　　Encourage them to open their mouth and speak English as much as they can .

　　B. Play guessing game .to review the spelling of the words using the basic pronunciation knowledge .

　　C. Play a game named "up and down ".emphasis on distinguishing the single and plural forms of the nouns .

　　3. Guide the pupils to the main teaching points .（引入新課）To comprehensive u the numbers and the fruit that is a needed in a fruit shop .Ask two volunteers to come to the front and choo the right number cards and stick it beside the right fruit according to the other pupils’ instructions .The quicker one will be the winner .

　　Eg: Six oranges ,plea .

　　4. Time to practice for all the class （全體同學操練）。The pupils choo the right cards they have prepared and put them up above their heads when they hear the teacher’s instructions and give them to the teaching answering loudly: "Here you are .’

　　5. Watch a video （觀看多媒體，了解本課故事情節），understand what’s happening in the story ,（This part is important, reasonable and effective）and guide them to protect and make friends with the animals .

　　Prent the situation of a fruit shop .the teacher will act a shopkeeper and invite a better pupil to be the customer and finish all the buying steps .

　　Shopkeeper : Good morning .

　　Customer : Good morning .

　　Shopkeeper : Can I help you ?

　　Customer : Yes ,six oranges ,plea .

　　Shopkeeper : Here you are .

　　Customer : Thank you very much .

　　Shopkeeper : You are welcome .

　　6. Consolidation and Practice（鞏固和練習）

　　Group work : Divide the class into eight groups and every group will be decorated into a fruit shop, ask one pupil to be the shopkeeper and the other members in this group will be the customers .Encourage them to buy and ll the fruit with what they learned in this part ,I design a real situation that is common in our daily life and the kids will not feel uncomfortable or unfamiliar with it, The teacher will go around the class and supply the help to the unable ones .In such a peace and pleasant situation they like to speak the dialogue they learned to express themlves .They can feel the success and become confident in speaking English .

　　7. Conclusion （總結）

　　The teacher would lead the class to read the ntences on the board and ask some more difficult questions .Maybe the pupils can not understand them clearly ,but it doesn’t matter .we just give the pupils more information about the language and give them the better language circumstances that can help them in the future learning .

　　8. Homework : （家庭作業）

　　Encourage the pupils to design a little fruit shop at home and teach their family the dialogue in the fruit shop .When they practice this , they should take photos and show the other pupils the next day .

　　In this lesson , what I design （not only the prentation of the main teaching points ,but also the activities） attract the pupils interests .They learn and practice while playing . I think it’s really a good lesson of high quality.

　　Black design （ 板書設計）

　　 小學英語英文說課稿 （二）

　　Good morning, teachers. Today I’m very glad to show my teaching plan here. The lesson I’m going to talk about is from lesson 1, unit 1, PEP book 1. Generally, I’ll teach this lesson from the following aspects: teaching material, teaching aims, teaching and learning methods, teaching procedures and blackboard designing.

　　Firstly, let’s look at the teaching material. This unit discuss about the stationery. And this lesson is the first one of this unit. It consists of two parts: Let’s learn and Let’s do. In Let’s learn, it requires Ss to master the new words "pencil, pen, crayon, ruler, erar". Ss have learned some words about stationery. They’re still very interested in that. So they’ll be interested in this new lesson.

　　Secondly, let’s talk about the teaching aims. The New Curriculum Standard points out that the objective of English in the basic educational stage is to develop Ss’ ability of language using. According to that and the teaching material, I’d like to make the following aims:

　　First, knowledge aims: Enable Ss to master the new words "pencil, pen, crayon, ruler, erar" and the structure "I like…".

　　Second, ability aims: Develop Ss’ basic ability of listening and speaking. Enable them to u the structure freely in the real situation.

　　Third, emotion aims: Develop Ss’ consciousness of cooperation and competition.

　　Fourth, learning strategy aims: Enable Ss to pay attention to the obrvation and communication.

　　Fifth, culture aims: Make Ss understand the differences between Chine and English culture.

　　According to the analysis of material and the characteristics of pupils, I think the teaching importance of this lesson is the 5 new words and the new structure. The teaching difficulty is to u the words and the structure freely in the real situation.

　　Thirdly, I’d like to analyze Ss and show you my teaching and learning methods.

　　Grade 3 is the first year to learn English. Ss are very curious about English. They’re active and competitive. Also, they are good at imitating. But, their attention can’t be kept long. So it requires us to u attractive teaching manners to hold Ss’ attention. Bad on the psychoanalysis and Ss’ interests, I mainly u the task-bad approach, which embodies the idea of the New Curriculum Standard and can help Ss keep their passion for English. In order to help Ss finish the task efficiently, I’ve prepared activities such as TPR, chanting, singing, game, etc. I also arrange individual work, pair work and group work for Ss to practice. Besides, prai is very important. When they have a chance to speak, and have done a good job, they can get a star or something like that on their books. It’s very important to keep Ss’ interests.

　　Fourthly, we come to the most important part—the teaching procedures. It can be divided into 5 steps: warm-up, prentation, practice, extension and homework.

　　First, let’s look at step 1 "Warm-up".

　　In this part, I’ll get the Ss to sing a song and do some revision.

　　The purpo of singing a song is to attract Ss’ attention and make a relaxing atmosphere for Ss to concentrate on the English class. The revision aims to help Ss review the words and ntences they have learned before and get them prepared for the new lesson.

　　Step 2 "Prentation".

　　As we know, children are characterized by image thinking. They can understand the content easily with the help of the gestures. After the new words are taught, a small conclusion can help them master better. And chant is a good way to strengthen their memory and make the poor feel confident, as well as their pronunciation and intonation. The chant in this part is like this: A pen, a pencil, I can e. A pen, a pencil, for you and me. And it’s necessary to prent the new words in different ways to avoid boredom and tediousness.

　　Step 3 "Practice".

　　Traditionally, there aren’t many chances offered for Ss to talk in the class. That’s not a proper way to learn English. So I’ll try some activities in my lesson, such as games and role play. Games aim to stimulate Ss’ interests in English and strengthen their memories of what’s been learned before. And also train their consciousness of cooperation and competition. Role play is a good way to improve their ability of language using.

　　Step 4 is Extension.

