人教版小学英语五年级上册_Unit_3_What说课稿
五年级英语上册Unit 3第一课时说课稿
各位老师大家好：
我讲的内容是PEP小学英语五年级上册Unit 3 PartA的第一课时Let's Learn部分。
我主要从教材、教学目标、教法学法、教学过程和板书设计这四个方面来展开我的说课。
一．说教材
教材内容
我所说的是人教版五年级上册Unit 3 PartA的第一课时Let's Learn部分。
二、说教学目标
新英语课程标准指出,基础教育阶段英语课程的总体目标是培养学生的综合语言运用能力。
所以，我将教学目标确定为：
能力目标：能够提问并回答三餐所吃的食物；如：What would you like for lunch ? I'd like …..
知识目标：认读Let’s learn 的单词和句子，并掌握四会单词tomato，potato. fish,tofu,eggplant, greenbeans.三会单词 pork，mutton,cabbage.
情感目标：培养学生的合作精神和创新意识,引导学生通过以旧带新的方式自主学习。
教学重点和难点：
本课时重点是掌握有关食物的9个单词:pork tofu mutton cabbage tomato egg plant green beans potato fish ,要求通过四年级上册 Unit5所学句型”What would you like for lunch,”操练所学新单词。
难点是本课时词汇量大，要求四会掌握的单词多。
要让学生在课堂上较好掌握这些单词，需巧教，趣教，努力调动学生积极性。
如：教师比较potato和
tomato两个单词的异同，引导学生速记。
三、说教法，学法
根据以上对教材的分析，为了突破这堂课的重、难点，针对小学生好奇、好胜、好动、模仿力强、表现欲旺盛等生理和心理特点,我采用情景法，直观法,实物教学等教学方法。
坚持以话题为核心，以功能结构为主线，以任务型活动安排本课，创设英语语言氛围，激发学生的学习兴趣，让学生在教师的指导下，通过感知、体验、实践、参与和合作、游戏感悟等多法并用的方式组织教学。
彻底改变传统的“授—受”的教学模式，促进语言实际运用能力的提高。
四、说教学过程
1、Warm-up （热身）
激发学生参与学习的兴趣，是新课导入的关键。
所以上课开始，我设计了师生自由会话，以此拉近师生之间的距离，使学生有亲近感，尽快地融入到我的课程之中。
2、Preview(复习)
做问答练习，借此复习和引入句型What do you like for lunch today ? I'd like …. 以旧带新使本课的句型教学不再成为难点。
3、Presentation(呈现新知)
（1）通过猜谜语出示tofu , eggplant, green beans单词，通过有有声有色的cat,pig,sheep三个动物形象引出和他们有关的fish,pork,mutton单词，这样的设计不仅调动了学生的学习积极性和学习乐趣，又一次突破了本课时单词量大的难点，使学生在愉悦的氛围中学习了新识。
在每个单词教学中，我不是让孩子单纯的识记单词，而是把单词放在句子What do you like for lunch ? I'd like ….中。
采用不同的操练形式如：开火车问答，同桌问答，师问生答等形式，，做到“词不离句，句不离词”，让学生在语境中学单词，
真正做到英语教学的生活化和情境化。
（2）游戏所带来的乐趣会使每一位参与者保持一种积极的心态。
游戏是儿童学习的一种重要途径，也是激发学生学习兴趣的最佳方法。
我注意了小学生形象思维优于抽象思维的特点，设计了Let’s touch and guess游戏，利用实物让学生摸一摸、猜一猜，这样的活动更能提高识记效率, 加深学生对所学单词及语言知识的印象。
同时，我更注意抓住小学生活泼好模仿的特点，通过表演餐厅就餐，使学生学习英语的兴趣更加浓厚了。
最后，设计了击鼓传花的游戏，在愉快轻松的气氛中学习，它使学生的应变能力得以充分发展，进而使学生运用英语的能力得以升华。
以此结束这节课，而让学生期待下节英语课的开始。
