小学英语(繁：語)说课的基本步骤

小学英语全英文说课稿？我只知道小学应该这么讲先说Class begins，good morning/afternoon boys and girls.再说Do you know xxx?It"s xxx(adj).Open your book and turn to page xxx

小学英语全英文说课稿？

小学英语全英文说课稿？

直播吧

澳门新葡京

The content of this period is to use “Where’sare…” 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: What’s for breakfast?

Have some juice then.

The third one: students can listen， read， say and write the following sentence patterns: Where’sWhere are themy…

幸运飞艇

There’s no …in on ear…

I think the most difficult point of this period is to make sure the students can use the patterns “Where’sWhere are…and There is no …inon ear…” 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 “What’s 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: 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 sentences on the Bb.

After some practice by asking and answering， I present the next language points:

There’s no …inon ear…

Have …then.

And I will stick these sentence patterns on the Bb. Finally I’ll let the Ss do pair works to consolidate them.

世界杯

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.

澳门永利

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 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.

That’s all. Thanks a lot for your attention.

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小学英语(繁：語)说课的基本步骤转载请注明出处来源