　　This step is very important and necessary. I mainly put key points and difficulties in this part. Also, I’ll prai Ss’ behavior in this class.

　　It can make Ss know more clearly about what they have learned in this class, and proper complements can help them hold their interests.

　　Step 5 "Homework".

　　（1） Listen and read the new words after class.

　　（2） Finish the exerci book.

　　Ss will forget the new lesn soon if they don’t practice. It’s necessary to give some proper assignment. And it’s also an important feedback.

　　Fifthly, I’ll show you my blackboard designing. I divide the whole class into 4 groups. Each group can get a star when any one of them does a good job. And that’s a competition that can keep their attention. （Write the new words and the structure on the board.）

　　 小學英語英文說課稿 （三）

　　《My home》是小學英語四年級上冊的第四單元。本單元的教學內容都是圍繞"家"這一學生喜聞樂見的主題展開的。本節課是第四單元的第一課時，教學內容是要學習有關房間的'五個單詞及進行簡單的對家的介紹，本課時是本單元的重點，所以首先應讓學生掌握各個房間的名稱，再通過Let’s do等TPR活動進行鞏固操練，本節課掌握的好壞程度，直接會影響到本單元后階段有關"描述和詢問東西在哪里"的對話和故事的掌握，因此在本單元教學中具有舉足輕重的地位。

　　Theaching goal:

　　1.能夠聽、說、認讀五個有關房間的單詞 study, kitchen, bedroom, bathroom, living room.

　　2.能夠用This is my home. You can e a living room…句型簡單介紹房子。

　　3.能夠聽懂"Let’s do"的指令，并做出相應的動作。

　　4. 培養學生對家的熱愛，提高學生的口語表達能力和交際能力。

　　Theaching key:

　　熟練認讀有關房間的五個單詞。

　　Theaching difficulty:單詞bathroom, living room,的正確發音。

　　Theaching aid: Cards Tape recorder CAI

　　Theaching method: TPR Pairwork Groupwork

　　Theaching steps

　　Step 1 Warm-up

　　1. Good morning. Boys and girls. How are you? Nice to meet you.

　　2.Let’s sing《In the Classroom》，OK?

　　Step 2 Preview

　　1.Show the CAI（door ,window） What’s this? This is my home, there are many room are there? Do you visit my home? Now, let’s study Unit4 《My Home》。

　　Step 3 Prentation

　　1.（Show the CAI）。 This is my home, you can e a bedroom, a living room, a study ,a kitchen and a bathroom

　　2.Look ,what’s this?（客廳） There are five words on the blackboard, listen to me and guess, which word is "living room"?Teach"living room". There is a TV in the living room. What can you do in the living room? Teach"watch TV".Chant "living room,living room , watch TV."

　　3.（Show the CAI）。 .Look ,what’s this?（書房） Listen to me and guess, which word is "study"?Teach"study". There are many books in the study. What can you do in the study? Teach"read a book".Chant "study,study, read a book".

　　4.（Show the CAI）。 .Look ,what’s this?（廚房） Listen to me and guess, Which word is "kitchen"?Teach"kitchen". What can you do in the study? Teach"have a snack".Chant "kitchen ,kitchen,have a snack".

　　5.（Show the CAI）。 .Look ,what’s this?（bathroom） Listen to me and guess, which word is "bathroom"?Teach"bathroom". What can you do in the bathroom? Teach"take a shower".Chant "bathroom ,bathroom ,take a shower".

　　6.（Show the CAI）。 .Look ,what’s this?（bed ） What’s this? （room） What’s this? （bedroom）Teach"bedroom". There is a bed in the bedroom. What can you do in the bedroom? Teach"have a sleep".Chant "bedroom bedroom, have a sleep"

　　7.Listen to the tape and read after the tape.

　　8.Let’s do.

　　Show the "Go to the ", put the "living room, study , kitchen, bathroom, bedroom" on, then T act "Go to the living room, watch TV. Go to the study, read a book. Go to the kitchen,have a snack. Go to the bathroom ,take a shower. Go to the bedroom, have a sleep".

　　Now let’s do, ok? Follow me.

　　Step 4 Practice

　　Now, this group is team one, this group is team two. Let’s go,ok?

　　1.炸地雷： Let’s play a game, Ok? Who can read? Read together.

　　2.Clo your eyes, what’s missing? Guess, then tell us.

　　3.Now,look at the screen, Guess, what’s this? （Show the CAI ） The student guess.

　　4.look, this is my home,you can e a bedroom, a living room, a study ,a kitchen and a bathroom.

　　Who can do like me ? Tell us what’s your room like?

　　The students look and say.

　　Homework:

　　1.Tell your home to your friend.2. Prepare the"Lets talk."

　　五、Blackblard design:

　　Unit4 My Home

　　living room watch TV

　　study read a book

　　kitchen have a snack

　　bathroom take a shower

　　bedroom have a sleep

;

小學英語說課稿英文版

小學英語說課稿模板英文版

　　說課稿是為進行說課準備的文稿，它不同于教案，教案只說“怎樣教”，說課稿則重點說清“為什么要這樣教”。下面是我整理的小學英語說課稿模板英文版，歡迎大家閱讀參考！

　　小學英語說課稿模板英文版1

　　First class; teaching suggestion

　　1 teaching material analysis

　　The Lets talk part of the textbook is a situational conversation where students learn to ask questions and answer questions about where they are, Wheres, Its, in / on / under, and can be ud naturally in actual situations.The Lets practi ction is part of the Lets talk part of the game, which provides students with an opportunity to actually u the language.In the two part of knowledge and practice, you can listen, say, and recognize the following words: car, plane, desk, chair, bag, in, on, under.

　　2 teaching suggestions

　　This class is mainly through situational dialogue, so that students learn to ask questions and answer the location of the ntence, so that students understand in a certain situation, will say and understand the ntence Wheres.... Its in / on / under...The teacher asks the students to prepare the stationery class words before class. When they teach the new ntences, they can u the game "hide and ek" to import ntence patterns Wheres... Its in / on / under...On the basis of understanding the new ntence patterns, u the courware to learn the new dialogue, so as to recognize the words in the class.Finally, once again, through the game, tin and consolidate the content of the Lets talk, the game can be divided into collective and group game game two, and will find stationery extended to find toys or other things around.