（3）在整节课的设计中，为了使孩子乐学，趣学，我还采用了小组竞赛法，课一开始我就布置说这节课要小组之间比赛，最后看哪一组表现好，这样极大地调动了学生的积极性。
在课上我注意及时用眼神、肢体语言、口头语言激励鼓舞学生，让每个学生都感到，只要努力就必能成功。
还让学生们在师生，生生，小组等不同的合作方式中，学会倾听，学会评价，把学生带入一个充满生机勃勃的小学英语课堂。
4、巩固和延伸
要学生把调查家人喜欢吃什么,并制作一个调查表和一张家庭菜谱，这样的活动有实际意义,学生乐于去实践。
五、说板书设计
这节课的板书我主要采用单词和句子共同呈现的方式，既简洁又明了。
这些内容又是多种作用的，有呈现，又有操练，力争将板书变得有滋有味，又能体现本课的重点内容。
英语人教新起点版五年级上册-Unit3第1课时 说课稿
英语人教新起点版五年级上册-Unit3第1课时说课稿一、教材分析1. 教材内容本课程是英语人教新起点版五年级上册Unit3第1课时，主要讲解了介绍个人信息的话题。
通过本课程，学生能够掌握以下几个方面的内容：1.掌握自我介绍的必要性；2.学会用简单的语言进行自我介绍；3.学会询问他人的姓名、年龄、国籍及兴趣爱好；4.理解电话号码以及如何询问和提供电话号码。
2. 教学目标1.语言目标：学生能够正确表达自己的姓名、年龄、国籍和兴趣爱好，并能够简单询问他人的姓名、年龄、国籍和兴趣爱好。
2.认知目标：学生能够意识到自我介绍与交际的必要性，能够感受到交流时的快乐。
3.情感目标：学生能够在情境中学习和探索自我，增强自信心，积极参与交流，认识他人的长处和价值，增强社交意识。
3. 教学重点与难点1.教学重点：介绍自己的姓名、年龄、国籍和兴趣爱好；学会如何简单询问他人的姓名、年龄、国籍和兴趣爱好。
2.教学难点：如何在简单的情境中，教学生掌握交流的规范和技巧，以及培养学生的自信心和勇气。
二、教学方法本课程主要采用交际教学法和任务型教学法。
通过交流和交互的学习方式，让学生能够在情境中体验语言，掌握语言的实际应用方法；并通过完成任务的方式，让学生体验语言的实际运用情境。
三、教学步骤1. Step1–Warming up1.让学生明确学习目标和意义；2.制作一张“我的信息卡片”，介绍姓名、年龄、国籍及兴趣爱好；3.分组轮流交流，目的是为了让学生理解自我介绍的必要性。
2. Step2–Presentation1.出示彩色图片，引导学生认知电话号码；2.引导学生模仿跟读语音，并复习数字；3.分组出示不同的情景图片，介绍其中的人物及姓名、年龄、国籍、兴趣爱好，呈现及时反馈。
3. Step3–Practice1.制作电话本，让学生分组用正确的格式填写联系人的姓名和电话号码；2.学生两两配对，根据模板进行电话交流；3.学生分角色进行对话，练习口语表达。
小学五年级英语说课稿【五篇】
【导语】海阔凭你跃，天⾼任你飞。
愿你信⼼满满，尽展聪明才智;妙笔⽣花，谱下锦绣第⼏篇。
学习的敌⼈是⾃⼰的知⾜，要使⾃⼰学⼀点东西，必需从不⾃满开始。
以下是为⼤家整理的《⼩学五年级英语说课稿【五篇】》供您查阅。
【第⼀篇： I like…评课】褚岑⽼师的这堂展⽰课是⽐较成功的⼀节课，备课思路正确，过程的安排符合⼩学⽣的认知规律，直观教具的使⽤充分得当，给学⽣留下了⽐较深刻的印象。
教师整节课能⽤英语组织教学，语⾔清晰，表达准确，直接体现了⽼师扎实的基本功素养。
英语歌曲是提⾼学⽣英语学习兴趣和学习效率的有效⽅法之⼀。
课堂开始先请⼤家Sing a song 动听的英语歌曲既能感染学⽣，⼜能调动学⽣的情绪，让学⽣进⼊英语氛围。
Unit4这⼀单元的新单词是学⽣感兴趣的玩具类名词。
⽼师抓住这⼀特点巧妙的把玩具的实物模型展⽰在课堂上以此来吸引学⽣。
让学⽣直接感受真实的玩具强化记忆所对应的单词。
这样有助于学⽣快速形象的把所学的单词掌握。
同时，也通过个别朗读，开⽕车等形式使每⼀个学⽣更好的在课堂上掌握新学的内容。
在学习单词的同时⼜穿插了句型。
⼜通过玩游戏“⼤声”“⼩声”的形式集中学⽣的注意⼒。
⼜创新的把所学的新内容总结复习了⼀遍。
接着⼜出⽰图⽚，由学⽣回忆所学的单词。
整堂课思路清晰，教学⽬标明确，让学⽣在轻松愉快的过程中获得了新的知识。