　　Second hours teaching suggestion

　　1 teaching material analysis

　　This ssion is divided into two ctions: Lets, learn, and Lets play.The Lets learn ction focus on teaching a few words that reprent transport: bus, bike, jeep, taxi, and a preliminary understanding of the phra "Look out".Lets play is part of the Lets talk part of the first class, to provide students with an opportunity to u language in real life.

　　2 teaching suggestions

　　The main lesson to learn veral express transport words: bus, bike, jeep, taxi, students of the words have a preliminary understanding, learning again, teachers should design easy to mobilize the students' interest and enthusiasm for learning activities.In the introduction of new class, the introduction of new lessons with simple strokes, but also the u of real toys to allow students to perceive, to attract students with colorful pictures, with familiar voices to mobilize students.Then u animation courware to prent new knowledge.In the training ssion, the teacher may design the interesting activity, lets the student consolidate in the play, moves.

　　Third hours teaching suggestion

　　1 teaching material analysis

　　This ssion includes two ctions: Lets, say and Lets do.The Lets say part is to train students to listen, say, read and write letters Uu, Vv, Ww, and to make the students understand and speak the letters at the beginning of the word "umbrella", "under", "vest", "Violin", "window", "wind".The Lets do ction reviews and consolidates the letter "A-W" through rhythmic, rhythmic instructions.And preliminary understanding of the list of action words show, point, type, colour, say, but also for students to provide a basis for language learning.A-T is the teaching content of this book Unit 1 through Unit 4.

　　2 teaching methods

　　When teaching letters and words, the teacher us letters, words and actions to prent letters and words at the same time, so that students can learn on the basis of understanding the meaning of words.Such as: umbrella, vest, window, can be explained in kind; violin, wind explained by action.(according to students or teachers change the situation) understand the meaning of words, help to express words, more skilled reading words, and then learn letters, to master pronunciation, master letters shape.

　　[Topic] Unit, Five, Where, is, my, ruler?

　　[emphasis on teaching] everyday expressions Where 's...And its' It 's in / on / under....

　　[teaching difficulties] ntences: Where, is, my, car, In, the, toy, box, understanding

　　[teaching aid preparation]

　　1 the teacher prepares the tapes for teaching materials.

　　2 teachers prepare Let s talk part of the courware.

　　3 teachers and students are ready for pen, pencil, ruler, erar, bag and other stationery and car, toy, box, ball, plane, doll and other toys.

　　4 teachers prepare cards and pictures of the words they learn.

　　5 students prepare white paper and watercolor pen, ready to draw.

　　6 students prepare patches for the group.

　　[teaching process]

　　1 warm up and review (Warm-up/Revision)

　　(1) students practice everyday expressions.

　　(2) games Show, me, the...

　　Teachers or students say words such as "pencil", and teachers and students say Show, me, the, pencils., teachers and students put up pencils.In this way, practice other stationery words in the same way.Teachers and students play games together to improve game effectiveness and communication between teachers and students.

　　(3) the teacher plays the recordings of book Unit, 2, B, part Let, s, chant, and the students listen and clap and chant rhythmically.

　　小學英語說課稿模板英文版2

　　1. content of teaching materials

　　This ction focus on festivals and focus on how people usually spend their holidays.This class requires students to master the National, Day, Halloween, Christmas, Spring, Festival and What do people usually do at of...I?...And free to talk about how to spend the holidays.In this class, did leads to general questions and answers as well as new ones.Becau the past ten of the be verb has appeared in the first third units, it is easier for the students to master it when they are studying.

　　2. status of teaching materials

　　The lected cour in this class is English 6A Unit 6 in Oxford primary school.The teaching of this unit revolves around festivals.In this ction of the festival, students have the knowledge of the previous third units foreshadowing, relatively easy to depth and expansion.This arrangement reflects not only the progressive meaning of teaching materials, but also the students' knowledge level and cognitive level.On how people spend their holidays, especially in Western festivals,.Students are required to collect information in time after class.In the actual teaching, this class us the old topic, first teaches the new ntence pattern, and us the ntence pattern to lead the new knowledge way to unfold, this is advantageous for the student to accept and grasp, also has manifested the teaching content the continuity.

　　Say target:

　　1. teaching objectives

　　The new curriculum emphasizes the organic combination of knowledge and skills, process and method, emotion, attitude and values, and in the light of this understanding, I t the following teaching objectives: three.

　　[Objective] to students' cognitive spoken phras and words: visit relatives and friends, go to parties, dress up in costumes, ware masks, make pumping lanterns, eat lots of delicious food, National Day, Christmas, Halloween, Spring, Festival, favourite; can u When's s...What, do, people, usually, do, at...Did you?....last...Yes, I, did./, No, I, didn, T. and so on.

　　Ability to communicate in English on holidays, and some students can introduce the festival in English fluently.

　　[Objective] through activities and games, students are interested in learning English. Students are encouraged and willing to talk and participate actively in communication.And let students cultivate their n of cooperation and competition in the process of learning.

　　2. teaching difficulties

　　The focus of teaching is to let students master the phra, can u phras to communicate, the ability of students to u the phra to describe the preliminary exerci Festival; difficulty is to enable students to understand the temporal changes in richness and realize the u of different phras to create language.

　　Doctrine of teaching:

　　1. teaching method design

　　According to the characteristics of this English class itlf and the sixth grade students' interest, I through the design of a specific image of the scene, the old with the new, continuous rolling knowledge, in order to disper the difficulty of teaching, let students perceive and understand.At the same time, the creation of a number of tasks, from words to phras to ntence to dialogue to pieces, make students practice and meaningful practice in multi exchange between teachers and students in learning, give full play to their enthusiasm, cultivate their ability to learn to u.

　　2. learning method guidance

　　To guide students through the method of comparison, obrvation and speculation gradually new language project function, let the students in practice to realize multi-level learning English "u" the necessity, to encourage students to think actively, bold attempt.

　　3. teaching means

　　According to the teaching content, teaching objectives, students' age characteristics and psychological characteristics, in order to better stimulate students' interest in learning, so as to actively participate in learning.Multimedia courware, pictures and other teaching aids teaching, the abstract ntence in a vivid scene, the game, not only make the learning process more relaxed, can special ca.