【第⼆篇：What would you like】⼀说教材：新英语课程标准指出，基础教育阶段英语课程的总体⽬标是培养学⽣的综合语⾔运⽤能⼒。
⽽综合语⾔运⽤能⼒⼜以学⽣语⾔技能、语⾔知识、情感态度、学习策略和⽂化意识五个⽅⾯的综合素养为基础。
《新课标》倡导任务型教学模式，即让学⽣在教学活动中参与和完成真实的教学任务，从中体验学习的快乐。
因此我采⽤“任务——探究——创造”型教学⽅法，让学⽣在有趣，开放式的语⾔环境中，学会观察，思考，讨论和总结，在“⽤”中发展思维能⼒、创新意识和各种语⾔应⽤能⼒。
PEP小学英语五年级上册Unit 3第一课时说课稿
PEP小学英语五年级上册Unit 3第一课时说课稿太平小学郭梅各位老师，我今天说课的内容是PEP小学英语五年级上册Unit 3的第一课时，包括Let’s learn和Group work两个部分。
一、说教材1、从内容上来看，本单元教学内容是对四年级上册学过的关于食物的相关知识的巩固、拓展和延伸，学生对食物这样的教学内容兴趣浓厚。
2、从编排上来看，本册书的第一单元是学习My new teachers(学习某人的性格特征)，第二单元是学习My days of the week（主要学习星期几和学生每天经常做些什么？），而第三单元What’s your favourite food?的学习可以帮助第一单元和第二单元进行复习和综合运用，同样的，第三单元对该句型的学习也可以让学生在第四单元的学习中感到不陌生。
可以说，第三单元放在这里学习是有承上启下的作用的，不但复习了前面的知识，也为后面的学习做了铺垫。
本课是第三单元的第一课时，只有牢固地掌握本课时的学习内容才能为本单元其它课时的学习做好铺垫，打好基础。
二、说学情本节课的授课对象是小学五年级的学生，他们已经学过许多有关食物的单词，对这个话题也很感兴趣。
整体看，他们聪明好动，但由于层次不一，学习态度和学习能力差异很大，授课时，应注重趣味性。
为了激发他们的竞争与合作意识，我们进行小组合作学习。
三、说教学目标1、知识目标：（1）掌握Let’s learn部分的单词，四会掌握tofu, eggplant, tomato, potato, green beans, fish.三会掌握pork, cabbage, mutton，favourite.（2）掌握句型：What would you like for lunch? I’d like…,2、能力目标：（1）能够听懂、看懂各种食物，简单介绍自己爱吃的食物。
（2）能在实际生活中对别人吃些什么进行提问，并能就别人对自己的提问做相应的回答，从而提高学生的综合语言运用能力。
小学英语五年级上册《Unit 3 What would you like？》优质课课件
[ˈmʌtn]
I’d like some mutton.
[pɔ:k]
I’d like some pork.
Hello, I’m a pig.
.I’m from
Hello, I’m goat.
.I’m from a
pork
mutton
.
I don’t like cabbage
[ˈkæbidʒ]
isn’t an apple . What is it ?
tomato
Tomato
[tə'meitəu ]
tomatoes
刘 谦
ptPoomtta t o potatoes
[pəˈteitəu
对比，速记单词
tomato
potato
[ˈtəʊfu:]
I’d like some tofu.
I’d like some mutton
mutton
What would you like to eat? I like …
What would you like to eat? I’d like some…
tomatoes potatoes cabbages green beans
Listen and fill in the blanks
5. fi__ __
6. __ggpl__nt
tomato green beans tofu
fish
potato
eggplant
cabbage mutton
pork
What would you like for lunch ?