　　Say process:

　　1. warm up (Warm up)

　　(1) announce the way of study in this lesson: group competition.The ats are divided into four teams, each of which is bad on the class performance of each student. At the end of the class, WINNER is added.Then, begin "one ntence for each class". The ntences taught in this class are "Lite is long if you know how to u it.""

　　[design intention] the announcement of the study style made the students full of interest in the lesson and aroud their fighting spirit and desire for the group's performance."One ntence for each class" is an esntial part of every class I started in grade six.This ction mainly teaches students some clever words and phras.The ntences not only enrich students' vocabulary, improve their expression ability, but also enable them to learn idiomatic expressions in english.So as to create a good atmosphere for learning english.

　　2. take the old with the new [lead in]

　　Provide topic Birthday, free communication between teachers and students, and then u the "How do you your birthday spend" to draw the new ntence pattern of this lesson "What do you on your birthday do", and then import "Did you"..."Last birthday?" and answer.Then u the Colour topic to elicit the ntence pattern My favourite....

　　[design intention] to get rid of new knowledge through old knowledge is one of my frequently ud teaching methods.With new students, students can master the ntence patterns more easily.At the same time, combine the new ntences with the old ones.It helps to cultivate students' open thinking ability.

;

小學英語全英文說課稿

小學英語全英文說課稿模板

　　全英文的說課稿大家會寫了嗎，怎么寫的呢，下面一起去看看我為你整理的小學英語全英文說課稿模板吧！

　　Background of English teaching in primary school: It is not a long history that English is as a subject in primary school in our country and the main instructional aims of teaching English in primary school is to cultivate pupils’ basic abilities of their listening and speaking and their good n of the English language. Our boys and girls are expod to English for the first time, so it is very important to develop their keen interest in English. I. Contents:

　　Today I’m going to talk about Part B of Unit 2, PEP Primary English, Book 3. This lesson includes two parts: Let’s talk and let’s practice. In ction 1, it mainly deals with the dialogue about “What’s in the schoolbag?” and the answers. And in ction 2, it provides a real situation for the Ss to prasti the pattern: How many +n.(pl.)+ do you have? And the answer: I have 23 +n.(pl.)

　　II. Teaching aims

　　1. Aims on the knowledge

　　(1) To enable the Ss to understand and speak: “My schoolbag is heavy. What’s in it? Thank you sooooooo much.” Make sure that Ss can u the ntences in real situations.

　　(2) To help Ss to finish the survey.

　　(3) Let Ss finish the asssment of “Let’s check” in this unit.

　　2. Aims on the abilities

　　(1) To develop Ss’ abilities of listening and speaking.

　　(2) To train the Ss’ ability of working in groups.

　　(3) To foster Ss’ abilities of communication and their innovation.

　　3. Aims on the emotion

　　(1)To foster Ss’ consciousness of good co-operation and proper competition.

　　(2) To lead Ss to show their loveliness to the poor.

　　III. Key-points of this lesson

　　(1) To help Ss ask and answer the question: What’s in it?

　　(2) To enable Ss to study in groups and co-operate skillfully.

　　(3) To develop Ss’ interest in English.

　　IV. Difficult points

　　(1) To help the Ss ask and answer the question “What’s in it?” and make sure they can u the plural nouns correctly.

　　(2) To finish the survey by themlves.

　　V. Teaching methods

　　As we all know: the main instructional aims of learning English in primary school is to cultivate pupils’ basic abilities of listening and speaking and their good n of the English language. So in this lesson I’ll mainly u “Task-bad” teaching method. That is to say, I will let the Ss learn in real situations, finish a task by making a survey to help the Ss to get a better understanding of the key structure of the dialogue. I will arrange four kinds of activities: singing, guessing game, finishing a survey and having a competition. And in this lesson a recorder, CAI, school things and a printed form will be needed. Students should prepare some school things.

　　VI. Teaching procedures and purpos of my designing.

　　I’ll finish this lesson in five steps.

　　Step 1. Warm-up and preview

　　1. Free talk between T and Ss about things in the classroom.

　　2. Sing the song together: Books and pencils.

　　3. Do some TPR, for example: Show me your English book. Show me your crayon.

　　4. Review the numbers by asking: “How many crayons do you have?”

　　Purpo: It is important to form a better English learning surrounding for the Ss by singing and doing some total physical respon and at the same time it provides situations to review learned knowledge for the next step.

　　Step 2. Prentation

　　Now I’ll mainly talk about this step.

　　1. Prent the pattern: “My schoolbag is heavy.” “What’s in it?.”

　　(1) Show a bag and say: “Look! I have a bag.” Carry it and say: “Oh, it is heavy. My schoolbag is heavy.” Help the Ss understand the meaning with the help of my body language. Then lead the Ss to read the ntence. Make sure they can say it correctly.

　　(2) T: My schoolbag is heavy.

　　Open the bag and say: “What’s in it? What’s in my schoolbag?”

　　Take out a Chine book. Then do the action again. Let the Ss read the ntence.

　　2. Play a guessing game. Divide the whole class into four groups to have a competition.

　　Let them guess: What’s in the bag? How many? Purpo: To prent the key structures one by one is much easier for the Ss to learn and grasp the meanings. Proper competition can arou the Ss’ interest in English learning.

　　3. With the help of the CAI to prent the dialogue. Set a situation to help Ss understand: Two Ss are coming. One girl is carrying a heavy bag on her back. They are talking.

　　Girl: My schoolbag is heavy.

　　Boy: What’s in it?

　　Girl: 20 story-books, 32 pencil, 9 rulers, 12 crayons and 30 picture-books. Etc.

　　Boy: What will you do?

　　Girl: They are for the poor.

　　Boy: Great! I’ll bring some school things too.

　　The boy comes back home and puts a lot of things into the bag. Then he goes to school again and gives them to a teacher. While he is taking them out, he is counting the numbers of all things. The teacher says: Thank you soooooooo much.

　　4. Mention that we should take care of the poor.

　　5. Play the castte. Let the Ss listen and imitate the dialogue.

　　Pay attention to their pronunciation and intonation. Purpo: CAI can provide a real situation for the Ss to understand the dialogue and the relationships between people better. Tell the Ss we should show our loveliness to the Ss.

　　Step 3. Practice

　　Divide Ss into groups of six children. Each one would finish the printed form by asking and answering: How many storybooks do you have? Find out which group finishes faster. Story books picture-books sharpeners crayons pencils erars pencil-cas rulers Chen Jie 8 24 3 32 26 4 1 3 Purpo: Task-bad teaching method is ud here to develop Ss’ ability of communication and also their ability of co-operation will be well trained.

　　Step 4. Asssment

　　Help Ss finish “Let’s check” of this unit and workbook.

　　Purpo: To check the knowledge Ss have learned in this period.

　　Step 5. Add-activity

　　1. Let Ss tell each other how many school things they have after class. Tell their parents how many school things they have at home.

　　2. Take care of everything they have.

　　Purpo: Revision is so important that Ss should speak English as much as they as in class or after class. It is necessary for the Ss to do some extensive exercis after class to consolidate the knowledge they learned.

;

小學優秀英語說課稿

小學優秀英語說課稿

　　“說課”是教學改革中涌現出來新生事物，是進行教學研究、教學交流和教學探討一種新教學研究形式，也是集體備課進一步發展，而【說課稿】則是為進行說課準備文稿，它不同于教案，教案只說“怎樣教”，說課稿則重點說清“為什么要這樣教”。下面是我整理的小學優秀英語說課稿，希望對你有所幫助！

　　 一、說教材

　　1、教學內容

　　基于學情： 作為五年級上冊學生對英語閱讀課并不陌生，也掌握一定詞、句、段、章知識積累和閱讀能力。但作為閱讀初學者，教師應側重于具有針對性閱讀方法指導、閱讀能力培養、語用意識提高。

　　基于教材：本教材是人教（新版）內容，學生之前對What’s your (his her) name? Who’s he? This is my father. He is a doctor.內容都有涉及，但僅限于單句問答。因此，語言知識整合，綜合運用這些單句來進行語言交際是本節課關鍵。

　　基于單元：本單元涉及是關于職業內容，主要涉及知識內容有This is my father, he is a teacher.自我介紹；What’s he? He is a doctor職業問答；Who’s he ?He is my uncle人稱問答。能力要求有人稱代詞熟練使用，以及能熟練介紹關于輩分、職業、愿望自我介紹。

　　基于本課：作為第一課時，從文本材料要求just speak提示來看，應該是整體理解和把握閱讀文本，將支離破碎知識點進行整合，開展閱讀，從而達到語用。所以對輩分、職業等知識展開和具體學習會在之后課時中進行。所以教師在本節課中側重對閱讀能力培養。

　　基于以上四點，我設計理念是授之以魚不如授之以漁。因此不僅提高給學生知識性指導，更注重培養學生朗讀文本、閱讀文本、領會文本語篇意識和運用文本語用能力。

　　2、教學目標

　　基礎教育階段英語課程任務是激發和培養學生學習英語興趣，使學生樹立自信心，養成良好學習習慣和形成有效學習策略。我將教學目標確定為：

　　（1）知識目標：

　　A. 能夠聽、說、讀、用句型：This is my mother . She is a tailor.

　　B．能夠聽、說、讀定語短語和介詞搭配：

　　in Class Two, Grade Five. On the left. On the right in the middle.

　　C．能夠正確意會、朗讀Here’s a picture of my family. We look like each other. We’re twin brothers

　　（2）能力目標：

　　A．聽： 能學會正確、仔細聆聽文本、教師、同伴回答，模仿并糾錯。

　　能聽懂、交流What’s your name? What’s he? Who’s she?相關信息

　　B．說：能學會大膽說、大聲說、大方說。

　　能在實際中學會簡單介紹自己和家人年齡、輩分、職業等。

　　C．讀：能認真模仿、正確朗讀文本材料，掌握一定朗讀技巧。

　　能正確朗讀本節課文本材料，配上語氣、語調、態勢語等。

　　D．寫：模仿范文，開展初步寫作。書寫清楚，字跡工整。

　　能根據教師提供書寫范本，進行獨立寫作訓練。

　　（3）情感、策略、文化等有關目標：

　　A．情感目標：注重培養愛家、愛家人家庭意識。

　　B．策略目標：認知策略 、閱讀策略、交際策略 、語用策略

　　3、教學重點

　　能夠聽、說、讀、用句型：This is my mother . She is a tailor.并在交際中加以替換。

　　4、教學難點

　　A.能夠聽、說、讀定語短語和介詞搭配： in Class Two, Grade Five. On the left. On the right in the middle.

　　B. 能夠正確意會、朗讀Here’s a picture of my family. We look like each other. We’re twin brothers

　　 二、說教法

　　《新課程》要求教師從學生學習興趣、生活經驗和認知水平出發，倡導體驗、實踐、參與、合作與交流學習方式和任務型教學途徑，發展學生綜合語言運用能力。教師是教法執行者，但無論教法如何新穎、獨特，都應該考慮學生興趣、學情、能力、差異等方面，以生為本。

　　1、任務型教學法：學生通過為Lin找家人、為Tom找家人、圈劃判斷、仿寫等任務完成來達到層次遞進學習目。

　　2、情境教學法：創設為Lin找自己家人、參觀Tom家、介紹自己家一系列以家為主真實情境，到最后愛家情感抒發，水到渠成。

　　3、交際教學法：學生之間、師生之間無時無處不體現交際教學法。

　　4、多媒體輔助教學法：利用多媒體直觀教學來輔助教學。

　　5、活動探究法：以學生為主體，以活動為載體，在系列活動中，培養學生獨立自學能力、思維能力、活動組織能力、自我探究能力。

　　6、合作學習法：組織學生進行小組討論，促使學生在學習中自我發現問題和解決問題，培養學生團結協作精神。

　　7、分層教學法：不同學情、不同程度學生設計不同問題，提出不同要求，完成不同作業。對不同層次學生提出不同程度要求和目標。

　　教法原則：全體學生為主體、有效活動為載體（達到學生綜合能力培養為目標）

　　 三、說學法

　　《新課標》指出教學主要目是使學生掌握一定英語基礎知識和聽、說、讀、寫技能，使語言學習過程成為學生形成積極情感態度、主動思維和大膽實踐、提高跨文化意識和形成自主學習能力過程。教師教法以培養學生學法為主，學生學法又要求教師及時調整教法。