I’d like …
Group work
I’d like some green beans,
人教版(PEP)英语五年级上册《Unit3whatwouldyoulike》教学设计2
人教版（PEP）英语五年级上册《Unit 3 what would you like》教学设计2一. 教材分析人教版（PEP）英语五年级上册《Unit 3 What would you like》主要围绕着日常饮食和喜好展开，通过学习本单元，学生能够掌握一些关于食物和饮料的词汇，如：chicken, rice, noodles, vegetable, juice等，同时学会用“What would you like?”和“I would like …”进行日常交流。
本节课为单元第二课时，教材内容丰富，贴近学生生活，有利于激发学生的学习兴趣和参与欲望。
二. 学情分析五年级的学生已经掌握了基本的英语语法和单词，具备一定的听说读写能力。
他们在生活中对饮食和喜好有了一定的认知，因此在学习本单元时能够较快地理解和掌握相关词汇和句型。
但部分学生对英语学习的兴趣有待提高，因此教师需要设计有趣的教学活动来吸引他们的注意力。
三. 教学目标1.知识目标：学生能够听懂、会说、会读本节课的重点词汇和句型，如：chicken, rice, noodles, vegetable, juice等，以及能够用“What would you like?”和“I would like …”进行日常交流。
2.能力目标：通过小组合作、角色扮演等活动，提高学生的口语表达能力和团队协作能力。
3.情感目标：培养学生对英语学习的兴趣，激发他们积极参与课堂活动的热情。
四. 教学重难点1.重点：本节课的重点是让学生掌握关于食物和饮料的词汇，以及能够用“What would you like?”和“I would like …”进行日常交流。
2.难点：学生需要能够在实际情境中正确运用所学词汇和句型进行交流。
五. 教学方法1.任务型教学法：通过设计各种实际情境，让学生在完成任务的过程中运用所学知识。
2.情境教学法：创设生活情境，让学生在真实的环境中学习英语。
PEP小学英语五年级上册第三单元第一课时说课稿
PEP小学英语五年级上册第三单元第一课时说课稿一. 说教材1、教材的地位。
本节课内容是五年级上册unit3 What’s your favorite food? Part A let’s learn.学生在四年级已经学过tomato等食物单词，本节课希望学生知道更多的单词。
也为后面学习句型What would you like for lunch?做铺垫。
2、教学目标1）能够听、说、读、写本课时四会单词：tomato，tofu，green beans，fish，potato，eggplant，并能够认读cabbage，mutton，pork三个单词及替换句型：What would you like for lunch?I’d like…2）能用本课时单词卡片完成小组活动，操练新单词。
3）能够说唱童谣，并理解其含义。
3、教学重、难点1）重点是希望学生掌握有关食物的单词：tomato，tofu，green beans，fish，potato，eggplant，cabbage，mutton，pork和句型：What would you like for lunch?I’d like…2）难点是本节课词汇量大，四会单词较多。
二、说教法本节课主要是运用听说法。
运用多种操练和对话方式来掌握知识。
三、说学法本节课用多媒体教学，采用童谣、英语歌曲来提升学习的兴趣，运用生动的食物图片激发学生的学习积极性。
四、说教学设计Step1、Warming up Sing an English song “AppleRed”通过英语歌曲热身，让学生提前进入英语课堂。
Step2、Presentation T:Today we will learn many food.Now look.a)pre of “tomato”teacher present the picture of tomato Took,what’s this? S:tomato Then students read after the teacher.Practice. (use the word card) Teacher writes the word on the blackboard T:I like tomatoes.Do you like tomatoes?S:Yes, I like tomatoes.(ppt present the sentences)b)pre of “tofu”T:Now look,what’s this? S:…T:tofu. read after me one by one. Teacher writes the word on the blackboard T:I like tofu .Do you like tofu ? S:Yes,I like tofu. (ppt present the sentences)c)use the same way to pre of “green beans，fish，potato，eggplant，cabbage，mutton，pork”通过用生动形象的图片呈现新单词，并通过各种各样的呈现方式巩固。
五年级上unit3 PartA Let's talk 说课稿
五年级英语（上）Unit 3 What’s your favourite food?第二课时说课稿一、说教材《What’s your favourite food?》选自PEP 的五年级上册第3单元第二课时，是有关食物话题的教学内容。
教材的Part A let’s talk部分充分地考虑到小学生的实际需求，设计了真实自然的情景——餐饮。
从三年级学的西式快餐到四年级学的中国食物，再到现在五年级学的中国餐饮，它既体现了本套教材循序渐进，螺旋上升的编排意图，又体现了英语知识承前启后的紧密相关性，符合学生的认识规律。
1、语言任务：在本次教学活动过程中，教师是组织者，起引导作用；学生是“主角”，是活动的主体，他们以小组为单位，进行口语、笔头练习。
教师和学生之间既是师生关系，同时也互相合作、交流，因此又是合作伙伴关系。
这次活动采用情景法、交际法及“任务型”教学途径。
在教学过程中，关注学生的情感，尊重每个学生，保护他们的自尊心和积极性，营造宽松、民主的教学氛围，建立融洽、和谐的师生交流渠道，依据本单元的教学目标，并结合教学内容设计贴近学生实际的教学活动，鼓励他们在学习中尝试，吸引和组织他们积极参与，从培养学生的合作精神和语言运用能力。
2、教学目标根据教材内容和《英语课程标准》的要求，我确定以下目标：（1）知识目标：能听懂、会说句子“What do you have for breakfast/lunch/dinner today?和句子I have …并能在实际情景中进行运用。
（2）能力目标：1、能听懂提示语，按照Let’s try 的录音内容判断两张配图的正误。
2、能够用英语“点菜”。
3、能够相互调查一日三餐的用餐情况4、能用英语设计出适合小学生一日三餐的营养食谱。
（3）情感、策略、文化目标：1、用任务型语言教学途径，让学生在“做”中学，激发学生学习英语的兴趣。
培养学生学习英语的积极态度，使学生乐于合作参与，勇于进行交际实践。
小学英语说课稿 Unit3 What’s would you like.
Good morning, my dear judges！I’m No.15,it’s my great honor to be here sharing my lesson with you. Today my topic is Unit3:What’s would you like. My presentation will consist of 5 parts : Analysis of the teaching material, Analysis of the Ss, Teaching and learning methods ,Teaching procedures and Blackboard design.First, I’d like to begin with part 1: Analysis of the teaching materialThe content of my lesson is PartA of Unit3, Let’s learn on page25 from PEP primary English book5.This unit mainly talks about food to eat, it’s really close to Ss’ daily life.Then, we come to part2: Analysis of the SsAs we all know, my Ss are in Grade5, after 2 years of English learning, they have some basic English knowledge and they can express themselves in simple English. They are active, curious and interest in new things. According to the teaching content and the fact of the Ss, I set the following teaching aims.No.1 Knowledge aims：Ss will be able to listen, read, write and say the new words: sandwich、hamburger、salad、ice cream and tea，while the sentence patterns ”What’s would you like…”，” I’d like …”.No.2 Ability aims:Ss can use the new words and sentence patterns in a real situation.No.3 Emotion aimsThe emotion aim is to develop Ss’ good eating habit.In short, the key point of this lesson is to help Ss master the new words.As to the difficult point is : Ss can replace the key words to make sentences in a real situation.Next, I’ll talk about part3: Teaching and learning methodsIn this class, I’ll mainly use Task-based Language Teaching and situational approach, I also design some games to arouse their interest.To make the Ss the real masters in class, they will use active learning and cooperative learning methods.In order to achieve the teaching aims , I prepare some word cards, a tape and a recorder as my teaching aids.Before the class, I divide the Ss into 4 teams for a team competition as often, TeamA、B、C、D. If they can answer my questions actively and correctly，they can climb the rainbow step by step. The team competitionwill go through the whole lesson.Now, I’m going to talk about the most important part,part4: Teaching proceduresI’ll finish this lesson in 6 steps.Step1 Warming upBegin the class with Greetings : Good morning ,boys and girls! How are you today? Are you ready for class?Good. Show me your hands, let’s sing a song:《Rainbow song》Step2 PresentationDraw a menu on the blackboard to create situation.It 11o’clock, I’m very hungrey and thirsty, I’d like sth to eat, what about you? Ok, his is a menu for you, draw out the sentence pattern ”What’s would you like to eat/drink?” on the blackboard.Draw a hamburger to teach the new words. Guide the Ss to answer ”I’d like a hamburger.”Draw other objects to teach the rest words one by one as above: sandwich、salad、ice cream and tea.Guide the Ss pay attention to the different answer of drink: ”I’d like some tea.”This step can help Ss to learn all new words and be familiar with the sentence patterns.Step3 Practice and consolidationFirst ask the Ss to turn to page 25 and read after the tape of Let’s learn twice, encourage them try to imitate the speakers’ pronunciation and intonation. Then show the word cards to play a game. Word relay.Ask the first student to choose one word card and read the word lightly to the student behind him, the following Ss should repeat the word one by one, until the last student, he has to answer my question “What’s would you like?” and I’ll show the word card to check his answer. If he is right, he can win a step for his team.This step can train Ss’ listening and speaking ablities.Step4 ExtensionIn this step, I’ll arrange a pair work for the Ss. They are given 3-5 minutes to finish a task. That is to read the conversation