　　1、自主探究法：在自己語言基礎上進行積極主動思考，從而養成自主學習能力。

　　2、旁知學習法：通過觀察教師、模仿同伴、跟讀錄音等借助一些學習資源進行學習。

　　3、分析歸納法：將自主學習和旁知學習內容進行加工、整合，形成自己知識體系和學習方式。

　　4、合作學習法： 和同伴取長補短、互相幫助、互相學習。

　　學法養成原則：循序漸進、關注細節、恩威并重（達到學生獨立學習能力養成為目標）

　　 四、說教學過程

　　1、教學準備

　　簡筆畫、課件、錄音、作業紙、學生照片

　　2、教學步驟

　　(1)快速熱身，直切主題（教學in Class One, Grade Five）

　　【設計意圖】心理學研究表明學生注意力是細致觀察, 良好記憶, 正確思維重要條件。熱身復習環節應充分吸引學生眼球，讓學生快速投入到本節課英語學習氛圍中。

　　我采用了激情三部曲：第一步：快問快答，知識梳理：What’s your name? What’s his name? What’s her name? Who’s he? Who’s she?為下面學習做好充分準備。第二步：激情激趣，知識整合：在黑板上簡筆畫了一幅Lin畫進行介紹：Her name is Lin. She’s ten. She’s from China. She’s a student in Class One, Grade Five （板書中突出大寫、介詞等細節知識），板書簡單清楚板眼了自我介紹四個內容。第三部：輕松介紹，知識運用：在清晰示范、幽默簡筆畫中學生自我介紹name, age, nationality, job，在輕松自然中復習舊知同時，學習了新知in Class One, Grade Five，可謂一舉兩得。

　　（2）情境創設，呈現操練

　　【設計意圖】所謂：“知之者不如好之者，好之者不如樂之者”，可見興趣是學習原動力。激發興趣，自然從學生真實生活出發，創設他們喜歡熟悉情境，并能在任務型驅動下大膽探究、主動學習。具體設計如下：

　　A、任務之一：為Lin 找爸媽：（教學Here’s a picture of my family）

　　【設計意圖】以任務型教學方式，激發孩子好奇心，在完成任務過程中自然習得語言。

　　（簡筆畫中補充lin 眼淚）Lin can’t find her father and mother. Can you help her? Who’s her father and mother?出示三張不同照片，展示出三個不同短語：Here is a picture of black family. Here is a picture of white family. Here is a picture of yellow family.在為Lin找爸媽任務中，不同家庭照片出示，自然引出了Here’s a picture of my family。孩子們在觀察和說過程中表達Here is Lin’s father and mother.

　　B．任務之二：描述lin’s family(教學This is my mother. She is a teacher. on the left ight in the middle)

　　【設計意圖】繼續開展任務型教學，幫助Lin找到了家人之后，請為她介紹一下她家人。在此環節中包含有重點句型學習、難點內容突破、語音問題初探。使活動具有有效性、實效性、多功能性。

　　（簡筆畫中Lin又恢復了笑臉）Lin’s happy. Lin has a happy family, She loves her family.

　　（出示照片）教師引導：Who’s she ? ——This is my mother

　　What’s she ? She can teach——She is a teacher.

　　Where’s she? ——She is on the left

　　同此，請學生來說出This is my mother. She is a teacher . She is on the left.

　　This is me. I’m a student in Class One, Grade Five. I’m in the middle.

　　This is my father. He is a doctor. He is on the right.

　　開展自主探究式學習，鞏固語音：egg——leg——left——on the left

　　night——light——right——on the right

　　miss——mid——middle——in the middle（提示in on）

　　出示課題：I Love My Family.

　　（3）直擊語篇、閱讀指導

　　A、讀前鋪墊、總體把握：教學twin, Here’s a picture of my family. We look like each other.

　　【設計意圖】通常自己在教學中會布置讀前預習作業。本節課通過讀前默讀、朗讀、記標記等方式閱讀指導，讓學生在和老師共同閱讀之前自己自主學習，尋找關鍵點，總體把握文本。既而培養學生獨立閱讀能力，本環節屬于范讀環節。

　　a.默讀畫圈：根據Lin幸福家庭，自然引出了Tom幸福家庭。要求學生默讀短文，并劃出Tom’s family member. 并回答How many people are the in there in Tom’s family?

　　b.朗讀劃線： What’s Tom’s father? This is my father. He is a teacher.

　　What’s Tom’s mother? This is my mother. She is a tailor.

　　教師指導：She can make the clothes. She is a tailor.（教讀單詞）

　　B、讀中指導、環環相扣

　　【設計意圖】讀中指導應該是對文本深挖細掘，在教師指導下，開展有針對性、具體化、目標性閱讀指導，不僅讓學生掌握一定閱讀技巧，也是對文本細化過程。讀中環節是閱讀最重要部分，屬于精讀環節。

　　a.聽力回答：listen and answer the question（作業紙）

　　My name is Tom. I’m ten. I’m a student in Class Two, Grade Five.

　　Her name is Mary. She’s nine. She is a student in Class One , Grade Three.

　　b.閱讀回答： Who’s the boy on the right?

　　He’s my twin brother. We look like each other.（引導意會）

　　c.聽力模仿：聽過程中，教師引導學生用紅筆記錄朗讀符號，并模仿。

　　d.合作學習：pair work（同桌互相學習，以此互相幫助和糾正朗讀中存在問題）

　　C、讀后操練、加強鞏固

　　【設計意圖】在對文本范讀和精讀之后，對文本材料表面意思有了一定認識和理解。讀后環節是文本材料升華，是對文本再理解、再梳理、再學習環節。

　　a.根據課文判斷

　　1. This is Tom’s father. He is from China. ( )

　　2. This is Tom’s mother. She is a tailor. ( )

　　3. Tom and Mary are twins. ( )

　　4. Tom has a happy family. ( )

　　b.齊讀短文，注意模仿語氣、語調，關注朗讀技巧。

　　C. talk about Tom’s family. Tom has a family.

　　（4）、學以致用，鞏固拓展

　　【設計意圖】任何語言學習歸根結底都是語言運用，也就是學生語用能力養成。在對文本材料學習之后，會讓學生進行一定仿寫，這符合《新課標》二級要求：即五年級學生應開展初步寫作。自己在教學中每個單元也會讓學生進行主題寫作。寫作方式為模仿寫作，寫作層次是先口頭、再填空式書寫、最后家庭作業中發散性寫作。

　　A、口頭模仿：拿出照片，進行小組合作group work。

　　Tom has a happy family. He loves his family. Do you love your family?