of role-play in pairs. One act as waiter, the other act as customer. After discussion, I’ll ask several pairs come to the stage to role play the conversation. If they can finish the conversationactively and successfully, they can win steps for their teams.This step can train they consciousness of cooperation and it also can be a production.Step5 SummaryGuide the whole class to summary today’s lesson, today we learn some new words and sentence patterns to talk about food to eat. Let’s have a look, which team is the winner? Congratulations! Team A!This step can stimulate Ss’ learning enthusiasm and sense of competition. Step6 HomeworkAsk the Ss to draw the food they like on their note book and write down the words.Homework can help Ss to revise today’s knowledge and practice they written English.Ok, Let’s move to the last part,part5: Blackboard designMy blackboard design is just like what you can see. It’s clear and vivid, which shows the key words and sentences of this lesson. And this corner is to show the result of the team competition.That’s all for my presentation, thank you so much!Unit3 What’s would you like?PartA Let’s learnMenu:——What’s would you like to eat/drink?——I’d like a hamburger.some tea.A B C Dhamburgersandwichsaladice creamtea。
五上Unit3Atalk说课稿
五年级Unit 3 A Let’s talk说课稿英语组周丽娟一、说教材：本课教学内容为人教版英语五年级上册第三单元A部分Let’s talk。
本课通过Sarah 一家用餐的情景，引出Let’s talk对话。
重点学习表示询问想吃什么的句型：What would you like to eat/drink?及答语I’d like….。
二、说学生:学生已有的生活经验：在四年级已经学过了一些与实物有关的词语及句子，而且，学生对饮食的话题都很感兴趣，学生在学习询问想吃（喝）什么时，已经有了知识基础，所以再学习本课的内容兴趣高、说的多。
学生的学习习惯和方法：五年级学生经过二年的英语学习，有了一定的预习习惯，大部分孩子在预习单词过程中能看到英语知道汉语，能将自己不会的内容做出标记。
在课上汇报的过程中能积极的说出自己较难掌握的内容，学习中将主要内容做上标记。
学生有了一定的学习兴趣，并养成了一些良好的生活习惯。
学生的心理品质：高年级是培养孩子学习能力和学习习惯的关键期，孩子的学习动机从直接动机向间接动机开始转化，即便没有直接的奖励，为了得到老师、家长、同学和其他人的肯定性评价，他们也会努力达到较好的效果，是培养学习习惯，激发学习兴趣的关键期。
所以，学生在本课的小组竞赛中会卯足劲，为自己的小组争取最大的进步三、说学习目标：1.知识与技能a.能听、说、读、写句型What would you like to eat/drink?及答语I’d like….，并能在情景中运用。
b. 能够按照正确的意群及与英语调熟读Let’s talk部分对话，并能分角色表演。
C．运用所学知识询问自己的朋友或家人的饮食，了解朋友或家人的饮食习惯。
2.过程与方法：通过自主探究完成预习作业，发现自己不会或存在疑问的地方，在小组内学习、交流；通过听录音跟读、同桌读、小组读的形式做到熟读词语及Let’s talk 部分；利用介绍自己的朋友这一情景，练习和拓展本课的知识。
人教版新课标PEP小学英语五年级上册说课稿
小学英语说课模板（英文版） (3)小学英语说课稿模板二 (8)小学英语说课稿模板三 (11)说课的内容要求和评价 (13)五年级英语上册教学计划 (15)Unit 1 My New Teachers (18)Unit 1 My New Teachers第一课时说课稿 (18)Unit 1 My New Teachers第一课时说课稿二 (20)Unit 1 My New Teachers第二课时说课稿 (25)Unit 1 My New Teacher第三课时说课稿 (29)Unit 1 My New Teachers 教案 (39)Unit 2 My Days of the Week (55)Unit 2 My Days of the Week第一课时说课稿 (55)Unit 2 My Days of the Week第四课时说课稿 (58)Unit 2 My Days of the Week第五课时说课稿 (60)Unit 2 My Days of the Week Part B Let’s talk说课稿 (64)Unit 2 My Days of the Week说课稿 (72)Unit 2 My Days of the Week 教案 (78)Unit 3 What's Your Favourite Food? (86)Unit 3 What's Your Favourite Food?第一课时说课稿 (86)Unit 3 What's Your Favourite Food?第一课时说课稿二 (89)Unit 3 What's Your Favourite Food?第二课时说课稿 (94)Unit 3 What's Your Favourite Food?第三课时说课稿 (97)Unit 3 What's Your Favourite Food?第五课时说课稿 (100)Unit 3 What's Your Favourite Food? B部分Let’s talk说课稿 (102)Unit 3 What's Your Favourite Food? Revision部分说课稿 (107)Unit 3 What's Your Favourite Food? 教案 (108)Recycle 1 (119)Recycle 1教案 (119)Unit 4 What Can You Do? (124)Unit 4 What Can You Do?第一课时说课稿 (124)Unit 4 What Can You Do?第一课时说课稿二 (128)Unit 4 What Can You Do?第二课时说课稿 (131)Unit 4 What Can You Do? A Let’s learn说课稿 (132)Unit 4 What Can You Do? A Let’s learn说课稿二 (141)Unit 4 What Can You Do? A Let’s talk说课稿 (142)Unit 4 What Can You Do? A Read and write说课稿 (145)Unit 4 What Can You Do? PART B 第二课时说课稿 (146)Unit 4 what can you do?