　　: I Love My Family.

　　Here is a picture of my family. My name is . I’m . I’m a student of Class Grade .This is my . He is a . This is my She is . I have a family. We love each other.

　　B、書面練筆：通過口頭模仿基礎，在范文指導下開展書面小練筆（作業紙）

　　C、情感滲透：無論家庭貧富、父母如何，應該愛自己父母、愛自己家人、愛自己家情感目標應該是滲透到教學每一部分中。

　　（5）個性作業，自主學習。（作業紙）

　　【設計意圖】作業設計面向全體同學，對全體學生提出該年段、學段基礎性要求。同時注重學生個體差異，以此激發學生學習興趣和培養學生自主學習能力。因此，針對五年級學生素質差異，我進行了分層訓練，這樣做既可以使全體學生掌握基礎知識，又可以使學有余力學生有所提高。

　　Homework: Choo As I Like.

　　A、(必做)Listen, imitate and read. 聽讀短文，并大聲模仿，直至流利朗讀。

　　B、(必做) Write your own composition, u the picture of your family.

　　參考文本，完成作文，并貼上照片。

　　C、（選做）Write Mike’s composition, u the picture of his family.

　　根據文本，請為我朋友寫上他家庭介紹，附上照片。

　　作業設計宗旨：

　　a.面向全體：基礎性知識作業要做到人人會、人人做要求。

　　b.自主選擇：不同學生可以選做不同作業，一定程度上發展各個層次學生。

　　c.檢查評價：作業有做有批有訂正，這樣作業才真正達到復習和鞏固效果。

　　（6）板書設計

　　【設計意圖】板書應將本節課重點、難點一目了然地展示在黑板上。板書應該是一節課知識集錦、要點精華，我板書設計注重直觀、系統、清晰、完整、美觀。

　　I Love My Family

　　Lin China This is my father. He is a teacher.

　　Ten a student This is my mother. She is a tailor.

　　in Class One, Grade Five

　　 五、說反思和評價

　　1、說反思：反思本節課教學設計和教學步驟，教法上，教師思路清晰，會讓學生能很直接從Lin家庭聯系到Tom家庭，既而到自己家庭；教學知識條理性比較清晰，在眾多內容中進行一定主次處理，會讓學生對重點和難度一目了然；教師指導到位，會讓學生在明確示范中做到全面發展。學法上，教師注重學生聽、說、讀、寫等各個能力學法指導。對學優生寫作跟進、學困生個別指導要在課后加強。

　　2、說評價：課堂教學評價是為促進學生學習和教師教學而實施。根據高段學生年齡、心理特征，有效課堂教學評價最重要不是表象上幾句表揚語，而是讓學生體驗到英語學習成功，感受成就感。教師評價也不能簡單good帶過。評價要及時性；評價要具體性；評價要建設性；評價要實效性。總之，教師鼓勵評價讓學生更有信心，教師建議評價讓學生更有針對性，讓教學應評價而更完美。

　　本節課我始終將學生作為課堂主人，學習主體。教師教學應該是培養學生獨立行走、開口說話過程。教師要鼓勵學生在學習中樂于參與、積極合作、主動請教，提高學生語篇意識，增強學生語用能力。今天五個說課部分希望像今天四季背景圖一樣，每個步驟都像每個季節一樣有著不同景色。謝謝各位評委老師耐心聆聽，也期待你們悉心指導。

;

小學英語全英文說課稿

Good morning, everyone!
Today, I’ll 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 stress on the emotion of the Ss, creates a well beginning for the Ss. This Unit has 7 parts, we’ll learn Part A mainly, it embodies the repeating characterize. Review the learned language points “Where’s…”and the new language points will be reprented in the following units. So this unit forms connecting links with a special meaning in this book.
The content of this period is to u “Where’s\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 cond one: students can listen, read, say and write the following daily expressions: What’s for breakfast?
Have some juice then.
The third one: students can listen, read, say and write the following ntence patterns: Where’s\Where are the\my…
It’s \They’re…
There’s no …in \on \near…
I think the most difficult point of this period is to make sure the students can u the patterns “Where’s\Where are…and There is no …in\on\near…” in their daily life correctly.
And I will u some pictures, words and ntence cards, a tape recorder and the multi-media computer to help me achieve the aims.
The task-bad method, communicated method, group cooperate method will be ud in this period.
To accomplish the aims, I design the following steps:
Step 1 Songs and the game arours 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, rve 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 prent the ntence pattern “What’s for breakfast?” I first show a clock to elicit the time for breakfast, teach the ntence. 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 ntence pattern: Where’s…? 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…? They’re … Meanwhile stick the ntences on the Bb.
After some practice by asking and answering, I prent the next language points:
There’s no …in\on\near…
Have …then.
And I will stick the ntence patterns on the Bb. Finally I’ll 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 prentation, 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 arou 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 themlves.
Is this the end of the class? I don’t think so. If there is an end, I think it should be in the life. So I extend this class, encourage Ss to u the learned to communicate with each other in their life.
In a word, the whole period is bad 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.
That’s all. Thanks a lot for your attention.