（B let’s lean let’s chant）说课 (148)Unit 4 What Can You Do?教案 (151)Unit 5 My New Room (162)Unit 5 My New Room 第一课时说课稿 (162)Unit 5 My New Room 第一课时说课稿二 (168)Unit 5 My New Room 第二课时说课稿 (170)Unit 5 My New Room Part A Let’s learn Let’s play说课稿 (172)Unit 5 My New Room A let’s learn说课稿 (179)Unit 5 My New Room A let’s talk 说课稿 (183)Unit 5 My New Room Part B第一课时说课稿 (186)Unit 5 My New Room Part B第二课时说课稿 (190)Unit 5 My New RoomPart B第四课时说课稿 (193)Unit 5 My New Room B、Let’s talk说课稿 (196)Unit 5 My New Room 教案 (199)Unit 6 In a Nature Park (210)Unit 6 In a Nature Park 第一课时说课稿 (210)Unit 6 In a Nature Park Park A Let’s learn说课稿 (214)Unit 6 In a Nature Park Park A Let’s talk说课稿 (217)Unit 6 In a Nature Park Park A -read and write说课稿 (223)Unit 6 In a Nature Park Park B Let’s learn说课稿一 (228)Unit 6 In a Nature Park Park B Let’s learn说课稿二 (230)Unit 6 In a Nature Park教案 (238)Recycle 2 (246)Recycle 2教案 (246)教师资格考试说课要求和主要内容 (250)说课步骤与其几点注意事项 (252)教师面试说课应注意事项 (254)小学英语说课模板（英文版）Goood moring, I'm glad to interpret my lesson here . The lesson plan I am going to talk about is Part A let's learn of unit1 PEP Primary English book7. I will explain how to teach and the reason for doing this from following aspects.Ⅰ analysis of the teaching content.Ⅱ ways of teaching and learning .Ⅲ teaching proceduresⅣ blackboard designV assessmentNow Let’s focus on the analysis of teaching content. It can be divided into 3 parts as followed: the status and the function, the teaching objectives , the main points and difficult points, I’ll talk about it one by one.This lesson is the first lesson of unit 1, book7 . It includes two parts: Let’s learn and let’s play. In section 1, it mainly deals with these key phrases: on foot, by bike, by bus, by train, by subway. And in section 2, it provides a game for the Ss to prastise the patterns: How do you go to…? And the answer: I go… by../ on foot.Our students have already known some vehicles in the daily life. It’s not difficult for them to understand and use these words . If students can learn it well, it will help students to learn the rest of this unit. So, I set the following aims:The first is language objectivesTo make sure that students can read, recognize and use these key phrases :on foot ,by bike,by bus,by train skillfully.The next is ability objectives(1) To develop Ss’ abilities of listening and speaking.(2) To train the Ss’ ability of working in groups.moral objectives(1)to help students know some vehicles and comprehend the traffic rules(2) To foster Ss’ consciousness of good co-operation and proper competition.The main points and difficult points about this lesson is:(1) To make sure that Ss can use these key phrases correctly and skillfully.(2) To enable Ss to study in groups and co-operate skillfully.(3) To develop Ss’ interest in English.D ifficult pointsTo help the Ss ask and answer the question “How do you go to…?part Ⅱways of teaching and learningAs 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 sense of the English language. So in this lesson I’ll mainly use “Task-based” teaching method. That is to say, I will let the Ss learn in real situations, finish a task by making a survey”How do you go to school?” to help Ss to get a better understanding of the key phrases. I will arrange these activities: guessing game, finishing a survey and having a competition. And in this lesson a recorder, CAI, will be needed.partⅢ teaching proceduresI’ll