小學英語的說課稿

英語說課稿范例1
各位老師：大家好！
　　讓學生愉快地、充滿自信地走進我的英語課堂，是我最大的愿望，讓學生在我的英語課堂上享受快樂和成功是我孜孜以求的。多年來，我為實現自己的夢想和追求不懈地努力著。今天，借此平臺，希望各位老師指導我的說課，使我更快的成長。
　　我說課的內容是PEP Book 4 Unit 5 B Let’s talk.。主要從教材分析、教學策略、教學程序 、板書設計、教學評價等方面作具體的闡述。
　　下面我先來說第一個板塊——教材分析中的第一環節——說教材
　　本單元的話題是shopping. 購物與我們的生活息息相關，本課的知識點是大部分學生樂于學習和接受的，相信他們對本課的學習充滿期待。
　　第二環節——說教學目標
　　根據《英語課程標準》的教學理念，教材特點以及四年級學生的實際情況，將本課時的教學目標確定如下：
　　[認知目標] 能夠聽、說、認讀本課時的主要句型：A pair of …for… What size？ How much are they？ We’ll take them.
　　[能力目標] 能夠跟錄音朗讀對話，并能分角色進行表演。能夠較好地完成Group work中的調查表格.
　　[情感目標] 通過活動、游戲使學生產生學習英語的興趣；讓學生敢于、樂于開口，積極參與交流。并讓學生在學習的過程中，培養他們的合作意識和競爭意識。
　　在仔細研究教材和分析學生的心理和生理特點的基礎上，我認為本課重點是掌握有關購物的句型：如How about this pair？ Are they nice？ How much are they？ They are　 yuan.等價格的復數表達法。難點是A pair of …for… 中for的含義；What size？ size的發音；We’ll take them. them 的發音以及理解這句話的含義。
　　第二個板塊——說教學策略
　　本課主要采用情景教學和交際功能法以及多媒體計算機輔助課堂教學，充分發揮教師的主導作用和學生的主體作用，利用現代教育技術優化教學過程，通過課件為學生創設更多生動活潑的語言環境，把學生吸引到活動中去，并激發他們主動參與學習的欲望內。努力培養學生的自學能力，把學習的鑰匙交給學生，在傳授知識的同時授以科學的思維方法。不僅要使學生學會，更要使學生學會學，因此，在課堂教學中巧妙運用教學藝術，適當安排自學、小組討論、全班討論、游戲、競賽等活動，鼓勵學生開口就說，提高運用語言的能力，變“講堂”為“學堂”，變“要我學”為“我要學”，從而從根本上打破傳統的課堂教學方法，建構一種新型的現代教育模式，使學生在更輕松更愉快的環境下實現更多的信息交流，真正做到快快樂樂學英語，扎扎實實打基礎，向四十分鐘要質量，向課堂教學要效益的最終目的。
　　第三個板塊——說教學程序
　　遵循人類認識過程的普遍規律和學生認識活動的主要特點，我把教學過程分為以下幾個環節：
　　導入設計、新課呈現、鞏固操練、拓展延伸以及課后作業五個環節。教育家托爾斯泰說過：“成功的教學所必須的不是強制，而是激發學生的興趣，興趣是推動學生學習的強大動力，是學生參與教學活動的基礎，激發學生的興趣是新課導入的關鍵。”“Well begun， half done”良好的開端是成功的一半。
　　第一環節 導入設計分三塊：
　　①唱一唱本單元的歌曲“The coat in the window”（How much is that coat in the window？ ）一首優美的英文歌，全班同學在教師的帶領下，邊拍手邊唱，營造良好的英語氛圍，使學生能自然地進入到一個良好的學習狀態中。
　　②Let’s do Put on your sneakers. Run in the park. Put on your sandals. Wiggle your toes. 通過TPR活動，讓全班學生能夠做起來，動起來。在復習舊知的基礎上為新課的學習起到一個呈上起下的作用。
　　③Free talking：What’s the weather like today？ 聊一聊天氣，為后面創設明天開運動會，John需要一雙新的運動鞋的情境埋下伏筆。同時也營造一種民主、和諧、寬松的英語氛圍，為學生架設一座由中文思維向英文思維過渡的橋梁。
　　第二環節 新課呈現分兩部分：
　　① 利用課件，出示不同的鞋子，引出shoes shop。操練chant： sneakers ， sneakers， a pair of sneakers ， a pair of sneakers for my friend.
　　② 創設媽媽和John去鞋店買鞋的情境，教師扮演assistant，引出句型What size？ How about this pair？ Are they nice ？ Are they all right？等等。
　　第三環節 鞏固操練分五部分：
　　①玩一玩，魯迅說過：“游戲是兒童的天使。”本節課我設計“我猜，我猜，我猜猜”的游戲來操練句型 How much are they？ They are　 .
　　②說一說，利用教學卡
　　片，在黑板上制作一個簡易的鞋子商店，操練句型Can I help you？ How about this pair？ We’ll take them等
　　③聽一聽，聽課文錄音，完成教師提問A： What size？ B： How much are the sneakers？ 讓學生帶著問題去聽，養成良好的傾聽習慣。
　　④讀一讀，我們都知道，磁帶是最好的老師，讓學生跟著磁帶朗讀課文，正確的語音語調的形成是學生學習英語的基礎，因此教師要有意識地培養學生的模仿能力。
　　⑤演一演，利用頭飾，分角色三人小組合作演一演本課對話，教師要鼓勵學生進行大膽的表演。
　　第四環節拓展延伸分兩部分：
　　①完成調查表格，了解班里同學鞋子的尺寸大小和價格。教師滲透文化知識：不同國家，不同鞋子大小的表達方式不同，如：美國常用6、8、9這樣的數字，而我們和歐洲基本相同，用36、38、40這樣的數字進行表達。
　　②活動：“自由市場”
　　5月14日母親節快到了，給學生一定數目的錢，請他們為媽媽買一樣最需要的禮物，讓學生學會理性購買。通過在“自由市場”內學生之間的買賣活動，充分發揮學生的創造性思維，讓學生學以致用；通過討價還價，發展學生當家理財的經濟頭腦和對生活的適應能力。
　　第五環節 課后作業也是兩部分：
　　①了解家里人的鞋子尺碼并了解市場上不同規格，不同種類鞋的價格。
　　②根據詢問同學的衣物和鞋子，了解班里同學的消費水平，小組之間合作完成此項任務。
　　第四個板塊——說教學板書
　　PEP Book 4 Unit 5 How much is it？
　　B Let’s talk
　　How about this pair？ Are they nice？
　　How much are they？
　　They are　 yuan.
　　第五個板塊——說教學評價
　　綜觀整節課，為了達到新課標所要求的小學英語課程的要求， 我主要通過創設教學情景進行師生互動，充分激發學生學習英語的興趣，培養英語學習的積極態度，把情感、態度與價值觀目標的實現融合在知識與能力、過程與方法目標實現的過程之中，努力為學生進一步學習英語打下堅實基礎。
　　蘇霍姆林斯基說過：沒有也不可能有抽象的學生。因此，我們要鼓勵孩子們，讓他們知道“English， I can”.
　　That’s all. Thank you！