finish this lesson in five steps.step1 lead--in activitiesI will begin my class with "drawing and guessing" game, just like this : I show students some vehicles such as bike ,bus ,jeep which they learned before by "Stick Figures" and ask them guess what’s it.Purpose: It is important to form a better English learning surrounding for the Ss by guessing game. and at the same time it provides situations to review learned knowledge for the next step.step2 prestentationNow I’ll mainly talk about this step.1、first there is a Free talk between T and Ss. For example: I show many pictures of beautiful cities and ask students some questions, such as "do you like this city?where do you want to go ?"and help Ss to answer them with "by train ,by plane,by ship".By the way, I show the picture of a school, and say“ I go to schiool by bus” ,Ss read this sentence. do the actions and ask "how do you go to school?",show many pictures of tools such as ,on foot by bike ,by bus to help students answer my question one by one.To present the key structures one by one is much easier for the Ss to learn and grasp the meanings.2 With the help of the CAI I set a situation to help Ss understand the way of using these key phrases:A boy is coming, who is going to school. He says: I go to school by…Then play the sounds of bus, bike ask students to listen carefully and tell “I go to school by…" according to the different sounds, by the way , I present another new phrases:by subwayPurpose:Make Ss use these new phrases with sentence structures, to help Ss use the language in a real situation.step3 practise3 I order to make every student read these new phrases correctly, I designa "drill "in this step, I show cards as soon as possible ,students should read the words quickly and spell them. Then I ask 'How do you go to school?'students answer "I go to ......"also I will quicken the speed to ask .The purpose is to draw the whole students'attention to the spelling of the words 4 After this, I ask Ss to do "Let's play " in fours. They use places cards and vehicle cards, ask and answer:How do you go to …? I go to … by…”5, If Ss can ask and answer expertly, I will ask them to make a short dialogue. the purpose of this is to help students to learn those sentenses through a ture situation and make the dialogues in order to check if Ss can usse these key prases、sentences structures skillfullystep 4 consolidationlet students do a survey about "how do you go to school?"and the table like this :write down names and tools another Ss chooseTask-based teaching method is used here to develop Ss’ abilityof communication and also their ability of co-operation will be well trained.step 5 homeworkask students to collect other kinds of transport tools through thelibrary ,computer.the purpose of this is to stimulate the interest of learning english and to wide the students'knowledgestep6 blackboard designmy blackboard design like this :on the left Ishow the phrases:on foot,by bus.......on the right there are many sentences:how do you go to school?I go to ......"step 7 assessmentdue to the students'age ,I make every students work in class through many activities in order to stimulate the students'interest and provide they a wide thinking room. I make students learn this lesson very well through desiring scene statuesthat's all,thank you for your listening !小学英语说课稿模板二学生分析" J7 d! a4 T5 ?- y# ~( |根据小学高年级阶段学生的特点：好奇、好动、善模仿、好表演，对英语的学习兴趣浓，但不能持久，因此，需要具体、形象的教学材料与灵活多样的教学方法来引导学习。